Building and Combining Sentences with Adverb Clauses

Building and Combining Sentences with Adverb Clauses

adverb clauses are subordinate structures that show the relationship and relative importance of ideas in sentences.

They explain such things as when, where, and why about an action stated in the main clause. Here we'll practice building and combining sentences with adverb clauses.

Here we'll practice building sentences with adverb clauses. Like an adjective clause, an adverb clause is always dependent on (or subordinate to) an independent clause.
Like an ordinary adverb, an adverb clause usually modifies a verb, though it can also modify an adjective, an adverb, or even the rest of the sentence in which it appears. Adverb clauses show the relationship and relative importance of ideas in our sentences

From Coordination to Subordination

Consider how we might combine these two sentences:

The national speed limit was repealed.
Road accidents have increased sharply.

One option is to coordinate the two sentences:

The national speed limit was repealed, and road accidents have increased sharply.

Coordination with and allows us to connect the two main clauses, but it doesn't clearly identify the relationship between the ideas in those clauses. To clarify that relationship, we may choose to change the first main clause into an adverb clause:

Since the national speed limit was repealed, road accidents have increased sharply.

In this version the time relationship is emphasized. By changing the first word in the adverb clause (a word called a subordinating conjunction), we can establish a different relationship--one of cause:

Because the national speed limit was repealed, road accidents have increased sharply.

Notice that an adverb clause, like an adjective clause, contains its own subject and predicate, but it must be subordinated to a main clause to make sense.

Common Subordinating Conjunctions

An adverb clause begins with a subordinating conjunction--an adverb that connects the subordinate clause to the main clause. The subordinating conjunction may indicate a relationship of cause, concession, comparison, condition, place, or time. Here's a list of the common subordinating conjunctions:

Cause
as
because
in order that
since
so that

Example:
"I'm not a vegetarian because I love animals. I'm a vegetarian because I hate plants."
(A. Whitney Brown)

Concession and Comparison
although
as
as though
even though
just as
though
whereas
while

Examples:
"You will find that the State is the kind of organization which, though it does big things badly, does small things badly, too."
(John Kenneth Galbraith)

"It is a waste of energy to be angry with a man who behaves badly, just as it is to be angry with a car that won't go."
(Bertrand Russell)

Condition
even if
if
in case
provided that
unless

Example:
"If you have ever lain awake at night and repeated one word over and over, thousands and millions and hundreds of thousands of millions of times, you know the disturbing mental state you can get into."
(James Thurber)

Place
where
wherever

Example:
"Read over your compositions, and wherever you meet with a passage which you think is particularly fine, strike it out."
(Samuel Johnson)

Time
after
as soon as
as long as
before
once
still
till
until
when
whenever
while

Example:
"As soon as you trust yourself, you will know how to live."
(Johann Wolfgang von Goethe)

Practice in Building Sentences with Adverb Clauses

These five short exercises in sentence combining will give you practice in developing sentences with adverb clauses. Follow the instructions that precede each set of sentences. After you have completed the exercise, compare your new sentences with the sample combinations on page two.

1. Combine these two sentences by turning the second sentence into an adverb clause beginning with an appropriate subordinating conjunction of time:
   
   • In a Junction City diner, a sunburned farmer comforts his squirming son.
   • His wife sips coffee and recalls the high school prom.


2. Combine these two sentences by turning the second sentence into an adverb clause beginning with an appropriate subordinating conjunction of place:
   
   • Diane wants to live somewhere.
   • The sun shines every day there.


3. Combine these two sentences by turning the first sentence into an adverb clause beginning with an appropriate subordinating conjunction of concession or comparison:
   
   • Work stops.
   • Expenses run on.


4. Combine these two sentences by turning the first sentence into an adverb clause beginning with an appropriate subordinating conjunction of condition:
   
   • You're on the right track.
   • You'll get run over if you just sit there.


5. Combine these two sentences by turning the first sentence into an adverb clause beginning with an appropriate subordinating conjunction of cause:
   
   • Satchel Paige was black.
   • He was not allowed to pitch in the major leagues until he was in his forties.

SAMPLE COMBINATIONS
Here are sample answers to the exercise on page one: Practice in Building Sentences with Adverb Clauses

1. "In a Junction City diner, a sunburned farmer comforts his squirming son while his wife sips coffee and recalls the high school prom."
   (Richard Rhodes, The Inland Ground)


2. Diane wants to live where the sun shines every day.


3. Even though work stops, expenses run on.


4. "Even if you're on the right track, you'll get run over if you just sit there."
   (Will Rogers)


5. Because Satchel Paige was black, he was not allowed to pitch in the major leagues until he was in his forties.

Arranging Adverb Clauses

An adverb clause, like an ordinary adverb, can be shifted to different positions in a sentence. It may be placed at the beginning, at the end, or occasionally even in the middle of a sentence.
An adverb clause commonly appears after the main clause:

Jill and I waited inside the Cup-A-Cabana Diner until the rain stopped.

However, if the action described in the adverb clause precedes the action in the main clause, it is logical to place the adverb clause at the beginning:

When Gus asked Merdine for a light, she set fire to his toupee.

Placing an adverb clause at the beginning can help to create suspense as the sentence builds toward a main point:

As I shuffled humbly out the door and down the front steps, my eyes to the ground, I felt that my pants were baggy, my shoes several sizes too large, and the tears were coursing down either side of a huge putty nose.
(Peter DeVries, Let Me Count the Ways)

When working with two adverb clauses, you may want to place one in front of the main clause and the other behind it:

When a bus skidded into a river just outside of New Delhi, all 78 passengers drowned because they belonged to two separate castes and refused to share the same rope to climb to safety.

Punctuation Tips:

• When an adverb clause appears at the beginning of a sentence, it is usually separated from the main clause by a comma.


• A comma is usually not necessary when the adverb clause follows the main clause.

An adverb clause can also be placed inside a main clause, usually between the subject and verb:

The best thing to do, when you've got a dead body on the kitchen floor and you don't know what to do about it, is to make yourself a good strong cup of tea.
(Anthony Burgess, One Hand Clapping)

This middle position, though not a particularly common one, can be effective as long as the reader doesn't lose track of the idea in the main clause.
Punctuation Tip:

• An adverb clause that interrupts a main clause, as show in the example above, is usually set off by a pair of commas.

Reducing Adverb Clauses

Adverb clauses, like adjective clauses, can sometimes be shortened to phrases:

• If your luggage is lost or destroyed, it should be replaced by the airline.


• If lost or destroyed, your luggage should be replaced by the airline.

The second sentence has been shortened by omitting the subject and the verb is from the adverb clause. It is just as clear as the first sentence and more concise. Adverb clauses can be shortened in this way only when the subject of the adverb clause is the same as the subject of the main clause.

Editing Tip:

• To cut the clutter from your writing, try reducing adverb clauses to phrases when the subject of the adverb clause is the same as the subject of the main clause.

Practice in Revising Sentences with Adverb Clauses

Rewrite each set below according to the instructions in parentheses. When you are done, compare your revised sentences with those on page two. Keep in mind that more than one correct response is possible.

1. (Shift the adverb clause--in bold--to the beginning of the sentence, making it the subject of the adverb clause.)
   The forest supports incessant warfare, most of which is hidden and silent, although the forest looks peaceful.


2. (Shift the adverb clause to a position between the subject and verb in the main clause and set it off with a pair of commas.)
   While he was on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.


3. (Reduce the adverb clause to a phrase by dropping the subject and verb from the adverb clause.)
   While he was on maneuvers in South Carolina, Billy Pilgrim played hymns he knew from childhood.


4. (Turn the first main clause into an adverb clause beginning with the subordinating conjunction whenever.)
   The sea builds a new coast, and waves of living creatures surge against it.


5. (Make this sentence more concise by dropping the subject and the verb was from the adverb clause.)
   Although she was exhausted after the long drive home, Pinky insisted on going to work.


6. (Move the adverb clause to the beginning of the sentence, and make the sentence more concise by reducing the adverb clause to a phrase.)
   Clutching his teddy bear, the boy hid under the bed because he was frightened by the lightning and thunder.


7. (Emphasize the contrast in this sentence by converting the first main clause into an adverb clause beginning with although.)
   Teachers who contend with blank or hostile minds deserve our sympathy, and those who teach without sensitivity and imagination deserve our criticism.


8. (Omit the semicolon and convert the first two main clauses into an adverb clause beginning with after.)
   The storm has passed, and the flash floods dump their loads of silt into the Colorado River; water still remains in certain places on rimrock, canyon beach, and mesa top.

fuente : http://grammar.about.com/od/basicsentencegrammar/a/sbadvclauses.htm

ENTRENAMIENTOS DE GRAPPLING EN GRANOLLERS

ENTRENAMIENTOS DE LUCHA SAMBO EN GRANOLLERS

ENTRENAMIENTOS DE GRAPPLING EN GRANOLLERS

ENTRENAMIENTOS DE LUCHA SAMBO EN GRANOLLERS

ENTRENAMIENTOS DE GRAPPLING EN GRANOLLERS

ENTRENAMIENTOS DE LUCHA SAMBO EN GRANOLLERS

ENTRENAMIENTOS DE LUCHA OLIMPICA EN GRANOLLERS

ENTRENAMIENTOS DE LUCHA OLIMPICA EN GRANOLLERS

ENTRENAMIENTOS DE LUCHA OLIMPICA EN GRANOLLERS

ENTRENAMIENTOS DE LUCHA LIBRE OLÍMPICA EN GRANOLLERS

ENTRENAMIENTOS DE LUCHA LIBRE OLÍMPICA EN GRANOLLERS

ENTRENAMIENTOS DE LUCHA LIBRE OLÍMPICA EN GRANOLLERS

ENTRENAMIENTOS DE LUCHA GRECO-ROMANA EN GRANOLLERS

ENTRENAMIENTOS DE LUCHA GRECO-ROMANA EN GRANOLLERS

ENTRENAMIENTOS DE LUCHA GRECO-ROMANA EN GRANOLLERS

CURSO DE DEFENSA POLICIAL EN GRANOLLERS VALIDO PARA BAREMACIONES Y MERÍTOS

CURSO DE DEFENSA POLICIAL EN GRANOLLERS VALIDO PARA BAREMACIONES Y MERÍTOS

CURSO DE DEFENSA POLICIAL EN GRANOLLERS VALIDO PARA BAREMACIONES Y MERÍTOS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

PREPARACIÓN DE EXÁMENES DE FRANCÉS - DELF A1, A2, B1 , B2, DAFL C1 , C2 EN GRANOLLERS

Actualidades Granollers del Vallés: PARTICULAR DE INGLÉS Y FRANCÉS ECONÓMICO GRANOLL...

Actualidades Granollers del Vallés: PARTICULAR DE INGLÉS Y FRANCÉS ECONÓMICO GRANOLL...

President Obama Presses Congress on Student Loan Interest

President Obama Presses Congress on Student Loan Interest:

This is the VOA Special English Economics Report.
Student loans and the interest millions of Americans pay on them have been getting a lot of attention recently. Student loan payments and interest are a financial reality for men and women in many different kinds of jobs across the United States.
The Department of Education says interest rates for Direct Subsidized Student Loans will double to just under seven percent on July first. Five years ago, Congress passed a measure that lowered interest rates for the government loans. But the law is set to expire.
The president has called for the lower, three point four percent interest rate in his new budget. But if Congress does not act, new student borrowers will pay more. Other borrowing-related costs will also go up. The Obama administration says this will cost each student borrower an additional one thousand dollars on average.
Higher education in the United States is costly. The Department of Education says the average yearly cost of attending a public college was about twelve thousand eight hundred dollars in twenty ten. The total for private schools was over thirty-two thousand.
The Federal Reserve Bank of New York collects financial information. It says Americans owed eight hundred forty-five billion dollars in student loans last year. Some reports say the amount is now near one trillion dollars.
The administration says seven point four million students will be affected without a new law. This week, President Obama traveled to several college campuses. At the University of North Carolina, he talked about his own experience.
BARACK OBAMA: “We didn’t come from wealthy families.  So when we graduated from college and law school, we had a mountain of debt. When we married, we got poor together.”
Supporters of low student loan interest rates have promised a campaign to get new legislation. An extension is estimated to cost the government six billion dollars. Mitt Romney, the Republican Party’s likely presidential candidate, supports an extension. Republican leaders in the House of Representatives say they like the popular program. They just differ on how to pay for it. Republicans want the money to come from the new health care reform law.
The Democratic Party has proposed increasing taxes on some businesses, including oil and gas companies. Last Tuesday, President Obama put his argument to music on a late-night television program.
BARACK OBAMA: (Music Under) "Now is not the time to make school more expensive for our young people.”
JIMMY FALLON: “Oh yeah.”
And that's the VOA Special English Economics Report. I'm June Simms.

subjunctive – a statement contrary to fact, a wish, a mandative statement

In the English language, verbs are used in contexts called moods. These verbal moods are:

• indicative – simple statement or question (Jill picks up the ball.)
• imperative – a command (Jill, pick up the ball !)
• subjunctive – a statement contrary to fact, a wish, a mandative statement (I request that Jill pick up the ball.)

Mandative subjunctive. So far we have examined three different ways of issuing directives – modals, semi-auxiliaries, and the imperative.The subjunctive can also be used as a directive. The term mandative derives from the Latin root for mandate, “a command or order”. The mandative subjunctive is a very distinct kind of directive and it always takes the same form.

I suggest [that he leave].

I beg [that he return the money].

I demanded [that she give me her files].

We asked [that Marsha tell the truth].

Beth moved [that the meeting be adjourned].

I insist [that you be quiet].

I require [that term papers be turned in on time].

Formulaic subjunctive. English has a small set of phrases and sayings that are so old that they still contain uniquely marked subjunctive verbs. These utterances are learned as whole pieces, often as part of religious liturgy. The expression God bless you contains a third person subject and an uninflected verb. This sentence is communicating, not a statement of fact, i.e., God blesses you, but rather a wish on the part of the speaker, i.e., I hope that God blesses you. Some remnants of the formulaic subjunctive in Judeo-Christian liturgy are:

The Lord make his face shine upon thee ...

Thy kingdom come, thy will be done ...

There are formulaic subjunctives that are less tied to liturgy, but most still have a religious cast.

God save the Queen.

Heaven forbid.

God be with you.

God help him.

Be that as it may.

Long live the King.

fuente :  http://www.ceafinney.com/subjunctive/excerpts.html

the past perfect subjunctive

En español


En la lengua francesa, española e india, entre los usos más comunes del subjuntivo se encuentran:

• la expresión de un deseo: Mi madre quiere que estudie medicina
• la expresión de la duda: No creo que llegue a tiempo
• la aparición en expresiones más o menos fijas como: es probable que, cuando, es interesante que, etc.
• la expresión de una orden negativa: No tires el papel.

Uso obligatorio del subjuntivo por el significado de los elementos rectores: «...usamos del modo subjuntivo en la oración subordinada siempre que el verbo principal exprese una acción dudosa, posible, necesaria o deseada» (Esbozo de una nueva gramática de la lengua española, 1973:455)
Cuando la subordinada depende de elementos rectores que expresan duda (ámbito de la emoción): se trata de los casos que dependen de verbos de duda y desconocimiento: Quizá hayan llegado temprano. No creen que haya llegado a tiempo. Es difícil que lleguen a tiempo.

• Cuando el verbo regente impone una idea de duda a la oración subordinada debe aparecer el subjuntivo, mientras que si el verbo principal impone una modalidad asertiva o de certeza, la subordinada debe ir en indicativo. Estos verbos, cuando van en positivo como creer se construyen con indicativo (Creo que vendrá Juan), mientras que cuando van en negativo se construyen con subjuntivo (No creo que venga Juan). Sin embargo, otros verbos como dudar se comportan a la inversa: Dudo que llegaran temprano. No dudo que llegaron temprano.

• Cuando cuestionamos la posibilidad el subjuntivo es obligatorio en expresiones del tipo siguiente, tanto si la proposición es positiva como negativa: Es poco probable que llegue puntual. No es posible que venga solo.

• Existen otras expresiones de duda y desconocimiento que alternan indicativo y subjuntivo en la afirmación y en la negación, tales como parecer, sentir o ver: Siento que hace calor. Pues yo no siento que haga calor.

Cuando la subordinada depende de elementos rectores que expresan deseo: todos los verbos de deseo, pedido y orden exigen subjuntivo. Entre los verbos y expresiones de deseo, pedido y orden se incluyen: Ojalá (que), Desear/querer/esperar que..., Pedir/rogar/solicitar que..., Ordenar/exigir/prohibir/impedir/permitir que..., Aconsejar/proponer/recomendar que..., Sugerir/decir/aceptar/admitir que...
Se puede dar el caso en que no aparezca el verbo de deseo: Que descanses. Que tengas suerte.
Cuando la subordinada depende de elementos rectores que expresan posibilidad: con expresiones y verbos que indican posibilidad, más o menos remota, también parece ser necesario el uso del subjuntivo:

• Es posible que vengan.
• Si llegaran a tiempo, podríamos ir al cine.
• Probablemente vienen /vengan.

Muchos de los ejemplos pueden construirse con el verbo ser más adjetivo o frase nominal de posibilidad: Es posible, probable, factible, una posibilidad, improbable, etc.; o van introducidos por un adverbio posiblemente, probablemente, o por una locución puede que, puede ser que, tal vez...
También se pueden incluir las oraciones condicionales irreales del tipo II: Si hiciera calor, irían al parque a jugar y del tipo III: Si hubiera hecho calor, habrían ido al club a nadar. Y también el uso de subjuntivo introducido por llamada locución irreal como si que sólo permite el imperfecto y el pretérito pluscuamperfecto de subjuntivo: Lo dijo como si se lo creyera /hubiera creído.

Cuando la subordinada depende de elementos rectores que indican necesidad: Es necesario que vengas conmigo; Necesito que vengan conmigo.
La RAE diferencia entre necesidad subjetiva y necesidad objetiva. Se consideran dentro de los verbos de necesidad subjetiva los de pedido, mandato y consejo que exigen subjuntivo.

• Me pidió que le hiciera un favor (pedido).
• Me pidió que le hubiera hecho un favor (no se puede pedir a nadie que haga algo retrospectivamente).
• El general ordena a sus soldados que rompan filas (orden).

El verbo impedir es un caso especial, ya que puede utilizarse para expresar la voluntad de un sujeto, es decir, una orden: El profesor impidió que los alumnos salieran antes de tiempo; como para expresar una causa no voluntaria: El mal tiempo impidió que la fiesta se hiciera al aire libre.
Los verbos que introducen un consejo, una propuesta o una sugerencia también exigen subjuntivo y tienen restricciones temporales similares a los verbos de pedido y mandato, ya que la cláusula subordinada sólo puede ser posterior al momento del consejo. Verbos como aconsejar, proponer, recomendar, etc. Ejemplo: El médico le aconsejó que no fumara.
También se consideran verbos que expresan necesidad subjetiva permitir, prohibir, obligar y, por consiguiente, expresiones y locuciones del tipo está permitido, está prohibido, es obligado... Ejemplo: La profesora no permitió que copiaran en el examen y prohibió que llevaran el diccionario.
Se incluyen en el grupo de verbos de necesidad objetiva, además de la construcción es necesario, expresiones y verbos impersonales que aparecen obligatoriamente con subjuntivo: va bien/mal que...; viene bien/mal..., convenir, importar, ser útil, etc. a los que, «cuando queremos hacer resaltar el carácter subjetivo de la necesidad, añadimos un pronombre personal al verbo regente: Me importaba que hablase el presidente; Les conviene que no digáis nada» (RAE, 1973:439).

Sin embargo, el adverbio necesariamente aparece con indicativo: Necesariamente llegarán pronto.
Cuando la subordinada depende de elementos rectores que expresan temor o emoción (ámbito de la emoción): podemos incluir aquí, además del verbo temer, un amplio repertorio de emociones que se expresan con verbos y locuciones del tipo: me da miedo, me pone los pelos de punta, me da pánico, me pone la carne de gallina...:

• Es una pena que se case tan joven
• Me da miedo que te caigas
• No me da miedo que llegues tarde.

Pretérito

 Pretérito imperfecto

En el caso del pretérito imperfecto, se añaden las siguientes terminaciones:

	Verbos terminados en ar	Verbos terminados en er o ir
yo	-ara/-ase	-iera/iese
tú/vos	-aras/-ases	-ieras/-ieses
él	-ara/-ase	-iera/-iese
nosotros	-áramos/-ásemos	-iéramos/-iésemos
vosotros	-arais/-aseis	-ierais/-ieseis
ellos	-aran/-asen	-ieran/-iesen

Mientras la forma -se deriva directamente del subjuntivo latino, la forma -ra es de creación más reciente y derivó del antiguo pluscuamperfecto del castellano (uso que se le da a veces y que aún se encuentra en el portugués).
Así, con el verbo comer: que yo comiera, que tú/vos comieras, que él comiera, que nosotros comiéramos, que vosotros comierais, que ellos comieran.
En este tiempo del subjuntivo, pueden utilizarse oraciones que comiencen con Ojalá o el condicional Si, pudiendo expresar un arrepentimiento de algo ocurrido en el pasado o un deseo.

• Si hubiera sabido, te lo habría dicho (no lo sabía, así que no lo dije).
• Ojalá tuviera dinero (lo deseo, pero no lo tengo).

When preceded by the term "ojalá (que), we can express a desire that something in the past had happened differently.
Construction:
- Ojalá (que) + past perfect subjunctive + rest of sentence

• Ojalá hubiera llegado a tiempo.
  (If only he had arrived on time.)
• Ojalá que nos hubiéramos conocido antes.
  (If only we had met each other earlier.)

 Pretérito perfecto

Para formar el pretérito perfecto, basta anteponer el verbo auxiliar haber en presente del subjuntivo más el verbo conjugado en su forma de participio, p.e. haya nacido, hayamos tenido, etc.
Una forma particular es el modo yusivo, que sirve para expresar un mandato o deseo de que algo hubiera sucedido en el pasado. Por ejemplo, en el subjuntivo latino moreretur, inquies..., dirás que él hubiera debido morir.^{[1] [2]}

 Pretérito pluscuamperfecto

Para formar el pluscuamperfecto, el verbo auxiliar haber debe ir en pretérito del subjuntivo, p.e. hubiera (o hubiese) nacido, hubiéramos (o hubiésemos) tenido, etc.
If the verb in the independent clause expresses wishes, emotions, recommendations, possible non-realities, doubts, denial, etc. and is in the preterite, imperfect or conditional tense and the subjunctive verb refers to something that has or should have already taken place, then the verb in the dependent clause will be past perfect subjunctive.

• Doubts
  • Dudaba que hubiera venido.
    (I doubted that he had come.)
• Possible non-reality
  • Buscaba un libro que hubiera tenido buenas críticas.
    (I was looking for a book that had had good reviews.)
• Expression of emotion
  • Me sorpendía que hubieras ido a Perú.
    (It surprised me that you had gone to Peru.)
• Expression of a wish
  • Esperaba que hubieras comido.(I hoped that you had eaten.)
• Negation, denial
• No era verdad que hubiera dicho esto.
  (It was not true that he had said that.)
• 
  

	Presente de indicativo	Presente de subjuntivo	Imperfecto de subjuntivo	Perfecto de subjuntivo	Pluscuamperfecto de subjuntivo
Ser	yo soy tú eres vos sos él es nosotros somos vosotros sois ustedes son ellos son	que yo sea que tú seas que vos seas (SA) que vos seás (CA) que él sea que nosotros seamos que vosotros seáis que ustedes sean que ellos sean	que yo fuera que tú/vos fueras que él fuera que nosotros fuéramos que vosotros fuerais que ustedes fueran que ellos fueran	que yo haya sido que tú hayas sido que vos hayas sido (SA) que vos hayás sido (CA) que él haya sido que nosotros hayamos sido que vosotros hayáis sido que ustedes hayan sido que ellos hayan sido	que yo hubiera/-ese sido que tú/vos hubieras/-eses sido que él hubiera/-ese sido que nosotros hubiéramos/-ésemos sido que vosotros hubierais/-seis sido que ustedes hubieran/-sen sido que ellos hubieran/-esen sido
Estar	yo estoy tú/vos estás él está nosotros estamos vosotros estáis ustedes están ellos están	que yo esté que tú/vos estés que él esté que nosotros estemos que vosotros estéis que ustedes estén que ellos estén	que yo estuviera que tú/vos estuvieras que él estuviera que nosotros estuviéramos que vosotros estuvierais que ustedes estuvieran que ellos estuvieran	que yo haya estado que tú hayas estado que vos hayas estado (SA) que vos hayás estado (CA) que él haya estado que nosotros hayamos estado que vosotros hayáis estado que ustedes hayan estado que ellos hayan estado	que yo hubiera/-ese estado que tú/vos hubieras/-eses estado que él hubiera/-ese estado que nosotros hubiéramos/-ésemos estado que vosotros hubierais/-seis estado que ustedes hubieran/-sen estado que ellos hubieran/-esen estado

 

Futuro

El futuro de subjuntivo se encuentra en desuso. Este tiempo es exclusivo para uso formal y en tercera persona. Actualmente, es frecuente verlo reemplazado por otro tiempo del subjuntivo.

• Quien insultare a la reina... (actualmente, «Quien insulte»)
• Sea lo que fuere (actualmente, «Sea lo que sea»).

El futuro del modo subjuntivo se usa principalmente en el ámbito legal. Específicamente el uso puede observarse en los artículos de las leyes de los electores cuando vamos a votar. Por ejemplo:

Serán castigados con uno a seis meses de prisión:

• los que concurrieren al cuarto oscuro...
• los que introdujeren en el sobre...
• los que dañaren las boletas...
• los que condujeren a otros electores...

	Futuro simple de subjuntivo	Futuro perfecto de subjuntivo
Ser	que yo fuere que tú fueres que él fuere que nosotros fuéremos que vosotros fuereis que ustedes fueren que ellos fueren	que yo hubiere sido que tú hubieres sido que él hubiere sido que nosotros hubiéremos sido que vosotros hubiereis sido que ustedes hubieren sido que ellos hubieren sido
Estar	que yo estuviere que tú estuvieres que él estuviere que nosotros estuviéremos que vosotros estuviereis que ustedes estuvieren que ellos estuvieren	que yo hubiere estado que tú hubieres estado que él hubiere estado que nosotros hubiéremos estado que vosotros hubiereis estado que ustedes hubieren estado que ellos hubieren estado

Día a día, se hace más visible la inclusión del presente de subjuntivo en la conversación y en lo escrito en lugar de los otros tiempos, sin importar si la situación exija utilizar alguna de las otras formas.
"If" Clauses. We can use the past perfect subjunctive to form a conditional sentence in the past when it follows the word "si" (if) and is combined with a conditional perfect tense (formed by conjugated the verb haber into the conditional and combining it with the past participle). In English, this construction would translate to something along the lines of "If this had happened, then that would have happened ".
Construction:
- si + past perfect subjunctive + conditional perfect + rest of sentence
- conditional perfect + rest of sentence + si + past perfect subjunctive

• Si hubieran ido de vacaciones, nos habrían comprado regalos.)
  (If they had gone on vacation, they would have bought gifts for us.)
• Habría jugado en el partido de fútbol si no me hubiera roto la pierna.
  (I would have played in the football game if I hadn't broken my leg.)

Vocab - intermedaite -FCE 1

4 [transitive]book someone (for something)(informal) to write down someone's name and address because they have committed a crime or an offenseHe was booked for possession of cocaine.

____________________________

quell

 verb

/kwɛl/ 

 

1quell something/someoneto stop something such as violent behavior or protestsExtra police were called in to quell the disturbances.(figurative)She started to giggle, but Bob quelled her with a look.2quell somethingto stop or reduce strong or unpleasant feelingssynonym calmto quell your fears______________________

4 [usually passive]haul someone (up) before someone/somethingto make someone appear in court in order to be judgedHe was hauled up before the local authorities for dangerous driving.drag  draw  haul  tow  tugThese words all mean to move something in a particular direction, especially toward or behind you.pull to hold something and move it in a particular direction; to hold or be attached to a vehicle and move it along behind you: Pull the chair closer to the table. They use horses to pull their carts.drag to pull someone or something in a particular direction or behind you, usually along the ground, and especially with effort: The sack is too heavy to lift—you'll have to drag it.draw (formal) to move someone or something by pulling them/it gently; to pull a vehicle such as a carriage: I drew my chair closer to the fire. a horse-drawn carriagehaul to pull someone or something to a particular place with a lot of effort: Liz hauled her suitcase up the stairs.drag or haul?You usually drag something behind you along the ground; you usually haul something toward you, often upward toward you.Dragging something often needs effort, but hauling something always does.tow to pull a car, boat, or light plane behind another vehicle, using a rope or chain: Our car was towed away by the police.tug to pull someone or something hard in a particular direction: The boy tugged at his father's sleeve.

PATTERNSto pull/drag/draw/haul/tow someone/something along/down/toward somethingto pull/drag/draw/haul/tow someone/something behind youto pull/drag/draw/haul a cart/sledto pull/draw a coach/carriageto pull/haul/tow a trailerhorses pull/draw/haul somethingdogs pull/drag/haul something______________________

barter

 verb

/ˈbɑrt̮ər/ 

[intransitive, transitive]

 

to exchange goods, property, services, etc. for other goods, etc. without using money

barter (with someone) (for something)The prisoners tried to barter with the guards for items like writing paper and books.barter something (for something)The local people bartered wheat for tools.barter noun [uncountable]The islanders use a system of barter instead of money.

______________________________

berserk

 adjective

/bərˈzərk; bərˈsərk/ 

[not usually before noun]

 

1 very angry, often in a violent or uncontrolled wayHe went berserk when he found out where I was.2 very excitedThe kids were going berserk with excitement.____________________________________

allotment

 noun

/əˈlɑtmənt/ 

[countable, uncountable] (formal)

 

an amount of something that someone is given or allowed to have; the process of giving something to someone

Water allotments to farmers were cut back in the drought.the allotment of shares to company employees____________________________