strands of lenguage b1 parti(a) spravna

STRANDS OFLANGUAGE(81-PART t)Mónica AragonésLaura Alba-Juez

/ñ\ Editorial universitaria

E Ramon Areces

pc\$Je cD'So$l\

CONTENTS

ACKNOWLEDGEMENTS 1 5

1 7

23

25

2527293 135353636363737

A)B)

c)

D)E)

F)

G)

INTRODUCT¡ON

UNIT 1 : SMILE! !

W A R M I N G U P . . . . . . . . . . .ORAL DISCOURSE: EXPRESSING OPINIONS ANDDESCRIBING EVENTSMULII-TASKING ACTIVITI ESGrammar Capsule: ConnectorsTACKLING VOCABULARY . . . . . . . .NOW, HOW'S YOUR SPELLING? . . . . . . . . . . . . . .1. ch, k, ck, or c? . . . . . . . .2 . y , i , o r i e ? . . . . . . . . . . . .AND... HOW'S YOUR FORMATION OF WORDS?1. Suffixes -ence, -ance, -ency, -ancy2. Negative prefixes un- and dis- ..........3. Prefixes con-, ex-, in-, per-USING ENGLISH APPROPRIATELY AND PUTTING IT INTOMOTIONGrammar capsule:The genitive case 's / of1. The genitive case 's / of2. Difference between expressions such as a horse race/ a

race horse3. Prepositions at, in, of, on, and for4. Verbs make and do (Grammar capsule)5. Nei ther. . .nor. . . . . . . . . . . . . . .6. Emphatic and reflexive pronouns (Grammar capsule) .....

TIME TO RELAXSelf-evaluation unit 1

CONTENTS 9

373839

39394042424445

UNIT 2: LUXURY AND ROMANCEWARMING UPORAL D ISCOURSE: DESCRIB ING EXPERIENCESM U LTI-TASKI NG ACTIVITI ESGrammar Capsule: Connectors again !TACKLING VOCABULARY . . . . . . . .NOW HOW'�S YOUR SPELLTNG?'1. ul ir2. Double consonants

F) AND... HOW'S YOUR FORMATTON OF WORDS?1. Prefixes pre-/ pro-2. Adjective and adverb formationUSING ENGLISH APPROPRIATELY AND PUTTING IT INTOMOTIONGrammar capsule: Zero plural1. Translation of sentences containing the zero plural2. Uses of even . . . . . . . .3. Verbs expressing epistemic or extrinsic modalityGrammar Capsule: Modal auxil iaries4. Modal auxil iaries5. Prepositions on, in, at and for6. Tense and time (Grammar Capsule)7. Definite, indefinite and zero article

TIME TO RELAXSelf-evaluation unit 2

UNIT 3: TEA LOVERS

WARMING UPORAL DISCOURSE: PUTTING A CASE ( lN ACONVERSATION)M U LTI-TASKI NG ACTIVITI ESTACKLING VOCABULARYGrammar Capsule: /n as an adverbial particleNOW HOW' �S YOUR SPELL|NG? . . . . . . . . . " . . . .1. Vowel combinations -ie/ -ei2. Double consonantsAND... HOW'S YOUR FORMATION OF WORDS?1. Adjective formation: -less I -ful (Grammar Capsule)2. Adverb formation: -/y (Grammar Capsule) .

l0 sTRANDS oF LANGUAGE (Bt-pART t)

49

3 l

c l

53

A)B)c)

D)E)

5658o+

b4

64656565

G)6666o l

o t

A)B)

c)D)

E)

F)

6868697070727273

7770

798 1848788888989899 1

G) US|NG ENGLTSH APPROPR|ATELY AND PUTT|NG tT |NTOMOTIONGrammar capsule: Some/ any . . . . . . . . . .1. Some/ any . . . . . . . . . .2. Compounds of some, any, no, or every (nobody, no one,

anybody, everybody, nowhere, anywhere, everywhere,anything, nothing, and everything) ..........

3 . Super la t i ves . . . . . . . . . . , . . .4. Space prepositions (Grammar Capsule)5. Frequency adverbs6. T ime phrases . . . . . . . . . . . ,

TIME TO RELAXSelf-evaluat ion uni t 3 . . . , . . . . . . . . . .TRANSLATION AND COMPOSITION l(Uni ts 1-3)

UNIT 4 : CRIME AND DANGER . . . . . . . . . . .

A) WARMING UPB) ORAL DISCOURSE: DISCUSSING MEANINGSc) MULT|-TASKTNG ACTtVtTtES . . . . . . . . . . . . .D) TACKLING VOCABULARYE) NOW, HOW'S YOUR SPELL|NG? . . . . . . . . . . . . . .

1 . Spe l l ings -e r / -a r fo r the sound I A L . . . . . . . .2. Vowels and consonants . . . . . . . . .3. Endings -ue/ -ew

F) AND... HOW'S YOUR FORMATION OF WORDS?Grammar Capsule: Compound words1. Compound words: N+N/ N+Adj/ Adj+Adj2. Negative prefixes dis-, un-, in-, or im- ...........

G) USTNG ENGLTSH AppROpRtATELy AND PUTT|NG tT |NTOMOTIONGrammar capsule:The Past Perfect Tense1. Verbs in the Past Perfect . . , . . . . . . . . . . . .2. Past Simple + Past perfect3. Use of where in relative clauses4. Personal Pronouns (subjective, objective, possessive and

reflexive)/ possessive adjectives (Grammar Capsule) ...,.5. Phrases of the type Io his amazemenV to her own dismay

at the beginning of the sentence/clause .......

CONTENTS I I

929292

94949596969798

1 0 0

1 0 1

1 0 31 0 31 0 51 1 01 1 51 1 51 1 51 1 61 1 61 1 61171 1 8

1 1 81 1 81 1 8120120

121

123

6. Reported speechGrammar Capsule: Direct and Indirect speech7. Use of reflexive pronouns

TIME TO RELAXSelf-evaluat ion uni t 4 . . . . . . . . . . . . . .

t ¿ +

124t ¿ J

t ¿ o

1 2 7

1 3 1

1 3 11 3 31 3 8144

148

'150

1 5 01 5 01521 5 3

UNfT 5: WILDLIFE EXPERIENCE . . . . . . . . . . 129

c)D)E)

F)

w A R M t N G U P . . . . . . . . . . . .ORAL DISCOURSE: NARRATION ABOUT WtLDLtFEEXPERIENCES . . . . . . . .M U LTI-TASKI NG ACTIVITIESTACKLING VOCABULARY, . . . . . . .NOW, HOW'S YOUR SPELLING? . . . . . , . . . . . . . .1. Graphemes -ou/ -ow . . . . . . . . . . 1442. Homophones . . . . . . . . . . . . . . 144AND... HOW'S YOUR FORMATION OF WORDS? 1451. Compound words: N+N; Adj/ Adv+V/ Adj+N .. 145Grammar Capsule:Abstract Nouns 1462. Abstract-noun format ion . . . . . . . . . . . . . . 147

G) USING ENGLISH APPROPRIATELY AND PUTTING IT INTOMOTTON 1481. Uses of s ince . . . . . . . 149Grammar Capsule: Time prepositions/ conjunctions:

A)B)

since I for . . . . . . . . . . . .2. Special use of some words with certain prepositions

(e.9. away from) .......3. Quantifiers a little /a few + mass/ count nounsGrammar Capsule: Quantifiers (a) little/ (a) few4. Adverbs of f requency . . . . . . . . . . . . . .5. Relative clauses6. Use of the expressions af the time/ on time/ in time/ at

one time/ at times 1547. Prepositions: about, with, by, on, after, for, from, untit ..... 155

TIME TO RELAX 155Self-evaluat ion uni t 5 . . . . . . . . . . . . . . 156

12 sTRANDS oF LANcuAGE (Bt-pART t)

Ji '{ lT 6: LANDSCAPE ANDTHE ARTS 159

A) WARMTNG UP 161B) ORAL DISCOURSE: EXPRESSING PERSONAL OPINIONS.

GIVING DETAILS ABOUT FAMOUS PEOPLE'SBToGRAPHTES . . . . . . . . . .

c) MULT|-TASKTNG ACTTVTTTES . . . . . . . . . . . . .D) TACKLING VOCABULARYE) NOW, HOW' �SYOUR SPELLING? . . . . . . . . . . . . . .

1 . S i len t g be fore n . . . . . . . . . . . . . .2. Double consonants

F) AND... HOW'�S YOUR FORMATTON OF WORDS?Grammar Capsule: Noun- and adjective-formation

morphemes . . . . . . . . . . . . . .1. Noun formation morphemes -al/ -age2. Adjective formation morpheme -al ...........

c) usrNc ENGLTSH APPROPRIATELY AND PUTTING lr INTOMOTION1. Compounds with +verGrammar Capsule: Use of prepositional verbs in defining

relative clauses2. Defining relative clauses3. Comparison of adject ives . . . . . . . . . . .4. Conditional sentences (second type) ........Grammar Capsule: Second type of conditional sentences ...5. Present Simple or present cont inuous? . . . . . . . . . . . . . .6 . Prepos i t ions . . . . . . . . . . . . . .7. (Omission of) the definite article

1 6 11 6 31 6 81 7 21 7 2173173

1731 7 41 7 4

175175

1761761781791 8 0'181

1821 8 3

H) LANGUAGE AND LITERATURE:THE CONNECTION . . . . . . . . . 1831. ldentifying the structure of narratives:Analysis of an

excerpt trom Switzerland, the Cradle of Liberty by MarkTwain 184

2. Exercise on another narrative 185TIME TO RELAX . . 188Self-evaluat ion uni t 6. . . . . . . . . . . . . . . 189TRANSLATION AND COMPOSITION | (Uni ts 4-6) . . . . . . . . . 191

MODEL EXAM 193

KEY TO EXERCISES AND TASKS 201

CONTENTS I3

UNIT l : SMILE! !

A) WARMING UP

1) Do you like it when people smile at you?

2) What do you think people mean if they smile at you?

3) Do you smile often? Do you find it healthy?

B) ORAI DISCOURSE: EXPRESSING OPINIONSAND DESCRIBING EVENTS

CAN DOs: 1) Express opinions/ likes/ dislikes.

2) Exchange ideas: agreel disagree.

3) Describe an event in your life.

o) Lisien fo Wendy ond Mqrk's conversqfion

fffi(Wendy is reading e-mails on her computer)Wendy: Ugh! I'm really puzzled about all this emoticon stuff.Mark: Emoticon stuff? What do you mean? Why? What's so

puzzling about it?

W:Well, it 's a whole new code we have to deal with now... Didn'twe have enough with language itself? How am I supposed to interpreta smiley face???

UNIT l : SMlLEl l 25

And one with a semi-colon on it ;-) tglZ Does it mean it 's funnyor they are trying to say something beyoncl that? lf they are winking aneye, what on earth do they mean? They want us to guess too much...

M: Oh, comecompl icat ion atimaginat ion!

I th ink you ' re overdoing i t a l i t t le b i t . . . l see noJust use your common sense and your

W: ...And how about this face sticking its tongue out and smiling atthe same time (Q)? Does it mean they are nicely smiling at you butsimultaneously m-ocking you? My goodness!This is insulting!

M: I don' t th ink i t 's insul t ing, no..USE YOUR IMAGINATION, WENDY!

say i t 's EXClTlNG.. .

W: lmagination? No way! l 'm not here to imagine things. I wantFACTS, symbols lcan rely on.. . a language which wi l l make me feell 'm on safe ground.. . Al l th is modern ambigui ty. . . ldon' t l ike i t at a l l l l

M: Come on, Wendy, relax!

W: Look at this one: 1@¡What do you think my colleague is tryingto say with it? lt looks so unfriendly and disrespectful to me!

M: Let me see... (After reading the message): Oooh, please,Wendy... Will you for once make an effort to understand? lf you placeit right in its context, you'l l see that what she -means is that she'sstressed and upset with her boss. Nothing personal about youl!

W: Well, you know, I sti l l think all this smiley-face stuff isunnecessary and confusing.. .

M: Wendy, please, SMILE! Life is beautiful. SMILE, WENDY

b) Now discuss the following w¡lh your tutoror clqssmqles in the forum/virfuql closs:

1. Why is Wendy puzzled?

2. What does she think about the different kinds of smiley faces?

26 sTRANDS oF LANGUAGE (Bt-pART t)

3. What is Mark's point of view?

4. What kind of personality do you think Wendy has? Do you thinkshe's easy-going?

5. How about Mark's personality? Can you compare both approachesto life (Wendy's and Mark's)?

c) MULTT-TASKING ACTIVITIESIIONA LISA: LOOK, READ, LISTEN, STUDY and WRITE

Step 1. Go on the internet and LOOK at the portrait of Mona Lisa at:

http //u pload.wiki media.org/wi kipedia/com mons/6/6a/Mona*Lisa.jpg

Step 2. READ the related text and LISTEN to its spoken version to makesure you know how to pronounce and give the correct intonation to it.

She has long teased scholars with her mysterious sensuality, andher identity has been a puzzle for almost 500 years. Was Mona Lisathe wife of Francesco del Giocondo, as many scholars believe, or aduke's widow or a Medici mistress? Now computer artist LillianSchwartz thinks she has found the "most obvious, most revealing,most poetically.tight" answer. Mona Lisa is none other than Leonardoda Vinci himself.

Schwartz was testing a new computer program at AT & T BellLaboratories when she compared Leonardo's most famous paintingwith his only known self-portrait, drawn in red chalk at the end of hislife. She scaled eaoh picture on her computer screen to the sameproportions, then matched the left side of the self-portrait to the rightside of the Mona Lisa. The features matched precisely- "acongruence so striking as to preclude coincidence," she writes inJanuary's Arts & Antiques magazine. She concludes that even the

H,?5,i;.¡,soj:fr:| smile is the artist's upside down, 'lhe mirrored

Schwartz contends that her identification makes sense, forLeonardo loved riddles and optical paradoxes. And while he kept


precise notes on his other commissions, she says, he apparentlymade no records for the Mona Lisa, nor was he ever paid for the work.He never parted with it, carrying it with him from Florence to Milan toRome to France. Historians believe that Leonardo was probablyhomosexual. Perhaps, writes Arts & Antiques publisher Wick Allison,the Mona Lisa represents "a side of himself that he treasured."

Many art experts remain unconvinced. "Nonsense," said JamesBeck, chairman of Columbia University's Art History Department, whoargues that other Leonardo faces have similar features and that thelook is simply a matter of style. "An artist paints what's in his mind,"says Beck, "not what he sees." lf Schwartz is right, what may havebeen in Leonardo's mind was a private joke that has fooled posterity.

Step 3. DO the following exercises and STUDY the grammar explanationswhen necessary:

I ) Choose the correcf qnswer from the ones g¡venbelow

1. What do you think Schwartz means when she says "the mostpoetically right" answer?

a,) lt reminds us of Dante's poetry.

b) lt is the most aesthetically satisfying answer.

c,) There is something poetical about the picture.

2. Why did she match the left side of Leonardo's self-portrait to theright side of Mona Lisa's?

a) Because Leonardo might have painted his reflection in themirror.

b) Because he was left-handed.

c) Because it is the best way to compare two portraits which aresimilar.

28 STRANDS oF LANGUAGE (Br-PART r)

What do you think a "mirrored smile" means in the text?a,) A mysterious smile.b,) A smile which is upside down.c) Leonardo probably looked at himself in the mirror to paint it.

The fact that he may have been homosexual is important because:a,) lt explains why he painted such a delicate smile.b) His style is effeminate.c) lt represents how he would have liked to be himself.

"An artist paints what's in his mind" means that he paints:

a) The woman who he is in love with.b) His own interpretation of things.c) What he sees.

GRAMMAR CAPSULE: Conneclors

Connectors are words or expressions that are used to connectideas, such as so, otherwise, then, on the contrary, on the otherhand. When speaking about the syntactic structure of the sentence,these connectors are called conjuncts. Conjuncts are units whosemain function is to join together two or more utterances which havea semantic relationship between them. They express textualrelationships. They are connectors of structure, and as such, they canconnect phrases, clauses, sentences and paragraphs:

E.g.: He was a liar and furthermore a criminal. (Noun phrases)

He never studied for his exams. However, he passed themall with very good grades. (Sentences)

In spoken discourse, conjuncts are very frequently used to markthe beginning of a turn in conversation, and as such, they are alsoconsidered to be discourse markers. Among the most commondiscourse markers are well, now, now then, so, then, etc. all of whichcan be used to make different types of semantic connections.


3.

4.

5.

2> Pul the following sentences fogelher us¡ng fheoppfopriqle connector

a) Mona Lisa is a mystery.Her identity has long puzzled scholars (because/unti l).

b,) Schwartz was testing a computer program.She compared the two pictures (in order to/while).

d She scaled the two pictures.She matched each one on the computer (that/before).

d) The features matched precisely.She concluded that Mona Lisa was Leonardo (since/in case).

e/ Schwartz's explanation makes sense.Many experts disagree (whenever/although).

f) Leonardo took the picture with him.He travelled (wherever/u ntil).

g) Many historians believe that Leonardo was probably homosexual.The Mona Lisa may have represented "a side of himself that hetreasu red" (therefore/although).

h,) Mona Lisa may be Leonardo himself.Many art experts remain unconvinced (unless/yet).

3) ORAI PRODUCTION: Describing on evenf us¡ngconnecfors

Describe an important recent event in your personal l i fe and discuss itwith your classmates/tutor in class or in a video conference.Why was thisevent important to you? How has it affected you? Ask others for advice.USE connectors/ discourse markers (e.9. First, Then, Nor¡2, etc.) to joinyour ideas and make them cohesive and coherent.

4> MAKE A LIST, WRITE AND SUMMARIZE

a) Make a list of the most convincing reasons for believing that MonaLisa is actually Leonardo.

b/ Would you agree with Schwartz or with Beck? Explain why.c) Rewrite the passage using the following notes:

. Mona Lisa's identity is a mystery - wife, widow or mistress?Schwartz's answer poetically right but factually wrong?

30 sTRANDS oF LANGUAGE (Bt-PART t)

Leonardo's sel f -portrai t and Mona Lisa technological lycompared. Similarity of features more than coincidence?Mirrored smile.

Riddle typical of Leonardo, loved paradoxes. No records ofpayment for work, took it with him everywhere. Possibly paintingrepresents a secret aspect of himself that he treasured. Artworld unconvinced? Similarit ies among Leonardo's other worksmake coincidence a "matter of style". Does the artist paint realityor was Leonardo's reality itself a puzzle?

D) TACKHNG VOCABUTARYBUILD UPYOUR OWN GLOSSARY OFTERMS FOB UN|T t: Look up

the following words in a monolingual (English-English) dictionaryas well as any others you find difficult to understand in the text:

I ) Find in the fext fhe opposite or neqr oppos¡leof the following words

a) sensuality (n)

b) identity (n)

c) mistress (n)

ambiguous

wrong

ooscure

unknown

vaguely

frown

d) obvious (adj.)

e) match (v)

f) striking (adj.)

g) famed (adj.)

h) argue (v)

i) fool (v)

a)

b)

c)

d)

e)

0g) agrees

h) different

i) public

U N I T l : S M l L E l l 3 l

2> Complete these sentences w¡th fhe oppropr¡oteword from those listed below

sensuality identitity magazines publisher

features mind nonsense

a) These days you can find a about almostanything;fashion, beauty, sport, cars, and many other subjects.

b) What he said wasanything sensible.

; he never seems to say

c) The police couldn't discover the of thecriminal, as no-one had seen him commit the crime'

d) She never thought she could write a book, but thetold her she had a lot of talent.

e/ The of women is something that paintersoften try to capture in their work.

f) The power of the has always been afavourite subject for psychologists.

s) Her are nothing special individually, buttogether the effect is quite beautiful.

3) Include one of fhe following verbs in theoppropriote tense in lhe blqnk spqces belowfo complete the meoning of these sentences

a) As she was already two hours late, heshe wasn't coming to the PartY.

b) | in Spain for a week after the others left,because the weather was so good.

c) He loves to portraits of people in cafés,especially if they are not aware that he is doing it.

that

draw

match

carry

conclude

remarn

argue

32 STRANDS oF LANGUAGE (Bt-PART D

They for hours about polit ical issues, buteveryone sti l l thought the same afterwards.This sweater doesn't these trousers; I thinkl' l l return it to the store and ask for a refund.He

' my suitcases all the way up to the fifth

floor, which hurt his back quite badly.

4> Find lhe phroses in lhe lexf thEt complete thefollowing $enlences

d)

a )

f)

d/

b)

¡ l

d)

o )

f)

s)

spücesa) Her beauty was

the day, l'm too tired to go out.

He turned the glassthe floor.

lf you work harder than other people, ityou should earn more money.A good student shouldclasses.

She loved him so much that even toa day was difficult,To be good at a sport is usually as muchoractice as of talent.They tell so many

everybody had heard about her.

and spil led milk al l over

of all his lectures and

him for

that people never know

ward from fñoseI ) in the blank

all over the country;


that

what they are laughing about.

5) l. Find ffie odjecfiyes or o'dverbs in the textlhot medn the following

a) clear, blatant.

b/ immediately impressive.

c) well known.

d) according to what is generally thought.

2. filou¡ include the appraprio�téyou found above (rn exercise

To me, the solution to your money problem isyou should get a job that pays you more.

c)

d)

he is having an affair with another woman,but I don't believe it.

Van Gogh's paintings are usuallyof the bright colours he uses.

because

ó) Solve lhe crossword us¡ng lhe clues below

!

34 STRANDS oF LANGUAGE (BI-PART D

DOWN

1. a woman who has a continuingil l icit relationship with a man.

2. deceive.

3. reach a judgement.

6. discuss.

7. sketch.

9. a person who publishes booksor ileriodicals.

ACROSS;

4. painting of oneself.

6. well-known.

8. as it seems.

11. picture.

13. nobleman.

10. thoughts, spirit.

12. pertaining to the senses.

14. register, keep data.

15. continue to be.

17. impressive, obvious.

18. resemble. coincide.

16. characteristics.

18. publication.

19. to take with oneself.

20. identified, aware of its existence.

21. sameness or l ikeness.

E) NOW HOW'S YOUR SPETUNG?ln the text we find words such as scholars, duke, optical and Beck.

Can you tell the difference in their spell ing?

I ) Add ch, k, ck, or c fo the following words

knoa- =

lusy_-olo$rla


obe_ed

stead_ly

SP_-S

cherr_s

fl_ing

happ_ly

funn_er

worr_d

stor_s

sunn_erstud_ingcr_s

2) Words end¡ng in -y following $ consonsnfchcnge the y to i before sdd¡ng o suffix

E.g.: laboratory - laboratories, history - historians.

This is not the case with the suffix "ing"; carry - carrying.

Add y, i, or ie in the blank spaces:

After checking your answers try to formulate the correspondingspell ing rules. Go to your grammar book if necessary.

F) AND... HOW'$ YOUR FORMATTONOF WORDS?

Notice the words congruence or emergency. The endings -ence,-ance, -ency, -ancy are often used to form abstract nouns.

I ) Form new words by using one of Él'rese suffixes

3ó STRANDS oF LANGUAGE Gr-PART r)

different convenient

consistentefficient

dependent assureacceptacquaint

annoy predominant

absent allow

2> The_negqfive ptef¡xes un-, qs in "unconvinced",ond d,s- os ¡n disregord ore frequenily used.Add either one of them to the follbwing words:

3) Look qt the words "precluden', "conclude","include"n "excludeo'. -clude is the bEsefo which differenf pref¡xes ore ddded

See how many words you can make by joining these four prefixes(con-, ex-, in-, per-) to the following bases:

G) US|NG ENGUSH APpROPR|ATETYAND PUTTING IT INTO MOTIOH

Possessives appear very often in the Mona Lrba text:

E.g.: "A duke's widow.""Leonardo's most famous painting""... The Mona Lisa's famed smile is the artist 's"" . . . in Leonardo's mind"


_il lusionorder

_important

aqree

WISE

healthv

-happygrateful

advantaoe

-loyalaporove

ooeorenl

_ceive _fect _cept -form

-mitject -sist _vert

lf¡GRAMMAR CAPSULE: The genitive cose: 's / of €

Examine the instances in which the genitive is used in The Secretof the Smile. Some of them are: the wife of Francesco del Giocondo, aduke's widow, Leonardo's most famous painting, the right side of theMona Lisa, elc.

As we can see in these examples, sometimes the constructionNP's (Noun Phrase +'s) is used and some other times the formula NP -+ of + NP is preferred. In spite of the fact that there are usuallycompelling reasons for preferring one or the other construction in agiven case, the degree of similarity and overlap has led linguists toregard the two constructions as variant forms of the genitive.

In general, the genitive construction 's (traditionally known as theSaxon possessive) is preferred for human nouns:

E.g.: a duke's widow

Leonardo's mind

This construction is preferred to a lesser extent for animal nouns(the cat's ears) and human group nouns (the government's policy).

However, this rule is not always observed, as we can see in thisexample from the text: fhe wife of Francesco del Giocondo, where thenoun phrase refers to a human being.

The construction with of (traditionally known as the Latinpossessive), is generally preferred for inanimate objects, mass andabstract nouns.

E.g.: The left side of the self-portrait.

The of-construction is also preferred when the modifying nounphrase is long:

E.g. The arrival of the 10:30 plane from Manchester.

38 STRANDS oF LANGUAGE (Bt-PART t)

I ) f{er_-consulling this point in your grommqr book,join lhe following nouns using 's oi simply t '

(opostrophe witñouf s)

a) Charles the Second / his reignb) The house / Tom and Maryc) Milton and Shakespeare /'their worksd) The backyard / our neighbours

- e) Bismarck / his Germanyf) Europe / its difficultiesg) Bill's father / his friendh) John / one of his nephewsi) My small sisters / their toysj) The ladies / their ctothesk) . My son-in-law / the bicyclel) Jim and Elisabeth / their childrenm) Yerdi and Puccini / the operasn) The portrait / Mr. Brown

2> Exploin the ditference belween the followingexpressions by sloling whqt eqch one meqns

a) A good business deal / A good deal of business.b) A wine glass / A glass of wine.c) A pay-day /A day's pay.d) A horse race lA race horse.e) A sports field / Field sports.

3) Note -fh9 u9e of lhe prepositions at, in, oi, on,ond lor tn lhe texf ond ofter reqding oboul fñemin o grommqr book, fill in Íhe blonk-spqces w¡ihfhe oppropriqte one

Mr. Smith has lived here two years.She was wearing several rings her fingers.

UNIT l : SM|LEl l 39

a)b)

c)

d)

e)

There is no room them in this house.

He is working a new project the moment.

The children wrote their namescomputers.

the screen of their

0 The man the grey coat is a detective. l just met himthe pub.

We could hear everything he said because he spokea very loud voice.

Mary smells lavender.

You should try to keep what I have told you mind.

I have bought these books Dillon's.

Christmas, no matter how far

s)

h)

i)

¡)

k) They al l came homeaway they might have been.

l ' l l stop the supermarket my way nome.

All the men she goes out with are their th i r t ies.

He studied Chemistry the University of Kansasfour years.

4, In the text we find fhe expressions

"makes sense" ;"made no records".

Do you know the difference in meaning and usage between the verbsto do and to make?

GRAMMAR CAPSULE: MAKE I dO

Spanish speakers often have problems distinguishing betweenmake and do because both verbs can be translated into Spanish ashacer. To make means to build or produce something and can betranslated as hacer in the Sense of fabricar, elaborar. To do means focarry outand can be translated as hacerwilh the meaningof realizar,Itevár a cabo. Ultimately, the choice of these verbs depends on thewords with which they collocate:

40 STRANDS oF LANGUAGE (Bt-PART l)

t)m)n)

&i

You make: an accusation, allowances, an appointment,arrangements, an attempt, a bed, the best of ..., a cake, certain that...,a change, a choice, a comment, a complaint, a confession, a darc, ádecision, a demand, a liscgvery, a dress, an effort, an enquiry,'anestimate, an excuse, a fire, friends (with), fun of ..., a gesturé, á fussof ..,.,. a good/bad impression, a journey, a living, á loss, love, amistake, .money, the most of .. ., .a movement, a noiáe, an offer, peace,war, a phone call, a plan, a point (of ...), a profrt, progress, a wish, apromise, a proposition, a remark, use of, a statem'ent, etc.

. You do: your best, business, a course, the cleaning, the cooking,damage, the dishes, your dyty, evil, an exercise, a favourl the gardeniíg,qood, your hair, harry, one's homework, honour, the housetiork, a jo-b,justice, research, right, the rooms, the shopping, a srJm, a translaiioni,the washing, wonders, some work, wrong, eic.

-

After reading the grammar capsule and some more informationabout the use of these verbs in a grammar book, include either makeor do, in the appropriate tense, in the following sentences:

a) "What are you

d)

e)

b) She enjoysmorning.

c) The dogsimpossible to sleep.

She

Everyone mustthe house.

f) "What do youa secretary in a Canadian bank".H e - awhich nobody accepted.

Would youcoffee.

h) Why don't you justenjoy yourself instead of complaining so much?

i) The childrenthen went out to the garden to play.

?""l 'm reading a book".

exercise early in the

so much noise that it was

all her clothes herself.

his bed before leaving

for a l iving?" "1 work as

most uninteresting proposition

the best of it and

their homework and

me a favour?


s)

k) What wil l you for the Christmasholidays?

Please, don't that, i t bothers me.

Don't that, you're a foolof yourself.

5) The sentence preceding nor olwoyshos o negqt¡ve meqn¡ng

E.g.:"He made no records ... nor was he ever paid for the work" .

His girlfr iend's parents never forgave him, nor did her sisters.

But the most frequent use of nor is with the coniunction neitherforming a correlative pair.

Rewrite the following sentences as in the example:

E.g. :John didn' t go to the c inema. He didn' t go to the pub.

John went neither to the cinema nor to the pub.

a) The children didn't quarrel. They didn't f ight.

b) The exam wasn't short. lt wasn't easy.

c) That old man can't read. He can't write.

d) Tom mustn't work. He mustn't study.

e) She can't run. She can't participate in sports.

f) They can't eat fish. They can't eat meat.

ó) The word himself is used emphoticollyin this lexl

"Mona Lisa is none other than Leonardo da Vinci himself",

I t is also used as a reflexive pronoun: "a side of himself that hetreasured".

42 sTRANDS oF LANGUAGE (BI-PART t)

t)

m)

GRAMMAR CAPSULE:Empholic qnd reflexive pronouns

After reviewing emphatic and reflexive pronouns in the capsuleand in your grammar book, f¡ll ¡n the gaps with the appropriate iorm:

a) The President received the journalists andexplained the situation to them.That old man is always talking toI live by in an old house in the country.Did Sue hurtLook at

with the knife?

b)c)d)e)f) They must solve all the problems by

otherwise they won't learn.

in the mirror with that sil ly hat.


The pronoun himself is used in the Mona Lisa text (The secret ofthe Smile) both as a reflexive and as an emphatic pronoun .

we use the reflexive pronouns when the subject and the objectof an action are the same, i.e., reflexive pronoúns replace a co-referential noun phrase, normally within the same finite vérb clause:

E.g.: Sue cut herself with the razor.He looked at himself in the mirror.I promised myself I would behave better next time.

Emphatic reflexive pronouns: Reflexive pronouns are sometimesplaced in apposition for the sake of emphasis and/or end-focus. In thiscase, and from the discourse point of view, they cannot be said to bereflexive proper, for they do not fulfil the objectiunction and convey adifferent meaning. They are used emphaticaily to indicate thatsomeone, and not someone else, did something. This could betranslated into Spanish as uno mismo, en persona.

E.g.: I myself sowed the dress.lsowed the dress myself.

A: Can you do the shopping?B:Why don't you do it yourself?

s)

h)

i)

i)

We have boughtthe old one no longer worked properly.Stop feeling sorry forget out of so much trouble.She makes all her clothesquite a good job too.These boys always seem to be gettingtrouble.

a lovely new car because

and do something to

and she does

into

You can check the answers to all exerc¡ses and tasks in the KEYTO EXERCISES ANDTASKS at the end of the book.

TIMETO RELAX: Now let's relax, sit down, and watch someinteresting videos in connection with the topic of this uni{_

http://www.youtube.com/watch ?v=m PeeTbiTPCU&featu re=relat€d

http ://www.youtube.com/watch ?v=l EdGhfO lwEM&feature=related

hüp ://www.youtube.com/watch ?v=ffej 1 5- DglO&feature=fvst

http //www.youtu be. com/watch ?v=eskXn bVYr3Y

http ://www.youtube.com/watch ?v=nCpD72b-df s

M STRANDSOF LANGUAGE (BI-PART D

Self-Evaluation UniI I

_^ o_9 llg_tollowing exercises and then check your answers in the KEyTO EXERCISES AND TASKS at the end of the book:

I ) Ghoose fhe opposife or neor oppos¡te of thesewords

2> Complefe lhese words with lhe correct opf¡on1 . emistry

1. ambiguous

2. unknown

3. frown

4. different

5. public

a) ch

2. fantasti

a) ch

lu_

a) ch

we2

a) ch

c) ck d) c

c) ck d) c

c) ck d) c

a) laugh

b) private

c) smile

d) famous

e) indifferent

f) obviousg) s imi lar

b) k c) ck d ) c

b) k c) ck d) c

5. psy-ology

a) ch

b) k

b ) k

b) k


3) Choose lhe correct oPfion

I. A good deal oi business

a) A lot of business.

b) A profitable business.

c) A well done business.

2. A wine grdss

a) A glass with wine in it.

b) A glass used for drinking wine.

c) A glass of wine.

3. A day's pdy

a) A pay of one day.

b) A day on which one is Paid.c) A pay-day.

4. A race horse

a) A horse race.

b) A race in which horses participate.

c) A horse for racing.

5. Field sporls

a) A field where sports are practised.

b) A sports field.

c) Sports practised outdoors.

46 STRANDS oF LANGUAGE (Bl-PART D

4> Choose fhe correct opt¡on lo complele lhemeqning of lhe following senlences

3. I

1. What do you

a) to makefor a living?

b) make c) to do d) do

2. I love home

a) doing b) making c) made d) did

my bed and cleaned the house before leaving.a) did

4. What have I

a) to do

b) made c) do d) make

b) made d) to make

5. Stop so much noise!You're disturbing us.a) doing b) make c) do d) making


bread.

to deserve this?!

c) done

ffiruffiH ffi=,#ffiffiffiW &ffiffi ffi#ffie###ffi

A) WARMTNG UP

1) What do you think we are going to study in this unit? Why?2) Are you a romantic person? Why/ Why not?3) Would you like to live a life of luxury?

B) ORAI DISCOURSE: DESCRIBINGEXPERIENCES

1. CAN DOs: 1) Describe a place and discuss dreams, hopesand ambitions.

2l Narrate a story.

3) Relate details of unpredictable occurrences.

lislen fo Meg ond Lindsoy's conversolion

(Meg and Lindsay are watching a TV show about the top tenluxurious hotels in the world)

Meg: Wow! | certainly would like to take my significant other to aplace like that!

UNIT 2: LUXURY AND ROMANCE 5l

Lindsay:Wait a minutel What did you say? Your what?

M: My significant other. That's it.

L: Oooh.. . wel l , wel l ! That 's very good news! ld idn' t know therewas such a person in your l i fe... Tell me all about it, you naughty girl!

M: Wel l . . . . l 'm not going to te l l you the detai ls but. . .he justappeared in my life when I least expected it... l t was magic! My knightin shining armor came to my rescue when I no longer had any hopesof being saved.. . f rom lonel iness. . . And l te l l you: I 'm now having thet ime of my l i fe wi th him!! !

L:WooohlThat sounds so exci t ing! ! ! Lucky you! l I wish I could saythe same. . .

M:Yes. lt lS exciting, hallucinating and SOOO ROMANTICI! So Iwant to plan an escape with him to a dream place l ike those on FV...What do you make of it, eh?

L: I think it's a fantastic idea! lf I may give you some advice, I havea great place to recommend, but it's none of those top ten world-famous hotels. . . i t 's . . .

M:Yeah, te l l me, te l l me! I 'm al l ears. . .

L: Well, this is a dream place in the vil lage of Mondariz, in Spain. '.nothing so high-sounding as those top ten hotels, you know, but it hasthe sober Iuxury and elegance of high-class European style... l t 's theMondariz Spa, one of those magical places where you can isolatefrom the rest of the world in an atmosphere of enchantment, tradition,peace and a particular "Belle Epoque" kind of luxury...

M: Really? Whereabouts in Spain is that?

L: lt 's in a beautiful area in Galicia, to the north-west of Spain.. ' .anarea that has been able to bring together artists, polit icians, thinkers,lovers and all kinds of people in search of an ideal... A fantastic placeindeed! l !

M:Www..That 's music to mY ears! ! ! t

L: In the hotel you not only can bathe in thermal waters, but youcan also receive all kinds of beauty treatments at the same time youare having a romantic, luxurious, and - l'd dare say - out-of-bodyexperience with your "significant other"...


e!

) L

ltSA

l .

u

Y

M: Enoughl I take it! l ' l l go on the internet right away to make thereservation for our week vacation! Thanks a lot! l'll tell you all aboutour Spanish adventure when we're back!!!!

b) Now discuss the follow¡ng wilh your lutor orclqssmotes in lhe forum/-virtuql closs

1) What does the expression "my significant other" mean? lf youhaven't heard the expression before, make a guess.

2) What do you think Meg means when she says:,,| 'rn not going to tellyou the details" with respect to her love affair?

3) How does she describe the relationship? ls she very enthusiastic?4) what do you think of the description of Mondariz? Does it sound

like a nice place to you? Explain why or why not.5) Narrate a romantic event or story about yourself or someone you

know.

c) MULTI-TASKING ACTtVtTtESTHE LUXURY DAIMLER: LOOK, READ, L|STEN, STUDY and WRTTE

step t. Go to the following webpage on the internet to see differentpictures of Guy Salmon luxury cars:

http :i/ i mages. google. es/i mages?hl=es&q=Guy+Sal mon+cars&btnG=B u scar+ i m7" C3% A1 g e n es&g bv=! g.¿q=f Ssq=

step 2. READ the related text and LlsrEN to its spoken version to makesure you know how to pronounce and give the correct intonation to it.

UNIT 2: LUXURY AND ROMANCE 53

This is the true story of a lady, a gentleman, a Guy Salmonchauffeur and a dozen red roses. Or, to be strictly accurate, two dozenred roses. The roses were ordered to be placed in a chauffeur-drivenDaimler, reserved recently by one of our clients.

The roses - and the Daimler - were to mark the occasion of hisladyfriend's birthday. His intention was to present one whilst travellingin the other to a fashionable and elegant West End restaurant for asurprise birthday dinner.

To start the evening in a suitably celebratory manner, he alsoordered a bottle of PolRogerlo be chilled and waiting in the limousine.

Having given his instructions, the gentleman knew he could lookforward wiñ pleasant anticipation to an evening to remember. For the-Guy Salmon chauffeur, however, the evening started much earlier inthe day.

Each Guy Salmon limousine is the responsibility of one particularchauffeur. lt is his duty to ensure it is maintained in perfect mechanicalorder, and washed and valeted to perfection. So, although thisparticular Daimler had made only one trip since its last wash, thechauffeur washed it again. He polished it too. He brushed every inchof the upholstery. He vacuumed the carpets. He polished the woodwork and cleaned the windows. He even washed out the ashtrays'

The limousine prepared, the chauffeur changed into hisimmaculate livery. Then he placed the champagne in the Daimler's icebucket and the dbzen red roses on the back seat before setting off. Hisdestination was a private address in South London.

He intended to arrive, as always, ten minutes early, saving hisclients from any last minute worry that their limousine may be late. Histiming, as always, was perfect. He knocked, informed the gentlemanhis limousine had arrived, and waited.

In a few minutes, his passengers were ready. The gentleman wassuitably charming. The lady was suitably impressed. Thanks to thechauffeur's driving skills, for once the course of true love ran smooth.Not a drop of champagne was spilt, and the couple arrived in the bestof spirits.

Four hours later, the limousine returned. The lady embarked, whilstthe chauffeur took the gentleman to one side.' l hope you don't mind,


sir, but I felt the roses were perhaps not of the standard thev miohthave been,'he explained.'And foui hours in the back of the Óaimierwould not have improved them. So I took the liberty of replacing themwith another dozen roses, sir. I hope you don't object'.

The gentleman certainly didn't. Nor did his ladyfriend, who foundher roses mysteriously looking even fresher than when she firstreceived them. But how did the chauffeur find a dozen fresh roses at

:]i:l'3f.,, in central London? Well, he was a Guy Satmon chauffeur,

Punch, Publicity.

step 3. Do the following exercises and sruDY the grammar explanationswhen necessary:

I ) Ghoose fhe coruecf qnswer from the ones g¡venbelow

1 . The chauffeur c leans.. .

a) the ashtrays.

b,) the upholstery.

c/ the entire car.

2. The chauffeur puts the roses...

a) on the back seat.

b) in the ice bucket.

c) on the front seat.

3. He leaves ten minutes early...

a/ because he was once late due to traffic problems.

b/ to avoid his clients getting impatient.

c) in order to buy the flowers before arriving.


I

The car picks the clients up...

a) at their house.

b) at a restaurant.

c) al a hotel.

Thanks to the chauffeur's driving skil ls...

a) the champagne was not sPilt.

b) they avoided the traffic jam.

c,) they arrived at the restaurant sooner than anyone else'

They spent the four hours...

d at an East End restaurant.

b) at a West End restaurant.

c) having drinks in the car.

The advertisement mainly sells...

a) a practical service.

b,) luxury.

c,) speed.

The driver's most outstanding quality is that he...

a) drives very quickly.

b) repairs the car himself.

c/ foresees everything.

GRAMMAR CAPSULE: Conneclors ogo¡n! Lel'sfevise whql we leqrnt in Unit I

Connectors are words or expressions that are used to connectideas, such as so, otherwise, then, on the contrary, on the otherhand. When speaking about the syntactic structure of the sentence,these connectors are called coniuncts. Conjuncts are units whosemain function is to join together two or more utterances which havea semantic relationship between them. They express textual

4.

5.

6 .

7 .

8 .

5ó STRANDS oF LANGUAGE (Bt-PART D

relationships. They are connectors of structure, and as such, they canconnect phrases, clauses, sentences and paragraphs:

E.g.: He was a liar and furthermore a criminal. (Noun phrases)

He never studied for his exams. However, he passed them ail withvery good grades. (Sentences)

In spoken discourse, conjuncts are very frequently used to markthe beginning of a turn in conversation, and as such, they are alsoconsidered to be discourse markers. Among the most commondiscourse markers are Well, Now, Now then, So, Then, etc. all of whichcan be used to make different types of semantic connections.

2> Join the following sentences by us¡ng oneof lhe connecfors qnd including fhe necessqrypuneluqlion qnd chqnges

a) The gentleman had given his instructions.He thought he could look forward to an evening to remember.(once /while)

b) They entered the l imousine.He ordered a bottle to be chilled. (before / although)

c) Each Guy Salmon limousine is the responsibil i ty of one particularchauffeur.It is his duty to maintain it in perfect mechanical condition.(however /therefore)

d) This particular Daimler had made only one trip.It had to be washed. (once / although)

e) He brushed every inch of the upholstery.He also vacuumed the carpets. (and I as a result)

f) He wanted to arrive with enough time.His clients would not have to wait. (so that / but)

g) He had placed the champagne in the Daimler.He set off. (once / while)

h) He left then minutes early.His timing was perfect. (once / so)


t .

He knocked at the door.He informed the gentleman his l imousine had arrived. (unti l / inorder)

He waited.They were not quite ready. (therefore / because)

k) The roses were not of the standard they might have been.The chauffeur had to buy some new ones. (since / in contrast)

3) ORAI AND WRITTEN PRODUCTION: Describe qnddiscuss dreoms, hopes ond ombitions; nonqfe oslory; relqle detoils of unprediclobleoccurfences

Answer these questions

a) What does the slogan "We're not number one;you are" suggest toyou?

b) Comment on some of the advantages offered by this service.

c) What sort of person might be interested in renting one of thesechauffeur-driven cars?

d,) How do you think the chauffeur found the roses?

e) Would you dream of hiring a service l ike this ever in your l i fe?

lmagine you dre inlerested in impressing thedaughter of d local millionaire with d view tomarrying her eventually. Everything must beperÍecl and money is no object, Explain yourrequ¡remenfs crnd plans to ]he Daimler dgent inl5O words (obout two or three psragro,phs)

D) TACKLTNG VOCABULARY

BUILD UP YOUR OWN GLOSSARY OF TERMS FOR UNIT 2: Lookup the lollowing words in a monolingual (English-English)


2.

dictionary, as well as any others you tind difficutt to understand inthe text:

| ) Find fhe oppos¡le or neqr oppos¡le of fhefollowing words in the texf

WORD OPPOSITE/NEAR OPPOSITE

g) skil l (n)

h) ice bucket (n)

i) intend (v)

your shoes before you go out.my hair; it's very dirty.

his teeth twice a day.


a) strictly (adv.)

b) accurate (adj.)

c) suitably (adv.)

d) ensure (v)

e) polish (v)

f) spill (v)

a) false

b) vaguely

c) unstylish

d) inappropriately

e) horrible

f) unattractiveg) inabil ity

h) obviously

2> Some of the words in lhe texl ore reloted tocleoning. Try lo find the qppropr¡qle verbfo complefe eoch senfence

clean

vacuumwipe

brush

polish

wash

a)

b)

c)

You should

I have to

He always

d)

e)

This rug is full of dust, you wil l have to

Please

It is important toare running a business.

lf you want toand practice hard.

Weknew it would be very crowded.

When he left the comPanY, theY

the table;you have spilt milk all over it.

high standards when you

your English, you must studY

a table at the restaurant, because we

him wi th a

it with

3) Complete fhe following senfences with o verb- in the oppropr¡ofe lense from fhose listed below

a)

b)

c)

d)

a )

f)

s)

h)

i)

i)

k)

t)

gold watch for his years of service.

to come to the party, but at the last minutethe boss gave me some extra work to do.

that the house was safe by locking all thedoors and windows.

They were very by the flowers we boughtthem;they said they had never seen any so beautiful '

He

Every year we open a bottle of champagne tothe day on which we got married.

He says he doesn't takingus to the airporton Saturday, because he has nothing else to do.

When he broke the glass, he had toanother one, as it was very valuable.

two bottles of wine, but the waiter hasbrought only one.

They - him of his mother's i l lness aS Soon aShe came back from his holidaY.

order

reserve

intend

inform

ensuremaintainpresent

replace

tmpress

mind

mark

improve

ó0 STRANDS oF LANGUAGE (Bt-PART l)

4> Cg.mp!-ete lhe sentences us¡ng the qppropriqfeodjecfive or qdverb from those listed belbw ondchonging fhem where necessory

5) The phrosq¡ verb set off meons to leqve, lo stortgo¡ng. lnsqrf one of the following verbs ¡h the blqnkspqees of lhese sentences: fum off (stop by usingq switch), put of (_d.gloy, postpone); iake o7 (the-beginning of o flight), be off (go, Iéove), wedr oft(lose intensity, fqde -9wqy), put (someóne) otf(discourqge), get oft (corire down from)

a) Her clothes were veryappropriately dressed for the occasion.

b,) His money disappearedhe never found out whoout who took it.

d)

e)

He smi led

c,) Their report on the situation in Africa was veryall of the correct facts were there.

particular

charming

mysteriously

suitable

; she was

from his wallet, and

; he was a very attractive man.

painting; she wouldn't

; it was neither too hot

places;

true; I found them

the light, I want to go to sleep.typing this report l ' l l

She wanted thataccept any other.

f) The sun shone verynor too cold.

g) They always want to go to the mostthey can't stand going to unstylish ones.

h,) His remarks were notrather vague and exaggerated.

Please,

strictly

accurate

fashionablepleasant

As soon as I f inishJohn's house.

to

a)

b)

UNIT 2: LUXURY AND ROMANCE ól

c) The plane was supposed towas delayed.

at 12.00, but it

that horse, it's very dangerous.

Don't worry if the colour is too bright, it wil lsoon enough.

We will have tomonth.

going to London unti l next

g) She is very enthusiastic about the idea;try not toher with your sarcasm.

We all to look for the lost girl.

They the cameras and recording equipmentbefore the actors arrived so they wouldn't waste t¡me.

c) All our holiday Plans wereweather.

by the bad

The rules were clearlY by the teacher.

The bomb could have been by the heat.

Winter has earlier than usual this Year.

She had just doing her work when he

d)

e)

ó) Fill in the blqnk spoce__s w¡th the correct form:' set up (ro¡se into posit¡on), 9ef Pgc\ (deloy)' sefrn (begin ond cont¡nue), sel ds-id.e (reserve'keép), seI abouf (to begin_lo do_)' set- down(estoOtish), sef off (cogse.lo qct), set out(begin o course of oction)

a)

b)

d)

e)

f)

s)arrived.

h) At the store I asked them tofor me until the next daY.

the green coat


7> Solve fhe crossword using lhe clues below

DOWN

1. abi l i ty , qual i ty of doingsomething well.

2. specific, singular.

4. precise, correct.6. strangely.

10. make better.

UNIT 2: LUXURY AND ROMANCE ó3

3. in vogue, uP to the minute.

5. in an approPriate waY.

6. to signify, to identifY.

7. affect stronglY, create afavorable attitude.

L substitute.

9. attractive, Pleasant.11. set aside.

12. a small quantitY of l iquid.

13. te l l , rePort .

14. something which is given on aspecial occasion.

E) NOW, HOW'S YOUR SPEIIING?

I l The i in q word such qs Sir is sometimes- ' indistinguishoble from the letter u when il ¡spronounced. Add either i ot u lo complelefhe following words

Some of lhese words which oppe<rr in the lextüte q double consonont. Include it in fhe blqnkspoce whefe necessofy

2>

chauf-eur

ele-gant

ac_urate

din-s¡

oc_as_lon

even-ing

ret--n

s_rvive

c--rve

sh.-rt

o rpose

s--rface

s_rgeon

c_rcusb_rsts---rprisef_rmc_rcleth_rstb_rth

d_rt

f l--rt

P-rchasef-rnish

m_rder

b_rth

---rgent


bot le

val eted

WOT V

pas enoers

chil_ed

t im ino

charm_ing

rem ember

vacuum-ed

inform_ed

_aculate ad_res_

F) AND... HOW'S YOUR FORMATIONOF WORDS?

I ) Notice fhe words 'opresent,' ond ,,promise". Theprefixes prc- and prc- hove been odded folhe bqses -senf snd -mrbe to form these lerms. See]ro* moly words you cun mqke by joining thesefwo prefixes pre-lpro- lo fhe following bqses

2) Give fhe odjeclive ond lhe odverb fhotcofrespond lo lhese nouns:

UNIT 2: LUXURY AND ROMANCE ó5

fer

-*-*Pelsume

tend vide voke

cede

dict

scribe serve

duce -pose

c) usrNc ENGUSH APPROPRTATELYAND PUTT¡NG IT INTO MOTION

1. Look at the expression "two dozen red roses" (in Spanish dosdocenas de rosas rojas). Notice that the word "dozen" (likehundred, thousand, million) when used with a definite numbertakes neither the plural suffix -s nor the preposition of.

GRAMMAR CAPSULE: Zero plurol

Some nouns which indicate quantities or measures have the sameform in the singular as in the plural when followed by a noun, forexample: dozen, foot, hundred, thousand, million, elc.

E.g.: Mexico city has around 22 mill ion inhabitants.

He's six foot two (inches). [6ft 2in.]

Or to be strictly accurate, two dozen (red) roses. (See text)

These nouns, however, add the plural -s inflectional morpheme ifthey are followed by the preposition of (e.9.: Dozens of students,millions of ants\.

Some animal names take the zero plural but can be used witha singular and plural meaning, for example: cod, deer, salmon,sheep, grouse, etc. (e.9.'. One sheep, two sheep, etc.;one cod, a lotof cod, etc.).

Some other names of animals also have zero plural if they areconsidered prey, e.g.: herring, pheasant, salmon, trout, etc. However,

66 STRANDS oF LANcUAGE (Bt-PART t)

if they are used to denote different individuals or species they take therg.gulqf plural inflection (e.g:^They saw five deer'running in"the park;The fishes of the tndic ocean are different from

"those ú tné

Caribbean\.

^ 91h.r zero plurals. include:a) some words with bases ending in -s:senes, me.?ns, species (one series/ two series, etc.); b) Nati-onalityyorq: ending in -ese: p91lyguese, Chinese, etc. 1oné Éortuguesitwo Portuguese, etc.); c) words such as aircraft and dice qe.i: onéaircraft/ dice;two aircraft/ dice, etc.)

| ) Now frqnslqte into English

a) Trescientosdólares.

b) Cincuenta euros.c) Cientos de libros.d) Cinco docenas de huevos.e) Ocho mil trescientas personas.f) Docenas de flores.g) Cinco millones de habitantes.

2> look of the use of lhe word even in the texl:,,Heeven wqshed out lhe qshtroys,, (inctuso)

..."looking even fresher than when she first received them,' . (aún más)From the following pairs of sentences write a new one using the word

even as in the example below:

E.g.: Yesterday was hot. Today was hotter.Today was even hotter than yesterday.

a) Mary is beautiful. Sophie is more beautiful.b) This film is bad. The other one is worse.c) London is big. Tokyo is bigger.d) Tom is thin. Bil l is thinner.e) Piccadilly Circus is large. Trafalgar Square is larger.


3) Severql medal verbs expressilg gp¡:femic orextrinsie modalitY qppecrr in fhe text with thefollowing meonings

-possibility-,,... the gentleman knew he could look forward... to an evening to

remember"-probability-"... any last minute worry that the limousine may be late."

remote possibility with excessive politeness-"l felt the roses were perhaps not of the standard they might have

begn".

GRAMMAR CAPSULE: Modql ouxil¡qries: mayfmight/canf could

Modal auxiliaries are specialverbs which behave in some ways likethe primary auxiliaries be, have and do, but which have certainpeculiarities. Their main characteristics are:

1. They form the negative and interrogative according to thenoríral auxiliary paftern (e.g.: He could not speak to his boss;May I ask you a questionl'

2. As with primary auxiliaries, contraction of these verbs ispossible

'in the negative (e'g': can't; mustn't; couldn't;

needn't; etc.\.

3. They can be used to form tag questions (e.9.: You can't swim,can you?).

4. They can be used in short answers (e.9.:A: Can you swim? B:No, I can't.),

5. They can replace a verb or clause that has been referred beforeand, therefore, avoid redundancy (She can't swim, but I can)'

6. In contrast with primary auxiliaries, they have no infinitive andtherefore they cannot be preceded by to.

7. They do not add an -s to the third person singular in thepresent tense.

ó8 STRANDS oF LANGUAGE (Bl-PART D

All modal verbs are followed by the bare infinitive, except forought to and used to (She might want to see you).These verbs are defective because they only have one or twoforms. They usually lack a form for ths futuie, the conditionaland an -ing form.

After reading the grammar capsule and more information aboutmodal verbs in your grammar book, do the following exercise byadding may, might, can or could in the blank spaces:

8.

b)

c)

d)

e)

a) Youlose them.

He

You

The chairman asked politely if hecolleague.

You

I

Long

use my class notes if you are careful not to

still come, it's not too late yet.I borrow your pen?

be right. l 'm in no position to judge.

f) The children should have beenmore careful when they crossedthe street, they

l 'm sure Ihave got run over.

paint the room in two days.

interrupt his

keep your room a little more tidy.speak French fluently when I was younger.

it last!

s)h)

i)

i)

4) Answer the following quesf¡ons u$ing lhe wordsin brqekefs

. E.g':why isn't he home? (may rgo cinema) He may have gone to thecinema.

Why didn't he write to us? (could / forget)

How did he know about our plans? (could i guess)

Why isn't she waiting at the bus stop? (may ldelay)

a)

b)

c)


d)

e)

Why didn't he come to visit us? (might / busy)

Why is he in bed? (might / i l l)

I hope to be with mY daughter

They alway

She wasoccasion.

5) Notice fhe use of the prepos¡tions on, in, of qnd'

for, which qppeqr frequently in this text' qndqft'er reviewing them, fill in the blonks with fheoppfopfiote one

a)

b)

c)

d)

e)

f)

s)

her birthday.

She lives the third f loora big apartment.

s get up earlY

not sufficiently dressed

The paint the wall is sti l l wet.

We knocked the door but nobodY answered.

They had a quick mea

Germany they usually open their presentsChristmas Eve.

the train.

He has workedtwo years.

j ) T h e p r o b l e m w i t h | i v i n g t h e c o a s t i s t h a t' there are too many tourists during the summer'

They say that crime doesn't PaY the end.

We can meet Wednesday,front of your office.

m) They went off to the mountains

of that building

the morning.

the

h)

i)

k)

t)

France

the weekend.

ó) Notice the sentence: "Hoving given his.' ¡nslruct¡onso the genllemon knew..." In lhe firstclouse of ftris exómple, the speoker/wtitetexpresses something thol is finished. In theseéond clouse onother octivity is storted, inwhich cose the Post simPle is used

70 STRANDS oF LANGUAGE (Bl-PART l)

GRAMMAR CAPSULE: Tense ond time

. In most languages, including English and spanish, verbal tensedoes not necessarily coincide with reár time. Tenée is the grammaticalggleggry (linguistic expression) that we can identify as verbalinflection. In English, for example, we can distinguish two tenses;present and past (English has no future inflected form of the verb),whereas we, as humans, can identify events occurring in the pasi,present or future. In the same way, we can use different ténses to'referto various moments in time; for instance, we can use the simplepresent forms to refer to a time different from the moment of speaking.

E.g.: Then the French invade England. (Historic present tense- past time)I hear she has been given an award. (present used withverbs of communication - past time)Derek leaves for Rome tomorrow. (present tense - futuretime)

lf Sally were here today, she would be sad. (past tense- present t ime)

After studying the different tenses and their relationship toaspect in your grammar book, put the following sentences togeiher,as the example shows:

E.g.: He finished his lunch. He went out to play.Having finished his lunch, he went out to play.

a) | won the first prize. I received a sports car.b) He finished reading the book. He gave it to his sister.c) | studied until very late. Then I went to bed.d) He lost the keys to his apartment. He spent the night at a friend's

house.

e) She finished lunch. She went out for a walk.

UNIT 2: LUXURY AND ROMANCE 7l

7> Note the use of the definite qnd indefinite orl¡cle- in the text, ond fhen include eilher o(n), the'ot O (no orticle) in the blunk spoces

a) He only had hard-boiled egg andapple for lunch because he is on diet.

b) They maderoom.

c) We lived in

d) Do you playcouple of years.

beds and cleaned

country for

piano? No, but l'm verY fond ofmusic and I play -

bir.daylYes, it 's certainly been

diff icult language to learn.

Meninas.

guitar

e) Whatday to remember.

0 Japanese is

g) first thing they did when they got to - Madridwas visii Prado museum because they wantedto see

h) 'Would you prefer banana or -'-orange Íor dessert?" "-orange please, I love

oranges".

úE: TIME TO RELAX: Now, let's relax, sit down, and watch some\P interesting videos in connection with the topic of this unit:

http :i/www.youtube.com/watch ?v=4caOwK7Vq2 E&featu re= rel aled

http ://www. metacale. com/watch/ 1 653 1 2/th is*i s_realy*good-for-you r

_perfomanees/


$elf-Fro luation Llnit ZDo the followino exercises and then check your answers in the KEyTO EXERCTSES A-ND |ASKS ái iñ" ."0 of rhe book:

t ) Choose the oppos¡te orw0rds

1. fa lse2. unstylish

3. inappropriate

4. obviously

5. inabil ity

1. I think he just wanted tomuch money.

a) impact b)

2. Tom's grades won't

2> Choose the correcf opfion to complete themeqning of lhe following senteneds -

neEr oppos¡le of lhese

a/ skill

b) suitable

c) true

d) fashionable

e) clearlyf) unfalseg) mysteriously

h) clearly

us by spending so

3.

4.

impress c) impressing d) impression

harder.

a) ensure

if he doesn't work much

b) improve c) good d) to improve

This medicine wil l

a) improved b)

What he said was

you a good night's sleep.ensured c) ensure d) assured

_as a joke, but they took itseriously and were very angry at hirna) intented b) intended c) intent d) intending


5. Harry hasteam.

a) at

3. We can meet

a) at

John as caPtain of the football

Segovia

c) on d) in

Tuesday if You're free.

d) on

her father, who

3)

a) substitute b) responded c) respond d) replaced

Choose lhe correcl opt¡on fo complete ihemeoning of the following senfences

1. You can phone him now, he's always homethe evening.

a) on b) in

2. Do you know when the trainarrives?

c) for d) at

b) for

b) in

4. Mary has alwaYs workedowns a big clothing company.

a) for b) on c) in

5. He said he would wait for uswe arrived.

a) at b) in c) on

c) for

4>Choose the correct option to complete fhefollowing sentences

1. I love watching

a) a

television.

b) an c) the ü a

doctor says you should do more exercise in

order to keeP fit.

a ) a b ) a n

7 4 sTRANDS oF LANGUAGE (Bl -PART l)

d) at

the airport unti l

d) for

2 .

c) the d ) a

Year.a) a b) an

4. My friend John Smith was born ina) a b) an

mathematics is my

c) the

favourite subject this

d ) @

5. They say apple a day keeps the doctor away.a ) a b) an c) the

c) the ü a

ü a


t NIT 3: TEA LOVER$

A) WARMING UP1) What do you usually have for breakfast, tea or coffee?2) Do y_ou have preference for any kind of tea (green, black, white,

etc.)?

3) Do you think tea is good for your health? lf so, in what respects?

o) Lisfen

W l

1 )

2l

*

B) ORAI DISCOURSE: PUTTING A CASE(rN A CONVERSATION)

CAN DOs: Briefly give reasons and explanations foropinions and/or actions.Develop an argument well enough to be followedwithout difficulty most of the time.

lo Tony ond Shqron's conversqlion:

(Tony and sharon are working, and it is now time for a break)

--Ton_V: Ughl l'm overwhelmed with so much work. I need a cup ofcoffee for energy.

sharon: coffee? oh prease, Tony, you shourd be more hearth-conscious. Coffee is not...

UNIT 3: TEA LOVERS 79

T:Well, what do you want me to drink instead? | need some kindof invigorating stuff.

S: TEA is your best option. lt 's invigorating AND healthy at thesame t ime. And, i f possible. . . dr ink GREEN TEA.. . You can' t imagineall the good properties this beverage has.

T: Tea? No way! No! | find it disgusting, sorry. Thank you verymuch.

S:Well, it 's incredible you don't l ike tea, considering your Englishor ig ins. . .

T:Yes, I 'm the black sheep of the U.K. I know it. l 've always rebelledagainst traditions and conventions. I don't think I should l ike tea just forthe mere fact of being Brit ish.... l 've never gone along with the crowd...It 's a question of principle.

S: I see your point, but if what they do is good for your health, youshould at least consider it, don't you think?... Look, l ' l l give you manyreasons why you should drink green tea... And yes, don't drink it l ikeyour fellow country people, because in fact you shouldn't put any milkin i t . . . . l t has to be drunk with NO mi lk and NO SUGAR.. . .That 's ther ight th ing to do.. .

T: Oh Sharon, you must be bonkers. You want me to drink tea, andon top of that you're tell ing me I shouldn't put sugar in it??!!. How onearth will I be able to swallow it, then? At least I should be allowed tocover up the disgusting taste with some sweetness!

S: Look, sweetie, you take it or you leave it, but if you do what l'mtelling you, you will be protected against a long list of incurable and/orunwanted diseases, such as cancer, heart disease, arthritis, toothdecay... AND, besides, you wil l lose weight! Because... -FYl- greentea raises your metabolism and causes the body to burn morecalories... Can you think of a better drink?

T: I sure CAN'T, Sharon. How could I ever have thought that I couldcontradict you? YOU WlN, SHARON, YOU WIN!! l ! !

b) Now discuss lhe following w¡th your lutor orc¡ossmqles in the forum/virtuql closs

1) Why does Sharon think tea is better than coffee? Would youagree?


\-

2)

3)4)

5)

H.ow would you describe Tom according to what he says abouthimself?

What kind of person is Sharon?What do you think convinces Tom to drink tea at the end?

\gry lt'rgt_Vou know all about the benefits of green tea, would youdrink it? Say why or why not.

UNIT 3: TEA LOVERS 8l

c) MUrT|-TASKING ACTTVITIESDRINKING TEA IN BRITAIN: WATCH, READ, LISTEN, STUDYand WRITE

stgp 1. Go on the internet and wATcH the following videos aboutdrinking tea in England

http ://www. yo u t u be. co m/watc h ?v=q i q E p R k Lbckhttp ://www. youtu be. co m/watch ?v=G FqJOxJseTe

step 2. READ the related text and LlsrEN to its spoken version to makesure you know how to pronounce and give the correct intonation to it.

"n,:lñ5i,1iJ".":iiJ;,il:,li3lilfl l3!;iLiJ;,?ilElf.::lff lh:l3n! q3oe complicated biological experiments to find a way of s-poitingit. To the eternal glory of British science their labour boré fruii. Theüsuggested that if you do not drink it clear, or with lemon or rum anásugar, but pour a few drops of cold milk into it, and no suoar at all. thedesired object is achieved. once this refreshing, aromátic, orientalbeverage was successfully transformed into colourless and tastelessgargling-water, it suddenly became the national drínk of Great Britainand lreland - still retaining, indeed usurping, the high-sounding title oftea.

There are some occasions when you must not refuse a cup of tea,othenryise you are judged an exotic and barbarous bird without any

hope of ever being able to take your place in civilised society. lf youare invited to an English home, at f ive o'clock in the morning you geta cup of tea. lt is either brought in by a heartily smiling hostess or analmost malevolently silent maid. When you are disturbed in yoursweetest morning sleep you must not say:"Madame (or Mabel), I thinkyou are a cruel, spiteful and malignant person who deserves to beshot". On the contrary, you have to declare with your best five o'clocksmile: "Thank you so much. I do adore a cup of early morning tea,especially early in the morning". lf they leave you alone with the l iquid,you may pour it down the washbasin.

Then you have tea for breakfast; then you have tea at eleveno'clock in the morning;then after lunch;then you have tea for tea;thenafter supper;and again at eleven o'clock at night.

You must not refuse any additional cups of tea under the followingcircumstances: if it is hot; if it is cold; if you are tired; if anybody thinksyou might be tired; if you are nervous; if you are gay*; before you goout; if you are out; if you have just returned home; if you feel like it; ifyou do not feel like it; if you have had no tea for some time; if you havejust had a cup.

You definitely must not follow my example. I sleep at five o'clock inthe morning; I have coffee for breakfast; I drink innumerable cups ofblack coffee during the day; I have the most unorthodox and exoticteas even at tea-time. The other day, for instance -l jusi mention thisas a terrifying example to show you how low some people can sink-I wanted a cup of coffee and a piece of cheese for tea. lt was oneof those exceptionally hot days and my wife (once a goodEnglishwoman, now completely and hopelessly led astray by mywicked foreign influence) made some cold coffee and put it in therefrigerator, where it froze and became one solid block. On the otherhand, she left the cheese on the kitchen table, where it melted. So Ihad a piece of coffee and a glass of cheese.

George MIKES, How to be an Alien- Note that this text was written in 1946, when the modern use of gay (meaning

homosexual) was not known. In this text gay is used as an adjective and it means"happy". Gay meaning homosexual is considered to be a neologism, and can also beuseo as a noun.


Step 3. DO the following exercises:

I ) soy whether the following siofemenls ore frue orfqlse qccord¡ng to the possqge; when folse, g¡velhe correcl vers¡on

a) Tea was originally an unpleasant drink.b) A group of British scientists decided to make it better.c) They suggested you should put a slice of lemon in it to make it

drinkable.

d) Tea is the national drink of Great Britain and lreland.e) People who are not fond of tea are considered *exotic,,

"barbarous,, by the Brit ish.f) The writer loves being woken up early in

somebody who offers him a hot cup of tea.g) The Brit ish drink numerous cups of tea at any time of the day.h) The author's wife, as a good Engrishwoman, arways respects

national customs.

i) The writer has left aside his pernicious foreign habits and has gotused to the English way of l i fe.

2, order the followilg elemenfs to form meqningfulsenlences qccording to the pqssoge

a) there /cup /of /occasions /when / refuse lnoV some / must/you/ a r e l a l t e a .

b) tea/ morning / adore I do I I I cup I a I early I ot.c) definitely I you lnot / must / example / follow / my.d) innumerable/ b lack/cof fee / r /cups/dr ink I of I day I rhe ldur ing.e) refrigerator / coffee I the I and I froze I it I in I the I put / we.f ) unor thodox / l / teas /exo t ic / most l the lhave land.

UNIT 3; TEA LOVERS 83

and

the morning by

3) ORAL PRODUCTION: Answer lhese queslions

a) Do you think British scientists ever made biological experiments inorder to tell people how they should drink tea? Explain youranswer.

b) Do you believe the author exaggerates when he quotes theinnumerable occasions on which Brit ish people drink teathroughout the day? Give a reason for your answer.

c) The book from which this passage has been taken was written in1946 by a Hungarian author after he had lived in England for someyears. Do you know if English people's customs have nowchanged in this respect? lf so, how have they changed?

d) Can you find any ironic statements in the text? Quote at least threeof them.

e) Which is, in your opinion, the funniest paragraph in this text?

D) TACKLING VOGABUTARYBUILD UP YOUR OWN GLOSSARY OF TERMS FOR UNIT 3: LooK

up the tollowing words in a monolingual (English-English)dictionary, as well as any others you find difticult to understand inthe text:

a) spoil (v)

b) drop (n)

c) achieve (v)

d) high-sounding (adj.) g) spiteful (adj.)

e) otherurise (adv.) h) sink (v)

f) heartily (adv.) i) wicked (adj)

| ) Fill in the gops using fhe following verbs in fheoppfopriule form

t

achieve

deserve

refusesuggest

disturb

sporl

84 STRANDS oF LANGUAGE (Bt-pART D

a) He is an honest man. Hetreatment.

Last year's orange crop was

such

success if he behaves so

their invitation?

, she

it."

food

doesn't

b)

c)

d)

e)

f)

by hail .

Don't them. They have had a very tiring day.He will nevertimidly.

Why did you

She that we should walk faster if we wanted

a) You can't rely on her; the other day,had an important appointment and she didn't turn up.

b,) "Shall we go to the cinema" "No, I don'tc) He didn't accept the other's opinion.

maintained that he was not to blame.

Mrs. Martin, for having posted the lettersfor me.

I don't feelwell; l ' l l have

You can't really say he is a hard worker, buthe is always ready to help.


to reach the top before dark.

2) Gomplele these senlences w¡th lhe expressionsin fhe box

he

d)

e)

f)

3) The words motching the definilions qre h¡dden inthe word squore; lhey moy hove q horizonfo¡,verticql, or d¡qgonol position (the firsl one hosbeen done to show you)

a) Go down below a surface, fall to a lower level or position.

b,) Harden into ice as a result of great cold.

c) The expectation of something happening as one wishes.

d/ Cause to flow steadily and rapidly.

e) Female servant.

f) Worry, annoyance, risk.

g) The amount of l iquid that falls in one round mass.

h/ A woman who receives guests.

i) Become liquid.

8ó STRANDS oF LANGUAGE (Br-PART D

L

S F T L € I N F oT R z P o U R X H

F E T o M S E L oA E D R o P A o S

M z W E o W N I T

R E M H M U J L E

V T A W E S B W S

o c I R L A P L S

U c D M T P A A E

4) Decide which of fhese odjectives from the textccn modily the tollowing nouns. Some of theudjecfives con suif more lhon one noun

E.g.: civilised society, civilised customs.

ADJECTIVES

civífised

smil ing

silent

spiteful

malignantgay

unorthodox

wicked

See the use of bring rn in the text.

GRAMMAR CAPSULE: ln os on odverbiol porlicle

ln used as an adverbial particle can have the following meanings:

Used with verbs of movement it means "enter" (come in. drive in.rush in, walk in).

Used with verbs with a direct object it can mean "help" or "invite toenter" (ask in, bring in, carry in, let in).


gl

foreign

smi le

witch

laughter

society

customsprayer

look

child

reading

colours

ideas

expressions

5) Jrlo* complete the sentences by using one offhese verbs in the qppropriofe form: ásk, lef,shut, drive, drop, be

Be at home (be in, stay in).Keep inside (fasten in, shut in).Visit (cal/ in, drop in).

a/ Don'tready.

b) He usually

the children in yet. Dinner isn't

in for a coffee after work.c) lf the dog is too noisy, h im in .

d) You needn't park your car outside, just

e/ Aren't you your friend in?f) Steve in?

E) NOW HOW'S YOUR SPELI¡NG?

I ) Fill in the gops w¡th one of lhe vowelcomb¡nqlions -ie o¡ -ei

consult your English dictionary where necessary; use arso a phoneticdictionary to check pronunciation.

I n .

I

\.

ach verec_vedec___ve

o c e

bel f

c h f

conc___ve

s_ze

c_ling

rel f

th f f_td

88 sTRANDS oF LANGUAGE (Bt-nART D

?) Decide whether the follow¡ng words from fhe lexlcrre spelt either w¡th ü single or wilh u doubleconsonünl; include the second consonünf whennecessüfy

F) AND... H(}W'S YOUR FOnMATIONOF WORDS?

GRAMMAR CAPSULE: Adjective formqtion:-less I -lul

l l t h i n g 2 d o l

[i trü'J,¿ül

UNIT 3:TEA LOVERS 89

g

sug_est

stif_

colourles_heartil_y

especial_y

ad_it ional

ter_ifying

suc_es_ful_y

sud_enl_y

oc_as_ion

hos_tes_

sup_er (the meal)

fol_ow

cof_ee

a) Abstract nouns refer to a quality or idea rather than to a physicalobject. The suffix -ful is usually added to abstract nouns meaning"having the quality of " or "full of":

b) The suffix -/ess can be added to nouns to form adjectives withthe meaning of "not having the quality of ":

E.g. : spoon

beauty

E.g. : penny

spot

spoonfu/

beautiful

penni/ess

spot/ess

wote that while some nouns can take both endings, others add either one or theother.

I ) Turn the follow¡ng nouns into odiectives qndploce them under one of lhe heodings in thetoble below. Mqke qny chonges in spelling youfind necessofy

help harm meaning fright breath

rest sleep pain colour thought

heart hair success penny revenge

-less/ -ful -less -ful

2> Look ot lhe following odverbs in lhe texl

Successfu I Iy, sudde nly, hearti Iy, especi al ly, def i n itely,

exce pti o n al Iy, c o m p lete Iy, h o pe I ess ly.

They have all been formed by adding the suffix -ly to an adjective, thisbeing a common way of forming adverbs of manner or viewpoint. ln somecases the adjective has also been made from a noun:

E.g.: success - successful - successfully

heart - hearty - heartily

exception - exceptional - exceptionally

hope - hopeful - hopefully

I

90 STRANDS oF LANGUAGE (Br-PART t)

GRAMMAR CAPSULE: Adverb formqlion: -ty

Now give the noun and adjective from which these adverbs havebeen formed:

UNIT 3:TEA LOVERS 9l

Adverbs in English can be formed by adding the derivationar suffix-ly to adjectives. In most cases, the resulting adverb is an adverb ofmanner:

E.g.: kind kindly

legal legally

Some adverbs of time (frequency adverbs) can also end in -ly:monthly, weekly, hourly.

This type of adverb can be placed in almost any position in thesentence. lt can go in init ial position:

E.g.: Slowly, Jessy drove to her destination.

Middle position:

E.g.: Jessy slowly drove to her destination.

Final position:

E.g.: Jessy drove to her destination slowly.

NOUN ADJECTIVE ADVERB

personally

carelessly

fashionably

dirtily

faithfully

noisily

endlessly

confidentially

funnily

contemptuously

intentionally

G) US|NG ENGUSH APPROPRTATETYAND PUTTING IT INTO MOT¡ON

I ) After reqd¡ng lhe grommor copsule, do fheexercise below

GRAMMAR CAPSULE: Somef Any

The use of some:

The partitive some, as opposed to any, is marked affirmatively andhas the meaning of an indefinite quantity "a certain number oramount". lt can modify both countable and uncountable nouns.

Example in the text: /.../ to show you how low some people cansink.

Some is used when you are interested in the quantity but you donot want (or need) to be very specific. lt is pronounced /snm/.

E.g.: Some of my relatives live in Sydney.

Some can also be used when you are interested in the object itselfrather than in the quantity. In this case it would be the plural form ofa/an and one with the meaning of "a number of" or "a few of". lt ispronounced isEm/.

E.g.: Give me some cookies, please.

E

92 sTRANDS oF TANeUAGE (Br-PART r)

As a rule, some is used in: a) affirmative sentences (e.g.: Hewanted some sugar; b) offers and requests (e.9.:Would you like-somewine?); c) questions where the answer "yes" is expected (e.g.: Whydon't you buy some of those pastries?)

The use of any:

The word any is also used lo refer to an indefinite quantity and isnot marked affirmatively or negatively. As a rule, we use any innegative sentences:

There aren't any people in the street.

We use any in normal unemphatic questions where both anaffirmative and a negative answer are possible.

Are there any new books to buy?

We can also use any in affirmative sentences as a determinerreferring to something or someone whose exact identity or nature isirrelevant. In this case, any will have the meaning of cuatquier(a)inSpanish.

E.g.: Any person can do thís job.

Now put in some or any to complete the sentences:

a) "Can I offer youdon't want

more cake?" "No, thank you, I

f irm in Sheffield.

milk left.

lwould lend you

consideration for our feelings.

trouble.

time. We are always at home.

place to leave my luggage.


more."

b)

c)

d)

a )

f)

s)h)

He was working for

There's hardly

lf I could find my records,

He never showed

We got there without

You can visit us

There must be

D "Which do you prefer?" "

2> fncfude one of fhe compounds of some, dny, no,ot every (nobody, no one, crnybody, everybody,nowhere, crnywhere, everywhere, anything,noth¡ng, dnd everylhing) to complete themeon¡ng of these senlences

I waited for a long time but came.

The game is very easy; can play it.

We are goinghome.

next weekend. We are staying at

you say may be used against you.

she said was true.

There was _ in the theatre. hadalready left.

g) The weather here is hotter than

a)

b)

c)

d)

e)

f)

Why don't you invitehouse?

friends to your country

wil l do."

else in thecountry.

h) Your toys are lying ; pick them up, please.

3) Note lhe superlqfives in the lext"...a groLtp of the most eminent...""...in your sweetest morning sleep" "...with your best five o'clocksmile""...the most unorthodox and exotic teas"

Now translate into English:

a) Se puso su mejor vestido y se fue a la fiesta.

b) Es el niño más alto de la clase.

c) Es el más simpático de los tres hermanos.

d) Creo que has elegido el peor regalo.

94 sTRANDS oF LANGUAcE (BI-PART r)

\.

e) Es la más inteligente de la familia.f) ¿Es Moscú la capital más fría de Europa?g) ¿Por qué te compraste el traje más caro de la tienda?h) Es uno de los países más pequeños del mundo.

4> After reod¡ng fhe grommqr point, do ihe exercisebelow

GRAMMAR CAPSULE: Some spqce preposifions

In front of / behind:

Both in front of and behind express relative position in a horizontalway {in contrast, above and below are exampies of vertical relativeposition). These two prepositions can be seen as converse opposites:

Peter is sitting in front of Mary = Mary is sitting behind peter

(Notice that in this case we cannot translate in front of into Spanishas en frente de. The appropriate translation would be delante dá.

Out ofl into

Out of can be seen as the converse of into.

E.g.: She stepped out of the car // She stepped into the car.

out of can also signify material or constituency as in the followingexample:

E.g.: They made a model out of clay.

Outside/ Inside

lnside can be said to have the same meaning as in, and outsidecan substitute for out (of). Both prepositions aie used with stativeverbs, but can accompany a dynamic verb as well.

E.g.: He went outside the room. (= out of)I have my cellular phone inside my pocket. (= in)


Now, fi l l in the gaps with one of the prepositions studied in theGrammar Capsule:

a) When she heard the telephone ring, she ranthe house.

b) The puppy is sittingstep on it.

you; be careful not to

me but I hadn't seenc) He was standing righth i m .

d) His letter is

e) She took her glasses calmlyinspected the newcomer.

her bag and

f) Don't stay ; it's very cold.

5) Put fhe frequency odverbs in the correct plqce:

a) He kept on promising he would come and see us but he did(never).

b) | go for a walk after lunch but Mary does (often, hardly ever).

c) She loves going to the theatre but she is free in the evenings(seldom).

d) | shall remember her beauty (always).

e) Have you written a poem? (ever).

f) They have lunch at work but they have it in a restaurant(sometimes, generally).

ó) Sfudy the use of these lime phroses (Noie thctthey generolly occur at the end of the sentence)

at five o'clock in the morning early ln the morning

after supper at eleven o'clock at night

during the day at tea-time the other day

after lunch

that drawer.

96 sTRANDS oF LANGUAGE (BI-PART r)

Now translate into English:

a) Voy a coger las vacaciones en septiembre.

b) Vamos a ver a Helen pasado mañana.

c) Por la noche siempre ven la televisión.

d) Mi cumpleaños es el 10 de noviembre.

e) Me gusta hacer la compra temprano por la mañana.

f) Terminarán la nueva estación dentro de unos meses.g) Ayer por la tarde fuimos al cine.

h) Anteayer recibimos una carta suya.

r) Nos l lamaron por teléfono hace unos días.

-,F.-, TIME TO RELAX: Now, let's relax, sit down, and watch some

Y interesting videos in connection with the topic of this unit:

http :/lwww. yo utu be.comiwatch ?v=vnvYym rC n49

http.//www.youtube.com/watch ?v=2ooT1 H l3mks&featu re=related

http :/iwww. youtu be. com/watch ?v= BpWqCz ru 5zk&featu re= re I ated

http ://www.youtu be. comiwatch ?v= | UcH5lSVTCg &featu re=related


SelÍ-Evaluotion Unit 3

__ D_o the following exercises and then check your answers in the KEyTO EXERCISES AND TASKS at the end of the-book:

| ) Circle fhe correcf onswer

1. There was hardlyholiday.

a) nobody b) none c) anybody d) everybody

2. She refuses to have to do with her ex-boyfriend.a) nothing b) everything c) anything d) anywhere

3. There's I can talk to because they don't speak mylanguage.

a) nobody b) everybody c) nothing d) nowhere

4. His parents really spoiled him; they gave himwanted.

a) nothing b) everything c) anywhere d) everywhere

5. He was very depressed and claimed that caredabout him.

a) anybody b) everybody c) nobody d) nothing

2> Circle lhe letfer wilh the correcl spelling of thefollowing words

1. a) succesfuly b) sucessfuly c) successfully d) successfuly2. a) sudenly b) suddenty c) suddenlly d) cudenly3. a) aditional b) adicionat c) additionat d) addisional4. a) occasion b) ocassion c) occassion d) ocasion5. a) terif ing b) terrifyng c) terrifying d) terryfying

in town because it was a

he

98 sTRANDS oF LANGUAGE (Bt-IART t)

3) Choose lhe suffix thqt ctln be qppl¡ed lo thefollowing nouns lo turn lhem inlo odjecl¡ves

1. harm

a) -less/-ful

2. meaning

a) -less/-ful

3. breath

a) -less/-ful

4. revenge

a) -less/-ful

5. colour

a) -lesslful

b) -less c) -ful

b) -less c) -ful

4> Choose the correct oplion

1. Tom wi l l never his goal unless he works harder.

a) reached b) achieve c) gets d) access

2. He asked her to marry him, but she

c) refused d) disagreea) denied b) deny

3. 1 we finish this report before going out for dinner.a) suggest b) want c) believe d) desire

4. She to win because she was the best.

a) merit b) denied c) deserve d) deserved

5. The constant noise of the cars was most

a) disturbing b) bother c) disagree d) bothered


b)

b)

b)

-less c) -ful

-less c) -ful

-less c) -ful

TRANSTATION AND COMPOSITION I(Units I - 3)

Do exercises I and 2,andthen hand them in or send to yourTutorfor correction:

I ) Trqnslote fhe following senlences ¡nfo English

a) Este no es el perro de nuestros vecinos;es el de Juan y María.

b) Dijo que ni escribiría él mismo la carta ni dejaría que la escribieseLaura.

c) Lleva trabajando en Zara desde hace más de dos años'

d) Es mucho más delgada que su hermana pero no tan guapa comoella.

e) Recibió dos docenas de rosas rojas por su cumpleaños'

f) se lavó las manos, se peinó y se miró en el espejo antes de salirde casa.

2> Composition

what do you think of the text in unit 3 (Tea)? ls it funny? oldfashioned? Tob stereotyped? Does it represent England today? U¡tq gshort essay (about 150 words) giving your opinion of the text and of Brit ishpeople in general.


UNIT 4:CRIME AND DANGER

WARMING UPDo you read or watch the news about crime in your city?ls there any problem with the security in your neighborhood? Whalabout your city/town?

Are you interested in crime stories?

What do you know about Sherlock Holmes?

B) ORAr DTSCOURSECAN DOs: 1) Exchange ideas.

2) Give opinions on the meanings of certain wordsor expressions.

t) Lislen to the conversqfion between Fred qnd Jqck

Fred: My goodness! Life is getting more and more dangerousse days.

Jack:Why? What makes you say that?

UNIT 4: CRIME AND DANGEB 103

F:What makes me say that??? Don't you read or watch the dailynews about crime in our citY?

J:AhlThat's what you meant.Yeah, you're right". That's preciselywhy l 'm attending this very interesting webinar on...

F:An interesting what?

J: An interesting webinar.

F:What on earth is that?

J:You don't know what a webinar is??? Well, you need to learnmore about modern web resources... A webinar is l ike a seminar, buton the web. So that thousands of people from different spots of theplanet Earth can be connected at the same time, attending a givenbeminar on whatever topics they are interested in, just by sittingcomfortably at their computer desk.'..

F : Mmmm I see. . .

J: And of course they are able to interact with the webinar lecturersor organizers. Wonderiul, isn't it? Ahh... The marvels of the newtechnological world!

J: lt's about crime and how to protect yourself from impendingdangers in your community, by simply being alert and aware of the factthat these dangers exist.

F: And have they told you what the crime rate is like in our city?I don't refer to pick-bocketing or purse snatching, or even burglary...I mean murder, child abuse, rape or serial kil lers in this area...

J: Not yet, but they are going to present the statistics of the maincities in th'e US and Éuropé ¡n tne next session, so I think they wil linclude San Francisco as one of them. l'll let you know after thesess ion . . .

F : O . K .

J: Or... may be you would prefer to join us!You simply have to fi l lin an electronió torni with your personal data and they will give you thepassword to access the webinar'

F:Yeah, right... but I 'm sure it also costs a lot of money"' lt 's notjust f i l l ing out a form.. .

104 STRANDS oF LANGUAGE (BI-PART D

J: Don't worry about the money. Be my guest!!!

F:Oh, no... Under no circumstances wil l I accept that... NO, NO...J:Oh, come on, Fred. Be reasonable.You've always been my best

friend... WHAT ARE FRIENDS FOR? | WON'T TAKE 'NO' FOR ANANSWER!!!

b) Now discuss fhe follow¡ng wilh your fulor orclqssmqfes in lhe forum/virtusl clqss

1) Why is Jack attending the webinar?

2) What are the differences between_a webinar and a seminar?3) Do they give practical tips on how to protect yourself and your

family at this webinar?

4) In general terms, how would you describe the kind of crime Fred ismainly interested in?

5) What do the expressions: be my guest and I won't take "no" for ananswer mean?

c) MULTI.TASK|NG ACTMTIESREAD, LISTEN, STUDY and WRITE

Step L READ some of the information about Sherlock Holmes and crimein general on the web:

http ://en.wikipedia,org/wiki/Sherlock_Holmes

http ://www s h erlockian. neV

. http://en.wikipedia.orglwiki/Crime

Step 2. READ the related text and LISTEN to its spoken version to makesure you know how to pronounce and give the correct intonation to it.

UNIT 4: CRIME AND DANGEn | 05

i

Last year's riots at Broadwater Farm marked the first time in livingmemory that f irearms have been used against the police in a mainlandcivil disorder. According to Scotland Yard, weapons dealers in thatarea have had a bonanza since then. And it is not only there. Shotgunlicences are this year being demanded and issued in London át afaster rate than ever. All over the country the British are armingthemselves, with a startl ing variety of weapons. Much of it ishappening in the name of a cult called Survivalism. I have a friend inHampstead, as middle-class an area as you can get. He and hischildren have been attacked by groups of youths, his house has beenburgled, and to his own dismay he found himself picking up a knifewhen he went out for a walk on the Heath one day. My friend went intoone of those home security shops where you buy burglar alarms,window locks and every other piece of steel with which people hope(often vainly) to secure their goods. The shop assistant was alsofrightened and observed rather ruefully, "Your burglars are myneighbours". He lived in north London on the sort of estate wheretelevisions are sometimes dropped from high-rise windows, on cars ifnot on heads. He had been mugged three times and his car had beencontinually trashed. ln despair rather than with glee he had boughthimself a powerful air gun and stood with it at the window of his flat.When he saw a kid mucking around his car, he shot him, randownstairs and found the car spattered with blood. My friendexpressed some horror, but the assistant shrugged and asked whatelse he could do to protect himself and his thíngs.

Sometimes it seems hard to find someone who has not beenmugged, robbed, threatened in some way or another -or at least hadit happen to a close friend. (lronically, I was burgled, for the secondtime in a few months, while writ ing this article.) As a result people arebuying weapons. Britain is not l ike the United States where weaponsare accumulated with an obscenity almost beyond imagination, butmore and more of a fortress mentality appears to be developing. lt isanother aspect of Victorian values; a hundred years ago people reallyfeared to walk most streets of London, and it is starting again.

The Spectator

l0ó sTRANDS oF LANGUAGE (Bt-pART t)

Sfep 3. DO the following exercises:

I ) Ghoose fhe correci onswer

1 . The riots of Broadwater Farm were...

a) the only ones in which the police used firearms.

b) the first ones in which firearms were used against the police.

c) lhe last ones in which the police used firearms.

2. Al l over the country the Br i t ish. . .

a) are losing their arms.

b) are using their arms.

c) are arming themselves.

3. The cult is called survivalism because...

a/ it has survived a long time.

b,) it has to do with people surviving attacks.

c) it is impossible to survive in London.

4. The author's friend picked up a knife because...

a) he had been attacked before and was frightened.

b) he wanted to attack someone.

c) he had seen a big animal near his house.

5. His friend went into a security shop to buy...

a) an insurance for his house.

b) aweapon to defend himself.

c) things with which to protect his house.

6. Where did the shop assistant l ive?

a) ln a house with burglars.

b) ln a house protected by alarms.

c) In a flat in north London.

UNIT 4: CRIME AND DANGEB | 07

He bought himself a gun because he wanted to...a/ defend his property.

b) shoot himself.

c/ trash his car.

The author th inks that i t is hard. . .

a,) to find someone to attack.

b,) not to attack someone.

c) to find someone who hasn't been attacked.

People used to be afraid to walk the streets because...

a) they were afraid of Queen Victoria.

b/ London was also dangerous.

c) their values were immoral.

2)' Join these sentences by us¡ng one of theconnectors snd including the necessorypunctuofion

a) Mañy shotgun licenses are being demanded. The Brit ish arearming themselves. (because / with)

b) lt is happening in the name of a cult called Survivalism. Somepeople seem to enjoy it. (with / although)

c) He picked up a knife. He went out for a walk. (and / but)d) He went to a security shop. You buy burglar alarms and locks.

(where / that)

e) He bought himself an air-gun. He had been burgled. (because /therefore)

f) My friend expressed some horror. The assistant shrugged. (if /when) He asked what else he could do. (and / so)

g) | was burgled. I was writ ing this article. (since / while)h) He lived in an estate in the north of London. Televisions are

sometimes dropped from windows. (where / because)

| 08 sTRANDS oF LANGUAGE (Bt-pART t)

7.

8 .

o

3) O_RAL PRODUCTION: After reoding the text,discuss the onswers fo fhese quesfions with yourTutor ond clqssmoles

a) Why are the British arming themselves nowadays?b) why do you think the writer's friend was dismayed to find himself

picking up a knife when he went out for a walk?c) Why does the author add in brackets the words ,,often vainly,,?d) would you say the shop assistant l ived in a friendly neighborhood?

Give your reasons.

e) Why was the car spattered with blood?f) What do you think the author means by a ,,fortress mentality,,?

4> WRITTEN PRODUCTTON: Write o shorf teüer(100 - 150 words) to Mr. Jennings, edilor of olocql newspoper, comploining qbout the lqckof security in your neighborhood

CAN DOs:

a) Write a formal letter of complaint.b) write straightforward, connected texts on a range of familiar

subjects.

c) Link a series of shorter discrete elements into a l inear sequence.

7/fn, /t t¿'rg¿

23, S(Aa", Sa¿a 7á¿ .4¿¿*"zn

0afu¿(/¿, Orca?/ie"t4en 23, 2010

Deaz 7Vln, /¿t4ztzr¿,

7Vfr. /4¿r4 S,4rU¿ Ez'Ktal €¿rno

9, ?¿a¿ 4oeaa¿

0a^fu¿//¿. Orca

1 aw u*an?. ta qna f/¿ p44k tt al ,/<bk/4N¿ ca ozn t4414//a4iio¿,

"e//r4r¿?,

UNIT 4: CRIME AND DANGER | 09

1/tart¿ ¿rr4r/r¿(q,

B¿qr4arrlie)

D) TACKLING VOCABULARYBUILD UP YOUR OWN GLOSSARY OF TERMS FOR UN|T 4: Look

up the following words in a monolingual (English-English)dictionary, as well as any others you find difficult to understand inthe text: .

a) mainland (n)b) weapon (n)c) dealer (n) .d) issue (v)e) startling (adj.)

0 burgle (v)g) dismay (n)h) ruefully (adv.)

i) mug (v)j) trash (v.)k) despair (n)t) glee (n)m/ spatter (v)n) shrug (v)o) beyond (prep.)

t ) Find the opposifes or neor oppos¡tes of thefollowing words in the texf

I l0 STRANDS oF LANGUAGE (Bt-pART t)

d) pick up

e) hope

t) weaK

g) easy

2> Find fhe express¡ons or phrqses in the text fhqtmeqn the follow¡ng

3) Complefe these senlences using fhe qppropr¡qleverb from those listed below:

mark observe develooexpressissue

a) She her desire for privacy by leaving theroom and shutting the door.

b/ Over the last few months, this child hasenormous appetite for sweets; he never liked them before.

c) The fireworks the beginning of the NewYearcelebrations.

d) When she arrived in Spain, sheweather was colder than she had expected.

e) The Government has started leaflets for thepeople who smoke, warning them about the risk of lung cancer.

UNIT 4: CRIME AND DANGEB I | |

that the

a)

b)

c)

d)

e)

what those living

in the opinion of

can remember

due to

in whatever manner

increasingly

4> Gomplete thesenoun flom those

senfences us¡ng the qppropr¡qtein the box

a/ There was such a of clothes to choose fromthat I couldn't decide what to buy.

b) The police said that a with dark hair and amoustache was seen committing the crime.

c,) This of Madrid is really wonderful to live in;there are so many good bars and cafés.

d) After his house was burgled for the second time, he decided to puta stronger on the door.

e/ | recently read an in the newspaper abouthow bad it is for one's health to drink alcohol.

f) He is working so slowly that at this he wil lnever finish the job in time.

g,) | didn't know which car I should buy, so I asked theto show me the best model he had.

h) lf you don't have aweapons, you can beGovernment.

for your hunt ingof money by thefined a great deal

5) Find lhe words in lhe text thql meon thefollowing

a,) principal land of a country

b/ disturbances, disruption of normal state

c) instruments for fighting

d) device for fastening or securing doors

e,) allow to fall

f) hopelessness

l12 STRANDS oF LANGUAGE (Bt-pART t)

dealer

area

Iicence

rate

variety

lock

articleyouth

ó) Gomplete fhe following senfences using theqppfopriofe express¡on or phrqse from those infhe box

a) lf you go to a foreign country, you should be able to speaka few words of the language.

b/ | started working as a teacher many years ago, andI have stayed at the same school.

c/ She always looks beautiful, but last night I thought she lookedmore beautiful

d) When he moved to the new house.he decided to join the localsocial club, and he made new friends.

e) lf you want to beexercise every day,

healthy, you should try to take half an hour's

7> Solve lhe crossword us¡ng fhe clues below.Discuss the meqnings with your clqssmotes

DOWN

1. district, zone.

2. hopelessness.

3. disturbance, turmoil.

4. state intention to hurt.

8. exceeding.

9. number of different things,assortment.

more.

10. be afraid of.13. strong fastening.

15. young man.

19. businessman, person whosells goods.

UNIT 4: CRIME AND DANGEp I l3

since then

than ever. .if ,notat:

ACROSS

2. evolve, grow.

5. defend, guard.

6. state something, makeknown.

7. equip with weapons.

11. of f ic ia l document orpermission.

12. piece of writ ing formagazine, newspaper.

114 STRANDS oF LANGUAGE (Bt-PART D

14. strong, forceful.

16. remark.

17. allow to fall.

18. assault violently.

20. diff icult.

21. instruments for f ighting.

s) Now How's YouR SPELUNG? efuG

: ) The sound I s / is sl fimes spelled er, os inwriter, qnd olher fimes, or, os in burglar. Fill infhe blonk spoces w¡fh eifher e or d

2, Add E letfer ln fhe blonk spclces (only whennecessqfy) fo complele lhese wofds fsken fromihe fext

schol_r

begg_r

coll_r

díscov_r

vineg_r

groc_r

regul_r

peculi_r

mast r

flatt_r

particul_r

must_rd

muscul_r

wiz_rd

plast r

dang_r

fir_arms

ac-ording

we_pon

de'-ler

Iicen_e

is-ued

mid_le

at-ack

expres_ed

ob cenitv

ptc_tng

_nifeste_l

as_istant

netgnoo_rs

drop_ed

continual_y

blo_d

fortres_

f e r

hor_or

rob-ed

thre-ten

hap_en

ironical v

burg_led

writ-ing

bu_ing

ac-umulate

develop_ing

UNIT 4: CRIME AND DANGEB | | 5

3) The word "flue" oppeols in the firsi porogroph of' the lexl. Notice thqf fhis ending, -ue, mqysomefimes be confused with -ew. wtite either 'ue

ot -ew io complete lhese words. Donnf forget -tolook up the pronunciqtion in your dictionory ifnecessqfy

F) AND... HOW'S YOUR FORMATIONOF WORDS?

GRAMMAR CAPSULE: ComPound words

In the first paragraph of the text, we find compound words such asBroadwater,'fireirm's, mainland, or shotgun. Broadwater andmainfand are exampies of the Adi. + Noun combination, whilefirearms and shotgun display the Noun + Noun one'

Examples of the Adi. + AdJ. combination: red'hot; bittersweet

In this case the resulting compound word is an adjective, not a noun'

There are various other combinations, and the syntactic relationsof the compounding elements may be indicated by paraphrases, ascan be seen in these examPles:

daydreamer -+ X dreams during the day

hardworking -+ X works hard

I I ó STRANDS oF LANGUAGE (Bl-PART D

1-- ::'- l;=:,-- í"'_-- I=f _ purs-

cr::',.- :1,- h

iss

tiss_

gr-

C 3 Some compound words Eppedr in the firslpcrsgroph of the fext: firesrm$! md¡n¡snd,shotgun. Put the words that sppeqr in lhe twocolumns iogether to form compound words ondfhe*l include thern under fhe oppropriafeheading below

NOUN + NOUN ADJ. + NOUN ADJ. + ADJ.

UNIT 4 : CRIME AND DANGEB I l7

table

news

loud

blue

bitter

short

book

tooth

heavy

pale

red

l ip

brush

speaker

black

cloth

hand

paper

face

weight

case

hot

stick

sweet

2> On line 3 of the lexl, the negotive prefix -drs hosbeen qdded to the word order lo form disordeqit could qlso be odded to drming lo formdisarming. Add either dis-, un-, irr., ot im- to fhefollowing lerms lo mqke lhem negql¡ve

c) usrNc ENGLISH APPROPRIATEIYAND PUTTING IT INTO MOTION

I ) Afler reod¡ng lhe grommor cqpsule, do lheexefc¡se below

GRAMMAR CAPSULE: The Pqst Perfecf tense

There are many instances of the use of the past perfect in the text.

The Past Perfect indicates past in the past; it goes back to aremote, previous time. In the text, the actions of being mugged, beingtrashed and buying a gun happened sometime before the point in thepast where the narrator places the main action of the story. The actionsin the Past Perfect express several degrees of remoteness. Thus, thePast Perfect refers to a time further in the past as seen from a definiteviewpoint in the past.

I l8 STRANDS oF LANGUAGE (Br-eART r)

intentional

scientific

appropriate

loval-*L"credible

forqettable-.ui.

-fairorooer

like

conscious-favour

packobev

reoard

Past simple/ past perfect

Compare both tenses:

Was Tom there when Susan arrived at the party?No, he had already left.

But:

Was Tom there when Susan arrived at the party?Yes, but he didn't see her.

. As can be seen, yg usg the simple past to refer to a given point oftime in the past, while the past perfect refers to soñiething thathappened before that point of time.

Now, join the following pairs of sentences using the connector inbrackets and putting the appropriate verb into the-past perfect.

E.g.: I saw the firm. I didn't go to the cinema with them. (so)I had seen the film, so I didn't go to the cinema with them.

a/ | recognized him at the party. I met him once before. (because)b) He ate a big lunch. He wasn't hungry at supper time. (so)c) | spoke to the director. The meeting began. (before)d,) | looked in my bag. I rearized someone store my purse. (and)e/ she was ill for a long time. she went to the doctor's. (before)f) | went out. He arrived. (by the time)g) They were at home ail day. They wanted to go for a wark. (so)h) we drank three botiles of wine. we arrived at the party rather tipsy.

(so)

UNIT 4: CRIME AND DANeEn I l9

1 )

2, In eqch sentence ihere qre fwo verbs inbrqckefs; include one in fhe po$f simple qnd lheoÍher in lhe palsl pértecf fense:

a) All the stores (close) by the time we (arrive)in town.

b) A lady (come) in with a dog that (just be)run over by a bicycle,

c) He (keep) staring at me wondering wherehe (see) me before.

d)

e)

They (finish)

When the police (come)

all the drinks by the time I(arrive) at the party.

the bandits (alreadyescape)

D He (no finish) eating when we (arrive)

home we found a notefor a walk.

g,) When we (get)saying that they (go)

She (not(decide)

finish) writing the article but sheto stop for a rest.

3) Notice fhe use ol where in lhese relqtive clduses"... home security shops where you buy burglar alarms ...""... the sort of estate where televisions are sometimes dropped from ..."

Write other sentences like these by combining the following pairof clauses using either when, where, or why. Make the necessarychanges as in the example below:

E.g.: I visited the hospital.

My sister worked there.

I visited the hospital where my sister worked.

a) | never liked the house. I was born in it.

b/ That is the reason. They left early.

l2O STRANDS oF LANGUAGE (Br-PART D

h)

c) | bought this coat last month. I was in Germany.b/ | met her at the pub. She was working as a waitress.c) We all looked at the house. Shakespeare had lived in it.d,) | saw him this morning. He was going to the office.e/ Yesterday I went to a bookshop. I met Elizabeth.f) This is the house. He lives here.g) They arrived yesterday. We had gone out for a walk.

4> Ditferenf uses of personol pronouns (subjective,objecfive, possessive qnd reflexive) bnd-possessive odjeclives qppeor in thb pqssqge

subjective: He lived in North London

objective: he shot him

reflexive: arming themselves

he had bought himself a powerful airgun

possessive adjectives: his children have been attackedto his own dismay

Read about the use of pronouns in the grammar capsuleand then choose the appropriate one to complóte the sentencesbelow:

GRAMMAR CAPSULE: Pronouns: subjeclive,objective, possessive, ref lexive. posseósiveodjeclives

. P.ersonal. pronouns: Th:ey reBlace a noun or a noun phrase in aneighboring (usually preeeding) clause:

E.g.: Jack went to the bank before he left the town.

. Personal pronouns have two sets of case-forrns:'a) the subjectiveforms and b) the objectiv€,forrns,

UNIT 4: CRIME AND DANGER l2l

a) The subjective forms are used as subjects of finite verbs andoften as subject complement: E.g.: She is my friend. (Subject)

b) The objective forms are used as objects and/or asprepositional complements. E.g.: I saw her walking in the street.(object)

Reflexive pronouns: We use the reflexive pronouns when thesubject and the object of an action are the same, i.e., reflexivepronouns replace a co-referential noun phrase, normally within thesame finite verb clause:

E.g.: Sue cut herself with a cooking knife.

Emphatic Reflexive pronouns: Reflexive pronouns aresometimes placed in apposition for the sake of emphasis and/or end-focus. In this case, and from the discourse point of view, they cannotbe said to be reflexive proper, for they do not fulfill the object functionand convey a different meaning. They are used emphatically toindicate that someone, and not someone else, did something. Thiscould be translated into Spanish as uno mismo, en persona.

E.g.: I myself painted the living-room.

Possessive adjectives and possessive pronouns: Possessivesin English may function as determiners before noun heads or asindependent noun phrases. The first function can be fulfilled by any ofthe possessive adjectives (m¡ your, his, her, its, our, your, theif andthe second one by the possessive pronouns (mine, yours, his, hers,ours, yours, theirs)

E.g.: That is his bike. (Determiner function, possessive adjective)

Hers is the bag I found. (Subject function, independent NP,possessive pronoun)

I have given (a) my / (b) mine opinion but the final decision is (a)their / (b) theirs.

You should be ashamed of (a) yourselves / (b) your own for makingso much noise when everyone is sleeping.

122 sTRANDS oF LANGUAGE (Br-PART D

1 .

2.

(a) My / (b) Mine parents say they want to take a trip by (a)themselves / (b) theirselves.

My brother and (a) me / (b) | have always gotten along very wellwith (a) ourselves / (b) each other.

Would you do all this typing (a) your own / (b) yourself if you were(a) me / (b) myself t (c) | ?

l 'm sure this drink is (a) mine / (b) my because I prepared it (a)myself / (b) my own.

John and (a) me / (b) | l ived on (a) our own / (b) ourselves for aweek. Then the rest of the family arrived.(a) He / (b) Him and his wife are good friends of (a) us / (b) ours /(c) ourselves.

He wants to write all the invitations (a) himself / (b) his own / (c)him, so a) we / (b) ourselves / (c) us have nothing to do.

5) Notice thqf the following senlence begins w¡ththe preposition fo

To his own dismay he found himself picking up a knife ...

Change the following sentences to make them start in the sameway:

E . g . :

He was amazed that televisions were sometimes dropped from high-rise windows."

To his amazement, televisions were sometimes dropped from high-rise windows.

a) He was astonished to see the increase in demand for weapons.the demand for weaoons had increased.

b) He was irritated to see a kid mucking around his car.a kid was mucking around his car.

c) He was horrified to find the car spattered with blood., the car was spattered with blood.

d) He was surprised to see that the situation was getting worse., the situation was getting worse.

UNIT 4: CRIN/E AND DANeEn | 23

3 .

4 .

5 .

6 .

7 .

8 .

Hg WaS qlsgUSteU tU UEIJ Ft l l lv l l t /d l lD r ' 'uyrrrV Yveqyvrre '

Americans were buYing weapons.

ó) Reported speech is used in the senlence

... but the assistant shrugged and asked what else he could do toprotect himself and his things.

. The direct question would be= what else can I do to prgtect_.yséf 2nd my iningsZ (Notice that both the tense and the order ofwords change).

GRAMMAR CAPSULE: Direcl qnd indirecl speecl

In the case of direct speech the words of a speaker areincorporated within the reportiñg sentence and retain the status of anindefendent clause. In writing, direct speech is identified betweenquotation marks.

Direct speech may be introduced by different.verbs, such as: a)verbs of saying (say,'tetl, ask, gasp, cry, etc-); b) verbs of thinking(think, ponder, reflect, wonder, etc.).

There are a series of formal characteristics that distinguishreported (indirect) speech from. direct speech'. All.deiclic elements(i.ó. pointérs: elem'ent-s that signal a person or thing to which they arerelated) are shifted, therefore:

a) First person pronouns (referring to the speaker) are changed tothird person, and sécond person pronbuns are shifted to first or third,depending on the identity of the listener:

"l don't like her", she said -+ She said she didn't like her"Willyou please listen?" -+ She asked if I would please listen

b) Deictic adverbs such as here, there o¡ now, as well asdemónstratives (fhrb, these, etc.) are replaced by other -generally

more remote- iorms (that, those, there, then), but, again, the shiftdepends on where and when the speaker is reporting :

"We are fine here" + She said they were fine there

124 STRANDS oF TANGUAGE (BI-PART D

c) As can be seen in the above examples, verb tensesgenerally back-shifted, i.e. they change,from present to past:

Present -+ Past

Past

Present Perfect

Past Perfect

Present continuous -+ Past continuous

. After reading more information about direct and indirect speechin your grammar book, do the exercise following the example:

E.g.: "l will stay at your house for a few days',, said John.John said (that) he would stay at my house for a few days.

a) "l can'l speak ltalian fluently," said my friend.b,) "His exercise is full of spelling mistakes," said the teacher.c/ "l went skiing yesterday", said Susan.d/ "l must go out to buy some food for the children," said Mrs. smith.e) "l'll meet you at Pizza Hut at two o'clock," said Mary.f) "My friends are arriving tomorrow," said llcm.g) "l have a reservation at the hotel for my wife and myself,,, said

Mr. Brown.

7> Look qt lhe following segmenls from lhe text:... he found himself picking up ...... he had bought himself a powertd air gun.... to protect himself ...

There isn't an exact correspondence between the use of thereflexive form in Spanish and English:

E.g.: Me lavé el pelo -+ I washed my hair.Deberían levantarse antes -+ They should get up earlier.

UNIT 4: CRIME AND DANcEn | 25

]

,*, perrect

a)

b)

c)

d)

e)

f)

s)h)

t)

Se puso el abilgo -+ He put on his coat.

Se resfrió + He got a cold.

Translate the following sentences from Spanish into English:

(Ella) Se puso los guantes.

1Ét¡ Se miró en el espejo.

Péinate antes de salir.

Hacemos todo el trabajo de la oficina nosotros mismos.

1Ét¡ Se hizo daño en la pierna.

María se comió todo el pan.

Se hace todos los vestidos ella misma.

(Ella) Se divierte mucho.

1Ét¡ Siempre habla solo.

TIME TO RELAX: Now, let's relax, sit down, and watch someinteresting videos in connection with the topic of this unit:

http :/iwww. yo utu be. co m/watc h ?v=08W R u G Zj a2 E

http ://www. youtu be.co miwatch ?v=4s4M9-J kako&featu re=related

126 sTRANDS oF LANGUAGE (Br-pART r)

Self-Evqluotion Unit 4Do the following exercises and then check your answers in the KEy

TO EXERCISES AND TASKS at the end of the book:

1) Choose the besf oplion lo complete fhemeon¡ng of fhe following senlences

1. I l ive in a neighbourhood houses are oftenburgled.

a) when b) because c) where d) although

the police finally arrived they were relieved.a) if

3 . He had a gun

a) but

b) so c) although d) when

b) then c) because d) where

2

4. Mary walked home by herself,that it was dangerous.

a) if b) although c) so d) that

5. I have been attacked twiceneighbourhood.

a) while b) since

l iv ing in th is

c) where d) therefore

2> Choose the oppos¡le or neor opposife of the wordsin the left column from those in fhe right one

he was scared to shoot it.

she knew

a) youth

b) elderly

c) drop

d) despair

e) powerful

f) weakless

g) hard

UNIT 4: CRIME AND DANGE? 127

1. weak

2. pick up

3. hope

4. pensioner

5. easy

3) Choose the correct negofive prefix for eoch ofthese words

1. Íair

a) dis-

2. appropriate

a) dis-

3. regard

a) dis-

4. pack

a) dis-

5. polite

a) dis-

4> Ghoose fhe correct option to complele themeqning of lhese senlences

1. This is not my coat, it must be

a) your

2. He cut

b) them c) yours d) yourself

with the big knife he had just bought.

a) his own

3. I wil l wait here for

a) they

b) h is c) h im d) h imsel f

until they arrive.

b) them c) themselves d) their own

b) un-

b) un-

b) un

b) un-

c) in

c) in-

d) im-

d) im-

d) im-

d ) im-

d) im-

b) un- c) in-

c) in-

c) in-

4. Just help

a) yours

:this is a self-service restaurant.

b) yourself c) your own d) you

5. Our neighbours are good friends of

a) ours

128 STRANDS oF LANGUAGE (Br-pART r)

b) us c) ourselves d) our own

, ,, r;,1,'

'¡t.i)i,;ffi}trffiFe$#ii

w ' ' "I

A) WARMING UP1) Would you like to live in the countryside?2) Are you keen on wild animals?3) Have you had any wildlife experiences? lf so, tell your

tutor/classmates about it.4) would you go on a safari if you had the chance, or is that really not"your cup of tea"?

B) ORAL DISCOURSE: Nqrrqtion qboulwildlife exper¡ences

CAN DOs: 1) Narrate a story.2) Write/give an oraldescription of an event and/or a

recent tr¡p (real or imagined) related to wild life.

<r) Lislen to Kevin qnd Tom,s conversqtion:

UNIT 5: WILDLIFE EXPERIENCE l3l

(Thomas has just returned from a safari experience in Africa andcomes across his friend Kevin at the club)

Kevin: Look who's there! Tom! How nice to see you're back, man.How was your African adventure?

Tom: Woo, fantastic, man, FANTASTIC! lt was a totally new and-literally WILD- experience... You certainly realize how inferior we arein many respects to the rest of the animal world... how detached wehave become from the wise lessons of nature, and how bad this canbe for the future of the human race... We are deaf to nature's warninqs.but ironically we think we're very clever...

K: Yeah, you're right... l t 's ironic to see that we think we're sosuperior and intell igent when all we are doing is destroy our planetlitt le by l itt le, in such a pit iful way...

T: Yeah, true. Next t ime you should come with me to Africa, Iassure you it wil l change your perspective of l i fe and it wil l make youa better person...

K: No doubt about that, but no, man, no. I love nature but I don'thave the guts to get into the jungle, where a l ion or any other wildanimal could turn me into their lunch or dinner. . . Not for meee!! l Iprefer to watch wildlife documentary fi lms instead...

T:Yeah, but it 's not the same, big guy. The real experience is muchmore exciting and it makes tons of adrenaline run through your veins...

K: I see, but I sti l l prefer to be sitt ing comfortably in my couch whileI contemplate all these magnificent animals on the screen. Have youseen lhe T.V. series entitled Planet Earth? lt is narrated by RichardAttenborough, master of masters... what a great guy!

T: No, as a matter of fact, I haven't...

K:And this other one.. . .uhmm.. what 's i ts name.. . . Ah, yes! Marchof the Penguinsl lt was soooo touching to see what the penguins arecapable of doing just for the sake of protecting their offspring... Youshould see this fi lm, man. Antarctica is also a wild territory... i f you'veonly seen Africa, you haven't got the complete picture....

T: Oh, well, let 's make our next trip to Antarctica, then!You knowl'm a sport for everything!

K: Yes, but I am NOT!!... I told you, I prefer the documentaryfi lms....Sorry... HAVE A GOOD TRIP TO ANTARCTICA, TOM!!

132 STRANDS oF LANGUAGE (Br-pART r)

b) Now discuss fhe follow¡ng w¡th your fulor orclossmqfes in the forum/virtuol closs

1) Would you say the trip to Africa has changed Tom? lf so, how hasi t changed him?

2) Do you think he has enjoyed the ',African experience,,? Explainwhat makes you think so.

3) Why doesn't Kevin want to go to Africa?4) ls Kevin not as interested in nature as Tom is?5) What do the expressions "l don't have the guts,'and ,,1'm a sport

for everything" mean?

c) MUITI-TASKING ACTIVIT|ES

WATCH, WRITE, READ, LTSTEN and STUDy

step 1' wRlrrEN PRoDUcloN: Go on the internet and wATCH anyof the wildlife videos available on the following you Tube webpagóand then wRlrE a summary (100-120 words approx.) of what you saú:

www.youtu be.com/resu lts ?search*Quer!=ryi ldlife&search*type=&aq=0s&oq=!i/ l¡D+LIFE

SUMMARY:

step 2. READ the related text and LlsrEN to its spoken version in the cDto make sure you know how to pronounce and give the correct intonationto it.

UNIT 5: WILDLIFE EXPERTENCE 133

I

;; ";o tÁ*goi, *' 0". rir;;;;,, u,."i n t rep id , i ngen ious ,resourceful and patient-all qualit ies that are regularly tested by thelocations that they have to operate in and the wildlife that they try tophotograph. Since the first wildlife fi lm was made, a successioñ ofcameramen have sought to get themselves or their cameras into themost unlikely situations, and in doing so, they have inevitably comeacross (and, with luck, f i lmed) behaviour and even species that werepreviously unknown to science. Many animals seem to spend aninconveniently large proportion of their t ime hidden in setts, earths,dens, holts, lairs and other assorted holes. Since what they do in theirvar ious homes can be of key importance in a wi ld l i fe f i lm,photographers have had to devise ways of getting their cameras intothese places, and when they have succeeded, the resulting fi lms oftencontain new biological insights. In 1953, Heinz Sielmann persuaded apair of woodpeckers to accept a nest hole which had a glass plate atthe back, and through this he witnessed for the first t ime theirbehaviour in the nest. At the time, it was certainly fascinating forornithologists, but it also gripped the public's imagination -an hourafter transmission the switchboard of the BBC was sti l l iammed withcal ls.

Since then, similar techniques have been used many times, withdifferent species in different situations, and each time there have beennew glimpses into animal behaviour. The private l ife of the kingfisherbecame a l itt le more public when Ron Eastman contrived to install acamera at the end of a nesting tunnel, and shot the first f i lm ever madeof kingfisher chicks being fed. lt had always been assumed that theparents must feed their chicks on fish that had been broken into piecesor was partially digested, but the fi lm revealed that the young birdswere given the impossible-looking task of swallowing the fish whole.Foxes have also revealed a few of their family secrets, and not just toa single cameraman. In this case, mill ions of viewers across thecountry witnessed intimate moments of an urban vixen with her cubsin the l ive series Foxwatch, The vixen's earth, an old cellar ln Bristol,was bugged with microphones and infrared cameras, and sound andpicture were transmitted back to a mobile studio, where zoologistStephen Harris was waiting to describe and interpret what was beingseen, including the actual birth of the cubs. Since such young cubs arenot able to regulate their body temperatures, it was assumed that thevixen would stay close to them at this stage, and the continuous watch

134 STRANDS oF LANGUAGE (Br-pARi r)

Step 3. DO the following exercises:

I ) Choose fhe correcf qnswer following thecontenls of the texl

1 . Wildlife fi lmmakers must have special qualit ies because...

a) Ihey are ingenious, resourceful, and patient.

b) they have to work in difficult locations.

c/ animals don't like to be photographed.

2. When cameramen have got their cameras into unlikely situationsthey.. .

a) have made discoveries previously unknown to science.

b) have been unable to get out.

c) have used too much tape filming the animals.

3. The time animals spend in their homes is inconvenient because ...

a) their homes are uncomfortable.

b) their homes are too dangerous for cameramen.

c) it is difficult for cameramen to film them there.

UNIT 5: WILDLIFE EXPERIENCE | 35

4.

5.

6 .

7 .

8 .

9 .

Heinz Seilman witnessed the woodpecker's behaviour by...

a) l iving with them in their nests.

b/ persuading them to accept a special nest.

c,) giving them the food on a glass plate.

We know the public was interested in this discovery because...

a) agreat number of people called the BBC.

b) lhey were fascinated by ornithologists.

c) they jammed the transmitter of the programme.

Ron Eastman publicised the l ife of the kingfisher by...

a/ shooting the kingfisher's chicks while they were eating.

b) introducing food at the end of the fi lm.

c) putting a camera in its nesting tunnel.

The fi lm revealed that...

a) the parents fed small fish to their chicks.

b/ the chicks had to swallow the fish in one piece.

c,) the fish was only partially digested.

The vixen's earth f i lmed by Foxwafch was in...

a) an old cellar in the middle of a town.

b,) a mobile studio.

c) an old cellar in the country.

The Foxwatch cameras discovered that the doo fox...

a/ kept away from the earth and cubs.

b) went hungry unti l the vixen left the cubs.

c/ occasionally left food for the vixen and cubs.

l3ó sTRANDS oF LANcUAGE (Bt-eART i)

strands of lenguage b1 parti(a) spravna

Documents

y grammar capsule

intomotiongrammar capsule

formation of words

r fo r

time grammar capsule7

i n g u p

o r i e

adjective formation