u. e. g. - determiners 3

8/8/2019 U. E. G. - Determiners 3

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UNIT 3.1-DETERMINER GROUPSSection 3 introduces a term, determiners, which you mav not be familiar h'ith but which .useful to help you understand the role of such words as the, some, many, all, etc. Determiner.are worc-ls which come before nouns and are used to identifl' them and give the range ,-reference of the nouns. For example, determiners can make a noun specific (the child) .general (a child), indicate quantity (many children) or possession (my children), etc.Determiners always come before nouns and, according to their position before a noun, theare classified into three groups: predeterminers, central determiners and postdeterminersThese groups are examined in detail in Units 3.2-3.17. For reference, below is a chart of tl--,three groups of determiners with some examples in each category:

Predeterminersall, both, half, etc.once, twice, double, etc

Central determiners Pos tdeterrni nersArticles; a, an, theDemonstratives: this, these,that, thosePossessives: my, her,your, etc.Quantifiers: some, any,no, even., each, much,either, neither, enoughWh- determiners: wh.rt,nhich, w.hose, whatever,whosever, whichever,

Cardinal numbers: one,two, three, etc.Ordinal numbers: firstsecond, etc.Ceneral ordinals: next,last, further, other, etc.Quantifiers: more, many,less, few, little,

There are t'rvo thines to understand about these lists1. Determiners alwavs corne before the noun2. If we use more than one determiner before a noun, then n'e must put them in this order(.r) predeterminer(lr) cenhal determiner(c) postdeterminer.Look nt these exnmples:All the contestants rvill receive prizes.The first prize vvill be a gold medal.He trains once a clav.WARNING BOX

It is important to remember th.it in English every singular countable noun must have adeterminer unless it is in a special idion.r.rtic phrase (see Units 3.3,3.1 and Appendix 1).158


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UNIT 3.3CENTRAL DETERMINERS2: a and an A new technique allows molecularbiologists to find one DNA molecule in amillion and then multiply the targetmolecule more than a billion times.A group of physicists has pioneered a new,and potentially more accurate, technique.

1. Non-specific referenceThe most common use of a or an is as the indefinite article with singular countablenouns. It indicates that the noun is not specified or identified as a particular one. Fo:example:A group of physicists has pioneered a new, ancl potentially more accurate technique.We do not know which particular group of physicists this refers to or what particula:technique they have used.Look at these examples:

f T IS MUCH safer to be underground dunng aI major eanhquake than in a buildiug on thesurface according to a seismologist from theUniversity of Southern California at [-osAngeles.D)HYSICISTS at Heriot-Watt UniversityI have developed a new tlpe ofacousticsensor that is capable of locating the direc-lilr""l,i3lro sources through 100 metres

In the first example, u.rf "u.ti',quake and any building is referred to, not a specifr.earthquake or a specific building. In the second example the new type of acoustic sensc-is simply one of manv types. The scientists are not identified in either sentence.2. In complement position

A very common use of a or an is in noun phrases in a complement position, followir.such verbs as to be, to seem, to become, etc. For example:The editor of each volume is a person of high standing rvith substantial experience . 'the discipline.Each author is a specialist in one aspect of the field.

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Unit 3.3 Central determiners 2 - TASKSTask oneUnderline the indefinite qrticles (a or an)the7 ref er to, in thc correct column in the

For decacles. phvsicists havc knonn thatthc ne utnrn is stable in an atonric r.ruclcus.but unstablc on its oun. It cle cars into al]r-{,lr rn. iilt L ler'l r, rn irn\l :tn iIll in..t;lIi n, I.

In Amsterdam and Brussels it rains, on average, 206 davs a vear but there are over, 1,550 hoursof sunshine a vear.A BRIIISH c,t1111,,1111 llits L(rnlu ul'\\itll-f-\.r .lerieu ultielt rlr'rtrrrt. ttsutl tttr'rllus:ut(l \\ t ittlt\'\.:rr,,iLIittr- tlri ri.k (\l :r-Li\lr tllill

transmissron of blood-bornc viruses such asHIV. The invention is a box r.r'hich can con-tain thc firc $'hcn its contents arc burncd.The t'rox is rnaclc of corrugatccl card-lrourcl. with an insulutccl lining.The idea of progress is a fundamental tenet of modern Western thought.More than a dozen books have been published on the subject in the past two years.

Non specific reference In complement position One Perdn al,owric n ucleus

in the followitlg terts. Then zurite them, zttith the nounschart belout. One ernmple hns been utritten .f or you.

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saplunlroddo uaarS aq plnoqs raurPel aqIaql:

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Unit 3.4 Central determiners 3Look at these examples:(ii) From the heart of London to the heart of paris.(iii) The production of rice in Japan has gradually increased since 1979.In (ii), it is the heart of London and the heart of Paris that are being referred to: thephrases of London and of Paris specify which hearts the writer means.In (iii), of rice specifies what kind of production the writer is referring to. If the writerhad written the following:Rice production in Japan has gradually increased since 1929.then there would be no need to use a specifying the because production isuncountable and does not need a determiner.(c) because it is specified in the context.The context can be a global context which is known to all people: For example:(iv) The sun rises in the east and sets in the west.Here, the writer can assume that everyone who reads the sentence shares hisknowledge of which sun he is referring to since there is only one sun in our solarsystem.With superlatives we need to use the because our global knowledge tells us that asuperlative form indicates a unique, and therefore, specific reference. For example:(v) Steve Cram decided yesterday that the quickest way to recover from losing arace was to win another. . . .Or it can be a local context which is understood by the group of people who areaddressed. For example:(vi) Please clean the blackboard.In a classroom, the blackboard, the door and the windows are all specific obiectsin the locai context and instantly identifiable.It may seem that there is no need to use any article at all when you are referring tosomething which is specified in the local or global context. This is certainly true if thenouns are in the plurai. For example:(vii) Stars shine at night.

But in English, every singular countable noun must have a determiner - unless it is in oneof a group of idiomatic phrases (see Appendix 1, Appendix 2). with singular nouns,therefore, the choice is not between using and not using a cleterminer but 1if you do notuse any other determiner, such as my or her or this, etc.) between rvhether to use a or the.So if you are specifying you must remember to use the and if you are not specifying thenyou should use a.If you are using plural nouns, then the choice is between using no article if vou aremaking a general statement and using the when you mean a specific group. For example:(viii) Stars shine at night.(ix) The stars are very bright tonight.In (ix) the speaker is referring to the specific stars that can be seen on that particularnisht'

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nit 3.4 Central determiners 3 - TASKSTask oneFill in the blsnks in the f ollott,ing text with the, a or an, or put A if there should be no article(a) ...... National Trust is to spend f72.5m over...... next four years on......(b) conservationand restorationin...... LakeDistrict,...... nationalpark.(c) Launching ...... public appeal for f2rn recently, ...... Trust said that(d) growing pressures on ...... area posed ...... severe financial problems.(e) With...... area of only justover8S0 squaremiles...... LakeDistrict(0 attracted ......12 million visitors...... yearwith inevitable pressures(g) ot'r...... parkingfacilities....... woods andhedgerows,...... habitats for(h) manyof ...... rareanimalsand flora of ...... Lakes, werebeinglost.(i) ...... recent reportby...... Nature Conservancy Council revealed that(k) nearly...... haif of ...... naturalbroad-leaved woodlandsrecorded in......(l) 1940s have now been lost.(m) Meanwhile,......enormoustaskfacing......LakeDistrictPlanningBoard(n) in looking after . . . . . . area's public rights of way has been outlined by(p) ......JohnCapstick,...... board'sheadof ...... parkmanagement....... major(q) surveyhas shown thatmore than...... 1m wouldneed tobe spenton......(r) outstandingprojects.

Task twoRead the following passages and underline all the examples of the. Then write these examples in thechart opposite. The first one has been written for 11ou.Various people have managed to sell tht Eiffel Tower over the years, but nobodl, has managedto steal the thing itself. In Uruguay the police are on the trail of the first burglar-engineerswho sound capable of going for the big one. They unbolted the 160ft-long iron bridge over theriver Santa Lucia Chico in the town of Florida, and removed it overnight. No one is quite surehow, or what they have done with it.The Smiths are arriving on Sunday.The world possesses nearly two billion hectares of tropical forest.Since the turn of the century, over half of the world's tropical rain forests have been lost and asthe destruction continues, it brings in its train an increase in floods, droughts and barren landprone to desertification. . . . The irony of rain forest clearance is that it is all for nothing.Tropical jungle grows on the poorest land in the world.

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UNIT 3.5CENTRAL DETERMINERS4: this, these, that, those You could be in Barbados this summer.These conditions are necessary to qualifyfor a personal subscription to the journal.That brand of washing powder is widelyadvertised.Those days are gone.

The demonstratives, this, these, that and those, are used to indicate either position (near ordistant) or place in time (now or then).This and that are singular determiners and can be used with singular countable nouns orrvith uncountable nouns. For example:

this booklet/this milk.that section/that brand.These and those are plural determiners and can be used only with plural, countable nouns,not with uncountable nouns. For example:

these conditions/these days.those days/those moments.This ancl these refer to things or people which are near in space, position or time.Look at tht'se exatnples:

TimeYou could be in Barbados this summer.A new drama series starts this week onITV.We get instant news coverage of disastersthese days.

Fill in ihe application form in this bookletand send it to Barclavshare Limited.In this section a process-product experi-ment is described.This milk is pasteurised.These conditions are necessary to qualifvfor a personal sulrscription to the jourrral.

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^,{1aprr* sr rapr*od Surqse.tr Jo puprq lpqla)PId

:saldwaxa asa4l ]a \'aLurJ ur ro uorlrsod ro areds ur raqlra luplsrp a:e lpql aldoad .ro s8urq] ol raral asoql pup lpl:t slaurruralap Ierlual g' llun

'l;o1srq uorsrlala]a{etu lr{} sluauour asoql Jo auo se1\{ }l'auo8 a.re s.{ep asoql


16/33

nit 3.5 Cenkal determiners 4 - TASKSTask one(a) Rcad the f olloiuirtg texts nnd untlerlirtt the demotrstrntit,es.(b) Thenutritethenrinthecorrt'ctcolumnsinthetablelteloza.Anexnmplehasbeenurittenforyou.

(i) This action kit provides simple and clear instructions on how to buv and sell shares.(ii) This series is designed to improve the reading performance of students andprofessionals.(iii) These changes come about as new movements grow and others decline.(iv) One reason why efforts to transfer technologv to Thircl World countries have oftenbeen inept and destructive is an assumption that these countries have no significanttechnological traditions of their own(v) In that case historical studies served as examples to illustrate a sociological point.(vi) During the nineteenth century those princip.rles provided the basis of their historicalstudies.Space reference

[J.,is ac[io]4 kit

Task twoDratu ttt,o plnns of an empttt rootil dnd label tltem (a) nrrd (b).Imagine yolt are sitting in the rttom and mnrk the spot with an X on plan (a).Next, imagine you just mooed into the house nnd durirg tlte moae you slipped and ttt,isted your nnkl,so you are unable to tttoae aroutttl. Ttuo friettds haae uoluttteevgfl fo ltelp you.First, drnw on plan (a) where VoLt want the pieces of furnrture to go and then tell your .friends, lohtand Andreu,, where yolt want the t'urniture and other things to be plnced in the room.Of course, it toould be easier just to show then your plart, but the three of vou are learning Euglis;and yctu all want to practise using demonstratiues, so euerythittg rrtust be dotre ornlly.Decide uthat you would tell them to do to get the room to end ttp looking the ir)aV you want it.lf r.1ou art'zuorking zt,ith a partner, giae him/her your blorrk plan (b) and ask hintiher to drait, rlor'iurniture and otlter things on it in the ltositions you dcscribe.You and Vow partner should not look at each other's plans utttil qou haue f inished, wherL you shoui.check thttt thetl are the same.772

Exnntple: \r)(ii)(iii)(iv)(v)(r'i)

Time reference


17/33

LL

',{e,u rno.{ asol ol alqrssodtur sr 1r 'uor8a; .raddn aql ur ')JoA .4{aN ur 'd1aleun1.rog:smolloJ se aJualuas aql promar o1 .{1a1r-aroru aq plnom a.tr ',{epo1 '0lgl ul saue{ d;uag ,{q ua1lrr.u Ialou e uroq saruoJ afua}uas srr{f'de,u s,auo asol ol alqrssodur sr 1r 'uor8ar raddn aql ur /)iro1 .llaN uI 'd1a1eunlrog:aldwaxa srql la 40o-

'aq ol pasrlr uPrl] ,{epo1 pasn .{luouuroc ssal qJnru sr 11 'qsr13uE IPrurOJ uI pasn sr s,auo leuosradur aq1'slsrluar)s ar{l o} sraJal rraql 'alduexa srql ul

'auro)1a.41 lsorx sr ssa)Jns rIatII 'snrr^ aql SullPlosl uI papaaJf,ns aêq slsIluaIJS',{ueduor }Eq} roJ >lro.M or{.lr aidoad aql Jo aJuarradxa 1o srea,-aLIl pue .{ueduror aql ol SuuraJar lnq rapear e Surssarppe ute8e sr rasrualp aq} '}xat slr{l u:

'Surppnq ur aluarradxa 1o srea.{ .,{ueu s1r Jo }IJauaq aql no.{ a,tr8 uer .{uedr,uor rng'pooqrnoqq8rau s,rappar aql sr o:parraJar pooqrnoqq8rau aql leql .\rou) ala os pue Japear aql ol passaJppe sI aJIApe aql 'araF'

'.{1re1n8a.r uaill llsl^ o1 ful 'pooqrnoqq8rau rno{ ur Surari aldoad plo are ararll JI'lp^rlsal Ipuor]pulalul aql 1o rea.{ qlxrs aq] st lr lPLil 1\/\ou) a,M'arJF

'.rea.,{ qlxrs str ur .t,rou sr suv aq} Jo le^rlsal IeuoIleuJalul s,mo8sel3'ol parraJal are lLIl ]nqaP s/Iueqsl)rnr-Ma.rpuv pue laôu lsJr] ,sJallnJJIAJ uosrP) sI lr ]q] .41oul a.{l 'aôqP saJua}uas aql u''ottd4lo;o uorl:nporde ui 06I ur uopuo'I ur arlpaL{I ,{one5 aqt le lnqap srq apl.u ]ueqsl)tnl] Marpuv

'Iaôu lsilJ rar{ alorM sralln]rl^l uosreJ '91 p a3e aql iv:saldwuxa dsa4l la 40c'passarppe uosrad .ro 1ra[qns ar{l pu.s^ olloJ r{Jrr{/\{ unou aLIl uaa-^ laq dlqsuorlelar e a}EJrPur ol pasn are sJaurtuJalep e^rssassod

'otPtllo;o uo4rnporde uI 06I ur uopuo'I ur aqeaqa {oaegaql le lnqap srq epPru )Iueqsl)rruJ Marpuv'laôu lsrrJraq alorm sraIInJrW uosreJ 91;o a8e aq1 1y'reaf qlxls sl! ul Mou srsUV aql Jo IPÎlsaC leuoHPuraluI s,MoBseID

rlaql'rno's,auo'slr /srq'raq'rnoz('fur :sanrssassod :SSUlINIT\IUIIAC -IVUIN!I)9' IINN


18/33

Unit 3.6 Central determiners 5You may have iearnt that such words as each, every, any/ etc. are singular determiners an4that they must be followed by a singular possessive determiner. So the correct form of thepossessive in older grammars would be his in the following sentence:

Everyone who applies will receive . . . own copy of the instruction bookletHowever, his is considered by many people to be offensive since it has a gender bias. There isa general tendency in English today to avoid sexist language. Two ways of avoiding it areeither to use both the feminine and the masculine (her or his, or his/her) or to use the plural(their). In informal speech and writing, the second alternative, the use of their, is the mostusual way to deal with the problem. In formal writing, the first alternative is more common.Probably the best way to avoid the problem altogether is to put the subject into the plural. Forexample:

All applicants will receive their own copy of the instruction booklet.Or you can use a neutral a. For example:

Everyone who applies will receive a copy of the instruction booklet.WARNING BOX

Note that the possessive its has no apostrophe. Ifls with an apostrophe is a contractionthat stands for It is. The only possessive determiner to have an apostrophe is one,s.

174


19/33

9Ll

panurll.to)

'rar{laaolJEasrnoJ aql Jo lno dorp uana ,{etu ag 'sselJ uI uolluauE Suried dols 11rrut aq pue Surureal;ossarord aloqm aql ur lsaralur asol dlprder IIIM aq'1.ro.n BurBua11eqr uaarB lou sI slerralurMau qJosqe o1 ptnb sr or{^{ raureal aql JI raureal lse; aLI] loJ salllnll)e 3ut1e,tr1oupue Surlsaraqui Surprno;d se 11a,lL se slurod uleua) Surdser8 alqnorl seq aq uaqmrauJeal .\\ols aql 3ur3e;norua suealu srr{J 'sraurPal raq sPreMol aPn}IllP antltsod e ldopepue aruarled asrJraxa isnur ar{S 'srule srq IIJInJ o} pue .1erlualod sIq aâIqJe ol lauJPaJ aL{lalpArlour ol alqE aq lsnur aqs luaua8eueul ruoorsselJ sI rar{)eal e JoJ IIr>ls 1uel.rodr.ur uy

:satq pnxas aLF aaouat o1 lxaq Sut,noUo] aW aluila>I (q)'slrodar asr)uo)pue rall alrr.A ol alq aq pue aleralll-Ja]nduroJ aq o] paau llllr,r aH s.,{a.trns puE sllsIA allsalplu pup sluarlr qll^^ sgullaaur puatle ol aêq IIII* aq pue dlqeraprsuol .{.re.t uPf, lro,ll;o uralled aqI 'aêq plnoqs sraleur-uoIsl)ap ]pt{l aJIApp paJlpnfardun 'punos aq] apr.tordol silr{s srq dolaaap ol anurluoJ ol paau 1ltrt raaur8ua JIJrr} leuorssalord uraporu aql

I lstr as-uou il a4atu 01 Jt altma) nofi plnom moH 'srtl pua aq o1 satuataiat a41 3u6ua4t hq satcl lunxasa4l aaowat oj papnap aaaLl txal Sutmo11ot a4l patnpotd la4i aptn9 Dan) a4l Jo sloypa ,.4I le)oMl {sEI's-rea.{

081 Jaô peq sao8 acuarradxa " " puv'aruar.tadxa JoJ alnlllsqns ou sI aJaL{} ples sI ll 0)'arr:d prq aql le sllun peq .{nq o1 uorl)nrlsul '' ' ldacle 11rr* a.u ',{epssaursnq ,{ue uo lsod ro auoqd ,rq lsanba.r " " le 'sllun ' llas oJ qsr^\ no,{ p1noq5'a)loq) " " Jo punJ aql ur slrun s.{nq.{auoru " 'lsnJl llull E ur lsaûl no,{ uaqr14 (a1's096I PuesOg6I alel aql ul pallplsur ara.M sarlrr 3rq " ur saruaqJs lr1Jer1 der*-auo aL{} 1o,{ue111 (pr'la^Prl uo auro)ur,{11aaur.r " " Jo luar rad uaalJIJ lnoqe spuads Ploqasnoq qreE (r1'sulalqord [ear " "' inoqe aldoad umo ruorJ .reaq nod asnP)aqsluanlrlsuo) "'pue a8erueu "'

qlrM r{)no} ur nor{ daa>1 o1 sdlaq luaruPrFed Jo raqrual^ e Surag iq,'sarupurJ llruey 01 .,{11er1ue1sqns a}nqrrluoJ' Jo ri)nur lnoq8norql )ro^\ ol anul+uoJ salrm Auplu s.{epe.tlop (e, r, 1 3 r r,,r, o 1 1 ot'.:';i';:l',auo IsPl

s)svl - I sraururalap [e4ua) 9' lrun


20/33

Unit 3.6 Central determiners 5 - TasksTask threeStudy the follott,ing adoertisements .for product and seruices and note the use of the possessittes

At Barclays we think it's important to helpstLldents in the long terrn, not just the first term.That's why our student banking package offers morethan a useful bonus to tempt you into our branches.It provides a full range of services that should help tokeep your finances in order from the frst day of term,right through to graduation day and beyond.Now urite yoLtr olon adaertisement for a product or seraice that is auailable in your country (forexample: shampoo, herbal remedies, insurance, a restaursnt, etc.)

176


21/33

ILI

'sarlrluEnbpalnurlun ol raJar a.\r uaq-^ pasn sr ,{ue pue sartrlupnb palltull ol raJar a.l,l uar{^{ pasn sr aruos1eq1 ies ol Jlaslr alnr aLIl puarue ol rallaq sr lr 'suorldarxa saldwexa asaql SurllpJ Jo pealsul

aaaJJor atuos rIrI no.{ p1no1u1sdnor8 dod uraporu oruos a{rl l,usaop aH'pooJ rlruarcJrluaqlne purJ ue) nol a:aq.r.r Iparluotr l ur sJuernelsa.r poo8 Jo raqrunu fue are araql'pooJ uerlPll Jo raôl z(ue asealdllr.\.r a)rlras lueseald pue sarrrd alqpuosar 'pooy poo8 aJaq.M lupJn1sa: lue8ala up sI slqf:aldruexa JoC 'sJsn Jo raqunu p JoJ ]uno))p l,usaop lr asne)aqauo aleJnJf,e aJour e uJeal pu alnJ aql aururPxa-aj ol Paau nod a8els alerpatuJalur ue ol]aB no.{ uaqM lnq srauurSaq JoJ alnr In1asn e aq ,{er.u srr{I 'suollsanb roy ro salualuas anrle8aurot pasn sr ,{ue pue sa)ualuas anr;rsod ro] pasn sr aluos ieq} }q8nPl uaaq a^Pq .{eru no1

jAuE ro atuos'qluouraql Jo lsar aql JoJ alqPlaurrl aql uo aprJap o1 Surlaaru e a^q a,{\ sIaa,^^ o.r.t1 .{ra,ra arug:alduexa roJ 'sreunuralaplsod aroJaq atuollnq sraururralapard mo11o1 .{aq1 }el{l suau ler{l lsraunuralep Iequa) are srarJrluenb asaql'ar.utuerSord slql uo l)afqns lpr{l olul oB o1 arurl q8noua l,usr araLII'ssaursnq ,{1rure1 aq1 3u1u1oI ur pa]saralur se.M rar{}orq uI^.U srLI rou drlrq4 raqlraN'+Jassap ro] sarJroqMerls ro asaar{J raqlra aêq uef no^')ooq rprurupr8 poo8 e lnoqtr-l,r aq plnoqs qsrlSuE Jo luapnts snorras oN'd.roaql aql lsure8e pan8re aleq slsrluarJs aruos'1noqe 3ur11e1 a.r,no,{ leq.\\ eapr ,{ue l,uaaeq 1'i8o1ouqra1 ol af,uarJS luorJ spaaJord s,{e,r,r1e a)uanuur lpql uorldurnsspaLIl uo paseq uaaq seq dSolouqJal pue a)uarJs uaa,,r,rlaq drqsuorlela.r aLIl uo IroM aruos:saldwuxa asalfi la looi

'1ern1d aqt pup relnurs aqt qtoqur pue sunou alqelunoJun Jo alqeluno) raqlla qlIM pasn aq upl srarJrluenb Surureuar aq1'Jo lol E asn .,{11ensn a-4\ 'slualualels aaqrsod rog'suorlsanb ur ro saJualuas a,rqeSau ur .{1uo pasn dllensn sr qJnru 'qsriSuE ualods 'leruroJur ul'ual llrru r.IJnur l,usr araqJ:aldruexa roj sunou alqeluno)un Lllll {luo pasn aq upJ qJntr\'pa>lrru alqnop aq IIIrnr raded .,{essa ,{raag'rupxa aql aro1aq luaprlls q)ee ol )lpl ol Suro8 u,1:aldurexa rog 'sunou alqeluno) reln8urs LIIIM .{luo pasn aq ueJ puereln8urs are ,{raaa pue qJeA o} parraJar Suraq sr q)ntu rrror{ ro {ueru A,roq sn 11a1 srar;uuun$

'palrpur alqnop aq IIIM raded,{essa dre,rg'luExaaql aroJaq luapnls q)a ol IIEI o1 Suro8 u,1'Iooq rPwruer8 poo8 P lnoqlrlrlaq plnoqs qsry8ug;o 1uaprys snorras oN'lnoqe3ur11e1 er,no.,( leqal eapr .{ue l,uaÊrl I

q8noua /raqlrau'raqlra 'qrnur 'qtea 'r(raaa'ou'z(ue'auros :srarJrlusnb :9SUIINIT\IUIIIC f VUINIIf,L'g IINN


22/33

Unit 3.7 Central determiners 6Look at these examples:any lover of Italian foodany number of good restaurantsEach of the above examples refers to an unlimited number.some modern pop groupssome coffeeThese two examples refer to a limited number or amount. It might be considered rude tosuggest to someone you are offering coffee to that he or she might want an unlimited amount.On the other hand, if you wanted to suggest unlimited choice, you might sav, Would you likeanything else to drink?

778


23/33

6Ll

' sa1 lo d nr B a^By 01tlrllll ri6;;ua i.u;r ala,p 1;q ;;5;; ?y!f os s. ?r?{? ' s"l2 peeoqdyr) a{?'no/i toi uallt.Lln uaaqaq lsnw auo qJUa os 'sunouotd joLt 'stautu.talap sD sptoll

'tamsuli ua to uousanb u ur attto jsual 1u auo yJDa asn ctq .i't1 os ltLut stt11 ut s.r,ttltlttunLtaunt J.tD a)aql'sjstl tnoi uo s9urtll a41 |tloL1t) suotlsanb taotsuu lluu )lsu o1 taulttd D \Jrtl )l)otl:ttaql'uallJiDl trtoli ttt lt.Laoqdnt u ut 1() lu atu noli wool d4l ttt JJi tru) noi s9wt1l ,)tlj lL) jstl a alal/\'o/vrl {sI

'1861 pua 196L uaaillaq sJ)ualaJlrp aql jnoqa slLtaluaJuJs antl atolu atuos ailt01 moN'suror punod rou splpt lJparr ' ' ' . pprl aldoadL96luI 1r{sE) ro sple) lrparr " Vll.r,r tq8noq noi s8urql ar{t lo, {ed plnor no,,{ 1961 u1 (tr'uorsrnalal rnolo) " 'spM araql 11q slas uorsrlalal peq aldoad . ...196l ul (q,'splsr.rJ Ileqxnpn paunro aldoad" ' lnq suorlels 1o:1ed atra:as-Jlas ... pue sie.luoloru ..... ara^. araql lE6L ul (E)

saLI)le.t,r lellSlpSurynspur.,r.r

apro)uoJsle.u.ro;or.u

suorlls 1o.r1ad atra;as-11assuror punod

,{lrs.ranrun uadg

r' fuf rBDns nuB a.taYl sIsu'4 ,t1r1uuxa uV unou n nq pa,ltollo1asaql Sursn atu noli lurll laqwauell

uorsr^alal JnoloJspreJ lrpa.rJ

suror .{uuad11er;aJrAJas auroH fBB

sa1;a;e8rr puerlqPlsar) lleqxnE,\

L86I 1961stal4uunb alqaltns LllroT moL),:sa)udluas aql u! lllJ ua41 'slsll a4l pba>I'aJurs pa)np)tJut uaaq aautl lalll lnq E6L ut utalLrg ut lstx:lolt ptp 1u41 s8ury1 a41 lo auos smot9 lstlpuo)ds a1I' jsxa ta\uol ou jtl(l lg6L ut uluJug ru alQfllni!atr{tr ltt\J s8ur\l a4} lo auros sunJuu lsnt a41 'sa)totas pua spoo' }o s}sq otn| ata ?ur,tzo11ol at1,auo {sEJ

Jt-7 s)svl - 9 sraunuralap [P4uaJ L. lrun


24/33

UNIT 3.8CENTRAL DETERMINERS7: wh-determiners: what,which, whose, whatever,whosever, whichever

What courses are you taking this year?Which poster did you buy?Whose newspaper is this?You can use whatever paper you want inthis photocopier.He buys whichever soap powder is onspecial offer.

What is the indefinite wh-determiner which refers to an unlimited number. For examole:What courses are you taking this year?The speaker did not have any specific number of courses in mind when he asked thatquestlon.Which on the other hand, implies that there is a limited number. For example:Which poster did you buy?In this case, the speaker knew that there were only three posters on sale and she was askingher friend which one she had bought.Although it is generally true that we tend to use what for an unlimited number and which fora limited number, you will find that what is the more common form of wh-determiner and itis often used even when there is a limited choice. For example:What television programme are you going to watch tonight?Whose is a possessive determiner. For example:Whose newspaper is this?The speaker here is asking who the newspaper belongs to.If we add -ever to these determiners we are referring to anything or anyone and it usuallydoes not matter which. For example:

You can use whatever paper you want in this photocopier.Whosever theory it is, I don't agree with it.He buys whichever soap powder is on special offer.Again, the use of whichever suggests that there is a limited choice, in this case, of soappowders, but there is no real limit of types of paper that can be used in the photocopier.Note that all of these determiners can also be used as pronouns. For example:

I'm taking Economics, French and German. What are you taking this year?I bought Georgia O'Keeffe's poster. Which did you buy?I haven't seen today's newspaper yet. Whose is this?Can I use this paper? - You can use whatever you want in this photocopier.That's Selinker's theory of interlanguage. - Whosever it is, I don't agree with it.What soap powder does he usually buy? - He buys whichever is on special offer.

180


25/33

t8r

i 6-nq no6' oP PI,tercl rlr!r,ll,li;,{^4

2 Suru;;r44 ;tii u, Jn pF n;6;p ;",rn ?BuM'noli to1 u,1llu.n nJ)q Jaaq saldwu.ra )noJ'ol nersu s8uttll dtrtus )ril olt to dltl noli sa s9uttll dtuns a4l dltl sd,ztJal:t.t puu spLtattJ.uatll to aldoad iuutt,llotl ltto ptrrJ o1 suorlsanb uat rtoh sa aldoad rtuau sa )lsu'Jtut1 st4l ut s.tautut)lap a4l Sutsn'ua41'r1a 1ra;ard no.,{ aa1;o:

1o ad,,{1 aql lauruprSo.rd uorsr,taya} allJnoleJ .rno.{ l3ururolu aql ul dn la8 .{11ensn no.,i aurl aql:.t1dwaxa toT spuau] puL, lr1waJ tnotl puu lps.utLih lno(lu sl)uJ auos LtotoLt aluI,,o/vrl {sEJ

lareds .,{ru ur pal.red sr rer ' (q'lslrJ pear ol )ooq " aprrap 1,uer 1 (3ZpuelurC ur aAeLI iaql op .,{ruarrnt ' (lZlsrrl peal noi op .radBds.trau aql Jo uorl)as '' (aaLrozpr.uv aql ro alrN aql '.ra8uoy 51 Jorlr '' ' (p;,,tnq o1 aprlJp no,l, prp a.\P,\\orf,rLu " " (lZurea aqs saop ,l-re1es ' (qZare asar{l s.{a>1 ' " nou) noi oq (e

sa)ualuJt:3utmo11o1 ?ql ut sptoJt Surssttu at11 ttaldat o;'asoqM /o r4)rqm'1eq,ra;s1-auo ISEI

; ,,f;?;; "1 [,"1 ;6"a ;i noh ;t ;* *,r''',iio,,l

s)svl - / sraurruralap [E4ua) 8. lltln


26/33

UNIT 3.9PREDETERMINERS:all, both, half;MULTIPLIERS: once/ twiceAn independent financial adviser will makesure that you are aware of all your options.Both hypotheses were confirmed by thedata.It takes half an hour to get to the universityfrom here.The committee meets twice a month.

Predeterminers come before central determiners in a sentence. For example:An independent financial adviser will make sure that you are aware of all your options.Both hypotheses were confirmed by the data.It takes half an hour to get to the university from here.All can be used with plural countable nouns or with uncountable nouns. For example:All students must register on Thursday.

In some countries all drinking water should be boiled.Both is used only with countable plural nouns and can refer to only two, not more,people or things. For example:Both applicants for the job were university graduates.All, both and half can be followed by articles, demonstratives, or possessives.For example:All the students arrived on time.Both those shops sell soft drinks.Half my time is spent looking for things I've misplaced.All, both and half can also be used as pronouns.Multipliers are used with nouns of number or quantity. For example:twice the amountthree times the normal costdouble his weightHe ordered a double helping of chips with his fish.Once, twice, three times, double, etc., can be followed by a, every, each, and occasionally perto form expressions of frequency. For example:The majority of British families go on holiday once a vear.The committee meets twice each month.

182


27/33

8r

')la 'sawluatSotd Ltotstoaldl'swlt]'s)u) :q))uasat 01 Jrdot liuu asoo4t tlt)) tlo^ patnpotd nrta4o11pua uatf laql auo ary a44 ltodat a altlm pua sanSDauo) to spuaui tnort Suowa liantns toltwls u alaruoMl {sPI'{aa-^^P ""''''"'s{urrpuos Iuerp,{aql pres stuapnls aql " "'pue)aa^r.P ')u}rpuos e>luPrp.{aq1 pres a^rJ rallloue llaa.M e " " )ugp Uos e luerp ,,{aql leqt palroda.r sluapnls r^r{'s)urrp uos luerp sluapnls ar{} uauo .{{oi{ se.4\ palse e.,(eqou puE uaIJ uorlsanb lse1 aq1 (q)'lsar aql dq uasoqr ara,lr (a) pue(r) pue alrlrerlle lsour aql se (q) asoqr sluapuodsar aq] " /rnoioJ ro1 sV IIe le anle^Ipuorlrrlnu due a,r.eq s)iuup Uos )iullll lou plp sluapnls aql ' ' lnq anlel luorlrrlnuaues aql a^eLI ol pa8pnf ara.r,r (a) pue (p) ' ' ' lsrrlsrralrereq) oml lxau aql uo luauraar8essal sem araqJ 'alqElrene z(1apr.u lsoru ar{l servr (e) paar8e sluapnls ar{} ' (p)asorlf, sluapnls aql ' upr{} ssal pup paluasard .{1a,rr1rer11e lsolu aq} se.u (q) +q8noqlsluapnls ar{l " " ueql arolll'alrsuadxa lsour arll sel,r (1) lq8noqt sluapuodsar aql " "'(p) asoq: sluapnts aq] " pup (r) asoqr sluapnls aql " ' .{lue1ndod 1o stural u1 (e)

'stautw.tajap aJd pattot a4]4ltm sp.tom Sursstw aq] u! llll'ltotp a4i ut uotlawtojut arp Sursn'uaLU puo :;aq 3tnmo11oj ary paa>l

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441 ul lno lasa palJnpuo)

s)svl - srarldplntu /sreururalapar.I 6' lrtln


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UNIT 3.1.0POSTDETERMINERS 1:cardinal numbers: one, two;ordinal numbers: first, second;general ordinals: next,last, etc.[n1976 there was one doctor for every 870citizens in Japan.The first textbooks written to teach Englishas a foreign language were produced in thesixteenth cenfury.The next monthly prize will be awarded on5 lune.

The cardinal numbers (one, two, three, etc.) are postdeterminers. This means that they comeafter predeterminers and central determiners. For example:A flight takes off or lands once every thirty seconds from Chicago's O'Hare Airport.In 1976 there was one doctor for every 870 citizens in Japan.

Thev come before the noun and any adjectives in the sentence. For example:We bought those two little red boxes in India last vear.

The ordinal numbers (first, second, third, etc.) are also postdeterminers and occupv thesame position in the sentence as the cardinal numbers: after predeterminers and centraldeterminers but before the noun and anv adjectives modifying the noun. For example:The first textbooks written to teach English as a foreign language were produced in thesixteenth century.InI976 the second most visited country was Spain which had a total of 30 million tourists.The next monthly prize will be awarded on 5 june.Last year's profits reached 56.6 million.We are expecting further supplies next week.But ordinals precede cardinals if they are in the same phrase. For example:

The first two chapters of the book are an introduction to the whole theory of svstems.The general ordinals (next, last, further, other, etc.) generally precede any cardinal numbersthat are in the same phrase. For example:There is plenty of encouragement to be drawn from the last two years'performance of theteam.

The other two books you might need to buy are very explensiyg

18,1


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30/33

UNIT 3.1.1.POSTDETERMINERS 2:quantifiers: more/ many,much, less, few, little,several, etc.

Most new cars are built to go fast.Ln1975 Australians bought moretoothbrushes than any other nationality.The |apanese eat less meat than Australians,Americans or Canadians.There is little risk of malaria in KualaLumpur or Penang.

The quantifiers (more, many, much, less, few, little, several, etc.) are postdeterminersbecause they are placed before nouns but after central determiners.Man/, few, several, can be used only with plural countable nouns. For example:T'here are few days in Bahia Felix, Chile, when it doesn't rain; it rains, on average, 325days a year.In many parts of the world school examinations are set by an external agency.In a recent study of classroom behaviour in foreign language classes, several studentswere observed never to answer or ask questions.Many and few have the following comparative and superlative forms:many/more/most;few/fewerlfewest.Look nt these examples:In 1975 Australians bought more toothbrushes than any other nationality.Most new cars are built to go fast.Much and little, on the other hand, are used with uncountable nouns. For example:The ]apanese eat less meat than Australians, Americans or Canadians.

There is little risk of malaria in Kuala Lumpur or Penang.There isn't much time to finish this work.Much and little have the following comparative and superlative forms:much/more/most;little/less/least.With the superlatives, you must use the (see Unit 3.4). For exampleAll the students wrote a lot but Jim wrote the most.There is a growing tendency to use less with both countable and uncountable nouns and it isbecoming more acceptable. For example:There are less cars on this road since the motorway was extended.However, fewer would be more correct in this example.Many and muchIn spoken, informal English we usually avoid using many and much in affirmativestatements. They are more commonly used with negative statements or questions.For example:He hasn't many options.Have you got much work left to do tonight?in informal English, we tend to use such expressions as plenty of or a lot of to express manyin positive statements. For example:They've got a lot of ideas for raising money for charity.

There's plenty of tea left if you'd like some.186


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Aquenb an4e8a51

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32/33

Unit 3.1'1, Postdeterminers 2 - TASKSTask oneFill in the missing iuords in the follozt:irtg sentettces with few, a few, little or a little, nccording tothe meaning of the sentences.(a) The difficultv of learning the Chinese script means that . . . . . . Westerners ever becomeliterate in Chinese(b) Most British sports fans have . . . . . . interest in ice hockey; they are more interested infield hockey.(c) There are still . . .. .. tickets left for the concert. Shall I get you one?(d) I've managed to save...... money this month so I can buythe books I need for thecourse.(e) Relatively . . . . . . English teenagers intend to continue in school after the age of 16.(0 The article Iam readingis interestingbut ithas...... newinformationon the subjectofmanagement systems.Task twoLook at the iollowing chart of Wimbledon tennis champions and, uith a partner, ask nnd ansTt)erquestions ttsing the quantit'iers in this unit. An example has been written for you.Example:John M"Enroe }ras won fewer bfvraes tlran Blorn Borg.....,,..,,.,...Y

Wimbledon championsYear Women Men7977197819791980198119821983198419851986198719881989

VirgMartMartEvorChriMartIVIartMartMartMartMartSteffsteff

nia Wadena Navralna Navralne Cawlel' Evert-Llcna Navralna Navraina Navralna Navralna Navralna NavralGraf (W.Graf

(CB)ilova (Czechoslovakia)ilova.(Australia)yd (USA)ilova (USA)ilovailovailovailovailovaCermany)

Bjorn Borg (Sweden)Bjorn BorgBjorn BorgBjorn Borg|ohn McEnroe (USA)jimmy Connors (USA)John McEnroeJohn McEnroeBoris Becker (W. Cermany)Boris BeckerPat Cash (Australia)Stefan Edberg (Sweden)Boris Becker

188


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'h11ea,r,roc op 01 ,^alsea e,tg t*q1al "y? "sne??qrt;e1 ilu,ru ar6 "{a ;r *"'lr ;6;;;; "n ur t o,,r" i^'o,i?pBr,ff I 's>lse4 Aewiwe)p xqs pue shessa xls 1B palool ?AeqI:dldwLt.\'.e...^.e,^.^.-^^ ) nort rci uelJt.tm uaaq saq aldutuxa uv 'stoila a41 ta-'uurudtourLLLD dlLILrru-ir'puuapawaaa4nofistottaJosadrtTryataJ.itpa4lSatadutot'sauo1uanba.,-lsaal tnoh q)tLlm plta uotta luanbatj $ow tnoli an Lpryat Suthus yodat u alun Ltd4I'apbut aoli:.

u. e. g. - determiners 3

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