Unit 12: mind over matter (including emphasis unit 11)

• Engels
• Middelbare school
• vwo
• Leerjaar 5

Unit 12: Mind over Matter

In this unit you will practise reading, listening and speaking about matters of the mind such as moods and feelings. You will learn to apply participle and to+ infinitive clauses and nominalisation. Furthermore you will practise with Reading and Use of English part 7.

Some brainy questions ...

Of all animals humans have the largest brains.

1. True
2. False

Brain weight as a proportion of body weight is higher among men than women.

1. True
2. False

The human brain, when awake, generates enough energy to power a lightbulb.

1. True
2. False

We only use 10% of our brains

True

False

1. be all brawn and no brains
2. be out of one’s brain
3. a brain box
4. a brain drain
5. pick someone’s brains
6. to wrap someone’s brain around something.
7.  a brainchild
8. to be a scatter brained

1.  to concantrate on something so as to understand it.
2. the movement of people with education and skills from their own country to another country.
3. to be very drunk 
4. to forget things easily or not to think seriously about things
5.  to ask for information from someone who knows more about a subject than you do.
6. a clever and original idea, plan or invention
7. to be physically strong but not very intelligent.  
8. a very intelligent person

Idioms with brain(s)

Now

Have a look at page 158 and 159 and take 10 minutes to complete the Vocabulary exercises 1-4.

Then:

Together: Listening part 2 on page 159

Today

Together: Listening part 2 on page 159

Time for grammar: Emphasis and Participle clauses

Time to work on your weektask

Clauses 

Start video Grammar on the Move at 3.39 minutes.

Participle clauses

Participle clauses enable us to say information in a more economical way.

They are formed using:

- present participles (going, reading, seeing, walking, etc.),

- past participles (gone, read, seen, walked, etc.) or

- perfect participles (having gone, having read, having seen, etc.). 

Examples

Analysing the diaries, we found remarkably similar patterns.

Concerned about the lack of cultural awareness of their staff,

a group of US business corporations prompted the research.

Having administered a questionnaire, we got 696 responses. 

Writing more concisely

Example:

When we analysed the diaries, we found remarkably similar patterns. 

Becomes:

Analysing the diaries, we found remarkably similar patterns.

Mind the tense!

Example:

After the teacher had explained the theory, the teacher let his pupils work on their own.

Becomes:

Having explained the theory, the teacher let his pupils work on their own. (Or!!!: after explaining)

Giving a reason for the main clause

Example:

Because I felt exhausted after the flight, I went to bed as soon as I got to the hotel.

Becomes:

 Feeling exhausted after the flight, I went to bed as soon as I got to the hotel.

Used as a conditional

Example:

If you wash this t-shirt with care, it will not shrink and lose its colour.

Becomes:

 Washed with care, this t-shirt will not shrink and lose its colour.

Past participle!

Turn the following sentences into one sentence using a participle clause

1. Dave reads a magazine. Dave waits for the doctor.

2. If the pottery is treated with care. The pottery will last generations.

3. She had lost her wallet. She filed a report at the police station.

4. He is an ex-convict. He has no hope of finding a job.

5. He spent his childhood in Denmark. He speaks Danish perfectly well.

6. Emma felt tired. Emma went to bed early.

7. The boss explained the problem. The boss asked Bill to solve it.

8. Sally didn't wish to boast. Sally didn't mention her promotion.

1. Dave reads a magazine. Dave waits for the doctor.

   Waiting for the doctor, Dave reads a magazine.

2. If the pottery is treated with care. The pottery will last generations.
   Treated with care, the pottery will last generations. 

3. She had lost her wallet. She filed a report at the police station.

    Having lost her wallet, she filed a report at the police station.

4. He is an ex-convict. He has no hope of finding a job.
     Being an ex-convict, he has no hope of finding a job. 

5. He spent his childhood in Denmark. He speaks Danish perfectly well.
    Having spent his childhood in Denmark, he speaks Danish perfectly well. 

6. Emma felt tired. Emma went to bed early.

    Feeling tired, Emma went to bed early.

7. The boss explained the problem. The boss asked Bill to solve it.
    Having explained the problem, the boss asked Bill to solve it. 

8. Sally didn't wish to boast. Sally didn't mention her promotion.
    Not wishing to boast, Sally didn't mention her promotion. 

Emphasis

to emphasize

to highlight

to stress

Emphasis (1)

1. Cleft sentences: A single message is divided in two clauses, the information that is emphasissed is in the it or what part of the sentence.

• It-Clefts
• Wh-Clefts

ex 1 What really annoyed me about him is his dishonest attitude.
ex 2 What attracted my attention was a familiar face on the book cover.

Emphasis (1)

2. Fronting:
ex 1 That man over there with the dog, he works in the corner shop. (That man over there with the dog works in the corner shop.)
ex 2 That book you told me about, they've made it into a film.
ex 3 Fortunately, we made it in time.

Mind the inversion after a prepositional phrase!

Emphasis (1)

3. Auxiliary verbs:

• By using the auxiliary to do.
• By stressing the auxiliary verb when speaking:
  ex 1 But I am working hard! 
  ex 2 If you do that, she will be angry. 
  ex 3 But Tom is at school (he's not playing truant)!

+ Third conditional

Time to work on your weektask

Focus on the grammar and vocab (including push yourself) exercises first