LIFE 6

UNIT 5. THE MAGIC OF TRAVEL

ROMANTIC (A) COZY (PL) OFFICIOUS (P) LAZY (A)

QUIET (A) AFFABLE (P) GRAND (A) LIVELY (A) WARY (P)
REPEATED WORD PAIRS
 Face to face: directly, meeting someone in the same place.
 We've spoken on the phone but never face-to-face.
 Day by day: every day, or more and more as each day passes.
 Day by day he became weaker.
 On and on: continuing for a long time:
 The noise just went on and on.
 Hand in hand: holding each other's hand, closely associated.
 I saw them walking hand in hand through town the other day.
 She had the confidence that usually goes hand in hand with experience
REPEATED WORD PAIRS
 Neck and neck: If two competitors are neck and neck, they are level with
each other and have an equal chance of winning.
 The two boys ran toward the finish line neck and neck.
 See eye to eye: If two people see eye to eye, they agree with each other.
 My sisters don't see eye to eye with me about the arrangements.
 Go from strength to strength: to gradually become more successful.
 The firm's gone from strength to strength since the new factory was built.
 Step by step: dealing with one thing and then another thing in a fixed order.
 Step-by-step instructions
 Don't worry - I'll go through the procedure with you step by step.
EMPHATIC STRUCTURES
 Sometimes we want to highlight something in an idea we want to express.
 It’s easier when we are speaking: just say louder the thing you want to
emphasize. However, doing it it’s just not enough.
 What about when writing? You can’t put the idea you want to highlight in
bigger letters or change the color.
 That’s when we use EMPHATIC STRUCTURES
 Emphatic structures are used to emphasize, to give more importance to a
particular part of an idea we are expressing.
 We have two main ways to make emphasis:
 Using a cleft sentence
 Using an auxiliary verb (do, did, does)
EMPHATIC STRUCTURES
CLEFT SENTENCE
 A cleft sentence is a sentence divided into two parts. The introductory part of
the sentence often uses the words: what, it, the thing and the verb be.
Cleft sentence with IT
 You can use an 'it' cleft to draw attention to the most interesting or important
part (specific points). Pay attention to this conversation
 A: I can’t believe it. Rob ate my biscuits.
 B: Sorry, I didn’t understand. You said Katherine?
 A: No, It was Rob who ate my biscuits
 B: Oh, I get it. Rob ate your lunch.
 A: Are you deaf? It was my biscuits that Rob ate.
 We can also use negative structures.
 Marshall doesn’t work at the University
 It isn’t Marshall who works at the University
EMPHATIC STRUCTURES
Cleft sentence with IT
 Use it + is/was + emphasized language + relative clause (who, that, where):
 You need to see the manager. → It’s the manager (who) you need to see.
 You sign your name on this line. → It’s on this line (that) you sign your name.
 Spain canceled every public event.
 It was Spain that canceled every public event.
 It was every public event that Spain canceled.
 Mr. Brooks had an accident.
 It was Mr. Brooks who had an accident.
 It was an accident that Mr. Brooks had.
 The president is going to announce new restrictions.
 It’s the president who is going to announce new restrictions.
 It’s new restrictions that the president is going to announce.
Note that even if a plural (restrictions) is mentioned, use it’s because it’s the thing that
we are mentioning.
EMPHATIC STRUCTURES
Cleft sentence with WHAT
 You can use a 'what' cleft to also draw attention to the most interesting or
important part.
 Normal sentence structure
 I like the style of this building
 The architects assessed the situation.
 He offered us another week there for free.
 With emphasis using 'what'
 What I like is the style of this building
 What architects did was assess the situation. (focus on the action)
 What he did was offer us another week there for free. (focus on the action)
EMPHATIC STRUCTURES
Cleft sentence with WHAT
 Use what … be / … be what to emphasize the noun:
 What I like is / are* the free lunches.
 The free lunches is / are* what I like.
* Notice that both “is” and “are” are possible when the noun is plural.
 Use what … do / did + be to emphasize the verb:
 Fill out this application form. → What you do is fill out this application form.
 He applied for a new job. → What he did was* apply for a new job.
Notice that when the verb in the what clause is in the past, the verb to be is also in
the past.
 Use what happened + be to emphasize the rest of the sentence:
 I was walking past when I saw your advertisement in the window.
 What happened was (that) I was walking past your window when I saw your
advertisement for part-time staff.
EMPHATIC STRUCTURES
Cleft sentence with WHAT
 The town needs more green spaces for people. (noun)
 What the town needs is more green spaces for people.
 I have two questions for the manager. (noun)
 What I have is two questions for the manager.
 I went to the movies yesterday. (action)
 What I did was go to the movies yesterday.
 You have to study to approve the semester. (action)
 What you have to do is study to approve the semester.
 I got mugged while I was waiting for the bus. (complete idea)
 What happened was (that) I got mugged while I was waiting for the bus.
 I am really tired. (complete idea)
 What happens is that I am really tired.
EMPHATIC STRUCTURES
Cleft sentence with THE THING THAT
 Cleft sentences with the thing … is/was can emphasize:
 the noun: I like the vacations. → The thing I like is the vacations.
 the verb: Talk to the manager. → The best thing to do is talk to the manager.
Cleft sentences with PLACE, PERSON, REASON, or WAY
 You can make other cleft sentences that introduce and emphasize information
about a place, person, reason, or how something was done.
 The construction is the same as for cleft sentences with the thing.
 The place (where) he works is a fast-food restaurant.
 The person (who) you need to see is the manager.
 The reason (why) I’m here is because I saw the advertisement in your window.
 The way to do this is by filling out this form.
EMPHATIC STRUCTURES
DO, DOES, DID

 This is an easy one, you just put do, does or did before the main verb.
 Of course you use do, does or did according to the tense and the person.
 I don’t have a cat, but I do have a dog
 I did do my homework, but my dog ate it
 I can’t believe it! Ms. Cole does write for the local newspaper
 They do think that the economy will improve in the next months
EMPHATIC STRUCTURES
DO, DOES, DID
 do/does before the main verb in the simple present:
 You look beautiful. → You do look beautiful.
 She looks beautiful. → She does look beautiful.
 Notice that the main verb is in the infinitive after do/does.
 Don’t say She does looks beautiful.
 did before the main verb in the simple past:
 I told you she’d be late. → I did tell you she’d be late.
 Notice that the main verb is in the infinitive after did.
 Don’t say I did told you she’d be late.
 For negative sentences using don’t, doesn’t, or didn’t, you add emphasis by
using the full form do not, does not, did not and stressing not:
 We don’t need to hurry. → We do not need to hurry!
 He didn’t have to wait too long. → He did not have to wait too long.
EMPHATIC STRUCTURES
DO, DOES, DID
 Do not use do/does/did for emphasis with the verb to be or with continuous and
perfect tenses. Add emphasis to these forms by using the full form. Do not use
the contracted form:
 We’re late. → We are late!
 We aren’t late. → We are not late!
 Everyone’s waiting. → Everyone is waiting.
 I’ve remembered the ring. → I have remembered the ring.
 Do with imperatives
 You can add emphasis to an imperative sentence with do. It is often used to
express anger or annoyance:
 Hurry up! → Do hurry up!
 Clean up your mess! → Do clean up your mess!
AVOIDING REPETITION
 This substitution thing is something that comes naturally, you don’t have to
think too much about it.
 Imagine that you are shopping.
A: I’d like to buy a new laptop
B: What do you think of this?
A: No, I prefer the black one.
 Read this two ideas:
 I like playing soccer but my sister doesn’t.
 I like playing soccer but my sister doesn’t like playing soccer.
 The second one sounds redounding. It’s repeating the same over and over again.
 Other times, to avoid repetition, we can use synonyms or other related words.
 You will need a headlight, this device will help you see in the dark.
AVOIDING REPETITION
 To avoid repetition we can use words such as one, that, it, and so, and ellipsis
(leaving out words).
One/ones
 Use one in place of a singular countable noun:
 It was a brave action, but not a smart one.
 Which dish do you prefer? The healthy one.
 Use ones in place of a plural countable noun:
 Can you pass my shoes? Are these the ones you want?
 I want some cookies. The ones that are on the counter.
 Use one with an article, number, or determiner and an adjective:
 I’d like the sweet one!
 I brought some blue ones and some pink ones.
 Use one directly after this, that, these, and those without an adjective:
 A: Which apples would you like?
 B: I’ll have those ones.
 AVOIDING REPETITION
That
 Use that to replace a phrase, clause or sentence.
 A: If you’re hungry, eat the apple pie in the fridge.
 B: I’ve already eaten that.
It (similar to that)
 We use it to replace a noun phrase:
 Who ate my doughnut? It’s not where I left it.
 My dog is small. It is 10 years old.
So
 Use so after verbs like say, think, hope, and expect to replace a clause, especially a
short answer:
 A: Are they going to give something to eat?
 B: I hope so. (so = “they’re going to give something to eat”)

 A: Next year, the pandemic is going to be over.

 B: I don’t think so. (so=“the pandemic is going to be over”
 AVOIDING REPETITION
Ellipsis
 Sometimes we omit words to avoid repetition, when it is clear from the context
which words we have omitted. We can omit words:
 When we have two verbs together, and the second verb is to + infinitive, we can
omit everything after to:
 A: Why don’t we just get a burger?
 B: I don’t want to get a burger. I hate fast food!
 After verbs and phrases like hope, suppose, and be afraid, when what comes after is
negative, we omit everything apart from not:
 A: Are there any strawberries left?
 B: I’m afraid not. (= there aren’t any strawberries.)
 We can also omit a whole clause after a subject and auxiliary or modal verb:
 Most people like eating fast-food, but I don’t like eating fast-food.
 My brother can cook really well but I can’t cook really well.
 When the clause that we are replacing contains a verb in the simple present or
simple past, we use a form of do:
 Magda wanted to eat out but we didn’t want to eat out.
MATTER (EXPRESSIONS)
 It’s only a matter of time: it is certain to happen but you do not know when it
will happen:
 It is certain to happen but you do not know when it will happen.
 It’s no laughing matter: something is very serious.
 Being late for a job interview is no laughing matter.
 As a matter of course: If something is done as a matter of course, it is a usual
part of the way in which things are done and is not special.
 Safety precautions are observed as a matter of course.
 No matter which way you look at it: there is no justification for something.
 No matter which way you look at it, that’s a very bad decision.
 As a matter of principle: a situation that requires something be done a certain
way because one believes it is the only right way.
 As a matter of principle, he would not accept the gift.