METU / DIVISION OF BASIC ENGLISH

2024-2025 FALL SEMESTER

DBE301 GROUP SECOND SPAN PROGRAMME

HIGH NOTE 2 & 3 SPEAKING & LISTENING & WRITING

Week

GRAMMAR READING GRAMMAR INTO WRITING

Nov 25 MT01 Check2
WHO 5 (Adv-Disadv)3
26 HN 2 U711
27 GHO 9 (Rel Cl. 1)2
1 28 GHO 10 (Pre. Perfect & Time
2
29 Markers)

Dec 02 HN 2 U810 Assessed Presentations3

03 GHO 11 (Rel Cl. 2)3 LHO 112
2 04
QZ 06 05
+1
06
09 HN 2 U99 WHO 6 (Comp & Cont 1-
4
EPE 10 NO CLASSES Differences)
3 11
QZ 07+PEP2 12 +1

13
AT04 (Nov 25 – Dec 13)
16 HN 2 U92 WHO 7 (Comp & Cont 1-
2
17 HN 2 U1010 Similarities)
4 18 GHO 14 (Noun Cl 2)3
QZ 08 19 GHO 15 (Passive Voice 1)2
20
23 MT2B WRITING RHO 133 (Inferencing) GWHO 5 (Process- passive
2
24 HN 3 U111 voice)
5 Stand 25
26
27
AT05 (Dec 16 – 27)
30 HN 3 U211 WHO 8 (Cause)3
31 GHO 16 (Causatives 1)2
6 Jan 01 NO CLASSES
02
03
06 HN 3 U311 RHO 152 WHO 8 (Cause)2
QZ 09 07 Revision HO2
7 QZ 10 08
09
10 +1

AT06 (Dec 30 – Jan 9)

13 MT2A MAIN BULK
14
8 15 EPE
16
17 ACHIEVEMENT EXAM
WEEK OUTSIDE CLASS STUDY NOTES
1 HN 2 WB U7 Please find RHO10, Grammar Worksheet, WT2 and LS 8
HN 2 U7 Revision on ODTÜClass, DBE301/Week 1.
RHO 10 Please refer to “How to Use AI to get feedback for your
WT 2 writing” guide for feedback to WT 2.
LS 8 -Please check your answers through MTR 1 Answer Key.
Grammar Worksheet (Present Also, study the vocab. items of these texts from the
Perfect) Word Lists on ODTÜClass. Do the same after reading all
MTR 1 # 89, 67, 75 assigned MTR 1 texts.
2 HN 2 U8 Revision -Please find LS 9 program on ODTÜClass.
HN 2 U8 Life Skills -FP 4 has been uploaded to ODTÜClass under week 2.
HN 2 WB U8 - Please find RHO 11 and GHO 12 (in H5P format) on
RHO 11 (Analysing a text) ODTÜClass, DBE301/Week 2.
GHO 12 (Gerund &Infinitive) -You can do the listening sections of Life Skills U8
LS 9 through the website of the coursebook.
FP4
MTR 1 #102, #35, #40
3 HN 2 WB U9 -Please find LHO 12 in book format on ODTÜClass.
HN 2 U9 Revision Please find RHO 12, GHO 13 (in H5P format) on
HN 2 WB U9 ODTÜClass, DBE301/Week 3.
GHO 13 (Types of Verbs)
RHO 12
LHO 12
MTR 1 #80, #24, #136
4 HN 2 WB U10 -Please find GVHO 1 (in H5P format), GVHO 2 (in H5P
HN 2 U10 Revision format) on ODTÜClass, DBE301/Week 4.
HN 2 U10 Life Skills -FP 5 has been uploaded to ODTÜClass under Week 4.
GVHO1 (Deriv-Prefixes) -You can do the listening sections of Life Skills U10
GVHO2 (Phr. Verbs) through the website of the coursebook.
FP5
MTR 1 #60, #112, #41
5 HN 3 WB U1 -Please find LHO 13 in book format on ODTÜClass.
HN 3 U1 Revision Please find GVHO 3 on ODTÜClass, DBE301/Week 5.
GVHO 3 (Deriv- Suffixes)
LHO13
MTR 1 #77, #132, #51
6 HN 3 U2 Revision -Please find LHO 14 in book format on ODTÜClass.
HN 3 WB U2 -Please find RHO 14 (in H5P format) and Revision HO on
HN 3 U2 Life Skills ODTÜClass, DBE301/Week 6.
RHO 14 Collocations & Use of -You can do the listening sections of Life Skills U2
Connectors through the website of the coursebook.
LHO14
Revision HO
MTR 1 # 73, #54, #105
7 HN 3 U3 Revision -Please find RHO 16 on ODTÜClass, DBE301/Week 7.
HN 3 WB U3 -Please also study “Culture Spot” and “Literature Spot”
RHO 16 sections at the end of HN 2 & 3 (pp.154-161).
MTR 1 # 57, # 99, #128
 ACRONYMS &
ABBREVIATIONS IN
THE PROGRAM
HN2 High Note 2
HN3 High Note 3
MTR1 More to Read 1
LHO Listening Handout
RHO Reading Handout
SHO Speaking Handout
GHO Grammar Handout
WHO Writing Handout
GWHO Grammar into Writing Handout
GVHO Grammar & Vocabulary Handout
FP Further Practice
LS Learning Sounds
WT Writing Task
QZ Quiz
MT Mid-Term
PEP Portfolio End Product
H5P H5P is a digital format that offers interactive content.
- The Notes on the Program document provides additional explanations for most of the
items in the table.

QUIZZES & PEP2

QZ06 05.12 2024 – Thursday Reading
QZ07 12.12 2024 – Thursday Language
PEP02* 12.12 2024 – Thursday Writing (a paragraph)
QZ08 19. 12. 2024 –Thursday Reading
QZ09 07. 01. 2025- Tuesday Language
QZ10 08. 01. 2025- Wednesday Listening
 SPAN 2 WORDLISTS
Vocabulary List for Reading Handout 10
COLLOCATIONAL VOCABULARY
READING 1&2
require (v): to need something *The job requires a degree in engineering.
require a decision *What are the requirements for applying to the university?
requirement(n) *This form must be submitted by the required deadline.
legal requirements
required (adj)
population (n): all the people *The city is struggling to manage rapid population growth.
or animals of a particular type *The global population is expected to reach 9 billion by 2050.
in a specific area
population growth
population density
global population
reach (v): to achieve or attain a *They worked hard to achieve their sales goals for the quarter.
specific objective *He has the talent, but he needs to work harder to reach his full
achieve a goal potential.
reach one's full potential
construction (n): the process of *The construction site was bustling with activity.
building something *The new highway is the largest construction project in the city.
construction site *The construction industry has seen significant growth in recent
construction project years.
construction industry
immense (adj): extremely large *She felt immense pressure to succeed in her new role
or great in size, degree, or *The building was of immense size, towering over the city skyline.
importance *He has immense talent as a pianist.
immense pressure
immense size
immense talent
float (v): to rest or move on the *The leaves floated gently on the surface of the pond.
surface of a liquid without *The balloons floated in the air, creating a festive atmosphere.
sinking
float on water
float in the air
free-floating
permanent (adj): lasting or *After living abroad for many years, he applied for permanent
intended to last for a long time residence.
or forever x temporary (adj) *We need a permanent solution to this issue, not just a temporary fix.
permanent residence *The new policy will bring about permanent changes in the
permanent solution workplace.
permanent change
pressure (n): force or influence *She works well under pressure and always meets her deadlines.
under pressure *Teenagers often face pressure from their peers to conform.
peer pressure *There is often immense pressure to succeed in high-stakes
environments.
access (n): the ability or right to *Students should have easy access to reliable sources of information.
approach, enter, or use *Access to healthcare remains a challenge in rural areas.
something *The building has restricted access after 6 PM for security reasons.
access to information
1
 access to healthcare
restricted access
adaptability (n): the ability to *The company values employees who can demonstrate adaptability
adjust to new conditions in changing markets.
adapt (v) *In a rapidly evolving industry, adaptability to change is crucial.
demonstrate adaptability
adaptability to change
show adaptability

experiment (n): a scientific *The students conducted a scientific experiment on plant growth.
procedure undertaken to test a *The researchers used an experimental approach to test the new
hypothesis theory.
scientific experiment *The laboratory experiments revealed surprising results about the
experimental approach chemical reaction.
laboratory experiments

entire (adj): complete, whole, *The entire population of the village turned out for the festival.
or full *The entire team worked together to complete the project on time.
entirely (adv) *The store offers the entire range of beauty products for every skin
entire population type.
entire team
entire range
empathy (n): the ability to *Good leaders show empathy towards their employees during
understand and share the challenging times.
feelings of another *His lack of empathy towards others makes it hard for him to connect
emphatize (v) socially.
show empathy *Teachers are trained to demonstrate empathy in their interactions
lack of empathy with students.
demonstrate empathy
perspective (n): a particular *A change of perspective can help you see the problem in a new light.
attitude toward or way of *Traveling abroad can broaden your perspective on different cultures.
regarding something *If you look at the situation from a different perspective, it may seem
change of perspective less daunting.
broaden one’s perspective
from a different perspective
separate (adj): forming or *This is a separate issue that requires further discussion
viewed as a unit or section * I separated the documents into two piles.
apart from others
separate issue
separate (v)
recover (v): to return to a *She took months to recover from the knee injury.
normal state after a setback or *The company is working hard to recover lost ground after the
difficulty financial crisis.
recover from injury *He is slowly recovering his health after the surgery.
recover lost ground
recover one’s health

disappear (v): stop to be visible *The plane disappeared without a trace during the storm.
or to exist x appear *Traditional skills are gradually disappearing in the modern world.
disappear without a trace
gradually disappear
2
 Vocabulary List for Reading Handout 12
COLLOCATIONAL VOCABULARY
READING 1
ingredient (n): a component or element that is *The key ingredient in this dish is fresh garlic.
part of a mixture or recipe essential ingredients
key ingredient *To bake a cake, you’ll need several essential.
main ingredient ingredients like flour, sugar, and eggs.
natural ingredient *The main ingredient in this smoothie is spinach.
*This product is made with all-natural ingredients.
process (n): a series of actions or steps taken to *The manufacturing process of these shoes is
achieve a particular end highly automated.
manufacturing process *Making cheese is a complex process that requires
complex process careful attention to temperature.
processed (adj) *Processed foods often contain high levels of
processed food sugar and salt.
nutrient (n): a substance that provides *Vegetables are packed with essential nutrients
nourishment essential for growth and the like vitamins and minerals.
maintenance of life *A lack of fruits in the diet can lead to nutrient
essential nutrients deficiencies.
nutrient deficiency *The nutritional value of fruits and vegetables
nutritional value should not be underestimated.
disease (n): a particular abnormal condition *Heart disease is a leading cause of death in many
affecting an organism, often caused by infections developed countries.
or environmental factors *Maintaining a healthy diet and exercise routine is
chronic disease key to disease prevention.
infectious disease *The region experienced a disease outbreak last
disease prevention year due to poor sanitation.
disease outbreak
examine (v): to inspect or investigate carefully *The detective examined the evidence carefully to
examine the evidence find any clues.
examine in detail *The report examines the issue in detail, providing
numerous case studies.
combination (n): a joining or merging of different *Chocolate and peanut butter make the perfect
things or elements combination.
perfect combination *The company’s success was due to a combination
combination of factors of hard work, innovation, and good timing.
synthesize (v): to combine different elements or *Students are expected to synthesize information
substances to form a coherent whole from various sources for their research papers.
synthesize information *We need to synthesize ideas from all team
synthesize ideas members to come up with the best solution.

READING 2
unlimited (adj): without limits *Subscribers have unlimited access to all online courses.
or restrictions; boundless *The project has unlimited resources, so it can continue without any
x limited financial concerns.
unlimited access *The new technology has unlimited potential for growth and
unlimited resources innovation.
unlimited potential
3
renewable (adj): capable of *Solar and wind power are examples of renewable energy sources.
being replenished or replaced *The use of renewable resources is essential to combat climate change.
naturally or with minimal
environmental impact
renewable energy
renewable resources
exhausted (adj): completely *Many regions are facing the challenge of exhausted resources,
used up; drained of energy or especially water supplies.
resources *After a long day of hiking, she felt completely exhausted.
exhausting (adj) *The workers were exhausted after working long hours during the peak
exhausted resources season.
exhausted workforce
reduction (n): the act of *The company implemented several cost reduction strategies to
making something smaller or increase profitability.
less in amount, degree, or size *Countries are working together to meet global targets for emission
reduce (v) reduction.
cost reduction *Energy reduction in households can help lower electricity bills and
emission reduction reduce carbon footprints.
energy reduction
significant reduction
rely on (v): to depend on *In a team environment, it’s important to be able to rely on others for
someone or something for assistance.
support or help *We increasingly rely on technology to manage our daily tasks and
reliable (adj) activities.
rely on others *Many industries still rely on natural resources, despite the push for
rely on technology sustainability.
rely on natural resources
imbalance (n): a lack of *The workplace still struggles with a gender imbalance in leadership
proportion or equality positions.
between parts or elements *A diet with too much sugar can lead to a nutritional imbalance.
gender imbalance *Economic imbalance between rich and poor countries remains a global
nutritional imbalance challenge.
economic imbalance
destruction (n): the action or *Deforestation leads to environmental destruction and loss of
process of causing something biodiversity.
to be damaged *The destruction of ecosystems due to pollution is a growing concern.
destroy (v) *The wildfire led to the total destruction of the forest.
environmental destruction
destruction of ecosystems
total destruction
sustainability (n): the ability *Sustainable development practices are necessary to preserve the
to maintain or continue planet for future generations.
something over time, *Environmental sustainability is a key focus for many global
especially in an corporations.
environmentally responsible *Agricultural sustainability practices help maintain healthy soil and
way. water resources.
sustain (v)
sustainable (adj)
sustainable development
environmental sustainability
sustainability practices
4
emissions (n): substances *The reduction of greenhouse gas emissions is critical in addressing
released into the air, climate change.
especially pollutants or gases *The country has committed to reducing carbon emissions by 50% over
like carbon dioxide the next decade.
emit (v)
greenhouse gas emissions
carbon emissions
release (v): to make *Some chemicals can release toxins into the air when burned.
something known, available,
or free from confinement
release toxins
Extra Vocab Items:
related to (phr.): connected *The two species are closely related to each other and share many
with or associated with common traits.
something else
related to health
compared to (phr.): when *Sales have increased by 20% compared to last year.
looking at the similarities or *His performance is outstanding compared to others in the
differences between two or competition.
more things
compared to last year
compared to others
including (prep.): as part of a *The price of the item is $50, including taxes.
whole; with the addition of *We need to involve all relevant parties, including stakeholders, in the
including all expenses decision-making process.
including relevant details

Vocabulary List for Reading Handout 13

COLLOCATIONAL VOCABULARY
READING 1: Where Did Jazz Originate?
(www.dbe.off-line.readings1 Reading 3, pg. 124)

 to originate (v): to take or have origin, *The board game originated in the 1940s.
begin
*This musical instrument is thought to have originated
origins (of) (n)
among the native peoples of Alaska.
 to communicate (v): to share information *We can now communicate instantly with people on the
with others by speaking, writing, moving other side of the world.
body or using other signals *An actor can communicate a whole range of emotions.
communication (n)
communicative (adj)
 to gather (together) (v): come together in *A big crowd gathered to hear him speak.
a group

 religious (adj): relating to or involved with *He is deeply religious.

religion *Christmas is celebrated on December 25 and is both a
religion (n) religious holiday and a worldwide cultural and
commercial event.

5
 to overcome (v): to defeat or succeed in *Juventus overcame Ajax in a thrilling game.
controlling or dealing with something * Eventually, she managed to overcome her shyness in
 overcome their sorrow class.
 to train (v):to prepare for a job, activity or *She trained as a pilot.
sport by learning skills and/or by mental *She trained hard for the race, sometimes running as
or physical exercise much as 60 miles a week.
 formal training
 immigrant (n): a person who has come *Illegal immigrants are sent back across border if they
to a different country in order to live are caught.
there
 to migrate (v)
 to emerge (from) (v): to appear by *She emerged from the sea, blue with cold.
coming out of something or out of behind *We couldn’t agree on who will emerge as the winner of
something American elections.
 to perform (v): to entertain people by *The magician performed a few tricks that left us
singing, dancing, playing music etc. surprised.
 performance (n) *She composes and performs her own music.
 evolve (v): to develop gradually, or to *Bacteria are evolving resistance to antibiotics.
cause something or someone to develop *Did humans evolve from apes?
gradually
 evolution (n)
 to spread (v): to cause, reach or have an *The fire spread very rapidly because of the strong
effect on a wider or increasing area winds.
*It started off as a little wound on her finger but it
spread to her hand.
 gradually (adv): slowly over a period of *Gradually, she realized that he wasn’t telling her the
time truth.
*New changes were gradually made to the report.
 contribution (n): something that you *All contribution, no matter how small, will be
contribute or help produce something appreciated.
with other people / to help make *She didn’t make much contribution to the book.
something successful
make major contributions to

6
 COLLOCATIONAL VOCABULARY
READING 2: Making Music – How Did It All Start?
(www.dbe.off-line.readings1 Reading 3, pg. 124)

 origin (of) (n): the beginning or *It is a book about the origins of the universe.
cause of something
*These new parties often had origins in the civil society.
 initially (adv): at the beginning *The damage was far more serious than initially believed.
*Initially, most people approved of the new plan.

 device (n): an object or machine that *Rescuers used a device for finding people trapped in
has been invented for a particular collapsed buildings.
purpose
 tool (n): a piece of equipment that *This tool is used to make holes in leather.
you use with your hands to make or *Early humans shaped tools out of stone.
repair something.
 container (n): a hollow object, such as *This container takes 6 liters of liquids.
a box or a bottle, that can be used for *Biscuits will stay fresh and crisp if you keep them in an
holding something, especially to carry airtight container.
or store it
 hollow (adj): having a hole or empty *If you tap on the wall, you can hear it is hollow behind.
space inside *The hollow chocolate egg held a diamond ring.
 alive (adj): living, not dead *He was the last person to see the woman alive.
 come alive *After several days, the little girl who got lost in the woods
was found alive and well.

COLLOCATIONAL VOCABULARY - READING 3

 (to) decrease: to become smaller in size, * Donations have decreased significantly over the past few
number, etc.; to make something smaller in years.
size, number, etc.x increase sth * People should decrease the amount of fat they eat.
a decrease x increase (n) in sth
decreased x increased (adj) taxes
 (to) reside in a place: to live in a particular *Their passports do not give them the right to reside in
place Britain.
resident (n)
residence(n)
 accommodation (n): a place to live, work or * Hotel accommodation is included in the price of your
stay in holiday.
rented/temporary accommodation
accommodate (v)
 (to) prioritize (v): to put tasks, problems, * You should make a list of all the jobs you have to do and
etc. in order of importance, so that you can prioritize them.
deal with the most important first
a priority (n)

7
 insufficient: not large, strong or important * The management paid insufficient attention to working
enough for a particular purpose conditions.
x sufficient
 SYN inadequate
 (to) force sb to do sth: to make somebody * She forced herself to be polite to them.
do something that they do not want to do * I was forced to take a taxi because the last bus had left.
 (to) be forced to do sth

 significant (adj): large or important enough * Your work has shown a significant improvement.
to have an effect or to be noticed.
 significance(n)
 (to) expand: to become greater in size, *Student numbers are expanding rapidly.
number or importance; to make something *There are no plans to expand the local airport.
greater in size, number or importance.
 expansion of ideas
 inequality (n): the unfair difference * Gender and racial inequality are still widespread
between groups of people in society, when throughout society.
some have more wealth, status or
opportunities than others
 x equality
 (to) result in sth: to make something *A heavy frost could result in loss of the crop.
happen
 x result from
 innate(adj): that you have when you are *…the innate ability to learn
born *He never lost his innate sense of fun.
 SYN: inborn *Is a tendency towards violence an innate characteristic?
 adequate (adj): enough in quantity, or *They'll need an adequate supply of hot water.
good enough in quality, for a particular *The room was small but adequate.
purpose or need
 x inadequate (adj)
 adequately(adv)
 (to) face sth: if you face a particular *Farmers face serious challenges in these conditions.
situation, or it faces you, you have to deal *We are facing a financial crisis.
with it
 face something. *We are faced with the prospect of defeat.
 (to) be faced with sth
 (to) determine: to discover the facts about *An inquiry was set up to determine the cause of the
something; to calculate something exactly accident.
 (to) reveal sth: to make something known *to reveal a secret
to somebody *The survey reveals some worrying statistics.
 (to) reveal something to somebody *The report reveals that the company made a loss of £20
 (to) reveal (that)… million last year
 comparison(n): the process of comparing *Let's put them side by side for comparison.
two or more people or things *The internet allows you to compare prices from a variety
 (to) compare sth with sth: to examine of companies.
people or things to see how they are similar
and how they are different

8
 expectation(n): a belief that something will *The expectation is that food prices will rise.
happen because it is likely * The company is expecting record sales this year.
(to) expect sth
(to) expect sb to do sth *I looked back, half expecting to see someone following
expected x unexpected (adj) me.
* Analysts expect the company to announce growth of at
least 5 per cent.
 achievement (n): a thing that somebody *She was given a prize for her achievements in car design.
has done successfully, especially using their
own effort and skill
(to) achieve (v) sth
achieve goals
 satisfaction (n): the good feeling that you * He had the satisfaction of seeing his book become a
have when you have achieved something bestseller.
(to) satisfy sth/sb (v)
satisfactory (adj)
satisfying (adj)
 disadvantage (n) : something that stops * One major disadvantage of the area is the lack of public
somebody/something from succeeding or transport.
making progress.
x advantage (n)
advantaged (adj) x disadvantaged (adj)
 (to) admit (v): to agree that something is * They freely admitted (that) they still have a lot to learn
true after the low scores in the test.
 (to) fulfil (v): to do or have what is *The project didn’t fulfil the national construction
necessary standards, so it was declined.
fulfil standards/a duty/ one’s full potential
 participant (n): a person who is taking part * The research participants were all undergraduate
in an activity or event students in their final year.
(to) participate in sth (v)
 dependent on sth (adj): needing * The festival is heavily dependent on sponsorship for its
somebody/something in order to survive or success.
be successful
x independent from sth
(to) depend on sth (v)
 (to) alleviate (v): to make something less * Are we doing enough to alleviate poverty in these
severe, SYN: ease countries?
 noticeable (adj): easy to see or notice * The public transportation has improved greatly, but this
to notice (v) sth may not be noticeable to people from outside the city.
 (to) tackle (v): deal with sth * The drug-abuse is growing rapidly.
(to) tackle a problem The problem is being tackled with a lot of measures.
 otherwise (adv): used to state what would *Shut the window, otherwise it'll get too cold in here.
happen if the situation were different.

9
Vocabulary List for Handout 14
COLLOCATIONAL VOCABULARY
READING 1: THE BERMUDA TRIANGLE
(www.dbe.off-line.readings1 Unit 4 Reading 4)
 mysterious (adj): difficult or impossible * … called the Devil’s triangle, is a strange and mysterious
to understand, explain, define or identify place in the North Atlantic Ocean …
a mysterious place/death/event * A mysterious person provided the money for us.
 mystery (n): a secret, unclear thing that * We heard a mysterious noise.
people cannot easily understand or explain
* In other words, there was no one on board and so there
to solve/explain/ understand a mystery
was no evidence to solve the mystery.
 to solve (v): to find an answer to sth; find * In other words, there was no one on board and so there
an explanation to sth. was no evidence to solve the mystery.
to solve a problem/a mystery * They are working to solve the traffic problem.
 happening (n): something that happened * many unexplained happenings in the area since the mid-
 unexplained/strange/mysterious 19th ….
happenings * There have been reports of strange happenings in the
 to happen (v): to take place, usually town.
without being planned; to occur by * What happened at school today?
chance
 disappearance (n): a situation in which * The first recorded disappearance of a ship in the Bermuda
someone or something can no longer be Triangle occurred in March 1918.
found or seen * Nobody could explain the disappearance of the money
the (mysterious / sudden) disappearance of from my desk.
sb./sth. from somewhere
 rescue (n): when someone in a dangerous * However, when the rescue teams reached there, they could
situation is helped and made safe not …
rescue team/unit /operation * Lifeboats carry out many rescues every month.
 to rescue (v): to help someone or * The police rescued the survivors of the ship.
something out of a dangerous, harmful or
* The lifeboat rescued the sailors from the sinking boat.
unpleasant situation
 abandoned (adj): a place, thing or a * …. ships or planes or all they could find was an abandoned
person that is left forever ship.
an abandoned ship/house * Children played in the garden of the abandoned house.
 to abandon (v): to leave a place, thing or * We had to abandon the car.
person forever * He was abandoned by his mother when he was a baby.
to abandon sb/sth.
 evidence (n): the available facts or * In other words, there was no one on board and so there
information that tell sth. is true or valid was no evidence to solve the mystery.
strong / good evidence of / for sth. * There is no evidence that he killed his wife.
* He couldn’t find enough evidence to support his theory.
 to occur (v): to happen, to take place * …disappearance of a ship in the Bermuda Triangle occurred
to occur commonly / rarely / naturally in March 1918.
* The accident occurred at about 3.30 pm

 to react (v): to act in a particular way * According to the theory, the waves in the ocean react with
as a direct result of something else the currents, winds and other waves, and form new waves.

10
to react positively / badly / negatively / * The workers reacted angrily to the job losses at the
quickly to sth. / an emergency factory.
* Many people react (badly) to penicillin.

 to sink (v): 1. to go down below the * These huge and dangerous waves can break up and even
surface of a liquid, usually the sea, sink very large ships.
without control
a ship / boat sinks * The enemy sank three ships last night.
to make something sink * The ship sank off the coast during a storm.
to sink a ship
 phenomenon (n): a fact or situation * …Gulf Stream is the fourth theory, which tries to
that happens, but the cause is usually not explain the phenomena in the area.
found or is not clear * They are talking about the natural phenomenon that the
natural/strange/new phenomena (the plural villagers witnessed last week.
form) / phenomenon
 to agree (v): 1. to have the same opinion * Scientists cannot agree on a single theory to explain
to agree with sb. the mystery of the things going on in the area.
2. to collectively reach a decision * We can all agree on one thing: the law must be
to agree on sth. changed.
 agreement (n): when people have the
same opinion, or when they approve of or
accept smth
 to apply (v): to be relevant to a particular * Perhaps, more than one theory applies to the Bermuda
person or a thing Triangle.
to apply to sth.
* This rule does not apply to our case.
* The questions apply only to married men.

COLLOCATIONAL VOCABULARY- READING II

shelter (n): [uncountable] a place to * Some people are in need of food and shelter.
live, considered as one of the basic needs of * We sat in the shade to shelter from the sun.
life
shelter (v): to stay in or under a place where
you are protected from the weather or from
danger
shelter from sth.
durable (adj): staying in good condition for a *The roofs are constructed from heavy and
long time, even if used a lot / hard-wearing durable timbers.
* Plastic window frames are more durable than wood.
generation (n) : [countable] all people of * Like most of my generation, I had never known a war.
about the same age * In my generation, the divorce rate is very high.
invention (n) [countable] a useful machine, * The dishwasher is a wonderful invention.
tool, instrument etc. that has been invented * The invention of the wheel dates back to the 4th
millennium BC.
depend on (v): if something depends on * The length of time spent exercising depends on the

11
something else, it is directly affected sport you are training for.
or decided by that thing * Your choice of exercise must also depend
on your general state of health.
protection (n): [uncountable] when someone * The protection of the environment is of vital
or something is protected. importance for future generations.
protection of * There is clear evidence that vitamin C
protection against/from smb./sth. gives protection against cancer.
advances (n): a change, discovery, * Advances in medical science may make it possible for
or invention that brings progress. people to live for 150 years.
technological/scientific/medical etc. advance
advance in sth. * The last 20 years have seen enormous advances in
communications technology.

construction (n): [uncountable] the process * Construction of the dam is nearly complete.
of building things such as houses,
bridges, roads etc. * Construction on the tunnel will begin in April.
construction of ….
practicality (n): [uncountable] * There are doubts about the practicality of your
how suitable something is, or whether it will suggestion.
work
* You need to think about comfort and practicality when
choosing walking shoes.

attachment (n): a feeling that you like *A child’s attachment to its mother is a unique feeling.
or love someone or something and that you
would be unhappy without them *Many workers have little attachment to their companies.
attachment to smb./sth.
implement (v): to take action or make * We have decided to implement the committee’s
changes that you have officially decided recommendations in full.
should happen * Hierarchies implement decisions that are made by
implement a policy/plan/decision those in authority.

survival (n): [uncountable] * Doctors say his chances of survival are not good.
the state of continuing to live or exist
*It was my own survival mechanism.

12
MORE TO READ 1
WEEK 1
TEXT 89 COOPERATIVE KIDS
 to be alien to sth (adj)  to assume sth
 to carry on doing sth (phrasal verb) to assume that + sentence (v)
 to concentrate on doing sth (v)  to benefit from sth (v)
 to abandon sth (v)  a response to sth
 to participate in (doing) sth (v) in response to sth (n)
participant (n)  a competitive game/sport/market (adj)
 to make an assumption  to be alike (adj)
an underlying/implicit assumption (n)

TEXT 67 LUCKY PEOPLE

 to remain healthy/calm/silent (v)  to separate sb/sth from sb/sth (v)
 to make accurate/reliable estimate (n) separate (adj)
to estimate that + sentence  inherited factors/diseases (adj)
to estimate sth to be sth (v) to inherit sth (from sb) (v)
 physical / manual labour (n)  remarkable progress/memory/talent (adj)
 to contribute to sth (v)  pressures of everyday/modern life // to be
 isolation (from sb/sth) (n) under pressure
 to be isolated (from sb/sth) (adj) public/political pressure (n)
 to have no intention of doing sth (n)
the/sb’s intention to do sth

TEXT 75 EXPLORING THE DEPTHS OF THE OCEAN

 to explore sth (v)  geographical feature // standard/main/
great explorer (of the world’s seas) important/significant feature (n)
geological/initial/scientific/systematic  energy/water shortage
exploration (n) shortage of sth (n)
 to develop a robot/  an overcrowded place
program/technology/drug (v) the problem of overcrowding (adj)
 to be attached to sth (v)  to make use of sth (phrase)
 on the surface of the ocean/moon/Earth  completely full /new/ different/ destroyed
(n) (adv)
 to miss/hit the target (n)  to consider doing sth (v)
 to surround sth (v)
to be surrounded by sth (adj)
 to enable sb to do sth (v)

13
 WEEK 2
TEXT 102 SO YOU WANT TO BE A MILLIONAIRE?
 a successful/local/business entrepreneur (n  to lead to sth (phrasal verb)
 a connection between A and B (n)  emphasis on sth (n)
 to achieve/have success (n) to put / place emphasis on sth (n)
success in sth to emphasize the importance of sth (v)
 to inherit money  self-destructive behaviour
to inherit sth from sb. (v) to be destructive to sth/health
 to take advantage of sth (n) to have a destructive effect on sth (adj)
 an efficient person/system/service (adj) destroy > destructive > self-destructive
 discrimination against sb  to employ sb as sth (v)
victims of discrimination employer/employee (n)
sexual/gender discrimination (n)

TEXT 35 JAPANESE CULTURE

 to consist of sb/sth (v)  a fresh/dry/basic/natural ingredient (n)
 to protect sb/sth/yourself (against/from  numerous attempts/occasions (adj)
sth) (n)  a special occasion (n)
protection (for/of sb/sth) (against/from  to influence sb/sth
sth) (n) to be strongly influenced by sth (v)
 to expect sth (from sb/sth) to have a(n) important/significant/considerable
to expect (sb/sth) to do sth /deep/profound influence on sth (n)
to expect (that + sentence) (v)  to hold a meeting/competition/ceremony (v)
 to offer sth (v)  to require sth/assistance (v)
to offer to do sth  to speak/work/wear properly (adv)
 a great/wide variety (of sth) (n) a proper hair style/tool/place (adj)
 to decrease from ... to ... (v)
a decrease (in sth) (n)
decrease X increase
 energy/fuel/water/rice consumption (n)
to consume sth (v)

TEXT 40 THE MOHANA

 to alter (v) (Sth. alters)  to approach sb/sth (v)
to alter sth (v)  to hold/keep sb/an animal in captivity (n)
 to attach sth (to sth) (v)  to make up a large proportion/two-thirds, etc.
 to survive a plane crash/an accident/in (phrasal v)
very cold conditions (v)  Polish/ethnic/local community (n)
 to determine sth  personal/the distribution of wealth (n)
to determine that + sentence (v)  to be in danger of extinction (n)
 an unusual name/expression/politician to be/become extinct (adj)
(adj)  to threaten to do sth
 shallow water/end (of the swimming to threaten sb with sth
pool) (adj) a serious threat (n)
 to swim against the current (n)  to face danger/problems (v)
 a solution (to sth)  to make a contribution to sth (n)
14
 to find a solution (n) to contribute to sth
 surface of sth (n) to contribute sth to sth (v)
the earth’s/moon’s surface  to approve of sth (v)
 to enable sb to do sth (v)
 to detect sth (v)
 to keep in/have/make/avoid contact (with
sb)
contact address/details (n)

WEEK 3
TEXT 80 LAST BALLOON TO NOWHERE
 to devote your time/energy/attention to  the inventor of dynamite / vacuum cleaner (n)
sth to invent sth (v)
to devote yourself to sth (v) a wonderful/successful invention (n)
 an inexperienced young man/driver/player  the first/a second attempt
 varying weather/sizes/degrees/levels to make an attempt to do sth (n)
to vary from...to…  to accompany sb (v)
to vary in (v)  a(n) ordinary/responsible individual (n)
temperature variation (n)  to pay attention to sth. (n)
 entire life/journey (adj)  to postpone sth (v)
 to make an observation  to have the courage to do sth (n)
careful/detailed/direct observation (n)  to demonstrate sth
to observe sb/sth to demonstrate that + sentence (v)
to observe that + sentence (v)  to disappear (v)
 to make a great/impressive/significant  to act/do sth meticulously (adv)
accomplishment (n) meticulous planning/research (adj)
to accomplish sth (v)  to be/give up in frustration (n)
 to disagree with sb (v) to be/feel frustrated (adj)
 to remain/stay constant (v)  to be determined (to do sth) (adj)
 previous flights/attempts (adj)
 (truly) remarkable
change/achievement/discovery (adj)

TEXT 24 BGM: MORE THAN IT SEEMS

 to purchase sth/goods/services (v)  to be significantly better/greater/worse (adv)
 particularly good/difficult/ (adv)  to be accompanied by sth (adj)
 to fall/reduce/increase dramatically (adv)  to make/draw a distinction between A and B
 contrary (adj) (n)
contrary to common belief (phrase)  to be in demand
 extremely/highly/very effective (adj) increasing/rising/falling/ strong/huge demand
effectiveness of music / drug (n) (for sth)
 to reach all audiences simultaneously (adv) to satisfy demand (n)
simultaneous translation/interpreting (adj)  to maintain/gain/raise awareness of
 to require (the use of) sth (v) (environmental/ political) (issues/problems)
 the impact of a movie/tax system (n)
to have/make an impact on sth (n)

15
 TEXT 136 SPONSORING SPORT
 to display sth (v)  sporting/camping equipment (n)
 sponsorship (n) a piece/an item of equipment (n)
to sponsor sth (v)  to encourage sb to do sth (v)
 to have a chance to do sth (n)  to make a profit from sth (n)
 to approach sb (for sth/about doing sth) (v)  to aim to do sth/for sth/a win (v)
 to endorse a product/service (v)  to fund mainly/entirely/privately/
 to be/seem/become subtle (in)adequately (v)
a subtle process (adj) to get/receive/provide funds (n)
 good/bad/adverse publicity (n)
to generate publicity (n)
WEEK 4
TEXT 60 HEALTHY EATING FOR DIABETICS
 to generate energy income (v)  the treatment of diabetes/disease/illness
 to be/become insufficient (adj) receive treatment for cancer
 to lead to sth/a disease/(health) problems a new/risky treatment (n)
(v)  to recommend that + sentence
 a common disorder (n) recommend doing sth (v)
 to be highly/generally advisable (to do sth)  to (easily/quickly) remove sth (from
advisable for sb/ students (adj) somewhere) (v)
 a considerable amount of sth  to be appropriate for (all)
considerable expertise/knowledge/skills patients/users/children
(adj) an appropriate choice/decision/clothing/
increase considerably (adv) behavior (adj)

TEXT 112 THE EFFECTS OUR ENVIRONMENT

 an ideal/physical/a rural/a beautiful setting  emotional/physical/psychological well-being
(n) (of sb/sth) (adj)
 interior X exterior design/architecture (adj)  to judge sth positively (v)
 to send nonverbal messages (adj)  to express feelings/opinions/fears/doubts/
 to be in discomfort (n) reservations/interest/regret/surprise/yourself
to cause discomfort (to sb) (v)
 to shape sth (v)  an annual/a fast/a high/customer turnover
 to take place (phrasal verb) (of sth) (n)
 to be a subject in an experiment/for a  to run a business/company/a restaurant/a
research project (n) cafe (v)
the subjects in the experiment  to achieve/to reach/to have a goal (n)
 to carry out/do/conduct/perform  to occupy a seat/a room/sb’s time (v)
experiments (on sb/sth) (n)  to discourage sb from doing sth (v)

16
TEXT 41 THE QUALITIES WE PRIZE IN OUR CHILDREN
 to prize sth/a quality (v)  to distort sth/the truth/the facts/the
 contradictory results/messages/statements (adj) results (v)
 to raise sb/children/happy/good kids (v)  a distortion of the facts (n)
 a positive virtue (n)  to take sth for granted (idiom)
 to emerge (v)  first/top priority (n)
trends/ problems/ facts emerge to give priority to sth
 to rate sb/sth (as) sth to have /take priority over sth (n)
to be rated as sth  with the exception of (n)
to rate the importance of sth (v)  to be confronted with sth (v)
 to have good/bad manners (n) to confront sth/sb (v)
 a sense of responsibility  an industrious worker/student (adj)
to have/lose a sense of sth (n)  conscientiousness at work(n)
 to rank sth as (v) conscientious student/ worker (adj)
to rank high/low  concerning (prep)
 primary difficulties /purpose /aim/ responsibility  obedience to sth/sb
(adj) in obedience to sth/sb (n)
 to obey the law/rules (v)
 to be of paramount importance (adj)
 flexible thinking/ working hours (adj)
WEEK 5
TEXT 77 DESIRE TO FLY
 countless attempts/times (adj)  to be capable of (doing) sth (adj)
 to construct sth/a new bridge/a building  to make progress (n)
 to fasten sth (to sth) (v) a slow/steady/rapid progress
to fasten one’s seatbelt economic/scientific/technical progress
 quickly/suddenly/finally/ fully realize sth  rapid change/growth/development/increase
to realize the importance/value/potential (adj)
of sth rapidly (adv)
to realize your errors/ mistake  intense interest/pleasure/desire/anger (adj)
to realize that + sentence  to gather together (v)
 in proportion to sth (n)  to encourage sb to do sth (v)
 sufficient to do sth (adj)  training program/of sb/pilots (n)
sufficient for sb/sth
sufficient X insufficient
 to turn out to be sth
to turn out well/badly/fine
it turns out that + sentence (phrasal verb)

17
TEXT 132 LANGUAGE: IS IT ALWAYS SPOKEN?
 to acquire a skill/a language (v)  to have the ability to do sth (n)
 a deliberate movement/attempt (adj)  an innate ability (adj)
deliberately (adv)  capacity for sth (n.)
 to convey a message (v) capacity to do sth
 to carry out research/a(n)  to prove sth (to sb)
experiment/test/survey /study/ to prove (that) + sentence (v)
investigation (phrasal verb)  to have the opportunity to do sth/for sth (n)
 to resemble sb/sth (v)  same/similar/different pattern
 uniquely human/qualified (adv) follow/ change the pattern of sth (n)
to be unique (to sb) (adj)  Apparently, + sentence (adv)

TEXT 51: History of Astronomy

 to struggle (v)  to challenge sb.

 struggle (n)  challenge (n)
 to reason (v)  precise (adj)
 reason (n) ≈ logic  to observe
 to revolve around sth.  to invent / invention(n)
 inspiration (n)  to reveal sth
 to evolve  to attribute sth to sth
 evolution (n)  constantly
 to inspire sb.

WEEK 6

TEXT 54 ALL YOU WANT TO LEARN ABOUT CORN

 to survive a situation  an important/major/minor source of food
 in other words* (n.)
 to be originally grown  production of smt. (n.)
 to depend on/upon smt/s.o. a range of products
to have/reduce dependence X  to quickly/ easily/ remove smt.
independence on smt/s.o (n.)  a wide/full range of colours (n.)
to be dependent X independent on  to be made from smt.
smt/s.o.  to run on fuel

TEXT 73 OCEAN EXPLORATION

 to rely on/upon s.o./smt.  to prevent s.o. from doing smt.// to prevent
to be/become reliable X unreliable smt. from happening
 to take part in an activity  to be in constant use
 to explore places constantly
the exploration of places (n.)  a scene of disaster (n.)
 to be/become/seem/get interested in  to escape from smt/s.o./place
s.o./smt.  to (quickly/slightly) descend to a place
 to have an interest in s.o/smt.  to enable s.m. to do smt.
 to investigate the earth’s structure  to be capable of (doing) smt.
to carry out/ hold an investigation (n.)
18
 TEXT 105 HISTORY OF ECONOMICS
 to dominate smt./s.o.  an affluent society/area/groups/life
a dominating character  the growing affluence of smt.
 to fuel rumors/speculation // to be fueled  to condemn s.o./smt.
by smt.  to seek smt (refuge/shelter/asylum)
 to be an important influence on s.o.

WEEK 7

TEXT 57 MEAT? NO, THANKS

 to be/become aware of smt.  in addition*
 to meet with suspicion  to indicate that
to be suspicious of s.o./smt.  a negative/positive attitude to/towards smt.
 to be regarded with distrust  similarly*
 to have/feel/express distrust X to  to be/seem/look (completely/highly)
have/gain/put trust artificial
 to be conscious of smt.  to prohibit (from) smt.
consciously  to react to smt.
 to be associated with smt. to show/have a reaction to/against smt.
 an advantage X disadvantage of smt.  to be regarded as smt. // to regard s.o. as
 to contribute to/towards smt. smt.
overall*  to consider s.o/smt to be smt. // to be
considered as smt. (Part B. Q1)

TEXT 99 RECYCLING
 to recycle smt.  to export X import goods/products
recycled material to export (smt.) to a place/ to import (smt.)
 to be durable from a place
the durability of smt.  to invest in smt.
 long-term X short-term effects to attract/make an investment in smt.
 to realize that + clause / to realize smt.  to run a business

TEXT 128 STEPHEN HAWKING: CHANGING OUR VIEW OF THE UNIVERSE

 to struggle to do sth (v)  to use up (sth) // to use (sth) up (completely)
 to deal with sb/sth (phrasal verb) (phrasal verb)
 to rule sth/a country/for a period of time (v)  to emit gas/heat/light/energy/electrons (v)
 the law of gravity // the force of gravity (n)  to confine sb to sth (v)
gravitational pull of the planets/the Earth  barely (adv)
 extraordinary (adj)  to progress rapidly/quickly/slowly (v)
 to remain a mystery (n)  to give up (doing) sth (phrasal verb)
 incredibly (adv)  to lead a busy/quiet/sedentary/normal/active
 a dense population/forest/fog/region/area life (v)
(adj)  to soar dramatically (v) // temperatures/ prices/
 to exert force/pressure/influence (v) costs soar

19
METU / SFL Fall 2024
DBE 301 GROUP
GHO 9 RELATIVE (ADJECTIVE) CLAUSES – PART 1
(Student’s Copy)

Objectives: Students will have practiced

-subject and object defining relative clauses with “who, which, that, whom, whose, where, and when”
-omitting the relative clause in object relative clauses

Relative (adjective) clauses describe or give information about nouns just as adjectives do. They cannot be used
alone; they are dependent clauses. They can only be used as part of a sentence. There are two kinds of relative
clauses. In this handout, you will study defining relative clauses.

ADJECTIVES RELATIVE (ADJECTIVE) CLAUSES

An adjective describes or gives information A relative clause also describes or gives information about
about a noun. a noun.
An adjective usually comes IN FRONT OF a noun. But a relative clause FOLLOWS a noun.
a) I met a famous + man.
adjective noun
c) I met a man + who is a famous inventor.
noun relative clause
b) Jack is wearing a big + hat.
adjective noun
d) Jack is wearing a hat + which is too big for him.
noun relative clause

TASK 1. Read the excerpt below, and underline the

relative clauses that give information about a ‘noun.’
SAC Moodle is an online platform which is designed to
support students at the Division of Basic English (DBE).
Students who want to improve their English language
skills can find various sources at SAC Moodle. This
platform can only be used by DBE students.

There are many books and a rich exam archive on this

platform. DBE students can also find different materials which are designed to help them with their reading,
writing, listening, and speaking skills. It is possible to find well-prepared vocabulary exercises, too. Overall, SAC
Moodle is a valuable tool for students who look for extra materials to do revision and get high scores from
quizzes and midterms at DBE, and it is free of charge!

A. SUBJECT RELATIVE CLAUSES

In a relative clause, who (for people), which (for things), and that (for both) can be used as the SUBJECT of the
relative clause. They are called relative pronouns.
NOTE: In North American English (US and Canada), “which” is not usually used in defining relative clauses.
“That” is more commonly used.

1
SAC Moodle is an online platform. It is designed SAC Moodle is an online platform which/that is
subject relative pronoun
to support students at DBE. (subject of the relative clause)
designed to support students at DBE.
Students can find various sources at SAC Moodle. Students who/that want to improve their English
They want to improve their English language skills. relative pronoun
subject (subject of the relative clause)
language skills can find various sources at SAC Moodle.

IMPORTANT: Be careful about the subject-verb agreement between the noun and the verb in the relative
clause. They must agree:

SAC Moodle is a valuable tool for students who look for extra materials to do revision.
plural noun plural verb

TASK 2. Complete the sentences with who, which, or that and the correct form of the verbs in parentheses.

1.Children ________________________ (hate) chocolate are uncommon.

2. Dress codes ___________________(be) too strict can make employees unhappy.
3. Everyone ________________________ (participate) in the competition will receive a certificate of
participation and an online astronomy prize for each child who applies.
4. What advice can you give me about clothes ________________________ (be) suitable for interviews?
5. Sustainable buildings ________________________ (minimize) energy and water consumption are a key
part of sustainable urban development.
B. OBJECT RELATIVE CLAUSES
In a relative clause, who, whom, which, and that can be used as the OBJECT of the relative clause.
When the relative pronoun functions as the object of the relative clause,
* the relative pronoun “whom” can also be used instead of “who”
* the relative pronoun (who / whom / which / that) can be omitted without a change in meaning.
The detectives collected sufficient evidence. The The detectives (who/whom/that) the insurance
insurance company hired the detectives. relative pronoun
object (object of the relative clause)
company hired collected sufficient evidence.

Dogs can easily detect some smells. Humans Dogs can easily detect some smells (which/that)
cannot perceive these smells. humans cannot perceive.

TASK 4. Combine the following sentences using a relative clause. Then, omit the relative pronoun.
1. Last week, I ran into an old friend. I hadn’t seen him for years.
_______________________________________________________________________________________.
2. The man is in stable condition. A car hit him last night.
_______________________________________________________________________________________.

2
 3. Evidence is sometimes inaccurate. Police collect this evidence at the crime scene.
_______________________________________________________________________________________.
4. Our police department has some new forensic technology. It uses this new technology to analyze DNA.
_______________________________________________________________________________________.
5. The forensic sciences university is very demanding. Lori has chosen this university.
_______________________________________________________________________________________.
TASK 6. Correct the errors in the relative clauses. Write the correct version in the lines provided.
1. In our village, there were many people didn’t have much money.
__________________________________________________________________________________________.
2. I enjoyed the book that you told me to read it.
__________________________________________________________________________________________.
3. I showed my father a picture of the car I am going to buy it as soon as I save enough money.
__________________________________________________________________________________________.
4. No one likes to spend time with people who loses their temper easily.
__________________________________________________________________________________________.
5. People who work in the hunger program they estimate that 25,000 people worldwide die from
starvation and malnutrition-related diseases every day.
__________________________________________________________________________________________.
6. In one corner of the marketplace, an old man who was playing a violin.
__________________________________________________________________________________________.
7. If you need food delivered, you can find a restaurant that meals you can order online.
__________________________________________________________________________________________.
C. RELATIVE CLAUSES WITH WHERE
We use the relative pronoun where to modify a place, and it cannot be omitted.

TASK 7a. Check the short text below about a movie. Underline the relative clause
with ‘where’.
The most important New Zealand movie of 2003, Niki Caro’s Whale Rider, was first
shown in September 2002 at a film festival where all the renowned cinema figures
came together. It was voted People’s Choice there and released elsewhere the
following year. It was one of the most successful fiction films made in this country,
winning 29 international awards.

TASK 7b. What does ‘where’ refer to in the relative clause that you underlined?
______________________________

WHERE
I miss the little house on the beach. We stayed there /on the beach during our vacation.
preposition+ place

3
I miss the little house on the beach where we stayed during our vacation.

Notice the difference between the following pairs of sentences:

We stayed at a hotel. It / The hotel was built 100 years ago.

subject
We stayed at a hotel which was built 100 years ago.
●
We liked the hotel. We stayed there / at the hotel for five days.
preposition + place
We liked the hotel where we stayed for five days.
●
Notes:
We cannot omit “where,” and we cannot replace it with “that.”
When using “where,” we do NOT include the preposition of place. See the examples below:
This is the park where we used to play as kids.
This is the park in which we used to play as kids.
That's the restaurant where we had our first date.
That's the restaurant at which we had our first date.

D. RELATIVE CLAUSES WITH WHEN

We use the relative pronoun WHEN to modify a noun of time.
WHEN
I can still remember the day. You got back from university on that day / then.
time
I can still remember the day when you got back from university.

Unlike where, when can be omitted or that can replace it as seen in the examples below:
I will never forget the day. I won a gold medal on that day.

I will never forget the day when I won a gold medal.

I will never forget the day that I won a gold medal.
I will never forget the day I won a gold medal.

TASK 8. Combine the following sentences using a relative clause.

1. This is the restaurant. We are going to hold the reception here.
__________________________________________________________________________________________.
2. I’m lost, and I can’t find the street. I have parked my car on that street.
__________________________________________________________________________________________.
3. Do you remember the day? We first met on that day.
__________________________________________________________________________________________.
4. I have forgotten the date. We have to submit our papers on that date.
__________________________________________________________________________________________.

4
SFL/METU Fall 2024
DBE
GHO 10
301 GROUP
PRESENT PERFECT
(Student Copy)

This material includes practice on

-the following two functions of the present perfect: talking about repeated actions at some indefinite
time in the past and things that have happened in a time period that is not finished.
- many times, today, this morning/week/month/year, so far, up to now, until now, to date, over the
past (…) hour/week/month/year, recently, lately, how long, ever, never, (never)…before, yet, still,
already, just.

TASK 1. Read the text below, and answer the questions about John, the firefighter.

Have you imagined yourself as a war reporter, a soldier, or a firefighter before? Some people have very
dangerous jobs. John Navy is one of them. He is a firefighter. He has worked as a firefighter for ten years.
He has had to save people from burning buildings many times.

This month, John has already rescued three people from fires, and he has helped to stop a big fire in a
factory. So far, he has never been seriously hurt, but he knows the job is not safe. He still hasn’t decided if
he will stay in this job for the rest of his life.

Dangerous jobs like John's are very important, and they require a lot of courage.

1- Is John an experienced firefighter? How do you know?

____________________________________________________________

2- What has he done this month?

____________________________________________________________

3- What plans does he have for the rest of his career?

____________________________________________________________

You have studied two functions of the present perfect in your coursebook. Now you can see two more
functions of the present perfect in the text you have read above.

MEANING & FUNCTION EXAMPLES

1. The Present Perfect Tense is used to talk about He has had to save people from burning
buildings many times.
repeated actions at some indefinite time in
the past. Now I’ve flown on an airplane many times.

He’s been on a lot of talk shows over the past

Past Future two weeks.
She’s visited five countries over the past
month.

1
 This month, John has already rescued three
2. The Present Perfect Tense is also used to talk people from fires…
about things that have happened in a time period So far, he has never been seriously hurt.
that is not finished, such as today, this
morning/week/month/year, so far, up to now, She’s had three cups of coffee this morning.
until now, to date, in the last / over the past (It is still this morning, and it is possible that
hour/week/month/year, recently/lately. she will have some more.)
This channel has shown about four wildlife
documentaries this week.
We have received over 20,000 entries for
the competition so far.

Additional Adverbs & Time Expressions in the Present Perfect Tense

In your coursebook, you have studied various adverbs and time expressions that we use with the present
perfect. Below you will see some more of these:

Before EXAMPLES
We use the Present Perfect with before to talk Have you imagined yourself as a war reporter, a
about general life experience. soldier, or firefighter before?

a. We use before with the Present Perfect tense

A: Have you won an award before?
to ask questions. It means “at any time up before =(Have you ever won an award?)
now.”
B: No, I’ve never won one.

A: Have you ever been abroad?

OR
Have you been abroad before?
B: Yes, I have. /Yes, twice.
No, I haven’t.

Never…before
We can use “never…before” with the present I have never considered being a firefighter before.
perfect to talk about life experiences.

Recently/lately
We use recently and lately with the present The worker has recently repaired a high-voltage
perfect when we talk about an event that power line despite some risks.
happened not long ago. We can use these at the Lately I have used very dangerous chemicals in the
beginning of a sentence or between the auxiliary lab.
verb and the main verb.

2
Still EXAMPLES
We use “still” to talk about something that hasn’t He still hasn’t decided if he will stay in this job for the
finished – especially when we expected it to rest of his life.
finish earlier.
We use “still” with the negative sentences in Many developed countries, such as the US, still
Present Perfect. haven’t banned the use of plastic bags.
Be careful!!!
Be careful about the place of “still” in the sentence:
“still” is also used with the other tenses in Subject+ still + haven’t/ hasn’t+ V3+ (object).
positive and question statements.

Examples for other tenses: You can rephrase this sentence by using “yet”:
Simple Present: Many European countries still Many developed countries, such as the USA, haven’t
use plastic bags today. banned the use of plastic bags yet.
Present Continuous: In some countries, the
governments are still working on a new law on
the use of plastic bags.
EXERCISE 1. Use the words in parentheses to complete the phone conversation between Maria and Joe.
Use Present Perfect or Simple Past Tense.
JOE : Hi, honey! How are you?
MARIA : I’m OK – a little tired, I guess. I only (1) _____________ (sleep) a few hours last night. I’m writing
this big report for tomorrow’s meeting, and I (2) _____________ (not stop) worrying about it all
week.
JOE : You need to rest. Listen – maybe I’ll come and see you this weekend. We (3) _____________
(only see) each other twice this month.
MARIA : OK. But I really have to work. Do you remember the last time you (4) _____________ (come)
here? I (5) _____________ (not do) any work at all since then.
JOE : OK. Now, why don’t you go and make yourself a cup of coffee and just relax?
MARIA : Coffee? No, I really shouldn’t. I (6) _____________ (have) five cups today. And yesterday I (7)
_____________ (drink) at least six.
JOE: Well then, get some rest, and I’ll see you tomorrow.

EXERCISE 2. Complete the sentences with an appropriate word in the box. You may use the words more
than once.
still just yet already

1. They said that they posted the package, but it _____________ hasn’t arrived.

2. I haven’t found a flat ____________. All the houses near the university campus are very
expensive.
3. I’ve _____________ seen this film. Let’s watch something else.

4. She’s _____________ bought a new car. I’m going to go around and have a look at it.

5. Have they finished painting your house _________________?

3
SFL/METU Fall 2024
DBE
PRESENT PERFECT WORKSHEET
301 GROUP
PRESENT PERFECT EXERCISES
(Student’s Copy)

EXERCISE 1. Below is a text about Bob Burnquist, a professional skateboarder. Read the text, and mark
the statements True (T) or False (F). Write contextual clues for each answer from the text.

Bob Burnquist’s life changed when a skate park opened near his house in Sau
Paulo, Brazil. Bob got his first skateboard as a present on his 11th birthday and
started skating. He hasn’t stopped since then.

At first, he skated just for fun, but soon he became a professional. He first
competed in 1995 in Canada. Since that international contest, he has won a lot
of gold medals. He has also earned enough money to support himself and his family.

Bob has lived in California since 1995, but he frequently goes to Brazil. He has had dual citizenship
(Brazil and the United States) for many years, but he considers himself ‘a citizen of the world.’

The skateboard isn’t the only board he uses. Bob also enjoys
snowboarding and surfing. Since he moved to California, he
has been close to snow-capped mountains and the beach.
His backyard and, of course, the streets provide
opportunities for skating. As he once said, ‘If you
snowboard, surf, and skate, you pretty much cover the whole Earth.’

1. Bob Burnquist still skates. T F

Contextual clue:
2. After the international contest in 1995, Bob stopped skating. T F
Contextual clue:
3. He lives in Brazil. T F
Contextual clue:
4. Bob is the only citizen of the USA. T F
Contextual clue:

4
EXERCISE 1. Fill in the blanks with since or for.
e.g., The weather has been very cold since November / for two weeks.
1. I haven’t seen Tom (a) for a week / (b) since last Friday morning.
2. We have known each other (a) for ten years / (b) since our graduation.
3. They have been married (a) since 2004 / (b) for 20 years.
4. Jason has had this car (a) for six months / (b) since June.
5. Brian has been in the US (a) since he was a boy / (b) for 18 years.
6. I have been here (a) for two hours / (b) since 8 o’clock.
7. Mary has worked in Spain (a) since she left school / (b) for a long time.
8. My nephew hasn’t called me (a) for six months / (b) since February.
9. I haven’t been to the cinema (a) for ages / (b) since my birthday.

EXERCISE 2. Fill in the blanks with since or for.

Sue Wilson has been involved in sports (1) __________ more than 25 years. She has been actively involved
in gymnastics (2) __________ she was ten. She has also been interested in other forms of sport (3) ______
many years. She has been a cyclist (4) __________1980, when she made her first bicycle tour of Europe.
(5)__________her marriage to Tom Wilson in 1985, she has tried climbing, sailing, and skydiving. As she is
a talented writer, she has written several books about sports (6) __________the past ten years, and she
has become familiar to TV viewers as a sports commentator (7) __________her first TV appearance in
1988. What about her plans for the future? “I have been interested in the role of women in sports (8)_____
I was a teenager. Now, after being so busy (9) __________all these years, I have decided to write a book
about women and sports.” Because Sue has been a part of the sporting world (10) __________a long time,
her book should be fascinating.

EXERCISE 3. Complete the sentences with already and verbs from the box using present perfect.
buy find leave read sell
1. A: What time’s the bus?
B: It’_______________________________.
2. A: Do you want the newspaper?
B: I’_______________________________ it.
3. A: I’ll buy milk.
B: You don’t need to. I’_______________________________ some.
4. Amelia lost her job last week, but she’_______________________________ a new one.
5. A: How much do you want for your car?
B: I’_______________________________ it.

5
EXERCISE 4. Make questions and negatives with yet.
1. you / have breakfast (?)
_______________________________________________________________.
2. Cheryl / find a flat (-)
_______________________________________________________________.
3. you / finish the painting (?)
_______________________________________________________________.
4. John / phone (?)
_______________________________________________________________.
5. Carole / return from holiday (-)
_______________________________________________________________.

EXERCISE 5. Rewrite the following sentences with the given words. DO NOT forget to make the necessary
changes.

1. I bought this car in 2010. (have/since)

_______________________________________________________________.

2. They got married two months ago. (be/for)

_______________________________________________________________.

3. My best friend and I met each other when we were nine. (know/since)

_______________________________________________________________.

4. Martina went to Barcelona a year ago. (be/for)

_______________________________________________________________.

5. I last saw him two weeks ago. (not/for)

_______________________________________________________________.

6. James had an accident. He didn’t drive a car after that accident. (not/since)

_______________________________________________________________.

7. The last time I went to the US was five years ago. (be/since)

_______________________________________________________________.

8. I have been a teacher for 20 years. (start/ago)

_______________________________________________________________.

9. This will be our third holiday abroad. (be/already)

We _________________________________________ twice.
10. They are still looking for the burglar. (not/ yet)
They _______________________________________________________________.

11. A: Would you like something to drink?

6
 B: No, thanks. ________________________________________________. (just/have/some tea)
12. A: Why don’t you ask Paul to help you
B: I _________________________________________________(already/ask) him, but he’s busy.

EXERCISE 6. Complete these conversations by using Present Perfect or Simple Past.

1. A: _____ you 2. A: _____ you 3. A: _____you _____ 4. A: _____you _____
__________ (eat/ever) __________ (do/ ever) _____ (write/ever) a _____ (plant/ever) a
sushi? rock climbing? story? tree?
B: Yes, I _____. B: Yes, I _____. B: Yes, I _____. B: Yes, I _____.
A: Where ____ you A: What _____ (be) it A: When _____you A: When _____you
____ (eat) it? like? _____ (write) it? _____ (plant) it?
B: I _____ (eat) it when B: It _____ (be) exciting. B: I _____ (write) it two B: I _____ (plant) it last
I _____ (be) in Tokyo. years ago. spring.

EXERCISE 7. Write questions and answers with the words provided. Use the present perfect.
Conversation 1
A: you / ask / Sheryl / help / you / yet?
_________________________________________________________________.
B: No / I / ask / her /yet.
_________________________________________________________________.
Conversation 2
A: You/ ever/ play / golf?
_________________________________________________________________.
B: No, I / never / play / golf / before.
_________________________________________________________________.
Conversation 3
A: she / buy / the tickets / yet?
_________________________________________________________________.
B: No, she / still / not buy / them / but she /already / make / the reservations.
_________________________________________________________________.

EXERCISE 8. Rewrite the sentences using the clues in parentheses.

1. The food is amazing! I’ve never tried food as good as this. (superlative / present perfect / ever)
This is ___________________________________________________________________________.
2. No trip I’ve taken compares to this one. It’s truly unforgettable! (superlative / ever)
This is ___________________________________________________________________________!
3. I don’t think we have experienced a test as bad as this one. (superlative / present perfect / ever)
The test was ___________________________________________________________________________.

7
EXERCISE 9. Rewrite the sentences using “gone to” or “been to”.

1. She isn’t here at the moment because she left for the post office.
___________________________________________________________________________.
2. He has visited Japan many times and shared many stories about his trips.
___________________________________________________________________________.
3. They left home and are currently in the museum.

___________________________________________________________________________.

EXERCISE 10. Read the text below, and fill in the blanks with the correct form of the verbs in brackets.
Do not use modal verbs, such as should or can.
(1) ______________ you ______________ (hear/ever) of the Seven Wonders of the World? It is a list of
remarkable buildings or sites. Scholars, writers, and artists (2) ______________ (celebrate) these
extraordinary structures since at least 300 BC.
Greeks made the original Seven Wonders list back in the 2nd century BC, and most of the structures in that
list (3) ______________ (reach) the present day because of fires and wars. Only one structure
(4) ______________ (stand) today (the Pyramids of Giza), so it seemed time for an update. In 2000, a Swiss
foundation (5) ______________ (start) a campaign to determine the New Seven Wonders of the World.
More than 100 million people cast votes on the Internet or by text messaging. The results satisfied some
people, but it displeased some others. Great Wall of China is one of the sites in the new list:
The Great Wall of China
One of the world’s largest building-construction projects, the Great Wall of China is about 8,850 kilometers
long or longer— Some people (6) ______________ (claim) that it is 21,200 kilometers. It (7)____________
(take) two millennia to finish the work: from the 7th BC to 1878. The structure features two parallel walls
and watchtowers. One not-so-great thing about the wall, however, was its effectiveness. The Chinese built
it to prevent invasions and attacks of the enemy, but the wall (8) ______________ (provide) actual
security. Instead, it served more as political propaganda.
The Great Wall is not a single wall, but a series of walls: Different rulers added walls in time. The
Ming dynasty made the biggest addition. The Ming dynasty wall (9) ______________ (stay) in good
condition for centuries, and today it is the most popular spot for tourists.
The Great Wall of China is very important for archeologists and historians. In fact, it (10) ____________(be)
a UNESCO World Heritage Site for over 35 years.

EXERCISE 9. WRITTEN PRODUCTION

You are going to write a text about Machu Picchu by using Simple Present, Present Perfect, and Simple
Past. Make sure that you have answered the following questions your writing:
● What is the name of the historical place?
● What does the place look like?
● How long has it been popular?
● When did it open? / Who discovered it?
● How many people visit it every year?

8
 METU/SFL Fall 2024
DBE
WHO 5
301 GROUP
ADVANTAGE/DISADVANTAGE PARAGRAPH
(Student’s Copy)
Objectives: Students will have
- practiced the structures and vocabulary items that are frequently used in advantage/disadvantage paragraphs
- gained awareness of how to provide strong supporting details
- practiced linkers of addition, re-phrasing and concession
- analyzed a sample advantage/disadvantage paragraph
- written a paragraph about the advantages/disadvantages of doing something

When we write about advantages and disadvantages, our aim is to persuade or inform the reader about a
topic or to make a decision by analysing the positive and negative aspects of a topic. Therefore, we critically
assess the concept, action, or event, and make decisions or recommendations based on this assessment.
TASK 1.
Step 1. Work with a partner. Discuss the possible advantages and disadvantages of living in a dormitory
on campus. Write your ideas below.
Advantages of living in a dormitory on campus Disadvantages of living in a dormitory on campus

Step 2. Now, read Text A and Text B. Which of the ideas you have discussed in Step 1 are mentioned in
the texts?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________.
Text A. Write about some advantages of living in a dormitory on campus for university students.

Living in a dormitory on the university campus offers two main advantages to students. First of all,
dormitory life is affordable. Once students have paid the accommodation fee at the beginning of the
term, they don't have to be concerned about making any other big payments. They will only have their
daily and school expenses. Moreover, students do not have to pay a lot for transportation to the
departments. They can walk or cycle to their departments. They can also use campus ring buses. As a
result, they don't waste time or money on getting around the campus. Another positive aspect of
choosing to live in a dormitory on campus is that it can ease the transition to university life. Living on
campus means students will be more involved with the campus community and have more opportunities
to join clubs, attend campus events, meet new people, and develop friendships. That is, students who live
on campus often enjoy a greater sense of community than commuters as living close to school facilities
can make it easier to connect with classmates through campus activities and events. In brief, living in a
dormitory on campus would definitely be a wise decision for university students due to these financial
and social benefits.

1
Text B. Write about some disadvantages of living in a dormitory on campus.
Living in a dormitory on campus comes with potential drawbacks to consider before reserving a room. To
begin with, living in a small space is one of the limitations of dorm life as dormitory rooms on campuses
aren't known for their spacious accommodations. Students will be likely to spend the school year living in
one room with basic furniture and a closet, which means that they won't get to bring along all of their
belongings because there simply won't be enough room. Secondly, life in a dormitory on campus is often
noisy and active, which can be very distracting. Neighbors, friends, and visitors come and go throughout
the day. The social aspect means you won't feel lonely, but it brings along distractions. Students won't
have much luck studying if friends stop by every few minutes. Loud music coming from next door
neighbors may be a distraction as well. All the activity around can also be very tempting. Students know
they should study, but the game night across the hall sounds more exciting. All in all, although living in a
dormitory on campus seems attractive due to the advantages it may provide, it is definitely not the right
choice for students who can’t tolerate small spaces and constant distractions.

Step 3. Fill in the chart below.

Text A Text B
- What is the topic of
each paragraph?
- What is the
controlling idea?
- What are the 1. 1.
supporting ideas? 2. 2.
- How does the writer
end each paragraph?

An advantage/disadvantage paragraph generally follows the following pattern:

ADVANTAGES/DISADVANTAGES
Topic Sentence
Main Supporting Idea 1: (Advantage/Disadvantage 1)
- Supporting Ideas / Details / Examples / Explanations, etc.
Main Supporting Idea 2 (Advantage/Disadvantage 2)
- Supporting Ideas / Details / Examples / Explanations, etc.
Conclusion

NOTE: While writing your texts, you should avoid repeating the same phrases. You can achieve this by
using a variety of expressions in your writing.

2
 TASK 2. Which words/phrases in the box below are alternative ways of referring to advantages and
disadvantages?

a drawback (of) the downside (of) a good point a limitation

a benefit (of) a negative aspect (of) a positive aspect (of)
ADVANTAGES DISADVANTAGES

Supporting Detail Sentences

Think of supporting details as helpers for the topic sentence: They describe, explain, clarify, or give
examples. Supporting ideas support and explain the topic. They answer questions such as Who?, What?,
When?, Where?, Why?, and How? They explain the topic sentence in greater detail and give the reader
more information.

Each text that you write must have enough supporting details to make the main idea clear to the reader.
Likewise, a good writer makes sure that each supporting idea is related to the topic and its controlling
idea. Now, study the following examples:

1. Topic Sentence: Many elderly people enjoy playing golf.

Supporting detail: Golf gives them an opportunity to exercise and socialize at the same time.

2. Topic Sentence: Emergency roadside assistance services are great to have in case your car
breaks down.
Supporting detail: They can help you change a flat tire.

3. Topic Sentence: Parents decide to buy a cell phone for their children for various reasons.
Supporting detail: Cell phones allow parents to stay in better contact with their children.

Supporting details can be major or minor details. The minor supporting sentences explain, describe, give
reasons, give general facts, or examples for the reader to better understand the main idea and major
ideas. Study the example below:

Topic Sentence: Learners should acquire several skills to get good grades at university.
Major supporting sentence: Notetaking is one of the most important study skills to learn.
Minor supporting details: Reviewing good notes before a test will help university students become more
familiar with the information. (giving reasons)

You can use the following linkers of addition and rephrasing while writing supporting details.

ADDITION

You can use MOREOVER, FURTHERMORE, IN ADDITION and BESIDES as transitions of addition.
e.g.,
* The camp site is very clean ; moreover, its location is perfect.
; in addition,

* The camp site is very clean . Moreover, its location is perfect.

. In addition,
. Besides,

3
BESIDES can also be used with nouns. Be careful with punctuation.
e.g.,
*Besides its cleanliness, the location of the camp site is perfect.

REPHRASING
There are several ways to elaborate the supporting ideas:
You may clarify your explanations using THAT IS or IN OTHER WORDS. This will help you explain what you
mean with the idea in your major supporting sentence.

e.g., Tom is bilingual. That is, he speaks two languages.

Tom is bilingual; that is, he speaks two languages.

There are two reasons for global warming. The first one is deforestation. In other words, cutting down
trees may trigger the increase in Earth’s temperatures.
There are two reasons for global warming. The first one is deforestation; in other words, cutting down
trees may trigger the increase in Earth’s temperatures.

CONCESSION
You can use concession when writing about the advantages and disadvantages of something to show that
you recognize both sides.

e.g., Although/(Even) though living in a dormitory has inconveniences like shared spaces, it offers
valuable benefits like building lifelong friendships.
Living in the dormitory offers valuable benefits like building lifelong friendships although/(even) though it
has inconveniences like shared spaces.

WRITING TIPS

1- Balance between two major supporting ideas: Make sure that the amount of
information you give for each of your majors is almost the same. Avoid expanding
one major too much and keeping the second major too short.
2- “Hedging”: In some cases, we cannot be 100% sure that the facts we are
mentioning are always true for all situations. We may make sentences which cover all the people, but
it may sound too sure. In order to avoid over-certainty and sound more “true,” we can choose to use
the following words or structures: can, may, many, most, sometimes, usually, tend to, be likely to, etc.
Examples:
 Using too much plastic can cause plastic pollution.
 Plastic waste may put wildlife in danger.
 Plastic bags tend to/are likely to/usually end up in landfills or oceans, which is bad for the
environment.
 Many factories and businesses dump their waste in the water, which causes water pollution.

3- Good examples: Examples we give should clearly explain the idea. They should be generalizable, and
not too specific or personal.
Study the example:

Some workplaces are dark and gloomy. For example, my father’s office is like this.

4
Problem: We don’t know about your father or his office. Unfortunately, this example does not help us to
clearly see a picture of a dark and gloomy office. This is a poor example. Here is a better alternative:

Some workplaces are dark and gloomy. For example, coal mines tend to be usually dark because they
are underground corridors. There is no sunlight, and they use very little lighting there because it can
heat up and cause an explosion.

4- Consistency in pronoun use: Use the same pronoun in your paragraph to refer to people in general. A
common mistake is to use “people,” “you,” “he” and “she” in one paragraph.
Study the example:
People need to study English by reading a lot of materials. If a person reads a lot, he or she can learn
new vocabulary easily. You see the words in different texts often. Then, a student remembers words
the next time he or she sees the words. In this way, we can learn many words.

To avoid changing the subject, you can use a specific noun. Use the plural form. Instead of “people,” use
“environmentalists” if the topic is about environmentalists. It is better to use general and non-binary
pronouns, such as “they” instead of “he or she,” and “their” instead of “his or her.”

WRITING TASK
In about 180 words, write a paragraph in response to the following:
What are the advantages of working together as a team?

Possible major ideas for advantages:

In your paragraph, make sure:

· you have a topic sentence, supporting sentences that give additional details, and a concluding sentence,
· all your ideas are relevant to the topic,
· you use linkers and transition words where necessary (and, or, so, but, because, moreover, etc.),

Pay attention to:

· the content,
· the organization,
· the vocabulary and
· the accuracy of the language.

STEP 1: Read the writing task carefully, and make sure you understand what is required.
STEP 2 Brainstorming: In groups, brainstorm ideas.

5
BRAINSTORM:

STEP 3 Outlining:
HOW TO MAKE AN OUTLINE:
1- Go over each item in the brainstorming notes.
2- Decide which ones you can easily support with examples and explanations.
3- Organize the selected items into main points and subpoints.
4- Write a brief description or bullet points for each main idea and its supporting details. (AT THAT
STAGE DON’T WRITE FULL SENTENCES. WRITE PHRASES OR KEY WORDS)

A SAMPLE OUTLINE

Topic Sentence: There are two advantages of working together as a team

Major Support 1: Enhancing problem-solving capabilities
Minor Support 1: teams approaching challenges from multiple angles
Minor Support 2: e.g.
Major Support 2: …..
Minor Support 1: ….
Minor Support 2: ….
Concluding Sentence: ….
Choose the best ideas and make an outline below:
OUTLINE TEMPLATE FOR AN ADVANTAGE-DISADVANTAGE PARAGRAPH
Topic sentence:
______________________________________________________________________________________
______________________________________________________________________________________
Major 1 (Advantage OR Disadvantage 1)
_________________________________________________________________
_________________________________________________________________

Supporting Ideas / Details / Examples / Explanations, etc.

___________________________________
___________________________________
___________________________________

Major 2: (Advantage OR Disadvantage 2)

_________________________________________________________________
_________________________________________________________________

Supporting Ideas / Details / Examples / Explanations, etc.

___________________________________
___________________________________
___________________________________

CONCLUSION:

6
STEP 4 Write your paragraph here:
______________________________________________________________________________________
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7
STEP 5 Editing:
After you write your text, check your paper yourself using the self-checklist below. Put a tick in the relevant
box.
□
● The writing answers the question.
□
● The writing has a clear topic sentence.
□
● All the ideas are relevant to the topic.
□
● The language doesn’t contain any errors (run-on sentences,
fragments, subject-verb disagreement, etc.)
□
● All the sentences have a subject and a verb.
□
● The writing uses connectors correctly.
STEP 6 Submission:
Now, submit your paragraph to your instructor on ODTÜClass.
STEP 7 Instructor Feedback: Your instructor will check your work and give you feedback. Make necessary
corrections. Rewrite and submit your final draft to your instructor on ODTÜClass.

EXTRA OPTIONAL WRITING TASK:

In about 180 words, write a paragraph in response to the following:
What are the disadvantages of part-time jobs?

Possible major ideas for disadvantages:

8
METU / SFL Fall 2024
DBE 301 GROUP
GHO 11 RELATIVE (ADJECTIVE) CLAUSES PART 2
(Instructor’s Copy)

Objectives: Students will have practiced

-non-defining relative clauses with “who, which, that, whom, whose, where, and when”
-relative clauses that modify the whole sentence

NON-DEFINING RELATIVE CLAUSES

In the previous handout about relative (adjective) clauses, you studied defining relative clauses. This type
of clause describes or defines nouns, just as adjectives do. In this handout, you will study another type of
relative clause: non-defining relative clauses.

TASK 1. Read the text paragraph below, and underline the relative clauses that give information about
Cahit Arf.
Cahit Arf, who was born in 1910 in Thessaloniki, Greece, was a well-known Turkish mathematician. One of
his most notable achievements was the Arf invariant, which is still used in the classification of quadratic
forms over fields. This concept demonstrates the depth of Arf’s understanding and his ability to solve
complex problems. His work also includes the Arf closure and Arf rings, which are important in the field of
algebraic geometry.

After completing his education, Arf took up a position at Istanbul University, where he taught
mathematics. Then, he joined the Mathematics Department of the Middle East Technical University and
started teaching at METU in 1967. He was a beloved teacher who inspired many students to pursue careers
in mathematics. Cahit Arf, whose work continues to influence modern mathematics, received numerous
awards throughout his career. His legacy continues to be a source of inspiration for mathematicians not
only in Turkey but also around the world.

He was a beloved teacher who inspired many students to pursue careers in mathematics.
●
indefinite defining relative clause

As the noun “teacher” in the example above is indefinite, the relative clause defines it; it gives necessary
information to distinguish that specific person from others.

Cahit Arf, who was born in 1910 in Thessaloniki, Greece, was a well-known Turkish mathematician.
●
definite non-defining relative clause

In the example above, the noun “Cahit Arf” is already definite. Even if you omit the relative clause, the
meaning remains clear. This relative clause doesn’t define the noun “Cahit Arf”; it only gives extra
information.

Non-defining relative clauses are used to give information about an already definite noun.

1
 Read the examples below. Notice how we form the non-defining relative clauses and use commas.
One of the actors I admire is Brad Pitt. He has won two Academy Awards so far.

One of the actors I admire is Brad Pitt, who has won two Academy awards so far.
definite

My father’s uncle is in the hospital at the moment. He is 97.

My father’s uncle, who is 97, is in the hospital at the moment.

Dr. Stevens has to do his own typing. His secretary resigned two weeks ago.

Dr. Stevens, whose secretary resigned two weeks ago, has to do his own typing.

The manager is going to spend a few months in Spain. His company is opening a new branch in
Spain/there.

The manager is going to spend a few months in Spain, where his company is opening a new branch.

Hedy Lamarr was born in 1914. World War I started in 1914 / then.

Hedy Lamarr was born in 1914, when World War I started.

In non-defining relative clauses, we

- use the following relative pronouns: who, whom, which, whose, where, and when
- cannot omit the relative pronoun alone
- cannot use “that” instead of “which” or “who”
- use commas before and after the non-defining relative clause (If the clause is at the end of the
sentence, only one comma is used.)

TASK 2. Read the sentences below. They include defining or non-defining relative clauses. Underline the
relative clause, and put commas where necessary.

1. Star Trek which was a popular TV show of the 1960s is about the adventures of a spaceship and its crew.
2. The University of California conducted a study that tested 22 smells like vanilla and vinegar on
volunteers from different countries.
3. My eldest sister whose ability to play the piano is unbelievable will be performing at the presidential
palace next Saturday.
4. The hotel where we wanted to stay was fully booked.
5. The biggest restaurant in town which we often visit is near the seaside.
6. Nigel Kennedy is one of the few classical musicians who interpret Vivaldi’s Four Seasons perfectly.
7. Alexandria which is the second largest city in Egypt was built by Alexander the Great on the site of an
old fishing village.
8. The classroom where we hold our lessons is very cold and dark.

2
9. Rice which we usually serve with meat is an important food in my country.
10. The students whom the administration has chosen for the quiz show are excused from classes today.

TASK 3. Combine/Rewrite the following sentences using defining or non-defining relative clauses. Use
commas where necessary, and omit the relative pronoun if possible.

1. Jim has chosen a topic. I want that topic for my research paper.
_________________________________________________________________________________.
2. The report caused a great deal of controversy. She presented the report at the meeting.
_________________________________________________________________________________.
3.We stopped our car at a place. We were able to enjoy the wonderful scenery there.
_________________________________________________________________________________.
4.Did you enjoy the movie? I had recommended it.
_________________________________________________________________________________.
5.Over there is Sue Hopkins. You met her husband yesterday.
_________________________________________________________________________________.
6.Have you ever heard of Alex Honnold? He is the first man to climb Yosemite’s El Capitan
wall without any equipment.
_________________________________________________________________________________.
7.The document went missing from the archives. I had found confidential data in it.
_________________________________________________________________________________.
8.I didn’t have any knowledge of Photoshop until I took that course. The department offered the course
this term.
_________________________________________________________________________________.
9. Do you remember the time? We went trekking in the Himalayas that time.
_________________________________________________________________________________.
10.This is a well-built truck. The truck will save you money.
_________________________________________________________________________________.
USING “WHICH” TO MODIFY A WHOLE SENTENCE
The relative pronoun “which” is also used to modify the preceding idea / statement. Such relative
clauses always follow the statement that they modify, and a comma is used before the relative clause.
The relative pronoun (which) cannot be omitted.

In some countries, even university graduates cannot find a job easily. This is really depressing.
the preceding idea / statement

In some countries, even university graduates cannot find a job easily, which is really depressing.

3
NOTE:
This grammar point will help you paraphrase sentences. See how the wording changes in these two
sentences:

The weather has changed, which surprised us.

The change in the weather surprised us.

TASK 4. Combine the following sentences using a relative clause.

1.They sell all kinds of groceries. This makes them the most popular supermarket in town.
_____________________________________________________________________________________.

2.He refused to continue his studies at medical school. This utterly shocked his friends.
______________________________________________________________________________________.

3.The country was going through a severe economic crisis. This led to anti-government
demonstrations.
______________________________________________________________________________________.

TASK 5. Work in pairs. Choose a famous person and gather information about him/her. Write a minimum
of two sentences without telling his/her name. Use non-defining relative clauses. Next, swap your
sentences with the pair sitting next to you. Read the sentences and guess who is being mentioned.
e.g.,
X, who wrote the first computer programme in the world, was an English mathematician and writer as well
as the daughter of a famous poet.
(answer: Ada Lovelace)

4
SFL/METU Fall 2024
DBE
LHO 11
301 GROUP
Introduction to Note-taking
(Student’s Copy)
In your academic life you will be taking lecture notes. There are two main reasons for taking lecture notes:
 to help you focus on the most important information
 to help you review the information later
The following pieces of information may be important about a topic: definitions, details in a description,
such as measurements and percentages, similarities or differences between concepts, examples,
explanations, description of a problem, effects of a change, stages of a process, advantages, or
disadvantages of something.
Here are some basic steps to follow when you are taking notes during a lecture.

I. IDENTIFYING THE TOPIC & GENERAL PLAN OF THE LECTURE

At the beginning of a lecture, the speaker usually tells the audience the main topic and the general outline
or plan of the lecture. Some phrases for the topic of the lecture are:

Our topic today is... I’m/We’re going to look at ...

I/We will be talking about ... Let’s go back to our discussion of ...
What I want to talk about today is... Today, I’m going to focus on ...
I/We will be discussing ...

They also give you the general plan of the lecture; in other words, you are presented with how the speaker
will present the material, like a map of the lecture. This map provides you the major supports of the main
idea.
Some expressions which signal the general plan of the lecture are:

 First, we’ll look at _____________________, and then we’ll move on to look at _________________.
 I’m going to cover _____________________, and then _____________________.
 We’ll discuss several reasons/causes/solutions/results, etc. for _____________________.
 I’m going to give you a few examples of/types of _____________________.

Task 1. The following is an introduction to a lecture. Read the introduction and fill in the blanks with the
correct information.

Good morning, everyone. Today, what I want to talk about is how people spend money. This is a very
interesting topic because everyone has a personal style of spending money. Okay, so first we’ll look at the
spending habits of wealthy people, and then we’ll move on to the spending habits of poor people.

The topic of the lecture is 1) ______________________________.

The lecturer will first give information about 2) _____________________________, and next, he will talk
about 3) ______________________________.

1
Task 2. Now listen to the introductions of two different lectures, and fill in the blanks with the correct
information.
Introduction 1
The topic of the lecture is the most important trends in the area of 1) _________________________.
The lecturer will first give information about 2) _______________________________, and finally, she will
talk about the implications of these different spending styles 3) ______________________________.

Introduction 2
The topic of the lecture is 4) _________________________.
The lecturer will first give information about 5) _________________________, and next, he will talk about
a couple of recent case studies 6) _________________________.
II. IDENTIFYING SUPPORTING DETAILS and LISTING
Sometimes a lecturer will tell you the specific number of ideas that will be discussed. This will help you to
make a numbered list in your notes. For example, the lecturer might say:

Today, we are going to talk about eight ways to improve your vocabulary.
Let’s look at the four main advantages of e-commerce.
Today, we will go over six steps in creating a web page.

In addition to the topic and the plan of the lecture, you need to recognize repeated information,
definitions, supporting details, and examples.
Repeated information: Here are signal phrases a speaker might use to introduce repetition to explain an
idea in a lecture:
This means (that) ... In other words, ... / That is ....
By this I mean, ... Let me explain this further …
It means ... Let me clarify this point…
What do I mean by ....? Well, I mean ... Let me repeat that.

Definition: Sometimes, speakers might define a word/phrase. To do this, they may use the following signal
words:
The definition of that is ... .... is known as ...
Let me define that: … ...is defined as ...
By X, I mean … What is ...? It is a ....
X means… What do I mean by X? X is …
What I mean by X is …

Examples: Speakers sometimes use examples to show supporting ideas or to clarify a main point to the
audience. They may signal the examples by using phrases such as the following:

For example, ... Let me give you an example.

For instance, ... A good example is ...
To illustrate, ... One example is ...
.... such as ... Some examples of ... are ...
.... like ... Here are a few examples of ...

2
III. DEVELOPING NOTE-TAKING STRATEGIES
During a lecture, you do not have time to write down every word that the lecturer says. Therefore, you
need to adopt the following strategies to help you save time.
1. While taking notes, write only the words that have the most meaning, and leave out the following
groups of words:

Pronouns: our, my, their... Prepositions: in, on, at...

Helping verbs: be, have, do... Conjunctions: and, but, so...
Determiners: a, the, this...

Read the following sentences from a lecture. Keep the words that have the most meaning, and cross out
the rest.
a) In the past, consumers of electronic gadgets were mainly men.

b) But today almost a third of new electronic gadgets are being sold to women.

c) The electronic market in the USA has changed its marketing strategy.
2. Use symbols to keep up with the speed of the lecture. The symbols can be used to replace full words
and phrases.
Some commonly used symbols are:
= equals; is the same as ↑ to increase; to rise
≠ does not equal; is not the ↓ to decrease; to fall
same
> more than ! important
< less than % percent
# number @ at
w/ with ~ about; approximately
w/o without → causes; leads to
+ and; additionally / or
+ or & and
3. Use abbreviations (shortened forms of words) in place of full words in order to write down ideas
more quickly.
Some commonly used abbreviations are:

adv advantage etc. et cetera

avg average i.e. in other words/that is
aprox approximately imp important
bec because info information
btw between max maximum
diff different, difference min minimum
e.g. for example vs. versus
esp especially

3
LISTENING & NOTE TAKING
PRACTICE 1.
Now, you will hear a short lecture on teleworking. You will hear the lecture only once. As you listen,
take notes in the table below. Later, you will answer some questions using your notes. Now you have 15
seconds to have a look at the table.
TELEWORKING

Definition of teleworking:

Fields that are not suitable and

suitable for teleworking: 


1.
Advantages of teleworking

2.

3.

4.

A. Answer the following questions using your notes.

1. What does teleworking mean?

_________________________________________________________________________________.

2. What are two of the sectors that are NOT suitable for teleworking?

___________________________________________________________________________________.

3. What are two of the sectors that are suitable for teleworking?

___________________________________________________________________________________.

4. Write down two advantages of teleworking by providing explanations from the talk.

The first advantage of teleworking is _____________________________________________________.

Explanation: _________________________________________________________________________
4
 The second advantage of teleworking is ___________________________________________________.
Explanation: _________________________________________________________________________
Practice 2.
Now, you will hear a short lecture on sleep apnea. You will hear the lecture only once. As you listen,
take notes in the table below. Later, you will answer some questions using your notes. Now you have 15
seconds to have a look at the table.

SLEEP APNEA

Definition of sleep apnea:

Types of sleep apnea: a) Central Sleep Apnea:

b) Obstructive Sleep Apnea:

5.
The factors that make people
suffer from sleep apnea: 6.

7.

8.

Consequences of having sleep 

apnea:

5
A. Answer the following questions using your notes.

1. What is sleep apnea?

____________________________________________________________________________________
2. What happens in Central Sleep Apnea?
____________________________________________________________________________________

____________________________________________________________________________________
3. What happens in Obstructive Sleep Apnea?
____________________________________________________________________________________

____________________________________________________________________________________
3. Who is more likely to suffer from sleep apnea? Write TWO.
a) _______________________
b) ______________________
4. What are two of the consequences of having sleep apnea?
a) __________________________________________________________________________________

b) __________________________________________________________________________________

6
 METU/SFL Fall 2024
DBE
GHO 14
301 GROUP
NOUN CLAUSES - PART 2
(Student’s Copy)

Objectives: Students will have practiced

-three types of noun clauses in the object position: that clauses, wh- question word noun clauses, and
whether/if noun clauses
-noun clauses with -ever words both in object and subject positions

In “Noun clauses Part 1,” you studied noun clauses as the object of a sentence:
I think I left my phone at home.
●
noun clause
You promised me that you would help me paint my room.
●
noun clause
Many people don’t know why the manager decided to resign.
●
noun clause
I wanted to know whether or not you would be available for a meeting next week.
●
noun clause

You studied three types of noun clauses:

Types of noun clauses Examples

Many people believe that the statues on the

ODTÜ campus represent the university's
A. Noun clauses beginning with that
commitment to both academic excellence and
cultural heritage.

No one can tell what emotions the statues on

B. Noun clauses beginning with question words
the ODTÜ campus might evoke in each viewer.

Many people wonder whether the statues on

C. Noun clauses beginning with if/whether the ODTÜ campus were designed with specific
meanings in mind for each of them.

In this handout, you will study noun clauses as the subject of the sentence.

1
NOUN CLAUSES IN THE SUBJECT POSITION

Do you know the names of these statues on your campus?

TASK 1. Read the text below, and underline all the noun clauses.

The statues on the ODTÜ campus are significant works of art that reflect the university's scientific and
cultural heritage. The fact that these statues are spread across the campus emphasizes their importance in
the university's identity. One of these statues is the "Tree of Science," located at the A1 gate of the
campus. This statue symbolizes the growth of knowledge and represents ODTÜ's academic structure.
Whether the "Atatürk Monument" stands out the most is a matter of personal perspective, but it
undeniably honors Mustafa Kemal Atatürk. This monument demonstrates the university's dedication to
Atatürk's principles of education and progress.
The "C Statue," with its modern and abstract design, represents ODTÜ's innovative spirit. The "Hezarfen
Statue" commemorates Hezarfen Ahmed Çelebi, a famous Turkish scholar from the Ottoman period,
symbolizing scientific courage.
What inspires viewers the most about the "Science Girl Statue" is its highlight of young scientists and the
role of women in science. The "Abstract Statue" challenges the boundaries of art and creativity, inviting
viewers to think differently.
Finally, the "Harmony Statue" symbolizes the balance between nature and humanity. These statues on the
ODTÜ campus are important symbols that emphasize the university's scientific, cultural, and artistic values.

2
The same three types of noun clauses can be used in the subject position.

Types of noun clauses Examples

The fact that these statues are spread across the

D. Noun clauses beginning with that / the
campus emphasizes their importance in the
fact that
university's identity.

E. Noun clauses beginning with question What inspires viewers the most about the
words "Science Girl Statue" is its highlight of young
scientists and the role of women in science.

F. Noun clauses beginning with whether Whether the "Atatürk Monument" stands out the
most is a matter of personal perspective, but it
undeniably honors Mustafa Kemal Atatürk, the
founder of the Republic of Turkey.

Be careful about the word order:

●
(the fact) that/wh- question word/whether + subject + verb

When there is a noun clause in the subject position, the verb of the sentence is always singular.
●
e.g., That/The fact that the statues are placed in prominent locations across the campus underscores their
importance to the university's identity.
What makes the statues on the ODTÜ campus significant is their representation of both historical figures
and abstract concepts that embody the university's mission and values.
Whether the statues on the ODTÜ campus contribute to the university's academic and cultural identity is a
topic of debate.

I. SUBJECT NOUN CLAUSES BEGINNING WITH THAT

Sentences which begin with a “that / the fact that” clause are formal.
“That / The fact that” cannot be omitted when the noun clause is the subject of the sentence.
The fact that/That statues on the ODTÜ campus represent important values and symbols of education
is significant. noun clause as the subject of the sentence

You can also rewrite the sentence above in the following way, which is more common:
●
It is significant that statues on the ODTÜ campus represent important values and symbols of
education.
“It” is an impersonal subject here. It does not refer to anything. It only serves as the main subject of the
sentence.

3
TASK 2. Combine the following sentences using noun clauses as the subject.
1. Globalization has become overwhelming over the past few decades. This does not mean it is a new
concept.
__________________________________________________________ does not mean it is a new concept.

2. You were driving 30 km/h above the speed limit at the time of the accident. This will count against you.
______________________________________________________________________________________.

3. Aluminum can be alloyed with a variety of metals. This makes it very versatile.
______________________________________________________________________________________.

4. Christopher Columbus was not the first European to sail to North America. It is well-known.
______________________________________________________________________________________.

5. The politics of a region is deeply affected by its geography, climate, and culture. This was proven in
Fernard Braudel’s works.
______________________________________________________________________________________.

II. SUBJECT NOUN CLAUSES BEGINNING WITH WH- QUESTION WORDS

This type of noun clauses starts with a wh- question word.
e.g., How the statues on the ODTÜ campus reflect the university's history and values surprises students.
noun clause as the subject of the sentence

TASK 3. Combine the following sentences using noun clauses as the subject.
1. Why do people laugh at one joke but not another? This depends on many factors.
______________________________________________________________________________________.
2. When are the foreign representatives going to hold the meeting? This hasn’t been announced yet.
______________________________________________________________________________________.
3. How did he make so much money in such a short time? This has recently occupied my mind.
______________________________________________________________________________________.
4. Where will the new computers be installed? This hasn’t been determined yet.
______________________________________________________________________________________.
5. What exactly caused dinosaurs to disappear from the earth? This is still unknown.
______________________________________________________________________________________.

4
 III. NOUN CLAUSES BEGINNING WITH WHETHER
This type of noun clauses starts with “whether.”
e.g., Whether the university will install additional statues in the near future is doubtful.
noun clause as the subject of the sentence
Alternatives:
Whether or not the university will install additional statues in the near future is doubtful.
Whether the university will install additional statues in the near future or not is doubtful.
IMPORTANT: When we use a noun clause formed from a yes/no question as the subject of a sentence,
we can only use “whether,” NOT “if.”

TASK 4. Combine the following sentences using noun clauses as the subject. Try to use different ways of
using whether.
1. Will the Manchester United football team be promoted? This depends on the last match of the season.
______________________________________________________________________________________.
2. Is the Internet a good source of information for young children? This was discussed in the conference.
______________________________________________________________________________________.
3. Is he going to invest in his father's company this year? This is a difficult decision he has to make.
______________________________________________________________________________________.
4. Has she made up her mind about her major at university? This is a matter of interest to her parents.
______________________________________________________________________________________.
5. Do we have to return our assignments by Monday or Tuesday? This is not certain yet.
______________________________________________________________________________________.

USING “-EVER” WORDS

Words such as “whatever, whenever,” etc. can be used in noun clauses in the subject position, object
position, or as a part of the complement.

Read the excerpt below, and underline the “-ever” words. What meaning do they impart to the
sentences?
One might initially attempt to define “freedom” as the right to do whatever one wants to do, but this
would be a faulty or misleading definition. Can you imagine a world where, for example, people throw
noisy parties wherever and whenever they want and claim that they have the right to do that?

5
 Read the pairs of sentences. Each pair has the same meaning.
-ever words sentence 1 sentence 2
whoever Whoever wants to come is welcome. Anyone who wants to come is
welcome.
who(m)ever* He makes friends easily with He makes friends easily with anyone
who(m)ever he meets. he meets.
whatever He always says whatever comes into He always says anything that comes
his mind. into his mind.

whichever (There are four good programs on TV We can watch any of the four
at 8.) We can watch whichever programs that you prefer.
program you prefer.
whenever You may leave whenever you wish. You may leave at any time that you
wish.
wherever She can go wherever she wants to go. She can go anywhere she wants to go.

however** The students may dress however they The students may dress in any way
please. that they please.

* “whomever” is the object of the verb “meets.” “whoever” is more common; but “whomever” is
sometimes used to sound more formal.
**Do not confuse this with the linker “however.”
TASK 5. Complete the following statements by using -ever words.
1. Your son is a grown-up now. He is free to go anywhere he wishes. He can go ____________________ he
wants.

2. I don’t know what you should do about that problem. Do _____________________ seems best to you.

3. If you want to rearrange the furniture, go ahead. You can rearrange it ____________________ you
want. I don’t care one way or the other.

4. Those children are wild! I feel sorry for _________________________ has to be their babysitter.

5. I have a car today. I can take you ________________________ you want to go.

6. Scott likes to tell people about his problems. He will talk to ______________________ will listen to him,
but he bores _________________________ he talks to.

7. To Ellen, the end justifies the means. She will do _______________________ she has to do in order to
accomplish her objective.

6
TASK 6. Read the text below, and fill in the blanks with the statements by using noun clauses. You may
have to form noun clauses in the OBJECT position or the SUBJECT position. The statements are in the
correct order. Make any necessary changes.
HOW TO BE HAPPY
Happiness is hard to define. There are several reasons why people feel happy. For some people, it's about
being in love or the birth of a child; for others, it’s winning the lottery or being in touch with nature. In
scientific terms, happiness has different dimensions. Psychologists have identified three elements to
happiness: having pleasures in life, being engaged in using your strengths on a regular basis, and
experiencing a sense of meaning by feeling part of something greater than yourself. Over the years, a lot of
research has been done on happiness. Nevertheless, (1) ________________________________________
__________________________________________________if we want an exact definition.
(2) _________________________________________________________________________. When, for
instance, they are exposed to the flu virus, they are more able to resist it. They also recover from surgery
faster. Happy people also tend to live longer. All this has been concluded from an analysis of the attitudes
of new nuns entering an American convent in 1932. Psychologists rated each of them for the level of
positive feeling expressed, and they found a correlation with how long each nun lived.
(3)________________________________________________________________________________. One
group of genes that may be involved in positive mood and happiness are those dealing with the brain
chemical serotonin. Some people genetically have low levels of serotonin, which is linked to depression.
However, (4) _________________________________________________________________________.
You can still learn to be happier. To do this, changing your outlook and attitude towards events and life
could be a good start.
Psychology experts doing research on happiness believe that relationships are one of the principal sources
of our happiness. (5) ________________________________________________________. The results
suggest that both men and women become happier when they marry. Happiness increases as the marriage
approaches, reaches a peak in the first year, and then decreases a little as people get used to their new
status. However, it still remains at a higher level than in the single state. Children, as you might expect, are
a source of joy when they are born, but within two years, it seems that their parents’ happiness reverts, or
returns, to its former level.

1) What is happiness? We need to know more about this.

2) Happy people have stronger immune systems. This is one of the most striking findings about
happiness.
3) There is a strong link between genes and human psychology. This is well-known today.
4) Are you born miserable? This does not make any difference.
5) How does marriage affect happiness? Socioeconomic surveys in Germany reveal this.

7
 METU/SFL Fall 2024
DBE
GHO 15
301 GROUP
PASSIVES
(Student’s Copy)
Objectives: Students will have practiced
-the meaning, function, and form of the passive structure with the following: going to, and will
-the passive forms of verbs that take two objects
-the use of get + passive

Task 1. Read the text below about a university and answer the questions.
At our university, many exciting events will be organized in the coming months. The annual film festival is
going to be held at the convention center next month. Also, a special guest speaker is going to be invited to
give a lecture on independent cinema. Students will get the opportunity to ask questions. These events
are going to be announced through emails and posters around campus, so students are going to get
informed in advance. It seems a lot will be planned for the students this year!
1. What are the events that will take place at this university?
_____________________________________________________________________________________

2. How will the students get information about these events?

_____________________________________________________________________________________

The text above includes passive structures. Underline them.

Now, read the passive sentences from the text and turn them into active.
PASSIVE ACTIVE
The annual art exhibition is going to be
BE GOING TO
held in the main hall next month…

It seems a lot will be planned for the

WILL
students this year!

be going to be going to + be + V3
will will + be + V3
adverbs showing degrees of certainty (probably, certainly etc.):
in positive statements: after ‘will’
●
● in negative statements: before ‘won’t’

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 TASK 2. There are four sentences below. Rewrite them in passive voice if they are active, and in active
voice if they are passive.
1. They are going to shoot the new Bollywood film next month.
_____________________________________________________________________________________
2. The film’s special effects will definitely be improved in the final edit to enhance its visual appeal.
_____________________________________________________________________________________
3. The producer is going to release the latest Bollywood soundtrack on various streaming platforms soon.
_____________________________________________________________________________________
4. The new movie will certainly be promoted heavily by the producers in Bollywood.
_____________________________________________________________________________________

IMPORTANT
Only verbs that are followed by an object (transitive verbs) are used in the passive. Some verbs (go,
come, live, happen, sleep, arrive, die, become, etc.) do NOT take an object, so they are NOT used in the
passive form.
e.g.,
* People go to the cinema very often. (no passive form)
* The winners come to the stage to get their awards. (no passive form)
* Hollywood became the movie capital of the US. (no passive form)

The object after a transitive verb is often a noun or She wears perfume.
an object pronoun. My neighbor doesn’t like me.
An intransitive verb does not have an object. The flight arrived at 5:30 p.m.
However, it is often followed by an expression of How many people work at your office?
time, place, or manner. She resigned unexpectedly.
Some verbs can be transitive or intransitive. He drives a truck. (transitive)
Sometimes the meaning of the verb is the same. He drives badly. (intransitive)
Sometimes the meaning of the verb is different. She runs a company in Phoenix. (runs=manages)
(transitive)
She runs fast. (intransitive)
The most common intransitive verbs in speaking He died in 1998.
and writing include come, die, fall, go, happen, live, Gas prices rose.
remain, rise, stay, and work.
The most common verbs that can be transitive or Could you move your car, please? (transitive)
intransitive include begin, call, change, leave, We all sat very still. No one moved. (intransitive)
move, open, run, start, stop, and study.

Some verbs (give, offer, buy, bring, pay, send, tell, etc.) can have two objects. Either object can be the
subject of the passive verb.
Example:

 I offered my brother a new job.

I.O D.O
 I offered a new job to my brother.
D.O I.O
I.O.: indirect object
D.O.: direct object

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The subject (I) lends the direct object (i.e. money) to the indirect object (the recipient i.e. the brother).
With these verbs, there are two ways of forming the passive.
✔
1. The ‘person’ object becomes the subject of the passive verb:

Amanda was given first prize.

subject object

Sylvia is going to be offered a new job.

subject object
2. The ‘thing’ object becomes the subject of the passive verb, and we put “to” or “for” (depending on
the collocation) in front of the ‘person’ object:

First prize was given to Amanda.

A new job is going to be offered to Sylvia.
A computer was bought for the children.

Note that if the object of the passive verb is the INDIRECT OBJECT of the active verb, it is usually
introduced with a preposition.
e.g.,
The Academy gave Spielberg an award for Schindler’s List. (active)
Spielberg was given an award by the Academy for Schindler’s List. (passive)
An award was given to Spielberg by the Academy for Schindler’s List. (passive)

TASK 3. Change the following sentences from active into the passive if possible.
1. Steven Spielberg directed Jurassic Park.
_____________________________________________________________________________________

2. Screenwriters rewrite novels for movie adaptations.

_____________________________________________________________________________________

3. Did they film the movie in Hollywood?

_____________________________________________________________________________________

4. They have suggested parental guidance for many movies.

_____________________________________________________________________________________

5. Many movie stars live in California.

_____________________________________________________________________________________

6. Who presented the Best Movie Award in 2019?

_____________________________________________________________________________________

7. When do they hold the ceremony?

_____________________________________________________________________________________

8. When did this terrible event happen?

_____________________________________________________________________________________

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GET Passive
We form the standard passive with ‘be + V3’. However, it is also possible to form passives with ‘get +
●
V3’. It is usually preferred in informal speech. Also, there is a little more emphasis on the nature of the
action itself or on the subject:
They had only known each other for six months when they got married in Las Vegas.
‘Get + V3’ usually expresses dramatic or unexpected change.
●
-unexpected change:
e.g., I got invited to the exclusive event!

-dramatic negative change:

e.g., The party got canceled due to the storm.
It is also possible to use a reflexive pronoun with the get passive. This suggests the subject was at
●
least partly responsible for the event or made it happen:
I got myself locked out the other day. I stupidly left my keys in the bedroom. (or I got locked out …)

TASK 4. Read the text below, and fill in the blanks using the correct forms of the verbs in brackets.

TEXT 1
Last year, I (e.g.,) was given a set of free movie tickets for my birthday. I 1) ___________ (invite) one of my
friends to go with me. We 2) ___________ (go) to a new movie theatre downtown. We saw a movie. It
3)___________ (direct) by Steven Spielberg. This was my first time in an American movie theatre, and
several things 4) ___________ (surprise) me.

In American movie theatres, people 5) ___________ (eat) during the movie. Popcorn, candy, and soda
6) ___________ (sell) in the theatre lobby. People 7) ___________ (buy) food to eat while they are
watching the movie. Also, coming attractions 8) ___________ (show) before the movie. During the
coming attractions, people 9) ___________ (talk), but when the movie 10) ___________ (start),
everybody becomes quiet.

The movie theaters in America are small and narrow. I 11) ___________ (tell) by my American friend
that the theater was big in the past, but later it 12) ___________ (divide) into several small theaters.
Today, more than five films 13) ___________ (play) at different theatres at the same time.

That day was full of surprises, but I enjoyed the movie very much. My friend and I 14) _________(plan)
to see another one very soon.

Sources:

https://learningenglish.voanews.com/a/the-passive-voice-with-get-/4839624.html

https://dictionary.cambridge.org/grammar/british-grammar/get-passive

4
METU/SFL Fall 2024
DBE
WHO 7 301 COURSE
COMPARE/CONTRAST PARAGRAPH 2 (Similarities)
(Student’s Copy)
Objectives: Students will have
- analyzed sample comparison paragraphs
- practiced structures and items used in comparison essays
- written a comparison paragraph (optional)

Previously, you studied the structure of contrast paragraphs. In this handout, you will study comparison
paragraphs.
The questions that you answer with this discourse are:
- What are the similarities between high school and preparatory school?
- How is high school similar to preparatory school?

COMPARISON / SIMILARITY PARAGRAPHS

TASK 1. Below is a paragraph about the similarities between the feelings of new university students
and new employees on their first day. Read the paragraph and fill in the outline.
Starting Out
University students and employees experience similar feelings on the first day at university or at a new
job. Firstly, both the students and the employees feel nervous and anxious on their first day. However,
their feelings of nervousness and anxiety come from the unknown. Students have to find classrooms,
the cafeteria and other important places on campus. They may feel afraid that they will get lost and be
late, and they think that everyone will notice their mistakes. Likewise, new
employees must become familiar with their surroundings. They may feel as
confused and insecure as new students do until they learn their way around
because they need to get used to the new work environment. Secondly, new
students and employees have a fear of failure. Students are not sure about their
ability to meet the demands of their classes. Similar to new students, new
employees worry about their assigned workload. Both groups are concerned about making a good
impression on an instructor or a boss and figuring out how to carry out their duties to be successful.
Finally, there is the feeling of being alone in a new environment. Students may worry about not having
friends at their new school, and this causes them to feel lonely. Similarly, new employees are often
uncertain about the colleagues they will work with, eat lunch with, or talk to during their coffee break.
To sum up, the feelings of students on their first day at a new school and the feelings of employees on
their first day at a new job are remarkably similar.

TOPIC SENTENCE:

POINT 1 – ______________________________________
 the environment is new (the unknown is the source of nervousness and anxiety)
* students look for classrooms, cafeteria, etc. + they are afraid that they will get lost
* employees try to find some places
POINT 2 – ______________________________________
* students are not sure about their ability to meet the demands of their classes
* employees worry about their workload

1
 POINT 3 – ______________________________________
* students worry about not having friends
* employees feel uncertain about new colleagues

CONCLUSION:

TASK 2. Read the text again, and underline the structures and the linkers that show similarities.

USEFUL LANGUAGE: PATTERNS TO SHOW SIMILARITIES

A key element in writing a successful comparison paragraph is the appropriate use of comparison signal
words. The tables below list some of the words, phrases, and constructions used to introduce similarities.

- Singapore is a multi-racial, multi-ethnic, multi-lingual, and multi-religious country. Similarly / Likewise / In the
same way, Trinidad is known for its racial, ethnic, linguistic, and religious diversity.
- A graphic designer creates visual content for various media, such as websites and branding materials.
Similarly / Likewise / In the same way, an illustrator produces artwork for books and other publications,
focusing on visual storytelling and artistic expression.

- Singapore is a multi-racial, multi-ethnic, multi-lingual, and multi-religious country; similarly / likewise / in the
same way, Trinidad is known for its racial, ethnic, linguistic, and religious diversity.
- A graphic designer creates visual content for various media, such as websites and branding materials;
similarly / likewise / in the same way, an illustrator produces artwork for books and other publications,
focusing on visual storytelling and artistic expression.

- Like / Similar to Singapore, Trinidad is located in the tropics, close to the Equator.
- Like/ Similar to a graphic designer, an illustrator uses artistic skills to create visual content.

- Singapore and Trinidad are similar / alike in terms of their geography.

in that they (both) have statutory holidays.
- A graphic designer and an illustrator are similar / alike in terms of their use of artistic skills to create visual
content.
in that they both use artistic skills to create visual content.

- Singapore is similar to Trinidad in that they (both) have statutory holidays.

- A graphic designer is similar to an illustrator in that they (both) use artistic skills to create visual content.

- The people of Singapore and Trinidad share / have many things in common
- A graphic designer and an illustrator share / have many things in common.

- Being a graphic designer is the same as being an illustrator in that both need to pay close attention to
details when creating their work.
- The process of brainstorming ideas for a graphic designer is the same as for an illustrator, as both involve
creative thinking and exploration.

Both ... and … connects two affirmative structures.

When two subjects are connected by both … and…, the verb is always plural.
- Both Singapore and Trinidad / Singapore and Trinidad both have a distinct and vibrant culture.
- Both a graphic designer and an illustrator/ A graphic designer and an illustrator both work with visual
elements to communicate ideas.

2
Not only ... but also … connects two similar ideas/things, too. Note that the subject closest to the verb
determines whether the verb is singular or plural.
- Not only a graphic designer but also an illustrator needs strong artistic skills to create compelling visual
content for various media.
- Not only Singaporean foods but also Trinidadian cuisine is influenced by Indian and Chinese cuisines.
- Not only Singaporean cuisine but also Trinidadian foods are influenced by Indian and Chinese cuisines.

Neither ... nor connects two negative structures. Note that, similar to “not only … but also …,” the subject that
is closer to the verb determines if the verb is singular or plural.
- Neither Singaporean cities nor Trinidad gets snow during winter.
- Neither Singapore nor cities in Trinidad get snow during winter.
- Neither a graphic designer nor an illustrator can ignore the importance of staying updated with current
design trends

Either …or (one or the other) connects two alternative structures. It does not show similarity. It presents
alternatives between two options. When two subjects are connected by either … or, the subject that is closer
to the verb determines if the verb is singular or plural.
- Either a graphic designer or an illustrator is required in the department to create visual content.

TASK 3. Rewrite the following sentences using the clues in brackets.

1. My best friend and I have several things in common. (similar)
My best friend and I ______________________________________________.
2. The economy of Fiji is based on tourism. The major source of income in Italy is tourism, too.
(likewise)
____________________________________________________________________________________.
3. Southeast Asia and North America suffer a lot from hurricanes and typhoons. (similarly)
____________________________________________________________________________________.
4. Leonardo da Vinci lived during the Italian Renaissance. Michelangelo lived during the Italian
Renaissance, too. (both … and)
____________________________________________________________________________________.
5. The protection of the environment is essential for people today. The protection of the environment is
also essential for future generations. (not only … but also)
____________________________________________________________________________________.
6. The actors weren’t good enough to hold the audience’s attention. The plot wasn’t good enough to hold
the audience’s attention, either. (neither … nor)
____________________________________________________________________________________.
____________________________________________________________________________________.

3
TASK 4. Fill in the blanks with the items from the box. Do not use them more than ONCE. There are
some extra words. Make the necessary changes so that capitalization is correct.
between because despite for this reason to sum up
both so however similarly like

There are three main similarities (1) __________________ New York, US, and Quetzaltenango,
Guatemala. First, (2) __________________ New York and Quetzaltenango have their own nicknames.
New York is also called the “Big Apple,” and Quetzaltenango is known as “Xela” (3) _________________
it is shorter and easier to call them this way. Second, they both have a huge park in the center. In New
York, there is the famous “Central Park,” where people like to go for a walk and chill out. The park has
many maple and elm trees. (4) __________________, there is a park in the central part of the city of
Xela. (5) __________________ it is smaller in size, its tropical trees and flowers make it as beautiful as
New York’s. (6) __________________, these parks in these cities attract many different people from all
over the world. (7) __________________, New York and Quetzaltenango are similar to each other in
two main ways.

WRITING TOPIC SENTENCES for SIMILARITIES

There are two main similarities between Turkish and Indian cinema.
Turkish and Indian cinema are similar in two (main) ways (in that they include many action scenes
and they are very emotional).
The high number of action scenes and the emotional undertone are the two (main) similarities
between Turkish and Indian cinema.
WRITING SUPPORTING SENTENCES for SIMILARITIES
The first
The second noun.
One similarity is noun phrase.
Another noun clause.
Noun
the first/second
Noun phrase is similarity.
one / another
Noun clause
First, / Firstly,
S + V.
Second, / Secondly,

WRITING THE CONCLUSION

You can finish your paragraph by writing either a summary sentence or a concluding sentence. If you
have a clear purpose, it is a good idea to write the conclusion that you draw from the explanations.
This should be an idea that is logically a result of the similarities or differences in the paragraph.

4
 Similarities:
In summary, there are significant similarities between Greece and Türkiye in
terms of their traditions and social life.
To conclude, knowing about the similarities between Greece and Türkiye may
help overcome the conflicts between them.

TASK 6. Read the paragraph below, study its organization, and complete the table below.
Part 1.
There are two main similarities between an interior designer and an architect. First, both professionals
aim to enhance the appearance of spaces. Architects are responsible for designing the structure and
exterior of buildings, ensuring they are safe, practical, and visually appealing. Similarly, interior
designers focus on the interior spaces, selecting furniture and colors to make rooms comfortable and
attractive. Despite their different focuses, both roles require a strong understanding of design principles
to create environments that meet the needs and preferences of their clients. Second, both interior
designers and architects need to communicate their ideas clearly. They use various tools and software
to create visual representations of their designs. Architects might use programs like AutoCAD to develop
detailed building plans, while interior designers may use tools like Adobe Illustrator to showcase room
layouts and decor ideas. Both professionals must collaborate with clients to ensure that their designs
align with project goals and specifications. To sum up, the two professions share two main similarities.

Topic sentence There are two main similarities between an interior designer and an architect.
1st Point of __________________________
Comparison/Contrast:
Supporting Ideas /  ________________________________________________________________
Details / Examples /  ___________________________________________________________
Explanations, etc.  ________________________________________________________________
 ___________________________________________________________
 ________________________________________________________________
2nd Point of __________________________
Comparison/Contrast:
Supporting Ideas /  _____________________________________________________________
Details / Examples /  __________________________________________________________
Explanations, etc. ___________________________________________________________

 __________________________________________________________
__________________________________________________________
 __________________________________________________________

Conclusion: ______________________________________________________________
Part 2.
There are two similarities between a chef and an artist. First, both professions require a high level of
creativity and innovation. Chefs experiment with ingredients and cooking techniques to create unique
and appealing dishes, while artists explore different materials and methods to produce original and
5
expressive works of art. This creative process is important for both jobs because it helps them try new
things and give unique experiences to their audiences. Second, attention to detail is crucial in both
fields. For chefs, getting the right mix of flavors, textures, and how the dish looks can make it special and
please the diners. Similarly, artists need to think carefully about things like color, shape, and how they
arrange their artwork to make sure it sends the right message or gets the reaction they want. Both chefs
and artists also need to continuously develop their skills and knowledge to stay updated with trends and
techniques in their respective fields. To sum up, these similarities highlight how creativity and attention
to detail are important for both cooking and art projects.

Topic sentence
1st Point of ____________________________
Comparison/Contrast:
Supporting Ideas /  Chefs experiment with ingredients and cooking techniques to create
Details / Examples / unique and appealing dishes.
Explanations, etc.  Artists explore different materials and methods to produce original and
expressive works of art.
 This creative process is important for both jobs because it helps them try
new things and give unique experiences to their audiences.
2nd Point of ____________________________
Comparison/Contrast:
Supporting Ideas /  For chefs, getting the right mix of flavors, textures, and how the dish looks
Details / Examples / can make it special and please the diners.
Explanations, etc.  Artists need to think carefully about things like color, shape, and how they
arrange their artwork to make sure it sends the right message or gets the
reaction they want.
 Both chefs and artists also need to continuously develop their skills and
knowledge to stay updated with trends and techniques in their respective
fields.
Conclusion:

WRITING TASK (optional)

In about 180 words, write a paragraph in response to the following question:
What are two similarities between a nurse and a teacher?
In your paragraph, make sure:
· you have a topic sentence, supporting sentences that give additional details, and a concluding sentence,
· all your ideas are relevant to the topic,
· you use linkers and transition words where necessary (and, or, so, but, because, moreover, etc.),

Pay attention to:

· the content,
· the organization,
· the vocabulary and
· the accuracy of the language.

6
 STEP 1: Read the writing task carefully, and make sure you understand what is required.
STEP 2 Brainstorming: In groups, brainstorm ideas.
STEP 3 Outlining:
Choose the best ideas and make an outline below:

OUTLINE TEMPLATE FOR A COMPARISON PARAGRAPH -Method 1

INTRODUCTION
Topic sentence:
_____________________________________________________________________________________
_____________________________________________________________________________________
MAJOR 1: 1st Point of Comparison / Contrast
_________________________________________________________________________

Supporting Ideas / Details / Examples / Explanations, etc.

A _______________________________________________________________________
B _______________________________________________________________________

MAJOR 2: 2nd Point of Comparison / Contrast

_________________________________________________________________________

Supporting Ideas / Details / Examples / Explanations, etc.

A _______________________________________________________________________
B _______________________________________________________________________

CONCLUSION
_____________________________________________________________________________________

OUTLINE TEMPLATE FOR A COMPARISON PARAGRAPH -Method 2

INTRODUCTION
Topic sentence:
_____________________________________________________________________________________
_____________________________________________________________________________________

MAJOR 1: Main Idea – Aspects of A

_________________________________________________________________
_________________________________________________________________
Supporting Ideas / Details / Examples / Explanations, etc.
___________________________________
___________________________________
___________________________________

7
MAJOR 2: Main Idea – Aspects of B
_________________________________________________________________
_________________________________________________________________
Supporting Ideas / Details / Examples / Explanations, etc.
___________________________________
___________________________________
___________________________________

CONCLUSION
_____________________________________________________________________________________

STEP 4 Write your paragraph here:

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
STEP 5 Editing:
After you write your text, check your paper yourself using the self-checklist below. Put a tick in the relevant
box.
 The writing answers the question. □
 The writing has a clear topic sentence. □
 All the ideas are relevant to the topic. □
 The language doesn’t contain any errors (run-on sentences, □
fragments, subject-verb disagreement, etc.)
 All the sentences have a subject and a verb. □
 The writing uses connectors correctly. □

STEP 6 Submission: Now, submit your paragraph to your instructor on ODTÜClass.

STEP 7 Instructor Feedback: Your instructor will check your work and give you feedback. Make necessary
corrections. Rewrite and submit your final draft to your instructor on ODTÜClass.
8
METU/SFL Fall 2024
DBE
RHO 13
301 GROUP
Making Inferences and Drawing Conclusions
Connotations
(Student’s Copy)
MAKING INFERENCES AND DRAWING CONCLUSIONS

STUDY THE SKILL

Writers do not always state their ideas, attitudes or feelings directly. Instead, they choose certain
words and phrases loaded with meaning. Understanding this hidden or implied information in a text
requires critical reading as well as a good knowledge of vocabulary. To draw your own conclusions,
you need to be able to read between the lines and notice the writer’s choice of words and phrases.
Also, you need to be careful about the extra meanings of the words (connotations) in addition to
dictionary meanings (denotations). The following are a number of examples to help you become
more aware of the writer’s choices:

 Words like luckily, unfortunately, obviously, surprisingly, regrettably can tell you about the
writer’s feelings about the topic.
a) Luckily, I got home before my parents went to bed. (I had lost my keys and I did not want to wake
them up.)
b) Unfortunately, I got home before my parents went to bed. (They were angry with me because I
was late.)

 Words like certainly, obviously, naturally, probably, likely and unlikely can indicate the level of
certainty.
a) The number of traffic accidents will certainly decrease with new laws. (I am sure they will!)
b) It is unlikely that the number of traffic accidents will decrease with new laws. (I don’t think
they ever will!)

 Words like just, only, even, almost and about added to comment on objective facts can change the
message completely.

a) It was a difficult exam. Only 50% of the students passed. (Usually a greater percent passes.)
b) It was an easy exam. About 50% of the students passed. (Usually a greater percent fails.)

 Words with stronger or additional meaning instead of neutral ones can add value to the ideas.
a) It was a good trip. (There were no problems.)
b) It was a fantastic trip. (I enjoyed myself so much, I’ll never forget it!)

c) Her mother was a fine lady with a kind heart. (I adored her!)
d) Her mother was a helpful person. (She was all right...)

a) The Prime Minister’s speech was interesting. (But there was nothing extraordinary.)
b) The Prime Minister’s speech was provocative. (It was really stimulating and started a nation- wide
discussion!)

1
PRACTICE THE SKILL

Read the following short texts and choose the ideas that you think are possible inferences or
conclusions.

From a gang member and murderer to the best-selling author of books: prison has changed Stanley
Williams a lot.

1. a) Stanley Williams went to prison because he was a criminal.

b) He started writing books before he went to prison.
c) He likes being in prison.
d) All gang members and murderers can be good writers. e) He writes about his life in his books.
f) His books are interesting.

Child guerrillas of the African country Sierra Leone learn to use guns at the age of 7 or 8. They know
everything about the war. It is a pity that they have to see people killing each other and perhaps they
have to kill, too.

2. a) There is a war in Sierra Leone.

b) It is good for children to learn about the war.
c) Children have to do military service in Sierra Leone.
d) The guerrillas in Sierra Leone use children in the war.
e) They teach children how to use guns at schools in Sierra Leone.
f) It is wrong to make children fight.
g) Children in Sierra Leone kill because they want to.

Animals protect themselves from their enemies in interesting ways. Stronger ones fight, some run
away fast, others change color and ‘camouflage’ themselves. A species of rabbit, the snowshoe hare,
for example, is brown in summer and turns white in winter.

3. a) Rabbits are colorful animals.

b) The white color of the snowshoe hare serves as ‘camouflage’ in snow.
c) Strong animals never run away.
d) Each animal uses its own strategy to stay alive.
e) If an animal has the same color as its environment, it can stay alive more easily.

Read the text and choose the alternative which states a possible inference or conclusion.
Unfortunately, bats have always been a source of fear for humans. There have been people who
thought that bats were dirty and evil. There have also been many untrue stories of bats turning into
humans or vampires like Count Dracula. This is perhaps because bats live in barns, attics, and caves.
They like any place that is cold and dark, and most bats fly at night. Actually, bats are wonderful
creatures, the only mammals which can truly fly. A bat's body is made for flight, with its large chest
and thin but powerful wings. Bats listen to echoes to find and hunt for their food, i.e., insects. Some
species also eat fruit.

2
4. a. The writer agrees with people who think that bats are dirty and evil.
b. The writer thinks bats are interesting animals with special characteristics.

5. a. Count Dracula was an imaginary character.

b. Count Dracula was a bat.

6. a. People may fear any creature which flies.

b. People may fear creatures which live in the dark.

7. a. Bats are harmless because they eat insects and fruit.

b. Bats are dirty and dangerous because of their hunting habits.

CONNOTATIONS
Connotations refer to the ideas or feelings expressed in words. These neutral, positive or negative
extra meanings are often not part of the dictionary definition. If you are unaware of the connotations
of words, you cannot fully understand what you are reading or you may misunderstand the ideas.
Knowing the connotations of words will help you understand indirectly stated ideas, make inferences
or draw conclusions and determine the author’s attitude.

Example: Compare the meanings of the same word in the following sentences:

1. The family has three homes -- an apartment in New York, a country house in Pine Plains and a beach
house in the Hamptons. (a place in which people live)
2. Our new house doesn't feel like a home yet. (a place in which people live and which suggests
pleasant feelings like love, comfort and safety)

Compare the different feelings expressed by words that have similar meanings:

1. a) The newspaper reporter rushed to the scene of the accident to interview the victims. (neutral)
b) He was a real news-hawk. No event could escape his attention. (strong)

2. a) The perfume of the roses filled the room. (strong)

b) The smell of freshly cooked vegetables filled the room. (neutral)

Study the following short paragraph and mark the choices to express his
feelings. Focus on the writer’s choice of words:
While working on a machine in a sericulture* unit, a little girl was severely injured
in the head in Pakistan. The little girl is just one of hundreds of thousands of unlucky
children employed in this industry in the country. The profit-hungry owners of
sericulture units prefer children to adults for the work, as children occupy less space
to work in. Imagine a narrow matchbox-like space where the child worker is made to
stand with her back to the wall with the machine in front of her. It is as if she were
standing in a narrow cage. Secondly, children are preferred because they neither ask for a lot of money nor
complain, even when they suffer from illnesses like asthma, malnutrition and anemia as a result of the
conditions they work in...
(*sericulture: raising silkworms to obtain raw silk)

3
 The writer __________________________________________________________________.

a) does not criticize what the owners of sericulture units do

b) feels sorry for the children who work in sericulture units
c) blames the owners of the sericulture industry
d) thinks the children are made to work in inhuman conditions
e) approves of the reasons for making children work in the sericulture industry
f) is angry with the children because they do not ask for more money

The writer’s use of words or word groups like “severely injured in the head, just one of hundreds of
thousands of unlucky children, the profit-hungry owners of sericulture units, a narrow matchbox-like
space, as if she were standing in a narrow cage, suffer from illnesses like asthma, malnutrition and
anemia” help us decide that choices b), c) and d) express his attitude.

I. Read the following sentences and match them with the meanings expressed by the underlined
words.
___ 1. My sister had her second baby last week.
___ 2. Don’t be such a baby!
___ 3. I love you, baby!
___ 4. I don’t know much about the project. It’s Peter’s baby!

a) a very young human being

b) affection for a wife, husband or lover
c) special interest in and responsibility for something
d) criticism of someone who is behaving childishly and immaturely

___ 5. We've had no news of them since they left for Australia.
___ 6. I've got news for him, if he thinks he can carry on living here without paying the rent.
___ 7. I like to watch the early evening news when I get home from work every day.

e) an unpleasant surprise
f) information about recent events
g) a radio or TV program consisting of reports

II. Compare the following sentences and choose the one that expresses a stronger meaning.
1. a. I have some juicy gossip for you.
b. I have some interesting news for you.
2. a. The housewife closed the door in the salesman’s face.
b. The angry housewife slammed the door in the salesman’s face.
3. a. Her friend’s sudden death surprised her.
b. Her friend’s sudden death shocked her.
4. a. The old man impatiently told his son to leave the room.
b. The old man asked his son to leave the room.
5. a. The door led into a dirty room full of rubbish.
b. The door led into a filthy room full of rubbish.
6. a. She shouldn’t diet. She is much too skinny.
b. She shouldn’t diet. She is thin enough.
7. a. The bookcase my grandmother gave me is an antique.
b. The bookcase my grandmother gave me is old.

4
8. a. He was a bit drunk at the time so he doesn’t remember much.
b. He was pie-eyed at the time so he doesn’t remember what happened.

III. Read the following short text and underline the words which help you to understand the writer’s
attitude and feelings. Then answer the questions.

(1) Did you know that March 9, 2001, was declared ‘the Night of the Women’ in Bogota, the capital of the
South American country Colombia? It was the first time and a welcome break for most Bogotan women
who suffer from violence in the home. That night, all the city's men were ordered to stay indoors and
leave the city free for the women. Did the women have a good time? It was real fun, from all accounts,
and a carnival atmosphere all the way! The women went to concerts, poetry readings and cycle rides,
while 1,500 policewomen patrolled the streets. The men were told to stay at home and watch the
children while the women sang and danced on the streets. Of course, there were some men who tried to
break the law, but the women would not allow it. They showered the men with flour and water and
shouted, "Go home, there's housework to be done."

(2) While the idea may seem strange to many people in Bogota, it has great importance because violence
is very high in the Colombian capital. This violence is not limited to political conflict or crime. It has a lot
to do with the attitudes that men have toward women in that society.

1. Does the writer approve or disapprove of ‘the Night of the Women’?

__________________________________________________________________________
2. The tone of Paragraph 1 can best be described as ____________.
a) formal b) humorous c) emotional d) critical
3. The tone of Paragraph 2 can best be described as ____________.
a) informal b) pessimistic c) serious d) surprising
4. Whose side is the writer on, the men’s or the women’s?
__________________________________________________________________________

READING 1: WHERE DID JAZZ ORIGINATE?

(1) One has just to blow a few notes on a sax and your feet start tapping to the rhythm and your body
starts swaying to the music. That's jazz for you! Ragtime, be-bop, cool, blues -- the very names make your
fingers snap and do a step, no?

(2) Jazz has often been called the only art form to originate in the United States, but even this is not true.
Jazz is a kind of music that was sung or played by the African slaves on the plantations of America’s Old
South. In the 1700s, Africans were taken from their villages, brought to the faraway Americas in chains
and sold as slaves to work on large plantations. In most places, slaves were not allowed to speak to each
other while working and in time, singing became the safest and the only way they could communicate. In
addition to work songs, slaves also sang “spirituals” (religious songs). After a day's exhausting labor, these
people would gather together and sing to overcome their sorrow and also to teach their children about
their roots, that is, the land and culture which only survived for them in their memories now. Jazz music in
the 1800s thus grew from a combination of African folk music and dance rhythms. Early jazz music was a
soulful and heart-breaking composition with simple and repeated harmonies performed by black
musicians who had little or no formal training in Western music.

5
(3) In the 1850s, jazz grew in popularity, and its sound was influenced by white musicians with formal
Western training and classical backgrounds. Many different forms of musical notes from various European
cultures flowed across the new continent during the late 1800s. French quadrilles, Spanish flamenco, Irish
jigs, German waltzes and many other musical traditions were all part of the cultural baggage that
immigrants brought from their countries to America, the land that was the melting pot of cultures.
Therefore, apart from the musical beginnings in Africa, European influence and instruments like the
clarinet and the saxophone changed the way jazz was being played.

(4) The early 1890s was marked by the blues, which emerged from the same traditions as jazz: African-
American work songs and spirituals. In performing the blues, the singers used the power of their voices to
express their feelings. In the late 1890s, a musical style called Ragtime evolved from jazz. Ragtime, which
combined European compositional styles with the rhythmic and melodic music of the black community,
quickly spread to all parts of the country. This new music style emphasized formal composition and was
played on the piano. However, it was totally different from the piano concertos associated with Western
classical music. It was dynamic, vigorous, stirring and passionate. Naturally, people were crazy about it.

(5) Then, in the 1900s, came a fuller jazz, developed and refined by African-Americans, who merged
French, Spanish and other European traditions with the Blues, Ragtime, band music and many other
elements to create a new style. Today, this type of jazz is sometimes referred to as classic jazz or traditional
jazz.

(6) From bands playing on boats on the Mississippi River, jazz was gradually spread all over the country.
As African-Americans migrated north, they brought jazz and the blues with them. Young Americans, who
had been disheartened by the pointlessness of the First World War, began to rebel against the old-
fashioned attitudes of their parents, and listening to jazz and the blues became part of their rebellion. The
first jazz recording was made in 1917, and in the 1920s jazz records were the hottest sellers on the
market. People were buying jazz records faster than they could be recorded, and they were also tuning in
to radio stations playing Louis Armstrong and Bessie Smith more than ever. Today, all over the world,
people appreciate jazz as an important art form, and, with variations in style and music, musicians are
making major contributions to it.

1A. Find and underline word groups in the text which mean basically the same as the following and talk
about the difference between them.

1. play the saxophone (Paragraph 1)

2. you start dancing (Paragraph 1)
3. after working hard all day (Paragraph 2)
4. to forget their unhappiness (Paragraph 2)
5. early jazz, a style used to express emotions (Paragraph 2)
6. different kinds of music became known across America (Paragraph 3)
7. the country in which different cultures exist together (Paragraph 3)
8. the new music was energetic and lively (Paragraph 4)
9. people liked it very much (Paragraph 4)
10. young Americans, who had lost hope (Paragraph 6)
11. jazz records sold a lot(Paragraph6)
12. they were listening to radio stations (Paragraph 6)

6
Read, Understand and Answer

1B. Read the text and choose the statements which are possible inferences. Support your answers using
the ideas in the text.

1. The writer of the text is a jazz fan.

2. The Americans are not creative.
3. Music is a means of communication.
4. The slaves did not have the chance to obtain formal musical education.
5. People express their feelings through music.
6. Uneducated black musicians had a better style than trained Western ones.
7. People have been attracted to alternatives outside the classical tradition.
8. Piano concertos of Western classical music lost their popularity because of Ragtime.
9. Riverboats on the Mississippi had entertainment for the passengers.
10. All young people are rebellious.
11. Louis Armstrong and Bessie Smith were two well-known jazz performers.
12. According to the writer, Western influence on jazz has not been positive.

READING 2: MAKING MUSIC -- HOW DID IT ALL START?

(1) Man has been quick to see the different uses of an object throughout history. Take the origins of
musical instruments, for example. They had nothing to do with music initially. You can find all of them in
the tools man used for everyday activities. They were just simple devices to satisfy his most basic need;
that is, the need to feed himself by hunting. Therefore, he created tools to facilitate the job. Later on, he
thought of using them to make music, which, throughout history, has been another basic need, although
perhaps in a different category than the former.

(2) Trace the harp and the trumpet back in history and you will see that they were tools used while
hunting. The idea of making a harp most probably started when someone noticed the twang made by a
bow and arrow. Similarly, seashells were simple devices for producing different sounds. Using them, the
hunter imitated the sound of the animal he was planning to catch and approached it easily or he scared
it away to catch it in an open area. He also needed to communicate with his fellow hunters. Then one day
somebody decided to use the shell as a musical instrument and that was it –- there was the trumpet!

7
(3) Imagine a pit, a deep hole in the ground, used as an animal trap. Then one day after a hunting party,
when the crowd finished eating, somebody took the hide of the animal and covered the pit with it,
fastening it to the ground at several places. Perhaps all he intended to do was to leave it there for some
time to let it dry; but it didn’t take long for this creative soul to learn that striking the hide rhythmically
could produce a certain string of sounds. Guess what happened afterwards! Soon others gathered around
him and started jumping in tune with the music. It seems this was the way our ancestors played one of the
earliest musical instruments, the drum, and this type of drum was called the earth drum.

(4) Our ancestors had other clever ways of making drums as well. Hollow tree trunks used as shelter by the
hunters gave them the idea, so they cut down a tree and scooped out the wood inside -- just like the man
at the ice cream shop takes out a scoop of ice cream from the container. Then they covered the hollow tree
trunk with animal skin, and hey presto! The forest came alive with the sound of the tree drum. The earliest
drums probably stood like trees and were played on one side. Some of the tree drums found in Africa and
Mexico are as high as three meters! How do you think they were able to play such high drums? Small,
portable drums made of wood are used even today. In some places, especially where there are plenty of
coconut and palm trees, people make drums from these trees. Part of the tree trunk is cut out, made
hollow from inside, and then covered with leather.

(5) Then came the mud or clay drums. Originally these were kitchen vessels like pots, pans and jars used
for storing, measuring and cooking grain. When our ancestors decided to use them as drums, they covered
them with animal hide and started their rhythms. One basic need was once again nicely tied to the other.
The drums were made in familiar shapes -- circular pots, shallow pans and long-necked jars. Our ancestors
liked mud because it was easier to make shapes out of it than out of wood. It was easier to use, but also
easy to break. Although mud and clay drums continued to be made, in time, humans started making metal
drums to overcome the problem.

2A. Choose the alternative that can replace the following words meaningfully in the text.

1. initially (para. 1)
a) completely b) especially c) in the meantime d) in the beginning

2. twang (para. 2)
a) sound b) shape c) function d) material

3. similarly (para. 2)
a) moreover b) however c) in the same way d) but

4. to approach (para. 2)
a) to make up b) to hold onto c) to depend on d) to go near

5. hide (para. 3)
a) flesh b) skin c) blood d) hair

6. to strike (para. 3)
a) to blow b) to force c) to beat d) to push

7. string (para. 3)
a) rope b) series c) wire d) orders

8
 8. hollow (para. 4)
a) dense b) empty c) solid d) regular

9. to scoop out (para. 4)

a) to remove b) to slice c) to alter d) to process

10. vessel (para. 5)

a) substance b) product c) machine d) container

2B. Write what the following words refer to.

1. them (Paragraph 2): _________________________________________________________

2. this creative soul (Paragraph 3): ________________________________________________
3. these trees (Paragraph 4): ____________________________________________________
4. the other (Paragraph 5): _____________________________________________________

2C. Read the text and choose the alternative that best states the main idea.

1. The main idea of Paragraph 1 is that __________.

a) hunting was the most basic activity for early man
b) it is difficult to decide whether music has been a basic need of man
c) man used simple devices to find food for himself and to survive
d) musical instruments were once tools used in hunting
2. The main idea of Paragraph 2 is that __________.
a) a bow and arrow was one of the first weapons man used
b) some hunting tools gave man the idea for the harp and the trumpet
c) man used shells to communicate while hunting
d) early hunters were sensitive to sounds
3. The main idea of Paragraph 3 is that __________.
a) pits were used as animal traps in the distant past
b) animal skins were left to dry on the ground
c) the first drums originated from pits used as animal traps
d) the earth drums were so called because they were on the ground
4. The main idea of Paragraph 4 is that __________.
a) tree trunks used as shelter by hunters were the first wood drums
b) the drums in Africa and Mexico were very high
c) our ancestors were similar to today’s ice-cream sellers in some ways
d) it was difficult to play tree drums

9
 5. The main idea of Paragraph 5 is that __________.
a) man used mud or clay vessels for storing, measuring and cooking grain
b) mud or clay drums were easy to make
c) metal drums were made because mud or clay drums broke easily
d) mud or clay drums can be traced back to kitchen vessels

HOMEWORK

READING 3. Read the text below, and answer the questions that follow.

1. In cities around the world, tiny living spaces are becoming increasingly common. An estimated 200,000
people in Hong Kong, for example, live in what are called “coffin homes.” One can be so small that a person
cannot even fully stretch out their legs. For the British press, such places seem exotic and faraway, but in the
UK too, tiny living spaces are on the rise – in their own British style. Over the past 20 years, the average
private renter in Britain has seen his or her individual living space decrease from 31m2 in 1996 to 25m2, as
more and more people are forced to reside in shared accommodation.

____________

2. As advanced economies have become centered around urban growth, the supply of houses has been
insufficient and the price of land has increased rapidly. Consequently, renters and new home-owners have
been forced to occupy much smaller and more expensive spaces. On the other hand, the existing home-
owners’ housing wealth has grown and their living spaces have expanded. In the UK, this has resulted in
increased living-space inequality. Research shows that these trends have significant effects on people’s
personal and social wellbeing. On an individual level, people’s expectations of how much living space they
find adequate are not innate. Instead, they are formed by the space people are used to and the living space
of those around them. On a societal level, meanwhile, spatial inequality is a product of socioeconomic
disadvantage.

____________

3. There is no universal agreement on the relationship between the size of living space and wellbeing. Different
individuals and societies perceive and use living space in different ways. This can lead to differing opinions
particularly when members of different cultures coexist as in the case of America. In a study published in the
early 1990s, the ethnographer Ellen Pader recorded one Mexican-American saying, “I see so many Americans
living on their own and I think how lonely they must be.” What one culture views as pitiful may be considered
comfortably spacious by another. Due to this diversity in perspectives and lifestyles, the impact of living
space on individuals varies significantly.

____________

4. Houses are what economists call “positional goods”: they determine our social position by effectively
revealing our wealth and tastes. Even if a person’s living space is large enough to meet this person’s basic

10
 needs, he or she may still feel shame (or the opposite feeling of pride) if it is smaller (or larger) than that of
their neighbors, friends or family. Social comparison plays a big role. One new small-home owner who was
interviewed for a recent study on housing expectations in the UK said that she felt judged by people for
choosing to remain in her one-bedroom flat. “It was very hard to separate society’s and friends’ views about
where people should live and what really shows achievement and success,” she said. One-third of the people
surveyed for a 2005 study by US economists Sara J Solnick and David Hemenway said that they would prefer
to have a smaller house in theory, so long as it was bigger than everyone else’s. Similarly, there is evidence,
also from the US, that an individual’s living space expectations are particularly affected by the size of the
largest houses in the local area. When these increase in size, then the housing satisfaction of nearby
residents decreases.

____________

5. Living space inequality can also disadvantage people who don’t have much space in more physical and
measurable ways. The education system in Britain indirectly expects that all households will have enough
living space for children to do their homework in peace and quiet. Therefore, children in households that are
unable to fulfil these standards tend to face worse educational results. Also, by making us more dependent
on our homes, the pandemic increased the disadvantage related to having little living space. Participants in a
recent study on how the pandemic has changed the way we use rooms in our homes spoke about how
working from home – and over Zoom – forced them to admit to colleagues that they didn’t have a spare one
to reserve to work-related activities.

_____F______

6. Increasing average levels of living space by building more homes where they are needed would certainly help
alleviate some of the more noticeable negative effects of living in tiny living spaces. However, there is an
increasingly serious problem that needs a solution: we have to tackle the growing inequality of living space
through collecting a fair amount of tax from people who have a large housing wealth. In addition, we have to
build more social housing. Otherwise; relatively space-poor households will continue to feel ashamed,
embarrassed, and unable to get out of their low social status.

A. What do the following refer to?

1. one (para 1): _______________________________________________________________________
2. this (para 3): (The fact) that ___________________________________________________________
3. these (para 4): ______________________________________________________________________

B. Find words in the text that mean the following. Do NOT change the form of the words. WRITE ONE
WORD ONLY.

1. coming from birth, natural (adj.) (para 2) : _______________________

2. make it easier to deal with (v.) (para 6) : _______________________

11
C. Match the subheadings below to the paragraphs 2-6 in the text. Para. 6 has been matched with its
subheading as an example. There is one extra subheading.

Para 2: ___________ A. Relationship between social status and the size of living space

Para 3: ___________ B. Increase in living space inequality between new and old home-owners

Para 4: ___________ C. The effects of space inequality on the performance at school and work

Para 5: _________ D. Variety in cultural perceptions of living space

E. Advantages of having a larger house

Para 6: _____F_____
F. Solutions to the problem of tiny living spaces

D. Answer the following questions according to the information in the text.

1. According to para. 1, which one is TRUE about the housing trend in Britain?

a) People’s individual living spaces have become smaller.

b) Hong Kong-style “coffin-homes” are increasing in number.
c) People continue to live alone even if it is more expensive.

2. According to para. 2, which TWO groups experience the negative effects of the conditions in the supply of
houses?

a) _______________________________________________________
b) _______________________________________________________

3. Which of the following can be inferred from para 2?

a) The inequality between renters and existing house-owners is innate.

b) The size of others’ houses affects an individual’s understanding of ‘enough space’.
c) People’s personal and social wellbeing results from prioritized urban growth.

4. In para. 3, what do the words recorded of a Mexican immigrant show about living space?

a) Cultures have different understanding of living space and its acceptable size.
b) Immigrants in the US have to share their already small living space.
c) Some groups still have the socioeconomic disadvantage of small living spaces.

5. What can be understood from para. 4 about the housing expectations in the US?

a) In these advanced economies, people feel satisfied if their living spaces meet their basic needs.
b) People now prefer small houses in a good neighborhood even if the other houses in the local area are
bigger.
c)People are happy about the size of their houses when they are bigger than the houses in the neighborhood.

12
6. According to para. 5, British children who live in homes with limited space cannot ____________________
________________________________________.

7.Which of the following is TRUE according to para. 5?

a) The pandemic decreased living space of households in measurable ways.
b) People unhappily revealed they didn’t have a spare room for working from home.
c) British educators are aware that some students might have small living spaces.

8. What solutions does the writer offer for the problem of growing inequality of living space? Write TWO.

a) _____________________________________________________________
b) _____________________________________________________________

Vocabulary List for Reading Handout 13

COLLOCATIONAL VOCABULARY
READING 1: Where Did Jazz Originate?
(www.dbe.off-line.readings1 Reading 3, pg. 124)

 to originate (v): to take or have origin, begin *The board game originated in the 1940s.
 origins (of) (n)
*This musical instrument is thought to have originated
among the native peoples of Alaska.

 to communicate (v): to share information *We can now communicate instantly with people on the
with others by speaking, writing, moving other side of the world.
body or using other signals *An actor can communicate a whole range of emotions.
 communication (n)
 communicative (adj)

 to gather (together) (v): come together in *A big crowd gathered to hear him speak.
a group

 religious (adj): relating to or involved with *He is deeply religious.

religion *Christmas is celebrated on December 25 and is both a
 religion (n) religious holiday and a worldwide cultural and
commercial event.

 to overcome (v): to defeat or succeed in *Juventus overcame Ajax in a thrilling game.

controlling or dealing with something * Eventually, she managed to overcome her shyness in
 overcome their sorrow class.

 to train (v):to prepare for a job, activity or *She trained as a pilot.

sport by learning skills and/or by mental *She trained hard for the race, sometimes running as
or physical exercise much as 60 miles a week.
 formal training

13
 immigrant (n): a person who has come *Illegal immigrants are sent back across border if they
to a different country in order to live are caught.
there
 to migrate (v)

 to emerge (from) (v): to appear by *She emerged from the sea, blue with cold.
coming out of something or out of behind *We couldn’t agree on who will emerge as the winner of
something American elections.

 to perform (v): to entertain people by *The magician performed a few tricks that left us
singing, dancing, playing music etc. surprised.
 performance (n) *She composes and performs her own music.

 evolve (v): to develop gradually, or to *Bacteria are evolving resistance to antibiotics.

cause something or someone to develop *Did humans evolve from apes?
gradually
 evolution (n)

 to spread (v): to cause, reach or have an *The fire spread very rapidly because of the strong
effect on a wider or increasing area winds.
*It started off as a little wound on her finger but it
spread to her hand.

 gradually (adv): slowly over a period of *Gradually, she realized that he wasn’t telling her the
time truth.
*New changes were gradually made to the report.

 contribution (n): something that you *All contribution, no matter how small, will be
contribute or help produce something appreciated.
with other people / to help make *She didn’t make much contribution to the book.
something successful
 make major contributions to sth

COLLOCATIONAL VOCABULARY
READING 2: Making Music – How Did It All Start?
(www.dbe.off-line.readings1 Reading 3, pg. 124)

 origin (of) (n): the beginning or cause *It is a book about the origins of the universe.
of something
*These new parties often had origins in the civil society.

 initially (adv): at the beginning *The damage was far more serious than initially believed.
*Initially, most people approved of the new plan.

 device (n): an object or machine that *Rescuers used a device for finding people trapped in
has been invented for a particular collapsed buildings.
purpose

14
  tool (n): a piece of equipment that you *This tool is used to make holes in leather.
use with your hands to make or repair *Early humans shaped tools out of stone.
something.

 container (n): a hollow object, such as *This container takes 6 liters of liquids.
a box or a bottle, that can be used for *Biscuits will stay fresh and crisp if you keep them in an
holding something, especially to carry airtight container.
or store it

 hollow (adj): having a hole or empty *If you tap on the wall, you can hear it is hollow behind.
space inside *The hollow chocolate egg held a diamond ring.

 alive (adj): living, not dead *He was the last person to see the woman alive.
 come alive *After several days, the little girl who got lost in the woods
was found alive and well.

COLLOCATIONAL VOCABULARY - READING 3

 (to) decrease: to become smaller in size, * Donations have decreased significantly over the past
number, etc.; to make something smaller few years.
in size, number, etc.x increase sth * People should decrease the amount of fat they eat.
 a decrease x increase (n) in sth
 decreased x increased (adj) taxes
 (to) reside in a place: to live in a particular *Their passports do not give them the right to reside in
place Britain.
 resident (n)
 residence(n)
 accommodation (n): a place to live, work * Hotel accommodation is included in the price of your
or stay in holiday.
 rented/temporary accommodation
 accommodate (v)
 (to) prioritize (v): to put tasks, problems, * You should make a list of all the jobs you have to do
etc. in order of importance, so that you and prioritize them.
can deal with the most important first
 a priority (n)
 insufficient: not large, strong or * The management paid insufficient attention to working
important enough for a particular conditions.
purpose
x sufficient
 SYN inadequate
 (to) force sb to do sth: to make * She forced herself to be polite to them.
somebody do something that they do * I was forced to take a taxi because the last bus had
not want to do left.
 (to) be forced to do sth

 significant (adj): large or important * Your work has shown a significant improvement.
enough to have an effect or to be

15
 noticed.
 significance(n)
 (to) expand: to become greater in size, *Student numbers are expanding rapidly.
number or importance; to make *There are no plans to expand the local airport.
something greater in size, number or
importance.
 expansion of ideas
 inequality (n): the unfair difference * Gender and racial inequality are still widespread
between groups of people in society, throughout society.
when some have more wealth, status or
opportunities than others
 x equality
 (to) result in sth: to make something *A heavy frost could result in loss of the crop.
happen
 x result from
 innate(adj): that you have when you are *…the innate ability to learn
born *He never lost his innate sense of fun.
 SYN: inborn *Is a tendency towards violence an innate characteristic?

 adequate (adj): enough in quantity, or *They'll need an adequate supply of hot water.
good enough in quality, for a particular *The room was small but adequate.
purpose or need
 x inadequate (adj)
 adequately(adv)

 (to) face sth: if you face a particular *Farmers face serious challenges in these conditions.
situation, or it faces you, you have to *We are facing a financial crisis.
deal with it
 face something. *We are faced with the prospect of defeat.
 (to) be faced with sth

 (to) determine: to discover the facts *An inquiry was set up to determine the cause of the
about something; to calculate something accident.
exactly

 (to) reveal sth: to make something *to reveal a secret

known to somebody *The survey reveals some worrying statistics.
 (to) reveal something to somebody *The report reveals that the company made a loss of £20
 (to) reveal (that)… million last year
 comparison(n): the process of *Let's put them side by side for comparison.
comparing two or more people or things *The internet allows you to compare prices from a
 (to) compare sth with sth: to examine variety of companies.
people or things to see how they are
similar and how they are different
 expectation(n): a belief that something *The expectation is that food prices will rise.
will happen because it is likely * The company is expecting record sales this year.
 (to) expect sth
 (to) expect sb to do sth *I looked back, half expecting to see someone following

16
 expected x unexpected (adj) me.
* Analysts expect the company to announce growth of at
least 5 per cent.
 achievement (n): a thing that somebody *She was given a prize for her achievements in car
has done successfully, especially using design.
their own effort and skill
 (to) achieve (v) sth
 achieve goals

 satisfaction (n): the good feeling that * He had the satisfaction of seeing his book become a
you have when you have achieved bestseller.
something
 (to) satisfy sth/sb (v)
 satisfactory (adj)
 satisfying (adj)
 disadvantage (n) : something that stops * One major disadvantage of the area is the lack of public
somebody/something from succeeding or transport.
making progress.
 x advantage (n)
 advantaged (adj) x disadvantaged (adj)

 (to) admit (v): to agree that something is * They freely admitted (that) they still have a lot to learn
true after the low scores in the test.
 (to) fulfil (v): to do or have what is *The project didn’t fulfil the national construction
necessary standards, so it was declined.
 fulfil standards/a duty/ one’s full
potential
 participant (n): a person who is taking * The research participants were all undergraduate
part in an activity or event students in their final year.
 (to) participate in sth (v)
 dependent on sth (adj): needing * The festival is heavily dependent on sponsorship for its
somebody/something in order to survive success.
or be successful
 x independent from sth
 (to) depend on sth (v)
 (to) alleviate (v): to make something less * Are we doing enough to alleviate poverty in these
severe countries?
 SYN: ease
 noticeable (adj): easy to see or notice * The public transportation has improved greatly, but this
 to notice (v) sth may not be noticeable to people from outside the city.
 (to) tackle (v): deal with sth * The drug-abuse is growing rapidly.
 (to) tackle a problem The problem is being tackled with a lot of measures.
 otherwise (adv): used to state what *Shut the window, otherwise it'll get too cold in here.
would happen if something did not
happen or if the situation were different.

17
 METU / SFL Fall 2024
DBE 301 GROUP
G&WHO PROCESS WRITING USING PASSIVE
(Student’s Copy)

Objectives: Students will have practiced

- using the passive voice while describing a process,
- writing about the process of how to achieve something

DESCRIPTION OF A PROCESS
Writing a process means explaining how to do something step by step. It involves describing a series of actions
or instructions that need to be followed to complete a task. When writing a process, you often use the passive
voice to focus on the actions rather than who is doing them. This can be useful for making instructions clear and
easy to follow. For example, when explaining how to write a quality academic paper, you might write, "The
sources are cited correctly," instead of "You cite the sources correctly."

TASK 1: You have covered HN 2 Unit 9-10 Life Skills section, which focused on the topic ‘How to use Online
Resources.’ Do you remember the following terms: copyright, fair use, public domain, creative commons?
Try to match them with the definitions below. If necessary, you may refer to page 152 for clarification.
a) refers to works that are not protected by copyright and are freely available for use by anyone:
_____________________
b) a legal right that is granted to the creator of an original work: _____________________
c) a system that helps creators share their work with others while keeping some control over how it is
used: _____________________
d) a principle that allows for limited use of copyrighted material without permission from the rights
holder/creator: _____________________

TASK 2. Do you know what plagiarism is? Share what you know with your classmates, and then, read the
text below to learn more about plagiarism.

PLAGIARISM
Plagiarism is when someone uses another person's words, ideas, or work without giving them proper
credit, pretending that it is their own. This is considered dishonest and unfair because it does not
acknowledge the original creator's efforts. Plagiarism can happen in writing, music, art, and even in
speeches. For example, copying sentences from a book or a website and putting them in your essay
without saying where they came from is plagiarism. To avoid it, always make sure to cite your sources
correctly, showing where you got your information. This shows respect for the original creator and
maintains your own integrity*.

*integrity: the quality of being honest and having strong moral principles

1
 TASK 3. How can you avoid plagiarism? First brainstorm ideas with a partner. Then, read the sample
process paragraph below and fill in the chart to show each step.

HOW TO AVOID PLAGIARISM

Avoiding plagiarism involves several important steps. First, thorough research on the topic is done to
understand the material well. The following step is to take careful notes, making sure to record where
each idea or quote comes from. Next, a detailed outline is created in order to organize the information.
During the writing process, the ideas are paraphrased. Then, citations for direct quotes, ideas, or data
used are added to give credit to the original authors. This is done by using the appropriate citation style,
such as APA or MLA. Finally, the work is reviewed to verify that all sources are correctly cited. By following
these steps, plagiarism is avoided, and the intellectual property of others is respected.

Step 1 • Do thorough research on the topic

-Purpose: Understanding the topic well

Step 2 • Take careful notes /Record sources for each idea or quote

Step 3 • a. ______________________________________________
-Purpose: b. ______________________________________

Step 4 • Use your own words when writing

Step 5 • c. ______________________________________________
-Purpose: Giving credit to original authors
-Method: d. ______________________________________________

Step 6 • e. ______________________________________________
-Purpose: Verifying all sources are properly cited

Writing Tip 1
While you are describing a process, you should make sure that the steps of the process logically follow one
another. Use sequence linkers to make your readers follow and understand the process easily.

Sequence Linkers to Show the Steps in a Process

STEP 1 First of all, / First(ly), / To begin with, / To start with,
The first step is to V1….
STEP 2 Second(ly), / Afterward(s), / Next, / Then, / After that, /…, and then, ..
The second/following step is to V1….
STEP 3 Third(ly), / Afterward(s), / Next, / Then, / After that, /…, and then, …
The third/following step is to V1….
LAST STEP Finally, / Lastly, / The final step is to V1….
NOTE: You may use “after /when” and join two steps following each other.

2
 TASK 4. Underline the sequence markers in the text.

Writing Tip 2
Be careful with your grammar when you mention the method and the purpose in the steps of the process.

a. Explaining Method (answering the question “How?”)

To explain the method, use by + Ving.
e.g., You can avoid plagiarism by including proper citations.

b. Expressing Purpose (answering the question “Why?”)

To explain the purpose, use infinitive (in order) to + V1
e.g., Proper citation strategies should be used (in order) to avoid plagiarism.

TASK 5
a. Read the sample text one more time and write the sentence explaining method.
1. ____________________________________________________________________________ .

b. Read the sample text one more time and write the sentences explaining purpose.
1. ____________________________________________________________________________ .
2. ____________________________________________________________________________ .
3. ____________________________________________________________________________ .
4. ____________________________________________________________________________ .

Writing Tip 3
As previously stated, process writing necessitates the use of the passive voice, as the action is often more
significant than the doer when describing a process.

TASK 6. Now, underline the passive verbs in the text.

EXPECTATIONS:
Now, using the outline provided, write a paragraph on how to make a good presentation. Follow these steps:
1. Begin with a clear topic sentence that introduces the main idea of the paragraph.
2. Use the phrases from the outline. Each point in the outline should be turned into one or two sentences.
3. Use thepassive voice where appropriate to focus on the actions rather than the person doing them. For
example, instead of "You should select an engaging topic," write "An engaging topic should be selected."
4. Include "in order to" to explain the purpose of certain steps. For example, "In order to structure the
presentation logically, an outline is created."
5. Use "by + gerund" to show how something is done. For example, "The delivery of the presentation is
practiced by rehearsing multiple times."
3
6. Ensure that your paragraph is cohesive and logical, with each step clearly connected to the next.
7. End with a concluding sentence that sums up the process of making a good presentation.

WRITING TASK
The chart below lists the steps of making a good presentation. Examine the chart and write a
paragraph explaining the process.

Make sure you use

- the PASSIVE VOICE to describe ALL THE STEPS
- sequence markers (first, and then, etc.)
-necessary structures that express purpose and method

STEP 1 Select a Topic

● Choose an engaging topic (a topic that may attract the attention of the audience)
STEP 2 Conduct detailed research
● -Method: Gathering reliable information / organizing data
STEP 3 Create an outline that highlights key points
● Purpose: Structuring the presentation logically
STEP 4 Design Visual Aids (e.g., slides, charts, and images)
● Purpose: Ensure clarity and professionalism
STEP 5 Practice Delivery
● Rehearse multiple times
● Receive feedback from others
STEP 6 Prepare for a Question & Answer session
● Anticipate possible questions
● Plan answers
STEP 7 Review and Revise
● Purpose: Check for errors and clarity
● Make necessary adjustments
Write your paragraph here:

To make a good presentation, several steps must be followed. _____________________________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

4
________________________________________________________________________________________
__________________________________By following these steps, success in a presentation can be ensured.

5
METU/SFL Fall 2024
DBE
GHO 16
301 GROUP
CAUSATIVES – PART 1 (ACTIVE)
Objectives: Students will have practiced using causatives in active voice with: have, make, let, get, allow,
permit, force, and help.

INTRODUCTION
Discuss the questions below with a partner:
1) How do you prepare for a trip?
2) What issues do you keep in mind to avoid problems during your journey?

Travel Smart: Essential Tips for Your Journey

Traveling is an enriching experience, but it's crucial to plan ahead to ensure a smooth and enjoyable trip. Let's
remember some points that will help you make the most of your journey. Here are some essential tips:

Book your accommodation:

It is a good idea to book your accommodation well in advance to secure the best deal. If you are in a hurry and
don’t have time for this, you don't need to worry about booking the hotel yourself. You can always have a
trusted travel agent arrange it for you for peace of mind.

Packing Essentials:
Don’t try to pack everything yourself. Get each member of your family to pack their own suitcase to ensure
they have everything they need. Let your kids decide what to take and pack it properly. Don't postpone
packing, though. Make a list of essentials, and pack them the night before your departure.

Planning Transportation:
Have a reliable transportation service pick you up from the airport to avoid the hassle of finding a taxi.
Inform the airline company if you have any special requirements for your flight, such as dietary restrictions or
mobility assistance.

Exploring Attractions:
Make time to visit the must-see attractions of your destination. Have a local guide show you around to gain
insight into the culture and history of the place you're visiting.

Staying Safe:
Share your travel plans with your family and some friends in case of emergencies. Also, make everyone in your
family carry their own important documents like their passport and travel insurance to guarantee a smooth
journey.
By following these tips, you can enhance your travel experience and create lasting memories without stress
and too much effort. Bon voyage!

Read the first two paragraphs of the text above, and fill in the missing information in the sentences below:
1. If you don’t have time to book a hotel yourself, you can ______________________________________
____________ it for you for peace of mind.
2. To reduce your work, you can __________________________________________________ their own
suitcase to ensure they have everything they need.

1
The sentences in the task include causative verbs. Causative verbs are used when one person or thing
causes, enables, or allows another to do something. You can see commonly-used causative verbs in the
table below.

CAUSATIVE VERBS
Causative verbs are used when one person or thing causes, enables or allows another to do something. You
can see commonly-used causative verbs in the tables below.

MAKE SB DO STH is used when somebody forces somebody else to do something.

e.g.,
* I made my brother carry my suitcase.
(= My brother had no choice. I forced him to carry my suitcase.)
* You can’t make him go if he doesn’t want to.
(= You can’t force him to go if he doesn’t want to.)
⮚ Also note that MAKE (sb./sth. adj) is used when someone causes someone/something to feel, show, or
have a particular quality.
e.g., The teacher has made the exams very difficult to pass. (=The teacher has caused the exams to be very
difficult to pass.)
The news made him very happy. (=The news caused him to feel very happy.)

HAVE SB DO STH is used when somebody asks/causes somebody else to do something.

e.g.,
* I had my brother carry my suitcase. (= I asked my brother to carry my suitcase, and he did.)
* I’ll have my assistant call you. (= I’ll ask my assistant to call you, and he will.)

GET SB TO DO STH is used when somebody persuades somebody else to do something.

e.g.,
* I got my brother to carry my suitcase. (= I persuaded my brother to carry my suitcase.)
* The students got the teacher to dismiss the class five minutes early. (= The class persuaded the teacher to
let them leave five minutes early.)

LET SB DO STH is used when somebody allows somebody else to do something.

e.g.,
* My father lets me drive his car. (= My father allows me to drive his car.)
* She let me smoke in her room. (= She allowed me to smoke in her room.)
* Our teacher doesn’t let us leave early. (= Our teacher doesn’t allow us to leave early.)
* Let me carry your bag for you.
HELP SB (TO) DO STH is used when somebody/something makes it easier to do something.
e.g.,
* Can you help me (to) move this table?
* My brother helped me (to) do my homework.

Note: When replacing active causative verbs like have, get, make, let, and help, you can use verbs that convey
a similar sense of causing or enabling an action. Here are some alternatives:

2
ALLOW SB TO DO STH
* She allowed her children to stay up late to finish their homework.
* He allowed her friend to borrow his car for the weekend.
*The company policy does not allow employees to access social media websites during working hours.
Compare! allow sb to do sth vs. let sb do sth
PERMIT SB TO DO STH is used when someone officially grants or gives permission for something to happen.
* The airline permits passengers to bring one carry-on bag and one personal item on board.
* The teacher permitted the students to use calculators during the exam.

FORCE SB TO DO STH
* He forced his employees to work overtime without pay.
* The harsh weather conditions forced the climbers to turn back before reaching the summit.

IMPORTANT NOTE:
We sometimes cause AN OBJECT to do something, not a person:
e.g., I had the robot cleaner do the vacuuming this morning.
Below is a table that summarizes the structures used with these verbs.

FUNCTION VERB ACTIVE VOICE

force force sb. to do sth.
force make make sb. do sth.
make sb/sth adj.
allow allow sb. to do sth.
permission permit permit sb. to do sth.
let let sb. do sth.
have have sb. do sth.
giving a job get get sb. to do sth.
help help help sb. (to) do sth.
Although “want” and “would like” are not causative verbs, they are frequently used in exercises on
Causatives. Therefore, please take a look at the usage of “want” and “would like,” and focus on the meaning
difference between the sentences in a and b.
want a. want to do sth b. want sb to do sth
e.g.: I want to study regularly. e.g.: I want you to study regularly.
Who will study regularly? I Who will study regularly? You
would like a. would like to do sth b. would like sb to do sth
‘d like e.g.: I would like to attend the next e.g.: He would like all of us to attend the next
meeting. meeting.
Who will attend the next meeting? I Who will attend the next meeting? All of us

3
TASK 1. Read the text below, and answer the following questions.
For years, dolphins have made audiences say “ooooh” and “aaaah” at water parks. How do trainers get these
mammals to do acrobatic tricks with humans? In the beginning, both trainers and dolphins had a difficult time
doing the tricks. The methods that traditional trainers used were cruel. Moreover, it was no use punishing a
dolphin because it swam away from them. Trainers had to spend hours trying to teach a trick, so this difficulty
made the trainers develop a kinder and more humane method of teaching dolphins.
This method uses rewards. Trainers let dolphins have some fish after a successful trick. If the trick is not
successful, the dolphin doesn’t get any food. Using this method, trainers have dolphins do acrobatic tricks
without much difficulty. Dolphins have fun doing the tricks as they know that a reward follows the trick.
Dolphins are valuable creatures, so water parks have vets examine dolphins regularly. They spend a lot of
money on these examinations. However, there is a moral question. Is this really a good example of
entertainment?
Clue from the text
1. The trainers had to find a more T F
humane way to teach dolphins.
2. According to the new method,
dolphins are not allowed to eat fish. T F
3.Who examines dolphins on a
regular basis? ____________________

TASK 2. Read the excerpt below, and complete the following statements with the information from the text.
A scam is a dishonest plan to trick someone into something that usually involves money. Cyber scams are
scams that are carried out online. This could be through things like suspicious e-mails and websites, or fake
accounts on social media. Popular cybercrimes include charity fraud, phishing (a type of cyber attack where
cybercriminals send mass e-mails out), and tech support scams (scams where people let scammers access
their computer thinking that they are representatives of a software company and that they are helping them
get rid of a virus).
Charity Fraud
Scammers have many tricks to make people spend their hard-earned money — they even scam people out of
their charitable donations. Charity fraud is where an imposter poses as a non-profit organization that is
seeking to do some good in the world. The scam attempts to get people to donate to their cause. Typically,
they have people make credit-card payments, Western Union payments, or gift cards. These scams vary widely
from disaster relief, which typically peaks after every disaster, to veterans in need of help. Often pleas for help
are posted on crowdfunding sites or social media sites. This attack method attempts to exploit people’s
charitable nature or desire to be helpful.

1. In a tech support scam, people _____________________________________because they think that

the scammers are the representatives of a software company who ___________________________
__________.
2. In a charity fraud, scammers try to _____________________________________. For instance, they
_____________________________________, Western Union payments, or gift cards.

4
TASK 3. Rewrite the following sentences using the words given in parentheses.
e.g., His parents didn’t let him go out on weekdays. (allow)
His parents didn’t allow him to go out on weekdays.

1. Sue pays the cleaning lady to clean the windows every month. (have)
_______________________________________________________________________________________.

2. Please don’t insist that I cook dinner tonight. (make)

Please ________________________________________________________________________________.

3. We can’t speak Turkish in class. (let)

Our teacher ____________________________________________________________________________.

4. The children had to stay in the room for two hours. (make)
The teacher ____________________________________________________________________________.

5. I can’t do these hard calculations, but the computer can. (have)

I can’t do these hard calculations, so I will ____________________________________________________.

TASK 4. Complete or rewrite the following sentences. Use the clues given in parenthesis.

1. I am going to a doctor. She is going to take my blood pressure. (have)

I am going to ___________________________________________________________________________.

2. Some workers are repairing the leak in our roof now. (have/get)
We ___________________________________________________________________________________.
We ___________________________________________________________________________________.
3. Watching football matches is exciting for many people. (make)
Watching football matches ________________________________________________________________.

TASK 5. Choose two of the causative structures you have studied, and complete the sentences below using
those structures.
1. I am not good at fixing broken things at home, so _____________________________________________.
2. My parents think that I am too young to go out at night, and they don’t think I would safely return home.
Therefore, I _________________________________________________________.

TASK 6. Choose a familiar topic such as rules in a sport you know well or school rules that everyone follows.
Write a couple of sentences that describe how someone causes another person to follow these rules or
perform actions related to the rules. Use active causative verbs like have, get, make, let, and help in your
sentences.
e.g., In soccer, the coach makes the players warm up before the game.
e.g., The principal makes the students arrive on time every day.
1._____________________________________________________.
2._____________________________________________________.
3._____________________________________________________.
4._____________________________________________________.

5
METU/SFL Fall 2024
DBE
WHO 8
301 GROUP
CAUSE/EFFECT PARAGRAPH 1 (causes)
When you need to talk about factors that lead to a particular result, you may have to write about the
causes and/or effects of something. Writing about causes/effects is an important part of academic life.
Many things usually have more than one cause. For example, a person may become ill because of too
much stress, lack of sleep, poor nutrition, and exposure to a virus. Similarly, many things can have more
than one effect. For instance, exercising may lead to better health, can cause someone to lose weight and
improve emotional mood. In this handout, you are going to study cause-effect relationships and learn to
write a cause-analysis paragraph.

TASK 1. Underline the causes and effects in the statements below, and write "C" under the cause and
"E" under the effect.

e.g., Serious family problems can cause depression.

C E
1. Many car accidents happen because of careless driving and bad weather conditions.

2. Loss of motivation among students usually results from getting low grades.

3. Air pollution is caused by gases from cars and smoke from factories and houses.

4. Most teenagers do not want to be seen as children. Therefore, they imitate adult behavior.

5. Lack of self-discipline and lack of good planning are the two main causes of academic failure.

6. Hair loss and skin problems are two physical effects of stress.

TASK 2.
A. How many hours do you sleep a day? Do you get enough sleep? Why? / Why not?
B. Sleep deprivation is the condition of suffering from lack of sleep, and it is a common problem among
university students. Read the paragraph below, and complete it with the sentences given below.
There are two main causes of sleep deprivation among university students. The first one is poor time
management skills. 1)__________________________________________________________________
___________________________________. Most students work at part-time jobs to earn some extra
money. When students have a lot to do and cannot manage their schedules properly, the first thing
that they sacrifice is sleep, and this leads to sleep deprivation. 2) ______________________________
________________________________________________. This also results in getting very little sleep.
3) __________________________________________________________________________________
________________________________. A good sleeping environment is necessary for a good night’s
sleep. However, most university students live in dormitories, and their roommates might study or go to
sleep at a late hour. This negatively affects the amount of sleep that they get 4) ___________________
__________________________________________________________________. To sum up, when
university students have difficulty managing their time properly and finding a suitable environment for
a good sleep, they might suffer from sleep deprivation.

1
 a. In addition, most university students put off doing their homework or projects until the late hours of
night because of time-management issues.
b. The second cause of sleep deprivation among university students is the unsuitable sleeping
environment.
c. because it is difficult to get enough sleep when the lights are on, and there is a lot of noise in the
environment.
d. University students have a lot of work and study commitments.

TASK 3. Read the paragraph again, and fill in the missing parts in the table below.
ORGANIZATION CONTENT LANGUAGE
TOPIC SENTENCE There are two main
causes of …

MAJOR 1 The first one is

1st support
Minors ____________________________________ leads to
(working part-time and putting off doing homework ______________
or projects until the late hours of night) → not
managing their time properly → sleep deprivation
The second
2nd support MAJOR 2 ____________________________________
cause of
Minors living in dormitory → roommates study or sleep at a because
late hour → light and noise → sleep deprivation ______________

CONCLUDING SENTENCE To sum up, when university students have To sum up,
difficulty in managing their time properly and
finding a suitable environment for a good sleep,
they might suffer from sleep deprivation.

USEFUL LANGUAGE
Below is a list of verbs that you can use to show cause-and-effect relationships:
cause sth Sitting hunched over a computer all day can cause problems.
cause sb to do sth Mobbing causes a lot of employees to experience burnout.
lead to sth Increasing speed limits could lead to more accidents on the roads.
lead sb to do sth Lack of motivation often leads students to procrastinate.
bring about sth A poor diet brings about a range of illnesses.
give rise to sth The president’s speech gave rise to a bitter argument.
contribute to sth Lower levels of empathy may contribute to conflict in social interactions.
result from sth The success of the project resulted from the team’s hard work.
be a result of The mayor says the lower crime rate is a direct result of good police work.
be caused by Food poisoning is caused by bacteria, viruses, or toxins in the food we eat.

You can also use transitions of result (as a result, therefore, etc.), adverb clauses of reason with because, as, due to,
owing to, etc., and the conjunction “so” when you talk about cause-effect relationships in a paragraph. Transition
words and a logical order of ideas are important for maintaining coherence in a paragraph. Below are some

2
transition words that will help you introduce the cause-effect relationship in a more coherent way. Notice the
difference in punctuation in the following tables:

CAUSE . Thus, EFFECT

. Hence,
Independent clause: . Therefore, independent clause:
. As a result,
Subject + verb (+ object) . As a consequence, subject + verb (+
. Consequently, object).
. For this reason,
. Because of this,

CAUSE ; thus, EFFECT

; hence,
Independent clause: ; therefore, independent clause:
; as a result,
Subject + verb (+ object) ; as a consequence, subject + verb (+
; consequently, object).
; for this reason,
; because of this,
, so

Examples:
Green vegetables are highly nutritious; therefore, they should be consumed regularly.
Green vegetables are highly nutritious, so they should be consumed regularly.

There was very little rainfall last year. Consequently, there is now a water shortage.
There was very little rainfall last year, so there is now a water shortage.

EFFECT CAUSE
as a consequence of
as a result of noun.
Independent clause: because of noun phrase.
due to/owing to Ving.
Subject + verb (+ object)
on account of
*thanks to

As a consequence of CAUSE EFFECT

As a result of noun,
Because of noun phrase, independent clause:
Due to/Owing to Ving, subject + verb (+ object).
Thanks to

Examples:
There are a lot of car accidents in the city because of drunk driving.

Due to spending too much in front of the screen, many children lose their creativity.

3
 * “Thanks to” is usually used to explain why something good happened in a cause-effect paragraph.
e.g., Thanks to the precautions that are taken by the government, people have started to find
jobs.

You can also use because, because of, as, and since to show cause-effect relationships. Notice the
structures and punctuation in the examples below:

Because/As/Since vs. because of:

Because subject + verb (+ object) , subject + verb (+ object).

e.g., Because breathing is something we do automatically, we rarely think about it.

Subject + verb (+ object) because/as/since subject + verb (+object).

e.g., We rarely think about breathing because/as/since it is something we do automatically.

We don’t use a because-clause on its own in formal writing:

In 1998, the government introduced a new import tax because/as/since people were importing cars
from abroad.
OR
Because/As/Since people were importing cars from abroad, the government introduced a new
import tax in 1998.
NOT … a new import tax. Because people were importing cars from abroad.

Because of noun , subject + verb (+object).

noun phrase
Ving

e.g., Because of the rain, the tennis match was stopped.

Because of working for hours without a break, the doctors were exhausted.

Subject + verb + (object) because of noun .

noun phrase
Ving

WRITING THE TOPIC SENTENCE

As a student writer at DBE, you are expected to write the number of causes in a closed topic sentence in a
cause-analysis paragraph. Alternatively, you can write an open topic sentence where you list the causes
openly:

e.g., There are two possible causes of stress in the lives of university students. (closed T.S.)
Heavy workload and social challenges are the two main causes of stress in the lives of university
students. (open T.S.)

Since you are expected to write a short paragraph, it may be a good idea to prefer closed topic
sentences.

4
REMEMBER: your topic sentence must include the topic and the controlling idea; i.e., what you will say
about the topic.
The following sentence patterns are useful in writing topic sentences for a cause paragraph. These
sentences exemplify just two major ideas.

 There are two main causes of sth (n/n phrase).

 There are two main causes of sth (n/n phrase): ___A____and ___B____.
e.g., There are two main causes of air pollution.
There are two main causes of air pollution: gases from cars and smoke from factories and
houses.
 There are two factors that lead to/cause _______.
e.g., There are two factors that lead to air pollution.
There are two factors that cause air pollution.

 Two main causes of sth (n/n phrase) are ___A____and ___B____.

e.g., The two main causes of air pollution are gases from cars and smoke from factories and houses.
 ___A____ and ____B___ are two main causes of __ sth (n/n phrase)._____.
e.g., Gases from cars and smoke from factories and houses are the two main causes of air pollution.

TASK 4. Read the following topic sentences. Circle the topic, and underline the controlling idea.
1. Headaches are caused by stress and a poor daily diet.

2. The main causes of headaches are stress and a poor daily diet.

3. There are two main causes of headaches.

4. There are two factors that lead to headaches.

5. Stress and a poor daily diet are the two main causes of headaches.

WRITING SUPPORTING SENTENCES

Sentence patterns that can be used in the supporting sentences are as follows.
The first
The second one/cause/factor is noun.
One noun phrase.
Another cause of ___ sth (n/n phrase)_______ is Ving.
that + clause.
 The first cause of headaches is stress.
 One cause of headaches is having a poor daily diet.

the first
__A_____ is the second cause of __ sth (n/n phrase)_____.
one
another
 Stress is the first cause of headaches.
 Having a poor daily diet is another cause of stress.
5
 bring(s) about
First,/Firstly, noun cause(s) noun.
Second,/Secondly, noun phrase lead(s) to noun phrase.
Ving result(s) in Ving.
give(s) rise to
contribute(s) to
may bring about/cause/lead
to…
 Firstly, smoke from factories and houses leads to air pollution.
 Secondly, having a poor daily diet may result in headaches.

WRITING THE CONCLUDING SENTENCE

In your cause-analysis paragraph, you can write a summary or a conclusion. There are numerous methods
of writing a conclusion for cause-analysis paragraphs. Not all writers prefer to have a concluding
sentence, but at DBE, you are expected to write one. In the conclusion, you can:
1. summarize the causes that are discussed in the paragraph (SUMMARY)
2. mention ways to stop the causes or ways to cope with them (ADVICE)
3. evaluate the causes (EVALUATION)
4. make a prediction (PREDICTION)

SOME PROBLEMS AND EXPLANATIONS

1. Order of ideas: It is a good idea to have a logical order to your causes/effects. The logic depends on
the topic and the purpose of writing. The types of logic could be the following:
 From the most obvious to the least obvious
 From the most well-known to the least well-known

2. “Hedging”: Previously you studied the concept of hedging. It is especially important in cause-effect
writing. In some cases, we cannot be 100% sure that the effect will happen. Usually, the effect
happens in most people, but not in all people all the time. We may make sentences that cover all the
people and it sounds too sure. In order to avoid over-certainty and sound more “true,” we can choose
to use the following: can/could/may/might/tend to/be likely to/usually/many, etc.
Examples:
 Watching too much TV can/could harm a child’s ability to focus on his studies.
 Watching TV too much or too closely may/might damage people’s eyes.
 School kids who watch too much TV tend to/are likely to/usually work less on their homework.
 Many young people have eye-sight problems as they watch too much TV.

Read the example:

Everyone feels unhappy at work. Nobody likes to work because offices are boring and ugly. This causes
depression.

Problem 1: The words like “everyone” and “nobody” make this an overgeneralization. They are actually
not true for “everyone.” It is better to say:
 Some people feel unhappy at work. OR
 People may become unhappy at work. OR
 Certain offices make people unhappy.

6
Problem 2: The second mistake here is about how offices are: boring and ugly. Is this true? Are all offices
boring and ugly? Certainly not. We know this and that is why it does not sound convincing. We can say:
 Some offices can be boring because of the monotonous work routines.
 Some offices may make workers unhappy due to the furniture or layout. Dark colors or poor design
may/might affect their feelings negatively.

Problem 3: The last part jumps to conclusion: “this causes depression.” We do not know if ugly or boring
offices definitely cause depression for everyone. This is too strong as a claim. We can say:
 Boring work routines and ugly office design are linked to/may lead to/may/might cause
depression.

3. Giving trivial examples: Previously, the importance of giving good examples was mentioned. This is
valid for cause-effect writing too. Sometimes, we want to give an example. The example we choose
should clearly explain the idea. It should be generalizable, and not too specific or personal.
Study the example:

Some workplaces are dark and gloomy. For example, my father’s office is like this.

Problem: We don’t know your father or his office. Unfortunately, this example does not help us to clearly
see a picture of a dark and gloomy office. This is a poor example. A better alternative:

Some workplaces are dark and gloomy. For example, coal mines tend to be usually dark because they
are underground corridors. There is no sunlight and they use very little lighting there because it can
heat up and cause an explosion.

4. Inconsistency in noun or pronoun use: Remember the need to have consistency in pronoun use in
writing. The common problem is to use “people,” “you,” “he” and “she” in one paragraph.
Study the example:
People need to study English by reading a lot of materials. If a person reads a lot, he or she can learn
new vocabulary easily. You see the words in different texts often. Then, a student remembers words
the next time he or she sees the words. In this way, we can learn many words.
To be consistent, you can use a specific noun in the plural form. In the example above, the topic is about
learners of English. Instead of “a person” or “a student”, you can use “learners” or “students.” Avoid using
“he or she.”

5. Weak chain of events: Explain how the effect occurs. Explain the process that takes people to this end.
Do not simply state the effect.
Read the example:
The first positive effect of going to SAC regularly is that it increases students’ success in learning
English. When students go to SAC every day, they become successful.

Problem: Going to SAC regularly cannot directly contribute to success in learning English. You should
explain HOW/WHY it increases success. Be careful about not skipping any steps that create the effect. A
better alternative is given below:

7
 The first positive effect of going to SAC regularly is that it increases students’ success in learning English.
When students go to SAC every day, they can get the chance to do revision because there are a lot of
extra practice materials in SAC. As students go over these materials regularly, they can keep up with the
program, and in the end they can become successful.

BEFORE YOU WRITE

Read the model text below, and complete the table.

Historical factors and environmental concerns are two significant causes of fashion trends. Firstly, historical
factors play a crucial role in shaping fashion trends. Changes in ideologies may cause changes in fashion
trends as well. For instance, as a result of the feminist movement, restrictive clothing like corsets was
rejected, and clothing like pantsuits and casual wear, which symbolize empowerment and liberation,
became a trend. Another example from recent history could be the COVID-19 pandemic. Due to the
lockdowns and remote work, comfortable and functional clothing like loungewear and pajamas became
essential. Thus, the pandemic conditions caused comfortable and chic homewear to become a fashion trend.
Secondly, growing awareness about environmental issues has led to environmentalist fashion trends. Today,
responsible consumers are demanding sustainable practices in fashion since they want to buy high-quality
and durable clothing. Hence, they tend to support brands that promote slow fashion. This has given rise to
eco-friendly fashion trends. For example, brands like H&M and Zara are now popularizing the use of recycled
fabrics and organic cotton. Therefore, minimalist, sustainable, and environmentally friendly fashion is a
trend today. To sum up, historical factors and environmental concerns are two of the factors that shape
fashion trends.

8
 ORGANIZATION CONTENT LANGUAGE
TOPIC SENTENCE … are two significant
causes of …

MAJOR 1 ________________________________________ Firstly,

1st support
Minors 1. _____________________________: as a result of
rejecting restrictive clothing → preferring _______________
clothing that symbolize empowerment and Thus,
liberation → pantsuits and casual wear
becoming a trend _______________
2. _________________________:
Lockdowns and remote work →
comfortable and functional clothing
becoming essential → comfortable and chic
homewear becoming a trend
MAJOR 2 ________________________________________ _______________
2nd support
Minors responsible consumers demanding sustainable has led to
practices → slow fashion → minimalist, since
sustainable, and environmentally friendly fashion ________________
Specific example: H&M and Zara using __________ ________________
_________________________________________ Therefore,
CONCLUDING SENTENCE ________________________________________ To sum up,
________________________________________
_______________________________________.
WRITING TASK

In about 180 words, write a paragraph about the causes of textile waste.

In your paragraph, make sure:

· you have a topic sentence, supporting sentences that give additional details, and a concluding sentence,
· all your ideas are relevant to the topic,
· you use linkers and transition words where necessary (and, or, so, but, because, moreover, etc.),

Pay attention to:

· the content,
· the organization,
· the vocabulary and
· the accuracy of the language.
STEP 1: Read the writing task carefully, and make sure you understand what is required.
STEP 2 Brainstorming: In groups, brainstorm ideas.
… …

9
 STEP 3 Outlining:
Choose the best ideas and make an outline below:
OUTLINE TEMPLATE FOR A CAUSE PARAGRAPH

Topic sentence:
______________________________________________________________________________________
______________________________________________________________________________________
________________
Major 1: Main Idea (Reason / Positive effects / Negative effects)
_________________________________________________________________
_________________________________________________________________
Supporting Ideas / Details / Examples / Explanations, etc.
___________________________________
___________________________________
___________________________________
Major 2: Main Idea (Reason / Positive effects / Negative effects)
_________________________________________________________________
_________________________________________________________________
Supporting Ideas / Details / Examples / Explanations, etc.
___________________________________
___________________________________
___________________________________
CONCLUSION:__________________________________________________________________________
________________________________________________________________________________

STEP 4 Write your paragraph here:

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
10
 ______________________________________________________________________________________

STEP 5 Editing:
After you write your text, check your paper yourself using the self-checklist below. Put a tick in the relevant
box.
 The writing answers the question. □

 The writing has a clear topic sentence. □

 All the ideas are relevant to the topic. □

 The language doesn’t contain any errors (run-on sentences, □

fragments, subject-verb disagreement, etc.)
 All the sentences have a subject and a verb. □

 The writing uses connectors correctly. □

STEP 6 Submission:
Now, submit your paragraph to your instructor on ODTÜClass.

STEP 7 Instructor Feedback: Your instructor will check your work and give you feedback. Make necessary
corrections. Rewrite and submit your final draft to your instructor on ODTÜClass.

EXTRA OPTIONAL WRITING TASK:

In about 180 words, write a paragraph about the causes of body dysmorphia*.

***Body dysmorphia, or body dysmorphic disorder (BDD), is a mental health condition where a person
spends a lot of time worrying about flaws in their appearance. These flaws are often unnoticeable to
others.

11
 METU / SFL
DBE 301 GROUP Fall 2024
RHO 15 (Student’s Copy)

Text I. Read the text below, and answer the questions that follow.

Preparing for Jobs That Don’t Exist Yet

The global pandemic has been a horrible period in history with massive losses, social isolation, and
economic difficulties. However, it has also led to some desirable developments. For instance, many
organizations had to adopt technology to keep up with the working conditions of the pandemic. Working
from home has helped reshape our thinking about the way we work and the location we work from, as we
search for a better normal. Emerging technologies such as blockchain, artificial intelligence, and
augmented reality are creating whole new industry sectors. These technologies promise to make our lives
easier and increase productivity, but can we train employees with the necessary skills as quickly as
technology is advancing? The World Economic Forum suggests 85 million jobs will be lost, and 97 million
new ones will be created by 2030, but all experts agree that a high percentage of roles that will exist then
do not exist at the moment. Some jobs could also be replaced by those that may also require more
complex tech skills. About 50% of the global workforce, including those who wish to stay in their current
jobs, will need to acquire new skills by 2025.
The good news is that it isn’t hard to get a general idea of what kind of jobs we’ll need five to ten years
from now. In general, essential soft skills like critical thinking and problem-solving will have to be used
together with technology design, programming, technology monitoring, and other tech-related hard skills.
The increasing use of data by all sectors also means that data analytics will be a well-paid career path in the
future. The world will need data scientists who can help turn complicated data sets into practical, easy-to-
use applications in both everyday life and business. Thus, having a good understanding of the basics,
including data modeling and basic statistical analysis, will be crucial for today’s students. Take the
metaverse, for example. The metaverse virtual space, where people copy their real-life interactions, is built
on layers of data. As businesses make their way into the metaverse, they’ll need to process all the newly-
available data efficiently. Who else will they hire other than data analysts to do this? Technologies like the
metaverse and artificial intelligence will also need programmers and innovators who know how to develop
and protect these platforms. We do not know the exact job title for these future jobs. However, we know
the skills that tomorrow’s employees will need. This alone should be enough to get people moving in the
right direction.
Educational institutions need to take a good look at themselves and ask whether they are really preparing
students for a world where technology plays an increasingly bigger role. Luckily, many universities today
understand that they have the responsibility for shaping the future workforce, and many do a good job.
(1)____. Thanks to these opportunities, programs in data science, computer science, and applied statistics
are more popular now than ever across Europe and North America. In fact, between 2010 and 2018, the
Pew Research Center found that the number of STEM graduates grew by 62%, compared with a 20%
growth for other degrees. From 2010 to 2018, the number of Bachelor’s degree graduates in computer
science even doubled. One can only imagine what that figure is today. (2)____. For instance, a student who
studies software engineering can specialize in Animation and Game Development or Data Science, or an
Information Technologies student can specialize in Innovation and Business, Business Analytics, or Web
and Mobile Applications. (3)___. One example is Multimedia Arts. This is a new department under the roof
of the Faculty of Fine Arts, and it aims to combine multimedia tools with art.
What can current employees do to remain useful and survive in this rapidly changing job market? Dorothy
Dalton, a career coach, advises keeping an eye on the horizon and not ever stopping learning. Some people
might be, and probably are, working in a declining industry. Those who look ahead can see the end of that
industry is approaching and start looking for a job in other industries with a future. Some industries, on the
other hand, will continue to exist, but their job requirements will change. Again, employees who follow
these changes act early on and manage to gain those skills that will be in demand in time. This way, they
don’t face the risk of losing their jobs. Of course, companies should be doing their part as well. While
keeping up with the technological advances themselves, companies should encourage their employees to
improve their skills in line with the technology. The upside of COVID was that many organizations were
providing training opportunities for free, or at a low cost, so that their employees could quickly acquire the
skills to work in an online environment and the business could go on. They should do the same now if they
don’t want to run out of employees that are qualified enough to do the jobs in the future.
Despite the progress that has been made, there is still much work to do to prepare a labor force that is
sufficient for the jobs of the future. The road ahead will not be easy. Many workers are likely to find their
skillsets obsolete within the next 10-20 years if they don’t take the time to learn new skills. In the
meantime, employers and educational institutions should not forget their responsibilities. Both need to
take note and do everything within their power to make sure that employees remain innovative and skilled.
The best time to prepare for the jobs of tomorrow was yesterday. The second-best time is now.
A. What do the following refer to?
1.This (para. 2): The fact that______________________________________________
2. Both (para. 5): Both ___________________________________________________
B. Find words in the text that mean the following. Do NOT change the form of the words. Write ONE WORD
ONLY.

1. starting to exist or grow (adj.) (para. 1) : _____________________________________________

2. useful/practical (adj.) (para. 1): _______________________________________________________
3. to get/gain (v) (para. 4): ____________________________________________________________
4.critical (adj.) (para. 2): _______________________________________________________________
5. out of date, no longer used (adj.) (para. 5): ______________________________________________
C. Find different forms of the following words in the text and fill in the table.

desire(n)
produce(v)
efficient(adj)
grow(v)
special(adj)
mass(n)
suffice(v)
D. Read para. 3, and fill in each blank (1-3) with a suitable sentence from the options below. There are
TWO extra sentences.

A) For instance, they’ve been offering more scholarships, or financial aid, in order to attract students to
science, tech, engineering, and mathematics (STEM).
B) In addition to these specialization programs, some universities are starting whole new departments.
C) However, being prepared for the future requires more than just technical knowledge.
D) Furthermore, many universities around the globe are also adding specialization programs to their
existing departments.
E) Universities determine the future: they shape it through their research and prepare students for
tomorrow’s jobs.
E. Answer the following questions according to the information in the text.
1. Which of the following is FALSE according to para. 1?
a) Many organizations have been forced to adopt technology because of the pandemic.
b) The number of technology-related jobs will increase to 97 million by the year 2030.
c) Even if some jobs don’t disappear, they will require new skills.
2.Why is the metaverse example given in para. 2?
a) To support the idea that future employers will look for data scientists.
b) To show how hard it is to learn data modeling and basic statistical analysis.
c) To explain why the metaverse is necessary for businesses to succeed in the future.
3. According to para. 4, what can companies do to encourage their employees to improve their skills?

---------------------------------------------------------------------------------------------------------------------------------------

4. What’s the purpose of this text?

a) To argue that immediate action is necessary to start training people for the future job market.
b) To inform the reader about what universities can do to prepare their students for the future.
c) To criticize universities and employers for ignoring the future of their students and employees.
F. RESPONSE TASK (OPTIONAL):
Work with your partner to answer the following questions:
1.What professions/fields of industry do you think may fade away/ become obsolete in your
region/country in the next decades?
2.What professions/fields do you think will replace them?
3.What skills, qualities and habits do you think you need to develop to meet the requirements of
the new job market?
Text II. Read the text below, and answer the questions that follow.

1 As people around the world travel more and receive more formal education, languages are predicted to
disappear at an alarming rate. Denser road networks, higher levels of education, and even climate change
are just a few of the factors that could lead to the loss of more than 20% of the world’s 7,000 languages by
the end of the century. This is equal to the loss of one language per month.

2 Based on a new model similar to those that are used for predicting species loss, a team of biologists,
mathematicians, and linguists has determined that, without effective conservation, language loss will
increase five-fold by 2100. “This is a dreadful statistic,” says Lindell Bromham, team leader from Australian
National University. Current language loss estimates vary considerably. Some of these predict that up to
90% of languages might no longer be spoken at the start of the next century. Evolutionary biologists
Bromham and her colleagues thought that getting a more statistically reliable view of language diversity
loss has only been possible by borrowing modelling techniques from studies on biodiversity loss. “The loss
of a language is in a way like the loss of a species in nature. Every time a language is lost, we lose a rich
source of cultural information; we lose a unique and beautiful expression of human creativity,” she says.

3 They analyzed 6,511 languages that are still spoken but are in danger of extinction or have stopped to be
spoken – known as “sleeping” languages. They compared the languages’ endangerment status – the risk of
becoming a lost language – with 51 criteria. These include legal recognition of the language, demographics,
education policies, environmental features, and socioeconomic indicators. They found that having other
languages nearby isn’t a risk factor for language loss. In fact, says Bromham, many communities become
multilingual when they are close to other languages. On the other hand, their study suggested that being in
a remote geographic location – like living in a valley among high mountains on an island – doesn’t make
people more likely to hold on to their language. The researchers also discovered risk factors on a regional
level, says Bromham. For example, larger rural areas were connected with more language loss in parts of
Africa, while in Europe, increased temperatures were linked to greater endangerment, such as the
language loss observed in parts of Scandinavia. However, she adds, more studies are needed to understand
these connections.

4 More concentrated road networks were also linked with higher levels of language loss on a global scale,
says Bromham. This could be due to the fact that roads increase the travelling between rural areas and
larger towns. This, in turn, leads to a greater influence of commerce and centralized government and the
language associated with them. The language used in commerce and in government institutions becomes
the dominant language. Higher levels of education were also found as another factor that leads to greater
loss of local languages across the globe, says Bromham. “This is a very worrying result,” she says. “But I
want to emphasize that we are not saying formal education is bad or that children shouldn’t go to school.
Rather, we’re saying that we need to make sure that education systems support bilingualism so that
children can get the benefit of education without the cost to their own knowledge of indigenous language.”
5 Marybeth Nevins, a linguist and anthropologist at Middlebury College finds it both troubling and
understandable that schooling could lead to endangerment of languages. “Schooling establishes a whole
set of practices that influences a person’s life from all aspects” says Nevins. On the other hand, while 20 th
century schools were based on single language learning, modern digital technology allows for
multilingualism in government institutions, including schools, she says. “With adequate indigenous
language resources, schooling will not lead to endangerment.” Schools like One Arm Point Remote
Community School in Western Australia integrate traditional culture and knowledge into the curriculum
through the inclusion of Elders, rangers, and community members. Students create material in the Bardi
language, Australian English, and Aboriginal English. One outcome was the national award-winning book
Our World: Bardi Jaawi Life at Ardiyooloon. According to Nevins, holding onto local languages is critical.
They need to be protected. If they are not, important links to the past and cultural elements are lost.

6 An example of a group of languages that has long been endangered is the indigenous American tribal
languages. Ever since European colonists arrived on the continent in the 16th century, they have tried to
assimilate indigenous populations. In the 19th century, indigenous children were forced into special
boarding schools that were run by Christian missionaries. These boarding schools separated families for
years, stripped children of their traditional clothing and hairstyles, taught them English, and punished
them for speaking their native languages. Many children died and abuse was widespread. “Someone else's
ancestors came along and took away their language forcibly, took away their rights,” says Natasha
Warner, a linguist working on the native American Mutsun language revival* project at the University of
Arizona. “Holding onto local languages means that the descendants come along and say, ‘I want to get my
heritage back. I want to get my people's culture back.’ Language is a big route into that,” she says.

*revival: the process of becoming active again

A. Find the word in the text that means the following. Write ONE WORD on the line, and DO NOT
change the form of the word.
frightening (para. 2) :_____________________

B. Answer the following questions according to the text.

1. According to para. 2, what was Bromham and her colleagues’ purpose in borrowing the models that are
used for biodiversity loss?
_____________________________________________________________________________________
_____________________________________________________________________________________

2. According to para. 3, a community has a higher chance of conserving its native language when _______.
a) its language has an official status of a “sleeping” language
b) its inhabitants are physically close to other language communities
c) changing weather conditions make the area it is spoken more favorable
3. In para. 4, according to Bromham, what is a possible negative effect of formal education on local
languages?
_____________________________________________________________________________________

4. According to Marybeth Nevins, what would make it possible to integrate multilingualism in schools
alongside modern digital technology?
_____________________________________________________________________________________

5. In para. 5, why does Nevins think that indigenous people must hold onto their local language?
_____________________________________________________________________________________

6. What is the writer’s purpose in para. 6?

a) To give a historical background on the life of Indigenous American tribes before the arrival of European
colonists
b) To explain the process of how Indigenous American cultures were taken by the dominant European
culture and became endangered
c) To describe the studies that linguists have done to bring back the Indigenous American cultures and
languages to life