Feeling English

1. Do you remember these words?

In this unit, we will deal with the different uses of the verb to have, which together with the verb to be, is
one of the most important verbs in English. Do you know abstract nouns in English? How much vocabulary
do you know about them? We will extend it in our vocabulary section. Regarding pronunciation, we will
learn about word stress and we will finish the unit learning how to write an article. All these issues will
enable you to develop unit 1.

So, to start with the unit, let’s read something you will probably understand easily.

This year has been great; there have been many different joyful events. The best one has undoubtedly
been my sister-in-law’s wedding. Last year, her husband, overcoming nervousness, proposed after a
family lunch. Unfortunately, I couldn’t be there, but I saw the video, and it was a wonderful moment.
During the wedding, we had a blast! The marriage was held outdoors, in a lovely place surrounded by
nature, and enthusiasm was present throughout the whole event.

GLOSSARY:

nervousness /ˈnɜːrvəsnɪs/: a feeling of worry and anxiety

have a blast /hæv ə blɑːst/: have fun

marriage /ˈmærɪdʒ/: a legally accepted relationship between two people in which they live together, or
the official ceremony that results in this

enthusiasm /ɪnˈθjuːziæzəm/: lively, absorbing interest; eager involvement

2. Reading
Now, we will read a text which is a little more complex. It is press release from the United Nations and it
deals with a modern version of slavery.

Since the beginning of time, the human being has always looked for freedom and fulfillment. In this
respect, education and knowledge have always been seen as the key to achieving this. Nonetheless,
injustice has constantly been present in all historical periods. Poverty has usually been a synonym to
illiteracy and, therefore, to slavery, even nowadays.

Even though slavery is widely thought to have been abolished, this is not entirely true. Yet, in the twenty-
first century, a significant part of the population is considered a slave or suffers some kind of exploitation.
They may earn a salary, but it is far from decent. Despite their dedication, which seems to be greater than
ever, they can barely make ends meet.

Nevertheless, this is not the only form of slavery these days. There is something that may be qualified as
modern slavery. No matter the age, most people seem to have acquired some kind of addiction to certain
substances and other more intangible things, such as social networks. Although having immediate access
to their friends and contacts, the members of these networks seem to be filled with feelings of loneliness
and isolation.

A solution must definitely be found so that everyone can eventually meet their goals and feel free and
fulfilled. Therefore, all institutions must work together with the inhabitants to help them find a balance
and live happily.

3. Vocabulary
As you have seen, this topic is fascinating… Nouns can be abstract or concrete. Concrete nouns are
tangible and you can experience them with your five senses. In contrast, abstract nouns refer to intangible
things. What do you know about abstract nouns? Abstract nouns are things like ideas, concepts, feelings,
and traits. For example, fear is an abstract noun that refers to a feeling. Although you might be able to
see the thing you feel fear about, like a spider, you can't see or touch the fear itself. In this section, we
will include a list of some vocabulary words related to abstract nouns. We will divide them into six
different categories to make your learning easier and to help you, at the same time, to make proper use
of verbal and written language.

GLOSSARY

1. Emotions/Feelings
● Anger: a strong feeling of annoyance, displeasure, or hostility.
● Sadness: the condition or quality of being sad.
● Kindness: the quality of being friendly, generous, and considerate.
● Loneliness: sadness because one has no friends or company.
● Fear: an unpleasant emotion caused by the threat of danger, pain, or harm.
● Cheerfulness: the quality or state of being noticeably happy and optimistic.
● Bitterness: anger and disappointment at being treated unfairly; resentment.
● Anxiety: a feeling of worry, nervousness, or unease about something with an uncertain outcome.
● Confusion: a situation in which people are uncertain about what to do or are unable to
understand something clearly.
● Pain: highly unpleasant physical sensation caused by illness or injury.
● Pleasure: a feeling of happy satisfaction and enjoyment.
● Satisfaction: fulfilment of one's wishes, expectations, or needs, or the pleasure derived from this.
● Sensitivity: the quality or condition of being sensitive.
● Stress: the feeling of being overwhelmed or unable to cope with mental or emotional pressure.
● Sympathy: feelings of pity and sorrow for someone else's misfortune.
● Warmth: enthusiasm, affection, or kindness.
● Despair: the complete loss or absence of hope.
● Indifference: lack of interest, concern, or sympathy.
● Joy: a feeling of great pleasure and happiness.
● Grief: intense sorrow, especially caused by someone's death.
● Sorrow: a feeling of deep distress caused by loss, disappointment, or other misfortune suffered
by oneself or others.
2. Personality attributes:
● Loyalty: the quality of being loyal.
● Bravery: courageous behaviour or character.
● Honesty: the quality of being honest.
● Compassion: sympathetic pity and concern for the sufferings or misfortunes of others.
● Integrity: the quality of being honest and having strong moral principles.
● Charity: the voluntary giving of help, typically in the form of money, to those in need.
● Beauty: a combination of qualities, such as shape, colour, or form, that pleases the aesthetic
senses, especially the sight.
● Talent: natural aptitude or skill.
● Brilliance: exceptional talent or intelligence.
● Courage: the ability to do something that frightens one; bravery.
● Dedication: the quality of being dedicated or committed to a task or purpose.
● Determination: the quality of being determined; firmness of purpose.
● Generosity: the quality of being kind and generous.
● Patience: the capacity to accept or tolerate delay, problems, or suffering without becoming
annoyed or anxious.
● Trust: firm belief in the character, strength, or truth of someone or something
3. Ideals and concepts
● Justice: just behaviour or treatment.
● Injustice: lack of fairness or justice.
● Belief: trust, faith, or confidence in (someone or something).
● Dream: a cherished aspiration, ambition, or ideal.
● Truth: the quality or state of being true.
● Faith: complete trust or confidence in someone or something.
● Knowledge: facts, information, and skills acquired through experience or education; the
theoretical or practical understanding of a subject.
● Culture: the ideas, customs, and social behaviour of a particular people or society.
● Thought: an idea or opinion produced by thinking, or occurring suddenly in the mind.
● Dedication: the quality of being dedicated or committed to a task or purpose.
● Friendship: the emotions or conduct of friends; the state of being friends.
● Comfort: a state of physical ease and freedom from pain or constraint.
● Deceit: the action or practice of deceiving someone by concealing or misrepresenting the truth.
● Energy: the strength and vitality required for sustained physical or mental activity.
● Failure: lack of success.
● Motivation: a reason or reasons for acting or behaving in a particular way.
● Opportunity: a time or set of circumstances that makes it possible to do something.
● Perseverance: persistence in doing something despite difficulty or delay in achieving success.
4. Events and movements
● Education: the process of receiving or giving systematic instruction, especially at a school or
university.
● Hospitality: the friendly and generous reception and entertainment of guests, visitors, or
strangers.
● Leisure: time when one is not working or occupied; free time.
● Progress: development towards an improved or more advanced condition.
● Adventure: an unusual and exciting or daring experience.
● Birthday: the anniversary of the day on which a person was born, typically treated as an occasion
for celebration and the giving of gifts.
● Career: an occupation undertaken for a significant period of a person's life and with
opportunities for progress.
● Childhood: the state or period of being a child.
● Death: the action or fact of dying or being killed; the end of the life of a person or organism.
● Future: a period of time following the moment of speaking or writing; time regarded as still to
come.
● Holiday: an extended period of leisure and recreation, especially one spent away from home or
in travelling.
● Life: the existence of an individual human being or animal.
● Marriage: the legally or formally recognized union of two people as partners in a personal
relationship.
● Past: the time before the moment of speaking or writing.
5. States
● Being: existence.
● Chaos: complete disorder and confusion.
● Liberty: the state of being free within society from oppressive restrictions imposed by authority
on one's way of life, behaviour, or political views.
● Freedom: the power or right to act, speak, or think as one wants.
● Luxury: a state of great comfort or elegance, especially when involving great expense.
● Misery: a state or feeling of great physical or mental distress or discomfort.
● Nervousness: the quality or state of being nervous.
● Openness: lack of secrecy or concealment; frankness.
● Peace: freedom from disturbance; tranquillity.
● Pessimism: a tendency to see the worst aspect of things or believe that the worst will happen.
6. Ideas
● Beliefs: an acceptance that something exists or is true, especially one without proof.
● Communication: the imparting or exchanging of information by speaking, writing, or using some
other medium.
 ● Curiosity: a strong desire to know or learn something.
● Democracy: a system of government by the whole population or all the eligible members of a
state, typically through elected representatives.
● Interest: the feeling of wanting to know or learn about something or someone.
● Thought: an idea or opinion produced by thinking, or occurring suddenly in the mind.
● Sacrifice: an act of slaughtering an animal or person or surrendering a possession as an offering
to a deity.
● Wisdom: the quality of having experience, knowledge, and good judgement; the quality of being
wise.

REMEMBER!

Nouns can be concrete or abstract.

Concrete nouns are tangible, and you can experience them with your five senses.

Abstract nouns refer to intangible things, like actions, feelings, ideas, concepts, and qualities.

Often you can create abstract nouns from verbs, adjectives, and even concrete nouns by taking the root
word and adding a suffix.

Some words change completely when they become abstract nouns. For example, the abstract noun of
“weak” is “weakness”, but the abstract noun of “strong” is “strength”.

Suffix Examples

-tion Relaxation

-ism Optimism

-ity Integrity

-ment Fulfilment

-ness Laziness

-age Marriage

-ance Brilliance

-ence Existence

-ship Friendship

-ability Capability

-acy Privacy

4. Grammar
To Have
The verb “to have” is one of the most important English verbs. It is used as a main verb and as an auxiliary
verb.

Like all verbs, except verb “to be” and modal verbs, verb “to have” has two conjugations in the simple
present.

Singular Plural

1st person I have We have

2nd person You have You have

3rd person He

She has They have

It

*Note that in the third person singular conjugation, –ve is replaced by –s

There are different types of uses for the verb “to have” and during this section we will focus on them.

1. As an auxiliary verb
1. To form compound tenses together with the passive participle of verbs
● I have worked
● I have played
2. For short answers, the so-called tag questions, for the omission of the verb in the main sentence,
for emphatic forms, and for all the verb tenses in which it functions as an auxiliary or with the
meaning of having.
● Short answer
Have you done it? Yes, I have
● Tag question
They’ve arrived, haven’t they?
● Omission of the verb in the main sentence
He has arrived, but she hasn’t
● Emphatic form
*But she has arrived too
(*it is pronounced by slightly accentuating the auxiliary has)

2. Possession
As a main verb with the meaning of possession, the verb “to have” can be conjugated as explained in the
following points

1. As an auxiliary verb
● I have
● I have not
● Have I?
 2. Reinforcing it with the word got, past participle of the verb “to get”, which in this construction
has no translation
● Affirmative form
I have got (generally contracted, I’ve got)
● Negative form
I have not got (generally contracted, I haven’t got)
● Interrogative form
Have I got?
Haven’t I got?
3. As an ordinary verb
● Affirmative form
I have
● Negative form
I don’t have
● Interrogative form
Do I have?

In general terms, this last form is mostly used in American English, but it is spreading more and
more in British English, both for the present and for the past tenses.

● Do they have a dog on their farm?

● Did he have a car?

3. “Taking” food
In this case, it is always considered an ordinary verb.

● I have tea
● She does not have salad
● Do you have meat?

4. Periphrastic use
Here the verb “to have” means “to have to do something”, and it is conjugated as an ordinary verb.

● I have to go
● I do not have to go
● Do I have to go?

In British English, the form with got is also used, and in this case it is conjugated as an auxiliary.

● I’ve got to go
● I haven’t got to go
● Have I got to go?

5. Causative use
It expresses the idea of doing or ordering something to be done, and it is conjugated as an ordinary verb
with the following structure:

Subject + verb to have + complement + past participle

● I had it cleaned
● I had my hair cut

Sometimes it expresses the idea of something that is suffered or endured

● He had his arm broken in the accident

For this causative use, the verb “to get” is as well used just to emphasize the idea of achievement or result

● I got it done (with the meaning of “I got them to do it to me”)

In American English, the verb “to have” is used with the bare infinitive (infinitive without to) with the
same meaning of doing or ordering something to be done

● I had him do it again

It is algo frequent to find the verb “to have” followed by the -ing form with the meaning of achievement.

● Don’t worry, I’ll soon have your car going again

● I’ll have you speaking English in a couple of months.

6. Idioms
The use of idioms with the verb “to have” is very frequent; it will be followed by the article a/an and a
noun, with the same meaning of the corresponding verb.

● To have a walk
● To have a ride
● To have a swim
● To have a smoke
● To have a talk

Notice that in the following idiom the verb “to have” has the meaning of allowing or tolerating

● I won’t have him do it again

TO HAVE: USES

"Taking" Causative
Auxiliary Possession Periphrastic use Idioms
food use
verb

Compound
tenses Doing or ordering
As an something to be
Meaning of auxiliary done
having Ordinary Meaning "to Same meaning of
Reinforced have to do Something the corresponding
Short verb
with got something" suffered or verb
answers endured
As an
Tag ordinary Emphasizing
questions verb achievement or
Verb result
omission
Emhatic
form
REMEMBER!

Pronounce emphatic forms by slightly accentuating the auxiliary

It has no translation when reinforcing it with the word got expressing possession

In its periphrastic use, the form with got is also used, and it is conjugated as an auxiliary

For the causative use, the verb “to get” emphasizes the idea of achievement or result

American English uses the bare infinitive for the causative use with the meaning of doing or ordering
something to be done

“To have” is followed by the -ing form with the meaning of achievement in its causative use

For idioms, it will be followed by the article a/an and a noun

5. Listening
In this section, we are going to listen to two recordings. In the first one, we will listen to an old woman
reading us an extract from her favourite book when she was a child, Alice’s adventures in Wonderland by
Lewis Carroll.

In the second one, we will listen to a teenager telling us about her experience and her opinion about a
specific festivity. Through this section, and together with the comprehension activities, you will continue
practicing the contents studied in the unit while improving at the same time your listening skills.

5.1 Listening 1
Podcast Transcription

Let me read you a piece of my favourite book in my childhood… It is like being a child again….Alice was
beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice
she had peeped into the book her sister was reading, but it had no pictures or conversations in it, 'and
what is the use of a book,' thought Alice 'without pictures or conversation?'

So, she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy
and stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and
picking the daisies when suddenly a White Rabbit with pink eyes ran close by her.

There was nothing so very remarkable in that, nor did Alice think it so very much out of the way to hear
the Rabbit say to itself, 'Oh dear! Oh dear! I shall be late!' (when she thought it over afterwards, it occurred
to her that she ought to have wondered at this, but at the time, it all seemed quite natural); but when the
Rabbit actually took a watch out of its waistcoat-pocket, and looked at it, and then hurried on, Alice started
to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-
pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and
fortunately was just in time to see it pop down a large rabbit-hole under the hedge.
In another moment down went Alice after it, never once considering how in the world she was to get out
again.

5.2 Listening 2
Podcast transcription

Carnival is a very famous festivity celebrated all over the world, but I want to talk about my favorite one,
the most famous in Spain, it is celebrated in February. You've probably heard of it, the Cádiz Carnival. This
year, my friends and I will go again. We went last year and had a great time. The whole city is partying,
with people in incredible costumes singing songs with beautiful voices and lyrics full of humor. We don't
go in costume, but we dance a lot. It gets very crowded, so you have to make sure you stick together. And
you have to watch out for pick-pockets when there are so many people in the same place. But it's really
very funny; It is as if Cádiz has become a different city. Even the police dance sometimes. I think that Cádiz
people are incredibly funny and friendly and in my humble opinion, I can say that there you can eat the
best fried fish in the world.

6. Writing
Nowadays, an article is a widespread type of writing, it is a piece of writing on a particular subject in a
newspaper or magazine or in the internet. Articles can be used to be informed about things happening in
our world or even to create your own opinion about a concrete subject that the writer is exposing. In this
section, we will learn how to write an article using the contents we have studied throughout the whole
unit.

The basic outline for an article writing format is

● Heading. This is the title of the article

● A line with the writer’s name.
● Body. This is the main part of the article composed of two or three paragraphs
● Conclusion. This is the last part of the article, an ending paragraph with the opinion or
recommendation of the writer, anticipation, or an appeal

You can be able to write an article by following these simple seven steps:

● Select your main topic

● Define your objectives
● Target your audience
● Collect your information and resources
● Create your topic outline
● Edit your draft
● Revise your content.

Let’s see an example of an article:

Emotions in Everyday Life

Debra Trampe, Jordi Quoidbach and Maxime Taquet

Published: December 23, 2015

Despite decades of research establishing the causes and consequences of emotions in the laboratory, we
know surprisingly little about emotions in everyday life. We developed a smartphone application that
monitored an exceptionally large and heterogeneous participant sample's real-time emotions. People’s
everyday life seems profoundly emotional: participants experienced at least one emotion 90% of the time.
The most frequent emotion was joy, followed by love and anxiety. People experienced positive emotions
2.5 times more often than negative emotions but also experienced positive and negative emotions
simultaneously relatively frequently. We also characterized the interconnections between people’s
emotions using network analysis. This novel approach to emotion research suggests that specific
emotions can fall into the following categories 1) connector emotions (e.g., joy), which stimulate the same
valence emotions while inhibiting opposite valence emotions, 2) provincial emotions (e.g., gratitude),
which stimulate same valence emotions only, or 3) distal emotions (e.g., embarrassment), which have
little interaction with other emotions and are typically experienced in isolation. Providing both basic
foundations and novel tools to study emotions in everyday life, these findings demonstrate that emotions
are ubiquitous to life and can exist together and distinctly, which has important implications for both
emotional interventions and theory.
 Heading/Title

Writer's name

Main information 1
Article

Body (main part)

Main information 2

Opinion
Conclusions Recommendations
Anticipation
Appeal

7. Speaking
7.1 Pronunciation
In this section, we will deal with syllable and word stress, or another way to name it, the rhythm of English.
It is crucial to keep in mind that English is a time-stressed language. As opposed to Spanish, which is a
syllable-timed language in which an equal amount of time is given to each syllable, English adjusts the
timing of stressed and unstressed syllables and words. In English, some syllables are longer and some
shorter. By stressing certain syllables and words, we can better understand the meaning of the word or
sentence. Understanding time stress and intonation in English will help the learner both better
understand English and be better understood.

Syllable stress
Words are made up of syllables. Syllables are units of sound that almost always have, with few exceptions,
at least one vowel sound. One syllable is stressed in words of two or more syllables while the others are
said quickly and without emphasis.

The only fixed rules for syllable stress are:

1. Words can only have one stress

2. The stress is always on a vowel

Interestingly, related words can have different syllable stresses like photo, photographer and
photographic, and the stress pattern of homographs change their meaning. What is important, is to
understand what we mean by syllable stress and to recognize the different syllable stress patterns in
English.

1. One syllable: Stressed

One syllable words, logically, have the stress on the one syllable.

● Pay /’peɪ/
● Drive /’draɪv/
● Good /’gʊd/
2. Two Syllables: 1st Syllabe Stressed
In most two-syllable nouns and adjectives, the first syllable is generally stressed.

● Swimming /ˈswɪmɪŋ/
● Apple /ˈæpl/
● Happy /ˈhæpi/
● Little /ˈlɪtl/
3. Two Syllables: 2nd Syllable Stressed
Two-syllable verbs are normally stressed on the second syllable.

● Begin /bɪˈgɪn/
● Deserve /dɪˈzɜːv/
● Agree /əˈgriː/
4. Three Syllables: 1st Syllable Stressed
Most three-syllable words (nouns, adjectives or verbs) are stressed on the first syllable. For example,
three-syllable words ending in “-er”, “-or”, “-ly” or “-y” are generally stressed on the first syllable.

● Energy /ˈɛnəʤi/
● Finally /ˈfaɪnəli/
● Hospital /ˈhɒspɪtl/
● Beautiful /ˈbjuːtəfʊl/
● Organize /ˈɔːgənaɪz/
5. Three Syllables: 2nd Syllable Stressed
Words ending in “-tion”, “-sion”, “-ic” or “-al”, among other suffixes, generally have the stress on the
syllable found before these endings. This is the case for both three- and four-syllable words.

● Consumption /kənˈsʌm(p)ʃən/
● Denial /dɪˈnaɪəl/
● Offensive /əˈfɛnsɪv/
6. Three Syllables: 3rd Syllable Stressed
Words with the following suffixes have the stress on the final syllable, the suffix itself: “-ee”, “-eer”, “-
ese”, “-ette”, or “-ique”.

● Referee /ˌrɛfəˈriː/
● Engineer /ˌɛnʤɪˈnɪə/
7. Four Syllables: 2nd Syllable Stressed
The stress in four-syllable words is either on the second or third syllable. The second syllable is generally
stressed if the word ends in “-cy”, “-ty”, “-phy”, “-gy” or “-al”.

● Dependency /dɪˈpɛndənsi/
● Psychiatry /saɪˈkaɪətri/
● Equality /i(ː)ˈkwɒlɪti/
8. Four Syllables: 3rd Syllable Stressed
Words ending in “-tion”, “-sion” or “-ic” generally have the stress on the syllable found before these
endings. As we have seen before, this is the case for both three- and four-syllable words.

● Policitian /ˌpɒlɪˈtɪʃən/
● Education /ˌɛdju(ː)ˈkeɪʃən/
● Unrealistic /ˌʌnrɪəˈlɪstɪk/
9. Compound Words
The stress in compound words depends on whether the word is a noun, an adjective, or a verb. This is
because compound nouns take the stress on the first word while adjectives and verbs take it on the
second.

● Compound nouns
o Airplane /ˈeəpleɪn/
o Toothbrush /ˈtuːθbrʌʃ/
● Compound adjectives
o Old-fashioned /əʊld-ˈfæʃənd/
o New age /njuː ‘eɪʤ/
● Compound verbs
o Detest /dɪˈtɛst/
o Understand /ˌʌndəˈstænd/
10. Phrasal verbs
Phrasal verbs always have stress on the second word or the preposition. This is an exception to the rules
for sentence stress, where stress is generally on the main verb.

● Wake up /weɪk ‘ʌp/

● Work out /wɜːk ‘aʊt/
● Get off /gɛt ‘ɒf/

Word or Sentence Stress

As we have seen, within words, there are specific syllable stresses. The same is true within sentences.
Sentence stress is what gives English its particular rhythm.

Sentences are generally composed of two types of words: content words and structure words.

1. Content words
They are the keywords that give the sentence meaning. Content words include the following types of
words: main verbs, nouns, adjectives, adverbs, and negative auxiliary verbs (don’t, can’t, etc.)

2. Structure Words
Structure words are generally small, simple words that give the sentence its correct grammatical
structure. Structure words include pronouns, prepositions (except when they are part of a phrasal verb),
articles, conjunctions, and affirmative auxiliary verbs.

Generally, if we remove the structural words from a sentence, it can still be understood. Therefore we
place the stress in English on the correct words.

Have a look at the following examples (stressed words are in capital letters)

● The VALLEY GLISTENED as the SUNSET SLOWLY over the HORIZON

● I’m GOING to the PARTY with him, but ONLY because he PROMISED me, we’ll BE back EARLY.

If you say the sentences to yourself, you can notice that while the second sentence is longer, both take
approximately four seconds to say. Notice also that both contain the same number of content or stressed
words. As we have said, English is a time-stressed language. The amount of time between stressed words
is the same, regardless of the number of unstressed words between them. For this reason, while the
second sentence is longer, it takes the same amount of time to say as the first sentence.

7.2 Situation
In this section, we will continue with the improvement of our listening skills while we listen to a
conversation between two friends talking about their feelings in relation to everyday situations, making
use of the grammar and the most common vocabulary studied during this unit.

Transcripción del podcast

Nick: Hey Jennifer, I have some great news!

Jess: Hi Nick! What happened?

Nick: I'm happy! I've got a job offer from the bank!

Jess: Congratulations! That's great! I thought you said you didn't get the job.

Nick: I thought I did poorly on the interview, but I guess I was wrong. I'm so happy right now.

Jess: I bet. That's excellent news. I'm very happy for you.

Nick: Thanks. I feel like celebrating. Let's go have a beer; it's on me!

Jess: It sounds good! Come on, let's go to your car!

Nick: Ummm… I'm afraid it won't be possible… My car is at the mechanic's.

Jess: Why? What happened to your car?

Nick: Last week, a tow truck had to tow my car and put all those dents in it.

Jess: Ohhh… Are they going to pay you for the damages?

Nick: They've said it was already there.

Jess: That doesn't make sense. What are you going to do?

Nick: I have to go to court. A policeman was there to prove that the damage wasn't there.

Jess: I'd be pissed if that happened to me.

Nick: I've got an estimate, and it's five thousand dollars.

Jess: Oh my God!

Nick: We'll see what happens after court.

Jess: Everything will be all right, you'll see! I'm feeling out of sorts today…

Nick: I'm sorry to hear that. What seems to be the problem?

Jess: I'm really upset about the changes at work.

Nick: I know it's been difficult for everyone.

Jess: I just don't understand why they changed our team.

Nick: Sometimes management does things we don't understand.

Jess: It makes no sense. I just don't feel well.

Nick: Maybe you need some time off work.

Jess: Yes, maybe that's it.

Nick: Is there anything I can do to help?

Jess: No, just talking about it makes me feel a little better.

Nick: Feel free to talk to me anytime.

Jess: Thanks. I appreciate it.

Nick: No problem. Come on, Jess, we both need to have fun. Let's go for that beer!

Jess: Come on! Let's go for it!

REMEMBER!

Words can only have one stress

The stress is always on a vowel

Syllable stress is essential for pronunciation and comprehension because placing the stress on different
syllables can change the meaning of a word (homographs).

Desert: /ˈdɛzət/ adjective/noun, but /dɪˈzɜːt/ noun/verb

We can stress a structure word to give emphasis.

HE doesn’t think it’s a good idea. (meaning that it is “he” and not someone else who thinks it is a bad
idea, the emphasis is therefore on who)

8. Key ideas
Let’s see a summary of what you have learnt in this unit:

● To know the different uses of the verb “to have” according to their specific grammar rules.

● To review and extend vocabulary about abstract nouns to manage the language properly.

● How to extract specific inofmation from a text.

● To guess the meaning of unknown words in texts.

● To know how to write an article and its specific structure.

● To read an article for specific information.

● To identify the main ideas in an article.

● How to pronounce correctly words according to word and syllable stress to make a proper use
of the verbal language.

● To improve your listening skills by the listening of three different recordings regarding the
grammar and the vocabulary studied in this unit.

9. Links of interest
In the following links, you can watch some videos related to the contents of the unit with which you can
practice and enjoy your learning at the same time.

● “Have”, “Has” y “Had” - Lección avanzada de inglés

https://www.youtube.com/watch?v=wOyxLpqfWu4&pp=ugMICgJlcxABGAE%3D
● Have Had, Has Had, Had Had – Gramática avanzada de Inglés
https://www.youtube.com/watch?v=wOyxLpqfWu4&pp=ugMICgJlcxABGAE%3D
● Nivel Avanzado de Inglés C1 Clase 06: El Verbo Tener
https://www.youtube.com/watch?v=TqAdQJuZ8PA&pp=ugMICgJlcxABGAE%3D
● Causatives – GET/HAVE something DONE – Explicación en español con ejemplos y ejercicios
https://www.youtube.com/watch?v=S8h7kCOZH3c
● Abstract Nouns / Award Winning Abstract Nouns Teaching Video / What is an Abstract Noun?
https://www.youtube.com/watch?v=napjJd6U4OU
● The Teachers’ Room: Teaching word stress https://www.youtube.com/watch?v=o0l00sZSBBE
● English Word Stress – 5 Reasons you MUST learn to stress words correctly
https://www.youtube.com/watch?v=jlbErxr6VIU
● 10 Rules of Word Stress in English Pronunciation
https://www.youtube.com/watch?v=jmUDGyW9m6w
● Article writing format and tips https://www.youtube.com/watch?v=q2197KT1iNE