Demonstrative adjectives and pronouns

This and these for items that are close.

If you can touch something, if it is in your hand or very close to you, then we use this for singular things and these when you have more than one. Here are some examples:

• This file is very heavy.
• This chair is broken.
• These office supplies are for managers only.
• These reports are out of date. 

This and these for abstract nouns (that you cannot touch)

We also use this and these to talk about nouns which are not physically near but are close in other ways. Such as information presented in a photo or a list of names on the screen.

• Some employees have been seen smoking on company premises. This behaviour is not acceptable. 
• These employees have been sanctioned

That and those for items that are further 

away

We use that and those for items which are not close or are further away compared to another item. 

• The options are all good but that candidate has the best profile
• Those proposals were not good enough, I threw them away

That and those for distant abstract nouns. 

The demonstrative adjectives that and those specify distant abstract nouns such as dates or times or rules and theories.

• That rule doesn’t apply in Michigan.
• Those dates don’t work well for my schedule

This, these, that and those as demonstrative pronouns

A demonstrative pronoun replaces a noun in a sentence. We use the demonstrative pronoun with a verb or by itself. Some example sentences are:

• This – My computer is very slow today! This is bad for business. 
• These – These are very important documents.
• That – I saw you worked on the Phoenix project, that was a difficult task!
• Those – There are so many designs to choose from, I can only say that I don’t like those.

This, these, that and those as demonstrative adjectives

A demonstrative adjective clarifies if a noun is near or far. We use the demonstrative adjective with a noun. For example:

• This – My computer is very slow today! This problem is serious. 
• These – These documents are very important.
• That – I saw you worked on the Phoenix project, that task was difficult!
• Those – There are so many designs to choose from, those samples are beautiful. 

Ex. 1

                 Ex. 2

Parapharmaceutical products

 Here you are an example of a parapharmacy section with its wide variety of products...

Possessive adjectives & pronouns

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                      Ex. 2

 

Ex. 3

Prepositions of place

 

Ex. 1

Ex. 2

Parapharmacy-related vocabulary

Let's revise the vocabulary of Unit 3!

Digestive System

 

Ex. 1

                       Ex. 2

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                                                                                    Ex. 4

Vocabulary connected with anatomy (unit 2)

Let's revise the vocabulary of Unit 2!

Respiratory System

Ex. 1

            Ex. 2

                          Ex. 3

                                         Ex. 4

There is / are...

 

The sense of touch

We use our skin to touch and feel objects.

Nerve sensors in the skin detect the temperature –hot, cold, warm- and texture –rough, smooth- of objects.

We feel temperature and texture.

1. Temperature: hot or cold.
2.  Texture:

Rough or smooth.
Hard or soft.

The sense of smell

 We can smell with our nose.

The nose has 2 external cavities called the nostrils. They take the air into the nose.

The sense of tasting

We taste with our tongue to find out the flavour of food. The sense of smell is also important to taste.

The taste buds contain the receptors for taste.

Taste buds are located in the tongue according to the flavor they can distinguish:

-salty and sweet: near the front.

-sour: at both sides.

-bitter: at the back.

Taste, or gustatory perception, is one of our basic senses. It tells us from early childhood what is edible and what is not, what is good for our body and what can be potentially dangerous. Taking into account how important the sense of taste is for us, it is surprising how little we know about the underlying neurological mechanisms that produce the sensation of taste. 

The food has moleculs that the tonge perceives and informs to the brain about the taste and if it is good or bad. 

Parts:

There are 9 parts:

Epiglottis, lingual tonsils, circumballate popilloe, median sulcus of the tonge, dorsum of the tonge, fungiform popillae, foliate popillae, palatine tonsils and palatopharyngeal arch.

Most of people think that they are 5 tastes, but actually there is a new one, which is umami.

Finally, here is a video about umami.

 

The sense of hearing

We use our ears to hear things. Some sounds are nice, such as music, and others are loud and noisy; for instance, someone shouting .

The ear: sounds enter the outer ear and travel to the eardrum along the ear canal.

Three small bones, the hammer, anvil and stirrup, make sounds louder.

The sound goes to the brain through the auditory nerve.

Have and Have got

 

As English teachers, sometimes we get asked this question and it can be a bit difficult to answer, simply because both forms are almost identical. That is, you can use either of them to express possession. The main difference between them concerns the style: have got is more informal than have. So, for example, it is not the same to ask

• Have you got 5 pounds? (informal) 0r
• Do you have 5 pounds? (formal)

 

Additionally, have got is normally used in British English, whereas have is preferred by the Americans.

Now, grammatically, we need to consider a few particularities. Have got is only used in the present simple form. This means that we cannot say, for example:

• I had got 2 packets of sugar (correct form: I had two packets of sugar)
• He has had got 20 minutes to pack his suitcases (correct form: he has had 20 minutes to pack his suitcases)

 

Have got can be abbreviated, whereas have, on its own, cannot:

• I’ve got 10 pounds in my wallet – I have 10 pounds in my wallet (NOT I’ve 10 pounds in my wallet)
• She’s got a very nice dress – She has a very nice dress (NOT She’s a very nice dress)

 

Similarly, in its negative form:

• You haven’t got any brothers or sisters – You don’t have any brothers or sisters (NOT You haven’t any brothers or sisters)

 

Have got does not need an auxiliary verb when we use it in questions or in the negative form. Have, on the other hand, needs the auxiliary do:

1. Have you got a piece of paper? (NOT Do you have got a piece of paper?
2. Yes, I have/No, I haven’t
3. Do you have a piece of paper? (NOT Have you a piece of paper?)
4. Yes, I do/No, I don’t

 

Last, but not least, remember that have got only refers to possession whereas “have” can have other meanings and uses as well: "tomar", "haber", or auxiliary verb for perfect tenses.

Now let’s put this into practice:

Ex. 1

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                                      Ex. 3

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