UNIVERSITÉ PANTHÉON-ASSAS PARIS 2
2014-15
L3 ENGLISH FOR ECONOMICS
First Semester
TUTORS: V. BUHL, S. MURRAY, N. RAJAPAKSE
1
•
attendance and participation
•
oral and written work
•
tests and examination
‼ Continuous Assessment First Semester Test: Date, Time and Place to be confirmed !!
Saturday, 22nd November, 2014; 9:30 - 11:00 am; Lecture theatre 1 (Assas)
Please come at 9h15 am
GENERAL OBJECTIVES
COE
B2 level of the Common European Framework for Languages (Council of Europe)
Listening
I can understand extended speech and lectures and follow even complex lines of argument
provided the topic is reasonably familiar. I can understand most TV news and current affairs
programmes. I can understand the majority of films in standard dialect.
I can read articles and reports concerned with contemporary problems in which the writers
adopt particular attitudes or viewpoints. I can understand contemporary literary prose.
I can interact with a degree of fluency and spontaneity that makes regular interaction with
Spoken
native speakers quite possible. I can take an active part in discussion in familiar contexts,
interaction
accounting for and sustaining my views.
Reading
I can present clear, detailed descriptions on a wide range of subjects related to my field of
Spoken
interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages
production
of various options.
I can write clear, detailed text on a wide range of subjects related to my interests. I can write
an essay or report, passing on information or giving reasons in support of or against a
Writing
particular point of view. I can write letters highlighting the personal significance of events
and experiences.
THE FATAL EQUILIBRIUM
The course is entirely based on a novel that you MUST BUY AND READ:
The Fatal Equilibrium by Marshall Jevons, published by The MIT Press.
It is available from WH Smith, 248 Rue de Rivoli, 75001 Paris (metro Concorde), and the price
is €28. Go to the customer order cash desk on the first floor and ask for the book, which will be
kept under the name of ‘Professor Resche’.
You are expected to have read the following chapters by the date indicated:
Week
Chapter(s)
up to page
by week starting
2
Flashforward
10
6th October
3
1-2
23
13th October
4
3-4
42
20th October
5
5-6
56
27th October
6
7-8
82
3rd November
7
9 - 10
103
10th November*
8
11
123
17th November
9
12 - 13
152
24th November
10
14
174
1st December
11
15 - 16
206
8th December
12
17 - 18
215
15th December
* Tuesday groups will not have class on 11th November but must still read to end chapter 14 by 10th Nov.
Course work:
Before class: Read the relevant chapters and prepare the quizzes. Do some research to enrich your
contribution in class. In addition, a number of personal assignments will be handed out each week.
During class: Each week we will investigate various aspects of the book and you will be expected to
contribute to the debate.
Reading tests may be administered, both orally and in writing.
2
WEEK 2
Flashforward - Thursday, January 10
1. Propose a simple definition of economic
equilibrium. Suggest an interpretation for the title
of the book.
2. Comment on the excerpt from "The Song of
Commodity" which prefaces the story.
3. Summarise the chapter in three sentences by
answering the following questions:
> Where does the action take place?
> Who are the main characters?
> What happens?
4. What information do we find out about the characters appearing in this chapter?
5. Page 4 - "transactions, after all, are ultimately the subject matter of economics." Do you
agree with this statement? Explain why/why not.
6. Propose a simple definition of information economics (or the economics of information).
7. Explain Gossen's conclusion that the most unemployment "would occur in those occupations
where salaries were all over the board".
8. Find out why Gossen's chair is called a "Barcelona chair".
9. Do you find the poem remembered by the murderer appropriate to the context? Explain
why/why not. ("The Hollow Men", TS Eliot, 1925)
10. What do you think of the idea of opening the story with a murder?
Start a list of characters and places mentioned and what we know about them.
Start a list of real economists and economic theories mentioned.
Vocabulary: Write a complete sentence using each of the following nouns.
faculty: ____________________________________________________________________
major: _____________________________________________________________________
undergraduate: _______________________________________________________________
scholar: ____________________________________________________________________
3
WEEK 3
Chapter 1 - Friday, December 21
1. Summarise the chapter in three sentences by answering the following questions:
> Where does the action take place?
> Who are the main characters?
> What happens?
2. What information do we find out about the characters appearing in
this chapter?
3. Explain Adam Smith's theory of the "Invisible Hand".
4. According to the narrator, what are the main criteria for deciding whether a candidate should
be given promotion or tenure at Harvard?
5. Research the origin of Spearman’s play on words: "It's not heavy; it's my bother". (p.15)
6. What is peculiar about Morrison Bell's way of speaking?
7. What is meant by the sentence: "One man's mote is another man's beam." (p.16)? What is
the usual expression in English?
Grammar:
See also Grammar Review 1
a) Conjugate the verbs in brackets in the simple past.
“Their home in Cambridge (front) ______________ on expensive real estate. The houses
(be) ____________ stately Victorian dwellings, built at the turn of the century. But an
alleyway (run) _____________ behind these homes that (be) ________________ in
marked contrast to the neatly tended lawns."
"Pidge's halting steps (bring) ______________ her to the back door. The casement curtain
that (cover) ________________ the back door (allow) ______________ her to see only a
silhouette."
"With cautious fingertips, she (part) _______________ the curtain and (peek) ____________
out. A young man (stand) _______________ on the doorstep."
4
b) List the irregular verbs in this extract; note also the past participle of each.
Bare infinitive
Simple past
Past participle
c) Pronunciation of the simple past/past participle of regular verbs. The suffix “-ed” is never
pronounced like “red”. Classify the regular verbs from the extract according to
pronunciation of the suffix.
/d/
/t/
/Id/ (like “did”)
Chapter 2 - Friday, December 21
1. Chapter summary:
> Where does the action take place?
> Who is the main character? What information do we find out about her?
> What happens?
2. What is a "peer review"?
3. Explain briefly the notion of "Economic
man".
4. Who was Thorstein Veblen? Write a few
sentences about the man and his work.
5. What is utilitarianism? Comment on the
character's criticisms of utility?
6. Summarise the character's comments on Gossen's work. What is her conclusion concerning
his candidature?
7. Research the origin of the last sentence of the chapter.
5
Vocabulary: Find definitions for the underlined words:
"The Danzig dwelling." _________________________________________
"But the strategy by which Wu could accomplish this goal might be Byzantine."
________________________________________________________
"the most quick-witted children" ________________________________________
"It was a theory that was no more than a tautology."
________________________________________________________
Grammar:
See also Grammar Review 2
Complete the sentences using the verbs provided and adding modal verbs as appropriate.
a) "(To do, not) This ________________ , this ________________ at all."
b) "Probably Wu (to support) _____________________ his own department's candidate."
c) "Every article, every book, every review, indeed usually every unpublished paper (to have)
________________________ a peer review at the departmental level."
d) "Wu (to show, not) ______________________ his hand during departmental deliberations."
e) "Later he (to play) _____________________ the role of the heavy on the Dean's committee,
where his voice (to carry) ____________________ great weight."
f) "Any candidate endorsed by them (to be) _____________________ competitive with the
candidates fielded by less confident departments."
6
WEEK 4
Chapter 3 - Friday, December 21
1. Summarise the chapter in three sentences by
answering the following questions:
> Where does the action take place?
> Who are the main characters?
> What happens?
2. What information do we find out about the characters appearing
in this chapter?
3. Look at the photos of Milton Friedman. Which character in the
book might look like him?
Friedman (left)with friend and colleague George Stigler
4. Explain why Spearman "felt less able to afford interruptions and diversions" at the time the
story takes place.
5. Write a simple definition of an opportunity cost. Think of a personal example.
6. What first attracted Spearman to economics?
7. Summarise how studying economics helped Spearman to understand his father's behaviour.
8. Why does Spearman refuse to talk to Gossen?
Vocabulary: Find synonyms for the underlined words or expressions:
"He was definitely not one of the guys." ________________________________
"I'm not trying to curry your favor as a committee member." ________________________
"If you would just hear me out ..." _________________________
"If his efforts were to prove in vain, there was a remaining trump card he hoped he would
never have to play."
________________________________ ; ________________________________
7
Grammar:
See also Grammar Review 2
Based on the model from the text, complete the sentences using suitable tenses and adding
modal verbs, then invent two sentences based on the last page of the chapter.
Use a different modal verb in each sentence.
"If there
had been
a queue for his father's services, he
or discriminatory to some of the customers."
could have been
rude
a) If Dennis Gossen (to be, not) _____________________ waiting to see him, Spearman
(to work) __________________________ all evening in his office.
b) If Spearman (to wear, not) ______________________ such unusual outfits, he (to appear)
___________________________ more intimidating to students.
c) If there (to be) _______________________ more traffic, Spearman (to have)
_____________________________ an accident.
d) If
e) If
Chapter 4 - Friday, December 21
1. Chapter summary: > Where?
> Who?
> What?
2. What happened to Saint Paul on the road to Damascus?
3. Explain why Wu works in the library.
4. Write a few sentences about Jeremy Bentham and his work.
5. Why does Wu find it useful to quote Bentham to his students?
6. What is Gossen's conclusion concerning "Wage Differentials and Malefaction"? Do you
agree with him or with Wu? Explain.
7. Why does Wu "suppose Gossen would not have him steal" a book from the library?
8. Summarise Wu's thoughts in answer to the question: "Should I commit murder?" (p.41-42).
How do you interpret the closing sentence of the chapter?
8
Grammar:
See also Grammar Review 3
a) Fill in the gaps with the correct prepositions
" ______ spite ______ himself, Wu's thoughts turned once again ______ Bentham. And
______ calculation. A Benthamite would argue that the decision to speed made ______ the
driver ______ the blue sedan was done ______ balancing the inconvenience ______ missing
an appointment _________ the possibility ______ being apprehended ______ the police and
convicted ______ violating the law."
"Indeed, ______ a person ______ Gossen's mentality, the entire criminal code would be
simply a price list ______ various acts. It is as if all ______us, ______ individuals are
confronted ______ an elaborate menu."
b) What kind of structure which follows each preposition?
c) What conclusion can you draw about the form V-ing?
Vocabulary: Find synonyms for the following words (in bold font in the paragraph above).
a sedan: _______________________________
to be apprehended: __________________________________
to violate: ______________________________
mentality: ______________________________
elaborate: ______________________________
9
WEEK 5
Chapter 5 - Saturday, December 22
1. Chapter summary:
> Where?
> Who?
> What?
2. What information do we find out about the new character appearing in this chapter?
3. Why might some people in Philadelphia "pick their vets based on their rates. They want to
go to the highest priced ones." (p.44)?
4. "She had confused 'demand' with 'quantity demanded'." (p.46). Explain Patricia's error.
Chapter 6 - Saturday, December 22
Note – correction to the text - p.53: "Quis custodiet ipsos custodet" → "custodes"
Find out what this Latin expression means.
1. Chapter summary: > Where?
> Who?
> What?
2. Economics as "the study of
mankind in the ordinary
business of life" (p.48). What
do you think of this definition?
3. Explain why it is tricky to
know when to buy an article in
Filene's Basement.
4. Propose a definition of the word "incentive" (p.50).
5. Compare how a Dutch auction and a usual kind of auction work.
6. Write a few sentences to explain what "the naturalistic fallacy" is. (p.52)
7. "...there are times when tolerance itself should not be tolerated. I have sympathy with that
idea." (p.53). Do you agree with Weber? Explain.
8. Summarise Henry’s explanation of Marshall’s consumer surplus. (p.54-55).
9. Comment on Henry’s remark on page 55: “ingenious managers over and over devise
business practices by intuition, practices that economists come to understand only years
later.”
10
a) Grammar: Conjugate the verbs in brackets.
"In a regular auction you always (to have) _____________ a last chance to bid on any item that
you dearly (to want) _____________. If other bidders (to want, not) _____________ the item,
you can get it with a low bid after they have dropped out. … But Filene’s Basement (to be)
_____________ like a Dutch auction. If a buyer here (to try) _____________ too hard to
maximize consumer surplus, he (to run) _____________ the risk of losing the item completely.
The tendency for a person strongly attracted to an item (to be) _____________ to be the first to
bid on it, forgoing possible consumer surplus gains by waiting”.
b) Which tense is used here?
c) Explain why.
Vocabulary: Find synonyms for the following words and expressions.
topsy-turvy: _______________________________________________________________
to continue unabated: ________________________________________________________
streetwise: ________________________________________________________________
to cover all the bases: _______________________________________________________
to put on the back burner: ____________________________________________________
11
WEEK 6
Chapter 7 - Saturday, December 22
1. While Henry follows Patricia to the housewares department, he reflects on “the value of
information” (p.58). Which economic concept deals with unequal information? Explain the
concept briefly and give an example of a market in which such information has been
identified.
2. What is Henry’s argument for buying a new kitchen knife for Pidge? How would you react
to receiving this as a Christmas present?
3. Explain why “an individual searches much longer for a big ticket
item - like an automobile – than for a small ticket item like a paring
knife” (p.60).
4. How does Henry explain the price of rare postage stamps to
Christolph Burckhardt? Can you think of other examples where
the value or price of a product seem unrelated to its labour input?
What about goods or services where the labour theory of value can
explain market price?
→
th
1863 US "Black Jack", featuring President Andrew Jackson (7 President, from 1829 to 1837)
Grammar:
See also Grammar Review 1
a) Conjugate the verbs in brackets, inserting the adverbs where appropriate.
"I hope you (to wait, not) _____________________________ too long.”
“I (to place, already) _____________________________ the order with your clerk.”
“I (to hear, never) _____________________________ you mention his name, Melissa.”
“Why (to hear, not) _____________________________ of him before, Melissa?”
“I (to box, already) _____________________________ it for you.”
b) Identify which tenses are used in the following sentences (p. 61).
“That matter has already been addressed, Melissa. I spoke with Mrs. Ridpath this morning.”
c) Try to explain simply why different tenses are used.
12
Chapter 8 - Saturday, December 22
1. Chapter summary:
> Where?
> Who?
> What?
2. What issues do Morrison Bell, Foster Barrett and Sophie Ustinov have with Dennis Gossen’s
research papers?
3. Comment on Oscar Wilde's description of a cynic (p.73). Could it apply to economists?
4. What is Barrett's view on the entrance requirements of applicants to Harvard?
5. What is the irony that Barrett reflects on about the salary scale at the university?
6. Why was Sophie Ustinov known as ‘Professor Gangway’ to the night clerks at the
supermarket ?
7. Comment on the difference in Sophie Ustinov's choice of products for herself compared to
those for her dog.
Grammar:
See also Grammar Review 1
a) Conjugate the verbs in bracket using the past perfect.
"For several winters he (to be) _____________________ outsmarted by squirrels.”
“This winter Bell (to outfox) ______________________ the squirrels.”
“... for now he (to win) _______________________ this skirmish between man and beast."
b) Find two or three other examples on pages 70-71 and explain why this tense is used here.
Vocabulary: Make your own sentence with the following:
− on behalf of:
− play into the hands of:
− alma mater:
− alum:
− a melting pot:
− keep abreast of:
13
WEEK 7
Chapter 9 - Monday, January 7
1.
What was the dual purpose of the social gathering at the Spearmans'?
2.
What is Spearman's definition of a good manager?
3.
What unusual comment and new perspective does he provide on the discord which
characterizes the Economics department?
4.
What other theory does Weber offer?
5.
Why are the stakes extremely high for the scholars who seek tenure this year?
6.
Explain Oliver Wu’s feelings vis-à-vis Denton Clegg and Morrison Bell.
7.
What does Sophie Ustinov tell Foster Barrett about testing hypotheses and the importance
of having them accepted?
8.
Who joins the party at around 8.30p.m.? Have we read about these characters before?
What do we learn about them?
Grammar: Correct the grammatical error in this sentence (p.92):
"I think if you checked with him, you will find the feeling mutual."
Vocabulary: Make your own sentence with the following:
− A break-the-ice meeting:
_____________________________________________________________________________
− Greener conversational pastures:
_____________________________________________________________________________
− An endowed chair:
_____________________________________________________________________________
− A trademark:
_____________________________________________________________________________
− A bête noire:
_____________________________________________________________________________
14
Chapter 10 - Tuesday, January 8
1. Describe Dennis Gossen’s personality as it appears at the beginning of this chapter.
2. Explain the two instances of gains from trade that are referred to in this chapter. With which
economist and famous theory do you associate the idea of gains from trade?
3. "The people you met last night. One of them is a fraud" (p.102). On the basis of what
you've read so far, who do you think the 'fraud' might be?
Grammar: What minor change could you make to the modal verb to make the meaning of this
sentence clearer? (p.99):
"You know that my whole career depends upon a decision being made,
possibly at this moment, by eight people who could care less about the
consequences of their decision as far as my life is concerned."
Vocabulary: Make your own sentence with the following:
− In so many words:
_____________________________________________________________________________
− To play something straight:
_____________________________________________________________________________
− To get stonewalled:
_____________________________________________________________________________
− To go up in smoke:
_____________________________________________________________________________
15
WEEK 8
Chapter 11 - Tuesday, January 8
1.
Describe how the P&T Committee proceeds.
2.
What strong point does Leonard Kost make about Dennis Gossen?
3.
Summarise Valerie Danzig's argument.
4.
Discuss Oliver Wu's argument on Gossen’s outmoded view of human beings?
5.
How does Spearman explain unrealistic assumptions in the field of economics? How do
you test a theory, according to him?
6.
Intuition vs. empirical evidence: summarize the point made by Spearman in using the
example of advertising.
7.
Why are newspaper vending machines different from soda vending machines? What
economic concept explains this?
8.
Whom did Gossen try to approach before the P&T Committee meeting? What happened?
9.
Recap on each member's final decision.
10. Be ready to discuss briefly the following quotes:
“It is one of the particularities of the academic marketplace – totally different from the
for-profit sector – that a decision of momentous importance in the life of an employee
and of the institution is made by a committee that never interviews the candidate.”
(p.107)
“Why do we as a committee review a department’s evaluation of a colleague’s research
but not its assessment of teaching?” (p.120)
Grammar: "The longer we tarry at refreshments, the longer we will be here tonight." (p.106)
Complete the sentences using the adjectives provided:
a) (soon)________________ they start the meeting, (soon) ________________ they will
finish.
b) (Angry) ________________ Valerie Danzig got, (shrill) ________________ her voice
became.
c) (Agitated) __________________ Leonard Kost became, (confused) __________________
were his answers.
d) (Hard)________________ he tried, (hard)________________ Henry found it not to
intervene.
e) Write a sentence of your own: _________________________________________________
16
WEEK 9
Chapter 12 - Friday, January 11
1.
Briefly describe Spearman’s plans for that Friday morning.
2.
Describe and comment on the four different types of currency
mentioned on page 128.
3.
What is the difference Spearman notes between anthropology
and economics?
4. What is Spearman's reaction to the news of Dennis Gossen’s
death? What about Leonard Kost?
5.
How do we know that Gossen committed suicide?
6. Sum up Spearman’s views on suicide and relate them to Alfred Marshall.
7. Describe and comment on Foster Barrett’s reaction to Gossen’s suicide.
8. How did the rest of the P&T Committee members sound to Pidge on the phone?
Grammar: Conjugate the verbs in brackets in the passive voice.
a) "...the Dean (to enmesh) ___________________ in the loom of such cultures."
b) "These feathers (to fashion) ___________________ together with tree sap and fiber."
c) "The material explained how price ratios (to establish) ___________________ in the
island's currency."
d) "It did not surprise the economist to learn that the value of a red feather belt (to define)
____________________ by some standard."
e) "Thus a suckling pig that could (to buy) ___________________ with a single number 6 belt
would require two number 7s."
Vocabulary: Make your own sentence with the following:
− to get around to:
___________________________________________________________________________
− to make a big to-do of:
___________________________________________________________________________
− the lords of the fourth estate:
___________________________________________________________________________
− to know of something firsthand:
___________________________________________________________________________
17
Chapter 13 – Wednesday, March 20, Friday, March 22, Monday, March 25
A crossbill
1. Compare Morrison Bell's childhood to that
of his children.
2. Why does Morrison Bell decide not to look
at the contents of the envelope Dennis
Gossen had given him?
3. Why does Morrison Bell go out to his
garage? What happens?
4. How does Foster Barrett spend his Sunday nights?
5. Describe the atmosphere and his mood this particular Sunday night.
6. What are the possible explanations for the murder of Morrison Bell? Why do the police
dismiss them all after Foster Barrett is killed?
7. Why does Spearman think his life is not in danger?
Grammar:
See also Grammar Review 4
Complete the sentences with a suitable relative pronoun.
Ask yourself the following questions:
− Does the noun or nominal group represent a person or not?
− Is the relative pronoun the subject, the direct object or indirect object of the verb which
follows?
a) "He had unceremoniously turned away a human being _________ he knew now had been in
desperate straits."
b) "Foster Barrett, _________ would not be caught dead with a television set in his own living
room, had now been caught live on television sets in the living rooms of countless
Bostonians."
c) "Bell picked up the envelope _________ Gossen had sent him."
d) " Bell's eyes caught a motion among the pine cones _________ he had spread Friday
evening below one of his feeders."
e) "Bell felt a surge of delight _________ dispelled all of his earlier emotions."
f) "...his focus today would be on that _________ brought him satisfaction."
18
WEEK 10
Chapter 14 – Wednesday, March 20; Friday, March 22; Monday, March 25
1. Describe the judge, the prosecutor and the
defense attorney.
2. Why does Spearman say that his testimony
as expert witness would be better received
now than it was the first time when he was
an assistant professor?
3. What economic concept did he use to justify
his testimony?
4. Write a report of the case, summarising the arguments presented by the prosecution and the
defense for each witness. Comment on James Reilly's cross-examining method.
5. Why does Calvin Weber think that Melissa Shannon will be acquitted?
6. What do you think of the outcome of the case? Was justice achieved?
Vocabulary - Find definitions or synonyms for the legal terms used:
a) objection __________________________________________________________________
b) overruled __________________________________________________________________
c) sustained __________________________________________________________________
d) called to the stand ___________________________________________________________
e) cross-examination___________________________________________________________
f) hearsay rule ________________________________________________________________
g) Miranda rights ______________________________________________________________
h) to be sworn in ______________________________________________________________
i) the exhibit _________________________________________________________________
j) from the bench _____________________________________________________________
k) prima facie case ____________________________________________________________
l) put on the stand _____________________________________________________________
m) reach a verdict ______________________________________________________________
19
WEEK 11
Chapter 15 – Sunday, June 9, Monday, June 10
Explain how the difference between the
view of New York and New Jersey can
justify Veblen's distinction between
finance and industry.
1. What is Harvard at Sea ?
2. Explain fixed costs and variable
costs. Can you think of other
examples?
3. What are the three important things about dining on an ocean liner?
4. Explain Henry's joke about consumer surplus at the end of
the chapter.
5. How does Spearman explain marginal utility applied to the
case of the eleven-course dinner?
Vocabulary: Paraphrase the expressions below (p.178):
a) Sing for your supper:
_________________________________________________
b) Burning the midnight oil:
_________________________________________________
Grammar: See also Grammar Review 5
Fill in the blanks with suitable articles (a/an, the, Ø)
"To Veblen, _____ industry was _____ source of _____ human well-being in that it was
responsible for making _____ goods; _____ finance, on the other hand, which was responsible
for making _____ money, reaped most of _____ rewards. To Veblen, _____ financial side was
not only sterile but _____ hindrance to _____ economic development. The dichotomy was not
one Spearman found useful since he believed that _____ factors of production, whether financial
or industrial, were equally productive at _____ margin. Nevertheless, _____ stark contrast
between New Jersey and New York gave Veblen's distinction ____ kind of surface plausibility."
20
Chapter 16 – Wednesday, June 12
1. Why does Spearman think that Melissa Shannon's actions appeared to be those of a fanatic?
What are the characteristics of rational behaviour according to Spearman?
2. What economic theory helps him solve the mystery?
3. Summarise what happens from the time Spearman finds the answer to the end of the chapter.
4. In his letter to Spearman, Denton Clegg wrote (p.206): “I still do not understand how
economics could uncover the fact that I had falsified my data.” Do you ?
Vocabulary: Find synonyms for the underlined words (p.192):
a) "It would be economical to have authors close at hand":
_____________________________________________
b)
"The total change in environment was just what the doctor ordered.":
_____________________________________________
Grammar:
See also Grammar Review 3
Fill in the gaps with appropriate prepositions
a) "The mistlike spray that was blowing _________ his face was astonishingly refreshing. He
appreciated the wind and the smell _________ salt _________ the mustiness _________ the
reading room. He was determined to negotiate his way _________ the pitching deck while he
made some hard decisions. Slowly and carefully he edged _________ the rail."
b) Economists build theories based _________ assumptions, which highlight the salient
features needed to simplify reality. Later, the theories can be applied _________ more complex
scenarios _________ additional study.
c)
Consumers make purchasing decisions _________ comparing price _________ marginal
utility.
21
WEEK 12
Chapter 17 - Thursday, June 13
A red feather belt from the Santa Cruz Islands →
1. What are the two economic theories that helped Spearman
solve the mystery?
2. Explain his reasoning.
3. What other example of the two theories does Spearman give?
4. Why does he call it an example that is “closer to home” (p.210)?
Grammar: Conjugate the verbs in brackets in the simple present
a) Relative prices (to be determined) ______________________ by economic forces.
b) Prices (to respond) ________________ to those forces in ways that can be predicted by
economic theory.
c) A consumer (to maximize) ________________ his utility, when the price (to match)
_____________ the amount he (to be) ____________ ready to pay.
d) If consumers (to maximize) ____________ their utility, the price of common goods (to vary)
__________ more than the price of luxury goods.
e) Any canoe seller who (to try) ___________ to get a high price from customers will find that
many customers will move on to find a better deal.
f) Millions of customers (to act) ____________ in such a way that their behavior (to keep)
__________ the price of cars closely bunched.
22
Chapter 18 - Thursday, August 29
1. Do you think it is important not to think "that all ideas are [were] new ideas."? (p.214).
2. What are your views on studying the history of economics?
3. Are you surprised to discover that Wu is the new Dean?
4. What do you understand by the narrator's comment that "the marginal utility of his
[Henry’s] time was beginning to increase rapidly."? (p.215)
5. Identify this famous economist? Write a short paragraph about his life
and theories.
←
6. When do you think the action in the book takes place - century?
decade? year? Present the information you have found in the story
which has helped you to make a guess.
Vocabulary: Find two different meanings for each of the following nouns.
frontier: ______________________________________________________________________
discipline: ____________________________________________________________________
exposure: _____________________________________________________________________
source: _______________________________________________________________________
Grammar:
See also Grammar Review 5
Count (countable) nouns vs. non-count (uncountable) nouns
Decide whether the following nouns taken from the text are count or non-count nouns
C / N-C
window
rain
grass
desk
discipline
C / N-C
economics
request
exposure
faculty
history
Can you think of two differences between count and non-count nouns?
-oOo23
Vocabulary
Week 2
Flashforward - Thursday, January 10
p. 1
rosewood: a hard dark wood used especially for making high-quality furniture
maroon: a dark bordeaux colour
drapes (US) = curtains (UK)
the hue: the nuance of a colour (teinte, nuance)
mulberry: a soft purple colour
gilt: gold-coloured
the mantel (or mantelpiece) - a shelf above a fireplace, usually part of a surrounding
frame
labored: requiring a lot of effort (pénible, difficile)
vial (or phial) (une fiole)
paraphernalia: objects, bits and pieces (fourbi, attirail)
p. 2
to set in train: to set in motion (events, actions), to start a process
to don: to put on (clothes)
ebbing: going out (baisser)
fabric = material (tissu)
heady: exciting, intoxicating, strong (capiteux, enivrant)
p. 3
a manifold array: an extremely varied and impressive choice (un ensemble très
impressionnant et varié)
the performing arts (les arts du spectacle)
impecunious: not having much money
transient: temporary, staying for a short time only
the Dean: the person who is in charge of one of the parts of a university (such as a
college, institute or school)
tenure: the fact of having a job permanently (être titualire)
frame: here = build, physical size
demeanor: appearance (allure)
p. 4
a calling: a vocation
meager: not much (maigre)
a hot property: a very attractive candidate, getting lots of attention
a drawback: a disadvantage
remote: very slight, very low
a slot: here = a position, job
a peer: an equal, a colleague
p. 5
eye-opening: surprising and new
to spin (spun, spun): here = to develop (literally = filer)
to go to the bother: to take the trouble, to make the effort
bunched: grouped
p. 6
all over the board: vary variable
sought = past participle of to seek (chercher, rechercher)
fruitful: producing good results (fructueux)
a rough spot: a minor difficulty
24
countenance: (facial) expression
alert: vigilant
p. 7
dowdy: old-fashioned, dull, unattractive
couch: settee, sofa
a Barcelona chair →
kitty-corner: located or positioned diagonally opposite to
something else
a motto (une devise)
p. 8
imprimatur: (mark of) distinction
grasping: holding tightly
a bannister (US variant): usual spelling + UK = banister: a rail that runs up the side of a
staircase or escalator (une rampe d’escalier)
the sidewalk (US) = the pavement (UK) (le trottoir)
recesses: here = hidden places (les tréfonds)
dim: not very bright
to be favored: to be privileged/given special attention
the grip: the hold/way of holding
ajar: slightly open
p. 9
hastily: quickly
a deadbolt: a heavy lock
the landing (le palier)
to creak (craquer)
threadbare: worn, shabby (usé)
to muffle: to make quieter (étouffer, assourdir)
to squeak (grincer)
to gaze upon: to look at
the script: here = the writing/written words
a glint (un reflet de lumière)
to pace: to walk (usually up and down or back and forth) (arpenter, faire les cents pas)
p. 10 gusty: here = noisy (usually = windy, blustery: un vent qui souffle en rafales)
a twinge: a brief feeling (un sentiment passager)
the sparkle: the shine (le scintillement)
a whimper: a groan or low moan (gémissement)
Week 3
Chapter 1 - Friday, December 21
p. 11 to burrow: to dig
to mutter: to speak quietly, indistinctly
a manila folder: a file made of stiff, light-coloured paper
pertaining to: relating to
to jot down: to note briefly
to wince: to pull a face (grimacer)
to decipher: to decode, to try to understand
p. 12 a hint: a clue, an indication
a shortcoming: a defect, a fault, a negative point/aspect
25
a field: here = a domain or area of study
to enlighten: to inform, to give insight into (éclairer)
to be in the same boat: to be in the same situation (être logé à la même enseigne)
to grab a bite: to eat quickly
to muse: to wonder, to think
a branch of learning: an area of study and knowledge
p. 13 the pecking order: the hierarchy
every nook and cranny: every part of (tous les coins et recoins)
to draw the curtain: to close the curtains
reluctance: hesitation, unwillingness
neatly tended: well kept (bien entretenu)
yard trimmings: garden or outdoors equipment and furniture
garbage cans, trash cans (US) = dustbins, rubbish bins (UK)
to peek: to look apprehensively
to merge: to mix with, to combine with
a trooper cap ↓
p. 14 to be up for tenure: to be a candidate for tenure
to sip: to drink, taking a small amount each time
p. 15 a stack: a pile
a monograph: a long article or a short book on a particular
subject (une monographie)
balding: losing one's hair
to struggle with: to have difficulty with
the load: the weight
a foot: an imperial measure = 30 cm
p. 16 sloe-eyed: having dark, slightly slanted, eyes
consonant with: in harmony or accordance with
out of sync = not synchronized
relieved (soulagé)
to settle in: to arrange or establish oneself (s'installer)
nit-picking: overly critical or fussy
logic-chopping: arguing (using minute distinctions or plausible but false arguments)
lineage: descent (origine, lignée)
to place stock in: to have confidence in (also - to put stock in)
stock: here = origin, lineage (the family, country, or group from which a person comes)
Chapter 2 - Friday, December 21
the spines of books →
p. 17 the spine (literally = la colonne vertébrale)
a floor lamp: a tall lamp that stands on the floor
'Sosh': here = (the department of) Sociology
p. 18 an assessment: an evaluation, an appraisal
to scotch: to prevent, to hinder, to spoil
to be kept on: to be retained; here = to be hired permanently
fate: destiny, future
the heavy: the villain, the bad guy
to carry great weight: to have a lot of influence
26
p. 19 weary: tired
to break off: to stop, to take a break
an even dozen: exactly a dozen (12)
readily: easily
lap: knees (when seated); e.g. The child sat on his mother's lap. (L'enfant était assis sur
les genoux de sa mère.)
mere: just, simply
to be endorsed: to be approved/supported
fielded: here = put forward, selected
p. 20 to preclude: to prevent, to exclude
untenured: not having a permanent position/job (pas titularisé)
an appraisal: an evaluation, an assessment
randomly (also: at random): arbitrarily (au hasard)
to skim: to read quickly (looking for the main ideas)
straightforward: easy to understand, simple
the handful: the small number, the few
p. 21 the cognoscenti: the experts, the connoisseurs
to behave: to act in a particular way (se comporter)
mankind: the human race, people
to premise (on): to base (on)
an assumption: a hypothesis, a supposition
single-minded: focused only on one thing (résolu, acharné)
to abide: to accept (I can't abide = I can't stand - Je ne supporte pas)
gifted: very talented, very intelligent
stated: declared
agenda: here = plan, goal
p. 22 cunning: crafty, clever, skilful (habile, rusé)
utterly: completely, totally
likely: probably (They were as likely to be influenced by .... as by ... = They were
probably influenced as much by ... as by ...)
to be intimated: to be made clear
girth: large size (usually around the middle)
to snatch: to grab, to take something quickly
to harumph: to speak in a way that shows dissatisfaction or disdain, to grumble
the ranks: a particular group of people
to down: to drink
p. 23 to branch off from: to grow away from, to diverge from (bifurquer, dévier de)
roots: here = origins (literally = les racines)
a catchall: something very general, including many different things (un fourre-tout)
to clip: here = to fix or attach (using a paperclip - un trombone)
Week 4
Chapter 3 - Friday, December 21
p. 25 a bundle: a package of several things (implies a lot)
to fumble: to make a clumsy or awkward attempt to find something (fouiller, tâtonner)
27
reluctant: disinclined, hesitant (peu enclin, peu disposé, à contre coeur)
p. 26 cheer: good humour, pleasure
horn-rimmed spectacles →
to entail: to give rise to, to involve
to be able to afford: to be able to pay for/to bear the cost of
a meter: a device that measures how much of something is used,
e.g. a parking meter, a gas meter (un compteur)
by the same token: for the same reason
p. 27 to endeavor: to try hard
folkways and mores: ways of thinking and feeling,
traditional customs and ways of behaving
to appeal to: here = to please, to attract
alterations: modifications (des retouches)
a brownstone tenement →
a grouch: someone who is grumpy or bad-tempered
and complains a lot
a cuff: here = the turn-up at the bottom of a trouser leg (usually = the end of a shirt
sleeve)
an insight: an understanding
p. 28 keen: here = strong, extreme
parlance: a particular kind of language
rude: impolite
to be barred: to be prevented/blocked
market clearing levels: adjustment of prices according to supply and demand
an era: a particular period in time (une époque)
plight: a sad or difficult situation
hosiery: stockings, tights, socks
eager: enthusiastic, ready and impatient
p. 29 surly: bad-tempered, grumpy
churlishness: lack of civility
in the confines of: within the limits of, inside
to trudge: to walk slowly and laboriously
a muffler (US) = a scarf (UK)
perfunctory: superficial, lacking interest (pour la forme, sommaire)
an outfit: a set of clothes
p. 30 droopy: hanging down, floppy
of little avail: not much use
a windshield wiper (US) = a windscreen wiper (UK) (un essuie-glace)
the dashboard: the control panel (le tableau de bord)
to banter: to have lively conversation
p. 31 an academician: here = an academic (a university teacher)
a flyer: a handbill, a small advertisement
to smear: here = to smudge, to become unclear
litter: rubbish, waste paper
fellow toilers: fellow (adjective) - describes someone who has the same job or interests
or is in the same situation as you (e.g. a fellow student, a fellow countryman); to toil
= to work hard, to struggle
28
to stuff: to push quickly and carelessly
a busy beaver: someone who is active and hard-working (literally, a beaver = un castor)
unease: apprehension, concern
matched: equaled
a sharecropper: a farmer who does not own the land he works (usually in the Southern
States)
p. 32 wraps: outer clothing
to gather: to pick up
a purse (US) = a handbag (UK)
a Queen Anne sofa →
a struggle: here = a very difficult problem
aloof: distant, unfriendly
collegial: between colleagues
stern: severe, disapproving
p. 33 bluntly: abruptly, in a very direct manner
thwarted: discomfited, disappointed
to budge: to move, to change (your mind or opinion)
to retrieve: to get something (back)
to usher: to conduct, to lead
p. 34 to glow: to shine with a gentle light
to ease: to make easier/less worrying, to lessen
Chapter 4 - Friday, December 21
p. 35 to suffer: here = to tolerate, to put up with
to scan: to read
an owl: a kind of bird (un hibou)
to peer: to look carefully or with difficulty
closely trimmed: cut short
Continental: European
to become acquainted with: to get to know
p. 36 akin to: similar to
a decade: ten years
a Windsor chair →
a carrel: a desk or table that is often enclosed and is used for
individual study, especially in a library
the bowels: the deep, inside parts (les entrailles); (literally = les intestins)
the stacks: here = the bookshelves
fusty: musty, stale, smelling of dust and damp
the hurly-burly: the bustle, the tumult
a foray: a short visit, an attack
to shift: to move
p. 37 an exemplar: a typical or a good example of something
unidimensional = one-dimensional
unaware: ignorant, do not know
to hold sway: to dominate
a straw man: here = an imaginary opponent that can be easily refuted or contradicted
29
to flip through: to look quickly through
cumbersomely: awkwardly (because it is long or heavy)
overarching: most important, dominating
to miff: to offend (informal)
p. 38 malefaction: wrongdoing, crime, misdemeanor
chock-full: full to the limit, jammed, packed
faddish: fashionable (the latest fad = the latest craze or fashion)
vindicated: proved to be correct
ready-to-wear: (prêt-à-porter)
a bribe: a gift or money given to someone to persuade them to do what you want (un
pot-de-vin)
stodgy: dull, plain
foolish: ridiculous, absurd
a briefcase: a rectangular case or bag used for carrying work or business documents
to straighten: to tidy up
p. 39 a livery company: a company which provides vehicles for hire or rent
to occur: to come to mind (usually = to happen)
absentmindedness: forgetfulness
to check: here = to control, to search
pangs of conscience: strong feelings of guilt (éprouver des remords)
sinful: morally wrong or inacceptable
de minimus: insignificant
to lug: to carry (something heavy)
to store: to keep
to dust: to remove the dust from (épousseter)
to puzzle: to wonder, to ask oneself a question
p. 40 to bear (bore, bore): here = to be identified by, to have
stamped: marked
to outweigh: to be greater/more important
to shovel: to clear using a shovel (une pelle)
jarred: unsettled, shaken
to blare: to make a loud, strident noise
a car horn: (un klaxon)
to curse: to swear, to use bad language (jurer)
daring: here = challenging, defiant
p. 41 reckless: dangerous and careless
to overpark: to stay in a parking space longer than the authorised length of time
a fine: a financial penalty (paid for breaking a rule or law) (une amende)
in the act: in flagrante delicto (être pris sur le fait, en flagrant délit)
querulousness: displeasure, dissatisfaction
to enshroud: to envelop, to enclose
to fade: to weaken, to disappear
to toy with: to think superficially about
to pad: here = to inflate/increase dishonestly
a failing: a weakness, a shortcoming
connivings: deception, deviousness, calculated behavior
p. 42 to be sunk deep in thought: to be completely absorbed by one's thoughts
30
to be discounted: to be reduced
a gaze: a long, steady or fixed look
barely: hardly
to chime: to ring (sonner)
uneasy: troubled, worried, uncomfortable
unremitting: constant, continued
compelling: captivating and forceful
rapid-fire: coming in very quick succession, one after the other
Week 5
Chapter 5 - Saturday, December 22
p. 43 a drainboard (US) = a draining board (UK): (un égouttoir)
hotcakes: small, thick pancakes
p. 44 "from scratch": completely from the beginning (à partir de zéro); here = home-made
from basic ingredients
flapjacks (US) = hotcakes; (UK) = small cakes made from oats (de l'avoine)
ailing: sick, ill
on call: available if needed (de garde)
a morsel: a very small piece or amount of something (usually food, but also information
or news)
forthcoming: coming or happening soon
p. 45 to prance: to walk quickly and lightly, to skip (sautiller)
trampled: hurt (by being stood or jumped on)
freshly perked coffee: coffee that has just been made in a percolator (a kind of highpressure coffee machine)
a physician = a (medical) doctor
duly: as is to be expected (comme il convient)
to wince: to pull a face (grimacer)
to be unaccustomed: not to be used to, to be unused to
fine: here = subtle
expectantly: with anticipation
p. 46 to affect a pained expression: to put on/to imitate an upset or offended look
a corny pun: an old joke
to refrain from: to stop yourself from doing something
to be triggered by: to be caused by
to muse: to think, to reflect
a helping: a portion of food
Chapter 6 - Saturday, December 22
p. 47 heartily: enthusiastically
oblivious to: unconscious of
p. 48 to browse: to look around (without necessarily intending to buy)
nooks and crannies: every part of a place (coins et recoins)
engaging: attractive
31
the decorum: a controlled, calm and polite atmosphere (or behaviour)
a mound: a heap, a pile
the hubbub: the general excitement and activity
the ruckus: the noise
p. 49 a tug-of-war: a game in which two
teams show their strength by pulling
against each other at the opposite
ends of a rope. Each team tries to
pull the other over a line on the
→
ground.
spoils: reward
ill: here = bad (usually = sick)
downtown (US): town centre
the list price: the normal selling price
to grace: here = to be (normally = to adorn, to make something more attractive by (your)
presence)
p. 50 to forgo: to go without, to give up, to forfeit
p. 51 to tarry: to delay, to take a long time
to butt: to hit hard (usually with (your) head)
diminutive: small
to dangle: to hang loosely
terrycloth (US) = towelling (UK)
to peer: to look carefully or with difficulty
garments: items of clothing, clothes
pants (US) = trousers (UK)
an aisle: a path, corridor or alley
bedlam: noisy disorder and confusion
a pratfall (US): a silly or embarrassing fall
an appliance: a machine or device, often electric and used in the home
to gleam: to shine
p. 52 a wallop: a hard thump or slap
a crew: a group, a team (literally: un équipage)
to forge ahead: to make rapid progress
p. 53 unflagging: un failing, unshakeable
to strain: to make a lot of effort
lofty: elevated, high
an occupational hazard: a job-related risk
to be blind-sided: to be taken by surprise
over-the-hill: too old
a tight end: an offensive wing position in American football
p. 54 a disquisition: a long and detailed explanation
p. 55 a batch: a group, a lot
to sled (US): to sleigh, to sledge (UK) (literally – faire de la luge)
a sports coat (US) = a jacket, a blazer (UK)
32
Week 6
Chapter 7 - Saturday, December 22
p. 57 a bounty: large quantity of goods
to stream: to move continuously
a riptide: a strong current of turbulent water
small talk: informal, friendly conversation, chitchat
housewares: small articles of household furniture or equipment
p. 58 in tow: following behind
harried: harassed
a paring knife: a small knife used especially for cutting fruit and vegetables
cutlery: knives, forks and spoons (les couverts)
a cleaver: a heavy knife usually used for cutting
meat
gristle: tough cartilage and tendons in meat
p. 60
a chesterfield →
to run interference: to prevent/avoid collisions
(from American football: to block tackles
from the opposing team)
p. 61 sanded: smoothed
a stoop: a bent back (un dos voûté)
to encompass: to include, to cover
p. 62 honed: sharpened, improved
on the block: to be sold at auction
aplomb: confidence and style
p. 63 a paunch: a fat stomach
portly: fat and round
girth: size (usually around the middle)
spindly: long and very thin
p. 64 trifling: unimportant
p. 66
Bass loafers →
← topsiders
33
Chapter 8 - Saturday, December 22
p. 69 a cumulonimbus: a type of cloud
squared with: matched
pay heed to: pay attention to
to and fro: backward and forward
a bushel (of): a measure of volume/weight; here = a large quantity (of)
a seed: a grain
the chill: the cold
a glob: a blob, a round lump
suet: a kind of fat
p. 70
a scoop: a small shovel or large spoon to nail: to fasten with a nail (clouer)
a maple (tree): un érable
barren: sterile
Lucite tubes: glass tubes
to shoo away: to drive out, to cause to go away
to be outsmarted = to be outfoxed: to be outmaneuvered
a pulley: a wheel on an axle that is designed to support movement and change of direction of a
cable or belt (une poulie)
p. 71 a skirmish: a fight
to swoop down: to fly down upon a prey
resourceful: able to find solutions to problems
a bluejay: a small bird native to North America a sparrow: a small bird (un moineau)
a junco: another variety of small bird (un passereau)
a chore: a boring, unpleasant or difficult task/job
p.72
a locale: a place (often where a story/film takes place)
wholeheartedly: enthusiastically, unreservedly
p.73
to pilfer: to steal
a foreshadowing: an anticipation, a forerunner
cleansed: thoroughly cleaned, purified
a life span: the duration of a life
a dowel: a round rod
to snatch: to catch rapidly
to startle: to scare, to make someone jump
p.74
a skylight: a small window in a house roof
a repast: a meal
steeping: being soaked in a marinade
p. 75 blue blood: member of a noble or socially prominent family
p.76
scant: little
to till: to cultivate
a lump (of): a piece (of)
galled: irritated, annoyed
outlay: spending, expenditure
34
a financial drain: something which costs a lot
the demise: the end or failure
warped: twisted, abnormal
p.77
nestled: comfortably settled
a napkin: a serviette
a dash: a small (quantity of)
p.78
to skim: to read rapidly
to sweep through: to move very fast through
sturdy: robust, muscular
briskly: rapidly, swiftly
a night clerk: shop assistant working night shifts
p.79
to give something a once-over: to look at, to cast a quick glance at
a batch: an assortment, a bunch
tart: acidulous
cloying: too sugary, oversweet
pithy: soft
endeared… to…: made … popular with/ dear to…
the mold of her life would be cast: her life would take shape
p.80
abiding: lasting, permanent
by dint of: through, by, as a result of
a flair: a natural ability or talent
swiftly: rapidly, quickly
to canter (past): to trot, to run (past)
dairy = dairy products (produits laitiers)
bleach: detergent (eau de Javel)
p. 81 forays: raids, descents
full to the brim: completely full
a hound: a large dog
an array of: a selection of
Week 7
Chapter 9 - Monday, January 7
p.83
hues: colours
to beckon (into): to signal for someone to come in(to)
p.84
a recipe: instructions on how to cook a dish (une recette)
seldom: rarely
an ice chest: a compartment containing ice cubes
to sulk: to show anger or irritation, especially for children
p.85
a foursome: a group of four
huddled: grouped together
35
arrayed randomly: displayed in no specific order, haphazardly
meandering ≠ walking straight to; wandering
a palaver: a discussion
p.86
a whisper: a murmur
to arise: to happen, to come up
p.87
to reward: to gratify (récompenser)
a river steamer: a type of boat
uneasiness: malaise
p.88
ominous: strange and scary
a booming voice: a deep and strong voice
attired: dressed
to brag (about): to boast, to say something proudly
to survey the scene: to watch what’s going on
p.89
vied for: competed for
a milestone: a key date or event
to owe something to: to be indebted to
a quip: to joke
to sip: to drink a small quantity
a refill: another glass of the same drink
p.90
gregarious: friendly, sociable
a carrel: a enclosed area in a library designed for individual study or reading
under restraint: under control
a flurry of: a lot of
deflected by: diverted or distracted by
to thrive: to prosper
innermost: deepest, most private or intimate
to heal: to cure
to fester unabated: to become worse and worse
resentment: rancour
p.91
to demur: to disagree
to escalate: to magnify or enhance
a balm: a soothing cream, a remedy
p.92
to scotch: to cause something to fail
to brood: to have dark thoughts
to stiffen: to become tense, to freeze
p.93
that is beyond my ken: I cannot understand that (it is outside my area of knowledge)
in shambles: here = destroyed
to tug on: to attack, to pick at vindictively
a hint of: a shadow of
p.94
an allotment: here = a portion
a mason: a builder
mortar: du mortier
to partake of: to share in
36
hitched to someone’s coat tails: 1/être pendu aux basques de quelqu’un ; 2/ profiter du
pouvoir, du succès ou de la position influente de quelqu’un.
a rap: a knock
p.95
bold: audacious
a consort: a companion
wraps: layers of outer clothing
p.96
deviled eggs: des œufs Mimosa
to amble (off): to walk slowly away
p.98
to extol: to glorify or praise
a disquisition: a long and detailed explanation
Chapter 10 - Tuesday, January 8
p. 99 a splatter: spilled liquid
unobtrusively: without attracting attention
garrulous: very talkative
flippant: disrespectful, irreverent
impending: about to happen
p.100 bugging you: worrying you/ annoying you
riveted by: fascinated/ struck by
dispelled: dissipated
p.101 to blurt out: to say something without intending to or without thinking about it
p.102 something that could be a bombshell: something which could have a devastating impact
a culprit: someone guilty of something
a fraud: an impostor, a cheat
blackmail: asking for money to keep silent about something
to backpedal: to retreat or give up
p.103 impetuous: impulsive
counsel: advice
Week 8
Chapter 11 - Tuesday, January 8
p.105 stacked: piled
a Herman Miller swivel chair →
scattered: dispersed
← a file cabinet (US) = a filing cabinet (UK)
engrossed in: absorbed in
37
p.106 huddled about: gathered around
thus far: so far, up to now
congenial: pleasant, friendly
acrimony: anger
feisty: active, forceful, determined
demeanor: behaviour
to tarry: to stay or remain for some time, to delay
p.107 to restate: to repeat
to put in capsule form: to sum up
in earnest: seriously
to amble: to walk slowly
p.108 chukka boots: heavy walking boots
a hike: a long, strenuous walk (often in the hills or mountains)
a glowing letter: a letter written to praise and recommend someone
p.109 forthcoming: here = supplied, given
to make mincemeat of: to beat, to crush an opponent
to purport to: to intend or pretend to
p.110 outmoded: dated, old-fashioned
to become unraveled: to go from bad to worse
a tinge: a touch, a very small amount (of colour or sound)
shrill: high pitched, strident
to stammer: bégayer, bredouiller
a bald pate: a hairless head
customary: habitual
p.111 diminutive: small, short-sized
strained: ≠ relaxed, tense, worried
a pane: piece of glass, usually part of a window
a twitch: a nervous spasm
the give-and-take: mutual concessions/exchange of ideas
p.112 to cajole: to persuade, to convince
to pace: here = to control the speed of
p.114 a dispensing machine: a vending machine
p.115 to endeavor (US) / endeavour (UK): to try, to attempt
p.116 a red herring: a diversion/a misleading idea
to posit: to start from an assumption/to take for granted
a breed: a type or race of animal
a trade-off: a compromise, a deal
p.117 to drum the table: to tap impatiently on the table
p.118 at random: haphazardly, without choosing
38
p.119 getting off track: losing focus, becoming distracted
on behalf of: for the sake of or in somebody’s name
a straw vote: a straw poll, a survey of people’s opinions
taken aback: surprised
p.120 an utterance: an assertion, a statement
nary: not a single, no, none
the new kid on the block: the newcomer, the outsider
gauche: clumsy, awkward
patronizing: condescending
to arise: to happen (often unexpectedly)
avuncular: fatherly, benevolent
ingratiating: that makes you like someone, endearing
prowess: accomplishment, genius
p.121 to chirp: to speak in a high voice
p.123 a tally sheet: a piece of paper on which you count votes
unseemly: inappropriate
to turn down: to refuse, veto or blackball
Week 9
Chapter 12 - Friday, January 11
p.125 to jibe: to add up, to agree
to guard against: to protect oneself from
a running balance: how much money is currently left on your bank account
to slip up: to make a mistake
an oversight: an omission
p.126 to peruse: to study
to tackle: to deal with
mundane: ordinary, uninteresting, everyday
p.127 invigorating: stimulating
draining: very tiring
the capstone : the culmination, the greatest achievement
a conundrum: a puzzle, a difficulty
to delve into: to explore
the warp and woof: the essential foundation or base of any
structure or organization (literally - the threads running down
and across a woven fabric)
to be enmeshed (in): completely involved in/caught up by
a loom: a machine used to weave fabric/cloth →
p.128 to chuckle: to laugh softly
wampum: white shell beads used as money by American Indians
gate receipts: the total amount of money from ticket sales
chores: unpleasant tasks
39
p.129 a bride: a woman about to get married or just married
a (bride)groom: man about to get married or just married
kin: relatives, family members
p.130 haggling: negotiation, bargaining
p.131 the coroner’s office: service medico-légal
to plop oneself into: to let oneself fall/drop into
p.132 to fortify: to strengthen
to bolster: to strengthen
a counseling center: a center providing psychological support and/or careers advice
to stir up: to disturb/to provoke
the Board of Overseers: a supervisory body
a sweatshop: a clandestine factory
to deter (from): to discourage from
to snap up: to get quickly and enthusiastically
to return the receiver to its cradle: to hang up the phone
p.133 to don a coat: to put on a coat
hefty: very heavy
to hail: to call
p.134 to ballot: to vote
sniveling: crying and sniffling (pleurnicher)
the fallout: the consequences
a blunder: a gaffe, an awkward mistake
p.135 foul: extremely unpleasant
to be cut from the wrong cloth: not to be fit for
supercilious: condescending
to be vindicated: to be proved right
to be hassled: to be questioned, put in a difficult situation
distraught: lost, bewildered
p.136 terrycloth: towelling (tissu éponge)
p.137 to cook up (a story): to make up or invent
to deflect to: to refer someone to someone else
Chapter 13 – Wednesday, March 20, Friday, March 22, Monday, March 25
p. 139 a car pool: a system of sharing a car with others
p. 141 beyond the pale: totally unacceptable
p. 142 desperate straits: a desperate situation
sacrosanct: sacred, extremely important
to wince: to grimace (often with pain)
40
p. 143 to serve him right: to get what he deserves (in a negative sense)
a surge: a sharp increase
to dispel: to erase, to remove
p. 144 to vouchsafe: to guarantee
to plow through (a book): to read with difficulty
p. 145 run-of-the-mill: ordinary, uninteresting
to perk (somone) up: to make someone feel better, to refresh
ajar: half open
p. 147 enliven: to make lively
dankness: a cold, damp, unpleasant feeling or atmosphere
(on the) spur of the moment: on impulse
notwithstanding: despite
p. 148 queried: questioned, inquired
inimical: hostile
p. 149 to baffle: to puzzle
p. 150 to slay (slew, slain): to kill
to fester: to putrefy, to rot
WEEK 10
Chapter 14 – Wednesday, March 20; Friday, March 22; Monday, March 25
p. 153 a docket: a courtroom agenda, a list of cases to be heard in court
to titillate: to interest, to excite
p. 154 a hindrance: an obstacle
a trial: a hearing in a court of law
p. 155 stodgier: more boring, duller
trappings: decorations, ornaments, (façade of a building)
p. 156 woe betide: beware, bad things will happen (The undergraduate who enters Harvard
Law School without economic knowledge will suffer).
to get tripped up: here = to make a mistake because of..., to get tricked or confused by...
p. 157 It sailed by the court's understanding: It went over the court's head (they didn't
understand it)
p. 158 to retool: to acquire new skills
turf: field, domain
a mot: a clever comment, joke
respite: rest, a break
41
p. 160 squeamishness: feeling sick
the coroner: the official who examines the reasons for a person's death
p. 161 adamant: uncompromising, insistent
p. 162 attire: clothing
slovenliness: being dirty and untidy
a loon: a lunatic, an eccentric
p. 163 with aplomb: with confidence
to light into someone: to attack
p. 164 the buck stops: to take the blame or responsibility for something
p. 165 unwittingly: unknowingly
to hit a sore point: to mention a sensitive subject
p. 166 to get off scot free: to be freed without any punishment
p. 167 to clinch the plans: to make final, to decide
p. 168 ashen: very pale
to probe: to inquire in depth
p. 169 apparel: clothing
wistfulness: nostalgia, sadness
p. 170 a consort: a person who accompanies someone else, a companion, a partner
to chide: to scold
p. 172 to adjourn: to end proceedings for the day
WEEK 11
Chapter 15 – Sunday, June 9, Monday, June 10
p. 175 the gangplank: the ramp to board a ship
an ordeal: difficulty, suffering
a dolly →
p. 176 cavernous: huge, spacious
mettle: determination, spirit, strength of character
seasoned (travelers): regular, experienced
to exude: to emit
starboard: the right side of the ship
decaying: eroding, rotting
p. 177 to reap the rewards: to gain the benefits (to reap = récolter)
natty: smart and stylish
42
p. 178 pedestrian: common, uninteresting
p. 182 the Officer of the Watch: the officer responsible for the navigation of the ship during an
allotted period of time
p. 185 bondholders: people who have bought bonds, investors
p. 186 patrician: aristocratic, noble
glibly: fluently, easily
Chapter 16 – Wednesday, June 12
p. 191 window-shopping: looking without buying
p. 192 bores: people who are boring
p. 193 a slight drizzle: a very light rain
to pitch: to move suddenly and violently
to crust: to form a hard layer
p. 194 a closet: a small cupboard or wardrobe
jammed: packed, completely full
chips (gambling chips): small discs used to place bets
p. 195 tinsel: shiny material
straw: de paille, en paille
a tune: a piece of music
aft: the back part of a boat or ship
to tilt: to lean, to move into a sloping position (se pencher, s'incliner)
to lumber: to walk slowly and awkwardly / heavily
p. 196 to nestle: to settle comfortably
to lurch: to roll from side to side
p. 197 an ode: a poem in honour of someone or something
p. 198 to be amiss (something was amiss): something was wrong
p. 199 misgivings: doubts, regrets
to pinpoint: to identify, to target
to mesh: to fit together
surcease = respite, a break
the thread of the discussion: the main argument (le fil conducteur)
p. 200 stuffy: airless, with no fresh air
dizzy: giddy, woozy, light-headed (avoir le vertige, avoir la tête qui tourne)
gusty: windy, blustery
p. 201 a porthole: a small, round window in the side of a ship
whitecaps: the white foam at the top of a wave
43
the swell: very large waves
mustiness: stuffiness, a cold, damp smell
the bow: the front part of a ship
p. 202 drenched: completely wet, soaked
footfalls: the sound of footsteps
chill: cold
transfixed: captivated, hypnotized
churning: agitated, swirling (bouillonnant)
tumultuous: rough, stormy
p. 203 the capstone: the crowning/major achievement
p. 204 to covet: to want something badly
to mollify: to soothe, to pacify
p. 206 to leak information: to allow secret information to become generally known
(literally, to leak = fuir (d'un liquide ou d'un gaz))
WEEK 12
Chapter 17 - Thursday, June 13
p. 208 to be in the dark: to be ignorant (not know something)
Chapter 18 - Thursday, August 29
p. 213 a syllabus: an educational programme
fall (US) = autumn (UK)
to keep someone abreast of something: to keep someone up to date with something
to be interspersed with: to be mixed with
p. 214 diminutive: small
to beckon someone in: to invite someone in (usually by a gesture)
p. 215 wish to let this cup pass: (a biblical reference); here = prefer not to participate
to flood back: to return / to come back very forcefully (literally, to flood = inonder)
-oOo-
44
Expensive Errors
BAD ENGLISH
it’s / he’s / that’s why, etc.
GOOD ENGLISH
it is / he is / that is why, etc. → formal English vs.
colloquial English
according to me
in my view, in my opinion
I'm agree / I'm not agreed
I agree / I don't agree
an other
another
in the one hand / in the other hand on the one hand / on the other hand
mentionned
mentioned
developped
developed
in the chapter 3
in chapter 3
United States, United Kingdom
the United States, the United Kingdom, the US/the UK
a diner
a dinner (= a meal) vs. (in the US) a diner (= a casual style
restaurant)
caracter
character
assymmetric
asymmetric
fundation/fondation
foundation
gouvernement
government
the most important is...
the most important point/aspect is....
a classic economist
a classical economist
to product
to produce
informations
information
researches
research
people is happy when...
people are happy when...
he went in England
he went to England
performant
efficient
for help / for to help
to help (in order to help)
others country
other countries
3 billions of dollars
3 billion dollars
3$
$3
wich
which (vs. witch (une sorcière))
Also watch out for actually = in fact
currently (actuellement)
to assist = to help (aider)
to attend = to be present at (assister à)
to expect = to anticipate (s'attendre à)
to expose = to uncover/reveal (a secret)
to exhibit = to show publicly/display (a
painting, a sculpture)
an exhibition (une exposition)
economics (les sciences économiques)
the economy (l'économie)
economic (adjective) = related to
economics, trade, industry, money
economical (adjective) = affordable,
cheap and efficient
politics = the activities of government or the study of
the way countries are governed
a politician
political (adjective) = relating to politics
policy = an agreed set of ideas or plan
politic (adjective - quite rare) = wise, advisable
principal (adjective) = main, most important
a principal (noun) = a head teacher of a school
a principle (noun) = a rule, a convention, a
conviction, a fundamental belief, etc
a surname = family/last name
a nickname (un surnom)
supply (l'offre) vs. an offer (une offre)
45
Can you avoid some expensive errors?
Fill in the sentences with the right word : economics / economic / economy / economical
1. I am an ___________________________ student.
2. Henry enjoys discussing _____________________ theories.
3. I want to specialise in International _____________________________ next year.
4. This chapter deals with the European ____________________________.
5. __________________________ was a key theme in the presidential campaign.
6. The _________________________ was a key subject of the president's speech.
7. This car does not need much fuel. It is an ________________________ car.
8. GDP is an important ________________________ indicator.
9. We use GDP to assess the __________________________.
10. The government needs to be more _____________________ in order to avoid excessive
budget deficits.
46
Grammar Reviews
Grammar Review 1 - Past tenses in English
1. THE SIMPLE PAST (THE PRETERIT) –
Form →
a) Regular verbs: add “ED” ou “D” - e.g. arrive = arrived, play = played, die = died.
(N.B. the past participle is identical.)
b) Irregular verbs: the simple past (and the past participle) have to be learnt – e.g. tell =
told (told), put = put (put), go = went (gone).
c) Negative and interrogative forms: the auxiliary verb DID (simple past of DO) is used
with the bare infinitive of the main verb – e.g. I didn’t go to London last year. Did you
go to London last year?
Use →
Used to narrate past actions or events - they are finished: they cannot be changed and will
not evolve in the future. There is often a precise time reference in the sentence – e.g. last
year, a year ago, in 2003, etc.
The simple past is generally translated by le passé composé or le passé simple in French.
The progressive form (V-ing) is usually translated by l'imparfait, and carries the sense être
en train de faire quelque chose.
2. THE PRESENT PERFECT
Form →
HAVE (always in the present tense) + the past participle (invariable in English) – e.g.
I have been to England three times.
(Note: have been indique l'aller et le retour, have gone indique l'aller seulement - le sujet
est toujours là-bas.)
Use →
Used when referring to or summarising past experiences, actions or events today. The
statement is valid today but the situation can change or evolve in the future. This is
particularly true when the action started in the past and is not yet finished (very often
expressed using the progressive form - I've been sitting here for hours (you still are). There
is rarely a precise past time reference – e.g. Have you eaten breakfast? Have you found
your watch?
Note that if you give a precise reply to these questions, indicating that the action is finished
and cannot change, you will use the simple past– e.g.
Have you eaten breakfast?
Yes, I ate breakfast an hour ago. vs. Yes, I have. / No, I haven't.
Have you found your watch?
Yes, I found it in my bag last night. vs. Yes, I have. / No, I haven't.
When referring to past actions, experiences or events, the present perfect is generally
translated by le passé composé or le passé simple in French.
The progressive form, used when the action started in the past and is not yet finished, is
usually translated by the présent.
Note also the French expression venir de, which, used in the present tense, refers to the
immediate past and translates the expression have just + past participle in English.
47
The present perfect occurs frequently with certain adverbs – ever, already, never,
not…yet, and always with since when used to indicate the start date of the action; with
these adverbs, you are referring to or summarising past experiences, actions or events
today, but the situation can change or evolve in the future – e.g.
I have never been to London. (Jamais - mais cela peut changer si j’y vais dans
l’avenir)
I haven’t been to London yet. (Pas encore - mais cela peut changer si j’y vais dans
l’avenir)
I have been at Paris 2 for three years. (J’y suis toujours; quand j’aurai fini mes
etudes à Paris 2, j’en parlerai au prétérit – I was at Paris 2 for four years.) (for
indicates the length of time.]
I have been at Paris 2 since 2008. (J’y suis toujours; quand j’aurai fini mes etudes à
Paris 2, j’en parlerai au prétérit – I was at Paris 2 from 2008 to 2012.)
3. THE PAST PERFECT
Form →
HAVE (always in the simple past) + the past participle (invariable in English) – e.g.
I was familiar with his work, but I had never met him before.
Use →
Used when referring to events or actions which took place in a time earlier than or before
the simple past/present perfect or to show that something started in the past and continued
up until another action in the past. It enables the chronology of past events to be clearly
established. - e.g.
I was really excited when I visited New York in 2008, as I had never been there
before.
(The simple past for events which occurred in 2008, and the past perfect to refer to
the situation before 2008.)
Many financial commentators had already predicted that the real estate bubble was
going to burst, when the subprime crisis began at the end of 2007.
Reminders - Spelling rules and pronunciation of the simple past and past participle of
regular verbs
Spelling rules: BI (bare infinitive) + "ed", unless the BI ends in ‘e’ = BI + "d" (e.g. race →
raced).
• If the BI ends in ‘vowel -y’ – add "ed": enjoy → enjoyed, play → played;
• If it ends in ‘consonant -y’ – ‘y’ becomes ‘i’, then add "ed", e.g. carry → carried, spy →
spied.
• If the BI is just one syllable and ends in ‘vowel-consonant’, the consonant is doubled,
then "ed" added, e.g. rap → rapped, chat → chatted; but - walk → walked (one syllable,
but the BI ends in two consonants).
Pronunciation: the "ed" is never pronounced like the word 'red'!
• Pronounce as a /t/ sound when the BI ends in a /p/, /k/, /f/, /s/, /∫/ or /t∫/ sound, e.g.
stopped, walked, laughed, stressed, rushed, watched.
• Pronounce as an /Id/ sound when the BI ends in a /t/ or /d/ sound, e.g. protested, decided.
• Pronounce as an /∂
∂d/ sound for verbs ending with the letter 'r', not doubled, e.g.
meandered = /mI:ænd∂
∂d/, showered = /∫aʊ∂
∂d/, but referred = /rIfɜ:d/.
• Pronounce as a /d/ sound in all the other cases; this is the most common pronunciation.
48
Some work on past tenses
Translate the following sentences into English.
1. Depuis combien de temps étudiez-vous l'anglais?
_____________________________________________________________________________
2. J'étudie l'anglais depuis dix ans.
_____________________________________________________________________________
3. J'étudie l'anglais depuis 1991. J'ai commencé quand j'avais 11 ans.
_____________________________________________________________________________
4. Avez-vous déjà lu un roman en anglais?
_____________________________________________________________________________
5. Oui, j'en ai déjà lu plusieurs.
_____________________________________________________________________________
6. Non, je n'en ai jamais lu.
_____________________________________________________________________________
7. Etes-vous déjà allé(e)s dans un pays anglophone?
_____________________________________________________________________________
8. Oui, j'ai visité les Etats-Unis il y a trois ans.
_____________________________________________________________________________
9. Oui, je viens de rentrer de l'Australie.
_____________________________________________________________________________
10. J'ai adoré Sydney - je n'avais encore jamais vu une ville aussi spectaculaire!
_____________________________________________________________________________
11. Non, je ne suis pas encore allé(e) dans un pays anglophone, mais j'irais bien un jour!
_____________________________________________________________________________
49
Grammar Review 2 - Modal verbs
What are they? A special kind of auxiliary verb which adds nuance or meaning to what you say.
Modal verbs:
• have only one form;
• are always followed by the bare infinitive of the main verb or of another auxiliary
(have, be);
• cannot be followed by another modal verb;
• do not need the auxiliary DO for negations or questions.
• Apart from COULD, which is used to express ability / inability / possibility /
impossibility in the past, and WOULD, which can be used as the simple past of WILL,
the past tense is formed by using the modal + HAVE + the past participle of the main
verb.
Expressing the future / the conditional + a prediction of which you feel certain:
will, won’t / would, wouldn’t
o I'll call you back later. ('ll = will)
o I won't be at the meeting.
o I said I wouldn’t be at the meeting (simple past of WILL)
o Wouldn't a bracelet have been a better present for Pidge? (conditional)
o I hear a whistle. That will be the five o'clock train. (prediction)
Expressing ability / inability; possibility / impossibility (present or past):
can, could / can’t (cannot), couldn’t (Non-modal equivalent: be able to)
o Henry can speak English, but he can’t speak Russian. (present)
o We can assume Henry enjoys his work. (present)
o I won’t be able to attend the meeting. (future impossibility - will + can is not
acceptable)
o Patricia's reaction to her father's choice of gift could be considered to be normal.
(simple past)
Making requests:
can, will; could, would
o Can /Could I have a cup of tea, please?
o I’ll have a cup of tea, please. / I'd like a cup of tea, please. ('d = would)
Could and would are more formal and polite than can and will.
Asking for / Refusing permission:
can, could, may, might / can’t (cannot), may not
o Informal
: Can I make a suggestion?
o More formal and polite
: Could I make a suggestion?
o Formal and very polite
: May I make a suggestion?
o Very formal, very polite and more tentative
(you almost expect a refusal)
: Might I make a suggestion?
50
Expressing necessity/obligation: must (Non-modal equivalent: have to, need to - is
quite informal)
o You must do your English homework.
o You will have to do your English homework tomorrow. (future obligation - will +
must is not acceptable)
o I need to work more regularly.
Lack of Necessity/obligation: needn’t (Need is not a modal verb, but is used like one in
the negative - i.e. it is followed directly by the bare infinitive of the main verb, without the
use of "to".) (Non-modal equivalent: don't have to)
o You needn’t come if you don’t want to.
o You don’t have to come if you don’t want to.
Prohibition: mustn’t (must not) - You mustn’t confuse self-interest and selfishness.
Expressing hypotheses:
must, could, may, might, can’t (cannot)
o 90% sure - It seems most probable
o 70% sure - It seems probable
o Neutral - 50/50
o Unsure - It seems improbable
o 90% sure it is impossible
:
:
:
:
:
He must be wrong.
He could be wrong.
He may be wrong.
He might be wrong.
He can't be wrong.
To express the past tense o 90% sure - It seems most probable
o 70% sure - It seems probable
o Neutral - 50/50
o Unsure - It seems improbable
o 90% sure it is impossible
:
:
:
:
:
He must have been wrong.
He could have been wrong.
He may have been wrong.
He might have been wrong.
He can’t have been wrong.
Note also the use of:
o the future will have / won't have express certainty (100% sure!) in the past tense:
• Valerie is sure Wu will have thoroughly checked Gossen's candidature.
• Unless I make a special effort, I won't have finished my homework on time.
o the conditional would have / wouldn’t have to express quasi certainty (99% sure!)
in the past tense:
• As an economist, Henry would have known about Utilitarianism.
• Calvin Weber wouldn’t have understood Marshall’s ideas, if Henry hadn’t
explained them to him.
Giving advice / Expressing expectations:
should (Non-modal equivalent: ought to)
o Maybe somebody should have spoken with Dennis Gossen before the P&T
Committee. (past tense)
o Henry shouldn’t expect everyone to be interested in economics.
o Henry ought to wear less eccentric clothes.
Referring to past customary activities or habits:
would (Non-modal equivalent: used to)
o After work, Oliver Wu would go home in a taxi.
51
Some work on modals
Choose the correct answer for each sentence.
1. Henry Spearman seems to be having trouble solving the mystery. __________________
Pidge be able to help him?
Would
Will
Shall
2. Wu seems very interested in Gossen's ideas on malefaction. __________________ he be
the murderer?
Could
Shall
May
3. That ice is dangerously thin now. You __________________ go ice-skating today.
might not
would mind not to
mustn't
4. It's way past my bedtime and I'm really tired. I __________________ go to bed.
should
ought
could
5. He _______________________ committed the crime. He wasn't even in the city that night.
can't have
shouldn't have
might have
6. John is over two hours late already. He _______________________ missed the bus again.
will have
should have
must have
7. I'm really quite lost. ___________________________ showing me how to get out of here?
Can you
Would you mind
Would you be
8. That bus is usually on time. It __________________ to be here any time now.
ought
has
might
9. I read about your plane's near disaster. You ___________________________________
terrified!
shall have been
might have been
must have been
10. Professor Spearman, we've finished our work for today. __________________ we leave
now, please?
May
Can
Must
52
Grammar Review 3 - Prepositions
Reminders
• A preposition is always followed by a noun, a nominal group or a pronoun.
• The V-ing form can be used as a noun (often for actions – swimming, running, dancing,
etc.), e.g. Pidge believes in preparing a large, healthy breakfast every morning.
Some work on prepositions
The French preposition "à" can be translated by several different propositions in English - e.g.
to, at, in, on, with, from, by, like. Sometimes it can be replaced by 's or is omitted in
translation.
Examples:
Ils ont écouté les informations à la radio. → They listened to the news on the radio.
Elle parlait à voix basse de peur qu'on ne l'entende. → She spoke in a low voice for fear of
(to avoid) being overheard.
Note: "de peur que":
→ for fear of +V-ing = rather formal style of expression
→ to avoid +V-ing = normal style of expression
Notes
à = to:
→ indicates movement in the direction of a location or place. Often occurs with verbs of
movement - e.g. go, travel, run, walk, etc.
The Spearmans travelled to London on a cruise ship.
Pidge went to university in NYC (implies she didn't live in NYC previously).
→ as in French, after several verbs, the complement is always preceded by the preposition to
- e.g. speak to, talk to, belong to. Gossen tried to speak to a Henry before the P&T Committee.
à = at:
→ indicates being in a specific place (not geographical).
Pidge was at Columbia University.
Henry waited at the cash desk to pay for his purchases.
→ as in French, can be used in a literal or in a figurative sense: At the height of his career...
(Au sommet de sa carrière...).
Also: They arrived at their destination on time. (arriver à in French).
à = in:
→ indicates being in a precise geographic location.
They went to University in New York City, but now they live in Cambridge, Mass.
→ indicates loudnesss of voice - e.g. to speak in a deep/loud/quiet/low/soft …etc. voice.
Also the expression: out loud (à voix haute) - He was reading out loud (Il lisait à voix haute).
I was thinking out loud (Je pensais à voix haute ).
53
à = on:
→ indicates a floor in a building: e.g. on the bottom floor, on the top floor, on the first floor,
etc.
Exception: in the basement (au sous-sol).
Also the expressions: on the radio, on the TV/television, to write on the blackboard, on foot
(à pied), on all fours (à quatre pattes), on the contrary (au contraire).
à = with:
→ used to indicate the clothes, accessories, body parts, attributes of someone.
The man with the big paunch and thin legs is Christolph Burckhardt.
The woman with the green cashmere sweater is Melissa Shannon.
à = from:
→ indicates the distance or the time it takes to go from one place to another.
Also, for drinking: He drank water directly from the tap/the bottle. (Il buvait de l'eau
directement au robinet/à la bouteille).
à = by:
→ where à means d’après, grâce à, au moyen de, it is translated using by.
You're tired ; I can see it by your face.
She's injured; I can tell by the way she's limping.
Note the expression: to look like (ressembler à).
's or the possessive pronoun:
→ when referring to possession / ownership of something which has already been identified.
That book is mine. (Ce livre est à moi.) This one is Pidge's. (Celui-ci est à Pidge.)
Omissions (Ø): When indicating distance between or time needed to go from one place to
another.
Cambridge is (Ø) five minutes from Boston by car. (Cambridge est à cinq minutes de Boston
en voiture.)
The town is located (Ø) about 3 miles north of the largest city in Massachusetts. (La ville se
situe à 3 miles environ au nord de la plus grande ville dans le Massachussetts.)
Also the expressions: He does just as he pleases / likes. (Il ne fait qu'à sa guise / à sa tête).
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Some work on prepositions
Translate the following sentences into English.
1. Boston se trouve à 3 miles de Cambridge, ou à une heure environ à pied.
_____________________________________________________________________________
2. Henry et Pidge ont une belle maison à Cambridge aux Etats-Unis.
_____________________________________________________________________________
3. Il y a un grand salon au rez-de-chaussée.
_____________________________________________________________________________
4. A Boston, ils ont pris le train pour aller à New York.
_____________________________________________________________________________
5. Ils ont fait une croisière à bord le QE2.
_____________________________________________________________________________
6. Ce petit magasin est à Christolph Burckhardt.
_____________________________________________________________________________
7. Il lui appartient depuis très longtemps.
_____________________________________________________________________________
8. L'homme aux lunettes très épaisses ressemble à une chouette.
_____________________________________________________________________________
9. Voyez-vous la jeune femme aux vêtements bien coordonnés ? C'est Melissa; je l'ai reconnue
à sa démarche.
_____________________________________________________________________________
10. Il était déjà ivre et pourtant il continuait à boire du vin à la bouteille.
_____________________________________________________________________________
55
Grammar Review 4 - Relative pronouns
Refers to:
Function in the sentence:
Subject
People
Who, that
Things / concepts
which, that
Direct Object
Ø, that, whom
Ø, that, which
Indirect Object
Ø, whom
Ø, which
Possessive
whose
whose
Place
Time
where
when
Relative pronouns: Subject or Object
A relative pronoun refers to a noun or a nominal group preceding it (called the antecedent) in the
main clause of the sentence. The relative pronoun acts as the subject or object of the relative
clause.
Examples:
• The chief economist, who commented on the recent Bank of England report, said
uncertainty was written all over it.
► "who" refers back to the nominal group "the chief economist"; "who" also acts as the
subject of the relative clause and the verb "comment".
=> The main clause is: The chief economist said uncertainty was written all over
it
=> The relative clause is: who commented on the recent Bank of England report
• Every reader sometimes encounters words that they don’t understand.
► "that" refers back to the noun "words"; that" is also the object of the verb
"understand".
=> The main clause is: Every reader sometimes encounters words
=> The relative clause is: that they don’t understand
Notes:
In spoken or informal English, when the relative pronoun is the subject of the relative
clause,
"that" can be used to refer to a person/people:
• Graeme Leach is the chief economist that commented on the recent Bank of England
report.
(In written or formal English: Graeme Leach is the chief economist who commented
on the recent Bank of England report. )
In spoken or informal English, when the relative pronoun is the object of the relative
clause, it is very often left out (represented by the symbol Ø):
• Every reader sometimes encounters words Ø they don’t understand.
• (In written or formal English: Every reader sometimes encounters words that they
don’t understand.)
• Graeme Leach is the chief economist Ø we interviewed.
(In written or formal English: Graeme Leach is the chief economist whom we
interviewed.)
A similar difference arises when the relative pronoun is the indirect object of the relative
clause (i.e. when it depends on a preposition):
56
• The recent Bank of England report is the document Ø he referred to.
(In written or formal English: The recent Bank of England report is the document to which
he referred / which he referred to.)
• Graeme Leach is the chief economist Ø we spoke to.
(In written or formal English: Graeme Leach is the chief economist to whom we spoke /
whom we spoke to.)
• The relative pronoun "that" IS NOT used as an indirect object introducing a
relative clause in written or formal English.
When to use commas:
► Relative pronouns that introduce a restrictive (or defining) relative clause ARE NOT
separated from the main clause by commas. Restrictive relative clauses add essential
information about the antecedent in the main clause. The information is crucial for
understanding the sentence's meaning correctly and cannot be omitted. In other words, without
the restrictive relative clause, the sentence does not make sense.
Note: As a general rule, in restrictive relative clauses, use "who" for people and "that" for
things.
Examples:
• Graeme Leach is the chief economist who commented on the recent Bank of England
report.
• The report that was published last November indicated that the economic outlook
remained uncertain. (Here, the month of publication is essential to understanding which
report is being discussed. = a restrictive relative clause.)
► Non-restrictive (or non-defining) relative clauses provide non-essential information about
the antecedent in the main clause and ARE separated by commas. The information is not crucial
for understanding the sentence's meaning correctly. In other words, non-restrictive relative
clauses are asides that add extra information.
Note: The relative pronoun "that" CANNOT be used in non-restrictive relative clauses, so
use "who" for people and "which" for things .
Examples:
• The chief economist, who commented on the recent Bank of England report, said
uncertainty was written all over it.
• The report, which was published last November, indicated that the economic outlook
remained uncertain. (Here, the month of publication is not considered to be crucial for
understanding which report is being discussed. = a non-restrictive relative clause.) As it
is the object of the relative clause, it can also be omitted in an informal context - The
report, Ø published last November, indicated that...
Relative pronouns: Possessive
The relative pronoun "whose" is used to indicate a possessive relationship or link between the
antecedent and the noun which follows the pronoun. It can be used in restrictive and nonrestrictive relative clauses.
Examples:
• He's the man whose grandfather shot his banker after the Wall Street Crash. (i.e. The
grandfather of the man shot his banker.)
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• Ireland, whose financial situation is dramatic, will receive a bailout from its European
partners. (i.e. The financial situation of Ireland is dramatic.)
Relative pronouns: Place / Time
"Where" indicates the place in which something happens - the antecedent is a place.
"When" indicates the time at/in/during which something happens - the antecedent is a time
reference. Both "where" and "when" can be used in restrictive and non-restrictive relative
clauses.
Examples:
• Ireland is the country where Oscar Wilde was born; Paris is where he died.
• Ireland, where the team of officials are assessing the scale of the problem, will receive a
bailout from its European partners.
• In 1929, when there was the Wall Street Crash, American investors lost millions of
dollars. It was a period when many Americans lost their jobs.
Some work on relative pronouns
Complete the sentences with the correct relative pronouns.
1. The Fatal Equilibrum is a murder mystery the authors of __________ are both American
Economics professors.
2. The man __________ is talking to Henry is Calvin Weber.
3. The store __________ they are both shopping is called Filene's.
4. Sophie Ustinov has a dog ___________ is called Natasha.
5. The couple with __________ Henry is in conversation are Joan and Morrison Bell.
6. Morrison Bell, ___________ hobby is bird-watching, has two daughters.
7. Burckhardt tells the court about the evening _________ he went to the Spearmans' house
with Melissa.
Make one sentence from each pair of sentences by using a relative pronoun
8. Henry is speaking on the 'phone to Denton Clegg. Denton Clegg is the Dean at Harvard.
_____________________________________________________________________________
9. This is Dennis Gossen. His girlfriend is called Melissa Shannon.
_____________________________________________________________________________
10. Christolph Burckhardt has a shop. He sells very rare stamps there.
_____________________________________________________________________________
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Grammar Review 5 - Use of the definite and indefinite articles
1. Count (countable) nouns vs. non-count (uncountable) nouns
• A count noun represents something that can be counted. It can have a singular and a
plural form. E.g.: a book, an idea, a student; two books, three ideas, several students.
• A non-count noun represents something that cannot be counted. As a general rule, these
nouns are singular and do not have a plural form. There are different categories of noncount nouns:
o concepts like mining, agriculture, capitalism, economics, politics, globalization,
utilitarianism, global warming, etc.
o collective nouns - they can represent concrete objects or abstract concepts, e.g.
furniture, luggage, rubbish; advice, knowledge, news.
o materials and foodstuffs - e.g. steel, wood, cotton; water, bread, coffee.
o nouns formed from verbs or adjectives - e.g. studying, laughter; homelessness.
Another word has to be used to specify a number or a quantity - e.g. a glass of water, two
pieces of luggage, a lot of news, some advice.
• Some nouns are both count and non-count:
o count when they refer to a particular thing or situation,
o non-count when they refer to a concept.
e.g.: demand (la demande), but a demand/demands (une exigence / des exigences);
supply (l'offre), but a supply / supplies (une fourniture / des fournitures).
This is also the case for certain idiomatic expressions - to make a fuss; to be in a hurry;
What a pity! What a relief! It’s such a mess! It’s a terrible waste!
Question - Explain why "asymmetric information" is non-count, whereas "an information
asymmetry" is count.
2. Using the definite and indefinite articles
a) The Articles A/an – the indefinite article: Pronunciation - /ə/ before words beginning with a consonant
sound – a university, a book, a hotel, a window; /ən/ before words beginning with a vowel
sound – an economic situation, an MP, an hour.
The – the definite article: Pronunciation - /ðə/ before words beginning with a consonant
sound – the university, the book, the hotel, the window, on the one hand; /ði:/ before words
beginning with a vowel sound – the economic situation, Henry the Eighth, the MP, the hour,
on the other hand; /ði:/ before any word when we want to stress the article – Samuelson is
the textbook for economics students.
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Ø –the zero article: A grammatical convention to indicate cases where no article is used.
b) Uses –
The indefinite article – can only be used with a singular noun – there is only ONE! – and
only with count nouns. The indefinite article is used for a first mention or for a general,
non-specific reference.
e.g.: l.9 - a customer (= any customer), l.10 a property for sale (= any property for sale).
The definite article – can be used with all nouns, singular or plural, for a reference to
something already identified or for a specific reference.
e.g.: l.6 - the internet (= specific, the writer expects the reader to know what this is),
l.40 - the information (= specific, the kind of information the website will make available).
The zero article – A convention to help to explain those cases where no article is used. The
most frequent cases are for a first mention or for a general, non-specific reference to –
• a non-count noun: l.38-39 - "the currency we’re trading is Øinformation on bad
apartments" (= any information).
• a count noun in the plural: l.37-38 - "All we needed was a simple way for Øapartment
dwellers who had met Øexperiences like ours to let the world know." (= any apartment
dwellers, any experiences).
Note also: Proper names Obviously, the indefinite article is never used with proper names, which are always specific.
The general rule is that no article us used, but there are exceptions:
• ØHenry Spearman, but the Henry Spearman (= /ði:/ - the famous, well-known).
• street names or names of monuments/institutions – when “the” is part of the official
name - ØOxford Street, ØBroadway, ØBuckingham Palace, ØHarvard Business School,
but The Strand, The White House, The Capitol.
• country names which are compound nouns or indicate a grouping - ØAmerica, ØBritain,
ØFrance, but the USA, the UK, the Netherlands, the Philippines.
• names of mountain ranges, rivers, seas/oceans - the Alps, the Thames, the Dead Sea, the
Atlantic.
Remember that titles on their own are not proper names, so - ØPresident Obama, ØQueen
Elizabeth II, ØMrs. Thatcher, but the President of America, the Queen of England, the
former Prime Minister.
Question - Explain the use of the articles in the following paragraph.
The Fatal Equilibrium is a detective story written by ØMarshall Jevons, which is the pen
name adopted by ØWilliam Breit and ØKenneth G. Elzinga. The detective-hero is called
ØHenry Spearman. In fact, he is a famous economist, who teaches at ØHarvard in the
USA, and who applies Øeconomics to everyday life and uses Øeconomic theories to solve
Ømurders.
-oOo-
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Additional Grammar Reviews
Grammar Review 6 - Possessive 'S
To show that something belongs to somebody or something, we usually add 's to a singular
noun (including a singular noun ending in s) and an apostrophe ' to a plural noun, for example:
• the boy's dog (one boy)
• the boys' dog (two or more boys)
The number of dogs does not matter; the structure is influenced by the possessor and not the
possessed.
one dog
more than one dog
one boy
the boy's dog
the boy's dogs
more than one boy
the boys' dog
the boys' dogs
The structure can be used with a compound noun:
• the Harvard professor's house (= the house of the Harvard professor)
Although we can use of to show possession, it is more usual to use 's. The following phrases
have the same meaning, but the 's is more usual and natural:
• The long blond hair of the actress / The actress's long blond hair
The possessive form is used in a prepositional phrase beginning with the preposition of :
• That boy is a schoolmate of my son's. (= one of my son's schoolmates)
• Calvin Weber, a colleague of Henry Spearman's, was shopping in Filene's. (= one of
Henry Spearman's colleagues)
Possessive 's can used with acronyms and numbers used as nouns:
• MIT's reputation is excellent.
• The Beatles were a famous 1960s' pop group.
Note that the plural of a number used as a noun should not be formed with an
apostrophe: The action takes place in Cambridge in the 1960s / the 60s.
Possessive 's can used where the noun that should follow (the possessed) is implied or does not
need to be repeated:
• Yesterday I had to go to the doctor's. (= the doctor's surgery)
• This jacket is his father's, not his.
Gerunds (V-ing)
Possessive 's is used normally with a simple gerund (V-ing):
• Morrison's bird-watching has made him very patient.
With a gerund phrase there are two possibilities:
1- Correct, formal usage:
• Henry really appreciated Calvin's helping him out in Filene's Basement. (Also: Henry
really appreciated his helping him out in Filene's Basement.)
61
2- Informal, everyday usage:
• Henry really appreciated Calvin helping him out in Filene's Basement. (Also: Henry
really appreciated him helping him out in Filene's Basement.)
Proper Nouns (Names)
Possessive 's is very often used with names:
• This is Patricia's car. / Bell's body was found in the garage.
When a name ends in s, we usually treat it like any other singular noun, and add 's:
• Steve likes Dolores's hair.
However, it is possible (especially with older, more classical names or the names of famous
people) to just add the apostrophe ':
• Where is Charles' dog? or: Where is Charles's dog?
• Who was Keynes' teacher? or: Who was Keynes's teacher?
Also, to avoid making a hissing noise, when an added 's would lead to three closely bunched s
or z sounds, it is better just to add the apostrophe ':
• The legend of Ulysses' odyssey.
To show joint ownership, we give the possessive form to the final name only:
• In the story, we discover Spearman and Clegg's shared passion for rare stamps.
Irregular Plurals
Some nouns have irregular plural forms without s (e.g.: man > men). To show possession, we
usually add 's to the plural form of these nouns:
singular noun
my child's dog
the woman's work
the mouse's cage
a person's clothes
plural noun
my children's dog
the women's work
the mice's cage
people's clothes
Notes:
Never use 's with possessive pronouns, i.e.: mine, yours, his, hers, its, theirs, ours, yours, or
the possessive relative pronoun, whose. They already show possession so they do not
require an apostrophe or 's; e.g.: The house in Boston is hers, not theirs.
Reminder: Personal pronouns
Subject
Object
pronoun
pronoun
I
me
you
you
he / she / it
him / her / it
we
us
you
you
they
them
Possessive
adjective
my
your
his / her / its
our
your
their
Possessive
pronoun
mine
yours
his / hers / its
ours
yours
theirs
The only time 's is used with the pronoun it is when forming a contraction of it is or it has;
e.g.: It's a nice day. / It's been great meeting you.
Let's is a contraction of Let us; e.g.: Let's go shopping at Filene's!
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Some work on 's
Choose the correct answer for each sentence.
1. This exercise will help you use _____________ correctly.
apostrophe's
apostrophes
2. These __________ dog is really cute.
boys'
boys
3. The __________ names are Henry and Milton.
mens'
men's
4. __________ that person?
__________ Dennis.
Whose
It's
Who's
Its
5. The letter from the P&T Committee was still in __________ envelope.
it's
its
6. There were a lot of good bands in the __________.
80s
80's
7. Both of my __________ were academics.
parents'
parents
8. I borrowed my __________ car yesterday.
parents'
parents
9. We heard __________ voices from the other room.
their
there
they're
10. He __________ his children play in the street.
let's
lets
11. I really appreciate __________ helping me with this. (informal)
Henry
Henry's
12. I am most unhappy about __________ coming to work late. (formal)
your
you
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Grammar Review 7 - AS and LIKE
AS is both a conjunction and a preposition.
→ The conjunction AS is used:
•
to express equality/inequality in a comparison (aussi … que);
(See also Reminder below) e.g.
Valerie isn’t as clever as Henry.
•
to introduce a proposition (noun/pronoun+verb) (comme); e.g.
As we know, Henry is a brilliant economist.
You should do as I say, not as I do.
In informal English, like is sometimes used in the same way, particularly in
American English. You should avoid this usage in your written work.
Reminder - As and Than in comparisons:
AS: We use the conjunction AS when we want to say two things are identical or similar (or
not); e.g.
Joan is not as famous as her husband. (Joan n'est pas aussi célèbre que son mari.)
Pidge shares the same interests as her husband. (Pidge partage les mêmes centres
d'intérêts que son mari).
THAN: We use THAN to compare two things that are different; e.g.
Do you think Henry is more intelligent than the other professors? (Pensez-vous que Henry
est plus intélligent que les autres professeurs?)
Pidge is taller than her husband. (Pidge est plus grande que son mari.)
Houses in Cambridge are less expensive than in Boston. (Une maison coûte moins cher à
Cambridge qu'à Boston.)
→ The preposition AS is used:
•
to refer to appearance or function (en tant que);
e.g. I went to a fancy-dress party disguised as Jeremy Bentham.
As a pupil in this class, I consider we get too much homework.
As a girl I hated science tests.
Melissa needs to earn money, so she works as a shop assistant.
LIKE is a preposition. It is used:
•
to indicate similarity (comme); e.g.
Jeremy Bentham looked like Benjamin Franklin.
Why don’t you visit New York, like Pidge and Henry?
I’ve been working like a dog (= working very hard).
•
in several idiomatic expressions; e.g.
What’s the weather like? Today it is cold and cloudy.
What’s your brother like? My brother is clever and very sociable.
I don’t feel like speaking English today.
64
Some work on AS and LIKE
Complete the sentences.
1. Henry collected stamps _______ Denton Clegg, but he did not pass himself off _________
an expert.
2. ________ he walked around the deck of the ship, Henry’s thoughts became clearer.
3. Jeremy Bentham is not _______ well known _______ an economist _______ David Ricardo.
4. Dennis Gossen would like to be a tenured professor, just ________ Henry.
Translate the following sentences into English.
5. Pidge n'est pas aussi bavarde que Henry. Elle est plus patiente que Patricia.
_____________________________________________________________________________
6. La théorie des avantages comparatifs est plus pertinente que la théorie des avantages
absolus.
_____________________________________________________________________________
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Grammar Review 8 - THIS and THAT
THIS and THAT are determinants and can be used both as adjectives and as pronouns.
As a general rule, THIS goes with “here” and “now”, THAT goes with “there” and “then”.
a. Adjectives: Exceptionally, the adjectives have a plural form
Singular Plural -
THIS
THESE
reflecting -
→ proximity
THAT
THOSE
→ distance
in time or in space
e.g.:
I'm talking about this car (the one next to or near to me), not that one (the car over there or
further away). [often accompanied by gestures.]
Shall we go to London this Friday? (the Friday of this week).
Do you remember that Friday when we went to London? (a particular Friday in the past).
These days (= nowadays) we never go anywhere.
In those days (= back then, at a certain period in the past) we were always travelling.
Also: idiomatic usage of THAT:
→ to refer to someone or something in a pejorative manner; e.g.:
"Oh no! It’s that man again!" (C'est encore ce type là !)
b. Pronouns:
THIS (plural - THESE)
→ Announces what follows
THAT (plural - THOSE)
→ Refers back to what has gone before
e.g.:
These are difficult times for unskilled workers because of company delocalisations to lowcost countries.
Those were the days! (nostalgic - a past time which the speaker now misses)
Compare:
“This is what happened. We went to the cinema on Saturday night, but the film finished so
late that we missed the last bus home and had to walk all the way to Cambridge.”
(This is saying: “Let me tell you”);
and:
“We went to the cinema on Saturday night, but the film finished so late that we missed the
last bus home and had to walk all the way to Cambridge. That’s what happened.”
(That is saying: “Now you know”).
Note: "that" can also be used as a compound conjunction (so that, in order that, provided that),
and as a relative pronoun (see Grammar Review 4); e.g.:
• We can understand why Henry suspects Dean Clegg provided that we know about utility
maximisation.
• His explanation is so simple that everyone can understand.
• Morrison Bell is troubled by the package that he received from Dennis Gossen.
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Some work on THIS and THAT
Complete the sentences using this, that, these, or those.
1. Can you see ________ building across the street, next to the bank?
2. I would like to taste ________ cookies you made this morning. Did you leave them in the
kitchen?
3. Look at my Diesel sunglasses! ________ brand is very expensive.
4. I'm wearing my grandmother's engagement ring. ________ diamonds are a hundred years
old.
5. John: Could you please give me ________ CD on the table over there?
Mike: Do you mean ____________ CD here?
John: Yes, ________ one.
Mike: Here you are. Oh, and could you pass me ________ books on the desk over there?
John: _________ ? Sure, here you are.
- END -
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