Viewpoints for bachillerato 2 Student Book Spain

J /Jurlinglon /Jooks

VIEWPOINTS For Bachillerato

STUDENT ' S BOOK

Elizabeth Grant Kevin Payne

hÚUJ.4 ~di J~Acl.t-t o..d1 t su.r+

~. ~ READING

1. Read the dialogue between Denise (A) and Carl (B). Where are they?

A Hi, Carl! B Hi, Denise! Hey, good to see you! You look great! A Yo u too 1 How have you been? B l'm alright, but it's hard being back. A 1 know what you mean ... 1 hate getting up so early. B lt's not just that ... l'm nervous about all the exams we'll

be having this year. A Me too! Still, it's nice to see everybody. lt's been a,pre_ny

boring summer. Everybody was away at one time or another ... except me!

B Dtd you stay at home all summer? A Yes, 1 was work1ng. l'm gomg to take a gap year next year,

so 1 need the money. -. B Where did you work? A 1 was a waitress in a café. 1 know it doesn't sound

very exciting, but 1 earned lots of money. B That's great! A So what did you do? B 1 went to France for three weeks. A You're so lucky! Did you go with your family? B No, 1 was at a summer school in Marseilles. llived with

a French family- it was brilliant! A You're doing French this year, aren't you? B Yes, and we've got a huge oral exam this year, so 1

wanted to improve my speaking. A Did it help? B Oh, yeah! Befare the summer school, l'd never really spoken

to French people. A Did you meet anybody interesting?

•

B Well, a friend of the guy 1 was staying with ... her name's Mananne ... A How romantic! lt looks like you'll be pradising your wntten French too! B You're right. We chat every day! And what about you? Are you

and Tom still together? A Actually, 1 haven't seen much of him lately. The last t1me 1 phoned, he

was surfing with his friends ... Oh, that's the bell. l'd better go. B Yeah, 1'11 see you around.

2. Answer the questions.

1. Why is it difficult for Carl to go back to school? 2. What did Denise do all summer? 3. Why did Carl go toa summer school in France?

4. Why did Carl enjoy his trip so much? 5. How do Carl and Marianne keep in touch? 6. What was Tom domg when Denise phoned?

3. The adjectives below are used in the dialogue. Use five of them to describe the following events and your feelings about them.

hard • nervous • boring • exciting bril liant • lucky • interesting • great

1 . your summer holiday 2. returning to school

5

6

PRESENT TENSES

:> 1. Look at the verbs in bold in the paragraph

below. ldentify the tense of each verb.

We usual/y spend the first doy of school arranging our timetables. Our school offers lots o courses. so it isn't easy. At the momenc, we're discussing what subjects to study. Tomorrow we're starting our normal class s.

2. Which verb above describes ... ?

1 sorne hing that 1s happening now

2. a future plan

3. a regular habit or routine

4 a c. era a•

3. Why is the Present Continuous not used in the sentence below?

1 wan. to go shoppmg for my school books now.

PASTTENSES

1. Look at the verbs in bold in the paragraph below. ldentify the tense of each verb.

The students were still doing the test when the be./ rang he teacher gave them more t1me She co/lected the papers after they had finished

2 . Which verb/s above describe ... ?

1. an act1on tha t too k place befo re another action

2. a completed action in the past

3. an incomplete action interrupted by another action

.Jl> .. Grammar Appendix, pages 105-106 '

1. Complete the sentences with the verbs in brackets. Use the Present Simple or Present Continuous.

1. Ms Riv~~~ is busy ~t the moment. She .... (teach).

2. Now 1 ......... (remember) himt We met hím at Emtly's.

3. What time ... J.I .... you ........ ~ .. (leave) tonight?

4 ............ Mr Hall usually ... (give) lots of homework?

5. We've got paper, so we ........... (not need) to buy any.

6. Hi, Justin. What .. - ... you .... (do) here?

7. Ben ...... (not study) geography th1s year.

8 K h \' l 1 Ji . at ........... \lfJiay) basketball twice a week.

2. Choose the correct answer.

1. Susan ~ent to school after she was eating 1 ad eaten breakfast.

2. What \I'J.clS Thomas w earing- / had Thomas worn when you saw him?

3. John looked so s1lly that we laughed/ were laughing when he ca me m.

4. Did you s.e..eal< 1 Had you spoken to the netgll60ürs last n1ght?

5. 1 told him the news because he hadn't heard 1 d idn't hear it.

6. The storm began whtle we w ere driving 1 drove home.

7. By the t1me 1 arnved at the party, everyone left 1 ¡,ad left.

8. Could you repeat that? 1 w asn't listening 1 hadn't listened.

3. Complete the sentence in several ways, using the words given. Use present and past tenses. Add any necessary words.

Bren da bought shoes ... 1 ~

o.l'. 1 1. 1. ~hile 1 she 1 tour 1 ltaly

2. a ter fshe 1 save 1 enough money

3. and 1 she 1 wear them 1 the next day

4. ~nd 1 í'OW 1 She / wea~ them 1

5. but 1 she 1 never 1 wear them , 6. although 1 they 1 be 1 expensil/e

~ 4. Complete the passage with the verbs in brackets. Use present and past tenses. Then listen and check your answers.

)1 (" ) ~

At the moment, 1 1 ........ ~cons1der) do1ng a

f trst-atd course 1 2 __ .. (want) to be prepared

because of something that happened to my fnend Chns. He 3 ' ' (look af er?h1s younger brother '

when suddenly the child began to choke on a

t eh · 4 éj 10 \'l l! \ V):{_ swee . ns ·-· ..... tnot pan te . He knew exactly

what todo because he e IT)1 do} a t1rst-aid

course at his school last year. Chns 6

(manage) to save his brother's

life. Whenever people ask

h1m about his experience,

he 7 .1

(reéommend)

the course. When 1 heard

what (happen} t_ Chris, 1 realised how _ _........,__.

important it is to

learn f1rst aid.

PRESENT PERFECT SIMPLE AND PAST SIMPLE -1. Look at the verbs in bold in the paragraph below

and identify the tense of each one.

1 've ' IIY 've loved decided

J . signed up st t·

2. Which verb above describes ... ?

...... "ccified time in the past and •s relevant to the present J:,l..¡ Q \ove.d

2. an action that began in the past and continues until now J.:.'/{¿ OJ L ».d

3. a completed act10n that took place at a specific time in the past l h~1V \~

FUTURE TENSES -1. Read the sentences. Match the sentence in 1 to

its use in 11.

1 /'m going to work hard this year.

2. 'm sure we wi/1 enjoy th.s course.

3. Don 't worry, He re 1'11 he/p you. 4. This exam is going to be d1hcult because there's so

much mateflal

11

a. a planned future action

b. a spontaneous decision

c. a future event based on present evidence

d. a prediction

2. Look at the verbs in bold in the sentences below. Which verb is in the Future Perfect? Which is in the Future Continuous?

Th1s time next year. /'// be studying engineering. By the time 1 finish m y degree, /'I/ hove learnt a lo t.

3. Which verb in Exercise 2 describes ... ?

1. an act1on m progress ata certam future t1me

2. an action completed ata certain future time

.. I Grammar Appendix, pages 107-108 '

S. Complete the sentences with the verbs in brackets. Use the Present Perfect Simple or the Past Simple.

1. Bill (start) work when he was very young.

2. you . (see) my wallet? 1 can't find it.

3. l'm sorry. Ms Witkip ...... fjust leave). l

4. you . (~o out) w ith Jason last night?

S. l'm sorry. 1 (not mean) to insult you yest~rday .

6. We ~ (not do) the washing up yet.

( 0 write sentences with the words in brackets. Use the Future Simple orbe going to. Make any necessary changes.

1. ls my car blocking t~ ro9d? (1 1 move 1 it).

2. llove Don's parties! {he 1 have one 1 this year)?

3. Rina never wears pink. (l 'm sure 1 she 1 not like 1 this sweater).

4. Your passport 1s falling out of your pocket. (You 1 lose it)!

5. Don't worry about me. (1 1 be 1 fine)!

7. Complete the sentences with the verbs in brackets. Use the Future Perfect or the Future Continuous.

1 . By March, we ... (fin1sh) f1ve units of our book.

2. At thís time tomorrow, she ........... (have) dinner w1th her famíly.

3. l'd like to ppst the package tomorrow . ........... you ., ... (prepare) 1t by then?

4. They ........... (not wait) f~; us when we arrive at the train station.

5. We'll need our garden chairs on Friday. 1 hope that our neighbours ........... (return) them by then.

Choose the correct answers. Then listen and check your answers.

NU ncRE TE XTBOOI'í5 ¡:J Un1vers1ty students 1 always carried 1 have always carried bags full of heavy books. However, sorne experts predict that computers 2 will soon make 1 are soon going to make textbooks a th1ng of the past . Northwest M1ssouri State Umversity 1 already began 1 has already begun to make thís pred1ct1on a reahty. Last year, they 4 gave 1 have given the1r students eledromc readers containing the textbook matenal. Dunng the com1ng year, students ~. will be usingJ will have used these "e-readers" toread, take notes and even do mteractíve quizzes. Sorne students 6 have criticised 1 criticised the move, saying they 7 aren't going to stop 1 won't be stopping using textbooks, which are better for studying large amounts of material. However, the president of Northwest says that within five years, e-books and e-readers 8 are going to replace 1 will have replaced textbooks completely - at Northwest and m univers1t1es around the world.

l \ '-.)

7

e~ SKILLS

8

LISTENING G

1. Tom calls Denise after school. Listen to their conversation. What's the problem? Who wants to solve it and how?

2. Read the questions. Then listen again and choose the correct answers.

1 . Tom says that when they meet, .... a. he'll tell Denise about his trip to Brighton b. he'll explain his behaviour c. they'll talk about surfing

2. When Tom tried to contact Denise .... a. she told hrm that she couldn't talk b. she sent him a text message c. 1 she didn't answer his messages

3. Denise rs upset because ... . a. Tom has not given her enough attention b. Tom has sard something she doesn't like c. Tom has gone out wrth another girl

4. Denrse is sure that in a week or two .... a. she will be able to forgive Tom b. she will have found another boyfriend c. she will have forgotten Tom

5. Denise feels that seeing Tom .... a. is going to change things b. is going to be useless c. is better than talking on the phone

6. At 8.00, Denise .... a. will be shopping b. will be watching TV c. will be talking to Tom

SPEAKING

3. Look at the following expressions. Which do you use ... ?

1. when greetlng someone 2. when drscussmg the summer holidays

c.

i ~· ~~:~~~~::~:~time? ~ h 1' 11 see you around

1 i. What did you do thrs summer?

¡ j. How have yo u been? L---.... - ......................... - ................................................... .

4. Think of another expression for each category in Exercise 3.

S. lt's the first day of school, and you haven't seen your partner all summer. Greet each other and discuss your summer holidays. Tell your partner a1ny goals you have for the new school year.

Unit Objectives

• Fame • Prcscnt 1\·rlcct Continuous • Past Prrfcrt Continuou!:>

Fame ~ Listen to the song and read the lyrics. Then answer the questions.

1. What advice does the singer give to anyone who wants to be a star? 2. What does the singer say are the benefits of being a star? 3. Does the singer think there are disadvantages to being famous?

How do you know?

SO YOU Wlf:NT TO 8é /f ROCI< 'N' ROLL ST lf:R? The 8yrds

So you wa11t to be a rock /n' roll star? Then/i.steh now to what l.say. Just qet an dectric quitar Then takc SOIMe titMe -rtnd fear/11 how to play. ,~ )f

~.,.,

lt11d with your hair ~unq riqht, tt/lld your pa11t.s too tiqht /t/.s qo/11/!la be all riqht.

The/11 it/s ti ~Meto qo dow/!ltOw/11 Where thc aqe11t IMa/11 wo11/t fet you do'W11. Sdl your sou)to the cow.pahy Who are waiti/!lq there to scfl pfastic ware.s. tt/lld i/11 a week or two -lf you ~Make the charts The q iris'// tear yo u apart.

The pricc you paid for your richcs aw~ fatMc, Was it all a .stra11qc qal41c? You'rc a littfc i/!l.sanc. ~o--a Thc IMO/!lcy, thc fa ~Me, a111d thc public ttcc/aitM, 'Do11' t forqct who yo u are, You'rc a rock '11' roll star.

'f\(Q_ • l (\~(\~ so., { )- ..e t

V\

1 44elll¡lt414flll•11@1 ...ttJ)I • What do you think are the advantages and

disadvantages of being famous?

WEB EXTRA Read about rock 'n' roll schools at: r • mb01 ' '·

e~ READING

1. Predicting Content: Look at the title of the text and the pictures. What do you think the text will be about?

2. Read the text and check whether your prediction in Exercise 1 was correct.

3. Guessing Meaning from Context: Find the following words in the text. Read the entire sentence and try to guess each word's meaning. \, t ' ' e

snapping (line 2~ • u~roar (line 9) harmless (line 29)

1 ;.( a Reading Strategies, page 134 1

.. EXAMFOCUS

HOW TO ANSWER TRUE / FALSE QUESTIONS

1. Make sure you understand the meantng of the o statement.

2. Look for keywords, synonyms and opposites to help you find the relevant parts of the text.

3. Compare the statement with the text and decide if it is true or false.

4. Justify your answer by quoting the relevant part of the text.

Example Ouestion

ls the following statement true or false?

Passers-by knew that Voz and Hi/1 were not realfy famous.

Answer Analysis f!'J A K 1

• The keyword passers-by appears in the sentence in lines 4-5.

• The sentence tells us that the passers-by were impressed - they took photos and asked Vaz and Hill who they were. We can assume from this that they thought Vaz and Hill were famous.

• The statement is therefore false. , 1 (.L

" 4. Are the following statements true or false? Find evidence in the text to support your answers.

1. Vaz was surprised by the paparazzi.

2. In the beginning, Hill reacted negatively to the paparazzi. 1

3. The personal paparazzi service is very popular. '

4. For Ronda Rivling, fame and film stars are more important than the environment or the economy. '"F

5. Lindsay Chapin believes that personal paparazzi services are harmless fun. 1

5. Complete the sentences ~ccording to the information in the text. Remember to use your own words.

(..(>O 1. Vaz and ~i ll went to a nightclub after they ... , 2. The paparazzi were following the couple

beca use ... ~en. \1)0..<' ~ • JI

3 h . f~ 4 ! ~

· A\Urt ~ll.9~~cl4~:, th.t~..lco~p e.la1dn;t nave to .... 4. Ronda R1vilng says that because of reality

shows, .. (l~c f: "

( s. According to Professor Gamson, you can be someone only if . . \~ .

6. The paparazzi corlípanies say that having a little fun . .. . 1 r ...

6. Choose the best answer according to the text.

From paragraph 3, we understand that ... .

a. the service is too expensive for most people b. the service requires a bodyguard

c. the deluxe treatment is preferable

~ ~ the services provide different packages

7. Find words in the text that mean:

1. made a loud, sudden sound (paragraph 1)f

2. directly (paragraph 2) {r

3. at.Person hired to protect someone (paragraph 3) 4. fa~crnfparagraph 4) lt,

5. performing, imagining (paragraph 5) 1

6. obsession (paragraph 6) , r! c.. 1 ~

• Would you hire a personal paparazzi service? Why or why not?

As Struan VaL and Paige Hill emerged from a theatre in Austin. Texas, they were surrounded by photographers and ~eponers. who began ~apping photos and asking them personal questions. Flashes popped as thc couple were ~L chased all the way toa nig}ltclub, where they were met by a crowd of adoring fans who had been waiting for hours ~ to catch sighl of them. Passers-by, impressed by all the action, took photos with their camera phoncs. while others

s asked the two who they were. ·'We' re nobody.'' said Vaz.

He was telling the truth. Tbey weren't celebrities at all and the adoring fan were. in fact, Vaz' friends. As a urpri e for his fiancée. Vaz had hired a CQmpany ca)led Celeb 4 A Day, which provides personal paparazzi to

follow people around town. Hill was so o~.{,'fi~1med by all the attention that she tried to mn away at fl!st, though she soon began to enjoy it. When they got to the club, the owners. fooled by the uproar,VJ.

10 gave them VLP entry, letting them walk right past the queue and straight in.

With this new kind of ervice, anyone can feel what it' like to be a star. A cypical price list: $300 bu y you ~e basic package of four personal paparazzi who will pursue 1 1'

you for up to 30 minutes. For $2,500. you get the deluxe treatment - two hours with six paparazzi. includ~ng limousine service and your very own bodyguard.

15 Are people actually willlng to spend that much for ome time in the spotlight?

Ab olutely! Since these service taned, their phones have been ringing non- top.

Sorne social cienti t despruJ at thi new trend, calling it celebricy culture _gone wild. "Unfoi1Unately, fame and film star have become more imponant than the environment or the economy. And reality shows make everyone think thal they can be an instant star,"

20 says Ronda Rivling, pop culture analyst. According 10 Profes or Jo h Gamson, who studies society and mal>S media. ''We líve in a culture where ... if you don 't ha ve people a king who you are. you·re nobody."

The paparazzi companies. on the other hand, wonder what's wrong with a little fun. "People are really extited when they call," ays Lindsay

25 Chapin of Privale Paparazzi in San Diego, California. " lt's thi whole fantasy they're playing out in their mind, and they wanl 10 experience it for one night."

Is this new phenomenon a J:;rryl!!8 reflection of society's infatuation with fame, or justa harmles~s escape from the worries and ptessures

30 of life? It all depends on your point of view. Whatever your opinion. if you see a crew of ca';n~ramen following a celebrity down the street. don't be surpri ed if you have no idea who the big tar i .

False friends

excited (line 24) means entusiasmada not excitada

/

~ -

e~ VOCABULARY

Words from the Text

@ hoose the answer that best explains the meaning of the first sentence. Pay attention to the words in colour.

1. Shopping on-line is a growing trend. ta:\ A lot of people do it. · tr:' lt's a great idea.

2. Elaine is always willing to help. a. She always needs help. '6\ She is a helpful person.

3. The singer was an instant star. a. He worked hard to reach the top. ~ He beca me a celebrity very quickly.

4. We drove straight to the theatre after work. (a:! We didn't stop on the way. b. The road to the theatre had no turns.

he following sentences do not make sense. ake them logical by replacing each word in

colour with a word in colour from a different sentence. \ rl. ,

1 . He bought his p-ª.,S.S.e~ diamond ring. , . - J I ,.

2. There was a large~ demonstrating outside Parliament. P

3. The rabbit slowly_puf:51jetl from its hole. L

4. We asked a' crowd for directions.

5. The policemen ~erged the thief until he was finally cauqht.

<..r~h .. 6. AJlarteé'e of construction workers was hired to

restore the old building.

~ 3. Complete the passage with the words and phrases below. Then listen and check your answers.

fool • overwrrelmed • surroUf\Cfed • infatuatioA pressure • b_odyguards • ir+the spotlight

THE OTHER SIDE OF CELEBRI1Y Most people believe that celebrítíes have fabulous líves. They are always ................... by adoríng fans, assístants who

do anythíng they ask and 2· ................... who protect them. Full of confídence, they !ove beíng 3· ................... at1d ít seems that

nothíng can harm theír huge egos. But despíte their" ................. .

with themselves, superstars can be very vulnerable. They are often 5· ................... by the constant need to please their

public. Thís kínd of 6 · ................... often leads to self-destructive

behaviour, such as alcoholism or drug addíction. So don't let

impressions of glamour ................. you. íhere are advantages to

being ordinaryl

pr \Of'

VERB COLLOCATIONS - - - - see Grammar Appendix, page ll l

4. Which of the words can be u sed to form collocations with the verbs in colour?

1. catch -sight of~ a chance, a bus, a cold, someone's eye, a friend, fire, one's breath

2. take -a photo, for granted, one's time, a wedding,

O'(' wide in,~ char9e, happlneSS, SOmeone by SUrpriSe 3. '90 -

wild, talking, mad, abroad, missing, strong, blind, ~Id, fat '

5. Complete the sentences with collocations from E"ercise 4. Make any necessary changes.

1. My parents nearly ........... with worry when 1 was in hospital.

2. The building ........... because a resident had been smoking in bed.

3. There's no hurry. Please ........... .

4. The police found the child who ........... th; day before.

5. Patricia !oves to paint and she .......... . her work.

6. lf you hurry, you'll ........... the 5 o'clock ........... .

Michael Jackson 1958-2009 A victim of Jame?

•

Topic Vocabulary FAME

( 1. M at ch t he beginning of each sentence in 1 with its ending in 11. Pay attention to the words in colour.

1 . The daughter of very rich parents

2. Brad Pitt's donations to charity

3. The gala party was

4. Why do so many !:?eople today

5. Amy Winehouse ill a great stnger, )

6. Celebrities who take drugs

7. There's Tom Cruise! Let's

8. The teenage girls waited outside 1

4 . Complete the sentences by adding suffixes to the words in brackets.

1. Many famous ........... (perform) live m ........... (luxury) homes1

2. The ........... (offend) behaviour of the paparazzi is often more ........... (disgrace) than the stories they cover.

3. Critics agreed that Ellen Page's ......... (perform) in Juno was ... ~····· (marvel).

4 . Most tabloids focus on celebrtttes from the world of ... , ....... tentertain), but they also gossip about 1... ....... (politks).

5. Madonna's ........... (impress) career and incredible .. ...... (popular) has made her an icon in the pop

world.

Unit 1

11 a. get a lot of positive publicity. G s. Complet e the passage with the words below. Then listen and check your answ ers. b. ask him for~ his autograph!

c. the most lavish event In the city that night.

d. are very bad role models.

e. but her behavlour i s outrageous.

f. to catch sight of their idol.

g. is an heiress.

h. w orship celebrit ies?

2. Choose two possible answers to complete each sentence. Pay attention to the words in colour.

1. lf you are wealthy, you have probably gota lot of money 1 property 1 relatives.

2. People often gossip about celebrities 1 themselves 1 their neighbours.

3. A talent scout spotted her and got her a job as a model / singer 1 doctor.

4. Some celeb~ties are not orious for helping the poor 1 atta king paparazzi 1 being arrogant.

5. lf you have dr ive, you are ambitious / lazy 1 determined.

6. A spoilt person is probably generous 1 selfish 1 inconsiderate.

7. A star athlete might be a controversia! f igure because of his high salary 1 rude remarks 1 great achievements.

8. Tabloids usually report sensational news 1 financia! issues 1 scandals.

SUFFIXES - - - - see Grammar Appendix, page 111

3. In your notebooks, w r ite the words below in two g'roups: nouns and adjectives. Use the suffixes to help you.

confi9~~ • political • delightful • amaze!mentl promotion • publiaity • fashionable • musician outrag~ • singer • expensive • appearance

heiress • w ea)thy • ..outrageous • s-poilt gossip • drive • notorious • tabloid

Paris Hilton - Famous for Being Famous? C;

People love to .. ~ ....... ~out Pans HtllOn,

the party·liopP.in 2 ....... ~ .. 'to the Hilton

~c,..,.;..--.,:m;>+eor, no1 nn u Ho el fortune. Pans is 3

........... for her many boyfriends, her ": .......... rclothes

and her scandalous behaviour. S he

co~lant~yeates sensational 5:1 ... _ heaali~es. Critics claim that she's famous

simply for being fabulously 6..!:~L .. and posing for photographers at

celebrit.Y parties. They say she's 7 !\p:;. 1 .t h . 1 . h 1 a · ........... nc g1r wtt no rea

talents. However, with severa!

film roles, her own successf ul

TV show, a solo CD and a

best-selling book, she has

proved that she has got

plenty of s..~-~ . . Tt looks

like Paris Hilton is here

to stay!

\ • Complete the sentences. Make them true for you.

1 . 1 a m usua lly willing to } . • to ~' -\-~~ 2. Something 1 t~e for gra1l1ed ts .. --:~ t~,f- 'I1\I 111 .tve.. .. ¿?.r

( ..10~ so MUCIII ... \N\ "1~' 3. lf 1 were wealthy, 1 . .. . tvQ't -\o r Pw 40t~ 4. 1 vSould ,never ask a pqsser-by . . . . 11\.C!.:h O

51.l When 1 wasyoung, my ido/ was ... . '-

6. 1 think it's disgraceful that( ,. . . w

~fle

Vocabulary Builder, pages 58-59 13 ..._____ -to Ot.e --

d. ~el L ~ ,

I.AoJ€, ).VO d 1

e ub

-.ser(.r \ \ a-u y u.t~, (,\ w¡ ;

:lec..:ch,

p to.A 1

)rfO\ ' e.. 1

\.\o~, ev: (\R.cJ-

GRAMMAR

PRESENT PERFECT CONTINUOUS PAST PERFECT CONTINUOUS

Read the examples and answer the questions.

a. s,nce these services opened, their phones hove been ringing non-stop. (Present Perfect Contmw us)

b. They were met by fans who had been waiting for hours. (Post Perfect Continuous}

1. Which sentence talks about ... ?

l. an action which continued up to another past action

2. an action that started in the past and continues ín the present

2. Complete the rules.

1. We use hove 1 has+ ........... + verb + ~ .. ~ ..... to form the Present Perfect Continuous.

2. We use .•......... + been + ........... + ing to form the Past Perfect Continuous.

NOTE:

• We do not usually use stative verbs such as know and want in the Perfect Continuous.

He has wanted to be a film star since he was a child.

• lf the number of times something has happened can be counted, we don't use the Perfect Continuous.

He has be en trying to cal/ Celeb 4 A Doy al/ doy.

He has tried to col/ Ce/eb 4 A Doy five times today.

GERUNDS AND INFINITIVES

1. Read the examples and answer the questions.

a. Would you recommend hiring paparazzi?

b. Voz felt like surprising his fiancée.

c. Getting so much attention can be frightening.

d. /'ve always dreamed ofbeing a celebrity.

e. At first, Hi/1 tried to run away.

f. Are people prepared to spend that much?

1. In which sentenc:e above does the gerund ... ? fol low a verff. fqllow a prepositiond follow an expressT6n • appear as the subjectC

2. In which sentenc:e above does the infinitive ... ? follow a v~rb • follow an adjective

2. look at the examples below. In which pair of sentences is there a change in meaning?

a. The paparazzi began snopping photos.

The paparozzi began to snap photos.

b. She stopped to sign her outograph for fans.

~Of -t 1 VIS ~ d-2{ CIIT clt. l : S IV O l..l.p)

~.!. p -t- VQ ' WlCSLt U

t) U\! l

1. Complete the sentences with the verbs in brackets. Use the Present Perfect Continuous or Past Perfect Continuous.

r '~ ~ ' '· -'rl -?': 1. We ........... (fodow) h1m a11 day, but we haven't got a good photo r¡t.

2. Don't worry, 1 ........... (not waft) fon~. 3. Everyone was miserable because it .. , ........ (rain) for

days.

4. Helen's eyes are red ... L.~ she ........... (cry)?

5. The waiter didn't come, although ~e ........... (call) him for half an hour.

6 h ~ 1 ~ ) ~ l . T ere you are. ! ........... (loo'k) for you! k .. l 7. He plays the piano very well. How long ........... he

1 (" ........•.• ~ave) lessons?

8. They decided to vote since they ~ ......... (discuss) the issue all morning.

2. Complete•the sentences with the verbs below. Use a perfect tense (simple or continuous).

cry • not have • lose • not sée ~-6 • ¡:>ractise

1 . Where's Diana? 1 ~ . .. : ..... her all day.

2. The baby fell asleep after he~ .... ~ ...... for an hour.

3. Ronald felt ready for the concert as he ..... L for weeks. 1..

4. None of the work is finished! What ....... ~ ... you ~" ........... ~all day? A

5. Nicole was upset because she ........... her contact lens.

6. l'm t ired. 1 ....••..•.. enough sleep.

~ 3. Complete the passage with the verbs in brackets. Use the Past Simple or a perfect tense (simple or continuous). Then listen and check your answers.

• People assume that if you are a celebri ty, every

of your life belpn~s to the public. In the past 20 h' d 1~ J h.. t 1s tren ."<..... wecomel more extreme. Lately,

celebrities l............ (fight) for the right to sorne leve!

privacy. Onc of the most important cases 1· ........... r (oc

in 2004, when a judge 4·: ••••.••• (order) -T11e Mirror, a Bri

tabloid, to pay su perm,~del Naomi Campbell [3, <; 1

Campbell s............ (talke) the tabloid to court for publisr

a photograph of her leaving a Narcotics Anonyrr

meeting. According to the paper, Campbell 6~......... (

cocaine for years. Before this, Campbell 7· •.••....•• always

(claim) that she never touched drugs, but apparently

M. lAíe~c/-·I (hide) the truth all that time. The judge ded

that Lhe newspaper had a right to print the facts, but

publishing the photograph was a v iolation of Campbt

privacy.

Unit 1 P lr,..l ~

~ 4. Complete the passage with the verbs in brackets. Use gerunds or infinitives. Then listen and check your answers.

rXCJ, ~Complete the sentences. Use the Present Perfect Continuous, Past Perfect Continuous, an infinitive or a gerund.

ARE CELEBRITIES' SALARIES TOO HIGH?

Can you imagine ~..~ .... ~ .. (make) €250,000 for one

week's work? That's the salary Cristiano Ronaldo ~ ~

can expect 2~ .......... i get) every week that he plays

football fo r Real Madrid. And, no doubt, Johnny

Depp was very pleased 3:.~.~--~C~arn) $60 million for his latest Pirates of the Caribbean film. Some

people feel it's time to stop 4: .•........ (pay) top

athletes and film stars so much. Others think that they deserve high salaries for 5~ ......... , (entertain)

fans and audiences. They } lso point out that

many celebrities decide 6~ .......... (use) their fame

and money to hrelp others. In any case, it's no

use 7......... (compla

1¡n) about the high salaries of

famous people. 8· ........... (be) rich isn't something

that celebrities are likely 9· ....... ~íve up)!

Yearly income in millions of dollars

Read more about actor> Jives at: 1111 ll~burlingronbook~.r~/11<"Wpoilll52

5. Rewrite the following sentences with the words i'\ brackets. U~e gerunds anct infinitives.

1. Charles played tenn1s as a óoy, but now he doesn'f Rlay a~y more. (stopped)

2. We couldn't move the bookcase because it was too heavy. (triedl

3. 1 shouldn't have asl<ed Thomas to come with rpe. (regret)

4. $'Jsan doesn't think that she borrowed your book. (rememb~r)

5. We took a break and had lunch. (stopped)

6. 1 tñought 1 might like swimming, but 1 found 1t boring. (tríed) l

7. We are sorry, but we must infbrm you that you have not been accepted. (regret)

8. l'm glad you thought of leaving me a note. (remembered)

ct

) '\O..• cQ.~~r-acl \o uo.v-c nu\"e

1. 1 can't stand ... ~ '~ r oom o n Q(11dc~ 2. M y feet ached beca use . •. . no d. (:.PQ f\ W().l h r.s ., o

"""u \C. V JI\~ l \.'<.) t> • 3. 1 don't remember . .• 1• " o -4 o\o{r r~ur kn\1::. 1t IY .l V. 'V'

4. This '('Jeekend, 1 plan .. Ao ~ ~hovv'"''ó -\o U.cdl\cl \)

5. Recently, 1 .. t . n M w-t'o,y¡~ ~~olee~~ \:e lu -e 6. 1 speak English well. 1 .. \\CAve eel' t'fOC'·hP"l~ it

41M.r Ju mi"'W!. r

~- .., EXAM FOCUS

REWRITES: CHANGE OF TENSE

In rewnte_ that rnvolve el. change of tense, additional changes are somet1mes necessary, such as changing the time expressions.

She begon octmg m fi nine yeors ogo •el <; 1 , s for nine yeors

Rewrite the following sentences starting with the words given. Do not change the original meaning of the sentences.

7. 1 got my driving licence when 1 was 7 Z

/'ve .... r '

2. We studied o/1 ofternoon. Then we decided to toke o break.

After .... ~

3. 1 hoven't heord from Charles in two weeks.

The lost time ... .

4. This is his first octing role.

He's never .... m \ -\

5. When did you stort to work in this compony?

Howlong ....

6. He storted playing for Che/sea when he left Hu/1 City.

He has ....

7.\ Rewrite the following sentences using the words in brackets. Do not change the original

meaning. l ho. 1 r t' " 1 . 1 met Rache! two years ago. (for)

2. He sang for five mmutes. Theh the Judges told him to stop. (had} \

3. féan' t wait to meet you. Qooking forvJaro to)' 1 ' " 4. The boy will be taller by the end of the summer. ,J

(grown}

5. Sue broke her arm during the hike. (while) J .1,

U V\

Ul

~xtra grammar exercises al : í15 ~;;.;;;;;~~• 1111111.bu rl111gro11books ~s/r I{'U'poiurs2

1 .A ..

1

(q, SKILLS

16

LISTENING G ARADIOTALK

1. Look at the pictures and answer the questions.

1 . What are the people doing?

2. Where do you think they are?

3. What do you think they have in common?

2. Listen to the first part of a radio talk and choose tlne correct answers.

1 . Greg says that .. .. a. you can become famous fas ter today than in the past b. today, you have to work hard to become famous c. reality TV and the Internet have become very popular d. being a celebrity today depends on talent

2. On Magibon's clip, she ... . a. tells viewers about herself b. speaks fluent Japanese c. does almost nothing d. demonstrates great talent

3. Magibon .. . . a. is Japanese b. is famous in America c. has never been to Japan d.' is loved by the Japanese

3. Listen to the second part of the tal k and decide if the following statements are true or false.

1. Matt's clip shows him dancing in various places.

2. Matt's purpose was to become famous.

3. A chewing-gum company paid for his second trip.

4. Matt is making money from his fame.

5. Matt is a professional dancer.

4. Listen to the third part of the tal k and fill in the missing i nformation.

1. Within 24 hours of her appearance, Susan Boyle ... :!1C'!, .?- _ , ~e,.., o"u

2. Her clip was seen by ........... people. t.A..U,I\4~

3. The speaker compares Boyle's voice to the voice ..... .L~u o 1

4. Boyle proves that you don't need ........... in order to become famous.

5. According to the speaker, you st ill need ........... to become famous.

• Do you think it's too easy to become famous nowadays? Why or why not?

Susan Boyle

Matt Harding

SPEAKING . .

TALKING ABOUT A PICTURE

1. Read the description of the picture below. Which part of the description ... ?

r 1. describes what is probably happening in the picture

2. discusses how the people feel and what might happen next

u 3. gives a physical description of the people, objects and background

a. This picture shows people camping out. They've got tents and sleeping bags. They look quite happy. They seem to be in a city street as you can see the pavement in the foreground.

b. lt could be that they're waiting to buy t ickets for a concert ora sporting event. 1 imagine that they planto spend the night there.

c. l'd say that they' re probably a bit uncomfortable, but it looks like they're having a good time anyway. They' ll probably wake up very early to buy the tickets.

2. Which sentences below express speculation by t~c¡ speaker? ~

a. You can tell that they' re quite young.

lb.' Perhaps they're bia football tfans. .D u.., t.¡ 4tl \ l •

c. 1 suppose 1hey're oUtsiae the place where t ickets are sold.

d. This is a picture of people lying on a pavement.

3. look at the expressions in colour in Exercise 2. Which of them could replace one or more expressions in colour in Exercise 1?

4. Work with a partner. Partner A: Choose a picture below and describe it. Use the expressions in colour from Exercises 1 and 2. Partner B: Describe the other picture.

1 VI\S p)'ciUY e. 0\UJ..i '¡ S\..4 pu~ M ir

re.rl-u.IArV\1'\1- or o ~U.H-' 0. ~ (

Unit 1

~\\'JQ.! ~Qt c:.blora..

r S olD

U.'t'\( .u t.

TALKING ABOUT A PICTURE ~r , ~u

+ \\Q V oC CH '-

• o\,\ (J;'M21\ ...0 l-o r ' !{> C:! (M \VI

~peculate about what is happening or what has {ou C'C\l ~\\ JUSt happened.

4\-1c-\ J't:)m?OI\E

Describe what you see - people, objects and background.

Speculate about how the people feel and what will 1.\ru D~it(zd

happen next. !A.\ vv. lo• O.l

Remember, there are no right or wrong answers. ov-'tx;,tQ~ \...

Just interpret the picture in your own way. ~Qco.we w lf .11'2¡'1\1'~

1\ Q 1' C114i.i·llhi9FUbDMi!Qi!Ji$1ifJ.,..:.l-7-'--

~ WRITING

(

A For and Against Essay

• l'll EXAM FOCUS

In a for and against essay, we present two opposing views of an issue and condude by supportmg on• of the views.

When you wr ·,e a &or and against essay:

1. Present the issue. Read ·he t tle ano ·he t· rst paragraph of the essay below. What issue does the essay deal with7

2. Present arguments supporting each view. Read ·he rest of the essay belo.v. Wn · '=lrgum ·r · does the writer use to support ea eh vi e· .. ·• Wt-rrr do es he • s,.. ' ·"' ,,. ·1 n 7

3. Give your opinion supporting one of the views. Which v1ew :·oe l'le w· t··r · ·· · t 1 ·¡ele .. Where does he 1 she say this?

Celebrities as Role Models Many young peoplc worship and imitate celebrities. However, we should ask ourselves whether these are the people we want as role models.

On the one hand, it is natural to look up to talented peoplc, such as film and sports stars, who have achieved great success. Celebrities are fabulously wealthy and constamly surrounded by adoring admirers. They are ~ very good- looking. What more could anyone want?

On the other hand, celcbrities are a symbol of the superftcial values of the cntcrtainment world, where physical appearance and money are the most important things in life. Moreover, celebrities are notorious for their short, stormy relationships, their outrageous behaviour and their abuse of drugs and alcohol. This makes them very negative role models.

In conclusion, despite the talent, success and wealth of celebrities, I believe that they generally make poor role modcls. This is beca use of the values they represent and the way they conduct their personal lives.

CONNECTORS OF ADDITION, CONTRAST AND EXAMPLE

CONNECTORS OF ADDITION ANO CONTRAST

Connectors of add1t1on are used to connect similar 1deas. Connectors of contrast are used to connect opposing ideas. In the bOSIC package, you g • r ' r; olso v de you with o bodyguard.

in spite of foL u1te expenswe.

CONNECTORS OF EXAMPLE

pie, for mstonce, sucll as) are used to Introduce examples that 1llustrate a mam 1dea

Therf' are many celebritie~ who help ot11c For instonce >rah Winfrey bu lit o school So u eh Afnco

t

Jw~ Un •

. ¿) In the model, find: ( Your Task 1. twoconnectorsofaddition 0.'1\CÁ..-- ~~oreover, alsu ~ 2. three connectors of contrast .f\ .t tAo oi\.Q.. LA.aud \!JWrite a for and against essay on the 3. oneconnectorofexample Or ..\\.!1. .(1 ~1).er 1-tc.."\d. topicBeingFamous - Advantagesand

~\A.tVI VJ '1\.0WQ.»ee'" Disadvantages. Write 100-150 words. dJ ·~e

2. Choose the correct connector. "Y>"

1. Celebrities are often seen as selfish. For example, 1 ( Howevél';)/ lr~baddition, many of them contribute a

great ~~~fo charity.

2. A lthougiT/ Despite 1 In contrast TV is enjoyable, you Shouldn't watch it all day.

3. Before my trip, my mother bought me a guidebook t s w ell a"t/ also 1 although a new suitcase.

4. Many people can't manage without their mobile phones. On the other hand , 1 As well as 1 E!,Jrthermore, they're addicted to their computers.

5. Celebrity marriages don't usually last. M o reover, / Nevert heless, 1 RQ.r instance, Jennifer Aniston and Brad Pitt broke up after five years.

6. People-at.J:ligh-tech firms work long hours. n contrasl 1 Despit e this, 1 Even t ho ugh government

workers are often home by 5.00.

7. Celebrities ~eh as'/ also 1 in spite of Bruce Willis and Hugh Grant have been known to hit paparazzi.

8. Sorne people are really obsessed with football players. For example, 1 M oreover, 1 Despite this, my friend's room is full of Andrés lniesta posters.

'3) Rewrite the sentences in two ways. Use the words ~ ~·nb~~~. , 'r,l' 1 . 1 1 1" •

1. hristina Agullera has sold more than 42 million albums.

WRITING A FOR AND AGAINST ESSAY

1. Make sure you understand the issue.

2. Brainstorm the two sides of the issue. Write a list of pros and cons or advantages and disadvantages. • Look at the ideas below. Which are

advantages? Which are disadvantages?

- lack of pr ivacy, paparazzi following you around

- fans who love you

- wealth

- a glamorous lifestyle

- tabloid gossip about your prívate life

- assistants and bodyguards

- competition and Jealousy_

• Add your own ideas to the list.

3. Decide which view you support. Then decide which of the ideas above to include in your essay.

4. Organise your ideas using the Exam Focus and the model on page 18 to help you.

Ir agditi_p~J sr~ has won several Grammy awards. (also) clr 2. While Amy Winehouse is a marvellous singer, she has a CHECKLIST

verytroubled oersonallife. (yet) f'rr.~o l.A \1\Q\....t.-WlJ 1 ·~'"' ..1 IfoUowe.d ti-u, stPJJsfor 111ftr Pri'IÁ 11(ai1!ÍI1.ft V ~ • ~ , 1 e..\ J lil \111 ~' ) ~ V ( r\ u: V -r :.:/

3. Despite our heavy backpacks, we managed to walk very ñL e..uPry. 9~ickly. (al.~hpugh)J <. <:VI <- u• \oc~~;.~ . .a~ w""''" ÍA tJ· ...., ,¡ I l.{.fe.d ~ v"'ric.ty oj c.o'r1>'1UtOrJ of "'iiitict1,¡

4. All planets move in an orbit. In contrast, the sun and c.ol1trll!st li!YIÁ ex.etwtpLe-. other st?r.s are iramobile. (whilr) , eJ. l'ld ,¡ I c.J.te.c.k.e.d wt.y 3 r111WU11tQ(r, spe.l.Li~ 111vr.d

5. India is known for its fascinating cultures. lt is also -IV\~' e?' CA pW11-tW'!tíol't-. famous for its varied landscape. (as well as) l .e 1 l'líV'-1\U.I" I 11!Voi.de.d n.t11r<l11- s~eJ1.C-es.

l t l' . WJ.4u~~ · 0/l UJd a, \Of V\ S VC..l .O.udr~(!.

I~P.!.Ove Yo-y.r Style Avoiding Run-on Sentences

Run-on sentences are two or more sentences that are incorrectly written as ene sentence. They should be divided by a full stop anda capitalletter or by a connector.

Gino kicked the ba/1 hard, she dtdn't score a goal. X Gino kicked the botl hard, but she dtdn't score o goal . .1"

Charles ron home from schoal and checked the post and he found the Jetter ond opened it nervous/y X Charles ron home from school ond checked the post. When he found the letter, he opened it nervously ./

i~g Guide,page 140

Correct the run-on sentences below. Use a full stop and a capitalletter or a connector.

1. No one is going out tonight, we have an exam tomorrow.

2. A strange man carne into our garden last night . eRd ~ fell over a chair and we heard him.

3. We had heard it was cold there, we brought coats. \.

4. 1 wasn't angr/.1 was a little hurt. 5. The sky was clear and it was a beautiful day.

crrrt Nora decided to explore the area.

19

zo l

SKILLS A PERSONAL STATEMENT You are going to practise writing a personal statement. Read the web page and the tips and answer the Task Questions below.

X - + _ _._.

Your statement should show:

A. Why the course interest s you.

Be enthusiastic about the sub¡ect. Show how much you love it and why.

B. Your background in the subject.

Don't ¡ust hst what you have done. S tate how the expenence contributed to your knowledge of the subject.

C. Your hobbies, work and interests.

Show how your hobb1es and work experience have helped you develop the skills that you need for the course

D. Your future plans and ambitions.

Be speCif lc about how studying will help you achieve your goals.

Emphasise your strong points and achievements. Provide evidence if you have it.

Are you hoping to apply for higher education in the UK? When you apply, you'll need to include a personal statement.

A personal statement is an essay about yourself, focusing on your

interests and abilíties. The goal of a personal statement is to state

why you are a suitable candidate for the course you want to study .

• TASK QUESTIONS

Look at the following excerpts from a personal statement written by an applicant to the Department of Performing Arts and answer the questions.

Do yo u feel t hat the applicant is enthusiastic? Does he help the reader understand why he loves acting?

1 have always wanted to act. On the stage, 1 fee/1 have magical powers! By transforming myself, 1 transport my audience to another place and time.

2. Which sentence below shows how the w riter's participation in plays has contributed to his understanding of the theat re?

/'ve performed in a wide range of theatre productíons. My roles ha ve included Vladimir in Waiting for Godot and Rosencrantz in Hamlet. This experience has taught me how to see the world through someone else's eyes.

3. Which is better, a or b? Why?

a. 1 ama keen sports player anda member of my school athletics team. When 1 was 16, 1 won a city-wide competition in the long jump.

b. 1 am a keen sports player anda member of my school athletics team. 1 believe that the teamwork and dedication required in sport are also essential in putting on a theatrical performance.

4. Which of the following is best to include? Why?

a. 1 am sure that the challenging learning experience and stimulating environment of a drama course wi/1 give me the tools 1 need to become a professional actor.

b. My ambition is to be a professional actor. 1 would like to act both on the stage and in film, and one day 1 hope to see my name up in líghts.

• USE YOUR SKILLS

Imagine that you would like to apply for university in the UK. Think of a course you would like and w rite your own personal statement.

Unit Objtctives

• The F.nvtronmem • Modals • Modal prrli:rh • shoulcl 1 lwd bct/cr • Listrning to a Convrrsation • Rl·aching a Drdsion • Writing a Formnl l.euer 1 E-mail • Lifr Skills: PowrrPoíul Pn·sl'ntations

Going Green 1. Look at the cartoons. Match each cartoon toa caption below. Explain the idea

behind each cartoon.

G a. What the future holds. ' --1 b. "l've been coming to this ~ffot"T~r 25 years, and the fishing keeps getting worse."

"-c. "Anywhere with ice ... a lot of ice."

2. Which of the following prqblems does each cartoon illustrate? n ...V d "' u '" e

water pollution • deforestation • global warming • ~ pollution

• What do you do in your everyday life to help the environment? Which of your actions contribute to harming the environment?

WEB EXTRA Read about a family who rook recycling toan extreme at: 11 u•u•.bur/iugtoubooks.es/c·icu•poll/152

r;-:, Reading for General Understanding: Read the V text quickly, ignoring difficult words. Then try

to jlnswer th~ questions below. ~ Llhi1Qt1. Wn~t tproblem d~e~ ~h'; writer describe?

"" "' l \ u 2. What solution aoes he suggest? í"- """v.-..,s ~ ~ • ~ I.Al

f:"\'(roduu ;l,w h(;.

\..JGuessing Meaning from Context: Find the following words in the t ext. As you read the text again, try to guess each word's meaning. I2

0 endless (line 4) • tangled up (line 25) wiped out (line 34)

et.. ~~·.e '-" Readmg Strategu~s. page 134 1

~ EXAM FOCUS

HOW TO ANSWER MULTIPLE CHOICE QUESTIONS

Read .he quest1on and a.l _he answer opt ons. Make sure you understand each option.

2. Find the relevant parts of the text by lookmg for l<eywords or their synonyms.

3. Compare each option with the text and dec1de if 1t is corrector not. Oon't decide on an answer before considenng al' of the options.

Example Question

Choose t he best answer according to the text.

While crossing the Pacific Ocean, Captain Moore .... a. saw a rainbow c. participated in a roce b. enjoyed the view d. saw something which

shocked him

Answer Analysis

• Op110n a: lncorrect. Moore saw rainbow-coloured plastic fragments.

• Option b: lncorrect. The text doesn' t say that Moore enjoyed the view.

• Option e: lncorrect. Moore had already competed in a race and was on his way home.

• Option d: Correct. Moore saw an endless amount of floating rubbish, in what should hove been a clear blue sea (line 3). What he saw was unexpected, and therefore, shocking.

f •

3. Choose the best answer according to the text.

1. The area described in paragraph 2 is .... a. popular among fishermen b. dangerous to sailors c. very big d. near the African coast

2. The debris in the Great Pacific Garbage Patch ... . a. is carried there by ocean currents b. comes mainly from the USA c. includes every piece of plastic waste from Asia d. eventually moves to other parts of the world

3. The purpose of Moore's la test trip was to .... a. document the various types of debris b. discover the main locations of the debris c. f ind out what creatures inhabit the area d. show how w ildlife is affected by the debris

4 . The main purpose of the text is to .. . . a. describe Captain Moore's research b. make u·s aware of an environmental disaster c. warn us that many f ish contain toxins d. persuade us to join an environmental

organisation

4r Answer the questions in your own words. lf. ~oo re c:U c.-ru i d

1. What did Moore tleode to do after iscovering the plastic? r '"' L l •v e)

2. Plastic is not biodegradable. What effect does this have on the Great Pacific Garbage Patch?

3. In what way does the Great Pacific Garbage Patch affect human health 7

4. What are two reasons that the particles cannot be vacuumed up?

S. How do you know it will take a long time to salve the problem?

5. Which of the following would be a good alternative title for the article? Explain your choice.

a. Warning - Poisonous Fish

( b. A Disaster 1n the Ocean

c. The Research of Charles Moore 11\D UJI'I ~ 'r tu0Y1 {'(' • • •ro

lh • f' r ,.. ~ e,

6. Find words or phrases in the text that mean the opposite of:

1. has got (paragraph 2) lo.cks

2. ~rllfí~g. getting smaller (parag~ph 4)

3. huge (paragraph 6) 1 1)

4. unwanted (paragraph 7) ~'<a. 5. increase (paragraph 8) t.u+ clown

~V.. '"'S ~CIS • In what ways could people cut down on their

C•

use of plastic? Do you think that there should be laws forcing people todo this?

22

G\r JQs.e 6-Q Cl?

ctPtv"c.l.' •t ~ ()_') V(). (.11.\J. N\' "'S

1"¡\Q"(\p \,lQ ~ W-e \:'1\0W \i\_d

ven ~A-~nA.o ' u +N ~ ... lc.c¡je

1i W• 1 to~ "' to"'5 ··ht'\111,.. -4o

In 1997, Captain Charles Moore took a short cut while crossing the Pacific Ocean on his way lwme from a J_"acht race. During his voyage, he discovered somethillg that would challge his lije. Day after day, as he looked out at what should llave bee11 a clear blue sea, Moore fowrd himself jloating in a11 endless ocean of rainbow-coloured p/astic fragments. Since his discovery, he Izas devoted himself to

5 researclzing this environmentaluightmare.

There is a large prut of the Pacific Ocean. about halfway between California and Japan. that no one ever vi!>its and only a few ever pass through. Sailors avoid it bccause il lack<> the wind they need to sail. Fishermen know they should stay away because it~ lack of nutricms makes it an

1

occanic dcscrt. Surprisingly. this is the largest ocean rcalm on our planct. ll's about 10 the size of Africa - over 10 million square miles.

Circular ocean currenls here spiral into a centre. bringing wilh thcm debris from all over the world. This includes every piece of plastic left on lhe bcaches of thc Pacific Ocean, and all the trash that washes down rivers of Asia and North Amcrica to the ea. This is where the debris slays. This

1!> is the place now referred lo by oceanographers as the Greal Pacific Garbage Patch.

The problem is that it 's nol a patch- it's the size of a continent. and it\ still growing. This is because plastic doesn't biodegrade. lnstcad. it photodegrades: it is broken down by unlight into smallcr and smallcr

20 picces. but it nevcr disappears. On sorne beaches of Hawaii. lhcre are nov. more multi-coloured plastic particles than there are particles of sand.

On my latcst voyage, we spent weeks documenting lhc effcct~ of lhis fioaring plastic on the cre~tures that inhabit this area. Our photo~raphcrs

2!> capturcd rarc. cndangered htonk seals hopelessly tangled up in bits ofplastic r

ncts, and dclicatc. transparenl jellyfish with colourful plaslic fragmcnts in their bcllies lh~l lhc,Y aren 't ablc lo digest. The stomach contcnls of dcad albatrosses looked likc a conveniencc store. full of toothbrushel>, cigarctte lightcrs and combs.

Thcrc is an cvcn darker side to plastic fragment pollution. As lhese fragments fioat around in ?'.> lhc oc can, thcy accumulate huge amounts of DDT and other man-madc poisons. These are ingested by tiny

organi,ms. which are thcn caten by ti h- fish which evcntually makc their way to our dinner table . 1 am oftcn asked why we can'l vacuum up the panicles. This might have been possible when the area

was smallcr. but loday it would bé more difficult than vacuuming cvery square inch o'r the enlire United Statc-.. In any case, grcat numbers of organi ms would be wipcd out in the process. Only elimination of thc sourcc of the problem will result in an ocean nearly free from plastic. and the desired result will only be sccn in thc di,tanl future.

Thc battlc lo change the wa.> we produce pla~tics. and cut dO\\ n the amount we consume. has just begun. 1 belicvc that \\e must fight this banle now, and we had bettcr \\m if we are to sun ive.

t-~c 1 nd

¿ _,.

'- e g :> e:: ()

1

""'"' l i ~ e o ,.. 9' ...._.

~ j .S

24

VOCABULARY

Words from the Text

Replace the w ords in bold with the words and er pressions below.

belly • .short cut • deb(fs • tr.ash wiped out • voyage. • devote • ..c.ut-down

1. The sqtfid had a large number of fish in its stomach.

2. Greenpeace activists dedícate themselves to protecting the envirqnroent.

l u J Y-' 3. We should try to reduce tne amount of energy

we use. J ,

4. Much of the average family's rubbish can be recycled. ""

S. Emily kept a journal of her long s¡a trlp. :ll..d" 6. All the seals in the area could be kílleá.

7. The quicker route to school is muddy in the w inter.

8. Broken pieces from the crashed plane covered the f1eld.

~ 2. Complete the passage with the words below. Then listen and check your answers.

ingeSf" • nightmare • made their way • lack inhabit • halfway • amount • avoid

INVASION OF THE JUMBO SQUID r

lt's evcry fisherman's 1 ........... : giant Humboldt

squid are invading. Wherever they go, these fierce, two-metre- long predators 2· ........... huge

numbers of fish. whilc the fish that aren' t

caten try to 3 ..... the squid by abandoning the

area. Previously limited to the warm ~a{1rs

ncar Mexico. the squid were found 4 ........... up

the Cali fornia coast in 2002, and today they

havc .. as lar no rth as Alaska. A ccording to

researchcrs, the reason is global wanning. As the

water gets warmcr. the e-........... ot oxygen it holds

decreases. Ox}gen-poor areas, normally found

only near the equator, have expanded northward.

Unlike most fish, the squid actually like the 7 ......... ..

of oxygen, so Lhcy can move north as well. This

is j u-;t one example of the damage climate

change is doing to lhe ocean and

the marine animals that 8· ........... i t.

PHRASAL VERBS WITH MULTIPLE MEANINGS -=--• see Grammar Appendix. page ll J

3. Read the sentences and match each phrasal verb to the correct definition.

lC 1 . Plast1c 1s broken down by sunlight. '2. The1r car may have broken down on the

way to the wedding. L 3. She broke down when she heard the news.

a. stop work1ng b. begin to cry c. divide into small parts

2. C.t. You shouldn't have brought that up now-1it's a sensitive issue.

2. My father was lbrought up on a farm.

a. start to· tal k about something b. look after a child untll he 1 she is an adult

3.b 1. We'll pick you up in half an hour. 2. Busmess 1s definitely picking up this month. 3. Where d1d you pick up your French?

a. learn a new language or skill b collect someone who 1s waitmg e improve after a bad period

4. Complete the sentences using the correct form of a suitable phrasal verb from Exercise 3.

1. Could you please~ .......... me ............ after school?

2. He ......... and cried when she refused to marry him.

3. What pomts are you planning to ........... at the meeting?

4. 1 was .... ~ .... to belie~e that fuation l MCl 1 'n

is important. r

S. We'll have tp call a ttchnician. The wash1ng machine has ~ ........ ~gain.

6. She f.... swimming quite easily during the1r summer at the lake last year.

Topic Vocabulary THE ENVIRONMENT

1. Complete the sentences with the words or expressions below.

{... ' juel • harmful • used up • crops environmentallyfriendly • pollution

-destroyed-• banned

1. Grains and vegetables grown on farms are .. u

2. Po1sonous substances m the a1r, land and water cause .. f.-. r1 r

3. When something is prohibited, it is .•.. 'w 4. A substance burned to provide heat or

. 1 1 power 1s a .. . 5. lf something causes damage, it is . . . . "tv.l 6. Something that doesn't damage the

environment is . '· . n.e."d !& 7. We are running out of oíl; soon it will

be .. ...l. 8. Many rainforests have been cut down

and ....

2. Choose the correct answer.

1. What is an example of renewable

~ergy? solar energy oil

2. What does the greenhouse effect do? a. lt creates ideal conditiOns for plants

to grow. b. lt traps heat from t~e sun.

3. What is your carbon f'oot~rint? a. the negative impact you make on

the environment b. the mark you make with your foot

4. Where does logging take place? a. m the ocean b. in the forest

5. What do motor vehicles emit? a. fresh air

( b) greenhouse gases

6. What is a landfill?' ' ' a:l a place to put rubbish b. an area where a lake has dned up

7. What do trees do with carbon dioxide? a. They absorb it. slowing global

warming. b. They convert 1t to carbon monox1de,

causing pollution. l 8. What is the source of litter?

a. car engines 'b.' people

Unit2

IDIOMS 1 ~

3. Complete the sentences with the idioms below.

-a breath ofiresh air • a drop in the ocean (( rnaf<e wave~

1

• the tip of the iceberg the sky's the limit • down to earth ll. :-c.. o.\ \~uct.o making-a mountain O'Ut of a molehiJI •..t u Jl / ~ vanish into thin a ir ' ~ \1

1. You can buy whatever you want. .. fV 11 1 \ ':::11<: -1 'v 9 \..- t'<\ ~ 2. He's very practica! and \ ' ~,.~ 3. We don't want any trouble, so don't ...... ~.J. \(;.L I,).)O.u t!J

4 . lt's not that serious. You're \.A.

5. These problems are only ... .. . There's a lot we don't even know about.

6. After those boring speeches, Jane's fascinating presentation was like ...... J.-... . r 1 r

7. 1 can't find my keys anywhere. How could they just ..... 'Y.S-1:!1 \ 1 \.1 A. c.

~ .... J

8. Our efforts to stop global warming are just .. - ... dr p tu Much more needs to be done. r \

'~ 4 . Complete the letter with the words and phrases below. Then listen and check your answers.

~ fuel • greenhouse effect • l;}anne<:f-carb"on dioxide • emit • harrhful carbon footprint • pollution

Stop 4x4s Dear Ed1tor,

People who drive 4x4 veh1cles should know that they burn much more 1 J.~per k1lometre than small cars, increasing the

2 ~~ vf"\ \)J. 1 amount of ~ses such a¡

1 ........... 1n the atmosphere. This causes the

3 ·-'!~,c~'tr~~e s tiijat'ffo'm the sun, leading to global warming. 4 ~~~ Y-1'1 rJJ, 5. enw·~· . .

Another ........... e tt. 4x4s -........ tw1ce as much tox1c carbon monoxide as smaller cars, causing dangerous smog and 6 ~DOhtri100 7 ~ .s~ m snort, every 4x4 owner has gota g1ant-s1zed --·-':.. .1

4x4s are mean! for farmers and foreste~ not for driving to the off1ce. In my opmion, they should be 8 ·----·-"t~1ur cities•

A concerned c1t1zen ~S \CAl O. "1 O. LO~' t \

poc to ~~ o..w...{ t Ql~JI <A R~:ad mnrl' abcmt the 4x4 debate at: r • ll.burl11~1onbooks.e\ rreu'P rnts

• Complete the sentences. Make them true for you.

1. l'd like to cut down on .... 2. l'd like to protest agamst .. 1 ~ u~f' ~wer ro4,CI\f 3. One of my wo~st nightmares 1s .... u (.ore -\W> lWI'W!t (i

4. 1 usJatty try to avoid .. v . _, , t G{ p ~ ¡.., 5. 1 was brought up to .. \.. u.~'t"•wrr 6. 1 devote much of my t1me to .... v.d -\'ti.e. ~V\~ ieAr

Vocabulary Builder, pages 60-61 25

J e~

fl\.o" ro¡. M Cóht- ~o··

GRAMMAR

1 MODALS

Modals are usually the same for all persons. Semi-modals are not. Which words in the chart are semi-modals?

Modals Use~

can 1 could 1 ability be able to

can't inability 1 disbelief 1 prohibition

may 1 might possibility

may 1 could 1 formal would request 1

offer must/haveto/ obligation 1 need to necessity

MODAL PERFECTS

Modals

must

mustn't

Uses

strong belief prohibition

needn't 1 lack of don't have to necessity should 1 advice ought tol t 1<:' 1

shall offer

Read the examples and answer the questions.

e ShOUfd hove kept h So

b. v1ot t must hove felt t rible when he saw al/ the ~ os \

c. rle would hove sailed fo 'r. but there wa.s no wmd.

d. rle could hove ignored t problem, but he decided ·o tokt ctron

e. Vocuum g moy 1 might hove been e sib/e when the Oft:L .V S .Sm ,

f. Tiat L r couldn't have swallowed 1.. lDthbrush! a You needn't hove checked • · ·~ r

Which modal perfects are used to express ... ?

1 certainty that something was true rr u ~ e. 2. possibility that something was true

3. ability to do something which in the end was not done

4. desire todo something which in fact cou ld not be done

l5. criticism or regret after an event

6. an unnecessary past action

7. disbelief

SHOULD / HAO BETTER

Read the examples and answer the question.

a. You should toke a shor cut 7

b. You had better s o y way from those sharks! 1 Wtlich sentence ... ?

1$ a warnmg 'f j \."\\el

2. gives advice ~o u lo

1. Complete the sentences with the modals and semi-modals below.

_!!lUStn't • .ought-ro • wottld- • _j!Úght -be-able to • sh'áld • don't have-to • can't-

1. l'm not angry. You ..... ?.~ apologlse. WOI.tld.

2 . ........... you please hel~"e,.rith my suitcase? 3. You're jokina. You ........... be serious! ""'' '/) \ ~ 4. You ........... chert d

1ur,ing an exam.

5. 1 hope 1 will ........... finlsh the\{proje~ next week. I'Y\Ic:;) t P fi o

6. l'm not sure, but we ........... have a flat tyre. Let's get out and check.

. ~ e r 7. 1 know you like P'ete. 1 think you ........... ask him

out1on a date.

~el 8 . ........... 1 get you something to drink?

2. Choose the correct answer.

1. Don't car,Y so many plates! You might drop 1 might have dropped them!

2. 1 understand. You needn't explain 1 needn't have explained any more.

3. They look relieved. They must solve 1 t::!:!_USt have solved the problem.

4. My computer has a virus. 1 shouldn't open 1 shouldn't have opened that e-mail.

5. May 1 helpY May 1 have helped you?

6. Why didn't you come? You could join 1 could have joined our protest.

7. l'm going to the new park. You should come 1 should have come!

8. 1 don't have my wallet. 1 might leave 1 might have left it at home.

3. Complete the sentences with a modal or modal perfect. affirmative or negative. using the modal and the verb in brackets.

(.Of' 1. Could you please move over a bit? 1 ........... (can 1

see) a thing. rhL l VI , 11e cQu 1 ., 1 2. 1 failed the exam. 1 ........... (should 1 revise) the

material more. ,... '.,J.,

3. Come in and sit down. You ........... (must 1 be) t i red.

4. There were no cars in those days. Travel .......... . (must 1 be) very slow. ~

t

5. Michael didn't congratulate me. He ........... (might 1 hear) that 1 won.

6. 1 didn't know Beth had been in town. 1 .l.Y..quki (would 1 call).her. :a.d.

7. Kyle is thinking of ordering tickets on the Internet. W..t.L he ...... t. ... (be able to / find) cheap ones? ~ 1

1 1'1 ... e 1 ''"

8. Val didn't turn up. She ........... (may 1 forget) our meeting.

d

t-

4. What would you say in each situation below? Write a sentence using a modal perfect, affirmative or negative. There may be more than one correct answer. Use each modal once.

1 .

2.

3.

4.

S. 6.

7.

l've eaten three pieces of cake. Now 1 feel ill. Kathy didn't answer the phone last night. Sharon is quite wealthy. Why did she buy such a cheap car? The meat has disappeared, and the dog looks quite happy! The floor was clean. Why did you wash it? 1 wrote this by hand because my printer isn't working. She claims she did the job alone, but 1 don't believe it.

'~ 5. Choose the correct answer. Then listen and check your answers.

The Kingsnorth Six ------On 8th October. 2007, six activists climbed the inside of the

chimney of Kingsnorth power station in Kent. England, to protest

against the p/ant's carbon emissions. However. things didn't go

according to plan.

The six had expected to find a spiral staircase. but instead they 1 were able to 1 had to climb up a ladder. Using a staircase, they 2 would finish 1 would ha ve finished the clímb 1n two hours, but

instead it took them nine. They soon realised that they 3 should

have brought 1 should bríng more food and water, but they

• couldn't go 1 can't go back. Worst of all, they were arrested

when they got back down. In the end, however, their trial proved

to be a blessing - and not just Qecause they won. Without the

publicity, people all over the world s. must 1 may not have heard

about the protesters' message: we 6 must ha ve reduced 1 must

reduce carbon emissions to slow clímate change Perhaps ín future, people 7 should listen 1 should have Hstened more to

what environmentahsts have to say. We certainly needn't allow 1

can't allow ourselves to ignore their wamings.

Five of tlle Ki ngsuortll activists

' e phYC~.S\V\~

G ;;,. .... d.. r n, h • nr Unit 2

.. •ri')N 6. Complete the sentences. Use had better,

affirmative or negative, and the verbs below.

bother • forget • touch • read • stop

l . We are destroying our own planet. We ........... ! 2. Vera 1s in abad mood. You ........... her. 3. 1'11 need my CD tomorrow. You ........... to bring it. 4. Th1s mstructiOn manual is important. You ........... it. S. That dog 1s dangerous. We ........... it.

7. Complete the sentences. Use should or had better, affirmative or negative.

1. There's a hurricane coming. We ... . 2. There's no lifeguard here. You ... . 3. A new family has moved in next door. We ... . 4. My bus leaves at exactly S.OO. 1 .. . . 5. That colour doesn't suit her. S he ... .

.. EXAM FOCUS

REWRITES: MODALS ANO MODAL PERFECTS

. re. r s .na. n10 .• n od-- s. ch..:c the tense of .he onginal sentence. The present or future tenses usually change to a modal + infinitive, while the past tense usually chr-qes •- a modal perfec•

Perhaps J is he pro test (J may be he protest)

Perhaps Jo< was he pro test {11 m ay hove be en

Rewrite the sentences with the words in brackets. Do not change the original meaning of the sentences.

7. /'m certain that Fran is glad you're here. (must)

2. lt's a good idea to bring a camera. {should}

3. lt's possible that Van Gogh didn't paint this. (may)

4. lt wasn't necessary for you to try so hard. (needn't)

5. lt was wrong of Paul to soy tha t. (shouldn 't)

Grammar Review llr

8. Rewrite the following sentences with the words in brackets. Do not change the original meaning of the sentences.

1. l'm not in the mood to go out, (feellike) 2. She began talki(lg on the phone an hour ago. (been) 3. Don't spend any more money! (had better) 4. 1 doubt that she's in love with him. (can't) S. 1 expected him at 9.00. He finally arrived at 12.00.

(waiting)< r-r A ~ J

'r' K lllll . q ) 6. l'm sure tnat Carl gave me h1s aadress. (must

o u+ {lh ('() 1 o~

\Ac:ur

liA l I IV.

Id lt -e

27

SKILLS

LISTENING G .. . ..

A CONVERSATION

1. What do you know about the Amazon rainforest in Brazil? Why is it important evento people who do not live near it?

2. listen to the first part of a conversation between a Greenpeace activist and another student. Answer the questions.

1. Where is Jasan going?

2. What is Anne's attitude to what he is doing?

3. Who are the people in the chicken costumes?

3. listen to the second part of the conversation. Complete the f lowchart of ev,ents by filling in the missing information.

1. In 2003, people from Greenpeace looked at ........... of the rainforest.

2. They noticed large areas of new ........... .

3. They began to ........... what was happening.

4. They saw that ........... were destroying the rainforest.

L

5. They also found out that ........... were buying the soya.

6 ............ were eating the soya.

4. Read the statements below and try to decide whether they are true or false. Then listen to the third part of the conversation and check your answers.

1. The protesters were trying to make people aware that fast food is unhealthy.

2. People wrote to McDonald's to complain about the protesters.

3. McDonald's began to work with Greenpeace.

4. McDonald's agreed not to buy soya grown in the rainforest.

5. The soya growers refused to stop deforestation.

6. The campaign was a success.

• Where in your country has development caused damage to the environment? Do you think that this is ever justified or acceptable?

SPEAKING REACHING A DECISION 1. look at the website for environmentally-friendly schools.

Are any of these projects done in your school?

x..:..z

1~ YOUR ~CI-IOOL-...~~r----~~0°~c:

2.

1

These are some projects you can try to make your schoo/ environmentally friendly Pro.(ramme~

"'""'~ • Recyclmg water:

Reuse water for washing floors, flushing toilets and watering plants. Aboulu~

• Btcycle campatgn: Encourage students t o ride bicycles to school. No more cars or buses!

• Wind turbine: lnstall a wind turbine to provide energy for your school.

• Solar panels: lnstall solar panels on your roof for hot water and electricity.

• Vegetable garden: Grow all your own vegetables for schoollunches.

• Recycltng campaign: Begin a recycling programme for the paper and plastic bottles used in your school.

• Banmng plastic bags: Bring your lunch in reusable containers!

Several students are discussing projects from the website. Which projects are they talking about? Which students reach a deCiision?

Kim: 1 think solar panels are a great way to save energy.

Steve: Not really. They don't work on cloudy days!

Kim: 1 hadn't thought of that . 1 suppose you've got a point!

3. Look at the expression,s in colour in the dialogue in Exercise 2. Which expressions are used to ... ?

• agree • disagree • reach a decision

4. You and your partner are on the school environment committee. You have been chosen to select two projects that will make your school greener.

2 Matt: Cutting down on plastic is 1 a. Discuss the advantages and disadvantages of

each projed on the website above.

Dave: Matt:

Dave:

3 Christina: Janet:

Christ ina:

4 Madeline: lan:

L----

important. You're right. How can we do it? We could ban plastic bags in the school. j Oh, come on ! That won't work.

We really need to save water. That's true, but recycling water at school seems impractical. 1 see what you mean.

All right then, let's use your idea. OK. So we've decided to start a bicycle campaign.

_..J

b. Decide on two projects.

In your discussion, use the expressions in colour from Exercise 2.

REACHING A DECISION When your partner speaks, listen carefully and do not interrupt him 1 her. Take notes if necessary.

Respond to what your partner says. Say whether you agree or disagree, and give reasons.

When you have finished discussing the ítem, move on to the next ítem.

Make a final decision that you agree on.

Unit 2

WRITING

A ... f.~.t~ªJ ... ~.~t.!.~.~ ... /.J~.:.!!!.ª~L ....................... . ... EXAM FOCUS

In a formalletter or e-mail, we usually wish to apply for a job or course, ask for information or make a complaint. In a letter or e-mail of complaint, we often ask for action to be taken.

When you write a formal letter of complaint :

1. S tate the purpose of your letter. Read the first paragraph of the letter below. What is the writer's purpose?

2. Give information and details. Read the rest of the letter. What is the problem? Why is the writer concerned about it?

3. Request / demand action. What action does the writer want taken? Where does she say this?

Town Planning Depanment TownHall Dear Sir or Madam,

27 Walnut Lane lfield Sussex

30th November 2010

I am writing to express my concem regarding the proposal ro build a new motorway around our city. 1 realise that the motorway is meant to reduce traffic jarns, but it would cause terrible damage to our environment. First of all, a large area of what is now beautiful, green open space would be covered in asphalt. Forests and plants would be destroyed, as would the area's wildlife. To make matters worse, the motorway would encourage the use of cars, burning more fuel and increasing global warming. More cars would also increase the amount of air pollution and noise in our area. 1 strongly urge you to reject this irresponsible idea. 1 suggest using the money to improve public transport and build bicycle lanes. Ilook forward to your reply. Yours faithfully,

Gwen Hamilton

1. Find the follo\'. ng · G .-.~ s letter.

1 . the date

2. the greetrng

3. Gw en's address

4 . the final stater'le ....

S. the address o.: · 6. the closing

FORMAL AND LANGUAGE

When writing a ~ important to use e ;·-,..~.-.,.. ;·-. correct punctua

•.JT ~ ng to

2. Read the follo\', r.g a..,c '!lecoe 'a'.thich refer to formal writ ing.

• contains very S"' o~

• contains collocu 2 ;::;,::: ·~:oco~ (you 're into, ngr.<

3. Gwen wrote an e-ma· to '"'er friend. Find the formal expressions ~"' .,er etter of complaint that can replace the expres.sions in bold.

Hi Alice!

How's everythingJ • owyou're mo the environment, so i"x>ug"'· o <e you what 1 heard.

In case you didn't KnO'.• •• • ;: re p ar'ln ng to build a new motorway arouno;, e oty. Can you believe it? So yesterday, 1 wro~e :o · ~ :e " p anners to tell them that l'm real y .vo rr ed about it.

l'm gonna get everyboc._ · "'O •. :o wnte to them. How about if you do ¡nai iOoJ "v1aybe getting hundreds of e-ma s a'ld eners v\Ould convince them t o drop the dea!

Write back soon! See you, Gwen

4. Divide the expressions below into formal and inf,o rmal language.

• 1 would appreciate a prompt reply.

• 1 urge you to .. .

• Unbelievable as it may sound, ...

• 1 really think you should ...

• 1 was glad to receive your last letter.

• lt was great hearing from you!

• Guess what?

• 1 strongly disagree.

• Can't wait to hear from you!

• 1 can't believe yo u said ...

5. Decide whether each sentence is from a formal or an informal letter. Then complete it with an expression from Exercise 4. Not all the expressions are used.

1. Hey, Maya . ........... l've finally passed my maths exams~

2. 1 feel that this serious matter deserves your immediate attention. Therefore, ........... .

3 . ........... reconsider your acceptance of the proposal.

4. Write back soon- .......... .

5. 1 know you don't like Jack, but ........... those awful things about him.

6. .. ......... . there are no public parks w ithin walking distance of our home.

7. Mr Smith claims that enough has be en done, but ........... .

8 ............ break up with her.

ur Task rite a letter of complaint to your local

council. Write 100-150 words.

Unit2

WRITING A LETTER OF COMPLAINT

1. Brainstorm to decide on an issue. Which of the following issues are relevant in your area?

a. building on and destruction of green areas

b. overuse of water in city parks

c. insufficient public t ransport 1 cycle paths

d. too much litter 1 pollution

2. Decide what you want to say. Think about the following questions:

- Where does the problem exist?

- What effect does it have on the environment?

- Why does it bother you personally?

- What action should be taken?

3. Think of a way to convince the reader that the problem is important. For which issue in Exercise 1 could each of the following sentences be used?

1. lf we do not change our attitude, our taps will run dry.

2. Reducing car emissions has become a priority around the world.

3. Our city belongs to all of its citizens- not just to prívate builders.

4 . We all have the right to breathe clean air.

4. Organise your ideas using the Exam Focus and the model on page 30 to help you.

CHECKLIST

.! I followed the pl.tit11- for 111 forY'M!l letter .

.! I IA...JeA forY'M!l Wt~WJ13t:-.

.! I c..l-tuk.ed m.y spulí.~, 3r111wt.Y'M!r orvt.d pW1t-tUN~tí.o VL.

Improve Your Style Para llel Construction lf you are expressmg parallel or similar ideas, use the same structure for both ideas.

Correct the sentences below so that they use parallel structures.

1 /'k baking a d to toste "' at 1 bake. X 1 ¡ baking J a tasting at 1 bake . ./

He go or leading stl.ldent council and hard work. r He~ o e his leadership he student council u his hard work

1. Using a computer is faster than to write by hand.

2. Ronda has gota sense of humour, a lovely personality and is talented.

3. Janet's marks are higher than Ellen.

4. 1 have to feed the dog, t idy my room and my homework.

5. He's been a great role model, a true friend and taught us fantastically.

6. To speak well and writing well are important language skills.

32

SKILLS POWERPOINT PRESENTATIONS - You are going to learn how to create effective slides for a PowerPoint

presentation. Read the tips on preparing PowerPoint slides. Then answer

the Task Questions below.

TIPS

The purpose of a PowerPoint presentation is to support a spoken presentation.

• Don't repeat what's wntten on the slídes - explarn what's on the slide or add to it

• The text on each sllde should be written rn point form - avord full sentences.

• There should be no more than 4 or S points on a slrde

• Every si de should have a trtle.

• The background colour of your shde should contrast WJth the font- don't use patterns with lots of colours

• Your font srze shouldn't be smaller than 18 pornts. otherwrse people at the back of the room won't be able to read rt.

• The best way to show statrstics or trends rs wrth a graph .

• TASK QUESTIONS

Look at the slides from various PowerPoint presentations. Discuss the good points and bad points of each slide, according to the tips.

• USE YOUR SKILLS

Create and presenta PowerPoint presentatlon.

• Research an rssue related to the environment and plan an oral presentatron.

• Create a PowerPornt presentatron to go wrth your oral presentatron.

• Grve your presentatron rn front of the class.

e

• 1.5 acr@s of ramforest ar@ lost every se<ond.

lf thos continues, tne raonforest will disapp<>ar

wlthon 40 years.

• The ralnforests once covered 15% of tne

Earth's surface. Now they cover only 7%.

• lt ls estTmated that we lose over 100 species of

anomals a day dueto raonforest destruction.

B

Amount of Glass Recycled in the UK

• 2005 - 565,000 tonnes

• 2006- 580,000 tonnes

• 2007 - 61 5,000 tonnes

Unit Objcctivcs

• Cornputers • ThC' Pass1vc • ThC' Cau:.ative • listening to a Conversation • Personal lntcrvJcws • Writing an Opinion Essay • L ifc ~k11ls: A Debate

Online World You use computers all the time, but how much do you really know about them? Do the quiz and see! Then go to page 147 to check your answers and see what your score means.

Computer Quiz

1. What does USB ~tand fslr? a. Upload Software Button b. Ult1mate System Breakdown c. Un1versal Serial Bus

2. What key command w1ll quit any program? a. Alt + F4 b. Alt + Tab c. Control + Z

3. Which of the following was the first lnstant Messaging program? a. MSN Messenger b. Yahoo! Messenger c. ICQ

4. When was Twitter la unched? a. 2009 b. 2007 c. 2005

• Wha11: can you do on your computer that you couldn't do five years ago7

S. What kind "f file is a ZIP file? a a compressed file b. an animat•on fde c. a system file

6. When d1d Sony manufacture the first commercial CD? a:' 1982 b. 1972 c. 2002

7. Wh1ch of the following is the largest measurement of memory? a. a kilobyte b, a gigabyte c. a megabyte

8. What was the f1rst full-length computer-generated film? a. The lncredibles b. Toy Story c. The Llon King

Find out about the first computer-gcncrated film at: u u u burlwgtonbook5.1"<>/tlt'IV orllh2 _______________ •

34

~fr' ~f'-\ ~n

IIA Jy)i~.C o..{ -t- tcuQ ~ x .. -> (! ..., QJ 4. Complete the sentences according to the :S S ~ information in the text. Remember to use READING SJ el ..:::., your own words. o <)' E ... e 1. Fr;ance is an ~xample of a country ... ,

e:.. "C... r t l\ · l 1. ldentifying the Main Idea: Read the first 2. Peopre have criticise Street View because

sentence of each paragraph in the text. ~ t~ey . \l '. 1 ~ rr 1 "

In which paragraph/s will you find the -~\ V1llagers 1n Engl,and fea red that burglars .... . r h( 1 re 4\J -e.. answer to each of the following questions? 4. One p1cture showed a man climb1ng a tence.

1 . Why are some people against Street View? G( He might . ~ . 2. How is Street View produced? 1 5. ~\!..can cli_ck on a1J[l1 íf y~u want Google to ....

3. What do people use Street View for? ¡ 6. People want to sat'isfY theÍr curiousity in spite 1 f \ .

4. What photograpns may have upset people? ' 0

· · r · • :, VDve f'r ' f'

S. What does a Google vehicle look like? A 6. How does Google justify Street View? ~ 7. What is the writer's opinion of Street View?

2. Read the text and check your answers to Exercise 1.

5. Choose the best answer according to the text.

1. Google Street View .... a. is available in every country b:lshows streets and the outside of houses c. shows tñe interiors of people's homes d. was first started in Great Britain

!:\,. 2. Street View cameras .... ~uessing Meaning from Context: Find a. snapped 35,998 pictures of British roads

the following words in the text. Read the b. take 3-5 pictures every second entire sentence and try to guess each word's c. take video images of streets and houses rneanina. &0\.u.t--tr 1 1 r ~ 1 \, ~ ) @ use sophisticated technology o. we , >i¡j t , \ J stroll (line 12) • pasted (line 25) • blurs (line 47) 'lllt 3. The angry husband ....

- J ~n, 1 (p) realised that his wife was innocent D Reading StratT-l ies, page 1 34 1 b. climbed a fence to get into his house

\V\.ú \c.Q. ~ .. ~.4-- c. was a contractor

~ EXAM FOCUS r. \1\U...l d. photographed his wife with another man •< tu t+

SENTENCE COMPLETION

1. Read the part of the sentence that you have been given and identify keywords. Find the relevant part of the text by looking for keywords or synonyms.

2. Read that part of the text and decide what information is needed to complete the sentence.

3. Complete the sentence. Use the words in the text, but remember to make the necessary grammatical 1 structural changes.

Example Question

Complete the sentence using your own words.

lf the Street View ve hiele photographs your house, anyone ... .

Answer Analysis

• The relevant part of the text is in lines 5-7.

• The given sentence is a F1rst Conditional, so your answer should use the Future Simple.

• In the given sentence, the sub;ect 1s anyone. Therefore, the structure of the rest of the sentence must be changed.

Answer: lf the Street View vehicle photographs your house, anyone will be able to see it on the Internet.

4. Google claims that .... a. people can ask not to be photographed b. many people ask to have images removed c. nothing shown on Street View is prívate d .. Street View does not photograph faces

5. Street View can be used by travellers to .. .. a. start a travel blog b. view their destinations c. decide whether to buy a house d. find out hotel prices

6. Find words or expressions in the text that mean:

1. going slowly (paragraph 1) C.l ) W W ~ 2. equipped (paragraph 3) ~' ,J 3. very happy (paragraph 4) v "'

4. responds to an accusation (paragraph 6)

5. stronger (paragraph 7) f 1 " 1 n~

• Would you mind if a photograph of you or your home appeared on Google Street View? Why or why not?

I!'!J W EB EXTRA Find out about lhe Google Jogo at: uru•w.burlingtollbooks.es/l•iewpoillts2

1

2

5

•xt. 10

15

20

25

Qr, ~ ~ WOA - r:..t/.v.¡.. ~\/ V

~'{) -\ \¡o..Q_ wo' - (/'- rrC)rá. .l

lf you see a strange-looking car ,crawling down 30

your street, a longfpole protruding' from its ~oof, then

hurry and tidy up your garden. The car is the Google

Street View vehicle, and perhaps your home is being photographed right now. lf it is, soon'~e-Jpviews of

your home will be available on the Internet for anyone 35

to see. And by the way, if yo u were outside when the

camera passed by, then you're in the picture, too. With Google Street View, you can now explore

hundreds of cities and towns al! over the world. You

just zoom into any street, look around, and then take 40 \-

a virtual .stroll through the neighbourhood, viewing

houses, trees, cars and people as if you were there.

Street View began in the United States in May 2007,

and was launched in Great Britain in March 2009.

lt's now available in other countries, including the 45

Netherlands, France, ltaly, Spain, Japan, Australia and New Zealand.

How is it done? In the UK, for instance, for nearly

a yeat an entire fJJ~~l of Google vehicl~s drove down 35,998 kilometres of British1 roads. Fitted 50

with panoramic cameras using advanced imaging

technology, each camera snapped a picture every 3-5

seconds. Then the tens of millions ofi ndividual images

they had captured were "pasted" together digitally to

simulate a continuouslourney. ( ' 55

Since being launched, Street View has been

intensely criticised as an invasion of privacy. lt

seems that not everyone is overjoyed at having their

property exposed for all to see.ln one affluent village

in southeast England, residents formed a hup-'af1

chain to prevent the vehicles f[~~,enterin;¡¡j fearing the images would be used by burglars. Parents are

said to be especially con cerned about pictures of their children outside schools.

There have been plenty of incidents where people

were caught on camera in embarrassing situations.

One woman, foJ example, was photographed as she

was'1eaning out of her window with aman. When her

angry husband confronted her, it turned out the man r , was only a contractor. Another image shows a man climbing a fence. ls he a burglar, or did he just forget

his keys?' r Google retorts by saying that what you see on

Street View is exactly what you'd see walking down

the street. Moreover, special Street View technology

automatically blurs faces and licencl'plates so that they cannot be recognised. Every image also contains

a link which can be clicked by anyone who wants to

have an image removed, and it will be taken off as

quickly as possible. (

There's no denying that Street View can be useful, whether you are looking for a house to buy, are

planning a trip and want to see the hotel you'll be

staying at, or feellike having a nostalgic look at your childhood home. In these days of blogging, YouTube

and Facebook, it seems the urge to satisfy our curiosity is more pressing than o u r desire for privacy.

affluent (line 30) means adinerado not afluente retort (line 44) means replicar not retorcer removed (line 50) means quitado not removida

Unit3

(

(

l o

(/)

1

~ 1 Ir -t; ] .2

3 5

35

pu-l up wt-l h - .ropor-l01.r

o,., il\O '-"'9 ', 0/l , 1 - e c.x..uo @J VOCABULARY

VERBS AND PREPOSITIONS

-

9 s 1

11

' .... ....

1JJ ..:S o

...J> >-

1 1

~ f j o D ~ :; ;;

s=

ii QJ ..... ¡j ~ ----""E

8 S: Lll

Words from the Text •••• ••••••• •••• ••••••• .... ........... •• ••• .. o ••••••••••

l 1. Are the statements true or false? Pay \... attention to the words in colour. Correct the

false statement:s.

1. lf something is available in shops, you can find

orbuyit. ffY'(>.V /11\ 1 1r 'r 2. lf you have an urge to do something, you feel

you need todo it very much. T

3. A burglar is usuafly an invited guest. }

4. lf something has been removed, i~ i;rrt?.., 1

()

longer there. 5. lf you deny something, you insist that it happened. rr ~ . . . . 6. lf something turns out 1n a partrcular way, 1t

began,_ that way, t- _ 7. lf something is pressing, it is u~gent. 8. lf you expose something, you hide it. f

2. 'choose two possible answers for each question. Pay attention to the words in colour.

1 1. How can you use a pole?

a. to hold a flag \.. b.\ to help you jump high c. to write a letter

1 ( 1 .JAO

2. Where could you find a close-up? a. on the radio D.' on TV - . c. rn a newspaper

3. Where is a fence usually built? ~ between two houses "b~ around a farm

c. across a road

4. What could a fleet have in it? ~ trucks b. computers c..., ships

5. Which of the fol lowing crawls? a. a bird flying slowly b. ,a car going slowly 6 a baby befare it learns to walk

6. What can be launched? ~- a new product Cb. a rocket c. a well-known product

4. Complete the sentences with the prepositions below .

of • for • at • on

1. You can search .. L ... any information you need on Google.

2. They accused Street View .o.1 ... invading their privacy.

3. This mobile phone doesn't always work. 1 can't rely .. 'J.r. .... it.

4. We depend ... ., .. :ltechnology for nearly everything.

5. Their diet consists mainly .~l ... fruit and vegeta bies.

6. Vera insisted .9t .. opening the window despite the cold.

7. 1'11 be staying ........... a friend's house for the next two nights.

8. 1 nearly died ... ~~ .. a heart attack when Chris walked in!

5. Complete the sentences, using the orepositions given for each group. ~~~~ ~ ~

1. hear of 1 abe_ut 1 from a. Donna said s~e'~'?wrfte, but 1 haven't heard fn.d.M.· her.

b. 1 had never heard ...... J. Street View befare 1

read this article.

c. Have you heard ........... Nancy and Greg? They're r ;:¡ couple now!

~ 1 ) T

2. think of 1 about

a. You look worried. What are you thinking ........... ?

b. What do you think .. \. ....... the new shop?

3. arrive in 1 at

a. What time are you arriving .. H'. ... New York?

b. We were the first to arrive .QJ ... the wedding. ~ " dD

4. complain about 1 of

a. He's been complainíng ~h ..... headaches for ~everal days. . t

b. l'd lrke to complam ........... thrs product. t 1

5. apply for 1 to d ~ flC'

a. l've applied .. Jo .. several universities. b. l'm going to apply J ... '. a scholarship.

3. Name two ... . e • ~ ~ _ 6 remind ab ut 1 of 1. places that should be tidied up regularly ·

h 1 f 1 · d o a. Please remind me ........... the meeting. 2. events w ere peop e ee overJoye h 1 ffl t 1 d ,J,. b. Paul reminds me .. ~ ... his father. 3. things t at on y a uen peop e o 1- J'' •e, ca H .... 1

4. objects that you can lean on -)..r~ · 1v(.;. OD"\V..U \br o. soo:oJ: (?.! Qx\"t r S. tflings that are prevented by law

. d -fo ~ 1 .fú "V O 1\.P.. C\ Wl Y\ o u.J

C\ kJcofl~ fo S'l-ectQ.

Unit 3

~ 4. Complete t he passage with t he corred form Topic Vocabulary COMPUTERS

······ ··········· ········· ····· of the words below. Then listen and check your answers.

1. Complete the sentences with the words and phrases below.

device • googled • online social networking sites • crashed • f ile C:l~te-• _password • restart

1 . Amazon is a site where you can order books .. .J.L . r

2. Sorne e-mail programs require a e ........ to get in.

3. A USB flash drive is a small ........... which is used to transfer data from one computer to another.

4. We ........... his na me and f<;>und out who he was. ~ ~,. r 4,

5. Do yo u use ........... su eh as Faceoook and MySpace?

6. You'd better save th?~t..L .... or you may lose it.

7. Why did you ........... all those photos? 1 wanted to keep them!

8. Your computer has ............ You'll have to ........... it.

2. Read the sentences and choose the correct answers according to the meaning of the words in colour.

1. A program that provides instruction 1 entertainment is a tutorial.

2. This complicated website is 1 isn1t very user-friendly.

3. Documents can 1 can't be put into a folder. 4. This computer is too small 1 (g to be portabJe.

5. A blog that is updatea contams new 1 old information.

6. When you log onto Facebook, you usually give your u~ame 1 address.

7. You need a modem 1 printer in order to access the Internet. (_

II.U.pr Q Cfc,

VERB COLLOCATIONS

3. Which nouns can be used to form collocations with the verbs in colour?

1. enter - your age 1 a web page 1 your password

2. forward - an e-matl 1 an..._attachment 1 a website

3. download -a pnnter 1 a film 1 a song

4. post - a message 1 informatiGn 1 a laptop

5. charge - a mobile phone 1 a keyboard 1 a taptop

access • online • device • "ttSer-friendly google • -portan-re • -updated

With a new invention from the Massachusetts lnstitute

ofTechnology called Sixth Sensel you can be permanently 'J ! J t . t t b' t d th' . 2 .......... . us potn a any o Jec 1 an ts amazmg ... " ...... 1

which you wear around your neck and fingersl will "read"

your signal and 1 ..... :.1ne information you want. Letls say

youlre ata bookshop1 for example. You point toa book1

and Sixth Sense 4 ........... íts hame. lt then projects reviews

of the book onto any nearby surface. Now you know

whether or not to buy it! Or perhaps youlre on your way

to the airport.Just pickup your ticket and Sixth Sense

will project 5 ~-~ ..... fnformation about your flight1 telling

yo u if there are any delays. Sixth Sen se is light and 6· .. ¡ ........ . lt1

S al so simple to operatel making it very 7 ........... .

• Complete the sentences. Make them true for you.

1. This school year has turned out .. e. 2. My parents try to prevent me from ... .

3. 1 think people should insist on . .-:\ . wpor._, l y¡<:;:ut r l 4. 1 usually charge my phone ... . ._,, tn.f

' w. "<2-rf- f ~ IJL 5. 1 sometimes have the urge to ... . p --0 6. 1 was overjoyed when ....

CP-1

Vocabulary Builder, pages 62- 63

11 u

.-37

G

1 THE PASSIVE --=~~======-=::::j

USE ANO FORM Read the examples and answer the questions.

a . . r::r .aps 1ot r 'Jo¡ ' is shown J S 1r:e •e"' b. Street View blur.. roces s~.- •.. e~ ~~m/1( be recognised.

1. When do we use the passive? 2. How is the passive formed?

OIRECT ANO INOIRECT OBJECTS Read the examples and complete the rule.

Ac •. vt. l·~·e sen these photos L our friend. 'a

Passiv( These photos ,.¡ere sent to our friend. 2 Our friend wos s.·nt these photos.

When an act1ve sentence has got two objects, either the direct or the indirect object can become the .......... . of the passive sentence. The second form is more common.

NOTE: • Common verbs which take two objects are send,

e ., gt 'e no v. s 11, lend and pay.

SPECIAL FORMS Some verbs Introduce an opinion, thought or belief. Read the examples and complete the rules.

Active· Cr·; ·s ~ S e• View is an invas10n of privacy.

Passivj 1 lt is so id that S reet View 1s an invasion of pil J(

Structt 1 +be ... ( s oc tcir'e, .......... .

Passtvt 1· Street View is said to be e 1 invasion of ,Ji v'OC)I.

Structure: Subject + be + post porticiple + .......... .

NOTE: • Common verbs for these structures are soy. thinkl

believe and consider. (Consider is used only in the second structure.)

THE CAUSATIVE

Read the explanation and the examples and complete the rule.

When focusing on an actionl we sometimes use the causative structure. This structure is al so u sed to tal k about arranging for things to be done for us by other people.

a. He wants to hove his picture removed

b. Goog'e got their vehicles fitted w; h spec1al cameras.

In the causativel we use ........... or ........... + object + past participle.

:Jilt. Grammar Appendixl pages 115-116

1. Complete the sentences. Use the correct passive form of the verbs in brackets.

v "' 1. Google ........... (start) by two students i1,1998. 2. The computer competition ........... (hold) next

Easter. í< ~" ü4.l' C' • • ' ' t 3. The site ........... (tal<e otWthe Internet before

1 had a chance to look at it. l ~0..'1' ).() l,.o '-' '(' -

4. Thousands of items ........... ~cari 1 purchase) on eBay. e ••

lt .... ~ ~ .. e, 5. At this moment, the Internet ........... (use) by

millions of people. Jt 1

.

6. Nowadays, most plane tickets ........... (reserve) online. "'-a..~

7. My blog ........... (visit) 4,235 times since 1 started it. 8. We couldn't use the website while it

···-¡--···· (update). 1

1 e ' 2. Complete the sentences with the correct

active or passive form of the verbs below.

should 1 keep • ipjore • damage discover • not .tidy up •_ex-am-inE: 1

- lJ 1r ; .1. 1 d ' l. 1 . Our school computers .... : ...... by van als

last night. \ ~ .j u.~ 2. Don't comt in. We ........... yet!

~v.d . f;'(' :e,_, 1 .:1 . d 3. Sara ........... by 'tne doctor vvhel) 1 amve .

t.~.. J,HC\..\. r 4. Hopefully, scientists ........... a cure ror cancer

in the near future. ,...,..,.. . J v-• .... 1\J,.•,'' 1

5. Hundreds of people ......... ~. in c"tlr accidents

every day. "~1. Ltl d , h .• ,.rt-6. This juice ........... in the fridge until we drink it.

3. Write sentences with the words in brackets. Use the _passive f <:trm of the verbs.

-~~ t) V~f'i ('d v 0 ';:) _ ' 1. Thts biog is very popular.

{j\ 1 visit 1 d¡3ily / by thousands of people) 1 \.Á¡\.. "" 1 2. We've oought a new computer. pt / ins~all 1 tomorrow)

3. No one knows where the treasure is.

~t 1 believe 1 hide 1 in the desert)

, ' 1 1

4. his pasta is too soft. e

(it 1 should not 1 cook 1 for so long) ..o u r

D •t lt.. " "Cir C• ~ 1 'l \. <.. 5. on L worry. (the problem 1 already 1 solve) 0

4. Rewrite the sentences in the passive.

Omit the a~en}. w here possible.

1. Vve haverN i~v1te~ Alice to our party. ' , r ' • J ~<!.. ..

2. WiU they stiow tñe paintrngs at the gallery next week?

1 ' t 3. You m~stn't reveal our secret. , d

1 ~\xrh~t tin1e~cftheV'aeliS€r \he post? 5. Soya farmers are cutting down

the rainforest. lW 1 .1 1 .Q..,;. ·~ !e e 1\ c. u \ <: d b~ r~ ~tvv-1. s

put up w14 [,¡ - foru.tor, a.euanto.v Cut c;lowf' Ot'\ - SU PI'\ MI r

{\

G 5. Complete the passage with the correct active or passive form of the verbs in brackets. Then listen and check you r answers.

THE PEOPLE'S ENCYCLOPEDIA

~~~----------~--~--~ h

1 <;",o. f'( . . Ycars ago, w en you · ........... g1ve)

a schooJ project, you would / ;./)A. \: · go to your local library "' p <; L ~ ~

lO use the encyclopedia. ~ ~ (/ ~ l\.1 Today, you would probably

1 r-- ( '0- ~

use Wiki~e~ia. l Sincc it ~ ~Et (!_s t ~1 2VVCM L.{create) in 2001, ~- ,~) ...., ·

' ) ''c;:::9 '" ""\ ~ this online encyclopedia [, 3\Jo...C '(grow) into one of the largest websitcs on the Internet. With over 13 mi Ilion artícles in 262 Janguages, it 4· ·r ...... (attract) 65 million visitors a month. Unlife. the articles in your library's encyclopcdia, Wikipedia articles ~ :..~ ...... (write) by ordinary people from aH over the

world. What 's more. a Wikipedia article 6 o .. :. o.. <2-d. (can 1 edil) by anyone with Internet access, including you. This lis great. because the articles , .. .... constantly ......... (update). The disadvantage is that sorne articles may contain mistakes. However, when there is an en·or, it 8· ......... usually ... ... (correct)

very quickly by another user.

Unit 3

8. Complete the sentences using the causative. \, d O . . k' . W '-'uve ( IU.•-r: ) t.. 1-t

1. ur pnnter 1s wor 1ng agam. e ........... . repa1r r.Qro..t.,Q.d 2. All our pictures are on the computer. We never

............ (develop) ~Clv~ '"'~ d ~ r e:~ • 3. "My tooth hurts. b ~ -t'-'e.M cU. ~r..o.d..

"You should ........... . " (check) ~,. c. ~

4. l'm not buyina m~ wedding dress in a shop. 1 ( k ) w• 1,., ~ ¡ ~ r- ...1 "' ........... . ma e CAM '!;OI'Ia. vv- ..o..d..R.

?t~ ~ o , 1 rv r..a.. 1""'1.1 5. " 1 don't feelliKe going out to get the ptzza."

"OK. Let's ........... . " (deliver)

• EXAM FOCUS

REWRITES: ACTIVE ANO PASSIVE

When changing a sentence f rom active to passive, you may have to remove the agent when it is irrelevant or unnecessary. In changing passive to active, you may have to add an agent. The added agent is often neutral (you, they. someone, anyone).

Your password should not be shown.

You should not show your possword.

Rewrite the sentences starting with the words given. Do not change the original meaning of the sentences. 7. You hove to finish thejob by tonight.

Thejob .. \0 '

2. Your essoy may hove been copied from the Internet. You .. fl: )('(1 -4-.o

3. They don't pay the bilis on time. The bilis .... '

6. Rewrite each sentence using two passive structures. ., ru o4 r ~rrwo 4. The package had been opened befare we received it.

f' •f' Someone . .l . 1 r1 d ( we re CA.Avod rt 1. We're sending you a new password,

., • 1L ~ ?. , ..-.. vi •· n "CCA.oo 1 5. The new game is going to be launched next year. 2. They ve given sorne old computers to our .~~-(> r· me ~ ... 1(-1

h 1 1 They ... . 7~ ,..,._

se oo. r ''?U. dar. ~~ P '.a ~ ~ "' · 6. Has the cat been fed?

3.:r}:Je ~hoUid have shov..:n his essay to:>v the teacher. '='ild. Hove.... -t. ca:t ~ -t\.a.v~ c,:pu. LIAd- 4 Ll.o

4 . Everyone knows that computer games are co..t hd? ;u-Jdictive. :P r 4•fl · ' e 11 r 11'V\2J or~¡¡¡;¡¡¡, __ .;.;.:.......... . .... .... 1"" L. n, y. • ff' a: ~" A'" " ' ~crive.

5. U~ers tnink that Internet ads are annoying. u J ..Tt~+€.r'I'Lrl 0

....

6. ~eopie4

beli~ve that paying through the Internet o

is unsafe. 1 .- • 1 { f'C'I.

r '~'Js .. 7. Complete the sentences with the verbs below.

Use the correct causative form.

paint ._ delete • wash • -detiYer také • repair ,.

1 d ' l'k d' 1 lil'l. . V 0. ~d 1 . on t 1 e 1rty cars, so ........... mme .......... . quite often. .1

. .V\ \ V'. \. ... . 2. N1gel ........... a new computer ........... tomorrow.

. ' ~ l 3. We ........... our name ........... from the list last week. \1\Cld . ( rl 4. 1 ........... my mob1le phone ........... yesterday.

5. 1 tried to smile while 1 ~my picture .. :: .... ko.d. ( 1 h 1 u' ~ ~ S 6. P ease excuse t e mess. We ........... t11e

kitchen ........... . r d:.l.)

11 u

'T\l1r 111 { \.U ~~

Grammar Review . ..

9. Rewrite the following sentences using the words in brackets. Do not change the original meaning.

1 , , t • • r r 1. 1 started revising for the test at 11.00. (since)

V... 11 • .._ . ... •" r (C:IIfd.' 2. When w1ll your roof be repa1red? (have) ' .oo •

3. lt~aSWfOng OfyOU tO Spend SO mUCh money. W.UI\.St~--- t 1 •• " "'-'-(snouldn't)L. • 1 •

1 ~ ·' .. U C'wWI VllUJ 4. Exoerts believe that this is a dangerous virus. (lt)

L +u f'IQ+ \..v..h ~ 5. lt's abad idea to buy a cheap netboo~

(h~~ bette~) , w 6. The rñ~l had been served before we arrived.

(They) c:..c.r

Extra grammar exercises al: wu•u•. bu rl i 11 gro 11book s. rs/ 1·i t>II'JJOi 11 t s 2

40

SKILLS

LISTENING G A CONVERSATION

1. Look at the websites. What have they got in common? What can you do on these websites?

\\'e:konw.J.t,n&. ......... -.u...,~...., ,.,..~

1 • '--.J.d n ,......

··n .. -2 .. n ....... .,....

rw ..... ., .... 3 ~n._ .. .._..

[) _(, .. ,...,.......,

-·-

2. listen to the first part of a conversation between two friends, Brad and Nicole. Decide whether the statements are true or false.

1. Nicole is surprised that Brad doesn't use Twitter.

2. Twitter is newer than Brad thought.

3. Brad doesn't want to hear about Twitter.

4. You need to be near a computer to use Tw1tter.

S. People who write tweets are called 'followers'.

6. Brad would not enjoy receiving frequent text messages.

3. listen to the second part of the conversation. Who ... ?

1. th1nks 140 characters is not too short

2. keeps 1n touch with fans on Twitter (two people)

3. does the tweeting for celebrities

4. used Twitter to get votes

S. got important information through Twitter

• Do you use social networking sites? lf you do, which do yo u use and how often? What do you enjoy about these sites? lf you don't use social networking sites, why not?

SPEAKING PERSONAL INTERVIEWS

1. A social networking site is interviewing young people about their lives, interests and opinions. Read sorne of the interview questions and match them to the answers people gave.

Survey Questions

1. How long have you lived in Birmingham? v

2. How often do you get togethel wíth friends? What do you do?~

3. Do you ever play computer games? How often? I.J.

4. In your opíníon, has technology made life better or worse? c...

5. Have you ever used social networkíng sítes? Whích ones? J

6. What types of TV programmes do you enjoy? L

7. How do you usually spend your weekends?

8. Do you thínk students should do volunteer work? Why or why not?

T

2. What else do you think the website might ask?

~· 1 go to the beach wíth my friends, and in the w inter we go skiing.

b. A few times a week. We hang .a. .... ~"lr around at friends' houses or go out.

é 1 think it's made lite better. Medicine ís more advanced, and it's easier to travel.

d. Ves, 1 have. l'm en Facebook.

,.e. Reality TV programmes and MTV.

f. Ves. In my opinion, they should help other people or do somethíng for the environment.

~ Since 2007. }l-:" Ves, 1 do. Almost every day­

l'm addicted.

Write five more questions for the survey. Use the expressions in colour in Exercise 1 to help you.

3. lnterview your partner about his 1 her interests and opinions. lllse five questions from the survey above and the five of your own.

INTERVIEWS Listen carefully to the questions you are asked. Ask the interviewer to repeat or clarify questions you don't understand. Oevelop your answers and add information when appropriate - try not to answer in just one or two words. Be sure to keep your comments relevant.

Unit3

aq¡.t.!l!.l§t!tMMitii!Q!i41fJif'f~ 4 1

--42

WRITING

An Opinion Essay

_ ,_ EXAM FOCUS

In an opinion essay, we want to convince readers that our opinion is correct.

When you write an op1nion essay.

1. Present the issue and your opinion. Read the title and the first paragraph of the essay below. What issue does the essay deal with? What is the writer's opinion?

2. Present reasons, facts and examples to support your opinion. Read the rest of the essay below What are the main arguments that the writer uses? What examples does he 1 she g ive?

3. Rest ate your opinion and 1 or make a suggestion. Read the last paragraph agam. What suggestion does the writer make?

fC&&&&&&&ll&&&&ltll&&&t&llliiJJJJJJ Pers.o11ttf 8foqqil1q - Grood or 8ad?

Ma11y ti!~l'laq~r.s u.s~ bfDq.s a.s per.so11af diari~.s. nu.s .s~ct1.1.s lik~ a11 ~xcef/~11t

way to ~xpr~.s.s. tl1ouqht.s a11d f~eli11q.s., bu-r 1 believc it has U1ttl1y dis.adva~taqc.s.

Fir.st of al/, t1.1il/io11s. of peopfe ca11 read your bloq. For tl1is. reas.o11, it i.s 11ot approprittte to write .about your perso11af affairs.. 'DtJ you reaf{y wa~~rt

your pareht.S, your teacher.s a11d U1il/iOI1s. of .stra11qer.s to 1<.11ow tl1ttt you" re

il'llovc or tkttt you' re urth.appy witl1 your .socittllife? S~co11dly, bfoqqirtq about your prívate life cou/d affect your f uture.

This. i.S due to tl1e fact tl1ttt t11e ii1{0rU1tttiOI1 Cdl1 be u.sed by future

eUiployer.s or u11iver.sity adt1.1iS..SiOI'Is. office.s. Moreover, you probably

write about whttt you do .artd where you qo. Co11s.cq.uerttfy, da11qcrou.s

crit1.1il1af.s miqht be abfe to tocttte you.

tHI il1 al/, 1 tl1i111<. tl1ttttke 111ter11ct i.s the wro11q place to di.scu.ss.

your p~r.SOI1ttf fife. Tef/ a loyal friertd il'ls.tead, or u.se drt o(d-fa.shiOI'Ied paper diary- a11d tl1e11 hide it .so tl1ttt 110 011e

Cdl1 firtd i't.

CONNECTORS OF CAUSE, RESULT AND PURPOSE

Connectors of cause tell us why something happened or what caused it.

Srudents no longer use ercyclopedws beca use of the Internet.

Connectors of result show the consequences of an action or event.

People felt Street V1ew was an nvasron of pnvacy. Therefore, rrey criticised it.

Connectors of purpose tell us the purpose of an action.

We googled her no me in order to ttnd ovt who she wos

... Writing Guide, page 138

1. In the model, find:

1. one connector of cause 2. two connectors of result 3. one connector of

purpose

2. Choose the correct connector.

1. You can't use your mobile phone here beca use 1 because of 1 as a result there's no reception.

2. Jason is an educated man. Since 1 Therefore, 1 In order to he wants a high-level job.

3. Due to 1 Beca use 1 As the high price of petral, we try to ride our b icycles.

4. The teacher told us not to write in our books in order to 1 therefore 1 so that we could sell them.

5. There are few jobs in villages. Because of 1 As a resu~t of 1 For th is reason, many villagers have moved to the city.

6. We looked on the Internet in arder to 1 so that 1 for this reason find her phone number.

(;4 3. Complete the passage with the connectors below. Then listen and check your answers.

as a result • since • in arder to • so that • so • dueto

Unit 3

Your Task (. • ~rite an opinion essay about the following ~': statement: Online socia/ising has a bad effect

on real communication. Write 100-150 words.

WRITING AN OPINION ESSAY

1. Make sure you understand the issue.

2. Decide if you agree or disagree with the statement.

3. Brainstorm ideas you can use to support your opinion. Look at the points below. Which could be used by someone who agrees with the statement above? Which could be used by someone who disagrees?

- spend more t ime alone with computer

THIEVES CAUGHT ON ~ ., ¡

ln Septem2229n~~in~~n~~T ~IEW.J'

- can communicate more often

- can stay in touch with old f riends

- face-to-face communication - deeper,

Holland. dragged a 14-year-old boy off his bicycle

and robbed him of € 165. The boy went to the poli ce ~. ........... report

!he incident. No one knew the thieves' iden!ities, 2. ........... they were

not caught. However, Lhe following March the boy contacted the

poüce again, 3· ........... the fact that he had seen an image of himself

- and the two men followi ng him- on Google Street View. The

police sent a special request to Google for the original photos

~ ............ people's faces are blurred on Street View. After the police

had explained that the photos were needed 5· ........... they could

solve a cri me, Google agreed to send' them. 6· ........... , the police

were able to find the twin thieves and arrest them.

4. Complete the senternces in a logical way. 1. We can access information easily because of ....

2. 1 gave my credit card number online. As a result, ....

3. Yo u need a password so that . 00 •

4. She doesn't use Facebook, since .. ~ .

5. You should copy al! your photographs in arder not to 000 •

Improve Your Styl~ The Apostrophe Apostrophes can be used to: • show where letters have been omitted in cont ractions.

t's {lt is) t1r-e o o 'e now.

• show possession.

singular nouns (' + s) · TY mothe 's p1lfents

plural nouns (s + ')· nt students' lockers

plural nouns not ending in s (' + s) : women's nahts

Do not use apostrophes with possessive personal pronouns:

The hotel had al or its o .ms painted.

more meaningful

- can get message to severa! people at one ti me

- avoid dealing with difficult issues face-to-face

- meet new people

- impersonal and superficial

- have a bigger circle of friends

4. Decide which ideas to include in your essay. Think of facts, details and examples to support your arguments.

S. Organise your ideas using the Exam Focus and the modell on page 42 to help you.

CHECKUST ./ I fol14wed t ke. .ttep.t for 1:1!~-t- apíi'!Úl~-t e.t.tl:lfy.

./ I IA..fed c.al<U1Uto1r.t if UIIIA..fe. l:lflltd rw..Ut, I:I!M c.al<U1Utar.t if pu.rpa.re..

./ I c,kuk.ed my .tpelli"!3, j ntwt.MI:Ifr I:I!M pu.vtaMtía~-t.

. .. ~9 Guide, page 142

Choose the correct answers.

1 . What were people's 1 peoples' reactions to the speech?

2. lt's 1 lts strange that the restaurant had mistakes in its 1 it's English menu.

3. Your 1 You're breathing slows down when your 1 you're asleep.

4. This does'nt 1 doesn't make any sense. 5. They're 1 Their getting ready for they' re 1

their holiday. 6. We could hear the girl's 1 girls' voices in the

next room.

44

SKILLS

• TASK QUESTJONS

A DEBATE You are going to Jearn how to conducta debate and how to judge the speakers. Read the tips on preparing a debate. Then answer the Task Questions below.

TIPS In a debate, one speaker speaks in favour of a proposal or statement while the second speaker speaks against the proposal or statement.

Remember:

1 . Your presentation should be based on­research and st ructured logically.

2. Find expert opm1ons and stat1St1cs to support your v1ew.

3. Don't ignore evidence supporting the oppos1te pomt of v1ew. lnstead, use 1t to predict what your opponent will say.

4. Keep your speech short and be persuasiVe 5. You should also use log1c and general

knowledge to persuade your aud1ence.

You must present the view you are given, even if you don't agree w ith it!

1. Which tip abovedo you think is the most important?

G 2. Listen to extracts from a debate on the pro posa 1: There should be a law banning the use of mobile phones in cars. a. What arguments does each speaker use to support their view? b. Which speaker uses real evidence? c. Which speaker uses logic and general knowledge?

• USE YOUR SKILLS

Have a debate on a current issue. Use the tips above to prepare your debate. Tell the class to vote for the best speaker. Befare voting, read the notes below.

How t o Judge a Debate

• Vote for the best speaker. (This may not be the speaker that you agree withl)

• Was the presentation well organised, with an introduction, body and conclusion?

• Did t he speaker use rational and persuasive arguments?

• Did t he speaker use expert opinions, statistics, logic or general knowledge?

• Did the speaker establish eye contad and speak loudly and clearly?

Unit Objectives

• Thr Sens~s • Rl'ported Spt·cch • Listl'ning to a Repon • Comparing Picturcs • Wriling a Description ofan Event • Li fe Ski lis: British Etiquent'

Sense It 1. The five traditional senses are sight, hearing, taste,

smell and touch. Can you think of any other senses?

2. How much do you know about the senses? Read the sentences below and decide whether they are true or false. Then check yoiJr answers on page 147.

Amazing Facts­True or False?

1. Seeing red can disturb your concentration. F" 2. The human nose can detect danger.l 3. A mother's hug can relieve her child's pain:T 4. lt is harder to bala nce on one foot

if yo u close your eyes.-r 5. Men are more sensitive t han women

to smell and t aste. t-6. Humans have got a blind spot. T

7. All humans can feel pain.""F 8. Sorne people can taste words or see music. T 9. When you hold a seashell next to your ear, r

you hear the sound of your blood flowing through your ear.

• Which of the five senses do you think is the most important? How do you think your life would change if you lost it?

WEB EXTRA Find out how colours affect us at: u·u·u·.bur/iugtOIJbooks.r:s/l'lt"II'I'Oillt\2 ____ ~~~-~---J

J ~ READING

1. Scanning for Specific lnformation: Sean the text to find the following information.

1. the names of two businesses in the UK

2. the number of perfumes made by Demeter Fragrances

3. the year that the Jorvic Viking Centre contacted Dale Air

4. the location of the Natural History Museum

5. the year that smoking was banned in British pubs

2. Guessing Meaning from Context: Find the following words in the text. As you read the text, try to guess each word's meaning.

mouth-watering (line 15) • pumped (line 18) stench (line 53)

IJ Reading Strategies, page 134 1

- EXAM FOCUS

ANSWERING OPEN QUESTIONS

1. Read the quest1on carefully and see what type of information (reason, example, purpose, etc.) you have to provide. Use the question words to help yo u.

2. Look for keywords and synonyms to locate the relevant parts of the text.

3. Note the tense in the quest1on. Your answer will generally use the same tense.

4. Write the answer in your own words whenever possible. Do not add unnecessary information or give your opinion.

5. Check for errors in language, spelling and punctuation.

Example Ouestion

Why is sme/1 use fu/ to some businesses?

Answer Analysis

• The word why indica tes that you need to provide a reason. Your answer should therefore include the word because or to + infinitive.

• The keyword is businesses.

• Different businesses and the way in which they use scents is discussed in paragraphs 1 and 2.

Answer· Scents are useful to some businesses because they are used to help promote and sell products.

3. Answer the questions.

1. Why does the Thomson travel agency use a coconut smell in its offices?

2. What possible objection could be made to scent marketing?

3. In what way are the perfumes at Demeter Fragrances different from most perfumes?

4. How do you know that 1984 was a significant year for Dale Air?

5. What is the purpose of the ashtray scent produced by Dale Air?

4. Are the following statements true or false? Find evidence in the text to sup,port your answers.

1 . Smells, emotions and memories come from the same place in the brain.

2. The chocolate smell at Superdrug is artificial. 3. Most customers realise that businesses use

smell.

4. lt's difficult to manufacture Puppy's Breath.

5. The smells made by Dale Air are used to influence customers to make a purchase.

5. Choose the best meaning for each word or phrase according to the text.

1 . setting off (line 2) a. changing c. blocking b. influencing d. evoking

2. tantalising (line 13) a. weak c. incredible b. tempting d. unwanted

3. subtle (line 21 ) a. obvious c. delicate b. strong d. unusual

4. accurate (line 32) a. exad c. strong b. inexpensive d. luxurious

5. tough (line 40) a. easy c. impossible b. enjoyable d. difficult

• Do you think that scent marketing is a legitimate sales tactic? In what ways are other senses used to make customers spend more?

Unit4

to a special place or time, uch as a childhood on the family fann. But not every smell can be easily copied. The company said that many customers had requested Puppy's Breath. which is so chemically complicated

Of all the senses, smell is the most powerful for bringing back memories and setting off emotions. This is because smells are processed in the limbic system, which is both the emotional centre of the brain and the place where long-term memories are stored. Many businesses ha ve discovered this amazing power and are

.o that it's very tough to cápture.

) ~urrefitly using artificial smells to trigger a purchase, evoke an emotion or create a reaJistic experience.

Dollars and Scents to A pleasant scent in a shop puts you into a positive

hirlood, making you relax, stay Jonger - and spend ~o~ This concept, cal.led scent marketing, is all the rag~. The tantalising coconut aroma in Thomson 's UK travel agencies. for example. puts you in the mood

•s for a tropical holiday. The mouth-watering smell of " chocolate in London's Superdrug on Valentine's Day isn't really conúng from the boxes on sale- it's being púmped into the building's ventilation system. But it will still remind you to buy sorne chocolate for your

The question is, would you really like to smell of black pepper or turpentine on your next date?

Weird Whiffs Dale Air started out as an air-freshener firm. However. things changed in 1984. when the company was approached by the creator of the Jorvik Viking Centre. a replica of a British village at the time of the Viking invasions. They asked company founder Fred Dale whether he could manufacture nasty smells as well as pleasant ones, explaining that they wanted to add smell to make thei r exhibits more realistic. So the company manufactured the odours of fish, burning logs. a marketplace, and even the stench of a Viking toilet! 1

20 girlfriend. ("

The scents are subtle and almost imperceptible -not enough to irr:itate people, but enough to form a particular association in their minds. The question remains whether this tactic take advantage of

, Since then. Dale Air has produced aromas such as Egyptian Mummy for lhe City Museum ofStockholm, Sweaty Feet for the inside of a submar:ine at the Imperial War Museum and Dino aur Breath for the

25 innocent customers. who are quite unaware that ir is w

being used.

30

35

Memory ill a Bottle A smeJI can bring back a memory so intensely that you feel you are going back in time. Could we somehow bottle these memories, ro be u sed whenever we wish? That's ex.actly what perfumer at Demeter Fragrances of New York do. They make over 200 amazingly abcurate fragrances, such as Rain, Christmas Trt!e, Thunderstorm, Chocolate Chip and Glue. According to the company. their goal is for each scent to transport the user back

Natural History Museum in London. Since the 2007 ban on moking. one of their most popular products ha been the scent of ashtrays. supplied mainly to pubs. It seems customers miss this smell, which is so much a part of the pub experience.

False friends

currently (line 7) means actualmente not corrientemente

supplied (line 61) means suministrado not suplido

'/' VOCABULARY

Words from the Text

1. The following sentences do not make sense. Make them logkal by replacing each word in colour with a word in colour from a different sentence.

1. 1 saw a fantastic mood at the museum yesterday.

2. Floral perfumes are tough this year.

3. They'll approach here after the party to help tidy up.

4. 1 don't think your information is all the rage.

5. Seeing an old photo can rema in happy memories.

6. This maths problem is too accurate forme.

7. l'm in abad firm, so don't bother me.

8. She works for a large financia! exhibit.

9. He's afraid to trigger his boss about a salary rise.

() 2. Complete the p·assage with the correct form of the words and phrases below. Then listern and check your answers.

mouth-watering • scent • store • weird nasty • purchase • take advantage of

THE SMELLOPHOIE Imagine sending someone you love

the fragrant 1· of a rose or the 2· aroma of a cinnamon bun from your mobile phone. This may sound 3· , but it will soon be possible. The Tokyo lnstitut·e of Technology has invented a device that can record

smells just as a video camera records pictures. lt then 4

• the smells in its memory and they can be played back later. Aside from personal messages, there'll be plenty of other ways to 5· thls amazing new technology:

you could smell pizzas befare deciding what to arder, or

sample perfumes befare making an online 6·

It sounds fun, but it might have sorne disadvantages: what if someone sends yo u a 7· . smell?

PHRASAL VERBS

3. Read the sentences and choose the logical continuation for each one.

1. He started out as a sales assistant. a. He still enjoys the job. b. Now he owns the shop.

2. We'll have to start over. a. We're doing very well. b. We've made too many mistakes.

3. She's started up a graphics company. a. She's just hired two employees. b. She got the job yesterday.

4. l'd like to set up a blog. a. l've never seen one. b. l've always wanted my own blog.

5. Her speecb set off angry reactions in the audience. a. People began to shout. b. Everyone calmed down.

6. This is going to set us back. a. lt's really unfortunate. b. We're very lucky.

7. This b rings back my first day of school. a. 1 don't remember it very well. b. 1 remember exactly how 1 felt.

8. Janet brought Dennis along to the party. a. 1 think he enjoyed himself. b. He carne with Emily.

4 . Complete the sentences with the correct form of the phrasal verbs in Exercise 3.

1. Famous actress Jennifer Lopez ........... as a dancer in the early 1990s.

2. 1 can't believe that Dad actually ........... his work ........... to the beach.

3. We're thinking of ........... a new theatre group. Would you like to join?

4. lf l'd had enough money, 1 ........... a high-tech business.

5. That song always ........... memories of my childhood.

6. Why are you late? Now we have to ........... the game ........... again.

7. Severa! staff members left, which ........... the project ........... by severa! weeks.

8. In the last 24 hours, the new laws ........... violent protests.

IºPJ~. yº~ª·º~JªX.Y ........................................... . THE SENSES

1. Choose the correct answer.

1. Which kind of food do people usually enjoy? a. bitter food b. tasty food

2. Which colour is lighter? a. a br ight colour b. a pale colour

3. Which kind of smell do people enjoy? a. a pleasant smell b. a disgusting smell

4. Which sound is louder?

a. a faint sound b. a deafenin,g sound

5. What type of texture does silk have? a. a smooth texture b. a rough texture

2. Divide the words bemow into categories of sight, hearing, sme/1, taste and touch.

odour • savoury • stink • stroke • flavour rhythm • whisper • stare • pattern

3. Complete the sentences using words from the list in Exercise 2.

1. This song has a great ........... . Let 's dance!

2. Your shoes ............ Why don't you wear socks?

3. Strawberry's my favourite ............ What's yours?

4. Don't... ........ at people. lt isn't polite !

5. l'd love to ........... your dog. Does it bite?

6. This herb has a horrible taste and a strong ........... .

7. We' ll have to ........... . 1 don't want to wake my parents.

8. 1 feell ike something ........... . Have you got any crisps?

9. This carpet has a beautiful ........... . ls it from India?

IDIOMS

4. Complete the sentences with the words below.

taste • ear • touch • sense • see • tooth

1. lf you like lots of sugar, you've got a sweet ........... .

2. lf someone ignored what you were saying, it

went in one ........... and out the other.

3. lf you treat someone as badly as they have treated you, you're giving them a ........... of their own medicine.

4. lf you agree with someone, you ........... eye to eye.

5. lf you don't want to lose contact with someone, you keep in ........... .

6. lf you act logically, you 're using your common ........... .

(;4 5. Complet e the passages with the words below. Then listen and check your answers.

stare • savoury • pa le • bright f lavours • p leasant • t asty • stroke

Thinking of painting your room yellow? Think again! Strong, 1 ........... colours such as yellow reflect a lot of light, which stimulates the eyes. You should therefore never 2 ........... at a yellow wall as it might give you a

Unit 4

headache. On the other hand, a soft, 3 ........... yellow can make a dark room look lighter and more cheerful.

How about a course in baby massage? You' lllearn how to 4

........... your infant gently for a complete and relaxing treatment. The results are amazing, from improved sleep to better health. In any case, both you and your baby are sure to find ita 5 ........... experience.

Ice cream is always sweet, isn't it? Not according to ice cream maker Peter Arendsen, whose 6· ........... include severa! types of 7 ........... ice cream, such as cheese and bacon. Sounds weird, but his products must be 8· ........... -

they're sold in several top restaurants!

Read about a tasteful job at: wwu•.burliugtoubooks.es/t•ieup-=-o'"""·n=ts2=------~---'

• Complete the sentences. Make them true for you.

1. So me savoury foods 1 like are ... .

2. This year, .. . is 1 are al/ the rage at my school.

3. lf l'm in a bad mood, 1 ....

4. 1 find it p/easant to ... .

5. 1 think it would be tough to ....

6. 1 often don't see eye to eye w ith ... because ....

Vocabulary Builder, pages 64- 165

~ GRAMMAR

so l

REPORTED SPEECH

Read the examples and answer the questions that follow.

Statements

"Many customers hove requested Puppy's Breath," he explained.

He explained that mony customers hod requested Puppy's Breath. 1. What happens to the main verb in a reported sentence?

2. What other words change in a reported sentence?

Questions a. "Can you e reate nasty smells?" they asked Fred Dale.

They asked Fred Dale if 1 whether he could crea te nasty smells.

b. "What perfume are you buying today?" Laura asked me.

Laura asked me what perfume 1 was buying that doy

1. What word/s do we add in a reported yes 1 no question?

2. What happens to the word arder in a reported question?

Orders

a. Turn on the aroma generatar." her boss told her. Her boss told her to turn on the aroma generator.

b. "Dan't te// anyone my secret formula," ordered Fred.

Fred ordered me not to te/1 anyone his secret formula. 1. Which form of the main verb do we use in

reported orders?

2. What do we add to the verb in negative reported orders?

Suggestions

"Yo u shou/d try our famous Rain fragrance," suggested the shop assistant. The shop asststant suggested that 1 try their famous Rain fragrance.

The shop assistcnt suggested trying their famous Rain fragrance. For reporting suggestions with the verbs suggest and recommend, we use that + subject + the base form of the verb. What other verb form can we use when reporting a suggestion or recommendat10n?

Reporting Verbs with Other Structures o. He promised to produce an oshtroy scent. b. The company denied taking advan tage of customers.

c. George advised me to bu y so me chocolate for Lily.

What structures are used with the following reporting verbs? 1. promise, agree, refuse 3. advise, remind, warn

2. deny, admit Note: The verbs promise, deny and odmit also use the regular form for reported speech (thot + clause). Dale promtsed that he 111 ould .1ro-lL ce an as rra•• .cent.

, Grammar Appendix, pages 116-117

1. Complete the sentences with the correct form of the verbs.

1. "l've been looking for you since yesterday."

Anita insisted that she ........... for me since the day befo re.

2. "Do you understand the answer now?"

The teacher asked me if 1 ........... the answer then.

3. "We may go abroad next summer."

My parents mentioned that they ........... abroad the following summer.

4. "Don't let the dog out!" Dad said.

Dad ordered us ........... the dog out.

S. "How did you make this salad?" Ellen inquired how we ........... that salad.

6. " OK, 1'11 come with you," said my sister.

M y sister agreed ........... me.

7. "1 think w"e should cancel our lesson today."

My teacher suggested ........... our lesson that day.

8. What perfume are you wearing?

Robert wondered what perfume 1 ........... .

2. Look at the reporting verbs in Exercise 1. Which are used for questions? Which are used for statements?

3. Laura Sinclair is a psychic. She uses her sixth sense to help solve crimes. A reporter asked her the following questions. Wr ite them in reported speech.

1. "How did you find the missing girllast year?"

2. " Have you ever solved a murder case?"

3. " Do you ask people to pay you for your help?"

4. "Are you working on any important cases now?"

5. "Can you use your sixth sense for other things as well?"

4. Write the sentences in reported speech.

1. "1 haven't been feeling well lately," complained my grandmother.

2. "Are you going to return my books today?" Maggie asked me.

3. "Don't touch any of these things!" warned the det ective.

4 . "You should see this film tomorrow," recommended Pamela.

5. "My students did most of the work an hour ago," claimed the teacher.

6. "What were you doing during the match yesterday?" asked John.

7. " 1 usually swim on Wednesdays," Andi told me.

8. "You shouldn't get upset about it," my sister advised me.

S. Write the sentences in direct speech.

1. My dad wanted to know whether Tim had gota high mark.

2. Sam explained that they had discussed that the day befare.

3. My brother suggested that we go camping.

4. My coach asked me whether 1 could run faster.

5. The woman wondered how long 1 had been waiting.

6. Harriet reminded me not to mentían the party.

7. The boy said that he ihad never ridden a bicycle.

8. 1 asked my neighbour where the post office was.

G 6. Complete the passage with the correct form of the verbs in brackets. Then listen and check your answers.

The Sound of Silence British composer Mike Batt was sued for including one minute of complete silence in his al bu m Classical Gra.ffiti. The John Cage Trust claimed that Batt 1· (plagiarise) a 1952 work by famous composer John Cage, which consisted of 4.33 minutes of silence. Batt admitted 2· (copy) the idea from Cage, but he said that he 3· (not expect) to be sued.

However, Batt's lawyers wondered whether Cage's piece 4 (be) really a musical work. They added that copyright law 5· (not support) the Cage case, as there were no actual musical notes in the piece. In the end, Batt agreed 6 (pay) a large sum of money in compensation. He said that he 7• (make) the payment out of respect for Cage.

What was the point of Cage's original idea? He explained that each future Jive performance 8· (be) quite different, depending on the sounds made by the audience.

Jolrn Cage

7. Imagine that Mike Batt w as interviewed by a reporter. Using the information in Exercise 6, write 2- 3 of the reporter's questions and Batt's answers. Begin your sentences with the following or similar words.

A reporter asked Batt .. .

Batt explained that ...

... EXAM FOCUS

REWRITES: DIRECT SPEECH TO REPORTEO SPEECH

When rewriting sentences that involve changing direct speech to reported speech, first 1dentify the type of sentence (statement, question, order, etc). Then check the sentence for words that are likely to change. Don't forget all necessary changes in word order, tense, punctuation, t1me express1ons and pronouns.

Rewrite the sentences using the words in brackets. Do not change the original meaning of the sentences.

1. "/ didn't steal the maney, "so id Ji m. (denied}

2. "Hove you ever seen an opera?" Chloe worrted to know. {whether)

3. "/ won't be at home tonight," Carl said. {told me)

4. "What are you looking for?" asked the shop assistant. (me)

5. "/ won't speak to anyone here," said Mark. {refused}

6. "Let's go out far coffee, "Jenna said. {suggested)

Grammar Review

8. Rewrite the following sentences using the words in brackets. Do not change the original meaning.

1. "Phone me when you get home tonight," my father said. (reminded)

2. lt is said that the world is getting warmer. (to)

3. They have already delivered the package. (has)

4. lt wasn't necessary to help him. (needn't)

5. "Where d id you get this beautiful dress?" asked Anna. (me)

6. Mark started running an hour ago, and he's still running. (for)

Extra grammar exercises at: w 11 u•. bu rl i ngt on book ~ .t•s/ r•iert•poi 111 s2

Unit4

51

2. listen to the first part of the report and choose the correct answer.

1 . People with synesthesia .... a. have sharper sen ses than others b. experience two or more senses together c. are quite rare d. have highly developed imaginations

2. Sarah Turner mixes .... a. taste and sight b. hearing and touch c. sight and hearing d . sight and taste

!¡

3. Read the statements below. Then listen to the second part of the report and choose the correct answer.

1. The reporter saw the pattern immediately 1 afte r a while.

2. The colours a synesthete associates with each number are constant 1 sometimes change.

3. The results of the tests are always 1 usually val id.

4. Brain scans show d ifferences 1 similarities between a synesthete's bra1n and an ordinary brain.

5. Scient ists believe that there is a psychological 1 genetic cause for synesthesia.

6. The majority of synesthetes are confused by 1 enjoy their abilit ies.

• Would you like to' be a synesthete? Why or w hy not?

SPEAKING COMPARING PICTURES

1. Look at the pictures. Where are the people? Which of the five senses are they using? Give examples.

2. Match each beginning in 1 toa logical ending in 11.

1

1. The two pictures are similar because

2. Another thing they've got in common is

3. However, in sorne ways they are very different.

4. 1 would imagine that the people in picture A can hear the cheers of the fans,

5. Another difference is that in picture A the people can probably smell popcorn and other foods,

6. Personally, l'd rather

11

a. that both places seem to be crowded and noisy.

b. while in picture B, it's quite likely that they're listening to loud music.

c. whereas in picture B, they can probably smell beer and cigarette smoke.

d. go to a pub.

e. For example, the people in picture A are watching the game, while the people in picture 8 have come to socialise.

f. they both show places of entertainment.

3. Which of the expressions in colour in Exercise 2 describe ... ? a. what the pictures have in common b. the differences between the pictures

4. In pairs, compare and contrast the pictures below. Use the phrases in colour in Exercise 2 to help you.

COMPARING PICTURES • Discuss the pictures' similarities. • Discuss the differences between the pictures. • Discuss the atmosphere in each picture. • Speculate about how the people feel and what they can see and hear. • Talk about which situation 1 place 1 activity you would prefer.

o¡·

Unit4

53

j (~ WRITING

A Descrip.t~qn of a~J~vent ·----···---------- EXAM FOCUS

When describing an event. we want to give readers a clear picture of what we experienced.

When you wr te a descr pHon of an event:

1. State what the event was, and when and where it took place. Give a personal opinion.

Read the f1rst paragraph of the model description below. What event did the writer attend? When and where did it take place7 ls the writer's opimon positive or negative7

2. Describe the event in detail. Explain what happened, how you felt, and what you saw 1 heard 1 smelled 1 tasted.

Read the rest of the description Which of the senses are described?

3. Sum up the event and your opinion. D1d ti e wnter enJOY he evene

A Pleasant Surprise Last night, 1 went to a jazz concert at Mike's Club. l'm not a huge jazz fan, so 1 wasn't expecting much, but it turned out to be a fantastic evening.

The club was dark, quite tiny and extremely crowded. A strong smell of cigarette smoke hung in the air. More and more people carne in, talking excitedly and laughing. My friends and l ordered Mike's famous salty chtps and sour pickles -delicious!

On stage, the shiny gold trumpets and saxophones made an impressive sight, and when the musicians began to play, 1 was immediately captivated by the powerful sound. The music had a fively rhythm, and soon the walls were shaking from both the music and the audience's enthusiastic applause.

All in all, the concert was a great experience. From now on, if there's a jazz band in town, l'U be the first to buy tickets!

ADJECTIVES AND ADVERBS 1. look at the adjectives and adverbs in the

model description. Find:

1 Adjectives are used to describe nouns. disgusting el/ tasty G d

Adverbs of manner and frequency modify a verb. walk slowly often play

Adverbs of degree can modify another adverb or an adjective quite qUICkly slightly late

Using a vanety of adjectives and adverbs will make your descript1ons more interesting.

1. adjecttves that describe what the wnter sees, hears, smells, tastes

2. adjectives that descnbe the wnter's opínion of the event

3. adverbs that modífy verbs

4. adverbs that modify adJeaiVes

2. Find all t he adjectives 1 adverbs below t hat have ,gota similar meaning to the word in colour in each sentence.

proper ly • disappointing • powerful • wonderful overpow ering • delightful • discouraging

successfully • carelessly • outstanding • poor ly

1. Last night's art festival was great. 2. We were upset to hear the bad news. 3. The new employee has done his work well. 4. The strong smell of petrel filled the room. 5. l've never seen her play so badly.

3. Divide t he adverbs below into two categories -adverbs of frequency and adverbs of degree.

a bit • usually • quite • rarely • never not at all • pretty • fairly • hardly absolutely • completely • always • slightly seldom • often • frequently • terribly

4. Choose the correct adverb to complet e each sentence.

1. l'm complet ely 1 a bit lost. 1 have no idea where we are.

2. Peter is fairly 1 extrem ely talented, but he's not the best.

3. Don't worry. l'm very 1 not at all insulted.

4. lt's terr ibly 1 slig htly hot outside. Let's stay indoors.

5. lt's hardly 1 rather expensive, but l'm going to buy it.

5. Add one adverb of degree and one adverb of frequency to each sentence below. Do not use the same adverb more than once.

1. We buy our pizza at Luigi's because it's delicious.

2. Janet goes to the gym and is in bad shape.

3. While many cats are unfriendly, this one is affectionate.

4. His doctor was shocked to learn that he smoked.

5. 1 was happy to hear that Kath visits her aunt.

6. Describe the following in one or two sentences. Use at least one adverb and one adjective.

1. your school 3. your neighbourhood

2. your favourite singer

Impr9ye .Yqur. Sty~.~ Misplaced Modifiers Be careful to place modifiers su eh as onfy, just, olmost and neorly close to the words that they modify.

1 only tasted the coffee (but 1 didn t drink 1t) 1 tasted only the coffee. (not the other drinks)

Al ice neor/y earned f50. (but another person got the job) A/ ice earned nearly eso. (she earned €49.95}

Be careful with adverbial phrases (phrases that say when or where something happens). These can often be put at the beginning of the sentence.

The boys found o dead deer wa/king through the woods. X Wolking through the woods, the bays found a dead deer. ./

Unit4

Your Task • Write a description of an event that you

ha ve attended. Write 100-1 SO words.

WRITING A DESCRIPTION

1. Brainstorm your description. • Think of an event that you would like

to w rite about. The following are sorne possibilities:

- a wedding or birthday celebration

- a concert or show

- a festival or fair

- a contest or sports event

• Think of aspects of the event that you can describe. Which of the following aspects could you describe for each event above?

- the competition - the players

- the food - the guests

- the acting - the atmosphere

- the spectators - the audience

- the music

• Think of the opinion you want to express about the event. Use positive or negative adjectives.

2. Organise your ideas using the Exam Focus and the model on page 54 to help you.

CHECKUST

/ I followed the pi.tif.,_ for j1f de.rc.riptio.,_ of ¡'f.,_ event.

./ I u.red j1f rú.k V¡'fríety of j'(djuti.ve.r j'(wi «.dverbs .

./ I e-huked m.y ._9r«.W~.WUtr; speLLí11;9 j'(wi p¡,()'t{_tWiftiol1-.

./ I u.red j'(dverbs ¡'fM j'(dverb~l pkr¡'fse.r UJrrutly.

·~ · Writing Guide, page 143

Correct the sentences below by moving the words in bold.

1. Many people came to watch the match f rom far away.

2. My father has been urging meto go to the dentist every day.

3. We only had the dessert because we were late.

4. 1 heard that there has been an accident on the evening news.

S. You can almost find any paint in this art shop.

6. l'm hungry. l just hada sandwich for lunch.

56

BRITISH ETIQUETTE You are going to find out how much you lknow about British culture and etiquette. Do the quiz. Then check your answers in the Task Questions below.

lt's great to travel t o the UK, but how likely are you to make embarrassing mistakes in social situations? Choose the correct answers. 1 When arnvmg for a bus ness meet1ng,

a. lt's acceptable to be up to 30 m1nutes late b. 1t's important to be on t1me c. you should arrive 1 S minutes early

2. The ma1n meal1n Bríta1n 1s eaten .. . . a. at about 6 pm b. at about 2 pm c. at about 9 pm

3. lf you want to smoke n a restaurant .... a. ask the person next to you 1f you may smoke b. go ahead and smoke c. don't Jight up! You may not smoke in

restaurants in the UK

4. When you greet an acqua1ntance 1n Bnta1n, .... a. kiss them on both cheeks b. don't kiss them - just say helio c. hug them

• TASK QUESTIONS

5. When wa1t1ng at a bus stop, .... a. go to the back of the queue b. go to the front of the queue c. stand next to the queue

6. When going toa n1ghtclub or d1scotheque, .... a. you can wear whatever you want b. formal dress is reqwed c. you should check the dress code

7. When speakmg to someone, a. be friendly and stand clase to them b. stand far apart from them c. use your hands as you speak

8 When you ask for someth1ng 1n a shop, say . .. . a. "Give me ... " b. "Could 1 please have .. . ?" c. "1 want ... "

The culture tips w ill tell you whether you answered the quiz questions correctly. Match each t ip toa question in the quiz, then check your answers.

TIPS

a. The British don't touch very much. Hugging and kissing are reserved for family or very close friends.

b. In sorne British nightclubs and discos, jeans and trainers are not allowed.

c. No matter how long a queue is, always go to the back. d. Punctuality is considered very 1mportant in Britain; if you are going to be delayed (even by five minutes),

you should phone ahead.

e. The British usually have a light lunch at about 12-1 pm. The ma1n meal is dinner, eaten at about 6 or 7 pm.

f. Personal space is very 1mportant to the British. Don't stand too close and keep hand gestures to a minimum.

g. Smoking is now banned in all public places in the UK.

h. lt's impolite to tell someone directly to give you something, so use the polite request form .

• USE YOUR SKILLS

Beverley is a British student w ho plans to spend a year working in your city. Read her e-mail and write a reply. Use the information in the quiz for ideas.

Hi!

My job begins in August, so 1'11 be arriving in mid-July. Thanks for offering to take me round looking for a flat­that'd be ever so helpful. 1 was wondering if there's anything 1 should know about Spanish culture and et1quette. Could you give me sorne tips? 1 don't want to make any silly mistakesl Looking forward to seeing you!

Beverley

Unit ObjectiVl's

• Familks • Relativc Clauscs • Lhtcning to Personal A\ rounts • Exprc-.sing an Opinion • \1\ riting a Narrativc • L1le Skilb: A Job lmcrvicw

Families G 1. listen to the song and read the lyrics. Then answer the questions.

1. What sort of father is the singer? How do you know?

2. What happens to the relationship between father and son when the boy gets older?

3. What is the moral of the song?

Cat's in the Cradle Harry Chapln

A child arrived just the other day, He carne to the world in the usual way. But there were planes to catch, and bilis to pay. He leamed to walk while 1 was away. And he was talking 'fore 1 knew it, and as he grew, He'd say, "l'm gonna be like you, Dad. You know l'm gonna be llke you."

Chorus: And the cat's in the cradle and the silver spoon, Little boy blue and the man in the moon. "When you coming home, Dad?" "1 don't know when, But we'll get together thern. You know we'll have a good time then."

My son tumed ten just the other day. He said, "Thanks for the ball, Dad, come on let's play. Can you teach me to throw?" 1 said, "Not today, 1 gota lot todo." He said, "That's OK." And he walked away, but his smile never dimmed, said, "l'm gonna be like him, yeah.

You know l'm gonna be like him."

• In your opinion, is the problem described in

Chorus

Well, he carne trom college just the other day, So much like a man 1 just had to say, "Son, l'm proud of you. Can you sit for a while?" He shook his head, and he said with a smile, "What l'd really like, Dad, is to borrow the car keys. See you later. Can 1 have them please?"

Chorus

l've long since retired and my son's moved away.

1 called him up just the other day. 1 said, "l'd líke to see you if you don't mind." He said, "l'd love to, Dad, if 1 could find the time. You see, my new job's a hassle, and the kid's got the flu, But it's sure nice talking to you, Dad. lt's been su re nice talking to you." And as 1 hung up the phone, it occurred tome, He'd grown up just like me. My boy was just like me.

the songa common one? How could it be solved?

- EXAM FOCUS

HOW TO FINO SYNONYMS / ANTONYMS 1. lf possible, determ ne the part of speech of the

word given. Use prefixes and suffixes as well as the position of the word in the sentence to help you.

2. Read through the text. As you read, pay attention to words that are the same part of speech as the word given.

3. When you think you have found the correct synonym, replace the word n the text with the word given to see if t makes sen se.

Example Question

Find a word or expression in extract 1 that means rival.

Answer Analysis

• rival is a neur

• In extract 1, hnes 2-rules of Shef}ang You recited a verse had sixty seconds

a description of the

ond your opponent

_as opponent.

6. Find words or expressions in the extracts that mean:

1 . competed aga 2.

3.

4. a small arnou .. -

5. depress1ng e

6. moved toa rl-

3

• Do you thin• -..a• -~ s--ould expect their children to be s ·ro -er-...se ves? Why or why not?

The 1\ite Rwlller is the stOr) of .\mir, a )OUngAfghan \\ ho nees \\<lr-torn Kabul in the 1980s and then immi~ratcs to the Lnited States. The e'ents in tbese extracts take place durin~ his childhood, before the \\3r.

Extract 1 In chool. we used to play a game called Sherjangi. or ··Battle of the Poems." The Far i teacher moderated it and it wem omething like this: You recited a verse from a poem and your opponent bad sixty econd to reply with a ver e that began with the same lerter that ended yours. Everyone in my class wanted

me on their team. becau e by the time I was eleven. 1 could recite doLens of ver e from Khayyam. Hafez. or Rumi's famous Masna~vi. One time, I took on the whole class and won. 1 told Baba about it later that night, but he ju t nodded, muttered, "Good.''

Extract 2 Of cour e. marrying a poet was one thing, but fathering a son who preferred burying his face in poetry books to hunting ... well, that wasn't how Baba had envisioned it, 1 suppose. Real men didn't read poetry - and God forbid they should ever write it! Real men - real boys - played soccer just as Baba had

10 when he had been young. Now that was something to be passionate about. In 1970. Baba took a break from thc construction of the orphanage and flew to Tehran for a month to watch the World Cup games on television, since at the time Afghanistan didn't ha ve TVs yet. He signed me up for soccer teams to stir the same passion in me.

Extract 3 When it became abundantly clear that 1 hadn 't inherited a hred of hi athletic talents. he settled 1s for trying to turn me into a pa ionate pectator. Certainly 1 could manage that. couldn 't 1? 1 faked interest for

a long as po sible. 1 cheered with him when Kabul's team scored against Kandahar and yelped insult at the referee when he called a penalty against our team. But Baba ensed my lack of genuine interest and resigned him elf to the bleak fact Lhat his on wa never going to either pla) or watch occer.

Extract .t Later that night. I was passing by my father 's study when l overheard him peaking to Rahim 20 Khan. I pre ed my ear to the closed door.

25

30

35

"- grateful that he' healthy:· Rahim Khan was saying. " 1 know. r know. But he's always buried in tho e book or shuffling around the house like he's lo t in sorne dream." " And?" "1 wa n ' t like that.'' Baba sounded frustrated. almost angry. Rahim Khan laughed. "Children aren·t colouring books. You don' t gctto fill them with your favourite colours." ·Tm tclling you," Baba said. "1 wasn' tlike that at all. and neither wcre any o f the kids l grew up with.'" "You know, sometimes you are the most self-centred man 1 know." Rahim Khan said. He was the only person 1 knew who could get away with saying something like that to Baba. "lt has nothing to do with that." ··N ay?" ··Nay." '"Then what?" I heard the leather of Baba\ seat creaking as he shifted on it. I clo~ed m)' eyes. pres ed my ear even harder against the door. wanting to hear. not wanting to hear. "Sometimes 1 look out this window and 1 see him playing on the street with the neighbourhood boys. 1 see hO\\ they pu h him around. take his toys from him, gi\·e him a shove here. a whack there. And you know, he never fights back. Never. He just. .. drops hi s head and ... :· "So he"s not \Íolent." Rahim Khan said. '"That\ not \'-hatl mean. Rahim. and you know it." Baba shot bad .. "There is ::.omething missing in that boy."

Unit 5

e~ VOCABULARY

Words from the Text

1. Choose the correct answer according to the meaning of the words in colour.

l. The issue has nothing todo with you. You are 1 aren't involved.

2. In my house, we usually get to do what we want. Our parents are very liberal 1 strict.

3. Let's ask the referee. He's on our side 1 n eutral.

4 . 1 overheard their conversat ion. They were 1 weren't talking tome.

S. We decided to flee. We had to get away 1 st ay where we were.

6. They buried the treasure so that no one 1 everyone could see it.

7. George nodded his head in agreementl disagreement.

8. Paula settled for a secretaria! job. lt was 1 wasn't her f~rst choice.

2. Match the beginning of each sentence in

1 .

2. 3.

4.

S. 6. 7.

8.

a.

b.

c.

d.

e.

f . g.

h.

1 with its ending in 11. Pay attention to the words in colour.

1 She's done a lot for you, so

Don't let anyone

When our team scored a goal,

You've been working hard, so

You are extremely selfish

You're talented, but l'm not sure

lf that boy hits you again,

1 know you don't like her cooking, but

11 everyone cheered.

you should be grateful.

and self-centred.

you can take a break now.

1 can turn you into an artist.

push you around.

you' ll have to fake it or she'll be insulted.

you should fight back.

WORD FAMILIES

3. Complet e the chart by filling in the missing w ords.

Verb No un Adjective manage management 1 manageable

manager 1 . marríage married prefer 2 preferable construct construd1on 3. 4. mterest interested/ing

sen se 5. sensitive 1 sensible frustra te 6. frustrated/ing lose loss 7.

4. Complete.t he sentences w ith the correct form of t he word in brackets.

l . W'ny don't you do somethmg ........... for a change? (construd)

2. Dogs can fear 1n humans. (sense)

3. My ha1r 1s more when it 's short. (manage)

4. He could hardly hide his ........... . (frustrate) S. Havmg a fam y •S _ to being alone. (prefer)

6. Oh, no! l've _ my wedding ring! (lose)

7. l'm sorry, but 1 don't fmd these details ........... . (interest)

8. A high percentage of _ end in divorce. (marry)

S. Complete the passage using the correct form of the words below. sense • interest • f rustrate • prefer • marry

Sofia Akrami. A mir\ mother. was both beautiful and \\ell-educated. She and Baba had a happ) . She died ""hen Amir '"a" hom ..... o Baba had to bring up hi '> son alone. Amir tumed out to be a delicate. 2. child who \\ as not thc lca ... t hat athletic or ' i n foothall. Baha oflen found this quite 1

• and would have ~. a 'iOn'" ho 1.1.as more like hlm..,e lf

Zekeria Ebrahimi and Homayoun Ershadi in tlle film version ofThe Kite Runner

IQP.~.~ ... Y º·~·~·º~.!~.rY ......................................... . FAMIL1IES

1. Match each word to its correct definition.

sibling • cousin • single • an only child niece • nephew • widow • relative great-grandfather • brother-in-law • spouse

1. your grandfather's father

2. a woman whose husband has died

3. your brother's 1 sister's daughter

4. anyone in your family

S. the brother of your husband or wife

6. an unmarried person

7. brother or sister

8. a person with no brothers or sisters

9. your aunt's 1 uncle's child

1 O. husband or wife

1 1. your brother's 1 sister's son

2. Complete the sentences. Pay attention to the meaning of the words in colour.

1. A couple that is engaged plans to ....

2. A woman who is pregnant is going to ... .

3. People may inherit certain traits from ... .

4. Children are often jealous of ....

5. There is usually a strong bond between parents and ....

6. Children are usually raised by ....

PHRASAL VERBS

3. Choose the correct definition for each phrasal verb.

1. 1 didn't know his parents were divorced. When did they break up? a. separate b. get 111arried

2. lt's a pity that my sister and 1 have grown apart. a. become older b. become less close

3. He gets along with his brother. a. They fight a lot. b. They don't fight

mue h.

4. Trevor looks up to his older brother. a. admires b. is shorter than

5. That child takes after her father. They're both stubborn. a. is similar to b. is different from

6. Many parents expect their children to live up to their expectations. a. change b. fulfil

4. Complete the passages with the correct form of the phrasal verbs in Exercise 3.

l've always 1 ........... my mum because she's a talented musician and a great person too. Since 1 2 ........... her,

she hopes 1'11 be a musician as well. 1 hope 1 can 3· ........... her expectations- and my own !

lt happens all the time: couples get married because they have fallen in lave, but after a few years they realise that they have 4

............ lf they eventually find

that they really don't 5 ........... with each other, they may even decide to 6· ........... .

(J 5. Complete the passage with the correct form of the words and phrases below. Then listen and check your answers.

only child • raise • sibling • bond pregnant • jealous • single • get along

One-Child Families

Unit 5

In the Western world today, more and more couples are 1. ........... only one child. Why? For one thing, people frequently stay 2 ........... until their 30s and 40s, so that women get married and become 3· ........... ata later age. In addition. women today are often irwolved in thei1r careers. So what's it like to be an 4· ........... ? Research shows that it has severa! advantages. despite the negative stereotype that only children are spoiled. Brothers and sisters can be great, but they may not 5· ........... and they're often 6· ........... of each other. Without this competition. only children develop plenty of self-confidence. In addition, a special 7· ........... is formed between child and parents. Only children also tend to be high achievers, probably beca use their parents don't have to divide their time, attention and money among several 6· ........... .

• Complete the sentences. Make them true for you.

1. l'm quite sensitive about ....

2. 1 get along well with ....

3. 1 am sometimes jea/ous of ....

4. 1 never get to .... 5. 1 once overheard ... . 6. 1 would never sett/e for ....

Vocabulary Builder, pages 66-'67

J e~ G

1 RELATIVE CLAUSES -1. Match each relative pronoun to the type of

noun that it refers to.

when • who • that • whose • which • where

l. people vltc H ~01 t 2. things kOi ..» k

3.places whllr<? 4. time u. w n 4~ ~ 5. possession _ '

OEFINING ANO NON-OEFINING RELATIVE CLAUSES

2. Read the examples. Then choose the corred option to complete the rules.

a Baba a dr ' 1 <a 50'1 who tad 11oetry. (definmg)

b. Amiradmired Rahin Yf:an who could get away w1th cri rc•sm:; 8 bo ' •OI dt n ,. ~J

l. A defining 1 non- defining relative clause is essential to the meaning of the sentence.

2. A defining 1 non-defining relative clause adds non­essential information about the noun 1t describes.

3. We use commas to separate defining 1 non defining relative clauses from the rest of the sentence.

FORMAL ANO INFORMAL STRUCTURES

3. Read the explanation and examples and choose the correct answer.

There are two ways to form a relative clause when the verb in the relative clause is followed by a preposition (on, to, for, with}. a. Amir was not the son for whom Bobo had wished.

(formal} b. Amtr was not the son (who} Baba had wished for.

{informal}

l. In the formal/ informal structure. the preposition comes before the relative pronoun.

2. In the formal/ Informal structure, the preposition comes after the verb.

3. 1 n ñ!e formal/ informal structure, we use the relative pronoun whom instead of who.

~ 1. Complete the passage with the correct relative pronouns. Then listen and check your answers. There may be more than one correct answer.

FIFTY FINGERS ~ The B~owns are an amazing family of five brothers and sisters

w.b9. .. ar~ áúfop-class piano virtpasp~. They love playing together, so they've formed a quintet 21:::.1~ ...• plays in concert ha lis all o ver the world. Each of them fell in love with the piano at the age of three, ~' .. ~ ... ~ ... they had their first lessons. As children, they practised for

six hours a day in their Utah, USA home,Y .. ~ ... ~ ... ~they had no less than five enormous grand pianos. They were the first five siblings

:lfl ........... ever studied together at New York's Juilliard School of Music, etJ. .... :.~ .. 1lnly the world's most talented students are accepted. The Browns are modest, optimi~tic people '!J. .......... goal is to introduce classical ml(sic to the ~t possible audience -

4:- , ' especially young people, ........... love to hear them play. Obviously their talent's in their genes, but they ¡¡.11 say it was their parents'

d ~;," ¡,,t

encouragement ap support · ........... herped them the most. () l "'t ¡:.; Vlt (1

Desiree, Greg, Deondra, Ryan ami Melanie Brown

WEB EXTRA Find out about other talented families at ll'li'fl'.burlillgtouboob.es/1 icll'poim~2

2. Complete the sentences with the correct relative pronouns. Add commas where necessary. -\-n~

1. The Kite Runner is a novel ........... millions of people have read and loved.

2. The story begins during Amir's childhood .u. .... .tA Afghanistan was a peaceful country.

3. The story is about Amir and Hassan ~~ .. ~was a seNant in Amir's house.

4 . The two bOY.S loved Kabul's kite fighting . . ~hccl' k 1 compet1t10n ........... too p ace every year.

S. The boy~~ ... ~Rite stayed in the air the longest was the winner of the competition.

+hu' 6. Because of the war ........... broke out when Amir was

a teenager, he and his father became refugees.

7. Eventually they immigrated to the United S tates .v~.(.l:... they built a new lite.

8. They never forgot their country and the people wb.o.. they had left behind.

(.'S

3. Look at your answers t o Exercise 2. In which sentences can you omit the relative pronoun?

RElATIVE PRONOUNS- In defining relative clauses, we can om1t the relative pronouns who, which, that and when if they are not the subject of the clause.

4. Combine the sentences with defining or non­defining relative clauses. Add commas where necessary. leave out the relative pronoun lfhere possible. _ r r • L

1. The boy'be'ta~e my boyfriend. 1 met him on Facebook. ' .¡,

2. The engineer is a briliiant fnan. His plan was h o 1"

e osen. _ -r~u.J Uf' 3. Thls is the neighbournood~l9rew up ~~· 4. Cat's in the Cradle was written 1n 197 4. lt

discusses the relatioosh!P between a father and his son. .c.v ...

Nt!L. 5. We all love tne cakes. You bake them. ve

6. 1 a m grélt~ful to tny parents. fhey h'ave always dorJ,etheirbestforme. oJ.,' ·

7 .t 'Vve like to go on holiday in August. lt's nice and warm then. ri

8. The lamp is broken aga1n. You fixed it yesterday. ~

8. Write a sentence using a relative clause about three of the following topics.

• a cousin or sibling

• a recent family event

• a place your family went to on holiday

• a tradition in your family

• something your family did during your childhood

- EXAM FOCUS

REWRITES: RELATIVE CLAUSES Ir rewr tes tha nvolve rtlc. •ve clauses, find the noun or pronoun that the rc:.-lative pronoun is replactng Be careful not to repeat it.

Th1s photograph y motner t( it ot) .1 7: that m y 111(., k K T11 s ~ a photogroph that my rnother took 't.

Rewrite the sentences with the words in brackets. Do not change the original meaning ofthe sentences.

1. The ring had belonged to my great-gr~ndVJOther. 1 found it. {that) '

2. We recen tly found a photo olbum. We enjoy /ooking ot it. {which)

Unit 5

~ 5. Combine the sentences using the formal 3 structure.

3. The place was quiet. He lived there. {where)

4. Thomos is a friend.l con olwoys relyon him. {whom)

~; r We are finally havíng the holiday. We have be~n r- . f. 5. 1 can't wait ti/1 summer. 1 can go surfing then. {when) r. ' dreammg o lt. ' t 1 !A

,.,.,._ r , ~-.o 2r 'lhe woman is lllY mother. You are stari~g at her.

í

r

f. Matters ~r~ often lgnored. Custonfers écfmpláin 6, 1 opened the door for m y brother-in-law. He had

carne to help me. {who)

a_bout them. ..... ~ Lt -=..........:;;;;==~~~~~~==~~:::::::=::J ...t. 1 .t ,. h ' b i;;;; a -' 4. tnere are several people here.l aven t ~en tvwpv t.. .r~ Jo wl..o""' :J t-.cwo""J. Jo<?/\ ,...huou llO:

mtrod uced to them. ~ QJI + ,¡¡.Q!'" "" ¡.,e x:::l CJ1. d Yt> 5. You have do~e mean enormous favour. 1 thank ,

0,.

1 you for it, r [ GrC!_~ma~ Review '**1 41

6. Your spouse is the person. You will share your life r"' with him. '

IJ" ,K..U ru r 'V ..,.. 9 Rewrite the sentences with the words in t ..._ 1' ' ' 'h""ll(p · brackets. Do not change the original meaning.

6. Combine the sentencefs from1

Exercise 5 again, 1. "We went to visit our grandparents last week," "' rl- .... ~ L-1 this t ime using the in orma structure. the twins told me. (th~t) ;J

wU;( ~~

1. Choose one option and complete the sentences so they are true for you.

1. In my family, meals 1 holidays are a time when ....

2. We live 1 don't live in a street where ....

3. My grandparents 1 parents are people who ....

4. My parents rarely 1 often say things that ... .

5. 1 dislike 1 enjoy visitlng my relat1ves, whose ... .

2. The baby started cry1ng ~hen you left. (has)

3. l'm surethat Robert forgot to t>ost the letter. ~ (must)

4. "You should buy tickets as soon as possjpl~" M..t .Jt.. .. é -:e my sister suggested. (that) \.1 r

5. 1 want to eat in the restaurant. We had dinner +tu 1

r+(. ¡¡ ~ there last month. (where) '.1

6. The council is putting up sculptures all over the city. (by) 1~

Extra grammar exerci!>cs at: 63 II'U'Il . bu rlingronboob. rs / l'ir u.·po1 111 s2

e~ SKILLS

LISTENING O PERSONAL ACCOUNTS

1. An Internet website is doing a survey on family relationships. They are asking young adults to vote for the topics they think are the most important or interesting. Which of the following would you choose?

relationships with parents

discipline

relationships with siblings

aunts 1 uncles 1 cousins

parents' attitudes to boyfriends 1 girlfriends

parents' expectations

2. Listen to three young adults that were interviewed. Read the statements below and decide if they are true or false.

1. The atmosphere in speaker 1 's house was relaxed.

2. Speaker 1's parents were quite strict. 3. Speaker 2 hasn't got any siblings. 4. Speaker 2 wasn't good at science and maths. 5. Speaker 3's siblings live at home. 6. Speaker 3 gets too much attention from her

mother now.

3. Read the statements below. Which speaker (1 , 2 or 3) would make each statement? Then listen again and check your answers.

1. 1 think my dad is disappointed with me. 2. l'm worried about my parents. 3. 1 would have liked more guidance. 4. lt was great having older siblings to look after

me.

S. l'm more like one parent than the other. 6. There weren't many rules in my home.

• Do you think you were spoiled by your parents or older siblings?

SPEAKING EXPRESSING AN OPINION

1. Read the following statements about families. Which statements do you agree with? Which do you disagree with?

1. Young children should always obey their parents.

2. Parents should not try to influence their children's decisions in life.

3. lt's good to have lots of brothers and sisters.

4. Women are naturally more suited to caring for children.

5. Teenagers need rules and limits.

6. lt's wrong to have a child in such a violent 1 polluted world.

2. Comp,lete the dialogues with expressions from below. There may be more than one correct answer.

1 agree that ... That's exactly what 1 think. 1 know what you mean. You've got a point.

1 disagree. That's not the point. That's not the way 1 see it. You can't be serious!

How can you say that?

As far as l'm concerned . ... Don't yo u think that ... ? What 1 mean is ... You've got to admit that ... l'd say that ... 1 reahse that, but ... lt seems to me that ...

u=r-A: 1· .~ ........ a woman should stay at home to take care of the children.

8: 2· ........... ? 3· ........... women should also develop their careers!

A: Yes, but 4· ........... one of the parents has to be at home. ----------------~

l A 5· ........... it's wrong to have a child when there are so many problems in the world.

B: 6 ........... ! The world will never be perfect!

A: 7· ........... , with global warming, our children may not have a very good future. J

l.._jA: 8· ........... children have todo what their parents expect. 9 ........... ,

everyone has to make their own choices in life.

8: 10• ............ 8ut 11

· ........... sometimes it's difficult to avoid parents' pressure.

A: 12 . ........... .

3. Add a few more lines to each dialogue. using other expressions from the list.

4. With your partner, choose three statements from Exercise 1 and discuss them.

a. Express and explain your opinion about each statement.

b. Say whether you agree or disagree with your partner's opinion.

c. Try to persuade your partner that you are right.

EXPRESSING AN OPINION - Don't simply agree or disagree, give reasons. The reasons can be facts or personal opinions. Listen carefully to your partner's opinion and respond to his 1 her statements. Try to persuade your partner to see things your way. lf you can't, at least try to make him 1 her understand your point of view.

e Unit 5

65

(0 WRITING

..

66

A Narrative

~: EXAM FOCUS

When we write a narrative, we tell a story. We often include a problem or conflict, which may or may not be resolved m the s·ory. We may include dialogue to make the story more direct and personal.

When you wrte a narrafve

1. Describe the setting and introduce the m a in characters. Read the first paragraph of the story below. Who s 1t about? Where and when does it take place?

2. Relate the events in the story, including a problem or conflict. Read the rest of the story. What problem does the main character have?

3. Tell how the story ends. In the story below, 1s the problem resolved? lf so, how is it resolved?

Too el o .se for CO&#Afort M y older brotl1cr 11/ex usual/y iqnores 1t1e, e)(Ccpt for teasinq &4-!e solt!cti~t~cs.

When he wcm- away to U11fVers ity 1 was real/y h4ppy, as 1 final/y 11ad t11c housc, and 1t1y pttrc~-tts, to lt!ysc/f. Buttkrcc ycars latcr, 11/c)( ca1t1c bacl< 11o~t~c.

Of coursc, 1' d bcc11 usmq -Ale~ s roo~t~ whilc he was away, becttusc it was larqer #rt111 141 tnc and hada btq bcd a11d 11 TV. Now 1 h11d to qo bacl< to ~t~y s~t~alf roo~t~, whtch ~t~tJdc 1t1e prctty tJnqry.

Wc wcre q.uarrcl/fnq 11bouttkis one cvcninq wkc11 suddcn/y our ~t~O#tcr Ct11+1c i11to the roo~t~ . •6rr1111dpa hasrt't bcen wcfl late/y and hc's co~t~il'lq to /fvc wtth us for a fcw 1t1011t11s/ .she to/d u.s. ~ou' 11 bo#l have to share l<cvM .s roo1t1, so stop 11rqumq.' Wc .stood tkcrc opci1-&410t.rt11cd d.S shc Wdll<cd out .

Sure ettouqh, ~rattdpa caw.e emd -Aiex 1+10Vcd into ~t~y roo1+1. -At fir.st, ft w11s awful, but cvetttual!y tt qot edSfer dttd now we cvett htiVc deccttt convcrsatioltS otrcc m 11 whtlc. 1' d s.ti/1 /fl<c a roo1+1 - cvcn 11 .St.1t1/l one - to ~+~yself. lt's a ptty 1 didtt't appreciate ~t~y rooM whf/c 1 sti/1 had it!

EXPRESSIONS OF TIME AND SEQUENCE

Expressions of time and sequence help us to clarify when events occur, and in what order.

Time expressions show when something happens and sometimes describe the atmosphere:

On o cold ond stormy night smo/1 fomily sot by tlle fire m their cobin.

Sequence express1ons show the order of events in a narrative.

In the beginning 1 "new baby seemed like a toy to three-yeor-old Cindy. Then she realised that he wou/d demand much ofher porents' attention.

Sorne sequence expressions give an idea of how fast or slow something happens:

As time went on, • • al/ got u sed to the new house.

Afl of a sudden r sister appeared next tome.

Guide,-page 138 --~

1. In the model on page 66, find five expressions of time or sequence.

2. Choose the correct answer.

1. 1 rented my own flat eventually 1 then 1 as soon as 1 had found a JOb.

2. Next, 1 At first, 1 As time w ent on, we began to hke each other.

3. My mot her was waiting in the kitchen when 1 then 1 while 1 got home.

4. Our grandparents' visit went wrong recently 1 f inally 1 from the start.

5. We stayed at our cousin's house unti 1 1 while 1 by the time our house was bemg pa1nted.

6. Larry went on a short trip. Two days later, 1 Just then, 1 Finally, he carne home.

7. The bride was already dressed two hours before 1 after 1 during the wedding.

3. Complete the story using expressions of time and sequence from Exerci se 2. There may be more than one correct answer. Do not use the same expression twice.

Dad disliked my boyfriend Michael 1 ........... , and things got

worse 2 ·-........ He JUSt felt Michael wasn't good enough for me, and 1 didn't know what to do about it.

3 ......... , one stormy night, the telephone rang. lt was Dad. "Janie? Listen, my car's stuck on the motorway."

We took M ichael's car and went to collect Dad. 4 ........... 1 was wait ing with Dad in our car, Michael stood in the pouring rain, looking at Dad's engine. 5 ........... the towing service arnved, he had solved the problem!

"Well, Mike, thanks very much," said Dad 6 ........... we got home.

"Hey, no problem," answered Michael. 7 ........... they parted, they shook hands.

1 didn't know 1f th1ngs would change 8 • ..... this ine~dent, but it certainly looked as if they might.

Improve Your Style Verb Agreement The verb always agrees with ·he subject of the sentence.

My sister's favourite f/01 is es. Use a singr11~· verb with sums of money or periods of t1me.

Ftve yec is mg t1me to be away from home.

Ne1ther, • • eac~ e always smgular.

Neither of my pare1 knows answer.

Two singular subjects JOined by r or nor are singular. However, if one of the subjects is plural, the verb agrees with the noun closest to ·•

Eamng• a necklace makes a e qift for Mother's Doy

Unit 5

Your Task • Write a narrative about family matters.

Write 1 00·150 words.

WRITING A NARRATIVE

1. Brainstorm the events in your narrative. Try to include a problem or conflict.

a. Use your own experience: Think of something interesting that happened in your family or someone else's family.

or

b. Make something up.

Try the following ideas:

- a funny or silly event

- a sad or JOyful event

- an argument or conflict in the famtly

- a family tnp, adventure or celebrat1on

- relat1onsh1ps between family members

2. Decide whether or not the pll'oblem will be resolved. lf so, how71f not, how will your story end?

3. Organise your ideas using the Exam Focus and the model on page 66 to help you.

CHECKLIST

./ I jollowed the. pÚII.,_ for "' 11PUTt~~tíve.

./ I ~Ued "' Vt~~ridy of expre.uio11.r of tíwu. ti!M .requem-e.

./ I c.l-tuk.ed m.y ._9rt~~mwtt~~r, spelli.~ t~~M pi-(..U.t¡.{,tlftid .,_,

11> ~ Guide, page 144

Choose the correct answer.

1 . Neither my brother nor my sister was 1 were at home.

2. Fifty pounds is 1 are a high price to pay.

3. Each of the children was 1 were bought a g1ft.

4. A cha1r and two tables need 1 needs to be moved.

5. My parents or my uncle are 1 is tak1ng us shopping.

6. Every one of these shops is 1 are owned by Mr Jones.

7. The majonty of the students live 1 lives in the Clty.

67

SKILLS A JOB INTERVIEW You are going to practise answering questions in a job int erview.

Read the advert and answer t he Task Questions below.

Cyprus Sonesta lnternational Family Resorts

is now hiring Children's Entertainers. Accommodation and airfare provided.

Knowledge of English necessary.

Apply to: [email protected]

• TASK QUESTIONS

1. You have answered the advert and have been invited toa job interview. Below is a list of q uestions you may be asked. Which do you t hink would be the most difficult to answer?

1. What are your special talents? 4. How good are you at dealing with pressure?

2. What experience have you had? 5. Why do you think that we should hire you? 3. Are you good at teamwork? Give an example. 6. What would you say are your weaknesses?

~ 2. Listen to a job interview for the position at Cyprus Sonesta resort. Which criteria below does the candidate fulfil? Do you think the candidate w ill get the job? Why or Why not?

a. experience working with ch1ldren d. doesn't get annoyed easily

b. experience in sport, singing, dancing or art e. good at working with other people

c. enthusiastic and friendly

• USE YOUR SKILLS

Ro le play a job interview for one of the jobs below. Student A is applying for the job. Student B is the interviewer. Then swap roles and role play an interview for the other job. Use the questions in Exercise 1 to help you.

Wanted: Au Pair

Brit ish family seeks au pair to care for active children, ages 4 and 1 Y2.

Non-smoking. Driving license reqUired. Sorne light housework.

Tips for job interviews

• Arrive 5-1 O minutes early.

• Dress neatly- no shorts, sleeveless shirts, short skirts or f lip-flops.

• Don't chew gum or smoke.

Mobile Phone Company seeks Custtomer Service Representative

Duties include answering customer enquiries, solving customer problems and encouraging customers to purchase new products. Computer skills and excellent

telephone commumcat1on skills required.

• When you walk in, smile and give your first na me and surname.

• Wait until you are offered a chair before you sit down.

• Emphasise your good points and achíevements.

= 70]

READING

1. Pronoun Reference: Read the text. Decide who or what the following pronouns refer to.

1 . them (line 3)

2. This (line 14)

3. them (line 17)

4. it (line 22)

2. Guessing Meaning from Context: Find the following words in the text. Read the entire sentence and try to guess each word's meaning.

loveable (line 6) • out of bounds (line 15) staged (line 24)

IJ Readmg Strateg1es. page 134 1

._ EXAM FOCUS

GENERAL EXAM TIPS

lv e • 1 u~ ~~· 1u~· exa .. ,>aper: 1. Read the title of the text.

2. Read the questions, identify keywords and make predictions about the content of the text.

3. For general understanding, read the entire text QUICkly, 1gnonng difficult words.

4. Sean the text looking for the areas where keywords appear. Pay attention to capitalletters, numbers and symbols.

5. Answer the questions that are clear to you first. Then answer the more difficult questions.

3. Choose the best answer according to the text.

1 . As an adult, Boorman .... a. became obsessed with brands b. spent less money on brand-named goods c. contmued his childhood addiction d. blamed h1s parents for h1s obsession

2. From lmes 25-29, we can mfer that Boorman ... . a. feels advert1s1ng's message 1s important b. thinks people should work hard to improve

their lives c. believes we will feel better if we buy more d. thmks we consume more than we should

-

4. Are the following statements true or false? Find evidence in the text to support your answers.

l. Boorman's popularity grew when his parents bought h1m the correct trainers.

2. Boorman was sorry that he hadn't given his thmgs to chanty.

3. After h1s experiment, Boorman rema1ned dependen! on brands.

S. Answer the following questions in your own words.

1. Why d1d Boorman feel he needed brands?

2. What were two negat ive effects of Boorman's addiction?

3. According to the article, in what way has consumer :ulture damaged people's lives?

6. Complete the sentences using your own words .

1 . Boorman went to second-hand shops in order to ....

2. Boorman's financia! s1tuat1on improved as a result of ....

3. Boorman felt a bonf1re was a good way to ....

7. Find words or expressions in the text that mean:

1. change for the better (paragraph 2)

2. instead of (paragraph 3)

3. advantages (paragraph 5)

4. achieved, completed (paragraph 7)

5. purpose. objective (paragraph 7)

• Do you agree with the point Boorman was making about today's consumer culture?

• t •

BURNING OF THE BRANDS ' Do you \\ ish that you were more popular? Are you convinced that owning famouo; brands of clorhing would help'? Young joumalbt Neil Boonnan thought so. Then one da). he took att hi<> brand-name posse. sion. - í20.000 worth of expen ive designer gear- and destroyetl them in a bonfire in central London.

s From fashions like Adidas trainers to gadgets like Blackberry phones, Boorrnan threw it att into the pyre. ''From an earl) age. 1 ha ve been taught that to be accepted, to be loveable, to be cool, one must have the right stuff," he says. At school, he had tried to make fricnds with the popular kids, but was teased for not having stripes on his trainers. He nagged his parems to buy him the "right" shoes, and

the instant improvement in his sociallife triggered alife-long obscssion. Asan adult, still dependent 10 on these status symbols for his self-esteem, he spent most of his income on brand-name items.

As his debts began to grow, he reaJised that rather than making him happy, his addiction was making him more and more miserable. He declared that he would not only get rid of all his brand-name things - he was going to live without brands for an entire year.

This meant searching his local farmers· markets for fresh produce rm.her than running out to the 1s supermarkct. Clothes shops on the high street were now out of bounds. so he wcnt to second-hand

shops. Since he couldn't find brand-free aJtematives to his TV or OVOs, he spent the year without them. Unable to find brand-free toothpa te, he made hi own.

As described in Boorman's book. Bonfire of rile Brands, the )Car was a constant struggle. Nevcnhelcss. thcrc wcre many benefits. He got to know his local shopJ..ecpcr b) namc and lost

20 weight from not eating ready-made food. Of course, his bank account wao., in much better shape. and his anxiety about needing brands for status nearly disappeared. 'Tve lost a whole bunch of stuff. but suddenly it doesn't matler," he wrote.

Critics ha ve commented that Boorman should ha ve given his belongings to charity. but if he had not staged the bonfire, he wouldn't have received the pubticity he de ircd. He wa , after all, making a

25 statement - not only about brands, but about con umeri m in general. In the UK. he says, shopping has become the national pastime because people have blindly accepted advertising's message: we'll feel beuer if we consume more. In reality, consumer culture has done us more harm than good. If we stoppcd working such long hours to pay our debts, we'd suffer less stress and enjoy more free time.

JO You still may not wantto gel rid of the things you've worked so hard to buy, or stop shopping for your favourite brands. But if Neil Boorrnan's actions ha ve atleast made you think twice about your consumer habits, then he has accomplished his goal.

Neil Boonnan burns it al/

miserable (line 12) means triste or infeliz not miserable

Unit 6

1 fl •

"

•

J <~ VOCABULARY

72

Words from the Text .. .. ..

1. Choose two possible answers to complete each sentence. Pay attention to the w ords in colour.

1. Your pastime could be working in an office 1 making jewellery 1 gardening.

2. Your belongings might tnclude your shoes 1 your MP4 pi ayer 1 your school.

3. You can buy ready-made soup 1 wood 1 curtains.

4. You'd probably be miserable if you f in ished your homework 1 failed a t est 1 lost your w allet .

S. You can buy a speciftc brand of flowers 1 penci ls 1 cr isps.

6. A shopkeeper might own a shoe shop 1 restaurant 1 boutique.

2. Read the sentences in l. Then match the words or phrases in colour t o their definitions in 11.

1 1 . Does this shop sell camping gear?

2. Let's get rid of all these old magazines.

3. How will you pay back all your debts?

4. The teacher's room is out of bounds for students.

5. Consumerism leads to many social problems.

6. l've got plenty of stuff that 1 don't know what todo with.

11 a. equipment

b. throw away

c. constant buying

d. money owed

e. not allowed

f. objeds, things

3. Pay attention to the words in colour and name:

1. a holiday when people light bonfires

2. a gadget that has become trendy

3. something a child might nag his parents about

4. a benefit of using a credit card

5. something a pupil might get teased about

COLLOCATIONS

4. Which of the nouns and noun phrases can be used to form collocations with the verbs in colour?

1. do-

more harm than good, a difference, business with, one's duty, someone a favour, a decision, the shopping, one's best

2. make -

friends, a statement, an experiment, an effort, a deal, a mistake, your homework, a living, an excuse

3. pay -

a debt, someone a visit. a remark, someone a compliment, a message, the bilis, attent ion, a fortune, the price

5. Complete the sentences with the correct form of do, make or pay .

1. You should ........... your best if you want to keep this job.

2. We know the boss ........... already ........... a decision.

3. You should have ........... the bill last week.

4. 1 want to apologise for ........... this mistake.

5. lf you smoke now, you'll ........... the price when yo u' re older.

6. Dad was furious when he heard 1 hadn't ........... my homework.

6. Complete the sentences w ith collocations from Exercise 4. Make any necessary changes.

1. She's ........... for being a snob: she has very few friends.

2. You shouldn't go to that club. 1 think you're ........... .

3. Could you ........... me ........... and lend me ten euros?

4. My boss ........... me .. .. yesterday. He said 1 was doing a great job.

5. Could you please repeat what you said? 1 wasn't

6. lt's very difficult to ........... from art.

7. Let's ............ 1'11 clean the bathroom if you do the washing-up.

8. Many companies refuse to ........... factories that use child labour.

Many Jactories in Asia depend on child labour.

Unit6

IºpJc. Y~~~P.~la~Y .............................................. ~ 4· Complete the passage with the words below . Make any necessary changes. Then listen and check your answers. CONSUMERISM

1. Decide whether the following statements are t rue or false. Correct the false statements.

1. lf there is a discount on an item, it costs less than its usual price.

2. lf a shop goes out of business, it is successful.

3. lf an item is made in a sweatshop, tthe people who made it are paid well.

4. lf you get a free trial, you can try something out before you buy it.

5. lf you get a refund, you get your money back.

6. lf something is free of charge, you must pay for it.

7. lf you exchange an item, your money is returned.

8. A receipt proves you paid for an item.

2. Compmete the monologues about shopping habits with the words below. Make any necessary changes.

carry • price conscious • bargain • afford splurge • outlet • price tag

overpriced • on sale • merchandise

"1 prefer to shop at inexpensive shops or 1· ........... .

Of course, 1 select things 1 like, but before 1 try

anything on, 1 look at the 2 ............ 1 compare prices

at different shops and try to find 3· ........... . "

"1 only shop in a place that 4· ........... the brands 1

like. 1 know what 1 want and 1'11 buy it even if it's 5· ........... , because my image is important tome. l'm

not very 6· ........... ! "

"1 can't 7• ........... to buy everything l'd like, so 1

usually try to find 8· ........... ata reasonable price. 1

also look for things that are 9· ............ But every once

in a while 1'11 10· ........... on something 1 really want!"

PHRASAL VERBS 3. Complete the senternces w ith the phrasal

verbs below. Make any necessary changes.

pick out • come to • shop around

stock up on • give out • snap up 1. We should ........... rice. There'll be a price rise soon.

2. Let's ........... and compare prices.

3. All the discounted bags were ........... in the sale.

4. 1 bought too many things. My bill ........... nearly f1 ,000!

5. They're ........... free samples of biscuits and cakes. Let's try sorne!

6. She looked at all the dolls and ........... one with black hair.

sweatshop • carry • go out of business • afford snap up • bargain • merchandise • price tag

lf you're looking for a 1 ........... and you live in North America,

you'll probably go to Walmart. With 3,600 gigantic stores on that continent alone, Walmart is the largest company in the vvorld. lhe store's 2. •....•..... indudes everything from fumiture, clothing and groceries to medicine, toys and lVs - all at amazingly low prices. However, Walmart has also gota dark side. Wherever it has appeared, smaller shops 3. ........... because they're unable to compete. How does Walmart keep its prices so low? By being extremely efficient - but, according to its critics, also by underpaying its employees and by 4 ........... products manufactured in third-world 5· ............ On the other hand, Walmart claims that it enables lower-income groups to buy things they couldn't otherwise 6 ............ For mili ions of customers who eagerly 7 ........... Walmart's goods, the cheap prices on the 8· ........... make Walmart's dar k side easy to ignore.

1 1 1

• Complete the sentences. Make them true for yo u.

1. A brand 1 really like is ... , because ....

2. 1 shopped around before 1 •...

3. 1 wish 1 could afford to .. . .

4. l'd like to get rid of ... , as ... .

5. 1 really should make an effort to ....

6. 1 feel miserable when ....

Vocabulary Builder, pages 68-69

e~ GRAMMAR

- 741

1 CONDITIONALS -Read the examples and answer the questions.

Of F _ J'> _ ,:Jb r .:_ • Jr al)

We'/1 fee/ better 1f we bu y more (First Conditional)

lfwe stopped workmg such long hours. we'd enjoy more free ttme. (Second CondttiOnal)

lf he had q1ven his thtngs toa charity, he would ha ve e · S" b' ·• ·~ l - d o ~al]

Which conditional describes ... ?

l. an imaginary or hypothettcal s1tuation in the present

2. an unreal situation in the past

3. a future possibility 1 probability

4. general truths

IMPERATIVES, MODALS AND TIME CLAUSES -Read the examples and choose the correct answer.

. f yoL , , ~ rrret ·r g, 7101 _ Jf_ ,.:>L !.-·a l'l..ctp.

b.lf you can't afford something, you shou/dn't buy 1t.

c. 1'11 be happy when 1 stop buying brand-na me products.

l. 1 mperattve verbs can be u sed in the result el a use of a first 1 second conditional.

2 1 n cond1t1ona sentences, modals can be u sed in the condition 1 the result 1 both clauses.

3. After t1me express10ns such as when, as soon as, until and by the time, the present / future tense is used to talk about the future.

WISH CLAUSES

We use wish or if only to describe situations that we w ish were different, or that we are sorry about

Read the examples and answer the questions.

o. 1 wish 1 had more money. 1 b. 1 wish he would give his stuff to charity.

c. lf only 1 had seen that bonfire!

Which sentence above refers to a situation that the speaker ... ?

l. regrets about the past

2. is unhappy about

3. hopes (but doubts) will happen in the future

NOTE. In wish clauses, we usually use could (not woulá) with 1 and we.

We- all wish we coufd work fewer hours.

. . . . '

1. Choose the correct answer.

1. 1 won't buy those jeans unless they will give 1 give 1 gave me a discount.

2. We wouldn't have seen Joe if we hadn't come 1 didn't come 1 w on't come to this shop.

3. Meet me outside as soon as you f inish 1 will f inish 1 finished your shopping.

4. We could have bought 1 can buy 1 could buy more if we hada credit card.

5. 1 wouldn't complain 1 won't complain 1 wouldn't have complained if the service had been better.

6. lf they build a shopping centre here, the small shops w ill go 1 w ould go 1 would have gene out of business.

7. This shop would have more customers if its prices had been 1 were 1 are lower.

8. We woulán't shop here if we hadn't liked 1 didn't like 1 don't like the merchandise.

2. Complete the sentences with the correct form of the verbs in brackets.

1 . lf shops ........... (not use) plastic bags, there ......... .. (be) less waste.

2. We were late for the concert. We ........... (might 1 be) on time if we ........... (not miss) the bus .

3. 1 know you're busy ............ (you 1 speak) tome as soon as you ........... (get) time?

4. Joe sold his house. He ........... (never 1 sell) it if he .. ......... (not need) the money.

5. lt's been snowing all night. 1 ........... (drive) slowly if the roads ........... (be) still slippery.

6. 1 see you like those trainers. lf they ........... (not be) so expensive, ........... (yo u 1 buy) them?

3. Read the situations. Then write conditional sentences using the words in brackets.

1. The post office was closed. (be open 1 post 1 the letter)

2. This dog is dangerous. (bite 1 someone 1 unless 1 train properly)

3. You're too thin. (not be 1 underweight 1 eat more)

4. Josh has got an infection. (feel better 1 when 1 f inish 1 his antibiotics)

5. lt was lucky they helped us. (not help 1 might be 1 in serious t rouble)

6. Why are you out of shape? (exercise more 1 belong 1 to a gym)

if

4. Complete the sentences. Use various conditionals.

1 . 1 don't have m u eh money. lf ... . 2. l'm sorry 1 didn't call you. lf ... .

3. 1 hope 1t doesn't ram today. lf ... .

4. Dad hasn't arnved yet. As soon as ... . 5. We lost the match. lf ....

S. Choose the correct answer.

1. We're lost! lf only we would bring 1 had brought a map!

2. Emma 1s terribly busy. She wishes she had 1 would have more free time.

3. That manis strange. 1 wish he would stop 1 stopped staring at me.

4. 1 don't like my neighbourhood. lf only 1 would 1 could move!

5. Edward is overweight. He wishes he had been 1 were th1nner.

6. l'm t1red of wa1t1ng. 1 wish you could 1 would hurry up!

6. Complete the sentences.

1. You gave me some good adv1ce. lf only 1 •••.

2 . Wars are ternble. lf only people ....

3. 1 didn't know 1t would be so cold. 1 wtsh 1 ....

4. Claire is too short to be a model. She wishes she ....

5. 1 llve very far from my school. 1 wish 1 ....

6. My feet hurt. 1 wish these shoes ... .

~ 7. Complete the passage with the correct form of the verbs in brackets. Then listen and check your answers.

FRUSTRATED I bought an cxpensivc jacketlhe other day. The shop assistant said it looked fabulous, but at home in front J)f the mirror, it

looked awful! lf thc)- 1 ·- (give) refunds 1 could retum it.

but there\ no chance of that. l - ........ (exchange) it if 1 find something el<>e 1 like al the hop. But if 1 ~ .... (not find)

an)'thing, I'll havc to take a credit note. which rtl probably forget about or lose! Thi\ would never have happened if I 4

•••••...• (shO\\) it ro m y g1rlfriend-she ·s got great taste. If I had had my mobile phonc with me. 1 ~ ........... (send) her a picturc, but J'd left it at borne! When 1 6

........... (go) shopping again, 1' 11 ask her ro come with me. 1 wish l ........... (not

bu y) that jacket without showing her. If only 1M ........... (not be) so

impulsive!

- EXAM FOCUS

REWRITES: CONDITIONALS ANO WISH CLAUSES

e sano w sh e a •ses. first ident1fy the verbs tn the original sentence. Verbs that are negative in the origmal sentence often become affirmat1ve, and affirmative verbs often hAnn e --.t.ve,

couldn't park the supermorket becouse the cor was

cou/d hove parked he supermarket tf the cor park hodn'tbeen

Rewrite the sentences with the words in brackets. Do not change the original meaning of the sentences. 7. 1 can't find anything if a shop assistant doesn't he/p

me. (unfess)

2. lt's a pity that the shop went out of business. (wish)

3. 1 didn 't go to the party beca use Tracy was invited. {if)

4. lt's too bad that Kathydoesn't like me. (wish)

5. /'m sorry 1 can't he/p you. (if only)

6. 1 don't hove a sandwich, so 1 can't give you one. (if}

Grammar Review '1*1415

8. Rewrite the sentences starting with the words given. Do not change the original meaning of the sentences.

1. lt's a pity we don't have tickets.

lwish ... . 2. That is the boy. We have been searching for him.

That is the boy for .... 3. "Where do you usually shop?" Grant wondered.

Grant wondered ....

4. 1 didn't know it was your birthday, so 1 didn't buy you flowers.

lf .... 5. The road was bemg repa1red.

They ... .

6. 1'11 get off the phone. Then 1' 11 go shopping. As soon as ....

e Unit6

e~ SKILLS

LISTENING ~ A RADIO PROGRAMME

1. Look at the advertisements on this page. Which do you think is most effective? Why?

2. Listen to three reports on a radio programme about a new marketing technique. Then answer the questions.

1. What product is discussed in each report?

2. What do all three products have in common?

3. Listen again to the three reports and choose the correct answers.

1. Tryvertising is a way to .... a. get ideas for new products b. design more attractive advertisements e. convine e people to make purchases d. see if a product can be marketed

2. The Nike Running Lounge .... a. sells trainers b. helps runners c. limits the number of trainers you can try out d. charges money for their services

3. At Villeroy and Boch, .... a. only serious customers can try out the

bathrooms b. you should bring your own towel c. there is a Wellness Lounge at every branch d . you don't share the lounge with other

customers

4 . The family at London Zoo .... a. left the zoo with a free OVO b. bought a Sony Camcorder c. told their friends about the free tria! d. lost a camera

5. The programme's host believes that .... a. companies m ay lose a lot of money from

tryvertising b. tryvertising is the best way to sell products c. customers should be careful if they are

offered a free tria! d. companies gain more than they lose from

tryvertising

• Have you ever received a free sample or a free trial of a product? lf so, where and what product? Did you buy the product afterwards?

WEB EXTRA Find ou1 aboul another method of advertising at: u uu.burling11mbooks.n/dewpoims2

SPEAKING ROLE PLAY

1. Which of the sentences below would be said by a sales assistant? Which would be said by a customer?

a. You won't be sorry! h. Are these on sale?

b. l'm afraid we've run out of those.

c. Do they suit me? d. 1'11 have to check with the manager.

e. Cash or credit card?

f. They're top quality.

g. Haven't you got anything cheaper?

--= ur-

i. Do you take credit cards?

j. How can 1 help you?

k. OK, 1'11 take it.

l. ls there a discount?

m. Your receipt's in the bag.

n. Can you order one?

2. Cynthia is speaking to a sales assistant. Complete the dialogue with sentences from Exercise 1.

Sales Assistant: Sorry to have kept yo u waiting. 1· •....•.•... ?

Cynthia: l'd like an MP4 player like this one.

Sales Assistant: Oh, 2 ...........• This one on display is the only one left.

Cynthia: Well, 3 ........... ?

Sales Assistant: Yes, but it could take a few days. Do you want to buy the display model?

Cynthia: Mmm ... that depends. • ··········~ ?

Sales Assistant: 5 ............. Hang on a minute ... Good news! He'll give you 15% off.

Cynthia: 6 .. .. . How long is the guarantee?

Sales Assistant: One year. 7 ........... ?

Cynthia: 1'11 put it on my credit card, thanks. Here it is.

Sales Assistant: OK ... here you are. 8 ........... .

Cynthia: Thanks!

3. With a partner, act out the following role play using the sentences in Exercise 1. Make any necessary changes.

Student A (customer): You're looking for t rainers. You don't want to spend a lot of money, but they haven't got the cheaper ones in your size.

Student 8 (sales assistant): Your customer wants trainers, but you haven't got the kind he likes. You try to convince him to buy something more expensive but better quality.

Unit 6

J <~ WRITING

78

A Summary

- EXAM FOCUS

a summary .,.. want to give readers the main points of an article as bnefly as possible.

~ u yo 1 Wl t r 1 ~ r

l. Read the original text carefully and decide which facts are main ideas. lnclude only these in your summary. Read t'le clrt1c t d tht mode summary be ow W IC~ o the 01 ow ng e eme• re mcluded 1n the summary7

what Freecycle does • when Freecycle began • how you con get things on Freecycle

the purpose of Freecycle • how gift-giving helps the environment • the ract that Freecyc:le connects people

2. Write your summary using synonyms and similar words when possible, rather than copying. ltow does he wnter o' ·he summary say rhe eo low ng7

a. You post th ngs yo u no longer want, and other members come round to your home to p1ck them up. b. No money changes hands; payment is made in smiles and thanks.

c. The goal of the network rs to help save the environment by transforming today's consumerist mentality through .J.

3. Make sure your summary forms a logical whole. You may have to change the order of the original article. e "é moo,., ? 1 fJe 3 n s ment oned t>eeore

t n e Sl.rrman 7

4. Your summary should give the reader a clear idea of what the text is about. :> :>1 s~ s goa?

FREECYCLE -CHANGING TRASH TO TREASURE Sanura Top~r-., son hall grown out of his tricycle. but she feh it was a pity to throw it out. Pcrhaps somconc could use il but who? NO"v\ lherc"s a solu1ion 10 hcr di lcmma: Frcccycle.

Thc tuc-a of this onhnc nctwork is simple. You post things you no lon,gcr want. anu other mcmber' come round 10 your home Lo pid thcm up. lt work" thc othcr \\U} .ts wcll - }OU log on lo -,ec if ... omcthing you mi,ght likc i ... bcing gi\cn awa). or you can po~t a ""wanted"" noticc, lcning. penplc know \\hat you nccd. '\o money changes hand~: paymcnt ts m.tuc in "miJc, anu lhanh.

Fn.:ccyclc \\U\ rounded by cn\'ironmental actiYi\1 Deron Bcal in 2003. Thc goal ofthc nei\\Ork io, to help sa\'e thc em ironmem b) tran,fonning toda}\, con..,umcrbt mcntalit} through gift-gi\ ing:. By gh ing thing ... a\\ a) rathcr than thrO\\ ing them out. we use les' 'pace in our lanulills. In audilion, if \\C rcu-.c good ... ralher lhan con\Lanll) btt) ing. \\C sa\C

thc cncrg) and r~m matenal.., nceded to manufacture nC\\ itcrm ..

lnitiall} aclrvc only in the Unircd States. Freccyclc now opcrmcs in ovcr X5 countrics from Spain Lo Singaporc. Ao,iuc from ils cnvironmcntal bencfits. gl\ing and taking hao; had thc auucd bcncfit of building community Lies. When neighbours mcct in ordcr to grH: cach othcr gift.... a connection based on tmsl i~ naturally formcd.

hcccyclc claims to be "'changing the world one gift ata time." and tht~ "' nor far from thc truth. Liulc by liulc, Freccyclc "' hclping

SUMMARY:

Frcccycle ¡.., an online network

'' hcn: (>I!Oplc gi \'C av. a) thi ng~ lhey do not \\ant. All items are free. Thc idea bchind Freecyclc i~ lo hdp thc em ironment b} cncouraging thc u..,e of second­hand goou" The ...rte began in thc United States in 2003 and has sprcad all O\Cr lhc world, helpmg build cormnunit) Lics among its mcmocr..,. By encouraging gift giving. h"cecydc is \\Orking to irnprove thc world.

r;ARAPHRASING

Paraphrasing or rewriting material in your own words is a useful ski l l when summarising. We often paraphrase in a summary by shortening or combining sentences.

1. Read the short text below. Then loo k at the paraphrased sentences and decide w hich one is better. Explain your choice.

Shopping is becoming more and more popular as a way to fight the blues, to reward oneself, to enhance self-esteem orto escape from boredom. Mrlhons of people have d1scovered th1s type of self-treatment, called retail t herapy.

a. Shopping, or retail therapy, is now used by millions as a way to deal w tth psychological problems.

b. Millions of people help themselves fight the blues, reward themselves or enhance their self-esteem by shopping.

2. Paraphrase the following excerpts. Use the words given and add any necessary information.

1. Researchers are able to use brain scanning, specifically functional MRis, in order to determme what parts of the brain are actually act1ve when people cons1der whether or not to purchase a product.

using 1 brain scans 1 researchers can see 1 parts 1 brain 1 used 1 make 1 purchasing decisions

2. Twenty-two per cent of men rely on the opin1ons of other people when they purchase dothes, while women generally buy clothes on their own, without the input of a shopping companion.

men 1 often 1 need help 1 deciding 1 clothes 1 buy 1 while 1 most women 1 buy 1 alone

3. lt 1s becoming common for consumers to play an active part in product design. Even global brands, such as Ntke trainers and M&M sweets, are making it possible for people to personalise their purchases.

growing trend 1 consumers 1 design 1 own 1 personalised products

lmprove Your Style Writing Concisely Good sen enct. do no _Jntain unnecessary words. You can reduce the length of your sentences by substituting a simpler phrase for a longer and more complicated phrase.

1/ike shops that hove trendy decar.-+ 1/ike shops with trendy decor.

We staod neara man who was selling newspapers -+

We stood near a man sellinq newspape-rs.

Beco use he knew that lloved chocolate, he bought me a chocolate cake . ..... Knowing that lloved chocolate, he bought me a chocolate cake.

Unit6

Your Task • Summarise the text on page 71. Write 50-70

words.

WRITING A SUMMARY

1. Read the original text carefu lly and decide which facts to include. Choose only the main ideas, leaving out less important details as well as examples.

2. Write this information in one paragraph. Paraphrase rather than copy the information. Shorten sentences or combine them in order to be more concise.

3. Your first attempt will probably be too long. Look it over carefully in order to find:

a. points you can delete while still preserving the main idea.

b. places where you can make your language more concise.

4. A reader of your summary should be able to get the main idea of what the article is about. See whether this is true about your summary. lf not, have you included enough information? You may have to omita minor point and add a more important point.

5. Make sure the sentences in your paragraph follow each other smoothly and make a logical whole.

CHECKUST ./ I jollowed tke. steps i~-1- tke. E-'Ct~~m FocLU.

./ I i11t-J.Kded ol11y tke. WUIILI-1- idU~s.

./ I pt~~rt~~pkrt~~sed rt~~tke.r thtll~-1- Cdpied.

./ My .fj.(JIIii.WUiii'Y fo rYVt.J t11 LOJÍ.C.tíll whole..

./ I cl-tuk.ed my _91'iíiWtMtllr, speUi.~ t11M

pWU.tz,(.ií(tiol-1-.

11> - Writing Guide, pélge 145

Make each sentence simpler by shortening the clause in italics.

1. They ordered a p1zza that had lots of cheese.

2. The breeze carne through the window that wasopen.

3. We almost ran over a woman who was talking on a mobile phone.

4. Because he felt that his mother was upset, the ch1ld tried to comfort her.

S. 1 sang whíle 1 was doing the washíng-up.

6. He can't stand shírts that are made of polyester.

79

SKILLS

TIPS

PHONE MESSAGES You are going to practise language used for giving and taking a phone message, as well as learn typical expressions used in voicemail. Read the tips on telephone language and answer the Task Questions below.

• Some phrasal verbs are commonly used in phone calls. Hold on and hang on mean "wait " , but hang up means "put the phone down" (end the call). Don't confuse these express1ons.

• When speaking to someone 1n a formal situation, use can, cou/d, would and may when you make a request. For example, "Could 1 speak to Mr Jones, please?"

• lf you need clanflcation, use phrases like Can you repeat that, please? or Could you speak a little more slowly, please?

• Always use please, thank you or thanks very much when asking for or receiving information or help .

• TASK QUESTIONS

G 1. Read the dialogue and choose the correct answers. Then listen and check.

Philip: What? 1 Y es? 1 Helio? Neil: Helio. Could 1 speak to 1 Where is 1 Will you get Mrs Jenkins, please?

Philip: l'm sorry, she's not here. Can 1 write 1 take 1 do a message?

Neil: Yes, please. Say to her 1 Say 1 Tell her that the paree! has arrived and needs to be collected befare 5 o'clock.

Philip: Can you hold on 1 wait 1 hang up? 1 need to get a pen.

Neil: 1 suppose so 1 Certainly 1 Yes.

Philip: Right- can you say again 1 repeat 1 review that, please?

Neil: This line is bad, 1 can't hear you. 1'11 cal! back 1 hang up 1 ring off.

G 2. Read the following voicemail messages and guess the missing words. Then listen to the messages and see if you were right.

a. You've ........... Simon's Electricians Service. Please leave a message after the ............ Thank you.

b. This is Gina. l'm sorry l'm not ........... right now. Leave me a messag¡e and 1'11 ........... to you as soon as possible.

c. Thank you ........... Photo Shop. Our hours are 8 am-9 pm, Monday ........... Friday. Please ........... during these hours, or leave a message.

G 3. Listen to the messages left on the voicemail. Which message was left for each voicemail?

• USE YOUR SKillS

1. You own a business in town. Create a voicemail for your business. Remember to include the name of your business, opening hours and any other important information your customers may need.

2. Jack is applying for the job advertised below. He phones to make an appointment for a job interview. Mr. Blake is out, so Jack leaves a message with the secretary. Write the dialogue between Jack and the secretary.

Junior Salespeople Wanted No experience needed, on-the-job training. Flexible· work hours. To set up an interview, please phone Mlchael Blake 032 746 2374.

EXAM PREPARATION

Exam Practice

Listening Practice

Speaking Practice

TIPS FOR EXAMS 83

1 Creating the World We Want 84 2 Nature Deficit Disorder 85

3 Are Some Foods Truly Irresistible? 86 4 Texting Our Way to Good Health 87

5 Buying Adventures 88

6 The Death of Handwriting? 89

TIPS FOR LJSTENING EXAMS 90 1 Guerilla Gardening 91

2 Reality TV School 92

3 DDR 93

4 Mystery Shoppers 94 5 The Dangers of Plagiarism 95

6 The Ideal Job for Teens 96

TIPS FOR SPEAKING EXAMS 97

1 Talking about a Picture 98 2 Expressing Opinions 99

3 A Personal lnterview 100

4 Comparing Pictures 101

5 Expressing Opinions 102

6 A Role Play 103

TIPS FOR EXAMS

READING THE TEXT • Laak at the title and read the questions carefully. This will help yau

predict the tapie and cantent af the text.

• Don't panic if you are not familiar with the tapie- the text will give you enough infarmatian to answer the questions.

• Read the text ta get a general idea af the content.

• Remember that yau dan't need to understand every ward ta answer the questians.

• Ta understand a new ward, check the beginning and the end af the ward far a suffix or prefix. These can help you guess the meaning af a word. Read the whale sentence ar paragraph again as this will alsa help you guess its meaning.

ANSWERING QUESTIONS • Read each question carefully.

• ldentify keywords in the questions and use them to lacate the relevant part af the text.

• Check the number af points allocated to each question.

• lf you dan't knaw the answer ta a question, dan't waste time­mave on to the next questian.

• Read aver your exam paper befare you hand it in.

• Dan't leave any questian unanswered.

WRITING AN ESSAY • Brainstorm far ideas befare you start ta write.

• Graup similar ideas tagether.

• Don't try ta express very camplic-ated ideas- keep your sentences simple.

• Try ta write a tapie sentence far each paragraph.

• Remember ta use connectars ta link yaur ideas.

• Use a variety af adjectives ta make yaur descriptions interesting.

• Use synonyms to avoid repeating wards.

• Check yaur essay for spelling and carrect punctuatian.

Need more help? EX\M S IRATI:GI!''i

True 1 False questions '" P•~< 10

Multiple choice questions 'e• p. ~t· J.

Sentence completion 'l't' p lt, ~.

Open questions '<'' pal(<' 11.

Synonyms 1 Antonyms \l'l' pót11\ ~~

General exam tips \('(' l" ., 70

Need more help? \"1 RITING GUJD[ .,.!t'~ p ... ,;(""\ l l'J 146

1l Exam Practice Creating the World We Want

Imagine a place where there is no sound of traffic. Imagine a place where all you can hear are birds singing, children playing and bicycle be lis ringing. Residems of Vauban, a suburb of the German town Freiburg. live in such a place. This environmentally-friendly neighbourhood is practically car-free.

It is permittcd for residents 10 own cars in Vauban. butthose who do must park them in largc garages a11he edge of the town. A space in one of these garages is expensive, costing around €20,000. lt is hardly surprising, thereforc, that 70 per cent of residents live without a car.

So how do people get by without a car? The 1own has been planned in a way lhat enable!> people lo Ji ve comfortably without ha\ing 10 use a car. There are shops. restaurants. banks and schools in different arcas of Vauban. As a result. residents are able to getlo mosl places on foot. For shopping trips or for transporting young children. many pcople have got cans that they pull behind bicycles.

The Vauban experiment has been seen as a possiblc model for a future way of living in an age of climate change. Experts around the world believe that gas cmissions from cars play a significan! role in global warming. As a result. there is a growing trend in Europe and the Unitcd States to attempl to reduce private car use. In Copcnhagen, for example, the city maintains bicycles for public use.

While Vauban may well be a -;ign of thing to come, il has still not been imiLated on a large scale around the world. Yet if Vauban residenls are indeed intent on changing Lhe world and not just the small suburb where Lhcy live, they will first have to find a way Lo convincc people thaL it is possible Lo live without cars. That may not be such an casy task.

1. Choose the correct answer.

1. In Vauban ....

a. no-one owns a car b. there is nowhere to park

c. there are very few cars

2. The restdents of Vauban ....

a. live at the edge of town

b. walk a lot

c. don't do a lot of shopping

2. Complete the sentences using the information given in the text. Use your own words as far as possible.

1. People are able to manage without a car in

Vauban because

2. In Vauban, people prefer to live without a car

beca use

3. Decide if the following sentences are true or false. Find evidence in the text to justify your answers.

1 . People use their bicycles when they go

shopptng. 2. Governments around the world would like to

reduce people's dependence on cars.

3. The writer believes that the Vauban experiment has changed the world.

4. Choose the best meaning for each word or phrase.

1. hardly (paragraph 2)

a. very b. almost not c. completely

2. get by (paragraph 3)

a. travel b. shop c. cope

3. mamta1ns (paragraph 4)

a. keeps b. prohibits c. destroys

4. task (paragraph 5)

a. tnp b. job c. day

S. Write a composition of about 100-150 words in your notebook. Choose ONE option.

1. An opinion essay: Would you like to live in a

town that is car-free? Why or why not?

2. A for and against essay: The advantages and

disadvantages of awning a car.

Exam Practice

~ Exam Practice

1.

1.

2.

2.

1.

2.

3.

Nature Deficit Disorder

In the past many kids would gct home from school, get on thcir bikes and disappear into parks and woods until it got dark. Today, howcvcr, this is not the case. Most childrcn prefer to spend their free time indoors in front of a television ora computer screen. Recently, parents and cducators ha ve become increasingly conccmed that children's lack of contact with nature is having detrimcntal effects on their overall health.

Richard Louv. author of the be tseller Last Child in the Woods. has argued that childrcn suffer physically and mentally from lack of contact with nature. He believes that dozen¡, of problems ranging from depression to auention deficit disorder can be triggered by alienation from nature. a condition that he has called ''Nature Deficit Disorder''. He is convinced that contact with the outsidc world can reduce stres!>. increase a person's auention span and stimulate creativity and cognitive development.

Louv claims that nature deficit disorder has been caused by a number of factors. Firstly, computers, video games and television havc givcn children more and more rcasons to stay inside. In addition, many parks and nature reserves ha ve ·'do not walk off the trail" signs. This means that children ha ve lcss access to the ''natural" outdoors.

Yet, according to Louv. the lcading cause of nature deficit disorder may in fact be parents' altitudes. He suggests that parents toda y are o afraid of allowing their children to explore freely outside that they are keeping their kid indoors in order to protect them from danger.

While rhere is no ab olute cientific proof to support Louv's claims. most parents know from cxperience that thc easiest way to cal m an irritable child is to go outside. If parents simply encourage the kind of outdoor play that they remember from their own youth. it will be a good thing.

Choose the correct answer. 4. Find words or expressions in the text that

In the past, children .... mean:

a. disappeared a lot 1. harmful (paragraph 1)

b. rode their bikes in the dark 2. many (paragraph 2) c. spent a lot of time outdoors 3. caused (paragraph 2) Richard Louv claims that .... 4. main (paragraph 4) a. children have a lot of contact with nature

S. childhood (paragraph 5) b. it is important to have contact with nature

c. children who have contact with nature are

stressed 5. Write a composition of about 100-150 words

in your notebook. Choose ONE option.

Complete the sentences using the information 1. An o pin ion essay: Do you th1nk that spending

given in the text. Use your own words as far trme outside helps people your age? Why or

as possible. why not?

Children who do not have contact with nature 2. A description: Describe a place rn your

are more likely to neighbourhood where you enjoy spending time

Children suffer from nature deficit disorder outdoors.

beca use

Decide if the following sentences are true or false. Find evidence in the text to justify your answers.

1 . According to Louv, children who have contact

with nature can concentrate better than those

who don't.

2. Parents are unable to protect their children from

nature deficit disorder.

3. Louv's claims have been screntifically proved.

4. The writer supports Louv's clarms.

85

86

35 Exam Practice Are Sorne Foods Truly Irresistible?

Have you ever wondered why you can't resista chocolate chip biscuit? Dr David Kessler, a pediatrician and former head of the US Food and Drug Admini tration. may have found the answer. Ln his new book The End of Overeating, K e sler suggest that the reason we are notable to resist certain foods i not just beca use we don 't have enough willpower.

According to Kessler. food manufacturers have created tasty combinations of fat, sugar and saJL that many people cannot stop eating even when they are fuU. He claim thal food scientists are deliberately devising snacks, cereals and ready meals which ac1 on the reward centres of the brain.

Kessler believes tJ1a1 there is a point at which we get the greatest plcasure from ugar, fats and salt. This he terms the ·'bliss point''. Food that triggers thi bliss point is not only tasticr. but also stimulates people's appetites in tead of -.uppressing lhem. As a result. food makers work hard to reach this preci e poinr.

The End of Overeming draws attcntion to the strategic!> used by the food industry to ensure that our food truly is "irre istible". 1t sugges1s that if we become more cducated about the force that innuence our eating behaviour, we may be able to alter our perceptions of what types of food are desirable. In addition. the book strives to give us practical suggestions on how to curb ovcreating and on ñ ow 10 regain control of our ea1ing habits.

The End of 01·ereating places much of the blame for obesity on the fact that food in the Wcstern world i carefully designed to make us want to eat more of it. Yet there can be no doubt that ultimately it is up 10 1he individual to maimain a healthy weight. At the end of the da y. only we can determine what goes into our mouths. or, more importantly, what does not.

1. Choose the correct answer.

1. According to Dr Kessler, we find certain foods

irresistible beca use ... . a. we are weak

b. we have no willpower c. the foods are addictive

2. The writer of the art1cle believes that ....

a. obese people are not responsible for their

condition

b. it is possible to control the tendency to

overeat

c. it is impossible to resist certain foods

2. Decide if the following sentences are true or false. Find evidence in the text to justify your answers.

1 . Once our bliss pomt has been reached, we are no longer hungry.

2. According to Dr Kessler, it is impossible to

change our eatmg hab1ts.

3. Complete the sentences using the information given in the text. Use your own words as far as possible.

1 . We find food tast1est when

2. Food makers work hard to reach the bliss point

beca use

3. We can alter our perception of food by

4 . Choose the best meaning for each word.

1. willpower (paragraph 1)

a. t1me b. self-control c. confidence

2. tasty (paragraph 2)

a. healthy b. delicious c. terrible

3. deliberately (paragraph 2)

a. quietly b. quickly c. mtentionally

4. curb (paragraph 4)

a. control b. convince c. enjoy

5. Write a composit1ion of about 100-150 words in your notebook. Choose ONE option.

1. An opinion essay: The food mdustry should

not be allowed to make food more add1ctive

intentionally. Do you agree? Why or why not? 2. A description: Describe your favourite food.

Why do you enJOY eating 1t?

1.

1.

2.

3.

4.

2.

1.

2.

Exam Practice

xam Practice Texting Our Way to Good Health

Mobile phones and text messaging are frequently held responsiblc for the fact that young people lead inactive lives. This inactivity in its turn has been linked to the rising levels of cruld obcsity all over the world. Yet, a numbcr of recent studics have proposed various ways that text mcssaging could in fact be utilised to fight child obesity.

It has long been accepted thar self-monitoring caloric intake and body weight is very imponant for successful. long-term weight los~. Yet in most cases, people who are rrying to lose weight find it difficult to continue to observe and record thcir own eating behaviour over time.

A recent study conducted at the University of North Carolina in the USA has shown that texting may be an effective tool to help children monitor their eating habits. Researchers found that teen participants in the study who reponed their eating and physical activiry using text messages were more likely lo continue monitoring thcir eating and cxercise behaviour than those using a traditional diary. Th.is may be because when participants in the study sent a text message, thcy immediately rccei ved an automated feedback message bascd on what thcy had reponed.

Researchers at the Universiry of Southem California in the USA are currently conducting a study in which each teen participant is hooked up toa "mobile body-area network'' that includes a heart-rate monitor, a GPS satellitc navigation unit, anda blood glucose meter. Each sensor is linked toa smartphone that sends the data to the university's computers, which process the infonnation they reccive. lf the data suggests that a teenager has been siuing around too much, a strcam of text messages are then scnt, either urging them to do sorne ex.ercise or puning them in touch with other panicipants for group activities.

It's still unclear whclher or not text messaging is indced the solution to fighting the rise in teen obesity. However, it is clear thal something must be done to combat this alarming trend. If we want to fight obesity in the population as a whole. it is essential that we first begin by auacking the problem arnongst children and teens. After all, they are our future.

Decide if the follow1ing sentences are true or 3. Complete the sentences using the inlformation false. Find evidence in the text to justify your given in the text. Use your own words as far answers. as possible.

The way in which teenagers mon1tor the1r 1. Self-monitoring helps people to eating behaviour may be important. 2. Both of the studies described in the article

Both of the studies mentioned in the article investigated

have been completed.

The writer of the article believes that texting is 4. Choose the best meaning for each word.

the best way to fight the rise in child obesity. 1 . linked (paragraph 1)

The writer of the article thinks that it is also a. suggested b. connected c. added . importan! to deal with obesity amongst adults. 2. monltoring (paragraph 3)

a. changmg b. 1mprovtng c. checktng

Rewrite the following sentences without 3. alarm1ng (paragraph S)

changing their original meaning. a. exciting b. frightening c. interesting

Researchers are conducting a study in which

each teen participant 1s hooked up to a mobile S. Write a composition of about 100-150 words

body-area network. in your notebook. Choose ONE option.

Researchers are conducting a study by 1. An opinion essay: Sorne people believe that

lt 1s clear that somethtng must be done to mob1le phones should be banned from schools. Do you agree? Why or why not?

combat this alarmtng trend. 2. An opinion essay: Do you thtnk that text

lt is clear that we messaging could help you follow a healthy

lifestyle? Why or why not?

1.

1.

2.

3.

2.

1. 2.

xam Practice Buying Adventures

From cameltreks in Algeria to jeep tours of Afghanistan, an increasing number of travellers are now opting for adventure holidays whlch offer them thrilling and challenging experiences that they will never forget.

Traditionally, adventure holidays were primarily taken by young individuallravellers who travelled on a low budget. Yet toda y, people of all ages are seeking out new and exciting ways to take a break from tbe routine of normallife. As a result. many tour operators offer spccially designed tours that are dedicated ro taking pa11icipants to remote and dangcrous parts of the world. Many of these tours are extremely expensive. A trip to the Patagonia Wildemess in South America can cost around $11,000 while those wishing to reach the summit of M t. Everest are required to pay over $25.000.

Adventure travellers are looking for a challenge and get satisfaction from taking risks and accomplishlng something that many others will never achieve. They tend ro go to places where very few people have ever considered going. When a country decides to welcomc in travellers, it's 1he adventure travellcrs thal are the first 10 arrive.

Adventure travellers often retum from their trip feeling that they have undergone a life-changing experience. Many claim that the fact that they have succe sfully coped with such a challenging situa1ion makes them more confident in their own ability to deal with any difficulty they may encounter in everyday life.

Yet no1 everyone agrees tha1 adventure travel is a good thing. Environmental activists are increasingly concerned thal the human desire 10 explore unfamiliar territory may in fact be very harmful 10 the environment. They suggest that carbon emissions resulting from a human presencc in isolated arcas likc Antarclica may cause irreversible damage to the natural surroundings. However, despile these objections. humans continue to desire adventures. As more and more possibilitics open u p. including commercial space travel ju 1 around the comer. it would seem thal adventure travel is here to stay.

Choose the correct answer. 3. Rewrite the following sentences without

Adventure travellers today ... . changing their original meaning.

a. are young 1. Those wishing to reach the summit of Mt.

b. do not have a lot of money Everest are required to pay over $25,000.

c. often travel in groups lf you wish to reach the summit of

Adventure travellers who return from their M t. Everest. .. . .

travels .... 2. Carbon emissions may cause damage to the a. are self-confident natural surroundings. b. find tt diffícult to return to everyday life The natural surroundings may .... c. are unable to cope wtth challenging

sttuattons 4. Find words or expressions in the text that The writer believes that adventu re travel .... mean the opposite of:

a. will become less popular 1. boring (paragraph 1 ) b. will not change 2. nearby (paragraph 2) c. wtll conttnue to develop

3. very easy (paragraph 4)

Answer the questions. 4. good for you (paragraph 5)

What attracts people to adventure travel? Why do environmentalists object to

5. Write a composition of about 100-150 words

adventure travel? in your notebook. Choose ONE option.

1. A description: Describe your tdeal holiday.

2. An opinion essay: Would you like to go on an

adventure holiday? Why or why not?

1.

1 .

2.

3.

2.

1 .

2.

Exam Practice

xalll Practice The Death of Handwriting?

Today people are generally hammcring away on a computcr keyboard, texting on a mobilc phonc or twittering on a Blackberry. They are no longer writing by hand. So is penmanship simply an outdated and inefficient mode of communication or is there value in trying to preserve it?

At one time. writing clearly and quickly was essenrialto cverything from public documents to personal letters. However toda y in the age of the e-mail and the text me~sage, most people rarely need to write more than a shopping list or a short note.

Although handwritten communication is less widespread than it once was. many people continue to believe that the art of penmanship must be protected. They suggest we must continue to leam handwriting ski lis if we wish to be able to read all types of handwriting and thus maintain a direct connection with the past. For them, il b difficult to conceive of the possibility that a person might one da y find his grandmothcr's diary and be unable Lo read it.

In addition. people note that a person's handwriting is distinctive and can be as personal as his voice or laugh. By preserving hand-writtcn communication. they claim, wc are also maintaining our connection with the unique qualities of individuals.

lnterestingly. the development of the telephone. the computer and the text message ha ve not complctely removed the need to write by hand as many feared. In fact. it seems highly unlikely that handwritten communication will ever disappear completely since there is always the possibility of not having a computer available ata particular moment or that there will be a power failure and we will have to write down importan! information on a piecc of paper. E ven in today's technological world, the bandwritten word is very much aJive and well and it looks set to stay that way for a very long time to come.

Choose the correct answer. 3. Answer the questions.

Handwritten communication .... 1. Why has handwritten commumcat1on become

a. is less important than 1t used to be less widespread than 1t used to be?

b. has disappeared 2. According to the writer, why is 1t unlikely that c. ís now used on a larger scale the handwritten word wíll ever d1sappear

People who learn handwrit1ng skills .... completely?

a. willlose their connection with the past

b. will be able toread handwritten documents 4 . Find words or expressions in the text that

c. will find it difficult to use computers mean:

Type-written communication is .... 1. old-fashioned (paragraph 1)

a. less widespread than handwntten 2. 1magme (paragraph 3) communication

b. unique 3. keep (paragraph 3)

c. impersonal 4. un1que (paragraph 4)

5. Improbable (paragraph 5) Rewrite the following sentences without changing their original meaning. S. Write a composition of about 100-150 words

Handwritten commun1cation is less widespread in your notebook. Choose ONE option.

than it once was. 1. A narrative: Imagine that you have just come

Handwntten commun1cat1on 1s not .... across your grandmother's diary. Wnte a diary

The development of the telephone, the entry ín which your grandmother describes something that happened to her on a

computer and the text message have not particular day.

completely removed the need to write by hand. 2. An opinion essay: "Computers have made the

The need to write by hand .... world a better place." Do you agree? Why or

why not?

89

90 1

1

TIPS FOR LISTENING ·EXAMS BEFORE YOU LISTEN

• Befare listening to the recording, read the title and the comprehension questions, as they can help you to predict the tapie and content of the passage.

• When you read the questions, identify keywords and underline them. • Make sure you know the type of ínformation you are listening for

(place, time, person, reason, etc.).

WHILE YOU LISTEN • As you listen, pay attention to keywords and their synonyms or

antonyms to recognise the part of the recording related to each question.

• Remember - you don't have to understand every word to comprehend the main ideas and answer questions.

• Sorne English words can sound very similar. Try to recognise the word from its context.

ANSWERING MULTIPLE-CHOICE QUESTIONS • Read the choice of answers carefully and listen for the correct

answer expressed in a slightly different way. • Be aware of words that appear in the recording, but which are

used as distractors in the questions.

Listening Practice

1l Listening Practice Guerilla Gardening ~

You are going to listen to a radio interview about a special kind of gardening. Listen and choose the correct answers.

1. Gueri Ita gardeners ....

a. use their own land for growing plants

b. do not grow plants on privately owned land

c. grow plants on land they do not own

d. only use land that belongs to everyone

2. Marilyn is a guerilla gardener because she .. . .

a. opposes land ownership b. wants to grow food

c. likes flowers

d. wants to 1mprove the appearance of her hometown

3. Marilyn is using plants that ....

a. cost a lot of money b. are donated

c. she buys

d. are old

4. Right now, Marilyn's group ....

a. has been the same for years

b. includes sorne students

c. are just students

d. includes a 1 0-year-old boy

5.

6.

7.

8 .

tune in (to):

make a point of:

neglected: weed:

show up:

wasteland: industrial estate:

soil:

s1nton1zar

poner empeño en

abandonado'a, descuidado'a

mala h1erba

presentarse, aparecer

páramo, terreno baldío polígono mdustnal

t1erra

Marilyn's next project ... .

a. involves growing a lot of grass

b. is one that listeners will remember

c. wastes a lot of fertile soil d. is on an industrial estate

The new project ....

a. 1s scheduled to start early in the morning

b. will beg~n 1n the middle of the night

c. may disturb the local res1dents

d. 1s 1llegal

Marilyn encourages people to bring ....

a. garden1ng tools

b. boxes c. plastic bags

d. noth1ng

Guerilla gardeners think it is important

to ....

a. use only environmentally-friendly materials

b. clean up after they finish

c. leave stones

d. use plastic bags

91

92

~ Listening Practice Reality TV School ~

You are going to listen to an interview about Reality TV School. Listen and choose the correct answers.

1. Jessie's latest assignment was to be .... a. an actor

b. a reality TV star c. a student

d. a reporter

2. The school aims to ....

a. make people look different from each other

b. teach people act1ng skills c. help people get onto a reality show

d. help people change their personalities

3. The "Perp Walk" ....

a. helps students walk faster

b. is an example of a television show c. teaches people to insult others

d. is unpleasant for participants

4. Jorge Bendersky ....

a. is the name of an animal

b. is an acting coach

c. appeared on reality lV

d. started the reality TV school

S. What do students learn at the Reality TV

School?

a. to improve their appearance b. to film each other

c. to talk more qutckly

d. to listen to each other's sound bites

6. The long course ....

a. meets for five weeks

b. lasts longer than most reality shows

c. causes a lot of conflicts d. can be seen on lV

7. The three-hour seminar ....

a. is required of all students

b. costs nearly $140 c. includes over 25 students d. consists of private instruction

assignment: m1s1ón, encargo

make the most of: aprovechar al máximo,

sacar el máx1mo part1do a 1 de make it onto: conseguir entrar en

remark: comentario, observaoón

acting coach: profesor/a de mterpretaoón

catchy: pegadizo/a, fácil de recordar private tuition: clases particulares former: anttguo/a, anterior

8. Now Jessie ... .

a. is appearing on the reality show Eye in the Sky

b. wants to become a contestant on a cooking show

c. has become a casting agent for reality lV shows

d. 1s participatmg in another course

Listening Practice

3) Listening Practice DDR ~

You are g¡oing to listen toa conversation about a different way to exercise. Listen and choose the correct answers.

1. Pamela ....

a. is a physical education teacher

b. presented DDR at a conference

c. will attend a conference tomorrow d. has returned from a teachers' meeting

2. In DDR, players ....

a. appear on TV b. create music

c. po1 nt to the arrows

d. step on a mat

mat: alfombnlla (de ba1le)

display: v1sualizar

in time to: al compás 1 ritmo de

video game arcade: sala de videojuegos

line up: hacer cola

soda: refresco con gas

workout:

look into:

e¡erooo

estud1ar. mvest1gar

3. Originally, DDR .... a. was invented by a woman

b. started in Japan c. started as part of a physical education class

d. was free

4. Linda Carson ....

a. became a DDR player b. worked in a v1deo game arcade

c. sold the DDR video d. did a study on DDR

S. Why is DDR so appealing? a. lt is more challenging than basketball.

b. Teens are used to playing video games.

c. You need a lot of talent to play.

d. You just have to catch a ball.

6. Which is NOT mentioned as a benefit of DDR?

a. weight loss

b. increased fitness level c. better sports skills

d. fun

7. More expensive versions of the game ....

a. come with extra mats

b. may cost as much as $800

c. charge extra for the TV d. are not so comfortable

8. Mr Jones thinks ....

a. DDR is a waste of time b. DDR is too expensive

c. DDR sounds like a good idea

d. the other teachers won't like it

93

94

~ Listening Practice Mystery Shoppers G

You are going to listen to an interview about mystery shoppers. Listen and choose the correct answers.

1. What do mystery shoppers do? a. They pretend that they are customers. b. They try to make fríends with the staff in a

shop. c. They report on the company that employs

them. d. They take photos of the staff and customers.

2. Why do businesses employ mystery shoppers? a. To teach employees how to act naturally. b. To find out how employees really behave. c. To tncrease the number of sales in a shop. d. To evaluate the boss.

3. Mystery shoppers .... a. pay for any services they receive b. receive only services but no payment for

their work c. are not always paid on time d. wait for ages to get a job

4. What do Toby's duties include? a. Taking notes while he works. b. Telling people what to do. c. Writing guidelines. d. Observing details.

--\

S.

6.

ages:

beforehand: brutally: perk: pose as: pretend: promptness: refuse:

una eternidad, siglos, mucho ttempo de antemano, con antelaoón tremendamente tncenttvo, ventaja hacerse pasar por fingtr, hacer como que rapidez negarse

Mystery shoppers spend a lot of time ... . a. beíng friendly b. in coffee shops c. giving feedback d. talking about their feelings

Toby's pet ... . a. did not really exist b. weighed more than it should c. misbehaved d. embarrassed Toby

7. Toby finds it hard to ... . a. always be honest b. write a good report c. feel sorry for people d. meet the company's standards

8. What does Toby like about his job? a. The hours. b. The free vacations and spa holidays. c. The experiences. d. The job opportunities.

Listening Practice

f5S Listening Practice The Dangers of Plagiarism G

You are going to listen to a radio interview about plagiarism. Listen and choose the correct answers.

1. Who is Roger Hansen?

a. A plagiarist.

b. A psychologist.

c. A student.

d. A university professor.

2. Plagiarism ... .

a. 1s cons1dered less senous than cheating in

exams

b. has not gamed much attention

c. means copymg someone else's work

d. means cheating 1n an exam

3. Many students today ....

a. are encouraged to cheat by their schools

b. compete to see who can cheat the most

c. think that cheating is justified if it helps

d. are reported for cheating by their parents

4. How does the Internet encourage cheating?

a. lt tempts students to copy others' work.

b. lt simplifies much of the material available.

c. Students use their own words when

cheating.

d. Students can't be caught.

5. What type of website is Turnitin.com?

a. lt sells papers to students for aS' little as f6.

b. lt allows students to check their spelling.

c. lt deodes what act1on teachers should take.

d. lt helps teachers see 1f work has been copied.

educational establishment: sistema educativo

cheat: cop1ar

report: denunciar

account for: explicar, JUStificar

the end justifies

the means: el fm justifica los medios

paper:

morals:

figure:

6. Teachers ....

trabajo

moralidad, pnnopios

cifra

a. often copy words from one document to

another

b. are aware that some similarities are innocent

c. are now more careful when they mark

papers

d. don't let students know their work will be

checked

7. What is NOT mentioned as a punishment for

cheating?

a. Students must take the course again.

b. Students must do another paper.

c. Students may not gain a qualification.

d. Students must help others with their

assignments.

8. What does Roger Hansen think about cheats?

a. They may not be qualified todo their job.

b. They should be grateful to society.

c. They help keep Turnitin.com in business.

d. They might not know that they're cheating.

95

96

@ Listening Practice The Ideal Job for Teens ~

You are going to listen to a conversation between two teenagers about an ideal job. Listen and choose the correct answers.

1.

2.

3.

4.

Lisa ....

a. enjoyed her job as a babysitter

b. quit both her summer jobs

c. couldn't get a paper delivery job

d. earned a lot of money

Lisa was disappointed because ....

a. she didn't want to work as a shop assistant

b. she wasn't patd a lot for being a shop

assistant

c. she couldn't get a job as a shop assistant

d. she was too expenenced to be a shop

aSSIStant

What is NOT true about Tom's ideal job?

a. lt reqUJres travelhng to mteresting places.

b. lt's not dífficult.

c. lt's enjoyable.

d. lt has flextble hours.

The work Tom describes is ....

a.

b. c.

d.

answering telephones for big companies

thinking of ideas for new products

developing market ing surveys

answering questions on online surveys

1

l t ' \: ' 1 V'l 1'''\ \

Y'l 1"4'\ \'\ 1 ¡-¡-,-~, \

\

S.

6.

7 .

8.

suit : convenir, venir 1 ir bien

contratar hire: survey: encuesta

fe e: average: steady flow: deliver:

cuota

promedio, medta

afluencia continua

repartir

Tom prefers survey companies that ....

a. include a membership fee

b. are free to JOin

c. are cash-paying

d. are point-paying

Tom can complete a survey in ....

a. 15 mtnutes

b. under 1 O minutes

c. 20 mtnutes

d. an average of 1 O mtnutes

Yo u can register for a survey company ....

a. under the age of 16

b. tf you are over 1 S c. tf you are between 13 and 16

d. from the age of 1 3

Tom advises Lisa ... .

a. to ask her parents for money

b. to join only one survey company

c. to join her parents' Paypal account

d. to register with the companies on his list

TIPS FOR SPEAKING EXAMS

BEFORE YOU SPEAK • Make sure that you understand the task and the questions you are

given.

• lf you are allowed some preparation time, organ1se what you are going to say and use simple notes.

• Don't try to communicate ideas that are too complicated. lt's better to use simple sentences.

• Don't worry if you don't know a particular word or expression in English. Think of an alternative and use the words you know to express the same idea.

WHILE YOU SPEAK • Don't speak too quickly or too slowly. Try to speak clearly.

• Don't worry about making errors - it's preferable to make a few errors than to remain silent and not say anything at all.

• lf you make a mistake, stay calm, correct yourself and carry on speaking.

Need more help? Talking about a picture :.~e p•l(< 1 ?8

Comparing pictures 'l"' ¡J<~!,(< 128

A personal interview ~et pa¡" 128

Expressing an opinion "~~p. 1(~ 129

Role play w<· ¡¡~•t< 119

L

Jl Speaking Practice Talking about a Picture . ........... . 1. Match the examiner's questions to the student's answers.

1

1 . What can yo u see in the picture?

2. What's in the background?

3. What's the weather like?

4. What do you think the people were doing before the picture was taken?

5. What is the people's relationship to one another?

6. What do you think will happen next?

11

a. 1":1 the background you can see mountains anda hill covered in snow.

b. There are skis leaning against the wall, so 1 suppose they were skiing.

c. You can tell it's very cold- everyone is dressed in winter clothes.

d. The picture shows people sitting round atable. They seem to be eating in a restaurant or hotel.

e. lt looks like they're all friends. They're about the same age and they're talking and laughing.

f. After their meal, they'll probably go skiing again.

G 2. l isten to a student describing a picture. Then write T (true) or F (false) for each statement.

The student ...

1. described what she could see in the background.

2. speculated about what the people were doing before the pict ure was taken.

3. described what the people are doing.

4. described the atmosphere.

5. described the weather.

6. speculated about what might happen next.

• TASK Describe this picture. Use the questions in Exercise 1 above to help you, as well as the expressi,ons in bold.

um ... , wel l ... , er ... 1 suppose they'll go home after they've eaten.

~ Speaking Practice Expressing Opinions

1. Complete the mini-dialogues with the expressions below.

there's no way • all right • come on • you've gota point not really • reached a decision • 1 hadn't thought of that

A: We use too many plastic bags these days and the supermarkets encourage 1t.

B: 1 suppose 1 •••••....•• • So what do you suggest we do - ban plastiC bags?

A: 2 .•....•... - 1 don't think that would work. In my opimon, supermarkets should charge customers for bags.

A: Let's try to persuade the students at our school to stop using buses and cars, and to start cycling to school.

B: Oh, 3 ........... ! 4 ••••••••••• t hey'd agree to that. And in any case, there's nowhere to leave

bikes at our school. A: S ... .. !

A: 6 ..•........ then. Have we 7 ... ?

B: Great!

Speaking Practice

~ 2. The students you are about to hear have been asked to suggest an alternative, environmentally­friendly source of electricity for their school. Listen to the conversation and write solar panels or wind turbines for each point below.

1 . cheap to use

2. not attractive 3. harm wildlife

4. very effect1ve S. might not provide enough energy

3. What option did the students choose?

• TASK In your opinion. which of the following is the most serious ecological problem facing the world today? Discuss with your partner and decide on one of the problems below. In your discussion. use the expressions in colour from Exercise 1 .

• global warming • water pollution

• land pollution • deforestation

• carbon emissions • overpopulation

-.....!E!~ ... •• Learn lots of topic words. This will expand your vocabulary and you won't run out of things to say.

99

·_100]

35 Speaking Practice A Personal Interview

1. Kath and Peter want to volunteer ata local community centre. The secretary is asking Kath sorne questions. Match Kath's answers to the secretary's questions.

Secretary Kath

1 . How old are you? a. No, l'm an only child.

2. Do you play any sports? b. Well, hockey at school, but that's about it. 3. Do you have any brothers or sisters? c. 1 like photography and 1 play the QUitar. 4. What are your hobbies? d. l'm a bit shy with older people; l'm very patient

S. Have you done volunteer work before? with children.

6. How would yo u describe yourself? e. 1'11 be 1 7 in August.

f. No, l've never done anything like this before .

. G 2. Kath and Peter were asked the questions in bold in an interview. Listen to their interview, then

answer the questions that follow. 1. How long have you lived in Birmingham?

Which student used incorrect grammar, Kath or Peter?

2. What do you think of Birmingham? Do you like living here? Whose answer was too short?

3. How often do you get together with your friends? What do you do? Whose answer included 1rrelevant informatiOn?

4. What types of TV programmes do you enjoy?

Which student did not answer the question?

3. Ask your partner the questions in bold in Exercise 2. Then evaluate your partner's answers according to the criteria in Exercise 2 above.

• TASK Write a dialogue between Dave and Tom. Tom is new at school. Dave asks Tom questions about his interests and opinions. Write six questions that Dave asked and Tom's answers.

1 • Show mterest m your partner's answers.

Really? That's interesting. Sounds great 1 terrible.

~ Speaking Practice Comparing Pictures

1. Match the functions to the expressions below.

Functions

a = similarities between pictures

b = differences between pictures

e = g1ving examples

d = expressing an opinion

e = speculating

Expressions

1. The two pictures are similar beca use ...

2. both pictures show ...

3. Another thmg they've got in common is ..

4. for example ...

5. seem to ...

6. Another difference is ...

7. whereas in the first picture ...

8. 1 would imagine that ...

9. the people are probably ...

1 O. such as ...

11. Personally, l'd rather ...

1 2. 1 prefer ...

~ 2. Listen to a dialogue in which two students compare the pictures below. Which of the expressions in Exercise 1 do they use?

• TASK With a partner, compare the pictures below. In what ways are they similar? In what ways are they different? Use the expressions in Exercise 1 to help you.

lfyou want to add to what you've said, use the following expressions:

l've just noticed that ... And anot~er thing; ... By the way, 1 can see ...

Speaking Practice

101

102

!5 Speaking Practice Expressing Opinions

1. Read the statements below and decide whether you agree or disagree with each one.

1. Mobile phones are ruining our sociallives.

2. Young people spend too m u eh t1me usmg computers.

3. Secondary school students should study from home us1ng the Internet.

4. Lessons in schools should beg1n no earlier than 10.00 a m.

5. Young people today lead a less healthy lifestyle than previous generatlons.

2. Read the five statements below. Each one is a response to one of the statements in Exercise 1. Decide which statements in Exercise 1 each refers to, then complete the statements with one of the following expressions. There may be more than one correct answer.

1 doubt it • You've gota point • You could be right • In my opinion, You've got to admit that • How can you say t hat? • 1 agree entirely l'm all for that • As far as l'm concerned, • That's not the way 1 see it 1 think you're wrong • 1 realise that, but • 1 d isagree

a. . Somet1mes l'm just so tired in the morn1ng.

b. they can be a great help m an emergency.

c. . They JUSt s1t all day ín front of the computer or telev1S1on.

d. . ......... . Computers are the future and we need to know how to use them. e. . ... .. 1 learn better when l'm in a class, with ot her students.

~ 3. Two students are discussing statement 1 in Exercise 1 above. Listen to their conversation and say which person you agree with. Write down the most convincing point tha1t they made.

• TASK In pairs, look at the statements in Exercise 1. Choose one that you agree with and that your partner disagrees with, and discuss. Give reasons for your point of view, and use the expressions in colour in Exercise 2.

1 think you're wrong. l'm sorry, 1 don't agree. You're quite right! That's true.

Speaking Practice

CID Speaking Practice A Role Play

1. What do you consider important when you buy clothes? Choose the three most important points from below.

a. getting a discount

b. buying the best quality

c. gettmg a guarantee

d. getting polite service

e. buying something that is comfortab1le

f. betng able to choose from a large seledion

g. buymg somethtng that ts fashionable

G 2. Read the dialogue and fill in the missing words. Then listen to the dialogue and check your answers.

Sales assistant: Katie:

Sales assistant: Katie:

Sales assistant: Katie:

Sales assistant:

Ka ti e:

Sales assistant: Katie:

Sales assistant: Ka ti e:

Sales assistant:

• TASK

Good morning. How can 1 help you?

l'd like to buy the boots that were advertised in the newspaper.

l'm sorry. l'm afraid we've ' .... out of those!

Oh ... well, what about these? Are they on 2 •....•.. ?

l'm afraid not. They're f SO.

fSO?! Have you got anything 3 ·-······- ?

Well, we do have these boots. They're very comfortable and they're top 4 •..........

They're still quite expensive. ls there a 5 ........... ?

1'11 have to check with the 6

OK. 1'11 wait.

Yo u' re in luck! S he says she can give yo u 1 0% off.

10%? That's not very much! Anyvvay, l'm not sure they 7 ....•...... me.

Um, no, l'm not 8 .. them. Thanks, anyway.

Certatnly, Miss.

With a partner, act out the following role play using expressions from Exercise 2 and any others that you have learned. Student A (customer): You have seen a coat that you really want in a shop window. You try tt on but tt ts slightly bíg on you. You would also like a different colour.

Student B (sales assistant): This is the last coat that you have. You really want to sell it. Try to convince the customer that the colour is wonderful and the size is just right.

~-llml Try to relax and act naturally. You can ask questtons to keep the conversatíon going.

What do you recommend? Where are the latest models? When does the sale end?

103

GRAMMAR APPENDIX

Grammar Review PRESENT SIMPLE

FORM Affirmative

1/ You work

He 1 She /lt works

We 1 You 1 They work

Uses

A regular habit or routine

A general truth or scientific fact

Stative verbs

::l STATIVE VERBS

Negative

1/ You do not (don't) work

lnterrogative

Do 1/ you work?

He 1 She /lt does not (doesn't) work

We 1 You 1 They do not (don't) work

Does he 1 she 1 it work?

Do we 1 you 1 they work?

Examples

My sister works on Sundoys. (Mi hermana trabaja los domingos.)

Focebook is o popular website. (Facebook es una página web conocida.)

1 think she is very bossy. (Creo que es muy mandona.)

Adverbs of frequency 1 Time expressions

always, usually, generally, regularly, occasionally, frequently, often, sometimes, rarely, seldom, never

at 1 o'dock, at night, in the morning, on Fridays, every week, once a month, how often ... ?

Indican un estado, más que una acción, y suelen usarse en Present Simple. Están relacionados con :

Algunos indican tanto estado como actividad y pueden usarse en Present Simple y en Present Continuous.

• las emociones y los sentimientos (dislike, enjoy, hate, hope, li ke, love, prefer, want),

• el pensamiento y la opinión (believe, forget, guess, know, remember, think, understand),

• la percepción y los sentidos (f eel, hear, see, smell, sound, taste, touch),

• los precios y las medidas (cost , measure, weigh) y

• la posesión (belong, have, own).

PRESENT CONTINUOUS

FORM

Affirmative Negative

1 am (l'm) not singing 1 am singing

You are singing You are not (aren't) singing

Donna thinks the book is wonderful. (Donna cree que el libro es estupendo.) [estado]

He is thinking obout going to Malta in the summer. (Está pensando en irse a Malta en verano.) [actividad]

El verbo see en Present Continuous indica una acción futura fijada de antemano.

We are seeing Ann tonight. (Veremos a Ann esta noche.) [Ya hemos quedado.]

Interrogative

Am 1 singing?

Are you singing?

He 1 She /lt is singing He 1 She /lt is not (isn't) singing ls he 1 she 1 it singing?

We 1 You 1 They are singing We 1 You 1 They are not (aren't ) singing

Uses

An action which is happening now

A temporary action

A definite plan for the near future (see page 108)

--------

Examples

Greg is reading right now. (Greg está leyendo ahora mismo.)

1 am studying maths this term. (Estoy estudiando matemáticas este trimestre.)

1 a m meeting m y boyfriend tonight. (He quedado con mi novio esta noche.)

Are we 1 you 1 they singing?

Time expressions

now, right now, at the moment

this year, at present, today, these days, this month

this evening, tonight, tomorrow, next Friday 1 week 1 year

l OS

10 6

PAST SIMPLE

FORM

Affirmative

1/ You finished

He 1 She / lt finished

We 1 You 1 They finished

Uses

A completed action in the past

Negative

1/ You did not (didn't) finish

He 1 She /lt did not (didn't ) finish

We f You 1 They did not (didn't) finish

Examples

A dog attacked m y sister /ast year. (Un perro atacó a mi hermana el año pasado.)

A series of completed actions Mr Smith climbed the stoirs and followed him. in the past (El Sr. Smith subió las escaleras y lo siguió.)

PAST CONTINUOUS

FORM Affirmative

1 was visiting

You were visiting

He 1 She /lt was visitir~g

We / You 1 They were visiting

Uses

Negative

1 was not (wasn't } visiting

You were not (weren't ) visiting

He 1 She /lt was not (wasn't } visiting

We / You / They were not (weren't) visiting

Ex amples

lnterrogative

Did 1/ you finish?

Did he 1 she 1 it fin ish?

Did we 1 yo u 1 they finish?

Time expressions

1 yesterday, last week 1 year, two days ago, in 2007, in the 1980s, in the 18'h century, when, then

1 nterrogative

Was 1 visiting?

Were you visiting?

Was he 1 she 1 it visiting?

Were we 1 you 1 they visiting?

An incomplete action in progress at a specific time in the past

At 9 o'clock that evening, he was waiting for the re port. (Esa noche a las 9 él estaba esperando el informe.)

Time expressions

r last night 1 week 1 year, at 4 o'clock

An incomplete action interrupted As/ was speaking on the phone, David come into the room. when, while. as by another action (Mientras yo hablaba por teléfono, David entró en la

habitación.)

l Two in complete actions in progress While Janet was walking up the path, Martín was parking at the same time in the past the car.

(Mientras Janet subía por el camino, Martín estaba aparcando el coche.)

PAST PERFECT SIMPLE

FORM Affirmative

1/ You had arrived

He 1 She /lt had arrived

We 1 You 1 They had arrived

Uses

Negative

1/ You had not (hadn't) arrived

He 1 She /lt had not (hadn't} arrived

We ! You 1 They had not (hadn't ) arrived

Examples

A completed action which took place before another action in the past

By the time the po/ice arrived, he had already left. (Para cuando llegó la policía, ya se había marchado}.

lnterrogative

Had 1/ you arrived?

Had he 1 she / it arrived?

Had we / you 1 they arrived?

Time expressions

already, by the time, after, before, until, never, just

Grammar Appendix

f PRESENT PERFECT SIMPLE

FORM

Affirmatíve

1 1/ You have lived

He/ She /lt has lived

We 1 You 1 They have lived

Uses

Negative

1/ You have not (haven't) lived

He/ She /lt has not (hasn't) lived

We 1 You 1 They have not (haven't) lived

Examplcs

1 n terroga ti ve

Have I/ you lived?

Has he / she / it lived?

Have we / you 1 they lived?

Time expressions

1

An action that began in the past and continues in the present

1 have played basketball for two years. never, ever, already, just, yet, (Llevo jugando al baloncesto dos recently, lately, how long .. .?, años.) for, since, in recent years

An action that took place at an undetermined She has moved house recently. time in the past, but is connected to the present (Se ha cambiado de cas.a hace poco.)

FUTURE SIMPLE

FORM

Affirmative

I/ You will allow

He 1 She /lt will allow

We 1 You 1 They will allow

Uses rxamples

Negative

1/ You will not (won't) allow

He 1 She /lt will not (woQ't) allow

We / You 1 They will not (won't ) allow

A prediction Vancouver wi/1 attraet thousonds of tourísts. (Vancouver atraerá a miles de turistas.)

A planned schedule

A spontaneous. decis.ion

BE GOING TO

FORM

Affirmative

The tour wi/1 begin a t 9.00 a m. (La visita empezará a las. 9 de la mañana.)

1 am too ti red to walk. 1'11 take a taxi. (Estoy demasiado cansado para caminar. Cogeré un taxi.)

Negative

1 am going to buy

You are going to buy

1 am (l'm) not going to buy

You are not (aren't) going to buy

He 1 She /lt is going to buy He 1 She /lt is not (isn't) going to buy

lnterrogative

Will 1/ you allow?

Will he 1 she 1 it allow?

Will we 1 you 1 they allow?

Time cxpressions

this eveni ng, in an hour, at 2 o'clock, later, tomorrow, next month 1 year, soon, in a few weeks, in the future, on the P ' of May

lnterrogative

Am 1 going to buy?

Are you going to buy?

ls he 1 she 1 it going to buy?

We 1 You 1 They are going to buy We / You 1 They are not (aren't) going to buy Are we 1 you 1 they going to buy?

Uses Examples T1me expressions --------~~~--~--~

A planned action for the fu tu re We are going to spend our next hofldoy m London. (Vamos a pasar nuestras próximas vacaciones en Londres.)

An action that is about to Be careful! You are going to fati! happen ora future event based (¡Ten cuidado! ¡Vas a caerte!) on present evidence There's a Jot of material- this exam is going to be difficult!

(Hay mucho material: ¡este examen va a ser difícil!)

this evening, later, in an hour, at 4 o'clock, tomorrow, soon, next month 1 year, in a few weeks, on the 8'h of May

107

108 1

~ EL PRESENT CONTINUOUS CON VALOR DE FUTURO Anuncia acciones fijadas de antemano que ocurrirán en un futuro próximo. Se suele reservar para planes personales ya concertados.

En muchos casos, expresa la misma idea que be going to.

/'m washing 1 going to wash my hair this evening. (Me voy a lavar el pelo esta noche.)

En cambio, para hablar de intenciones o decisiones es preferible utilizar be going to.

/'m going to talk to him about her . ."m tBfking ro Jrim abo~:~t Jrer. (Le voy a hablar sobre ella.) [énfasis en la intención]

/'m seeing Phi/ tonight. (Veo 1 Veré a Phil esta noche.) [énfasis en el plan concertado]

El Present Continuous con valor de futuro se distingue del normal en que la expresión temporal que va en la frase indica un tiempo futuro, no presente.

He is studying history at the moment. (Él está estudiando historia en este momento.) [presente]

He is signing o contract tomorrow. (Él firma 1 firmará un contrato mañana.) [futuro]

FUTURE PERFECT SIMPLE

FORM

Affirmative Negative Interrogative 1/ You will have eaten 1/ Yo u will not (won' t ) have eaten Will l/ you have eaten?

He/ She /lt will have eaten He/ She /lt will not (won't) have eaten

We 1 You 1 They will have eaten We 1 You 1 They will not (won't) have eaten

Will he 1 she 1 it have eaten?

Will we 1 you 1 they have eaten?

Uses

A completed action ata certain future time

Examples

By the time he's ready to go, the shops will have c:/osed. (Para cuando él esté listo para irse, las tiendas habrán cerrado.)

FUTURE CONTINUOUS

FORM

Affirmative Negative 1/ You will be travelling 1/ You will not (won't) be travelling

Time expressions

by this time next week, by 3 o'dock, by the end of ... , by then, by August.

1 in four months

Interrogative Will 1/ yo u be travelling?

He/ She / lt will be travelling He/ She /lt will not {won't) be travelling Will he/ she / it be travelling?

We / You 1 They will be travelling We 1 You 1 They will not (won't) be travelling Will we 1 you / they be travelling?

Uses

An action in progress ata certain future time

Examples ---------We'/1 be visiting her on Thursday. (Estaremos visitándola el jueves.)

Time expressions

at this time tomorrow, at th is time next ... , on Thursday, in the next decade

Grammar Appendix

l. Fame PRESENT PERFECT CONTINUOUS

1-­

FORM

Affirma tive

-Negative

1 1 You have not been working

Interrogative

Have I/ you been working? 1/ You have been working

He/ She /lt has been working

We 1 You 1 They have been working

He 1 She /lt has not been working

We 1 You 1 They have not been working

Has he 1 she 1 it been working?

Have we / you / they been working?

Uses Examples

An action that started in the past f/have been working os a photographer for ayear. and continues in the present (He estado un año tralbajando de fotógrafo.)

An action whose results are still apparent

FORMA

How long have yo u been waiting? (¿Cuánto tiempo has estado esperando?)

1 am ti red. 1 have been signing autogrophs off night. (Estoy cansada. He estado fi rmando autógrafos toda la noche.)

usos

Time expressions

for a year, since 2002, how long ... ?, all night 1 morning / day / week ...

--

Afirmativa : sujeto+ have / has been +verbo principal terminado en - ing.

Negativa: sujeto+ have 1 has not (o n't ) + been + verbo principal terminado en -ing.

Interrogativa: have / has + sujeto + been +verbo principal terminado en -ing.

• Expresar acciones que empezaron en el pasado y que aún continúan. Como el Present Perfect Continuous resalta el tiempo que está durando la acción, se suele traducir por "llevar" en presente+ un verbo en gerundio.

The actress has been acting for two years. (La actriz lleva dos años actuando.)

• Expresar acciones terminadas pero recientes cuyos efectos son visibles todavía.

PAST PERFECT CONTINUOUS

FORM

Affirmative

1/ You had been waiting

He 1 She /lt had been waiting

We / You / They had been waiting

Uses

Negative

.1 / You had not been waiting

He / She / lt had not been wait ing

We 1 You 1 They had not been waiting

Examples

Interroga ti ve

Had 1 1 you been waiti ng?

Had he 1 she 1 it been waiting?

Had we / you / they been waiting?

Time expressions ------1------,--

1 His fans had been waiting for three hours when he An action which continued up to another past action arrived.

for hours, since last April, all morning ...

(Sus fans habían estado esperando tres horas cuando él llegó.)

when, until. before ...

FORMA Afirmativa : sujeto+ had been +verbo principal terminado en -ing. Es igual en todas las personas.

Negat iva: sujeto + had not (o n't ) been +verbo principal terminado en -ing.

Interrogativa: had +sujeto+ been +verbo principal terminado en -ing.

109

110

usos • Hablar de una acción prolongada que ocurrió en el

pasado antes que otra acción breve. Es muy común traducirlo por "llevar" en pretérito imperfecto + un verbo en gerundio.

1 had been trying to find an agent for months un ti/ final/y 1 found one. (Llevaba meses intentando encontrar un agente hasta que por fin encontré uno.)

Lo habitual es que esas dos acciones vayan unidas por una conjunción, que puede ser temporal (when, until, before), concesiva (although) o causal (because).

The play was a failure because the main character had been drinking al/ night. (La obra fue un fracaso porque el protagonista había estaolo bebiendo toda la noche.)

Nota:

Las expresiones temporales usadas con el Perfect Continuous, tanto en presente como en pasado, deben indicar un periodo, no un momento concreto.

El Perfect Continuous no va acompañado de verbos estáticos, como know o want.

Ue has been wanting ffi be 6 singe. sinee he ~•65 fotJ¡,

He h.as wanted to be a singer since he was four. (Ha querido ser cantante desde que tenia 4 años.)

Si se puede contar el número de veces que ha ocurrido una cosa, no se utiliza el Perfect Continuous.

Jle h.as been tr'¡'ing re ea}} her fot:Jr ti, es reday. He has tried to cal/ her four times today. (Ha intentado llamarla cuatro veces hoy.)

::l EL GERUNDIO Y EL INFINITIVO

EL GERUNDIO

Es la forma verbal terminada en -ing, que funciona como sustantivo en los siguientes casos:

• Como complemento directo de algunos verbos: continue, deny, detest. dislike, enjoy, finish, hate, like, love, miss, prefer, recommend, suggest, etc.

1 ha te going to celebrity porties. (Odio ir a fiestas de famosos.)

• Detrás de las preposiciones.

We talked about hiring a bodyguard. (Hablamos de contratar a un guardaespaldas.)

• Detrás de algunas formas verbales: be used to 1 get used to, can't help, oean't stand, don't mind 1 wouldn't mind, feel like, it's no use, look foward to, spend (time), etc.

1 wouldn't mind being famous. (No me importaría ser famosa.)

• Como sujeto de la oración cuando se habla de acciones o hechos en general.

Being o sports star is not easy. (Ser una estrella del deporte no es fácil.)

EL INFINITIVO

Es la forma verbal precedida de to y se emplea en los siguientes casos:

• Como sujeto, hablando de un hecho concreto.

To leave now would be a mistake. (Irse ahora sería un error.)

• Detrás de verbos como: agree, appear, choose, decide, hope, learn, plan, promise, refuse, seem, try, want, wish, expect, manage, etc.

He refused to talk about his priva te /ife. (Se negó a hablar de su vida privada.)

• Detrás de algunos adjetivos (busy, happy, ready, tired, willing, etc.) y adverbios (slowly, fast, low, etc.).

1 am too tired to see o film tonight. (Estoy demasiado cansado para ver una película esta noche.)

• Detrás del complemento indirecto de verbos como: advise, help, ;nvite, persuade, teach, tell, warn, etc.

She persuaded me to join the cast. (Ella me convenció para que me uniese al reparto.)

Sin embargo, make, let y algunos verbos de percepción (hear, feel, see, etc.) van seguidos de la forma base.

The po/ice didn't let me approach the stage. (La policía no me dejó acercarme al escenario.)

VERBOS SEGUIDOS DE GERUNDIO Y DE INFINITIVO Verbos como begin, forbid, intend, propose o start pueden ir seguidos de ambas formas verbales sin que su significado varíe.

1 started to act 1 acting two years ago. (Empecé a actuar hace dos años.)

Los verbos love, like, prefer y hate pueden ir seguidos tanto de gerundio como de infinitivo, pero el matiz de su significado varía:

• Se utiliza love / like / hate 1 prefer + gerundio cuandlo el significado es general.

/ /ove watching TV. (Me encanta ver la televisión.)

• Se utiliza love / like 1 hate 1 prefer + infinitivo cuando se refiere a una situación o un tiempo en particu lar.

1 hate to te/1 you this, but 1 haven 't got tickets for the show. (Odio decirte esto, pero no tengo entradas para el espectáculo.)

En cambio, otros verbos no significan lo mismo si llevan detrás un gerundio o un infinitivo:

• forget + gerundio se emplea en frases negativas para indicar la imposibilidad de olvidar algo ocurrido en el pasado.

1'11 never forget meeting Angelina Jo/ie. (Nunca olvidaré haber conocido a Angelina Jolie.)

• forget + infinitivo significa "olvidarse de hacer algo':

1 forgot to ask her about her last a/bum. (Se me olvidó preguntarle por su último disco.)

• remember + gerundio significa "recordar algo que se hizo en el pasado':

1 remember giving them their tickets. (Recuerdo haberles dado sus entradas.)

• remember + infinitivo significa "acordarse de hacer algo" en el futuro.

Remember to take a picture of the singer befare you go. (Recuerda hacerle una fotografía al cantante antes de irte.)

• regret + gerundio significa "lamentar haber hecho algo en el pasado':

He regrets marrying a celebrity. (Se arrepiente de haberse casado con una persona famosa.)

• regret + infinitivo significa "lamentar lo que se va a decir a continuación':

1 regret to te/1 you that al/ the tickets hove been so/d. (Lamento decirte que se han vendido todas las entradas.)

• stop + gerundio significa "dejar un hab ito~

Amy stopped going to fes ti vals last year. (Amy dejó de ir a festivales el año pasado.)

• stop + infinitivo significa "dejar de hacer algo para hacer otra cosa·:

Can we stop to have a coffee? (¿Podemos parar para tomar un café?)

:J VERB COLLOCATIONS

Algunos verbos van seguidos de ciertas palabras que solo se asocian con ellos y forman expresiones denominadas collocations. Son muy habituales en el inglés coloquial y conviene aprendérselas de memoria. Por ejemplo:

catch sight of(avistar, divisar) catch a bus (coger un autobús) catch someone's eye (llamar la atención de alguien)

take for granted (dar por sentado/a, asumir) take pride in (enorgullecerse de) take by surprise (coger por sorpresa)

go ba/d (quedarse calvo/a) go missing (desaparecer, extraviarse) go mad (volverse loco/a)

Grammar Appendix

:J SUFIJOS

Los sufijos son terminaciones que se añaden a algunas palabras para formar otras nuevas.

SUFIJOS PARA FORMAR SUSTANTIVOS Algunos de los mas utilizados para formar sustantivos a partir de verbos son -ment, -tion / -sion y -er 1 -or.

agree (acordar) agreement (acuerdo) invite (invitar) invitation (invitación) conclude (concluir) conclusion (co oclusión) run (correr) runner (corredor/a) sail (navegar) sai/or (marinero/a)

También se forman sustantivos añadiendo los sufijos - ity, -ship, -ness, -ence 1 -ance, -ian y -th a algunos adjetivos, sustantivos o verbos.

personal (personal) personality (personalidad) friend (a migo/a) friendship (amistad) happy (feliz) happiness (felicidad) obedien t (obediente) obedience (obediencia) annoy(molestar) annoyance (molestia) m u sic (música) musician (músico/a) strong (fuerte) strength (fuerza)

SUFIJOS PARA FORMAR ADJETIVOS Los sufijos - ed e -ing se añaden a los verbos para formar adjetivos. Los adjetivos terminados en -ed expresan que la persona o cosa a la que se refiere experimenta un efecto concreto; los terminados en -ing expresan que la persona o cosa causa ese efecto.

bore (aburrir) bored ([estar] aburrido/a) boring ([ser] aburrido/a)

amaze (sorprender) amozed ([estar] sorprendido/a) amozing ([ser] sorprendente)

Los sufijos -fui y -less se añaden a algunos sustantivos y ayudan a saber el significado de los adjetivos resultantes, ya que -fui significa "con" y -less "sin':

ca re (cuidado) carefu/ (cuidadoso/a) careless (descuidado/a)

También se forman adjetivos añadiendo los sufijos -ous, -al, -able / -ible, -ive y -ant / -ent.

danger (peligro) dangerous (peligroso/a) nation (nación) notional (nacional) predict (predecir) predictable (predecible) reverse (inverso) reversible (reversible) attract (atraer) attroctive (atractivo/a) resist (resistir) resistant (resistente) confide (confiar) confident (seguro de si)

111

2. Going Green LOS MODALES

Modal Uses Examples

can ability Most people can do something to protect the environment. (La mayoría de la gente puede 1 sabe hacer algo para proteger el medio ambiente.)

request Can 1 join your group? (¿Puedo unirme a vuestro grupo?)

suggestion Teachers can encourage students to ride bikes to school. (Los profesores pueden animar a los estudiantes a que vayan en bici al colegio.)

possibility 1 can lend yo u my new electric cor. (Puedo prestarte mi nuevo coche eléctrico.)

be able to ability, possibility 1 was able to installsolor ponels on the roo f. (Pude instalar paneles solares en el tejado.)

can't inability The mayor can't {cannot} so/ve our pol/ution problem. (El alcalde no puede 1 sabe solucionar nuestro problema de contaminación.)

prohibition You can't throw plostic in this bin. (No puedes ti rar plástico en este cubo.)

disbelief Thot can't be Bob's cor. He doesn't drive. (Ese no puede ser el coche de Bob. Él no conduce.)

could past ability She could run very fost when she wos a child. (Podía 1 Sabía correr muy deprisa cuando era una niña.)

polite request Cou/d you water my plonts, pleose? (¿Podrías regar mis plantas, por favor?) -----

polite suggestion You cou/d choose organic food next time. (Podías elegir comida orgánica la próxima vez.)

possibility The weather forecost could be wrong. (El pronóstico del tiempo podría ser erróneo.)

may 1 might possibility Pe ter might jo in Greenpeace. (Puede que Peter se una a Greenpeace.)

m ay polite request May 1 leave these plostic bottles here, pleose? (¿Puedo dejar estas botellas de plástico aquí, por favor?)

should 1 ought to advice, opinion We should 1 ought to keep the seo cleon. (Deberíamos mantener el mar limpio.)

need to obligation, 1 need to find out what the weather wi/1 be like tomorrow. necessity (Tengo que 1 Necesito averiguar qué tiempo hará mañana.) --

have to obligation, We have to avoid using plastic products. necessity (Tenemos que evitar el uso de productos de plástico.)

must obligation, We must reduce corban emissions to slow down clima te chonge. strong necessity (Debemos reducir las emisiones de carbono para retrasar el cambio climático.)

strong belief So m must feel terrible ofter seeing al/ that plastic in the river. (Sam debe de sentirse fatal después de ver todo ese plást ico en el río.)

mustn't prohibition You mustn't waste water. (No debes desperdiciar el agua.)

don't have to lack of obligation 1 You don't have to worry about swimming he re. This river is not po/luted. necessity (No tienes que preocuparte por nadar aquí. Este río no está contaminado.)

needn't lack of obligation 1 Yo u needn 't wash the vegeto bies. They are clean. necessity (No tienes que lavar las verduras. Están limpias.)

would formal request Would you open the window, pleose? (¿Podrías abrir la ventana, por favor?)

offer Would you like sorne more water? (¿Quieres más agua?)

1

shall offer, suggestion Sha/1 1 help you with your environmental research? 112 (¿Te ayudo con tu investigación medioambiental?)

FORMA Los verbos modales: • Son invariables, por lo que tienen una misma forma

para todas las personas y no se conjugan.

• No necesitan do 1 does para formar la negativa ni la interrogativa.

• Siempre van seguidos de un verbo en la forma base.

Be able to, have to y need to no comparten todas estas características, pero si algunos de sus usos.

usos can • Expresar habilidad o capacidad. • Hacer peticiones, dar y pedir permiso. • Hacer sugerencias. • Indicar posibilidad.

be able to • Tiene el mismo significado que can, pero como can

solo puede emplearse en Present Simple, en el resto de tiempos verbales se usa be able to.

can't • Expresar falta de habilidad o de capacidad. • Expresar prohibición. • Expresar deducción negativa o certeza de que algo es

imposible.

could • Expresar habilidad o capacidad en el pasado. • Hacer peticiones más educadas que con can. • Hacer sugerencias menos directas que con can. • Indicar posibilidad más remota que con can.

may / might • Expresar posibilidad de que ocurra algo, más remota

en el caso de might. • May también se utiliza para dar, pedir o denegar

permiso, o para hacer peticiones educadas.

should 1 ought to • Dar consejo y hacer recomendaciones. • Ought to apenas se usa en negativa ni en

interrogativa. • Should es el más común de los dos.

need to 1 needn't • Need to se usa en afirmativa para expresar obligación

y necesidad, igual que lnave to. • Needn 't indica ausencia de obligación y necesidad,

igual que don't have to.

must 1 ha ve to • Expresar obligación o necesidad. • Must solo se usa en presente y have to en los demás

tiempos. • Las personas de autoridad emplean must, mientras que

la obligación de have to no es tan fuerte. • Must también se usa para expresar una conclusión

lógica sobre un hecho presente ("deber de", "tener que").

• Grammar Appendix

mustn't • Indicar prohibición.

don't have to • Expresar ausencia de obligación y de necesidad

("no tener que", "no tener por qué").

would • En interrogativa, se utiliza para pedir a alguien que

haga algo. • Con like, se usa para hacer ofrecimientos o

invitaciones.

shal/ • En interrogativa, se utiliza para ofrecerse a hacer algo

y para hacer una sugerencia.

:::1 PHRASAL VERBS Son verbos seguidos de una o dos partículas (preposiciones, adverbios o ambos) con un significado distinto del que cada palabra tiene por separado. Pueden ser transitivos o intransitivos:

This song brings back sorne memories. (Esta canción me trae recuerdos.)

1 was late beca use m y car broke down. (Llegué tarde porque se me estropeó el coche.)

La mayoría de los transitivos permiten intercalar el complemento directo entre el verbo y la partícu la: si es un sustantivo puede ir en medio o no, pero si es un pronombre debe colocarse entre ambos.

/'m going to pick up my brother ot the stotion. r.Joy a recoger a mi hermano a la estación.)

/'m going to pick m y brother up ot the station. /'m going to pick him up at the stotion.

Sin embargo, algunos transitivos, todos los intransitivos y los formados por dos partículas son inseparables.

He is looking for his sweets 1 them. (Está buscando sus caramelos 1 buscándolos.)

Algunos verbos pueden combinarse con diferentes partículas para formar distintos phrasal verbs.

stort out (empezar) stort over (volver a empezar) stort up (montar (un negocio))

Además. muchos phrasal verbs tienen más de un significado:

break down (estropearse, averiarse; echarse a llorar; descomponerse) pickup (aprender, adquirir; recoger; mejorar, reponerse) bring up (criar(se); plantear, sacar a colación)

11 3

114

fLOs MODALES PERFECTOS---:======;:===---a!!~~!!:.!!!E~~::=::::~====::!:l 1 Modal Perfect Uses Examples

must have

may / might have

could have

couldn't have

would have

Certainty that something was true

A guess about a past action or possibility that something was true

Ability to do something in the past which in the end was not done

Certainty that something did not happen, disbelief

Desire todo something in the past which in fact could not be done

should 1 shouldn't 1 Criticism or regret after an event ought to have

needn't have An unnecessary past action

usos must have + participio • Expresar una conclusión lógica de un hecho pasado.

may 1 might have + participio • Hacer una suposición de un hecho pasado. • Expresar la posibilidad de que algo fuera cierto.

cou/d have + participio • Indicar que se pudo haber hecho algo en el pasado,

pero que finalmente no se hizo.

couldn't have + participio • Expresar la certeza de que algo no pudo haber

ocurrido.

wou/d have + participio • Indicar que se quiso haber hecho algo en el pasado,

pero no se pudo debido a factores o circunstancias externas.

should 1 ought to have + participio • Quejarse de lo que ocurrió. • lamentarse de que no se haya cumplido lo que se

esperaba.

shouldn't have + participio • Expresar una opinión critica sobre un hecho pasado,

indicando que no debería haber ocurrido.

needn't have + participio • Indicar que no había necesidad de hacer lo que se hizo.

He must have been upset when al/ his crops were destroyed. (Debe de haberse disgustado cuando se estropearon todas sus cosechas.)

She m ay 1 might have forgotten to throw out the rubbish. (Puede que se haya olvidado de tirar la basura.)

He could ha ve joined our pro test. (Él podía haberse unido a nuestra protesta.)

They couldn't have predicted the tornado. lt was sunny. (No podían haber predicho el tornado. Hacía sol.)

1 would h;we gone to the demonstration, but 1 was very busy. (Habría ido a la manifestación, pero estaba muy ocupado.)

You shouldn't 1 should 1 ought to have warned me earlier. (No deberías 1 Deberías haberme avisado antes.)

You needn't have picked the children up. 1 was going todo it. (No tenias por qué recoger a los niños. Iba a hacerlo yo.)

::2 SHOULD / HAO BEITER

FORMA Afirmativa : sujeto + had better + verbo principal en la forma base. Significa "Es mejor que" + un verbo en presente de subjuntivo.

You had better (You'd better) use public transport. (Es mejor que uses el transporte público.)

Negativa: sujeto+ had better not +verbo principal en la forma base.

We'd better not buy thot product. lt's not environmentolly friendly. (Es mejor que no compremos ese producto. No es ecológico.)

Interrogativa: no se suele usar.

usos Como ya se ha visto, should se utiliza para decir lo que se cree que se debería hacer, dar un consejo o una recomendación. Had better (o la contracción 'd better) es otra forma muy coloquial de expresar lo mismo.

No obstante, had better tiene un uso distinto de should, ya que también se utiliza para expresar una advertencia. En este caso, se suele traducir por "Será mejor que ... " o "Más vale que ... ~

You'd better use energy-efficient /ight bu/bs! (¡Será mejor que uses bombillas de bajo consumo!)

You'd better not throw that in the river! (i Más vale que no tires eso al río!)

3. Online World LA VOZ PASIVA

Tense

Present Simple

Past Simple

Future Simple

Present Continuous

Past Continuous

Active

Amazon se lis books online.

Amazon so/d books online.

Amazon wi/1 sel l books online.

Amazon is selling books online.

Amazon was selling books online.

Present Perfect Simple Amazon has sold books online.

Past Perfect Simple

Modals

Amazon had sold books online.

Amazon should se I/ books online.

Grammar Appendix

Passive

Books are sold online by Amazon.

Books were sold online by Amazon.

Books wi/1 be so/d online by Amazon.

Books are being so/d online by Amazon.

Books were being so/d online by Amazon.

Books have been so/d online by Amazon.

Books had been sold online by Amazon.

Books should be sold online by Amazon.

Modal Perfects Amazon could have so/d books on/ine. Books cou/d ha ve been so/d online by Amazon.

Books ha ve to be so/d online by Amazon.

Books are going to be sold online by Amazon.

have to Amazon has to se/1 books online.

be going to Amazon is going to se/1 books online. '---

FORMA Afirmativa: sujeto+ to be + participio del verbo principal.

Negativa : suj eto + to be + not (o n't) + participio del verbo principal.

Si la frase lleva un modal, un verbo en Future Simple o un tiempo compuesto, se añade not (o n't ) al modal, a will o a have 1 has.

The computer mustn't be restarted yet. (El ordenador no se debe reiniciar todavía.)

Interrogativa: to be+ sujeto+ participio del verbo principal.

Si en la pregunta hay un modal, un verbo en Future Simple o un tiempo compuesto, la frase pasiva comienza con el modal o el verbo auxiliar, igual que en la voz activa.

Has the new video game o/reody been .Jaunched? (¿Se ha lanzado ya el nuevo videojuego?)

En las preguntas que llevan partícula interrogativa también se invierte el orden del verbo auxiliar y del sujeto, menos cuando la partícula hace de sujeto.

Where- wi/1 the new progrom be purchased? (¿Dónde se comprará el nuevo programa?)

Who will be chosen os prime minister? (¿Quién será elegido primer ministro?)

::l CÓMO PASAR UNA ORACIÓN A PASIVA Antes de saber cuáles son los pasos que hay que seguir para pasar una oración de activa a pasiva, es importante recordar que la pasiva es más frecuente en inglés que en castellano, por lo que se suele traducir el verbo en activa o en la forma impersonal. El esquema que se puede ver a continuación explica cómo se pasa una oración de forma activa a pasiva.

The technician (subject)

has fixed the computer.

(abject)

· --==-~ ---. The camputer has been fixed by the technicion.

(subject) {object)

(El ordenador ha sido arreglado por el técnico.)

• Se pone como sujeto el primer complemento que haya detrás del verbo en activa, ya sea directo o indirecto.

We wi/1 give a computer to Paul. A computer wi/1 be given to Paul. (Se le dará un ordenador a Paul.)

Cuando hay dos complementos, lo más frecuente en inglés es poner el complemento indirecto como sujeto.

Pau/ will be given a computer.

Si el complemento indirecto es un pronombre objeto, se cambia a la forma de pronombre sujeto.

We wi/1 give him a computer. He will be given a computer.

• Se pone el verbo to be en el mismo tiempo que tenía el verbo principal en la voz activa, y el verbo principal en participio.

She is deleting my files. My files are being deleted (Mis archivos están siendo borrados.)

Los modales y be going to no cambian, pues es el verbo que los sigue el que se pone en pasiva.

The teachercan use tutorials. Tutorials can be used by the teacher. (Los tutoriales pueden ser utilizados por el profesor.)

• Se coloca el sujeto de la activa al final. precedido de by. Hay que cambiarl o por su correspondiente pronombre objeto si es uno personal.

[us

]16

usos • Indicar que la acción es más importante que el

sujeto que la real iza, bien porque es poco relevante, desconocido o porque no se quiere nombrar. Somebody bought the new de vice. The new device was bought. (El nuevo disposit ivo fue comprado.)

• Con verbos como say, think, believe, know o report es posible utilizar dos formas de pasiva: - La primera es una construcción impersonal con it + uno de estos verbos en pasiva + una oración con that + sujeto +verbo. Se traduce como una oración impersonal, pero activa: "Se dice 1 Se piensa 1 Se cree .. ."; solo know se puede traducir en pasiva.

ft is said that yo u can google anybody. (Dicen 1 Se dice que se puede buscar en Google a cualquiera.) ft is known that some of the information on Wikipedia is not accurate. (Es sabido 1 Se sabe que parte de la información de Wikipedia no es exacta.)

- La segunda se forma con el sujeto + uno de estos verbos en pasiva + infinitivo. Para traducir este t ipo de pasiva también se recurre al pronombre "se" o se usa un sujeto general como "todo el mundo", "la gente", etc.

4. Sense It EL ESTILO INDIRECTO

Tense

Present Simple Past Simple Future Simple

Present Continuous

Past Continuous

Direct Speech

We eat tosty food.

We ate tosty food.

We will eat tasty food.

We are eating tasty food.

We were eating tasty food. We ha ve e aten tasty food.

Her new blog is said to be very successfu/. (Se dice que su nuevo blog es un éxito.)

• El verbo consider solo se puede utilizar en el segundo tipo de pasiva y t iene una traducción literal: "ser 1 estar considerado':

Her new blog is cansidered to be very successful. (Su nuevo blog está considerado un éxito.)

::l LOS VERBOS CAUSATIVOS: HAVE / GET + SOMETHING + DONE

Los verbos have 1 get + un sustantivo + participio expresan acciones que se encargan a alguien.

Pe ter IS going to have 1 get his website updated. (Van a actualizar la página web de Peter.) [lo hará otra persona]

Esta estructura tiene un sentido pasivo, pues el sustantivo que va en medio recibe la acción del verbo que va en participio, pero se suele traducir en voz activa.

My computer crashed, so 1 had it repaired yesterday. (Se me colg~ el ordenador, asi que lo hice arreglar ayer.)

Aunque ambos se usan indistintamente, get es más informal y, por tanto, más común en el inglés hablado.

1 got my computer repaired last week. (Me arreglaron 1 Arreglé el ordenador la semana pasada.)

Reported Speech

She so id thot they ate tosty food.

She said thot they had ea ten tasty food.

She said that they wou/d eat tasty food.

She said that they were eating tasty food.

She said that they had been eating tasty food. She said that they had eaten tosty food. Present Perfect Simple

Present Perfect Continuous

Past Perfect Simple

We have been eating tosty food.

We had ea ten tasty food.

She so id thot they had been eating tasty food.

She said that they had ea ten tasty food.

Past Perfect Continuous We had been eating tasty food. She said thot they had been eating tosty food.

Direct Speech

can

m ay must 1 have to will

could

might must 1 had to would

1 CAMBIOS EN OTRAS PALABRAS Y EXPRESIONES

Direct Spcech Reponed Speech ------------------------~ now

today tonight

yesterday last week a month ago tomorrow

next week he re

this / these ..__

then

that day that night

the previous day 1 the day befare the previous week 1 the week before the previous month 1 the month befare

j the following day 1 the day after 1 the next day the following week 1 the week after there that 1 those

----------------------~

El estilo indirecto se utiliza para contar lo que alguien ha dicho sin citar exactamente sus palabras.

REPORTEO STATEMENTS Se puede contar en presente lo que alguien acaba de decir, para lo cual basta con suprimir las comillas y cambiar el pronombre sujeto y la persona del verbo.

"/ am hungry." She says that she is hungry. (Dice que tiene hambre.)

Pero lo normal es que el verbo que introduce la subordinada en estilo indirecto (normalmente say o tell) vaya en pasado. Entonces, el cambio más importante es que el verbo de la subordinada da un salto atrás (de Present Simple a Post Simple, de este a Post Perfect Simple, etc.). Además de suprimir las comillas y cambiar los tiempos verbales, también hay que hacer algunos cambios en los pronombres y en las expresiones de tiempo y lugar. los verbos más comunes para introducir el esti lo indirecto son say y tell. Tell siempre lleva un complemento indirecto sin la preposición to. Say puede llevar complemento indirecto o no, pero si lo lleva debe ir con esa preposición. la oración subordinada va introducidla por la conjunción that, aunque en inglés hablado se suele omitir .

.. The sme/1 is strong, but pleasant," he said. He told us (that} the sme/1 was strong, but pleasant. He said {that) the sme/1 was strong, but pleasant. He said to us (that) the sme/1 was strong, but pleasant. (Nos dijo que el olor era fuerte, pero agradable.)

Cuando la frase enuncia u na verdad general, no hay cambio en los tiempos verbales.

"Smells trigger memories," he so id. He said that smells trigger memories. (Dijo que los olores evocan recuerdos.)

REPORTEO QUESTIONS Hay dos tipos de preguntas en inglés:

• Las Yes 1 No questions son las que se pueden contestar con un "si" o un "no". Para ponerlas en estilo indirecto, se emplea el verbo ask y, a continuación, if o whether. Como la pregunta deja de serlo y se convierte en una frase afirmativa, no hay inversión sujeto-verbo, ni signo de interrogación, y tampoco comillas. • "Do you like chocolate?" they asked the girl. They asked the girl if 1 whether she liked chocolate. (le preguntaron a la niña si le gustaba el chocolate.)

• las Wh- questions son las que comienzan con una partícula interrogativa (what, who, where, when, why, whose, how, etc.). Al pasarlas al esti lo indirecto, se pone dicha partlcula +sujeto+ verbo, y se prescinde del signo de interrogación y de las comillas. "Whot is your favourite flavour?" Fronk osked. Frank asked what my favourite flavour was. (Frank preguntó cuál era mi sabor preferido.)

Grammar Appendix

REPORTEO ORDERS Para pasar una orden a estilo indirecto, se cambia el imperativo por un infinitivo. Antes del infinitivo, se debe usar un verbo que exprese mandato, como tell u order, seguido del complemento indirecto. También se pueden usar los verbos ask o beg para expresar peticiones, invite para hacer una invitación o warn para advertir a alguien de algo.

"Stop staring at me," the mother told her son. The mother ordered her son to stop staring at her. (la madre le ordenó a su hijo que dejara de mirarla fijamente.)

Cuando se trata de una oración negativa, se pone not delante de t o.

"Don't te// anybody," she begged us. She begged us not to tell anybody. (Nos suplicó que no se lo dijéramos a nadie.}

REPORTEO SUGGESTIONS Primero se pone el sujeto y suggest o recommend en pasado y, a continuación, se dice lo que se sugiere. las sugerencias se pasan al estilo indirecto de dos formas: • Usando una oración de complemento directo

introducida por that y se.guida del sujeto y el verbo en la forma base. En este caso, la sugerencia se refiere a otra u otras personas.

"Take the shortcut." he recommended. He recommended that we take the shortcut. (El recomendó que cogiéramos el atajo.}

• Usando el gerundio, sin especificar ningún sujeto, ya que la persona que hace la sugerencia se incluye en ella. "Let's moke chocolate biscuits!" she suggested. She suggested making chocolate biscutts. (Ella sugirió hacer galletas de chocolate.}

~ REPORTING VERBS los verbos más utilizados para introducir el estilo indirecto son say, tell y ask, que transmiten el mensaje sin añadir más información. Pero si se quiere comunicar la intención del hablante o el tono que usó, hay otros muchos reporting verbs: • Afirmaciones: admit, agree, announce, answer,

apologise, boast, claim, complain, declare, deny, explain, inform, insist, mention, offer, promise, refuse, remind, reply, state

• Preguntas: enquire, request. want to know, wonder

• Órdenes: demand, order, shout, warn • Súplicas: beg • Sugerencias: advise, invite, recommend, suggest

Algunos de estos verbos pueden ir seguidos de infin~tivo o gerundio, aunque también es posible usarlos segu1dos de la subordinada. • Infinitivo: promise, agree, refuse, advise, remind, etc.

Emma promised to cook a mouth-watering stew. (Emma prometió cocinar un estofado que hace la boca agua.)

• Gerundio: deny, admit, etc. She admitted having a weakness for chocolate. (Admitió tener debilidad por el chocolate.}

117

(.3 .,., e

-6 :;)

~ u " Q

-< s-._S)

J'

118

5. Families LAS ORACIONES DE RELATIVO

DE FIN ING RELATIVE CLAUSES

Uses Examples ---

who and that refer to people She is the girl who 1 that lent me The Kite Runner. (Ella es la chica que me prestó Cometas en el cielo.)

which and that refer to objects The Kite Runner is o book whích 1 that 1 wont to reod. (Cometas en el cielo es un libro que guiero leer.)

whose refers to possession Amir is o boy whose fother is very strict. (Amir es un chico cuyo padre es muy estricto.)

when and that refer to a moment in ti me /'// never forget the doy when 1 that the wor broke out. (Nunca olvidaré el día en que estalló la guerra.)

where refers to a particular place 1 emigroted too place where 1 con b~ sofe . (Emigré a un país donde _puedo estar a salvo.)

NON-DEFINING RELATIVE CLAUSES

Uses Examples

that cannot replace who or which Boba, who is Amir's fother, ployed soccer os a child. (Baba, que es el padre de Amir, jugaba al fútbol de niño.)

Son oraciones subordinadas adjetivas introducidas por un pronombre o un adverbio relativo. Las hay de dos tipos: defining (especificativas) y non-defining (explicativas).

DEFINING RELATIVE CLAUSES Aportan información esencial sobre su antecedente. Sin ella, la frase quedaria incompleta.

• Los pronombres who (personas), which (cosas) y that (personas y cosas) pueden omitirse si no hacen de sujeto de la oración subordinada.

• Whose (posesión) no se puede omitir ni sustituir por that.

• When (tiempo) puede omit irse si no hace de sujeto de la oración subordinada, o sustituirse por that.

• Where (lugar) no puede sustituirse por that y solo se omite en algunas ocasiones.

+ Why (razón) puede omitirse o sustituirse por that.

+ Whom se usa detrás de las preposiciones, pero se suele omitir y se coloca la preposición detrás del verbo.

He is the person to whom you need to tolk. He is the person you need to tal k to. (Él es la persona con la que tienes que hablar.)

NON-DEFINING RELA TI VE CLAUSES Añaden información sobre su antecedente y van entre comas. Se forman con who, which, when, where y whose, que no se pueden omitir ni sustituir por that.

My fother, who is a se/f-centred mon, /ives in París. (Mi padre, que es un egocéntrico, vive en Paris.)

+ Indica usos adiciona les a los presentados en las tablas.

::l ESTRUCTURAS FORMAL E INFORMAL Cuando el relativo va precedido de una preposición, se sigue utilizando which si el antecedente es una cosa; pero si es una persona, en lugar de who se emplea whom. Este es un uso muy formal.

Lo más común en ambos casos es poner la preposición al final de la oración de relativo y omitir el pronombre.

That's the point with which 1 ogree. [Formal] Thot's the point (which] 1 agree with. [Informal] (Ese es el punto con el que estoy de acuerdo.)

Dad is the person to whom you hove to tolk. [Formal] Dad is the person (who} you hove to tolk to. [Informal] (Papá es la persona con la que tienes que hablar.)

Cuando el verbo de la oración de relativo va seguido de una preposición, se puede usar el relativo who y mantener la preposición después del verbo (informal), o se puede utilizar whom en vez de who y poner la preposición antes del pronombre relativo (formal).

His fother was o bod-tempered mon who wos difficult to live with. [Informal] His fother was a bad-tempered mon with whom it was difficult to live. [Formal] (Su padre era un hombre malhumorado con el que era dificil convivir.)

Grammar Appendix

6. A Good Buy LAS ORACIONES CONDICIONALES

Conditional clause Result clause l Examples

FIRST CONDITIONAL

Future Simple lfyou do the shopping here, you'll get greot discounts. if (Si haces las compras aquí, obtendrás muy buenos descuentos.)

+ Present Simple lmperative

unless

Ask for the receipt ifyou want to be ab/e to return the camera. (Pide el recibo si quieres poder devolver la cámara.)

Modal + base form lf you bu y a new house, you can rent out the old one. (Si compras una casa nueva, puedes alquilar la vieja.)

SECONO CONDITIONAL

if would lf 1 had enough money, 1 would buy plan e tíckets to Australia.

+ Past Simple

unless

+base form

could 1 might

(Si tuviera suficiente dinero, compraría billetes de avión a Australia.)

You could 1 might afford to buy a new cor if you won the lottery. (Podrías permitirte comprar un coche nuevo si ganaras la lotería.)

THIRD CONDITIONAL

would have /f 1 had had the receipt. 1 would have returned this shirt. if + Past Perfect + past participle (Si hubiera tenido el recibo, habría devuelto esta camisa.)

could have 1 1 c:ould 1 might have afforded it if my salary had been better. might have (Podría habérmelo permitido si mi sueldo hubiera sido mejor.)

Son oraciones compuestas por una proposición subordinada que expresa la condición (conditional clause) y una principal que indica el resultado (result clause). No importa el orden en que se coloquen las proposiciones pero, si la condición va primero, se suele poner una coma entre ambas.

lf it rains, the roads get wet. (Si llueve, las carreteras se mojan.)

The roods get wet if it rains. (Las carreteras se mojan si llueve.)

EL PRIMER CONDICIONAL Se usa if + Present Simple en la condición y Future Simple, un verbo modal o el imperativo en el resultado. Expresa qué ocurrirá si se cumple la condición señalada.

You can't go shopping ifyou don't finish your food. (No puedes ir de compras si no terminas la comida.)

lfyou want to exchange it, bring the receipt. (Si quieres cambiarlo, trae el recibo.)

Para expresar que algo ocurrirá o no si no se cumple la condición, la proposición es introducida por la conjunción unless, que equivale a if not ("a no ser que", "a menos que").

Unless 1 find a sales assistant, 1 won't open the shop. lf 1 don't find a sales assistant. 1 won't open the shap. (A no ser que encuentre 1 Si no encuentro un dependiente, no abriré la tienda.)

Unless se usa con bastante asiduidad en el primer condicional, pero es menos frecuente en el segundo condicional y nunca se emplea en el tercero.

EL SEGUNDO CONDICIONAL Se usa if + Post Simple en la condición y would + el verbo en la forma base en el resultado. Expresa condiciones hipotéticas referidas al presente, es decir, que es poco probable que ocurran.

He wouldn't buyo BMW unless he had enough money. (El no compraría un BMW a no ser que tuviera suficiente dinero.)

Si el verbo de la condición es to be, se suele utilizar were en todas las personas del singular y del plural.

lf that camera weren 't so expensive, 1 would bu y it. (Si esa cámara no fuera tan cara, la compraría.)

Para dar consejos se emplea la fórmula if 1 were.

lf 1 weTe you, 1 would get the ones that ore on sale. (Yo, en tu lugar, compraría las que están rebajadas.)

En lugar de would, también se pueden usar los modales could o might en el resultado, pero ambos indican que la probabilidad de que se cumpla la hipótesis es aún menor. Equivalen al verbo "poder" en condicional o a las expresiones "tal vez" o "quizás"+ condicional.

lf this brand weren't so expensive, 1 might buy more of their products. (Si esta marca no fuera tan cara, tal vez compraría más productos suyos.)

1119

120

EL TERCER CONDICIONAL Se forma con if + Post Perfect en la condición y would have + participio en el resultado. En este caso la condición es totalmente imposible, pues se refiere al pasado y ya no puede realizarse.

1 would ha ve bought a Mac if 1 had had money. (Habría comprado un Mac si hubiera tenido dinero.}

En vez de would have + participio, en el resultado también se puede emplear could have o might have + participio.

lf we had kept the receipt, we might 1 could ha ve returned the jacket. (Si hubiéramos guardado el recibo, podríamos haber devuelto la cazadora.)

LAS ORACIONES DESIDERATIVAS

Form Uses

~ORACIONES TEMPORALES las referidas al futuro se forman como las oraciones del primer condicional: Present Simple en la subordinada y Future Simple en la principal. Lo que cambian son las conjunciones, que en este caso son as soon as, by the time, the moment (that), until, when, etc.

1'11 be hoppier as soon as you stop spending so much money. (Estaré más contento en cuanto dejes de gastar tanto dinero.)

1 won 't stop looking until l find thot CO. (No pararé de buscar hasta encontrar ese CD.}

Examples

wish 1 if only + Past Simple Refers toa present situation that the speaker is unhappy about

He wishes he had time to go shopping. (Le gustaría tener tiempo para ir de compras.)

lf only 1 had an MP4 player. (Me gustaría tener 1 Ojalá tuviera un MP4.)

wish / if only + Past Perfect 1 Expresses regret about a past action or situation

1 wish 1 had bought the blue ones. (Ojalá hubiera comprado los azules.)

lf only he had sold the house sooner. (Si al menos 1 Ojalá hubiera vendido la casa antes.)

wish 1 if only + could 1 would + base form

Expresses a desire for something to happen in the future

1 wish 1 could go to the shopping centre. (Ojalá pudiera ir al centro comercial.)

Las oraciones desiderativas expresan un deseo. Se pueden formar de dos maneras: con el verbo wish o con la expresión if only.

Wish significa "desear", pero en las oraciones de este t ipo equivale a "desearía" o "me gustaría~ Cuando el sujeto es 1, se puede traducir por "Ojalá~ Va seguido de una oración subordinada introducida por la conjunción that, aunque esta se suele omitir.

lf only tiene el mismo significado y se puede traducir por "Ojalá" (sea cual sea el sujeto} o "Si al menos". Va seguido de una oración subordinada sin la conjunción that.

Tanto wish como if only se pueden usar con varios tiempos verbales:

• Post Simple: se refiere a situaciones presentes que se quisieran cambiar o mejorar.

1 wish 1 lf only 1 had a better job. (Ojalá 1 Si al menos tuviera un trabajo mejor.}

Si el verbo que va en Post Simple es to be, hay que usar were en todas las personas. 1 wish / lf only it were that simple! (¡Ojalá fuera tan sencillo!}

lf only the sales-assistant would help me. (Ojalá me ayude el dependiente.}

• Post Perfect: se refiere a hechos pasados, lamentando que ya no tienen remedio.

Do you wish you had bought it sooner? (¿Te gustaría haberlo comprado antes?)

• Could o would + un verbo en la forma base: se refiere al futuro, expresando la esperanza de que ocurra lo que se desea.

1 wish 1 ff only 1 could afford it. (Ojalá me lo pudiera permitir.}

Si el sujeto de wish y el del verbo en la forma base son diferentes, se usa would. Además, si el sujeto es 1 o we, se suele usar could.

1 wish / lf only our sales would improve. (Si al menos mejorasen nuestras ventas.} 1 wish / lf only we coufd go together. (Ojalá 1 Si al menos pudiésemos ir juntos.}

PRONUNCIATION PRACTICE All the exercises in this section are recorded on the Class Audio CDs.

Unit 1 PHONETIC ALPHABET

1. Listen and repeat the sounds and words in the pronunciation key below.

a: far, past

a: cat, band

m kite, five

au mouse, rown

e bed. head

et play, page

C;) chair. bear in. tip

1: me. tea

happy

t.> near, deer

o not, stop

;)() phone, boat

3: door, four

31 toy. enjo}

u foot. good

u: food, you

U.') pure, cure

J: word, heard

but, cup

.., afraid. mother

b bed

d door

f father

9 girl

h hat

j yes

k king

long

m mou e

n nose

p pink

r red

!. ~even

tall

very

\\ "' indow

1 zebra

f ~hop 3 television

!) sing

tf children

O think

<) the

d3 job

2. Listen and choose the correct phÓnetic symbol from the chart above for the sounds in colour below. Then listen again and repeat.

1. stra1ght S. willing

2. trend 6. crew 3. catch 7. emerge

4. go 8. infatuation

3. Read the following phonetic symbols and write the words in your notebook. Then listen and check your answers.

1. /aut're1d3<ls/ 4. /'wel0i/ 2. / dratv/ S. /':>:t.')grref/

3. / 'e;,re::./

Unit 2 SEMI-VOWELS AND SEMI-CONSONANTS /w/ /j/

1. Listen and repeat the pairs of words below. ls the letter in colour pronounced the same w ay in each word pair?

1. work - crew 2. year - stay

2. Listen to the sentences below. When is the letter 'w' not pronounced /w/? When is the letter 'y' not pronounced /j /? Listen again and repeat.

1. The world needs to use renewable energy. 2. Are you willing to change your fam1ly's attitude

to recycli ng? 3. Can hybrid cars cut down the amount of petral we use?

The letter 'w' is usually not pronounced ¡,\¡ when it appears in the middle of the word. The letter 'y' is usually not pronounced /j/ when it appears at the end of a word.

WORD STRESS

3. Copy the words into your notebook. Underline the syllable in each one that you think is stressed. Then listen and check.

1. de·vote S. pol·lu·t ion 2. night·mare 6. lit·ter

3. a·void 7. in·ha·bit 4. harm.ful 8. re·new·a·ble

Suffixes and prefixes aren't usually stressed. Most two-syllable nouns and adjectives are stressed on the first syllable.

Unit 3 DIPHTHONGS (1)

1. Listen to the words below, paying attention to the vowel sounds in colour. Then listen again and repeat.

1. /et/ available; updated

2. /.')U/ close-up; download

3. /a1/ tidy; device

4. /::>t/ overjoyed; boíl

121

122

2. Choose the word that does not contain the sound shown by the phonetic symbol. Listen and check your answers.

1. / er/ play wait a pe neighbour said

2. / ";,>o/ choke snow toad to toe

3. / m/ shy lie air kite sigh

4. / ·:>I/ boy ruin voice toil oyster

Unit 4

DIPHTHONGS (2)

1. Listen to the words below, paying attention to the vowel sounds in colour. Then listen again and repeat.

1. /ao/ south; down

2. Ir~/ weird; deer

3. /e";,>/ stare; chair

4. /o"d/ tour; cure

2. Look at the sentences below. Write the phonetic symbol for each vowel sound in colour. Then listen and repeat.

1. This beer is dark brown.

2. There's a mouth-watering smell in the air.

3. Don't stare at that poor man.

PHRASAL VERBS - STRESS

3. Listen and repeat.

1. set off 3. start out

2. start over 4. bring back

When we pronounce phrasal verbs, we usual ly stress the second word (the particle).

Unit 5 THE LETTER 'o'

1. Listen and repeat.

/ o/ /A/ / ";,>o/ /u:/ / ;;,/ nod something open lose opinion

2. Complete the table above with the following words. Then listen and check your answers.

overheard • construction • brother • odour

who • crops • onion • lottery to • impolite

SENTENCE STRESS

3. Listen and repeat. Which words are stressed in each sentence?

1. That's exactly what 1 think!

2. You can't be serious!

3. How can you say that?

4. That's not the way 1 see it.

S. 1 know what you mean.

We usually stress the words with the most important information in the sentence.

Unit 6 DIFFICULT CONSONANT SOUNDS

1. Listen and choose the correct phonetic symbol that you hear at the beginning of each word.

1 . J 1 tf 4. e 1 o 2. V / b 5 · d3 / tf 3. r 1 w 6. j 1 h

TRIPHTHONGS

2. Listen to the words below, paying attention to the vowel sounds in colour. Then listen again and repeat.

1. / ai;,/ bonf ire

2. / au;,/ tower

3. / er;,/ player

3. Listen and choose the word you hear.

1. f lour 1 f lier

2. layer 1 lower

3. power 1 pyre

GLOSSARY A a breath of fresh air /;) bree ;)v fref 'e;)/ ~n sop·l~ de

aire fresco

a drop in the ocean / ;) drop m o~ ·~Jn/ una gota en el océano

access (n) / 'rek es/ acceso

access (v) / 'rekses/ acceder

accomplish / ;)'kArnphJ/ lograr, llevar a cabo

accurate / 'rekj;;,r;;>t/ exacto/a, preciso/a

accuse of / <>'kju:z <>v/ acusar de

affairs /:>'fen/ asuntos

affluent /'reflu<>nt/ adinerado/a, rico/a

afford / <>'f:>:d/ permitirse

(be) all the rage / (bi:) :>:1 o<> 're1d3/ ser el último grito, causar furor

amazement / ;)'melZin;)nt/ asombro, sorpresa

amount j ;)'maunt/ cantidad

appearance ¡ ;;,'p¡;)r;)ns/ aparición; aspecto

apply for j ;:¡'pla• f<>/ solicitar, pedir

apply to j ;)'pla• t-;,/ echar una solicitud, solicitar

approach ¡ -;,'pr;}(.)d/ hablar con, dirigirse a; acercarse a

arrive at j ;:¡'•-a•v ;)t/ llegar a

arrive in /o'ra~v m/ llegar a

autograph / ':>:l<>grref/ autógrafo

available / <l'veJI;)bl/ disponible

avoid / :>'v:>•d/ evitar. eludir

awful / ':>:fl/ horrible, terrible

B balance /'brelons/ mantener el equilibrio

ban / bren/ prohibir

bargain / 'ba:g<>n/ ganga

belly / 'beli/ barriga

belongings / b•'lo!JqJz/ pertenencias

benefit / 'bemfn/ beneficio, ventaja

bitter / 'b•t;;>/ amargo/a

bleak / bli:k/ crudo/a, deprimente

blur / biJ:/ desdibujar. hacer borroso/a

bodyguard / 'bodiga:d/ guardaespaldas

bond / bond/ lazo, vínculo

bonfire / 'bonfaJ<>/ hoguera

bottle / t<l 'botl/ embotellar

brand / bn:cnd/ marca break down / b•·e•k 'daun/ estropearse, averiarse;

echarse a llorar; descomponerse break up / bre•k 'Ap/ separarse, romper

bright / braJt/ vivo/a bring along / brr!J :>'lo!)/ traerse. traer consigo; llevarse.

llevar consigo bring back / bn!J 'brek/ traer a la memoria, recordar

bring up / bn!J 'Ap/ criar(se); plantear, sacar a colación

brother-in-law / 'brAO;)mb:/ cuñado

burglar / 'bJ:gl;:,f Iadrón/ana bury / 'beri/ enterrar (- oneself in: enfrascarse en,

ensimismarse con)

e carbon dioxide / ka:b;}(.)n da•'oksa•d/ dióxido de

carbono carbon footprint / ka:b;:¡un 'futpnnt/ huella de

carbono

carry / 'kreri/ tener (en stock); vender

catch a bus / kretJ ;) 'bAs/ coger un autobús

catch a cold / kretJ o 'k<>uld 1 coger un resfriado, resfriarse

catch fire / kretJ 'faro/ prenderse fuego, incendiarse catch one's breath / kre tJ wAnz 'bre9/ recobrar el

aliento catch sight of / kretJ 'sa•t ;)v/ avistar, divisar. ver

catch someone's eye / kretJ SAmwAnz 'a•/ llamar la atención de alguien

charge a laptop / tfa:d3;) ' lreptop/ cargar un ordenador portátil

charge a mobile phone / da:d3;) m;}(.)barl ·r~n/ cargar un teléfono móvil

chase / tJers/ perseguir

cheer / tJ•::~/ aclamar, vitorear

close-up / 'kJ;:¡u Ap/ (en) primer plano

come round / kAm 'raund/ pasar, acercarse

cometo / 'kAm t<l/ ascender a, sumar

common sense / kom;)n 'sens/ sentido común

complain about / kom'plem <>baut/ quejarse de, reclamar por

complain of / kom'plem ;:¡v f quejarse de

consist of / k;:m 'srst 'dv/ constar de, consistir en

construct / k<>n 'strAkt/ construir

construction f k;:,n'strAkJn/ construcción

constructive / k;:,n 'strA kuv 1 constructivo/a

consumerism /k<>n'sju:m<>nz::~m/ consumismo

contractor / k;;>n'trrekt<l/ contratista

controversia! / kontr;;>'v:J:JI/ controvertido/a, polémico/a

cousin / 'kAzn/ primo/a

crash / krreJ/ bloquearse, colgarse (un ordenador)

crawl / kr:>:l/ gatear; avanzar lentamente

creak / kri:k/ crujir

crew / kru:/ equipo, cuadrilla

crop / krop/ cultivo, cosecha

crowd / kraud/ muchedumbre, multitud

currently / 'kAr<lntli/ actualmente, en la actualidad

cut down / kAt 'daun/ reduci r. recortar

D deafening / 'dcfn•!J/ ensordecedor/a

debris / 'dcbri:/ restos

debt 1 det/ deuda

e Glossary

delete 1 d1'li:t/ borrar, eliminar

delightful 1 dt'lruúl/ encantador/a

deny / d1'na1/ negar

depend on 1 di'pend on/ depender de; contar con

destroy 1 di'str:>I/ destruir

device 1 di'VaJs/ dispositivo, aparato

devote 1 d¡'v:x.>t/ dedicar(se)

die of / 'da1 ;>v/ morir de

di m 1 drm/ atenuarse, apagarse

discount /'d1skaunt/ descuento, rebaja

disgraceful / dts'gre1sfl/ vergonzoso/a

disgusting 1 dts'gASti!J/ desagradable do business with / du: 'b1zn;:¡s wro/ hacer negocios 1

negociar con do more harm than good / du: m::>: 'ha:m o;}n gud/

ser peor el remedio que la enfermedad do one's best / du: wAnz 'bcst/ hacer todo lo posible

do one's duty / du: wAnz 'dju:ti/ cumplir con el deber do someone a favour / du: sAmwAn ;:¡ 'feiV'd/ hacer un

favor a alguien

do the shopping 1 du: o;> 'Jopi !J/ hacer la compra

down to earth / daun t;) ':xe; práctico/a, real ista, con los pies en la tierra

download a film / daun'l:x.>d ;:¡ film/ descargar(se) una película

download a song / daun'l:x.>d ri SD!J/ descargar(se) una canción

drive / draiV/ empuje, dinamismo

E emit / i'mn/ emitir, despedir

endless / 'endl'ds/ infinito/a

engaged / m'ge1d3d/ prometido/a

enter your age / 'cnt4 j:>: erd3/ introducir tu edad enter your password 1 ent::> j::>: 'pa:swJ:d/ introducir tu

contraseña entertainment 1 ent;>'temrn::>nt/ entretenimiento,

espectáculo environmentalist / mvaJr;>n'ment;>hst/ ecologista environmentally friendly / mvair'dnment;>li 'frendli/

ecológico/a, respetuoso/a con el medio ambiente envision / m'VI3n/ prever. imaginarse

eventually / I'vent}u;:¡Jij finalmente, al f inal

exchange /Iks't.fernd3/ (inter)cambiar

excited 1 1k'saltld/ entusiasmado/a

exhibit / Ig'zibit/ exposición

expose / Ik'sp;)Oz/ exponer, poner al descubierto

F faint / femt/ débil, apenas perceptible

fake / feik/ fingir

fashionable / 'f<dn'dbl/ a la moda, elegante

fence / fens/ val la, cerca

fiancée / fi'onsei / prometida

fight back / fan 'ba:k/ defenderse, contraatacar

file / fad/ archivo

firm / f::l:m/ compañía, firma

f lavour / 'flerv;>/ sabor

flee / fli:/ huir, fugarse

fleet / fli:t/ flota

flush / flAJ/ t irar de la cadena

folder / 'f:x.>ld;>/ carpeta

fool / fu:l/ engañar

forester / 'fonst;:¡/ guardabosques forward an attachment/f:>:w;:¡d ten ;:¡'ttetfm;>nt/

(re)enviar un documento adjunto forward an emai l/f:>:w;:¡d ten 'i:mell/ (re)enviar un

correo electrónico free of charge / fri: ;>v 'tfo:d3/ gratis, gratuito/a

free trial / fri: 'trai;>I/ muestra gratuita

frustrate /frA'streit/ frustrar(se)

frustrated / frA'stJ·eitJd/ frustrado/a

frustrating / fr,..'strei ti!J/ frustrante

frustration / frútredn/ frustración

fuel / 'fju:;>l/ combustible

full-length film / fulle!Je 'fi lm/ largometraje

G gadget / 'ga:d31t/ artilugio, chisme, aparato

gear 1 g¡;:¡f equipo; ropa

get a long 1 get ;:¡' lo!)/ llevarse bien

get rid of 1 get 'nd ov 1 librarse 1 deshacerse de

get to / 'get tu:/ tener la oportunidad de

give out / giV 'aut/ agotarse. acabarse; repartir, distribuir

go abroad / g;>u ;:¡ 'bn:d/ irse al extranjero

go bald j g;:¡u 'b:>:ld/ quedarse calvo/a

go blind 1 g;:¡u 'blrund/ quedarse ciego/a

go in one ear and out the other 1 g;>u m wAn r;:¡ ;:¡nd

auto;:¡ 'Ao::>/ entrar por un oído y salir por el otro go mad 1 g;:¡u 'ma:d/ volverse loco/a

go missing f g;:,u 'mrSI!J/ desaparecer, extraviarse

go out of business 1 g;:¡u aut ov 'bnn::>s/ quebrar

go strong / g;>u 'strou/ ir viento en popa, marchar bien go wild / g;>u 'waJld/ enloquecer, ponerse como loco/a;

desmadrarse goal 1 g;)()l/ meta, objetivo

goog le / 'gu:gl/ buscar en Google

grateful /'gre1tfl/ agradecido/a

great-grandfather 1 grert'gra:nfa:o;}/ bisabuelo greenhouse effect / 'gri:nhaus rfekt/ efecto

invernadero greenhouse gas / gri:nhaus 'ga:s/ gas invernadero

grow apatt / gr;)O ;:¡'pa:t/ distanciarse

grow out of / gr:x.> 'aut ov/ quedarse pequeño/a

H halfway / ha:fwe1/ a medio camino

harmful / 'ha:mfl/ pernicioso/a, dañino/a

harmless / 'ha:ml:>s/ inofensivo/a

1

hassle / 'hresl/ fastidio, molestia

hear about / 'ht3 ;;¡baut/ enterarse de

hear from / 'ht;;> fr;;¡m j saber 1 tener noticias de

hear of / 'ht3 ov/ oír hablar 1 saber de

heiress / 'c;>res/ heredera

1 idol / 'atdl/ ídolo

impressive / tm'presrv/ impresionante (be) in the spotlight / (bi:) m o;;, 'spotla•t/ estar en el

punto de mira, ser el centro de atención infatuation 1 mfa:du'etfn/ encaprichamiento

ingest / m'd3est/ ingerir

inhabit / m'h:ebtt/ habitar. vivir en

inherit / nt'hent/ heredar

insist on / tn'stst on/ insistir en

instant /'mst;>nt/ instantáneo/a, inmediato/a

interest (n) / 'mu-;}st/ interés

interest (v) 1 'm tr;;>st/ interesar(se)

interested / 'tntr;;¡sud/ interesado/a

interesting /'mtrdsun/ interesante

J ................................ ............................................................................ jealous / 'd3el;;,s/ celoso/a

jellyfish / 'd3eliftf/ medusa

K ...................................................................................................... . keep in touch / ki:p m 'tAd/ mantener el contacto

L lack (n) / l :ek/ escasez, falta

lack (v) j l:ek/ carecer

landfill / 'l:endftl/ vertedero

launch / b:ntfl lanzar

lavish / 'lrev¡J¡ lujoso/a, fastuoso/a

lean on / 'li:n on/ apoyarse en

lean out / 'li:n aut/ asomarse

licence plate / 'latsns pleJt/ placa, matrícula

litter / 'ht;>/ basura

live up to / hv 'Ap t3/ estar a la altura de; vivir de acuerdo con, cumplir

log onto / log 'ontd/ entrar, abrir la sesión

logging / 'logq)/ explotación forestal

look up to / luk 'Ap tu:/ admirar 1 respetar a

lose / lu:z/ perder

loss / los/ pérdida

lost / lost/ perdido/a

luxurious / L\Q'3u3ti;;>s/ lujoso/a

M make a deal / meJk <1 'di:l! hacer un trato

make a living / metk ;> 'hvqJ/ ganarse la vida

make a mistake / merk ,) mt'steJk/ equivocarse

make a mountain out of a molehill / metk 3 'maunt3n aut ov ;;¡ m3Ulhtl/ hacer una montaña de un grano de arena

make a statement / metk ;> 'stettm3nt/ prestar 1 hacer una declaración

make an effort / metk :>n 'ef:;¡ t/ hacer un esfuerzo

make an excuse / metk an tk'skju:s/ dar 1 poner una excusa, buscar un pretexto

make friends / metk 'frendz/ hacer amigos/as

make (one's) way / metk wAnz 'wet/ abrirse camino

make waves / metk 'wetn / agitar las aguas, crear problemas

manage / 'mremd3/ dirigir, gestionar

manageable / 'ma:n1d3<~1JI/ controlable, manejable

management j'mrentd3m:;¡nt/ dirección, gestión

manager / 'mremd33/ director/a, gerente

marriage / 'mrend3/ matrimonio

married / 'mrerid/ casado/a

marry / 'mreri/ casar(se)

marvellous / 'ma:V3l3s/ maravilloso/a mass media / mres 'mi:dt3/ medios de comunicación de

masas measurement / 'me3;;¡m;;¡nt/ medida

merchandise / 'mnf:;¡ndals/ mercancía(s)

miserable / 'mtzrdbl/ triste, infeliz

monk seal / 'mA!Jk si:l/ foca monje

mood j mu:d/ humor (be in the- for: tener ganas de) mouth-watering /'mauew:>:mu/ delicioso/a, que hace

la boca agua

N nag / nzcg/ fastidiar 1 dar la lata a

nasty / 'na:sti/ desagradable

nay / net/ no

nephew /'nefju:/ sobrino

niece / ni:s/ sobrina

nightmare / 'nattmed/ pesadilla

nod / nod/ asentir con la cabeza

nothing to do with / nA9I!J l3 'du: wio/ nada que ver con (be) notorious (for) / (bi:) n:;¡u'o:ri3s (f.>) / ser conocido/a

(por}, tener fama (de)

o odour j ';x;d;;¡ j olor

offensive / :.>'fensrv/ ofensivo/a

on sale 1 on 'setl/ rebajado/a, con descuento

online / on'lam/ en línea

only child j ';x;nli daild/ hijo/a único/a

out of bounds / aut ov 'baundz/ zona prohibida

outfit / 'autflt/ equipar

outlet / 'aurlet/ outlet

outrageous / aut'reid33S/ escandaloso/a

overhear j :;¡u\'d'hi:.>/ ofr (por casualidad)

Glossary

Glossary

overjoyed /~uv~'d3:)(d/ contentísimo/a, lleno/a de alegría

overpriced /~v~'praist/ excesivamente caro/a

overwhelmed j;x;~'welmd/ abrumado/a

pale / peii/ claro/a, pálido/a

passer-by / po:s;>'ba•/ transeúnte

password / 'po:S\\':J:d/ contraseña

pastime / 'po:staJm/ pasatiempo

pattern / 'pretn/ dibujo, diseño

paya debt / pe• ;> 'det/ pagar una deuda

paya fortune / pe• ;> 'f:xtfu:n/ pagar una fortuna

pay attention / pe1 ;>' tenfn/ prestar atención

pay someone a compliment / pet sAmwAn <>

'kompllm~nl/ hacer un cumplido a alguien

pay someone a visit / pe• sAmwAn <> 'vmt/ ir a ver 1 hacer una visita a alguien

pay the bilis / pe1 o::> 'b1lz/ pagar las facturas /los recibos pay the price / pCI O~ 'praiS/ cargar COn/ pagar las

consecuencias performance / pd'f::>:mdns/ actuación, interpretación

performer / p;>'f::>:m::>/ actor, actriz; intérprete

pick out / p•k 'aut/ elegir, escoger pick up / p1k 'Ap/ aprender. adquirir; recoger; mejorar.

reponerse

pickles / 'p•klz/ encurtidos

pleasant / 'plcznt/ agradable

pole / p;x;l/ poste, mástil; pértiga

politician / pol;>'ufn/ político/a

pollution / p;>'lu:fn/ contaminación. polución

popularity / popju'lrer::>ú/ popularidad

portable /'p::>:tdbl / portátil post a message /p~st :> 'mes•d3/ publicar 1 pastear un

mensaje

post information /p~st mf::>'me•fn/ publicar 1 pastear información

prefer 1 pn'fJ:/ preferir

preferable / 'prefr:>bl/ preferible

preference / 'prefr;>ns/ preferencia

pregnant / 'prcgn;:>nt/ embarazada

pressing / 'presq:¡/ urgente

pressure / 'pref;>/ presión

prevent / pn'vent/ prevenir; evitar, impedir price-conscious / 'pra•skonf;:>s/ consciente de 1

preocupado/a por los precios price tag / 'pra1s treg/ etiqueta (del precio)

publ icity / pAb'hs;:>ti/ publicidad

pump / pAmp/ bombear

purchase (n) / 'p3:tf::>s/ compra, adquisición

purchase (v) / 'p3:tf;:>s/ comprar, adquirir

pursue / p.,'sju:/ perseguir

push around / puf d'raund/ intimidar

pyre /'pa•<>/ hoguera, pira

Q quarrel / 'kwor;>l/ reñir, pelearse

R raise / rciZ/ criar

raw material / r::>: m;:>'u;:¡ri;:¡l/ materia prima

ready-made / 'rcdimcid/ precocinado/a, preparado/a

realm / rclm/ reino, dominio, esfera

receipt / n 'si:L/ recibo

referee /rcf~' ri:/ árbitro/a

refund / 'ri:fAnd/ reembolso, devolución

relative / 'rcl;>tiv/ pariente, familiar

rely on / n 'la• on/ confiar en; depender de; contar con

remain / n'mcm/ seguir siendo; quedarse, permanecer

rem ind about / n'mamd ;:¡baut/ recordar

remind of / n 'mamd -:Jv/ recordar

remove / n'mu:v/ quitar, borrar. eliminar

renewable energy / nnju:;:¡bl 'en;>d3i! energía(s) renovable(s)

restart / 'ri: to:l/ reiniciar

retort / n't:>:t/ replicar

rhythm / 'noam/ ritmo

road safety / 'r;>Ud se1fti/ seguridad vial

role model / 'f;)ul modl/ modelo de conducta

rough / rAf/ áspero/a, basto/a

S savoury / 'sciv::>ri/ sabroso/a; salado/a

scent / scnt/ fragancia, aroma

search for / 's:rtf f;>/ buscar

see eye to eye / si: a• t;> 'a1/ estar de acuerdo

self-centred 1 selfscn t;>d/ egocéntrico/a self-confidence /selfkonfid.,ns/ confianza en sí

mismo/a self-esteem / sclf•'sú:m/ autoestima

sensation 1 sen 'sedn/ sensación

sense / scns/ sentir

sensible / 'sens;,bl/ sensato/a, prudente

sensitive / 'sens;>Uv/ sensible

set back 1 sct 'brek/ retrasar

set off / set 'of/ provocar, desencadenar

set up 1 et '"p/ crear; fundar

settle for / 'se tJ f;,/ conformarse con shop around ; Jop ::>'raund/ ir de tienda en tienda

comparando precios shopkeeper ¡ ·Jopki:p;,/ tendero/a, comerciante

short cut !'fn kAL/ atajo

shove / JAv/ empujón

shred / Jred/ pizca

shuffle /'JAO/ arrastrar los pies (al andar)

sibling / 's•bhn/ hermano/a

single /'sqJII soltero/a

smooth / smu:o/ suave, terso/a

snap / smep/ sacar (fotos) snap up / snrep 'Ap/ no dejar escapar ((be) snapped up:

quedar agotadas. agotarse (las existencias)) social networking site / s<XJJI 'nel\"3:kin sa•t/ página 1

sitio web de redes sociales splur~e (on) / spb:d3 (on) 1 derrochar

spoilt / sp:>IIt/ mimado/a, consentido/a

spouse 1 paus/ cónyuge

start out / sto:t 'aut/ empezar

start over / sta:t '<XJv~/ volver a empezar

start up / sta:t 'Ap/ montar (un negocio)

statement /'ste• tm~nt/ declaración

stay at / 'stei ~t/ quedarse en

stench / stcntf/ hedor, fetidez

stink / sunk/ apestar, heder

stir / stJ:/ estimular, despertar

stock up on 1 wk 'Ap on/ abastecer(se) de, comprar

store / st:>:/ guardar, almacenar

stormy / 'st:>:mi/ tormentoso/a

straight / su·en/ directamente

stroke 1 u·ouk/ acariciar

stroll 1 Udl.>l/ paseo

struggle /' trAgl/ lucha

stuff / sLAf/ cosas. bártulos

subtle / 'sAll/ sutil, suave

supply / s:>'plai/ suministrar, proporcionar

surrounded / so'raundid/ rodeado/a

sweatshop / 'sweJop/ fábrica 1 taller donde se explota a los trabajadores

(have a) sweet tooth / (hov :>) swi:t ' tu:e; ser goloso/a

T .. . .. tabloids / 'trebb:dz/ prensa amarilla. periódicos

sensacionalistas take a break / te• k o 'bretk/ tomarse un respiro 1

descanso take a photo / te•k :> 'f<XJt<XJ/ sacar una fotografía take advantage of / te• k :>d'va:nud3 ov/ aprovechar;

aprovecharse de take after / te• k 'a:fto/ parecerse 1 salir a

take charge / teik 'tfa:d3/ encargarse, hacerse cargo

take for granted / teik f~ 'gra:nud/ dar por sentado/a, asumir

take on / teik 'on/ enfrentarse a take one's time / te• k WAnz 'taun/ tomarse tiempo,

hacer las cosas con calma take pride in / tcik 'pra1d m/ enorgullecerse de

take someone by surprise / te•k sAmwt.J1 bru s:>'prruz/ coger a alguien por sorpresa, sorprender a alguien

talent scout / ' tre l~nt skaut/ cazatalentos

tang le up / ' trengl Ap/ enredar, enmarañar

tantalising /'lrent~laiZI!J/ tentador/a

tap / trep/ grifo

(give somebody a) taste of his 1 her own medicine / (giV SAmb~di ~) teist ov hrz 1 h~ <XJn 'med1sn/ dar a probar la propia medicina, pagar a alguien con la misma moneda

tasty /' teisti/ sabroso/a, apetitoso/a, rico/a

tease / ti:z/ burlarse 1 reírse de, tomar el pelo

the sky's the limit / 03 skatz o~ 'lnntt/ no hay límite

the tip Of the iceberg /O~ Up ;)V 0~ 'atSb:J:g/ la punta del iceberg

think about / 'Or!)k :>baut/ pensar en

think of / 'Oq)k 3v/ pensar de 1 sobre

tidy up / tardi 'Ap/ ordenar. recoger

tie / tai/ vínculo, lazo

tough / lAf/ difícil, duro/a

trash / trreJ/ basura

trend / trend/ moda. tendencia

trigger / 'tng:>/ desencadenar; provocar; evocar

turn into / tJ:n 'mt::>/ convertir(se) en

turn out / tJ:n 'aut/ resultar, salir

turpentine /' t3:p::>ntam/ aguarrás

tutorial 1 tju:'t:>:ri::>l/ tutorial

u (be) unaware /(bi:) An:> 'wc3/ ignorar

updated 1 Ap'detUd/ actualizado/a

uproar /'Apr:>:/ alboroto, jaleo

urge (n) / J:d3/ impulso, deseo

urge (v) / J:d3/ instar, animar

use up 1 ju:z 'Ap/ agotar. gastar

user-friendly 1 ju:dfrendl i/ fácil de utilizar 1 usar

V

Glossary

.... ' .. .. . .. . .. . ................................................. . vacuum up / 'va::kju::>m Ap/ aspirar

vanish into thin air / 'vrenrJ mt::> Ehn e::>/ desaparecer, esfumarse

voyage / 'v:>nd3/ viaje por mar

w war-torn / 'w:r.t:>:n/ destrozado/a por la guerra

wealthy / 'wel9i/ rico/a, adinerado/a

weird / wi:>d/ raro/a, extraño/a

whack / wrek/ golpe fuerte

whiff / wtf/ olorcillo, tufillo

whisper / 'Wlsp3/ hablar en voz baja, susurrar

widow / 'wid<XJ/ viuda

willing / 'wih!J/ dispuesto/a

wipe out j wa1p 'aut/ exterminar

worship / 'wJ:fip/ idolatrar, adorar

y yelp 1 jelp/ gritar, chil lar

e Glossary

Functional Language

Unit 1 TALKlNG ABOUT A PICTURE

This picture shows ... / Óts 'ptktfd JdUz/ Esta fotografía muestra ...• En esta fotografía se ve ...

They seem to be ... / oCJ 'si:m t;) bi:/ Parecen ser 1 estar ...

lt could be that ... / tt kdd 'bi: oa::t/ Podría ser que ...

1 imagine ... / at t'ma::d3m/ Imagino ... , Supongo ...

l'd say that ... / atd 'set oret/ Yo diría que .. .

it looks like ... / tt ' luks la1k/ parece que .. .

They'l l probably ... /oetl 'prob;)bJ.i/ Probablemente 1 Es probable que ellos/as ...

Yo u can tell that ... 1 ju: kren ' te! o<et/ Se nota 1 ve que ...

perhaps / p;)'hreps/ quizá(s), tal vez

1 suppose ... / at s;)'pdUz/ Supongo que .. .

This is a picture of ... / o ts tz d 'p•ktfd ;)v/ Esta es una fotografía de .. .

Yo u can se e ... 1 ju: kren 'si: 1 Puedes ver .. .

In the background, there is 1 there are .. . / m 0;) 'brekgraund oeg •z/ oe;) a:/ En el fondo, hay ...

Unit 2 REACHING A DECISION Not really. / not ' rt;)]i/ En realidad no.

1 hadn't thought of that. / at hrednt '9:>:t ;)v o<et/ No habla pensado en eso.

you've got a point 1 ju:v got d 'p:)lnt/ en eso 1 ahl t ienes razón

Yo u' re right. 1 ju;) 'rait/ Tienes razón.

Oh, come on! / :JO k,,m 'on/ ¡Venga ya!

That's true, but ... / Óret.s ' tru: b;:¡tf Eso es cierto 1 verdad, pero ...

1 see what you mean. / at si: wot ju: 'mi:n/ Veo 1 Entiendo lo que quieres decir.

All right then, let's ... / :>:1 'raJt oen lers/ De acuerdo entonces, vamos a .. .

OK. So we've decided ... / ;}(.)ket S;}() wi:v dJ'satdtd/ Vale. Asf que 1 Entonces hemos decidido ...

Unit 3 PERSONAL INTERVIEWS How long have you ... ? / hao 'ln!J h.-ev ju:/ ¿Cuánto

tiempo has ... ?

How often do you .. . ? / hau 'ofn du: j u:/ ¿Con qué frecuencia ... ?

What do yo u ... ? / 'wot d;) ju: 1 ¿Qué ... ?, ¿En qué ... ?

Do you ever .. . ? / du: ju: 'eVd/ ¿Alguna vez ... ?

In your opinion, ... / m j :x ;,) 'pmi;:¡nf En tu opinión, .. .

Have you ever ... ? / hrev ju: 'ev;:¡j ¿Alguna vez has ... ?

What types of ... 7 / wot 'tatps ;:¡vf ¿Qué tipos de ... ?

How do you usually ... ? / hau du: ju: 'ju:zu:;;~l i/ ¿Normalmente cómo ... ?

Do you think ... ? / du: ju: '9I!Jk/ ¿Crees que ... ?

What 1 Who is your favourite ... ? / wot/ hu: tz j :>:

'ferVdnt/ ¿Cuál 1 Quién es tu ... favorito/a?

Where is your favourite ... ? / we;;, •z j:x 'fetv;)nt/ ¿Dónde está tu ... favorito/a?

What would you like to ... ? / wot wud ju: ' lat.k t;)/ ¿Qué te gustarla ... ?

What are your plans for ... ? / wot a: j :x 'plrenz f;)/ ¿Qué planes tienes para ... ?

Unit 4 COMPARING PICTURES The two pictures are similar because ... f o;:¡ tu:

ptktf;:¡z a: 'stm::> l;:¡ btk.oz/ las dos fotografías son parecidas porque ...

Another thing they've got in common is ... / ;)'nAO;)

91!) o~v gol m kom;)n IZ/ Otra cosa que t ienen en común es ...

However, in some ways they are very different.

/ hauev;:¡ 111 'sAm wetz oet o: veri dtff;)nt/ Sin embargo, en cierto sentido son muy diferentes.

1 would imagine that the people in picture A ...

/ ar wud r'mred3m oa::t 0;) pi:pl m ptktfd A/ Imaginada 1 Dirfa que la gente de la fotografía A ..

Another difference is ... / ;)'nAO;} dtfr<>ns JZ/ Otra diferencia es ...

Personally, l'd rather ... / 'p:>:s;)n;)li atd ro:od/ Personalmente, preferiría ...

while in picture B, it's quite likely that ... / watl m

prktfd B llS kwattlatkli oret/ mientras (que) en la fotograffa B es bastante probable que ...

whereas in picture B ... / wedrrez m ptktjd B/ mientras (que) en la fotografla B ...

For example / fd •g'zo:mpl/ Por ejemplo

while / watl/ mientras (que)

they both show ... /oet 'b;;~ue Jdü/ ambos/as muestran ...

Unit 5 EXPRESSING AN OPINION In my opinion, ... / m ma1 :>'pmj<>n/ En mi opinión, . ..

1 think that ... / a1 '9qJk oret/ Pienso 1 Creo que ...

lf you ask me, ... / 1f ju: 'o:sk mi:/ Para mí (que) 1 En mi opinión, .. .

1 believe that ... / al b1'1i:v oret/ Creo que ...

1 agree that ... / al ::>'gri: oret/ Estoy de acuerdo en que ...

That's exactly what 1 think. / orets ¡gzrektli wot 'a1

6qJk/ Eso es exactamente lo que pienso.

1 know what you mean. / a• n::>u wot ju: 'mi:n/ Sé lo que quieres decir.

You've gota point. 1 ju:v got;:, 'p::nnt/ En eso 1 Ahí t ienes razón.

1 disagree. / al dis<>'gri:/ No estoy de acuerdo.

That's not the point. / orets noto<> 'p:>mt/ No se trata de eso.

That's not the way 1 see it. / orets not (5;:, we1 a1 'si: Jt/ Yo no lo veo 1 entiendo asr.

You can't be serious! 1 ju: 'ko:nt bi: sJ<>ri<>s/ ¡No puedes hablar en serio!

How can yo u say that? / hau kren ju: 'se• oret/ ¿Cómo puedes decir eso?

As far as l'm concerned, ... / rez fa: rez 'a¡m k;:¡ns:md/ Por lo que a mi respecta, ...

Don't you think that ... ? / d:>unt ju: '91!Jk oret/ ¿No crees que ... ?

What 1 mean is .. . / wot a1 'mi:n 1z/ Lo que quiero decir

es ...

You've got to admit that ... 1 ju:v got t;} <>d'm1t oret/ Tienes que admitir que ...

l'd say that ... / a1d 'se1 oret/ Yo diría que ...

1 realise that, but ... / al 'ri::>laiZ oret b:>t/ Me doy cuenta de eso, pero .. .

lt seems to me that ... / It si:mz t<> 'mi: oret/ Me parece 1 Creo que ...

You're right. 1 j u<> 'raJt/ Tienes razón.

That's a good idea. / orets ;:¡ gud ai 'd¡;:,f Esa es una buena idea.

l'm not sure about that. / alm not ·Ju;:, ;:,baut oret/ No estoy seguro/a de eso.

Unit 6 ····························· .......................................................................... . ROLE PLAY (SHOPPING) You won't be sorry! 1 j u: w::>unt bí: 'sori/ ¡No te

arrepentiras!

l'm afraid we've run out of those. / rum ;:,freid wi:v

rAn 'aut <>v O;)l)z/ Me temo que (esos/as) se nos han agotado.

Do they suit me? / du: oe1 'su:t mí:/ ¿Me quedan bien? 1'11 have to check with the manager. / ad h;:¡v t;:>

tfek w1o o::~ ' rn re nrrl3::~/ TPndré que consultar con el encargado.

Cash or credit card? / 'kreJ :>: kredJt ka:d/ ¿En efectivo o con tarjeta?

They're top quality. /oe<~ ' top kwol<lti/ Son de la mejor calidad .

Haven't you got anything cheaper? / hrevnt ju: got

eni6q) 'tfi:p;:>/ ¿No tienes nada mas barato?

Are these on sale? / o: oí:z on 'se11/ ¿Estos/asestan rebajados/as?

Do you take credit cards? / du: ju: te1k 'kredit ka:dz/ ¿Aceptais tarjeta(s) de crédito?

How can 1 help you? / hau kren a1 'help ju:/ ¿Cómo 1 En qué puedo ayudarte?

OK, 1'11 take it. / ::>uke1 aii ' te1k It/ De acuerdo, me lo llevo 1 quedo.

ls there a discount? / IZ oe:> <> 'd1skaunt/ ¿Hay descuento?

Your receipt's in the bag . 1 j:>: n 'si:ts m o::> breg/ Tu recibo esta en la bolsa.

Can you order one? / kren ju: ':>:d::> wAn/ ¿Puedes pedirme 1 encargarme uno/a?

Glossary

PHRASAL VERBS En esta lista encont rarás los más comunes t raducidos según el cont~xto en que aparee~~ ,en este librob. Los phrasal verbs se llaman también multiword verbs porque van segu1dos de una prepos1C1on, un adver 10 o ambas cosas.

break down: estropearse, averiarse; echarse a llorar; descomponerse

break up: separarse, romper

bring a long: traerse, traer consigo; llevarse, llevar consigo

bring back: traer a la memoria, recordar bring up: criar(se); plantear, sacar a colación call back: volver a llamar carry on: continuar clean up: limpiar, arreglar come back: regresar, volver come in: entrar come on: empez.ar (-!: ¡vamos!, ¡venga!) come round: pasar. acercarse come to: ascender a, sumar cut down: reducir, recortar deal with: ocuparse 1 encargarse de end up: terminar. acabar feellike: apetecer, tener ganas de fight back: defenderse, contraatacar figure out: comprender, explicarse fill in: rellenar (impreso o documento) find out: descubrir, averiguar fit in: encajar, adaptarse; congeniar get ahead: progresar, tener éxito get along: llevarse bien get back: volver, regresar get by: arreglárselas get off: bajar(se) 1 apearse de get on: llevarse bien; subir(se), montar(se) get over: reponerse, superar get rid of: librarse 1 deshacerse de get to: tener la oportunidad de get together: reunir(se). juntar(se) get up: levantarse; subir give away: revelar; delatar give back: devolver give out: agotarse, acabarse; repartir, distribuir give up: dejar, renunciar a go away: irse, marcharse go back: volver, regresar go on: durar; cont inuar go out: salir grow apart: distanciarse grow into: transformarse 1 convertirse en grow out of: quedarse pequeño/a grow up: criarse, crecer hang around: juntarse 1 andar con; pasar el rato hang on: esperar hang out: pasar el rato hang up: colgar (el teléfono, un adorno) hold on: esperar let down: decepcionar, fallar. defraudar live up to: estar a la altura de; vivir de acuerdo con,

cumplir look after: cuidar a 1 de look around: mirar alrededor look for: buscar

loo k forward to: esperar con ansia, tener muchas ganas de, estar deseando

look out: tener cuidado look up: buscar; ir a visitar; mejorar look up to: admirar 1 respetar a make up: componer miss out on: desaprovechar, desperdiciar, dejar pasar,

perder move away: irse, marcharse, mudarse move into: trasladarse 1 mudarse a (un lugar específico) pass by: pasar pay back: pagar (deuda), devolver (dinero);

vengarse, hacer pagar caro pay for: pagar; pagar por, ser castigado/a pay off: saldar, liquidar; valer 1 merecer la pena pick out: elegir, escoger pick up: aprender, adquirir; recoger; mejorar, reponerse play back: volver a reproducir push around: intimidar put off: aplazar, posponer put on: representar; ponerse (ropa) put up with: aguantar, soportar run away: escaparse, huir run out (of): quedarse sin set back: retrasar set off: provocar, desencadenar set up: crear; fundar shop around: ir de tienda en tienda comparando precios snap up: no dejar escapar stand for: significar stand out: destacar, sobresalir stand up: ponerse de pie, levantarse start out: empezar start over: volver a empezar start up: montar (un negocio) stay away: alejarse; no acercarse stock up on: abastecer(se) de, comprar take after: parecerse 1 salir a take back: retractarse, retirar (lo dicho) take on: enfrentarse a take out: desquitarse take over: adquirir, hacerse cargo de take to: encariñarse con, coger cariño a take up: empezar (actividad o hobby) tangle up: enredar, enmarañar tear apart: hacer pedazos 1 trizas throw out: tirar (a la basura) tidy up: ordenar, recoger try on: probarse (ropa) turn around: dar(se) la vuelta turn down: bajar (el volumen); rechazar turn into: covertir(se) en turn off: apagar, desenchufar (un aparato) turn on: encender (un aparato) turn out: resultar, salir use up: agotar, gastar wipe out: exterminar

-- - - -- -~ - - - - - -

PREPOSITIONS VERBS + PREPOSITIONS accuse of: acusar de agree on: acordar, estar 1 ponerse de acuerdo (sobre) apply for: solicitar, pedir apply to: echar una solicitud, solicitar argue about: discutir sobre 1 por argue with: discutir con arrive at: llegar a arrive in: llegar a begin with: empezar con 1 por belong to: pertenecer a ca re about: preocuparse 1 interesarse por climb up: subir 1 trepar (por) complain about: quejarse de, reclamar por complain of: quejarse de consist of: constar de, consist ir en depend on: depender de; contar con die of: morir de emerge from : salir de enquire about: preguntar por, informarse de fight for: luchar por gossip about: cotillear 1 chismorrear sobre hear about: enterarse de hear from: saber 1 tener noticias de hear of: olr hablar 1 saber de insist on: insistir en introduce to: dar a conocer; presentar invite to: invitar a lean on: apoyarse en lean out: asomarse listen to: escuchar (a) log onto: entrar, abrir la sesión participate in: practicar (un deporte); participar 1 tomar parte en

point at: señalar point to: señalar prevent from: prevenir; evitar, impedir protest against: protestar contra 1 sobre 1 acerca de protrude from: (sobre)salir de refer to: referirse 1 aludir a; denominar rely on: confiar en; depender de; contar con remind about: recordar remind of: recordar rob of: robar, quitar search for: buscar smell of: oler a stare at: mirar fijamente stay at: quedarse en tal k about: hablar de 1 sobre tal k to 1 with: hablar con think about: opinar (sobre). parecer; pensar en think of: pensar de 1 sobre wait for: esperar a walk away: irse, marcharse write about: escribir sobre

NOUNS + PREPOSITIONS ban on: prohibición de 1 sobre desire for: deseo 1 anhelo de effect on: efecto en; influencia sobre end of: final de escape from: huida 1 evasión de form of: forma de group of: grupo de increase in: aumento en 1 de infatuation with: encaprichamiento con need for: necesidad de part of: parte de plenty of: mucho/a reason for: razón para smel l of: olor a solution to: solución a 1 de

\

ADJECTIVES + PREPOSITIONS

_(_~-~~~-~.!.?..~.~) .................................................................................... .. ... . dependent on: dependiente 1 que depende de different from: diferente 1 distinto/a de free from: sin, libre de good at: bueno/a en 1 para interested in: interesado/a en involved in: metido/a 1 involucrado/a en jealous of: (tener) envidia 1 celos de overjoyed at: contentlsimo/a de, lleno/a de alegría por polite to: educado/a con proud of: orgulloso/a de sensitive to: sensible a similar to: similar 1 parecido/a a suitable for: apropiado/a 1 adecuado/a para unhappy with: descontento/a con

IRREGULAR VERBS R ICIP.LE V3 CASTELLANO

be / bi:/ was 1 were / woz/ w:r./ been / bi:n/ ser, estar beat / bi1/ beat / bi1:/ beaten / 'bi:tn/ golpear become/ b1'kAm/ became / bl'ke.tm/ become / b!'kAm/ llegar a ser begin / b1'gm/ began / b1'gam/ begun / b1'gAn/ empezar bend / bend/ bent / bent/ bent / bent/ doblar(se) bet / bet/ bet / bet/ bet / bet/ apostar bite / ban/ bit / bit/ bitten /'blln/ morder bleed / bli:d/ bled / bled/ bled / bled/ sangrar blow / bl<>u/ blew / blu:/ blown / bl<>un/ soplar break / bre1k/ broke / br;>uk/ broken /'br<>ukn/ romper bring / brr!J/ brought / br:>:t/ brought / br:>:t/ traer build / blld/ built / b1lt/ built / bllt/ construir burn / b:w / burnt 1 burned / b:mt/ b:r.nd/ burnt 1 burned / b:mt/b:wd/ quemar burst / b:m / burst / b:J:st/ burst /b:~:st/ reventar, estallar buy / ba1/ bought / b::>:t/ bought / b:>:t/ comprar catch / ka!tJ/ caught / k:>:t/ caught / k:>:t/ coger, atrapar choose / tJu:z/ chose / tJ<>uz/ chosen /' tf;>uzn/ elegir come / kAm/ carne / ke1m/ come / kArn/ venir cost / kost/ cost / kost/ cost / kost/ costar cut / kAt/ cut / kAt/ cut / kAt/ cortar deal / di:!/ dealt / delt/ dealt / delt/ comerciar, tratar dig / drg/ dug / dAg/ dug / dAg/ cavar do / du:/ did / drd/ done / dAn/ hacer draw / dr:>:/ drew / dru:/ drawn / dr:>:n/ dibujar dream / dri:m/ dreamt 1 dreamed dreamt 1 dreamed soñar

1 dremt/ dri:md/ 1 dreml/ dri:md/ drink / drr!Jk/ drank / dnegk/ drunk / drA!Jk/ beber drive / drarv/ drove / drduv/ driven /'dnvn/ conducir eat / i:t/ ate / en/ eaten /' i:tn/ comer fall / bl/ fell / fe!/ fallen / 'f:>:ln / caer(se) feed / fi:d/ fed / fed/ fed / fed/ alimentar feel / fi:l/ felt / felt/ felt / felt/ sentir(se) fight / fart/ fought / b:t/ fought / f:>:t/ luchar find / famd/ found / faund/ found / faund/ encontrar fly / flar / flew / flu:/ flown / fl<>un/ volar forget / fo'get/ forgot / f<>'got/ forgotten / f<> 'gotn/ olvidar forgive / f:>'grv/ forgave / f<>'gerv/ forgiven /f<>'grvn/ perdonar freeze / fri:z/ froze / fr<>uz/ frozen / 'fr<>uzn/ congelar(se) get / gel/ got / got/ got / got/ conseguir; llegar give / grv/ gave / geiv/ given / 'grvn/ dar go / g3U/ went / went/ gone / gon/ rr grow / gr3U/ grew / gru:/ grown / gr3Un/ crecer; cultivar hang / ha:!J/ hung 1 hanged / hA!J/ ha:!Jd/ hung 1 hanged / hA!J/ ha:!Jd/ colgar have / ha:v/ had / ha:d/ had / ha:d/ tener; haber hear / hr<>/ heard / h:r.d/ heard / h:r.d/ oír hide / ha1d/ hid / hld/ hidden /' ludn/ esconder(se) hit / hll/ ~hit / hit/ hit / hll/ golpear, pegar hold / h3Uid/ held / held/ held / held/ sujetar hurt / h:J:t/ hurt / h:r.t/ hurt / h:J:t/ herir, hacer daño keep / ki:p/ kept / kept/ kept / kept/ guardar, mantener know / n3U/ knew / nju:/ known / noon/ saber, conocer lay / ler/ laid / le1d/ laid / lcrd/ poner, extender lead / li:d/ led / led/ led / led/ guiar. conducir learn / b:n/ learnt /learned / b:nt/b:nd/ learnt 1 learned / b:nt/ hnd/ aprender leave / li:v/ left / left/ left / left/ dejar; irse, salir lend / lcnd/ lent / lent/ lent / lent/ prestar let / lel/ let / let/ let / let/ permitir, dejar lie / la1/ lay / let/ lain / lem/ tumbarse, echarse

~

1.

líe / la1/ (regular verb) lied / la1d/ lied / la1d/ mentir

light / lan/ lit / In/ lit / ht/ encender

lose / lu:z/ lost / lost/ lost / lost/ perder

make / mc1k/ made / meid/ made / meid/ hacer, fabricar

mean / mi:n/ meant / ment/ meant / ment/ significar, querer decir

meet / mi:t/ met / met/ met / mct/ conocer a; reunirse con

pay / pea/ paid /pe~d/ paid / pead/ pagar

put / put/ put / put/ put / put/ poner

read / ri:d/ read / red/ read / red/ leer

ride / raJd/ rode / r::¡ud/ ridden / 'ndn/ montar

ring / nn/ rang / ra:n/ rung / rA!J/ llamar (por teléfono)

rise / ratz/ rose 1 r::Juz/ risen / 'nzn/ elevarse, alzarse

run / rAn/ ran / rren/ run /rAn/ correr

say / sea/ said /sed/ said / sed/ decir

see / si:/ saw / s:>:/ seen / si:n/ ver

sell / sel/ sold /s;)uld/ sold /sauld/ vender

send / send/ sent / senr/ sent / sent/ enviar

set / set/ set / set/ set / set/ colocar

sew / S';JI.J/ sewed / s;)(Jd/ sewn / sd<Jn/ coser

shake / Ieak/ shook ; Juk/ shaken /'fcakn/ agitar

shine /Iaan/ shone / Ion/ shone / Ion/ brillar

shoot / Iu:t/ shot / Iot/ shot ; Iot/ disparar

show / Jd<J/ showed / I::Jud/ shown / I:Jun/ mostrar

shut /IAt/ shut / IAt/ shut / IAt/ cerrar

sing / SI!J/ sang / sa:n/ sung /SA!J/ cantar

sink / sank/ sank / sa:nk/ sunk / SA!Jk/ hundirse

sit / Sit/ sat / sa:t/ sat / sa:t/ sentarse

sleep / sli:p/ slept / slept/ slept / slept/ dormir(se)

smell / smel/ smelt 1 smelled smelt 1 smelled oler 1 smel t/ smeld/ / smelt/ smeld¡

speak / spi:k/ spoke / spauk/ spoken / 'sp:>Ukn/ hablar

spell / spel/ spelt 1 spelled spelt 1 spelled deletrear / spelt/speld/ /spelt/speld/

spend / spcnd/ spent / spent/ spent /spent/ gastar; pasar (tiempo)

spill / sp11/ spilt 1 spilled spilt 1 spilled derramar(se) / spll t/ spild/ / spdt/ splld/

spoil / sp:>al/ spoilt 1 spoiled spoilt 1 spoiled arruinar, estropear / sp:>Jlt/ sp:>Ild/ 1 sp:>Ilt/ sp:>Ild/

spread / spred/ spread / spred/ spread / spred/ untar; difundir(se)

spring / spn!J/ sprang / spra:!J/ sprung / sprA!J/ saltar

stand / sta:nd/ stood 1 stud/ stood / stud/ estar de pie

steal / sti:l/ stole / st:Jul/ stolen /'st:Juln/ robar

stick / suk/ stuck 1 stAk/ stuck / stAk/ pegar

sting / sti!J/ stung / stA!J/ stung / StA!J/ picar (un insecto)

swear / swea/ swore 1 sw:x/ sworn / svr.r.n/ jurar

sweep / swi:p/ swept / swept/ swept / swept/ barrer

swim / swnn/ swam / swa:m/ swum / swAm/ nadar

take / teak/ took / tuk/ taken / 'teakn/ coger, llevar

teach / ti:ti/ taught / t:Y.t/ taught / t:>:t/ enseñar

tear / te;;,/ tore / t:>:/ torn / t:>:n / romper, desgarrar

tell / tel/ told / tauld/ told / t:Juld/ decir, contar

think / flqJk/ thought / On/ thought / fl:>:t/ pensar

throw / 9r;)I.J/ threw /Oru:/ thrown / 9rd<Jn/ arrojar, tirar

understand 1 Ande'st.a:nd/ understood 1 Ande'stud/ understood 1 Ande'stud/ comprender, entender

wake up / 'weak Ap/ woke up /'wauk Ap/ woken up / 'waukn Ap/ despertar(se)

wear / wea/ wore / w:>:/ worn / vo:n/ llevar puesto, ponerse

win / wm/ won / wAn/ won / wAn/ ganar

write 1 raH/ wrote / f;)ut/ written / 'mn/ escribir

E

REVIEW OF READING STRATEGIES Using a variety of reading strategies can help you understand a text. This is a review of the reading strategies you have already learned. When you do your exams, try to use as many different reading strategies as you can.

PREDICTING CONTENT Befare you read a text, read the title and look at the photographs. This will help you predict the content of the text.

SCANNING FOR SPECIFIC INFORMATION Scanning helps you locate specific information in a text. Pay attention to the type of information you are searching for (dates, places, names). Looking for capital letters and numbers can help.

READING FOR THE MAIN IDEA Reading the first, and sometimes the last, sentence of a paragraph can help you identify the main idea. This will make it easier to understand the text.

GUESSING THE MEANING OF WORDS When you don't know the meaning of a word, try to guess. First, try to identify the part of speech by looking at the word's place in the sentence and its ending. Then look for other words in the sentence which might give you clues to the meaning.

UNDERSTANDING REFERENCE Texts often contain pronouns and possessive adjectives which refer to something or someone that has already been mentioned in the text. When reading, it's important to understand who or what these words refer to. The answer can usually be found in the first part of the sentence or in the previous sentence.

MAKING INFERENCES Making inferences (or reading between the lines) helps you understand things that aren't actually written in the text. By looking for certain hints in the text, such as the way a person reacts or says something, you can draw your own conclusions.

IDENTIFYING THE AUTHOR'S PURPOSE Texts are usually written for one of four purposes: to describe (descriptions of places or people), to entertain (narrat ives), to explain (instructions or informative texts) or to persuade (opinion essays · or for and against essays). Knowing the author's purpose can help you understand the text.

WRITING GUIDE

The Writing Process

STEP 1: BRAINSTORM FOR IDEAS

• Write down all the ideas you can think of.

• Don't worry about whether the idea is relevant. • Don't worry about grammar or spelling. • You can write in your own language.

STEP 2: ORGANISE YOUR IDEAS

• Decide which ideas to keep and cross out the others.

• Group similar ideas together. • Organise the groups according to a writing plan.

STEP 3: FOCUS ON LANGUAGE

• Think of words and expressions you will need in your work.

STEP 4: WRITE A FIRST DRAFT

• Write your first draft on the computer or by hand. lf you are writing by hand, use a pencil. Leave wide margins for notes.

• Leave space between lines for additions and corrections.

• Write quickly. Don't worry about neatness or accuracy.

• lf you can't think of a word in English, write it in your own language. Look up the word in a dictionary later.

• lf you can't spell a word, write it any way you can. Then check the word in a dictionary or use a spellcheck when you have finished.

íOPIG: Liví113 Ívt- ti-te. UJ1ire of towl't-

@ Yov.. Live Ívt- e>~ sWU~ller fott - yov.. 1-u;{ve less

room. b' • • ~ r • • ji ~~~·!9 t•t: ~te ee»ttre OJ tovvv¡; w Pt:Ot JUtt<ilbte o r

&~t)'ll116.

@ Yov.. e>~re dose to s~ps.

® TI-te-re is lots to do.

@ It is U~sy to _get e>~rou.!1d.

@ TI-te.re is e>~ Lot of tre'!ffu-.

® You. do~ú ~ e>~ U~~r.

@ It is exáti113 e>~l1i Í11teresti113.

@ Yov.. e>~re c.Lose to ú~s e>~i1d s~ppi113 W1ires.

© TI-te.re Ulll'l- be e>~ lot of .wise e>~t ~1-tt.

yrov..p A - TI-te. 'o..wevt-Íei1U of Liví113 Í11- the- W1ire

oj tOWvt-.

yrov..p 5 - TI-te. rurU~tiol1e'!L bevte..fits of Liví113 Íl't­

tl-te. 'e11-tre of to Wvt-.

yrov..p G - The dise>~dVe>~"'t".JU oj Li.VÍ113 Ívt- the­

'el1-tre of tOWI't-.

STEP 5: CHECK YOUR WORK

• Use the Writer's Checklist on this page to improve your work.

STEP 6: WRITE A FINAL DRAFT

It ís ve.ry ~ to Live Í't t/.1¿ Ge'ttre of tOW't. First of (I(Ll, Ltve.

pe.ople. wha t_i,d.r Í.'t t/.1¿ ce.'ttre. lifre Glose- to d.ifferw kii'IJis of

shaps. Ar (1( r~ult, it ís e.lifJY for t/tt¿m to buy Wl-w!te.ve.r they m(l(y ['1.-lifd.d.LtuJI'I- ~

~. ~ex, they Gire. lifble to jet~to m(l('"o/ pl(l(c..e.J',

so tl-wrt they G-(1('1.. ofte-'1.. m(l!'1.-lifje to je-t lifroui'IJi withavtt 1-wrvi~ w~~~ .J. ~ vtJe (1( G-(l(r; or W¡i5rn; for bVLJes.

• lf you are writing by hand: copy your corrected work neatly onto a clean sheet of paper.

• Use a pen and leave a margin on the left-hand side.

• Make sure your paragraphs are clearly indicated.

NOTE

You can indicate the beginning of a paragraph by:

1. indenting (moving the first word of the paragraph to the right).

2. skipping a line before beginning a new paragraph. Each paragraph begins at the left-hand margin.

Both styles are correct, but be consistent in your writing. The indented style is preferred for informal letters.

WRITER'S CHECKLIST

ORfjANI5ATION

0 [ Or:JP1Wed. my Wo rk GIUOrd.i~ to Pf pLGI't.

O Elifc..ltt. pP1r111jr(l(p/tt. /tt.(l(s 0'1.-e. topi.c..

O M y pPírllfjrlifpkt lifre Üe.(l(rly ii'IJii.c.(l(ted..

O M y id.e.(l(s e~re i"" (1( Lo_gi.c.p¡L ord.er.

O I vtJed. suitG~ble co~tors to Li'tk my i.d.e.(l(s.

CONTENf

O M y work ís i.'1.-te.resti~ PfM orffjí.'1.-lifl.

O I b~(l(l'l- witltt. "' suitlifble opem~ Je'tte'tGe-.

O I prese'tted. my id.e.(l(s Gle.(l(rly.

O I Íf'I.Glvtded. omy relt.VIif'tt id.e.(I(J.

O I su.pported. my id.e.(l(s wi.tltt. d.e-t(l(iü PfM eJC(I(wtples {opimo't, for (I(M 11fjP1Í'1.-St e.JJ(I(y).

O I e.Med. witltt. lif suitlifble Glo.ri~ se'ttef'I.Ge.

O I VLJed. co~tors to Lil1.k. my i.d.e.(l(s.

LAN (j lAA(jE

O M y jr(l(wtm(l(r ís c..orrut.

O M y spelli.~ ís c..orre.a.

O M y word. ordex ís c..orrut.

O M y puf'I.GtV(.(I(tio't ís corre-a.

O I vtJed. G-(l(pltlifl lette-rs c..orrutly.

O I vtJed. (l(djuti.ves corrutly.

Writing Skills WORD ORDER

Word order is very important in English. The usual order is:

subject + verb + object + additions

Note the following:

1 . lf a sentence has both a direct and an indirect object, there are often two possibilities:

1 told Sam a joke . .1 1 told a joke to Sam . .1

2. Many time expressions can come at the beginning or the end of the sentence.

In the evenings, we walk our dog . .1 We walk our dog in the evenings . .1

3. Never separate the verb from its object(s). We cannot say:

We ~in the evenings our dog. 1t

4. Adverbs of manner can come in several positions, but D.Q1 between the verb and the object.

Quietly, she closed the door . .1

She quietly closed the door . .1

She closed the door quietly . .1

She closed ~ the door. K

5. Adverbs of frequency come befare the main verb. Some can come at the beginning and 1 or the end of a sentence as well.

We sometimes eat dinner together . .1

Sometimes we eat dmner together. .1

We never eat d1nner together. .1

SUBJECT-VERB AGREEMENT

We eat dínner together sometimes . .1

Never we eat dmner together. K

The verb is singular or plural, depending on the subject.

The old woman walks slowly. (singular) 1 The old women walk slowly. (plural)

Note the following:

1. Singular nouns that refer to groups can have either singular or plural verbs.

My family goes 1 go on trips together.

2. Amounts and quantities usually have singular verbs.

F1ve hundred euros is missing.

3. Words like anyone, everybody and nobody have singular verbs.

Does anyone want to watch a film?

1 think everybody is hungry.

Nobody believes you.

4. Most uncountable nouns have got singular verbs.

Your help was excellent.

The 1nformatíon is very interesting.

5. Some uncountable nouns have got plural verbs.

The scissors are very sharp!

Writing Guide

USE OF ADJECTIVES

1. Adjectives come befare nouns and after certai n verbs.

a tall building ./ a building tall X He looks embarrassed . ./

2. The adjective form for singular and plural nouns is t he same.

a funny story 1 funny stories ./ funnies stories X

3. Adjectives follow a specific order: opinion + size or age + colour + origin +material.

a beautiful, new glass table ./ a beautiful glass new table X

CONNECTORS

Connectors are linking words which join idea~ and show how those ideas are related to one another.

David went to medical school because he wanted to be a doctor. (to give a reason)

He wants to be a good doctor so he studies very hard. (to describe a result)

He spends a lot of time studying, but he still finds time to have fun. (to express a contrast)

They also help us to organise our writing and make it easy for the reader to follow.

Many people feel that teenagers spend too much time watchmg TV. First of all, they cla1m that teens who watch an excessive amount of television do not have enough opportunities to develop their social skills. In addition, they say that too much time spent in f ront of a TV screen prevents teens from getting enough exercise. However, television viewing also has advantages. For example, there are many programmes on television w hich can provide teenagers w ith valuable information in an interesting and stimulating way. As a result, teenagers are exposed to new ideas and can learn many exciting things.

Study the chart of connectors and phrases below.

Purpo==se=====-~~---­to add points on the same topic ~-------

to express a contrast

Examples

and 1 in addition 1 furthermore 1 moreover 1 what's more 1 besides 1 also 1 too 1 as well as

but 1 however 1 nevertheless 1 yet 1 still 1 although 1 even if 1 even though 1 in spite of 1 despite

to describe a cause or reason because (of) 1 since 1 due to 1 as 1 as a result of 1 one/another reason for ... is ...

- ·-··-----·- ··- ··-- ·- ---·- ··---- -·- ·- ··- ··-·- ·- ··--· ·--·- ·- ··-to describe a result so 1 therefore 1 consequently 1 thus 1 as a result 1 as a consequence 1

for this reason 1 that is why

to show purpose in order to 1 so as to 1 so that 1 to --------------------------------to describe similarity similarly /likewise 1 in the same way

----~-------------to express personal opinions in my opinion 1 1 (strongly) believe (that) 1 1 thinklfeel (that) 1 in my view 1

it seems to me (that) 1 personally 1 as 1 see it -·-·-·· - ·- ·- - ·---

to introduce fads in fact 1 as a matter of fad 1 actually 1 the truth is (that) ··- ···- ·- ·- ·-··-····- ·····- · .. - ·-.. - ·- ·- .. -----... - ... - ..... _ ,, ___ ,,,- ... - ... - .... ___ _

to make general statements in general 1 generally 1 as a rule 1 on the whole .... - .. ·- ······- ···- ··---- ··- ··- ·- ·- ·- ··· ···- ···- ·-··- ··- --··- ·· .. - ··-···- ·-·- ·-·-··- ··

to list points

to give examples

to introduce opposing points

to show sequence

to show time

to conclude ---·-----

to begin/start with 1 in the first place 1 first of all 1 for one thing 1 firstly, secondly, thirdly 1 final ly 1 lastly

for example 1 for instance 1 such as 1 like 1 particularly 1 in particular 1 especially 1 (more) specifically ---------------on the one hand 1 on the other hand 1 in contrast 1 contrary to 1 it can also be argued that 1 but there are people who say/think (that) __:, __ ..:...._ _____ _ first 1 at first 1 in the beginning 1 before 1 next 1 then 1 soon 1 meanwhile 1 later 1 after that 1 afterwards 1 at last 1 eventually 1 finally 1 in the end 1 during 1 when ····- ,_,_, _ , _ ,,_, .. ,.. .... - ··- ··- .. ---·-·- .. --··- .. ,. . .... - .... -······--····--·--···--··· when 1 while 1 befare 1 after 1 until 1 as soon as 1 by the time

in conclusion 1 to su m up 1 in short 1 all in all ------- -- -----·- ..

WRITING A PARAGRAPH

A paragraph consists of severa! sentences about a certain topic. lt has the following parts:

1 . a topic sentence which gives the main idea of the paragraph

2. supporting sentences which add reasons, details and examples

3. a concluding sentence which leads on to the next paragraph or summarises the main idea

Writing Guide

OPENINy I waW.d rutUy Lave. ta 1-w!ve. " dii.J. Far a ~-~.e. thí.~, if I 1-w!d " dii.J I waW.d ~-~.e.ve.r be. Lal1l.Ly. I waw.d

&fLW&fYs fteJ. thtitt I 1-w!d same.~~~-~.e. wl-ul lave.d &fw! &ftupte.d tU.

BODY

CONCWSION

b t.. &fddí.tí.tl~, Laakí~ r;¡fte.r " dii.J waW.d M&fke. tU fteJ. U!p&fble. "w! M.&ft~tre.. I waW.d 1-w!ve. M&f'o/

rupo~t.rí.bílitíu. Far ex&fwt.ple., I waW.d 1-w!ve. ta fte.d &fw! W&fsh my dii.J &fw! t&fke. him. for " W&flk e.ve.ry

d&fy. Altl-ul113h UlrÍ~ for " dii.J woW.d be. 1-wlrd work, I &fWI. ce.rt&fÍ~ tl-w!t it wa~tld M&fke. tU feel.Joad

&fbalit my.ul.f

All í~ &fU, &fltl-ul113h my p&1re.Yits &{re 11.0t ke.m a~ the. ídut, I'm. .3ai~ ta da my but ta GC~I1U the.m

The parts of a paragraph should flow logically. The paragraph must be easy to understand. You can accomplish this by:

1 . using pronouns to refer back to the nouns in the text.

2. using connectors to show the connections between ideas (see the chart on page 138).

WRITING AN ESSAY

An essay consists of severa! paragraphs about a tapie. There are many different kinds of essays, but they all have the same basic plan:

1. THE OPENING The opening is a general presentation of the topic. Try to start your essay with an opening that will catch your reader's interest. Here are sorne ideas: a. Begin with a surprising fact.

In the Chicago suburb of Richton Park, parents can now be sentenced toas muchas $500 in fines and 160 hours of community service if their children skip school or commtt acts of vandalism.

b. Begin with a short anecdote about real or imaginary events. Eva Wilkenson served 100 days in West Virginia's Cabell County jail. But she didn't commit any crime. Her daughter did.

c. Begin with a question. Should parents be punished for their children's crimes?

lf you can't think how to begin, don't worry. Go on to the body of the essay. You can always write the opening later. The important thing is to keep going.

2. THE BODY The body has got one or more paragraphs which develop the topic. When you were preparing to write, you brainstormed for ideas (see page 135). Then you chose ideas to use and put these ideas into groups in a logical order. Use these groups of ideas to write the body of the essay. Each group of ideas will become a separate paragraph.

3. THE CLOSING

The closing is a paragraph which summarises the main idea or presents a conclusion. lt should not bring in new ideas. In sorne cases, the closing may be similar to the opening, but presented in different words. lt should always leave the reader with a strong impression. In conclusion, by punishing parents for the crimes their children commit, we are simply teaching children that they will not be held responsible for their own actions. In my opinion, it is high time that judges started giving more severe punishments to the teens themselves. This would be more logical than locking up their parents!

A FOR AND AGAINST ESSAY A for and against essay is usually about a controversia! issue. lt presents both sides of the issue and then concludes by supporting one of the sides. Look at the topic below. Then study the plan and read the model.

TOPIC:

Write a for and against essay on a topic connected to home schooling.

PLAN:

OPENIN(j u IY!trodu.ctiof'!- to t~ L.Uu.t-

BODY Atju.I'\II.U1t fo r o~ .tide of ~~ ÍJ.nc.e, witk su.pportil'lj detetil..r "~ ex.etmplu

Atju.I'\II.U1t for t~ otw side of t~ ÍJsue, witk su.pportil'lj detetil..r "~ Wfwtple.t

CL05IN(j

D s~ryoft~

i.rsu.e "~ t~ writers opif'l-io11-

USEFUL LANGUAGE

On the one hand, .. . On the other hand, .. . lt is true that, ...

Firstly 1 Secondly 1 Thirdly, ... For example .. .

For instance, .. . such as ...

Furthermore, ... However, ... Nevertheless, ...

Yes or No to Home Schooling

In recent years, an increasing number of parents around the world ha ve chosen to take their children out of the school system and educate them at borne. The question is whether this is good for everyone.

On the one hand, home schooling means that parents are able to cater to their children's individual needs. For instance, parents can encourage their children to explore their own interests. In addition, parents can include important subjects that are often neglected in normal scbools, such as art or music. Moreover, parents can protect tbeir children from bullying and teasing.

On the other hand, children who are home schooled often bave fewer opportunities to participate in team sports and in other extra-curricular activities. Furthermore, since home-schooled children are exposed to fewer kids, they may not leam the social skills that are necessary if they want to live peaceably with others.

Despite the numerous benefits of home schooling, I believe most children should go to school. The lack of opportunities for social interaction may prove to be problematic in later life.

Dueto ... As a result, .. .

1 believe that .. .

In my opinion, .. . In myview, ... The question is whether ...

In addition . . . 1

JI Consequently ... 1

In conclusion, . . . 1

To sum up, .. . J ---···--···- ·- ·· ·--·····-··-· ····- ·····-·-·-··-·--·-·-·-·- ·- ··- ···--··- ·- ··-

Writing Guide

A LETIER OF COMPLAINT In a letter of complaint , there is a request for action to be taken concerning an unsatisfactory situation. Look at the tapie below. Then study the plan and read the model.

TOPJC:

Write a letter of complaint toa hotel in which you were disappointed with the service.

PLAN:

DETAILS Address of puso11-writi113 th.t. luter

Dt~~te.

N(!f wte./íLtle. oj pe.rSIJI1-bÚI13 writte.11- to

(jREE1IN(j

OPENIN(j Ope.l1-i113 r~rlu, r~SIJ'1- for wri.ti113

50DY (j ives iliforWU~tiot1-"'M dett~~iLJ

CL05IN(j Closi.113 r~rlu

5I(jNIN(j OFF

USEFUL LANGUAGE

! Greetings

r- Dear Sir or Madam, ¡ 1 Dear Mr 1 Mrs 1 · Ms ...•

To whom it may concern,

The Manager IGngs Hotel High Street Brighton

Dear Sir or Madam,

12 Sandmoor L ane

N orwood

L ondon SE19 4FB

22nd October, 2010

I am writing to complain about my recent stay at your hotel. My wife and I were extremely disappointed with the facilities and with the service.

The problems began the moment we arrived. We had made a reservation for a room with a sea view, yet on our arrival we were informed that there were no available rooms with a view. lnstead of the relaxing view of tbe sea that we had looked forward to, our room looked out at huge rubbish bins and laundry baskets.

To make matters worse, there was no hot water! When we informed the hotel desk of this fact, we were told that there was a problem with the water heating system in the hotel. At this point we felt we had no choice but to leave the hotel the following morning.

In view of the great distress we experienced, I would appreciate a full refund of the cost of our stay. 1 trust that you wi ll deal with this matter promptly and 1 look forward to your reply.

Yours faithfully,

Paul Brown

Opening Remarks i Useful Expressions

1 am w riting to complain about ...

1 am writing to express my concern regarding ...

To make matters worse, .. .

lnstead of ...

The problem began when .. .

1 f ind it unacceptable that ...

1 would like to point out that ...

Closing Remarks

In view of the ...

1 strongly urge you 1

to ... 1

1 t rust that yo u wm ... 1

1 would appreciate j it if ... ,,

1 suggest .. .

1 look forward to your reply. 1

Signing Off

Yours faithfully,

Yours sincerely,

AN OPINION ESSAY An opinion essay states an opinion and tries to convince the reader that this opinion is correct. Look at the tapie below. Then study the plan and read the model.

TOPIC:

Write an opinion essay on a topic connected to teen drivers.

PLAN: r~T~fl~l IL_ ________ ~--------------------------------------

OPENIN§ Prue.l'l.t<'!ÚO~~t- if íu.te. f,!M opí..U.ot-t

eODY 5peújú. r~s011.r ~vtd J~cts U support opí..u.ot-t

CL05IN§ 5umWtÍ.'19 u.p f,fM rut(.ftewt.el1t of opiftiot-t

USEFUL LANGUAGE

--

~ people think that .. .

! In my opinion, however, . . . 1 disagree In my view, .. . 1 believe that .. .

-

Adult Supervision for Teen Drivers - Good or Bad?

It is well known that teen drivers are often involved in fatal driving accidents. In order to help deal with this issue, sorne governrnents around the world have proposed that new teen drivers should be required to drive with adult supervision for a period of time. While this suggestion may sound like a good way to save li ves, in my opinion, it will not solve the problem.

First of all, a person's age doesn't determine their level of responsibility or their driving ability. It's a fact that many accidents have involved experienced adult drivers.

Secondly, 1 believe that the more time a driver spends on the road, the better his or her driving ability will be. By preventing new drivers from driving without adult supervision, new drivers will inevitably gain less driving experience since they will only be able to drive when an adult supervisor is free to accompany them.

In short, forcing young drivers to drive with adult supervision will not reduce the number of teen fatalities. lt is only by educating teenagers and adults about the importance of safe driving that we can hope to make a difference.

Therefore, .. .

As a result, .. . lt is clear that .. .

In short • ... To sum up, ...

However, . . . In conclusion, ... Des pite this, ... First of al l •... Secondly, ...

l ln addition, ... ¡ __ ,,_ ... _,_,_,, _____ ,_ .. _, ____ , __ , _________ ,_ ,_,_ .. _____ ,,¡_ ____ .... __ , _______ ,_,,_,_, _ ____ , _ __ ,_ , ____ .. _____ _

1 .. .. J

Writing Guide

A DESCRIPTION OF AN EVENT A description of an event gives a clear impression of what the writer experiences. lt usually includes details of the writer's senses and how the writer felt there. Look at the tapie below. Then study the plan and read the model.

TOPIC:

Write about a family event that you have attended.

PLAN:

OPE/IJI/IJ~

Ntilwte., J.ourtía11., tíwte. ti~vtd wríteá apii1W11- aj evw

BODY Duc,riptía11- wíth more deú!il.s 1 whtft writer seu, hu!rs, si'Ytell.r, t4stt.J

CL05IN~

Ca""'Lu.di113 .rel'\.tem-e

ti~vtd apil1-ia11-

USEFUL LANGUAGE

Last week ...

When ...

Suddenly ...

1 felt ...

1 heard ...

e

o

The Wedding

Last week, I went to my cousin's wedding. I hadn' l seen my cousin for many years and 1 didn' t know many of the other guests, so 1 wasn't expecting to enjoy myself. In the end, 1 had a great time.

When 1 arrived, the wedding hall was already full of people. People were standing around talking excítedly and there was a real buzz in the air. The room was beautifully decorated with tlowers and balloons and the sweet smell of the flowers hung in the air. I couldn' t help but feel excited. l t felt as if something very special was about to happen.

Suddenly the musicíans began to play. Everyone stopped talking at once and tumed to face the door. As the bride entered, many of the guests had tears in their eyes. 1 felt so moved.

As she walked past in her beautiful white dress, my cousin tumed and smiled at me. She looked so happy. I realised that 1 wouldn ' t have missed this occasion for the world !

lt seemed ... 1

The atmosphere was . . . 1

The crowd 1 people were . . . 1

1

'1.

lt turned out to be ...

All in all, ... 1

l~he ... ~~~.~ .. :- .... - ... - ... - .... - .... - .... -----·-···-··-··--·----.1

A NARRATIVE A narrative is a story about a series of events and the people involved in them. Look at the topic below. Then study the plan and read the model.

TOPIC:

Write a narrative about a misunderstanding you once had.

PLAN: ~~~J~~L ~~----------------------------------------------~

OPENIN(j Th.e. 1'1-U'!ÍI'L Úte¡re¡Gte.rs,

wke.re. e¡vv;{ wke.11- ti-te. story tefk.u ple¡c_e,

F>ODY Eve.11.ts e¡vv;{ problewt.J

i11- ti-te. sto ry, 1-uJ w ti-te. c.l-ufre¡Gter feeJ.s e¡vv;{ triu to solve. proble.m

CL05IN(j The. evvii113 of ti-te. story, 1-tow ti-te. proble.m is resolved

Jumping to the Wrong Conclusion

Last Saturday I visited my grandmother, who lives on the other side of London. I had not seen her for ages and I was looking forward to eating a piece of her delicious cake. It was a cold day, so I dressed warmly in a hat and scarf.

1 got onto the train and looked for a place to sit. 1 walk:ed up and down the aisles for sorne time until I found an empty seat next to an elderly man who was reading a newspaper. Relieved, 1 sat down and took out my book.

As soon as I had begun reading, 1 felt that the man was watching me. 1 felt very uncomfortable. 1 wanted to move but there were no empty seats. Final! y, the train pulled into Kings Cross station. 1 rushed off the train, eager to escape the stare of the old man.

1 left the station and began walking towards my grandmother's house. After a few moments, 1 had a strange feeling that someone was following me. 1 tumed round. To my surprise, the elderly man who had sat next to me on the train was running towards me. 1 started to run. 1 could hear the man coming up behind me. In a minute he would catch up with me ...

"Wait!" he shouted. 1 stopped. The man stretched out his hand and 1 could see that he was holding something. "Your hat," he said. "You left it on the train." At that moment 1 realised that 1 had jumped to the wrong conclusion. ul

L-----------------------------------------~--------------~

USEFULLANGUAGE

Time Expre_ss_io __ ns _________________________ ~nectors of Sequence Last weekend 1 summer 1 year, . . . at fi rst as soon as

Two years ago, . . . befo re soon

lt was a cold 1 hot 1 stormy day . . . after suddenly

lt all began when . . . next while

One afternoon . . . later during

Fortunately, 1 Unfortunately, 1 Luckily, . . . when eventually

To my surprise, . . . then in the end

1 felt . . . unt il meanwhile

The funny thing is that ...

Befo re 1 knew it ...

1

_j

Writing Guide

ASUMMARY A summary provides the reader w ith the main points of an article in as few words as possible. A summary usually does not include the writer's opinion and it is written in his or her own words where possible. Look at the topic below. Then read the original article and the model summary.

TOPIC:

Write a summary of the art icle, using 50-70 words.

Baby Einstein DVDs: Educational or Not?

Baby Einstein OVOs are specifically aimed at babies and toddlers. These popular OVOs feature c lassical music, and babies seem to love watching them. Not only do the OVOs provide busy parents with a break from having to care for their infant, they are also said to have educational benefits. Yet recent research suggests that these OVOs may not be as benefic ial to children as parents may like to believe. In fact, there is evidence to suggest that television viewing between the ages of 1 and 3 could in fact be harmful to them.

Research at the University ofWashington found that babies who had watched baby videos scored about 10% lower on language ski lls tban those who had not. In addition, experts have showo that baby videos may al so be associated with attention problems later on. They claim that the more television children watch in their early years, the shorter lheir attention spans later in life.

The Campaign for a Commerciai-Free Childhood is a group which has been fighting baby media companies for sorne time in an attempt to gct them to admit that baby videos are not educational. They claim that the entire marketing strategy of companies like Baby Einstein is based on false and misleading claims that the videos are educationaJ. Recen ti y, the Baby Einstein company announced that they would give a full refund to anyone who had bought one of the OVOs in the last five years and wished to return it. The campaigners see the recent announcement as an unspoken admission that they did mislead the public and that thc OVDs have no educatiooal value.

Yet it will be interesting to see how many parents will actually claim the refund and return the OVOs to the company. Although the videos may not turn their children into geniuses, as they might have hoped, they continue to keep them occupied aod stimulated, without the need for parental involvement. That may well be something that parents are not willing to give up.

l~U.Lt.ides oi1.Ly importer.-¡t

i~ rn-uttioft.

Ot:_9erYÚ.se4 i.-¡to

o~ 'ohesive perriii!Jrerph

OVOs designed specifically for babies and toddlers are very popular. Yet recent research has suggested that they may in fact be harmful to children's development. In view of these findings, a recent campaign has accused media companies of deliberately misleading parents by implying that these products ha ve educational value. Consequently, the Baby Einstein company has agreed to give a refund to parents wishing to retum the OVOs, although it is uncertain how many parents will accept their offer.

TIP:

Leave out less important examples and details. Shorten or combine sentences and try to use your own words.

USEFUL LANGUAGE --------------------------·--------------------------~----~----~

r Being Concise __ j iLApparently, .. . Finally, ... lf Clearly, ... Consequently, ... In short, .. . Presently, ... although 1

••··- ... ·-····---· _,, __ ,_ . .,_,.,_,_,_,,.,_.,,_,. •••••-··- ·-••••• ••••••-···- ··-••••- •••••• ·-···-"·-"• ·-·-···-···•··-•-oooo-•••--oo-•"-••-"-"-•- ••- •....J

•.

A CURRICULUM VITAE

When applying for a job, you will often have to supply the employer with your personal details, as well as your educational qualifications and work experience. Below is an example of a CV wh ich can be used as a model for your own.

PERSONAL INFORMATION

Name Ana Rodríguez Vallejo Address C/ Salvador de Madariaga, 5, 3°-C, Madrid

Telephone no. 635423 179 E-mail anarodvallejo@ hotmail.com

Nationality Spanish

Date of birth 8th Apri l, 1992

WORK EXPERIENCE

Dates 2008-20 10 Name of employer Hard Rock Cafe

Occupation or position he/d Waitress (part-ti me)

Main activities and responsibilities Preparation and service of food, wine and beverages

EDUCATION AND TRAINING

Dates 2008-201 O

Name of school IES Juan De La Cierva Principal subjects covered English language, history, literature

Title of qualification awarded Secondary School Graduate - Bachillerato

PERSONAL SKILLS AND ABILITIES

LANGUAGES

Mother tongue Spanish

Other languages English (good level written and spoken) French (fluent)

CoMPUTER SKJLLS

General Microsoft Word, Excel, PowerPoint Graphics or multimedia Photoshop, InDesign

Programming Visual Basic

Ü THER S KJLLS ANO E XPERIENCE 2007-2009: school theatre group

DRJVJNG L JCENCE Licence for l25cc motorbike

1

QUIZ ANSWERS

Unit 3, page 33 1.c 2.a 3.c 4.b S.a 6.a 7.b 8.b 7-8 correct answers: You know quite a lot about computers. Keep up the good work, but remember: there is lite beyond the computer screen. Maybe do some sport as well!

4-6 correct answers: You use a computer, but it's not the centre of your life. You've found a good balance. but pay attention to what's going on in the computer world. Technology can be useful!

0-3 correct answers: You obviously have other interests besides computers. That's great, but try to keep up with the times. Remember - this is the 21st century!

Unit 4, page 45 1. False. Red, because it signals danger, actually makes people more aware and alert. 2. True. Special cells in the nose respond to chemical signals given by other people who feel

danger. 3. True. Touch stimulates the brain to produce endorphins, which are the hormones that inhibit

pain . 4. True. Our sense of balance is centred in our ears. but we rely on our sense of vision for

balance as well. Try it! 5. False. Women's sense of smell and taste is more sensitive than men's. 6. True. There is an area on the retina that does not respond to light. An image that falls on

that area will not be seen. Try this test:

• + Hold the image about 50 centimetres away. Close your right eye, With your left eye, look at the +. Slowly bring the image closer while looking at the +.Ata certain distance, the dot will disappear! This is when it falls on the blind spot. 7. False. People who suffer from arare genetic disease called CIPA are unable to feel pain. 8. True. People with a condition called synesthesia mix together senses which are normally

separate. 9. False. The seashell captures the noise around you. which resonates in the shell.

Unit 4, page 52 r·····-····- .. _,,_,_,_ .. _ , .. ,_,_ ··-----· 5--, 15 5 5 5 5 5 5 5

1 5 5 5 5 S S S S S S

¡s S S S S S S S 5 5 1

5 5 ¿ S 5 S S S S SI i

5 5 [' 2 5 S 5 5 5 5

5 2 5 ¿ S 5 5 5 5 5

· S S 2 ., S S S S S S l.

5 5 5 5 5 S S 5 5

5 5 5 5 S 5 5 5 5

~ 5 5 5 S 5 5 5 5 S L . __