viewpoints for bachillerato 2. 2010
DESCRIPTION
ViewPoints for 2º Bachillerato. Burlington Books. 2010.TRANSCRIPT
Review
page 5
READING VOCABULARY GRAMMAR
1 Fame
page 9
Star for a DayPredicting content Guessing meaning from context
Fame Present PerfectVerb collocations j ContinuousSuffixes Pas: Perfect Continuous I
Gerunds and infinitives
2 Going Green
page 21
The Great Pacific Garbage PatchReading for general understanding Guessing meaning from context
The environmentPhrasal verbs Modal perfects Idioms I should / had better
3 Online World
page 33
Smile - You're on Google Street ViewIdentifying the main ideaGuessing meaning from context
Computers j The Passive Verbs and prepostons Causative Verb collocations
4 Sense It■ H M l
page 45
What's That Smell?Scanning for specific informationGuessing meaning from context
The senses Phrasal verbs Idioms
Reported speech
5 Families
page 57
The Kite RunnerMaking inferencesGuessing meaning from context
Families j Relative clauses Word famihes Phrasal verbs
6 A Good Buy
page 69
Burning of the BrandsPronoun reference Guessing meaning from context
Consumerism Conditionals Collocations l~ceratives, modals Phrasal verbs a^a time clauses
Wish clauses
Exam Preparation
page 81
Exam Practice Listening Pract’ce Speaking Practice
Appendices • Grammar Appendixpage 105
• Pronunciation Practicepage 121
• Glossarypage 123
• Phrasal Verbspage 130
Prepositionspage 131
Irregular Verbspage 132
nuousitives
A -adio talk Talking about a picture A for and against essayConnectors of addition, contrast and exampleImprove Your Style: Run-on sentences
A personal statement
?r
A conversation Reaching a decision A formal letter/e-m ail Formal and informal languageImprove Your Style: Parallel construction
PowerPoint presentations
A conversation Personal interviews An opinion essayConnectors of cause, result and purpose Improve Your Style:The apostrophe
A debate
A report Comparing pictures A description of an event Adjectives and adverbs Improve Your Style: Misplaced modifiers
British etiquette
Personal accounts Expressing an opinion A narrativeExpressions of time and sequenceImprove Your Style: Verb agreement
A job interview
als
L ....
A radio programme Role play A summary Paraphrasing Improve Your Style: Writing concisely
Phone messages
• Review o f Reading Strategiespage 134
• W riting Guidepage 135
READING
1. Read the dialogue between Denise (A) and Carl (B). Where are they?
ABABAB
A
BA
BA
BABAB
AB
AB
ABAB
A
B
Hi, Carl!Hi, Denise! Hey, good to see you! You look great!You too! How have you been?I'm alright, but it's hard being back.I know what you mean ... I hate getting up so early.It's not just th a t ... I'm nervous about all the exams we'll be having this year.Me too! Still, it's nice to see everybody. It's been a pretty boring summer. Everybody was away at one time or another ... except me!Did you stay at home all summer?Yes, I was working. I'm going to take a gap year next year, so I need the money.Where did you work?I was a waitress in a café. I know it doesn't sound very exciting, but I earned lots of money.That's great!So what did you do?I went to France for three weeks.You're so lucky! Did you go with your family?No, I was at a summer school in Marseilles. I lived with a French family - it was brilliant!You're doing French this year, aren't you?Yes, and we've got a huge oral exam this year, so I wanted to improve my speaking.Did it help?Oh, yeah! Before the summer school, I'd never really spoken to French people.Did you meet anybody interesting?Well, a friend of the guy I was staying with ... her name's Marianne ... How romantic! It looks like you'll be practising your written French too! You're right. We chat every day! And what about you? Are you and Tom still together?Actually, I haven't seen much of him lately. The last time I phoned, he was surfing with his friends ... Oh, that's the bell. I'd better go.Yeah, I'll 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 to a 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 doing 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 brilliant • lucky • interesting • great
1. your summer holiday2. returning to school
5
Sihboors - 'iconos
GRAMMAR
PRESENT TENSES
1. Look a t the verbs in bold in the paragraph below. Identify the tense o f each verb.
M/e usually spend the first day o f school arranging our timetables. Our school offers lots o f courses, so it isn't easy. A t the moment, we're discussing what subjects to study. Tomorrow we're starting our normal classes.
2. Which verb above describes ... ?
1. something that is happening now2. a future plan
3. a regular habit or routine4. a general fact3. W hy is the Present Continuous not used in the
sentence below?
I want to go shopping for my school books now.
PAST TENSES
1. Look a t the verbs in bold in the paragraph below. Identify the tense o f each verb.
The students were still doing the test when the bell rang. The teacher gave them more time. She collected the papers after they had finished.
2. W hich verb/s above describe ... ?
1. an action that took place before another action2. a completed action in the past3. an incomplete action interrupted by another
action
Grammar Appendix, pages 105 -106
1} Complete the sentences with the verbs in brackets. Use the Present Simple or Present Continuous.
1. Ms Rivers is busy at the moment. She...... (teach).2. Now I ...... (remember) him! We met him at Emily's.3. What tim e...... you ....... (leave) tonight?4. .....Mr Hall usually........(give) lots of homework?5. We've got paper, so w e ...... (not need) to buy any.6. Hi, Justin. W hat...... you....... (do) here?7. Ben...... (not study) geography this year.8. Kath.. ....(play) basketball twice a week.
ri otce3.
Choose the correct answer.1. Susan went to school after she was eating /
had eaten breakfast.2. What was Thomas wearing / had Thomas
worn when you saw him?3. John looked so silly that we laughed /
were laughing when he came in.4. Did you speak / Had you spoken to the
jTeighbours last night?5. I told him the news because he hadn't heard /
didn't hear it.6. The storm began while we were driving /
drove home.7. By the time I arrived at the party, everyone left /
had left.8 . Could you repeat that? I wasn't listening /
hadn't listened.
3. Complete the sentence in several ways, using the words given. Use present and past tenses. Add any necessary words.Brenda bought shoes ,son^P ro u,,os
1. while /she / to u r /Ita ly2. a fte r/ she / save / enough money3. and / she/wear them / the next day4. a n d /n o w /s h e /w e a r them5. b u t/sh e /n e ve r/w e a r them6. although /they / be / expensive
4.) Complete the passage with the verbs in brackets. Use present and past tenses.Then listen and check your answers.
At the moment, 11 ...... (consider) doing afirst-aid course. 12 ...... (want) to be preparedbecause of something that happened to my friend, Chris. He 3 w L (took after) his younger brother
'.when ,suddenly the child began to choke on a sweet. Chris4 ^ .^ (n o t panic). He knew exactlywhat to do because he s h.d .. (’do) a first-aidcourse at his school last year. Chris6 (manage) to save his brother's life. Whenever people ask him about his experience,he 7•...... (recommend)the course. When I heardw h a t8 ...... (happen) toChris, I realised how important it is to learn first aid.
1 . Look a t the verbs in bold in the paragraph below and identify the tense o f each one.
Ve loved dancing since I was a child, and I've finally :ecided to have lessons. I signed up yesterday.
2. Which verb above describes... ?
! an action that took place at an unspecified time in :he past and is relevant to the. present
1 an action that began in the past and continues until now
3. a completed action that took place at a specific time in the past
1. Read the sentences. M atch the sentence in I to its use in II.
I1. I'm going to work hard this year.
I I'm sure we w ill enjoy this course.
3. Don't worry. Here, I ’l l help you.
4. This exam is going to be difficult because there's so much material.
IIa. a planned future action bi a spontaneous decision c a future event based on present evidence
2. Look a t the verbs in bold in the sentences below. Which verb is in the Future Perfect? W hich is in the Future Continuous?
This time next year, I'll be studying engineering.By the time I finish my degree, I'll have learnt a lot.
3. Which verb in Exercise 2 describes ... ?
'. an action in progress at a certain future time an action completed at a certain future time
► Grammar Appendix, pages 107-108
2.
5. Complete the sentences with the verbs in brackets. Use the Present Perfect Simple or the Past Simple.
1. B ill...... (start) work when he was very young.2..........you ....... (see) my wallet? I can't find it.3. I'm sorry. Ms W itk in ...... (just leave).4 ..........yo u ....... (go out) with Jason last night?5. I'm sorry. I ...... (not mean) to insult you
yesterday.6. W e ...... (not do) the washing up yet.
6. Write sentences with the words in brackets.Use the Future Simple or be going to. Make any necessary changes.
1. Is my car blocking the road? (I / move / it).2. I love Don's parties! (he / have one / this year)?3. Rina never wears pink. (I'm sure / she / not like /
this sweater).4. Your passport is falling out of your pocket. (You /
lose it)!5. Don't worry about me. (I / be /fine)!
7. Complete the sentences with the verbs in brackets. Use the Future Perfect or the Future Continuous.
1. By March, w e ...... (finish) five units of our book.2. At this time tomorrow, she....!... (have) dinner
with her family.3. I'd like to post the package tomorrow........ you
...... (prepare) it by then? ,4. They...... (not wait) for us when we arrive at the
train station. m e s p e r d f
5. We'll need our garden chairs on Friday. I hopethat our neighbours...... (return) them by then.
Q 8. Choose the correct answers. Then listen and check your answers.
MO DORE TEXIBOOhS?University students 1 always carried / have always carried bags full of heavy books. However, some experts predict that computers 2 will soon make / are soon going to make textbooks a thing of the past. Northwest Missouri State University3- already began / has already begun to make this prediction a reality. Last year, they4 gave / have given their students electronic readers containing the textbook material. During the coming year, students5- will be using / will have used these "e-readers" to read, take notes and even do interactive quizzes.Some students6 have criticised / criticised the move, saying they7 aren't going to stop / 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-readers8 are go ing to replace / will have replaced textbooks completely - at Northwest and in universities around the world.
SKILLS— — iniiiniiiiii
SPEAKING
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 Brightonb. he'll explain his behaviourc. they'll talk about surfing
2. When Tom tried to contact Denise ....a. she told him that she couldn't talkb. she sent him a text messagec. she didn't answer his messages
3. Denise is upset because ....a. Tom has not given her enough attentionb. Tom has said something she doesn't likec. Tom has gone out with another girl
Look at the following expressions. Which do you use ... ?
1. when greeting someone2. when discussing the summer holidays3. when parting
a. You look great!b. And what about you?c. Did you meet anybody interesting?d. How are you doing?e. Good to see you!f. Have a nice day.g. Did you have a good time?h. I'll see you around.i. What did you do this summer? j. How have you been?
4. Denise is sure that in a week or two ....a. she will be able to forgive Tomb. she will have found another boyfriendc. she will have forgotten Tom
i Think of another expression for each category in Exercise 3.
5. Denise feels that seeing Tom ....a. is going to change thingsb. is going to be uselessc. is better than talking on the phone
6. At 8.00, Denise ... .a. will be shoppingb. will be watching TVc. will be talking to Tom
5. It'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 any goals you have for the new school year.
; :
Read about rock ’n ’ roll schools at:iMi’W.buriìtigimtboaks.cs/iHewpniMsZW EB EXTRA
Q 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 M N T TO VS A ROCK ' I f ROLL STM?The Byrds
So you want to be a rock V roll star?Then listen now to what I say. dust get an electric guitar Then take somc tiwe Anal learn how to play.
And with your hair swung right,And your pants too tigh t It's gonna be all right
Then it's time to go downtown inhere the agent Man won't le t you down.Sell your soul to the company Mho are waiting there to sell plastic wares.And in a week or two I f you Make the charts The girls'll tear you apart.
The price you paid fo r your riches and fatne, Mas i t all a strange gawd Vou're a lit t le insane.The Money, the faMe, and the public acclaiM, Don't fo rge t who you are,You're a rock V roll star.
YOUR VI EWP O I N T
What do you think are the advantages and disadvantages of being famous?
Fame
Unit Objectives
* Fame* Present Perfect Continuous* Past Perfect Continuous* Gerunds and Infinitives* Listening to a Radio Talk* Talking about a Picture* Writing a For and Against Essay!* Life Skills: A Persona! Statemertfj
E X A M FOCUS
HOW TO ANSWER TRUE / FALSE QUESTIONS
1. Make sure you understand the meaning of the
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 fc true or false.
4. Justify your answer fey quoting the relevant part of
Example Question
Is the following statem ent true or false?
Passers-by knew that Vaz and Hill were not
Answer Analysis
• The keyword passers-by appears in the sentence in
• The sentence tells us that the passers-byjggj| v impressed - they took photos and asked Vaz and
• The statement is therefore false.
YOUR VI EWP O I N T
( Complete the sentences according to the information in the text. Remember to use your own words.
1. Vaz and Hill went to a nightclub after they .. . .2. The paparazzi were following the couple
because . .. .3. At the nightclub, the couple didn't have to ... .4. Ronda Rivling says that because of reality
shows, . . . .5. According to Professor Garrison, you can be
someone only i f ... .6. The paparazzi companies say that having a little
fun ... .
6. Choose the best answer according to the text.From paragraph 3, we understand t h a t ....
a. the service is too expensive for most peopleb. the service requires a bodyguardc. the deluxe treatment is preferabled. the services provide different packages
7. Find words in the text that mean:1. made a loud, sudden sound (paragraph 1)2. directly (paragraph 2)3. a person hired to protect someone (paragraph 3)4. fashion (paragraph 4)5. performing, imagining (paragraph 5)6. obsession (paragraph 6)
\Nou\rii YvVte a pexsoT\a\ papatatïNVA/hvy nr \A /hv nnt7
) READING_
i 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.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.
5. Lindsay Chapin believes that personal paparazzi services are harmless fun.
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.snapping (line 2) • uproar (line 9) harmless (line 29)
Reading Strategies, page 1 3 4 |
• Unit 1
10
15
20
25
As Struan Vaz and Paige Hill emerged from a theatre in Austin, Texas, they were surrounded by photographers and reporters, who began snapping photos and asking them personal questions. Flashes popped as the couple were chased all the way to a nightclub, where they were rn£t by a crowd of adoring l'ans who had been waiting for hours to catch sight of them. Passers-hv, impressed by all the action, took photos with their camera phones, while others asked the two who they were. “We’re nohüdy.” said Vaz.
He was telling the truth. They weren’t celebrities at all and the adoring fans were, in fact, Vaz’s friends. As asurprise for his fiancée, Vaz had hired a company called Celeb 4 A Day, which provides personal paparazzi tofollow people around town. Hill was so overwhelmed by all the attention that she tried to run away at first, though she soon began to enjoy it. When they got to the club, the owners, fooled by the uproar, gave them VIP entry, letting them walk, right past the queue and straight in.
With this new kind of service, anyone can feel what it’s like to be a star. A typical price list: $300 buys you the basic package of four personal paparazzi who will pursue you for up to 30 minutes. For $2,500, you get the deluxe treatment - two hours with six paparazzi, including limousine service and your very own bodyguard.Are people actually willing to spend that much for some time in the spotlight?Absolutely! Since these services started, their phones have been ringing non-stop.
Some social scientists despair at this new trend, calling it celebrity culture gone wiki.‘JLJafortunately, fame and film stars have become more important than the environment or the economy. And reality shows make everyone think that they can be an instant star,” says Ronda Rivling, pop culture analyst. According to Professor Josh Gamson, who studies society and mass media, “We live in aculture where ... if you don’t have people asking who you are, you’re nobody.”
The paparazzi companies, on the other hand, wonder what’s wrong with a little fun. “People are really excited when they call,” says Lindsay Chapin of Private Paparazzi in San Diego, California. “It’s this whole fantasy they’re playing out in Üieir mind, and they want to experience it for one night.”
Is this new phenomenon a worrying reflection of society’s infatuation with fame, Qt just a harmless escape from the worries and pressures of life? It all depends on your point of view. Whatever your opinion, if you see a crew of cameramen following a celebrity down the street, don’t be surprised if you have no idea who the big star is.
False friends
excited (line 24) means entusiasmada not excitada
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A
VOCABULARY
Words from the Text
f *f?' Choose 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 tronH Q } A lot of people do it.
b. It's a great idea.2. Elaine is always w illing to help,
a. She always needs help.s ( b ) She is a helpful person.— — 7
3. The singer was an/instanti star.a. He worked hard to reach the top.
(B ) He became a celebrity very quickly.- 4. We drove s tra igh t to the theatre after work.
@> We didn't stop on the way.b. The road to the theatre had no turns.
ti VERB COLLOCATIONS
g : 3
5Uo
2) The following sentences do not make sense. Make them logical by replacing each word in colour with a word in colour from a different sentence.
1. He bought his passer-by a diamond ring.2. There was a large crew demonstrating outside
Parliament.3. The rabbit slowly pursued from its hole.4. We asked a crowd for directions.5. The policemen emerged the thief until he was
finally caught.6. A fiancée of construction workers was hired to
restore the old building.
Complete the passage with the words and phrases below. Then listen and check your answers.
^ o o l • overwhy^ed • surrounded • infatuation re • bod^dards • in the spotlighi^)'
2.
see Grammar Appendix, page 111
hich of the words can be used to form collocations with the verbs in colour?catch -sight of, a chance, a bus, a cold, someone's eye, a friend, fire, one's breath take -a photo, for granted, one's time, a wedding, pride in, charge, happiness, someone by surprise
3. go-wild, talking, mad, abroad, missing, strong, blind, bald, fat
5.) Complete the sentences with collocations from Exercise 4. Make any necessary changes.
1. My parents nearly...... with worry when I wasin hospital. ca&‘
2. Theii&ftdinif.......because a resident hacLbeen--smoking in bed.
3. There's no hurry. Please........4. The police found the child who’...... tne
day before.5. Patricia loves to paint and she......
her work.6. If you hurry, j/ou'H^......the 5 o 'clock.
St f?) •' V "
p r ç ^ r
THE OTHER S!PE OF CELEBRITYM ost people believe th a t celebrities have fabulous lives.They are always 1........... by adoring fans, ass is tan ts whodo anything they ask and z-........... who pro tect them. Fullo f confidence, they love being ........... and i t seems th a tnothing can harm the ir huge egos. But despite the ir 4- M jL..0
with themselves, superstars can be very vulnerable. Theyare often 5-........... by the constant need to please the irpublic. This kind of®'............ oftenjleads to self-destructivebehaviour, such as alcoholism or drug addiction. So don’t le t^pressions of g lam our7 ........... you. There are advantages tobe:* g ordinary!
Michael Jackson 1958-2009 A victim o f fam e?
<P Unit 1
Topic V ocabulary
FAME
T . M atch th e b eg in n in g o f each sentence in I w ith its en d in g in II. Pay a tte n tio n to th e w o rd s in colour.
I 1. The daughter of very rich parents2. Brad Pitt's “donations to charity3. The gala party was-4. Why do so many people today5. Amy Winehouse is a great singer,6. Celebrities who take drugs"7. There's Tom Cruise! Let's—8. The teenage girls waited outside'
a. get a lot of positive publicity.b. ask him for his autograp lc. the most lavish event in the city that night.d. are very bad role models. < , 0e. but her behaviour is outrageous“ii ^ t ^ ^ ^ ' 'f. to catch sight of their idol.g. is an heiress. he<&Ae<dh. worship celebrities?
2.) Choose tw o possible answ ers to co m p lete each sentence. Pa^ a tte n tio n to th e w o rd s in colour.
1. If you are wealthy, you have probably got a lot of money / property / relatives.
2. People often gossip about celebrities / themselves / their neighbours.
3. A ta lent scout spotted her and got her a job as <* ,a model / singer / doctor.
4. Some celebrities are notorious for(helping the poorj/attacking paparazzi / being arrogant.
5. If you havejjrive, you are ambitious / lazy / determined.
6. A spoilt person is probably generous / selfish / -inconsiderate.
7. A star athlete might be a controversial figure because of his high salary / rude-remarks / great achievements.
8. Tabloids usually report sensational-news-/ financial issues/scandals^'.'*
©
|_4 Complete the sentences by adding suffixes to the words in brackets.
1. Many famous...... (perform) live in ....... (luxury)homes.
2. The...... (offend) behaviour of the paparazzi isoften more...... (disgrace) than the stories theycover.
3. Critics agreed that Ellen Page's...... (perform) inJuno w as...... (marvel).
4. Most tabloids focus on celebrities from theworld o f ...... (entertain), but they also gossipabout...... (politics).
5. Madonna's...... (impress) career and incredible...... (popular) has made her an icon in the popworld.
0 5. Complete the passage with the words below. Then listen and check your answers.
jM&o' « to ? -ISC"! JT iheiress^» wealthy • outrageous • spoilttabloidgossip • drive • notorious •
Paris Hilton- FamousPeople love to 1;.......about Paristhe party-hopping2...... to the HiltonHotel fortune. Paris is 3-. for heimany boyfriends, her4........clotheS;f||§and her scandalous behaviour, constantly creates sensational5... headlines. Critics claim that she's famoussimply for being fabulously6-......and posing for photographers at ':,i celebrity parties.They say she'sa 7-.......rich girl with no realtalents. However, with several film roles, her own successful TV show, a solo CD and a best-selling book, she has proved that she has gotplenty of a....... I.t lookslike Paris Hilton is here to stay!
Ä tiK O veo
S U F F IX E S
0i see G ram m ar Appendix, page 111
In your notebooks, write the words below intwo groups: nouns and adjectives. Use thesuffixes to help you.
confidence • political • delightful • amazementpromotion • publicity • fashionable • musicianoutrageous • singer • expensive • appearance
e è ÿ
YOUR VI EWPOINT
I Complete the sentences. Make them true for you.1.1am usually willing to ... .2. Something I take fo r granted i s ... .3. If I were wealthy, I ... .4. I would never ask a passer-by . . . .5. When I was young, my ido l was ... .6. I think it's disgraceful t h a t . . . .
13
' IIcss
14
GRAMMAR
PRESENT PERFECT CONTINUOUS i
PAST PERFECT CONTINUOUS§% **■■ ■ ■ ■ ■ ■■ ■ ■ g m m tm m m m m rn m
Read the examples and answer the questions.a. Since these services opened, their phones hove been
ringing non-stop. (Present Perfect Continuous)
b. They were met by fans who had been waiting for hours. (Past Perfect Continuous)
1. Which sentence talks about... ?
1. an action which continued up to another past action
2. an action that started in the past and continues in the present
2. Complete the rules.
1. We use have / has + , ^ r '+ verb + .1.01 to form the Present Perfect Continuous. &
2. We use been + fj? . + mg to form the PastPerfect Continuous. , , v J >
NOTE: v ,f ' e ' g ^ 3:• 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.
• If the number of times something has happened can be counted, we don’t use the Perfect Continuous.
He has been trying to call Celeb 4 A Day all day.
He has tried to call Celeb 4 A Day five times today.
GERUNDS AND INFINITIVES
1. Complete the sentences with the verbs in brackets. Use the Present Perfect Continuous or Past Perfect Continuous.
1. W e...... (follow) him all day, but we haven't gota good photo yet.
2. Don't worry, I ....(not wait) long.3. Everyone was miserable because i t ...... (rain) for
days.4. Helen's eyes are red........ she....... (cry)?5. The waiter didn't come, although w e .......(call)
him for half an hour.6. There you are! I .......(look) for you!7. He plays the piano very well. How long...... he
...... (have) lessons?8. They decided to vote since they...... (discuss) the
issue all morning. I , / ,x i&yiS / • fo t f ’o? •
2.) Complete the sentences with the verbs below. Use a perfect tense (simple or continuous).
cry * not have • lose • not see • do • practise1. Where's Diana? I ...... her all day.2. The baby fell asleep after h e ...... for an hour.
Ronald felt ready for the concert as h e ......for weeks.
4. None of the work is finished! W hat...... you...... all day?
5. Nicole was upset because she ner contact lens.^krVUlias fjzS
6. I'm tired. I .... . enough sleep.ji&UQv-V- h d A .
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.
i fü ü : ""SL 5 - ' - ■ -5-~ ' ~ * ■*«* -1. Read the examples and answer the questions.Would you recommend hiring paparazzi?
V a J fd l lik^surprising his fiancée. £rvo,*i<, o■ c. Getting sojnuch attention can be frightening.
f~d)i've always dreamed of being a celebrity.
e. A t first,. Hill {nerf to run away. 3v J'.m-h j of. Are people prepared to jÿgnd that much?
1. In which sentence above does the gerund ... ? follow a verb • follow a prepositionfollow an expression • appear as the subject
2. In which sentence above does the infinitive... ? follow a verb • follow an adjective
2. Look at the examples below. In which pair of sentences is there a change in meaning?
a. The paparazzi began snapping photos.
The paparazzi began to snap photos.
b. She stopped signing her autograph for fans.
She stopped to sign her autograph for fans.
Grammar Appendix, pages 109-111
i♦ THE RIGHT TO PRIVACY
People assume that if you are a celebrity, every d of your life belongs to the public. In the jm i 20. yc-this.trend .... {became) more extreme. Lately, howecelebrities l-...... (fight) for the right to some levelprivacy. One of. the^most important cases 3..... .. (ocin 2004, when a judge 4...... (order) The
tabloid, to pay supermodel Naomi Campbell £3,Campbell .. . (take) the tabloid to court far publish'a photograph of her^fe^avirig"'! Narcotics Anonym meeting. According to the paper, Campbell *■... cocaine for years. Before this, Campbell 7\.......... always(claim) that she never touched drugs, but apparently8....... (hide) the truth all that time. The judge dec'that the newspaper had a right to print the facts, but publishing the photograph was a violation of Cam privacy.
• Unit 1
0 4. Complete the passage with the verbs in brackets. Use gerunds or infinitives. Then listen and check your answers.
6. Complete the sentences. Use the Present Perfect Continuous, Past Perfect Continuous, an infinitive or a gerund.
1. I can't stand . . . .2. My feet ached because . . . .3. I don't remember... .4. This weekend, I plan .. . .5. Recently, I ... .6. I speak English well. M.. .
ARE CELEBRITIES’ SALARIES TOO HIGH?
Can you imagine ..... (make) €250,000 for oneweek's work? That's the salary Cristiano Ronaldocan expect2...... (get) every week that he playsfootball for Real Madrid. And, no €oubt'>Johnny6epp,jwas very pleased 3:..... (earn) $60 millionfor 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 thatthey deserve high salaries for 5:..... (entertain)fans and audiences. They also point out thatmany celebrities decide 6:..... (use) their fameand money to help others. In any case, it's nouse 1\..... (complain) about the high salaries offamous people.8...... (be) rich isn't somethingthat celebrities are likely9-..... (give up)!
Oprah George Madonna Celine Lucas Dion
Yearly income in millions of dollars
Beyoncé Dr Phil
i*/ F n p y TP a Read more about actors lives at:
5. Rewrite the following sentences with the words in brackets. Use gerunds and infinitives.
1. Charles played tennis as a boy, but now he doesn't play any more, (stopped)
2. We couldn't move the bookcase because it was too heavy, (tried)
3. I shouldn't have asked Thomas to come with me. (regret)
4. Susan doesn't think that she borrowed your book, (remember)
5. We took a break and had lunch, (stopped)6. I thought I might like swimming, but I found it
boring, (tried)7. We are sorry, but we must inform you that
you have not been accepted, (regret)8. I'm glad you thought of leaving me a note,
(remembered)
Grammar Review IRKm
7. Rewrite the following sentences using the words in brackets. Do not change the original meaning.
1. I met Rachel two years ago. (for)2. He sang for five minutes. Then the judges told
him to stop, (had)3. I can't wait to meet you. (looking forward to)4. The boy will be taller by the end of the summer,
(grown)5. Sue broke her arm during the hike, (while)
E X A M FOCUS
REWRITES: CHANGE OF TENSE
In rewrites that involve a change of t< changes are sometimes necessary, su< the tíme expressions.She began acting in films nine years <
■She has been acting ¡n films for n ine ;
Rewrite the following sentences st words given. Do not change the or of the sentences.1. I got my driving licence when I wat
2. We studied all afternoon. Then break.
After....
3. I haven't heard from Charles in
The last time....
4. This is his first acting role.
He's never....
5. When did you start to work in tl
How long....
6. He started playing for Chelsea v Hull City.
He has....
4. Listen to the third part of the talk and fill in the missing information.
1. Within 24 hours of her appearance, Susan Boyle........2. Her clip was seen b y ...... people.3. The speaker compares Boyle's voice to the voice........4. Boyle proves that you don't need...... in order to
become famous.5. According to the speaker, you still need...... to become famous.
YOUR VI EWP O I N T
Do you think it's too easy to become famous nowadays?
LISTENING 0A RADIO TALK
2. Listen to the first part of a radio talk and choose the correct answers.
1. Greg says t h a t . . . .a. you can become famous faster today than in the pastb. today, you have to work hard to become famousc. reality TV and the Internet have become very populard. being a celebrity today depends on talent
2. On Magibon's clip, she ... .a. tells viewers about herselfb. speaks fluent Japanesec. does almost nothingd. demonstrates great talent
3. Magibon . .. .a. is Japaneseb. is famous in Americac. has never been to Japand. is loved by the Japanese
3. Listen to the second part of the talk 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.
1 .
1.
2 .
3.
Look at the pictures and answer the questions.What are the people doing?Where do you think they are?What do you think they have in common?
• Unit 1
SPEAKINGTALKING ABOUT A PICTURE
1. Read the description of the picture below. Which part of the description ... ?
1. describes what is probably happening in the picture
2. discusses how the people feel and what might happen next
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. It could be that they’re waiting to buy tickets for a concert or a sporting event. I imagine that they plan to spend the night there.
c. I'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 the speaker?
a. You can tell that they're quite young.b. Perhaps they're big football fans.c. I suppose they're outside the place where
tickets 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.
£ ill Kftlil TALKING ABOUT A PICTURE Describe what you see - people, objects and background.
Speculate about what is happening or what has just happened.
Speculate about how the people feel and what will happen next
Remember, there are no right or wrong answers. Just interpret the picture in your own way.
► Pronunciation Practice, page 121 17
E X A M FOCUS
ing views of an issueIn a for and against essay, we present two op(conclude by supporting one of the views.
Î i i iWhen you write a for and against essay: r1. Present the issue.-------Read the title and the first paragraph of the es essay deal with? dfrqce.AfctTvi 4fcc{ci?
2. Present arguments supporting each view.Read the rest of the essay below. What arguments does the each view? Where does he / she write them? c< ha<C t.
3. Give your opinion supporting one of the views.Which view does the writer of the essay below support? Where does he / she say this?
CONNECTORS OF ADDITION, CONTRAST AND E X A M P L E
CONNECTORS OF ADDITION AND CONTRASTConnectors of addition are used to connect similar ideas. Connectors of contrast are used to connect opposing ideas.In the basic package, you get four paparazzi. They also provide you with a bodyguard.
Celeb 4 A Day is very popular, in spite o f the fact that i t ’s quite expensive.
CONNECTORS OF EXAMPLEConnectors of example (for example, for instance, such as) are used to introduce examples that illustrate a main idea.There are many celebrities who help others. For instance, Oprah Winfrey built a school in South Africa.
($ WRITING
A For and Against Essav
Celebrities as Role ModelsimitMany young people 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 people, such as film and
J sports stars, who have achieved great success. Celebrities are fabulously wealthy and constantly surrounded by adoring admirers. They are also very good-looking. What more could anyone want?
c — On the other hand, celebrities are a symbol of the superficial values of the entertainment world, where physical appearance and money are the most important things in life. M&reover, 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 models. This is because of the values they represent and the way they conduct their personal lives.
W riting Guide, page 140
/ I followed the steps for ft fo r and againstÉ È W se[Y-/ I used a variety o f connectors o f addition,
contrast and example./ I checked m y grammar, spelling and
punctuation.
1. In the model, find:1. two connectors of addition2. three connectors of contrast ><?Y3. one connector of example soc\\ coy^o
J io ^ e r
' M
• Unit 1
Choose the correct connector.1. Celebrities are often seen as selfish. For example, /
rHoweveb / In addition, many of them contribute agreat deal to charity.
2 .(Although7 Despite / In contrast TV is enjoyable, you shouldn't watch it all day.
3. Before my trip, my mother bought me a guidebook• as welT as / also / although a new suitcase.
4. Many.people can't manage without their mobilejphones. Off thifbtfiiilFhand, / As well as f Furthermore,\they're addicted to their computers. ^
5. Celebrity marriaaes-don't usually last. Moreover, / Nevertheless,(^ForTnstanc|>Jennifer Aniston and Brad Pitt broke upafter five years.
6. People at high-tech firms work long hours. ^irTcontrastx/ Despite this, / Even though government
workers are often home by 5.00. ^7. Celebritiea^uchasy also / in spite of Bruce Willis and
Hugh Granthave been known to hit paparazzi.8. jom e people are really obsessed with football players,
¿mplj^/ Moreover, / Despite this, my friend's
I Write a for and against essay on the topic Being Famous - Advantages and Disadvantages. Write 100-150 words.
WRITING A FOR AND AGAINST ESSAY
1. Make sure you understand the issue.
3.
room is full of Andrés niesta posters.
Rewrite the sentences In two ways. Use the words In brackets.Christina Aguilera has sold more than 42 million albums.
f&Sd&tis&ifGhe has^won several Grammy awards, (also) Wfcííté Amy Winehouse isLf marvellous singer, she has a very troubled personal life, (yet)fbó ds( .Despttejour heavy backpacks, we managed to walk very quickly, (although)All planets move in an orbit. Iñ-cenífasí, the sun and other stars are immobile, (while) cks qIndia is known for its fascinating cultures. It-is-ateo famous for its varied landscape, (as well as)
ob 'i en mQd»o òe. Kàvie
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 privacy, paparazzi following
you around- fans who love you- wealth cw x- a glamorous lifestyle- tabloid gossip about your private 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.
CHECKLIST
Improve Your StyleAvoiding Run-on SentencesRun-on sentences are two or more sentences that are incorrectly written as one sentence. They should be divided by a full stop and a capital letter or by a connector.
Gina kicked the ball hard, she didn't score a goal. X Gina kicked the ball hard, but she didn't score a goal. / Charles ran home from school and checked the post and he found the letter and opened it nervously. *Charles ran home from school and checked the post.When he found the letter, he opened i t nervously. /
Correct the run-on sentences below. Use a fullstop and a capital letter or a connector.1. No one is going out tonight, we have an
exam tomorrow. — ca.52. A strange man came into our garden last night.
get&He fell over a chair and we heard him.3. We had heard it was cold there^yve brought
coats. S o4. I wasn't angry/1 was a little hurt.5. The sky was clear and it was a beautiful day#
^d"Nora decided to explore the area.
A PERSONAL STATEMENTYou are going to practise writing a personal statement.Read the web page and the tips and answer the Task Questions below.
Are you hoping to apply for higher education in the UK? When you apply, you'll need to include a personal statement.
A personal statem ent is an essay abou t yourself, focusing on your interests and abilities. The goal o f a personal sta tem ent is to state w hy you are a suitable candidate fo r the course you w ant to study.
B 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.
1. Do you feel that the applicant is enthusiastic? Does he help the reader understand why he loves acting?I have always wanted to act. On the stage, I feel I have magical powers! By transform ing myself, I transport my audience to another place and time.
Yourstfrtement should show:A. Why the course interests you;Be enthusiastic aboyt the ,, isubject. Show how much you love it and why. ,
2. Which sentence below shows how the writer's participation in plays has contributed to his understanding of the theatre?
I've perform ed in a wide range o f theatre productions. M y roles have included Vladimir in Waiting for Godot and Rosencrantz in Hamlet.This experience has taught me h ow to see the w orld through someone else's eyes.
3. Which is better, a or b? Why?
a. I am a keen sports player and a member o f my school athletics team. When I was 1 6 ,1 won a city-wide competition in the long jump.
b. I am a keen sports player and a member o f my school athletics team.I believe tha t the teamwork and dedication required in sport are also essential in pu tting on a theatrical performance.
4. Which of the following is best to include? Why?a. I am sure that the challenging learning experience and stimulating
environment o f a drama course w ill give me the tools I need to become a professional actor.
b. M y ambition is to be a professional actor. I w ou ld like to act both on the stage and in film, and one day I hope to see my name up in lights.
B. Your background in the subject.Don't just list what you have done. State how the experience contributed to your knowledge of the subject. *¿'.,..,.1 -
C. Your hobbies, work' .---s and interestsv, ff |Show-how your hobbies and work experience have helped youdevefop tfre ¡skills that ypu need for the'course.>lV> “ !
D. Your fu ture plans and embitter©;: « 'Be specific ¿bout how studying will help you achieve your goals.
Emphasise your strong points and achievements. Provide evidence if'you have it
USE YOUR SKILLS
Imagine that you would like to apply for university in the UK. Think of a course you would like and write your own personal statement.
2. Which of the following problems does each cartoon illustrate?water pollution • deforestation • global warming • air pollution
YOUR VI EWPOINT
1. Look at the cartoons. Match each cartoon to a caption below. Explain the idea behind each cartoon.a. What the future holds.b. "I've been coming to this spot for 25 years, and the fishing keeps getting worse."c. "Anywhere with ice ... a lot of ice."
I What do you do in your everyday life to help the environment? Which of your actions contribute to harming the environment?
»The Environment
perfects ' * should / had better* Listening to a Conversation* Reaching a Derision* Writing a Forma! Letter / E-mail* Life Skills: PowerPoint Presentations
Unit Objectives
Going Green
E X A M FOCUS
HOW TO ANSWER MULTIPLE CHOI1. Read the question and all the ans*
sure you understand each option.2. Find the relevant parts of the text
keywords or their synonyms.3. Compare each option with the te>
is correct or not. Don't decide on ; considering all of the options.
y i’-i/Zv .''-'i'vExample Question
Choose the best answer accordingWhile crossing the Pacific Ocean, Cata. saw a rainbow c. participattb. enjoyed the view d. saw somel
Answer Analysis• Option a: incorrect. Moore saw rainbow-coloured
t piastic fragments. - - _• Option b: Incorrect. The text doesn't say that
§ Moore enjoyed the view.• Option c: Incorrect. 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 have been a clea blue sea (line 3). What he saw was unexpected, and
| therefore, shocking. '¿2:,.
3. Choose the best answer according to the text.1. The area described in paragraph 2 is ... .
a. popular among fishermenb. dangerous to sailorsc. very bigd. near the African coast
2. The debris in the Great Pacific Garbage Patch ....a. is carried there by ocean currentsb. comes mainly from the USAc. includes every piece of plastic waste from Asiad. eventually moves to other parts of the world
3. The purpose of Moore's latest trip was to ... .a. document the various types of debrisb. discover the main locations of the debrisc. find out what creatures inhabit the aread. show how wildlife is affected by the debris
4. The main purpose of the text is to ... .a. describe Captain Moore's researchb. make us aware of an environmental disasterc. warn us that many fish contain toxinsd. persuade us to join an environmental
organisation
4. Answer the questions in your own words.1. What did Moore decide to do after discovering
the plastic?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?4. What are two reasons that the particles cannot
be vacuumed up?5. How do you know it will take a long time to
solve the problem?
5. Which of the following would be a good alternative title for the article? Explain your choice.
a. Warning - Poisonous Fishb. A Disaster in the Oceanc. The Research of Charles Moore
6. Find words or phrases in the text that mean the opposite of:
1. has got (paragraph 2)2. shrinking, getting smaller (paragraph 4)3. huge (paragraph 6)4. unwanted (paragraph 7)5. increase (paragraph 8)
READING
1. Reading for General Understanding: Read the text quickly, ignoring difficult words. Then try to answer the questions below.1. What problem does the writer describe?2. What solution does he suggest?
2. Guessing Meaning from Context:Find the following words in the text.As you read the text again, try to guess each word's meaning.endless (line 4) • tangled up (line 25) wiped out (line 34)
n Reading Strategies, page 1 3 4 1
In what ways could people cut down on their use of plastic? Do you think that there should be laws forcing people to do this?
22
Ifirlet
THE GREAT PACIFIC GARBAGE PATCH
in 1997, Captain Charles Moore took a short cut while crossing the Pacific Ocean on his way home from a yacht race. During his voyage, he discovered something that would change his life. Day after day, as he looked out at what should have been a clear blue sea, Moore found himself floating in an endless ocean o f rainbow-coloured plastic fragments. Since his discovery, he has devoted himself to
5 researching this environmental nightmare.
There is a large part of the Pacific Ocean, about halfway between California and Japan, that no one ever visits and only a few ever pass through. Sailors avoid it because it lacks the wind they need to sail. Fishermen know they should stay away because its lack of nutrients makes it an oceanic desert. Surprisingly, this is the largest ocean realm on our planet. It's about
10 the size of Africa - over 10 million square miles.Circular occan currents here spiral into a centre, bringing with them debris jjg g Q
from all over the world. This includes every piece of plastic left on the beaches of the Pacific Ocean, and all the trash that washes down rivers (if Asia and North America to the sea. This is where the debris stays. This
15 is the place now referred to by oceanographers as the Great Pacific I
The problem is that it’s not a patch - it’s the size of a continent, and Wit’s still growing. This is because plastic doesn’t biodegrade. Instead, it f ’*,photodegrades: it is broken down by sunlight into smaller and smaller '
20 pieces, but it never disappears. On some beaches of Hawaii, there are * now more multi-coloured plastic particles than there are particles of ^
On my latest voyage, we spent weeks documenting the effects of this floating plastic on the creatures that inhabit this area. Our photographers ^ j j i
25 captured rare, endangered monk seals hopelessly tangled up in bits of plastic nets, and delicate, transparent jellyfish with colourful plastic fragments in their bellies that they aren’t able to digest. The stomach contents of dead albatrosses looked like a convenience store, full of toothbrushes, cigarette lighters and combs. H H B
There is an even darker side to plastic fragment pollution. As these fragments float around in the ocean, they accumulate huge amounts of DDT and other man-made poisons. These are ingested by tiny organisms, which are then eaten by fish - fish which eventually make their way to our dinner tables.
1 am often asked why we can’t vacuum up the particles. This might have been possible when the area was smaller, but today it would be more difficult than vacuuming every square inch of the entire United States. In any case, great numbers of organisms would be wiped out in the process. Only elimination of the source of the problem will result in an ocean nearly free from plastic, and the desired result will only be seen in the distant future.
The battle to change the way we produce plastics, and cut down the amount we consume, has just begun. 1 believe that we must fight this battle now, and we had better win if we are to survive.
WATCH OUT ! • " ' •False friendseventually (line 31) means finalmente not eventualmente
(# VOCABULARY PHRASAL VERBS WITH MULTIPLE MEANINGS
i see G ram m ar A ppendix, page 113
|I
Words from the Reac* the sentences and match each phrasalverb to the correct definition.
1. 1. Plastic is broken down by sunlight.2. Their car may have broken down on the
way to the wedding.3. She broke down when she heard the news.
Replace the words in bold with the words and expressions below.
belly • short cut • debris • trash \ jw ip e d ou t • voyage • devote • cut down1. The'squid had a large number of fish in its
stomach.2. Greenpeace activists dedicate themselves to
protecting the environment.3. We should try to reduce the amount of energy
we use.4. Much of the average family's rubbish can be
recycled.Emily kept a journal of her long sea trip .All the seals in the area could be killed.The quicker route to school is muddy in the winter.
Mu
8. Broken pieces from the crashed plane covered the field.
Complete the passage with the words below. Then listen and check your answers.
. ingest • nightmare • made the ir way • lack inhabit »H ialfway • am ount • ^ v o id
INVASION OF THE JUMBO SQUID
It’s every fisherman’s 1 ...... : giant Humboldtsquid are invading. Wherever they go, thesefierce, two-metre-long predators2 ...... hugenumbers of fish, while the fish that aren’teaten try t o 3 ...... the squid by abandoning thearea. Previously limited to the warm watersnear Mexico, the squid were found4 ...... upthe California coast in 2002, and today theyhave5 .......as far north as Alaska. According toresearchers, the reason is global warming. As thewater gets warmer, th e 6-.......o f oxygen it holdsdecreases. Oxygen-poor areas, normally found only near the equator, have expanded northward.Unlike most fish, the squid actually like the 7 ......of oxygen, so they can move north as well. This is just one example of the damage climate change is doing to the ocean and the marine animals th a t8-...... it.
a. stop workingb. begin to cryc. divide into small parts
2. 1. You shouldn't have b rough t that up now - it's a sensitive issue.
2. My father was b rough t up on a farm.
a. start to talk aboutb. look after a child until he / she is an adult
3. 1. We'll pick you up in half an hour.2. Business is definitely picking up this month.3. Where did you pick up your French?
a. learn a new language or skillb. collect someone who is waitiic. 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...... m e ........after school?2. He...... and cried when she refused to
marry him.3. What points are you planning t o ...... at
the meeting?4. I w as ....... to believe that education
is important.5. We'll have to call a technician. The washing
machine has...... again.6. She.......swimming quite easily during their
summer at the lake last year.
24
?> * §
V ¥• Unit 2
THE ENVIRONMENT/
1. C o m plete th e sentences w ith th e w ords o r expressions b e low . v
fuel • harmful • used up • crops environmentally friendly • pollution ^ destroyed «banned ^
1. Grains and vegetables grown on farms are ... .
2. Poisonous substances in the air, land and water cause ... .
3. When something is prohibited, it is ... .4. A substance burned to provide heat or
power is a ... .5. If something causes damage, it i s ... .6. Something that doesn't damage the
environment is ... .7. We are running out of oil; soon it will
be ... .8. Many rainforests have been cut down
and . . . .
2. Choose th e correct answ er.
1. What is an example of renewable energy?a. solar energyb. oil
2. What does the greenhouse effect do?a. It creates ideal conditions for plants
to grow.b. It traps heat from the sun.
3. What is your carbon footprint? , the negative impact you make on ^
3. C o m p le te th e sentences w ith th e id iom s b e low .
breath of fresh air • a drip in the ocean make waves • the tip of the iceberg the sky's the limit • down to earth making a mountain out of a molehill vanish into thin airYou can buy whatever you want........ !He's very practical and ........We don’t want any trouble, so d o n 't........It's not that serious. You're........These problems are on ly ........There's a lot wedon't even know about.After those boring speeches, Jane's fascinating presentation was like........I can't find my keys anywhere. How could they ju s t...... ?Our efforts to stop global warming are ju s t......Much more needs to be done.
4. C o m plete th e le tte r w ith th e w o rd s and phrases b elow . Then listen and check y o u r answ ers.
fuel • greenhouse effect • banned carbon dioxide • emit • harmful carbon footprint • pollution
fo o t^ sthe environment
b. the mark you make with your4. Where does logging take pTace?
a. in the ocean<g^Jin the forest
5. What do motor vehicles emit? a. fresh air
<t^greenhouse gases6. What is a landfill?
a. a place to put rubbishb. an area where a lake has dried up
7. What do trees do with carbon dioxide?
c2 3 D They absorb it, slowing global warming.
b. They convert it to carbon monoxide, causing pollution.
8. What is the source of litter? a. car engines
people
Stop 4x4sDear Editor,
People who drive 4x4 vehicles should know that theybum much more1 ...... per kilometre than small cars, increasing theamount of gases such as2 ...... in the atmosphere. This causes the5...... , which traps heat from the sun, leading to global warming.Another4 ...... effect: 4x4s5 ....... twice as much toxic carbonmonoxide as smaller cars, causing dangerous smog and6. ____ __________ ______ _ „ ____ i 7.... In short, every 4x4 owner has got a giant-sized 4x4s are meant for farmers and foresters, not for driving to the
I j K *n my opinion, they should be8 ...... from our cities!
A concerned citizen
« I
Ì
&
WEB EXTRA
YOUR VI EWPOINT
■ Complete the sentences. M ake them true for you.
1. I'd like to cut down on ... .2. I'd like to protest against . . . .3. One of my worst nightmares is ... .4. I usually try to avoid ... .5. I was brought up to ... .6. I devote much of my time to ... .
can't piutotaKiMÎ inability / mustn't prohibitioi*»«eef ; disbelief/
prohibitionA * * '-m ay/m ight possibility needn't/ lack of■ /fic ix1 p u ftk h lp t& (4 f to h w f ic te i aon t have to necessity- - j _^ i —maVTcolild/ formal should/ adviceUthecâô9- would. . ’ request/ ought to 1 n((¡(çoflC) c,|i fegaU offer Q
mustfhave to/ obligation j \ shall offer/ / j ^ f i0 / / necess'ÎY
L o k d _ --------jSk M p U M L —
^ Read the examples and answer the questions.
o We should have kept the sea dean.\ ; cfe\ VO C Moore must have felt terrible when tie saw all the
c. He would have sailed faster, but there, was no wind.
d. He could have ignored the problem, but he decided s4 to take action.
GRAMMAR
Modals are usually the same for all persons. Semi-modals are not. Which words in the chart are semi-modals?
Modalsmust strong
beliefmustn't prohibition
needn't / lack ofdon't have to necessityshould I advice
^ 1 .) C o m plete th e sentences w ith th e m odals and sem i-m odals b e low .
m u s tn 't • o u g h t to • w o u ld • m ig h t
b e a b le to • shall • d o n 't h a v e to • ca n 't
1. I'm not angry. You...... apologise.2......... you please help me with my suitcase?3. You're joking. You...... be serious!4. You...... cheat during an exam.5. I hope I w il l ....... finish the project next week.6. I'm not sure, but w e ...... have a flat tyre. Let's
get out and check.7. I know you like Pete. I think you ...... ask him
out on a date.8......... I get you something to drink?
<ì)
e. Vacuuming may / might have been possible when the area was smaller.
f. That bird couldn't have swallowed o toothbrush I
g. You needn't have checked Moore's story. It's true.
Which modal perfects are used to express ... ?
1. certainty that something was true2. possibility that something was true3. ability to do something which in the end
was not done4. desire to do something which in fact could
not be done5. criticism or regret after an event6. an unnecessary past action7. disbeliefSHOULD / HAD BETTERRead the examples and answer the question.
a. You should take a short cut.
b. You had better stay iiway from those sharks!
W hich sentence ... ?
1. is a warning2. gives advice
2. Choose th e correct answ er.
1. Don't carry so many plates! You might drop / might have dropped them!
/ ° 2. I understand. You needn't explain / needn't have explained any more.
3. They look relieved. They must solve / must have solved the problem.
4. My computer has a virus. I shouldn't open / shouldn't have opened that e-mail.
5. May I help / May I have helped you?6. Why didn’t you come? You could join /
could have joined our protest.I'm going to the new park. You should come / should have come!I don't have my wallet. I might leave / might have left it at home.
7.
8 .
3. Complete the sentences with a modal or modal perfect, affirmative or negative, using the modal and the verb in brackets.
1. Could you please move over a bit? I ...... (can /see) a thing.
2. I failed the exam. I ...... (should / revise) thematerial more.
3. Come in and sit down. You...... (must / be)tired.
4. There were no cars in those days. Travel......(must / be) very slow.
5. Michael didn't congratulate me. He...... (m ight/hear) that I won.
6. I didn't know Beth had been in town. I .......(would / call) her.
7. Kyle is thinking of ordering tickets on theInternet........ he ........(be able to / find)ones?
8. Val didn't turn up. She...... (may / forget)meeting.
► Grammar Appendix, pages 112-114
Ay 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. I've eaten three pieces of cake. Now I feel ill.2. Kathy didn't answer the phone last night. ^3. Sharon is quite wealthy. Why did she buy ^
such a cheap car?4. The meat has disappeared, and the dog lo^ks
quite happy!5. The floor was clean. Why did you wash it?6. I wrote this by hand because my printer
isn't working.7. She claims she did the job alone, but I don't
believe it.
s.; Choose the correct answer. Then listen and check your answers.
The Kingsnorth SixOn 8th October, 2007, six activists climbed the inside of the
chimney of Kingsnorth power station in Kent, England, to protest
against the plant’s carbon emissions. However, things didn't go
according to plan. a
The six had expected to find a spiral staircase, but instead they were able to / had to climb up a ladder. Using a staircase, they
2 would finish / would have finished the climb in two hours, but instead it took them nine. They soon realised that they ^should have brought / should bring more food and water, but they
J couldn’t go. / 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 because they won. Without the
publicity, people all over the world 5 must / may not have heard about the protesters’ message: we6 must have reduced / must reducg. carbon emissions to slow climate change. Perhaps in
future, people 7 shoulAJisieiL/ should have listened more to what environmentalists have to say. We certainly8 needn’t allow / can’t allow ourselves to ignore their warnings.
• Unit 2
6. Complete the sentences. Use had better, affirmative or negative, and the verbs below.bother • forget • touch • read • stop
1. We are destroying our own planet. W e ...... !2. Vera is in a bad mood. You...... her.3. I'll need my CD tomorrow. You...... to bring it.4. This instruction manual is important. You...... it.5. That dog is dangerous. W e...... 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 5.00. I . . ^5. That colour doesn't suit her. She ... .
E X A M FOCUS9 B ( « « W - .REWRITES: MODALS AND MODAL PERFE'
tn rewrites that involve modals, check the tense of the v ' original sentence. The present or future Censes usually '0 change to a mn<fol * infinitive while the oast tense -usually changes to a modai perfect.
Perhaps Jock is ot the protest. (Jack may be at the protest) i f f i f e - 4Perhaps lock was at the protest. (Jock may have been at the protest.)
Rewrite the sentences with the words in brackets.Do not change the original meaning of the sentences.1. I’m certain that Fran is glad you’re here, (must)
2. It's a good idea to bring a camera, (should)
3. It's possible that Van Gogh didn't paint this, (may)
4. It wasn ‘t necessary for you to try so hard, (needn't)
5. It was wrong o f Paul to say that, (shouldn't)
i .... . mm1
Grammar Review
8. Rewrite the following sentences with the words in brackets. Do not change the original meaning of the sentences.
1. I'm not in the mood to go out. (feel like)2. She began talking on the phone an hour ago. (been)3. Don't spend any more money! (had better)4. I doubt that she's in love with him. (can't)5. I expected him at 9.00. He finally arrived at 12.00.
(waiting)6. I'm sure that Carl gave me his address, (must)
I#} SKILLS
YOUR VI EWP O I NT
A CONVERSATION1. What do you know about the Amazon
rainforest in Brazil? Why is it important even to 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 Jason 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 flowchart of events by filling in the missing information.
1. In 2003, people from Greenpeace looked a t ...... 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.
5. They also found out th a t...... were)buying the soya.
................ |6 ......... were eating the soya. I
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?
• Unit 2
SPEAKING
12 YOUR SCHOOL
Contact us
These are some projects you can try to make your school environmentally friendly. > Recycling water:
Reuse water for washing floors, flushing toilets and watering plants.» Bicycle campaign:
Encourage students to ride bicycles to school. No more cars or buses!• Wind turbine:
Install a wind turbine to provide energy for your school.• Solar panels:
Install solar panels on your roof for hot water and electricity.» Vegetable garden:
Grow all your own vegetables for school lunches.» Recycling campaign:
Begin a recycling programme for the paper and plastic bottles used in your school. » Banning plastic bags:
Bring your lunch in reusable containers!
REACHING A DECISION1. Look at the website for environmentally-friendly schools.
Are any of these projects done in your school?
Several students are discussing projects from the website. Which projects are they talking about? Which students reach a decision?
3 j Christina: We really need to save water.Janet: That's true, but recycling water
at school seems impractical. Christina: I see what you mean.
1 Kim: 1 think solar panels are a great wayto save energy.
Steve: Not really. They don't work oncloudy days!
Kim: 1 hadn't thought o f that.1 suppose you've got a point!
2 Matt: Cutting down on plastic isimportant.
Dave: You're right. How can we do it?Matt: We could ban plastic bags in the
school.Dave: Oh, come on! That w on't work.
j Madeline: All right then, let's use your idea. Ian: OK. So we've decided to start a
bicycle campaign.
3. Look at the expressions in colour in the dialogue in Exercise 2. Which expressions are used to ... ?
• reach a decisionagree disagree
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.
a. Discuss the advantages and disadvantages of each project on the website above.
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 / 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 item, move on to the next item.
Make a final decision that you agree on.
► Pronunciation Practice, page 121 (2 9
I WRITING
A Formal Letter / E-mail
1181s
E X A M FOCUS
In a formal letter 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 takeo.
When you
1. State 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? S M I:n-m m
27 W alnut Lane Ifield, Sussex
30th November 2010
Town Planning DepartmentTown HallDear Sir or Madam,I ain w riting to express my concern regarding the proposal to build a new motorway around our city. I realise that the motorway is m eant to reduce traffic jam s, but it would cause terrible damage to our environment.First o f all, a large area o f w hat is now beautiful, green open space would be covered in asphalt. Forests and plants would be destroyed, as would the area's w ildlife.To m ake m atters worse, the motorway would encourage the use o f cars, burning more fuel and increasing global warm ing. More cars would also increase the am ount o f air pollution and noise in our area.I strongly urge you to reject this irresponsible idea. I suggest using the money to improve public transport and build bicycle lanes.
I look forward to your reply.Yours faithfully,
1. Find the following in Gwen's letter:1. the date2. the greeting3. Gwen's address4. the final statement5. the address of the person she is writing to6. the closing
Gwen Hamilton
2. Read the following and decide which refer to formal writing.
• contains very short or incomplete sentences• contains colloquial expressions or slang
(you're into, right now, gonna, etc.)• does not contain contractions (don't, isn't, etc.)• is usually written to someone the writer
does not know• contains personal questions to the reader• ends with Yours sincerely / Yours faithfully• does not contain exclamation marks• makes frequent use of the passive
3. Gwen wrote an e-mail to her friend. Find the formal expressions in her letter of complaint that can replace the expressions in bold.
Hi Alice!
How's everything? I know you're into the environment, so I thought I'd tell you what I heard. In case you didn't know, they're planning to build a new motorway around the city. Can you believe it? So yesterday, I wrote to the town planners to te ll them th a t I'm really w orried about it.I'm gonna get everybody I know to write to them. How about if you do that too? Maybe getting hundreds of e-mails and letters would convince them to drop the idea!
W rite back soon!See you,Gwen
When writing a formal letter or e-mail, it is important to use the appropriate language and correct punctuation.
FORMAL AND INFORMALLANGUAGE ____________
..............1.........—
Improve Your Style —Parallel ConstructionIf you are expressing parallel or similar ideas, use the same structure for both ideas.
I like baking and to taste what I bake. X I like baking and tasting what I bake. /
He got a prize for leading the student council and his hard work. XHe got a prize for his leadership o f the student council and his hard work. /
EESS39S
Correct the sentences below so that they use parallel structures.1. Using a computer is faster than to write by hand.2. Ronda has got a sense of humour, a lovely personality and is
talented.3. Janet's marks are higher than Ellen.4. I have to feed the dog, tidy 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.
ÜL
► W riting Guide, page 141
I followed tke plan fo r a formal letter.
I used formal language.
I checked m y spelling, gram m ar and punctuation.
Divide the expressions below into formal and informal language.I would appreciate a prompt reply.I urge you to ...Unbelievable as it may sound, ...I really think you should ...I was glad to receive your last letter.It was great hearing from you!Guess what?I strongly disagree.Can't wait to hear from you!I can't believe you said ...
Your Task■ Write a letter of complaint to your local
council. Write 100-150 words.
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 areasb. overuse of water in city parksc. insufficient public transport / cycle pathsd. too much litter / pollution
Q Unit 2
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.Hey, Maya........ I've finally passed my maths exams!I feel that this serious matter deserves your immediate attention. Therefore,.............. reconsider your acceptance of the proposal.Write back soon - ......I know you don't like Jack, b u t...... those awful thingsabout him....... , there are no public parks within walking distanceof our home.Mr Smith claims that enough has been done, b u t.............. break up with her.
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. If 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 o f its citizens - not just to private 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
FI CE B O 0POWERPOINT PRESENTATIONSYou 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.
TIPSThe purpose of a PowerPoint presentation is tosupport a spoken presentation.
• Don't repeat what's written on the slides - explain what's on the slide or add to it.
• The text on each slide should be written in point form - avoid full sentences.
• There should be no more than 4 or 5 points on a slide.
• Every slide should have a title.• The background colour of your slide should
contrast with the font - don't use patterns with lots of colours.
• Your font size shouldn't be smaller than 18 points, otherwise people at the back of the room won't be able to read it.
• The best way to show statistics or trends is with a graph.
TASK QUESTIONS
A
Look at the slides from various PowerPoint presentations. Discuss the good points and bad points of each slide, according to the tips.
• 1.5 acres o f rainforest are lost every second.
If this continues, th e rainforest w ill disappear
w ith in 40 years.
• The rainforests once covered 15% of the
Earth's surface. Now they cover only 7% .
• It is estim ated th a t w e lose over 100 species of
animals a day due to rainforest destruction.
■ USE YOUR SKILLS
Create and present a PowerPoint presentation.• Research an issue related to the environment and
plan an oral presentation.• Create a PowerPoint presentation to go with your
oral presentation.• Give your presentation in front of the class.
2005 - 565,000 tonnes• 2006 - 580,000 tonnes• 2007 - 615,000 tonnes
Computer Quiz
% What does USB stand for? J /a. Upload Software Buttonb. Ultimate System Breakdownc. Universal Serial Bus
2. What key command will quit ; il any program?
a. A lt + F4b. Alt + Tabc. Control + Z
Which of the following was the I a| first Instant Messaging program?
a. MSN Messengerb. Yahoo! Messenger
^ p c Q
4. When was TWitter launched?a. 2009b. 2007c. 2005
5. What kind of file is a ZIP file?a. a compressed fileb. an animation filec. a system file
6. When did Sony manufacture the first commercial CD?a. 1982b. 1972c. 2002
7. Which of the following is the largest measurement of memory?a. a kilobyteb. a gigabytec. a megabyte
8. What was the first full-length computer-generated film?a. The Incrediblesb. Toy Storyc. The Lion King
Unit Objectives
* Computers* The Passive»The Causative* Listening to a Conversation* Personal Interviews* Writing an Opinion Essay* Life Skills : A Debate
Online WorldYou 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.
YOUR VI EWPOINT
What can you do on your computer that you couldn't do five years ago?
W EB E X T R A out a*,oul t*le *~,rst computer-generated— ____ rV 'b u r iir }tit'm h o o ks .c \/iifu !pf)i>i{-:,.->
film at:
READING
1. identifying the Main Idea: Read the first sentence of each paragraph in the text.In which paragraph/s will you find the answer to each of the following questions?
1. Why are some people against Street View?2. How is Street View produced?3. What do people use Street View for?4. What photographs may have upset people?5. What does a Google vehicle look like?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.
3. Guessing Meaning from Context: Find the following words in the text. Read the entire sentence and try to guess each word's meaning.stroll (line 12) • pasted (line 25) • blurs (line 47)
U Reading Strategies, page 1 3 4 1
E X A M FOCUS
'ICE COMPLETION
ad the part of the sen given and identify keyv of the text by looking for key\
2. Read that part of the t< information is needed to
3. Complete the sentence. Use the words in the text,but remember to make the necessary grammatical, structural changes. I . 1.
Example Question
Complete the sentence using your own words.I f the Street View vehicle photographs your house,anyone....
Answer Analysis
• The relevant part of the text is in lines 5-J.
• The given sentence is a First Conditional, so your answer should use the Future Simple,
• In the given sentence, the subject is anyone. Therefore, the structure of the rest of the sentence must be changed.
Answer: If the Street View vehicle photographs yourhouse, anyone will be able to see it on the Internet.
i 'I' rii'if n i ■■'■'iwiwiii. if itfWl
4. Complete the sentences according to the information in the text. Remember to use your own words.
1. France is an example of a country . . . .2. People have criticised Street View because
they .. . .3. Villagers in England feared that burglars . . . .4. One picture showed a man climbing a fence.
He might . . . .5. You can click on a link if you want Google to ... .6. People want to satisfy their curiousity in spite
o f ... .
5. Choose the best answer according to the text.1. Google Street View . . . .
a. is available in every countryb. shows streets and the outside of housesc. shows the interiors of people's homesd. was first started in Great Britain
2. Street View cameras . . . .a. snapped 35,998 pictures of British roadsb. take 3-5 pictures every secondc. take video images of streets and houses
~*d. use sophisticated technology
3. The angry husband . . . .->a. realised that his wife was innocent
b. climbed a fence to get into his housec. was a contractord. photographed his wife with another man
4. Google claims that . . . .a. people can ask not to be photographedb. many people ask to have images removed
—>c. nothing shown on Street View is privated. Street View does not photograph faces
5. Street View can be used by travellers to ... .a. start a travel blog
~=i>b. view their destinationsc. decide whether to buy a housed. find out hotel prices
6. Find words or expressions in the text that mean:
1. going slowly (paragraph 1) .2. equipped (paragraph 3) FU+&Q-3. very happy (paragraph 4) Cxjpk
4. responds to an accusation (paragraph 6 ) ( ^ i £ i5. stronger (paragraph 7) re^ouU
Hoi-e
YOUR VI EWP O I N T
Would you mind if a photograph of you or your home appeared on Google Street View? Why or why not?
Find out about the Google logo at:¡¡¡¡¡ÉIÉ
GOOGLE if í i i lf VUEIf you see a strange-looking car crawling down 30 property exposed for all to see. In one affluent village
your street, a long pole protruding from its roof, then in southeast England, residents formed a humanhurry and tidy up your garden. The car is the Google chain to prevent the vehicles from entering, fearingStreet View vehicle, and perhaps your home is being the images would be used by burglars. Parents are
5 photographed right now. If it is, soon close-up views of said to be especially concerned about pictures of theiryour home will be available on the Internet for anyone 35 children outside schools.to see. And by the way, if you were outside when the There have been plenty of incidents where peoplecamera passed by, then you're in the picture, too. were caught on camera in embarrassing situations.
With Google Street View, you can now explore One woman, for example, was photographed as she10 hundreds of cities and towns all over the world. You was leaning out of her window with a man. When her
just zoom into any street, look around, and then take 40 angry husband confronted her, it turned out the mana virtual stroll through the neighbourhood, viewing was only a contractor. Another image shows a manhouses, trees, cars and people as if you were there. climbing a fence. Is he a burglar, or did he just forgetStreet View began in the United States in May 2007, his keys?
15 and was launched in Great Britain in March 2009. Google retorts by saying that what you see onIt’s now available in other countries, including the 45 Street View is exactly what you'd see walking downNetherlands, France, Italy, Spain, Japan, Australia and the street. Moreover, special Street View technologyNew Zealand. automatically blurs faces and licence plates so that
How is it done? In the UK, for instance, for nearly they cannot be recognised. Every image also contains20 a year an entire fleet of Google vehicles drove a link which can be clicked by anyone who wants to
down 35,998 kilometres of British roads. Fitted 50 have an image removed, and it will be taken off aswith panoramic cameras using advanced imaging quickly as possible.technology, each camera snapped a picture every 3-5 There's no denying that Street View can be useful,seconds. Then the tens of millions of individual images whether you are looking for a house to buy, are
25 they had captured were "pasted" together digitally to planning a trip and want to see the hotel you'll besimulate a continuous journey. 55 staying at, or feel like having a nostalgic look at your
Since being launched, Street View has ; been childhood home. In these days of blogging, YouTubeintensely criticised as an invasion of privacy. It and Facebook, it seems the urge to satisfy our curiosityseems that not everyone is overjoyed at having their is more pressing than our desire for privacy. . ¿r
False friends -W'botafOy ^ 1affluent (line 30) means adinerado not\afluenti retort {Wr\t 44) means replicar not retorcer removed (line 50) means quitada not removida
VOCABULARY■— — mu in reres*---.:
Words from the Text
1. Are the statements true or false? Payattention to the words in colour. Correct the false statements.
1. If something is available in shops, you can find or buy it.
2. If you have an urge to do something, you feel you need to do it very much.
3. A burglar is usually an invited guest.4. If something has been removed, it is no
longer there.5. If you deny something, you insist that it happened.6. If something turns out in a particular way, it
began that way.7. If something is pressing, it is urgent.8. If you expose something, you hide it.
2. Choose two possible answers for eachquestion. Pay attention to the words in colour.
1. How can you use a pole?a. to hold a flagb. to help you jump highc. to write a letter
2. Where could you find a close-up?a. on the radiob. on TVc. in a newspaper
3. Where is a fence usually built?a. between two housesb. around a farmc. across a road
4. What could a fleet have in it?a. trucksb. computersc. ships
5. Which of the following crawls?a. a bird flying slowlyb. a car going slowlyc. a baby before it learns to walk
6. What can be launched?a. a new productb. a rocketc. a well-known product
3. Name two ....1. places that should be tid ied up regularly2. events where people feel overjoyed3. things that only affluent people do4. objects that you can lean on5. things that are prevented by law
VERBS AND PREPOSITIONS
4. Complete the sentences with the prepositions below.
o f • fo r • at • on1. You can search...... any information you need
on Google.2. They accused Street V iew ...... invading their
privacy.3. This mobile phone doesn't always work.
I can't rely...... it.4. We depend...... technology for nearly
everything.5. Their diet consists mainly...... fruit and
vegetables.6. Vera insisted...... opening the window despite
the cold.7. I'll be staying...... a friend's house for the next
two nights.8. I nearly d ied ...... a heart attack when Chris
walked in!
5. Complete the sentences, using the prepositions given for each group.
1. hear o f / about / froma. Donna said she'd write, but I haven't heard
her.b. I had never heard...... Street View before I
read this article.c. Have you heard...... Nancy and Greg? They're
a couple now!
2. think o f / a b o u ta. You look worried. What are you
th ink ing...... ?b. What do you th in k ...... the new shop?
3. arrive i n / a ta. What time are you arriving...... New York?b. We were the first to arrive.......the wedding.
4. complain a b o u t / o fa. He's been complaining...... headaches
for several days.b. I'd like to complain.......this product.
5. apply f o r / t oa. I've applied...... several universities.b. I'm going to apply...... a scholarship.
6. remind about / o fa. Please remind m e.......the meeting.b. Paul reminds m e.......his father.
• Unit 3
Vocabularv Q 4- complete the passage with the correct formof the words below. Then listen and check
COMPUTERS your answers.
YOUR VI EWPOINT
1. Complete the sentences with the words and phrases below.
device • googled • onlinesocial networking sites • crashed • filedelete • password • restart
1. Amazon is a site where you can order books........2. Some e-mail programs require a ...... to get in.3. A USB flash drive is a small...... which is used to
transfer data from one computer to another.4. W e...... his name and found out who he was.5. Do you use...... such as Facebook and MySpace?6. You'd better save th a t...... or you may lose it.7. Why did you...... all those photos? I 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 / entertainment is a tutorial.
2. This complicated website is / isn't very user-friendly.
3. Documents can / can't be put into a folder.4. This computer is too small / big to be portable.5. A blog that is updated contains new / old
information.6. When you log onto Facebook, you usually
give your username / address.7. You need a modem / printer in order to
access the Internet.
VERB COLLOCATIONS
3. Which nouns can be used to form collocations with the verbs in colour?
1. enter - your age / a web page / your password2. forward - an e-mail / an attachment / a website3. download - a printer / a film / a song4. post - a message / information / a laptop5. charge - a mobile phone / a keyboard / a laptop I Complete the sentences. Make them true
for you.1. This school year has turned o u t ....2. My parents try to prevent me from ... .3. I think people should insist on ... .
4. I usually charge my phone ....5. I sometimes have the urge to ... .6. I was overjoyed when ... .
access • online • device • user-friendly google • portable • updated
M M W M M Im wsisws s»”i ■■ ■■■■ > i >'t
With a new invention from the Massachusetts Institute of Technology called Sixth Sense, you can be permanently1....... Just point at any object, and this amazing 2...... ,which you wear around your neck and fingers, will "read"your signal and 3...... the information you want. Let's sayyou're at a bookshop, for example. You point to a book,and Sixth Sense4......its name. It then projects reviewsof the book onto any nearby surface. Now you know whether or not to buy it! Or perhaps you're on your way to the airport Ju s t pick up your ticket and Sixth Sensewill project5......information about your flight, tellingyou if there are any delays. Sixth Sense is light and6.......
GRAMMAR
USE AND FORMRead the examples and answer the questions.
0. Perhaps your home is shown on Street View.
b. Street View blurs faces so they connot be recognised.
1. When do we use the passive?2. How is the passive formed?
DIRECT AND INDIRECT OBJECTSRead the examples and complete the rule.
Active: We sent these photos to our friend.(direct object) (indirect object!
Passive: 1. These photos were sent to our friend.2. Our friend was sent these photos.
When an active sentence has got two objects, eitherthe 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,
tell, give, show, sell, lend and pay.
SPECIAL FORMSSome verbs introduce an opinion, thought or belief. Read the examples and complete the rules. |
Act/ve: Critics say Street View is an invasion o f privacy.
It is said that Street View is an invasion o f privacy.
- :? ... . .......... , ....... ...................
Structure: i t + be + past participle + ......
Passive 2: Street View is said to be an invasion o f
■ PrivacY- : '' ' " J :Structure: Subject + be + past participle + ......
NOTE:* Common verbs for these structures are soy, think,
believe and consider. {Consider is used only in the second structure.)
THE CAUSATIVE¿ rn m am m m m m m m m m — m
Read the explanation and the examples and complete the rule.When focusing on an action, we sometimes use the causative structure. This structure is also used to talk about arranging for things to be done for us by other people.
a. He wants to have his picture removed.
b. Google got their vehicles fitted with special cameras.
In the causative, we use...... o r....... + object +past participle.
1. Complete the sentences. Use the correct passive form of the verbs in brackets.
1. Google...... (start) by two students in 1998.2. The computer competition...... (hold) next
Easter.3. The site...... (take off) the Internet before
I had a chance to look at It.4. Thousands of items...... (can / purchase)
on eBay.5. At this moment, the Internet...... (use) by
millions of people.6. Nowadays, most plane tickets...... (reserve)
online.7. My b log ...... (visit) 4,235 times since I started it.8. We couldn't use the website while it
(update).
2. Complete the sentences with the correct active or passive form of the verbs below.
should / keep • injure • damage discover • not tidy up • examine
1. Our school computers...... by vandalslast night.
2. Don't come in. W e...... yet!3. Sara...... by the doctor when I arrived.4. Hopefully, scientists...... a cure for cancer
in the near future.5. Hundreds of people...... in car accidents
every day.6. This ju ice...... in the fridge until we drink it.
3. Write sentences with the words in brackets. Use the passive form of the verbs.
1. This blog is very popular.(it / visit / daily / by thousands of people)
2. We've bought a new computer.(it / install / tomorrow)
3. No one knows where the treasure is.(it / believe / hide / in the desert)
4. This pasta is too soft.(it / should not / cook / for so long)
5. Don't worry.(the problem / already / solve)
4. Rewrite the sentences in the passive.Omit the agent where possible.
1. We haven't invited Alice to our party.2. Will they show the paintings at the
gallery next week?3. You mustn't reveal our secret.4. What time do they deliver the post?5. Soya farmers are cutting down
the rainforest.
► Grammar Appendix, pages 115-116
# Unit 3
Q 5. Complete the passage with the correct active or passive form of the verbs in brackets. Then listen and check your answers.
T h e P e o p l e ’s E n c y c l o p e d ia
Years ago, when you ' ...... (give)a school project, you would go to your local library to use the encyclopedia, gToday, you would probably jse Wikipedia. Since it aff- p*• ...... (create) in 2001,this online encyclopedia
(grow) into one of the largest websites on the Internet. With over 13million articles in 262 languages, i t 4 ...... (attract)65 million visitors a month. Unlike the articles in your library’s encyclopedia, Wikipedia articles5 ...... (write) by ordinary people from all over theworld. What’s more, a Wikipedia article 6 ......(can / edit) by anyone with Internet access, including you. This is great, because the articles
constantly...... (update). The disadvantage isihat some articles may contain mistakes. However,when there is an error, i t 8 ...... usually....... (correct)very quickly by another user.
8. Complete the sentences using the causative.1. Our printer is working again. W e ........ (repair)2. All our pictures are on the computer. We never
(develop)3. "My tooth hurts."
"You should........ " (check)4. I'm not buying my wedding dress in a shop. I
(make)5. "I don’t feel like going out to get the pizza."
"OK. Let's........ " (deliver)
6. Rewrite each sentence using two passive structures.
1. We're sending you a new password.2. They've given some old computers to our
school.3. He should have shown his essay to the teacher.4. Everyone knows that computer games are
addictive.5. Users think that Internet ads are annoying.6. People believe that paying through the Internet
is unsafe.
7. Complete the sentences with the verbs below. Use the correct causative form.
paint • delete • wash • deliver take • repair
1. I don't like dirty cars, so I ...... m ine........quite often.
2. N igel...... a new computer........tomorrow.3. W e...... our name........from the list last week.4. I ...... my mobile phone........yesterday.5. I tried to smile while I ...... my picture.........6. Please excuse the mess! W e ...... the
kitchen........
Grammar Review 1 2 3 4 5 6
9. Rewrite the following sentences using the words in brackets. Do not change the original meaning.
1. I started revising for the test at 11.00. (since)2. When will your roof be repaired? (have)3. It was wrong of you to spend so much money,
(shouldn't)4. Experts believe that this is a dangerous virus. (It)5. It's a bad idea to buy a cheap netbook.
(had better)6. The meal had been served before we arrived.
(They)
Extra gran 3i
E X A M FOCUS
REWRITES: ACTIVE AND PASSIVE
When changing a sentence from active to passive, you may have to remove the agent when it is inelevant 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 password.
Rewrite the sentences starting with the words given. Do not change the original meaning o f the sentences.
1. You have to finish the job by tonight.The jo b ....
2. Your essay may have been copied from the Internet.
3. They don't pay the bills on time.ThebUls....
5. The new game is going to be launched next year. They....
6. Has the .Have
(8 ) SKILLS
LISTENING CiA CONVERSATION
YOUR VI EW POI NT
1. Look at the websites. What have they got in common? What can you do on these websites?
2.
1.
2.
3.4.5.6 .
3. Listen to the second part of the conversation. Who ...?1. thinks 140 characters is not too short2. keeps in touch with fans on Twitter (two people)3. does the tweeting for celebrities4. used Twitter to get votes5. got important information through Twitter
■ Do you use social networking sites? If you do, which do you use and how often? What do you enjoy about these sites?If you don't use social networking sites, why not?
Music & Video Exclusives
Listen to the first part of a conversation between two friends. Brad and Nicole. Decide whether the statements are true or false.Nicole is surprised that Brad doesn't use Twitter.Twitter is newer than Brad thought.Brad doesn't want to hear about Twitter.You need to be near a computer to use Twitter.People who write tweets are called 'followers'.Brad would not enjoy receiving frequent text messages.
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40
1. How long have you lived in Birmingham?
2. How often do you get together with friends? W hat do you do?
3. Do you ever play computer games? How often?
4. In your opinion, has technology made life better or worse?
5. Have you ever used social networking sites? Which ones?
6. What types of TV programmes do you enjoy?
7. How do you usually spend your weekends?
8. Do you think students should do volunteer work? Why or why not?
a. I go to the beach with my friends, and in the winter we go skiing.
b. A few times a week. We hang around at friends' houses or go out.
c. I think it's made life better. Medicine is more advanced, and it's easier to travel
d. Yes, I have. I'm on Facebook.e. Reality TV programmes and MTV.f. Yes. In my opinion, they should help
other people or do something for the environment.
g. Since 2007.h. Yes, I do. Almost every day -
I'm addicted.
• Unit 3
SPEAKINGPER SO N A L IN T E R V IE W S
1. A social networking site is interviewing young people about their lives, interests and opinions. Read some of the interview questions and match them to the answers people gave.
2. What else do you think the website might ask?Write five more questions for the survey. Use the expressions in colour in Exercise 1 to help you.
3. Interview your partner about his / her interests and opinions. Use five questions from the survey above and the five of your own.
H D D INTERVIEWSListen carefully to the questions you are asked.Ask the interviewer to repeat or clarify questions you don't understand.Develop your answers and add information when appropriate - try not to answer in just one or two words. Be sure to keep your comments relevant.
MWM
► Pronunciation Practice, pages 121 -122 41
WRITING
An Opinion Essay
E X A M FOCUS
in an opinion essay, we want to convince readers that our opinion is correct.
When you write an opinion 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 / she give?
3. Restate your opinion and / or make a suggestion.Read the last paragraph again. What suggestion does the writer make?
MMIB stayaHB1 \i m L1IImm/mi
,4 . ..... . .„p e rs o n a l Blogging - b o o * o r Bad?;. ^ £
Many teenagers use blogs as personal diaries. This seem like an excellent way to express thoughts and feelings, but I believe i t has Many disadvantages.
First o f all, Millions of people can read your blog. For this reason, i t is not appropriate to write about your personal affairs. Do you really want your parents, your teachers and imiIIions of strangers to know that you're
in love or that you're unhappy with your social life?Secondly, blogging about your private life could affect your future.
This is due to the fact that the information can be used by future employers or university admissions offices. Moreover, you probably write about what you do and where you go. Consequently, dangerous criMinals Might be able to locate you.
All in all, I think that the internet is the wrong place to discuss your personal life. Tell a loyal friend instead, or use an old-fashioned paper diary - and then hide i t so that no one ± can find it.
CONNECTORS OF CAUSE, RESULT AND PURPOSE
Connectors of cause tell us why something happened or what caused it.
Students no longer use encyclopedias because o f the Internet.
Connectors of result show the consequences of an action or event.People fe lt Street View was an invasion o f privacy. Therefore, they criticised it.
Connectors of purpose tell us the purpose of an action.We googled her name in order to find out who she was.
« W riting Guide, page 138
1. In the model, find:1. one connector of cause2. two connectors of result3. one connector of
purpose
2. Choose the correct connector.1. You can't use your mobile phone here because /
because o f / as a result there's no reception.2. Jason is an educated man. Since / Therefore, / In order
to he wants a high-level job.3. Due to / Because/As the high price of petrol, we try to
ride our bicycles.4. The teacher told us not to write in our books
in order to / the re fo re / so th a t we could sell them.5. There are few jobs in villages. Because o f / As a result o f /
For this reason, many villagers have moved to the city.6. We looked on the Internet in order to / so th a t /
fo r th is reason find her phone number.
0 3. Complete the passage with the connectors below.Then listen and check your answers.
as a result • since • in order to • so tha t • so • due to
THIEVES CAUGHT ON p * " 1 :
GOOGLE STREET \VIEW|In September 2008, twin men in Groningen,Holland, dragged a 14-year-old boy off his bicycleand robbed him of € 165. The boy went to the police *•.......reportthe incident. No one knew the thieves’ identities,2-...... they werenot caught. However, the following March the boy contacted thepolice again, -1,...... the fact that he had seen an image of himself- and the two men following him - on Google Street View'. The police sent a special request to Google for the original photos4\......people’s faces are blurred on Street View. After the policehad explained that the photos were needed5'........... they couldsolve a crime, Google agreed to send them. 6........ , the policewere able to find the twin thieves and arrest them.
4. Complete the sentences in a logical way.1. We can access information easily because o f ... .2. I gave my credit card number online. As a result.......3. You need a password so th a t ....4. She doesn't use Facebook, since ... .5. You should copy all your photographs in order not to ... . |
Your TaskI Write an opinion essay about the following
statement: Online socialising 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.
5.
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 time alone with computer- can communicate more often- can stay in touch with old friends- face-to-face communication - deeper,
more meaningful- can get message to several people at one time- avoid dealing with difficult issues face-to-face- meet new people- impersonal and superficial- have a bigger circle of friends
Decide which ideas to include in your essay. Think of facts, details and examples to support your arguments.
Organise your ideas using the Exam Focus and the model on page 42 to help you.
CHECKLISTÉÉMM|jÉÉÌ|ÌÉtÌ|
/ I fo llow ed the steps fo r an opinion essay.
/ 1 used connectors o f cause and result, and connectors o f purpose.
/ I checked m y spelling, g ra m m a r and punctuation.
D W riting Guide, page 142
■ Improve Yourjjgjj
iThe ApostropheApostrophes can be used to:
• show where letters have been omitted in contractions. It's (It is) time to leave now.
§| • show possession.singular nouns (' + s): my mother's parents
plural nouns (s + ’): the students' lockers
plural nouns not ending in s (' + s): women's rights
Do not use apostrophes with possessive personal pronouns:The hotel had all o f its rooms painted.
Choose the correct answers.
1. What were people's / peoples' reactions to the speech?
2. It's / Its strange that the restaurant had mistakes in its / it's English menu.
3. Your / You're breathing slows down when your /you ' re asleep.
4. This d o e s 'n t/d o e sn 't make any sense.5. They're / Their getting ready for they're /
the ir holiday.6. We could hear the girl's / girls ' voices in the
next room.
43
IS 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. Before voting, read the notes below.
• :
■ TASK QUESTIONS
1. Which tip above do you think is the most important?
& 2. Listen to extracts from a debate on the proposal: There should be a law banning the use o f 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?
FI 0» G
You must present the view you are given, even if you don't agree with it!
How to Judge a Debate
• Vote for the best speaker. (This may not be the speaker that you agree with!)• Was the presentation well organised, with an introduction, body and conclusion?• Did the speaker use rational and persuasive arguments?• Did the speaker use expert opinions, statistics, logic or general knowledge?• Did the speaker establish eye contact and speak loudly and clearly?
A DEBATEYou are going to learn how to conduct a debate and how to judge the speakers. Read the tips on preparing a debate. Then finswer the Task Questions below.
TIPSIn a debate, one speaker speaks in favour of a proposal or statement while the second speaker speaks against the proposal or statement.
Remember:Your presentation should be based on research and structured logically.Find expert opinions and statistics to support your view.Don't ignore evidence supporting the opposite point of view. Instead, use it to predict what your opponent will say. Keep your speech short and be persuasive. You should also use logic and general knowledge to persuade your audience.
4.5.
1.
2 .
3.
ense Itfive traditional senses are sight, hearing, taste,I and touch. Can you think of any other senses?
How much do you know about the senses? Read the sentences below and decide whether they are true or false. Then check your answers on page 147.
Amazing Facts-True or False?
YOUR VI EWPOINT
Which of the five senses do you think is the most important? How do you think your life would change if you lost it?
V
1. Seeing red can disturb your concentration.2. The human nose can detect danger.3. A mother's hug can relieve her child's pain.4. It is harder to balance on one foot
if you close your eyes.5. Men are more sensitive than women
to smell and taste.6. Humans have got a blind spot.7. All humans can feel pain.8. Some people can taste words or see music.9. When you hold a seashell next to your ear,
you hear the sound of your blood flowing through your ear.
\ Unit Objectives\\ *■ The Sensesj * Reported Speech{ * Listening to a Report| * Comparing Picturesj * W riting a Description o f an Eventi * Life Skills: B ritish Etiquette
Unit Objectives
* The Senses* Reported Speech* lis te n in g to a Report* Comparing Pictures* W riting a Description o f an Event* l ife Skills: British etiquette
The five traditional senses are sight, hearing, taste, smell and touch. Can you think of any other senses?
How much do you know about the senses? Read the sentences below and decide whether they are true or false. Then check your answers on page 147.
Amazing Facts-True or False?
1. Seeing red can disturb your concentration.2. The human nose can detect danger.3. A mother's hug can relieve her child's pain.4. It is harder to balance on one foot m
* if you close your eyes. m
I 5. Men are more sensitive than women ■s0> to smell and taste. "
•415fW 6. Humans have got a blind spot.■ 7. All humans can feel pain.
8. Some people can taste words or see music.9. When you hold a seashell next to your ear,
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?
READING
1. Scanning for Specific Information: Scan the text to find the following information.
1. the names of two businesses in the UK2. the number of perfumes made by Demeter
Fragrances3. the year that the Jorvic Viking Centre contacted
Dale Air4. the location of the Natural History Museum5. 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)
JP| Reading Strategies, page 1 3 4 1
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 support 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. It's difficult to manufacture Puppy's Breath.5. The smells made by Dale Air are used to
influence customers to make a purchase.
ÌXAM FOCUS
ANSWERING OPEN QUESTIONS
1, Read the question carefully and see what type of information (reason, example, purpose, etc.) you have to provide. Use the question words to help you. J
2. Look for keywords and synonyms to iocate the relevant parts of the text.
■ Note the tense in the question. 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. ’ ■■ ' -V
Example Question
swer Analysis
• The word why indicat reason. Your an word because or to +
• The keyword is
• Different busm
ould therefore include the initive.
the way in which i 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.
5. Choose the best meaning for each word or phrase according to the text.
1. setting off (line 2)
2 .
4.
5.
a. changing c. blockingb. influencing d. evokingtantalising (line 13)a. weak c. incredibleb. tempting d. unwantedsubtle (line 21)a. obvious c. delicateb. strong d. unusualaccurate (line 32)a. exact c. strongb. inexpensive d. luxurioustough (line 40)a. easy c. impossibleb. enjoyable d. difficult
YOUR VI EWP O I N T
Do you think that scent marketing is a legitimate sales tactic? In what ways are other senses used to make customers spend more?
BkSmìmBm
• Unit 4
f4
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 have discovered this amazing power and are currently using artificial smells to trigger a purchase, evoke an emotion or create a realistic experience.
to a spccial place or time, such as a childhood on the family farm. But not every smell can be easily copied. The company said that many customers had requested Puppy’s Breath, which is so chemically complicated that it’s very tough to capture.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 creators 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 their exhibits more realistic. So the company manufactured the odours of fish, burning logs, a marketplace, and even the stench of a Viking toilet!Since then, Dale Air has produced aromas such as Egyptian Mummy for the City Museum of Stockholm, Sweaty Feet for the inside of a submarine at the Imperial War Museum and Dinosaur Breath for the Natural History Museum in London. Since the 2007 ban on smoking, one of their most popular products has 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.
Dollars and ScentsA pleasant scent in a shop puts you into a positive mood, making you relax, stay longer - and spend more. This concept, called scent marketing, is all the rage. The tantalising coconut aroma in Thomson’s UK travel agencies, for example, puts you in the mood for a tropical holiday. The mouth-watering smell of chocolate in London’s Superdrug on Valentine’s Day isn’t really coming from the boxes on sale - it's being pumped into the building’s ventilation system. But it will still remind you to buy some chocolate for your girlfriend.The scents are subtle and almost imperceptible - not enough to irritate people, but enough to form a particular association in their minds. The question remains whether this tactic takes advantage of innocent customers, who are quite unaware that it is being used.
Memory in a BottleA smell can bring back a memory so intensely that you feel you are going back in time. Could we somehow bottle these memories, to be used whenever we wish? That’s exactly what perfumers at Demeter Fragrances of New York do. They make over 200 amazingly accurate fragrances, such as Rain, Christmas Tree, Thunderstorm, Chocolate Chip and Glue. According to the company, their goal is for each scent to transport the user back
WATCH OUT / K ________________________; 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 logical by replacing each word in colour with a word in colour from a different sentence.
1. I 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. I don't think your information is all the rage.5. Seeing an old photo can remain happy
memories.
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. I'd like to set up a blog.a. I've never seen one.b. I've always wanted my own blog.
5. Her speech set o ff angry reactions in the audience.a. People began to shout.b. Everyone calmed down.
6. This is going to set us back.a. It's really unfortunate.b. We're very lucky.
7. This brings back my first day of school.a. I don't remember it very well.b. I remember exactly how I felt.
8. Janet brought Dennis along to the party.a. I think he enjoyed himself.b. He came with Emily.
4. Complete the sentences with the correct form of the phrasal verbs in Exercise 3.
1. Famous actress Jennifer Lopez...... as a dancerin the early 1990s.
2. I can't believe that Dad actually...... his work...... to the beach.
3. We're thinking o f ...... a new theatre group.Would you like to join?
4. If I'd had enough money, I ...... a high-techbusiness.
5. That song always...... memories of mychildhood.
6. Why are you late? Now we have t o ...... thegame...... again.
7. Several staff members left, w h ich ...... the project...... by several weeks.
8. In the last 24 hours, the new laws...... violentprotests.
6. This maths problem is too accurate for me.
7. I'm in a bad firm, so don't bother me.
8. She works for a large financial exhibit.
9. He's afraid to trigger his boss about a salary rise.
U 2. Complete the passage with the correct form of the words and phrases below. Then listen and check your answers.
mouth-watering • scent • store • weird nasty • purchase • take advantage of
ITHE SMELLOPHOHEImagine sending someone you love
the fragrant 1 ...... of a rose or the 2 ... aroma of a cinnamon bun fromyour mobile phone. This may sound 3 ... , but it will soon be possible.The Tokyo Institute of Technology
has invented a device that can record smells just as a video camera records
pictures. It 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 to5- ...... this amazing new technology:
could smell pizzas before what to order, or
sample perfumes beforemaking an online 6 ......
It sounds fun, but it might have some disadvantages: what if someone sends you a 7 ...... smell?
Words from the Text
1. The following sentences do not make sense. Make them logical by replacing each word in colour with a word in colour from a different sentence.
1. I 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. I don't think your information Is all the rage.
5. Seeing an old photo can remain happy memories.
6. This maths problem is too accurate for me.
7. I'm in a bad firm, so don't bother me.
8. She works for a large financial exhibit.
9. He's afraid to trigger his boss about a salary rise.
Ci 2. Complete the passage with the correct form of the words and phrases below. Then listen and check your answers.
mouth-watering • scent • store • weird nasty • purchase • take advantage of
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. I'd like to set up a blog.a. I've never seen one.b. I've always wanted my own blog.
5. Her speech 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. It's really unfortunate.b. We're very lucky.
7. This brings back my first day of school.a. I don't remember it very well.b. I remember exactly how I felt.
8. Janet brought Dennis along to the party.a. I think he enjoyed himself.b. He came with Emily.
4. Complete the sentences with the correct form of the phrasal verbs in Exercise 3.
1. Famous actress Jennifer Lopez...... as a dancerin the early 1990s.
2. I can't believe that Dad actually...... his work...... to the beach.
3. We're thinking o f ...... a new theatre group.Would you like to join?
4. If I'd had enough money, I ...... a high-techbusiness.
5. That song always...... memories of mychildhood.
6. Why are you late? Now we have t o ...... thegam e...... again.
7. Several staff members left, w h ich...... the project...... by several weeks.
8. In the last 24 hours, the new laws...... violentprotests.
THE SMELL0PH0NEImagine sending someone you love
the fragrant 1 of a rose or the2 ...... aroma of a cinnamon bun fromyour mobile phone. This may sound 3- , but it will soon be possible.The Tokyo Institute of Technology
has invented a device that can record smells just as a video camera records
pictures. It then 4 ...... the smells in itsmemory and they can be played back later. Aside from personal messages, there’ll be plenty of other ways to5 ..... this amazing new technology:
could smell pizzas before what to order, or
sample perfumes beforemaking an online 6 ...... .
It sounds fun, but it might have some disadvantages: what if someone sends you a 7 ...... smell?
• Unit 4
Topic y o c a b u la r y
THE SENSES
1. Choose the correct answer.
1. Which kind of food do people usually enjoy?a. b itte r food b. tasty food
2. Which colour is lighter?a. a b righ t 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 fa in t sound b. a deafening sound
5. What type of texture does silk have?a. a smooth texture b. a rough texture
2. Divide the words below into categories of sight, hearing, smell, taste and touch.
odour • savoury • stink • stroke • flavour rhythm • whisper • stare • pattern
5. Complete the passages with the words below.Then listen and check your answers.
stare • savoury • pale • b righ t flavours • pleasant • tasty • stroke
Thinking of painting your room yellow? Think again!Strong, ’■.... colours such as yellow reflect a lot oflight, which stimulates the eyes. You should thereforenever2...... at a yellow wall as it might give you aheadache. On the other hand, a so ft,3 yellow can make a dark room look lighter and more cheerful
V : : 8 §
How about a course in baby massage? You'll learnhow t o 4...... your infant gently for a complete andrelaxing treatment. The results are amazing, from improved sleep to better health. In any case, both you and your baby are sure to find it a 5...... experience.
Ice cream is always sweet, isn't it? Not according to icecream maker Peter Arendsen, whose fc...... includeseveral types o f 7 ice cream, such as cheese andbacon. Sounds weird, but his products must b e 8 ...... -they're sold in several top restaurants!
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. D on 't...... at people. It isn't polite!5. I'd love t o ...... your dog. Does it bite?6. This herb has a horrible taste and a strong........7. We'll have t o ........ I don't want to wake my
parents.8. I feel like something........ Have you got any
crisps?9. This carpet has a beautiful........ Is it from India?
IDIOMS
4. Complete the sentences with the words below.
taste • ear • touch • sense • see • too th
1. If you like lots of sugar, you've got a sw e e t........2. If someone ignored what you were saying, it
w en t in o n e ...... and ou t the other.3. If you treat someone as badly as they have
treated you, you're giving them a ....... o f th e irown medicine.
4. If you agree with someone, you ...... eye to eye.5. If you don't want to lose contact with someone,
you keep in ...... .6. If you act logically, you're using your
com m on........
YOUR VI EWPOINT
H Complete the sentences. Make them true for you.
1. Some savoury foods I like are ....2. This year, ... is / are all the rage at my school.3. If I'm in a bad mood, I ... .4. I find it pleasant to ... .5. I think it would be tough to ... .6. I often don't see eye to eye w ith ... because .
Vocabulary Builder, pages 64-65 49
Read about a tasteful job at:
€Ùi) GRAMMAR
50
REPORTED SPEECH
Read the examples and answer the questions that follow.
Statements. ...... _ . , . '"Many customers have requested Puppy's Breath," he explained. .He explained that many customers had requested Puppy’s Breath.1. What happens to the main verb in a reported sentence?2. What other words change in a reported sentence?
Questionsa. "Can you create nasty smells?" they asked Fred Dale.
They asked Fred Dale i f / whether he could create nasty smells. ' -
b. “What perfume are you buying today?" Laura asked me. Laura asked me what perfume I was buying that day.
1. What word/s do we add in a reported yes / no question?2. What happens to the word order in a reported question?
Ordersa. "Turn on the aroma generator," her boss told her.
Her boss told her to turn on the aroma generator.b. "Don’t tell anyone my secret formula," ordered Fred.
Fred ordered me not to tell 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"You should try our famous Rain fragrance, "suggested the shop assistant f - " 'The shop assistant suggested that I try their famous Rain fragrance.The shop assistant 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 recommendation?
with Other Structuresa. He promised to produce an ashtray scent.b. The company denied taking advantage o f customers.c. George advised me to buy some chocola te for Lily.
What structures are used with the following reporting verbs?T, promise, agree, refuse 3. advise, remind, warn2. deny, admitNote: The verbs promise, deny and admit also use the regular form for reported speech (that + clause).Dale promised that he would produce an ashtray scent
Grammar Appendix, pages 116-117
1. Complete the sentences with the correct form of the verbs.
1. "I've been looking for you since yesterday."Anita insisted that she...... for me since the daybefore.
2. ''Do you understand the answer now?"The teacher asked me if I ...... the answer then.
3. "We may go abroad next summer."My parents mentioned that they...... abroad thefollowing summer.
4. "Don't let the dog ou t!" Dad said.Dad ordered us...... the dog out.
5. "How did you make this salad?"Ellen inquired how w e ...... that salad.
6. "OK, I'll come with you," said my sister.My sister agreed...... me.
7. "I think we should cancel our lesson today."My teacher suggested...... our lesson that day.
8. What perfume are you wearing?Robert wondered what perfume I ........
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. Write them in reported speech.
1. "How did you find the missing girl last 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. "I 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
detective.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. "I usually swim on Wednesdays," Andi told me.8. "You shouldn't get upset about it," my sister
advised me.
• Unit 4
REWRITES: DIRECT SPEECH TO REPORTED SPEECH
When iewritingvsentences that involve changing direct speech to reported speech, first identify the type of sentence (statement, question, order, etc). Then check the sentence for words that are likely to change. Don’t forget ail necessary changes^ wr^prdsr^tsfii® ,'': punctuation, time expressions and pronouns.
Rewrite the sentences using the words in brackets. Do not change the original meaning of the sentences.7. “I didn't steal the money," said Jim. (denied)
2. “Have you ever seen an opera?" Chloe wanted to know, (whether)
3. "I won't be at home tonight," Carl said, (told me)
4. "What are you looking for?" asked the shop assistant.
5. 7 won't speak to anyone here," said Mark, (refused)
6. "Let's go out for coffee," Jenna said, (suggested)
5. Write the sentences in direct speech.1. My dad wanted to know whether Tim had got a
high mark.2. Sam explained that they had discussed that the
day before.3. My brother suggested that we go camping.4. My coach asked me whether I could run faster.5. The woman wondered how long I had been
waiting.6. Harriet reminded me not to mention the party.7. The boy said that he had never ridden a bicycle.8. I asked my neighbour where the post office was.
Imagine that Mike Batt was interviewed by a reporter. Using the information in Exercise6, write 2-3 of the reporter's questions and Batt's answers. Begin your sentences with the following or similar words.A reporter asked Bat t ...Batt explained t h a t ...
Q 6. Complete the passage with the correct form of the verbs in brackets. Then listen and check your answers.
The Sound of SilenceBritish composer Mike Batt was sued for including one minute of complete silence in his album Classical G raffiti. The John Cage Trust claimed that B a tt1 (plagiarise) a 1952 work by famous composer John Cage, which consisted of 4.33minutes of silence. Batt admitted 2 ....... (copy) theidea from Cage, but he said that h e 3 (not expect) to be sued.However, Batt's lawyers wondered whether Cage’s p iece4 (be) really a musical work. They addedthat copyright law 5 ..... (not support) the Cage case,as there were no actual musical notes in the piece.In the end, Batt agreed6 ...... (pay) a large sum ofmoney 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 live performance ‘ (he) quite different, depending on the sounds made by the audience.
Grammar Review IHSHI
8. Rewrite the following sentences using the words in brackets. Do not change the original meaning."Phone me when you get home tonight," my father said, (reminded)It Is said that the world is getting warmer, (to) They have already delivered the package, (has)
4. It wasn't necessary to help him. (needn't)5. "Where did you get this beautiful dress?" asked
Anna, (me)6. Mark started running an hour ago, and he's
still running, (for)
Mike Batt
(h SKILLS
LISTENING GA REPORT
1. Look at the screen below. Can you see a pattern in the numbers? Look for a shape. How long does it take you to find it? If you are having difficulties, look at the coloured screen on page 147.
2. Listen to the first part of the report and choose the correct answer.
1. People with synesthesia ....a. have sharper senses than othersb. experience two or more senses togetherc. are quite rared. have highly developed imaginations
2. Sarah Turner mixes ...a. taste and sightb. hearing and touchc. sight and hearingd. 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 / after a while.
2. The colours a synesthete associates with each number are constant / sometimes change.
3. The results of the tests are always / usually valid.
4. Brain scans show differences / similarities between a synesthete's brain and an ordinary brain.
5. Scientists believe that there is a psychological / genetic cause for synesthesia.The majority of synesthetes are confused by / enjoy their abilities.
i YOUR V I EWP O I N T
I Would you like to be a synesthete? Why or why not?
• Unit 4
SPEAKINGCOMPARING PICTURES
Im WliM 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 / place / activity you would prefer.
1. Look at the pictures. Where are the people? Which of the five senses are they using? Give examples.
Match each beginning in I to a logical ending in II.I
The two pictures are similar because a.
Another thing they've got in common is b.
However, in some ways they are very different.
I would imagine that the people in picture A ccan hear the cheers of the fans,
Another difference is that in picture A the people ^can probably smell popcorn and other foods, e.
Personally, I'd rather
II
that both places seem to be crowded and noisy.
while in picture B, it's quite likely thatthey're listening to loud music.
whereas in picture B, they can probably smell beer and cigarette smoke,
go to a pub.
For example, the people in picture A are watching the game, while the people in picture B have come to socialise,
they both show places of entertainment.f.
Which of the expressions in colour in Exercise 2 describe ... ?a. what the pictures have in common b. the differences between the pictures
In pairs, compare and contrast the pictures below. Use the phrases in colour in Exercise 2 to help you.
2.
1.
2 .
3.4.
5.
6 .
3.
4.
► Pronunciation Practice, page 122
WRITING
A Description of an Event
E X A M FOCUS
When describing an event, we want to give read
When you write a description of an event:
1. State what the event was, and when and w Give a personal opinion.
Read the first paragraph of the model description where did it take place? Is the writer's opinion po:
Read the rest of the description. Which of the sen
Did the writer enjoy the event?
A Pleasant SurpriseLast night, I went to a jazz concert at Mike’s Clübf wasn’t expecting much, but it turned out to be a fani
The club was dark, quite tiny and extremely crow smoke hung in the air. M ore and more people jcamfe:# laughing. My friends and I ordered Mike's famous salty < delicious!
WO n stage, the shiny gold trum pets and saxophones made a when the musicians began to play, I was im m ediatël||ɧ| sound. The music had a lively rhythm, and soon the the music and the audience’s enthusiastic applausèa^f|§
All in all, the concert was a great experience. From') town, I’ll be the first to buy tickets!
I smell of cigarette king excitedly and
; and sour pickles -
im pressive sight, and ted by the p o w e rfu l
shaking fro m b o th
s a iazz band in
ADJECTIVES AND ADVERBS
Adjectives are used to desci a disgusting smell tasty
Adverbs of manner and freq walk slo wly often
Adverbs of degree can modi adjective,quite quickly tly
Using a variety oyour' descriptio
;y modify a verb,
nother adverb or an
and adverbs will make teresting.
1. Look at the adjectives and adverbs in the model description. Find:
1. adjectives that describe what the writer sees,hears, smells, tastes )
2. adjectives that describe the writer's opinion -6f the event
3. adverbs that modify verbs4. adverbs that modify adjectives
2. Find all th e ad jectives / adverbs b e lo w th a t have g o t a sim ilar m ean ing to th e w o rd in co lour in each sentence.
properly • disappointing • powerful • wonderful overpowering • delightful • discouraging successfully • carelessly • outstanding • poorly
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 petrol filled the room.5. I've never seen her play so badly.
3. D ivide th e adverbs b e lo w in to tw o categories - adverbs o f frequency and adverbs o f degree.
a bit • usually • quite • rarely • never not at all • pretty • fairly • hardly absolutely • completely • always • slightly seldom • often • frequently • terribly
4. Choose th e correct ad ve rb to co m p lete each sentence.
1. I'm completely / a bit lost. I have no Idea where we are.2. Peter is fairly / extremely talented, but he's not the best.3. Don't worry. I'm very / not at all insulted.4. It's terribly / slightly hot outside. Let's stay indoors.5. It's hardly / rather expensive, but I'm going to buy it.
5. A dd o ne ad verb o f d eg ree and one ad ve rb o f frequ en cy to each sentence b e lo w . Do n o t use th e sam e ad ve rb m ore th a n 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. I was happy to hear that Kath visits her aunt.
6. Describe th e fo llo w in g in one o r tw o sentences.Use a t least o n e ad ve rb and one ad jective .
1. your school 3. your neighbourhood2. your favourite singer
ImproveYour StyleMisplaced ModifiersBe careful to place modifiers such as only, just, almost and nearly close to the words that they modify.I only tasted the coffee, (but I didn’t drink it)I tasted only the coffee, (not the other drinks)Alice nearly earned €50. (but another person got the job) Alice earned nearly £50. (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 a dead deer walking through the woods. / Walking through the woods, the boys found a dead deer. /
mm • Unit 4
Your Task P H■ Write a description of an event that you
have attended. Write 100-150 words.
WRITING A DESCRIPTION
1. Brainstorm your description.• Think of an event that you would like
to write about. The following are some 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.
CHECKLIST
P i
✓ I checked my grammar, spelling and punctuation,.
adverbs and adverbial phrases
Writing Guide, page 143
Correct the sentences below by moving thewords in bold.1. Many people came to watch the match from
fa r away.2. My father has been urging me to go to the
dentist every day.3. We only had the dessert because we
were late.4. I heard that there has been an accident on the
evening news.5. You can almost find any paint in this art shop.6. I'm hungry. I just had a sandwich for lunch.
55
n m cBRITISH ETIQUETTEYou are going to find out how much you know about British culture and etiquette. Do the quiz. Then check your answers in the Task Questions below.
It's great to travel to the UK, but how likely are you to make embarrassing mistakes in social situations? Choose the correct answers.1. When arriving for a business m eeting,. . . . 5.
a. it's acceptable to be up to 30 minutes lateb. it's important to be on timec. you should arrive 15 minutes early
2. The main meal in Britain is eaten . . . . 6.a. at about 6 pmb. at about 2 pmc. at about 9 pm
3. If you want to smoke in a restaurant. . . . 7.a. ask the person next to you if you may smokeb. go ahead and smokec. don't light up! You may not smoke in
restaurants in the UK 8.4. When you greet an acquaintance in B rita in,. . . .
a. kiss them on both cheeksb. don't kiss them - just say helloc. hug them
■ TASK QUESTIONS
When waiting at a bus s top ,. . . .a. go to the back of the queueb. go to the front of the queuec. stand next to the queueWhen going to a nightclub or discotheque,a. you can wear whatever you wantb. formal dress is requiredc. you should check the dress code When speaking to someone, . . . .a. be friendly and stand close to themb. stand far apart from themc. use your hands as you speak When you ask for something in a shop, say ... .a. "Give me ..."b. "Could I please have ...?"c. "I w an t..."
The culture tips will tell you whether you answered the quiz questions correctly.Match each tip to a question in the quiz, then check your answers.
TIPSa. The British don't touch very much. Hugging and kissing are reserved for family or very close friends.b. In some 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 important 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 main meal is dinner, eaten at about 6 or 7 pm.f. Personal space is very important to the British. Don't stand too dose and keep hand gestures
to a minimum.g. Smoking is now banned in all public places in the UK.h. It's impolite to tell someone directly to give you something, so use the polite request form.
Beverley is a British student who 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 I'll be arriving in mid-July. Thanks for offering to take me round looking for a flat - that'd be ever so helpful.I was wondering if there's anything I should know about Spanish culture and etiquette. Could you give me some tips? I don't want to make any silly mistakes!Looking forward to seeing you!Beverley
YOUR V IEW P O IN T
Unit Objectives
FamiliesRelative ClausesListening to Personal AccountsExpressing an OpinionWriting a NarrativeLite Skills: A Job Interview
FamiliesListen to the song and read the lyrics. Then answer the questions.What sort of father is the singer? How do you know?What happens to the/elationship between father and son when the boy gets older? What is the moral o f the song?
it's In the Cra Hairy Chapin
Chorus
Well, he came from college just the other day,So much like a man I just had to say,“Son, I’m proud of you. Can you sit for a while?”He shook his head, and he said with a smile,“What I’d really like, Dad, is to borrow the car keys. See you later. Can I have them please?”
ChorusI’ve long since retired and my son’s moved away.I called him up just the other day.I said, “I’d like to see you if you don’t mind.”He said, “ I'd love to, Dad, if I 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.It’s been sure nice talking to you.” J W
And as I hung up the phone, it occurred A to me, ^He'd grown up just like me.My boy was just like me.
Chorus
A child arrived just the other day,He came to the world in the usual way.But there were planes to catch, and bills to pay.He learned to walk while I was away.And he was talking ’fore I knew it, and as he grew, He’d say, “I’m gonna be like you, Dad.You know I’m gonna be like 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?” “ I don’t know when,
But we’ll get together then.You know we’ll have a good time then.”
My son turned ten just the other day.He said, “Thanks for the ball, Dad, come on let’s play. Can you teach me to throw?” I said, “Not today,I got a lotto do.” He said, “That’s OK.”And he walked away, but his smile never dimmed, Said, “ I’m gonna be like him, yeah.You know I’m gonna be like him.”
In your opinion, is the problem described in the song a common one? How could it be solved?
W f b c y t r A Find 0111 about a source of advice lor teens and WEB EXTRA parents at.
READING1. Making Inferences: The following sentences
appear in the text. What can you infer from them? Choose the correct answer below."You know, sometimes you are the most self-centred man I know ," Rahim Khan said.He was the only person I knew who could get away w ith saying something like that to Baba.
a. Rahim Khan often criticised Baba.b. Baba did not easily accept criticism.
Reading Strategies, page 1 3 4 1
2. Guessing Meaning from Context: Find the following words and phrases in the extracts. Read the entire sentence and try to guess the meaning of each one.muttered (line 6) • cheered (line 16) yelped (line 16) • shuffling (line 22) shot back (line 40)
E X A M FOCUS
HOW TO FIND SYNONYMS / ANTONYMS1. tf possible, determine 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 attentionto words that are the same part of speech as the wordgrven "
3. When you think you have found the correct synonym, replace the word in the text with the word given to see if it makes sense. * J
Example Question ^¡¡¡f8r~Find a word or expression in extract 1 that means rival.
Answer Analysis ^ #• rival is a noun, meaning a person who is competing
with someone else for a position or prize.
• In extract 1, lines 2-3, we read a description of the rules of Sherjangi:You recited o verse from a poem and your opponent
¿i§IMtod sixty seconds to reply...
From the context of this sentence, we understandthat rival has the same meaning as opponent
YOUR V IE W P O IN T
3. Read the extracts and answer the questions.1. How did Baba feel about Amir's talent at
Sherjangi?
2. What did Baba's trip to Tehran show about him?3. Why did Amir fake an interest in football?4. Why did Rahim Khan call Baba "self-centred"?5. What bothered Baba about Amir's behaviour on
the street?
4. Complete the sentences using your own words.
1. The game of Sherjangi consisted o f ... .2. For Baba, writing poetry was even worse . . . .3. Baba wanted Amir to share his ... .4. When he saw that Amir had no football talent,
Baba wanted him . . . .5. Even though the study door was closed, Amir
managed ... .
5. Choose the best answer according to the text.In his comment about colouring books (Extract 4,line 26), Rahim Khan means th a t....a. not all children are talented
at artb. parents should never influence
their childrenc. books are just as important
as sportd. parents must accept their
children the way they are
6. Find words or expressions in the extracts that mean:
1. competed against (extract 1)2. imagined (extract 2)3. evoke (extract 2)4. a small amount (extract 3)5. depressing (extract 3)6. moved to a different position (extract 4)
■ Do you think that parents should expect their children to be similar to themselves? Why or why not?
• Unit 5
e
“I wasn’t like that.” Baba sounded frustrated, almost angry. Rahim Khan laughed. “Children aren’t colouring books. You
The Kite Runner is the story of Amir, a young Afghan who flees war-torn Kabul in the 1980s and then immigrates to the United States. The events in these extracts take place during his childhood, before the war.
Extract 1 In school, we used to play a game called Sherjangi, or “Battle of the Poems.” The Farsi teacher moderated it and it went something like this: You recited a verse from a poem and your opponent had sixty seconds to reply with a verse that began with the same letter that ended yours. Everyone in my class wanted me on their team, because by the time I was eleven, I could recite dozens of verses from Khayyam, Hafez, or Rumi’s famous Masnawi. One time, I took on the whole class and won. 1 told Baba about it later that night, but he just nodded, muttered, “Good.”
Extract 2 Of course, 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, I 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 when he had been young. Now that was something to be passionate about. In 1970, Baba took a break from the 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 have TVS'yet. He signed me up for soccer teams to stir the same passion in me.
Extract 3 When it became abundantly clear that I hadn’t inherited a shred of his athletic talents, he settled for trying to turn me into a passionate spectator. Certainly I could manage that, couldn’t I? I faked interest for as long as possible. I cheered with him when Kabul’s team scored against Kandahar and yelped insults at the referee when he called a penalty against our team. But Baba sensed my lack of genuine interest and resigned himself to the bleak fact that his son was never going to either play or watch soccer.
Extract 4 Later that night, I was passing by my father’s study when I overheard him speaking to Rahim Khan. I pressed my ear to the closed door.“ - grateful that he’s healthy,” Rahim Khan was saying.“I know, I know. But he’s always buried in those books or shuffling around the house like he’s lost in some dream.”
__________ _ _ : set to fill them with your favourite colours.”“I’m telling you,“ Baba said, ”1 wasn’t like that at all, and neither were any of the kids I grew up with.’“You know, sometimes you are the most self-centred man I know,” Rahim Khan said. He was the only person I knew who could get away with saying something like that to Baba.“It has nothing to do with that.’“Nay?”“Nay.”“Then what?"I heard the leather of Baba’s seat creaking as he shifted on it. 1 closed my eyes, pressed my ear even harder against the door, wanting to hear, not wanting to hear. "Sometimes I look out this window and I see hiin playing on the street w'ith the neighbourhood boys. I see how they push him around, take his toys from him. give him a shove here, a whack there. And you know, he never fights back. Never. He just... drops his head and...."“So he’s not violent," Rahim Khan said.“That’s not what I mean, Rahim, and you know it,” Baba shot back. “There is something missing in that boy.”
_ .....................................I PWATCH OUT W*
False friends
envisioned (line 8) means imaginado not visionado
0 M È M
I#} VOCABULARY
Words from the Text
1. Choose the correct answer according to the meaning of the words in colour.The issue has nothing to do with you. You are / aren't involved.In my house, we usually get to do what we want. Our parents are very liberal / strict.Let's ask the referee. He's on our side / neutral.I overheard their conversation. They were / weren't talking to me.
5. We decided to flee. We had to get away / stay where we were.
6. They buried the treasure so that no one / everyone could see it.
7. George nodded his head in agreement / disagreement.
8. Paula settled for a secretarial job. It was / wasn't her first choice.
WORD FAMILIES
3. Complete the chart by filling in the missing words.
1.
2 .
3.
4.
Verb Noun Adjectivemanage management/
managermanageable
1. marriage marriedprefer 2. preferableconstruct construction 3.4. interest interested/ingsense 5. sensitive / sensiblefrustrate 6. frustrated/inglose loss 7.
2. Match the beginning of each sentence in I with its ending in II. Pay attention to the words in colour.
I1. She's done a lot for you, so2. Don't let anyone3. When our team scored a goal,4. You've been working hard, so5. You are extremely selfish6. You're talented, but I'm not sure7. If that boy hits you again,8. I know you don't like her cooking, but
a. everyone cheered.b. you should be grateful.c. and self-centred.d. you can take a break now.e. I can turn you into an artist.f. push you around.g. you'll have to fake it or she'h. you should fight back.
4. Complete the sentences with the correct form of the word in brackets.
1. Why don't you do something...... for a change?(construct)
2. Dogs can...... fear in humans, (sense)3. My hair is more...... when it's short, (manage)4. He could hardly hide h is........ (frustrate)5. Having a family is ...... to being alone, (prefer)6. Oh, no! I've...... my wedding ring! (lose)7. I'm sorry, but I don't find these details........
(interest)8. A high percentage o f ...... end in divorce, (marry)
5. Complete the passage using the correct form of the words below.sense • interest • frustrate • prefer • marry
be insulted.
Zekeria Ebrahimi and Homayoun Ershadi in the film version o/The Kite Runner
*•» * rows®W t q i s a c y t o c o u s c i q e \ i u i ( « c
:h each word to its correct definition.
• cousin • single • an only child• nephew • w\dow • relative
anOSaXVveT • ta’to\\\eT-wv\a''N • spouse r grandfather's father
an whose husband has died r orother's / sister's daughter
1 in your familyDther of your husband or wife
sr unmarried person• or sisteri w ith no brothers or sisters
r aunt's /uncle 's child
! o r wife 'brother's / sister's son
te the sentences. Pay attention to the I of the words in colour.(that is engaged plans to ... .
man who is pregnant is going to ... .►may inherit certain traits from ... .
i are often jealous o f ... .¡usually a strong bond between parents
i are usually raised by ....
VERBS
:ne correct definition for each verb.
t <now his parents were divorced. pC they break up?
:e b. get marriedthat my sister and I have grown apart.
H u v n e older b. become less closealong with his brother, fight a lot. b. They don't fight
much.looks up to his older brother.
b. is shorter thantakes a fte r her father. They're Dm.rto b. is different fromits expect their children to live up to Sations.
b. fulfil
V I I - K
IJGl sxbec(gt\oi)? — anq ujA oaau j • p o b t . . - \ _v\ p e \ v)
i"\SC* ¿ i / iv a v /s 1 .......................................................... 1-r-ty rrtutrTnm u s i c i t i n o n r l g r e a t p e r s o n t o o . S i r » c < ~ • - !-»*•«-.
she hopes I'll be a musician as well. I hope I can
3- ...... her expectations - and my own!
they have fallen in love, bu t after a few years theyrealise th a t they have 4 ........ If they eventually f indthat they really d o n 't5- ...... w ith each other, theymay even decide t o 6 .........
Q 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 • ge t along
O n e -C h i ld F a m i l ie sIn the Western world today, more and more couplesare ’• ....... only one child. Why? For one thing, peoplefrequently stay 2 ...... until their 30s and 40s, so thatwomen get married and become 3 ...... at a later age.In addition, women today are often involved in theircareers. So what's it like to be an 4 ...... ? Researchshows that it has several advantages, despite the negative stereotype that only children are spoiled. Brothers and sisters can be great, but they may not5 ...... and they're often 6- ........ of each other. W ithoutthis competition, only children develop plenty of self-confidence. In addition, a special 7- ...... is formedbetween child and parents. Only children also tend to be high achievers, probably because their parents don't have to divide their time, attention and money among several8
1 YOUR V IEW P O IN T
I Complete the sentences. Make them true for you.1. I'm quite sensitive ab o u t... .2. I gef along well with ... .3. I am sometimes jealous o f ... .4. I never get to ... .
5. I once overheard ....6. I would never settle fo r ... .
61
S lü iîü i
l a f f f l
( k®) VOCABULARY
Words from the Text
1. Choose the correct answer according to the meaning of the words in colour.
1. The issue has no th ing to do w ith you. You are / a ren 't involved.
2. In my house, we usually get to do what we want. Our parents are very liberal / strict.
3. Let's ask the referee. He's on our side / neutral
4. I overheard their conversation. They were / w eren 't talking to me.
5. We decided to flee. We had to get away / stay where we were.
6. They buried the treasure so that no one / everyone could see it.
7. George nodded his head in agreem ent / disagreement.
8. Paula settled fo r a secretarial job. It was / wasn't her first choice.
2. Match the beginning of each sentence in I with its ending in II. Pay attention to the words in colour.
I1. She's done a lot for you, so2. Don't let anyone3. When our team scored a goal,4. You've been working hard, so5. You are extremely selfish6. You're talented, but I'm not sure7. If that boy hits you again,8. I know you don't like her cooking, but
IIa. everyone cheered.b. you should be gra tefu l.c. and self-centred.d. you can take a break now.e. I can tu rn you in to an artist.f. push you around.g. you'll have to fake it or sheh. you should f ig h t back.
WORD FAMILIES
3. Complete the chart by filling in the missing words.
4. Complete the sentences with the correct form of the word in brackets.
1. Why don't you do something...... for a change?(construct)
2. Dogs can...... fear in humans, (sense)3. My hair is more...... when it's short, (manage)4. He could hardly hide his........ (frustrate)5. Having a family is...... to being alone, (prefer)6. Oh, no! I've...... my wedding ring! (lose)7. I'm sorry, but I don't find these details........
(interest)8. A high percentage o f ...... end in divorce, (marry)
5. Complete the passage using the correct form of the words below.sense • interest • frustrate • prefer • marry
be insulted.
Zekeria Ebrahimi and Homayoun Ershadi in the film version o f The Kite Runner
Verb Noun Adjectivemanage management/
managermanageable
1. marriage marriedprefer 2. preferableconstruct construction 3.4. interest interested/ingsense 5. sensitive / sensiblefrustrate 6. frustrated/inglose loss 7.
• Unit 5
Topic VocabularyFAMILIES
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 father2. a woman whose husband has died3. your brother's / sister's daughter4. anyone in your family5. the brother of your husband or wife6. an unmarried person7. brother or sister8. a person with no brothers or sisters9. your aunt's / uncle's child
10. husband or wife1 1. your brother's / 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 o f ... .5. There is usually a strong bond between parents
and ... .6. Children are usually raised by ... .
4. Complete the passages with the correct form of the phrasal verbs in Exercise 3.
I've always 1 ...... my mum because she's a talentedrhusician and a great person too. Since 17 ...... her,she hopes I'll be a musician as well. I hope I can 3 ...... her expectations - and my own!
It happens all the time: couples get married because they have fallen in love, but after a few years theyrealise that they have4-........ If they eventually findthat they really d o n 't5 ...... with each other, theymay even decide t o 6 .........
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
O n e -C h i ld F a m i l ie s
PHRASAL VERBS
3. Choose the correct definition for each phrasal verb.
1. I didn't know his parents were divorced.When did they break up?a. separate b. get married
2. It's a pity that my sister and I 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
much.4. Trevor looks up to his older brother.
a. admires b. is shorter than5. That child takes a fte r 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
■ Complete the sentences. Make them true for you.1. I'm quite sensitive a b o u t... .2. I ge t along well with ....3. I am sometimes jealous o f ....4. I never get to ... .
5. I once overheard ....6. I would never settle fo r ... .
61
In the Western world today, more and more couplesare 1 ...... only one child. Why? For one thing, peoplefrequently stay 2 ...... until their 30s and 40s, so thatwomen get married and become 3 ...... at a later age.In addition, women today are often involved in theircareers. So what's it like to be an 4 ...... ? Researchshows that it has several advantages, despite the negative stereotype that only children are spoiled. Brothers and sisters can be great, but they may not5 ...... and they're often 6 ........of each other. W ithoutthis competition, only children develop plenty of self-confidence. In addition, a special 7 ...... is formedbetween child and parents. Only children also tend to be high achievers, probably because their parents don't have to divide their time, attention and money among several8-
GRAMMAR
1. Match each relative pronoun to the type of noun that it refers to.when • who • that • whose • which • where
1. people2. things3. places4. time5. possession
DEFINING AND NON-DEFINING RELATIVE CLAUSES
2. Read the examples. Then choose the correct option to complete the rules.
a. Baba didn't want a son who read poetry, (defining)
b. Amir admired Rahim Khan, who could get away with criticising Boba. (non-defming)
1. A defining / non-defining relative clause is essential to the meaning of the sentence.
2. A defining / non-defining relative clause adds non- essential information about the noun it describes.
3. We use commas to separate defining / non defining relative clauses from the rest of the sentence.
FORMAL AND INFORMAL STRUCTURES
3. Read the explanation and examples and choose the correct answer.
There are two ways to form a relative clause when theverb in the relative clause is followed by a preposition(on, to, for, with).a. Amir was not the son for whom Baba had wished,
(formal)::b. Amir was not the son (who) Baba had wished for.
(informal)
1. 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. In the formal / informal structure, we use the relative pronoun whom instead of who.
Grammar Appendix, page 118
Q 1. Complete the passage with the correct relative pronouns. Then listen and check your answers. There may be more than one correct answer.
FIFTY FINGERSThe Browns are an amazing family of five brothers and sisters1...... are all top-class piano virtuosos. They love playing together,so they've formed a quintet2...... plays in concert halls all over theworld. Each of them fell in love with the piano at the age of three,3...... they had their first lessons. As children, they practised forsix hours a day in their Utah, USA home,4-...... they had no lessthan five enormous grand pianos. They were the first five siblings5 ...... ever studied together at New York’s Juilliard School ofMusic, 6 ...... only the world’s most talented students areaccepted. The Browns are modest, optimistic people7...... goalis to introduce classical music to the widest possible audience -especially young people,8...... love to hear them play. Obviouslytheir talent’s in their genes, but they all say it was their parents’ encouragement and support9-...... helped them the most.
Desiree, Greg, Deondra, Ryan and Melanie Brown
2. Complete the sentences with the correct relative pronouns. Add commas where necessary.
1. The Kite Runner is a novel...... millions of peoplehave read and loved.
2. The story begins during Amir's childhood......Afghanistan was a peaceful country.
3. The story is about Amir and Hassan...... was aservant in Amir's house.
4. The two boys loved Kabul's kite fightingcompetition...... took place every year.
5. The boy...... kite stayed in the air the longestwas the winner of the competition.
6. Because of the w ar...... broke out when Amir wasa teenager, he and his father became refugees.
7. Eventually they immigrated to the United States they built a new life.
8. They never forgot their country and the people they had left behind.
• Unit 5
3. Look at your answers to Exercise 2. In which sentences can you omit the relative pronoun?
RELATIVE PRONOUNS - In defining relative clauses, we can omit the relative pronouns who, which, th a t and when if they are not the subject of the clause.
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
4. Combine the sentences with defining or nondefining relative clauses. Add commas where necessary. Leave out the relative pronoun where possible.
1. The boy became my boyfriend. I met him on Facebook.
2. The engineer is a brilliant man. His plan was chosen.
3. This is the neighbourhood. I grew up here.4. Cat's in the Cradle was written in 1974. It
discusses the relationship between a father and his son.
5. We all love the cakes. You bake them.6. I am grateful to my parents. They have always
done their best for me.7. We like to go on holiday in August. It's nice and
warm then.8. The lamp is broken again. You fixed it yesterday.
5. Combine the sentences using the formal structure.
1. We are finally having the holiday. We have been dreaming of it.
2. The woman is my mother. You are staring at her.3. Matters are often ignored. Customers complain
about them.4. There are several people here. I haven't been
introduced to them.5. You have done me an enormous favour. I thank
you for it.6. Your spouse is the person. You will share your life
with him.
6. Combine the sentences from Exercise 5 again, this time using the informal structure.
7. Choose one option and complete the sentences so they are true for you.
1. In my family, meals / holidays are a time when ... .
2. We live / don't live in a street where ... .3. My grandparents / parents are people who ....4. My parents rarely / often say things th a t... .5. I dislike / enjoy visiting my relatives, whose ... .
Grammar Review IK&EUQ
9. Rewrite the sentences with the words inbrackets. Do not change the original meaning.
1. "We went to visit our grandparents last week," the twins told me. (that)
2. The baby started crying when you left, (has)3. I'm sure that Robert forgot to post the letter,
(must)4. "You should buy tickets as soon as possible,"
my sister suggested, (that)5. I want to eat in the restaurant. We had dinner
there last month, (where)6. The council is putting up sculptures all over the
city, (by)
f g f i l Extra grammar exercises at: g gjg y p li l vi-ww.k'tiriiKgtoictHìììHxih'ì^i»1>"i " ,:i2 L63
EXAM FOCUS
REWRITES: RELATIVE CLAUSESIn rewrites that involve relative clauses, find H noun or pronoun that the relative pronoun is replacing. Be careful not to repeat it.
This is <7 photograph. My mother took it. (that) / This is a photograph that my mother to o t X This is a photograph that my mother took i t
at it. (which)
(where)
4. Thomas is a friend. I can always rely on him. (whom)
5. I can't wait till summer. I can go surfing then, (when)
6. I opened the door for my brother-in-law. He hi come to help me. (who)
SKILLS
LISTENING 0
2. Listen to three young adults that wereinterviewed. 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. I think my dad is disappointed with me.2. I'm worried about my parents.3. I would have liked more guidance.4. It was great having older siblings to look after
me.5. I'm more like one parent than the other.6. There weren't many rules in my home.
YOUR V IEW PO IN T
Do you think you were spoiled by your parents or older siblings?
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?
r • Unit 5
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. It'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. It's wrong to have a child in such a violent / polluted world.
2. Complete the dialogues with expressions from below. There may be more than one correct answer.
not the way I see it
I agree th a t ...That's exactly what I think. I know what you mean. You've got a point.
A :1 .......a woman should stay at home to take care of the children.B: 2■...... ? 3' ........women should also develop their careers!A: Yes, b u t4-...... one of the parents has to be at home.
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 ...... , w ith global warming, our children may not have a very good future.
A :8 ...... children have to do what their parents expect. 9 ....... .everyone has to make their own choices in life.
B :,0-........ B u t11 ........sometimes it's difficult to avoid parents' pressure.A: >? ........
a few more lines to each dialogue, using other expressions from the list.3. Add
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 / her statements. Try to persuade your partner to see things your way. If you can't, at least try to make him / her understand your point of view.
A Narrative
► W riting Guide, page 138
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 a cold and stormy night a small family sof by the fire in their cabin.
Sequence expressions show the order of events in a narrative.In the beginning, the new baby seemed like a toy to three-year-oid Cindy. Then she realised that he would demand much o f her parents1 attention.
Some sequence expressions give an idea of how fast or slow something happens:As time went on, we all got used to the new house.
All o f a sudden, my sister appeared next to me.
EXAM FOCUSWhen we write a narrative, we tell a story. We often include a problem or conflict, which may or may not be resolved in the story. We may include dialogue to make the story more direct and personal.
When you write a narrative:
1. Describe the setting and introduce the main characters.Read the first paragraph of the story below. Who is it 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?i - -C3. Tell how the story ends.
111
In the story below, is the problem resolved? If so, how is it resolved?
Too close fo r comfortMy older brother Alex usually ignores Me, except for teasing me soMetimes. p M f e »cut away to university I ms really happy, as I finally had the M&use, and wiy parents, to Myself. But three years later, Alex came back home.Of course, I'd been using Alex's room while he was away, because i t was larger than Mine and had a big bed and a Tv. vow I had to go back to # |j|p SMall rooM, which Made Me pretty angry.
Me were quarrelling about this one evening when suddenly our Mother caMe into the rooM. grandpa hasn't been well lately and he's coMing to live with us fo r a few Months,” she to ld us. *You'll both have to share Kevin's room, so stop arguing.* Me stood there 0pen-M0uthed as she walked out.
Sure enough, Gtrandpa came and Alex moved into My room. At first, i t was awful, but eventually i t got easier and now we even have decent^^^&., conversations once in a while. I'd still like a room - even a small one - t|§f§, myself. It's a)
1. In the model on page 66, find five expressions of time or sequence.
2. Choose the correct answer.1. I rented my own flat eventually / then / as soon as
I had found a job.2. Next, / At first, / As time went on, we began to like
each other.3. My mother was waiting in the kitchen when / then /
while I got home.4. Our grandparents' visit went wrong recently / finally /
from the start.5. We stayed at our cousin's house until / while /
by the time our house was being painted.6. Larry went on a short trip. Two days later, / Just then, /
Finally, he came home.7. The bride was already dressed two hours before / after /
during the wedding.
3. Complete the story using expressions of time and sequence from Exercise 2. There may be more than one correct answer. Do not use the same expression twice.
Dad disliked my boyfriend M ichael1 ........ and things gotworse2 ........ He just felt Michael wasn't good enough forme, and I didn't know what to do about it.
3 ...... , one stormy night, the telephone rang. It was Dad."Janie? Listen, my car's stuck on the motorway."We took Michael's car and went to collect Dad.4 ...... I waswaiting with Dad in our car, Michael stood in the pouringrain, looking at Dad's engine.5-...... the towing sen/icearrived, he had solved the problem!
"Well, Mike, thanks very much," said Dad 6 ...... we gothome.
"Hey, no problem," answered Michael.7-...... they parted,they shook hands.
I didn't know if things would change 8 ...... this incident, butit certainly looked as if they might.
■ Improve Your Style m a m s
Verb AgreementThe verb always agrees with the subject of the sentence.My sister's favourite flower is roses.
Use a singular verb with sums of money or periods of time.Five years is a long time to be away from home.
Neither, either, each and very are always singular.Neither o f my parents knows the answer.
Two singular subjects joined by or or nor are singular. However, if one of the subjects is plural, the verb agrees with the noun closest to it.Earrings or a necklace makes a nice gift for Mother's Day.
Choose the correct answer.1. Neither my brother nor my sister was / were
at home.2. Fifty pounds is / are a high price to pay.3. Each of the children was / were bought a gift.4. A chair and two tables need / needs to be
moved.My parents or my uncle are / is taking us shopping.Every one of these shops is / are owned b y ,. Mr Jones.The majority of the students live / lives in the city.
5.
6 .
7.
67
W riting Guide, page 144
Write a narrative about Write 100-150 words.
matters.
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.
orb. Make something up.
Try the following ideas:- a funny or silly event- a sad or joyful event- an argument or conflict in the family- a family trip, adventure or celebration- relationships between family members
2. Decide whether or not the problem will be resolved. If so, how? If not, how will your story end?
3. Organise your ideas using the Exam Focus and the model on page 66 to help you.
CHECKLIST
or cn narrative,
vcprejsions o f time.f J
A JOB INTERVIEWYou are going to practise answering questions in a job interview. Read the advert and answer the Task Questions below.
Cyprus Sonesta International Family Resorts
is now hiring
Accommodation and airfare provided.
Knowledge o f English necessary.
Apply to: [email protected]
■ TASK QUESTIONS
You have answered the advert and have been invited to a job interview. Below is a list of questions you may be asked. Which do you think would be the most difficult to answer?
What are your special talents? 4. How good are you at dealing with pressure?What experience have you had? 5. Why do you think that we should hire you?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 will get the job? Why or Why not?
a. experience working w ith children d. doesn't get annoyed easilyb. experience in sport, singing, dancing or art e. good at working with other peoplec. enthusiastic and friendly
■ USE YOUR SKILLS H I
Role 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
British family seeks au pair to care for active children, ages 4 and 1V2 .
Non-smoking.Driving license required.Some light housework.
Tips for job interviews• Arrive 5-10 minutes early.• Dress neatly - no shorts, sleeveless shirts,
short skirts or flip-flops.• Don't chew gum or smoke.
• When you walk in, smile and give your first name and surname.
• Wait until you are offered a chair before you sit down.• Emphasise your good points and achievements.
%! f l m #
Mobile Phone Company seeks Customer Service RepresentativeDuties include answering customer
enquiries, solving customer problems and encouraging customers to purchase new products. Computer skills and excellent
telephone communication skills required.
P P M
Do you think that brand-named products are better than ordinary products? Why or why not?
Find out abouth uv fru'fingroniWEB EXTR
YOUR V IEW P O IN T
Unit Objectives
* Consumerism* Conditionals* Imperatives, Modals and Time Clauses* Wish Clauses* Listening to a Radio Programme* Role Play* Writing a Summary* Life Skills: Phone Messages
A Good BuyLook at the fol Which ones do the companies
GENERAL EXAM TIPSi f H i l i i : ~When you get your exam paper:1. Read the title of the text.2. Read the questions, identify keywords and make
predictions about the content of the text. ill3. for general understanding, read the entire text
quickly, ignoring difficult words.4. Scan the text looking for the areas where keywo
appear. Pay attention to capital letters, numbers and symbols. fp j| ||
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 brandsb. spent less money on brand-named goodsc. continued his childhood addictiond. blamed his parents for his obsession
2. From lines 25-29, we can infer that Boorman ... .a. feels advertising's message is importantb. thinks people should work hard to improve
their livesc. believes we will feel better if we buy mored. thinks we consume more than we should
4. Are the following statements true or false? Find evidence in the text to support your answers.
1. Boorman's popularity grew when his parents bought him the correct trainers.
2. Boorman was sorry that he hadn't given his things to charity.
3. After his experiment, Boorman remained dependent on brands.
5. Answer the following questions in your own words.
1. Why did Boorman feel he needed brands?2. What were two negative effects of Boorman's
addiction?3. According to the article, in what way has
consumer culture 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 financial situation improved as a result o f ... .
3. Boorman felt a bonfire was a good way tq ... .
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)
YOUR V IEW P O IN T
Do you agree with the point Boorman was making about today's consumer culture?
READING■■■KB
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)
Q Reading Strategies, page 1 3 4 1
Neil Boorman
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Unit 6
BURNING OF THE BRANDS tDo you wish that you were more popular? Are you convinced that owning famous brands of clothing would help? Young journalist Neil Boorman thought so. Then one day, he took all his brand-name possessions - £20,000 worth of expensive designer gear - and destroyed them in a bonfire in central London.From fashions like Adidas trainers to gadgets like Blackberry phones, Boorman threw it all into the pyre. “From an early age, I have 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 friends with the popular kids, but was teased for not having stripes on his trainers. He nagged his parents to buy him the “right” shoes, and the instant improvement in his social life triggered a life-long obsession. As an adult, still dependent 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 realised 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 rather than running out to the supermarket. Clothes shops on the high street were now out of bounds, so he went to second-hand shops. Since he couldn’t find brand-free alternatives to his TV or DVDs, he spent the year without them. Unable to find brand-free toothpaste, he made his own.As described in Boorman’s book, Bonfire o f the Brands, the year was a constant struggle. Nevertheless, there were many benefits. He got to know his local shopkeepers by name and lost weight from not eating ready-made food. Of course, his bank account was in much better shape, and his anxiety about needing brands for status nearly disappeared. “I’ve lost a whole bunch of stuff, but suddenly it doesn’t matter,” he wrote.Critics have commented that Boorman should have given his belongings to charity, but if he had not staged the bonfire, he wouldn't have received the publicity he desired. He was, after all, making a statement - not only about brands, but about consumerism in general. In the UK, he says, shopping has become the national pastime because people have blindly accepted advertising’s message: we’ll feel better if we consume more. In reality, consumer culture has done us more harm than good. If we stopped working such long hours to pay our debts, we’d suffer less stress and enjoy more free time.You still may not want to get rid of the things you’ve worked so hard to buy, or stop shopping for your favourite brands. But if Neil Boorman’s actions have at least made you think twice about your consumer habits, then he has accomplished his goal. __ ^
- - - ■ ' " ' ' / i S
False friendsmiserable (line 12) means triste or infeliz not miserable
VOCABULARY
Words from the Text
1. Choose two possible answers to complete each sentence. Pay attention to the words in colour.
1. Your pastime could be working in an office / making jewellery / gardening.
2. Your belongings might include your shoes / your MP4 player/your school.
3. You can buy ready-made soup / wood / curtains.
4. You'd probably be miserable if you finished your homework / failed a test / lost your wallet.
5. You can buy a specific brand of flowers / pencils / crisps.
6. A shopkeeper might own a shoe shop / restaurant / boutique.
2. Read the sentences in I. Then match the words or phrases in colour to their definitions in II.
I1. 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.
I've got plenty of stuff that I don't know what to do with.
6.
a. equipmentb. throw awayc. constant buyingd. money owede. not allowedf. objects, things
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. p a y -a debt, someone a visit, a remark, someone a compliment, a message, the bills, attention, 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 keepthis job.
2. We know the boss...... already....... a decision.3. You should have...... the bill last week.4. I want to apologise fo r ...... this mistake.5. If you smoke now, you 'll...... the price when
you're older.6. Dad was furious when he heard I hadn 't...... my
homework.
6. Complete the sentences with collocations from Exercise 4. Make any necessary changes.
1. She's...... for being a snob: she has very fewfriends.
2. You shouldn't go to that club. I think you're........3. Could you ...... m e........and lend me ten euros?4. My boss...... m e........yesterday. He said I was
doing a great job.5. Could you please repeat what you said? I wasn't
COLLOCATIONS
3. Pay attention to the words in colour and name:
1. a holiday when people light bonfires2. a gadget that has become trendy3. something a child might nag
his parents about4. a benefit of using a
credit card5. something a pupil might
get teased about
It's very difficult t o ...... from art.Let's........ I'll clean the bathroom if you do thewashing-up.Many companies refuse t o ...... factories that usechild labour.
• Unit 6
Topic VocabularyCONSUMERISM
1. Decide whether the following statements are true or false. Correct the false statements.
1. If there is a discount on an item, it costs less than its usual price.
2. If a shop goes out of business, it Is successful.3. If an item is made in a sweatshop, the people
who made it are paid well.4. If you get a free trial, you can try something out
before you buy it.5. If you get a refund, you get your money back.6. If something is free of charge, you must pay for it.7. If you exchange an item, your money is returned.8. A receipt proves you paid for an item.
2. Complete 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
"I prefer to shop at inexpensive shops or ’•........Of course, I select things I like, but before I tryanything on, I look at the 2........ I compare pricesat different shops and try to find 3........ "
"I only shop in a place th a t4-...... the brands Ilike. I know what I want and I'll buy it even if it's5 ...... , because my image is important to me. I'mnot very6 ...... !"
"I ca n 't7 ...... to buy everything I'd like, so Iusually try to find 8-...... at a reasonable price. Ialso look for things that are9-........ But every oncein a while I'll m ...... on something I really w an t!"
PHRASAL VERBS3. Complete the sentences with 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 w ere...... in the sale.4. I bought too many things. My b ill...... nearly
£ 1,000!
5. They're...... free samples of biscuits and cakes.Let's try some!
6. She looked at all the dolls and ...... one withblack hair.
Q 4. Complete the passage with the words below.Make any necessary changes. Then listen and check your answers.
sweatshop • carry • go out of business • afford snap up • bargain • merchandise • price tag
I Complete the sentences. Make them true for you.
1. A brand I really like is ..., because ... .2. I shopped around before I ... .3. I wish I could affo rd to ... .4. I'd like to g e t rid o f . . . , a s ....5. I really should make an e ffo rt to ... .6. I feel miserable when ....
If 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 theworld. The store’s 2..... includes everything from furniture, clothingand groceries to medicine, toys and TVs - all at amazingly low prices. However, Walmart has also got a dark side. Whereverit has appeared, smaller shops3......because they’re unableto compete. How does Walmart keep its prices so low? By being extremely efficient - but, according to its critics,also by underpaying its employees and by4 ......productsmanufactured in third-world 5 ........On the other hand,Walmart claims that it enables lower-income groups to buythings they couldn’t otherwise6.......For millions of customerswho eagerly7......Walmart’s goods, the cheap prices on the
GRAMMAR
Read the examples and answer the questions.
I f a shop closes, people lose their jobs. {Zero Conditional)
We'!! feel better i f we buy more. (First Conditional)
I f we stopped working such long hours, we'd enjoy more free time. (Second Conditional)
I f he had given his things to a charity, he would have received less publicity. (Third Conditional]
Which conditional describes... ?
1. an imaginary or hypothetical situation in the present
2. an unreal situation in the past
3. a future possibility / probability
4. general truths
Read the examples and choose the correct answer.
a. I f you buy something, make sure you get a receipt
b. I f you can't afford something, you shouldn't buy it.
c. I ’l l be happy when I stop buying brand-name products.
1. Imperative verbs can be used in the result clause of a first I second conditional.
2. In conditional sentences, modafs can be used in the condition / the result / both clauses.
3. After time expressions such as when, as soon as, until and by the time, the present / future tense is used to talk about the future.
a ----- --— w r .— .............. ' 'WISH CLAUSES 1 1
We use wish or i f only to describe situations that we wish were different, or that we are sorry about.
Read the examples and answer the questions.0. I wish I had more money.b. I wish he would give his stu ff to charity.c. I f only I had seen that bonfire!
Which sentence above refers to a situation that the speaker... ?1. regrets about the past2. is unhappy about3. hopes (but doubts) will happen in the future NOTE: In wish clauses, we usually use could (not would] with I and we.
We oil wish we could work fewer hours.
► Grammar Appendix, pages 119 -1 2 0
1. Choose the correct answer.1. I w on't buy those jeans unless they w ill give /
give / gave me a discount.2. We wouldn't have seen Joe if we hadn 't come /
d id n 't come / w o n 't come to this shop.3. Meet me outside as soon as you fin ish /
w ill fin ish / fin ished your shopping.4. We could have bough t / can buy / could buy
more if we had a credit card.5. I w o u ld n 't complain / w o n 't complain /
w o u ld n 't have complained if the service had been better.
6. If they build a shopping centre here, the small shops w ill go / w ou ld go / w ou ld have gone out of business.
7. This shop would have more customers if its prices had been / were / are lower.
8. We wouldn't shop here if we hadn 't liked / d id n 't like / don 't like the merchandise.
2. Complete the sentences with the correct form of the verbs in brackets.
1. If shops...... (not use) plastic bags, there........(be) less waste.
2. We were late for the concert. W e ...... (might /be) on time if w e ...... (not miss) the bus.
3. I know you're busy....... (you / speak) to me assoon as you ...... (get) time?
4. Joe sold his house. He...... (never / sell) it if he...... (not need) the money.
5. It's been snowing all night. I ...... (drive) slowly ifthe roads...... (be) still slippery.
6. I see you like those trainers. If they...... (not be)so expensive,...... (you / buy) them?
3. Read the situations. Then write conditional sentences using the words in brackets.
1. The post office was closed.(be open / post / the letter)
2. This dog is dangerous.(bite / someone / unless / train properly)
3. You're too thin.(not be / underweight / eat more)
4. Josh has got an infection.(feel better / when / finish / his antibiotics)
5. It was lucky they helped us.(not help / might be / in serious trouble)
6. Why are you out of shape?(exercise more / belong / to a gym)
# Unit 6
/
buy) that jacket without showingher. If only 18 ...... (not be) so
impulsive!
E x t r a g r a m m a r e x e r c i s e s a t :ww u’.bu r î iH g ionbook s .c s /v iew po in t s 2
4. Complete the sentences. Use various conditionals.
1. I don't have much money. I f ... .2. I'm sorry I didn't call you. I f ... .3. I hope it doesn't rain today. I f ... .4. Dad hasn't arrived yet. As soon as ... .5. We lost the match. I f ... .
5. Choose the correct answer.1. We're lost! If only we w ould bring /
had b rought a map!2. Emma is terribly busy. She wishes she had /
w ould have more free time.3. That man is strange. I wish he w ould stop /
stopped staring at me.4. I don't like my neighbourhood. If only I w ou ld /
could move!5. Edward is overweight. He wishes he had been /
were thinner.6. I'm tired of waiting. I wish you could / w ould
hurry up!
6. Complete the sentences.1. You gave me some good advice. If only I ... .2. Wars are terrible. If only people ....3. I didn't know it would be so cold. I wish I ... .4. Claire is too short to be a model. She wishes
she ... .5. I live very far from my school. I wish I ... .6. My feet hurt. I wish these shoes . . . .
( i 7. Complete the passage with the correct form of the verbs in brackets. Then listen and check your answers.
H i F R U S T R A T E DI bought an expensive jacket the other day. The shop assistant said it looked fabulous, but at home in front of the mirror, itlooked awful! If they L.......(give) refunds I could return it,but there’s no chance of that. 1 2...... (exchange) it if I findsomething else I like at the shop. But if 1 1 .......(not find)anything, I’ll have to take a credit note, which I’ll probably forget about or lose! This would never have happened if I4 (show) it to my girlfriend - she’s got great taste. If 1 hadhad my mobile phone with me, 13-...... (send)her a picture, but I’d left it at home! When I*■...... (go) shopping again, I’ll ask her to
--------■ -
EXAM FOCUS
REWRITES: CONDITIONALS AND WISH CLAUSESIn rewrites that involve conditionals and wish clauses, first identify the verbs in the original sentence. Verbs that are negative in the original sentence often become affirmative, and affirmative verbs often become negative.
> couldn't park at the supermarket because the car park was full, (if)
I could have parked at the supermarket i f the carpark hadn't been full.
Rewrite the sentences with the words in brackets. Do not change the original meaning of the sentences.1. I can't find anything i f a shop assistant doesn't help
me. (unless)
It's a pity that the shop went out o f business, (wish)
I didn't go to the party because Tracy was invited, (if)
It's too bad that Kathy doesn't like me. (wish)
I'm sorry I can't help you. ( if only)
I don't have a sandwich, so I can't give you one. (If)
Grammar Review
8. Rewrite the sentences starting with the words given. Do not change the original meaning of the sentences.
1. It's a pity we don't have tickets.I wish .. . .
2. That is the boy. We have been searching for him. That is the boy fo r ... ."Where do you usually shop?" Grant wondered. Grant wondered . . . .I didn't know it was your birthday, so I didn't buy you flowers.I f . . . .
5. The road was being repaired.They .. . .
6. I'll get o ff the phone. Then I'll go shopping.As soon as ... .
3.
4.
YOUR V IEW P O IN T
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 productsb. design more attractive advertisementsc. convince people to make purchasesd. see if a product can be marketed
2. The Nike Running Lounge ... .a. sells trainersb. helps runnersc. limits the number of trainers you can try outd. charges money for their services
3. At Villeroy and Boch.......a. only serious customers can try out the
bathroomsb. you should bring your own towelc. there is a Wellness Lounge at every branchd. you don't share the lounge with other
customers4. The family at London Zoo ... .
a. left the zoo with a free DVDb. bought a Sony Camcorderc. told their friends about the free triald. lost a camera
5. The programme's host believes th a t ... .a. companies may lose a lot of money from
tryvertisingb. tryvertising is the best way to sell productsc. customers should be careful if they are
offered a free triald. companies gain more, than they lose from
tryvertising
■ Have you ever received a free sample or a free trial of a product? If so, where and what product? Did you buy the product afterwards?
I BO I
SPEAKING.............................................................................ROLE PLAY
1. Which of the sentences below would be said by a sales assistant? Which would be said by acustomer?
a. You won't be sorry!b. I'm afraid we've run out of those.c. Do they suit me?d. I'll have to check with the manager.e. Cash or credit card?f. They're top quality.g. Haven't you got anything cheaper?
h. Are these on sale?i. Do you take credit cards? j. How can I help you?k. OK, I'll take it.I. Is there a discount? m. Your receipt's in the bag. n. Can you order one?
\ S «siJ7ev0s ity
2. Cynthia is speaking to a sales assistant. Complete the dialogue with sentences from Exercise 1.
Sales Assistant: Sorry to have kept you waiting. ’•.................................................................. ?
Cynthia: I'd like an MP4 player like this one.
Sales Assistant: O h,2-........ This one on display is the only one left.
Cynthia: W ell,3-...... ?
Sales Assistant: Yes, but it could take a few days. Do you want to buy the display model?
Cynthia: Mmm ... that depends.4-...... ?
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: I'll 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 trainers. You don't want to spend a lot of money, but they haven't got the cheaper ones in your size.Student B (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.
Pronunciation Practice, page 122
YOUR VIEWPOINT
|©) SKILLS
LISTENING Ö.......A RADIO PROGRAMME
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.
1.
Listen again to the three reports and choose the correct answers.Tryvertising is a way to ... .a. get ideas for new productsb. design more attractive advertisementsc. convince people to make purchasesd. see if a product can be marketed The Nike Running Lounge ... .a. sells trainersb. helps runnersc. limits the number of trainers you can try outd. charges money for their services At Villeroy and Boch, ... .a. only serious customers can try out the
bathroomsb. you should bring your own towelc. there is a Wellness Lounge at every branchd. you don't share the lounge with other
customersThe family at London Zoo ... .a. left the zoo with a free DVDb. bought a Sony Camcorderc. told their friends about the free triald. lost a cameraThe programme's host believes th a t ... .a. companies may lose a lot of money from
tryvertisingb. tryvertising is the best way to sell productsc. customers should be careful if they are
offered a free triald. companies gain more than they lose from
tryvertising
I Have you ever received a free sample or a free trial of a product? If so, where and what product? Did you buy the product afterwards?
2. Cynthia is speaking to a sates assistant. Complete the dialogue with sentences from Exercise *1.
Sales Assistant. Sorry to have kept you waving. '•...... 1
Cynthia'. I’d like an MP4 player like this one.
Sales Assistant: O h ,2-........ This one on display is the only one left.
Cynthia: W ell,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: I'll put it on my credit card, thanks. Here it is.
Sales Assistant: OK ... here you are.8-........
Cynthia: Thanks!
\NouVd s a w tay - assistan t? VNhich wiouVd b e said b V a
h. Are these on sale?\. Do v0 '-1 cxetìYX. carj. How can I help you?k. OK, i'H tak r<f? /f.
si / i r
/?. Car?you o rd e r one.7
of X\r\ose.
t / 7 e m a n a ^ e A :
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 trainers. You don't want to spend a lot of money, but they haven'tgot the cheaper ones in your size.Student B (sales assistant): Your customer wants trainers, but you haven't got the kind he likes. You try toconvince him to buy something more expensive but better quality.
► Pronunciation Practice, page 122 77
• Unit 6
1. Which of the sentences below would be said by a sales assistant? Which would be said by a
2. Cynthia is speaking to a sales assistant. Complete the dialogue with sentences from Exercise 1.
Sales Assistant: Sorry to have kept you w a iting .1-...........?
Cynthia: I'd like an MP4 player like this one.
Sales Assistant: Oh, 2........ This one on display is the only one left.
Cynthia: W ell,3-.......?
Sales Assistant: Yes, but it could take a few days. Do you want to buy the display model?
Cynthia: Mmm ... that depends.4...... ?
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: I'll 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 trainers. You don't want to spend a lot of money, but they haven't got the cheaper ones in your size.Student B (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.
h. Are these on sale?i. Do you take credit cards? j. How can I help you?k. OK, I'll take it.I. Is there a discount? m. Your receipt's in the bag. n. Can you order one?
77
A Summary
EXAM FOCUS
In a summary, we want to give readers the main points of an article as When you write a summary:1. Read the original text carefully and decide which facts are main ideas. Include only these in your summary.Read the article and the model summary below. Which of the following elements are included in the summary?what Freecycle does • when Freecycle began • how you can get things on Freecycle
the purpose o f Freecyde • how gift-giving helps the en vironment • the fact that Freecycle connects people
2. Write your summary using synonyms and similar words when possible, rather than copying.How does the writer of the summary say the following?a. You post things you no longer want, and other members come round to your home to pick them up.b. No money changes hands; payment is made in smiles and thanks.c. The goal of the network is to help save the environment by transforming today's consumerist mentality through
gift-giving.3. Make sure your summary forms a logical whole. You may have to change the order of the original article.Does the summary below read smoothly? In the original article, the date of Freecycle's founding is mentioned before its goals. Where is it mentioned in the summary?4. Your summary should give the reader a clear idea of what the text is about.Does the summary below accomplish this goal?
FREECYCLE
Sandra Topper’s son had grown out of his tricycle, but she felt it was a pity to throw it out. Perhaps someone could use it - but who? Now there’s a solution to her dilemma: Freecyde.The idea of this online network is simple. You post things you no longer want, and other members come round to your home to pick them up. It works the other way as well - you log on to see if something you might like is being given away, or you can post a “wanted” notice, letting people know what you need. No money changes hands; payment is made in smiles and thanks.Freecyde was founded by environmental activist Deron Beal in 2003. The goal of the network is to help save the environment by transforming today’s consumcrist mentality through gilt-giving. By giving things away rather than throwing them out, we use less space in our landfills.in addition, if we reuse goods rather than constantly buying, we save the energy and raw materials needed to manufacture new items. Initially active only in the United Stales. Freecyde now operates in over 85 countries from Spain to Singapore. Aside from its environmental benefits, giving and taking has had the added benefit of building community ties. When neighbours meet in order to give each other gifts, a connection based on trust is naturally formed.F reecyde claim s to be “changing the world one gift at a tim e,” and this is not far from the truth. Little by little, Freecyde is helping to make the world a better place.
SUMMARY:
Freecyde is an online network where people give away things they do not want. All items are free. The idea behind Freecyde is to help the environment by encouraging the use of secondhand goods. The site began in the United States in 2003 and has spread all over the world, helping build community ties among its members. By encouraging gift- giving, Freecycle is working to improve the world.
-CHANGING TRASH TO TREASURE
WRITINGmmmammiMamts&tf: • •
• Unit 6
PA RA PH RA SIN G
Paraphrasing or rewriting material in your own words is a useful skill when summarising. We often paraphrase in a summary by shortening or combining sentences.
1. Read the short text below. Then look at the paraphrased sentences and decide which 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 or to escape from boredom. Millions of people have discovered this type of self-treatment, called retail therapy.
a. Shopping, or retail therapy, is now used by millions as a way to deal with 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 determine what parts of the brain are actually active when people consider whether or not to purchase a product.using / brain scans / researchers can see / parts / brain / used / make / purchasing decisions
2. Twenty-two per cent of men rely on the opinions of other people when they purchase clothes, while women generally buy clothes on their own, w ithout the input of a shopping companion.men / often / need help / deciding / clothes / buy / while / most women / buy / alone
3. It is becoming common for consumers to play an active part in product design. Even global brands, such as Nike trainers and M&M sweets, are making it possible for people to personalise their purchases.growing trend / consumers / design / own / personalised products
Your Task■ Summarise the text on page 71. Write 50-70
words.
WRITING A SUMMARY
1. Read the original text carefully 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. If not, have you included enough information? You may have to omit a 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.
CHECKLIST
V I followed tWt steps in the Exawi Focus,
included only the main, u
► W riting Guide, page 145
| Improve Your S ty le aWriting ConciselyGood sentences do not contain unnecessary words. You can reduce the length of your sentences by substituting a simpler phrase for a longer and more complicated phrase.
I like shops that have trendy decor.I like shops with trendy decor.
M/e stood near a man who was selling newspapers. - *We stood near a man selling newspapers.
Because he knew that I loved chocolate, he bought me a chocolate cake.Knowing that I loved chocolate, he bought me a chocolate cake.
Make each sentence simpler by shortening theclause in italics.1. They ordered a pizza that had lots o f cheese.
2. The breeze came through the window that was open.
3. We almost ran over a woman who was talking on a mobile phone.
4. Because he fe lt that his m other was upset, the child tried to comfort her.
5. I sang while I was doing the washing-up.
6. He can't stand shirts that are made o f polyester.
79
PHONE MESSAGESYou 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.
TIPS• 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 expressions.• When speaking to someone in a formal situation, use can, could, would and may when you
make a request. For example, "Could I speak to M r Jones, please?"• If you need clarification, 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 hlfpT
TASK QUESTIONS
Q 1. Read the dialogue and choose the correct answers. Then listen and check.
Philip: W hat?/Yes?/Hello?Neil: Hello. Could I speak to / Where is / Will you get Mrs Jenkins, please?Philip: I'm sorry, she's not here. Can I write / take / do a message?Neil: Yes, please. Say to her / Say / Tell her that the parcel has arrived and needs to be collected before
5 o'clock.Philip: Can you hold on / wait / hang up? I need to get a pen.Neil: I suppose so / Certainly / Yes.Philip: Right - can you say again / repeat / review that, please?Neil: This line is bad, I can't hear you. I'll call back / hang up / ring off.
& 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 th e ......... Thank you.b. This is Gina. I'm sorry I'm not right now. Leave me a message and I ' l l ...... to you as soon as possible.c. Thank yo u ...... Photo Shop. Our hours are 8 am-9 pm, Monday........Friday. Please....... during these hours, or
leave a message.
0 3. Listen to the messages left on the voicemail. Which message was left for each voicemail?
■ USE YOUR SKILLS RWSR&
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 WantedNo experience needed, on-the-job training. Flexible work hours. To set up an interview, please phone Michael Blake 032 746 2374.
EXAM PREPARATION
ExamPractice
ListeningPractice
SpeakingPractice
TIPS FOR EXAMS 831 Creating the World We Want 842 Nature Deficit Disorder 853 Are Some Foods Truly Irresistible? 864 Texting Our Way to Good Health 875 Buying Adventures 886 The Death of Handwriting? 89
TIPS FOR LISTENING EXAMS 901 Guerilla Gardening 912 Reality TV School 923 DDR 934 Mystery Shoppers 945 The Dangers of Plagiarism 956 The Ideal Job for Teens 96
TIPS FOR SPEAKING EXAMS 971 Talking about a Picture 982 Expressing Opinions 993 A Personal Interview 1004 Comparing Pictures 1015 Expressing Opinions 1026 A Role Play.... ........
103
81
TIPS I FOR EXAMSREADING THE TEXT
• Look at the title and read the questions carefully. This will help you predict the topic and content o f the text.
• Don't panic if you are not familiar with the topic - the text will give you enough information to answer the questions.
• Read the text to get a general idea of the content.• Remember that you don’t need to understand every word to answer
the questions.• To understand a new word, check the beginning and the end o f the w ord fo ra s u ffix o r p re fix . These can he/p yo u guess the m eaning o f
a w o rd fie a d t/je w /?o/e sentence o r paragraph aga/n as tfi/s w/Z/ a/so help you guess its meaning.
iSWERING QUESTIONS► F-ead each question carefully.reentify keywords in the questions and use them to locate the relevant
[the text.; ''amber o\ povrrts a\\oca\ed Xo each c\ues\ion.
Vno\N the answer to a question, don't waste time -
I over your exam paper before you hand it in.
• Don't leave any question unanswered.
WRITING A N ESSAY• Brainstorm for ideas before you start to write.> Group similar ideas together.
t i& on't tfy t0 express very complicated ideas - keep your sentences
3 a to p ic sentence fo r each paragraph.
o use connectors to link your ideas.
of adjectives to make your descriptions interesting, i to avoid repeating words.
ressay for spelling and correct punctuation.
I N eed m ore help?! EXAM STRATEGIES
I True I False questions1 see page 10
Multiple choice questionsSCC page 12
] see page 46
! Synonyms / Antonyms) see page 58
j General exam tips I see page 70
‘ j jj Need more help?
/ / W ffrr/N G ÜUW Ef / see pages 135-146
7 I
83
FOR EXAMSREADING THE TEXT
• Look at the title and read the questions carefully. This will help you predict the topic and content of the text.
• Don't panic if you are not familiar with the topic - the text will give you enough information to answer the questions.
• Read the text to get a general idea of the content.• Remember that you don't need to understand every word to answer
the questions.• To understand a new word, check the beginning and the end of the
word for a suffix or prefix. These can help you guess the meaning of a word. Read the whole sentence or paragraph again as this will also help you guess its meaning.
' \
ANSWERING QUESTIONS• Read each question carefully.• Identify keywords in the questions and use them to locate the relevant
part of the text.• Check the number of points allocated to each question.• If you don't know the answer to a question, don't waste time -
move on to the next question.• Read over your exam paper before you hand it in.• Don't leave any question unanswered.
WRITING A N ESSAY• Brainstorm for ideas before you start to write.• Group similar ideas together.• Don't try to express very complicated ideas - keep your sentences
simple.
• Try to write a topic sentence for each paragraph.• Remember to use connectors to link your ideas.• Use a variety of adjectives to make your descriptions interesting.• Use synonyms to avoid repeating words.• Check your essay for spelling and correct punctuation.
I Need more help?! BXAM STRATEGIES1 True I False questionsi sec page 10
I M ultip le choice questionsI see page 72
j Sentence completionI see page 34
I Open questionsj sec page 46
I Synonyms / Antonymsj see page 58
I General exam tipsj see page 70
! Need more help?I WRITING GUIDE j see pages 135-146
t Exam Practice■ it
Creating the World We Want
Oif 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 bells ringing. Residents of Vauban, a suburb of the German town Freiburg, live in
iD I such a place. This environmentally-friendly neighbourhood is practically car-free, e | - - vetivvVicT • . .»etc1 -.petvu ^| It is permitted for residents to own cars in Vauban, but those who do must park them in large garages at the
ihedgc of thelownr A space in one of these garages is expensive, costing around €20,000. It is'hardly surprising,^Therefore, that 70 per cent of residents live without a car. deorid r^pervAS
So how do people get by without a car? The town has been planned in a way that enables people to live comfortably without having to use a car. There are shops, restaurants, banks and schools in different areas
I of Vauban. As a result, residents are able to get to most places on foot. Eorjshopping trips or for transporting 1 voung children, many people have got carts that thev-pull behind bicycles.1 tcAfroSS; The Vauban experiment has been seen as a possible model for a future way of living in an age of climate I change. Experts around the world believe that gas emissions from cars play a significant role in global
warming. As a result, there is a growing trend in F.nrope and the United States to attempt to reduce private-car j use. In Copenhagen, for example, the city maintains bicycles for public use.
. ,r-..
While Vauban may well be a sign of things to come, it has still not been imitated on a large scale around theI world J/ei) if Vauban residents are indeed intent on changing the world and not just the small suburb where they
live, they will first have to find a way to convince people that it is possible to live without cars. That may not be such an easy task. , .
tlfivWW CamV)KirWmmtmmmmmmmmmmmmmmMMmmmmmMmmmmmMmmmmmmmmmmmmmmmtmmmzi:
1. Choose the correct answer.
1. In Vauban ... .a. no-one owns a carb. there is nowhere to park
C c, there are very few cars_j ^
2. The residents of Vauban ... . a. live at the edge of town
C_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 w ithout a carbecause .......
4. Choose the best meaning for each word or phrase.
1. h^fJiy (paragraph 2) -a. very I b. almost nop c. completely
2. (paragraph 3)a. travel b. shop
3. maintains (paragraph 4)a.Cke£ps> b. prohibits
/ a. trip— "fcVQà,
C b . j ° b ^
c. destroys
c. day
5. 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 owning a car.
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 shopping.
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.
Exam PracticeNature Deficit Disorder
IIn the past many kids would get home from school, get on their bikes and disappear into parks and woods until it got dark. Today, however, this is not the case. Most children prefer to spend their free time indoors in front of a television or a computer screen. Recently, parents and educators have become increasingly concerned that i children’s lack of contact with nature is having detrimental effects on their overall health.
Richard Louv, author of the bestseller Last Child in the Woods, has argued that children sutler physically and mentally from lack of contact with nature. He believes that dozens of problems ranging from depression to attention 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 outside world can reduce stress, increase a person’s attention 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 have given children more and more reasons to stay inside. In addition, many parks and nature reserves have “do not walk off the trail” signs. This means that children have less access to the “natural" outdoors.
Yet, according to Louv, the leading cause of nature deficit disorder may in fact be parents’ attitudes. He suggests that parents today are so afraid of allowing their children to explore freely outside that they are keeping their kids indoors in order to protect them from danger.
iWhile there is no absolute scientific proof to support Louv’s claims, most parents know from experience that $ the easiest way to calm 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.
I Exam Practice
1. Choose the correct answer.
1. In the past, children ... .a. disappeared a lotb. rode their bikes in the darkc. spent a lot of time outdoors
2. Richard Louv claims th a t ... .a. children have a lot of contact with natureb. it is important to have contact with naturec. children who have contact with nature are
stressed
2. Complete the sentences using the information given in the text. Use your own words as far as possible.
1. Children who do not have contact with nature are more likely to .
2. Children suffer from nature deficit disorder because
4. Find words or expressions in the text that mean:
1 harmful (paragraph I)
2. many (paragraph 2)
3. caused (paragraph 2)
4. main (paragraph 4)
5. childhood (paragraph 5)
5. Write a composition of about 100-150 words in your notebook. Choose ONE option.
1. An opin ion essay: Do you think that spending time outside helps people your age? Why or why not?
2. A description: Describe a place in your neighbourhood where you enjoy spending time outdoors.
3. 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 scientifically proved.4. The writer supports Louv's claims.
Exam PracticeAre Some Foods Truly Irresistible?
|: Have you ever wondered why you can’t resist a chocolate chip biscuit? Dr David Kessler, a pediatrician and | former head of the US Food and Drug Administration, may have found the answer. In his new book The End of
Overeating, Kessler suggests that the reason we are not able to resist certain foods is not just because we don’t | have enough willpower.
| According to Kessler, food manufacturers have created tasty combinations of fat, sugar and salt that manyI people cannot stop eating even when they are full. He claims that food scientists are deliberately devising
snacks, cereals and ready meals which act on the reward centres of the brain.jsi . &| Kessler believes that there is a point at which we get the greatest pleasure from sugar, fats and salt. This
he terms the “bliss point”. Food that triggers this bliss point is not only tastier, but also stimulates people’s| appetites instead of suppressing them. As a result, food makers work hard to reach this precise point.
|; The End o f Overeating draws attention to the strategies used by the food industry to ensure that our food truly is “irresistible”. It suggests that if we become more educated about the forces that influence our eating behaviour, we may be able to alter our perceptions of what types of food are desirable. In addition, the book
I strives to give us practical suggestions on how to curb overeating and on how to regain control of our eating if habits.|i fi
The End o f Overeating places much of the blame for obesity on the fact that food in the Western world is carefully designed to make us want to eat more of it. Yet there can be no doubt that ultimately it is up to the individual to maintain a healthy weight. At the end of the day, only we can determine what goes into our
H mouths, or, more importantly, what does not.
1. Choose the correct answer.
1. According to Dr Kessler, we find certain foods irresistible because... .a. we are weakb. we have no willpowerc. the foods are addictive
2. The writer of the article believes th a t . . . .a. obese people are not responsible for their
conditionb. it is possible to control the tendency to
overeatc. 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 point has been reached, we are no longer hungry.
2. According to Dr Kessler, it is impossible to change our eating habits.
3. Complete the sentences using the information given in the text. Use your own words as far as possible.
1. We find food tastiest when
2. Food makers work hard to reach the bliss pointbecause.......
3. We can alter our perception of food by
4. Choose the best meaning for each word.
1. willpower (paragraph 1)a. time b. self-control c. confidence
2. tasty (paragraph 2)a. healthy b. delicious c. terrible
3. deliberately (paragraph 2)a. quietly b. quickly c. intentionally
4. curb (paragraph 4)a. control b. convince c. enjoy
5. Write a composition of about 100-150 words in your notebook. Choose ONE option.
1. An op in ion essay: The food industry should not be allowed to make food more addictive intentionally. Do you agree? Why or why not?
2. A description: Describe your favourite food. Why do you enjoy eating it?
• Exam Practice
4 Exam PracticeTexting Our Way to Good Health
Mobile phones and text messaging are frequently held responsible for the fact that young people lead inactive lives. This inactivity in its turn has been linked to the rising levels of child obesity all over the world. Yet, a number of recent studies have proposed various ways that text messaging could in fact be utilised to fight child obesity.
It has long been accepted that self-monitoring calorie intake and body weight is very important for successful, long-term weight loss. Yet in most cases, people who are trying to lose weight find it difficult to continue to observe and record their 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 reported their eating and physical activity using text messages were more likely to continue monitoring their eating and exercise behaviour than those using a traditional diary. This may be because when participants in the study sent a text message, they immediately received an automated feedback message based on what they had reported.
Researchers at the University of Southern California in the USA are currently conducting a study in which each teen participant is hooked up to a “mobile body-area network” that includes a heart-rate monitor, a GPS satellite navigation unit, and a blood glucose meter. Each sensor is linked to a smartphone that sends the data to the university’s computers, which process the information they receive. If the data suggests that a teenager has been sitting around too much, a stream of text messages are then sent, either urging them to do some exercise or putting them in touch with other participants for group activities.
It’s still unclear whether or not text messaging is indeed the solution to fighting the rise in teen obesity. However, it is clear that 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 attacking the problem amongst children and teens. After all, they are our future.
1. Decide if the following sentences are true or false. Find evidence in the text to justify your answers.
1. The way in which teenagers monitor their eating behaviour may be important.
2. Both of the studies mentioned in the article have been completed.
3. The writer of the article believes that texting is the best way to fight the rise in child obesity.
4. The writer of the article thinks that it is also important to deal with obesity amongst adults.
2. Rewrite the following sentences without changing their original meaning.
1. Researchers are conducting a study in which each teen participant is hooked up to a mobile body-area network.
Researchers are conducting a study b y .......
2. It is clear that something must be done to combat this alarming trend.
It is clear that w e .......
3. Complete the sentences using the information given in the text. Use your own words as far as possible.
1. Self-monitoring helps people t o ......
2. Both of the studies described in the articleinvestigated.......
4. Choose the best meaning for each word.
1. linked (paragraph 1)a. suggested b. connected c. added
2. monitoring (paragraph 3)a. changing b. improving c. checking
3. alarming (paragraph 5)a. exciting b. frightening c. interesting
5. Write a composition of about 100-150 words in your notebook. Choose ONE option.
1. An op in ion essay: Some people believe that mobile phones should be banned from schools. Do you agree? Why or why not?
2. An op in ion essay: Do you think that text messaging could help you follow a healthy lifestyle? Why or why not?
Exam PracticeBuying Adventures
From camel treks in Algeria to jeep tours of Afghanistan, an increasing number of travellers are now opting for adventure holidays which offer them thrilling and challenging experiences that they will never forget.
Traditionally, adventure holidays were primarily taken by young individual travellers who travelled on a low budget. Yet today, people of all ages are seeking out new and exciting ways to take a break from the routine of normal life. As a result, many tour operators offer specially designed tours that are dedicated to taking participants to remote and dangerous parts of the world. Many of these tours are extremely expensive. A trip to the Patagonia Wilderness in South America can cost around $11,000 while those wishing to reach the summit of Mt. Everest are required to pay over $25,000.
Adventure travellers are looking for a challenge and get satisfaction from taking risks and accomplishing something that many others will never achieve. They tend to go to places where very few people have ever considered going. When a country decides to welcome in travellers, it’s the adventure travellers that are the first to arrive.
Adventure travellers often return from their trip feeling that they have undergone a life-changing experience. Many claim that the fact that they have successfully coped with such a challenging situation makes them more confident in their own ability to deal with any difficulty they may encounter in everyday life.
Yet not everyone agrees that adventure travel is a good thing. Environmental activists are increasingly concerned that the human desire to explore unfamiliar territory may in fact be very harmful to the environment. They suggest that carbon emissions resulting from a human presence in isolated areas like Antarctica may cause irreversible damage to the natural surroundings. However, despite these objections, humans continue to desire adventures. As more and more possibilities open up, including commercial space travel just around the comer, it would seem that adventure travel is here to stay.
1. Choose the correct answer.
1. Adventure travellers today ....a. are youngb. do not have a lot of moneyc. often travel in groups
2. Adventure travellers who return from their travels ....a. are self-confidentb. find it difficult to return to everyday lifec. are unable to cope with challenging
situations
3. The writer believes that adventure travel . . . .a. will become less popularb. will not changec. will continue to develop
2. Answer the questions.
1. What attracts people to adventure travel?2. Why do environmentalists object to
adventure travel?
3. Rewrite the following sentences without changing their original meaning.
1. Those wishing to reach the summit of Mt. Everest are required to pay over $25,000.
If you wish to reach the summit ofMt. Everest, . . . .
2. Carbon emissions may cause damage to the natural surroundings.
The natural surroundings may .. . .
4. Find words or expressions in the text that mean the opposite of:
1. boring (paragraph 1)
2. nearby (paragraph 2)
3. very easy (paragraph 4)
4. good for you (paragraph 5)
5. Write a composition of about 100-150 words in your notebook. Choose ONE option.
1. A description: Describe your ideal holiday.
2. An op in ion essay: Would you like to go on an adventure holiday? Why or why not?
f* Exam Practice
Exam PracticeThe Death of Handwriting?
Today people are generally hammering away on a computer keyboard, texting on a mobile phone 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 essential to everything from public documents to personal letters. However today in the age of the e-mail and the text message, 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 learn handwriting skills if we wish to be able to read all types of handwriting and thus maintain a direct connection with the past. For them, it is difficult to conceive of the possibility that a person might one day find his grandmother’s diary and be unable to 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-written communication, they claim, we are also maintaining our connection with the unique qualities of individuals.
Interestingly, the development of the telephone, the computer and the text message have not completely 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 at a particular moment or that there will be a power failure and we will have to write down important information on a piece of paper. Even in today’s technological world, the handwritten word is very much alive and well and it looks set to stay that way for a very long time to come.
1. Choose the correct answer.
1. Handwritten communication ... .a. is less important than it used to beb. has disappearedc. is now used on a larger scale
2. People who learn handwriting skills... .a. will lose their connection with the pastb. will be able to read handwritten documentsc. will find it difficult to use computers
3. Type-written communication is ... .a. less widespread than handwritten
communicationb. uniquec. impersonal
2. Rewrite the following sentences without changing their original meaning.
1. Handwritten communication is less widespread than it once was.
Handwritten communication is n o t ... .
2. The development of the telephone, the computer and the text message have not completely removed the need to write by hand.
The need to write by hand . . . .
3. Answer the questions.
1. Why has handwritten communication become less widespread than it used to be?
2. According to the writer, why is it unlikely that the handwritten word will ever disappear completely?
4. Find words or expressions in the text that mean:
1. old-fashioned (paragraph 1)
2. imagine (paragraph 3)
3. keep (paragraph 3)
4. unique (paragraph 4)
5. improbable (paragraph 5)
5. Write a composition of about 100-150 words in your notebook. Choose ONE option.
1. A narrative: Imagine that you have just come across your grandmother's diary. Write a diary entry in which your grandmother describes something that happened to her on a particular day.
2. An opinion essay: "Computers have made the world a better place." Do you agree? Why or why not?
FOR LISTENING EXAMS
BEFORE YOU LISTENBefore listening to the recording, read the title and the comprehension questions, as they can help you to predict the topic and content of the passage.When you read the questions, identify keywords and underline them. Make sure you know the type of information you are listening for (place, time, person, reason, etc.).
WHILE YOU LISTENAs 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.Some English words can sound very similar. Try to recognise the word from its context.
ANSWERING MULTIPLE-CHOICE QUESTIONSRead 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.
90
II Listening Practice• Listening Practice
Guerilla Gardening G
You are going to listen to a radio interview about a special kind of gardening. Listen and choose the correct answers.
1. Guerilla gardeners....a. use their own land for growing plantsb. do not grow plants on privately owned landc. grow plants on land they do not ownd. only use land that belongs to everyone
2. Marilyn is a guerilla gardener because she ....a. opposes land ownershipb. wants to grow foodc. likes flowersd. wants to improve the appearance of her
hometown
3. Marilyn is using plants th a t ....a. cost a lot of moneyb. are donatedc. she buysd. are old
4. Right now, Marilyn's group ....a. has been the same for yearsb. includes some studentsc. are just studentsd. includes a 10-year-old boy
tune in (to): make a point of: neglected: weed: show up: wasteland: industrial estate: soil:
sintonizar poner empeño en abandonado/a, desculdado/a mala hierba presentarse, aparecer páramo, terreno baldío polígono industrial tierra
5. Marilyn's next project... .a. involves growing a lot of grassb. is one that listeners will rememberc. wastes a lot of fertile soild. is on an industrial estate
6. The new project... .a. is scheduled to start early in the morningb. will begin in the middle of the nightc. may disturb the local residentsd. is illegal
7. Marilyn encourages people to bring ....a. gardening toolsb. boxesc. plastic bagsd. nothing
8. Guerilla gardeners think it is important to ....a. use only environmentally-friendly materialsb. clean up after they finishc. leave stonesd. use plastic bags
92
r
Listening PracticeReality TV School G assignment: misión, encargo
make the most of: aprovechar al máximo,sacar el máximo partido a / de
make it onto: conseguir entrar enremark: comentario, observaciónacting coach: profesor/a de interpretacióncatchy: pegadizo/a, fácil de recordarprivate tuition: clases particularesformer: antiguo/a, anterior
8. Now Jessie ....a. is appearing on the reality show Eye in the
Skyb. wants to become a contestant on a cooking
showc. has become a casting agent for reality TV
showsd. is participating in another course
You are going to listen to an interview about Reality TV School. Listen and choose the correct answers.
2 .
3.
4.
5.
6 .
Jessie's latest assignment was to be ....a. an actorb. a reality TV starc. a studentd. a reporter
The school aims to ....a. make people look different from each otherb. teach people acting skillsc. help people get onto a reality showd. help people change their personalities
The "Perp W alk" ... .a. helps students walk fasterb. is an example of a television showc. teaches people to insult othersd. is unpleasant for participants
Jorge Bendersky ... .a. is the name of an animalb. is an acting coachc. appeared on reality TVd. started the reality TV school
W hat do students learn at the Reality TV School?a. to improve their appearanceb. to film each otherc. to talk more quicklyd. to listen to each other's sound bites
The long course ... .a. meets for five weeksb. lasts longer than most reality showsc. causes a lot of conflictsd. can be seen on TV
The three-hour sem ina r... .a. is required of all studentsb. costs nearly $140c. includes over 25 studentsd. consists of private instruction
L J k
L
Listening PracticeListening Practice
You are going to listen to a conversation about a different way to exercise. Listen and choose the correct answers.
1. Pamela ....a. is a physical education teacherb. presented DDR at a conferencec. will attend a conference tomorrowd. has returned from a teachers' meeting
2. In DDR, players ... .a. appear on TVb. create musicc. point to the arrowsd. step on a mat
mat: alfombrilla (de baile)display: visualizar
in time to: al compás / ritmo devideo game arcade: sala de videojuegosline up: hacer colasoda: refresco con gasworkout: ejerciciolook into: estudiar, investigar
3. Originally, DDR ... .a. was invented by a womanb. started in Japanc. started as part of a physical education classd. was free
4. Linda Carson ... .a. became a DDR playerb. worked in a video game arcadec. sold the DDR videod. did a study on DDR
Why is DDR so appealing?a. It 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.
Which is NOT mentioned as a benefit of DDR?a. weight lossb. increased fitness levelc. better sports skillsd. fun
More expensive versions of the game . . . .a. come with extra matsb. may cost as much as $800c. charge extra for the TVd. are not so comfortable
Mr Jones th inks....a. DDR is a waste of timeb. DDR is too expensivec. DDR sounds like a good Idead. the other teachers w on't like it
93
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 friends 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 increase the number of sales in a shop.d. To evaluate the boss.
3. Mystery shoppers... .a. pay for any services they receiveb. receive only services but no payment for
their workc. are not always paid on timed. 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.
una eternidad, siglos, mucho tiempode antemano, con antelación tremendamente incentivo, ventaja hacerse pasar por fingir, hacer como que rapidez negarse
5. Mystery shoppers spend a lot of time ..a. being friendlyb. in coffee shopsc. giving feedbackd. talking about their feelings
6. Toby's pet . . . .a. did not really existb. weighed more than it shouldc. misbehavedd. embarrassed Toby
7. Toby finds it hard to ... .a. always be honestb. write a good reportc. feel sorry for peopled. 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 Practicejm :
Mystery Shoppers G ages:beforehand:brutally:perk:pose as:pretend:promptness:refuse:
Listening Practice# Listening Practice
The Dangers of Plagiarism Q
You are going to listen to a radio interview about plagiarism. Listen and choose the correct answers.
educational establishment: sistema educativo cheat: copiarreport: denunciaraccount for: explicar, justificarthe end justifiesthe means: el fin justifica los medios
trabajopaper:morals:figure:
moralidad, principios cifra
1.
2.
5.
Who is Roger Hansen?a. A plagiarist.b. A psychologist.c. A student.d. A university professor.
Plagiarism ... .a. is considered less serious than cheating in
examsb. has not gained much attentionc. means copying someone else's workd. means cheating in an exam
Many students today ... .a. are encouraged to cheat by their schoolsb. compete to see who can cheat the mostc. think that cheating is justified if it helpsd. are reported for cheating by their parents
How does the Internet encourage cheating?a. It tempts students to copy others' work.b. It simplifies much of the material available.c. Students use their own words when
cheating.d. Students can't be caught.
What type of website is Turnitin.com?a. It sells papers to students for as little as £6.b. It allows students to check their spelling.c. It decides what action teachers should take.d. It helps teachers see if work has been copied
7.
Teachers... .a. often copy words from one document to
anotherb. are aware that some similarities are innocentc. are now more careful when they mark
papersd. don't let students know their work will be
checked
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.
What does Roger Hansen think about cheats?a. They may not be qualified to do 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.
Listening PracticeThe Ideal Job for Teens G
You are going to listen to a conversation between two teenagers about an ideal job. Listen and choose the correct answers.
suit: convenir, venir / ir bienhire: contratarsurvey: encuestafee: cuotaaverage: promedio, mediasteady flow: afluencia continuadeliver: repartir
1. Lisa . . . .a. enjoyed her job as a babysitterb. quit both her summer jobsc. couldn't get a paper delivery jobd. earned a lot of money
2. Lisa was disappointed because ... .a. she didn't want to work as a shop assistantb. she wasn't paid a lot for being a shop
assistantc. she couldn't get a job as a shop assistantd. she was too experienced to be a shop
assistant
3. W hat is NOT true about Tom's ideal job?a. It requires travelling to interesting places.b. It's not difficult.c. It's enjoyable.d. It has flexible hours.
4. The w ork Tom describes is ... .a. answering telephones for big companiesb. thinking of ideas for new productsc. developing marketing surveysd. answering questions on online surveys
5. Tom prefers survey companies t h a t ... .a. include a membership feeb. are free to joinc. are cash-payingd. are point-paying
6. Tom can complete a survey in ... .a. 15 minutesb. under 10 minutesc. 20 minutesd. an average of 10 minutes
7. You can register fo r a survey company ...a. under the age of 16b. if you are over 15c. if you are between 13 and 16d. from the age of 13
8. Tom advises Lisa ... .a. to ask her parents for moneyb. to join only one survey companyc. to join her parents' Paypal accountd. to register with the companies on his list
FOR SPEAKING EXAMSBEFORE YOU SPEAKMake sure that you understand the task and the questions you are given.If you are allowed some preparation time, organise what you are going to say and use simple notes.Don't try to communicate ideas that are too complicated. It'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.► If you make a mistake, stay calm, correct yourself and carry on
speaking.
Need more help?Talking about a picturesee page 128
Comparing picturessee page 128
A personal interviewsee page 128
Expressing an opinionsee page 129
Role playsee page ! 29
1 Speaking Practicem m m m im m tx m m m i-i:
Talking about a Picture1. Match the examiner's questions to the student's answers.
I1. What can you 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?
a. In the background you can see mountains and a hill covered in snow.b. There are skis leaning against the wall, so I 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 a table. They seem to be eating in a restaurant or hotel.e. It 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.
2. Listen 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 picture was taken.3. described what the people are doing.4. described the atmosphere.5. described the weather.6 . speculated about what might happen next.
II
■ TASKDescribe this picture.Use the questions in Exercii 1 above to help you, as wel as the expressions in bold.
■ If you need time to think, it's fine to pause or to say things like
um well e r ... I suppose they'll go home after they've eaten.
Speaking PracticeExpressing Opinions
Speaking Practice
1. Complete the mini-dialogues with the expressions below.
there's no way • all right • come on • you've got a point not really • reached a decision • I hadn't thought of that
A: We use too many plastic bags these days and the supermarkets encourage it.B: I suppose 1........ So what do you suggest we do - ban plastic bags?A: 2...... - I don't think that would work. In my opinion, 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: O h ,3-...... I 4-....... they'd agree to that. And in any case, there's nowhere to leavebikes at our school.
A: •••...... I
A: 6...... then. Have we 7........?B: Great!
Q 2. The students you are about to hear have been asked to suggest an alternative, environmentally- friendly source of electricity for their school. Listen to the conversation and write solar panels or wind turbines for each point below.
1 . cheap to use2 . not attractive3. harm wildlife4. very effective5. might not provide enough energy
3. What option did the students choose?
■ TASKIn 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
T IP Learn lots of topic words. This w ill expand your vocabulary and you won't run out of things to say.
A Personal Interview1. Kath and Peter want to volunteer at a local community centre. The secretary is asking Kath some
questions. Match Kath's answers to the secretary’s questions.
Secretary Kath1 . How old are you? a. No, I'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. I like photography and I play the guitar.4. What are your hobbies? d. I'm a bit shy w ith older people; I'm very patient5. Have you done volunteer work before? with children.
6 . How would you describe yourself? e. I'll be 17 in August.f. No, I've never done anything like this before.
Q 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 irrelevant 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.
■ TASKWrite 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.
■ ■ D 9 Show interest in your partner's answers.
Really? That’s interesting. Sounds great / terrible.
Speaking Practice
Speaking PracticeComparing Pictures
1. Match the functions to the expressions below.
Functionsa = similarities between pictures
b = differences between pictures
c = giving examples
d = expressing an opinion
e = speculating
Expressions1. The two pictures are similar because ...2 . both pictures show ...3. Another thing they've got in common is ...4. for example ...5. seem to ...6 . Another difference is ...
7. whereas in the first picture8 . I would imagine th a t ...9. the people are probably ...
10 . such as...11. Personally, I'd ra ther...12 . I prefer...
2. Listen to a dialogue in which two students compare the pictures below. Which of the expressions in Exercise 1 do they use?
TASKWith 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.
If you want to add to what you've said, use the following expressions:
I've just noticed th a t ... And another th in g ;... By the way, I can see ...
101
Speaking Practice■— iii!ii;tiBBBWKS-::
Expressing Opinions1. Read the statements below and decide whether you agree or disagree with each one.1. Mobile phones are ruining our social lives.2. Young people spend too much time using computers.3. Secondary school students should study from home using the Internet.4. Lessons in schools should begin no earlier than 10.00 am.5. Young people today lead a less healthy lifestyle than previous generations.
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.
I doubt it • You've got a point • You could be right • In my opinion,You've got to admit that • How can you say that? • I agree entirely I'm all for that • As far as I'm concerned, • That's not the way I see it I think you're wrong • I realise that, but • I disagree
a............Sometimes I'm just so tired in the morning.b......... they can be a great help in an emergency.c............They just sit all day in front of the computer or television.d........... Computers are the future and we need to know how to use them.e............I learn better when I’m in a class, with other students.
0 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 that they made.
■ TASKIn 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.
Learn different expressions to agree or disagree with your partner.
I think you're wrong. I'm sorry, I don't agree. You're quite right! That's true.
® Speaking PracticeA Role Play.....................................................................................
# Speaking Practice
1. What do you consider important when you buy clothes? Choose the three most important points from below.
a. getting a discountb. buying the best qualityc. getting a guaranteed. getting polite servicee. buying something that is comfortablef. being able to choose from a large selection
g- buying something that is fashionable
Ci 2. Read the dialogue and fill in the missing words. Then listen to the dialogue and check your answers.
Sales assistant: Good morning. How can I help you?Katie: I'd like to buy the boots that were advertised in the newspaper.
Sales assistant: I'm sorry. I'm afraid we've 1 . out of those!Katie: Oh... well, what about these? Are they on 2 ?
Sales assistant: I'm afraid not. They're £50.Katie: £50?! Have you got anything 3. ?
Sales assistant: Well, we do have these boots. They’re very comfortable and they're top 4-
Katie: They're still quite expensive. Is there a 5 ?Sales assistant: I'll have to check with the 6
Katie: OK. I'll wait.Sales assistant: You're in luck! She says she can give you 10% off.
Katie: 10%? That's not very much! Anyway, I'm not sure they 7 me Um, no, I'm n o t8 them. Thanks, anyway.
Sales assistant: Certainly, Miss.
■ TASKWith 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 it on but it is slightly big 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.
^ H H U U I Try to relax and act naturally. You can ask questions to keep the conversation going.
What do you recommend? Where are the latest models? When does the sale end?
Grammar ReviewPRESENT SIMPLE
FORM
Affirm ative Negative Interrogative 1 / You work 1 / You do not (don't) work Do 1 / you work?He / She / It works He / She / It does not (doesn't) work Does he / she / it work? We / You / They work We / You / They do not (don't) work Do we / you / they work?
Uses I f Examples Adverbs of frequency / Time expressions
A regular habit or routine My sister works on Sundays. (Mi hermana trabaja los domingos.)
always, usually, generally, regularly, occasionally, frequently, often, sometimes, rarely, seldom, never at 1 o'clock, at night, in the morning, on Fridays, every week, once a month, how often ...?
A general truth or scientific fact Faeebook is a popular website. (Facebook es una página web conocida.)
Stative verbs 1 think she is very bossy. (Creo que es muy mandona.)
□ STATIVE VERBSIndican un estado, más que una acción, y suelen usarseen Present Simple. Están relacionados con:- las emociones y los sentimientos (dislike, enjoy, hate,
hope, like, love, prefer, want),■ el pensamiento y la opinión (believe, forget, guess,
know, remember, think, understand),■ la percepción y los sentidos (feel, hear, see, smell,
sound, taste, touch),■ los precios y las medidas (cost, measure, weigh) y■ la posesión (belong, have, own).
PRESENT CONTINUOUS
FORM
Affirm ative NegativeI am singing 1 am (I'm) not singingYou are singing You are not (aren't) singingHe / She / It is singing He / She / It is not (isn't) singingWe / You / They are singing We / You / They are not (aren't) singing
Interrogative Am 1 singing?Are you singing?Is he / she / it singing?Are we / you / they singing?
J H Examples Time expressions
An action which is happening now Greg is reading right now.(Greg está leyendo ahora mismo.)
now, right now, at the moment
A temporary action 1 am studying maths this term. (Estoy estudiando matemáticas este trimestre.)
this year, at present, today, these days, this month .
A definite plan for the near future (see page 108)
1 am meeting my boyfriend tonight. (He quedado con mi novio esta noche.)
this evening, tonight, tomorrow, next Friday / week / year
Algunos indican tanto estado como actividad y pueden usarse en Present Simple y en Present Continuous.
Donna thinks the book is wonderful.(Donna cree que el libro es estupendo.) [estado]He is thinking about 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.]
105
r
P A S T P E R FE C T S IM P L E
FORMA ffirm ative Negative Interrogative
1 / You had arrived 1 / You had not (hadn't) arrived Had 1 / you arrived?He / She / It had arrived He / She / It had not (hadn't) arrived Had he / she / it arrived?We / You / They had arrived We / You / They had not (hadn't) arrived Had we / you / they arrived?
Uses Examples Time expressions
A completed action which took place before another action in the past
By the time the police arrived, he had already le f t(Para cuando llegó la policía, ya se había marchado).
•'already,' by the time, after, before, until, never, just
Two incomplete actions in progress at the same time in the past
While Janet was walking up the path, Martin was parking the car.(Mientras Janet subía por el camino, Martin estaba aparcando el coche.)
AffirmativeI was visitingYou were visitingHe I She / It was visitingWe I You I They were visiting
Uses
An incomplete action in progress at a specific time in the past
Negative
I was not (wasn't) visiting You were not (weren't) visiting He I She / It was not (wasn't) visiting We I You I They were not (weren't) visiting
Interrogative
Was I visiting?Were you visiting?Was he / she / it visiting? Were we / you / they visiting?
At 9 o'clock that evening, he was waiting for the report. (Esa noche a las 9 él estaba esperando el informe.)
An incomplete action interrupted by another action
/As I was speaking on the phone, David came into the room. (Mientras yo hablaba por teléfono, David entró en la habitación.)
last night / week / year, at 4 o'clock
when, while,<1jf)
P A S T S IM P L E
A ffirm ative
1 1 You finished He I She / It finished We I You I They finished
Negative
1 1 You did not (didn’t) finish He I She / It did not (didn't) finish We I You I They did not (didn't) finish
Interrogative
Did 1 1 you finish?Did he I she / it finish?Did we I you / they finish?
Uses Examples ......... ... ....A completed action in the past
A dog attacked my sister last year.(Un perro atacó a mi hermana el año pasado.)
yesterday, last week / year,two days ago, in 2007, in the 1980s,in the 18 lh century, when, then
A series of completed actions in the past
Mr Smith climbed the stairs and followed him. (El Sr. Smith subió las escaleras y lo siguió.)»
# Grammar Appendix
P R E S E N T P E R FE C T S IM P L E
FORM
A ffirm ative
1 1 You have lived He / She / It has lived We I You I They have lived
¡ P i l l p ¡ K p ¡ ¡ 1
Negative
1 1 You have not (haven't) lived He I She / It has not (hasn't) lived We I You I They have not (haven't) lived
Examples
An action that began in the past and continues in the present
Interrogative
Have 1 1 you lived?Has he / she / it lived? Have we / you / they lived?
An action that took place at an undetermined time in the past, but is connected to the present
I have played basketball for two years. (Llevo jugando al baloncesto dos años.)
She has moved house recently.(Se ha cambiado de casa hace poco.]
never, ever, already, just,( recently, lately, how long r? , for, since, in recent years
F U T U R E S IM P L E
FORM
A ffirm ative
1 / You will allow
He / She / It will a
We / You / They wi
Uses
A prediction
Negative
1 / You will not (won't) allow
low He / She / It will not (won't) allow
II allow We / You / They will not (won’t) allow
Examples
Vancouver will attract thousands o f tourists. (Vancouver atraerá a miles de turistas.)
Interrogative
Will 1 / you allow?
Will he / she / it allow?
Will we / you / they allow?
Time expressions -
this evening, in an hour, at 2 o'clock, later, tomorrow, next month / year, soon, in a few weeks, in the future, on the 1 st of MayA planned
scheduleThe tour will begin at 9.00 am.(La visita empezará a las 9 de la mañana.)
A spontaneous decision
1 am too tired to walk. I'll take o taxi.(Estoy demasiado cansado para caminar. Cogeré un taxi.)
BE G O IN G TO
FORM
A ffirm ative Negative Interrogative
I am going to buy I am (I'm) not going to buy Am I going to buy?You are going to buy You are not (aren't) going to buy Are you going to buy?He / She / It is going to buy He / She / It is not (isn't) going to buy Is he / she / it going to buy?We / You / They are going to buy We / You / They are not (aren't) going to buy Are we / you / they going to buy?
M M l | i Exam ples - -w r-- * itTime expression»., > ^ .
A planned action for the future We are going to spend our next holiday in London.(Vamos a pasar nuestras próximas vacaciones en Londres.)
this evening, later, in an hour, at 4 o'clock, tomorrow, soon, next month / year, in a few weeks, on the 8th of May
An action that is about to happen or a future event based on present evidence
Be careful! You are going to fall!(¡Ten cuidado! ¡Vas a caerte!)
There's a lot o f material - this exam is going to be difficult! (Hay mucho material: ¡este examen va a ser difícil!)
s ia
□ EL PRESENT CONTINUOUS CON VALOR DE FUTUROAnuncia 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.
I'm washing / 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.
I'm going to talk to him about her.I'm talking to him about her.(Le voy a hablar sobre ella.) [énfasis en la intención]
I'm seeing Phil tonight.(Veo I Veré a Phil esta noche.) [énfasis en el plan concertado]
El Present Continuouscon 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 a contract tomorrow.(Él firma / firmará un contrato mañana.) [futuro]
F U T U R E P E R F E C T S IM P L E
FORM
A ffirm ative Negative
1 1 You will have eaten I / You will not (won't) have eatenHe I She / It will have eaten He / She / It will not (won't) have eatenWe I You I They will have eaten We / You / They will not (won't) have eaten
InterrogativeWill 1 1 you have eaten?Will he I she / it have eaten? Will we I you / they have eaten?
A completed action at a certain future time
By the time he’s ready to go, the shops will have closed. (Para cuando él esté listo para irse, las tiendas habrán cerrado.)
by this time next week, by 3 o'clock, by the end o f ..., by then, by August, in four months
F U T U R E C O N T IN U O U S
FORM
Affirmative 1 / You will be travelling He / She / It will be travelling We / You / They will be travelling
Negative Interrogative 1 / You will not (won't) be travelling Will 1 / you be travelling?He / She / It will not (won't) be travelling Will he / she / it be travelling?We / You / They will not (won’t) be travelling Will we / you / they be travelling?
Uses
An action in progress at a certain future time
txampies Time expressions
We'll be visiting her on Thursday. (Estaremos visitándola el jueves.)
at this time tomorrow, at this time next..., on Thursday, in the next decade
• Grammar Appendix
1. FameP R E S E N T P E R F E C T C O N T IN U O U S
FORM
Affirmative Negative Interrogative 1 / You have been working 1 / You have not been working Have 1 / you been working?
•
He / She / It has been working He / She / It has not been working Has he / she / it been working?We / You / They have been working We / You / They have not been working Have we / you / they been working?
Uses Examples *
An action that started in the past and continues in the present
1 have been working as a photographer for a year. (He estado un año trabajando de fotógrafo.)
How long have you been waiting?(¿Cuánto tiempo has estado esperando?)
for a year, since 2002, how long ...?, all night / morning / day / week ...
An action whose results are still apparent
1 am tired. 1 have been signing autographs all night. (Estoy cansada. He estado firmando autógrafos toda la noche.)
FORMAAfirmativa: sujeto + have / has been + verbo principal terminado en -ing.Negativa: sujeto + have / has not (o n't) + been +verbo principal terminado en -ing.
Interrogativa: have / has + sujeto + been + verbo principal terminado en -ing.
USOS■ 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.
P A S T P E R FE C T C O N T IN U O U S
FORM
A ffirm ative Negative Interrogative
1 / You had been waiting 1 / You had not been waiting Had 1 / you been waiting?He / She / It had been waiting He / She / It had not been waiting Had he / she / it been waiting?We / You / They had been waiting We / You / They had not been waiting Had we / you / they been waiting?
Uses Examples Time exoressions
An action which continued His fans had been waiting for three hours when he for hours, since last April,up to another past action arrived. all morning ...
(Sus fans habían estado esperando tres horas cuando él when, until, before...llegó.)
FORMAAfirmativa: sujeto + had been + verbo principal terminado en -ing. Es igual en todas las personas.
Negativa: sujeto + had not (o n't) been + verbo principal terminado en -ing.Interrogativa: had + sujeto + been + verbo principal terminado en -ing.
109
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.I had been trying to find an agent for months until finally I 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 all night.(La obra fue un fracaso porque el protagonista había estado 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.
lie has been wanting to be a singer since he was four: He has wanted to be a singer since he was four.(Ha querido ser cantante desde que tenía 4 años.)
Si se puede contar el número de veces que ha ocurrido una cosa, no se utiliza el Perfect Continuous.
He has been trying to call her four times-today.He has tried to call her four times today.(Ha intentado llamarla cuatro veces hoy.)
3 EL GERUNDIO Y EL INFINITIVO
EL GERUNDIOEs 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.
I hate going to celebrity parties.(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 / get used to, can't help, can’t stand, don't mind / wouldn’t mind, feel like, it's no use, look foward to, spend (time), etc.I wouldn't mind being famous.(No me importaría ser famosa.)
■ Como sujeto de la oración cuando se habla de accioneso hechos en general.Being a sports star is not easy.(Ser una estrella del deporte no es fácil.)
EL INFINITIVOEs 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 private life.(Se negó a hablar de su vida privada.)
■ Detrás de algunos adjetivos (busy, happy, ready, tired, willing, etc.) y adverbios (slowly, fast, low, etc.).
I am too tired to see a film tonight.(Estoy demasiado cansado para ver una película esta noche.)
■ Detrás del complemento indirecto de verbos como: advise, help, invite, 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 police didn't let me approach the stage.(La policía no me dejó acercarme al escenario.)
VERBOS SEGUIDOS DE GERUNDIO Y DE INFINITIVOVerbos como begin, forbid, intend, propose o startpueden ir seguidos de ambas formas verbales sin que su significado varíe.
I started to act /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 / prefer + gerundiocuando el significado es general.
I love watching TV.(Me encanta ver la televisión.)
■ Se utiliza love / like / hate / prefer + infinitivocuando se refiere a una situación o un tiempo en particular.
I hate to tell you this, but I 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.
I'll never forget meeting Angelina Jolie.(Nunca olvidaré haber conocido a Angelina Jolie.)
■ forget + infinitivo significa "olvidarse de hacer algo".
I forgot to ask her about her last album.(Se me olvidó preguntarle por su último disco.)
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• Grammar Appendix
• remember + gerundio significa "recordar algo que se hizo en el pasado".I remember giving them their tickets.(Recuerdo haberles dado sus entradas.)
■ remember + infinitivo significa "acordarse de haceralgo" en el futuro. i
Remember to take a picture o f the singer before you go.(Recuerda hacerle una fotografía al cantante antes de irte.)
■ regret + gerundio significa "lamentar haber hecho algo en el pasado".He regrets marrying o celebrity.(Se arrepiente de haberse casado con una persona famosa.)
■ regret + infinitivo significa "lamentar lo que se va a decir a continuación".I regret to te ll you that all the tickets have been sold. (Lamento decirte que se han vendido todas las entradas.)
■ stop + gerundio significa “dejar un hábito".Amy stopped going to festivals 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?)
□ VERB COLLOCATIONSAlgunos 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 o f (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 bald (quedarse calvo/a) go missing (desaparecer, extraviarse) go mad (volverse loco/a)
3 SU F IJO SLos sufijos son terminaciones que se añaden a algunas palabras para formar otras nuevas.
SU F IJO S PARA FORM AR SUSTANTIVOSAlgunos de los más utilizados para formar sustantivos a partir de verbos son -ment, -tion / -sion y -er / -or.
agree (acordar) invite (invitar) conclude (concluir) run (correr) sail (navegar)
agreement (acuerdo) invitation (invitación) conclusion (conclusión) runner (corredor/a) sailor (marinero/a)
También se forman sustantivos añadiendo los sufijos -ity, -ship, -ness, -ence / -anee, -ian y -th a algunos adjetivos, sustantivos o verbos.
personal (personal) friend (amigo/a) happy (feliz) obedient (obediente) annoy (molestar) music (música) strong (fuerte)
personality (persona I idad) friendship (amistad) happiness (felicidad) obedience (obediencia) annoyance (molestia) musician (músico/a) strength (fuerza)
SU F IJO S PARA FORM AR AD JETIVOSLos 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) amazed ([estar] sorprendido/a)amazing ([ser] sorprendente)
Los sufijos -fu l y -less se añaden a algunos sustantivos y ayudan a saber el significado de los adjetivos resultantes, ya que -fu l significa "con" y -less “sin".
care (cuidado) careful (cuidadoso/a)careless (descuidado/a)
También se forman adjetivos añadiendo los sufijos -ous, -al, -able / -ible, -ive y -ant / -ent.
danger (peligro) nation (nación) predict( predecir) reverse (inverso) attract (atraer) resist (resistir) confide (confiar)
dangerous (peligroso/a) national (nacional) predictable (predecible) reversible (reversible) attractive (atractivo/a) resistant (resistente) confident (seguro de sí)
2. Going GreenLO S M O D A L !2S
US»“ » Examples '' " ^ | ¡ I I
can ability Most people can do something to protect the environment.(La mayoría de la gente puede / sabe hacer algo para proteger el medio ambiente.)
request Can 1 jo in 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 bid al colegio.)
possibility 1 can lend you my new electric car.(Puedo prestarte mi nuevo coche eléctrico.)
be able to ability, possibility 1 was able to install solar panels on the roof. (Pude instalar paneles solares en el tejado.)
can't inability The mayor can't (cannot) solve our pollution problem.(El alcalde no puede / sabe solucionar nuestro problema de contaminación.)
prohibition You can't throw plastic in this bin.(No puedes tirar plástico en este cubo.)
disbelief That can't be Bob's car. He doesn't drive.(Ese no puede ser el coche de Bob. Él no conduce.)
could past ability She could run very fast when she was a child.(Podía / Sabia correr muy deprisa cuando era una niña.)
polite request Could you water my plants, please? (¿Podrías regar mis plantas, por favor?)
polite suggestion You could choose organic food next time. (Podías elegir comida orgánica la próxima vez.)
possibility The weather forecast could be wrong.(El pronóstico del tiempo podría ser erróneo.)
may / might possibility Peter m ight jo in Greenpeace.(Puede que Peter se una a Greenpeace.)
may polite request May 1 leave these plastic bottles here, please?(¿Puedo dejar estas botellas de plástico aquí, por favor?)
should / ought to advice, opinion UVe should /ought to keep the sea clean. (Deberíamos mantener el mar limpio.)
need to obligation,necessity
1 need to Find ou t what the weather will be like tomorrow. (Tengo que / Necesito averiguar qué tiempo hará mañana.)
have to obligation,necessity
I/Ve have to avoid using plastic products.(Tenemos que evitar el uso de productos de plástico.)
must obligation, strong necessity
I'Ve must reduce carbon emissions to slow down climate change.(Debemos reducir las emisiones de carbono para retrasar el cambio climático.)
strong belief Sam must feel terrible after seeing all that plastic in the river.(Sam debe de sentirse fatal después de ver todo ese plástico en el río.)
mustn’t prohibition You m ustn't waste water.(No debes desperdiciar el agua.)
don't have to lack of obligation / necessity
You don 't have to worry about swimming here. This river is not polluted. (No tienes que preocuparte por nadar aquí. Este río no está contaminado.)
needn't lack of obligation / necessity
You needn't wash the vegetables. They are clean. (No tienes que lavar las verduras. Están limpias.)
would formal request Would you open the window, please? (¿Podrías abrir la ventana, por favor?)
offer Would you like some more water? (¿Quieres más agua?)
shall offer, suggestion Shall 1 help you with your environmental research? (¿Te ayudo con tu investigación medioambiental?)
• Grammar Appendix
■>/ Í3, i
$
FORM ALos verbos modales:■ Son invariables, por lo que tienen una misma forma
para todas las personas y no se conjugan.
■ No necesitan do / 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 estascaracterísticas, pero sí algunos de sus usos.
USOScan) ¿ lo se o$>a eo - Q'B'p'o p o d e f■ 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.
Vc0rtdt&ÍCA¿‘ / ,may/mígbt■ 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 ¡ ought to € I* d■ 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 / needn't 'OQ'LGS-l'íxif■ Need to se usa en afirmativa para expresar obligación
y necesidad, igual que have to.» Needn't indica ausencia de obligación y necesidad,
igual que don't have to.
must / have 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").
mustn't■ Indicar prohibición.
don't have to• Expresar ausencia de obligación y de necesidad
("no tener que", "no tener por qué").
would b a r í ■ En interrogativa, se utiliza para pedir a alguien que
haga algo.■ Con like, se usa para hacer ofrecimientos o
invitaciones.
shall■ En interrogativa, se utiliza para ofrecerse a hacer algo
y para hacer una sugerencia.
□ PHRASAL VERBSSon 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 some memories.(Esta canción me trae recuerdos.)I was late because my 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 partícula: si es un sustantivo puede ir en medio o no, pero si es un pronombre debe colocarse entre ambos.
I'm going to pick up my brother at the station.(Voy a recoger a mi hermano a la estación.)I'm going to pick my brother up at the station.I'm going to pick him up at the station.
Sin embargo, algunos transitivos, todos los intransitivos y los formados por dos partículas son inseparables.
He is looking fo r his sweets/ them.(Está buscando sus caramelos / buscándolos.)
Algunos verbos pueden combinarse con diferentes partículas para formar distintos phrasal verbs.
start out (empezar) start over (volver a empezar) startup (montar (un negocio))
Además, muchos phrasal verbs tienen más de un significado:
breakdown (estropearse, averiarse; echarse a llorar; descomponerse)pickup (aprender, adquirir; recoger; mejorar, reponerse)bring up (criar(se); plantear, sacar a colación)
LO S M O D A L E S P ER FEC TO S
Modal Perfect .......... ..................| ¡¿ampies ........................ — ....................
must have Certainty that something was true He must have been upset when all his crops were destroyed. (Debe de haberse disgustado cuando se estropearon todas sus cosechas.)
may / might have A guess about a past action or possibility that something was true
She m a y /m ight have forgotten to throw out the rubbish. (Puede que se haya olvidado de tirar la basura.)
could have Ability to do something in the past which in the end was not done
He could have joined our protest(Él podía haberse unido a nuestra protesta.)
couldn't have Certainty that something did not happen, disbelief
They couldn't have predicted the tornado. It was sunny. (No podían haber predicho el tornado. Hacía sol.)
would have Desire to do something in the past which in fact could not be done
1 would have gone to the demonstration, but 1 was very busy. (Habría ido a la manifestación, pero estaba muy ocupado.)
should / shouldn't / ought to have
Criticism or regret after an event You sh ou ld n 't/should/ ought to have warned me earlier. (No deberías / Deberías haberme avisado antes.)
needn't have An unnecessary past action You needn't have picked the children up. 1 was going to do it. (No tenías por qué recoger a los niños. Iba a hacerlo yo.)
usosmust have + participio■ Expresar una conclusión lógica de un hecho pasado.
may / might have + participio■ Hacer una suposición de un hecho pasado.■ Expresar la posibilidad de que algo fuera cierto.
could 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.
would have + participio• Indicar que se quiso haber hecho algo en el pasado,
pero no se pudo debido a factores o circunstancias externas.
should / 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 crítica 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.
□ SHOULD ¡ HAD BETTER
FORMAAfirmativa: 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 that product. It's not environmentally friendly.(Es mejor que no compremos ese producto. No es ecológico.)
Interrogativa: no se suele usar.
USOSComo 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 light bulbs!(¡Será mejor que uses bombillas de bajo consumo!) You'd better no t throw that in the river!(¡Más vale que no tires eso al río!)
3. Online World• Grammar Appendix
LA VOZ PASIVAiSS!
Present Simple
Past Simple
Future Simple
Present Continuous
Past Continuous
Present Perfect Simple
Past Perfect Simple
Modals
Modal Perfects
have to
be going to
Amazon sells books online.
Amazon sold books online.
Amazon w ill sell books online.
Amazon is selling books online.
Amazon was selling books online.
Amazon has sold books online.
Amazon had sold books online.
Amazon should sell books online.
Amazon could have sold books online.
Amazon has to sell books online.
Amazon is going to sell books online.
Books are sold online by Amazon.
Books were sold online by Amazon.
Books w ill be sold online by Amazon.
Books are being sold online by Amazon.
Books were being sold online by Amazon.
Books have been sold online by Amazon.
Books had been sold online by Amazon.
Books should be sold online by Amazon.
Books could have been sold online by Amazon.
Books have to be sold online by Amazon.
Books are going to be sold online by Amazon.
FORMAAfirmativa: sujeto + to be + participio del verbo principal.Negativa: sujeto + 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 / has.
The Computer m ustn'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 Simpleo 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 already been launched?(¿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 w ill the new program be purchased?(¿Dónde se comprará el nuevo programa?)Who w ill be chosen as prime minister?(¿Quién será elegido primer ministro?)
□ CÓMO PASAR UNA ORACIÓN A PASIVAAntes 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 activao 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,
(object)
has been Fixed by the technician, (object)
The computer (subject)
(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 w ill give a computer to Paul.A computer w ill 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. Paul w ill be given a computer.
Si el complemento indirecto es un pronombre objeto, se cambia a la forma de pronombre sujeto.We w ill give him a computer.He w ill 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 teacher can 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 cambiarlo por su correspondiente pronombre objeto si es uno personal.
115
usos■ Indicar que la acción es más importante que el
sujeto que la realiza, bien porque es poco relevante, desconocido o porque no se quiere nombrar.Somebody bought the new device.The new device was bought.(El nuevo dispositivo 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 / Se piensa / Se cree..."; solo know se puede traducir en pasiva.
It is said that you can google anybody.(Dicen I Se dice que se puede buscar en Google a cualquiera.)It is known that some o f the information on Wikipedia is not accurate.(Es sabido / 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 tipo de pasiva también se recurre al pronombre "se" o se usa un sujeto general como “todo el mundo", “la gente", etc.
Her new blog is said to be very successful.(Se dice que su nuevo blog es un éxito.)
■ El verbo consider solo se puede utilizar en el segundo tipo de pasiva y tiene una traducción literal: "ser / estar considerado".
Her new blog is considered to be very successful.(Su nuevo blog está considerado un éxito.)
□ LOS VERBOS CAUSATIVOS: HAVE I GET + SOMETHING + DONE
Los verbos have / get + un sustantivo + participio expresan acciones que se encargan a alguien.
Peter is going to have/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 I had i t repaired yesterday.(Se me colgó 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.
I got my computer repaired last week.(Me arreglaron / Arreglé el ordenador la semana pasada.)
4. Sense It
Direct Speechnowtodaytonightyesterdaylast week
agotomorra|ii\^ next week here'i#*jte$.these
E L E S T IL O IN D IR E C T O
Tense Direct Speech Reported Speech
Present Simple Past Simple
¡.future Simple Present Continuous Past Continuous Present Perfect Simple Present Perfect Continuous Past Perfect Simple Past Perfect Continuous
We eat tasty food.We ate tasty food.We will eat tasty food.We are eating tasty food.We were eating tasty food.We have eaten tasty food.We have been eating tasty food. We had eaten tasty food. kVe had been eating tasty food.
She said that they ate tasty food.She said that they had eaten tasty food.She said that they would 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 tasty food.She said that they had been eating tasty food. She said that they had eaten tasty food.She said that they had been eating tasty food.
mightmust / had to would
C A M B IO S E N O T R A S P A L A B R A S Y E X P R E S IO N E S: «— • - -
Reported Speech; then | that day
$ that night ; the previous day / the day before
the previous week / the week before . the previous month / the month before
the following day / the day after / the next day ] the following week / the week after
there : that I those
• Grammar Appendix
El estilo indirecto se utiliza para contar lo que alguien ha dicho sin citar exactamente sus palabras.
REPORTED STATEMENTSSe 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.
“I am hungryShe 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 Past Simple, de este a Past 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 estilo 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 introducida por la conjunción that, aunque en inglés hablado se suele omitir.
"The smell is strong, but pleasant," he said.He told us (that) the smell was strong, but pleasant.He said (that) the smell was strong, but pleasant He said to us (that) the smell was strong, but pleasant. (Nos dijo que el olor era fuerte, pero agradable.)
Cuando la frase enuncia una verdad general, no hay cambio en los tiempos verbales.
“Smells trigger memories," he said.He said that smells trigger memories.(Dijo que los olores evocan recuerdos.)
REPORTED QUESTIONSHay dos tipos de preguntas en inglés:■ Las Yes / No questions son las que se pueden
contestar con un "sí" 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 i f / whether she liked chocolate.(Le preguntaron a la niña si le gustaba el chocolate.)
■ Las Wh- questions son las que comienzan con una particula interrogativa (what, who, where, when, why, whose, how, etc.). Al pasarlas al estilo indirecto, se pone dicha partícula + sujeto + verbo, y se prescinde del signo de interrogación y de las comillas.“What is your favourite flavour?“ Frank asked.Frank asked what my favourite flavour was.(Frank preguntó cuál era mi sabor preferido.)
REPORTED ORDERSPara 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 other.(La madre le ordenó a su hijo que dejara de mirarla fijamente.)
Cuando se trata de una oración negativa, se pone not delante de to.
“Don't tell anybody," she begged us.She begged us not to tell anybody.(Nos suplicó que no se lo dijéramos a nadie.)
REPORTED SUGGESTIONSPrimero 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 seguida 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.(Él 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 make chocolate biscuits!" she suggested.She suggested making chocolate biscuits.(Ella sugirió hacer galletas de chocolate.)
□ REPORTING VERBSLos 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: dem and, order, shout, warn
■ Súplicas: beg■ Sugerencias: advise, invite, recommend, suggestAlgunos de estos verbos pueden ir seguidos de infinitivoo gerundio, aunque también es posible usarlos seguidos 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.)
5. FamiliesL A S O R A C IO N E S D E R E L A T IV O
DEFIN ING RELATIVE CLAUSES
who and that refer to people
fiflQTTrjfrTShe is the girl who / tha t lent me The Kite Runner. (Ella es la chica que me prestó Cometasen el cielo.)
which and that refer to objects The Kite Runner is a book which/ th a t 1 want to read. (Cometasen el cielo es un libro que quiero leer.)
whose refers to possession Amiris a boy whose father is very strict.(Amir es un chico cuyo padre es muy estricto.)
when and that refer to a moment in time I'll never forget the day when / tha t the war broke out. (Nunca olvidaré el día en que estalló la guerra.)
where refers to a particular place 1 emigrated to a place where 1 can be safe. (Emigré a un país donde puedo estar a salvo.)
NON-DEFINING RELATIVE CLAUSES
____ Ü---- ---- ------ ------ *j.------ -- --- -that cannot replace who or which Baba, who is Amir's father, played soccer as 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 CLAUSESAportan información esencial sobre su antecedente. Sin ella, la frase quedaría 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 omitirse 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 talk.He is the person you need to talk to.(Él es la persona con la que tienes que hablar.)
NON-DEFINING RELATIVE CLAUSESAñaden 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 father, who is a self-centred man, lives in Paris.(Mi padre, que es un egocéntrico, vive en París.)
□ ESTRUCTURAS FO RM AL E INFORM ALCuando 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 w ith which I agree. [Formal]That's the point (which) I agree with. [Informal](Ese es el punto con el que estoy de acuerdo.)
Dad is the person to whom you have to talk. [Formal] Dad is the person (who) you have to talk 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 father was a bad-tempered man who was difficult to live with. [Informal]His father was a bad-tempered man with whom i t was difficult to live. [Formal](Su padre era un hombre malhumorado con el que era difícil convivir.)
+ Indica usos adicionales a los presentados en las tablas.
Grammar Appendix
6. A Good BuyL A S O R A C IO N E S C O N D IC IO N A L E S
' .’¡If !FIRST CONDITIONAL
j Future Simple
if+ Present Simple j Imperative
unlessI Modal + base form
Ifyou do theshopping here, you'll get great discounts.(Si haces las compras aquí, obtendrás muy buenos descuentos.)
Ask for the receípt ifyou wartt to be oble to return the camera. (Pide el recibo si quieres poder devolver la cámara.)
Ifyou buy a new house, you can rent out the oíd one.(Si compras una casa nueva, puedes alquilar la vieja.)
SECOND CONDITIONAL
if+ Past Simple
unless
would+ base form
could / might
I f l had enough money, 1 would buy plane tickets to Australia.(Si tuviera suficiente dinero, compraría billetes de avión a Australia.)
You could/ might afford to buya new car ifyou won the lottery. (Podrías permitirte comprar un coche nuevo sí ganaras la lotería.)
THIRD CONDITIONAL
if + Past Perfect
would have+ past participle
could have / might have
I f l had had the receipt, 1 would have returned this shirt.(Si hubiera tenido el recibo, habría devuelto esta camisa.)
1 could / might have afforded it i f my salary had been better. (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.
I f i t rains, the roads get wet.(Si llueve, las carreteras se mojan.)
The roads get wet i f i t rains.(Las carreteras se mojan si llueve.)
EL PRIMER CONDICIONALSe 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.)
Ifyou 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 I find a sales assistant, I won't open the shop. I f I don't find a sales assistant, I won't open the shop. (A no ser que encuentre / 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 CONDICIONALSe usa if + Past 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 buy a BMW unless he had enough money. (Él 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.
I f that camera weren 't so expensive, I would buy it.(Si esa cámara no fuera tan cara, la compraría.)
Para dar consejos se emplea la fórmula if I were.I f I were you, I would get the ones that are 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.
I f this brand weren't so expensive, I might buy more o f their products. (Sí esta marca no fuera tan cara, tal vez compraría más productos suyos.)
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EL TERCER CONDICIONALSe forma con if + Past 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.
I would have bought o Mac i f l 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.
I f we had kept the receipt, we m ight/ could have returned the jacket.(Si hubiéramos guardado el recibo, podríamos haber devuelto la cazadora.)
□ ORACIONES TEMPORALESLas 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.
I 'll be happier as soon as you stop spending so much money.(Estaré más contento en cuanto dejes de gastar tanto dinero.)
/ won't stop looking until I Find that CD.(No pararé de buscar hasta encontrar ese CD.)
L A S O R A C IO N E S D E S ID E R A T IV A S
I fe » Examples
wish / if only + Past Simple Refers to a present situation that the speaker is unhappy about
He wishes he had time to go shopping.(Le gustaría tener tiempo para ir de compras.)
I f only 1 had an MP4 player.(Me gustaría tener / Ojalá tuviera un MP4.)
wish / if only + Past Perfect Expresses regret about a past action or situation
1 wish 1 had bought the blue ones.(Ojalá hubiera comprado los azules.)
I f only he had sold the house sooner.(Si al menos / Ojalá hubiera vendido la casa antes.)
wish / if only +could / 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.)
I f only the sales-assistant would help me. (Ojalá me ayude el dependiente.)
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 tipo equivale a "desearía" o "me gustaría". Cuando el sujeto es I, se puede traducir por "Ojalá". Va seguido de una oración subordinada introducida por la conjunción that, aunque esta se suele omitir.
If 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:
■ Past Simple: se refiere a situaciones presentes que se quisieran cambiar o mejorar.
I wish / I f only I had a better job.(Ojalá I Si al menos tuviera un trabajo mejor.)
Si el verbo que va en Past Simple es to be, hay que usar were en todas las personas.
I w ish /If only it were that simple!(¡Ojalá fuera tan sencillo!)
■ Past Perfect: se refiere a hechos pasados, lamentando que ya no tienen remedio.
Do you wish you had bought i t 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.
I wish / I f only I 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 I o we, se suele usar could.I w ish /If only our sales would improve.(Si al menos mejorasen nuestras ventas.)I w ish /If only we could go together.(Ojalá I Si al menos pudiésemos ir juntos.)
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PRONUNCIATION PRACTICEUnit 2All the exercises in this section are recorded on
the Class Audio CDs.
Unit 1...................P H O N E T IC A L P H A B E T
1. Listen and repeat the sounds and words in pronunciation key below.
the
a: far, past ...f " father2E cat, band 9 girlHI kite, five h hatil<J mouse, town j yese bed, head k kingei play, page I longea chair, bear m mousei in, tip n nosei: me, tea P pinki happy r redia near, deer s sevenD not, stop t tall30 phone, boat V veryy. door, four w window31 toy, enjoy z zebra0 foot, good i shopu: food, you 3 television03 pure, cure 0 singy. word, heard tj children\ but, cup 0 think3 afraid, mother <s theb bed d3 jobd door
2. Listen and choose the correct phonetic symbol from the chart above for the sounds in colour below. Then listen again and repeat.
1. straight 5. willing2 . trend 6 . crew3. catch 7. emerge4. go 8 . infatuation
3. Read the following phonetic symbols and write the words in your notebook. Then listen and check your answers.
1. / aut'reid33s/2. / d r a w/
3. / ’esres/
4. /'welOi/5. /'D:tsgraef/
6 . /pAb'hsati/
S E M I-V O W E L S A N D S E M I-C O N S O N A N T S / w / / j /
1. Listen and repeat the pairs of words below.Is the letter in colour pronounced the same way in each word pair?
1 . w o rk -c re w 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 family's attitude
to recycling?3. Can hybrid cars cut down the amount of petrol we use?
T IP The letter W is usually not pronounced /w/ when it appears in the middle of the word. The letter ’y' is usually not pronounced I ] ! when it appears at the end of a word.
W O R D STR ESS
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 5. poWu»tion2 . night*mare 6 . liWer3. a»void 7. in»ha*bit4. 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..................................D IP H T H O N G S (1)
1. Listen to the words below, paying attention to the vowel sounds in colour. Then listen again and repeat.
1 . / e i / available; updated
2 . / a u / close-up; download
3. / a i / tidy; device
4. / di/ overjoyed; boil
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2. Choose the word that does not contain the sound shown by the phonetic symbol. Listen and check your answers.
1 . / e i / play wait ape neighbour said
2 . / s u / choke snow toad to toe
3. / a i / shy lie air kite sigh
4. / di/ boy ruin voice toil oyster
Unit 4.....................................D IP H T H O N G S (2)
1. Listen to the words below, paying attention to the vowel sounds in colour. Then listen again and repeat.
1 . /au/ south; down2 . /ia/ weird; deer3. /ea/ stare; chair4. /oa/ 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.
P H R A S A L V E R B S - STR ESS
3. Listen and repeat.1. se to ff 3. start out2. start over 4. bring back
i l ^ H U U a When we pronounce phrasal verbs, we usually stress the second word (the particle).
SENTENCE STRESS
3. Listen and repeat. Which words are stressed in each sentence?
1. That's exactly what I think!2. You can't be serious!3. How can you say that?4. That's not the way I see it.5. I know what you mean.
I ^ E E I We usually stress the words with the most important information in the sentence. ■i.mii.iriniiawiiBBta— —
Unit 6.........................................DIFFICULT CONSONANT SOUNDS
1. Listen and choose the correct phonetic symbol that you hear at the beginning of each word.
1. J / t J 4. Ö / Ö2. v / b 5. d3 /3. r / w 6. j / h
TRIPHTHONGS
2. Listen to the words below, paying attention to the vowel sounds in colour. Then listen again and repeat.
1 . /a w / bonfire2 . /a o a / tower3. /e ia / player
3. Listen and choose the word you hear.1 . flour / flier2 . layer/lower3. power / pyre
Unit 5THE LETTER ‘o’
1. Listen and repeat.
/ o / / a/ / a o / / u : / / Vnod something
... ropen lose | opinion j
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
GLOSSARYA ...............................................a breath of fresh air /a breG av freí 'ea/ un soplo de
aire fresco
a drop in the ocean /a drop in 3a 'aofn/ una gota en el océano
access (n) / ’aekses/ acceso
access (v) /'aekses/ acceder
accomplish /a'k.\mplij/ lograr, llevar a cabo
accurate /'aekjarat/ exacto/a, preciso/a
accuse of / a ’kjurz av/ acusar de
affairs /a 'feaz/ asuntos
affluent /'aefloant/ adinerado/a, rico/a
afford / a ’fa:d/ permitirse(be) all the rage / (bi:) a:l ña ’reid3 / ser el último grito,
causar furor
amazement /a 'm e izm an t/ asombro, sorpresa
amount /a'm aunt/ cantidad
appearance / a ’piarans/ aparición; aspecto
apply for /a 'plai fa / solicitar, pedir
apply to /a 'p lai ta/ echar una solicitud, solicitar
approach /a'prautj/ hablar con, dirigirse a; acercarse a
arrive at /a 'raiv at/ llegar a
arrive in /a'rarv in/ llegar a
autograph /'a:tagraef/ autógrafo
available /a'veilabl/ disponible
avoid / a ’vaid/ evitar, eludir
awful / ’a:fl/ horrible, terrible
B .........................................................balance / ’baelans/ mantener el equilibrio
ban /basn/ prohibir
bargain /'b a:gan / ganga
belly / ’beli/ barriga
belongings /bi'lm jigz/ pertenencias
benefit /'benifit/ beneficio, ventaja
bitter / 'b ita/ amargo/a
bleak /bli:k/ crudo/a, deprimente
blur /bb :/ desdibujar, hacer borroso/a
bodyguard /'bodiga:d/ guardaespaldas
bond /b e n d / lazo, vínculo
bonfire /'bm ifaia/ hoguera
bottle /ta 'bod/ embotellar
brand /bracnd/ marcabreak down /breik 'daun/ estropearse, averiarse;
echarse a llorar; descomponerse break up /breik ’Ap/ separarse, romper
bright /brait/ vivo/abring along /brig a 'log/ traerse, traer consigo; llevarse,
llevar consigo bring back /brig 'baek/ traer a la memoria, recordar
bring up /b r ig '.\p/ criar(se); plantear, sacar a colación
brother-in-law /'brASainb:/ cuñado
burglar / 'b s g la / ladrón/ona bury / ’b e ri/ enterrar (~ oneself in: enfrascarse en,
ensimismarse con)
c .........................................................carbon dioxide /ka:bacn dai’nksaid/ dióxido de
carbonocarbon footprint /karbaon 'fotprint/ huella de
carbonocarry /'kaeri/ tener (en stock); vender
A; catch a bus /ksetj a rbAs/ coger un autobús catch a cold /kastj a 'kauld / coger un resfriado,
resfriarse^ catch fire /kzetj 'fa ia/ prenderse fuego, incendiarse
catch one's breath /kaetj wAnz ’bre0/ recobrar el ^ alientojj. catch sight of /kaetj ’sait av/ avistar, divisar, ver ^catch someone's eye /kaetj SAmwAnz ’ai/ llamar la
atención de alguien charge a laptop /tja:d3 a 'laeptnp/ cargar un
ordenador portátil
charge a mobile phone / Ja:d3 a maubail ’faun/ cargar un teléfono móvil
chase /tjeis/ perseguir
cheer /tjia / aclamar, vitorear
close-up /'klausAp/ (en) primer plano
come round /k.\m 'raund/ pasar, acercarse
come to /'kAtn ta/ ascender a, sumar
common sense /kDman 'sens/ sentido común complain about /kam 'plem abaot/ quejarse de,
reclamar por complain of /kam 'plein av/ quejarse de
consist of /kan ’sist av/ constar de, consistir en
construct /kan'strAkt/ construir
construction /kan'strAkJn/ construcción
constructive /kan'strAkuv/ constructivo/a
consumerism /kan 'sju :m arizam / consumismo
contractor /kan'traekta/ contratista
controversial /kontra'vayl/ controvertido/a, polémico/a
cousin / ’kAzn/ primo/a
crash /kras// bloquearse, colgarse (un ordenador)
crawl /kr:):l/ gatear; avanzar lentamente
creak /kri:k/ crujir
crew / kru:/ equipo, cuadrilla
crop /krnp/ cultivo, cosecha
crowd /kraod/ muchedumbre, multitud
currently /'kArandi/ actualmente, en la actualidad
cut down /kAt ’daun/ reducir, recortar
D.............deafening / 'd e fm g / ensordecedor/a
debris / 'debri:/ restos
debt / d e t / deuda
# Glossary
delete /d i 'l i : t / borrar, eliminar
delightful / d i ’la it f l/ encantador/a deny /d i 'n a i/ negar
depend on / d i ’pend o n / depender de; contar con destroy / r l i ’stroi/ destruir device /di'vais/ dispositivo, aparato
devote /d i'va o t/ dedicar(se) die o f / 'd a i av/ morir de
dim /d im / atenuarse, apagarse discount /'d iskaun t/ descuento, rebaja
disgraceful /d is ’gre isfl/ vergonzoso/a
disgusting /d is'gAstig/ desagradable do business with /d u : 'biznaswiQ/ hacer negocios/
negociar condo more harm than good /du: hid: 'ha:m 8an gucl/ ser peor el remedio que la enfermedad
do one's best /du: wAnz 'best/ hacer todo lo posible do one’s duty /dm w.\nz 'd ju :ti/ cumplir con el deber do someone a favour /du: s¡\mwAn a 'feiva/ hacer un
favor a alguien do the shopping /du: 5a ’Jupig/ hacer la compra down to earth /daon ta ’3:0/ práctico/a, realista, con
los pies en la tierra download a film /daon’laud a film / descargar(se) una
películadownload a song /daun 'laud a sd ij/ descargar(se) una
cancióndrive ,/draiv/ empuje, dinamismo
E.... ...........................................emit / i 'm i t / emitir, despedir
endless / ’endlas/ infinito/aengaged /in 'geid^d/ prometido/aenter your age /'enta ja: erd.3/ introducir tu edadenter your password /enta ja: 'paiswid/ introducir tu
contraseña ........ ............... . ........... ....... ............. .entertainment /en ta 'te inm ant/ entretenimiento,
espectáculo................................................... ...............,environmentalist /invairon 'm enta list/ ecologista environmentally friendly /m vairanmentali 'fre nd li/
ecológico/a, respetuoso/a con el medio ambiente envision / in 'v i jn / prever, imaginarse
eventually /i've m ju a li/ finalmente, al final
exchange / ik s ’tíe in d j/ (inter)cambiar
excited /ik 's a itid / entusiasmado/a exhibit / ig 'z ib it / exposición expose /ik 'spauz/ exponer, poner al descubierto
F .........................................................faint /fe in t/ débil, apenas perceptible
fake /fe ik/ fingir
fashionable /Taejnabl/ a la moda, elegantefence /fens/ valla, cerca
fiancée / f i ’onsei/ prometida
fight back / fa it 'bask/- defenderse, contraatacar
file / fa il/ archivo
firm /fx m / compañía, firma
flavour /'fleiva/ sabor
flee /fli:/ huir, fugarse
fleet /fli:t/ flota
flush / AaJ/ tirar de la cadena
folder /'faulda/ carpeta
fool / l id / engañar
forester / ’forista/ guardabosquesforward an attachment/farwad asn a ’taetjmant/
(re)enviar un documento adjunto ............ ..........forward an emaíl/fa:wad aen ’i:meil/ (re)enviar un
correo electrónico.................free o f charge ,/fri: av 'tía :d j/ gratis, gratuito/a
free trial /fri: 'traial/ muestra gratuita
frustrate /frA’streit/ frustrar(se)
frustrated /frA'strcitid/ frustrado/a
frustrating /frA'streitip/ frustrante
frustration /frA'streiJn/ frustración
fuel /T ju :al/ combustible
full-length film /fulleyO 'film / largometraje
G...............................................gadget / ’gaedyt/ artilugio, chisme, aparato
gear /gra/ equipo; ropa
get along /get a'lnt)/ llevarse bien
get rid o f /get ’rid ov/ librarse / deshacerse de
get to / 'g et tu:/ tener la oportunidad de
give out /grv 'aut/ agotarse, acabarse; repartir, distribuir
^ go abroad /gao a'bra:d/ irse al extranjero
X go bald /gao ’ba:ld/ quedarse calvo/a
/ g o blind /gau 'Waind/ quedarse ciego/a
go in one ear and out the other /gau in wah la and aut ña AÓa entrar por un oído y salir por el otro
/ go mad /gau 'msed/ volverse loco/a
X go missing /gau 'imsig/ desaparecer, extraviarse
go out of business ./gao aut ov ’biznas/ quebrar
X go strong /gao 'strni)/ ir viento en popa, marchar bien ¿ go wild /gau V aild / enloquecer, ponerse como loco/a;
desmadrarse goal /gaol/ meta, objetivo
google / ’gu:gl/ buscar en Google
grateful /'greitfl/ agradecido/a
great-grandfather /greit'graenfa:5a/ bisabuelo greenhouse effect /'gri:nhaus ifekt/ efecto
invernadero....... ........................ .....................................greenhouse gas /gri:nhaus 'gaes/ gas invernadero
grow apart /grau a'pa:t/ distanciarse
grow out o f /grau 'aut dv/ quedarse pequeño/a
H.............................................halfway /hcufwei/ a medio camino
harmful /'hu:m íl/ pernicioso/a, dañino/a
harmless /'ha:m las/ inofensivo/a
• Glossary
hassle /'haesl/ fastidio, molestia
hear about /'h ia abaot/ enterarse de
hear from /'hra fram / saber / tener noticias de
hear o f / 'h ia ov/ oír hablar / saber de
heiress/'eares/ heredera
I...............................................idol / 'a id l/ ídolo
impressive /nn'presiv/ impresionante (be) in the spotlight / (bi:) in 3a 'spotlait/ estar en el
punto de mira, ser el centro de atención infatuation /infaetju 'eijn/ encaprichamiento
ingest / i n v e s t / ingerir
inhabit /in 'haeb it/ habitar, vivir en
inherit / in ’herit/ heredar
insist on /in'sist o n / insistir en
instant / 'in s ta n t/ instantáneo/a, ¡nmediato/a
interest (n) /'intrast/ interés
interest (v) / ’m trast/ interesar(se)
interested /'m trastid/ interesado/a
interesting /'in trastiij/ interesante
J...............................................jealous / ’duelas/ celoso/a
jellyfish /'d^elifij/ medusa
K..............................................keep in touch /ki:p in ’t.\tj/ mantener el contacto
L..............................................lack (n) /laek/ escasez, falta
lack (v) /laek/ carecer
landfill /'lacndí'il/ vertederolaunch /kxntj/ lanzar
lavish /'laevij/ lujoso/a, fastuoso/a
lean on /'li:n on/ apoyarse en
lean out / ’li:n aut/ asomarse
licence plate /'laisns pleit/ placa, matrícula
litter / 'lita/ basura
live up to /liv ';vp ta/ estar a la altura de; vivir de acuerdo con, cumplir
log onto / lo g 'onta/ entrar, abrir la sesión
logging / 'lo g ig / explotación forestal
look up to /lok ’aj> tu:/ admirar / respetar a
lose /lu:z/ perder
loss / I d s / pérdida
lost /lnst/ perdido/a
luxurious /lA g'yjarías/ lujoso/a
make a mistake /m eik a mi’steik/ equivocarse
make a mountain out o f a molehill /m eik a 'mauntan aut dv a maulhil/ hacer una montaña de un grano de arena
make a statement /m eik a 'steitmant/ prestar / hacer una declaración
make an effort /m eik an ’efat/ hacer un esfuerzo
make an excuse /m eik an ík'skjtus/ dar / poner una excusa, buscar un pretexto
make friends /m eik 'frendz/ hacer amigos/as
make (one's) w ay /m eik wAnz ’wei/ abrirse camino
make waves /m eik 'vveivz/ agitar las aguas, crear problemas
manage /'maenid^/ dirigir, gestionar
m anageable /'maenidgafcJ/ controlable, manejable
management / ’masnK^mant/ dirección, gestión
m anager / ’raicm dja/ director/a, gerente
marriage /'m aeru^/ matrimonio
married /'maerid/ casado/a
marry /'maeri/ casar(se)
marvellous / ’m ácalas/ maravilloso/a mass media /maes 'mi:dia/ medios de comunicación de
masasmeasurement /'me^amant/ medida
merchandise /'mxtjandais/ mercancía(s)
miserable / ’mizrabl/ triste, infeliz
monk seal /'mAgk si:l/ foca monje
mood /mu:d,/ humor (be in the ~ for: tener ganas de) mouth-watering /'m aoéw atrig/ delicioso/a, que hace
la boca agua
N ...................................nag /naeg/ fastidiar / dar la lata a
nasty / ’na:sti,/ desagradable
nay /n e i/ no
nephew / ’nefju:/ sobrino
niece /ni:s/ sobrina
nightmare /'naitmea/ pesadilla
nod / nací/ asentir con la cabeza
nothing to do with /nA0nj ta 'du: wi5/ nada que ver con (be) notorious (for) /(bi:) nau'torias (fa)/ ser conocido/a
(por), tener fama (de)
0 .........................................................odour / ’aoda/ olor
offensive /a'ícnsiv/ ofensivo/a
on sale /nn 'seil/ rebajado/a, con descuento
online /»n 'la in / en línea
only child /'aunli tjaild/ hijo/a único/aout of bounds /aut ov 'baundz/ zona prohibida
outfit /'aotfit/ equipar
outlet /'autlet/ outlet
outrageous /act'rcid^as/ escandaloso/a
overhear /aova'hia/ oír (por casualidad)
M.....................................make a deal /m eik a ’di:l/ hacer un trato
make a living /m eik a ’livii)/ ganarse la vida
• Glossary
overjoyed /aw a 'd -p id / contentísimo/a, lleno/a de alegría
overpriced /aova'praist/ excesivamente caro/a
overwhelmed /acva'w elm d/ abrumado/a
P................................................pale / p a l/ claro/a, pálido/a
passer-by /pa:sa'bai/ transeúnte
password / 'p a sw a d / contraseña
pastime /'pci:staim/ pasatiempo
pattern /'pæ tn/ dibujo, diseño
pay a debt /per a 'det/ pagar una deuda
pay a fortune /peí a 'fetju:n/ pagar una fortuna
pay attention /peí a 'tenjn/ prestar atención pay someone a compliment /peí sAmw.ui a
'komplimant/ hacer un cumplido a alguien
pay someone a visit /pci SAtnwAn a 'vizit/ ir a ver / hacer una visita a alguien
pay the bills /peí 5a 'bilz/ pagar las facturas / los recibos pay the price /peí So 'prais/ cargar con / pagar las
consecuencias performance /pa'fom ans/ actuación, interpretación
performer /pa'ftxma/ actor, actriz; intérprete
pick out /p ik 'aut/ elegir, escoger pick up /p ik 'Ap/ aprender, adquirir; recoger; mejorar,
reponerse pickles / ’piklz/ encurtidos
pleasant /'pleznt/ agradable
pole /paúl/ poste, mástil; pértiga
politician /p n la ’tijn/ político/a
pollution /¡Sa'lu jn/ contaminación, polución
popularity /pjopjo'lærati/ popularidad
portable /'pa:tabl/ portátilpost a message /paust a 'mesid3 / publicar / postear un
mensajepost information /paust inf'a'meijn/ publicar / postear
información
prefer /p ri'fn :/ preferir
preferable /'prefrabl/ preferible
preference / 'p re fra n s / preferencia
pregnant / 'p re g n a n t/ embarazada
pressing / 'p re s ig / urgente
pressure / 'p re ja/ presión
prevent /p r iv e n t/ prevenir; evitar, impedir price-conscious /'p raiskon jas/ consciente de /
preocupado/a por los precios price tag / 'p ra is tæg/ etiqueta (del precio)
publicity /pAb'lisati, publicidad
pump / pAirip/ bombear
purchase (n) /'p3:tjas/ compra, adquisición
purchase (v) / 'p i t i a s / comprar, adquirir
pursue /pa'sju :/ perseguir
push around /pu j a’raund / intimidar
pyre / 'p a ia / hoguera, pira
0 ........................................................quarrel /'kwDral/ reñir, pelearse
R ........................................................raise / r e iz / criar
raw material /ra: m a'tiarial/ materia prima
ready-made / 'red im e id / precocinado/a, preparado/a
realm /reln i/ reino, dominio, esfera
receipt /r i's it/ recibo
referee /refa'ri:/ árbitro/a
refund /'ri:f.m d / reembolso, devolución
relative ,/'relain;/ pariente, familiar
rely on /n 'la i a n / confiar en; depender de, contar con
remain /r i 'm e in / seguir siendo; quedarse, permanecer
remind about /n 'm a in d abaot/ recordar
remind of /ri 'm a in d av/ recordar
remove / r i ’ma-v/ quitar, borrar, eliminar renewable energy /rmju:abl 'enad ji/ energía(s)
renovable(s) restart /'ri:sta:t/ reiniciar
retort / r í t x t / replicar
rhythm / 'r iS a m / ritmo
road safety / 'rau d seifti/ seguridad vial
role model / 'ra u l mDdl/ modelo de conducta
rough / r \ í / áspero/a, basto/a
s..........................savoury /'servari/ sabroso/a; salado/a
scent / s e n t / fragancia, aroma
search for / ’sxtj fa / buscar
see eye to eye /si: ai ta 'a i / estar de acuerdo
self-centred /s e lf sen tad / egocéntrico/a self-confidence /se lfk o n fid an s/ confianza en sí
mismo/aself-esteem / sellYsti:m/ autoestima
sensation /sen 'se ijn / sensación
sense /s e n s / sentir
sensible /'sensabl/ sensato/a, prudente
sensitive /'sensativ/ sensible
set back /s e t 'baek/ retrasar
set o ff /s e t 'o t'/ provocar, desencadenar
set up /s e t 'Ap/ crear; fundar
settle for /'se tl f a / conformarse con shop around /Jop a 'raond / ir de tienda en tienda
comparando precios shopkeeper /'Jopkhpa/ tendero/a, comerciante
short cut / ja:t k ,\t/ atajo
shove /Jav/ empujón
shred / / r e d / pizca
shuffle / 'JaíI/ arrastrar los pies (al andar)
sibling / 'siU itj/ hermano/a
single / 'sn jl/ soltero/a
f Glossary
smooth /sm u:5/ suave, terso/a
snap /snaep/ sacar (fotos)snap up /snaep 'Ap/ no dejar escapar {(be) snapped up:
quedar agotadas, agotarse (las existencias)) social networking site /saujl 'netwxkig sait/ página /
sitio web de redes sociales splurge (on) /spb:d3 (on)/ derrochar
spoilt /sp a ilt/ mimado/a, consentido/a
spouse /sp ao s/ cónyuge
start out /s ta :t 'au t/ empezar
start over /s tart 'aova/ volver a empezar
start up /s ta :t 'Ap/ montar (un negocio)
statement / 's te itm an t/ declaración
stay at /'s te i at/ quedarse en
stench /s te n tj/ hedor, fetidez
stink /s tiijk / apestar, heder
stir /s tx¿ estimular, despertar
stock up on /s tok Ap o n / abastecer(se) de, comprar
store /s to :/ guardar, almacenar
stormy /'sta:mi,/ tormentoso/a
straight /s tre it / directamente
stroke /straok/ acariciar
stroll /s tra u l/ paseo
struggle /'strAgl/ lucha
stuff /stA f/ cosas, bártulos
subtle /'sAtl/ sutil, suave
supply /sa 'p la i/ suministrar, proporcionar
surrounded /sa'raondid/ rodeado/a
sweatshop / 'sw etjo p / fábrica / taller donde se explota a los trabajadores
(have a) sweet tooth /(h av o) swirt 'tu:0 / ser goloso/a
T...............................................tabloids / ’taebb:dz/ prensa amarilla, periódicos
sensacionalistas take a break /teik a 'breik/ tomarse un respiro /
descansoX take a photo /teik a 'factau/ sacar una fotografía
take advantage of /teik ad'va:ntid3 av/ aprovechar;aprovecharse de
take after /teik 'u :iW parecerse / salir a
take charge /teik 't}a:d3 / encargarse, hacerse cargo
^ ta k e for granted /teik fa ’gra:ntid/ dar por sentado/a, asumir
take on /te ik 'o n / enfrentarse a ^ take one's time /te ik w,\nz 'taim / tomarse tiempo,
hacer las cosas con calma •¿-take pride in /te ik 'praid in / enorgullecerse de ^ta ke someone by surprise /te ik sAmwAn bai sa'praiz/
coger a alguien por sorpresa, sorprender a alguien
talent scout / ’taelant skact/ cazatalentos
tangle up /'taengl Ap/ enredar, enmarañar
tantalising / ’taentalaizig/ tentador/a
tap /taep / grifo
(give somebody a) taste of his / her own medicine/ (giv sAmbadi a) teist dv hiz / ha aun 'medisn/ 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 / reírse de, tomar el pelo
the sky's the lim it / 8 a skaiz 3a 'limit/ no hay límite
the tip of the iceberg /3 a tip av 3a a isbsg/ la punta del iceberg
think about / '0ujk abaut/ pensar en
think of /'Oigk av/ pensar de / sobre
tidy up /taidi Ap/ ordenar, recoger
tie /ta i/ vínculo, lazo
tough /tAf/ difícil, duro/a
trash / trae}/ basura
trend /tren d/ moda, tendencia
trigger /'triga/ desencadenar; provocar; evocar
turn into /t3;n 'inta/ convertir(se) en
turn out /t3:n 'aut/ resultar, salir
turpentine / ’tepantain/ aguarrás
tutorial /tju;'tD:rial/ tutorial
u................................(be) unaware / (bi:) Ana’wea/ ignorar
updated /Ap'deitid / actualizado/a
uproar /'Apra:/ alboroto, jaleo
urge (n) / 3XI3 / impulso, deseo
urge (v) /y .á$ / instar, animar
use up /ju :z A p/ agotar, gastar
user-friendly /ju:za'frendli/ fácil de utilizar / usar
V ...........................................vacuum up /'vaekjuain Ap/ aspirar
vanish into thin air /VaeniJ mta 0in ea/ desaparecer, esfumarse
voyage /'vand^/ viaje por mar
w..........war-torn /'wa:ta:n/ destrozado/a por la guerra
wealthy / ’welGi/ rico/a, adinerado/a
weird /w iad / raro/a, extraño/awhack /waek/ golpe fuerte
w hiff /w if / olorcillo, tufillo
whisper / 'w sp a / hablar en voz baja, susurrar
widow /'w idao/ viudawilling / ’wxlig/ dispuesto/a
wipe out /waip 'aut/ exterminar
worship / 'w x jip / idolatrar, adorar
Yyelp / je lp / gritar, chillar
•í Glossary
Functional LanguageUnit JTALKING ABOUT A PICTURE
This picture shows ... /Sis 'piktja Jaoz/ Esta fotografía muestra.... En esta fotografía se ve...
They seem to be ... ,/ñei 'si:m ta bi:/ Parecen ser / estar... It could be t h a t ... / i t kad 'bi: ñaet/ Podría ser que...I imagine ... /a i i'masdjin/ Imagino..., Supongo...
I'd say t h a t ... /a id 'sei ñaet/ Yo diría que...
it looks like ... it 'loks la ik / parece que...They'll probably ... /Soil 'prababli/ Probablemente / Es
probable que ellos/as...You can tell t h a t ... / ju: kaen 'tel ñaet/ Se nota / ve
que...perhaps /pa'haeps/ quizá(s), tal vez I suppose ... /a i sa’pauz/ Supongo que...This is a picture of ... /ñ is iz a piktja av/ Esta es una
fotografía de...You can see ... / ju : kaen ’si: / Puedes ver...In the background, there is / there are .../ in ña 'baekgracnd Sea iz / Sea cvJ En el fondo, hay...
PERSONAL INTERVIEWSHow long have you ...? /hao 'log haev ju :/ ¿Cuánto
tiempo has...?
How often do you ...? /hao 'ofn du: ju :/ ¿Con qué frecuencia...?
What do you ...? /'w ot do ju: / ¿Qué...?, ¿En qué...?
Do you e v e r ...? /du: ju: 'eva/ ¿Alguna vez...?
In your opinion, ... /'in ja: a'pinian/ En tu opinión, ...
Have you e v e r ...? /haev ju: 'eva/ ¿Alguna vez has...?
What types of ...? /wot 'taips av/ ¿Qué tipos de...?
How do you usually ...? /hau du: ju: ’ju:zu:ali/ ¿Normalmente cómo...?
Do you think ...? /du: ju: ’6igk/ ¿Crees que...?What / Who is your favourite ... ? /w ot/hu: 1/ ja:
'feivarit/ ¿Cuál / Quién es tu ... favorito/a?Where is your favourite ...? /wea iz ja: 'feivarit/
¿Dónde está tu ... favorito/a?
What would you like to ... ? /wot wed ju: 'laik ta/ ¿Qué te gustaría...?
What are your plans f o r ... ? /w ot a: ja: 'plaenz fa/ ¿Qué planes tienes para...?
Unit 3.............................................
Unit 2..............................................REACHING A DECISIONNot really, /n o t Yiali En realidad no.I hadn't thought of that, /a i hacdnt '(b:t av ñaet/ No
había pensado en eso.you've got a point /ju :v got a 'paint/ en eso / ahí
tienes razónYou're right. / joa 'ra il/ Tienes razón.Oh, come on! /ac L\m 'o n / ¡Venga ya!That's true, b u t ... /Saets ’tru: bat/ Eso es cierto /
verdad, pero...I see what you mean, /a i si: wot ju : 'm i:n/ Veo /
Entiendo lo que quieres decir.All right then, let's ... a:l "ran Sen lets/ De acuerdo
entonces, vamos a...OK. So w e've decided ... /aukei sao wi:v di'saidid/
Vale. Así que / Entonces hemos decidido...
Unit 4COMPARING PICTURESThe tw o pictures are similar because ... ./ña tu:
piktjaz a: 'símala biküz/ Las dos fotografías son parecidas porque...
Another thing they've got in common i s ... / a ’nAña Gig Seav got m koman iz / Otra cosa que tienen en común es...
However, in some ways they are very different./haueva in 'saiti weiz ñei a: veri d ifrant/ Sin embargo, en cierto sentido son muy diferentes.
I would imagine that the people in picture A /a i wod i'maed3in Sact Sa pi:pl in piktja e i/ Imaginaría / Diría que la gente de la fotografía A...
Another difference is ... /a'nASa difrans iz / Otra diferencia es...
Personally, I'd ra th e r ... / ’pxsanali aid ra:ña/ Personalmente, preferiría...
while in picture B, it's quite likely t h a t ... /wail in piktja bi: its kwait laikli ñaet,/ mientras (que) en la fotografía 8 es bastante probable que ...
whereas in picture B ... /wearasz m piktja bi:/ mientras (que) en la fotografía B...
For example /fa ig'za:mpl/ Por ejemplo
while /w a il/ mientras (que)they both show ... /Sei 'bauG jau/ ambos/as
muestran...
128
• Glossary
EXPRESSING AN OPINIONIn my opinion, ... /in mai a'pinjan/ En mi opinión, ...
I think that ... /a i '0njk Saet/ Pienso / Creo que...
If you ask m e ,... / i f ju: 'a:sk mi:/ Para mi (que) / En miopinión, ...
I believe t h a t ... /a i bi’llv Saet/ Creo que...
I agree t h a t ... /a i a'gri: S x t/ Estoy de acuerdo en que...
That's exactly what I think. /Saets igzasktli wot ai Oigk/ Eso es exactamente lo que pienso.
I know w hat you mean, /a i nau wot ju : ’mi:n/ Sé lo que quieres decir.
You've got a point. / ju:v got a 'paint/ En eso / Ahí tienes razón.
I disagree, /a i disa’gri:/ No estoy de acuerdo.
That's not the point. /8sets not 8s paint/ No se trata de eso.
That's not the way I see it. /Saets not 8a wei ai ’si: it/ Yo no lo veo / entiendo así.
You can't be serious! / ju: 'kcr.nt bi: siarias/ ¡No puedes hablar en serio!
How can you say that? /hao kaen ju: ’sei Saet/ ¿Cómo puedes decir eso?
As far as I'm concerned,... /aez fa: aez ’aim kan san d / Por lo que a mí respecta, ...
Don't you think t h a t ...? /daunt ju : ’Oigk Saet/ ¿No crees que...?
What I mean i s ... /w ot ai 'mi:n re/ Lo que quiero decir es...
You've got to admit that ... /ju :v got ta ad’mit ñaet/ Tienes que admitir que...
I'd say t h a t ... /aid 'sei Saet/ Yo diría que...
I realise that, b u t ... /a i 'rfcalaiz 5aet b a t/ Me doy cuenta de eso, pero...
It seems to me t h a t ... / it si:mz ta 'mi: Saet/ Me parece / Creo que...
You're right, /ju a ’rait/ Tienes razón.
That's a good idea. /Saets a gud ai'dia/ Esa es una buena idea.
I'm not sure about that, /aim not ’jua abaut Saet/ No estoy seguro/a de eso.
Unit 5 Unit 6ROLE PLAY (SHOPPING)You w on't be sorry! /jit: waunt bi: snri/ ¡No te
arrepentirás!
I'm afraid w e've run out of those, /a im afreid wi:v i an 'aot av Sauz/ Me temo que (esos/as) se nos han agotado.
Do they suit me? /du: Sei 'su:t mi:/ ¿Me quedan bien?I'll have to check with the manager, /ail hav ta
tjek wiS Sa ’maemd^a/ Tendré que consultar con el encargado.
Cash or credit card? / ’kaeí a: kredit ka:d/ ¿En efectivoo con tarjeta?
They're top quality. /Sea ’top kwolati/ Son de la mejor calidad.
Haven't you got anything cheaper? /haevnt ju: got eniGig 'tji:pa/ ¿No tienes nada más barato?
Are these on sale? /a : 3i:z Dn 'seil/ ¿Estos/as están rebajados/as?
Do you take credit cards? /du: ju: teik 'kredit ka:dz/ ¿Aceptáis tarjeta(s) de crédito?
How can I help you? /hao kaen ai 'help ju :/ ¿Cómo / En qué puedo ayudarte?
OK, I'll take it. /aukei ail 'teik it/ De acuerdo, me lo llevo / quedo.
Is there a discount? /iz Sea a ’diskaunt/ ¿Hay descuento?
Your receipt's in the bag. /ja : ri'si:ts in Sa baeg/ Tu recibo está en la bolsa.
Can you order one? /kaen ju: 'a:da w.\n/ ¿Puedes pedirme / encargarme uno/a?
PHRASAL VERBSEn esta lista encontrarás los más comunes traducidos según el contexto en que aparecen en este libro. Los phrasal verbs se llaman también m ultiw ord verbs porque van seguidos de una preposición, un adverbio o ambas cosas.
break down: estropearse, averiarse; echarse a llorar; descomponerse
break up: separarse, romper
bring along: traerse, traer consigo; llevarse, llevar consigo
bring back: traer a la memoria, recordarbring up: criar(se); plantear, sacar a colacióncall back: volver a llamarcarry on: continuarclean up: limpiar, arreglarcome back: regresar, volvercome in: entrarcome on: empezar (-/: ¡vamos!, ¡venga!)come round: pasar, acercarsecome to: ascender a, sumarcut down: reducir, recortardeal with: ocuparse / encargarse deend up: terminar, acabarfeel like: apetecer, tener ganas defight back: defenderse, contraatacarfigure out: comprender, explicarsefill in: rellenar (impreso o documento)find out: descubrir, averiguarfit in: encajar, adaptarse; congeniarget ahead: progresar, tener éxitoget along: llevarse bienget back: volver, regresarget by: arreglárselasget off: bajar(se) / apearse deget on: llevarse bien; subir(se), montar(se)get over: reponerse, superarget rid of: librarse / deshacerse deget to: tener la oportunidad deget together: reunir(se), juntar(se)get up: levantarse; subirgive away: revelar; delatargive back: devolvergive out: agotarse, acabarse; repartir, distribuirgive up: dejar, renunciar ago away: irse, marcharsego back: volver, regresargo on: durar; continuargo out: salirgrow apart: distanciarse grow into: transformarse / convertirse en grow out of: quedarse pequeño/a grow up: criarse, crecerhang around: juntarse / andar con; pasar el ratohang on: esperarhang out: pasar el ratohang up: colgar (el teléfono, un adorno)hold on: esperarlet down: decepcionar, fallar, defraudar live up to: estar a la altura de; vivir de acuerdo con,
cumplirlook after: cuidar a / de look around: mirar alrededor look for: buscar
look 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 / respetar a make up: componermiss out on: desaprovechar, desperdiciar, dejar pasar,
perdermove away: irse, marcharse, mudarsemove into: trasladarse / mudarse a (un lugar específico)pass by: pasarpay back: pagar (deuda), devolver (dinero);
vengarse, hacer pagar caropay for: pagar; pagar por, ser castigado/apay off: saldar, liquidar; valer / merecer la penapick out: elegir, escogerpick up: aprender, adquirir; recoger; mejorar, reponerseplay back: volver a reproducirpush around: intimidarput off: aplazar, posponerput on: representar; ponerse (ropa)put up with: aguantar, soportarrun away: escaparse, huirrun out (of): quedarse sinset back: retrasarset off: provocar, desencadenarset up: crear; fundarshop around: ir de tienda en tienda comparando preciossnap up: no dejar escaparstand for: significarstand out: destacar, sobresalirstand up: ponerse de pie, levantarsestart out: empezarstart over: volver a empezarstart up: montar (un negocio)stay away: alejarse; no acercarsestock up on: abastecer(se) de, comprartake after: parecerse / salir atake back: retractarse, retirar (lo dicho)take on: enfrentarse atake out: sacartake out on: desquitarse contake over: adquirir, hacerse cargo detake to: encariñarse con, coger cariño atake up: empezar (actividad o hobby)tangle up: enredar, enmarañartear apart: hacer pedazos / trizasthrow out: tirar (a la basura)tidy up: ordenar, recogertry on: probarse (ropa)turn around: dar(se) la vueltaturn down: bajar (el volumen); rechazarturn into: convertir(se) enturn off: apagar, desenchufar (un aparato)turn on: encender (un aparato)turn out: resultar, saliruse up: agotar, gastarwipe out: exterminar
PREPOSITIONSVERBS + PREPOSITIONSaccuse of: acusar deagree on: acordar, estar / ponerse de acuerdo (sobre) apply for: solicitar, pedir apply to: echar una solicitud, solicitar argue about: discutir sobre / por argue with: discutir con arrive at: llegar a arrive in: llegar a begin with: empezar con / por belong to: pertenecer a care about: preocuparse / interesarse por climb up: subir / trepar (por) complain about: quejarse de, reclamar por complain of: quejarse de consist of: constar de, consistir en depend on: depender de; contar con die of: morir de em erge from: salir deenquire about: preguntar por, informarse de fight for: luchar porgossip about: cotillear/chismorrear sobre hear about: enterarse de hear from: saber / tener noticias de hear of: oír hablar i saber de insist on: insistir enintroduce 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/tomar
parte en point at: señalar point to: señalarprevent from: prevenir; evitar, impedir protest against: protestar contra / sobre / acerca de protrude from: (sobre)salir de refer to: referirse / 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 talk about: hablar de / sobre talk to / with: hablar con think about: opinar (sobre), parecer; pensar en think of: pensar de / sobre w ait for: esperar a walk away: irse, marcharse write about: escribir sobre
NOUNS + PREPOSITIONSban on: prohibición de/sobre desire for: deseo / anhelo de effect on: efecto en; influencia sobre end of: final deescape from: huida / evasión de form of: forma de group of: grupo de increase in: aumento en / de infatuation with: encaprichamiento con need for: necesidad de part of: parte de plenty of: mucho/a reason for: razón para smell of: olor a solution to: solución a / de
ADJECTIVES + PREPOSITIONS(after to be)
dependent on: dependiente / que depende de different from: diferente / distinto/a de free from: sin, libre de good at: bueno/a en / para interested in: interesado/a en involved in: metido/a / involucrado/a en jealous of: (tener) envidia / celos de overjoyed at: contentísimo/a de, lleno/a de alegría por polite to: educado/a con proud of: orgulloso/a de sensitive to: sensible a similar to: similar / parecido/a a suitable for: apropiado/a / adecuado/a para unhappy with: descontento/a con
IRREGULAR VERBSPAST PARTICIPLE <V3) CASTELLANO
be / b i : / was / were /w o z /w a :/ been /b i:n / ser, estarbeat /b i.t/ beat /b it / beaten / 'b itn / golpearbecome/bi'kAm/ became / b i ’k e m i/ become /b i ’k.\m/ llegar a serbegin /b i'gm / began / b i ’gaen/ begun /bi'gAn/ empezarbend /b e n d / bent / b e n t / bent / b e n t / doblar(se)bet / b e t / bet / b e t / bet / b e t / apostarbite / b a i t / bit / b i t / bitten / 'b i t n / morderbleed /b li:d/ bled /b le d / bled /W e d / sangrarblow /blau/ blew /blu:/ blown /blaon/ soplarbreak /b r e ik / broke /braok/ broken /'braokn/ romperbring / b r i r j / brought / b r a t / brought /bra-.t/ traerbuild /b rld / built / b i l t / built / b i l t / construirburn /b3:n/ burnt / burned / b a n t /b a n d / burnt / burned /b 3 :n t/b 3 :n d / quemarburst /b3:st/ burst /b a s t / burst / b x s t / reventar, estallarbuy /b a i/ bought / b a t / bought / b a t / comprarcatch /k a e tf/ caught / k a t / caught / k a t / coger, atraparchoose / tju :z / chose / tjao z / chosen / 't fa u z n / elegircome /kAm/ came / k e im / come /k,\m / venircost /k n s t / cost /k n s t / cost / k n s t / costarcut /k A t / cut / k . \ t / cut /kA t/ cortardeal / di:l/ dealt / d e l t / dealt / d e l t / comerciar, tratardig /d ig / dug /dAg/ dug /d .\g/ cavardo /du:/ did /d id / done AL\n/ hacerdraw /d ry ./ drew / d r u : / drawn /dr:>:n/ dibujardream /d ri:m / dreamt / dreamed dreamt / dreamed soñar
/d re m t /d r i:m d / /d re m t/d r i:m d /
drink / d r ig k / drank /d rs e g k / drunk /d r A i jk / beberdrive /d r a iv / drove /d ra w / driven / ’drivn/ conducireat / i : t / ate / e i t / eaten / ’itn/ comerfall / fo : l / fell / f e l / fallen / ' f a i n / caer(se)feed /fird/ fed / f e d / fed / f e d / alimentarfeel /fi:l/ felt / f e l t / felt / f e l t / sentir(se)fight / f a i t / fought /fy .t/ fought / f a t / lucharfind / fa in d / found / fa o n d / found / fa o n d / encontrarfly / f l a i / flew /flu:/ flown /flaun/ / volarforget / fa 'g e t / forgot / f a 'got/ forgotten / fa 'g D tn / olvidarforgive / fa 'g iv / forgave / f a ’ge iv / forgiven / fa 'g iv n / perdonarfreeze / f r i : z / froze / f ra o z / frozen /'frauzn/ congelar(se)get / g e t / got / g o t / got /g o t/ conseguir; llegargive /grv/ gave /g e iv / given / 'g iv n / dargo /gao/ went /w e n t / gone / g n n / V rgrow /grao/ grew /g r u : / grown /g ra o n / crecer; cultivarhang /ha eg / hung / hanged /hAg/hsegd/ hung / hanged /hAg/haegd/ colgarhave /haev/ had /h a e d / had /h ie d / tener; haberhear / h ia / heard / h a d / heard / h a d / ofrhide / h a id / hid / h id / hidden / 'h id n / esconder(se)hit /h it / hit /h it / hit / h i t / golpear, pegarhold /hauld/ held / h e ld / held / h e ld / sujetarhurt / 1m / hurt / h a t / hurt / h a t / herir, hacer dañokeep /k i:p / kept /kept/ kept /kep t/ guardar, mantenerknow /nao/ knew /n ju :/ known /naun/ saber, conocerlay /le i/ laid / le id / laid /leid/ poner, extenderlead / l i:d / led /le d / led /le d / guiar, conducirlearn /b :n / learnt / learned /ten t/land / learnt / learned /lan t/b :nd / aprenderleave /li:v / left / le ft/ left / le ft/ vdejar; irse, salirlend /lend / lent / le n t/ lent / le n t/ prestarlet / le t / let /let/ let / le t / permitir, dejarlie / la i/ lay /le i/ lain /lein/ tumbarse, echarse
¡BASE FORM (V1) PAST SIMPLE (V2) PAST PARTICIPLE (V3) CASTELLANO
lie /la i/ (regular verb) lied /laid/ lied /laid/ mentirlight /lait/ lit /lit./ lit /lit/ encenderlose /lu:z/ lost /Inst/ lost /lost/ perdermake /m eik/ made /m cid/ made /m eid/ hacer, fabricarmean /m i:n/ meant /ment/ meant /ment/ significar, querer decirmeet /m ix / met /m et/ met /m et/ conocer a; reunirse conpay /pei/ paid /peid/ paid /peid/ pagarput /pot/ put /put/ put /put/ ponerread /ri:d/ read /red / read /red/ leerride /raid/ rode /rood/ ridden /'ridn/ montarring /rig/ rang /neg/ rung / i-ajj/ llamar (por teléfono)rise /raiz/ rose /rauz/ risen /'rizn/ elevarse, alzarserun /n\n/ ran /raen/ run / r \ n / corrersay /sei/ said /sed/ said /sed/ decirsee /si:/ saw /sat/ seen /si:n/ versell /sel/ sold /sauld/ sold /saold/ vendersend /send/ sent /sent/ sent /sent/ enviarset /set/ set /set/ set /set/ colocarsew /sau/ sewed /saud/ sewn /saun/ cosershake /Jeik/ shook /Jok/ shaken / jeikn/ agitarshine /Iain/ shone /Jnn/ shone / io n / brillarshoot /Ju:t/ shot /Jnt/ shot /Jot/ dispararshow /loo/ showed /jaud/ shown /Jaun/ mostrarshut / W shut /¡A t/ shut /¡A t/ cerrarsing /sir)/ sang /saeg/ sung / saij/ cantarsink /sigk/ sank / saegk/ sunk /sAgk/ hundirsesit /sit/ sat /sa t/ sat /sset/ sentarsesleep /sli:p/ slept /slept/ slept /slept/ dormir(se)smell /smel/ sm elt/sm elled
/ smelt/smeld/smelt / smelled
/smelt/smeld /oler
speak /spi:k/ spoke /spaok./ spoken /'spaukn/ hablarspell /spel/ spelt / spelled
/ spelt/speld/spelt / spelled
/spelt/speld/deletrear
spend /spend/ spent /spent/ spent /spent/ gastar; pasar (tiempo)spill /spil/ spilt / spilled
/spilt/spild/spilt / spilled
/spilt/spild/derramar(se)
spoil /spr>il/ spoilt /spoiled/spoilt/ spaild/
spoilt /spoiled/sp.)ilt/spjild/
arruinar, estropear
spread /sprcd/ spread /spred/ spread /spred/ untar; difundir(se)spring /sprig/ sprang /sp r*g / sprung /s p rA g / saltarstand /staend/ stood /stud/ stood /stud/ estar de piesteal /sti:l/ stole /staul/ stolen /'stauln/ robarstick /suk/ stuck /su k / stuck /su k / pegarsting /sag/ stung /s tA g / stung /su p / picar (un insecto)swear /swea/ swore /swy./ sworn /swan/ jurarsweep /swi:p/ swept /swept/ swept /swept/ barrerswim /swim/ swam /swsem/ swum /swAm/ nadartake /teik/ took / t u k / taken /'teikn/ coger, llevarteach /ti:tj/ taught /tat/ taught / t x t / enseñartear /tea/ tore /tac/ torn / tx n / romper, desgarrarten /tel/ told /tauld/ told /tauld/ decir, contarthink /Oigk/ th ought/G at/ thought /Ga:t/ pensarthrow / Orau/ threw /Gru:/ thrown /Graun/ arrojar, tirarunderstand Ande'stasnd/ understood Ande'stud/ understood /Ande'stud/ comprender, entenderw ake up /'weik ,\p/ woke up /'wauk \ p / woken up /'waokn Ap/ despertar(se)w ear /we»/ wore /wo:/ worn /w:>:n/ llevar puesto, ponersewin /win/ w o n /w A n / won /wAn/ ganarwrite /rait/ wrote /raot/ written /'ritn/ escribir
REVIEW OF READING STRATEGIESP R E D IC T IN G C O N T E N TBefore you read a text, read the title and look at the photographs. This will help you predict the content of the text.
S C A N N IN G FO R S P E C IF IC IN F O R M A T IO NScanning 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.
R E A D IN G FO R T H E M A I N ID E A
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.
G U E S S IN G T H E M E A N IN G OF W O R D SWhen 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 fo r other words in the sentence which might give you clues to the meaning.
U N D E R S T A N D IN G R E F E R E N C ETexts 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.
M A K IN G IN F E R E N C E SMaking 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.
ID E N T IF Y IN G T H E A U T H O R ’ S P U R P O S ETexts are usually written for one of four purposes: to describe (descriptions of places or people), to entertain (narratives), 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.
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.
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WRITING GUIDE
The Writing Process
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 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 4: WRITE A FIRST DRAFT• Write your first draft on the computer or by hand.
If 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.
• If you can't think of a word in English, write it in your own language. Look up the word in a dictionary later.
• If 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.
STEP 5: CHECK YOUR WORK• Use the Writer's Checklist on this page to
improve your work.
STEP 6: WRITE A FINAL DRAFT• If 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.
NOTEYou can indicate the beginning of a paragraph by:
1 . indenting (moving the first word o f 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
ORGANISATION
□ I organised my work, according to a plan.
□ Each paragraph. Was one. topic.
□ M y paragraphs a rt clearly indicated.
□ AAy ideas are, in. a logical order.
□ I used suitable connectors to lin k my ideas.
CONTENT
□ M y work is interesting and original.
□ I began- w itk a suitable, opening sentence.
□ I presented my ideas clearly.
□ I included only relevant ideas.
□ I supported my ideas w itk details and examples (opinion,
f i r and against essay).
□ I ended w itk a suitable closing sentence.
□ I used connectors to link, my ideas.
LANQtAAQE
□ M y gramm ar is correct.
□ M y spelling is correct.
□ M y Word order is correct.
□ M y punctuation is correct.
□ I used capital letters correctly.
□ I used adjectives correctly.
Writing SkillsWriting Guide
WORD ORDERWord order is very important in English. The usual order is: subject + verb + object + additions
Note the following:1. If a sentence has both a direct and an indirect object, there are often two possibilities:
I told Sam a joke. /I told a joke to Sam /
2. Many time expressions can come at the beginning or the end of the sentence.In the evenings, we walk our dog. /We walk our dog in the evenings. /
3. Never separate the verb from its object(s). We cannot say:We walk in the evenings our doct. X
4. Adverbs of manner can come in several positions, but not between the verb and the object. Quietly, she closed the door. /She quietly closed the door. ✓She closed the door quietly. /She closed quietly the door. X
5. Adverbs of frequency come before the main verb. Some can come at the beginning and / or the end of a sentence as well.We sometimes eat dinner together. /
Sometimes we eat dinner together. / We eat dinner together sometimes. /We never eat dinner together. / Never we eat dinner together. X
SUBJECT-VERB AGREEMENTThe verb is singular or plural, depending on the subject.The old woman walks slowly, (singular) / 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 / go on trips together.2. Amounts and quantities usually have singular verbs.
Five hundred euros is missing.3. Words like anyone, everybody and nobody have singular verbs.
Does anyone want to watch a film?I think everybody is hungry.Nobody believes you.
4. Most uncountable nouns have got singular verbs.Your help was excellent.The information is very interesting.
5. Some uncountable nouns have got plural verbs.The scissors are very sharp!
137
USE OF ADJECTIVES
1. Adjectives come before nouns and after certain verbs.a tall building / a building M X He looks embarrassed. /
2. The adjective form for singular and plural nouns is the same,a funny story / 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 ar© linking words which join ideas 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 watching TV. First o f all, they claim 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 front of a TV screen prevents teens from getting enough exercise. However, television viewing also has advantages. For example, there are many programmes on television which can provide teenagers with 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.
Purpose Examples
to add points on the same topic
and / in addition / furthermore / moreover / what's more / besides / also /too /as well as
to express a contrast but / however / nevertheless / yet / still / although / even if / even though / in spite of / despite
to describe a cause or reason because (of) / since / due to / as / as a result of / one/another reason fo r ... is ...
to describe a result so / therefore / consequently / thus / as a result / as a consequence / for this reason / that is why
to show purpose in order to / so as to / so that / to
to describe similarity similarly / likewise / in the same way
to express personal opinions in my opinion / 1 (strongly) believe (that) / 1 think/feel (that) / in my view / it seems to me (that) / personally / as 1 see it
to introduce facts in fact / as a matter of fact / actually / the truth is (that)to make general statements in general / generally / as a rule / on the wholeto list points to begin/start with / in the first place / first of all / for one thing /
firstly, secondly, thirdly / finally / lastlyto give examples for example / for instance / such as / like / particularly / in particular /
especially / (more) specificallyto introduce opposing points on the one hand / on the other hand / in contrast / contrary to /
it can also be argued that / but there are people who say/think (that)to show sequence first / at first / in the beginning / before / next / then / soon / meanwhile / later /
after that / afterwards / at last / eventually / finally / in the end / during / whento show time when / while / before / after / until / as soon as / by the time
................... ."....... “1to conclude
’ T ... ■.......■■■...................................■ 1 '............... .... .in conclusion / to sum up / in short / all in all
WRITING A PARAGRAPH
# Writing Guide
A
1.2.
3.
OPEÑIÑQ
COÑCLIASIOM
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).
paragraph consists of several sentences about a certain topic. It has the following parts: a topic sentence which gives the main idea of the paragraph
supporting sentences which add reasons, details and examplesa concluding sentence which leads on to the next paragraph or summarises the main idea
WRITING AN ESSAY
An essay consists of several paragraphs about a topic. There are many different kinds of essays, but they all have the same basic plan:
1. THE OPENINGThe opening is a general presentation of the topic. Try to start your essay w ith an opening that will catch your reader's interest. Here are some ideas:a. Begin with a surprising fact.
in the Chicago suburb of Richton Park, parents can now be sentenced to as much as $500 in fines and 160 hours of community service if their children skip school or commit 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?
If 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 BODYThe 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 CLOSINGThe closing is a paragraph which summarises the main idea or presents a conclusion. It should not bring in new ideas. In some cases, the closing may be similar to the opening, but presented in different words.It 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 startedgiving more severe punishments to the teens themselves. This would be more logical than locking up their ____parents! 139
A FOR AND AGAINST ESSAYA for and against essay is usually about a controversial issue. It 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:
OPENINQIntroduction, to the, issue
&ODYArgument for one side of the issue, with supporting details and examples
Argument for the Other side of the issue, with supporting details and examples
CLO$INQ Summary of the issue and the Writer's opinion
Yes or No to Home Schooling
In recent years, an increasing number of parents around the world have chosen to take their children out of the school system and educate them at home. 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 schools, such as art or music. Moreover, parents can protect their children from bullying and teasing.
On the other hand, children who are home schooled often have 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 learn 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.
USEFUL LANGUAGE
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On the one hand, ...On the other hand, ...It is true that, ...Firstly / Secondly / Thirdly, For example ...For instance, ... such as ...Furthermore, ...However, ...
Nevertheless, ...
ip tn ....... ...-............................. r m n ..r ":... :........ ........ ..
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A LETTER OF COMPLAINT1 Writing Guide
In a letter of complaint, there is a request for action to be taken concerning an unsatisfactory situation. Look at the topic below. Then study the plan and read the model.
TOPIC:Write a letter of complaint to a hotel in which you were disappointed with the service.
PLAN:
DETAILSAddress of person Writing the letter
Date
Marne/Title of person- being written to
QP£ETINQ OPEN IN Q Opening remarks, reason for writing
30DYQives information, and details
CLOSING Closing remarks
SIQNINQ OFF
12 Sandmoor Lane Norwood London SE19 4FB
22nd October, 2010
The Manager Kings Hotel High Street Brighton
Dear Sir or Madam,
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. Instead of the relaxing view of the 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. I trust that you will deal with this matter promptly and I look forward to your reply.
Yours faithfully,
Paul Brown
USEFUL LANGUAGE
GreetingsDear Sir or Dear M r / [Ms ... ,
.To whom it concern,
Opening Re
I am writing complain abi
express my c
ing Remarks
In view of the ...I strongly urge you
Yours faithfully. Yours sincerely,
To make matters worse, ...Instead o f ...The problem began when ...
I find it unacceptable th a t ...I would like to point out th a t ...
I trust that you willI would appreciate it i f . . .I suggest...I look forward to your reply.
AN OPINION ESSAYAn opinion essay states an opinion and tries to convince the reader that this opinion is correct. Look at the topic below. Then study the plan and read the model.
TOPIC:Write an opinion essay on a topic connected to teen drivers.
PLAN: MODEL
OPENING,Presentation, o f issue and opinion
b o v ySpecific reasons and facts to support opinion
CLOSING,Summing up and restatement of opinion
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, some governments 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 lives, 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, I 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. It is only by educating teenagers and adults about the importance of safe driving that we can hope to make a difference.
USEFUL LANGUAGE
Therefore, ... As a result, ... It is clear that In short, ...To sum up, ... In conclusion,
Writing Guide
A DESCRIPTION OF AN EVENTA description of an event gives a clear impression of what the writer experiences. It usually includes details of the writer's senses and how the writer felt there. Look at the topic below. Then study the plan and read the model.
TOPIC:
Write about a family event that you have attended.
PLAN:
OPENINGName, location,, time and writers opinion of event
BODYDescription wiik more, details / what Writer sees, hears, sMtils, tastes
CLOSINQConcluding sentence, and opinion
The Wedding
Last week, I went to my cousin’s wedding. I hadn’t seen my cousin for many years and I didn’t know many of the other guests, so I wasn’t expecting to enjoy myself. In the end, I had a great time.
When I arrived, the wedding hall was already full of people. People were standing around talking excitedly and there was a real buzz in the air. The room was beautifully decorated with flowers and balloons and the sweet smell of the flowers hung in the air. I couldn’t help but feel excited. It felt as if something very special was about to happen.
Suddenly the musicians began to play. Everyone stopped talking at once and turned to face the door. As the bride entered, many of the guests had tears in their eyes. I felt so moved.
As she walked past in her beautiful white dress, my cousin turned and smiled at me. She looked so happy. I realised that I wouldn’t have missed this occasion for the world!
USEFUL LANGUAGE
143
A NARRATIVEA 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:
OPENINÇTke met in, characters, W/tere atW t k t story takz-s place
30DYEvents and problems in the. story, hew the character feels omÀ tries to solve problem
CLOSING,The, ending of the story, how the problem 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 picce of her delicious cake. It was a cold day, so I dressed warmly in a hat and scarf.
T got onto the train and looked for a place to sit. T walked up and down the aisles for some time until I found an empty seat next to an elderly man who was reading a newspaper. Relieved, I sat down and took out my book.
As soon as I had begun reading, I felt that the man was watching me.I felt very uncomfortable. I wanted to move but there were no empty seats. Finally, the train pulled into Kings Cross station. I rushed off the train, eager to escape the stare of the old man.
I left the station and began walking towards my grandmother’s house. After a few moments, T had a strange feeling that someone was following me. I turned round. To my surprise, the elderly man who had sat next to me on the train was running towards me. I started to run. I could hear the man coming up behind me. In a minute he would catch up with m e...
“Wait!” he shouted. 1 stopped. The man stretched out his hand and I could see that he was holding something. “Your hat,” he said. “You left it on the train.” At that moment I realised that I had jumped to the wrong conclusion.
USEFUL LANGUAGE
• Writing Guide
A SUMMARYA summary provides the reader with 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 article, using 50-70 words.
Baby Einstein DVDs: Educational or Not?
Baby Einstein DVDs are specifically aimed at babies and toddlers. These popular DVDs feature classical music, and babies seem to love watching them. Not only do the DVDs 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 DVDs may not be as beneficial 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 of Washington found that babies who had watched baby videos scored about 10% lower on language skills than those who had not. In addition, experts have shown that baby videos may also be associated with attention problems later on. They claim that the more television children watch in their early years, the shorter their attention spans later in life.
The Campaign for a Commercial-Free Childhood is a group which has been fighting baby media companies for some time in an attempt to get 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 educational. Recently, the Baby Einstein company announced that they would give a full refund to anyone who had bought one of the DVDs 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 the DVDs have no educational value.
Yet it will be interesting to see how many parents will actually claim the refund and return the DVDs to the company. Although the videos may not turn their children into geniuses, as they might have hoped, they continue to keep them occupied and stimulated, without the need for parental involvement. That may well be something that parents are not willing to give up.
Includes only important information, organised into one. cohesive paragraph.
TIP:
Leave out less important examples and details. Shorten or combine sentences and try to use your own words.
USEFUL LANGUAGE
145
A CURRICULUM VITAEWhen applying fo r a job, you will often have to supply the employer w ith your personal details, as well as your educational qualifications and work experience. Below is an example of a CV which can be used as a model fo r your own.
PERSONAL INFORMATION
Name Ana Rodriguez VallejoAddress C/ Salvador de Madariaga, 5 ,3°-C, Madrid
Telephone no. 635423179E-mail anarodvallejo @ hotmail .com
Nationality SpanishDate o f birth 8 th April, 1992
WORK EXPERIENCE
Dates 2008-2010Name o f employer Hard Rock Cafe
Occupation or position held Waitress (part-time)Main activities and responsibilities Preparation and service of food, wine and
beverages
EDUCATION AND TRAINING
Dates 2008-2010Name o f school IES Juan De La Cierva
Principal subjects covered English language, history, literatureTitle o f qualification awarded Secondary School Graduate - Bachillerato
PERSONAL SKILLS AND ABILITIES
L a n g u a g e s
Mother tongue SpanishOther languages English (good level written and spoken)
French (fluent)
C o m pu t e r S k ills
General Microsoft Word, Excel, PowerPointGraphics or multimedia Photoshop, InDesign
Programming Visual Basic
O th er S kills a n d E x per ien c e 2007-2009: school theatre group
D r iv in g L icence Licence for 125cc motorbike
IWERS
4.b 5.a 6.a 7.b 8.b
; a lot about computers. Keep up the good work, but remember: there is life ter screen. Maybe do some sport as well!
‘ answers::acnmputer, but it's not the centre of your life. You've found a good balance, but pay
rto what's going on in the computer world. Technology can be useful
I
VIEWPOINTS for Bachillerato 2by Elizabeth Grant and Kevin Payne
Burlington Books P.O. Box 54411 3721 Limassol Cyprus
Burlington Books is an imprint of Danos Books Ltd.
Material Curricular para Bachillerato, curso segundo, área de lenguas extranjeras: inglés, registrado en todas las Comunidades Autónomas que tienen competencias en materia educativa y que así lo requieren.
Acknowledgements:
The publisher gratefully acknowledges the following for permission to use copyright material:
"So You Want to Be a Rock 'n' Roll Star'' (page 9) - Words and music by Jim McGuinn and Chris Hillman © TRO Essex Music Limited. Edición autorizada a TRO Musica España S.L.; "Cat's in the Cradle" (page 57) - Words and music by Harry Chapin and Sandy Chapin © Story Songs, Ltd (ASCAP). All rights administered by WB Music Corp. Used by permission; Extracts from "The Kite Runner" (page 59) - by Khaled Hosseini © 2003 by Khaled Hosseini. Used by permission of Riverhead Books, an imprint of Penguin Group (USA) Inc.
The publisher gratefully acknowledges the following for providing photographs:
Cover: M.C. Escher Company; Alamy: page 24, 35 (Google Street View car), 69 (Apple), 73, 76; AP: page 69 (Nike, Sony Ericsson, New Balance, McDonalds), 74 (All Star sneaker); ASAP/Rex Features: pages 12 (Michael Jackson), 13 (Paris Hilton), 16 (Susan Boyle), 17 (Sylvester Stallone), 28 (chickens), 69 (Chanel); Cartoon Stock: page 21 (cartoons 2 and 3); Everett Collection: pages 58, 59, 60 (The Kite Runner); Facebook.com: page 40 (Facebook page); Freeimages.co.uk: page 21 (leaf); Getty Images/Photodisc: pages 23 (ocean), 35 (two small street scenes), 49 (garlic), 78 (phone, hamper and kettle), 10 1 (café pictures), 135; Greenpeace Org: page 27; Image Bank/Getty Images: page 17 (queue), 51 (John Cage and Mike Batt), 62 (the Browns); Mark Parisi: page 21 (cartoon 1); Matt Harding: page 16; MIT Media Lab: page 37; Myspace.com: page 40 (Myspace page); Neil Boorman: page 7 1; Photos.com / Jupiter Images: pages 44 (both teens), 49 (ice cream), 98, 10 1 (market); Reuters: page 93; Shutterstock: pages 5, 6, 7, 8, 9, 10,1 1 , 14, 15 (money), 17 (festival), 18 (film strip), 20, 21 (leaf texture), 22, 24 (Humboldt squid), 25 (4x4), 28 (deforestation), 3 1,32 (whiteboards), 33, 34, 41 (icon), 42, 44 (podiums), 45, 46, 47, 48, 52, 53 (all but bottom right), 54, 57, 59 (kites), 60 (football and grass), 61, 62 (piano keys), 64, 65, 66, 69 (shelves and barcodes), 71 (flames), 72, 74 (orange sneaker), 75, 77, 78 (all but phone, hamper and kettle), 80, 9 1, 92, 94, 95, 96, 10 1 (top left); Wikimedia Commons/Taty 2007: page 12 (Michael Jackson Star); Wikipedia.org: page 39
Agradecimientos:• al profesor Juan Manuel Rubio Santana - Colegio Portaceli (Jesuítas), Sevilla - por su valiosa labor como asesor
de este proyecto• a los siguientes profesores por su colaboración al revisar y pilotar los materiales de nuestro curso:
Cristina Holm IES Jaume Balmes, Barcelona; Ma Ángeles López Martín Colegio Rafaela Ybarra, Madrid; Ma Cristina Guerrero García; Pedro Pablo Herrén Pérez Colegio Sagrado Corazón de Vitoria, Vitoria; Núria Vivas Ripollès Col legi Lestonnac, Barcelona; José Ángel García Barquín HH Corazonistas, Zaragoza; Ángela Siles Suárez IES Prado Santo Domingo, Alcorcón (Madrid)
This series ¡s compatible with the recommendations, guidelines and objectives of the Common European Framework of Reference for Languages.
STUDENTS SHOULD NOTE THAT THEY MUST NOT WRITE IN THIS BOOK.
The publisher has made every effort to contact the owners of copyright material which appears in this book,and will be pleased to hear from any copyright holder who could not be located.
All rights reserved by the publisher. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means - electronic, mechanical, photocopying or otherwise - without permission in writing from the publisher.
ISBN 978-9963-47-975-7 „ « ■- Copyright © 20 10 Burlington Books
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VIEW
V IE W P O IN T S
Student's Book with Exam Preparation section
Workbook with Vocabulary Builder and Exam Practice section
■ C O M P O N E N T S FOR T H E S T U D E N T
The series covers all official requirements for Bachillerato and is compatible with the recommendations of the Common European Framework of Reference for Languages (B1.1/B1.2).
O T H E R C O M P O N E N T S FOR T H E T E A C H E R
Teacher'sManual(Interleaved
with Student's Book)
Teacher'sAll-in-OnePack
DigitalTeacher'sPackcontaining:
Class Audio CDs
Also available:
Speaking in Context DVD + leaflet
Testing Listening CD + leaflet
Express Yourself!Oral Communication for Bachillerato
Burlington PAU Test FactoryExamination and OtherBuilder CD-ROM Resources
CD-ROM
InteractiveWhiteboardDigitalBooks