Professional Documents
Culture Documents
Students Book PDF
Students Book PDF
Elizabeth Grant
Kevin Payne
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~ READING
1. Read the dialogue between Denise (A) and Carl (B). Where are they?
A Hi, Carl!
B Hi, Denise! Hey, good to see you! You look great!
A You too 1 How have you been?
B l'm alright, but it's hard being back.
A 1know what you mean ... 1hate getting up so early.
B lt's not just that ... l'm nervous about all the exams we'll
be having this year.
A Me too! Still, it's nice to see everybody. lt's been a,pre_ny
boring summer. Everybody was away at one time or another
... except me!
B Dtd you stay at home all summer?
A Yes, 1was work1ng. l'm gomg to take a gap year next year,
so 1 need the money. -.
B Where did you work?
A 1was a waitress in a café. 1know it doesn't sound
•
very exciting, but 1earned lots of money.
B That's great!
A So what did you do?
B 1went to France for three weeks.
A You're so lucky! Did you go with your family?
B No, 1was at a summer school in Marseilles. llived with
a French family- it was brilliant!
A You're doing French this year, aren't you?
B Yes, and we've got a huge oral exam this year, so 1
wanted to improve my speaking.
A Did it help?
B Oh, yeah! Befare the summer school, l'd never really spoken
to French people.
A Did you meet anybody interesting?
B Well, a friend of the guy 1 was staying with ... her name's Mananne ...
A How romantic! lt looks like you'll be pradising your wntten French too!
B You're right. We chat every day! And what about you? Are you
and Tom still together?
A Actually, 1haven't seen much of him lately. The last t1me 1phoned, he
was surfing with his friends ... Oh, that's the bell. l'd better go.
B Yeah, 1'11 see you around.
2. Answer the questions. 3. The adjectives below are used in the dialogue.
1. Why is it difficult for Carl to go back to school? Use five of them to describe the following
events and your feelings about them.
2. What did Denise do all summer?
3. Why did Carl go toa summer school in France? hard • nervous • boring • exciting
brilliant • lucky • interesting • great
4. Why did Carl enjoy his trip so much?
5. How do Carl and Marianne keep in touch? 1. your summer holiday
6. What was Tom domg when Denise phoned? 2. returning to school
5
2. Choose the correct answer.
1. Susan ~ent to school after she was eating 1
ad eaten breakfast.
2. What \I'J.clS Thomas w earing- / had Thomas
worn when you saw him?
PRESENT TENSES 3. John looked so s1lly that we laughed /
were laughing when he ca me m.
:> 4. Did you s.e..eal< 1 Had you spoken to the
1. Look at the verbs in bold in the paragraph
netgll60ürs last n1ght?
below. ldentify the tense of each verb.
5. 1told him the news because he hadn't heard 1
We usual/y spend the first doy of school arranging
d idn't hear it.
our timetables. Our school offers lots o courses.
so it isn't easy. At the momenc, we're discussing 6. The storm began whtle we w ere driving 1
what subjects to study. Tomorrow we're starting our drove home.
normal class s. 7. By the t1me 1arnved at the party, everyone left 1
2. Which verb above describes ... ? ¡,ad left.
1 sorne hing that 1s happening now 8. Could you repeat that? 1 w asn't list ening 1
hadn't listened .
2. a future plan
3. a regular habit or routine
3. Complete the sentence in several ways, using
4 a c. era a• the words given. Use present and past tenses.
3. Why is the Present Continuous not used in the Add any necessary words.
sentence below? Brenda bought shoes ...
1 ~
1wan. to go shoppmg for my school books now. 1. ~hile 1 she 1 tour 1 ltaly
o.l'. 1 1.
2. a ter fshe 1 save 1 enough money
PASTTENSES 3. and 1 she 1 wear them 1 the next day
~nd 1 í'OW 1 She / wea~ them
1
4.
1. Look at the verbs in bold in the paragraph , 1 she 1 never 1 wear them
5. but
below. ldentify the tense of each verb. 6. although 1 they 1 be 1 expensil/e
The students were still doing the test
when the be./ rang he teacher gave them
~ 4. Complete the passage with the verbs in
more t1me She co/lected the papers after
brackets. Use present and past tenses.
they had finished
Then listen and check your answers.
2 . Which verb/s above describe ... ? )1 (" ) ~
At the moment, 1 1 ........ ~cons1der) do1ng a
1. an act1on tha t took place before another action
f trst-atd course 1 2 __ .. (want) to be prepared
2. a completed action in the past
because of something that happened to my fnend
3. an incomplete action interrupted by another
Chns. He 3 ' ' (look af er?h1s younger brother '
action
when suddenly the child began to choke on a
.Jl>. .Grammar Appendix, pages 105-106 ' · 4 éj 10 \'l l! \ V):{_
sweet . eh ns ·-· ..... tnot pan te . He knew exactly
what todo because he e IT)1 do} a t1rst-aid
course at his school last year. Chns 6
1. Complete the sentences with the verbs in
brackets. Use the Present Simple or Present (manage) to save his brother's
Continuous. life. Whenever people ask
1. Ms Riv~~~ is busy ~t the moment. She .... (teach). h1m about his experience,
1
2. Now 1 ......... (remember) himt We met hím at Emtly's. he 7 . (reéommend)
3. What time ...J.I.... you ........~.. (leave) tonight? the course. When 1heard
4 ............ Mr Hall usually ... (give) lots of homework? what (happen} t_
Chris, 1realised how __........,__.
5. We've got paper, so we ........... (not need) to buy any.
6. Hi, Justin. What ..- ... you .... (do) here? important it is to
7. Ben ...... (not study) geography th1s year. learn f1rst aid.
\' l 1 Ji
8. Kath ........... \lfJiay) basketball twice a week.
6
S. Complete the sentences with the verbs in
PRESENT PERFECT SIMPLE AND
PAST SIMPLE
-
1. Look at the verbs in bold in the paragraph below
brackets. Use the Present Perfect Simple or the
Past Simple.
1. Bill (start) work when he was very young.
and identify the tense of each one. 2. you . (see) my wallet? 1can't find it.
've loved
decided
.
J
signed up
1
st
've
t·
' IIY 3. l'm sorry. Ms Witkip ...... fjust leave).
4. you .
l
(~o out) w ith Jason last night?
2. Which verb above describes ... ? S. l'm sorry. 1 (not mean) to insult you
......"ccified time in yest~rday.
the past and •s relevant to the present J:,l..¡ Q \ove.d 6. We ~ (not do) the washing up yet.
2. an action that began in the past and continues
until now J.:.'/{¿ OJ L ».d
( 0 write sentences with the words in brackets.
3. a completed act10n that took place at a specific Use the Future Simple orbe going to. Make
time in the past l h~1V \~ any necessary changes.
1. ls my car blocking t~ ro9d? (11 move 1 it).
FUTURE TENSES
-
1. Read the sentences. Match the sentence in 1to
2. llove Don's parties! {he 1 have one 1 this year)?
3. Rina never wears pink. (l'm sure 1 she 1 not like 1
this sweater).
its use in 11. 4. Your passport 1s falling out of your pocket. (You 1
lose it)!
1 /'m going to work hard this year. 5. Don't worry about me. (1 1 be 1 fine)!
2. 'm sure we wi/1 enjoy th.s course.
7. Complete the sentences with the verbs in
3. Don 't worry, Here 1'11 he/p you.
brackets. Use the Future Perfect or the Future
4. This exam is going to be d1hcult because there's so
Continuous.
much mateflal
1. By March, we ... (fin1sh) f1ve units of our book.
11
2. At thís time tomorrow, she ........... (have) d inner
a. a planned future action w1th her famíly.
b. a spontaneous decision 3. l'd like to ppst the package tomorrow. ........... you
c. a future event based on present evidence ., ... (prepare) 1t by then?
d. a prediction 4. They ........... (not wait) f~; us when we arrive at the
2. Look at the verbs in bold in the sentences below. train station.
Which verb is in the Future Perfect? Which is in 5. We'll need our garden chairs on Friday. 1hope
the Future Continuous? t hat our neighbours ........... (return) t hem by t hen.
Th1s time next year. /'// be studying engineering.
By the time 1finish my degree, /'I/ hove learnt a lo t. Choose the correct answers. Then listen and
3. Which verb in Exercise 2 describes ... ? check your answers.
7
l\
'-.)
e~ SKILLS
LISTENING G SPEAKING
1. Tom calls Denise after school. Listen to their 3. Look at the following expressions. Which do
conversation. What's the problem? Who you use ... ?
wants to solve it and how? 1. when greetlng someone
2. when drscussmg the summer holidays
2. Read the questions. Then listen again and
choose the correct answers.
1. Tom says that when they meet, ....
a. he'll tell Denise about his trip to Brighton
b. he'll explain his behaviour
c. they'll talk about surfing c.
~· ~~:~~~~::~:~time? ~
2. When Tom tried to contact Denise ....
a. she told hrm that she couldn't talk
b. she sent him a text message
c. 1 she didn't answer his messages i
3. Denise rs upset because ... . h 1'11 see you around
a. Tom has not given her enough attention
b. Tom has sard something she doesn't like 1 i. What did you do thrs summer?
c. Tom has gone out wrth another girl ¡ j. How have you been?
L - - -....- .........................- ....................................................
4. Denrse is sure that in a week or two ....
a. she will be able to forgive Tom 4. Think of another expression for each
b. she will have found another boyfriend category in Exercise 3.
c. she will have forgotten Tom
5. Denise feels that seeing Tom .... S. lt's the first day of school, and you haven't
a. is going to change things seen your partner all summer. Greet each
b. is going to be useless other and discuss your summer holidays.
c. is better than talking on the phone Tell your partner a1ny goals you have for
6. At 8.00, Denise .... the new school year.
a. will be shopping
b. will be watching TV
c. will be talking to Tom
8
Unit Objectives
• Fame
• Prcscnt 1\·rlcct Continuous
• Past Prrfcrt Continuou!:>
Fame
~ Listen to the song and read the lyrics. Then answer the questions.
1. What advice does the singer give to anyone who wants to be a star?
2. What does the singer say are the benefits of being a star?
3. Does the singer think there are disadvantages to being famous?
How do you know?
1 44elll¡lt414flll•11@1 . . . ttJ)I
• What do you think are the advantages and
disadvantages of being famous?
a 1 ;.(
Reading Strategies, page 134 1
2. The paparazzi were following the couple
beca use ... ~en. \1)0..<' ~
.
•
f~ 4 ! ~
JI
h ~ll.9~~cl4~:, th.t~..lco~p e.la1dn;t nave to ....
3 · A\Urt
. . EXAMFOCUS 4. Ronda R1vilng says that because of reality
shows, .. (l ~c f: "
HOW TO ANSWER TRUE / FALSE QUESTIONS ( s. someone
According to Professor Gamson, you can be
only if . . \~ .
1. Make sure you understand the meantng of the o
statement. 6. The paparazzi corlípanies say that having a little
fun . .. . 1 r ...
2. Look for keywords, synonyms and opposites to help
you find the relevant parts of the text.
6. Choose the best answer according to the text.
3. Compare the statement with the text and decide if
it is true or false.
From paragraph 3, we understand that ... .
a. the service is too expensive for most people
4. Justify your answer by quoting the relevant part of
the text. b. the service requires a bodyguard
Example Ouestion c. the deluxe treatment is preferable
ls the following statement true or false?
~~ the services provide different packages
Passers-by knew that Voz and Hi/1 were not
realfy famous. 7. Find words in the text that mean:
1. made a loud, sudden sound (paragraph 1)f
Answer Analysis f!'J A K
1 2. directly (paragraph 2) {r
• The keyword passers-by appears in the sentence in
lines 4-5. 3. at.Person hired to protect someone (paragraph 3)
Sorne social cienti t despruJ at thi new trend, calling it celebricy culture _gone wild.
"Unfoi1Unately, fame and film star have become more imponant than the environment
or the economy. And reality shows make everyone think thal they can be an instant star,"
20 says Ronda Rivling, pop culture analyst. According 10 Profes or Jo h Gamson, who studies
society and mal>S media. ''We líve in a culture where ... if you don 't have people a king who
you are. you·re nobody."
The paparazzi companies. on the other hand, wonder what's wrong with
a little fun. "People are really extited when they call," ays Lindsay
25 Chapin of Privale Paparazzi in San Diego, California. "lt's thi whole
fantasy they're playing out in their mind, and they wanl 10 experience
it for one night."
Is this new phenomenon a J:;rryl!!8 reflection of society's infatuation
with fame, or justa harmles~s escape from the worries and ptessures
30 of life? It all depends on your point of view. Whatever your opinion.
if you see a crew of ca';n~ramen following a celebrity down the
street. don't be surpri ed if you have no idea who the big tar i .
False friends
excited (line 24) means entusiasmada
not excitada
~-
pr \Of'
SUFFIXES
- - - - see Grammar Appendix, page 111 \ • Complete the sentences. Make them true f or you.
1. usua lly willing to } .
1 am • to ~' -\- ~~
• 3. In your notebooks, w r it e the words below in 2. Something 1t~e for gra1l1ed ts ..- :~ t~,f- 'I \I 111 .tve.. ..
1
¿?.r
two g'roups: nouns and adjectives. Use the ( ..10~ so MUCIII ... \N\ "1~'
3. lf 1were wealthy, 1. .. . tvQ't -\o r Pw 40t~
suffixes to help you.
4. 1vSould ,never ask a pqsser-by . . . . 11\.C!.:h O
confi9~~ • political • delightful • amaze!mentl
51.l When 1wasyoung, my ido/ was ... . '-
promotion • publiaity • fashionable • musician
outrag~ • singer • expensive • appearance 6. 1think it's disgraceful that(,. . . w
~fle
and want in the Perfect Continuous. 4. None of the work is finished ! What .......~... you
He has wanted to be a film star since he was a child. ~" ...........~all day? A
e ub • lf the number of times something has happened 5. Nicole was upset because she ........... her
can be counted, we don't use the Perfect contact lens.
Continuous. 6. l'm tired. 1 ....••..•.. enough sleep.
He has been trying to cal/ Celeb 4 A Doy al/ doy.
-.ser(.r \ \ a-u He has tried to col/ Ce/eb 4 A Doy five times today. ~ 3. Complete the passage with the verbs in
brackets. Use the Past Simple or a perfect
y u.t~, (,\ w¡ ; tense (simple or continuous). Then listen and
GERUNDS AND INFINITIVES check your answers.
:lec..:ch,
p to.A 1
1. Read the examples and answer the questions. •
)rfO\ ' e.. 1 a. Would you recommend hiring paparazzi? People assume that if you are a celebrity, every
\.\o~, b. Voz felt like surprising his fiancée. of your life bel pn~s to the public. In the past 20
ev: (\R.cJ- c. Getting so much attention can be frightening. t h'1s tren d 1~."<.....
J h..
wecomel more extreme. Lately,
d. /'ve always dreamed ofbeing a celebrity. celebrities l............ (fight) for the right to sorne leve!
1
e. At first, Hi/1 tried to run away. privacy. Onc of the most important cases r (oc
·...........
~ 4. Complete the passage with the verbs in rXCJ, ~ Complete the sentences. Use the Present
brackets. Use gerunds or infinitives. Then Perfect Continuous, Past Perfect Continuous,
listen and check your answers. an infinitive or a gerund.
1. 1 can't stand ... ~ '~ r oo m o n Q(11dc~
ARE CELEBRITIES' SALARIES TOO HIGH? 2. M y feet ached because . •. . nod. (:.PQ f\ W().l h o r.s .,
\C."""u
V JI\~ l \.'<.) t> •
Can you imagine ~..~....~.. (make) € 250,000 for one 3. 1 don't remember . .•1 •
1t IY .l V. " o -4 o\o{r r~ur kn\1::.
'V'
week's work? That's the salary Cristiano Ronaldo 4. This '('Jeekend, 1 plan .. Ao ~ ~hovv'"''ó -\o U.cdl\cl
~ ~ \)
can expect 2 ~ ..........i get) every w eek t hat he plays 5. Recently, 1 ..t . n Mw-t'o,y¡~ ~~olee~~ \:e lu -e
football fo r Real Madrid. And, no doubt, Johnny 6. 1speak English well. 1 ..\\CAve eel' t'fOC'·hP"l~ it
41M.r Jumi"'W!. r
Depp was very pleased 3:.~.~--~C~arn) $60 million
for his latest Pirates of the Caribbean film. Some
people feel it's time to stop 4 : .•........ (pay) top ~- .., EXAM FOCUS
athletes and film stars so much. Others think that
they deserve high salaries for 5~........., (entertain) REWRITES: CHANGE OF TENSE
fans and audiences. They } lso point out that In rewnte_ that rnvolve el. change of tense, additional
many celebrities decide 6~.......... (use) their fame changes are somet1mes necessary, such as changing
and money to hrelp others. In any case, it's no the time expressions.
use 7 ......... (compla¡n) about the high salaries of She begon octmg m fi nine yeors ogo •el
1
famous people. 8 ·........... (be) rich isn't something <; 1 , s for nine yeors
9
that celebrities are likely · ....... ~íve up)! Rewrite the following sentences starting with the
ct words given. Do not change the original meaning
of the sentences.
7. 1got my driving licence when 1was 7Z
/'ve .... r'
Hu/1 City.
5. Rewrite the following sentences with the He has ....
words i'\ brackets. U~e gerunds anct infinitives.
1. Charles played tenn1s as a óoy, but now he
doesn'f Rlay a~y more. (stopped)
2. We couldn't move the bookcase because it
was too heavy. (triedl
3. 1shouldn't have asl<ed Thomas to come with
rpe. (regret) 7.\ Rewrite the following sentences using the
4. $'Jsan doesn't think that she borrowed your words in brackets. Do not change the original
book. (rememb~r) meaning. l h o. 1 r t' "
5. We took a break and had lunch. (stopped) 1. 1 met
Rache! two years ago. (for)
U V\
6. 1tñought 1 might like swimming, but 1 found 1t 2. He sang for five mmutes. Theh the Judges told
boring. (tríed) l him to stop. (had} \
7. We are sorry, but we must infbrm you that 3. féan' t wait to meet you. Qooking forvJaro to)'
Ul
you have not been accepted. (regret) 4. The boy will be taller by the end
1
of the summer. ' "
,J
nu\"e
~;;.;;;;;~~•
~xtra grammar exercises al :
1111111.bu rl111gro11books ~s/r I{'U'poiurs2
í15
1
(q, SKILLS
LISTENING G
ARADIOTALK
16
Unit 1
SPEAKING
. .
TALKING ABOUT A PICTURE
1. Read the description of the picture below. 4. Work with a partner. Partner A: Choose
Which part of the description ... ? a picture below and describe it. Use the
r 1. describes what is probably happening in the expressions in colour from Exercises 1 and 2.
picture Partner B: Describe the other picture.
2. discusses how the people feel and what might
happen next
u 3. gives a physical description of the people,
objects and background
~\\'JQ.! ~Qt
c:.blora..
d. This is a picture of people lying on a pavement. Speculate about how the people feel and what will 1.\ru D~it(zd
happen next. !A.\ vv. lo• O.l
3. look at the expressions in colour in Exercise 2. Remember, there are no right or wrong answers. ov-'tx;,tQ~ \...
Which of them could replace one or more Just interpret the picture in your own way. ~Qco.we w
expressions in colour in Exercise 1? lf .11'2¡'1\1'~
1\ Q 1'
C114i.i·llhi9FUbDMi!Qi!Ji$1ifJ.,. :.l-7-'--
~ WRITING
A For and Against Essay
• l'll EXAM FOCUS
In a for and against essay, we present two opposing views of an issue and
condude by supportmg on• of the views.
When you wr ·,e a &or and against essay:
1. Present the issue.
Read ·he t tle ano ·he t· rst paragraph of the essay below. What issue does the
essay deal with7
2. Present arguments supporting each view.
Read ·he rest of the essay belo.v. Wn · '=lrgum ·r · does the writer use to support
eaeh vi e· ..·• Wt-rrr does he • s,..' ·"' ,,. ·1 n 7
3. Give your opinion supporting one of the views.
Which v1ew :·oe l'le w· t··r · ·· · t 1 ·¡ele ..
Where does he 1she say this?
19
SKILLS A PERSONAL STATEMENT
You are going to practise writing a personal statement.
Read the web page and the tips and answer the Task Questions below.
__._.
X - +
• TASK QUESTIONS
B. Your background in 2. Which sentence below shows how the w riter's participation in plays
the subject. has contributed to his understanding of the theat re?
Don't ¡ust hst what you have /'ve performed in a wide range of theatre productíons. My roles ha ve
done. State how the expenence included Vladimir in Waiting for Godot and Rosencrantz in Hamlet.
contributed to your knowledge This experience has taught me how to see the world through
of the subject. someone else's eyes.
3. Which is better, a or b? Why?
C. Your hobbies, work
and interests. a. 1ama keen sports player anda member of my school athletics team.
Show how your hobb1es and When 1was 16, 1won a city-wide competition in the long jump.
work experience have helped
you develop the skills that you
b. 1am a keen sports player anda member of my school athletics team.
1believe that the teamwork and dedication required in sport are also
need for the course
essential in putting on a theatrical performance.
zo l
Unit Objtctives
• The F.nvtronmem
• Modals
• Modal prrli:rh
• shoulcl 1 lwd bct/cr
• Listrning to a Convrrsation
• Rl·aching a Drdsion
• Writing a Formnl l.euer 1E-mail
• Lifr Skills: PowrrPoíul Pn·sl'ntations
Going Green
1. Look at the cartoons. Match each cartoon toa caption below. Explain the idea
behind each cartoon.
Ga. What the future holds. '
--1 b. "l've been coming to this~ffot"T~r 25 years, and the fishing keeps getting worse."
"-c. "Anywhere with ice ... a lot of ice."
WE B EXTRA Read about a family who rook recycling toan extreme at:
11 u•u•.bur/iugtoubooks.es/c·icu•poll/152
f •
HOW TO ANSWER MULTIPLE CHOICE QUESTIONS 4r Answer the questions in your own words.
Read .he quest1on and a.l _he answer opt ons. Make
lf. ~oo re c:U i c.-ru d
sure you understand each option. t he plastic? r '"'
1. What did Moore tleode to do after iscovering
Ll •v e)
2. Find the relevant parts of the text by lookmg for 2. Plastic is not biodegradable. What effect does
l<eywords or their synonyms. this have on the Great Pacific Garbage Patch?
3. Compare each option with the text and dec1de if 1t 3. In what way does the Great Pacific Garbage
is corrector not. Oon't decide on an answer before Patch affect human health 7
considenng al' of the options. 4. What are two reasons that the particles cannot
Example Question be vacuumed up?
S. How do you know it will take a long time to
Choose t he best answer according to the text.
salve the problem?
While crossing the Pacific Ocean, Captain Moore ....
a. saw a rainbow c. participated in a roce
b. enjoyed the view d. saw something which 5. Which of the following would be a good
shocked him alternative title for the article? Explain your
choice.
Answer Analysis
a. Warning - Poisonous Fish
• Op110n a: lncorrect. Moore saw rainbow-coloured
plastic fragments. ( b. A Disaster 1n the Ocean
22
6-Q Cl? ()_') V(). (.11.\J. N\' "'S
ctPtv"c.l.' •t ~ ven ~A-~nA.o +N ~ ... lc.c¡je
~
1"¡\Q"(\p
W-e \:'1\0W
\,lQ \i\_d 1i W• 1 to~
' u
occanic dcscrt. Surprisingly. this is the largest ocean rcalm on our planct. ll's about
10 the size of Africa - over 10 million square miles.
Circular ocean currenls here spiral into a centre. bringing wilh thcm debris
from all over the world. This includes every piece of plastic left on lhe
bcaches of thc Pacific Ocean, and all the trash that washes down rivers of
Asia and North Amcrica to the ea. This is where the debris slays. This
1!> is the place now referred lo by oceanographers as the Greal Pacific
Garbage Patch.
The problem is that it 's nol a patch- it's the size of a continent. and
it\ still growing. This is because plastic doesn't biodegrade. lnstcad. it
photodegrades: it is broken down by unlight into smallcr and smallcr
20 picces. but it nevcr disappears. On sorne beaches of Hawaii. lhcre are
nov. more multi-coloured plastic particles than there are particles of
sand.
On my latcst voyage, we spent weeks documenting lhc effcct~ of lhis
fioaring plastic on the cre~tures that inhabit this area. Our photo~raphcrs
2!> capturcd rarc. cndangered htonk seals hopelessly tangled up in bits ofplastic
r
ncts, and dclicatc. transparenl jellyfish with colourful plaslic fragmcnts in their
bcllies lh~l lhc,Y aren 't ablc lo digest. The stomach contcnls of dcad albatrosses
looked likc a conveniencc store. full of toothbrushel>, cigarctte lightcrs and combs.
Thcrc is an cvcn darker side to plastic fragment pollution. As lhese fragments fioat around in
?'.> lhc oc can, thcy accumulate huge amounts of DDT and other man-madc poisons. These are ingested by tiny
organi,ms. which are thcn caten by ti h- fish which evcntually makc their way to our dinner table .
1am oftcn asked why we can'l vacuum up the panicles. This might have been possible when the area
was smallcr. but loday it would bé more difficult than vacuuming cvery square inch o'r the enlire United
Statc-.. In any case, grcat numbers of organi ms would be wipcd out in the process. Only elimination of
thc sourcc of the problem will result in an ocean nearly free from plastic. and the desired result will only
be sccn in thc di,tanl future.
Thc battlc lo change the wa.> we produce pla~tics. and cut dO\\ n the amount we consume. has just
begun. 1belicvc that \\e must fight this banle now, and we had bettcr \\m if we are to sun ive.
t-~c 1 nd
VOCABULARY PHRASAL VERBS WITH MULTIPLE
MEANINGS
-=--• see Grammar Appendix. page ll J
Words from the Text 3. Read the sentences and match each phrasal
verb to the correct definition.
Replace the w ords in bold with the words and l C 1. Plast1c 1s broken down by sunlight.
er pressions below. '2. The1r car may have broken down on the
belly • .short cut • deb(fs • tr.ash way to the wedding.
wiped out • voyage. • devote • ..c.ut-down L 3. She broke down when she heard the news.
1. The sqtfid had a large number of fish in its a. stop work1ng
stomach. b. begin to cry
2. Greenpeace activists dedícate themselves to c. divide into small parts
protecting the envirqnroent. 2. C.t. You shouldn't have brought that up now-
l u J Y-'
¿ _,.
3. We should try to reduce tne amount of energy
we use. J ,
1it's a sensitive issue.
2. My father was lbrought up on a farm.
g e:>
'-
4. Much of the average family's rubbish can be a. start to· tal k about something
e:: recycled. "" b. look after a child untll he 1 she is an adult
() S. Emily kept a journal of her long s¡a trlp. :ll..d" 3.b 1. We'll pick you up in half an hour.
1 6. All the seals in the area could be kílleá. 2. Busmess 1s definitely picking up this month.
""'"' l 7. The quicker route to school is muddy in the 3. Where d1d you pick up your French?
ie ~,.. w inter.
8. Broken pieces from the crashed plane covered
a. learn a new language or skill
b collect someone who 1s w aitmg
o ...._. the f1eld. e improve after a bad period
9'
~ ~ 2. Complete the passage with the words below.
Then listen and check your answers.
4. Complete the sentences using the correct form
of a suitable phrasal verb from Exercise 3.
j .S ingeSf" • nightmare • made their way • lack 1. Could you please~.......... me ............ after school?
inhabit • halfway • amount • avoid 2. He ......... and cried when she refused to
marry him.
INVASION OF THE JUMBO SQUID 3. What pomts are you planning to ........... at
r the meeting?
4. 1was ....~.... to belie~e that fuation l
1
lt's evcry fisherman 's ........... : giant Humboldt MCl 'n
1
squid are invading. Wherever they go, these is important. r
fierce, two-metre- long predators 2· ........... huge S. We'll have tp call a ttchnician. The wash1ng
numbers o f fish. w hilc the fish that aren' t machine has ~ ........ ~gain.
caten try to 3 ..... the squid by abandoning the 6. She f....
swimming quite easily during t he1r
summer at the lake last year.
area. Previously limited to the warm ~a{1rs
ncar Mexico. the squid were found 4 ........... up
the Cali fornia coast in 2002, and today they
havc .. as lar no rth as Alaska. A ccording to
researchcrs, the reason is global wanning. As the
water gets warmcr. the e-........... ot oxygen it holds
decreases. Ox}gen- poor areas, normally found
only near the equator, have expanded northward.
U nlike most fish, the squid actually like the 7 ...........
24
Unit2
IDIOMS 1~
Topic Vocabulary
3. Complete the sentences with the idioms below.
THE ENVIRONMENT
-a breath ofiresh air • a drop in the ocean
(( rnaf<e wave~ • the tip of the iceberg
1
2. Po1sonous substances m the a1r, land and 4. lt's not that serious. You're \.A.
~ .... J
water cause ..f.-. r1 r 5. These problems are only ... .. . There's a lot we
3. When something is prohibited, it is .•.. 'w don't even know about.
4. A substance burned to provide heat or 6. After those boring speeches, Jane's fascinating
power 1 .s a ..
1 .1
presentation was like ......J.-... . r 1 r
5. lf something causes damage, it is . . . . "tv.l 7. 1can't find my keys anywhere. How could
6. Something that doesn't damage the they just .....'Y.S-1:!1 \ 1 \.1 A. c.
environment is . '· . n.e."d !& 8. Our efforts to stop global warming are just ..- ...dr p tu
7. We are running out of oíl; soon it will
Much more needs to be done. r \
be .....l.
8. Many rainforests have been cut down
'~ 4 . Complete the letter with the words and phrases
and ....
below. Then listen and check your answers.
~
fuel • greenhouse effect • l;}anne<:f-
2. Choose the correct answer.
carb"on dioxide • emit • harrhful
1. What is an example of renewable carbon footprint • pollution
~
ergy?
solar energy
oil Stop 4x4s
2. What does the greenhouse effect do? Dear Ed1tor,
a. lt creates ideal conditiOns for plants
to grow. People who drive 4x4 veh1cles should know that they
burn much more J.~per k1lometre than small cars, increasing the
1
b. lt traps heat from t~e sun.
3. What is your carbon f'oot~rint?
2 ~~ vf"\ \)J.
amount of ~ses such a¡ 1
1
........... 1n the atmosphere. This causes the
a. the negative impact you make on 3
·-'!~,c~'tr~~es tiijat'ffo'm the sun, leading to global warming.
the environment 4 ~~~ Y-1'1 rJJ, 5. enw·~· . .
Another ........... e tt. 4x4s -........ tw1ce as much tox1c carbon
b. the mark you make with your foot
monoxide as smaller cars, causing dangerous smog and
4. Where does logging take place? 6 ~DOhtri100 7~
a. m the ocean .s~ m snort, every 4x4 owner has gota g1ant-s1zed --·-':.. .
1
b. in the forest 4x4s are mean! for farmers and foreste~ not for driving to the
off1ce. In my opmion, they should be ·----·-"t~1ur cities•
8
5. What do motor vehicles emit?
a. fresh air Aconcerned c1t1zen ~S \CAl O. "1 O. LO~' t
( b) greenhouse gases \
6. What is a landfill?' ' p oc to ~~ o..w...{ t Ql~JI <A
' a:l a place to put rubbish R~:ad mnrl' abcmt the 4x4 debate at:
r • ll.burl11~1onbooks.e\ rreu'P rnts
b. an area where a lake has dned up
7. What do trees do with carbon
dioxide?
a. They absorb it. slowing global
warming.
b. They convert 1t to carbon monox1de, • Complete the sentences. Make them true for you.
causing pollution. l 1. l'd like to cut down on ....
8. What is the source of litter? 2. l'd like to protest agamst .. 1 ~ u~f' ~wer ro4,CI\f
a. car engines 3. One of my wo~st nightmares 1s ....u (.ore -\W> lWI'W!t (i
'b.' people 4. 1 usJatty try to avoid ..v . _, , t G{ p ~ ¡..,
5. 1wasbrought up to ..\.. u.~'t"•wrr
6. 1 devote much of my t1me to .... v.d -\'ti.e. ~V\~ ieAr
e~
1. Complete the sentences with the modals and
GRAMMAR semi-modals below.
_!!lUStn't • .ought-ro • wottld- • _j!Úght
-be-able to • sh'áld• don't have-to • can't-
1. l'm not angry. You .....?.~ apologlse.
1 MODALS WOI.tld.
2 . ........... you please hel ~"e,.rith my suitcase?
3. You're jokina. You ........... be serious!
Modals are usually the same for all persons. ""'' '/) \ ~
4. You ........... chert dur,ing an exam.
Semi-modals are not. Which words in the chart 1
5. 1hope 1will ........... finlsh the\{proje~ next week.
are semi-modals? I'Y\Ic:;) t P fi o
6. l'm not sure, but we ........... have a flat tyre. Let's
Modals Use~ Modals Uses get out and check. . ~ e r
can 1could 1 ability must strong
be able to belief 7. 1know you like P'ete. 1think you ........... ask him
out on a date.
can't inability 1 mustn't prohibition ~el 1
disbelief 1 8 . ........... 1get you something to drink?
prohibition
may 1might possibility needn't 1 lack of
don't have to necessity 2. Choose the correct answer.
may 1could 1 formal should 1 advice 1. Don't car,Y so many plates! You might drop 1
would request 1 ought tol t 1<:' 1 might have dropped t hem!
offer 2. 1understand. You needn't explai n 1
must/haveto/ obligation 1 shall offer needn't have explained any more.
need to necessity
3. They look relieved. They must solve 1
t::!:!_USt have solved the problem.
MODAL PERFECTS 4. My computer has a virus. 1shouldn't open 1
shouldn't have opened that e-mail.
Read the examples and answer the questions. 5. May 1 helpY May 1 have helped you?
e ShOUfd hove kept h So 6. Why didn't you come? You could join 1
b. v1ot t must hove felt t rible when he saw al/ the could have joined our protest.
~ os \ 7. l'm going to the new park. You should come 1
c. rle would hove sailed fo 'r. but there wa.s no wmd. should have come!
d. rle could hove ignored t problem, but he decided 8. 1don't have my wallet. 1might leave 1
·o tokt ctron might have left it at home.
e. Vocuum g moy1might hove been e sib/e when
the Oft:L .V S .Sm , 3. Complete the sentences with a modal or
f. Tiat L r couldn't have swallowed 1.. lDthbrush! modal perfect. affirmative or negative. using
a You needn't hove checked • · ·~ r
the modal and the verb in brackets.
(.Of'
Which modal perfects are used to express ... ? 1. Could you please move over a bit? 1 ........... (can 1
1 certainty that something was true rr u ~ e. see) a thing. rhL l VI , 11 e cQu 1 ., 1
2. 1failed the exam. 1........... (should 1 revise) the
2. possibility that something was true
material more. ,...
3. ability to do something which in the end '.,J.,
3. Come in and sit down. You ........... (must 1 be)
was not done
t ired.
4. desire todo something which in fact cou ld
4. There were no cars in those days. Travel ...........
not be done
(must 1 be) very slow. ~
t
l5. criticism or regret after an event
5. Michael didn't congratulate me. He ........... (might 1
6. an unnecessary past action hear) that 1won.
7. disbelief 6. 1 didn't know Beth had been in town. 1 .l.Y..quki
SHOULD / HAO BETTER (would 1 call).her. :a.d.
Read the examples and answer the question. 7. Kyle is thinking of ordering tickets on the
a. You should toke a shor cut 7 Internet. W..t.L he ......t.... (be able to / find) cheap
ones? ~ 1
1
b. You had better s o y way from those sharks! 1 1'1 ... e 1 ''"
8. Val didn't turn up. She ........... (may 1 forget) our
Wtlich sentence ... ?
meeting.
1$ a warnmg 'f j \."\\el
2. gives advice ~o u lo
' e phYC~.S\V\~
Unit 2
G ;;,..... d.. r n, h •nr
.. •ri')N
d 4. What would you say in each situation 6. Complete the sentences. Use had better,
below? Write a sentence using a modal affirmative or negative, and the verbs below.
perfect, affirmative or negative. There may bother • forget • touch • read • stop
t- be more than one correct answer. Use each
l. We are destroying our own planet. We ........... !
modal once.
2. Vera 1s in abad mood. You ........... her.
1. l've eaten three pieces of cake. Now 1feel ill.
3. 1'11 need my CD tomorrow. You ........... to bring it.
2. Kathy didn't answer the phone last night.
4. Th1s mstructiOn manual is important. You ........... it.
3. Sharon is quite wealthy. Why did she buy
such a cheap car? S. That dog 1s dangerous. We ........... it.
4. The meat has disappeared, and the dog looks
quite happy! 7. Complete the sentences. Use should or
S. The floor was clean. Why did you wash it? had better, affirmative or negative.
6. 1 wrote this by hand because my printer 1. There's a hurricane coming. We ... .
isn't working. 2. There's no lifeguard here. You ... .
7. She claims she did the job alone, but 1don't 3. A new family has moved in next door. We ... .
believe it. 4. My bus leaves at exactly S.OO. 1... .
5. That colour doesn't suit her. She ... .
'~ 5. Choose the correct answer. Then listen and
check your answers.
. . EXAM FOCUS
The Kingsnorth Six - - - - - -
REWRITES: MODALS ANO MODAL PERFECTS
On 8th October. 2007, six activists climbed the inside of the
. re. r s .na. n10 .• n od-- s. ch..:c the tense of .he
chimney of Kingsnorth power station in Kent. England, to protest onginal sentence. The present or future tenses usually
against the p/ant's carbon emissions. However. things didn't go change to a modal + infinitive, while the past tense
according to plan.
usually chr-qes •- a modal perfec•
Perhaps J is he protest (J may be he
The six had expected to find a spiral staircase. but instead they protest)
1
were able to 1had to climb up a ladder. Using a staircase, they Perhaps Jo< was he protest {11 may hove been
2 would finish 1would ha ve finished the clímb 1n two hours, but
instead it took them nine. They soon realised that they 3 should Rewrite the sentences with the words in brackets.
have brought 1 should bríng more food and water, but they Do not change the original meaning of the sentences.
• couldn't go 1 can't go back. Worst of all, they were arrested 7. /'m certain that Fran is glad you're here. (must)
when they got back down. In the end, however, their trial proved 2. lt's a good idea to bring a camera. {should}
to be a blessing - and not just Qecause they won. Without the 3. lt's possible that Van Gogh didn't paint this. (may)
publicity, people all over the world s. must 1may not have heard 4. lt wasn't necessary for you to try so hard. (needn't)
about the protesters' message: we 6 must have reduced 1must 5. lt was wrong of Paul to soy tha t. (shouldn 't)
reduce carbon emissions to slow clímate change Perhaps ín
future, people 7 should listen 1 should have Hstened more to
what environmentahsts have to say. We certainly needn't allow 1
can't allow ourselves to ignore their wamings. Grammar Review llr
8. Rewrite the following sentences with the words
in brackets. Do not change the original meaning
of the sentences. o u+
Five of tlle 1. l'm not in the mood to go out, (feellike) {lh ('()
Kingsuortll 2. She began talki(lg on the phone an hour ago. (been) 1 o~
activists \Ac:ur
3. Don't spend any more money! (had better)
4. 1doubt t hat she's in love with him. (can't) liA l
I IV.
S. 1 expected him at 9.00. He finally arrived at 12.00.
(waiting)< r-r A ~ J
'r' K lllll . q )
6. l'm sure tnat Carl gave me h1s aadress. (must
Id lt-e
27
SKILLS
LISTENING
.. G
...
A CONVERSATION
1. What do you know about the Amazon 4. Read the statements below and try to decide
rainforest in Brazil? Why is it important whether they are true or false. Then listen to
evento people who do not live near it? the third part of the conversation and check
your answers.
2. listen to the first part of a conversation 1. The protesters were trying to make people
between a Greenpeace activist and another aware that fast food is unhealthy.
student. Answer the questions. 2. People wrote to McDonald's to complain
1. Where is Jasan going? about the protesters.
2. What is Anne's attitude to what he is doing? 3. McDonald's began to work with Greenpeace.
3. Who are the people in the chicken costumes? 4. McDonald's agreed not to buy soya grown
in the rainforest.
5. The soya growers refused to stop deforestation.
3. listen to the second part of the conversation.
Complete the f lowchart of ev,ents by filling 6. The campaign was a success.
in the missing information.
SPEAKING
REACHING A DECISION
1. look at the website for environmentally-friendly schools.
Are any of these projects done in your school?
x..:..z
1~ YOUR ~CI-IOOL-...~~r----~~0°~c:
These are some projects you can try to make your schoo/ environmentally friendly Pro.(ramme~
• Recyclmg water:
Reuse water for washing floors, flushing toilets and watering plants. "'""'~
Aboulu~
• Btcycle campatgn:
Encourage students t o ride bicycles to school. No more cars or buses!
• Wind turbine:
lnstall a wind turbine to provide energy for your school.
• Solar panels:
lnstall solar panels on your roof for hot water and electricity.
• Vegetable garden:
Grow all your own vegetables for schoollunches.
• Recycltng campaign:
Begin a recycling programme for t he paper and plastic bottles used in your school.
• Banmng plastic bags:
Bring your lunch in reusable containers!
2. Several students are discussing projects from 3. Look at the expression,s in colour in the
the website. Which projects are they talking dialogue in Exercise 2. Which expressions
about? Which students reach a deCiision? are used to ... ?
1 • agree • disagree • reach a decision
Kim: 1think solar panels are a great way
to save energy.
Steve: Not really. They don't work on 4. You and your partner are on the school
cloudy days! environment committee. You have been
Kim: 1hadn't t h ought of that . chosen to select two projects that will make
1suppose you've got a point! your school greener.
a. Discuss the advantages and disadvantages of
2 Matt: Cutting down on plastic is
important.
1 each projed on the website above.
b. Decide on two projects.
Dave: You're right. How can we do it? In your discussion, use the expressions in
Matt: We could ban plastic bags in the colour from Exercise 2.
school.
Dave: Oh, come on ! That won't work. j REACHING A DECISION
3 Christina: We really need to save water. When your partner speaks, listen carefully and do
Janet: That's true, but recycling water not interrupt him 1her. Take notes if necessary.
at school seems impractical. Respond to what your partner says. Say whether you
Christ ina: 1see what you mean . agree or disagree, and give reasons.
When you have finished discussing the ítem, move
4 Madeline: All right then, let's use your idea. on to the next ítem.
lan: OK. So we've decided to start a Make a final decision that you agree on.
bicycle campaign.
L---- _..J
WRITING
A. .f.~.t~ªJ. .~.~t.!.~.~. ./.J~.:.!!!.ª~L. . . .. . . . . . . . .
. . . EXAM FOCUS 1. Find the follo\'. ng · G .-.~ s letter.
1 . the date
In a formalletter or e-mail, we usually wish to apply 2. the greetrng
for a job or course, ask for information or make a 3. Gw en's address
complaint. In a letter or e-mail of complaint, we often
4 . the final stater'le....
ask for action to be taken.
S. the address o.: · •.JT ~ ng to
When you write a formal letter of complaint :
6. the closing
1. State the purpose of your letter.
Read the first paragraph of the letter below. What is
the writer's purpose? FORMAL AND
2. Give information and details.
LANGUAGE
Read the rest of the letter. What is the problem? Why is
the writer concerned about it? When writing a ~
important to use e ;·-,..~.-.,.. ;·-.
3. Request / demand action. correct punctua
What action does the writer want taken? Where does
she say this?
5. Decide whether each sentence is from a formal or an 2. Decide what you want to say. Think about
informal letter. Then complete it with an expression the following questions:
from Exercise 4. Not all the expressions are used. - Where does the problem exist ?
1. Hey, Maya . ........... l've finally passed my maths exams ~ - What effect does it have on the environment?
2. 1feel that this serious matter deserves your immediate - Why does it bother you personally?
attention. Therefore, ........... . - What action should be take n?
3 . ........... reconsider your acceptance of the proposal.
4. Write back soon- ........... 3. Think of a way to convince the reader that
5. 1know you don't like Jack, but ........... those awful things the problem is important. For which issue
about him . in Exercise 1 could each of the following
sentences be used?
6. ........... . there are no public parks w ithin walking distance
of our home. 1. lf we do not change our attitude, our taps will
run dry.
7. Mr Smith claims that enough has been done, but ........... .
2. Reducing car emissions has become a priority
8 ............ break up with her.
around the world.
3 . Our city belongs to all of its citizens- not just
to prívate builders.
4 . We all have the right to breathe clean air.
CHECKLIST
.! I followed the pl.tit11-for 111 forY'M!l letter.
.! I IA...JeA forY'M!l Wt~WJ13t:-.
.! I c..l-tuk.ed m.y spulí.~, 3r111wt.Y'M!r orvt.d
pW1t-tUN~tí.o VL.
TIPS
The purpose of a PowerPoint presentation is to • 1.5 acr@s of ramforest ar@ lost every se<ond.
• There should be no more than 4 or S points on a anomals a day dueto raonforest destruction.
slrde
• Every si de should have a trtle.
• The background colour of your shde should
contrast WJth the font- don't use patterns with
lots of colours
B
• Your font srze shouldn't be smaller than 18 pornts.
otherwrse people at the back of the room won't
be able to read rt.
• The best way to show statrstics or trends rs
wrth a graph .
• TASK QUESTIONS
e
• USE YOUR SKILLS
32
Un it Objcctivcs
• Cornputers
• ThC' Pass1vc
• ThC' Cau:.ative
• listening to a Conversation
• Personal lntcrvJcws
• Writing an Opinion Essay
• L ifc ~k11ls: A Debate
Online World
You use computers all the time, but how much do you really know about them?
Do the quiz and see! Then go to page 147 to check your answers and see what
your score means.
Computer Quiz
1. What does USB ~tand fslr? S. What kind "f file is a ZIP file?
a. Upload Software Button a a compressed file
b. Ult1mate System Breakdown b. an animat•on fde
c. Un1versal Serial Bus c. a system file
2. What key command w1ll quit 6. When d1d Sony manufacture the
any program? first commercial CD?
a. Alt + F4 a:' 1982
b. Alt + Tab b. 1972
c. Control + Z c. 2002
3. Which of the following was the 7. Wh1ch of the following is the
first lnstant Messaging program? largest measurement of memory?
a. MSN Messenger a. a kilobyte
b. Yahoo! Messenger b, a gigabyte
c. ICQ c. a megabyte
4 . When was Twitter la unched? 8 . What was the f1rst full-length
a. 2009 computer-generated film?
b. 2007 a. The lncredibles
c. 2005 b. Toy Story
c. The Llon King
SJ el ..:::.,
information in the text. Remember to use
your own words.
o <)'
E ... e 1. Fr;ance is an ~xample of a country ... , 1
e:.. "C... r t l\ · l
1. ldentifying the Main Idea: Read the first 2. Peopre have criticise Street View because
sentence of each paragraph in the text. ~ t~ey .\l '. 1~ rr 1
"
In which paragraph/s will you find the -~ \ V1llagers 1n Engl,and fea red that burglars ....
. r h( 1 re 4\J -e..
answer to each of the following questions? 4. One p1cture showed a man climb1ng a tence.
1. Why are some people against Street View? G( He might . ~ .
2. How is Street View produced? 1 5. ~\!..can cli_ck on a1J[l1 íf y~u want Google to ....
3. What do people use Street View for? ¡ 6. People want to sat'isfY theÍr curiousity in spite
1 0f \ .
4. What photograpns may have upset people? ' · · r · • :, VDve f'r ' f'
S. What does a Google vehicle look like? A
5. Choose the best answer according to the text.
6. How does Google justify Street View? ~
1. Google Street View ....
7. What is the writer's opinion of Street View?
a. is available in every country
b:lshows streets and the outside of houses
2. Read the text and check your answers to c. shows tñe interiors of people's homes
Exercise 1. d. was first started in Great Britain
!:\,. 2. Street View cameras ....
~ uessing Meaning from Context: Find a. snapped 35,998 pictures of British roads
the following words in the text. Read the b. take 3-5 pictures every second
entire sentence and try to guess each word's c. take video images of streets and houses
rneanina. &0\.u.t--tr 1 1 r ~ 1 \, ~ ) @ use sophisticated technology
o. we , >i¡j t , \J
stroll (line 12) • pasted (line 25) • blurs (line 47) 'lllt 3. The angry husband ....
- J ~n, 1 (p) realised that his wife was innocent
D Reading StratT-lies, page 134 1 b. climbed a fence to get into his house
\V\.ú \c.Q. ~ .. ~.4-- c. was a contractor
r. \1\U...l d. photographed his wife with another man
~ EXAM FOCUS •< tu t+
4. Google claims that ....
a. people can ask not to be photographed
SENTENCE COMPLETION
b. many people ask to have images removed
1. Read the part of the sentence that you have been c. nothing shown on Street View is prívate
given and identify keywords. Find the relevant part d .. Street View does not photograph faces
of the text by looking for keywords or synonyms.
5. Street View can be used by travellers to .. ..
2. Read that part of the text and decide what a. start a travel blog
information is needed to complete the sentence. b. view their destinations
3. Complete the sentence. Use the words in the text, c. decide whether to buy a house
but remember to make the necessary grammatical 1 d. find out hotel prices
structural changes.
Example Question 6. Find words or expressions in the text that
Complete the sentence using your own words. mean:
1. going slowly (paragraph 1) C.l ) W W ~
lf the Street View vehiele photographs your house,
anyone ... . 2. equipped (paragraph 3) ~' ,J
Answer Analysis 3. very happy (paragraph 4) v "'
4. responds to an accusation (paragraph 6)
• The relevant part of the text is in lines 5-7.
5. stronger (paragraph 7) f 1" 1 n~
• The given sentence is a F1rst Conditional, so your
answer should use the Future Simple.
• In the given sentence, the sub;ect 1s anyone.
Therefore, the structure of the rest of the sentence
must be changed.
Answer: lf the Street View vehicle photographs your • Would you mind if a photograph of you or
house, anyone will be able to see it on the Internet. your home appeared on Google Street View?
Why or why not?
lf you see a strange-looking car ,crawling down 30 property exposed for all to see.ln one affluent village
your street, a longfpole protruding' from its ~oof, then in southeast England, residents formed a hup-'af1
2 hurry and tidy up your garden. The car is the Google chain to prevent the vehicles f[~~,enterin;¡¡j fearing
Street View vehicle, and perhaps your home is being the images would be used by burglars. Parents are
5 photographed right now. lf it is, soon'~e-Jpviews of said to be especially con cerned about pictures of their
your 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 people
camera 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, foJ example, was photographed as she
•xt. 10 hundreds of cities and towns al! over the world. You was'1eaning out of her window with aman. When her
just zoom into any street, look around, and then take 40 angry husband confronted her, it turned out the man (
\- r ,
a virtual .stroll through the neighbourhood, viewing was only a contractor. Another image shows a man
houses, trees, cars and people as if you were there. climbing a fence. ls he a burglar, or did he just forget (
Street View began in the United States in May 2007, his keys?' r
15 and was launched in Great Britain in March 2009. Google retorts by saying that what you see on
lt's now available in other countries, including the 45 Street View is exactly what you'd see walking down
Netherlands, France, ltaly, Spain, Japan, Australia and the street. Moreover, special Street View technology l
New Zealand. automatically blurs faces and licencl'plates so that o
(/)
How is it done? In the UK, for instance, for nearly they cannot be recognised. Every image also contains
20 a yeat an entire fJJ~~l ofGoogle vehicl~s drove a link which can be clicked by anyone who wants to 1
1
down 35,998 kilometres of British roads. Fitted
with panoramic cameras using advanced imaging
50 have an image removed, and it will be taken off as
quickly as possible. (
Ir
~
-t;
1
technology, each camera snapped a picture every 3-5 There's no denying that Street View can be useful, .2 ]
seconds. Then the tens of millions ofi ndividual images whether you are looking for a house to buy, are 3 5
25 they had captured were "pasted" together digitally to planning a trip and want to see the hotel you'll be
simulate a continuouslourney. ( ' 55 staying at, or feellike having a nostalgic look at your
Since being launched, Street View has been childhood home. In these days of blogging, YouTube
intensely criticised as an invasion of privacy. lt and Facebook, it seems the urge to satisfy our curiosity
seems that not everyone is overjoyed at having their is more pressing than ou r desire for privacy.
@J VOCABULARY 0/l ,
1
VERBS AND PREPOSITIONS
- ec.x..uo
1JJo
..:S
2. 'choose two possible answers for each
question. Pay attention to the words in colour.
1
5. Complete the sentences, using the
...J> >- 1. How can you use a pole? orepositions given for each group.
~ ~~~ ~ ~
a. to hold a flag 1. hear of 1 abe_ut 1 from
\..b.\ to help you jump high
1 1 a. Donna said s~e'~'?wrfte, but 1 haven't heard
c. to write a letter (1 .JAO
1 fn.d.M.·her.
~j fo 2. Where could you find a close-up?
a. on the radio b. 1 had never heard ......J. Street View befare 1
D
:; ;;
~ -.
D.' on TV
c. rn a newspaper
read this article.
c. Have you heard ........... Nancy and Greg? They're
;:¡ couple now!
s= 3. Where is a fence usually built? ~ 1 r )T
--
""E
c..., ships
5. Which of the following crawls?
a. a bird flying slowly
a. What time are you arriving ..H'.... New York?
b. We were the first to arrive .QJ... the wedding.
~ " dD
8
S:
b. , a car going slowly
6
a baby befare it learns to walk
4. complain about 1 of
a. He's been complainíng ~h..... headaches
Lll for ~everal days. . t
6. What can be launched?
~- a new product b. l'd lrke to complam ........... thrs product.
t 1
Cb. a rocket 5. apply for 1 to d ~ flC'
c. a well-known product
a. l've applied ..Jo.. several universities.
b. l'm going to apply J . .'. a scholarship.
3. Name two ... . e •~ ~ _
1. places that should be tidied up regularly 6 · remind ab ut 1 of
2. events w here peop1e f ee1 overJoye
· d o a. Please remind me ........... the meeting.
3. things t hat on 1y affl uent peop1e do 1- J''
,J,.
•e, ca H b. Paul reminds me ..~
....1... his father.
.d
C\ Wl Y\ o u.J
-fo ~ 1 .fú "VO 1\.P..
C\ kJcofl~ fo S'l-ectQ.
Unit 3
3. A USB flash drive is a small ........... which is used to which you wear around your neck and fingersl will "read"
transfer data from one computer to another.
your signal and 1 .....:.1 ne information you want. Letls say
4. We ........... his na me and f<;>und out who he was.
~ ~,. r 4, youlre ata bookshop1 for example. You point toa book1
5. Do yo u use ........... sueh as Faceoook and MySpace?
6. You'd better save th?~t..L.... or you may lose it.
and Sixth Sense 4 ........... íts hame. lt then projects reviews
7. Why did you ........... all those photos? 1 wanted to of the book onto any nearby surface. Now you know
keep them! whether or not to buy it! Or perhaps youlre on your way
8. Your computer has ............ You'll have to ........... it. to the airport.Just pickup your ticket and Sixth Sense
will project 5 ~-~..... fnformation about your flight telling 1
2. Read the sentences and choose the correct yo u if there are any delays. Sixth Sense is light and 6 · .. ¡. . . . .
answers according to the meaning of the 1
lt S al so simple to operatel making it very 7
........... .
words in colour.
1. A program that provides instruction 1
entertainment is a tutorial.
2. This complicated website is 1 isn t very
1
user-friendly.
3. Documents can 1 can't be put into a folder.
4. This computer is too small 1 (g
to be portabJe.
5. A blog that is updatea contams new 1old
information.
6. When you log onto Facebook, you usually
give your u~ame 1 address.
7. You need a modem 1 printer in order to
access the Internet. (_
II.U.pr Q Cfc,
VERB COLLOCATIONS
3. Which nouns can be used to form collocations
with the verbs in colour?
1. enter - your age 1 a web page 1your password
2. forward - an e-matl 1 an..._attachment 1 a website
3. download -a pnnter 1 a film 1 a song
4. post - a message 1 informatiGn 1 a laptop
5. charge - a mobile phone 1 a keyboard 1 a taptop • Complete the sentences. Make them true
for you.
1. This school year has turned out ..e.
2. My parents try to prevent me from ... .
3. 1 think people should insist on ..-:\ . wpor._, l y¡<:;:ut r l
4. 1 usually charge my phone ... . ._,, tn.f
' w. "<2-rf- f ~ IJL
5. 1 sometimes have the urge to ... . p --0
6. 1 was overjoyed when ....
CP-1
.-
Vocabulary Builder, pages 62- 63 37
11
u
1. Complete the sentences. Use the correct
G passive form of the verbs in brackets.
1. Googlev...........
"' (start) by two students i1,1998.
2. The computer competition ........... (hold) next
Easter. í< ~" ü4.l' C' • • ' ' t
1 THE PASSIVE 3. The site ........... (tal<e otWthe Internet before
1had a chance to look at it.
--=~~======-=::::j
l
~0..'1' ).() l,.o '-' ' ( ' -
Read the explanation and the examples and 4. Rewrite the sentences in the passive.
complete the rule.
Omit the a~en}. w here possible.
When focusing on an actionl we sometimes use the 1. Vve haverN i~v1te~ Alice to our party.
causative structure. This structure is also used to tal k ' , r' • J ~<!.. ..
about arranging for things to be done for us by other 2. WiU they stiow tñe paintrngs at the
people. gallery next week?
1 ' t
3. You m~stn't reveal our secret. , d
a. He wants to hove his picture removed 1
~\xrh~t tin1e~cftheV'aeliS€r \he post?
b. Goog'e got their vehicles fitted w; h spec1al
5. Soya farmers are cutting down
cameras.
the rainforest.
In the causativel we use ........... or ........... + object + lW 1 .1 1 .Q..,;. ·~ !ee 1\ c.u \ <: d {\
past participle.
b~ r~ ~tvv-1. s
:Jilt. Grammar Appendixl pages 115-116
G 5. Complete the passage with the correct active 8. Complete the sentences using the causative. \, d
or passive form of the verbs in brackets. Then . . k' . W '-'uve ( IU.•-r: ) t.. 1-t
1. Our pnnter 1s wor 1ng agam. e ........... . repa1r r.Qro..t.,Q.d
listen and check you r answers. 2. All our pictures are on the computer. We never
............ (develop) ~Clv~ '"'~ d~ r e:~ •
THE PEOPLE'S ENCYCLOPEDIA
3. "My tooth hurts. b ~ -t'-'e.M cU. ~r..o.d..
~~----------~--~--~ <;",o. f'(. .
1
Ycars ago, when you · ........... g1ve)
" You should ........... . " (check) ~,. c. ~
4. l'm not buyina m~ wedding dress in a shop. 1
a schooJ project, you would / ;./)A. \: · w• 1,.,
........... . (ma ke) CAM '!;OI'Ia.
~ ¡ ~ r- ...1 "'
vv- ..o..d..R.
go to your local library "' p <; L ~ ~ ?t~ ~ o , rv r..a.. 1""'1.1
1
.-
is unsafe. 1
• 1{ f'C'I. . Grammar Review
..
r '~'Js ..
7. Complete the sentences with the verbs below. 9. Rewrite the following sentences using the
Use the correct causative form. words in brackets. Do not change the original
paint ._ delete • wash • -detiYer meaning.
1 , , t • • r r
také • repair ,. 1. 1started revising for the test at 11.00. (since)
r
V 0.. ~d
V... 11 • .._ . ... • " (C:IIfd.'
1. 1d on 't l'k
1 e d'1rty cars, so 1...........
lil'l. mme . .......... 2. When w1ll your roof be repa1red? (have) ' .oo •
quite often. .1 3. lt~aSWfOng OfyOU tO Spend SO mUCh money. W.UI\.St~-
. .V\ \ V'. \. ... . -- t 1 •• " "'-'-
2. N1gel ........... a new computer ........... tomorrow. (snouldn't)L. • 1 •
1 ~ ·' .. U C'wWI VllUJ
.' ~ l
3. We ........... our name ........... from the list last week. 4. Exoerts believe that this is a dangerous virus. (lt)
\1\Cld . ( rl L +u f'IQ+ \..v..h ~
4. 1 ........... my mob1le phone ........... yesterday. 5. lt's abad idea to buy a cheap netboo~
5. 1 tried to smile while 1 ~my picture ..::....ko.d. ( (h~~ bette~) , w
6. P1ease excuse t he mess.1 We ........... u' ~ t11e
~ S 6. The rñ~l had been served before we arrived. c:..c.r
kitchen ........... . r d:.l.) (They)
[) _(, ..,...,.......,
-·-
1 •.J.d' -
n -
,......
2 .··n
. n.........
- .,....
rw ......,....
3 ~ n._...._..
40
Unit3
SPEAKING
PERSONAL INTERVIEWS
1. A social networking site is interviewing young people about their lives, interests and opinions.
Read sorne of the interview questions and match them to the answers people gave.
Survey Questions
1. How long have you lived in ~· 1go to the beach wíth my
Birmingham? v friends, and in the w inter we
2. How often do you get togethel go skiing.
wíth friends? What do you do?~ b. A few times a week. We hang .a. .... ~"lr
3. Do you ever play computer around at friends' houses or go out.
games? How often? I.J. é 1 think it's made lite better. Medicine ís
4. In your opíníon, has technology more advanced, and it's easier to travel.
made life better or worse? c... d. Ves, 1have. l'm en Facebook.
5. Have you ever used social ,.e. Reality TV programmes and MTV.
networkíng sítes? Whích ones? J f. Ves. In my opinion, they should help
6. What types of TV programmes other people or do somethíng for
do you enjoy? L t he environment.
7. How do you usually spend your ~ Since 2007.
weekends? }l-:" Ves, 1 do. Almost every day-
8. Do you thínk students should do l'm addicted.
volunteer work? Why or why not?
T
3. lnterview your partner about his 1 her interests and opinions. lllse five questions from the survey
above and the five of your own.
INTERVIEWS
Listen carefully to the questions you are asked.
Ask the interviewer to repeat or clarify questions you don't understand.
Oevelop your answers and add information when appropriate - try not to answer in just one or two words.
Be sure to keep your comments relevant.
aq¡.t.!l!.l§t!tMMitii!Q!i41fJif'f~ 4 1
WRITING
An Opinion Essay
_ ,_ EXAM FOCUS
fC&&&&&&&ll&&&<ll&&&t&llliiJJJJJJ
Pers.o11ttf 8foqqil1q - Grood or 8ad?
Ma11y ti!~l'laq~r.s u.s~ bfDq.s a.s per.so11af diari~.s. nu.s .s~ct1.1.s lik~ a11 ~xcef/~11t
way to ~xpr~.s.s. tl1ouqht.s a11d f~eli11q.s., bu-r 1believc it has U1ttl1y dis.adva~taqc.s.
Fir.st of al/, t1.1il/io11s. of peopfe ca11 read your bloq. For tl1is. reas.o11, it i.s
11ot approprittte to write .about your perso11af affairs.. 'DtJ you reaf{y wa~~rt
your pareht.S, your teacher.s a11d U1il/iOI1s. of .stra11qer.s to 1<.11ow tl1ttt you"re
il'llovc or tkttt you're urth.appy witl1 your .socittllife?
S~co11dly, bfoqqirtq about your prívate life cou/d affect your f uture.
This. i.S due to tl1e fact tl1ttt t11e ii1{0rU1tttiOI1 Cdl1 be u.sed by future
eUiployer.s or u11iver.sity adt1.1iS..SiOI'Is. office.s. Moreover, you probably
write about whttt you do .artd where you qo. Co11s.cq.uerttfy, da11qcrou.s
crit1.1il1af.s miqht be abfe to tocttte you.
tHI il1 al/, 1tl1i111<. tl1ttttke 111ter11ct i.s the wro11q place to di.scu.ss.
your p~r.SOI1ttf fife. Tef/ a loyal friertd il'ls.tead, or u.se drt
o(d-fa.shiOI'Ied paper diary- a11d tl1e11 hide it .so tl1ttt 110 011e
Cdl1 firtd i't.
--
42
... Writing Guide, page 138
purpose
Unit 3
ln Septem2229n~~in~~n~~T ~IEW.J'
- face-to-face communication - deeper,
more meaningful
Holland. dragged a 14-year-old boy off his bicycle - can get message to severa! people at one ti me
and robbed him of € 165. The boy went to the police ~............ report - avoid dealing with difficult issues face-to-face
!he incident. No one knew the thieves' iden!ities, 2............ they were - meet new people
not caught. However, Lhe following March the boy contacted the - impersonal and superficial
poüce again, 3
·........... the fact that he had seen an image of himself - have a bigger circle of friends
- and the two men followi ng him- on Google Street View. The 4. Decide which ideas to include in your essay.
police sent a special request to Google for the original photos Think of facts, details and examples to
~............ people's
faces are blurred on Street View. After the police support your arguments.
had explained that the photos were needed 5·........... they could S. Organise your ideas using the Exam Focus
solve a cri me, Google agreed to send' them. 6·........... , the police and the modell on page 42 to help you.
were able to find the twin thieves and arrest them.
CHECKUST
./ I fol14wed t ke. .ttep.t for 1:1!~-t- apíi'!Úl~-t e.t.tl:lfy.
4. Complete the senternces in a logical way.
1. We can access information easily because of .... ./ I IA..fed c.al<U1Uto1r.t if UIIIA..fe. l:lflltd rw..Ut, I:I!M
c.al<U1Utar.t if pu.rpa.re..
2. 1gave my credit card number online. As a result, ....
3. Yo u need a password so that . 00 •
./ I c,kuk.ed my .tpelli"!3, j ntwt.MI:Ifr I:I!M
pu.vtaMtía ~-t.
4. She doesn't use Facebook, since .. ~ .
5. You should copy al! your photographs in arder not to 000 •
TIPS
In a debate, one speaker speaks in favour of a proposal or
statement while the second speaker speaks against the proposal
or statement.
Remember:
1. Your presentation should be based on-
research and st ructured logically.
2. Find expert opm1ons and stat1St1cs to
support your v1ew.
3. Don't ignore evidence supporting the
oppos1te pomt of v1ew. lnstead, use 1t
to predict what your opponent will say.
4. Keep your speech short and be persuasiVe
5. You should also use log1c and general
knowledge to persuade your aud1ence.
You must present the view you are given, even if you don't
agree w ith it!
• TASK QUESTJONS
G2. Listen to extracts from a debate on the proposa 1: There should be a law banning the use of mobile
phones in cars.
a. What arguments does each speaker use to support their view?
b. Which speaker uses real evidence?
c. Which speaker uses logic and general knowledge?
44
Unit Objectives
• Thr Sens~s
• Rl'ported Spt·cch
• Listl'ning to a Repon
• Comparing Picturcs
• Wriling a Description ofan Event
• Li fe Skilis: British Etiquent'
Sense It
1. The five traditional senses are sight, hearing, t aste,
smell and touch. Can you think of any other senses?
Amazing Facts-
True or False?
1. Seeing red can disturb your concentration. F"
2. The human nose can detect danger.l
3. A mother's hug can relieve her child's pain:T
4. lt is harder to bala nce on one foot
if yo u close your eyes.-r
5. Men are more sensitive t han women
to smell and t ast e. t-
6. Humans have got a blind spot. T
7. All humans can feel pain.""F
8. Sorne people can taste words or see music. T
9. When you hold a seashell next to your ear, r
you hear the sound of your blood
flowing through your ear.
Of all the senses, smell is the most powerful for to a special place or time, uch as a childhood on the
bringing back memories and setting off emotions. This family fann. But not every smell can be easily copied.
is because smells are processed in the limbic system, The company said that many customers had requested
which is both the emotional centre of the brain and Puppy's Breath. which is so chemically complicated
the place where long-term memories are stored. Many .o that it's very tough to cápture.
businesses ha ve discovered this amazing power and are The question is, would you really like to smell of
) ~urrefitly using artificial smells to trigger a purchase, black pepper or turpentine on your next date?
evoke an emotion or create a reaJistic experience.
Weird Whiffs
Dollars and Scents Dale Air started out as an air-freshener firm.
to A pleasant scent in a shop puts you into a positive However. things changed in 1984. when the company
hirlood, making you relax, stay Jonger - and spend was approached by the creator of the Jorvik Viking
~o~ This concept, cal.led scent marketing, is all the Centre. a replica of a British village at the time of the
rag~. The tantalising coconut aroma in Thomson 's UK Viking invasions. They asked company founder Fred
travel agencies. for example. puts you in the mood Dale whether he could manufacture nasty smells as
•s for a tropical holiday. The mouth-watering smell of " well as pleasant ones, explaining that they wanted to
chocolate in London's Superdrug on Valentine's Day add smell to make thei r exhibits more realistic. So the
isn't really conúng from the boxes on sale- it's being company manufactured the odours of fish, burning
púmped into the building's ventilation system. But it logs. a marketplace, and even the stench of a Viking
will still remind you to buy sorne chocolate for your toilet! 1
20 girlfriend. ("
, Since then. Dale Air has produced aromas such as
The scents are subtle and almost imperceptible - Egyptian Mummy for lhe City Museum ofStockholm,
not enough to irr:itate people, but enough to form a Sweaty Feet for the inside of a submar:ine at the
particular association in their minds. The question Imperial War Museum and Dino aur Breath for the
remains whether this tactic take advantage of Natural History Museum in London. Since the 2007
25 innocent customers. who are quite unaware that ir is w ban on moking. one of their most popular products
being used. ha been the scent of ashtrays. supplied mainly to
pubs. It seems customers miss this smell, which is so
Memory ill a Bottle much a part of the pub experience.
A smeJI can bring back a memory so intensely that you
feel you are going back in time. Could we somehow
30 bottle these memories, ro be used whenever we wish?
That's ex.actly what perfumer at Demeter Fragrances
of New York do. They make over 200 amazingly abcurate False friends
fragrances, such as Rain, Christmas Trt!e, Thunderstorm, currently (line 7) means actualmente not corrientemente
Chocolate Chip and Glue. According to the company. supplied (line 61) means suministrado not suplido
35 their goal is for each scent to transport the user back
'/'
VOCABULARY PHRASAL VERBS
2. Divide the words bemow into categories of Ice cream is always sweet, isn't it? Not according to ice
sight, hearing, sme/1, taste and touch. cream maker Peter Arendsen, whose 6 · ........... include
odour • savoury • stink • stroke • flavour severa! types of 7 ........... ice cream, such as cheese and
bacon. Sounds weird, but his products must be 8· ........... -
rhythm • whisper • stare • pattern
they're sold in several top restaurants!
IDIOMS
4. Complete the sentences with the words below. Read about a tasteful job at:
wwu•.burliugtoubooks.es/t•ieup-=-o'"""
·n=ts2
=------~---'
taste • ear • touch • sense • see • tooth
1. lf you like lots of sugar, you've got a sweet ........... .
2. lf someone ignored what you were saying, it
went in one ........... and out the other.
3. lf you treat someone as badly as they have
• Complete the sentences. Make them true
treated you, you're giving them a ........... of their
for you.
own medicine.
1. Some savoury foods 1like are ... .
4. lf you agree with someone, you ........... eye to eye.
2. This year, ... is 1 are al/ the rage at my school.
5. lf you don't want to lose contact with someone,
3. lf l' m in a bad mood, 1 ....
you keep in ........... .
4. 1 find it p/easant to ... .
6. lf you act logically, you 're using your
5. 1 think it would be tough to ....
common ........... .
6. 1 often don't see eye to eye w ith ... because ....
S. Write the sentences in direct speech. 7. Imagine that Mike Batt w as interviewed by
1. My dad wanted to know whether Tim had gota a reporter. Using the information in Exercise
high mark. 6, write 2- 3 of the reporter's questions and
2. Sam explained that they had discussed that the Batt's answers. Begin your sentences with the
day befare. following or similar words.
3. My brother suggested that we go camping. A reporter asked Batt .. .
4. My coach asked me whether 1could run faster. Batt explained that ...
5. The woman wondered how long 1had been
waiting. ... EXAM FOCUS
6. Harriet reminded me not to mentían the party.
7. The boy said that he ihad never ridden a bicycle. REWRITES: DIRECT SPEECH TO REPORTEO SPEECH
8. 1asked my neighbour where the post office was. When rewriting sentences that involve changing direct
speech to reported speech, first 1dentify the type of
sentence (statement, question, order, etc). Then check
G 6. Complete the passage with the correct form
the sentence for words that are likely to change. Don't
of the verbs in brackets. Then listen and check
forget all necessary changes in word order, tense,
your answers. punctuation, t1me express1ons and pronouns.
Rewrite the sentences using the words in brackets.
The Sound of Silence Do not change the original meaning of the
sentences.
British composer Mike Batt was sued for including 1. "/ didn't steal the maney, "so id Jim. (denied}
one minute of complete silence in his albu m
2. "Hove you ever seen an opera?" Chloe worrted to
Classical Gra.ffiti. The John Cage Trust claimed know. {whether)
that Batt 1· (plagiarise) a 1952 work by famous
composer John Cage, which consisted of 4.33 3. "/ won't be at home tonight," Carl said. {told me)
minutes of silence. Batt admitted 2· (copy) the 4. "What are you looking for?" asked the shop assistant.
idea from Cage, but he said that he ·3 (not expect) (me)
to be sued. 5. "/ won't speak to anyone here," said Mark. {refused}
However, Batt's lawyers wondered whether Cage's 6. "Let's go out far coffee, "Jenna said. {suggested)
piece 4 (be) really a musical work. T hey added
that copyright law 5· (not support) the Cage case,
as there were no actual musical notes in the piece.
In the end, Batt agreed 6 (pay) a large sum of
money in compensation. He said that he 7• (make)
Grammar Review
the payment out of respect for Cage.
8. Rewrite the following sentences using the
What was the point of Cage's original idea? words in brackets. Do not change the original
He explained that each future Jive perform ance meaning.
8· (be) quite different, depending on the sounds 1. "Phone me when you get home tonight," my
made by the audience. father said. (reminded)
2. lt is said that the world is getting warmer. (to)
3. They have already delivered the package. (has)
4. lt wasn't necessary to help him. (needn't)
Jolrn Cage 5. "Where d id you get this beautiful dress? " asked
Anna. (me)
6. Mark started running an hour ago, and he's
still running. (for)
SPEAKING
COMPARING PICTURES
1. Look at the pictures. Where are the people? Which of the five senses are they using? Give examples.
4. 1would imagine that the people in picture A c. whereas in picture B, they can probably smell
can hear the cheers of the fans, beer and cigarette smoke.
4. In pairs, compare and contrast the pictures below. Use the phrases in colour in Exercise 2 to help you.
COMPARING PICTURES
• Discuss the pictures' similarities. • Discuss the differences between the pictures.
• Discuss the atmosphere in each picture. • Speculate about how the people feel and what they can see and hear.
• Talk about which situation 1place 1activity you would prefer.
o¡·
53
j
(~ WRITING
A Descrip.t~qn of a~J~vent ·----···---------
- EXAM FOCUS
When describing an event. we want to give readers a clear picture of what we experienced.
When you wr te a descr pHon of an event:
1. State what the event was, and when and where it took place.
Give a personal opinion.
Read the f1rst paragraph of the model description below. What event did the writer attend? When and
where did it take place7 ls the writer's opimon positive or negative7
2. Describe the event in detail. Explain what happened, how you felt, and what you saw 1
heard 1smelled 1tasted.
Read the rest of the description Which of the senses are described?
3. Sum up the event and your opinion.
D1d ti e wnter enJOY he evene
A Pleasant Surprise
Last night, 1 went to a jazz concert at Mike's Club. l'm not a huge jazz fan, so 1
wasn't expecting much, but it turned out to be a fantastic evening.
The club was dark, quite tiny and extremely crowded. A strong smell of cigarette
smoke hung in the air. More and more people carne in, talking excitedly and
laughing. My friends and l ordered Mike's famous salty chtps and sour pickles -
delicious!
On stage, the shiny gold trumpets and saxophones made an impressive sight, and
when the musicians began to play, 1 was immediately captivated by the powerful
sound. The music had a fively rhythm, and soon the walls were shaking from both
the music and the audience's enthusiastic applause.
All in all, the concert was a great experience. From now on, if there's a jazz band in
town, l'U be the first to buy tickets!
lt's great to travel t o the UK, but how likely are you t o make embarrassing mistakes
in social situations? Choose the correct answ ers.
1 When arnvmg for a bus ness meet1ng, 5. When wa1t1ng at a bus stop, ....
a. lt's acceptable to be up to 30 m1nutes late a. go to the back of the queue
b. 1t's important to be on t1me b. go to the front of the queue
c. you should arrive 1S minutes early c. stand next to the queue
2. The ma1n meal1n Bríta1n 1s eaten .. . . 6. When going toa n1ghtclub or d1scotheque, ....
a. at about 6 pm a. you can wear whatever you want
b. at about 2 pm b. formal dress is reqwed
c. at about 9 pm c. you should check the dress code
3. lf you want to smoke n a restaurant .... 7. When speakmg to someone,
a. ask the person next to you 1f you may smoke a. be friendly and stand clase to them
b. go ahead and smoke b. stand far apart from them
c. don't Jight up! You may not smoke in c. use your hands as you speak
restaurants in the UK 8 When you ask for someth1ng 1n a
4. When you greet an acqua1ntance 1n Bnta1n, .... shop, say . .. .
a. kiss them on both cheeks a. "Give me ... "
b. don't kiss them - just say helio b. "Could 1please have .. . ?"
c. hug them c. "1 want ... "
• TASK QUESTIONS
The culture tips w ill tell you w hether you answ ered the quiz questions correctly.
Match each t ip toa question in the quiz, then check your answers.
TIPS
a. The British don't touch very much. Hugging and kissing are reserved for family or very close friends.
b. In sorne British nightclubs and discos, jeans and trainers are not allowed.
c. No matter how long a queue is, always go to the back.
d. Punctuality is considered very 1mportant in Britain; if you are going to be delayed (even by five minutes),
you should phone ahead.
e. The British usually have a light lunch at about 12-1 pm. The ma1n meal is dinner, eaten at about 6 or 7 pm.
f. Personal space is very 1mportant to the British. Don't stand too close and keep hand gestures
to a minimum.
g. Smoking is now banned in all public places in the UK.
h. lt's impolite to tell someone directly to give you something, so use the polite request form .
Beverley is a British student w ho plans to spend a year working in your city. Read her e-mail and write a
reply. Use the information in the quiz for ideas.
Hi!
My job begins in August, so 1'11 be arriving in mid-July. Thanks for offering to take me round looking for a flat-
that'd be ever so helpful.
1was wondering if there's anything 1 should know about Spanish culture and et1quette. Could you give me
sorne tips? 1 don't want to make any silly mistakesl
Looking forward to seeing you!
Beverley
56
Unit ObjectiVl's
• Familks
• Relativc Clauscs
• Lhtcning to Personal A\ rounts
• Exprc-.sing an Opinion
• \1\ riting a Narrativc
• L1le Skilb: A Job lmcrvicw
Families
G 1. listen to the song and read the lyrics. Then answer the questions.
1. What sort of father is t he singer? Ho w do you know?
2. What happens to the relationship between father and son when the boy gets older?
3. What is t he moral of the song?
Answer Analysis
• rival is a neur
_as opponent.
The 1\ite Rwlller is the stOr) of .\mir, a )OUngAfghan \\ ho nees \\<lr-torn Kabul in the 1980s and then
immi~ratcs to the Lnited States. The e'ents in tbese extracts take place durin~ his childhood, before the \\3r.
Extract 1 In chool. we used to play a game called Sherjangi. or ··Battle of the Poems." The Far i teacher
moderated it and it wem omething like this: You recited a verse from a poem and your opponent bad sixty
econd to reply with a ver e that began with the same lerter that ended yours. Everyone in my class wanted
me on their team. becau e by the time I was eleven. 1 could recite doLens of ver e from Khayyam. Hafez. or
Rumi's famous Masna~vi. One time, I took on the whole class and won. 1told Baba about it later that night, but
he ju t nodded, muttered, "Good.''
Extract 2 Of cour e. marrying a poet was one thing, but fathering a son who preferred burying his face in
poetry books to hunting ... well, that wasn't how Baba had envisioned it, 1 suppose. Real men didn't read
poetry - and God forbid they should ever write it! Real men - real boys - played soccer just as Baba had
10 when he had been young. Now that was something to be passionate about. In 1970. Baba took a break from
thc construction of the orphanage and flew to Tehran for a month to watch the World Cup games on television,
since at the time Afghan istan didn't ha ve TVs yet. He signed me up for soccer teams to stir the same passion
in me.
Extract 3 When it became abundantly clear that 1 hadn 't inherited a hred of hi athletic talents. he settled
1s for trying to turn me into a pa ionate pectator. Certainly 1 could manage that. couldn 't 1? 1 faked interest for
a long as po sible. 1 cheered with him when Kabul's team scored against Kandahar and yelped insult at the
referee when he called a penalty against our team. B ut Baba ensed my lack of genuine interest and resigned
him elf to the bleak fact Lhat his on wa never going to either pla) or watch occer.
Extract .t Later that night. I was passing by my father 's study when l overheard him peaking to Rahim
20 Khan. I pre ed my ear to the closed door.
"- grateful that he' healthy:· Rahim Khan was saying.
" 1 know. r know. But he's always buried in tho e book or shuffling around the house like he's lo t in sorne
dream."
" And?"
25 "1 wa n ' t like that.'' Baba sounded frustrated. almost angry.
Rahim Khan laughed. "Children aren·t colouring books. You don' t gctto fill them with your favourite colours."
·Tm tclling you," Baba said. "1 was n' tlike that at all. and neither wcre any o f the kids l grew up with.'"
"You know, sometimes you are the most self-centred man 1 know." Rahim Khan said. He was the only person
1 knew who could get away with saying something like that to Baba.
30 "lt has nothing to do with that."
··Nay?"
··Nay."
'"Then what?"
I heard the leather of Baba\ seat creaking as he shifted on it. I clo~ed m)' eyes. pres ed my ear even harder
35 against the door. wanting to hear. not wanting to hear. "Sometimes 1 look out this window and 1 see him
playing on the street with the neighbourhood boys. 1 see hO\\ they pu h him around. take his toys from
him, gi\·e him a shove here. a whack there. And you know, he never fights back. Never. He just. ..
drops hi s head and ... :·
"So he"s not \Íolent." Rahim Khan said.
'"That\ not \'-hatl mean. Rahim. and you know it." Baba shot bad.. "There is ::.omething missing
in that boy."
e~ VOCABULARY WORD FAMILIES
1 RELATIVE CLAUSES
- FIFTY FINGERS ~
1. Match each relative pronoun to the type of The B~owns are an amazing family of five brothers and sisters
noun that it refers to. w.b9... ar~áúfop-class piano virtpasp~. They love playing together,
so they've formed aquintet 21:::. ~...• plays in concert halis all over the
1
when • who • that • whose • which • where
l. people vltc H ~01 t world. Each of them fell in love with the piano at the age of three,
2. things kOi ..» k ~'..~...~... they had their first lessons. As children, they practised for
3.places whllr<? six hours a day in their Utah, USA home,Y ..~...~...~they had no less
4. time u. w n 4~ ~ than five enormous grand pianos. They were the first five siblings
5. possession _ ' :lfl ........... ever studied together at New York's Juilliard School of
Music, etJ.....:.~.. 1lnly the world's most talented students are
OEFINING ANO NON-OEFINING RELATIVE CLAUSES
accepted. The Browns are modest, optimi~tic people '!J. .......... goal
2. Read the examples. Then choose the corred is to introduce classical ml(sic to the ~t possible audience -
option to complete the rules. 4:- , '
especially young people, ........... love to hear them play. Obviously
a Baba a dr ' 1 <a 50'1 who tad 11oetry. (definmg)
their talent's in their genes, but they ¡¡.11 say it was their parents'
b. Amiradmired Rahin Yf:an who could get away w1th ~;," ¡,,t
encouragement apd support ·........... herped them the most.
cri rc•sm:; 8 bo ' •OI dt n ,. ~J () l "'t ¡:.; V l t (1
l. A defining 1non- defining relative clause is essential Desiree, Greg, Deondra, Ryan ami Melanie Brown
to the meaning of the sentence.
2. A defining 1non-defining relative clause adds non-
essential information about the noun 1t describes.
3. We use commas to separate defining 1non defining
relative clauses from the rest of the sentence.
3. Look at your answers t o Exercise 2. In which 8. Writ e a sentence using a relative clause about
sentences can you omit the relative pronoun? three of the f ollowing topics.
• a cousin or sibling
• a recent family event
RElATIVE PRONOUNS- In defining
• a place your family went to on holiday
relative clauses, we can om1t the relative pronouns
who, which, that and when if they are not the • a tradition in your family
subject of the clause. • something your family did during your childhood
wU;( ~~
2. The baby started cry1ng ~hen you left. (has)
1. Choose one option and complete the
3. l'm surethat Robert forgot to t>ost the letter.
sentences so they are true for you . ~
(must)
1. In my family, meals 1 holidays are a time
when .... 4. "You should buy tickets as soon as possjpl~" M..t .Jt....é -:e
my sister suggested. (that) \.1 r
2. We live 1 don't live in a street where ....
5. 1want to eat in the restaurant. We had dinner +tu 1
r+(. ¡¡ ~
3. My grand parents 1 parents are people who .... there last month. (where) '.1
4. My parents rarely 1 often say things that ... . 6. The council is putting up sculptures all over the
5. 1dislike 1 enjoy visitlng my relat1ves, whose ... . city. (by) 1~
discipline
parents' expectations
SPEAKING
EXPRESSING AN OPINION
1. Read the following statements about families. Which statements do you agree with?
Which do you disagree with?
1. Young children should always obey their parents.
2. Parents should not try to influence their children's decisions in life.
3. lt's good to have lots of brothers and sisters.
4. Women are naturally more suited to caring for children.
5. Teenagers need rules and limits.
6. lt's wrong to have a child in such a violent 1 polluted world.
2. Comp,lete the dialogues with expressions from below. There may be more than one correct answer.
1 agree that ... 1disagree. As far as l'm concerned . ...
That's exactly what 1think. That's not the point. Don't yo u think that ... ?
1 know what you mean. That's not the way 1 see it. What 1 mean is ...
You've got a point. You can't be serious! You've got to admit that ...
How can you say that? l'd say that ...
1 reahse that, but ...
lt seems to me that ...
u=r- A:
8:
1
2
· .~........ a woman should stay at home to take care of the children.
· ........... ? 3· ........... women should also develop their careers!
A: Yes, but 4· ........... one of the parents has to be at home.
----------------~
A
l
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!
7
A: · ........... , with global warming, our children may not have a very good future. J
8 9 ........... ,
l.._jA: children have todo what their parents expect.
· ...........
everyone has to make their own choices in life.
10 11
8: • ............ 8ut · ........... sometimes it's difficult to avoid parents' pressure.
A: 12. ........... .
3. Add a few more lines to each dialogue. using other expressions from the list.
4. With your partner, choose three statements from Exercise 1 and discuss them.
a. Express and explain your opinion about each statement.
b. Say whether you agree or disagree with your partner's opinion.
c. Try to persuade your partner that you are right.
EXPRESSING AN OPINION - Don't simply agree or disagree, give reasons. The reasons can be
facts or personal opinions. Listen carefully to your partner's opinion and respond to his 1her statements.
Try to persuade your partner to see things your way. lf you can't, at least try to make him 1her understand
your point of view.
65
(0 WRITING
A Narrative
~: EXAM FOCUS
When we write a narrative, we tell a story. We often include a problem or conflict, which may or may
not be resolved m the s·ory. We may include dialogue to make the story more direct and personal.
When you wrte a narrafve
1. Describe the setting and introduce the main characters.
Read the first paragraph of the story below. Who s 1t about? Where and when does it take place?
2. Relate the events in the story, including a problem or conflict.
Read the rest of the story. What problem does the main character have?
3. Tell how the story ends.
In the story below, 1s the problem resolved? lf so, how is it resolved?
Of coursc, 1'd bcc11 usmq -Ale~s roo~t~ whilc he was away, becttusc it was
larqer #rt111 141 tnc and hada btq bcd a11d 11 TV. Now 1h11d to qo bacl< to ~t~y
s~t~alf roo~t~, whtch ~t~tJdc 1t1e prctty tJnqry.
Wc wcre q.uarrcl/fnq 11bouttkis one cvcninq wkc11 suddcn/y our ~t~O#tcr Ct11+1c
i11to the roo~t~ . •6rr1111dpa hasrt't bcen wcfl late/y and hc's co~t~il'lq to /fvc wtth
us for a fcw 1t1011t11s/ .she to/d u.s. ~ou' 11 bo#l have to share l<cvM.s roo1t1,
.. so stop 11rqumq.' Wc .stood tkcrc opci1-&410t.rt11cd d.S shc Wdll<cd out.
Sure ettouqh, ~rattdpa caw.e emd -Aiex 1+10Vcd into ~t~y roo1+1. -At fir.st, ft
w11s awful, but cvetttual!y tt qot edSfer dttd now we cvett htiVc deccttt
convcrsatioltS otrcc m 11 whtlc. 1' d s.ti/1 /fl<c a roo1+1 - cvcn 11 .St.1t1/l one - to
~+~yself. lt's a ptty 1didtt't appreciate ~t~y rooM whf/c 1sti/1 had it!
Expressions of time and sequence help us to clarify when events occur, and in what order.
Time expressions show when something happens and sometimes describe the atmosphere:
On o cold ond stormy night smo/1 fomily sot by tlle fire m their cobin.
Sequence express1ons show the order of events in a narrative.
In the beginning 1 "new baby seemed like a toy to three-yeor-old Cindy. Then she realised that he
wou/d demand much ofher porents' attention.
Sorne sequence expressions give an idea of how fast or slow something happens:
As time went on, • • al/ got used to the new house.
Afl of a sudden r sister appeared next tome.
Guide,-page 138 --~
66
Unit 5
• TASK QUESTIONS
1. You have answered the advert and have been invited toa job interview. Below is a list of q uestions
you may be asked. Which do you t hink would be the most difficult to answer?
1. What are your special talents? 4. How good are you at dealing with pressure?
2. What experience have you had? 5. Why do you think that we should hire you?
3. Are you good at teamwork? Give an example. 6. What would you say are your weaknesses?
~ 2. Listen to a job interview for the position at Cypr us Sonesta resort. Which criteria below does the
candidate fulfil? Do you think the candidate w ill get the job? Why or Why not?
Ro le play a job interview for one of the jobs below. Student A is applying for the job. Student B is
the interviewer. Then swap roles and role play an interview for the other job. Use the questions in
Exercise 1 to help you.
IJ Readmg Strateg1es. page 134 1 6. Complete the sentences using your own
words.
._ EXAM FOCUS 1. Boorman went to second-hand shops in order
to ....
GENERAL EXAM TIPS 2. Boorman's financia! s1tuat1on improved as a
lv e • 1 u~
~~· 1 u~· exa .. ,>aper: result of ....
1. Read the title of the text. 3. Boorman felt a bonf1re was a good way to ....
2. Read the questions, identify keywords and make
predictions about the content of the text. 7. Find words or expressions in the text that
3. For general understanding, read the entire text mean:
QUICkly, 1gnonng difficult words.
1. change for the better (paragraph 2)
4. Sean the text looking for the areas where keywords
2. instead of (paragraph 3)
appear. Pay attention to capitalletters, numbers
and symbols. 3. advantages (paragraph 5)
5. Answer the questions that are clear to you first. 4. achieved, completed (paragraph 7)
Then answer the more difficult questions. 5. purpose. objective (paragraph 7)
=
70]
Unit 6
•
t •
BURNING OF THE BRANDS ' fl •
1
Do you \\ ish that you were more popular? Are you convinced that owning famouo; brands of clorhing
would help'? Young joumalbt Neil Boonnan thought so. Then one da). he took att hi<> brand-name
posse. sion. - í20.000 worth of expen ive designer gear- and destroyetl them in a bonfire in central
London.
s From fashions like Adidas trainers to gadgets like Blackberry phones, Boorrnan threw it att into the
pyre. ''From an earl) age. 1have been taught that to be accepted, to be loveable, to be cool, one must
have the right stuff," he says. At school, he had tried to make fricnds with the popular kids, but was
"
teased for not having stripes on his trainers. He nagged his parems to buy him the "right" shoes, and
the instant improvement in his sociallife triggered alife-long obscssion. Asan adult, still dependent
10 on these status symbols for his self-esteem, he spent most of his income on brand-name items.
As his debts began to grow, he reaJised that rather than making him happy, his addiction was making
him more and more miserable. He declared that he would not only get rid of all his brand-name
things - he was going to live without brands for an entire year.
This meant searching his local farmers· markets for fresh produce rm.her than running out to the
1s supermarkct. Clothes shops on the high street were now out of bounds. so he wcnt to second-hand
shops. Since he couldn't find brand-free aJtematives to his TV or OVOs, he spent the year without
them. Unable to find brand-free toothpa te, he made hi own.
As described in Boorman's book. Bonfire of rile Brands, the )Car was a constant struggle.
20
Nevcnhelcss. thcrc wcre many benefits. He got to know his local shopJ..ecpcr b) namc and lost
weight from not eating ready-made food. Of course, his bank account wao., in much better shape. and
his anxiety about needing brands for status nearly disappeared. 'Tve lost a whole bunch of stuff. but
•
suddenly it doesn't matler," he wrote.
Critics ha ve commented that Boorman should ha ve given his belongings to charity. but if he had not
staged the bonfire, he wouldn't have received the pubticity he de ircd. He wa , after all, making a
25 statement - not only about brands, but about con umeri m in general. In the UK. he says, shopping
has become the national pastime because people have blindly accepted advertising's message: we'll
feel beuer if we consume more. In reality, consumer culture has done us more harm than good. If
we stoppcd working such long hours to pay our debts, we'd suffer less stress and enjoy more free
time.
JO You still may not wantto gel rid of the things you've worked so hard to buy, or stop shopping for
your favourite brands. But if Neil Boorrnan's actions ha ve atleast made you think twice about your
consumer habits, then he has accomplished his goal.
Neil Boonnan
burns it al/
72
Unit6
PHRASAL VERBS
3. Complete the senternces w ith the phrasal 11 1
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.
• Complete the sentences. Make them true for
2. Let's ........... and compare prices.
you.
3. All the discounted bags were ........... in the sale.
1. A brand 1 really like is ... , because ....
4. 1 bought too many things. My bill ........... nearly
2. 1shopped around before 1 •...
f1 ,000!
3. 1 wish 1 could afford to ... .
5. They're ........... free samples of biscuits and cakes.
Let's try sorne! 4. l'd like to get rid of ... , as ... .
6. She looked at all the dolls and ........... one with 5. 1 really should make an effort to ....
black hair. 6. 1 feel miserable when ....
3. After t1me express10ns such as when, as soon as, so expensive, ........... (you 1 buy) them?
until and by the time, the present / future tense is
used to talk about the future.
WISH CLAUSES
Read the examples and answer the questions. 3. Read the situations. Then write conditional
o. 1 wish 1had more money. sentences using the words in brackets.
1 b. 1 wish he would give his stuff to charity. 1. The post office was closed.
c. lf only 1had seen that bonfire! (be open 1 post 1 the letter)
2. This dog is dangerous.
Which sentence above refers to a situation that
(bite 1 someone 1 unless 1 train properly)
the speaker ... ?
3. You're too thin.
l. regrets about the past
(not be 1 underweight 1 eat more)
2. is unhappy about
4. Josh has got an infection.
3. hopes (but doubts) will happen in the future (feel better 1 when 1 f inish 1 his antibiotics)
NOTE. In wish clauses, we usually use could (not 5. lt was lucky they helped us.
woulá) with 1and we. (not help 1 might be 1 in serious t rouble)
We- all wish we coufd work fewer hours. 6. Why are you out of shape?
. ... '
(exercise more 1 belong 1 to a gym)
- 741
e Unit6
4. Complete the sentences. Use various
- EXAM FOCUS
conditionals.
1. 1don't have mueh money. lf ... . REWRITES: CONDITIONALS ANO WISH CLAUSES
2. l'm sorry 1didn't call you. lf ... . e sano w sh e a •ses.
3. 1hope 1t doesn't ram today. lf ... . first ident1fy the verbs tn the original sentence. Verbs
4. Dad hasn't arnved yet. As soon as ... . that are negative in the origmal sentence often
become affirmat1ve, and affirmative verbs often
5. We lost the match. lf .... hAnn e --.t.ve,
couldn't park the supermorket becouse the cor
S. Choose the correct answer.
was
1. We're lost! lf only we would bring 1
had brought a map! cou/d hove parked he supermarket tf the cor park
hodn'tbeen
2. Emma 1s terribly busy. She wishes she had 1
w ould have more free time.
Rewrite the sentences with the words in brackets.
3. That manis strange. 1wish he w ould stop 1
Do not change the original meaning of the
stopped staring at me.
sentences.
4. 1don't like my neighbourhood. lf only 1w ould 1 7. 1can't find anything if a shop assistant doesn't he/p
could move! me. (unfess)
5. Edward is overweight. He wishes he had been 1
2. lt's a pity that the shop went out of business. (wish)
were th1nner.
6. l'm t1red of wa1t1ng. 1w ish you could 1 w ould 3. 1didn 't go to the party because Tracy was invited.
hurry up! {if)
4. lt's too bad that Kathydoesn't like me. (wish)
6. Complete the sentences. 5. /'m sorry 1can't he/p you. (if only)
1. You gave me some good adv1ce. lf only 1 •••. 6. 1don't hove a sandwich, so 1can't give you one. (if}
2. Wars are ternble. lf only people ....
3. 1didn't know 1t would be so cold. 1w tsh 1....
4. Claire is too short to be a model. She wishes
she ....
5. 1llve very far from my school. 1wish 1 .... Grammar Review '1*1415
if 6. My feet hurt. 1 wish these shoes ... .
8. Rewrite the sentences starting with the words
given. Do not change the original meaning of
~ 7. Complete the passage with the correct form the sentences.
of the verbs in brackets. Then listen and check
1. lt's a pity we don't have tickets.
your answers.
lwish ... .
FRUSTRATED 2. That is the boy. We have been searching for him.
That is the boy for ....
I bought an cxpensivc jacketlhe other day. The shop assistant
3. " Where do you usually shop?" Grant wondered.
said it looked fabulous, but at home in front J)f the mirror, it
Grant wondered ....
looked awful! lf thc)- 1 · - (give) refunds 1 could retum it.
but there\ no chance of that. l - ........ (exchange) it if 1 find 4. 1didn't know it was your birthday, so 1 didn't
buy you flowers.
something el<>e 1 like al the hop. But if 1 ~ .... (not find)
lf ....
an)'thing, I'll havc to take a credit note. which rtl probably
5. The road was bemg repa1red.
forget about or lose! Thi\ would never have happened if I
4 They ... .
•••••...• (shO\\) it ro my g1rlfriend- she·s got great taste. If I had
6. 1'11 get off the phone. Then 1'11 go shopping.
had my mobile phonc with me. 1 ~ ........... (send)
As soon as ....
her a picturc, but J'd left it at borne! When 1
6
........... (go) shopping again, 1'11 ask her ro
WEB EXTRA Find ou1 aboul another method of advertising at: u uu.burling11mbooks.n/dewpoims2
Unit 6
SPEAKING
ROLE PLAY
1. Which of the sentences below would be said by a sales assistant? Which would be said by a
customer?
a. You won't be sorry! h. Are these on sale?
b. l'm afraid we've run out of those. i. Do you take credit cards?
c. Do they suit me? j. How can 1 help you?
d. 1'11 have to check with the manager. k. OK, 1'11 take it.
e. Cash or credit card? l. ls there a discount?
f. They're top quality. m. Your receipt's in the bag.
g. Haven't you got anything cheaper? n. Can you order one?
--= ur-
2. Cynthia is speaking to a sales assistant. Complete the dialogue with sentences from Exercise 1.
1
Sales Assistant: Sorry to have kept you waiting. · •....•.•... ?
Cynthia: l'd like an MP4 player like this one.
Sales Assistant: Oh, 2 ...........• This one on display is the only one left.
Cynthia: Well, 3 ........... ?
Sales Assistant: Yes, but it could take a few days. Do you want to buy the display model?
Cynthia: Mmm ... that depends. • ··········~ ?
Sales Assistant: 5 ............. Hang on a minute ... Good news! He'll give you 15% off.
Cynthia: 6 .. .. . How long is the guarantee?
Sales Assistant: One year. 7 ........... ?
Cynthia: 1'11 put it on my credit card, thanks. Here it is.
Sales Assistant: OK ... here you are. 8 ........... .
Cynthia: Thanks!
3. With a partner, act out the following role play using the sentences in Exercise 1.
Make any necessary changes.
Student A (customer): You're looking for t rainers. You don't want to spend a lot of money, but they haven't
got the cheaper ones in your size.
Student 8 (sales assistant): Your customer wants trainers, but you haven't got the kind he likes. You try to
convince him to buy something more expensive but better quality.
J
<~ WRITING
A Summary
- EXAM FOCUS
a summary .,.. want to give readers the main points of an article as bnefly as possible.
~ u yo 1 Wl t r 1~ r
l. Read the original text carefully and decide which facts are main ideas. lnclude only these in your summary.
Read t'le clrt1c t d tht mode summary be ow W IC~ o the 01 ow ng e eme• re mcluded 1n the summary7
what Freecycle does • when Freecycle began • how you con get things on Freecycle
the purpose ofFreecycle • how gift-giving helps the environment • the ract that Freecyc:le connects people
2. Write your summary using synonyms and similar words when possible, rather than copying.
ltow does he wnter o' ·he summary say rhe eo low ng7
a. You post th ngs yo u no longer want, and other members come round to your home to p1ck them up.
b. No money changes hands; payment is made in smiles and thanks.
c. The goal of the network rs to help save the environment by transforming today's consumerist mentality through
.J.
3. Make sure your summary forms a logical whole. You may have to change the order of the original article.
e moo,., ? 1 fJe 3
"é n s ment oned t>eeore
t n e Sl.rrman 7
4. Your summary should give the reader a clear idea of what the text is about.
:> :>1 s~ s goa?
78
Unit6
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 express1ons.
• When speaking to someone 1n a formal situation, use can, cou/d, would and may when you
make a request. For example, "Could 1speak to Mr Jones, please?"
• lf you need clanflcation, use phrases like Can you repeat that, please? or Could you
speak a little more slowly, please?
• Always use please, thank you or thanks very much when asking for or receiving information or help .
• TASK QUESTIONS
G1. Read the dialogue and choose the correct answers. Then listen and check.
Philip: What? 1 Yes? 1 Helio?
Neil: Helio. Could 1 speak to 1 Where is 1 Will you get M rs Jenkins, please?
Philip: l'm sorry, she's not here. Can 1 write 1 take 1 do a message?
Neil: Yes, please. Say to her 1 Say 1 Tell her that the paree! has arrived and needs to be collected befare
5 o'clock.
Philip: Can you hold on 1 wait 1 hang up? 1 need to get a pen.
Neil: 1 suppose so 1 Certainly 1 Yes.
Philip: Right- can you say again 1 repeat 1 review that, please?
Neil: This line is bad, 1can't hear you. 1'11 cal! back 1 hang up 1 ring off.
G 2. Read the following voicemail messages and guess the missing words. Then listen to the messages
and see if you were right.
a. You've ........... Simon's Electricians Service. Please leave a message after the ............ Thank you.
b. This is Gina. l'm sorry l'm not ........... right now. Leave me a messag¡e and 1'11 ........... to you as soon as possible.
c. Thank you ........... Photo Shop. Our hours are 8 am-9 pm, Monday ........... Friday. Please ........... during these hours, or
leave a message.
G 3. Listen to the messages left on the voicemail. Which message was left for each voicemail?
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.
WRITING AN ESSAY
• Brainstorm far ideas befare you start ta write.
• Graup similar ideas tagether.
• Don't try ta express very camplic-ated ideas- keep your sentences
simple. Need more help?
\"1 RITING GUJD[
• Try ta write a tapie sentence far each paragraph. .,.!t'~ p ...,;(""\ l l'J 146
1. Choose the correct answer. 4. Choose the best meaning for each word or
phrase.
1. In Vauban ....
a. no-one owns a car 1. hardly (paragraph 2)
b. there is nowhere to park a. very b. almost not c. completely
c. there are very few cars 2. get by (paragraph 3)
2. The restdents of Vauban .... a. travel b. shop c. cope
a. live at the edge of town 3. mamta1ns (paragraph 4)
b. walk a lot a. keeps b. prohibits c. destroys
c. don't do a lot of shopping 4. task (paragraph 5)
a. tnp b. job c. day
2. Complete the sentences using the information
given in the text. Use your own words as far
S. Write a composition of about 100-150 words
as possible.
in your notebook. Choose ONE option.
1. People are able to manage without a car in
1. A n o pi nio n essay: Would you like to live in a
Vauban because
town that is car-free? Why or why not?
2. In Vauban, people prefer to live without a car
2. A for and aga inst essay: The advantages and
beca use
disadvantages of awning a car.
~ Exam Practice
Nature Deficit Disorder
In the past many kids would gct home from school, get on thcir bikes and disappear into parks and woods until
it got dark. Today, howcvcr, this is not the case. M ost childrcn prefer to spend their free time indoors in front
of a television ora computer screen. Recently, parents and cducators have become increasingly conccmed that
children's lack of contact with nature is having detrimcntal effects on their overall health.
Richard Louv. author of the be tseller Last Child in the Woods. has argued that childrcn suffer physicall y and
mentally from lack of contact with nature. He believes that dozen¡, of problems ranging from depression to
auention deficit disorder can be triggered by alienation from nature. a condition that he has called ''Nature
Deficit Disorder''. He is convinced that contact with the outsidc world can reduce stres!>. increase a person's
auention span and stimulate creativity and cognitive development.
Louv claims that nature deficit disorder has been caused by a number of factors. Firstly, computers, video
games and television havc givcn children more and more rcasons to stay inside. In addition, many parks and
nature reserves have ·'do not walk off the trail" signs. This means that children have lcss access to the ''natural"
outdoors.
Yet, according to Louv. the lcading cause of nature deficit disorder may in fact be parents' altitudes. He
suggests that parents today are o afraid of allowing their children to explore freely outside that they are
keeping their kid indoors in order to protect them from danger.
While rhere is no ab olute cientific proof to support Louv's claims. most parents know from cxperience that
thc easiest way to cal m an irritable child is to go outside. If parents simply encourage the kind of outdoor play
that they remember from their own youth. it will be a good thing.
1. Choose the correct answer. 4. Find words or expressions in the text that
1. In the past, children .... mean:
a. disappeared a lot 1. harmful (paragraph 1)
b. rode their bikes in the dark 2. many (paragraph 2)
c. spent a lot of time outdoors 3. caused (paragraph 2)
2. Richard Louv claims that .... 4. main (paragraph 4)
a. children have a lot of contact with nature
S. childhood (paragraph 5)
b. it is important to have contact with nature
c. children who have contact with nature are
5. Write a composition of about 100-150 words
stressed
in your notebook. Choose ONE option.
2. Complete the sentences using the information 1. An o p in ion essay: Do you th1nk that spending
given in the text. Use your own words as far trme outside helps people your age? Why or
as possible. why not?
1. Children who do not have contact with nature 2. A description: Describe a place rn your
are more likely to neighbourhood where you enjoy spending time
outdoors.
2. Children suffer from nature deficit disorder
beca use
85
35 Exam Practice
Are Sorne Foods Truly Irresistible?
Have you ever wondered why you can't resista chocolate chip biscuit? Dr David Kessler, a pediatrician and
former head of the US Food and Drug Admini tration. may have found the answer. Ln his new book The End of
Overeating, Ke sler suggest that the reason we are notable to resist certain foods i not just beca use we don 't
have enough willpower.
According to Kessler. food manufacturers have created tasty combinations of fat, sugar and saJL that many
people cannot stop eating even when they are fuU. He claim thal food scientists are deliberately devising
snacks, cereals and ready meals which ac1 on the reward centres of the brain.
Kessler believes tJ1a1 there is a point at which we get the greatest plcasure from ugar, fats and salt. This
he terms the ·'bliss point''. Food that triggers thi bliss point is not only tasticr. but also stimulates people's
appetites in tead of -.uppressing lhem. As a result. food makers work hard to reach this preci e poinr.
The End of Overeming draws attcntion to the strategic!> used by the food industry to ensure that our food
truly is "irre istible". 1t sugges1s that if we become more cducated about the force that innuence our eating
behaviour, we may be able to alter our perceptions of what types of food are desirable. In addition. the book
strives to give us practical suggestions on how to curb ovcreating and on ñ ow 10 regain control of our ea1ing
habits.
The End of 01·ereating places much of the blame for obesity on the fact that food in the Wcstern world i
carefully designed to make us want to eat more of it. Yet there can be no doubt that ultimately it is up 10 1he
individual to maimain a healthy weight. At the end of the day. only we can determine what goes into our
mouths. or, more importantly, what does not.
1. Choose the correct answer. 4 . Choose the best meaning for each word.
1. According to Dr Kessler, we find certain foods 1. willpower (paragraph 1)
irresistible because ... . a. t1me b. self-control c. confidence
a. we are weak 2. tasty (paragraph 2)
b. we have no willpower a. healthy b. delicious c. terrible
c. the foods are addictive 3. deliberately (paragraph 2)
2. The writer of the art1cle believes that .... a. quietly b. quickly c. mtentionally
a. obese people are not responsible for their 4. curb (paragraph 4)
condition a. control b. convince c. enjoy
b. it is possible to control the tendency to
overeat 5. Write a composit1ion of about 100-150 words
c. it is impossible to resist certain foods in your notebook. Choose ONE option.
1. An opinion essay: The food mdustry should
2. Decide if the following sentences are true or not be allowed to make food more add1ctive
false. Find evidence in the text to justify your
intentionally. Do you agree? Why or why not?
answers.
2. A d escription: Describe your favourite food.
1. Once our bliss pomt has been reached, we are Why do you enJOY eating 1t?
no longer hungry.
2. According to Dr Kessler, it is impossible to
change our eatmg hab1ts.
86
Exam Practice
xam Practice
Texting Our Way to Good Health
Mobile phones and text messaging are frequently held responsiblc for the fact that young people lead inactive
lives. This inactivity in its turn has been linked to the rising levels of cruld obcsity all over the world. Yet, a
numbcr of recent studics have proposed various ways that text mcssaging could in fact be utilised to fight child
obesity.
It has long been accepted thar self-monitoring caloric intake and body weight is very imponant for successful.
long-term weight los~. Yet in most cases, people who are rrying to lose weight find it difficult to continue to
observe and record thcir own eating behaviour over time.
A recent study conducted at the University of North Carolina in the USA has shown that texting may be an
effective tool to help children monitor their eating habits. Researchers found that teen participants in the study
who reponed their eating and physical activiry using text messages were more likely lo continue monitoring
thcir eating and cxercise behaviour than those using a traditional diary. Th.is may be because when participants
in the study sent a text message, thcy immediately rccei ved an automated feedback message bascd on what
thcy had reponed.
Researchers at the Universiry of Southem California in the USA are currently conducting a study in which
each teen participant is hooked up toa "mobile body-area network'' that includes a heart-rate monitor, a GPS
satellitc navigation unit, anda blood glucose meter. Each sensor is linked toa smartphone that sends the data to
the university's computers, which process the infonnation they reccive. lf the data suggests that a teenager has
been siuing around too much, a strcam of text messages are then scnt, either urging them to do sorne ex.ercise
or puning them in touch with other panicipants for group activities.
It's still unclear whclher or not text messaging is indced the solution to fighting the rise in teen obesity.
However, it is clear thal something must be done to combat this alarming trend. If we want to fight obesity
in the population as a whole. it is essential that we first begin by auacking the problem arnongst children and
teens. After all, they are our future.
1. Decide if the follow1ing sentences are true or 3. Complete the sentences using the inlformation
false. Find evidence in the text to justify your given in the text. Use your own words as f ar
answers. as possible.
1. The way in which teenagers mon1tor the1r 1. Self-monitoring helps people to
eating behaviour may be important. 2. Both of the studies described in the article
2. Both of the studies mentioned in the article investigated
have been completed.
3. The writer of the article believes that texting is 4. Choose the best meaning f or each word.
the best way to fight the rise in child obesity. 1. linked (paragraph 1)
.
4. The writer of the article thinks that it is also a. suggested b. connected
2. monltoring (paragraph 3)
c. added
importan! to deal with obesity amongst adults.
a. changmg b. 1mprovtng c. checktng
2. Rewrite the following sentences without 3. alarm1ng (paragraph S)
changing their original meaning. a. exciting b. frightening c. interesting
1. Researchers are conducting a study in which
each teen participant 1s hooked up to a mobile
S. Write a composition of about 100-150 words
in your notebook. Choose ONE option.
body-area network.
1. A n opinion essay: Sorne people believe that
Researchers are conducting a study by
mob1le phones should be banned from schools.
2. lt 1s clear that somethtng must be done to Do you agree? Why or why not?
combat this alarmtng trend.
2. An opinion essay: Do you thtnk that text
lt is clear that we
messaging could help you follow a healthy
lifestyle? Why or why not?
xam Practice
Buying Adventures
From cameltreks in Algeria to jeep tours of Afghanistan, an increasing number of travellers are now opting for
adventure holidays whlch offer them thrilling and challenging experiences that they will never forget.
Traditionally, adventure holidays were primarily taken by young individuallravellers who travelled on a low
budget. Yet today, people of all ages are seeking out new and exciting ways to take a break from tbe routine of
normallife. As a result. many tour operators offer spccially designed tours that are dedicated ro taking
pa11icipants to remote and dangcrous parts of the world. Many of these tours are extremely expensive. A trip to
the Patagonia Wildemess in South America can cost around $11,000 while those wishing to reach the summit
of Mt. Everest are required to pay over $25.000.
Adventure travellers are looking for a challenge and get satisfaction from taking risks and accomplishlng
something that many others will never achieve. They tend ro go to places where very few people have ever
considered going. When a country decides to welcomc in travellers, it's 1he adventure travellcrs thal are the
first 10 arrive.
Adventure travellers often retum from their trip feeling that they have undergone a life-changing experience.
Many claim that the fact that they have succe sfully coped with such a challenging situa1ion makes them more
confident in their own ability to deal with any difficulty they may encounter in everyday life.
Yet no1 everyone agrees tha1 adventure travel is a good thing. Environmental activists are increasingly
concerned thal the human desire 10 explore unfamiliar territory may in fact be very harmful 10 the environment.
They suggest that carbon emissions resulting from a human presencc in isolated arcas likc Antarclica may
cause irreversible damage to the natural surroundings. However, despile these objections. humans continue to
desire adventures. As more and more possibilitics open up. including commercial space travel ju 1 around the
comer. it would seem thal adventure travel is here to stay.
xalll Practice
The Death of Handwriting?
Today people are generally hammcring away on a computcr keyboard, texting on a mobilc phonc or twittering
on a Blackberry. They are no longer writing by hand. So is penmanship simply an outdated and inefficient
mode of communication or is there value in trying to preserve it?
At one time. writing clearly and quickly was essenrialto cverything from public documents to personal letters.
However today in the age of the e-mail and the text me~sage, most people rarely need to write more than a
shopping list or a short note.
Although handwritten communication is less widespread than it once was. many people continue to believe
that the art of penmanship must be protected. They suggest we must continue to leam handwriting ski lis if we
wish to be able to read all types of handwriting and thus maintain a direct connection with the past. For them,
il b difficult to conceive of the possibility that a person might one day find his grandmothcr's diary and be
unable Lo read it.
In addition. people note that a person's handwriting is distinctive and can be as personal as his voice or laugh.
By preserving hand-writtcn communication. they claim, wc are also maintaining our connection with the
unique qualities of individuals.
lnterestingly. the development of the telephone. the computer and the text message ha ve not complctely
removed the need to write by hand as many feared. In fact. it seems highly unlikely that handwritten
communication will ever disappear completely since there is always the possibility of not having a computer
available ata particular moment or that there will be a power failure and we will have to write down importan!
information on a piecc of paper. Even in today's technological world, the bandwritten word is very much aJive
and well and it looks set to stay that way for a very long time to come.
than it once was. 1. A narrative: Imagine that you have just come
Handwntten commun1cat1on 1s not .... across your grandmother's diary. Wnte a diary
entry ín which your grandmother describes
2. The development of the telephone, the
something that happened to her on a
computer and the text message have not
particular day.
completely removed the need to write by hand.
2. An opinion essay: "Computers have made the
The need to write by hand ....
world a better place." Do you agree? Why or
why not?
89
TIPS FOR LISTENING ·EXAMS
BEFORE YOU LISTEN
• Befare listening to the recording, read the title and the comprehension
questions, as they can help you to predict the tapie and content of the
passage.
• When you read the questions, identify keywords and underline them.
• Make sure you know the type of ínformation you are listening for
(place, time, person, reason, etc.).
1
90
1
Listening Practice
1l Listening Practice
Guerilla Gardening ~ tune in (to): s1nton1zar
make a point of: poner empeño en
You are going to listen to a radio interview about neglected: abandonado'a, descuidado'a
a special kind of gardening. Listen and choose weed: mala h1erba
the correct answers.
show up: presentarse, aparecer
wasteland: páramo, terreno baldío
industrial estate: polígono mdustnal
soil: t1erra
91
~ Listening Practice
Reality TV School ~ assignment: m1s1ón, encargo
make the most of: aprovechar al máximo,
You are going to listen to an interview about
sacar el máx1mo part1do a 1 de
Reality TV School. Listen and choose the correct
answers. make it onto: conseguir entrar en
remark: comentario, observaoón
acting coach: profesor/a de mterpretaoón
catchy: pegadizo/a, fácil de recordar
private tuition: clases particulares
former: anttguo/a, anterior
92
Listening Practice
3) Listening Practice
DDR ~ mat: alfombnlla (de ba1le)
display: v1sualizar
You are g¡oing to listen toa conversation about a in time to: al compás 1 ritmo de
different way to exercise. Listen and choose the video game arcade: sala de videojuegos
correct answers. line up: hacer cola
soda: refresco con gas
workout: e¡erooo
look into: estud1ar. mvest1gar
93
~ Listening Practice
Mystery Shoppers G ages: una eternidad, siglos, mucho
ttempo
You a re going to listen to a n interview about beforehand: de antemano, con antelaoón
mystery shoppers. Listen and choose the correct brutally: tremendamente
answers. perk: tncenttvo, ventaja
pose as: hacerse pasar por
pretend: fingtr, hacer como que
promptness: rapidez
refuse: negarse
1. What do mystery shoppers do? S. Mystery shoppers spend a lot of time ... .
a. They pretend that they are customers. a. beíng friendly
b. They try to make fríends with the staff in a b. in coffee shops
shop. c. giving feedback
c. They report on the company that employs d. talking about their feelings
them. 6. Toby's pet ... .
d. They take photos of the staff and customers. a. did not really exist
2. Why do businesses employ mystery b. weighed more than it should
shoppers? c. misbehaved
a. To teach employees how to act naturally. d. embarrassed Toby
b. To find out how employees really behave. 7. Toby finds it hard to ... .
c. To tncrease the number of sales in a shop. a. always be honest
d. To evaluate the boss. b. write a good report
3. Mystery shoppers .... c. feel sorry for people
a. pay for any services they receive d. meet the company's standards
b. receive only services but no payment for 8. What does Toby like about his job?
their work a. The hours.
c. are not always paid on time b. The free vacations and spa holidays.
d. wait for ages to get a job c. The experiences.
4. What do Toby's duties include? d. The job opportunities.
a. Taking notes while he works.
b. Telling people what to do.
c. Writing guidelines.
d. Observing details.
94 --
\
Listening Practice
95
@ Listening Practice
The Ideal Job for Teens ~ suit: convenir, venir 1 ir bien
hire: contratar
You are going to listen to a conversation survey: encuesta
between two teenagers about an ideal job. Listen
fe e: cuota
and choose the correct answers.
average: promedio, medta
steady flow: afluencia continua
deliver: repartir
l t ' \:
' 1 V'l 1'''\ \
1
Y'l
1
1"4'\ \'\
¡-¡-,-~, \\
96
TIPS FOR SPEAKING EXAMS
BEFORE YOU SPEAK
• Make sure that you understand the task and the questions you are
given.
• lf you are allowed some preparation time, organ1se what you are going
to say and use simple notes.
• Don't try to communicate ideas that are too complicated. lt's better to
use simple sentences.
• Don't worry if you don't know a particular word or expression in
English. Think of an alternative and use the words you know to express
the same idea.
L
Jl Speaking Practice
Talking about a Picture ............ .
1. Match the examiner's questions to the student's answers.
1
1. 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?
11
a. 1":1 the background you can see mountains anda hill covered in snow.
b. There are skis leaning against the wall, so 1suppose they were skiing.
c. You can tell it's very cold- everyone is dressed in winter clothes.
d. The picture shows people sitting round atable. They seem to be eating in a restaurant or hotel.
e. lt looks like they're all friends. They're about the same age and they're talking and laughing.
f. After their meal, they'll probably go skiing again.
G 2. l isten to a student describing a picture. Then write T (true) or F (false) for each statement.
The student ...
1. described what she could see in the background.
2. speculated about what the people were doing before the pict ure was taken .
3. described what the people are doing.
4. described the atmosphere.
5. described the weather.
6. speculated about what might happen next.
• TASK
Describe this picture.
Use the questions in Exercise
1 above to help you, as well
as the expressi,o ns in bold.
um ... , wel l ... , er ... 1suppose they'll go home after they've eaten.
Speaking Practice
~ Speaking Practice
Expressing Opinions
1. Complete the mini-dialogues with the expressions below.
there's no way • all right • come on • you've gota point
not really • reached a decision • 1 hadn't thought of that
A: We use too many plastic bags these days and the supermarkets encourage 1t.
B: 1suppose 1 •••••....•• • So what do you suggest we do - ban plastiC bags?
A: 2 .•....•... - 1 don't think that would work. In my opimon, supermarkets should charge
customers for bags.
A: Let's try to persuade the students at our school to stop using buses and cars, and to
start cycling to school.
B: Oh, 3 ........... ! 4 ••••••••••• t hey'd agree to that. And in any case, there's nowhere to leave
bikes at our school.
A : S ... .. !
6 7
A: then. Have we
..•........ ... ?
B: Great!
~ 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 use
2. not attractive
3. harm wildlife
4. very effect1ve
S. might not provide enough energy
• TASK
In your opinion. which of the following is the most serious ecological problem
facing the world today? Discuss with your partner and decide on one of the
problems below. In your discussion. use the expressions in colour from Exercise 1.
• global warming • water pollution
• land pollution • deforestation
• carbon emissions • overpopulation
-.....!E!~. . ••
. Learn lots of topic words. This will expand
your vocabulary and you won't run out of things to say.
99
35 Speaking Practice
A Personal Interview
1. Kath and Peter want to volunteer ata local community centre. The secretary is asking Kath sorne
questions. Match Kath's answers to the secretary's questions.
Secretary Kath
1. How old are you? a. No, l'm an only child.
2. Do you play any sports? b. Well, hockey at school, but that's about it.
3. Do you have any brothers or sisters? c. 1like photography and 1play the QUitar.
4. What are your hobbies? d. l'm a bit shy with older people; l'm very patient
S. Have you done volunteer work before? with children.
6. How would yo u describe yourself? e. 1'11 be 17 in August.
f. No, l've never done anything like this before.
.
G 2. Kath and Peter were asked the questions in bold in an interview. Listen to their interview, then
answer the questions that follow.
1. How long have you lived in Birmingham?
Which student used incorrect grammar, Kath or Peter?
2. What do you think of Birmingham? Do you like living here?
Whose answer was too short?
3. How often do you get together with your friends? What do you do?
Whose answer included 1rrelevant informatiOn?
4. What types of TV programmes do you enjoy?
Which student did not answer the question?
3. Ask your partner the questions in bold in Exercise 2. Then evaluate your partner's answers according
to the criteria in Exercise 2 above.
• TASK
Write a dialogue between Dave and Tom. Tom is new at school. Dave asks Tom questions about his
interests and opinions. Write six questions that Dave asked and Tom's answers.
1 •
Show mterest m your partner's answers.
Really? That's interesting. Sounds great 1 terrible.
·_100]
Speaking Practice
~ Speaking Practice
Comparing Pictures
1. Match the functions to the expressions below.
Functions
a =similarities between pictures
b =differences between pictures
e =g1ving examples
d =expressing an opinion
e =speculating
Expressions
1. The two pictures are similar beca use ... 7. whereas in the first picture ...
2. both pictures show ... 8. 1 would imagine that ...
3. Another thmg they've got in common is .. 9. the people are probably ...
4. for example ... 1O. such as ...
5. seem to ... 11. Personally, l'd rather ...
6. Another difference is ... 1 2. 1 prefer ...
• TASK
With a partner, compare the pictures below. In what ways are they similar? In
what ways are they different? Use the expressions in Exercise 1 to help you.
lfyou want to add to what you've said, use the following expressions:
l've just noticed that ... And anot~er thing; ... By the way, 1 can see ...
101
!5 Speaking Practice
Expressing Opinions
1. Read the statements below and decide whether you agree or disagree with each one.
1. Mobile phones are ruining our sociallives.
2. Young people spend too mu eh t1me usmg computers.
3. Secondary school students should study from home us1ng the Internet.
4. Lessons in schools should beg1n no earlier than 10.00 am.
5. Young people today lead a less healthy lifestyle than previous generatlons.
2. Read the five statements below. Each one is a response to one of the statements in Exercise 1.
Decide which statements in Exercise 1 each refers to, then complete the statements with one of the
following expressions. There may be more than one correct answer.
1 doubt it • You've gota point • You could be right • In my opinion,
You've got to admit that • How can you say t hat? • 1agree entirely
l'm all for that • As far as l'm concerned, • That's not the way 1 see it
1think you're wrong • 1 realise that, but • 1d isagree
~ 3. Two students are discussing statement 1 in Exercise 1 above. Listen to their conversation and say
which person you agree with. Write down the most convincing point tha1t they made.
• TASK
In pairs, look at the statements in Exercise 1. Choose one that you agree with and that your partner
disagrees with, and discuss. Give reasons for your point of view, and use the expressions in colour in
Exercise 2.
1 think you're wrong. l'm sorry, 1 don't agree. You're quite right! That's true.
102
Speaking Practice
G 2. Read the dialogue and fill in the missing words. Then listen to the dialogue and check your answers.
• TASK
With a partner, act out the following role play using expressions from Exercise 2 and any others that
you have learned.
Student A (customer): You have seen a coat that you really want in a shop window. You try tt on but tt ts
slightly bíg on you. You would also like a different colour.
Student B (sales assistant): This is t he last coat that you have. You really want to sell it. Try to convince the
customer that the colour is wonderful and the size is just right.
~-llml Try to relax and act naturally. You can ask questtons to keep the conversatíon going.
What do you recommend? Where are the latest models? When does the sale end?
103
GRAMMAR APPENDIX
Grammar Review
PRESENT SIMPLE
FORM
Affirmative Negative lnterrogative
1/ You work 1/ You do not (don't) work Do 1/ you work?
He 1She /lt works He 1She /lt does not (doesn't) work Does he 1she 1it work?
We 1You 1They work We 1You 1They do not (don't) work Do we 1you 1they work?
Uses Examples Adverbs of frequency 1Time expressions
A regular habit or routine My sister works on Sundoys. always, usually, generally, regularly,
(Mi hermana trabaj a los occasionally, frequently, often, sometimes,
domingos.) rarely, seldom, never
PRESENT CONTINUOUS
FORM
Affirmative Negative Interrogative
1am singing 1am (l'm) not singing Am 1singing?
You are singing You are not (aren't) singing Are you singing?
He 1She /lt is singing He 1She /lt is not (isn't) singing ls he 1she 1it singing?
We 1You 1They are singing We 1You 1They are not (aren't ) singing Are we 1you 1they singing?
Uses Examples Time expressions
An action which is happening now Greg is reading right now. now, right now, at the moment
(Greg está leyendo ahora mismo.)
A temporary action 1am studying maths this term. (Estoy this year, at present, today,
estudiando matemáticas este trimestre.) these days, this month
A definite plan for t he near future 1a m meeting my boyfriend tonight. this evening, tonight, tomorrow,
(see page 108) (He quedado con mi novio esta noche.) next Friday 1week 1year
--------
l OS
PAST SIMPLE
FORM
Affirmative Negativ e lnterrogative
1/ You finished 1/ You did not (didn't) finish Did 1/ you finish ?
He 1She / lt finished He 1She /lt did not (didn't ) finish Did he 1she 1it fin ish?
We 1You 1They finish ed We f You 1They did not (didn't) finish Did we 1yo u 1they finish?
A completed action in
the past
A dog attacked my sister /ast year.
(Un perro atacó a mi hermana el año pasado.)
1 yesterday, last week 1year,
two days ago, in 2007, in the 1980s,
in the 18'h century, when, then
A series of completed actions Mr Smith climbed the stoirs and followed him.
in the past (El Sr. Smith subió las escaleras y lo siguió.)
PAST CONTINUOUS
FORM
Affirmative Negative 1nterrogative
1 was visiting 1 was not (wasn't } visiting Was 1visiting?
You were visiting You were not (weren't ) visiting Were you visiting?
He 1She /lt was visitir~g He 1 She /lt was not (wasn't } visiting Was he 1she 1it visiting?
We / You 1They were visiting We / You / They were not (weren't) visiting Were we 1you 1they visiting?
An incomplete action in progress At 9 o'clock that evening, he was waiting for the report. r last night 1week 1
at a specific time in the past (Esa noche a las 9 él estaba esperando el informe.) year, at 4 o'clock
An incomplete action interrupted As/ was speaking on the phone, David come into the room. when, while. as
by another action (Mientras yo hablaba por teléfono, David entró en la
habitación.)
l Two in complete actions in progress While Janet was walking up the path, Martín was parking
at the same time in the past the car.
(Mientras Janet subía por el camino, Martín estaba
aparcando el coche.)
FORM
Affirmative Negativ e lnterrogative
1/ You had arrived 1/ You had not (hadn't) arrived Had 1/ you arrived?
He 1She /lt had arrived He 1She /lt had not (hadn't} arrived Had he 1she / it arrived?
We 1You 1They had arrived We ! You 1They had not (hadn't ) arrived Had we / you 1they arrived?
A completed action which took place By the time the po/ice arrived, he had already, by the time, after,
before another action in the past already left. before, until, never, just
(Para cuando llegó la policía, ya se
había marchado}.
10 6
Grammar Appendix
FORM
A ffirmatíve Negative 1n terroga tive
1 1/ You have lived 1/ You have not (haven't) lived Have I/ you lived?
He/ She /lt has lived He/ She /lt has not (hasn't) lived Has he / she / it lived?
We 1You 1They have lived We 1You 1They have not (haven't) lived Have we / you 1they lived?
An action that took place at an undetermined She has moved house recently.
time in the past, but is connected to the present (Se ha cambiado de cas.a hace poco.)
FUTURE SIMPLE
FORM
A ffir mative Negative lnterrogative
I/ You will allow 1/ You will not (won't) allow Will 1/ you allow?
He 1She /lt will allow He 1She /lt will not (woQ't) allow Will he 1she 1it allow?
We 1You 1They will allow We / You 1They will not (won't ) allow Will we 1you 1they allow?
Uses rxamples Time cxpressions
A prediction Vancouver wi/1 attraet thousonds of tourísts. this eveni ng, in an hour, at 2 o'clock,
(Vancouver atraerá a miles de turistas.) later, tomorrow, next month 1year,
soon, in a few weeks, in the future,
A planned The tour wi/1 begin a t 9.00 am. on the P ' of May
schedule (La visita empezará a las. 9 de la mañana.)
BE GOING TO
FORM
Affirmative Negative lnterrogative
1 am going to buy 1 am (l'm) not going to buy Am 1 going to buy?
You are going to buy You are not (aren't) going to buy Are you going to buy?
He 1She /lt is going to buy He 1She /lt is not (isn't) going to buy ls he 1she 1it going to buy?
We 1You 1They are going to buy We / You 1They are not (aren't) going to buy Are we 1you 1they going to buy?
Uses Examples T1me expressions
--------~~~--~--~
A planned action for the fu tu re We are going to spend our next hofldoy m London. this evening, later,
(Vamos a pasar nuestras próximas vacaciones en Londres.) in an hour, at 4 o'clock,
tomorrow, soon,
An action that is about to Be careful! You are going to fati! next month 1year,
happen ora future event based (¡Ten cuidado! ¡Vas a caerte!) in a few weeks,
on present evidence There's a Jot of material- this exam is going to be difficult! on the 8'h of May
(Hay mucho material: ¡este examen va a ser difícil!)
107
~ EL PRESENT CONTINUOUS CON VALOR DE FUTURO
Anuncia acciones fijadas de antemano que ocurrirán en un futuro próximo. Se suele reservar para planes personales ya
concertados.
En muchos casos, expresa la misma idea que be going t o.
/'m washing 1going to wash my hair this evening.
(Me voy a lavar el pelo esta noche.)
En cambio, para hablar de intenciones o decisiones es preferible utilizar be going to.
/'m going to talk to him about her.
."m tBfking ro Jrim abo~:~ t Jrer.
(Le voy a hablar sobre ella.) [énfasis en la intención]
/'m seeing Phi/ tonight.
(Veo 1Veré a Phil esta noche.) [énfasis en el plan concertado]
El Present Continuous con valor de futuro se distingue del normal en que la expresión temporal que va en la frase indica
un tiempo futuro, no presente.
He is studying history at the moment.
(Él está estudiando historia en este momento.) [presente]
He is signing o contract tomorrow.
(Él firma 1firmará un contrato mañana.) [futuro]
FUTURE CONTINUOUS
FORM
Affirmative Negative Interrogative
1/ You will be travelling 1/ You will not (won't) be travelling Will 1/ you be travelling?
He/ She / lt will be travelling He/ She /lt will not {won't) be travelling Will he/ she / it be travelling?
We / You 1They will be travelling We 1You 1They will not (won't) be travelling Will we 1you / they be travelling?
108 1
Grammar Appendix
l. Fame
PRESENT PERFECT CONTINUOUS
1--
FORM
-
Affirma tive Negative Interrogative
1/ You have been working 11You have not been working Have I/ you been working?
He/ She /lt has been working He 1She /lt has not been working Has he 1she 1it been working?
We 1You 1They have been working We 1You 1They have not been working Have we / you / they been working?
FORMA usos
Afirmati va : sujeto+ have / has been +verbo principal • Expresar acciones que empezaron en el pasado y que
terminado en - ing. aún continúan. Como el Present Perfect Continuous
Negativa: sujeto+ have 1has not (o n't ) + been + resalta el tiempo que está durando la acción, se
verbo principal terminado en -ing. suele traducir por "llevar" en presente+ un verbo en
gerundio.
Interrogativa: have / has + sujeto + been +verbo
principal terminado en -ing. The actress has been acting for two years.
(La actriz lleva dos años actuando.)
• Expresar acciones terminadas pero recientes cuyos
efectos son visibles todavía.
Time expressions
Uses
----,--Examples
An action which continued 1
------1--
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.)
109
usos EL INFINITIVO
• Hablar de una acción prolongada que ocurrió en el Es la forma verbal precedida de to y se emplea en los
pasado antes que otra acción breve. Es muy común siguientes casos:
traducirlo por "llevar" en pretérito imperfecto + un • Como sujeto, hablando de un hecho concreto.
verbo en gerundio.
To leave now would be a mistake.
1 had been trying to find an agent for months (Irse ahora sería un error.)
un ti/ final/y 1found one. (Llevaba meses intentando
• Detrás de verbos como: agree, appear, choose, decide,
encontrar un agente hasta que por fin encontré uno.)
hope, learn, plan, promise, refuse, seem, try, want,
Lo habitual es que esas dos acciones vayan unidas por wish, expect, manage, etc.
una conjunción, que puede ser temporal (when, until,
He refused to talk about his priva te /ife.
before), concesiva (although) o causal (because).
(Se negó a hablar de su vida privada.)
The play was a failure because the main character
• Detrás de algunos adjetivos (busy, happy, ready,
had been drinking al/ night.
tired, willing, etc.) y adverbios (slowly, fast, low, etc.).
(La obra fue un fracaso porque el protagonista había
estaolo bebiendo toda la noche.) 1am too tired to see o film tonight.
(Estoy demasiado cansado para ver una película esta
Nota:
noche.)
Las expresiones temporales usadas con el Perfect
• Detrás del complemento indirecto de verbos como:
Continuous, tanto en presente como en pasado, deben
advise, help, ;nvite, persuade, teach, tell, warn, etc.
indicar un periodo, no un momento concreto.
She persuaded me to join the cast.
El Perfect Continuous no va acompañado de verbos
(Ella me convenció para que me uniese al reparto.)
estáticos, como know o want.
Sin embargo, make, let y algunos verbos de percepción
Ue has been wanting ffi be 6 singe. sinee he ~•65 fotJ¡,
(hear, feel, see, etc.) van seguidos de la f orma base.
He h.as wanted to be a singer since he was four.
(Ha querido ser cantante desde que tenia 4 años.) The po/ice didn't let me approach the stage.
(La policía no me dejó acercarme al escenario.)
Si se puede contar el número de veces que ha ocurrido
una cosa, no se utiliza el Perfect Continuous. VERBOS SEGUIDOS DE GERUNDIO Y DE INFINITIVO
Jle h.as been tr'¡'ing re ea}} her fot:Jr ti, es reday. Verbos como begin, forbid, intend, propose o start
He has tried to cal/ her four times today. pueden ir seguidos de ambas formas verbales sin que su
(Ha intentado llamarla cuatro veces hoy.) significado varíe.
1started to act 1acting two years ago.
::l EL GERUNDIO Y EL INFINITIVO (Empecé a actuar hace dos años.)
EL GERUNDIO Los verbos love, like, prefer y hate pueden ir seguidos
Es la forma verbal terminada en -ing, que funciona como tanto de gerundio como de infinitivo, pero el matiz de su
sustantivo en los siguientes casos: significado varía:
• Como complemento directo de algunos verbos: • Se utiliza love / like / hate 1prefer + gerundio
continue, deny, detest. dislike, enjoy, finish, hate, cuandlo el significado es general.
like, love, miss, prefer, recommend, suggest, etc. / /ove watching TV.
1hate going to celebrity porties. (Me encanta ver la televisión.)
(Odio ir a fiestas de famosos.) • Se utiliza love / like 1hate 1prefer + infinitivo
• Detrás de las preposiciones. cuando se refiere a una situación o un tiempo en
particu lar.
We talked about hiring a bodyguard.
(Hablamos de contratar a un guardaespa ldas.) 1hate to te/1 you this, but 1haven't got tickets for the
show.
• Detrás de algunas formas verbales:
(Odio decirte esto, pero no tengo entradas para el
be used to 1get used to, can't help, oean't stand,
espectáculo.)
don't mind 1wouldn't mind, feel like, it's no use,
look foward to, spend (time), etc. En cambio, otros verbos no significan lo mismo si llevan
1wouldn't mind being famous. detrás un gerundio o un infinitivo:
(No me importaría ser famosa.) • forget + gerundio se emplea en frases negativas para
• Como sujeto de la oración cuando se habla de acciones indicar la imposibilidad de olvidar algo ocurrido en el
o hechos en general. pasado.
Being o sports star is not easy. 1'11 never forget meeting Angelina Jo/ie.
(Ser una estrella del deporte no es fácil.) (Nunca olvidaré haber conocido a Angelina Jolie.)
• forget + infinitivo significa "olvidarse de hacer algo':
1 forgot to ask her about her last a/bum.
(Se me olvidó preguntarle por su último disco.)
110
Grammar Appendix
111
2. Going Green
LOS MODALES
Modal Uses Examples
can ability Most people can do something to protect the environment.
(La mayoría de la gente puede 1sabe hacer algo para proteger el medio ambiente.)
request Can 1join your group?
(¿Puedo unirme a vuestro grupo?)
suggestion Teachers can encourage students to ride bikes to school.
(Los profesores pueden animar a los estudiant es a que vayan en bici al colegio.)
possibility 1can lend yo u my new electric cor.
(Puedo prestarte mi nuevo coche eléctrico.)
be able to ability, possibility 1was able to installsolor ponels on the roof.
(Pude instalar paneles solares en el tejado.)
can't inability The mayor can't {cannot} so/ve our pol/ution problem.
(El alcalde no puede 1sabe solucionar nuestro problema de contaminación.)
prohibition You can't throw plostic in this bin.
(No puedes ti rar plástico en este cubo.)
disbelief Thot can't be Bob's cor. He doesn't drive.
(Ese no puede ser el coche de Bob. Él no conduce.)
could past ability She could run very fost when she wos a child.
(Podía 1Sabía correr muy deprisa cuando era una niña.)
polite request Cou/d you water my plonts, pleose?
(¿Podrías regar mis plantas, por favor?)
polite suggestion You cou/d choose organic food next time.
-----
(Podías elegir comida orgánica la próxima vez.)
possibility The weather forecost could be wrong.
(El pronóstico del tiempo podría ser erróneo.)
may 1 might possibility Peter mightjoin Greenpeace.
(Puede que Peter se una a Greenpeace.)
may polite request May 1leave these plostic bottles here, pleose?
(¿Puedo dejar estas botellas de plástico aquí, por favor?)
should 1 ought to advice, opinion We should 1ought to keep the seo cleon.
(Deberíamos mantener el mar limpio.)
need to obligation, 1need to find out what the weather wi/1 be like tomorrow.
necessity (Tengo que 1Necesito averiguar qué tiempo hará mañana.)
--
have to obligation, We have to avoid using plastic products.
necessity (Tenemos que evitar el uso de productos de plástico.)
must obligation, We must reduce corban emissions to slow down clima te chonge.
strong necessity (Debemos reducir las emisiones de carbono para retrasar el cambio climático.)
strong belief Som must feel terrible ofter seeing al/ that plastic in the river.
(Sam debe de sentirse fatal después de ver todo ese plást ico en el río.)
mustn't prohibition You mustn't waste water.
(No debes desperdiciar el agua.)
don't have to lack of obligation 1 You don't have to worry about swimming here. This river is not po/luted.
necessity (No tienes que preocuparte por nadar aquí. Este río no está contaminado.)
needn't lack of obligation 1 You needn 't wash the vegeto bies. They are clean.
necessity (No tienes que lavar las verduras. Están limpias.)
would formal request Would you open the window, pleose?
(¿Podrías abrir la ventana, por favor?)
offer Would you like sorne more water?
(¿Quieres más agua?)
shall offer, suggestion Sha/1 1help you with your environmental research?
112 (¿Te ayudo con tu investigación medioambiental?)
1
• Grammar Appendix
FORMA mustn't
Los verbos modales: • Indicar prohibición.
• Son invariables, por lo que tienen una misma forma don't have to
para todas las personas y no se conjugan. • Expresar ausencia de obligación y de necesidad
• No necesitan do 1does para formar la negativa ni la ("no tener que", "no tener por qué").
interrogativa.
would
• Siempre van seguidos de un verbo en la forma base. • En interrogativa, se utiliza para pedir a alguien que
Be able to, have to y need to no comparten todas estas haga algo.
características, pero si algunos de sus usos. • Con like, se usa para hacer ofrecimientos o
invitaciones.
usos shal/
can • En interrogativa, se utiliza para ofrecerse a hacer algo
• Expresar habilidad o capacidad. y para hacer una sugerencia.
• Hacer peticiones, dar y pedir permiso.
• Hacer sugerencias. :::1 PHRASAL VERBS
• Indicar posibilidad.
Son verbos seguidos de una o dos partículas
be able to (preposiciones, adverbios o ambos) con un significado
• Tiene el mismo significado que can, pero como can distinto del que cada palabra tiene por separado. Pueden
solo puede emplearse en Present Simple, en el resto de ser transitivos o intransitivos:
tiempos verbales se usa be able to. This song brings back sorne memories.
can't (Esta canción me trae recuerdos.)
• Expresar falta de habilidad o de capacidad. 1was late because my car broke down.
• Expresar prohibición. (Llegué tarde porque se me estropeó el coche.)
• Expresar deducción negativa o certeza de que algo es La mayoría de los transitivos permiten intercalar el
imposible. complemento directo entre el verbo y la partícu la: si
could es un sustantivo puede ir en medio o no, pero si es un
• Expresar habilidad o capacidad en el pasado. pronombre debe colocarse entre ambos.
• Hacer peticiones más educadas que con can. /'m going to pick up my brother ot the stotion.
• Hacer sugerencias menos directas que con can. r.Joy a recoger a mi hermano a la estación.)
• Indicar posibilidad más remota que con can. /'m going to pick my brother up ot the station.
may / might /'m going to pick him up at the stotion.
• Expresar posibilidad de que ocurra algo, más remota Sin embargo, algunos transitivos, todos los intransitivos
en el caso de might. y los formados por dos partículas son inseparables.
• May también se utiliza para dar, pedir o denegar He is looking for his sweets1them.
permiso, o para hacer peticiones educadas. (Está buscando sus caramelos 1buscándolos.)
should 1ought to Algunos verbos pueden combinarse con diferentes
• Dar consejo y hacer recomendaciones. partículas para formar distintos phrasal verbs.
• Ought to apenas se usa en negativa ni en stort out (empezar)
interrogativa. stort over (volver a empezar)
• Should es el más común de los dos. stort up (montar (un negocio))
need to 1needn't Además. muchos phrasal verbs tienen más de un
• Need to se usa en afirmativa para expresar obligación significado:
y necesidad, igual que lnave to. break down (estropearse, averiarse; echarse a llorar;
• Needn 't indica ausencia de obligación y necesidad, descomponerse)
igual que don't have to. pickup (aprender, adquirir; recoger; mejorar,
must 1ha ve to reponerse)
bring up (criar(se); plantear, sacar a colación)
• 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").
11 3
fLOs MODALES PERFECTOS---:======;:===---a!!~~!!:.!!!E~~::=::::~====::!:l
1Modal Perfect Uses Examples
must have Certainty that something was true He must have been upset when al/ his crops were destroyed.
(Debe de haberse disgustado cuando se estropearon todas sus
cosechas.)
may / might have A guess about a past action or She m ay1might have forgotten to throw out the rubbish.
possibility that something was true (Puede que se haya olvidado de tirar la basura.)
could have Ability to do something in the past He could have joined our protest.
which in the end was not done (Él podía haberse unido a nuestra protesta.)
couldn't have Certainty that something They couldn't have predicted the tornado. lt was sunny.
did not happen, disbelief (No podían haber predicho el tornado. Hacía sol.)
would have Desire todo something in the past 1would h;we gone to the demonstration, but 1was very busy.
which in fact could not be done (Habría ido a la manifestación, pero estaba muy ocupado.)
should 1shouldn't 1 Criticism or regret after an event You shouldn't 1should 1ought to have warned me earlier.
ought to have (No deberías 1Deberías haberme avisado antes.)
needn't have An unnecessary past action You needn't have picked the children up. 1 was going todo it.
(No tenias por qué recoger a los niños. Iba a hacerlo yo.)
114
Grammar Appendix
3. Online World
LA VOZ PASIVA
Past Simple Amazon so/d books online. Books were sold online by Amazon.
Future Simple Amazon wi/1 sel l books online. Books wi/1 be so/d online by Amazon.
Present Continuous Amazon is selling books online. Books are being so/d online by Amazon.
Past Continuous Amazon was selling books online. Books were being so/d online by Amazon.
Present Perfect Simple Amazon has sold books online. Books have been so/d online by Amazon.
Past Perfect Simple Amazon had sold books online. Books had been sold online by Amazon.
Modals Amazon should seI/ books online. Books should be sold online by Amazon.
Modal Perfects Amazon could have so/d books on/ine. Books cou/d have been so/d online by Amazon.
have to Amazon has to se/1 books online. Books have to be so/d online by Amazon.
be going to Amazon is going to se/1 books online. Books are going to be sold online by Amazon.
'---
[us
usos Her new blog is said to be very successfu/.
• Indicar que la acción es más importante que el (Se dice que su nuevo blog es un éxito.)
sujeto que la real iza, bien porque es poco relevante, • El verbo consider solo se puede utilizar en el segundo
desconocido o porque no se quiere nombrar. tipo de pasiva y t iene una traducción literal: "ser 1
Somebody bought the new de vice. estar considerado':
The new device was bought. Her new blog is cansidered to be very successful.
(El nuevo disposit ivo fue comprado.) (Su nuevo blog está considerado un éxito.)
• Con verbos como say, think, believe, know o report es ::l LOS VERBOS CAUSATIVOS: HAVE / GET +
posible utilizar dos formas de pasiva:
SOMETHING + DONE
- La primera es una construcción impersonal con it
Los verbos have 1get + un sustantivo + participio
+ uno de estos verbos en pasiva + una oración con
expresan acciones que se encargan a alguien.
that + sujeto +verbo. Se traduce como una oración
impersonal, pero activa: "Se dice 1Se piensa 1Se Pe ter IS going to have 1get his website updated.
cree..."; solo know se puede traducir en pasiva. (Van a actualizar la página web de Peter.) [lo hará otra
persona]
ft is said that yo u can google anybody.
(Dicen 1Se dice que se puede buscar en Google a Esta estructura tiene un sentido pasivo, pues el
cualquiera.) sustantivo que va en medio recibe la acción del verbo
ft is known that some of the information on
que va en participio, pero se suele traducir en voz activa.
Wikipedia is not accurate. My computer crashed, so 1had it repaired yesterday.
(Es sabido 1Se sabe que parte de la información de (Se me colg~ el ordenador, asi que lo hice arreglar ayer.)
Wikipedia no es exacta.) Aunque ambos se usan indistintamente, get es más
- La segunda se forma con el sujeto + uno de estos informal y, por tanto, más común en el inglés hablado.
verbos en pasiva + infinitivo. Para traducir este t ipo de 1got my computer repaired last week.
pasiva también se recurre al pronombre "se" o se usa un (Me arreglaron 1Arreglé el ordenador la
sujeto general como "todo el mundo", "la gente", etc. semana pasada.)
4. Sense It
EL ESTILO INDIRECTO
Tense Direct Speech Reported Speech
Present Simple We eat tosty food. She so id thot they ate tosty food.
Past Simple We ate tosty food. She said thot they had eaten tasty food.
Future Simple We will eat tasty food. She said that they wou/d eat tasty food.
Present Continuous We are eating tasty food. She said that they were eating tasty food.
Past Continuous We were eating tasty food. She said that they had been eating tasty food.
Present Perfect Simple We have eaten tasty food. She said that they had eaten tosty food.
Present Perfect Continuous We have been eating tosty food. She so id thot they had been eating tasty food.
Past Perfect Simple We had ea ten tasty food. She said that they had eaten tasty food.
Past Perfect Continuous We had been eating tasty food. She said thot they had been eating tosty food.
]16
Grammar Appendix
117
5. Families
(.3
.,., LAS ORACIONES DE RELATIVO
e
DEFIN ING RELATIVE CLAUSES
-6 Uses
---
Examples
:;) who and that refer to people She is the girl who 1that lent me The Kite Runner.
(Ella es la chica que me prestó Cometas en el cielo.)
which and that refer to objects The Kite Runner is o book whích 1that 1wont to reod.
~
u (Cometas en el cielo es un libro que guiero leer.)
Q"
whose refers to possession Amir is o boy whose fother is very strict.
(Amir es un chico cuyo padre es muy estricto.)
when and that refer to a moment in ti me /'// never forget the doy when 1that the wor broke out.
(Nunca olvidaré el día en que estalló la guerra.)
-< s- where refers to a particular place 1emigroted too place where 1con b~ sofe.
._S)
(Emigré a un país donde _puedo estar a salvo.)
NON-DEFINING RELATIVE CLAUSES
Uses Examples
that cannot replace who or which Boba, who is Amir's fother, ployed soccer os a child.
(Baba, que es el padre de Amir, jugaba al fútbol de niño.)
Son oraciones subordinadas adj etivas introducidas ::l ESTRUCTURAS FORMAL E INFORMAL
por un pronombre o un adverbio relativo. Las hay de Cuando el relativo va precedido de una preposición, se
dos tipos: defining (especificativas) y non-defining sigue utilizando which si el antecedente es una cosa;
(explicativas). pero si es una persona, en lugar de who se emplea
DEFINING RELATIVE CLAUSES whom. Este es un uso muy formal.
Aportan información esencial sobre su antecedente. Sin Lo más común en ambos casos es poner la preposición al
ella, la frase quedaria incompleta. final de la oración de relativo y omitir el pronombre.
• Los pronombres who (personas), which (cosas) y that That's the point with which 1ogree. [Formal]
(personas y cosas) pueden omitirse si no hacen de Thot's the point (which] 1agree with. [Informal]
sujeto de la oración subordinada. (Ese es el punto con el que estoy de acuerdo.)
• Whose (posesión) no se puede omitir ni sustituir Dad is the person t o whom you hove to tolk. [Formal]
por that. Dad is the person (who} you hove to tolk to. [Informal]
(Papá es la persona con la que tienes que hablar.)
• When (tiempo) puede omit irse si no hace de suj eto de
J' la oración subordinada, o sustituirse por that. Cuando el verbo de la oración de relativo va seguido
• Where (lugar) no puede sustituirse por that y solo se de una preposición, se puede usar el relativo who y
omite en algunas ocasiones. mantener la preposición después del verbo (informal),
o se puede utilizar whom en vez de who y poner la
+ Why (razón) puede omitirse o sustituirse por that. preposición antes del pronombre relativo (formal).
+ Whom se usa detrás de las preposiciones, pero se His fother was o bod-tempered mon who wos difficult
suele omitir y se coloca la preposición detrás del verbo. to live with. [Informal]
He is the person to whom you need to tolk. His fother was a bad-tempered mon with whom it was
He is the person you need to talk to. difficult to live. [Formal]
(Él es la persona con la que tienes que hablar.) (Su padre era un hombre malhumorado con el que era
dificil convivir.)
NON-DEFINING RELATI VE CLAUSES
Añaden información sobre su antecedente y van entre
comas. Se forman con who, which, when, where y
whose, que no se pueden omitir ni sustituir por that.
My fother, who is a se/f-centred mon, /ives in París.
(Mi padre, que es un egocéntrico, vive en Paris.)
118
Grammar Appendix
6. A Good Buy
LAS ORACIONES CONDICIONALES
SECONO CONDITIONAL
if would lf1had enough money, 1would buy plan e tíckets to Australia.
+ Past Simple +base form (Si tuviera suficiente dinero, compraría billetes de avión a Australia.)
unless could 1might You could 1might afford to buy a new cor if you won the lottery.
(Podrías permitirte comprar un coche nuevo si ganaras la lotería.)
THIRD CONDITIONAL
would have /f 1had had the receipt. 1would have returned this shirt.
if + Past Perfect + past participle (Si hubiera tenido el recibo, habría devuelto esta camisa.)
could have 1 1c:ould 1might have afforded it if my salary had been better.
might have (Podría habérmelo permitido si mi sueldo hubiera sido mejor.)
Son oraciones compuestas por una proposición Unless se usa con bastante asiduidad en el primer
subordinada que expresa la condición (conditional condicional, pero es menos frecuente en el segundo
clause) y una principal que indica el resultado (result condicional y nunca se emplea en el tercero.
clause). No importa el orden en que se coloquen las
proposiciones pero, si la condición va primero, se suele EL SEGUNDO CONDICIONAL
poner una coma entre ambas. Se usa if + Post Simple en la condición y would +
lf it rains, the roads get wet. el verbo en la forma base en el resultado. Expresa
(Si llueve, las carreteras se mojan.) condiciones hipotéticas referidas al presente, es decir,
que es poco probable que ocurran.
The roods get wet if it rains.
(Las carreteras se mojan si llueve.) He wouldn't buy o BMW unless he had enough money.
(El no compraría un BMW a no ser que tuviera
EL PRIMER CONDICIONAL suficiente dinero.)
Se usa if + Present Simple en la condición y Future Si el verbo de la condición es to be, se suele utilizar
Simple, un verbo modal o el imperativo en el resultado. were en todas las personas del singular y del plural.
Expresa qué ocurrirá si se cumple la condición señalada. lf that camera weren 't so expensive, 1would bu y it.
You can't go shopping ifyou don't finish your food. (Si esa cámara no fuera tan cara, la compraría.)
(No puedes ir de compras si no terminas la comida.) Para dar consejos se emplea la fórmula if 1 were.
lfyou want to exchange it, bring the receipt. lf 1 weTe you, 1would get the ones that ore on sale.
(Si quieres cambiarlo, trae el recibo.) (Yo, en tu lugar, compraría las que están rebajadas.)
Para expresar que algo ocurrirá o no si no se cumple En lugar de would, también se pueden usar los modales
la condición, la proposición es introducida por la could o might en el resultado, pero ambos indican que
conjunción unless, que equivale a if not ("a no ser que", la probabilidad de que se cumpla la hipótesis es aún
"a menos que"). menor. Equivalen al verbo "poder" en condicional o a las
Unless 1find a sales assistant, 1won't open the shop. expresiones "tal vez" o "quizás"+ condicional.
lf 1don't find a sales assistant. 1won't open the shap. lf this brand weren't so expensive, 1might buy more of
(A no ser que encuentre 1Si no encuentro un their products. (Si esta marca no fuera tan cara, tal vez
dependiente, no abriré la tienda.) compraría más productos suyos.)
1119
EL TERCER CONDICIONAL ~ORACIONES TEMPORALES
Se forma con if + Post Perfect en la condición y would las referidas al futuro se forman como las oraciones del
have + participio en el resultado. En este caso la primer condicional: Present Simple en la subordinada y
condición es totalmente imposible, pues se refiere al Future Simple en la principal. Lo que cambian son las
pasado y ya no puede realizarse. conjunciones, que en este caso son as soon as, by the
1would have bought a Mac if1had had money. time, the moment (that), until, when, etc.
(Habría comprado un Mac si hubiera tenido dinero.} 1'11 be hoppier as soon as you stop spending so much
En vez de would have + participio, en el resultado money.
también se puede emplear could have o might have + (Estaré más contento en cuanto dejes de gastar tanto
participio. dinero.)
lf we had kept the receipt, we might1could have 1won 't stop looking until l find thot CO.
returned thej acket. (No pararé de buscar hasta encontrar ese CD.}
(Si hubiéramos guardado el recibo, podríamos haber
devuelto la cazadora.)
wish 1if only + Past Simple Refers toa present situation that the He wishes he had time to go shopping.
speaker is unhappy about (Le gustaría tener tiempo para ir de compras.)
lf only 1had an MP4 player.
(Me gustaría tener 1Ojalá tuviera un MP4.)
wish / if only + Past Perfect 1 Expresses regret about a past action 1wish 1had bought the blue ones.
or situation (Ojalá hubiera comprado los azules.)
lf only he had sold the house sooner.
(Si al menos 1Ojalá hubiera vendido la casa antes.)
wish 1if only + Expresses a desire for something to 1wish 1could go to the shopping centre.
could 1 would + base form happen in the future (Ojalá pudiera ir al centro comercial.)
lf only the sales-assistant would help me.
(Ojalá me ayude el dependiente.}
Las oraciones desiderativas expresan un deseo. Se • Post Perfect: se refiere a hechos pasados, lamentando
pueden formar de dos maneras: con el verbo wish o con que ya no tienen remedio.
la expresión if only. Do you wish you had bought it sooner?
Wish significa "desear", pero en las oraciones de este (¿Te gustaría haberlo comprado antes?)
tipo equivale a "desearía" o "me gustaría~ Cuando el • Could o would + un verbo en la forma base: se refiere
sujeto es 1, se puede traducir por "Ojalá~ Va seguido de al futuro, expresando la esperanza de que ocurra lo
una oración subordinada introducida por la conjunción que se desea.
that, aunque esta se suele omitir.
1wish 1 ff only 1could afford it.
lf only tiene el mismo significado y se puede traducir (Ojalá me lo pudiera permitir.}
por "Ojalá" (sea cual sea el sujeto} o "Si al menos". Va
Si el sujeto de wish y el del verbo en la forma base son
seguido de una oración subordinada sin la conjunción
diferentes, se usa would. Además, si el sujeto es 1o
that.
we, se suele usar could.
Tanto wish como if only se pueden usar con varios
1wish / lf only our sales would improve.
tiempos verbales:
(Si al menos mejorasen nuestras ventas.}
• Post Simple: se refiere a situaciones presentes que se 1wish / lf only we coufd go together.
quisieran cambiar o mejorar. (Ojalá 1Si al menos pudiésemos ir juntos.}
1wish 1lf only 1had a betterjob.
(Ojalá 1Si al menos tuviera un trabajo mejor.}
Si el verbo que va en Post Simple es to be, hay que
usar were en todas las personas.
1wish / lf only it were that simple!
(¡Ojalá fuera tan sencillo!}
120
PRONUNCIATION PRACTICE
All the exercises in this section are recorded on
the Class Audio CDs. Unit 2
SEMI-VOWELS AND
SEMI-CONSONANTS /w/ /j/
Unit 1 1. Listen and repeat the pairs of words below.
PHONETIC ALPHABET ls the letter in colour pronounced the same
w ay in each word pair?
1. Listen and repeat the sounds and words in the 1. work - crew 2. year - stay
pronunciation key below.
2. Listen to the sentences below.
a: far, past f father
When is the letter 'w' not pronounced /w /?
a: cat, band 9 girl When is the letter 'y' not pronounced /j /?
m kite, five h hat Listen again and repeat.
au mouse, rown j yes 1. The world needs to use renewable energy.
e bed. head k king 2. Are you w illing to change your fam1ly's attitude
et play, page long to recycli ng?
3. Can hybrid cars cut down the amount of petral we use?
C;) chair. bear m mou e
in. tip n nose
1: me. tea p pink The letter 'w' is usually not
happy r red pronounced ¡,\¡ when it appears in the middle of
t.> near, deer !. ~even
the word. The letter 'y' is usually not pronounced
/j/ when it appears at the end of a word.
o not, stop tall
;)() pho ne, boat very
3: door, four \\ "' indow
WORD STRESS
31 toy. e njo} 1 zebra
u foot. good f ~hop 3. Copy the words into your notebook.
u: food, you 3 televisio n Underline the syllable in each one that you
U.') pure, cure !) sing think is stressed. Then listen and check.
J: word, heard tf children 1. de·vote S. pol·lu·tion
but, cup O think 2. night·mare 6. lit·ter
.., afraid. mother <) the 3. a·void 7. in·ha·bit
b bed d3 job 4. harm.ful 8. re·new·a· ble
d door
Suffixes and prefixes aren't usually
2. Listen and choose the correct phÓnetic symbol stressed. Most two-syllable nouns and adjectives
from the chart above for the sounds in colour are stressed on the first syllable.
below. Then listen again and repeat.
1. stra1ght S. w illing
2. trend 6. crew
3. catch 7. emerge Unit 3
4. go 8. infatuation
DIPHTHONGS (1)
3. Read the following phonetic symbols and
1. Listen to the words below, paying attention
write the words in your notebook. Then listen
to the vowel sounds in colour. Then listen
and check your answers.
again and repeat.
1. /aut're1d3<ls/ 4. /'wel0i/
1. /et/ available; updated
2. / dratv/ S. /':>:t.')grref/
2. /.')U/ close-up; download
3. / 'e;,re::./
3. /a1/ tidy; device
4. /::>t/ overjoyed ; boíl
121
2. Choose the word that does not contain the SENTENCE STRESS
sound shown by the phonetic symbol. Listen
and check your answers. 3. Listen and repeat. Which words are stressed in
1. / er/ play wait a pe neighbour said each sentence?
2. / ";,>o/ choke snow toad to toe 1. That's exactly what 1 t hink!
3. / m/ shy lie air kite sigh 2. You can't be serious!
3. How can you say that?
4. / ·:>I/ boy ruin voice toil oyster
4. That's not the way 1 see it.
S. 1 know w hat you mean.
Unit 4
We usually stress the words with the
DIPHTHONGS (2) most important information in the sentence.
Unit 5
THE LETTER 'o'
L N
lack (n) / l:ek/ escasez, falta
nag / nzcg/ fastidiar 1 dar la lata a
lack (v) j l:ek/ carecer
nasty / 'na:sti/ desagradable
landfill / 'l:endftl/ vertedero
nay / net/ no
launch / b:ntfl lanzar
nephew /'nefju:/ sobrino
lavish / 'lrev¡J¡ lujoso/a, fastuoso/a
niece / ni:s/ sobrina
lean on / 'li:n on/ apoyarse en
nightmare / 'nattmed/ pesadilla
lean out / 'li:n aut/ asomarse nod / nod/ asentir con la cabeza
licence plate / 'l atsns pleJt/ placa, matrícula
nothing to do with / nA9I!J l3 'du: wio/ nada que ver con
litter / 'ht;>/ basura (be) notorious (for) / (bi:) n:;¡u'o:ri3s (f.>) / ser conocido/a
live up to / hv 'Ap t3/ estar a la altura de; vivir de (por}, tener fama (de)
acuerdo con, cumplir
log onto / log 'ontd/ entrar, abrir la sesión
logging / 'logq)/ explotación forestal
o
odour j ';x;d;;¡ j olor
look up to / luk 'Ap tu:/ admirar 1 respetar a
offensive / :.>'fensrv/ ofensivo/a
lose / lu:z/ perder
on sale 1on 'setl/ rebajado/a, con descuento
loss / los/ pérdida
online / on'lam/ en línea
lost / lost/ perdido/a
only child j ';x;nli daild/ hijo/a único/a
luxurious / L\Q'3u3ti;;>s/ lujoso/a
out of bounds / aut ov 'baundz/ zona prohibida
outfit / 'autflt/ equipar
M outlet / 'aurlet/ outlet
make a deal / meJk <1 'di:l! hacer un trato outrageous / aut'reid33S/ escandaloso/a
make a living / metk ;> 'hvqJ/ ganarse la vida overhear j :;¡u\'d'hi:.>/ ofr (por casualidad)
Glossary
smooth / smu:o/ suave, terso/a (give somebody a) taste of his 1 her own medicine
/ (giV SAmb~di ~) teist ov hrz 1 h ~ <XJn 'med1sn/ dar
snap / smep/ sacar (fotos)
a probar la propia medicina, pagar a alguien con la
snap up / snrep 'Ap/ no dejar escapar ((be) snapped up:
misma moneda
quedar agotadas. agotarse (las existencias))
social networking site / s<XJJI 'nel\"3:kin sa•t/ página 1 tasty /'tei sti/ sabroso/a, apetitoso/a, rico/a
sitio web de redes sociales tease / ti:z/ burlarse 1 reírse de, tomar el pelo
splur~e (on) / spb:d3 (on) 1 derrochar the sky's the limit / 03 skatz o~ 'lnntt/ no hay límite
spoilt / sp:>IIt/ mimado/a, consentido/a the tip Of the iceberg / O~ Up ;)V 0~ 'atSb:J:g/ la punta
spouse 1 paus/ cónyuge del iceberg
start out / sto:t 'aut/ empezar think about / 'Or!)k :>baut/ pensar en
start over / sta:t '<XJv~/ volver a empezar think of / 'Oq)k 3v/ pensar de 1 sobre
start up / sta:t 'Ap/ montar (un negocio) tidy up / tardi 'Ap/ ordenar. recoger
statement / 'ste• tm~nt/ declaración tie / tai/ vínculo, lazo
stay at / 'stei ~t/ quedarse en tough / lAf/ difícil, duro/a
stench / stcntf/ hedor, fetidez trash / trreJ/ basura
stink / sunk/ apestar, heder trend / trend/ moda. tendencia
stir / stJ:/ estimular, despertar trigger / 'tng:>/ desencadenar; provocar; evocar
stock up on 1 wk 'Ap on/ abastecer(se) de, comprar turn into / tJ:n 'mt::>/ convertir(se) en
store / st:>:/ guardar, almacenar turn out / tJ:n 'aut/ resultar, salir
stormy / 'st:>:m i/ tormentoso/a turpentine /'t3:p::>ntam/ aguarrás
straight / su·en/ directamente tutorial 1 tju:'t:>:ri::>l/ tutorial
stroke 1 u·ouk/ acariciar
stroll 1 Udl.>l / paseo u
struggle /' trAgl/ lucha (be) unaware /(bi:) An:>'wc3/ ignorar
stuff / sLAf/ cosas. bártulos updated 1 Ap'detUd/ actualizado/a
subtle / 'sAll/ sutil, suave uproar /'Apr:>:/ alboroto, jaleo
supply / s:>'plai/ suministrar, proporcionar urge (n) / J:d3/ impulso, deseo
surrounded / so'raundid/ rodeado/a urge (v) / J:d3/ instar, animar
sweatshop / 'sweJop/ fábrica 1 taller donde se explota use up 1ju:z 'Ap/ agotar. gastar
a los trabajadores user-friendly 1 ju:dfr endl i/ fácil de utilizar 1 usar
(have a) sweet tooth / (hov :>) swi:t 'tu:e; ser goloso/a
V .... ' .. .. . .. . .. .................................................. .
T.. ...
vacuum up / 'va::kju::>m Ap/ aspirar
tabloids / 'trebb:dz/ prensa amarilla. periódicos vanish into thin air / 'vrenrJ mt::> Ehn e::>/ desaparecer,
sensacionalistas esfumarse
take a break / te•k o 'bretk/ tomarse un respiro 1 voyage / 'v:>nd3/ viaje por mar
descanso
take a photo / te•k :> 'f<XJt<XJ/ sacar una fotografía
take advantage of / te• k :>d'va:nud3 ov/ aprovechar;
w
war-torn / 'w:r.t:>:n/ destrozado/a por la guerra
aprovecharse de
take after / te• k 'a:fto/ parecerse 1 salir a wealthy / 'wel9i/ rico/a, adinerado/a
take charge / teik 'tfa:d3/ encargarse, hacerse cargo weird / wi:>d/ raro/a, extraño/a
take for granted / teik f~ 'gra:nud/ dar por sentado/a, whack / wrek/ golpe fuerte
asumir whiff / wtf/ olorcillo, tufillo
take on / teik 'on/ enfrentarse a whisper / 'Wlsp3/ hablar en voz baja, susurrar
take one's time / te• k WAnz 'taun / tomarse tiempo, widow / 'wid<XJ/ viuda
hacer las cosas con calma
willing / 'wih!J/ dispuesto/a
take pride in / tcik 'pra1d m/ enorgullecerse de
wipe out j wa1p 'aut/ exterminar
take someone by surprise / te•k sAmwt.J1 bru s:>'prruz/
coger a alguien por sorpresa, sorprender a alguien worship / 'wJ:fip/ idolatrar, adorar
talent scout / ' tre l~ nt skaut/ cazatalentos
tang le up / 'trengl Ap/ enredar, enmarañar y
tantalising / 'lrent~laiZI!J/ tentador/a yelp 1 jelp/ gritar, chillar
tap / trep/ grifo
e Glossary
Functional Language
Unit 1 Unit 3
TALKlNG ABOUT A PICTURE PERSONAL INTERVIEWS
This picture shows ... / Óts 'ptktfd JdUz/ Esta fotografía How long have you ... ? / hao 'ln!J h.-ev ju:/ ¿Cuánto
muestra ...• En esta fotografía se ve... tiempo has... ?
They seem to be ... / oCJ 'si:m t;) bi:/ Parecen ser 1 estar... How often do you .. .? / hau 'ofn du: j u:/ ¿Con qué
lt could be that ... / tt kdd 'bi: oa::t/ Podría ser que ... frecuencia ... ?
1 imagine ... / at t'ma::d3m / Imagino... , Supongo... What do yo u ... ? / 'wot d;) ju: 1 ¿Qué ... ?, ¿En qué ... ?
Do you ever .. .? / du: ju: 'eVd/ ¿Alguna vez ... ?
l'd say that ... / atd 'set oret/ Yo diría que .. .
In your opinion, ... / m j :x ;,)'pmi;:¡nf En tu opinión, .. .
it looks like ... / tt 'luks l a1k/ parece que ...
Have you ever ... ? / hrev ju: 'ev;:¡j ¿Alguna vez has ... ?
They'l l probably ... /oetl ' prob;)bJ.i/ Probablemente 1 Es
probable que ellos/as ... What types of ...7 / wot 'tatps ;:¡vf ¿Qué tipos de ... ?
Yo u can tell that ... 1ju: kren 'te! o<et/ Se nota 1 ve How do you usually ... ? / hau du: ju: 'ju:zu:;;~l i/
que ... ¿Norm almente cómo ... ?
perhaps / p;)'hreps/ quizá(s), tal vez Do you think ... ? / du: ju: '9I!Jk/ ¿Crees que... ?
1 suppose ... / at s;)'pdUz/ Supongo que.. . What 1 Who is your favourite ... ? / wot/ hu: tz j :>:
'ferVdnt/ ¿Cuál 1 Quién es tu ... favorito/a?
This is a picture of ... / o ts tz d 'p•ktfd ;)v/ Esta es una
fotografía de.. . Where is your favourite ...? / we;;, •z j:x 'fetv;)nt/
¿Dónde está tu ... favorito/a?
Yo u can se e ... 1 ju: kren 'si: 1 Puedes ver.. .
What would you like to ... ? / wot wud ju: 'lat.k t;)/
In the background, there is 1 there are .. .
¿Qué te gustarla ... ?
/ m 0;) 'brekgraund oeg •z/ oe;) a:/ En el fondo, hay...
What are your plans for ... ? / wot a: j :x 'plrenz f;)/
¿Qué planes tienes para ... ?
Unit 2 Unit 4
REACHING A DECISION COMPARING PICTURES
Not really. / not 'rt;)]i/ En realidad no. The two pictures are similar because ... f o;:¡ tu:
1 hadn't thought of that. / at hrednt '9:>:t ;)v o<et/ No ptktf;:¡z a: 'stm::>l;:¡ btk.oz/ las dos fotografías son
habla pensado en eso. parecidas porque ...
you've got a point 1ju:v got d 'p:)lnt/ en eso 1 ahl Another thing they've got in common is ... / ;)'nAO;)
tienes razón 91!) o~v gol m kom;)n IZ/ Otra cosa que tienen en
Yo u' re ri ght. 1ju;) 'rait/ Tienes razón. común es...
However, in some ways they are very different.
Oh, come on! / :JO k,,m 'on/ ¡Venga ya!
/ hauev;:¡ 111 'sAm wetz oet o: veri dtff;)nt/ Sin
That's true, but ... / Óret.s 'tru: b;:¡tf Eso es cierto 1 embargo, en cierto sentido son muy diferentes.
verdad, pero...
1 would imagine that the people in picture A ...
1 see what you mean. / at si: wot ju: 'mi:n/ Veo 1
/ ar wud r'mred3m oa::t 0;) pi:pl m ptktfd A/
Entiendo lo que quieres decir. Imaginada 1 Dirfa que la gente de la fotografía A ..
All right then, let's ... / :>:1 'raJt oen lers/ De acuerdo Another difference is ... / ;)'nAO;} dtfr<>ns JZ/ Otra
entonces, vamos a.. . diferencia es...
OK. So we've decided ... / ;}(.)ket S;}() wi:v dJ'satdtd/ Personally, l'd rather ... / 'p:>:s;)n;)li atd ro:od/
Vale. Asf que 1 Entonces hemos decidido... Personalmente, preferiría ...
while in picture B, it's quite likely that ... / watl m
prktfd B llS kwattlatkli oret/ mientras (que) en la
fotograffa B es bastante probable que ...
whereas in picture B ... / wedrrez m ptktjd B/ mientras
(que) en la fotografla B...
For example / fd •g'zo:mpl/ Por ejemplo
while / watl/ mientras (que)
they both show ... /oet 'b;;~ue Jdü/ ambos/as
muestran ...
Glossary
Unit 5 Unit 6
·····························
...........................................................................
EXPRESSING AN OPINION ROLE PLAY (SHOPPING)
In my opinion, ... / m ma1 :>'pmj<>n/ En mi opinión, . .. You won't be sorry! 1 j u: w::>unt bí: 'sori/ ¡No te
1 think that ... / a1 '9qJk oret/ Pienso 1 Creo que ... arrepentiras!
lf you ask me, ... / 1f ju: 'o:sk mi:/ Para mí (que) 1 En mi l'm afraid we've run out of those. / rum ;:,freid wi:v
opinión, .. . rAn 'aut <>v O;)l)z/ Me temo que (esos/as) se nos han
1 believe that ... / al b1'1i:v oret/ Creo que ... agotado.
Do they suit me? / du: oe1 'su:t mí:/ ¿Me quedan bien?
1 agree that ... / al ::>'gri: oret/ Estoy de acuerdo en
1'11 have to check with the manager. / ad h;:¡v t;:>
que ...
tfek w1o o::~ ' rn re nrrl3::~/ TPndré que consultar con el
That's exactly what 1 think. / orets ¡gzrektli wot 'a1
encargado.
6qJk/ Eso es exactamente lo que pienso.
Cash or credit card? / 'kreJ :>: kredJt ka:d/ ¿En efectivo
1 know what you mean . / a• n::>u wot ju: 'mi:n/ Sé lo o con tarjeta?
que quieres decir. They're top quality. / oe<~ 'top kwol<lti/ Son de la
You've gota point. 1 ju:v got;:, 'p::n nt/ En eso 1 Ahí mejor calidad .
tienes razón. Haven't you got anything cheaper? / hrevnt ju: got
1 disagree. / al dis<>'gri:/ No estoy de acuerdo. eni6q) 'tfi:p;:>/ ¿No tienes nada mas barato?
That's not the point. / orets noto<> 'p:>mt/ No se trata Are these on sale? / o: oí:z on 'se11/ ¿Estos/asestan
de eso. rebajados/as?
That's not the way 1 see it. / orets not (5;:, we1 a1 'si: Jt/ Do you take credit cards? / du: ju: te1k 'kredit ka:dz/
Yo no lo veo 1 entiendo asr. ¿Aceptais tarjeta(s) de crédito?
You can't be serious! 1ju: 'ko:nt bi: sJ<>ri<>s/ ¡No How can 1 help you? / hau kren a1 'help ju:/ ¿Cómo 1
puedes hablar en serio! En qué puedo ayudarte?
How can yo u say that? / hau kren ju: 'se• oret/ ¿Cómo OK, 1'11 take it. / ::>uke1 aii 'te1k It/ De acuerdo, me lo
puedes decir eso? llevo 1 quedo.
As far as l'm concerned, ... / rez fa: rez 'a¡m k;:¡ns:md/ ls there a discount? / IZ oe:> <> 'd1skaunt/ ¿Hay
Por lo que a mi respecta, ... descuento?
Don't you think that ...? / d:>unt ju: '91!Jk oret/ ¿No Your receipt's in the bag . 1j:>: n 'si:ts m o::> breg/ Tu
crees que ... ? recibo esta en la bolsa.
What 1 mean is .. . / wot a1 'mi:n 1z/ Lo que quiero decir Can you ord er one? / kren ju: ':>:d::> wAn/ ¿Puedes
es... pedirme 1 encargarme uno/a?
You've got to admit that ... 1ju:v got t;} <>d'm1t oret/
Tienes que admitir que ...
l'd say that ... / a1d 'se1 oret/ Yo diría que...
1 realise that, but ... / al 'ri::>laiZ oret b:>t/ Me doy
cuenta de eso, pero.. .
lt seems to me that ... / It si:mz t<> 'mi: oret/ Me
parece 1 Creo que ...
You're right. 1 j u<> 'raJt/ Tienes razón.
That's a good idea. / orets ;:¡ gud ai 'd¡;:,f Esa es una
buena idea.
l'm not sure about that. / alm not ·Ju;:, ;:,baut oret/ No
estoy seguro/a de eso.
PHRASAL VERBS
En esta lista encont rarás los más comunes t raducidos según el cont~xto en que a paree~~ ,en este librob. Los
phrasal verbs se llaman también multiword verbs porque van segu1dos de una prepos1C1on, un ad ver 10 o
ambas cosas.
break down: estropearse, averiarse; echarse a llorar; loo k forwa rd to: esperar con ansia, tener muchas ganas
descomponerse de, estar deseando
break up: separarse, romper look out: tener cuidado
bring a long: traerse, traer consigo; llevarse, llevar look up: buscar; ir a visitar; mejorar
consigo look up to: admirar 1 respetar a
bring back: traer a la memoria, recordar make up: componer
bring up: criar(se); plantear, sacar a colación miss out on: desaprovechar, desperdiciar, dejar pasar,
perder
call back: volver a llamar
move away: irse, marcharse, mudarse
carry on: continuar
move into: trasladarse 1 mudarse a (un lugar específico)
clean up: limpiar, arreglar
pass by: pasar
come back: regresar, volver
pay back: pagar (deuda), devolver (dinero);
come in: entrar
vengarse, hacer pagar caro
come on: empez.ar (-!: ¡vamos!, ¡venga!) pay for: pagar; pagar por, ser castigado/a
come round: pasar. acercarse pay off: saldar, liquidar; valer 1 merecer la pena
come to: ascender a, sumar
pick out: elegir, escoger
cut down: reducir, recortar pick up: aprender, adquirir; recoger; mejorar, reponerse
deal with: ocuparse 1 encargarse de play back: volver a reproducir
end up: terminar. acabar push around: intimidar
feellike: apetecer, tener ganas de put off: aplazar, posponer
fight back: defenderse, contraatacar put on: representar; ponerse (ropa)
figure out: comprender, explicarse put up with: aguantar, soportar
fill in: rellenar (impreso o documento) run away: escaparse, huir
find out: descubrir, averiguar run out (of): quedarse sin
fit in: encajar, adaptarse; congeniar
set back: retrasar
get ahead: progresar, tener éxito set off: provocar, desencadenar
get along: llevarse bien set up: crear; fundar
get back: volver, regresar shop around: ir de tienda en tienda comparando precios
get by: arreglárselas
snap up: no dejar escapar
get off: bajar(se) 1 apearse de stand for: significar
get on: llevarse bien; subir(se), montar(se) stand out: destacar, sobresalir
get over: reponerse, superar stand up: ponerse de pie, levantarse
get rid of: librarse 1 deshacerse de start out: empezar
get to: tener la oportunidad de start over: volver a empezar
get together: reunir(se). juntar(se) start up: montar (un negocio)
get up: levantarse; subir
stay away: alejarse; no acercarse
give away: revelar; delat ar
stock up on: abastecer(se) de, comprar
give back: devolver take after: parecerse 1 salir a
give out: agotarse, acabarse; repartir, distribuir take back: retractarse, retirar (lo dicho)
give up: dejar, renunciar a
take on: enfrentarse a
go away: irse, marcharse take out: desquitarse
go back: volver, regresar take over: adquirir, hacerse cargo de
go on: durar; continuar take to: encariñarse con, coger cariño a
go out: salir take up: empezar (actividad o hobby)
grow apart: distanciarse
tangle up: enredar, enmarañar
grow into: transformarse 1 convertirse en tear apart: hacer pedazos 1 trizas
grow out of: quedarse pequeño/a throw out: tirar (a la basura)
grow up: criarse, crecer
tidy up: ordenar, recoger
hang around: juntarse 1 andar con; pasar el rato try on: probarse (ropa)
hang on: esperar turn around: dar(se) la vuelta
hang out: pasar el rato turn down: bajar (el volumen); rechazar
hang up: colgar (el teléfono, un adorno) turn into: covertir(se) en
hold on: esperar turn off: apagar, desenchufar (un aparato)
let down: decepcionar, fallar. defraudar turn on: encender (un aparato)
live up to: estar a la altura de; vivir de acuerdo con, turn out: resultar, salir
cumplir
use up: agotar, gastar
look after: cuidar a 1 de
wipe out: exterminar
look around: mirar alrededor
look for: buscar
-- - - -- -
~ - - - - - -
PREPOSITIONS
VERBS + PREPOSITIONS NOUNS + PREPOSITIONS
accuse of: acusar de ban on: prohibición de 1 sobre
agree on: acordar, estar 1 ponerse de acuerdo (sobre) desire for: deseo 1 anhelo de
apply for: solicitar, pedir effect on: efecto en; influencia sobre
apply to: echar una solicitud, solicitar end of: final de
argue about: discutir sobre 1 por escape from: huida 1 evasión de
argue with: discutir con form of: forma de
arrive at: llegar a group of: grupo de
arrive in: llegar a increase in: aumento en 1 de
begin with: empezar con 1 por infatuation with: encaprichamiento con
belong to: pertenecer a need for: necesidad de
ca re about: preocuparse 1 interesarse por part of: parte de
climb up: subir 1 trepar (por) plenty of: mucho/a
complain about: quejarse de, reclamar por reason for: razón para
complain of: quejarse de smel l of: olor a
consist of: constar de, consistir en solution to: solución a 1 de
depend on: depender de; contar con \
die of: morir de
emerge from : salir de
enquire about: preguntar por, informarse de ADJECTIVES + PREPOSITIONS
fight for: luchar por _(_~-~~~-~.!.?..~.~)......................................................................................... .
gossip about: cotillear 1 chismorrear sobre dependent on: dependiente 1 que depende de
hear about: enterarse de different from: diferente 1 distinto/a de
hear from: saber 1 tener noticias de free from: sin, libre de
hear of: olr hablar 1 saber de good at: bueno/a en 1 para
insist on: insistir en interested in: interesado/a en
introduce to: dar a conocer; presentar involved in: metido/a 1 involucrado/a en
invite to: invitar a jealous of: (tener) envidia 1 celos de
lean on: apoyarse en overjoyed at: contentlsimo/a de, lleno/a de alegría por
lean out: asomarse polite to: educado/a con
listen to: escuchar (a) proud of: orgulloso/a de
log onto: entrar, abrir la sesión sensitive to: sensible a
participate in: practicar (un deporte); participar 1 tomar similar to: similar 1 parecido/a a
parte en
suitable for: apropiado/a 1 adecuado/a para
point at: señalar
unhappy with: descontento/a con
point to: señalar
prevent from: prevenir; evitar, impedir
protest against: protestar contra 1 sobre 1 acerca de
protrude from: (sobre)salir de
refer to: ref erirse 1 aludir a; denominar
rely on: confiar en; depender de; contar con
remind about: recordar
remind of: recordar
rob of: robar, quitar
search for: buscar
smell of: oler a
stare at: mirar fijamente
stay at: quedarse en
tal k about: hablar de 1 sobre
tal k to 1 with: hablar con
think about: opinar (sobre). parecer; pensar en
think of: pensar de 1 sobre
wait for: esperar a
walk away: irse, marcharse
write about: escribir sobre
IRREGULAR VERBS
R ICIP.LE V3 CASTELLANO
~
1.
E
REVIEW OF READING STRATEGIES
Using a variety of PREDICTING CONTENT
reading strategies Befare you read a text, read the title and look at the
can help you photographs. This will help you predict the content of the text.
understand a text.
This is a review of SCANNING FOR SPECIFIC INFORMATION
the reading strategies
you have already Scanning helps you locate specific information in a text. Pay attention
learned. When you to the type of information you are searching for (dates, places,
do your exams, try to names). Looking for capital letters and numbers can help.
use as many different
reading strategies as READING FOR THE MAIN IDEA
you can. 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.
UNDERSTANDING REFERENCE
Texts often contain pronouns and possessive adjectives which refer to
something or someone that has already been mentioned in the text.
When reading, it's important to understand who or what these words
refer to. The answer can usually be found in the first part of the
sentence or in the previous sentence.
MAKING INFERENCES
Making inferences (or reading between the lines) helps you
understand things that aren't actually written in the text. By looking
for certain hints in the text, such as the way a person reacts or says
something, you can draw your own conclusions.
• Decide which ideas to keep and cross out @ Yov.. e>~re dose to s~ps.
the others.
® TI-te-re is lots to do.
• Group similar ideas together.
• Organise the groups according to a writing plan. @ It is U~sy to _get e>~rou.!1d.
@ TI-te.re is e>~ Lot of tre'!ffu-.
STEP 3: FOCUS ON LANGUAGE
• Think of words and expressions you will need in ® You. do~ú ~ e>~ U~~r.
your work. @ It is exáti113 e>~l1i Í11teresti113.
@ Yov.. e>~re c.Lose to ú~s e>~i1d s~ppi113 W1ires.
STEP 4: WRITE A FIRST DRAFT
• Write your first draft on the computer or by hand. © TI-te.re Ulll'l- be e>~ lot of .wise e>~t ~1-tt.
lf you are writing by hand, use a pencil. Leave wide
margins for notes.
• Leave space between lines for additions and yrov..p A - TI-te. 'o..wevt-Íei1U of Liví113 Í11- the- W1ire
corrections. oj tOWvt-.
• Write quickly. Don't worry about neatness or
accuracy. yrov..p 5 - TI-te. rurU~tiol1e'!L bevte..fits of Liví113 Íl't-
• lf you can't think of a word in English, write it tl-te. 'e11-tre of to Wvt-.
in your own language. Look up the word in a
dictionary later. yrov..p G - The dise>~dVe>~"'t".JU oj Li.VÍ113 Ívt- the-
• lf you can't spell a word, write it any way you can. 'el1-tre of tOWI't-.
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.
NOTE
You can indicate the beginning of a paragraph by:
1. indenting (moving the first word of the paragraph to the right).
2. skipping a line before beginning a new paragraph. Each paragraph begins at the left-hand margin.
Both styles are correct, but be consistent in your writing. The indented style is preferred for informal letters.
WRITER'S CHECKLIST
Writing Skills
WORD ORDER
Word order is very important in English. The usual order is:
subject + verb + object + additions
SUBJECT-VERB AGREEMENT
The verb is singular or plural, depending on the subject.
The old woman walks slowly. (singular) 1 The old women walk slowly. (plural)
CONNECTORS
Connectors are linking words which join idea~ and show how those ideas are related to one another.
David went to medical school because he wanted to be a doctor. (to give a reason)
He wants to be a good doctor so he studies very hard. (to describe a result)
He spends a lot of time studying, but he still finds time to have fun. (to express a contrast)
They also help us to organise our writing and make it easy for the reader to follow.
Many people feel that teenagers spend too much time watchmg TV. First of all, they cla1m that teens who watch
an excessive amount of television do not have enough opportunities to develop their social skills. In addition,
they say that too much time spent in f ront of a TV screen prevents teens from getting enough exercise. However,
television viewing also has advantages. For example, there are many programmes on television w hich can provide
teenagers w ith valuable information in an interesting and stimulating w ay. As a result, teenagers are exposed to
new ideas and can learn many exciting things.
Purpo
=s=e=====-~~--- Examples
to add points on the and 1 in addition 1 furth ermore 1 moreover 1 what's more 1 besides 1
same topic also 1 too 1 as well as
~-------
to express a contrast but 1 however 1 nevertheless 1 yet 1 still 1 although 1 even if 1
even though 1 in spite of 1 despite
to describe a cause or reason because (of) 1 since 1 due to 1 as 1 as a result of 1
one/another reason for ... is ...
- ·-··- ----·- ··- ·· -- ·- - - -·- ··- - - - -·- ·- ··- ··-·- ·- ··--· · - -·- ·- ··-
to describe a result so 1 therefore 1 consequently 1 thus 1 as a result 1 as a consequence 1
for this reason 1 that is why
to show purpose in order to 1 so as to 1 so that 1 to
to describe similarity similarly /likewise 1 in the same way
--------------------------------
----~-------------
to express personal opinions in my opinion 1 1 (strongly) believe (that) 1 1 thinklfeel (that) 1 in my view 1
it seems to me (that) 1 personally 1 as 1see it
-·-·-·· - ·- ·- - ·- --
to introduce fads
to make general statements
in fact 1 as a matter of fad 1 actually 1 the truth is (that)
··- ···- ·- ·- ·-··-····- ·····- ·..- ·-..- ·- ·- ..
in general 1 generally 1 as a rule 1 on the whole
-----
...- ...- ....._ ,, ,,,- ___
...- ...- .... ____
....- ..·- · · · - · ·- · ---- · - · - ·- ·- ·- · · · ·- · ·- ·-··- ·- - -··- · ..- · - ··· - ·-·- ·-·-··- ·
to list points to begin/start with 1 in the first place 1 first of all 1 for one thing 1
firstly, secondly, thirdly 1 finally 1 lastly
to give examples for example 1 for instance 1 such as 1 like 1 particularly 1 in particular 1
especially 1 (more) specifically
---------------
to introduce opposing points on the one hand 1 on the other hand 1 in contrast 1 contrary to 1
it can also be argued that 1 but there are people who say/think (that)
__:, ..:...._ __ ______
to show sequence first 1 at first 1 in the beginning 1 before 1 next 1 then 1 soon 1 meanwhile 1 later 1
after that 1 afterwards 1 at last 1 eventually 1 finally 1 in the end 1 during 1 when
····- , _ , _, _ ,_ ..,..
,,_ , .... - ··- ··- ..- - -·-·- ..--··- ..,. .....- ....-······--····--·- -···--···
to show time when 1 while 1 befare 1 after 1 until 1 as soon as 1 by the time
to conclude in conclusion 1 to su m up 1 in short 1 all in all
- - -·- - --- - - - - -- - -- - -- - -·- ..
Writing Guide
WRITING A PARAGRAPH
A paragraph consists of severa! sentences about a certain topic. lt has the following parts:
1. a topic sentence which gives the main idea of the paragraph
2. supporting sentences which add reasons, details and examples
3. a concluding sentence which leads on to the next paragraph or summarises the main idea
OPENINy
I waW.d rutUy Lave. ta 1-w!ve. " dii.J. Far a~-~.e. thí.~, if I 1-w!d " dii.J I waW.d ~-~.e.ve.r be. Lal1l.Ly. I waw.d
&fLW&fYs fteJ. thtitt I 1-w!d same.~~~-~.e. wl-ul lave.d &fw! &ftupte.d tU.
b t.. &fddí.tí.tl~, Laakí~ r;¡fte.r " dii.J waW.d M&fke. tUfteJ. U!p&fble. "w! M.&ft~tre.. I waW.d 1-w!ve. M&f'o/
BODY rupo~t.rí.bílitíu. Far ex&fwt.ple., I waW.d 1-w!ve. ta fte.d &fw! W&fsh my dii.J &fw! t&fke. him. for " W&flk e.ve.ry
d&fy. Altl-ul113h UlrÍ~ for " dii.J woW.d be. 1-wlrd work, I &fWI. ce.rt&fÍ~ tl-w!t it wa~tld M&fke. tU feel.Joad
&fbalit my.ul.f
All í~ &fU, &fltl-ul113h my p&1re.Yits &{re 11.0t ke.m a~ the. ídut, I'm. .3ai~ ta da my but ta GC~I1U the.m
CONCWSION
The parts of a paragraph should flow logically. The paragraph must be easy to understand.
You can accomplish this by:
1. using pronouns to refer back to the nouns in the text.
2. using connectors to show the connections between ideas (see the chart on page 138).
WRITING AN ESSAY
An essay consists of severa! paragraphs about a tapie. There are many different kinds of essays, but they all
have the same basic plan:
1. THE OPENING
The opening is a general presentation of the topic. Try to start your essay with an opening that will catch
your reader's interest. Here are sorne ideas:
a. Begin with a surprising fact.
In the Chicago suburb of Richton Park, parents can now be sentenced toas muchas $500 in fines and
160 hours of community service if their children skip school or commtt acts of vandalism.
b. Begin with a short anecdote about real or imaginary events.
Eva Wilkenson served 100 days in West Virginia's Cabell County jail. But she didn't commit any crime.
Her daughter did.
c. Begin with a question.
Should parents be punished for their children's crimes?
lf you can't think how to begin, don't worry. Go on to the body of the essay. You can always write the
opening later. The important thing is to keep going.
2. THE BODY
The body has got one or more paragraphs which develop the topic. When you were preparing to write,
you brainstormed for ideas (see page 135). Then you chose ideas to use and put these ideas into groups in
a logical order. Use these groups of ideas to write the body of the essay. Each group of ideas will become a
separate paragraph.
3. THE CLOSING
The closing is a paragraph which summarises the main idea or presents a conclusion. lt should not bring in
new ideas. In sorne cases, the closing may be similar to the opening, but presented in different words.
lt should always leave the reader with a strong impression.
In conclusion, by punishing parents for the crimes their children commit, we are simply teaching children
that they will not be held responsible for their own actions. In my opinion, it is high time that judges started
giving more severe punishments to the teens themselves. This would be more logical than locking up their
parents!
A FOR AND AGAINST ESSAY
A for and against essay is usually about a controversia! issue. lt presents both sides of the issue and then
concludes by supporting one of the sides. Look at the topic below. Then study the plan and read the model.
TOPIC:
Write a for and against essay on a topic connected to home schooling.
PLAN:
u
OPENIN(j In recent years, an increasing number of parents around the world ha ve
IY!trodu.ctiof'!- to t~ chosen to take their children out of the school system and educate them
L.Uu.t- at borne. The question is whether this is good for everyone.
On the one hand, home schooling means that parents are able to
BODY cater to their children's individua l needs. For instance, parents can
Atju.I'\II.U1t fo r o~ encourage their children to explore their own interests. In addition,
.tide of ~~ ÍJ.nc.e,
parents can include important subjects that are often neglected in
witk su.pportil'lj
normal scbools, such as art or music. Moreover, parents can protect
detetil..r "~ ex.etmplu
tbeir children from bullying and teasing.
Atju.I'\II.U1t for t~ On the other hand, children who are home schooled often bave fewer
otw side of t~ opportunities to participate in team sports and in other extra-curricular
ÍJsue, witk su.pportil'lj activities. Furthermore, since home-schooled children are exposed to
detetil..r "~ Wfwtple.t fewer kids, they may not leam the social skills that are necessary if
they want to live peaceably with others.
CL05IN(j Despite the numerous benefits of home schooling, I believe most
s~ryoft~
i.rsu.e "~ t~ writers
opif'l-io11- D children should go to school. The lack of opportunities for social
interaction may prove to be problematic in later life.
USEFUL LANGUAGE
However, ...
Nevertheless, ...
- - -···--···- ·- J
··
In conclusion, . . .
To sum up, ...
·--·····-··-·
J
····- ·····-·-·-··-·--·-·-·-·- ·- ··- ···- -··- ·- ··-
1
Writing Guide
A LETIER OF COMPLAINT
In a letter of complaint , t here is a request for action to be taken concerning an unsatisfactory sit uation. Look at
the tapie below. Then study the plan and read t he model.
TOPJC:
Write a letter of complaint toa hotel in which you were disappointed with the service.
PLAN :
12 Sandmoor L ane
DETAILS
N orwood
Address of puso11-
L ondon SE1 9 4FB
writi113 th.t. luter
22nd October, 2010
Dt~~te.
USEFUL LANGUAGE
To w hom it may express my concern The problem began 1 t rust that yo u wm ... 1
concern, regarding ... when .. . 1 would appreciate j
1 f ind
it unacceptable it if ... ,
that ... 1 suggest .. .
1 would like to point 1 look forward to
out that ... your reply. 1
AN OPINION ESSAY
An opinion essay states an opinion and tries to convince the reader that this opinion is correct. Look at the tapie
below. Then study the plan and read the model.
TOPIC:
Write an opinion essay on a topic connected to teen drivers.
In short, forcing young drivers to drive with adult supervision will not
CL05IN§
5umWtÍ.'19 u.p f,fM reduce the number of teen fatalities. lt is only by educating teenagers
rut(.ftewt.el1t of opiftiot-t and adults about the importance of safe driving that we can hope to
make a difference.
USEFUL LANGUAGE
~ people think that .. . Therefore, .. .
! In my opinion, however, ... As a result, .. .
1disagree lt is clear that .. .
In my view, .. . In short• ...
1believe that .. . To sum up, ...
However, . .. In conclusion, ...
Des pite this, ...
First of al l•...
Secondly, ...
l ln addition, ... 1
¡__,,_ ..._,_,_,,___ _ ,_.._,____,__,_________,_ ,_,_ .._____,,¡__ _ _ _....__, _______,_,,_,_, _ ____ , _ __, _ , ____ .._ _ _ _ __
. .J
Writing Guide
A DESCRIPTION OF AN EVENT
A description of an event gives a clear impression of what the w riter experiences. lt usually includes details of the
writer's senses and how the writer felt there. Look at the tapie below. Then study the plan and read t he model.
TOPIC:
Write about a family event that you have attended.
PLAN:
The Wedding
OPE/IJI/IJ ~ Last week, I went to my cousin's wedding. I hadn' l seen my cousin
Ntilwte., J.ourtía11., tíwte.
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evw e for many years and 1 didn't know many of the other guests, so 1 wasn't
expecting to enjoy myself. In the end, 1 had a great time.
When 1 arrived, the wedding hall was already full of people. People
BODY were standing around talking excítedly and there was a real buzz in the
Duc,riptía11- wíth more air. The room was beautifully decorated with tlowers and balloons and
deú!il.s 1 whtft writer the sweet smell of the flowers hung in the air. I couldn' t help but feel
seu, hu!rs, si'Ytell.r, excited. lt felt as if something very special was about to happen.
t4stt.J
Suddenly the musicíans began to play. Everyone stopped talking at
once and tumed to face the door. As the bride entered, many of the
guests had tears in their eyes. 1 felt so moved.
CL05IN~
o
As she walked past in her beautiful white dress, my cousin tumed and
Ca""'Lu.di113 .rel'\.tem-e smiled at me. She looked so happy. I realised that 1 wouldn ' t have
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missed this occasion for the world !
USEFUL LANGUAGE
TOPIC:
Write a narrative about a misunderstanding you once had.
1 got onto the train and looked for a place to sit. 1 walk:ed up and down
the aisles for sorne time until I found an empty seat next to an elderly
man who was reading a newspaper. Relieved, 1 sat down and took out
my book.
As soon as I had begun reading, 1 felt that the man was watching me.
F>ODY
Eve.11.ts e¡vv;{ problewt.J
1 felt very uncomfortable. 1 wanted to move but there were no empty
i11- ti-te. sto ry, 1-uJ w ti-te. seats. Final!y, the train pulled into Kings Cross station. 1 rushed off the
c.l-ufre¡Gter feeJ.s e¡vv;{ train, eager to escape the stare of the old man.
triu to solve. proble.m
1 left the station and began walking towards my grandmother's house.
After a few moments, 1 had a strange feeling that someone was
follow ing me. 1 tumed round. To my surprise, the elderly man who had
sat next to me on the train was running towards me. 1 started to run. 1
could hear the man coming up behind me. In a minute he would catch
up with me ...
CL05IN(j "Wait!" he shouted. 1 stopped. The man stretched out his hand and 1
The. evvii113 of ti-te. could see that he was holding something. "Your hat," he said. "You
story, 1-tow ti-te. left it on the train." At that moment 1 realised that 1 had jumped to the
proble.m is resolved
ul wrong conclusion.
L-----------------------------------------~--------------~
USEFULLANGUAGE
Time Expre_ss_io
__ns_________________________ ~nectors of Sequence
Last weekend 1 summer 1 year, . . . at first as soon as
Two years ago, .. . before soon
lt was a cold 1 hot 1 stormy day . . . after suddenly
lt all began when .. . next w hile
One afternoon . . . later during 1
_j
1felt . . . unt il meanwhile
The funny t hing is that ...
Before 1knew it ...
Writing Guide
ASUMMARY
A summary provides the reader w ith the main points of an article in as few words as possible. A summary usually
does not include the writer's opinion and it is written in his or her own words where possible. Look at the topic
below. Then read the original article and the model summary.
TOPIC:
Write a summary of the art icle, using 50-70 words.
Research at the University ofWashington found that babies who had watched baby videos scored
about 10% lower on language ski lls tban those who had not. In addition, experts have showo that
baby videos may also be associated with attention problems later on. They claim that the more
television children watch in their early years, the shorter lheir attention spans later in life.
The Campaign for a Commerciai-Free Childhood is a group which has been fighting baby media
companies for sorne time in an attempt to gct them to admit that baby videos are not educational.
They claim that the entire marketing strategy of companies like Baby Einstein is based on false and
misleading claims that the videos are educationaJ. Recenti y, the Baby Einstein company announced
that they would give a full refu nd to anyone who had bought one of the OVOs in the last five years
and wished to return it. The campaigners see the recent announcement as an unspoken admission
that they did mislead the public and that thc OVDs have no educatiooal value.
Yet it will be interesting to see how many parents will actually claim the refund and return the
OVOs to the company. Although the videos may not turn their children into geniuses, as they
might have hoped, they continue to keep them occupied aod stimulated, without the need for
parental involvement. That may well be something that parents are not willing to give up.
OVOs designed specifically for babies and toddlers are very popular. Yet
l~U.Lt.ides oi1.Ly
importer.-¡t recent research has suggested that they may in fact be harmful to children's
development. In view of these fi ndings, a recent campaign has accused media
i~ rn-uttioft.
Ot:_9erYÚ.se4 i.-¡to companies of deliberately misleading parents by implying that these products
ha ve educational value. Consequently, the Baby Einstein company has agreed
o~ 'ohesive
to give a refund to parents wishing to retum the OVOs, although it is uncertain
perriii!Jrerph
how many parents will accept their offer.
TIP:
Leave out less important examples and details. Shorten or combine sentences and try to use your own words.
USEFUL LANGUAGE
--------------------------·--------------------------~----~----~
r Being Concise _ _ j
iLApparently, .. . Finally, ... lf Clearly, ... Consequently, ... In short, .. . Presently, ... although 1
••··- ...·-····- -- · _,,_ _,_..,_,.,_,_,_,,.,_.,,_,. •••••-··- ·-••••• ••••••-···- ··-••••- •••••• ·-···- "·-"• · - · -···-···•··-•-oooo-•••--oo-•"- • • -"- " -•- ••- •....J
1
A CURRICULUM VITAE
When applying for a job, you will often have to supply the employer with your personal details,
as well as your educational qualifications and work experience. Below is an example of a CV
wh ich can be used as a model for your own.
PERSONAL INFORMATION
Name Ana Rodríguez Vallejo
A ddress C/ Salvador de Madariaga, 5, 3°-C, Madrid
Telephone no. 635423 179
E-mail anarodvallejo@ hotmail.com
Nationality Spanish
Date of birth 8th Apri l, 1992
WORK EXPERIENCE
Dates 2008-20 10
Name of employer Hard Rock Cafe
Occupation or position he/d Waitress (part-ti me)
Main activities and responsibilities Preparation and service of food, wine and
beverages
EDUCATION AND TRAINING
Dates 2008-201 O
Name of school IES Juan De La Cierva
Principal subjects covered English language, history, literature
Title of qualification awarded Secondary School Graduate - Bachillerato
LANGUAGES
CoMPUTER S KJLLS
•.
QUIZ ANSWERS
Unit 3, page 33
1.c 2.a 3.c 4.b S.a 6.a 7.b 8.b
7-8 correct answers:
You know quite a lot about computers. Keep up the good work, but remember: there is lite
beyond the computer screen. Maybe do some sport as well!
4-6 correct answers:
You use a computer, but it's not the centre of your life. You've found a good balance. but pay
attention to what's going on in the computer world. Technology can be useful!
0-3 correct answers:
You obviously have other interests besides computers. That's great, but try to keep up with the
times. Remember - this is the 21st century!
Unit 4, page 45
1. False. Red, because it signals danger, actually makes people more aware and alert.
2. True. Special cells in the nose respond to chemical signals given by other people who feel
danger.
3. True. Touch stimulates the brain to produce endorphins, which are the hormones that inhibit
pain .
4. True. Our sense of balance is centred in our ears. but we rely on our sense of vision for
balance as well. Try it!
5. False. Women's sense of smell and taste is more sensitive than men's.
6. True. There is an area on the retina that does not respond to light. An image that falls on
that area will not be seen. Try this test:
• +
Hold the image about 50 centimetres away. Close your right eye, With your left eye, look at
the +. Slowly bring the image closer while looking at the +.Ata certain distance, the dot will
disappear! This is when it falls on the blind spot.
7. False. People who suffer from arare genetic disease called CIPA are unable to feel pain.
8. True. People with a condition called synesthesia mix together senses which are normally
separate.
9. False. The seashell captures the noise around you. which resonates in the shell.
Unit 4, page 52
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