J/Jurlinglon /Jooks

VIEWPOINTS For Bachillerato

STUDENT ' S BOOK

Elizabeth Grant
Kevin Payne
 hÚUJ.4 ~di
J~Acl.t-t o..d1 t su.r+

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

A Hi, Carl!
B Hi, Denise! Hey, good to see you! You look great!
A 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.

1. an act1on m progress ata certam future t1me NU ncRE TE XTBOOI'í5 ¡:J

2. an action completed ata certain future time Un1vers1ty students 1 always carried 1 have always carried
bags full of heavy books. However, sorne experts predict that
..I Grammar Appendix, pages 107-108 ' computers 2 will soon make 1 are soon going to make
textbooks a t h1ng of the past . Northwest M1ssouri State
Umversity 1 already began 1 has already begun to make
thís pred1ct1on a reahty. Last year, they 4 gave 1 have given
the1r students eledromc readers containing t he textbook
matenal. Dunng the com1ng year, students ~. will be usingJ
will have used these "e-readers" toread, take notes and
even do mteractíve quizzes.
Sorne students 6 have criticised 1 criticised the move, saying
they 7 aren't going to stop 1 won't be stopping using
textbooks, which are better for studying large amounts of
material. However, the president of Northwest says that within
five years, e-books and e-readers 8 are going to replace 1
will have replaced textbooks completely - at Northwest and
m univers1t1es around the world.

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?

SO YOU Wlf:NT TO 8é /f ROCI< 'N' ROLL STlf:R?

The 8yrds

So you wa11t to be a rock /n' roll star?

Then/i.steh now to what l.say.
Just qet an dectric quitar
Then takc SOIMe titMe
-rtnd fear/11 how to play. ,~ ) f
~.,.,

lt11d with your hair ~unq riqht,

tt/lld your pa11t.s too tiqht
/t/.s qo/11/!la be all riqht.
The/11 it/s ti~Meto qo dow/!ltOw/11
V\
Where thc aqe11t IMa/11 wo11/t fet you do'W11.
Sdl your sou)to the cow.pahy
Who are waiti/!lq there to scfl pfastic ware.s.
tt/lld i/11 a week or two -
lf you ~Make the charts
The qiris'// tear yo u apart.

The pricc you paid for your richcs aw~ fatMc,

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

'f\(Q_ • l (\~(\~ so., { )- ..e t

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

WEB EXTRA Read about rock 'n' roll schools at:

r • mb01 ' '·
e~ READING 4. Are the following statements true or false?
"
Find evidence in the text to support your
answers.
1. Vaz was surprised by the paparazzi.
1. Predicting Content: Look at the title of the 2. In the beginning, Hill reacted negatively to the
text and the pictures. What do you think the paparazzi. 1
text will be about? 3. The personal paparazzi service is very popular. '
4. For Ronda Rivling, fame and film stars are more
2. Read the text and check whether your important than the environment or the
economy. '"F
prediction in Exercise 1 was correct.
5. Lindsay Chapin believes that personal paparazzi
services are harmless fun. 1
3. Guessing Meaning from Context: Find the
following words in the text. Read the entire
sentence and try to guess each word's 5. Complete the sentences ~ccording to the
meaning. \, t ' ' e information in the text. Remember to use
snapping (line 2~ • u~roar (line 9) your own words.
(..(>O
harmless (line 29) 1. Vaz and ~ i ll went to a nightclub after they ... ,

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)

• The sentence tells us that the passers- by were

4. fa ~crnfparagraph 4) lt,
impressed - they took photos and asked Vaz and 5. performing, imagining (paragraph 5)
1
Hill who they were. We can assume from this that 6. obsession (paragraph 6)
they thought Vaz and Hill were famous. , r! c.. 1 ~
• The statement is therefore false.
, 1 (.L

• Would you hire a personal paparazzi service?

Why or why not?
 As Struan VaL and Paige Hill emerged from a theatre in Austin. Texas, they were surrounded by photographers
and ~eponers. who began ~apping photos and asking them personal questions. Flashes popped as thc couple were ~L
chased all the way toa nig}ltclub, where they were met by a crowd of adoring fans who had been waiting for hours ~
to catch sighl of them. Passers-by, impressed by all the action, took photos with their camera phoncs. while others
s asked the two who they were. ·'We' re nobody.'' said Vaz.
He was telling the truth. Tbey weren't celebrities at all and the adoring fan were. in fact, Vaz' friends. As a
urpri e for his fiancée. Vaz had hired a CQmpany ca)led Celeb 4 A Day, which provides personal paparazzi to
follow people around town. Hill was so o~.{,'fi~1med by all the attention that she tried to mn away at fl!st, though
she soon began to enjoy it. When they got to the club, the owners. fooled by the uproar,VJ.
10 gave them VLP entry, letting them walk right past the queue and straight in.
With this new kind of ervice, anyone can feel what it' like to be a star. A cypical price
list: $300 bu y you ~e basic package of four personal paparazzi who will pursue 11'
you for up to 30 minutes. For $2,500. you get the deluxe treatment - two hours
with six paparazzi. includ~ng limousine service and your very own bodyguard.
15 Are people actually willlng to spend that much for ome time in the spotlight?
Ab olutely! Since these service taned, their phones have been ringing non- top.

Sorne social cienti t despruJ at thi new trend, calling it celebricy culture _gone wild.
"Unfoi1Unately, fame and film star have become more imponant than the environment
or the economy. And reality shows make everyone think thal they can be an instant star,"
20 says Ronda Rivling, pop culture analyst. According 10 Profes or Jo h Gamson, who studies
society and mal>S media. ''We líve in a culture where ... if you don 't 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'

e~ VOCABULARY VERB COLLOCATIONS

- - - - see Grammar Appendix, page ll l

4. Which of the words can be u sed to form

Words from the Text collocations with the verbs in colour?
1. catch -
@ hoose the answer that best explains the
sight of~ a chance, a bus, a cold, someone's eye,
meaning of the first sentence. Pay attention
a friend, fire, one's breath
to the words in colour.
2. take -
1. Shopping on-line is a growing trend . a photo, for granted, one's time, a wedding,
ta:\ A lot of people do it. O'(' wide in,~ char9e, happlneSS, SOmeone by SUrpriSe
· tr:' lt's a great idea.
3. '9 0 -
2. Elaine is always willing to help.
wild, talking, mad, abroad, missing, strong,
a. She always needs help. blind, ~ I d, fat '
'6\ She is a helpful person.
3. The singer was an instant star.
a. He worked hard to reach the top. 5. Complete the sentences with collocations
~ He beca me a celebrity very quickly. from E"ercise 4. Make any necessary changes.
4. We drove straight to the theatre after work. 1. My parents nearly ........... with worry when 1 was
(a:! We didn't stop on the way. in hospital.
b. The road to the theat re had no turns. 2. The building ........... because a resident had been
smoking in bed.
he following sentences do not make sense. 3. There's no hurry. Please ........... .
ake them logical by replacing each word in 4. The police found the child who ........... th;
colour with a word in colour from a different day before.
sentence. \ rl. , 5. Patricia !oves to paint and she ...........
1 . He bought his p-ª.,S.S.e~ diamond ring. her work.
, . - J I ,.
2. There was a large~ demonstrating outside 6. lf you hurry, you'll ........... the 5 o'clock ........... .
Parliament. P
3. The rabbit slowly_puf:51jetl from its hole.
L

4. We asked a' crowd for directions.

5. The policemen ~ erged the thief until he was
finally cauqht.
<..r~h..
6. AJlarteé'e of construction workers was hired to
restore the old building.

~ 3. Complete the passage with the words and

phrases below. Then listen and check your
answers.
fool • overwrrelmed • surroUf\Cfed • infatuatioA
pressure • b_odyguards • ir+the spotlight

THE OTHER SIDE OF CELEBRI1Y

Most people believe that celebrítíes have fabulous líves.
They are always ................... by adoríng fans, assístants who
do anythíng they ask and 2· ................... who protect them. Full
of confídence, they !ove beíng 3 · ................... at1d ít seems that
nothíng can harm theír huge egos. But despíte their" ................. .
with themselves, superstars can be very vulnerable. They
are often 5· ................... by the constant need to please their
public. Thís kínd of 6 · ................... often leads to self-destructive
behaviour, such as alcoholism or drug addíction. So don't let Michael Jackson
impressions of glamour ................. you. íhere are advantages to 1958-2009
being ordinaryl A victim ofJame?
 Unit 1

Topic Vocabulary 4 . Complet e the sentences by adding suffixes t o

the words in brackets.
FAME 1. Many famous ........... (perform) live m ........... (luxury)
homes1
( 1. M at ch t he beginning of each sentence in
2. The ........... (offend) behaviour of the paparazzi is
1 with its ending in 11. Pay attention to the often more ........... (disgrace) than the stories they
words in colour. cover.
1 . The daughter of very rich parents 3. Critics agreed that Ellen Page's ......... (perform) in
2. Brad Pitt's donations to charity Juno was ...~····· (marvel).
3. The gala party was 4 . Most tabloids focus on celebrtttes from the
4. Why do so many !:?eople today world of ...,....... tentertain), but they also gossip
5. Amy Winehouse ill a great stnger,
)
about 1.......... (politks).
6. Celebrities who take drugs 5. Madonna's ........... (impress) career and incredible
........ (popular) has made her an icon in the pop
7. There's Tom Cruise! Let's
world.
8. The teenage girls waited outside 1
11 a. get a lot of positive publicity. G s. Complet e the passage with the words below.
b. ask him for~ his autograph! Then listen and check your answ ers.
c. the most lavish event In the city that night. heiress • w ea)thy • ..outrageous • s-poilt
d. are very bad role models. gossip • drive • notorious • tabloid
e. but her behavlour i s outrageous.
f. to catch sight of their idol. Paris Hilton - Famous for Being Famous?
C;
g. is an heiress. People love to ..~....... ~out Pans HtllOn,
h. w orship celebrities? the party·liopP.in 2 .......~..'to the Hilton
~c,..,.;..--.,:m;>+eor
, no1 nn u
Ho el fortune. Pans is 3 ........... for her
2. Choose two possible answers to complete each many boyfriends, her ":.......... rclothes
sentence. Pay attention to the words in colour. and her scandalous behaviour. She
1. lf you are wealthy, you have probably gota lot co~lant~yeates sensational 5:1..._
of money 1 property 1 relatives. heaali~es. Critics claim that she's famous
2. People often gossip about celebrities 1 simply for being fabulously 6..!:~L..
themselves 1 their neighbours.
and posing for photographers at
3. A talent scout spotted her and got her a job as
celebrit.Y parties. They say she's
a model / singer 1 doctor. .t h . 1 . h
!\p:;. 1nc
a 7·........... g1r wtt no rea 1
4. Some celeb~ties are not orio us for hel ping the
poor 1 atta king paparazzi 1 being arrogant. talents. However, with severa!
5. lf you have dr ive, you are ambitious / lazy 1 film roles, her own successf ul
determined. TV show, a solo CD and a
6. A spoilt person is probably generous 1 selfish 1 best-selling book, she has
inconsiderate. proved that she has got
7. A star athlete might be a controversia! figure plenty of s..~-~. .Tt looks
because of his high salary 1 rude remarks 1 like Paris Hilton is here
great achievements.
to stay!
8. Tabloids usually report sensational news 1
financia! issues 1 scandals.

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

Vocabulary Builder, pages 58-59 13

..._____ -to Ot.e --
 1. Complete the sentences with the verbs in
GRAMMAR brackets. Use the Present Perfect Continuous
or Past Perfect Continuous.
1. We r...........
'~ (fodow)
~ ' '· -'rl day,
h1m a11 -?': but we haven't got

PRESENT PERFECT CONTINUOUS

a good photo r¡t.
PAST PERFECT CONTINUOUS 2. Don't worry, 1........... (not waft) fon~.
3. Everyone was miserable because it ..,........ (rain) for
Read the examples and answer the questions. days.
4. Helen's eyes are red ...L.~ she ........... (cry)?
a. s,nce these services opened, their phones hove been
ringing non-stop. (Present Perfect Contmw us) 5. The waiter didn't come, although ~e ........... (call)
him for half an hour.
b. They were met by fans who had been waiting for 6 h ~ 1 ~) ~
hours. (Post Perfect Continuous} . T ere you are. ! ........... (loo'k) for you ! k .. l l

7. He plays the piano very well. How long ........... he

1. Which sentence talks about ... ? 1(" ........•.• ~ave) lessons?
l. an action which continued up to another past action
8. They decided to vote since they ~......... (discuss) the
2. an action that started in the past and continues ín issue all morning.
d. the present
~el L~ , 2. Complete the rules. 2. Complete•the sentences with the verbs below.
1. We use hove 1has+ ........... + verb + ~..~..... to form Use a perfect tense (simple or continuous).
I.AoJ€, the Present Perfect Continuous. cry • not have • lose • not sée ~-6 • ¡:>ractise
).VO d1 2. We use .•......... + been + ........... + ing to form the Past 1 . Where's Diana? 1 ~...:..... her all day.
Perfect Continuous. 2. The baby fell asleep after he~....~...... for an hour.
NOTE: 3. Ronald felt ready for the concert as he .....L
• We do not usually use stative verbs such as know for weeks. 1..

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
·...........

f. Are people prepared to spend that much? in 2004, when a judge 4

· :••••.••• (order) -T11e Mirror, a Bri
1. In which sentenc:e above does the gerund ... ? tabloid, to pay su perm,~del Naomi Campbell [3, <;
1
fol low a verff. fqllow a prepositiond Campbell s............ (talke) the tabloid to court for publisr
follow an expressT6n • appear as the subjectC a photograph of her leaving a Narcotics Anonyrr
2. In which sentenc:e above does the infinitive ... ? meeting. According to the paper, Campbell 6~......... (
follow a v~rb • follow an adjective 7
cocaine for years. Before this, Campbell ·•.••....•• always
2. look at the examples below. In which pair of
sentences is there a change in meaning? (claim) that she never touched drugs, but apparently
a. The paparazzi began snopping photos. M. lAíe~c/-·I(hide) the truth all that time. The judge ded
The paparozzi began to snap photos. that Lhe newspaper had a right to print the facts, but
b. She stopped to sign her outograph for fans. publishing the photograph was a v iolation of Campbt
privacy.

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

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

t) U\! l
 Unit 1
P lr,..l ~

~ 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'

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

break.
After .... ~
3. 1hoven't heord from Charles in two weeks.
The lost time ... .
Yearly income in millions of dollars 4. This is his first octing role.
He's never ....m \
-\
5. When did you stort to work in this compony?
Read more about actor> Jives at: 1
1111 ll~burlingronbook~.r~/11<"Wpoilll52 Howlong ....
6. He storted playing for Che/sea when he left
..
.A

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

8. l'm glad you thought of leaving me a note. (grown}

(remembered) 5. Sue broke her arm during the hike. (while)
) '\O..• cQ.~~r-acl \o uo.v-c J .1,

nu\"e
~;;.;;;;;~~•
~xtra grammar exercises al :
1111111.bu rl111gro11books ~s/r I{'U'poiurs2
í15
 1

(q, SKILLS
LISTENING G
ARADIOTALK

1. Look at the pictures and answer the questions.

1. What are the people doing?
2. Where do you think they are?
3. What do you think they have in common?

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

tlne correct answers.
1. Greg says that .. ..
a. you can become famous fas ter today than in the past
b. today, you have to work hard to become famous
c. reality TV and the Internet have become very popular
d. being a celebrity today depends on talent
2. On Magibon's clip, she ... .
a. tells viewers about herself
b. speaks fluent Japanese
c. does almost nothing
d. demonstrates great talent
3. Magibon .. . .
a. is Japanese Susan Boyle
b. is famous in America
c. has never been to Japan
d.' is loved by the Japanese

3. Listen to the second part of the tal k and decide if the

following statements are true or false.
1. Matt's clip shows him dancing in various places.
2. Matt's purpose was to become famous.
3. A chewing-gum company paid for his second trip.
4. Matt is making money from his fame.
5. Matt is a professional dancer.

4. Listen to the third part of the t al k and fill in the missing

i nformation.
1. Within 24 hours of her appearance, Susan Boyle ... :!1C'!, .?- _,
~e,.., o"u
2. Her clip was seen by ........... people. t.A..U,I\4~
3. The speaker compares Boyle's voice to the voice ......L~u o 1

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

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

• Do you think it's too easy to become famous nowadays?

Why or why not?
Matt Harding

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..

a. This picture shows people camping out.

They've got tents and sleeping bags. They look
quite happy. They seem to be in a city street as
you can see the pavement in the foreground.
b. lt could be that they're waiting to buy t ickets
for a concert ora sporting event. 1 imagine that
they planto spend the night there.
c. l'd say that they're probably a bit uncomfortable,
but it looks like they're having a good time S olD
anyway. They' ll probably wake up very early to
1 VI\S p)'ciUY e. 0\UJ..i r

buy the tickets. '¡ S\..4 pu~ M ir

re.rl-u.IArV\1'\1- or o
~U.H-' 0. ~ ( U.'t'\( .u t.
2. Which sentences below express speculation by
TALKING ABOUT A PICTURE ~r , ~u
t~c¡ speaker? ~
a. You can tell that they're quite young.
Describe what you see - people, objects and +\\Q VoC CH ' -

background. • o \,\ (J;'M21\ ...0l-o

lb.' Perhaps they're bia football tfans.
.D u.., t.¡ 4tl \ l • r' !{> C:! (M \VI
~peculate about what is happening or what has {ou C'C\l ~ \\
c. 1 suppose 1hey're oUtsiae the place where
t ickets are sold. JUSt happened.
4
\-1c-\ J't:)m?OI\E

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?

Celebrities as Role Models

Many young peoplc worship and imitate celebrities. However, we should ask
ourselves whether these are the people we want as role models.
On the one hand, it is natural to look up to talented peoplc, such as film and
sports stars, who have achieved great success. Celebrities are fabulously
wealthy and constamly surrounded by adoring admirers. They are ~ very
good- looking. What more could anyone want?
On the other hand, celcbrities are a symbol of the superftcial values of the
cntcrtainment world, where physical appearance and money are the most
important things in life. Moreover, celebrities are notorious for their short, stormy
relationships, their outrageous behaviour and their abuse of drugs and alcohol.
This makes them very negative role models.
In conclusion, despite the talent, success and wealth of celebrities, I believe
that they generally make poor role modcls. This is beca use of the values they
represent and the way they conduct their personal lives.

CONNECTORS OF ADDITION, CONTRAST AND EXAMPLE

CONNECTORS OF ADDITION ANO CONTRAST

Connectors of add1t1on are used to connect similar 1deas. Connectors of contrast are
used to connect opposing ideas.
In the bOSIC package, you g • r ' r; olso v de you with o bodyguard.
in spite of foL u1te expenswe.
CONNECTORS OF EXAMPLE
pie, for mstonce, sucll as) are used to Introduce
examples that 1llustrate a mam 1dea
Therf' are many celebritie~ who help ot11c For instonce >rah Winfrey bu lit o school
So ueh Afnco
 Jw~ Un •

. ¿ ) In the model, find: ( Your Task

1. twoconnectorsofaddition 0.'1\CÁ..-- ~~oreover, alsu ~
2. three connectors of contrast .f\ .t tAo oi\.Q.. LA.aud \ ! JWrite a for and against essay on the
3. oneconnectorofexample Or ..\\.!1..(1 ~ 1 ).er 1-tc.."\d. topicBeingFamous - Advantagesand
~\A.tVI VJ '1\.0WQ.»ee'" Disadvantages. Write 100-150 words.
2. Choose the correct connector.
dJ"Y>"·~e
1. Celebrities are often seen as selfish. For example, 1
WRITING A FOR AND AGAINST
( Howevél';)/ lr~baddition , many of them contribute a ESSAY
great ~~~fo charity. 1. Make sure you understand the issue.
2. A lthougiT/ Despite 1 In contrast TV is enjoyable, you
Shouldn't watch it all day. 2. Brainstorm the two sides of the issue.
3. Before my trip, my mother bought me a guidebook Write a list of pros and cons or
t s w ell a"t/ also 1 although a new suitcase. advantages and disadvantages.
4. Many people can't manage without their mobile phones. • Look at the ideas below. Which are
On the other hand , 1 A s well as 1 E!,Jrthermore, they're advantages? Which are disadvantages?
addicted to their computers. - lack of pr ivacy, paparazzi following
5. Celebrity marriages don't usually last. M o reover, / you around
Nevert heless, 1 RQ.r instance, Jennifer Aniston and - fans who love you
Brad Pitt broke up after five years. - wealth
6. People-at.J:ligh-tech firms work long hours. - a glamorous lifestyle
n co ntrasl 1 Desp it e this, 1 Even t ho ugh government
- tabloid gossip about your prívate life
t workers are often home by 5.00.
7. Celebrities ~ eh as'/ also 1 in sp ite o f Bruce Willis and
- assistants and bodyguards
- competition and Jealousy_
Hugh Grant have been known to hit paparazzi.
8. Sorne people are really obsessed with football players. • Add your own ideas to the list.
For e xample, 1 M or eover, 1 Despit e this, my friend's
room is full of Andrés lniesta posters. 3. Decide which view you support. Then
decide which of the ideas above to include
in your essay.
'3) Rewrite the sentences in two ways. Use the words
~ ~ ·nb~~~. , 4. Organise your ideas using the Exam Focus
'r,l' 1 . 1 1 1" •
1. hristina Agullera has sold more than 42 million albums. and the model on page 18 to help you.
Iragditi_p~J sr~ has won several Grammy awards. (also) clr
2. While Amy Winehouse is a marvellous singer, she has a CHECKLIST
verytroubled oersonallife. (yet) f'rr.~o l.A \1\Q\....t.-WlJ 1 ·~'"' ..1 IfoUowe.d ti-u, stPJJsfor 111ftr Pri'IÁ 11(ai1!ÍI1.ft
V ~ • ~ , 1 e..\ J lil \111 ~' ) ~ V ( r\ u: V -r :.:/
3. Despite our heavy backpacks, we managed to wal k very ñL e..uPry.
9~ickly. (al.~hpugh)J <. <:VI <- u• \oc~~;.~ ..a~ w""''" ÍA tJ· . . ,,¡ I l.{.fe.d ~ v"'ric.ty oj c.o'r1>'1UtOrJ of "'iiitict1,¡
4. All planets move in an orbit. In contrast, the sun and c.ol1trll!st li!YIÁ ex.etwtpLe-.
other st?r.s are iramobile. (whilr) , eJ. l'ld ,¡ I c.J.te.c.k.e.d wt.y 3 r111WU11tQ(r, spe.l.Li~ 111vr.d
5. India is known for its fascinating cultures. lt is also -IV\~' e?' CA pW11-tW'!tíol't-.
famous for its varied landscape. (as well as) l .e 1 l'líV'-1\U.I" I 11!Voi.de.d n.t11r<l11- s~eJ1.C-es.
l t l' . WJ.4u~~ ·
0/l UJd a, \Of V\ S VC..l .O.udr~(!.
i ~g Guide,page 140

I~P.!.Ove Yo-y.r Style

Avoiding Run-on Sentences Correct the run-on sentences below. Use a full
stop and a capitalletter or a connector.
Run-on sentences are two or more sentences that are
incorrectly written as ene sentence. They should be divided by 1. No one is going out tonight, we have an
exam tomorrow.
a full stop anda capitalletter or by a connector.
2. A strange man carne into our garden last night .
Gino kicked the ba/1 hard, she dtdn't score a goal. X eRd ~ fell over a chair and we heard him.
Gino kicked the botl hard, but she dtdn't score o goal. .1" 3. We had heard it was cold there, we brought
Charles ron home from schoal and checked the post and he coats. \.
found the Jetter ond opened it nervous/y X 4. 1wasn't angr/.1 was a little hurt.
5. The sky was clear and it was a beautiful day.
Charles ron home from school ond checked the post.
crrrt Nora decided to explore the area.
When he found the letter, he opened it nervously ./

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 - +

Are you hoping to apply for higher education in the UK?

When you apply, you'll need to include a personal statem ent.
A personal statement is an essay about yourself, focusing on your
interests and abilíties. The goal of a personal statement is to state
why you are a suitable candidate for the course you want to study.

• TASK QUESTIONS

Look at the following excerpts from a personal st atement written by

Your statement should show: an applicant to the Department of Performing Arts and answer the
A. Why the course questions.
interest s you. Do yo u feel t hat the applicant is enthusiastic? Does he help the
Be enthusiastic about the reader understand why he loves acting?
sub¡ect. Show how much you 1have always wanted to act. On the stage, 1fee/1 have magical powers!
love it and why. By transforming myself, 1 transport my audience to another place
and time.

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.

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

D. Your future plans
and ambitions. a. 1am sure that the challenging learning experience and stimulating
environment of a drama course wi/1 give me the tools 1need to become
Be speCif lc about how studying a professional actor.
will help you achieve your goals.
b. My ambition is to be a professional actor. 1 would like to act both on the
stage and in film, and one day 1hope to see my name up in líghts.
Emphasise your strong points
and achievements. Provide • USE YOUR SKILLS
evidence if you have it.
Imagine that you would like to apply for u niversity in the UK. Think
of a course you would like and w rite your own personal statement.

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."

2. Which of the following prqblems does each cartoon illustrate?

n ...V d "' u '" e
water pollution • deforestation • global warming • ~ pollution

• What do you do in your everyday life to help the environment?

Which of your actions contribute to harming the environment?

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

3. Choose the best answer according to the text.

1. The area described in paragraph 2 is ....
a. popular among fishermen
b. dangerous to sailors
c. very big
r;-:, Reading for General Understanding: Read the d. near the African coast
V text quickly, ignoring difficult words. Then try
2. The debris in the Great Pacific Garbage Patch ... .
to jlnswer th~ questions below.
a. is carried there by ocean currents
~ Llhi1Qt1. Wn~t tproblem d~e~ ~h'; writer describe? b. comes mainly from the USA
u"" "'2. l What solution aoes
\ he suggest? c. includes every piece of plastic waste from Asia
í"- """v.-..,s ~ ~ • ~ I.Al
d. eventually moves to other parts of the world
f:"\'(roduu ;l,w h(;.
\..JGuessing Meaning from Context: 3. The purpose of Moore's latest trip was to ....
Find the following words in the t ext. a. document the various types of debris
As you read the text again, try to guess each b. discover the main locations of the debris
word's meaning. I2
c. f ind out what creatures inhabit the area
0 d. show how w ildlife is affected by the debris
endless (line 4) • tangled up (line 25)
4 . The main purpose of the text is to ... .
wiped out (line 34)
a. describe Captain Moore's research
et.. ~~·.e '-"
b. make u·s aware of an environmental disaster
Readmg Strategu~s. page 134 1
c. warn us that many f ish contain toxins
d. persuade us to j oin an environmental
~ EXAM FOCUS organisation

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

• Option b: lncorrect. The text doesn' t say that

c. The Research of Charles Moore
Moore enjoyed the view.
11\D UJI'I ~ 'r tu0Y1 {'(' • • •ro
lh • f' r ,.. ~ e,
• Option e: lncorrect. Moore had already competed 6. Find words or phrases in the text that mean
in a race and was on his way home. the opposite of:
• Option d: Correct. Moore saw an endless amount 1. has got (paragraph 2) lo.cks
of floating rubbish, in what should hove been a clear 2. ~rllfí~g. getting smaller (parag~ph 4)
blue sea (line 3). What he saw was unexpected, and 3. huge (paragraph 6) 11)
therefore, shocking. 4. unwanted (paragraph 7) ~'<a.
5. increase (paragraph 8) t.u+ clown

~V.. '"'S ~CIS

• In what ways could people cut down on their
use of plastic? Do you think that there should
be laws forcing people todo this?
G\r JQs.e C•

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

"' to"'5 ··ht'\111,.. -4o

 In 1997, Captain Charles Moore took a short cut while crossing the Pacific Ocean on his way lwme
from a J_"acht race. During his voyage, he discovered somethillg that would challge his lije. Day after
day, as he looked out at what should llave bee11 a clear blue sea, Moore fowrd himself jloating in a11
endless ocean of rainbow-coloured p/astic fragments. Since his discovery, he Izas devoted himself to
5 researclzing this environmentaluightmare.
There is a large prut of the Pacific Ocean. about halfway between California and Japan. that no one
ever vi!>its and only a few ever pass through. Sailors avoid it bccause il lack<> the wind they need
to sail. Fishermen know they should stay away because it~ lack of nutricms makes it an
1

occanic dcscrt. Surprisingly. this is the largest ocean rcalm on our planct. ll's about
10 the size of Africa - over 10 million square miles.
Circular ocean currenls here spiral into a centre. bringing wilh thcm debris
from all over the world. This includes every piece of plastic left on lhe
bcaches of thc Pacific Ocean, and all the trash that washes down rivers of
Asia and North Amcrica to the ea. This is where the debris slays. This
1!> is the place now referred lo by oceanographers as the Greal Pacific
Garbage Patch.
The problem is that it 's nol a patch- it's the size of a continent. and
it\ still growing. This is because plastic doesn't biodegrade. lnstcad. it
photodegrades: it is broken down by unlight into smallcr and smallcr
20 picces. but it nevcr disappears. On sorne beaches of Hawaii. lhcre are
nov. more multi-coloured plastic particles than there are particles of
sand.
On my latcst voyage, we spent weeks documenting lhc effcct~ of lhis
fioaring plastic on the cre~tures that inhabit this area. Our photo~raphcrs
2!> capturcd rarc. cndangered htonk seals hopelessly tangled up in bits ofplastic
r
ncts, and dclicatc. transparenl jellyfish with colourful plaslic fragmcnts in their
bcllies lh~l lhc,Y aren 't ablc lo digest. The stomach contcnls of dcad albatrosses
looked likc a conveniencc store. full of toothbrushel>, cigarctte lightcrs and combs.
Thcrc is an cvcn darker side to plastic fragment pollution. As lhese fragments fioat around in
?'.> lhc oc can, thcy accumulate huge amounts of DDT and other man-madc poisons. These are ingested by tiny
organi,ms. which are thcn caten by ti h- fish which evcntually makc their way to our dinner table .
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 ...........

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

is j u-;t one example of the dam age climate
change is doing to lhe ocean and
the m arine animals that 8· ........... it.

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

1. Complete the sentences with the words

or expressions below. the sky's the limit • down to earth ll. :-c.. o.\ \~uct.o
{... ' making-a mountain O'U t of a molehiJI •..t u Jl / ~
juel • harmful • used up • crops
vanish into thin air ' ~ \1
environmentallyfriendly • pollution
1. You can buy whatever you want. ..fV11 1 \ ':::11<: -1 'v 9 \..- t'<\ ~
-destroyed-• banned
2. He's very practica! and \ ' ~,.~
1. Grains and vegetables grown on farms
are ..u 3. We don't want any trouble, so don't ......~.J. \(;.L I,).)O.u t!J

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

Vocabulary Builder, pages 60-61 25

J fl\.o"
M Cóht-
ro¡.
~o··

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.

1. In 2003, people from Greenpeace looked

at ........... of the rainforest.

• Where in your country has development

2. They noticed large areas of new ........... . caused damage to the environment? Do you
think that this is ever justified or acceptable?
3. They began to ........... what was happening.

4. They saw that ........... were destroying

the rainforest.
L

5. They also found out that ........... were

buying the soya.

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

 Unit 2

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?

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

formal writ ing.
• contains very S"' o~
27 Walnut Lane • contains collocu 2 ;::;,:::·~:oco~
lfield Sussex (you 're into, ngr.<
30th November 2010
Town Planning Depanment
TownHall
Dear Sir or Madam,
I am writing to express my concem regarding the
proposal ro build a new motorway around our city.
1 realise that the motorway is meant to reduce
traffic jarns, but it would cause terrible damage to
our environment. 3. Gwen wrote an e-ma· to '"'er friend. Find the
First of all, a large area of what is now beautiful, formal expressions ~"' .,er etter of complaint
green open space would be covered in asphalt. that can replace the expres.sions in bold.
Forests and plants would be destroyed, as would
the area's wildlife. Hi Alice!
To make matters worse, the motorway would How's everythingJ • owyou're mo the
encourage the use of cars, burning more fuel and environment, so i"x>ug"'· o <e you what 1 heard.
increasing global warming. More cars would also In case you didn't KnO'.••• • ;: re p ar'ln ng to build a
increase the amount of air pollution and noise in new motorway arouno;, e oty. Can you believe it?
our area. So yesterday, 1wro~e :o · ~ :e " p anners to tell
1strongly urge you to reject this irresponsible them that l' m real y .vo rr ed about it.
idea. 1 suggest using the money to improve public l' m gonna get everyboc._ · "'O •. :o wnte to them.
transport and build bicycle lanes. How about if you do ¡nai iOoJ "v1aybe getting
Ilook forward to your reply. hundreds of e-ma s a'ld eners v\Ould convince
them t o drop the dea!
Yours faithfully,
Write back soon!
See you,
Gwen Hamilton Gwen
 Unit2

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

language.
ur Task
• 1would appreciate a prompt reply. rite a letter of complaint to your local
council. Write 100-150 words.
• 1 urge you to .. .
• Unbelievable as it may sound, ...
WRITING A LETTER OF COMPLAINT
• 1 really think you should ...
1. Brainstorm to decide on an issue.
• 1 was glad to receive your last letter.
Which of the following issues are
• lt was great hearing from you!
relevant in your area?
• Guess what?
a. building on and destruction of green areas
• 1 strongly disagree.
b. overuse of water in city parks
• Can't wait to hear from you!
c. insufficient public t ransport 1 cycle paths
• 1 can't believe yo u said ...
d. too much litter 1 pollution

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.

4. Organise your ideas using the Exam Focus

and the model on page 30 to help you.

CHECKLIST
.! I followed the pl.tit11-for 111 forY'M!l letter.
.! I IA...JeA forY'M!l Wt~WJ13t:-.
.! I c..l-tuk.ed m.y spulí.~, 3r111wt.Y'M!r orvt.d
pW1t-tUN~tí.o VL.

Improve Your Style

Para llel Construction Correct the sentences below so that they use parallel
lf you are expressmg parallel or similar ideas, structures.
use the same structure for both ideas. 1. Using a computer is faster than to write by hand.
2. Ronda has gota sense of humour, a lovely personality and is
1/'k baking a d to toste "' at 1bake. X
talented.
1¡ baking J a tasting at 1bake. ./
3. Janet's marks are higher than Ellen.
He go or leading stl.ldent council
4. 1have to feed the dog, t idy my room and my homework.
and hard work. r
He~ o e his leadership he student 5. He's been a great role model, a true friend and taught us
fantastically.
council u his hard work
6. To speak well and writing well are important language skills.
 SKILLS
- POWERPOINT PRESENTATIONS
You are going to learn how to create effective slides for a PowerPoint
presentation. Read the tips on preparing PowerPoint slides. Then answer
the Task Questions below.

TIPS
The purpose of a PowerPoint presentation is to • 1.5 acr@s of ramforest ar@ lost every se<ond.

support a spoken presentation. lf thos continues, tne raonforest will disapp<>ar

wlthon 40 years.
• Don't repeat what's wntten on the slídes - explarn
what's on the slide or add to it • The ralnforests once covered 15% of tne
Earth's surface. Now they cover only 7%.
• The text on each sllde should be written rn point
form - avord full sentences. • lt ls estTmated that we lose over 100 species of

• 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

Look at the slides from various PowerPoint

presentations. Discuss the good points and bad
points of each slide, according to the tips.

e
• USE YOUR SKILLS

Create and presenta PowerPoint presentatl on. Amount of Glass Recycled

• Research an rssue related to the environment and in the UK
plan an oral presentatron. • 2005 - 565,000 tonnes
• Create a PowerPornt presentatron to go wrth your • 2006- 580,000 tonnes
oral presentatron . • 2007 - 6 15,000 tonnes
• Grve your presentatron rn front of the class.

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

• Wha11: can you do on your computer that you

couldn't do five years ago7

Find out about the first computer-gcncrated film at:

u u u burlwgtonbook5.1"<>/tlt'IV orllh2 _ __ _ _ _ _ _ _ _ _ _ _ _ _•
 ~fr' ~f'-\ ~n
IIA Jy)i~.C o..{ -t- tcuQ ~ x
(!
4. Complete the sentences according to the
.. >-
READING ...,
:S S ~
QJ

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?

34 I!'!J W EB EXTRA Find out about lhe Google Jogo at:

uru•w.burlingtollbooks.es/l•iewpoillts2
 Qr, ~ ~ WOAV - r:..t/.v.¡.. ~\/
~'{) -\ \¡o..Q_ wo' - (/'- rrC)rá. .l Unit3

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.

affluent (line 30) means adinerado not afluente

retort (line 44) means replicar not retorcer
removed (line 50) means quitado not removida 35
 pu-l up wt-l h - .ropor-l01.r

o,., il\O '-"'9 ',

@J VOCABULARY 0/l ,
1
VERBS AND PREPOSITIONS
- ec.x..uo

4. Complete the sentences with the

Words from the Text
•••• • • • • • • • •••• ••••••• .... ........... •• ••• .. o •••••••••• prepositions below.
of • for • at • on
l 1. Are the statements true or false? Pay
\... attention to the words in colour. Correct the 1. You can search ..L . . any information you need
false statement:s. on Google.
.o.1. .
- 1. lf something is available in shops, you can find
orbuyit. ffY'(>.V /11\ 1 1r 'r
2. lf you have an ur ge to do something, you feel
2. They accused Street View
privacy.
invading their

3. This mobile phone doesn't always work.

1 can't rely ..'J.r..... it.
you need todo it very much. T
3. A burglar is usuafly an invited guest. } 4. We depend ....,..:ltechnology for nearly
everything.
i~ i;rrt?..,
1
4. lf something has been removed,
longer there.
()
5. Their diet consists mainly .~l fruit and ..
vegeta bies.
5. lf you deny something, you insist that it happened.
rr ~ .. . . 6. Vera insisted .9t.. opening the window despite
6. lf something turns out 1n a partrcular way, 1t the cold.
9 began,_that way, t- _
s 1
7. lf something is p ressing, it is u~gent.
7. 1'11 be staying ........... a friend's house for the next
two nights.
8. lf you expose something, you hide it. f 8. 1nearly died ...~~.. a heart attack when Chris
11
.... ....
' walked in!

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

ii ~ between two houses

"b~ around a farm
2. think of 1 about
a. You look worried. What are you
c. across a road thinking ........... ?
QJ
..... 4. What could a fleet have in it? b. What do you think ..\........ the new shop?
¡j ~ trucks
~
-- b. computers 3. arrive in 1 at

--
""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.

r 4. objects that you can lean on

S. tflings that are prevented by law
-)..r~ · 1v(.;. OD"\V..U \br o. soo:oJ: (?.! Qx\"t

.d
C\ Wl Y\ o u.J
-fo ~ 1 .fú "VO 1\.P..
C\ kJcofl~ fo S'l-ectQ.
 Unit 3

~ 4. Complete t he passage with t he corred form

Topic Vocabulary ······ ··········· ········· ····· of the words below. Then listen and check
COMPUTERS your answers.
access • online • device • "ttSer-friendly
1. Complete the sentences with the words and google • -portan-re • -updated
phrases below.
device • googled • online
social networking sites • crashed • f ile
C:l~te- • _password • restart With a new invention from the Massachusetts lnstitute
1. Amazon is a site where you can order books ...J.L . r ofTechnology called Sixth Sensel you can be permanently
2. Sorne e-mail programs require a e. . . .
to get i n. ! . Just potn
'J.......... . t at any o b'Ject and th'ts amazmg
1
. 2
..."...... 1

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 '-' ' ( ' -

USE ANO FORM 4. Thousands of items ........... ~cari 1 purchase)

Read the examples and answer the questions. on eBay. e ••
lt .... ~ ~ ..e,
5. At this moment, the Internet ........... (use) by
a. . r::r .aps 1 ot r 'Jo¡ ' is shown J S 1r:e •e"'
millions of people. Jt .
b. Street View blur.. roces s~.- •.. e~ ~~m/1( be recognised. 1
6. Nowadays, most plane tickets ........... (reserve)
1. When do we use the passive? online. "'-a..~
2. How is the passive formed? 7. My blog ........... (visit) 4,235 times since 1started it.
OIRECT ANO INOIRECT OBJECTS 8. We couldn't use the website while it
Read the examples and complete the rule.
···-¡--···· (update).
Ac•. vt. l·~·e sen these photos L our friend. 1 e '
1
'a
2. Complete the sentences with the correct
Passiv( These photos ,.¡ere sent to our friend. active or passive form of the verbs below.
2 Our friend wos s.·nt these photos.
should 1 keep • ipjore • damage
When an act1ve sentence has got two objects, either discover • not .tidy up •_ex-am-inE:
lJ r ; .1. 1 d '
1
the direct or the indirect object can become the ........... - 1
l.
of the passive sentence. The second form is more
1. Our school computers ....:...... by van als
common. last night. \ ~ .j u.~
2. Don't comt in. We ........... yet!
NOTE: ~v.d . f;'(' :e,_, 1 .:1 . d
• Common verbs which take two objects are send, 3. Sara ........... by 'tne doctor vvhel) 1amve .
t.~.. J,HC\..\. r
e ., gt 'e no v. s 11, lend and pay. 4. Hopefully, scientists ........... a cure ror cancer
in the near future. ,...,..,.. . J
SPECIAL FORMS v-• .... 1\J,.•,'' 1
Some verbs Introduce an opinion, thought or belief. 5. Hundreds of people .........~. in c"tlr accidents
Read the examples and complete the rules. every day. "~1. Ltl d , h.•,.rt-
Active· Cr·; ·s ~ S e• View is an invas10n ofprivacy. 6. This juice ........... in the fridge until we drink it.

Passivj 1 lt is so id that S reet View 1s an invasion of

pil J( 3. Write sentences with the words in brackets.
Use the _passive f <:trm of the verbs.
Structt 1 +be ... ( s oc tcir'e, ........... -~~ t) V~f'i ('d v 0 ';:) _ '
1. Thts biog is very popular.
Passtvt 1· Street View is said to be e 1 invasion of {j\ 1 visit 1 d¡3ily / by thousands of people)
,Ji v'OC)I. 1 \.Á¡\.. "" 1
2. We've oought a new computer.
Structure: Subject + be + post porticiple + ........... pt /
ins~all 1 tomorrow)
NOTE: 3. No one knows where the treasure is.
• Common verbs for these structures are soy. thinkl
~
t 1 believe 1 hide 1 in the desert)
believe and consider. (Consider is used only in the , ' 1
4. his pasta is too soft. e
1

second structure.) (it 1 should not 1 cook 1 for so long) ..o u r

lt.. " "Cir C• ~1 ' l \.
5. Don •tL worry. <..
THE CAUSATIVE (the problem 1 already 1 solve) 0

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

put up w14 [,¡ - foru.tor, a.euanto.v

Cut c;lowf' Ot'\ - SU PI'\ MI r
 Unit 3

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

lO use the encyclopedia.

Today, you would probably
~ ~ (/ ~
r-- (
l\.1
'0- ~
5. " 1don't feelliKe going out to get the ptzza."
"OK. Let's ........... . " (deliver)
1
use Wiki~e~ia. l Sincc it ~ ~Et (!_s t ~1 • EXAM FOCUS
2 VVCM L.{create) in 2001, ~- ,~) ...., ·
') ''c;:::9 '"""\ ~
this online encyclopedia [, REWRITES: ACTIVE ANO PASSIVE
3\Jo...C
'(grow) into one of the When changing a sentence f rom active to passive,
largest websitcs on the Internet. With over 13 you may have to remove the agent when it is
mi Ilion artícles in 262 Janguages, it 4 · ·r ...... (attract) irrelevant or unnecessary. In changing passive to
65 million visitors a month. Unlife. the articles in active, you may have to add an agent. The added
agent is often neutral (you, they. someone, anyone).
your library's encyclopcdia, Wikipedia articles
~ :..~...... (write) by ordinary people from aH over the Your password should not be shown.
world. What 's more. a Wikipedia article 6 o..:. o.. <2-d. You should not show your possword.
(can 1 edil) by anyone with Internet access, Rewrite the sentences starting with the words
including you. This lis great. because the articles given. Do not change the original meaning of the
, .. .... constantly ......... (update). The disadvantage is sentences.
7. You hove to finish thejob by tonight.
that sorne articles may contain mistakes. However,
Thejob ..\0 '
when there is an en·or, it 8· ......... usually ... ... (correct)
2. Your essoy may hove been copied from the Internet.
very quickly by another user.
You ..fl: )('(1 -4-.o
3. They don't pay the bilis on time.
The bilis .... '
6. Rewrite each sentence using two passive
structures. ., ru o4 r ~rrwo 4. The package had been opened befare we received it.
f' •f' Someone ..l . 1 r1 d ( we
1. We're sending you a new password, re CA.Avod rt
., • 1L ~ ?. , ..-.. vi •· n "CCA.oo 1 5. The new game is going to be launched next year.
2. They ve given sorne old computers to our .~~-(> They ... . ~ ... 1(-1
r· me ,..,._
1 7~
se hoo.1 r ''?U. dar.
~~ '.a
P ~ ~ "' · 6. Has the cat been fed?
3.:r}:Je ~hoUid have shov..:n his essay to:>vthe teacher. '='ild. Hove.... -t. ca:t ~ -t\.a.v~ c,:pu. LIAd- 4 Ll.o
4 . Everyone knows that computer games are co..t hd?
;u-Jdictive. :P r 4•fl ·' e 11 r 11'V\2J or ~¡¡¡;¡¡¡,_ _.;.;.:...... .. .. . . . .. . . . . 1""
L. y. • n, ff' a: ~" A'"
5. U~ers tnink that Internet ads are annoying.
" ' ~crive.
u J ..Tt~+€.r'I'Lrl ....
o
6. ~eopie beli~ve that paying through the Internet
4 0

.-
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)

'T\l1r 111 { \.U ~~ Extra grammar exercises al:

wu•u•. bu rl i 11 gro 11books. rs/ 1·i t>II'JJOi 11 t s 2
11
u
 SKILLS
LISTENING G
A CONVERSATION

1. Look at the websites. What have they got in common?

What can you do on these websites?

\\'e:konw.J.t,n&. ......... -. u...,~ ...., ,.,..~

[) _(, ..,...,.......,
-·-

1 •.J.d' -
n -
,......

2 .··n
. n.........
- .,....
rw ......,....
3 ~ n._...._..

2. listen to the first part of a conversation between two friends,

Brad and Nicole. Decide whether the statements are true or
false.
1. Nicole is surprised that Brad doesn't use Twitter.
2. Twitter is newer than Brad thought.
3. Brad doesn't want to hear about Twitter.
4. You need to be near a computer to use Tw1tter.
S. People who write tweets are called 'followers'.
6. Brad would not enjoy receiving frequent text messages.

3. listen to the second part of the conversation. Who ... ?

1. th1nks 140 characters is not too short
2. keeps 1n touch with fans on Twitter (two people)
3. does the tweeting for celebrities
4. used Twitter to get votes
S. got important information through Twitter

• Do you use social networking sites? lf you do, which do yo u

use and how often? What do you enjoy about these sites?
lf you don't use social networking sites, why not?

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

2. What else do you think the website might ask?

Write five more questions for the survey. Use the expressions in colour in Exercise 1 to help you.

3. 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

In an opinion essay, we want to convince readers that our opinion is correct.

When you write an op1nion essay.
1. Present the issue and your opinion.
Read the title and the first paragraph of the essay below. What issue does the
essay deal with? What is the writer's opinion?
2. Present reasons, fact s and examples to support your opinion.
Read the rest of the essay below What are the main arguments that the writer
uses? What examples does he 1she g ive?
3. Rest ate your opinion and 1or make a suggestion.
Read the last paragraph agam. What suggestion does the writer make?

fC&&&&&&&ll&&&&ltll&&&t&llliiJJJJJJ
Pers.o11ttf 8foqqil1q - Grood or 8ad?
Ma11y ti!~l'laq~r.s u.s~ bfDq.s a.s per.so11af diari~.s. nu.s .s~ct1.1.s lik~ a11 ~xcef/~11t
way to ~xpr~.s.s. tl1ouqht.s a11d f~eli11q.s., bu-r 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.

CONNECTORS OF CAUSE, RESULT AND PURPOSE

Connectors of cause tell us why something happened or what caused it.

Srudents no longer use ercyclopedws because of the Internet.
Connectors of result show the consequences of an action or event.
1. In the model, find:
People felt Street V1ew was an nvasron of pnvacy. Therefore, rrey criticised it.
1. one connector of cause
Connectors of purpose tell us the purpose of an action. 2. two connectors of result
We googled her nome in order to ttnd ovt who she wos 3. one connector of

--
42
... Writing Guide, page 138
purpose
 Unit 3

2. Choose the correct connector.

Your Task
( . • ~rite an opinion essay about the following
1. You can't use your mobile phone here beca use 1
because of 1 as a result there's no reception.
2. Jason is an educated man. Since 1 Therefore, 1 In order ~': statement: Online socia/ising has a bad effect
to he wants a high-level job. on real communication. Write 100-150 words.
3. Due to 1 Beca use 1 As the high price of petral, we try to
ride our b icycles.
WRITING AN OPINION ESSAY
4. The teacher told us not to write in our books 1. Make sure you understand the issue.
in order to 1 therefore 1 so that we could sell them.
2. Decide if you agree or disagree with the
5. There are few jobs in villages. Because of 1 As a resu ~t of 1 statement.
For th is reason, many villagers have moved to the city.
3. Brainstorm ideas you can use to support
6. We looked on the Internet in arder to 1 so that 1
your opinion. Look at the points below.
for this reason find her phone number.
Which could be used by someone who agrees
with the statement above? Which could be
(;4 3. Complete the passage with the connectors below. used by someone who disagrees?
Then listen and check your answers.
- spend more t ime alone wit h computer
as a result • since • in arder to • so that • so • dueto
- can communicat e more often
THIEVES CAUGHT ON ~ ., ¡ - can stay in touch with old f riends

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 •

... ~9 Guide, page 142

Improve Your Styl~

The Apostrophe Choose the correct answers.
Apostrophes can be used to: 1. What were people's 1 peoples' reactions to
• show where letters have been omitted in cont ractions. the speech?
t's {lt is) t1r-e o o 'e now. 2. lt's 1 lts strange that the restaurant had
• show possession. mistakes in its 1 it's English menu.
singular nouns (' + s) · TY mothe 's p1lfents 3. Your 1 You' re breathing slows down when
your 1 you' re asleep.
plural nouns (s + ')· nt students' lockers 4. This does'nt 1 doesn't make any sense.
plural nouns not ending in s (' + s) : women's nahts 5. They're 1 Their getting ready for they' re 1
Do not use apostrophes with possessive personal their holiday.
pronouns: 6. We could hear the girl's 1 girls' voices in the
The hotel had al or its o .ms painted. next room.
 SKILLS A DEBATE
You are going to Jearn how to conducta debate and how to judge the
speakers. Read the tips on preparing a debate. Then answer the Task
Questions below.

TIPS
In a debate, one speaker speaks in favour of a proposal or
statement while the second speaker speaks against the proposal
or statement.

Remember:
1. Your presentation should be based 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

1. Which tip abovedo you think is the most important?

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?

• USE YOUR SKILLS

Have a debate on a current issue. Use the tips above to prepare your debate.
Tell the class to vote for the best speaker. Befare voting, read the notes below.

How t o Judge a Debate

• Vote for the best speaker. (This may not be the speaker that you agree withl)
• Was the presentation well organised, with an introduction, body and conclusion?
• Did t he speaker use rational and persuasive arguments?
• Did t he speaker use expert opinions, statistics, logic or general knowledge?
• Did the speaker establish eye contad and speak loudly and clearly?

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?

2. How much do you know about the senses? Read the

sentences below and decide whether they are true or
f alse. Then check yoiJr answers on page 147.

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.

• Which of the five senses do you think is the

most important? How do you think your life
would change if you lost it?

WEB EXTRA Find out how colours affect us at:

u·u·u·.bur/iugtOIJbooks.r:s/l'lt"II'I'Oillt\2_ _ _ _~~~-~---J
J
~ READING 3. Answer the questions.
1. Why does the Thomson travel agency use a
coconut smell in its offices?
2. What possible objection could be made to scent
marketing?
1. Scanning for Specific lnformation: Sean the
text to find the following information. 3. In what way are the perfumes at Demeter
Fragrances different from most perfumes?
1. the names of two businesses in the UK
4. How do you know that 1984 was a significant
2. the number of perfumes made by Demeter
year for Dale Air?
Fragrances
5. What is the purpose of the ashtray scent
3. the year that the Jorvic Viking Centre contacted
produced by Dale Air?
Dale Air
4. the location of the Natural History Museum
4. Are the following statements true or false?
5. the year that smoking was banned in British
pubs Find evidence in the text to sup,port your
answers.
1. Smells, emotions and memories come from the
2. Guessing Meaning from Context: Find the same place in the brain.
following words in the text. As you read the
2. The chocolate smell at Superdrug is artificial.
text, try to guess each word's meaning.
3. Most customers realise that businesses use
mouth-watering (line 15) • pumped (line 18)
smell.
stench (line 53)
4. lt's difficult to manufacture Puppy's Breath.
IJ Reading Strategies, page 134 1 5. The smells made by Dale Air are used to
influence customers to make a purchase.

- EXAM FOCUS 5. Choose the best meaning for each word or

phrase according to the text.
ANSWERING OPEN QUESTIONS
1. setting off (line 2)
1. Read the quest1on carefully and see what type of a. changing c. blocking
information (reason, example, purpose, etc.) you b. influencing d. evoking
have to provide. Use the question words to help
2. tantalising (line 13)
you.
a. weak c. incredible
2. Look for keywords and synonyms to locate the b. tempting d. unwanted
relevant parts of the text.
3. subtle (line 21 )
3. Note the tense in the quest1on. Your answer will a. obvious c. delicate
generally use the same tense. b. strong d. unusual
4. Write the answer in your own words whenever 4. accurate (line 32)
possible. Do not add unnecessary information or a. exad c. strong
give your opinion. b. inexpensive d. luxurious
5. Check for errors in language, spelling and 5. tough (line 40)
punctuation. a. easy c. impossible
b. enjoyable d. difficult
Example Ouestion
Why is sme/1 use fu/ to some businesses?
Answer Analysis
• The word why indica tes that you need to provide a
reason. Your answer should therefore include the • Do you think that scent marketing
word because or to + infinitive. is a legitimate sales tactic? In what
• The keyword is businesses. ways are other senses used to make
• Different businesses and the way in which they use customers spend more?
scents is discussed in paragraphs 1 and 2.
Answer· Scents are useful to some businesses because
they are used to help promote and sell products.
 Unit4

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

3. Read the sentences and choose the logical

continuation for each one.

Words from the Text 1. He started out as a sales assistant.

a. He still enjoys the job.
1. The following sentences do not make sense. b. Now he owns the shop.
Make them logkal by replacing each word in 2. We'll have to start over.
colour with a word in colour from a different a. We're doing very well.
sentence. b. We've made too many mistakes.
1. 1 saw a fantastic mood at the museum 3. She's started up a graphics company.
yesterday. a. She's just hired two employees.
b. She got the job yesterday.
2. Floral perfumes are tough this year.
4. l'd like to set up a blog.
3. They'll approach here after the party to help
a. l've never seen one.
tidy up.
b. l've always wanted my own blog.
4. 1don't think your information is all the rage.
5. Her speecb set off angry reactions in the
5. Seeing an old photo can rema in happy audience.
memories. a. People began to shout.
6. This maths problem is too accurate forme. b. Everyone calmed down.
7. l'm in abad firm, so don't bother me. 6. This is going to set us back.
a. lt's really unfortunate.
8. She works for a large financia! exhibit. b. We're very lucky.
9. He's afraid to trigger his boss about a
7. This b rings back my first day of school.
salary rise.
a. 1 don't remember it very well.
b. 1 remember exactly how 1 felt.
() 2. Complete the p·assage with the correct form 8. Janet brought Dennis along to the party.
of the words and phrases below. Then listern a. 1 think he enjoyed himself.
and check your answers. b. He carne with Emily.
mouth-watering • scent • store • weird
nasty • purchase • take advantage of 4 . Complete the sentences with the correct form
of the phrasal verbs in Exercise 3 .
THE SMELLOPHOIE 1. Famous actress Jennifer Lopez ........... as a dancer
Imagine sending someone you love in the early 1990s.
the fragrant 1· of a rose or the 2. 1can't believe that Dad actually ........... his work
2
· aroma of a cinnamon bun from ........... to the beach.
your mobile phone. This may sound
3 3. We're thinking of ........... a new theatre group.
· , but it will soon be possible.
Would you like to join?
The Tokyo lnstitut·e of Technology
has invented a device that can record 4. lf l'd had enough money, 1........... a high-tech
business.
smells just as a video camera records
pictures. lt then 4• the smells in its 5. That song always ........... memories of my
memory and they can be played back childhood.
later. Aside from personal messages, 6. Why are you late? Now we have to ........... the
there'll be plenty of other ways to game ........... again.
5
· thls amazing new technology: 7. Severa! staff members left, which ........... the project
you could smell pizzas befare ........... by severa! weeks.
deciding what to arder, or
8. In the last 24 hours, the new laws ........... violent
sample perfumes befare
6
protests.
making an online ·
It sounds fun, but it might
have sorne disadvantages:
what if someone sends
yo u a 7· . smell?
 Unit 4

(;4 5. Complet e the passages with the words below.

IºPJ~. yº~ª·º~JªX.Y.................. . . . . . . .. ..... . . Then listen and check your answers.
THE SENSES stare • savoury • pa le • bright
f lavou rs • p leasant • t asty • stroke
1. Choose the correct answer.
Thinking of painting your room yellow? Think again!
1. Which kind of food do people usually enjoy? Strong, 1 ........... colours such as yellow reflect a lot of
a. bitter food b. tasty food light, which stimulates the eyes. You should therefore
2. Which colour is lighter? never 2 ........... at a yellow wall as it might give you a
a. a br ight colour b. a pale colour headache. On the other hand, a soft, 3 ........... yellow can
3. Which kind of smell do people enjoy? make a dark room look lighter and more cheerful.
a. a pleasant smell b. a disgusting smell
4. Which sound is louder? How about a course in baby massage? You' lllearn
how to 4 ........... your infant gently for a complete and
a. a faint sound b. a deafenin,g sound
relaxing treatment. The results are amazing, from
5. What type of texture does silk have? improved sleep to better health. In any case, both you
a. a smooth texture b. a rough texture and your baby are sure to find ita 5 ........... experience.

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!

3. Complete the sentences using words from the

list in Exercise 2.

1. This song has a great ........... . Let 's dance!

2. Your shoes ............ Why don't you wear socks?
3. Strawberry's my favourite ............ What's yours?
4. Don't........... at people. lt isn't polite !
5. l'd love to ........... your dog. Does it bite?
6. This herb has a horrible taste and a strong ........... .
7. We' ll have to ........... . 1don't want to wake my
parents.
8. 1 feellike something ........... . Have you got any
crisps?
9. This carpet has a beautiful ........... . ls it from India?

IDIOMS

4. Complete the sentences with the words below. 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 ....

Vocabulary Builder, pages 64- 65 1

~ GRAMMAR
1. Complete the sentences with the correct form
of the verbs.
1. "l've been looking for you since yesterday."
Anita insisted that she ........... for me since the day
before.
REPORTED SPEECH 2. "Do you understand the answer now?"
The teacher asked me if 1 ........... the answer then.
Read the examples and answer the questions that 3. "We may go abroad next summer."
follow. My parents mentioned that they ........... abroad the
Statements following summer.
"Many customers hove requested Puppy's Breath," he 4. "Don't let the dog out!" Dad said.
explained. Dad ordered us ........... the dog out.
He explained that mony customers hod requested
S. "How did you make this salad?"
Puppy's Breath.
Ellen inquired how we ........... that salad.
1. What happens to the main verb in a reported sentence?
6. " OK, 1'11 come with you," said my sister.
2. What other words change in a reported sentence?
My sister agreed ........... me.
Questions
7. " 1think w"e should cancel our lesson today."
a. "Can you ereate nasty smells?" they asked Fred Dale.
My teacher suggested ........... our lesson that day.
They asked Fred Dale if1whether he could crea te
nasty smells. 8. What perfume are you wearing?
b. "What perfume are you buying today?" Laura asked me. Robert wondered what perfume 1........... .
Laura asked me what perfume 1was buying that doy
1. What word/s do we add in a reported yes 1no question? 2. Look at the reporting verbs in Exercise 1.
2. What happens to the word arder in a reported question? Which are used for questions? Which are used
for statements?
Orders
a. Turn on the aroma generatar." her boss told her.
Her boss told her to turn on the aroma generator. 3. Laura Sinclair is a psychic. She uses her sixth
sense to help solve crimes. A reporter asked
b. "Dan't te// anyone my secret formula," ordered Fred.
her the following questions. Wr ite them in
Fred ordered me not to te/1 anyone his secret formula.
reported speech.
1. Which form of the main verb do we use in
1. "How did you find the missing girllast year?"
reported orders?
2. " Have you ever solved a murder case?"
2. What do we add to the verb in negative
reported orders? 3. " Do you ask people to pay you for your help?"
Suggestions 4. "Are you working on any important cases
"Yo u shou/d try our famous Rain fragrance," suggested now?"
the shop assistant. 5. "Can you use your sixth sense for other things
The shop asststant suggested that 1try their famous as well?"
Rain fragrance.
The shop assistcnt suggested trying their famous Rain 4. Write the sentences in reported speech.
fragrance. 1. "1 haven't been feeling well lately," complained
For reporting suggestions with the verbs suggest and my grandmother.
recommend, we use that + subject + the base form 2. "Are you going to return my books today?"
of the verb. What other verb form can we use when Maggie asked me.
reporting a suggestion or recommendat10n?
3. "Don't touch any of these things!" warned the
det ective.
Reporting Verbs with Other Structures
4 . "You should see this film tomorrow,"
o. He promised to produce an oshtroy scent. recommended Pamela.
b. The company denied taking advan tage of customers.
5. "My students did most of the work an hour
c. George advised me to bu y some chocolate for Lily. ago," claimed the teacher.
What structures are used with the following reporting 6. "What were you doing during the match
verbs? yesterday?" asked John.
1. promise, agree, refuse 3. advise, remind, warn 7. " 1usually swim on Wednesdays," Andi told me.
2. deny, admit 8. "You shouldn't get upset about it," my sister
Note: The verbs promise, deny and odmit also use the advised me.
regular form for reported speech (thot + clause).
Dale promtsed that he 111 ould .1ro-lL ce an as rra•• .cent.
so l , Grammar Appendix, pages 116-117
 Unit4

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)

Extra grammar exercises at:

w 11 u•. bu rl i ngt on book ~ .t•s/ r•iert•poi 111 s2 51
2. listen to the first part of the report and 3. Read the statements below. Then listen to
choose the correct answer. the second part of the report and choose the
correct answer.
1 . People with synesthesia ....
1. The reporter saw the pattern immediately 1
a. have sharper sen ses than others
afte r a while.
b. experience two or more senses together
c. are quite rare 2. The colours a synesthete associates w ith each
d. have highly developed imag inations number are constant 1 sometimes change.
3. The results of the tests are always 1 usually
2. Sarah Turner mixes .... val id.
a. taste and sight
4. Brain scans show d ifferences 1 similarities
b. hearing and t ouch
between a synesthete's bra1n and an ordinary
c. sight and hearing brain.
d . sight and taste
5. Scient ists believe t hat there is a psychological 1
genetic cause f or synesthesia.
!¡
6. The majority of synesthetes are confused by 1
enjoy their abilit ies.

• Would you like to' be a synesthete?

Why or w hy not?
 Unit4

SPEAKING
COMPARING PICTURES
1. Look at the pictures. Where are the people? Which of the five senses are they using? Give examples.

2. Match each beginning in 1toa logical ending in 11.

1 11
1. The two pictures are similar because a. that both places seem to be crowded and noisy.
2. Another thing they've got in common is b. while in picture B, it's quite likely that
3. However, in sorne ways they are very different. they're listening to loud music.

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.

5. Another difference is that in picture A the people d. go to a pub.

can probably smell popcorn and other foods, e. For example, the people in picture A are
6. Personally, l'd rather watching the game, while the people in picture
8 have come to socialise.
f. they both show places of entertainment.

3. Which of the expressions in colour in Exercise 2 describe ... ?

a. what the pictures have in common b. the differences between the pictures

4. In pairs, compare and contrast the pictures below. Use the phrases in colour in Exercise 2 to help you.

COMPARING PICTURES
• Discuss the pictures' similarities. • Discuss the differences between the pictures.
• Discuss the atmosphere in each picture. • Speculate about how the people feel and what they can see and hear.
• Talk about which situation 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!

1. look at the adjectives and adverbs in the

ADJECTIVES AND ADVERBS model description. Find:
1. adjecttves that describe what the wnter sees,
hears, smells, tastes
1 Adjectives are used to describe nouns.
2. adjectives that descnbe the wnter's opínion of
disgusting el/ tasty G d
the event
Adverbs of manner and frequency modify a verb. 3. adverbs that modífy verbs
walk slowly often play
4. adverbs that modify adJeaiVes
Adverbs of degree can modify another adverb or an
adjective
quite qUICkly slightly late
Using a vanety of adjectives and adverbs will make
your descript1ons more interesting.
 Unit4

2. Find a ll t he adjectives 1 ad verbs below t hat have ,g ota

similar meaning to the word in colour in each sent ence.
Your Task
proper ly • disappointing • powerful • wonderful • Write a description of an ev ent that y ou
have attended. Write 100-1 SO words.
overpow ering • delightful • discouraging
successfully • carelessly • outstanding • poor ly
WRITING A DESCRIPTION
1. Last night's art festival was great.
2. We were upset to hear the bad news. 1. Brainstorm your description.
3. The new employee has done his work well. • Think of an event t hat you would like
to w rite about. The f ollowing are sorne
4. The strong smell of petrel filled the room.
possibilities:
5. l've never seen her play so badly.
- a wedding or birthday celebration

3. Divide t he adverbs b elow into two categories - - a concert or show

adverbs of frequency and adverbs of degree. - a festival or fair
a bit • usually • quite • rarely • never - a contest or sports event
not at all • pretty • fairly • hardly • Think of aspects of the event that you can
absolutely • completely • always • slightly describe. Which of the following aspects
seldom • often • frequently • terribly could y o u describe for each event above?
- the competition - the players
4. Ch oose the correct adverb to complet e each sente nce. - the food - the guests
1. l' m complet ely 1 a bit lost. 1 have no idea where we are. - the acting - the atmosphere
2. Peter is fairly 1 extrem ely talented, but he's not the best. - the spectators - the audience
3. Don't worry. l' m very 1 not at all insulted. - the music
4. lt's terr ibly 1 slig htly hot outside. Let's stay indoors.
• Think of the opinion you want to express
5. lt's hardly 1 rather expensive, but l' m going to buy it. about the event. Use positive or negative
adjectives.
5. Add one adverb of d egree and one adverb of
frequency to each sentence below. Do not use the 2. Organise your ideas using the Exam Focus
same adverb more than once. and the model on page 54 to help you.

1. We buy our pizza at Luigi's because it's delicious. CHECKUST

2. Janet goes to the gym and is in bad shape.
/ I followed the pi.tif.,_ for j1f de.rc.riptio.,_ of
3. While many cats are unfriendly, this one is affection ate. ¡'f.,_ event.
4. His doctor was shocked to learn that he smoked.
./ I u.red j1f rú.k V¡'fríety of j'(djuti.ve.r j'(wi
5. 1was happy to hear that Kath visits her aunt. «.dverbs.
./ I e-huked m.y._9r«.W~.WUtr; speLLí11;9 j'(wi
6. Describe the following in one or two sentences. p¡,()'t{_tWiftiol1-.
Use at least o ne adverb and one adjective.
1. your school 3. your neighbourhood
./ I u.red j'(dverbs ¡'fM j'(dverb~l pkr¡'fse.r
UJrrutly.
2. your favourite singer

·~· Writing Guide, page 143

Impr9ye .Y qur. Sty~.~

Misplaced Modifiers Correct the sentences below by mo ving t he
words in bold.
Be careful to place modifiers sueh as onfy, just, olmost and
neorly close to the words that they modify. 1. Many people came to watch the match f rom
1only tasted the coffee (but 1didn t drink 1t) far away.
1 tasted only the coffee. (not the other drinks) 2. My father has been urging meto go to the
Alice neor/y earned f50. (but another person got the job) dentist every d ay.
A/ice earned nearly eso. (she earned €49.95} 3. We only had the dessert because we
Be careful with adverbial phrases (phrases that say when or were late.
where something happens). These can often be put at the 4. 1heard that there has been an accident on the
beginning of the sentence. evening news.
The boys found o dead deer wa/king through the woods. X S. You can almost find any paint in this art shop.
Wolking through the woods, the bays found a dead deer. ./ 6. l'm hungry. l j ust hada sandwich for lunch.
 BRITISH ETIQUETTE
You are going to find out how much you lk now about British
culture and etiquette. Do the quiz. Then check your answers
in the Task Questions below.

lt's great to travel t o the UK, but how likely are you 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 .

• USE YOUR SKILLS

Beverley is a British student w ho plans to spend a year working in your city. Read her e-mail and write a
reply. Use the information in the quiz for ideas.

Hi!
My job begins in August, so 1'11 be arriving in mid-July. Thanks for offering to take me round looking for a 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?

Cat's in the Cradle Harry Chapln

A child arrived just the other day, Chorus
He carne to the world in the usual way. Well, he carne trom college just the other day,
But there were planes to catch, and bilis to pay. So much like a man 1just had to say,
He leamed to walk while 1was away. "Son, l'm proud of you. Can you sit for a while?"
And he was talking 'fore 1knew it, and as he grew, He shook his head, and he said with a smile,
He'd say, "l'm gonna be like you, Dad. "What l'd really like, Dad, is to borrow the car keys.
You know l'm gonna be llke you." See you later. Can 1 have them please?"
Chorus: Chorus
And the cat's in the cradle and the silver spoon,
l've long since retired and my son's moved away.
Little boy blue and the man in the moon.
1called him up just the other day.
"When you coming home, Dad?" "1don't know when,
1said, "l'd líke to see you if you don't mind."
But we'll get together thern.
He said, "l'd love to, Dad, if 1could find the time.
You know we'll have a good time then."
You see, my new job's a hassle, and the
My son tumed ten just the other day. kid's got the flu,
He said, "Thanks for the ball, Dad, come on let's play. But it's sure nice talking to you, Dad.
Can you teach me to throw?" 1said, "Not today, lt's been sure nice talking to you."
1gota lot todo." He said, "That's OK." And as 1hung up the phone, it occurred
And he walked away, but his smile never dimmed, tome,
He'd grown up just like me.
said, "l'm gonna be like him, yeah.
My boy was just like me.
You know l'm gonna be like him."

• In your opinion, is the problem described in

the songa common one? How could it be solved?
- EXAM FOCUS
HOW TO FINO SYNONYMS / ANTONYMS
1. lf possible, determ ne the part of speech of the
word given. Use prefixes and suffixes as well as the
position of the word in the sentence to help you.
2. Read through the text. As you read, pay attention
to words that are the same part of speech as the
word given.
3. When you think you have found the correct
synonym, replace the word n the text with the
word given to see if t makes sen se.
Example Question
Find a word or expression in extract 1 that
means rival.

Answer Analysis
• rival is a neur

• In extract 1, hnes 2- a description of the

rules of Shef}ang
You recited a verse ond your opponent
had sixty seconds

_as opponent.

6. Find words or expressions in the extracts

that mean:
1. competed aga
2.
3.
4 . a small arnou .. - 3
5. depress1ng e
6. moved toa rl-

• Do you thin• -..a• -~ s--ould expect their

children to be s ·ro -er-...se ves? Why or
why not?
 Unit 5

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

3. Complet e the chart by filling in the missing

w ords.

Words from the Text Verb No un Adjective

manage management 1 manageable
1. Choose the correct answer according to the manager
meaning of the words in colour. 1. marríage married
l. The issue has nothing todo with you. You prefer 2 preferable
are 1 aren't involved. construct construd1on 3.
2 . In my house, we usually get to do what we 4. mterest interested/ing
want. Our parents are very liberal 1 strict.
sense 5. sensitive 1 sensible
3. Let's ask the referee. He's on our side 1
n eutral. frustra te 6. frustrated/ing
lose loss 7.
4 . 1 overheard their conversat ion. They were 1
weren't talking tome.
S. We decided to flee. We had to get away 1 4. Complete.t he sentences w ith the correct form
st ay where we were. of t he word in brackets.
6. They buried the treasure so that no o ne 1 l . W'ny don't you do somethmg ........... for a change?
everyone could see it. (construd)
7. George nodded his head in agreementl 2. Dogs can fear 1n humans. (sense)
disagreement.
3. My ha1r 1s more when it 's short. (manage)
8. Paula settled for a secretaria! job. lt was 1
wasn't her f~rst choice. 4. He could hardly hide his ........... . (frustrate)
S. Havmg a fam y •S _ to being alone. (prefer)
6. Oh, no! l've _ my wedding ring! (lose)
2. Match the beginning of each sentence in
1 with its ending in 11. Pay attention to the 7. l' m sorry, but 1don't f md these details ........... .
words in colour. (interest)
8. A high percentage of _ end in divorce. (marry)
1
1 . She's done a lot for you, so
S. Complete the passage using t he correct form
2. Don't let anyone of the words below.
3. When our team scored a goal, sense • interest • f rustrate • prefer • marry
4. You've been working hard, so
S. You are extremely selfish
6. You're talented, but l'm not sure Sofia Akram i. A mir\ mother. w as both
7. lf that boy hits you again, beautiful and \\ell-educated. She and
8. 1know you don't like her cooking, but B aba had a happ) . She died
""hen Amir '"a" hom.....o Baba had to
11
bring up hi'> son alone. Amir tumed
a. everyone cheered.
out to be a delicate. 2. child who
b. you should be grateful. \\ as not thc lca ...t hat athletic or ' in
c. and self-centred. foothall. Baha oflen found this
d. you can take a break now. quite 1 • and would have

e. 1 can turn you into an artist. ~. a 'iOn'" ho 1.1.as

more like hlm..,elf
f . push you around.
g. you' ll have to fake it or she'll be insulted.
h. you should fight back.

Zekeria Ebrahimi and Homayoun Ershadi

in tlle film version ofThe Kite Runner
 Unit 5

4. Complete the passages with the correct form

IQP.~.~. .Yº·~·~·º~.!~.rY. . . . . . . . . . . . . . . . . . . . .. of the phrasal verbs in Exercise 3.
FAMIL1IES l've always 1 ........... my mum because she's a talented
musician and a great person too. Since 1 2 ........... her,
1. Match each word to its correct definition. she hopes 1'11 be a musician as well. 1hope 1can
sibling • cousin • single • an only child 3· ........... her expectations- and my own !

niece • nephew • widow • relative

great-grandfather • brother-in-law • spouse lt happens all the time: couples get married because
1. your grandfather's father they have fallen in lave, but after a few years they
2. a woman whose husband has died realise that they have 4 ............ lf they eventually find
3. your brother's 1 sister's daughter that they really don't 5 ........... with each other, they
4. anyone in your family may even decide to 6· ........... .
S. the brother of your husband or wife
6. an unmarried person (J 5. Complete the passage with the correct form
7. brother or sister of the words and phrases below. Then listen
and check your answers.
8. a person with no brothers or sisters
9. your aunt's 1 uncle's child only child • raise • sibling • bond
pregnant • jealous • single • get along
1 O. husband or wife
1 1. your brother's 1 sister's son One-Child Families
2. Complete the sentences. Pay attention to the
In the Western world today, more and more couples
meaning of the words in colour. are 1. ........... only one child. Why? For one thing, people
frequently stay 2 ........... until their 30s and 40s, so that
1. A couple that is engaged plans to .... women get married and become 3· ........... ata later age.
2. A woman who is pregnant is going to ... . In addition. women today are often irwolved in thei1r
3. People may inherit certain traits from ... . careers. So what's it like to be an 4· ........... ? Research
4. Children are often jealous of .... shows that it has severa! advantages. despite the
5. There is usually a strong bond between parents negative stereotype that only children are spoiled.
and .... Brothers and sisters can be great, but they may not
5 · ........... and they're often 6 · ........... of each other. Without
6. Children are usually raised by ....
this competition. only children develop plenty of self-
confidence. In addition, a special 7· ........... is formed
between child and parents. Only children also tend to
PHRASAL VERBS be high achievers, probably beca use their parents don't
have to divide their time, attention and money among
3. Choose the correct definition for each several 6· ........... .
phrasal verb.
1. 1 didn't know his parents were divorced.
When did they break up?
a. separate b. get 111arried
2. lt's a pity that my sister and 1have grown apart.
a. become older b. become less close
3. He gets along with his brother.
a. They fight a lot. b. They don't fight
mueh.
4. Trevor looks up to his older brother.
a. admires b. is shorter than
5. That child takes after her father. They're
both stubborn. • Complete the sentences. Make them true for you.
a. is similar to b. is different from 1. l'm quite sensitive about ....
6. Many parents expect their children to live up to 2. 1 get along well with ....
their expectations.
3. 1 am sometimes jea/ous of ....
a. change b. fulfil
4. 1 never get to ....

5. 1 once overheard ... .

6. 1 would never sett/e for ....

Vocabulary Builder, pages 66-'67

J
e~ G
~ 1. Complete the passage with the correct relative
pronouns. Then listen and check your answers.
There may be more than one correct answer.

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.

FORMAL ANO INFORMAL STRUCTURES

3. Read the explanation and examples and choose
the correct answer.
There are two ways to form a relative clause when the
verb in the relative clause is followed by a preposition
WEB EXTRA Find out about other talented families at
(on, to, for, with}. ll'li'fl'.burlillgtouboob.es/1 icll'poim~2
a. Amir was not the son for whom Bobo had wished.
(formal}
b. Amtr was not the son (who} Baba had wished for. 2. Complete the sentences with the correct
{informal} relative pronouns. Add commas where
necessary. -\-n~
l. In the formal/ informal structure. the preposition
comes before the relative pronoun. 1. The Kite Runner is a novel ........... millions of people
have read and loved.
2. In the formal/ Informal structure, the preposition
comes after the verb. 2. The story begins during Amir's childhood .u..... .tA
Afghanistan was a peaceful country.
3. The story is about Amir and Hassan ~~..~was a
3. 1n ñ!e formal/ informal structure, we use the
relative pronoun whom instead of who.
seNant in Amir's house.
4 . The two bOY.S loved Kabul's kite fighting
........... too k p1ace every year.
. . ~hccl'
compet1t10n
S. The boy~~...~Rite stayed in the air the longest
was the winner of the competition.
+hu'
6. Because of the war ........... broke out when Amir was
a teenager, he and his father became refugees.
7. Eventually they immigrated to the United States
.v~.(.l:... they built a new lite.
8. They never forgot their country and the people
wb.o.. they had left behind.
 Unit 5

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

4. Combine the sentences with defining or non-

defining relative clauses. Add commas where
- EXAM FOCUS
necessary. leave out the relative pronoun
REWRITES: RELATIVE CLAUSES
lfhere possible. _ r r • L
Ir rewr tes tha nvolve rtlc. •ve clauses, find the
1. The boy'be'ta~e my boyfriend. 1 met him on
noun or pronoun that the rc:.-lative pronoun is
Facebook. ' .¡,
replactng Be careful not to repeat it.
2. The engineer is a briliiant fnan. His plan was
o 1" Th1s photograph y motner t( it ot)
ehosen. _ -r~u.J Uf'
3. Thls is the neighbournood~l9rew up ~~· .1 7: that my 111(., k
K T11 s ~ a photogroph that my rnother took 't.
4. Cat's in the Cradle was written 1n 1974. lt
discusses the relatioosh!P between a father and
his son. .c.v ... Rewrite the sentences with t he words in bracket s.
Nt!L. Do not change the original meaning ofthe
5. We all love tne cakes. You bake them. ve
sentences.
m
6. 1a grélt~ful to tny parents. fhey h'ave always
1. The ring had belonged to my great-gr~ndVJOther.
dorJ,etheirbestforme. oJ.,' ·
1found it. {that)'
7.t 'Vve like to go on holiday in August. lt's nice and 2. We recen tly found a photo olbum. We enjoy /ooking
warm then. ri
ot it. {which)
8. The lamp is broken aga1n. You fixed it yesterday. ~
3. The place was quiet. He lived there.
(.'S
{where)
~
3
5. Combine the sentences using the formal 4. Thomos is a friend.l con olwoys relyon him.
structure.
~;
r-
r. '
r We are finally havíng the holiday. We have
. f.
dreammg o lt. ' t 1
be~n
!A
{whom)
5. 1can't wait ti/1 summer. 1can go surfing then.
{when)
,.,.,._ r , ~-.o
2r 'lhe woman is lllY mother. You are stari~g at her. 6, 1opened the door for my brother-in-law. He had
f. Matters ~r~ often lgnored. Custonfers écfmpláin carne to help me. {who)
a_bout them. ..... ~ Lt -=..........:;;;;==~~~~~~==~~:::::::=::J
4. ...t. 1 .t ,. h ' b
tnere are several people here.l aven t ~en
i;;;;
tvwpv
a
t.. .r~ Jo wl..o""' :J t-.cwo""J. Jo<?/\ ,...huou llO:
-'
mtrod uced to them. ~ QJI + ,¡¡.Q!'" "" ¡.,e x:::l CJ1. d Yt>
5. You have do~e mean enormous favour. 1thank , ,.
1
you for it, r [
6. Your spouse is the person. You will share your life
0
GrC!_~ma~ Review
r"' '**1 41
with him. '
í IJ" ,K..U ru r 'V 9 Rewrite the sentences with the words in
..,..
r t ..._ 1' ' ' 'h""ll(p · brackets. Do not change the original meaning.
6. Combine the sentencefs from Exercise 5 again, 1. "We went to visit our grandparents last week," "' rl- ....~ L-1
this t ime using the in orma 1structure. the twins told me. (th~t) ;J

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~

Extra grammar exe r ci!>cs at: 63

II'U'Il . bu rlingronboob . rs / l'ir u.·po1 111 s2
e~ SKILLS
LISTENING O
PERSONAL ACCOUNTS

1. An Internet website is doing a survey on

family relationships. They are asking young
adults to vote for the topics they think are the
most important or interesting. Which of the
following would you choose?

relationships with parents

discipline

relationships with siblings

aunts 1uncles 1cousins

parents' attitudes to boyfriends 1girlfriends

parents' expectations

2. Listen to three young adults that were

interviewed. Read the statements below and
decide if they are true or false.
1. The atmosphere in speaker 1's house was
relaxed.
2. Speaker 1's parents were quite strict.
3. Speaker 2 hasn't got any siblings.
4. Speaker 2 wasn't good at science and maths.
5. Speaker 3's siblings live at home.
6. Speaker 3 gets too much attention from her
mother now.

3. Read the statements below. Which speaker

(1 , 2 or 3) would make each statement? Then
listen again and check your answers.
1. 1 think my dad is disappointed with me.
2. l'm worried about my parents.
3. 1would have liked more guidance.
4. lt was great having older siblings to look after
me.
S. l'm more like one parent than the other.
6. There weren't many rules in my home.

• Do you think you were spoiled by your

parents or older siblings?
 e Unit 5

SPEAKING
EXPRESSING AN OPINION

1. Read the following statements about families. Which statements do you agree with?
Which do you disagree with?
1. Young children should always obey their parents.
2. Parents should not try to influence their children's decisions in life.
3. 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?

Too elo.se for CO&#Afort

My older brotl1cr 11/ex usual/y iqnores 1t1e, e)(Ccpt for teasinq &4-!e solt!cti~t~cs.
When he wcm- away to U11fVers ity 1was real/y h4ppy, as 1 final/y 11ad t11c
housc, and 1t1y pttrc~-tts, to lt!ysc/f. Buttkrcc ycars latcr, 11/c)( ca1t1c bacl<
11o~t~c.

Of coursc, 1'd bcc11 usmq -Ale~s roo~t~ whilc he was away, becttusc it was
larqer #rt111 141 tnc and hada btq bcd a11d 11 TV. Now 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

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

1. In the model on page 66, find five expressions of time

or sequence. Your Task
• Write a narrative about family matters.
2. Choose the correct answer. Write 100·150 words.
1. 1 rented my own flat eventually 1 then 1 as soo n as
1 had found a JOb. WRITING A NARRATIVE
2. Next, 1 At first, 1 As time w ent on, we began to hke 1. Brainstorm the events in your narrative.
each other. Try to include a problem or conflict.
3. My mot her was waiting in the kitchen when 1 then 1 a. Use your own experience: Think of
while 1 got home. something interesting that happened in
4. Our grandparents' visit went wrong recently 1 f inally 1 your family or someone else's family.
from the start. or
5. We stayed at our cousin's house unti 11 while 1 b. Make something up.
by the time our house was bemg pa1nted.
6. Larry went on a short trip. Two days later, 1 Just then, 1 Try the following ideas:
Finally, he carne home. - a funny or silly event
7. The bride was already dressed two hours before 1 after 1 - a sad or JOyful event
during the wedding.
- an argument or conflict in the famtly
- a family tnp, adventure or celebrat1on
3. Complete the story using expressions of time and
sequence from Exerci se 2. There may be more than one - relat1onsh1ps between family members
correct answer. Do not use the same expression twice.
2. Decide whether or not the pll'o blem will be
Dad disliked my boyfriend Michael 1 ........... , and things got resolved. lf so, how71f not, how will your
worse 2 ·-........ He JUSt felt Michael wasn't good enough for story end?
me, and 1didn't know what to do about it.
3 ......... ,
one stormy night, the telephone rang. lt was Dad. 3. Organise your ideas using the Exam Focus
" Janie? Listen, my car's stuck on the motorway." and the model on page 66 to help you.
We took M ichael's car and went to collect Dad. 4 ........... 1was
CHECKLIST
wait ing with Dad in our car, Michael stood in the pouring
rain, looking at Dad's engine. 5 ........... the towing service ./ I jollowed the. pÚII.,_for "' 11PUTt~~tíve.
arnved, he had solved the problem!
./ I ~Ued "' Vt~~ridy of expre.uio11.r of tíwu.
"Well, Mike, thanks very much," said Dad 6 ........... we got ti!M .requem-e.
home.
./ I c.l-tuk.ed m.y._9rt~~mwtt~~r, spelli.~ t~~M
7
"Hey, no problem," answered Michael. ........... they parted, pi-(..U.t¡.{,tlftid .,_,
they shook hands.
1didn't know 1f th1ngs would change 8 • ..... this ine~dent, but
11> ~ Guide, page 144
it certainly looked as if they might.

Improve Your Style

Verb Agreement Choose the correct answer.
The verb always agrees with ·he subject of the sentence. 1 . Neither my brother nor my sister was 1 were
at home.
My sister's favourite f/01 is es.
2. Fifty pounds is 1 are a high price to pay.
Use a singr11~· verb with sums of money or periods of t1me.
3. Each of the children was 1 were bought a g1ft.
Ftve yec is mg t1me to be away from home.
4. A cha1r and two tables need 1 needs to be
Ne1ther, • • eac~ e always smgular.
moved.
Neither of my pare1 knows answer.
5. My parents or my uncle are 1 is tak1ng us
Two singular subjects JOined by r or nor are singular. However, shopping.
if one of the subjects is plural, the verb agrees with the noun 6. Every one of these shops is 1 are owned by
closest to ·• Mr Jones.
Eamng• a necklace makes a e qift for Mother's Doy 7. The majonty of the students live 1 lives in
the Clty.
67
 SKILLS A JOB INTERVIEW
You are going to practise answering questions in a job int erview.
Read the advert and answer t he Task Questions below.

Cyprus Sonesta lnternational Family Resorts

is now hiring Children's Entertainers.
Accommodation and airfare provided.
Knowledge of English necessary.
Apply to: [email protected]

• TASK QUESTIONS

1. You have answered the advert and have been invited toa job interview. Below is a list of q uestions
you may be asked. Which do you t hink would be the most difficult to answer?

1. What are your special talents? 4. How good are you at dealing with pressure?
2. What experience have you had? 5. Why do you think that we should hire you?
3. Are you good at teamwork? Give an example. 6. What would you say are your weaknesses?

~ 2. Listen to a job interview for the position at 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?

a. experience working with ch1ldren d. doesn't get annoyed easily

b. experience in sport, singing, dancing or art e. good at w orking with other people
c. enthusiastic and friendly

• USE YOUR SKILLS

Ro le play a job interview for one of the jobs below. Student A is applying for the job. Student B is
the interviewer. Then swap roles and role play an interview for the other job. Use the questions in
Exercise 1 to help you.

Wanted: Au Pair Mobile Phone Company seeks

Custtomer Service Representative
Brit ish family seeks au pair to care for
Duties include answering customer
active children, ages 4 and 1Y2.
enquiries, solving customer problems and
Non-smoking.
encouraging customers to purchase new
Driving license reqUired.
products. Computer skills and excellent
Sorne light housework.
telephone commumcat1on skills required.

Tips for job interviews

• Arrive 5-1 O minutes early. • When you walk in, smile and give your first na me and
• Dress neatly- no shorts, sleeveless shirts, surname.
short skirts or flip-flops. • Wait until you are offered a chair before you sit down.
• Don't chew gum or smoke. • Emphasise your good points and achíevements.
 4. Are the following statements true or false?
READING Find evidence in the text to support your
answers.
l. Boorman's popularity grew when his parents
1. Pronoun Reference: Read the text. Decide who bought h1m the correct trainers.
or what the following pronouns refer to. 2. Boorman was sorry that he hadn't given his
thmgs to chanty.
1. them (line 3)
3. After h1s experiment, Boorman rema1ned
2. This (line 14) dependen! on brands.
3. them (line 17)
4. it (line 22) S. Answer the following questions in your own
2. Guessing Meaning from Context: Find the words.
following words in the text. Read the entire 1. Why d1d Boorman feel he needed brands?
sentence and try to guess each word's 2. What were two negat ive effects of Boorman's
meaning. addiction?
loveable (line 6) • out of bounds (line 15) 3. According to the article, in what way has
staged (line 24) consumer :ulture damaged people's lives?

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)

3. Choose the best answer according to the text.

1. As an adult, Boorman ....
a. became obsessed with brands • Do you agree with the point Boorman was
b. spent less money on brand-named goods making about today's consumer culture?
c. contmued his childhood addiction
d. blamed h1s parents for h1s obsession
2. From lmes 25-29, we can mfer that Boorman ... .
a. feels advert1s1ng's message 1s important
b. thinks people should work hard to improve
their lives
c. believes we will feel better if we buy more
d. thmks we consume more than we should

=
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/

miserable (line 12) means triste or infeliz not miserable

J
<~ VOCABULARY COLLOCATIONS

4. Which of the nouns and noun phrases can be

used to form collocations with t he verbs in
colour?
Words
.. .. .. from the Text 1. do-
more harm than good, a difference, business
1. Choose two possible answers to complete with, one's duty, someone a favour, a decision,
each sentence. Pay attention to the w ords in the shopping, one's best
colour.
2 . make -
1. Your pastime could be working in an office 1
friends, a statement, an experiment, an effort,
making jewellery 1 gardening.
a deal, a mistake, your homework, a living,
2. Your belongings might tnclude your shoes 1 an excuse
your MP4 pi ayer 1 your school. 3. pay -
3. You can buy ready-made soup 1 wood 1
a debt, someone a visit. a remark, someone a
curtains.
compliment, a message, the bilis, attent ion,
4. You'd probably be miserable if you a fortune, the price
f in ished your homework 1 failed a t est 1
lost your w allet .
5. Complete the sentences with the correct form
S. You can buy a speciftc brand of flowers 1
of do, make or pay .
penci ls 1 cr isps.
1. You should ........... your best if you want to keep
6. A shopkeeper might own a shoe shop 1
this job.
restaurant 1 boutique.
2. We know t he boss ........... already ........... a decision.
3. You should have ........... the bill last week.
2. Read the sentences in l. Then match the words
or phrases in colour t o their definitions in 11. 4. 1want to apologise for ........... t his mistake.
5. lf you smoke now, you'll ........... t he price when
1 you' re older.
1. Does this shop sell camping gear? 6. Dad was furious when he heard 1hadn't ........... my
2. Let's get rid of all these old magazines. homework.
3. How will you pay back all your debts?
4. The teacher's room is out of bounds for 6. Complete the sentences w ith collocations
students. from Exercise 4. Make any necessary changes.
5. Consumerism leads to many social problems. 1. She's ........... for being a snob: she has very few
6. l've got plenty of stuff that 1don't know what friends.
todo with. 2. You shouldn't go to that club. 1think you're ........... .
11 3. Could you ........... me ........... and lend me ten euros?
a. equipment
4. My boss ........... me .. .. yesterday. He said 1was
b. throw away doing a great job.
c. constant buying 5. Could you please repeat what you said? 1wasn't
d. money owed
e. not allowed 6. lt's very difficult to ........... from art.
f. objeds, t hings 7. Let's ............ 1'11 clean the bathroom if you do t he
washing-up.
8. Many companies refuse to ........... factories that use
3. Pay attention to the words in colour child labour.
and name:
1. a holiday when people light bonfires
2. a gadget that has become trendy
3. something a child might nag Many Jactories in Asia
his parents about depend on child labour.
4. a benefit of using a
credit card
5. something a pupil might
get teased about

72
 Unit6

Complete the passage with the words below .

IºpJc.Y~~~P.~la~Y .............................................. ~ 4
· Make any necessary changes. Then listen and
CONSUMERISM check your answers.
sweatshop • carry • go out of business • afford
1. Decide whether the following statements are snap up • bargain • merchandise • price tag
t rue or false. Correct the f alse statements.
1. lf there is a discount on an item, it costs less
than its usual price.
2. lf a shop goes out of business, it is successful.
3. lf an item is made in a sweatshop, tthe people
who made it are paid well.
4. lf you get a free trial, you can try something out lf you're looking for a 1 ........... and you live in North America,
before you buy it. you'll probably go to Walmart. With 3,600 gigantic stores on
5. lf you get a refund, you get your money back. that continent alone, Walmart is the largest company in the
6. lf something is free of charge, you must pay for it. vvorld. lhe store's 2. •....•..... indudes everything from fumiture, clothing
7. lf you exchange an item, your money is returned. and groceries to medicine, toys and lVs - all at amazingly low
8. A receipt proves you paid for an item. prices. However, Walmart has also gota dark side. Wherever
it has appeared, smaller shops 3. ........... because they're unable
2. Compm
ete the monologues about shopping
habits with the words below. Make any to compete. How does Walmart keep its prices so low? By
necessary changes. being extremely efficient - but, according to its critics,
carry • price conscious • bargain • afford also by underpaying its employees and by 4 ........... products
splurge • outlet • price tag manufactured in third-world 5· ............ On the other hand,
overpriced • on sale • merchandise Walmart claims that it enables lower-income groups to buy
"1 prefer to shop at inexpensive shops or 1· ........... . things they couldn't otherwise 6 ............ For mili ions of customers
Of course, 1select things 1like, but before 1try who eagerly 7 ........... Walmart's goods, the cheap prices on the
anything on, 1look at the 2 ............ 1compare prices 8· ........... make Walmart's dar k side easy to ignore.

at different shops and try to find 3· ........... . "

"1 only shop in a place that 4· ........... the brands 1

like. 1know what 1want and 1'11 buy it even if it's
5· ........... ,
because my image is important tome. l'm
not very 6· ........... ! "

"1 can't 7• ........... to buy everything l'd like, so 1

usually try to find 8· ........... ata reasonable price. 1
also look for things that are 9· ............ But every once
10
in a while 1'11 · ........... on something 1really want!"

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 ....

Vocabulary Builder, pages 68-69

 e~ GRAMMAR
1. Choose the correct answer.
1. 1won't buy those jeans unless they will give 1
give 1 gave me a discount.
2. We wouldn't have seen Joe if we hadn't come 1
didn't come 1 w on't come to this shop.
1 CONDITIONALS
-
Read the examples and answer the questions.
3. Meet me outside as soon as you f inish 1
will f inish 1 finished your shopping.
4. We could have bought 1 can buy 1 could buy
more if we hada credit card.
Of F _ J'> _ ,:Jb r .:_ • Jr al)
5. 1wouldn't complain 1 won't complain 1
We'/1 fee/ better 1f we bu y more (First Conditional)
wouldn't have complained if the service had
lfwe stopped workmg such long hours. we'd enjoy been better.
more free ttme. (Second CondttiOnal) 6. lf they build a shopping centre here, the small
lf he had q1ven his thtngs toa charity, he would have shops w ill go 1 w ould go 1 would have gene
e · S" b' ·• ·~ l - d o ~al] out of business.
Which conditional describes ... ? 7. This shop would have more customers if its
prices had been 1 were 1 are lower.
l. an imaginary or hypothettcal s1tuation in the present
8. We woulán't shop here if we hadn't liked 1
2. an unreal situation in the past didn't like 1 don't like the merchandise.
3. a future possibility 1probability
4. general truths 2. Complete the sentences with the correct form
of the verbs in brackets.
IMPERATIVES, MODALS AND
1. lf shops ........... (not use) plastic bags, there ...........
TIME CLAUSES
-
Read the examples and choose the correct answer.
(be) less waste.
2. We were late for the concert. We ........... (might 1
be) on time if we ........... (not miss) the bus.
. f yoL , , ~ rrret ·r g, 7101 _ Jf_ ,.:>L !.-·a l'l..ctp.
3. 1 know you're busy............ (you 1 speak) tome as
b.lf you can't afford something, you shou/dn't buy 1t. soon as you ........... (get) time?
c. 1'11 be happy when 1stop buying brand-name products. 4. Joe sold his house. He ........... (never 1 sell) it if he
l. 1mperattve verbs can be u sed in the result el ause of ........... (not need) the money.
a first 1second conditional. 5. lt's been snowing all night. 1 ........... (drive) slowly if
2 1n cond1t1ona sentences, modals can be used in the roads ........... (be) still slippery.
the condition 1the result 1both clauses. 6. 1 see you like those trainers. lf they ........... (not be)

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

We use wish or if only to describe situations that we w ish

were different, or that we are sorry about

Read the examples and answer the questions. 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

come with me. 1 wish l ........... (not

buy) that jacket without showing
her. If only 1M........... (not be) so
impulsive!
e~ SKILLS
LISTENING ~
A RADIO PROGRAMME

1. Look at the advertisements on this page.

Which do you think is most effective? Why?

2. Listen to three reports on a radio programme

about a new marketing technique. Then
answer the questions.
1. What product is discussed in each report?
2. What do all three products have in common?

3. Listen again to the three reports and choose

the correct answers.
1. Tryvertising is a way to ....
a. get ideas for new products
b. design more attractive advertisements
e. convinee people to make purchases
d. see if a product can be marketed
2. The Nike Running Lounge ....
a. sells trainers
b. helps runners
c. limits the number of trainers you can try out
d. charges money for their services
3. At Villeroy and Boch, ....
a. only serious customers can try out the
bathrooms
b. you should bring your own towel
c. there is a Wellness Lounge at every branch
d . you don't share the lounge with other
customers
4 . The family at London Zoo ....
a. left the zoo with a free OVO
b. bought a Sony Camcorder
c. told their friends about the free tria!
d. lost a camera
5. The programme's host believes that ....
a. companies m ay lose a lot of money from
tryvertising
b. tryvertising is the best way to sell products
c. customers should be careful if they are
offered a free tria!
d. companies gain more than they lose from
tryvertising

• Have you ever received a free sample or a

free trial of a product? lf so, where and what
product? Did you buy the product afterwards?

WEB EXTRA Find ou1 aboul another method of advertising at: u uu.burling11mbooks.n/dewpoims2
 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?

FREECYCLE -CHANGING TRASH TO TREASURE

Sanura Top~r-., son hall grown out of his tricycle. but she feh it was a pity to
throw it out. Pcrhaps somconc could use il but who? NO"v\ lherc"s a solu1ion
10 hcr di lcmma: Frcccycle.
Thc tuc-a of this onhnc nctwork is simple. You post things you no lon,gcr
want. anu other mcmber' come round 10 your home Lo pid thcm up. lt
work" thc othcr \\U} .ts wcll - }OU log on lo -,ec if ...omcthing you mi,ght
likc i... bcing gi\cn awa). or you can po~t a ""wanted"" noticc, lcning. penplc
know \\hat you nccd. '\o money changes hand~: paymcnt ts m.tuc in
"miJc, anu lhanh.
SUMMARY:
Fn.:ccyclc \\U\ rounded by cn\'ironmental actiYi\1 Deron Bcal in 2003.
Frcccycle ¡.., an online network
Thc goal ofthc nei\\Ork io, to help sa\'e thc em ironmem b) tran,fonning
'' hcn: (>I!Oplc gi \'C av. a) thi ng~
toda}\, con..,umcrbt mcntalit} through gift-gi\ ing:. By gh ing thing...
lhey do not \\ant. All items are
a\\ a) rathcr than thrO\\ ing them out. we use les' 'pace in our lanulills.
free. Thc idea bchind Freecyclc
In audilion, if \\C rcu-.c good... ralher lhan con\Lanll) btt) ing. \\C sa\C
i~ lo hdp thc em ironment b}
thc cncrg) and r~m matenal.., nceded to manufacture nC\\ itcrm..
cncouraging thc u..,e of second-
lnitiall} aclrvc only in the Unircd States. Freccyclc now opcrmcs hand goou" The ...rte began in
in ovcr X5 countrics from Spain Lo Singaporc. Ao,iuc from ils thc United States in 2003 and has
cnvironmcntal bencfits. gl\ing and taking hao; had thc auucd bcncfit sprcad all O\Cr lhc world, helpmg
of building community Lies. When neighbours mcct in ordcr to grH: build cormnunit) Lics among its
cach othcr gift.... a connection based on tmsl i~ naturally formcd. mcmocr..,. By encouraging gift
hcccyclc claims to be "'changing the world one gift ata time." and giving. h"cecydc is \\Orking to
tht~ "' nor far from thc truth. Liulc by liulc, Freccyclc "' hclping irnprove thc world.

78
 Unit6

r ;ARAPHRASING Your Task

• Summarise the text on page 71 . Write 50-70
Paraphrasing or rewriting material in your own words is a words.
useful skill when summarising. We often paraphrase in a
summary by shortening or combining sentences. WRITING A SUMMA RY
1. Read the original text carefu lly and decide
which facts to include. Choose only the
1. Read the short text below. Then loo k at the main ideas, leaving out less important
paraphrased sentences and decide w hich one is better. details as well as examples.
Explain your choice.
2. Write this information in one paragraph.
Shopping is becoming more and more popular as a way
Paraphrase rather than copy the
to fight t he blues, to reward oneself, to enhance
information. Shorten sentences or combine
self-esteem orto escape from boredom. Mrlhons of
them in order to be more concise.
people have d1scovered th1s type of self-treatment , called
retail t herapy.
3. Your first attempt will probably be too long.
a. Shopping, or retail therapy, is now used by millions as a Look it over carefully in order to find:
way to deal w tth psychological problems.
a. points you can delete while still
b. Millions of people help themselves fight the blues, reward preserving the main idea.
themselves or enhance their self-esteem by shopping.
b. places where you can make your
language more concise.
2. Paraphrase the following excerpts. Use the words
given and add any necessary information. 4. A reader of your summary should be able
1. Researchers are able to use brain scanning, specifically to get the main idea of what the article is
functional MRis, in order to determme what parts of the about. See whether this is true about your
brain are actually act1ve when people cons1der whether summary. lf not, have you included enough
or not to purchase a product. information? You may have to omita minor
point and add a more important point.
using 1 brain scans 1 researchers can see 1 parts 1
brain 1 used 1 make 1 purchasing decisions
5. Make sure the sentences in your paragraph
2. Twent y-two per cent of men rely on the opin1ons of follow each other smoothly and make a
other people when they purchase dothes, while women logical whole.
generally buy clothes on their own, without the input of
a shopping companion. CHECKUST
men 1 often 1 need help 1 deciding 1 clothes 1 buy 1 ./ I jollowed tke. steps i~-1- tke. E-'Ct~~m FocLU.
while 1 most women 1 buy 1 alone
./ I i11t-J.Kded ol11y tke. WUIILI-1- idU~s.
3. lt 1s becoming common for consumers to play an active
part in product design. Even global brands, such as Ntke ./ I pt~~rt~~pkrt~~sed rt~~tke.r thtll~-1- Cdpied.
trainers and M&M sweets, are making it possible for
./ My .fj.(JIIii.WUiii'Y fo rYVt.J t11 LOJÍ.C.tíll whole..
people to personalise their purchases.
growing trend 1 consumers 1 design 1 own 1 ./ I cl-tuk.ed my _91'iíiWtMtllr, speUi.~ t11M
personalised products pWU.tz,(.ií(tiol-1-.
11> - Writing Guide, pélge 145

lmprove Your Style

Writing Concisely Make each sentence simpler by shortening the
Good sen enct. do no _Jntain unnecessary words. You can clause in italics.
reduce the length of your sentences by substituting a simpler 1. They ordered a p1zza that had lots of cheese.
phrase for a longer and more complicated phrase. 2. The breeze carne through the window that
1/ike shops that hove trendy decar.-+ wasopen.
1/ike shops with trendy decor. 3. We almost ran over a woman who was talking
on a mobile phone.
We staod neara man who was selling newspapers -+
We stood near a man sellinq newspape-rs. 4. Because he felt that his mother was upset, the
ch1ld tried to comfort her.
Beco use he knew that lloved chocolate, he bought me a
S. 1 sang whíle 1was doing the washíng-up.
chocolate cake. .....
Knowing that lloved chocolate, he bought me a chocolate cake. 6. He can't stand shírts that are made of
polyester.
79
 SKILLS PHONE MESSAGES
You are going to practise language used for giving and taking a phone
message, as well as learn typical expressions used in voicemail. Read the
tips on telephone language and answer the Task Questions below.

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?

• USE YOUR SKillS

1. You own a business in town. Create a voicemail for your business. Remember to include the name of
your business, opening hours and any other important information your customers may need.
2. Jack is applying for the job advertised below. He phones to make an appointment for a job interview.
Mr. Blake is out, so Jack leaves a message with the secretary. Write the dialogue between Jack and the
secretary.

Junior Salespeople Wanted

No experience needed, on-the-job training. Flexible· work hours.
To set up an interview, please phone Mlchael Blake 032 746 2374.
EXAM
PREPARATION
TIPS FOR EXAMS 83
1 Creating the World We Want 84
Exam 2
3
Nature Deficit Disorder
Are Some Foods Truly Irresistible?
85
86
Practice 4 Texting Our Way to Good Health
5 Buying Adventures
87
88
6 The Death of Handwriting? 89

TIPS FOR LJSTENING EXAMS 90

1 Guerilla Gardening 91
Listening 2 Reality TV School
3 DDR
92
93
Practice 4 Mystery Shoppers
5 The Dangers of Plagiarism
94
95
6 The Ideal Job for Teens 96

TIPS FOR SPEAKING EXAMS 97

1 Talking about a Picture 98
Speaking 2 Expressing Opinions
3 A Personal lnterview
99
100
Practice 4 Comparing Pictures
5 Expressing Opi nions
101
102
6 A Role Play 103
TIPS FOR EXAMS
READING THE TEXT
• Laak at the title and read the questions carefully. This will help yau
predict the tapie and cantent af the text.
• Don't panic if you are not familiar with the tapie- the text will give you
enough infarmatian to answer the questions.
• Read the text ta get a general idea af the content.
• Remember that yau dan't need to understand every ward ta answer
the questians.
• Ta understand a new ward, check the beginning and the end af the
ward far a suffix or prefix. These can help you guess the meaning af
a word. Read the whale sentence ar paragraph again as this will alsa
help you guess its meaning .

ANSWERING QUESTIONS Need more help?

EX\M S IRATI:GI!''i
• Read each question carefully.
True 1False questions
• ldentify keywords in the questions and use them to lacate the relevant '" P•~< 10

part af the text. Multiple choice questions

'e• p. ~t· J.
• Check the number af points allocated to each question.
Sentence completion
p lt, ~.
• lf you dan't knaw the answer ta a question, dan't waste time- 'l't'

mave on to the next questian. Open questions

'<'' pal(<' 11.
• Read aver your exam paper befare you hand it in. Synonyms 1Antonyms
\l'l' pót11\ ~~
• Dan't leave any questian unanswered.
General exam tips
\('(' l" ., 70

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

• Remember ta use connectars ta link yaur ideas.

• Use a variety af adjectives ta make yaur descriptions interesting.
• Use synonyms to avoid repeating wards.
• Check yaur essay for spelling and carrect punctuatian.
1l Exam Practice
Creating the World We Want
Imagine a place where there is no sound of traffic. Imagine a place where all you can hear are birds singing,
children playing and bicycle be lis ringing. Residems of Vauban, a suburb of the German town Freiburg. live in
such a place. This environmentally-friendly neighbourhood is practically car-free.
It is permittcd for residents 10 own cars in Vauban. butthose who do must park them in largc garages a11he
edge of the town. A space in one of these garages is expensive, costing around €20,000. lt is hardly surprising,
thereforc, that 70 per cent of residents live without a car.
So how do people get by without a car? The 1own has been planned in a way lhat enable!> people lo Jive
comfortably without ha\ing 10 use a car. There are shops. restaurants. banks and schools in different arcas
of Vauban. As a result. residents are able to getlo mosl places on foot. For shopping trips or for transporting
young children. many pcople have got cans that they pull behind bicycles.
The Vauban experiment has been seen as a possiblc model for a future way of living in an age of climate
change. Experts around the world believe that gas cmissions from cars play a significan! role in global
warming. As a result. there is a growing trend in Europe and the Unitcd States to attempl to reduce private car
use. In Copcnhagen, for example, the city maintains bicycles for public use.
While Vauban may well be a -;ign of thing to come, il has still not been imiLated on a large scale around the
world. Yet if Vauban residenls are indeed intent on changing Lhe world and not just the small suburb where Lhcy
live, they will first have to find a way Lo convincc people thaL it is possible Lo live without cars. That may not
be such an casy task.

1. Choose the correct answer. 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.

3. Decide if the following sentences are true

or false. Find evidence in the text to justify
your answers.
1. People use their bicycles when they go
shopptng.
2. Governments around the world would like to
reduce people's dependence on cars.
3. The writer believes that the Vauban experiment
has changed the world.
 Exam Practice

~ 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

3. Decide if the following sentences are true or

false. Find evidence in the text to justify your
answers.
1. According to Louv, children who have contact
with nature can concentrate better than those
who don't.
2. Parents are unable to protect their children from
nature deficit disorder.
3. Louv's claims have been screntifically proved.
4. The writer supports Louv's clarms.

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.

3. Complete the sentences using the information

given in the text. Use your own words as far
as possible.
1. We find food tast1est when
2. Food makers work hard to reach the bliss point
because
3. We can alter our perception of food by

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.

1. Choose the correct answer. 3. Rewrite the following sentences without

1. Adventure travellers today ... . changing their original meaning.
a. are young 1. Those wishing to reach the summit of Mt.
b. do not have a lot of money Everest are required to pay over $25,000.
c. often travel in groups lf you wish to reach the summit of
2. Adventure travellers who return from their Mt. Everest. ... .
travels .... 2. Carbon emissions may cause damage to the
a. are self-confident natural surroundings.
b. find tt diffícult to return to everyday life The natural surroundings may ....
c. are unable to cope wtth challenging
sttuattons 4. Find words or expressions in the text that
3. The writer believes that adventu re travel .... mean the opposite of:
a. will become less popular 1. boring (paragraph 1)
b. will not change
2. nearby (paragraph 2)
c. wtll conttnue to develop
3. very easy (paragraph 4)
2. Answer the questions. 4. good for you (paragraph 5)

1. What attracts people to adventure travel?

5. Write a composition of about 100-150 words
2. Why do environmentalists object to
in your notebook. Choose ONE option.
adventure travel?
1. A description: Describe your tdeal holiday.
2. An opinion essay: Would you like to go on an
adventure holiday? Why or why not?
 Exam Practice

xalll Practice
The Death of Handwriting?
Today people are generally hammcring away on a computcr keyboard, texting on a mobilc phonc or twittering
on a Blackberry. They are no longer writing by hand. So is penmanship simply an outdated and inefficient
mode of communication or is there value in trying to preserve it?
At one time. writing clearly and quickly was essenrialto cverything from public documents to personal letters.
However 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.

1. Choose the correct answer. 3. Answer the questions.

1 . Handwritten communication .... 1. Why has handwritten commumcat1on become
a. is less important than 1t used to be less widespread than 1t used to be?
b. has disappeared 2. According to the writer, why is 1t unlikely that
c. ís now used on a larger scale the handwritten word wíll ever d1sappear
2. People who learn handwrit1ng skills .... completely?
a. willlose their connection with the past
b. will be able toread handwritten documents 4 . Find words or expressions in the text that
c. will find it difficult to use computers mean:

3. Type-written communication is .... 1. old-fashioned (paragraph 1)

a. less widespread than handwntten 2. 1magme (paragraph 3)
communication
3. keep (paragraph 3)
b. unique
c. impersonal 4. un1que (paragraph 4)
5. Improbable (paragraph 5)
2. Rewrite the following sentences without
changing their original meaning. S. Write a composition of about 100-150 words
1 . Handwritten commun1cation is less widespread in your notebook. Choose ONE option.

than it once was. 1. A narrative: Imagine that you have just come
Handwntten commun1cat1on 1s not .... across your grandmother's diary. Wnte a diary
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.).

WHILE YOU LISTEN

• As you listen, pay attention to keywords and their synonyms or
antonyms to recognise the part of the recording related to each
question.
• Remember - you don't have to understand every word to
comprehend the main ideas and answer questions.
• Sorne English words can sound very similar. Try to recognise
the word from its context.

ANSWERING MULTIPLE-CHOICE QUESTIONS

• Read the choice of answers carefully and listen for the correct
answer expressed in a slightly different way.
• Be aware of words that appear in the recording, but which are
used as distractors in the questions.

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

1. Gueri Ita gardeners .... 5. Marilyn's next project ... .

a. use their own land for growing plants a. involves growing a lot of grass
b. do not grow plants on privately owned land b. is one that listeners will remember
c. grow plants on land they do not own c. wastes a lot of fertile soil
d. only use land that belongs to everyone d. is on an industrial estate
2. Marilyn is a guerilla gardener because 6. The new project ....
she ... . a. 1s scheduled to start early in the morning
a. opposes land ownership b. w ill beg~n 1n the middle of the night
b. wants to grow food c. may disturb the local res1dents
c. likes flowers d. 1s 1llegal
d. wants to 1mprove the appearance of her 7. Marilyn encourages people to bring ....
hometown a. garden1ng tools
3. Marilyn is using plants that .... b. boxes
a. cost a lot of money c. plastic bags
b. are donated d. noth1ng
c. she buys 8 . Guerilla gardeners think it is important
d. are old to ....
4. Right now, Marilyn's group .... a. use only environmentally-friendly mat erials
a. has been the same for years b. clean up after they finish
b. includes sorne students c. leave stones
c. are just students d. use plastic bags
d. includes a 10-year-old boy

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

1. Jessie's latest assignment was to be .... 8. Now Jessie ... .

a. an actor a. is appearing on the reality show Eye in the
b. a reality TV star Sky
c. a student b. wants to become a contestant on a cooking
d. a reporter show
2. The school aims to .... c. has become a casting agent for reality lV
a. make people look different from each other shows
b. teach people act1ng skills d. 1s participatmg in another course
c. help people get onto a reality show
d. help people change their personalities
3. The "Perp Walk" ....
a. helps students walk faster
b. is an example of a television show
c. teaches people to insult others
d. is unpleasant for participants
4. Jorge Bendersky ....
a. is the name of an animal
b. is an acting coach
c. appeared on reality lV
d. started the reality TV school
S. What do students learn at the Reality TV
School?
a. to improve their appearance
b. to film each other
c. to talk more qutckly
d. to listen to each other's sound bites
6. The long course ....
a. meets for five weeks
b. lasts longer than most reality shows
c. causes a lot of conflicts
d. can be seen on lV
7. The three-hour seminar ....
a. is required of all students
b. costs nearly $140
c. includes over 25 students
d. consists of private instruction

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

1. Pamela .... 3. Originally, DDR ....

a. is a physical education teacher a. was invented by a woman
b. presented DDR at a conference b. started in Japan
c. will attend a conference tomorrow c. started as part of a physical education class
d. has returned from a teachers' meeting d. was free
2. In DDR, players .... 4. Linda Carson ....
a. appear on TV a. became a DDR player
b. create music b. worked in a v1deo game arcade
c. po1 nt to the arrows c. sold the DDR video
d. step on a mat d. did a study on DDR
S. Why is DDR so appealing?
a. lt is more challenging than basketball.
b. Teens are used to playing video games.
c. You need a lot of talent to play.
d. You just have to catch a ball.
6. Which is NOT mentioned as a benefit of
DDR?
a. weight loss
b. increased fitness level
c. better sports skills
d. fun
7. More expensive versions of the game ....
a. come with extra mats
b. may cost as much as $800
c. charge extra for the TV
d. are not so comfortable
8. Mr Jones thinks ....
a. DDR is a waste of time
b. DDR is too expensive
c. DDR sounds like a good idea
d. the other teachers won't like it

93
 ~ 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

f5S Listening Practice

The Dangers of Plagiarism G educational establishment: sistema educativo
cheat: cop1ar
You are going to listen to a radio interview report: denunciar
about plagiarism. Listen and choose the correct
account for: explicar, JUStificar
answers.
the end justifies
the means: el fm justifica los medios
paper: trabajo
morals: moralidad, pnnopios
figure: cifra

1. Who is Roger Hansen? 6. Teachers ....

a. A plagiarist. a. often copy words from one document to
b. A psychologist. another
c. A student. b. are aware that some similarities are innocent
d. A university professor. c. are now more careful when they mark
2. Plagiarism ... . papers
d. don't let students know their work will be
a. 1s cons1dered less senous than cheating in
exams checked
b. has not gamed much attention 7. What is NOT mentioned as a punishment for
c. means copymg someone else's work cheating?
d. means cheating 1n an exam a. Students must take the course again.
b. Students must do another paper.
3. Many students today ....
c. Students may not gain a qualification.
a. are encouraged to cheat by their schools
d. Students must help others with their
b. compete to see who can cheat the most
assignments.
c. think that cheating is justified if it helps
8. What does Roger Hansen think about
d. are reported for cheating by their parents
cheats?
4. How does the Internet encourage cheating?
a. They may not be qualified todo their job.
a. lt tempts students to copy others' work.
b. They should be grateful to society.
b. lt simplifies much of the material available.
c. They help keep Turnitin.com in business.
c. Students use their own words when
d. They might not know that they're cheating.
cheating.
d. Students can't be caught.
5. What type of website is Turnitin.com?
a. lt sells papers to students for aS' little as f6.
b. lt allows students to check their spelling.
c. lt deodes what act1on teachers should take.
d. lt helps teachers see 1f work has been copied.

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

1. Lisa .... S. Tom prefers survey companies that ....

a. enjoyed her job as a babysitter a. include a membership fee
b. quit both her summer jobs b. are free to JOin
c. couldn't get a paper delivery job c. are cash-paying
d. earned a lot of money d. are point-paying
2. Lisa was disappointed because .... 6. Tom can complete a survey in ....
a. she didn't want to work as a shop assistant a. 15 mtnutes
b. she wasn't patd a lot for being a shop b. under 1O minutes
assistant c. 20 mtnutes
c. she couldn't get a job as a shop assistant d. an average of 1O mtnutes
d. she was too expenenced to be a shop 7 . Yo u can register for a survey company ....
aSSIStant a. under the age of 16
3. What is NOT true about Tom's ideal job? b. tf you are over 1S
a. lt reqUJres travelhng to mteresting places. c. tf you are between 13 and 16
b. lt's not dífficult. d. from the age of 13
c. lt's enjoyable. 8. Tom advises Lisa ... .
d. lt has flextble hours. a. to ask her parents for money
4. The work Tom describes is .... b. to join only one survey company
a. answering telephones for big companies c. to join her parents' Paypal account
b. thinking of ideas for new products d. to register with the companies on his list
c. developing market ing surveys
d. answering questions on online surveys

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' 1 V'l 1'''\ \

1
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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.

WHILE YOU SPEAK Need more help?

• Don't speak too quickly or too slowly. Try to speak clearly. Talking about a picture
:.~e p•l(< 1?8
• Don't worry about making errors - it's preferable to make a few errors Comparing pictures
than to remain silent and not say anything at all. 'l"' ¡J<~!,(< 128
• lf you make a mistake, stay calm, correct yourself and carry on A personal interview
~et pa¡" 128
speaking.
Expressing an opinion
"~~p. 1(~ 129
Role play
w<· ¡¡~•t< 119

L
 Jl Speaking Practice
Talking about a Picture ............ .
1. Match the examiner's questions to the student's answers.
1
1. What can 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

3. What option did the students choose?

• TASK
In your opinion. which of the following is the most serious ecological problem
facing the world today? Discuss with your partner and decide on one of the
problems below. In your discussion. use the expressions in colour from Exercise 1.
• global warming • water pollution
• land pollution • deforestation
• carbon emissions • overpopulation

-.....!E!~. . ••
. Learn lots of topic words. This will expand
your vocabulary and you won't run out of things to say.

99
 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 ...

~ 2. Listen to a dialogue in which two students compare the pictures below.

Which of the expressions in Exercise 1 do they use?

• TASK
With a partner, compare the pictures below. In what ways are they similar? In
what ways are they different? Use the expressions in Exercise 1 to help you.

lfyou want to add to what you've said, use the following expressions:
l've just noticed that ... And anot~er thing; ... By the way, 1 can see ...

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

a. . Somet1mes l'm just so tired in the morn1ng.

b. they can be a great help m an emergency.
c. . They JUSt s1t all day ín front of the computer or telev1S1on.
d. .......... . Computers are the future and we need to know how to use them.
e. .... .. 1 learn better when l'm in a class, with ot her students.

~ 3. Two students are discussing statement 1 in Exercise 1 above. Listen to their conversation and say
which person you agree with. Write down the most convincing point tha1t they made.

• TASK
In pairs, look at the statements in Exercise 1. Choose one that you agree with and that your partner
disagrees with, and discuss. Give reasons for your point of view, and use the expressions in colour in
Exercise 2.

1 think you're wrong. l'm sorry, 1 don't agree. You're quite right! That's true.

102
 Speaking Practice

CID Speaking Practice

A Role Play
1. What do you consider important when you buy clothes? Choose the three most important points
from below.
a. getting a discount
b. buying the best quality
c. gettmg a guarantee
d. getting polite service
e. buying something t hat is comfortab le 1

f. betng able to choose from a large seledion

g. buymg somethtng that ts fashionable

G 2. Read the dialogue and fill in the missing words. Then listen to the dialogue and check your answers.

Sales assistant: Good morning. How can 1 help you?

Katie: l'd like to buy the boots that were advertised in the newspaper.
Sales assistant: l'm sorry. l'm afraid we've ' .... out of those!
Katie: Oh ... well, what about these? Are they on 2 •....•.. ?
Sales assistant: l'm afraid not. They're f SO.
Katie: fSO?! Have you got anything 3 ·-······- ?
Sales assistant: Well, we do have these boots. They're very comfortable and
they're top 4 •......... .
Kati e: They're still quite expensive. ls there a 5 ........... ?
Sales assistant: 1'11 have to check with the 6

Katie: OK. 1'11 wait.

Sales assistant: You' re in luck! She says she can give you 10% off.
Kati e: 10%? That's not very much! Anyvvay, l'm not sure they 7 ....•...... me.
Um, no, l'm not 8 .. them. Thanks, anyway.
Sales assistant: Certatnly, Miss.

• 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

A general truth or scientific fact at 1 o'dock, at night, in the morning,

Focebook is o popular website.
(Facebook es una página web on Fridays, every week, once a month,
conocida.) how often ... ?

Stative verbs 1think she is very bossy.

(Creo que es muy mandona.)

::l STATIVE VERBS

Indican un estado, más que una acción, y suelen usarse Algunos indican tanto estado como actividad y pueden
en Present Simple. Están relacionados con : usarse en Present Simple y en Present Continuous.
• las emociones y los sentimientos (dislike, enjoy, hate, Donna thinks the book is wonderful.
hope, li ke, love, prefer, want), (Donna cree que el libro es estupendo.) [estado]
• el pensamiento y la opinión (believe, forget, guess, He is thinking obout going to Malta in the summer.
know, remember, think, understand), (Está pensando en irse a Malta en verano.) [actividad]
• la percepción y los sentidos (f eel, hear, see, smell, El verbo see en Present Continuous indica una acción
sound, taste, touch), futura fijada de antemano.
• los precios y las medidas (cost, measure, weigh) y We are seeing Ann tonight.
• la posesión (belong, have, own). (Veremos a Ann esta noche.) [Ya hemos quedado.]

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?

Uses Examples Time expressions

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?

Uses Ex amples Time expressions

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.)

PAST PERFECT SIMPLE

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?

Uses Examples Time expressions

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

f PRESENT PERFECT SIMPLE 1

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?

Uses Examplcs Time expressions

An action that began in the past and continues 1have played basketball for two years. never, ever, already, just, yet,
in the present (Llevo jugando al baloncesto dos recently, lately, how long ...?,
años.) for, since, in recent years

An action that took place at an undetermined She has moved house recently.
time in the past, but is connected to the present (Se ha cambiado de cas.a hace poco.)

FUTURE SIMPLE
FORM
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.)

A spontaneous. 1am too tired to walk. 1'11 take a taxi.

decis.ion (Estoy demasiado cansado para caminar. Cogeré un taxi.)

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 PERFECT SIMPLE

FORM
Affirmative Negative Interrogative
1/ You will have eaten 1/ Yo u will not (won' t ) have eaten Will l/ you have eaten?
He/ She /lt will have eaten He/ She /lt will not (won't) have eaten Will he 1she 1it have eaten?
We 1You 1They will have eaten We 1You 1They will not (won't) have eaten Will we 1you 1they have eaten?

Uses Examples Time expressions

A completed By the time he's ready to go, the shops will have c:/osed. by t his time next week, by 3 o'dock,
action ata certain (Para cuando él esté listo para irse, las tiendas habrán by the end of ..., by then, by August.
future time cerrado.) 1 in four months

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?

Uses Examples Time expressions

An action in progress ata certain
---------
We'/1 be visiting her on Thursday. at this time tomorrow, at th is time next ...,
future time (Est aremos visitándola el jueves.) on Thursday, in the next decade

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?

Uses Examples Time expressions

--
An action that started in the past f/have been working os a photographer for ayear. for a year, since 2002,
and continues in the present (He estado un año tralbajando de fotógrafo.) how long ...?, all night 1
How long have you been waiting? morning / day / week ...
(¿Cuánto tiempo has estado esperando?)
An action whose results are still 1am tired. 1have been signing autogrophs off night.
apparent (Estoy cansada. He est ado firmando autógrafos toda la
noche.)

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.

PAST PERFECT CONTINUOUS

FORM
Affirmative Negative Interroga ti ve
1/ You had been waiting .1 / You had not been waiting Had 11you been waiti ng?
He 1She /lt had been waiting He / She / lt had not been wait ing Had he 1she 1it been waiting?
We / You / They had been waiting We 1You 1They had not been waiting Had we / you / they been waiting?

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.)

FORMA Negat iva: sujeto + had not (o n't ) been +verbo

Afirmativa : sujeto+ had been +verbo principal principal terminado en -ing.
terminado en -ing. Es igual en todas las personas. Interrogativa: had +sujet o+ been +verbo principal
terminado en -ing.

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

• remember + gerundio significa "recordar algo que se :J SUFIJOS

hizo en el pasado':
Los sufij os son terminaciones que se añaden a algunas
1 remember giving them their tickets. palabras para formar otras nuevas.
(Recuerdo haberles dado sus entradas.)
• remember + infinitivo significa "acordarse de hacer SUFIJOS PARA FORMAR SUSTANTIVOS
algo" en el futuro. Algunos de los mas utilizados para formar sustantivos a
Remember to take a picture of the singer befare partir de verbos son -ment, -tion / -sion y -er 1-or.
you go. agree (acordar) agreement (acuerdo)
(Recuerda hacerle una fotografía al cantante antes invite (invitar) invitation (invitación)
de irte.) conclude (concluir) conclusion (co oclusión)
run (correr) runner (corredor/a)
• regret + gerundio significa "lamentar haber hecho
algo en el pasado': sail (navegar) sai/or (marinero/a)
He regrets marrying a celebrity. También se forman sustantivos añadiendo los sufij os
- ity, -ship, -ness, -ence 1-ance, -ian y -th a algunos
(Se arrepiente de haberse casado con una persona
famosa.) adj etivos, sustantivos o verbos.

• regret + infinitivo significa "lamentar lo que se va a personal (personal) personality (personalidad)

decir a continuación': friend (a migo/a) friendship (amistad)
happy (feliz) happiness (felicidad)
1 regret to te/1 you that al/ the tickets hove been so/d. obedien t (obediente) obedience (obediencia)
(Lamento decirte que se han vendido todas las annoy (molestar) annoyance (molestia)
entradas.)
music (música) musician (músico/a)
• stop + gerundio significa "dej ar un hab i to~ strong (fuerte) strength (fuerza)
Amy stopped going to fes tivals last year.
SUFIJOS PARA FORMAR ADJETIVOS
(Amy dejó de ir a festivales el año pasado.)
Los sufijos - ed e -ing se añaden a los verbos para formar
• stop + infinitivo significa "dejar de hacer algo para
adjetivos. Los adjetivos terminados en -ed expresan que
hacer otra cosa·:
la persona o cosa a la que se refiere experimenta un
Can we stop to have a coffee? efecto concreto; los terminados en -ing expresan que la
(¿Podemos parar para tomar un café?) persona o cosa causa ese efecto.
:J VERB COLLOCATIONS bore (aburrir) bored ([estar] aburrido/a)
boring ([ser] aburrido/a)
Algunos verbos van seguidos de ciertas palabras que solo
se asocian con ellos y forman expresiones denominadas amaze (sorprender) amozed ([estar] sorprendido/a)
collocations. Son muy habituales en el inglés coloquial y amozing ([ser] sorprendente)
conviene aprendérselas de memoria. Por ejemplo: Los sufij os -fui y -less se añaden a algunos sustantivos y
catch sight of(avistar, divisar) ayudan a saber el significado de los adjetivos resultantes,
catch a bus (coger un autobús) ya que -fui significa "con" y -less "sin':
catch someone's eye (llamar la atención de alguien) ca re (cuidado) carefu/ (cuidadoso/a)
take for granted (dar por sentado/a, asumir) careless (descuidado/a)
take pride in (enorgullecerse de) También se forman adjetivos añadiendo los sufijos -ous,
take by surprise (coger por sorpresa) -al, -able / -ible, -ive y -ant / -ent.
go ba/d (quedarse calvo/a) danger (peligro) dangerous (peligroso/a)
go missing (desaparecer, extraviarse) nation (nación) notional (nacional)
go mad (volverse loco/a) predict (predecir) predictable (predecible)
reverse (inverso) reversible (reversible)
attract (atraer) attroctive (atractivo/a)
resist (resistir) resistant (resistente)
confide (confiar) confident (seguro de si)

111
 2. Going Green
LOS MODALES
Modal Uses Examples
can ability Most people can do something to protect the environment.
(La mayoría de la gente puede 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.)

usos ::2 SHOULD / HAO BEITER

must have + participio FORMA
• Expresar una conclusión lógica de un hecho pasado.
Afirmativa : sujeto + had better + verbo principal en
may 1 might have + participio la forma base. Significa "Es mejor que" + un verbo en
• Hacer una suposición de un hecho pasado. presente de subjuntivo.
• Expresar la posibilidad de que algo fuera cierto. You had better (You'd better) use public transport.
cou/d have + participio (Es mejor que uses el transporte público.)
• Indicar que se pudo haber hecho algo en el pasado, Negativa: sujeto+ had better not +verbo principal en
pero que finalmente no se hizo. la forma base.
couldn't have + participio We'd better not buy thot product. lt's not
• Expresar la certeza de que algo no pudo haber environmentolly friendly.
ocurrido. (Es mejor que no compremos ese producto. No es
ecológico.)
wou/d have + participio
• Indicar que se quiso haber hecho algo en el pasado, Interrogativa: no se suele usar.
pero no se pudo debido a factores o circunstancias usos
externas.
Como ya se ha visto, should se utiliza para decir lo
should 1 ought to have + participio que se cree que se debería hacer, dar un consejo o una
• Quejarse de lo que ocurrió. recomendación. Had better (o la contracción 'd better)
• lamentarse de que no se haya cumplido lo que se es otra forma muy coloquial de expresar lo mismo.
esperaba. No obstante, had better tiene un uso distinto de should,
shouldn't have + participio ya que también se utiliza para expresar una advertencia.
• Expresar una opinión critica sobre un hecho pasado, En este caso, se suele traducir por "Será mejor que..." o
indicando que no debería haber ocurrido. "Más vale que...~
You'd better use energy-efficient /ight bu/bs!
needn't have + participio
(¡Será mejor que uses bombillas de bajo consumo!)
• Indicar que no había necesidad de hacer lo que se hizo.
You'd better not throw that in the river!
(i Más vale que no tires eso al río!)

114
 Grammar Appendix

3. Online World
LA VOZ PASIVA

Tense Active Passive

Present Simple Amazon selis books online. Books are sold online by Amazon.

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.
'---

The technician the computer.

FORMA (subject)
has fixed
(abject)
Afirmativa: sujeto+ to be + participio del verbo
principal.
Negativa : suj eto + to be + not (o n't) + participio del
· --==-~
The camputer has been fixed
---.
by the technicion.
(subject) {object)
verbo principal.
Si la frase lleva un modal, un verbo en Future Simple o (El ordenador ha sido arreglado por el técnico.)
un tiempo compuesto, se añade not (o n't ) al modal, a • Se pone como sujeto el primer complemento que haya
will o a have 1has.
detrás del verbo en activa, ya sea directo o indirecto.
The computer must n't be restarted yet. We wi/1 give a computer to Paul.
(El ordenador no se debe reiniciar todavía.)
A computer wi/1 be given to Paul.
Interrogativa: to be+ sujeto+ participio del verbo (Se le dará un ordenador a Paul.)
principal. Cuando hay dos complementos, lo más frecuente en
Si en la pregunta hay un modal, un verbo en Future Simple inglés es poner el complemento indirecto como sujeto.
o un tiempo compuesto, la frase pasiva comienza con el Pau/ will be given a computer.
modal o el verbo auxiliar, igual que en la voz activa.
Si el complemento indirecto es un pronombre objeto,
Has the new video game o/reody been .Jaunched?
se cambia a la forma de pronombre sujeto.
(¿Se ha lanzado ya el nuevo videojuego?)
We wi/1 give him a computer.
En las preguntas que llevan partícula interrogativa He will be given a computer.
también se invierte el orden del verbo auxiliar y del
sujeto, menos cuando la partícula hace de sujeto. • Se pone el verbo to be en el mismo tiempo que tenía
el verbo principal en la voz activa, y el verbo principal
Where- wi/1 the new progrom be purchased?
en participio.
(¿Dónde se comprará el nuevo programa?)
She is deleting my files.
Who will be chosen os prime minister? My files are being deleted
(¿Quién será elegido pri mer ministro?) (Mis archivos están siendo borrados.)
::l CÓMO PASAR UNA ORACIÓN A PASIVA Los modales y be going to no cambian, pues es el
Antes de saber cuáles son los pasos que hay que seguir verbo que los sigue el que se pone en pasiva.
para pasar una oración de activa a pasiva, es importante The teachercan use tutorials.
recordar que la pasiva es más frecuente en inglés que en Tutorials can be used by the teacher.
castellano, por lo que se suele traducir el verbo en activa (Los tutoriales pueden ser utilizados por el profesor.)
o en la forma impersonal. El esquema que se puede ver a • Se coloca el sujeto de la activa al final. precedido
continuación explica cómo se pasa una oración de forma de by. Hay que cambiarl o por su correspondiente
activa a pasiva. pronombre objeto si es uno personal.

[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.

1 CAMBIOS EN OTRAS PALABRAS Y EXPRESIONES

Direct Speech Direct Spcech Reponed Speech
can could now then ------------------------~
may might today that day
must 1 have to must 1 had t o tonight that night
will would yesterday the previous day 1the day befare
last week the previous week 1the week before
a month ago the previous month 1the month befare
tomorrow j the following day 1the day after 1the next day
next week the following week 1the week after
here there
..__
this / these that 1t hose
----------------------~

]16
 Grammar Appendix

El estilo indirecto se utiliza para contar lo que alguien ha REPORTEO ORDERS

dicho sin citar exactamente sus palabras. Para pasar una orden a estilo indirecto, se cambia el
REPORTEO STATEMENTS imperativo por un infinitivo. Antes del infinitivo, se debe
usar un verbo que exprese mandato, como tell u order,
Se puede contar en presente lo que alguien acaba de seguido del complemento indirecto. También se pueden
decir, para lo cual basta con suprimir las comillas y usar los verbos ask o beg para expresar peticiones, invite
cambiar el pronombre sujeto y la persona del verbo. para hacer una invitación o warn para advertir a alguien
"/ am hungry." de algo.
She says that she is hungry. "Stop staring at me," the mother told her son.
(Dice que tiene hambre.) The mother ordered her son to stop staring at her.
Pero lo normal es que el verbo que introduce la subordinada (la madre le ordenó a su hijo que dejara de mirarla
en estilo indirecto (normalmente say o t ell) vaya en pasado. fijamente.)
Entonces, el cambio más importante es que el verbo de la Cuando se trata de una oración negativa, se pone not
subordinada da un salto atrás (de Present Simple a Post
delante de t o.
Simple, de este a Post Perfect Simple, etc.).
"Don't te// anybody," she begged us.
Además de suprimir las comillas y cambiar los tiempos She begged us not to tell anybody.
verbales, también hay que hacer algunos cambios en los (Nos suplicó que no se lo dijéramos a nadie.}
pronombres y en las expresiones de tiempo y lugar.
los verbos más comunes para introducir el estilo REPORTEO SUGGESTIONS
indirecto son say y tell. Tell siempre lleva un Primero se pone el sujeto y suggest o recommend en
complemento indirecto sin la preposición to. Say puede pasado y, a continuación, se dice lo que se sugiere. las
llevar complemento indirecto o no, pero si lo lleva sugerencias se pasan al estilo indirecto de dos formas:
debe ir con esa preposición. la oración subordinada va • Usando una oración de complemento directo
introducidla por la conjunción that, aunque en inglés introducida por that y se.guida del sujeto y el verbo en
hablado se suele omitir. la forma base. En este caso, la sugerencia se refiere a
..The sme/1 is strong, but pleasant," he said. otra u otras personas.
He told us (that} the sme/1 was strong, but pleasant. "Take the shortcut." he recommended.
He said {that) the sme/1 was strong, but pleasant. He recommended that we take the shortcut.
He said to us (that) the sme/1 was strong, but pleasant. (El recomendó que cogiéramos el atajo.}
(Nos dijo que el olor era fuerte, pero agradable.) • Usando el gerundio, sin especificar ningún sujeto, ya
Cuando la frase enuncia u na verdad general, no hay que la persona que hace la sugerencia se incluye en
cambio en los tiempos verbales. ella.
"Smells trigger memories," he so id. "Let's moke chocolate biscuits!" she suggested.
He said that smells trigger memories. She suggested making chocolate biscutts.
(Dijo que los olores evocan recuerdos.) (Ella sugirió hacer galletas de chocolate.}
REPORTEO QUESTIONS
~ REPORTING VERBS
Hay dos tipos de preguntas en inglés:
los verbos más utilizados para introducir el estilo
• Las Yes 1No questions son las que se pueden indirecto son say, tell y ask, que transmiten el mensaje
contestar con un "si" o un "no". Para ponerlas en estilo sin añadir más información. Pero si se quiere comunicar
indirecto, se emplea el verbo ask y, a continuación, la intención del hablante o el tono que usó, hay otros
if o whether. Como la pregunta deja de serlo y se muchos reporting verbs:
convierte en una frase afirmativa, no hay inversión
• Afirmaciones: admit, agree, announce, answer,
sujeto-verbo, ni signo de interrogación, y tampoco
apologise, boast, claim, complain, declare, deny,
comillas. •
explain, inform, insist, mention, offer, promise,
"Do you like chocolate?" they asked the girl. refuse, remind, reply, state
They asked the girl if1 whether she liked chocolate.
• Preguntas: enquire, request. want to know, wonder
(le preguntaron a la niña si le gustaba el chocolate.)
• Órdenes: demand, order, shout, warn
• las Wh- questions son las que comienzan con una
partícula interrogativa (what, who, where, when, why, • Súplicas: beg
whose, how, etc.). Al pasarlas al esti lo indirecto, se • Sugerencias: advise, invite, recommend , suggest
pone dicha partlcula +sujeto+ verbo, y se prescinde Algunos de estos verbos pueden ir seguidos de infin~tivo
del signo de interrogación y de las comillas. o gerundio, aunque también es posible usarlos segu1dos
"Whot is your favourite flavour?" Fronk osked. de la subordinada.
Frank asked what my favourite flavour was. • Infinitivo: promise, agree, refuse, advise, remind, etc.
(Frank preguntó cuál era mi sabor preferido.) Emma promised to cook a mouth-watering stew.
(Emma prometió cocinar un estofado que hace la boca
agua.)
• Gerundio: deny, admit, etc.
She admitted having a weakness for chocolate.
(Admitió tener debilidad por el chocolate.}

117
 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.)

+ Indica usos adiciona les a los presentados en las tablas.

118
 Grammar Appendix

6. A Good Buy
LAS ORACIONES CONDICIONALES

Conditional clause Result clause l Examples

FIRST CONDITIONAL
Future Simple lfyou do the shopping here, you'll get greot discounts.
if (Si haces las compras aquí, obtendrás muy buenos descuentos.)
+ Present Simple lmperative Ask for the receipt ifyou want to be ab/e to return the camera.
unless (Pide el recibo si quieres poder devolver la cámara.)
Modal + base form lf you buy a new house, you can rent out the old one.
(Si compras una casa nueva, puedes alquilar la vieja.)

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.)

LAS ORACIONES DESIDERATIVAS

Form Uses Examples

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.

1. Listen to the words below, paying attention

to the vowel sounds in colour. Then listen
again and repeat.
1. /ao/ south; down
Unit 6
2. Ir~/ w eird; deer DIFFICULT CONSONANT SOUNDS
3. /e";,>/ stare; chair
4. /o"d/ tour; cure 1. Listen and choose the correct phonetic symbol
that you hear at the beginning of each word.

2. Look at the sentences below. Write the 1. J1 tf 4. e1 o

phonetic symbol for each vowel sound in 2. V / b 5 · d3 / tf
colour. Then listen and repeat. 3. r 1 w 6. j 1 h
1. This beer is dark brown.
2. There's a mouth-watering smell in t he air.
TRIPHTHONGS
3. Don't stare at that poor man.
2. Listen to the words below, paying attention
PHRASAL VERBS - STRESS to the vowel sounds in colour. Then listen
again and repeat.

3. Listen and repeat.

1. / ai;,/ bonf ire

1. set off 3. start out 2. / au;,/ tower

2. start over 4. bring back 3. / er;,/ player

3. Listen and choose the word you hear.

When we pronounce phrasal verbs, 1. f lour 1 f lier
we usual ly stress the second word (t he particle).
2. layer 1 lower
3. power 1 pyre

Unit 5
THE LETTER 'o'

1. Listen and repeat.

/ o/ /A/ / ";,>o/ /u:/ / ;;,/

nod somet hing open lose opinion

2. Complete the table above with the following

words. Then listen and check your answers.
overheard • construction • brot her • odour
who • crops • onion • lottery
to • impolite
122
GLOSSARY bring up / bn!J 'Ap/ criar(se); plantear, sacar a colación
brother-in-law / 'brAO;)mb:/ cuñado
burglar / 'bJ:gl;:,f Iadrón/ana
bury / 'beri/ enterrar (- oneself in: enfrascarse en,
A ensimismarse con)
a breath of fresh air /;) bree ;)v fref 'e;)/ ~n sop·l~ de
aire fresco
a drop in the ocean / ;) drop m o~ ·~Jn/ una gota en
e
carbon dioxide / ka:b;}(.)n da•'oksa•d/ dióxido de
el océano carbono
access (n) / 'rek es/ acceso carbon footprint / ka:b;:¡un 'futpnnt/ huella de
access (v) / 'rekses/ acceder carbono
carry / 'kreri/ tener (en stock); vender
accomplish / ;)'kArnphJ/ lograr, llevar a cabo
catch a bus / kretJ ;) 'bAs/ coger un autobús
accurate / 'rekj;;,r;;>t/ exacto/a, preciso/a
catch a cold / kretJ o 'k<>uld 1 coger un resfriado,
accuse of / <>'kju:z <>v/ acusar de
resfriarse
affairs /:>'fen/ asuntos catch fire / kretJ 'faro/ prenderse fuego, incendiarse
affluent /'re flu<>nt/ adinerado/a, rico/a catch one's breath / kre tJ wAnz 'bre9/ recobrar el
afford / <>'f:>:d / permitirse aliento
(be) all the rage / (bi:) :>:1 o<> 'r e1d3/ ser el último grito, catch sight of / kretJ 'sa•t ;)v/ avistar, divisar. ver
causar furor catch someone's eye / kretJ SAmwAnz 'a•/ llamar la
amazement / ;)'melZin;)nt/ asombro, sorpresa atención de alguien
amount j ;)'maunt/ cantidad charge a laptop / tfa:d3;) 'lreptop/ cargar un
appearance ¡ ;;,'p¡;)r;)ns/ aparición; aspecto ordenador portátil
charge a mobile phone / da:d3;) m;}(.)barl ·r~n/
apply for j ;:¡'pla• f<>/ solicitar, pedir
cargar un teléfono móvil
apply to j ;)'pla• t-;,/ echar una solicitud, solicitar
chase / tJers/ perseguir
approach ¡ -;,'pr;}(.)d/ hablar con, dirigirse a; acercarse a
cheer / tJ•::~/ aclamar, vitorear
arrive at j ;:¡'•-a•v ;)t/ llegar a
close-up / 'kJ;:¡u Ap/ (en) primer plano
arrive in / o'ra~v m/ llegar a
come round / kAm 'raund/ pasar, acercarse
autograph / ':>:l<>grref/ autógrafo
cometo / 'kAm t<l/ ascender a, sumar
available / <l'veJI;)bl/ disponible
common sense / kom;)n 'sens/ sentido común
avoid / :>'v:>•d/ evitar. eludir
complain about / kom'plem <>baut/ quejarse de,
awful / ':>:fl/ horrible, terrible
reclamar por
complain of / kom'plem ;:¡vf quejarse de
B consist of / k;:m 'srst 'dv/ constar de, consistir en
balance /'brelons/ mantener el equilibrio construct / k<>n 'strAkt/ construir
ban / bren/ prohibir construction f k;:,n'strAkJn/ construcción
bargain / 'ba:g<>n/ ganga constructive / k;:,n 'strA kuv1 constructivo/a
belly / 'beli/ barriga consumerism / k<> n'sju:m<>nz::~m/ consumismo
belongings / b•'lo!JqJz/ pertenencias contractor / k;;>n'trrekt<l/ contratista
benefit / 'bemfn/ beneficio, ventaja controversia! / kontr;;>'v:J:JI/ controvertido/a, polémico/a
bitter / 'b•t;;>/ amargo/a cousin / 'kAzn/ primo/a
bleak / bli:k/ crudo/a, deprimente crash / krreJ/ bloquearse, colgarse (un ordenador)
blur / biJ:/ desdibujar. hacer borroso/a crawl / kr:>:l/ gatear; avanzar lentamente
bodyguard / 'bodiga:d/ guardaespaldas creak / kri:k/ crujir
bond / bond/ lazo, vínculo crew / kru:/ equipo, cuadrilla
bonfire / 'bonfaJ<>/ hoguera crop / krop/ cultivo, cosecha
bottle / t<l 'botl/ embotellar crowd / kraud/ muchedumbre, multitud
brand / bn:cnd/ marca currently / 'kAr<lntli/ actualmente, en la actualidad
break down / b•·e•k 'daun / estropearse, averiarse; cut down / kAt 'daun/ reducir. recortar
echarse a llorar; descomponerse
break up / bre•k 'Ap/ separarse, romper
bright / braJt/ vivo/a
D
deafening / 'dcfn•!J/ ensordecedor/a
bring along / brr!J :>'lo!)/ traerse. traer consigo; llevarse.
llevar consigo debris / 'dcbri:/ restos
bring back / bn!J 'brek/ traer a la memoria, recordar debt 1 det/ deuda
e Glossary
delete 1 d1'li:t/ borrar, eliminar file / fad/ archivo
delightful 1dt'lruúl/ encantador/a firm / f::l:m/ compañía, firma
deny / d1'na1/ negar f lavour / 'flerv;>/ sabor
depend on 1di'pend on/ depender de; contar con flee / fli:/ huir, fugarse
destroy 1 di'str:>I/ destruir fleet / fli:t/ flota 1
device 1di'VaJs/ dispositivo, aparato flush / flAJ/ tirar de la cadena
devote 1 d¡'v:x.>t/ dedicar(se) folder / 'f:x.>ld;>/ carpeta
die of / 'da1 ;>v/ morir de fool / fu:l/ engañar
di m 1 drm/ atenuarse, apagarse forester / 'fonst;:¡/ guardabosques
discount /'d1skaunt/ descuento, rebaja forward an attachment/f:>:w;:¡d ten ;:¡'ttetfm;>nt/
disgraceful / dts'gre1sfl/ vergonzoso/a (re)enviar un documento adjunto
forward an emai l/f:>:w;:¡d ten 'i:mell/ (re)enviar un
disgusting 1dts'gASti!J/ desagradable
correo electrónico
do business with / du: 'b1zn;:¡s wro/ hacer negocios 1
free of charge / fri: ;>v 'tfo:d3/ gratis, gratuito/a
negociar con
do more harm than good / du: m::>: 'ha:m o;}n gud/ free trial / fri: 'trai;>I/ muestra gratuita
ser peor el remedio que la enfermedad frustrate /frA'streit/ frustrar(se)
do one's best / du: wAnz 'bcst/ hacer todo lo posible frustrated / frA'stJ·eitJd/ frustrado/a
do one's duty / du: wAnz 'dju:ti/ cumplir con el deber frustrating / fr,..'strei ti!J/ frustrante
do someone a favour / du: sAmwAn ;:¡ 'feiV'd/ hacer un frustration / frútredn / frustración
favor a alguien
fuel / 'fju:;>l/ combustible
do the shopping 1 du: o;> 'Jopi!J/ hacer la compra
full-length film / fulle!Je 'film/ largometraje
down to earth / daun t;) ':xe; práctico/a, realista, con
los pies en la tierra
download a film / daun'l:x.>d ;:¡ film/ descargar(se) una
G
película gadget / 'ga:d31t/ artilugio, chisme, aparato
download a song / daun'l:x.>d ri SD!J/ descargar(se) una gear 1 g¡;:¡f equipo; ropa
canción get along 1get ;:¡'l o!)/ llevarse bien
drive / draiV/ empuje, dinamismo get rid of 1 get 'nd ov1 librarse 1 deshacerse de
get to / 'get tu:/ tener la oportunidad de
E give out / giV 'aut/ agotarse. acabarse; repartir, distribuir
emit / i'mn/ emitir, despedir go abroad / g;>u ;:¡'bn:d/ irse al extranjero
endless / 'endl'ds/ infinito/a go bald j g;:¡u 'b:>:ld/ quedarse calvo/a
engaged / m'ge1d3d/ prometido/a go blind 1g;:¡u 'blrund/ quedarse ciego/a
enter your age / 'cnt4 j:>: erd3/ introducir tu edad go in one ear and out the other 1 g;>u m wAn r;:¡ ;:¡nd
enter your password 1ent::> j::>: 'pa:swJ:d/ introducir tu auto;:¡ 'Ao::>/ entrar por un oído y salir por el otro
contraseña go mad 1g;:¡u 'ma:d/ volverse loco/a
entertainment 1 ent;>'temrn::>nt/ entretenimiento,
go missing f g;:,u 'mrSI!J/ desaparecer, extraviarse
espectáculo
environmentalist / mvaJr;>n'ment;>hst/ ecologista go out of business 1g;:¡u aut ov 'bnn::>s/ quebrar
environmentally friendly / mvair'dnment;>li 'frendli/ go strong / g;>u 'strou/ ir viento en popa, marchar bien
ecológico/a, respetuoso/a con el medio ambiente go wild / g;>u 'waJld/ enloquecer, ponerse como loco/a;
envision / m'VI3n/ prever. imaginarse desmadrarse
eventually / I'vent}u;:¡Jij finalmente, al final goal 1 g;)()l/ meta, objetivo
exchange /Iks't.fernd3/ (inter)cambiar goog le / 'gu:gl/ buscar en Google
excited 11k'saltld/ entusiasmado/a grateful /'gre1tfl/ agradecido/a
exhibit / Ig'zibit/ exposición great-grandfather 1grert'gra:nfa:o;}/ bisabuelo
greenhouse effect / 'gri:nhaus rfekt/ efecto
expose / Ik'sp;)Oz/ exponer, poner al descubierto
invernadero
greenhouse gas / gri:nhaus 'ga:s/ gas invernadero
F grow apatt / gr;)O ;:¡'pa:t/ distanciarse
faint / femt/ débil, apenas perceptible grow out of / gr:x.> 'aut ov/ quedarse pequeño/a
fake / feik/ fingir
fashionable / 'f<dn'dbl/ a la moda, elegante H
fence / fens/ valla, cerca halfway / ha:fwe1/ a medio camino
fiancée / fi'onsei / prometida harmful / 'ha:mfl/ pernicioso/a, dañino/a
fight back / fan 'ba:k/ defenderse, contraatacar harmless / 'ha:m l:>s/ inofensivo/a
 Glossary

hassle / 'hresl/ fastidio, molestia make a mistake / merk ,) mt'steJk/ equivocarse

hear about / 'ht3 ;;¡baut/ enterarse de make a mountain out of a molehill / metk 3
hear from / 'ht;;> fr;;¡m j saber 1 tener noticias de 'maunt3n aut ov ;;¡ m3Ulhtl/ hacer una montaña de un
hear of / 'ht3 ov/ oír hablar 1 saber de grano de arena
make a statement / metk ;> 'stettm3nt/ prestar 1 hacer
heiress / 'c;>res/ heredera
una declaración
make an effort / metk :>n 'ef:;¡t/ hacer un esfuerzo
1 make an excuse / metk an tk'skju:s/ dar 1 poner una
idol / 'atdl/ ídolo excusa, buscar un pretexto
impressive / tm'presrv/ impresionante make friends / metk 'frendz/ hacer amigos/as
(be) in the spotlight / (bi:) m o;;, 'spotla•t/ estar en el make (one's) way / metk wAnz 'wet/ abrirse camino
punto de mira, ser el centro de atención
make waves / metk 'wetn / agitar las aguas, crear
infatuation 1 mfa:du'etfn/ encaprichamiento
problemas
ingest / m'd3est/ ingerir
manage / 'mremd3/ dirigir, gestionar
inhabit / m'h:ebtt/ habitar. vivir en
manageable / 'ma:n1d3<~1JI / controlable, manejable
inherit / nt'hent/ heredar
management j'mrentd3m:;¡nt/ dirección, gestión
insist on / tn'stst on/ insistir en
manager / 'mremd33/ director/a, gerente
instant /'mst;>nt/ instantáneo/a, inmediato/a
marriage / 'mrend3/ matrimonio
interest (n) / 'mu-;}st/ interés
married / 'mrerid/ casado/a
interest (v) 1 'm tr;;>st/ interesar(se)
marry / 'mreri/ casar(se)
interested / 'tntr;;¡sud/ interesado/a
marvellous / 'ma:V3l3s/ maravilloso/a
interesting /'mtrdsun/ interesante mass media / mres 'mi:dt3/ medios de comunicación de
masas
J
................................ ............................................................................ measurement / 'me3;;¡m;;¡nt/ medida
jealous / 'd3el;;,s/ celoso/a merchandise / 'mnf:;¡ndals/ mercancía(s)
jellyfish / 'd3eliftf/ medusa miserable / 'mtzrdbl/ triste, infeliz
monk seal / 'mA!Jk si:l/ foca monje
K. .. . . . . . . . . . . .. . . . . .... . . . . . . . . .... ... . . . . . . . . . . . . . . . . . . . mood j mu:d/ humor (be in the- for: tener ganas de)
mouth-watering /'mauew:>:mu/ delicioso/a, que hace
keep in touch / ki:p m 'tAd/ mantener el contacto
la boca agua

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

overjoyed /~uv~'d3:)(d/ contentísimo/a, lleno/a de alegría Q

overpriced / ~v~'praist/ excesivamente caro/a quarrel / 'kwor;>l/ reñir, pelearse
overwhelmed j ;x;~'welmd/ abrumado/a
R
raise / rciZ/ criar
pale / peii/ claro/a, pálido/a raw material / r::>: m;:>'u;:¡ri;:¡l/ materia prima
passer-by / po:s;>'ba•/ transeúnte ready-made / 'rcdimcid/ precocinado/a, preparado/a
password / 'po:S\\':J:d/ contraseña realm / rclm/ reino, dominio, esfera
pastime / 'po:staJm/ pasatiempo receipt / n 'si:L/ recibo
pattern / 'pre tn / dibujo, diseño referee / rcf~' ri:/ árbitro/a
paya debt / pe• ;> 'det/ pagar una deuda refund / 'ri:fAnd/ reembolso, devolución
paya fortune / pe• ;> 'f:xtfu:n/ pagar una fortuna relative / 'rcl;>tiv/ pariente, familiar
pay attention / pe1 ;>'tenfn / prestar atención rely on / n 'la• on/ confiar en; depender de; contar con
pay someone a compliment / pet sAmwAn <> remain / n'mcm/ seguir siendo; quedarse, permanecer
'komp llm ~n l/ hacer un cumplido a alguien
rem ind about / n'mamd ;:¡baut/ recordar
pay someone a visit / pe• sAmwAn <> 'vmt/ ir a ver 1
remind of / n 'mamd -:Jv/ recordar
hacer una visita a alguien
pay the bilis / pe1 o::> 'b1lz/ pagar las facturas /los recibos remove / n'mu:v/ quitar, borrar. eliminar
pay the price / pCI O~ 'praiS/ cargar COn/ pagar las renewable energy / nnju:;:¡bl 'en;>d3i! energía(s)
consecuencias renovable(s)
performance / pd'f::>:mdns/ actuación, interpretación restart / 'ri: to:l/ reiniciar

performer / p;>'f::>:m::>/ actor, actriz; intérprete retort / n't:>:t/ replicar

pick out / p•k 'aut/ elegir, escoger rhythm / 'noam/ ritmo
pick up / p1k 'Ap/ aprender. adquirir; recoger; mejorar. road safety / 'r;>Ud se1fti/ seguridad vial
reponerse role model / 'f;)ul modl/ modelo de conducta
pickles / 'p•klz/ encurtidos rough / rA f/ áspero/a, basto/a
pleasant / 'plcznt/ agradable
pole / p;x;l/ poste, mástil; pértiga S
politician / pol;>'ufn/ político/a savoury / 'sciv::>ri/ sabroso/a; salado/a
pollution / p;>'lu:fn/ contaminación. polución scent / scnt/ fragancia, aroma
popularity / popju'lrer::>ú/ popularidad search for / 's:rtf f;>/ buscar
portable /'p::>:tdbl/ portátil see eye to eye / si: a• t;> 'a1/ estar de acuerdo
post a message / p~st :> 'mes•d3/ publicar 1 pastear un self-centred 1 selfscn t;>d/ egocéntrico/a
mensaje self-confidence /selfkonfid.,ns/ confianza en sí
post information / p~st mf::>'me•fn/ publicar 1 pastear mismo/a
información self-esteem / sclf•'sú:m/ autoestima
prefer 1pn'fJ:/ preferir sensation 1sen 'sedn/ sensación
preferable / 'prefr:>bl/ preferible sense / scns/ sentir
preference / 'prefr;>ns/ preferencia sensible / 'sens;,bl/ sensato/a, prudente
pregnant / 'prcgn;:>nt/ embarazada sensitive / 'sens;>Uv/ sensible
pressing / 'presq:¡/ urgente set back 1sct 'brek/ retrasar
pressure / 'pref;>/ presión set off / set 'of/ provocar, desencadenar
prevent / pn'vent/ prevenir; evitar, impedir set up 1 et '"p/ crear; fundar
price-conscious / 'pra•skonf;:>s/ consciente de 1 settle for / 'setJ f;,/ conformarse con
preocupado/a por los precios shop around ; Jop ::>'raund/ ir de tienda en tienda
price tag / 'pra1s treg/ etiqueta (del precio) comparando precios
publ icity / pAb'hs;:>ti/ publicidad shopkeeper ¡ ·Jopki:p;,/ tendero/a, comerciante
pump / pAmp/ bombear short cut !'fn kAL/ atajo
purchase (n) / 'p3:tf::>s/ compra, adquisición shove / JAv/ empujón
purchase (v) / 'p3:tf;:>s/ comprar, adquirir shred / Jred/ pizca
pursue / p.,'sju:/ perseguir shuffle /'JAO/ arrastrar los pies (al andar)
push around / puf d'raund/ intimidar sibling / 's•bhn/ hermano/a
pyre /'pa•<>/ hoguera, pira single /'sqJII soltero/a
 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

be / bi:/ was 1 w ere / woz/ w:r./ been / bi:n/ ser, estar

beat / bi1/ beat / bi1:/ beaten / 'bi:tn/ golpear
become/ b1'kAm/ became / bl'ke.tm/ become / b!'kAm/ llegar a ser
begin / b1'gm/ began / b1'gam/ begun / b1'gAn/ empezar
bend / bend/ bent / bent/ bent / bent/ doblar(se)
bet / bet/ bet / bet/ bet / bet/ apostar
bite / ban/ bit / bit/ bitten /'blln/ morder
bleed / bli:d/ bled / bled/ bled / bled/ sangrar
blow / bl<>u/ blew / blu:/ blow n / bl<>un/ soplar
break / bre1k/ broke / br;>uk/ broke n /'br<>ukn/ romper
bring / brr!J/ brought / br:>:t/ brought / br:>:t/ traer
build / blld/ built / b1lt/ built / bllt/ construir
burn / b:w / burnt 1 burned / b:mt/ b:r.nd/ burnt 1 burned / b:mt/b:wd/ quemar
burst / b:m / burst / b:J:st/ burst / b:~:st/ reventar, estallar
buy / ba1/ bought / b::>:t/ bought / b:>:t/ comprar
catch / ka!tJ/ caught / k:>:t/ caught / k:>:t/ coger, atrapar
choose / tJu:z/ chose / tJ<>uz/ chosen /'tf;>uzn/ elegir
come / kAm/ carne / ke1m/ come / kArn/ venir
cost / kost/ cost / kost/ cost / kost/ costar
cut / kAt/ cut / kAt/ cut / kAt/ cortar
deal / di:!/ dealt / delt/ dealt / delt/ comerciar, tratar
dig / drg/ dug / dAg/ dug / dAg/ cavar
do / du:/ did / drd/ done / dAn/ hacer
draw / dr:>:/ drew / dru:/ drawn / dr:>:n/ dibujar
dream / dri:m/ dreamt 1 dreamed dreamt 1 dreamed soñar
1dremt/ dri:md/ 1dreml/dri:md/
drink / drr!Jk/ drank / dnegk/ drunk / drA!Jk/ beber
drive / drarv/ drove / drduv/ driven /'dnvn/ conducir
eat / i:t/ ate / en/ eaten /'i:tn/ comer
fall / bl/ fell / fe!/ fallen / 'f:>:ln/ caer(se)
feed / fi:d/ fed / fed/ fed / fed/ alimentar
feel / fi:l/ felt / felt/ felt / felt/ sentir(se)
fight / fart/ fought / b:t/ fought / f:>:t/ luchar
find / famd/ found / faund/ found / faund/ encontrar
fly / flar / flew / flu:/ flown / fl<>un/ volar
forget / fo'get/ forgot / f<>'got/ forgotten / f<>'gotn/ olvidar
forgive / f:>'grv/ forgave / f<>'gerv/ forgiven /f<>'grvn/ perdonar
freeze / fri:z/ froze / fr<>uz/ frozen / 'fr<>uzn/ congelar(se)
get / gel/ got / got/ got / got/ conseguir; llegar
give / grv/ gave / geiv/ given / 'grvn/ dar
go / g3U/ went / went/ gone / gon/ rr
grow / gr3U/ grew / gru:/ grown / gr3Un/ crecer; cultivar
hang / ha:!J/ hung 1 hanged / hA!J/ ha:!Jd/ hung 1 hanged / hA!J/ ha:!Jd/ colgar
have / ha:v/ had / ha:d/ had / ha:d/ tener; haber
hear / hr<>/ heard / h:r.d/ heard / h:r.d/ oír
hide / ha1d/ hid / hld/ hidden /'ludn/ esconder(se)
hit / hll/ ~hit / hit/ hit / hll/ golpear, pegar
hold / h3Uid/ held / held/ held / held/ sujetar
hurt / h:J:t/ hurt / h:r.t/ hurt / h:J:t/ herir, hacer daño
keep / ki:p/ kept / kept/ kept / kept/ guardar, mantener
know / n3U/ knew / nju:/ known / noon/ saber, conocer
lay / ler/ laid / le1d/ laid / lcrd/ poner, extender
lead / li:d/ led / led/ led / led/ guiar. conducir
learn / b:n/ learnt /learned / b:nt/b:nd/ learnt 1 learned / b:nt/ hnd/ aprender
leave / li:v/ left / left/ left / left/ dejar; irse, salir
lend / lcnd/ lent / lent/ lent / lent/ prestar
let / lel/ let / let/ let / let/ permitir, dejar
lie / la1/ lay / let/ lain / lem/ tumbarse, echarse

~
 1.

líe / la1/ (regular verb) lied / la1d/ lied / la1d/ mentir

light / lan/ lit / In/ lit / ht/ encender
lose / lu:z/ lost / lost/ lost / lost/ perder
make / mc1k/ made / meid/ made / meid/ hacer, fabricar
mean / mi:n/ meant / ment/ meant / ment/ significar, querer decir
meet / mi:t/ met / met/ met / mct/ conocer a; reunirse con
pay / pea/ paid / pe~d/ paid / pead/ pagar
put / put/ put / put/ put / put/ poner
read / ri:d/ read / red/ read / red/ leer
ride / raJd/ rode / r::¡ud/ ridden / 'ndn/ montar
ring / nn/ rang / ra:n/ rung / rA!J/ llamar (por teléfono)
rise / ratz/ rose 1r::Juz/ risen / 'nzn/ elevarse, alzarse
run / rAn/ ran / rren/ run /rAn/ correr
say / sea/ said /sed/ said / sed/ decir
see / si:/ saw / s:>:/ seen / si:n/ ver
sell / sel/ sold /s;)uld/ sold /sauld/ vender
send / send/ sent / senr/ sent / sent/ enviar
set / set/ set / set/ set / set/ colocar
sew / S';JI.J/ sewed / s;)(Jd/ sewn / sd<Jn/ coser
shake / Ieak/ shook ; Juk/ shaken /'fcakn/ agitar
shine /Iaan/ shone / Ion/ shone / Ion/ brillar
shoot / Iu:t/ shot / Iot/ shot ; Iot/ disparar
show / Jd<J/ showed / I::Jud/ shown / I:Jun/ mostrar
shut /IAt/ shut / IAt/ shut / IAt/ cerrar
sing / SI!J/ sang / sa:n/ sung /SA!J/ cantar
sink / sank/ sank / sa:nk/ sunk / SA!Jk/ hundirse
sit / Sit/ sat / sa:t/ sat / sa:t/ sentarse
sleep / sli:p/ slept / slept/ slept / slept/ dormir(se)
smell / smel/ smelt 1 smelled smelt 1 smelled oler
1smelt/ smeld/ / smelt/ smeld¡
speak / spi:k/ spoke / spauk/ spoken / 'sp:>Ukn/ hablar
spell / spel/ spelt 1 spelled spelt 1 spelled deletrear
/ spelt/speld/ /spelt/speld/
spend / spcnd/ spent / spent/ spent /spent/ gastar; pasar (tiempo)
spill / sp11/ spilt 1 spilled spilt 1 spilled derramar(se)
/ spllt/ spild/ / spdt/ splld/
spoil / sp:>al/ spoilt 1 spoiled spoilt 1 spoiled arruinar, estropear
/ sp:>Jlt/ sp:>Ild/ 1sp:>Ilt/ sp:>Ild/
spread / spred/ spread / spred/ spread / spred/ untar; difundir(se)
spring / spn!J/ sprang / spra:!J/ sprung / sprA!J/ saltar
stand / sta:nd/ stood 1stud/ stood / stud/ estar de pie
steal / sti:l/ stole / st:Jul/ stolen /'st:Juln/ robar
stick / suk/ stuck 1stAk/ stuck / stAk/ pegar
sting / sti!J/ stung / stA!J/ stung / StA!J/ picar (un insecto)
swear / swea/ swore 1sw:x/ sworn / svr.r.n/ jurar
sweep / swi:p/ swept / swept/ swept / swept/ barrer
swim / swnn/ swam / swa:m/ swum / swAm/ nadar
take / teak/ took / tuk/ taken / 'teakn/ coger, llevar
teach / ti:ti/ taught / t:Y.t/ taught / t:>:t/ enseñar
tear / te;;,/ tore / t:>:/ torn / t:>:n/ romper, desgarrar
tell / tel/ told / tauld/ told / t:Juld/ decir, contar
think / flqJk/ thought / On/ thought / fl:>:t/ pensar
throw / 9r;)I.J/ threw /Oru:/ thrown / 9rd<Jn/ arrojar, tirar
understand 1Ande'st.a:nd/ understood 1Ande'stud/ understood 1Ande'stud/ comprender, entender
wake up / 'weak Ap/ woke up /'wauk Ap/ woken up / 'waukn Ap/ despertar(se)
wear / wea/ wore / w:>:/ worn / vo:n/ llevar puesto, ponerse
win / wm/ won / wAn/ won / wAn/ ganar
write 1 raH/ wrote / f;)ut/ written / 'mn/ escribir

E
REVIEW OF READING STRATEGIES
Using a variety of 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.

GUESSING THE MEANING OF WORDS

When you don't know the meaning of a word, try to guess. First, try
to identify t he part of speech by looking at the word's place in the
sentence and its ending. Then look for other words in the sentence
which might give you clues to the meaning.

UNDERSTANDING REFERENCE
Texts often contain pronouns and possessive adjectives which refer to
something or someone that has already been mentioned in the text.
When reading, it's important to understand who or what these words
refer to. The answer can usually be found in the first part of the
sentence or in the previous sentence.

MAKING INFERENCES
Making inferences (or reading between the lines) helps you
understand things that aren't actually written in the text. By looking
for certain hints in the text, such as the way a person reacts or says
something, you can draw your own conclusions.

IDENTIFYING THE AUTHOR'S PURPOSE

Texts are usually written for one of four purposes: to describe
(descriptions of places or people), to entertain (narrat ives), to explain
(instructions or informative texts) or to persuade (opinion essays ·
or for and against essays). Knowing the author's purpose can help you
understand t he text.
WRITING GUIDE
The Writing Process
STEP 1: BRAINSTORM FOR IDEAS
íOPIG: Liví113 Ívt- ti-te. UJ1ire of towl't-
• Write down all the ideas you can think of.
• Don't worry about whether the idea is relevant. @ Yov.. Live Ívt- e>~ sWU~ller fott - yov.. 1-u;{ve less
• Don't worry about grammar or spelling. room.
• You can write in your own language. b'~~~·!9
• t•t:
• ~te
~
ee»ttr e OJr tovvv¡; w
•
Pt:Ot •
JUtt<ilbte oji r

STEP 2: ORGANISE YOUR IDEAS &~t)'ll116.

• 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.

It ís ve.ry ~ to Live Í't t/.1¿ Ge'ttre of tOW't. First of (I(Ll,

Ltve.
pe.ople. wha t_i,d.r Í.'t t/.1¿ ce.'ttre. lifre Glose- to d.ifferw kii'IJis of
shaps. Ar (1( r~ult, it ís e.lifJY for t/tt¿m to buy Wl-w!te.ve.r they m(l(y
['1.-lifd.d.LtuJI'I- ~
~. ~ex, they Gire. lifble to jet~to m(l('"o/ pl(l(c..e.J',

so tl-wrt they G-(1('1.. ofte-'1.. m(l!'1.-lifje to je-t lifroui'IJi withavtt

1-wrvi~ w~~~.J.
~ vtJe (1( G-(l(r; or W¡i5rn; for bVLJes.

STEP 6: WRITE A FINAL DRAFT

• lf you are writing by hand: copy your corrected
work neatly onto a clean sheet of paper.
• Use a pen and leave a margin on the left-hand side.
• Make sure your paragraphs are clearly indicated.

NOTE
You can indicate the beginning of a paragraph by:
1. indenting (moving the first word of the paragraph to the right).
2. skipping a line before beginning a new paragraph. Each paragraph begins at the left-hand margin.
Both styles are correct, but be consistent in your writing. The indented style is preferred for informal letters.

WRITER'S CHECKLIST

ORfjANI5ATION CONTENf LAN (j lAA(jE

0 [ Or:JP1Wed. m y Wo rk GIUOrd.i~ O M y work ís i.'1.-te.resti~ O M y jr(l(wtm(l(r ís c..orrut.
to Pf pLGI't. PfM orffjí.'1.-lifl. O M y spelli.~ ís c..orre.a.
O Elifc..ltt. pP1r111jr(l(p/tt. /tt.(l(s 0'1.-e. topi.c.. O I b~(l(l'l- witltt. "' suitlifble O M y word. ordex ís c..orrut.
O M y pPírllfjrlifpkt lifre Üe.(l(rly opem~ Je'tte'tGe-.
O M y puf'I.GtV(.(I(tio't ís corre-a.
ii'IJii.c.(l(ted.. O I prese'tted. my id.e.(l(s Gle.(l(rly.
O I vtJed. G-(l(pltlifl lette-rs c..orrutly.
O M y id.e.(l(s e~re i"" (1( Lo_gi.c.p¡L O I Íf'I.Glvtded. omy relt.VIif'tt id.e.(I(J.
O I vtJed. (l(djuti.ves corrutly.
ord.er. O I su.pported. my id.e.(l(s wi.tltt.
O I vtJed. suitG~ble co~tors to d.e-t(l(iü PfM eJC(I(wtples {opimo't,
Li'tk my i.d.e.(l(s. for (I(M 11fjP1Í'1.-St e.JJ(I(y).
OI e.Med. witltt. lif suitlifble Glo.ri~
se'ttef'I.Ge.
OI VLJed. co~tors to Lil1.k. my
i.d.e.(l(s.
 Writing Guide

Writing Skills
WORD ORDER
Word order is very important in English. The usual order is:
subject + verb + object + additions

Note the following:

1. lf a sentence has both a direct and an indirect object, there are often two possibilities:
1 told Sam a joke. .1
1 told a joke to Sam . .1
2. Many time expressions can come at the beginning or the end of the sentence.
In the evenings, we walk our dog . .1
We walk our dog in the evenings . .1
3. Never separate the verb from its object(s). We cannot say:
We ~in the evenings our dog. 1t
4. Adverbs of manner can come in several positions, but D.Q1 between the verb and the object.
Quietly, she closed the door. .1
She quietly closed the door. .1
She closed the door quietly . .1
She closed ~ the door. K
5. Adverbs of frequency come befare the main verb. Some can come at the beginning
and 1 or the end of a sentence as well.
We sometimes eat dinner together. .1
Sometimes we eat dmner together. .1 We eat dínner together sometimes. .1
We never eat d1nner together. .1 Never we eat dmner together. K

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)

Note the following:

1. Singular nouns that refer to groups can have either singular or plural verbs.
My family goes 1 go on trips together.
2. Amounts and quantities usually have singular verbs.
F1ve hundred euros is missing.
3. Words like anyone, everybody and nobody have singular verbs.
Does anyone want to watch a film?
1think everybody is hungry.
Nobody believes you.
4. Most uncountable nouns have got singular verbs.
Your help was excellent.
The 1nformatíon is very interesting .
5. Some uncountable nouns have got plural verbs.
The scissors are very sharp!
USE OF ADJECTIVES
1. Adjectives come befare nouns and after certai n verbs.
a tall building ./ a building tall X He looks embarrassed . ./
2. The adjective form for singular and plural nouns is t he same.
a funny story 1 funny stories ./ funnies stories X
3. Adjectives follow a specific order: opinion + size or age + colour + origin +material.
a beautiful, new glass table ./ a beautiful glass new table X

CONNECTORS
Connectors are linking words which join idea~ and show how those ideas are related to one another.
David went to medical school because he wanted to be a doctor. (to give a reason)
He wants to be a good doctor so he studies very hard. (to describe a result)
He spends a lot of time studying, but he still finds time to have fun. (to express a contrast)
They also help us to organise our writing and make it easy for the reader to follow.
Many people feel that teenagers spend too much time watchmg TV. First of all, they cla1m that teens who watch
an excessive amount of television do not have enough opportunities to develop their social skills. In addition,
they say that too much time spent in f ront of a TV screen prevents teens from getting enough exercise. However,
television viewing also has advantages. For example, there are many programmes on television w hich can provide
teenagers w ith valuable information in an interesting and stimulating w ay. As a result, teenagers are exposed to
new ideas and can learn many exciting things.

Study the chart of connectors and phrases below.

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:

Yes or No to Home Schooling

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

On the one hand, .. . Dueto ...

On the other hand, .. . As a result, .. .
lt is true that, ... 1believe that .. .
Firstly 1 Secondly 1 Thirdly, ... In my opinion, .. .
For example .. . In myview, ...
For instance, .. . The question is whether ...
such as ... In addition ... 1

Furthermore, ... I Consequently ... 1

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.

N(!f wte./íLtle. oj pe.rSIJI1- The Manager

bÚI13 writte.11- to IGngs Hotel
High Street
Brighton
(jREE1IN(j Dear Sir or Madam,
OPENIN(j I am writing to complain about my recent stay at your hotel. My wife
Ope.l1-i113 r~rlu, and I were extremely disappointed with the facilities and with the
r~SIJ'1- for wri.ti113 service.
50DY The problems began the moment we arrived. We had made a
(j ives iliforWU~tiot1- reservation for a room with a sea view, yet on our arrival we were
"'M dett~~iLJ informed that there were no available rooms with a view. lnstead of
the relaxing view of tbe sea that we had looked forward to, our room
looked out at huge rubbish bins and laundry baskets.
To make matters worse, there was no hot water! When we informed
the hotel desk of this fact, we were told that there was a problem with
the water heating system in the hotel. At this point we felt we had no
choice but to leave the hotel the following morning.
CL05IN(j In view of the great distress we experienced, I would appreciate a full
Closi.113 r~rlu refund of the cost of our stay. 1 trust that you wi ll deal with this matter
promptly and 1 look forward to your reply.
5I(jNIN(j OFF Yours faithfully,
Paul Brown

USEFUL LANGUAGE

! Greetings Opening Remarks i Useful Expressions Closing Re marks Signing Off

r- Dear Sir or Madam, 1 am w riting to To make matters In view of t he ... Yours faithf ully,
¡ complain about ... worse, .. .
1 Dear Mr 1 Mrs 1 1 strongly urge you Yours sincerely,
1
· Ms ...• 1 am writing to lnstead of ... to ... 1

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.

PLAN: r~T~fl~l IL_________~--------------------------------------

Adult Supervision for Teen Drivers - Good or Bad?

It is well known that teen drivers are often involved in fatal driving
OPENIN§
Prue.l'l.t<'!ÚO~~t- if íu.te. accidents. In order to help deal with this issue, sorne governrnents
f,!M opí..U.ot-t around the world have proposed that new teen drivers should be
--
required to drive with adult supervision for a period of time. While this
suggestion may sound like a good way to save li ves, in my opinion, it
will not solve the problem.

First of all, a person's age doesn't determine their level of

eODY responsibility or their driving ability. It's a fact that many accidents
5peújú. r~s011.r have involved experienced adult drivers.
~vtd J~cts U support
opí..u.ot-t Secondly, 1 believe that the more time a driver spends on the road, the
better his or her driving ability will be. By preventing new drivers from
driving without adult supervision, new drivers will inevitably gain less
driving experience since they will only be able to drive when an adult
supervisor is free to accompany them.

In short, forcing young drivers to drive with adult supervision will not
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.
ti~vtd wríteá apii1W11- aj
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
ti~vtd apil1-ia11-
missed this occasion for the world !

USEFUL LANGUAGE

Last week ...

When ...
Suddenly ...
1 felt ...
1heard ...
lt seemed ... 1
The atmosphere was . . . 1
The crowd 1 people were . . . 1

lt turned out to be ... '1.

1 All in all, ... 1

l~he...~~~.~..:- ....- ...- ...- .... - ....- ....-----·-···-··-··--·- ---.1

A NARRATIVE
A narrative is a story about a series of events and the people involved in them . Look at the topic below.
Then study the plan and read the model.

TOPIC:
Write a narrative about a misunderstanding you once had.

PLAN : ~~~J~~L ~~----------------------------------------------~

Jumping to the Wrong Conclusion

OPENIN(j Last Saturday I visited my grandmother, who lives on the other side
Th.e. 1'1-U'!ÍI'L Úte¡re¡Gte.rs, of London. I had not seen her for ages and I was looking forward to
wke.re. e¡vv;{ wke.11- ti-te. eating a piece of her delicious cake. It was a cold day, so I dressed
story tefk.u ple¡c_e, warmly in a hat and scarf.

1 got onto the train and looked for a place to sit. 1 walk:ed up and down
the aisles for sorne time until I found an empty seat next to an elderly
man who was reading a newspaper. Relieved, 1 sat down and took out
my book.

As soon as I had begun reading, 1 felt that the man was watching me.
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

Fortunately, 1 Unfortunately, 1 Luckily, . . . when eventually

To my surprise, . . . then in the end

_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.

Baby Einstein DVDs: Educational or Not?

Baby Einstein OVOs are specifically aimed at babies and toddlers. These popular OVOs feature
c lassical music, and babies seem to love watching them. Not only do the OVOs provide busy
parents with a break from having to care for their infant, they are also said to have educational
benefits. Yet recent research suggests that these OVOs may not be as benefic ial to children as
parents may like to believe. In fact, there is evidence to suggest that television viewing between
the ages of 1 and 3 could in fact be harmful to them.

Research at the University ofWashington found that babies who had watched baby videos scored
about 10% lower on language ski lls tban those who had not. In addition, experts have showo that
baby videos may 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
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 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

PERSONAL SKILLS AND ABILITIES

LANGUAGES

Mother tongue Spanish

Other lang uages Eng lish (good level written and spoken)
French (fluent)

CoMPUTER S KJLLS

General Microsoft Word , Excel, PowerPoint

Graphics or multimedia Photoshop, InDesign
Programming Visual Basic

Ü THER S KJLLS ANO E XPERIENCE 2007-2009: school theatre group

DRJV JNG L JCENCE Licence for l 25cc motorbike

•.
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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