J Burlington Book\
VIEWPOINTS For Bachillerato
STUDENT'S
Elizabeth Grant Kevin Payne
BOO K
------ --------
] Burlington Books
VIEWPOINTS For Bachillerato
STUDENT'S
Elizabeth Grant Kevin Payne
BOO K
1
I
A Face I'll Always Forget
Faces
Predict i n g content
page 5
VOCABULARY Person a l ity a n d a ppeara n ce
I
Ph rasal verbs
GRAMMAR
LI
Present S i m p l e Present Cont i n uous
Compound a djectives
�------�-
2
Danger!
M a k i n g inferences
Adjective suffixes
-ed I -ing adjectives
-
page 1 7 1-------'-- -- ----
3
Go for It! •
page
I
·
•
I
Past Simple Past Cont i n uous Past Perfect S i m p l e
----
Oscar Pistorius
Sport and ach i evement
Identifyi ng the ma i n i dea
Verb col locations
Dubai -Architectural Wonderland
B u i l d i ngs
Present Perfect S i m plE Past S i m p l e
I d ioms
29
4 Landmarks
I I
Da ngerous situations
The M i d night Visitor
J Future S i m p l e
wan t+ infin itive
Sca n n i n g for specific i nformation
be going to
want+ object+ i nfi n itive
1 Future Contin uous
page 41 Future Perfect S i m p l e British I America n E n g l ish ----- ---� 1---------'·------------------'---
5
1 Flexpetz
SpeakOut!
I
•
page 53
6 Extreme Weather
•
page
8
•
I
89
•
page
I
101
Appendices
•
•
I Modals
Weather Gerunds and i nfi nitives
Modal perfects
I Noun col locations
Anta rctica
Travel
Unde rsta n d i n g reference
Noun suffixes
__j
F i rst, second a n d t h i rc '--- ' conditional Time cla uses
1 The Passive
Honesty Adjectives + prepositions
Author's p u rpose
I
The Causative
I d ioms
�
---
Space Cadets
That's E ntertainment!
Relative clauses
I I d ioms I
L__ Eyes Are Watching You I The
77
Honesty page
9
I
Travel
Prefixes
understa n d i n g con nectors
page 65
7
G uess i n g the mea n i ng of words
I Twister Sisters
•
I
I W i l d l ife
Review of reading strategies
1 Enterta i n ment
•
P ro n u nc i at i o n Pract i ce
•
page 131
Reporti ng verbs
Phrasa l verbs
Grammar Appendix
page 113
Reported speech
used to I be used to I get used to
G l ossa ry
•
P h rasa l Verbs
•
page 134
page 142
Prepositions
page 143
I rreg u l a r Verbs
page 144
-
-
1\R
JOUS
LISTENING
SPEAKING
WRITING
A lecture
Descri bing people
A description of a person
I
! Ta l ki n g about a pict u re
A conversation
SKILLS •
Punctuation
A p p l i cation forms and i n terviews
A na rrative
Usi n g a d i ctionary
C o n nectors of I seq u ence a n d time
s
1ple
exp ressions
A rad i o i nterview
Simple
Exchanging i nformation
A biography
l Guided tours
Booking tickets o n l i n e
Word order
----
A descri ption of a place
Comparing pict u res
I nternet research
Adjectives
)US
imple A conversation
I
Express i n g opi n ions
A for a n d agai nst essay
G iving a presentation
C o n n ectors of add ition a n d contrast
------
--�
News reports
1 A news report
I nterviewing
Usi ng g raphs a n d charts
C o n n ectors of cause a n d res u lt
J third
Recorded messa ges
B uying a tra i n ticket
Booking a room
An i nformal e-m a i l Referencing
_L_ -
- - -_____
A radio interview
Ag ree i n g a n d d isagreei n g
_L F i l m reviews
Understa nding adverts
An opinion essay
I C o n nectors of pu rpose
I Review of con nectors
------�
�----------�--
________
M a k i n g plans
I A film review
Writ i n g review
! Usi n g enterta i n ment I g u ides
I
�-- ------�---- -L--•
Writ i n g G u i d e ::Jage 146
r
Unit Objectives
•
Personality and Appe<�rance
•
Present Simple
*
Present Continuous
* Listening to a Lecture *Describing People •
Writing a Description of a Person
* Life Skills: Application Forms and Interviews
Faces How good are you at remembering faces? Do the test below and find out.
a. Look at the six faces in g ro u p A for 30 seconds.
b. Now look at the next six faces i n g ro u p 8 for 3 0 seconds. c . Tu rn to page 1 60 . Do the next part of the test a n d check your a n swers.
GROUP B
• Have you ever met anybody whose face you won't forget?
Why do you think you won't forget this person? WEB EXTRA
Two of the fa ce s on th is page a re popula r B ritish celebrities. f ind out mo re about the m a t : www.burlingtonbooks.es/viewpoints I
READING 1
Word Check: The fol lowing words appear in the text. Make sure you know what they mean. flatmate • blind • sq ueaky • cope
PREDICTING CONTENT
Before reading a text, look at the pictures a n d the title. Th i s wi l l h e l p you predict the content of the text.
2. Look at the title and the picture. What do you think the text is about? 3. Read the text and check whether your prediction was correct. 4.
1.
2. 3. 4.
5.
6.
Are the following statements true or false? Find evidence in the text to support your answers. The m a n fo llowing the writer was a stra nger. PA was fi rst d iag nosed i n the 1 990s. People ca n get PA from the i r parents. Some PA sufferers don 't go out much. The writer p refers to keep her condition a secret. Scientists have not discovered a cure for PA.
5. Choose the best answer according to the text. 1 . In this text, the writer wants m a i n ly to . . . a . tell readers the story of her l ife b. i nform readers about PA c . give details about the latest research on PA d . help readers d iag nose whether they have PA 2 . When the writer real ised she had PA, she was . . . . a . g lad that she was not alone b. upset that there was someth i n g wrong with her c . a n g ry that no one h ad ever told her d . ha ppy that h e r condition was not more serious 6. Answer the questions in your own words. 1 . How did the writer know that she had PA? 2. What cl ues do PA sufferers use to recogn ise people? 3. Why might a busi ness meeti ng be difficult for the writer? 4. What i m p ression do PA sufferers m ake on others? 5. Why do PA sufferers someti mes pretend they
haven't got their glasses?
7. Find words or phrases in the text that mean: 1 . afraid (paragraph 1 ) 2 . i n addition to (paragraph 2) 3. defin itely (paragraph 3) 4. m ake it possi ble for (paragraph 4) 5. types, kinds (paragraph 6)
• Have you ever been in a situation where
you didn't recognise someone or couldn't remember their name? How did you feel? What did you do?
6
U n it 1
t.
I
A
Face I' 11 Always Forget
A few years ago, a m an began cal l ing m e fro m the oth e r s i d e of the street. I i gnored h i m, but he ran afte r m e , s h o u ting, " H e y ! " F r i g htened, I sh outed bac k, "Wh at ' s the p ro b l e m?" W h en he re p l i e d , h is A m e r ican accent re m i nd e d me: h e was my fl at m ate and I had been l iv ing with h i m fo r th ree years. 5
This inc i d ent, al ong with several othe rs, m ad e me rea l ise that I am face-b l ind . I have a cond ition cal l e d p roso pagnos i a, o r PA. I ' m not rea l l y b l ind . When I ' m l o o k ing at a face, I can d esc r i be it pe rfectly. it's just that when I l o o k away, I don't re m e m be r the d e ta i l s . P A was fi rst d ocum ented in the 1940s and was b e l i eved t o be caused b y b rain injury o r a stro k e . H oweve r, in the 1990s, re po rts we re pub l is h e d of p a rents and ch i l d ren w h o we re
10 suffe ring fro m the d i sord e r, but h ad no injury. T h i s c l e a r l y s h owed that s o m e p e o p l e a re
b o rn with the p r o b l e m , and t h at it can be h e re d itary. Neu ro l o g i sts have now p roved that i t i s caused b y a d e fect in a sing l e gene . When I te l l my friends about my cond ition, they say, "But you just recognised m e !" "Yes," I answe r, "because you sti l l h ave l ong o rang e h a i r, a squeaky vo i ce and a ring th roug h your
15 eyeb row." it's these clues t h at a l l ow p roso pagnostics to functi on in soci ety. But what i f
you're at a business m eeting whe re a l l t h e m en a re wearing suits and have s h o rt h a i r? In s h o rt, l ife i sn ' t easy fo r PA suffe re rs . We ' re seen as sno b b i s h and strange because we don't say h e l l o to p e o p l e we ' re sup posed to know. S o m e h ow, "So r ry, I d i dn ' t recognise you" see m s a p o o r
2 0 e xcuse fo r l o o k i ng stra i g h t t h roug h s o m e one - espec i a l l y when
f
(!
that s o m e one i s your boyfri end ! So h ow d o we cope? We l l, we use a l l so rts of strate g i es . So m e of us just d on't soc i a l ise m uc h . Oth e r options include s m i l ing at eve ryone just in case they are an acq u a intance, o r p retend ing
25 we h aven't got our g l asses.
All in all, it's a re l i ef to know t h at m y p ro b l e m h as a name and t h at l ots of oth e r people share i t - in fact, it's b e l ieved t h at one pe rson in 50 suffe rs fro m PA. it's also eas i e r to te l l p e o p l e about it than to let t h e m t h in k I ' m c razy. And
30 now t h at they ' ve found out it's caused by a g ene, w h o
knows - o n e d ay t h e re m ay e v e n be a cure .
False friends
realise (line 5) means
darse cuenta
pretending (line 24) means
not
fingiendo
realizar
not pretendiendo
7
�OCABULARY
When a verb is followed by one or more particles, it is called a phrasal verb. The mea n i n g of the phrasal verb is different from the mea n i n g of the verb a lone.
1 . Choose two possible answers to complete
1.
2.
3.
4.
5.
6.
� 2. Complete the passage with the words and phrases below. Then listen and check your answers. a l l in a l l pretend
•
•
rem i n d i n g •
d isorder
• cope with rea l ises
•
•
si n g l e
i nj u ry
H e began t o run after me. When /look away;
3. Match each phrasal verb in I to its meaning i n 11. Use the phrasal verbs list on page 1 4 2 to help you. I
3 . r u n i nto 5. l o o k t h r o u g h
6.
look forw a rd to
7.
look u p
a . meet b y cha nce b. turn one's eyes in another d i rection c. chase d. find information about e. steal f. feel excited about g. ignore
4. Complete the sentences with the correct form
1.
2.
5.
6.
a young couple, H e n ry (Ada m Sa n d ler) a n d Lucy
7.
.
run off w i t h
4. look a w a y
H a ve you seen the fi l m 50 First Dates? it's a bout
1·
11
1 . r u n after
2.
4.
(Drew Barrymore).They're i n l ove, but Henry soon
I don't remember the details.
JWI.Grammar Appendix, page 114-115
3.
50 FIRST DATES
i:l "t
- .i
\ Vords from the Text each sentence. Pay attention to the words in colour. A man m ight wear a su i t to a . . . . a . wed d i n g b. footba l l ga me c. meeting A b l i n d pe rson wou l d probably not enjoy a . . . a . concert b. painting exh i bition c . bal let performance An acq u a i nta nce cou l d be someone fro m your . . . . a . fa mily b . school c. neig h bourhood A c l ue m ight help you to . . . . a . find someth in g h idden b. solve a puzzle c. carry something heavy You m ight rep ly to . . . . a . a book b. a question c. an e-m a i l You could sha re a . . . . a. face b. book c. meal
T
PHRASAL VERBS
of a suitable phrasal verb from Exercise 3. The thief £ 1 , 000 yesterday. D iane is so snobbish . She always . ........ me when we pass. Look' Who is that pol i ceman ..... .... ? The l ight was so bright that I had to .. Whenever Patrick goes out, he .... . someone he knows. Are you you r next ski i ng lesson ? it I don't know what that word means. Let's . i n the dictionary. H
H.
H
·H
·· ·
H
H
.
that they have a serious p ro b lem: from one
H.
day to the next, Lucy forgets w h o Henry is. She suffers from a 2· .
.
..
a m nesia, caused by a n
H
3
cal led a nterogra d e
••
•
H.
••
s h e recei ved i n a
car accident. As a result, she ca n n ot remem ber a 4
·
...
.
..
.
H.
t h i n g from o n e d a y to the next. She a lso
th i n ks that every d a y is 13th October 2002. Her father a n d brothers . . that t h is is true, .
. H•
••
re-livi n g the events of that d a y so that she won't get upset. Hen ry, however, wa nts Lucy to
6·
H
•
rea l
l i fe. He m a kes her a v ideo to watch every m o r n i ng, ................. . . her w h o she is. 8 ·
H
•
, t h is fi l m is very
enterta i n i n g a n d the act i n g is g reat. Don't m iss it!
Barrym ore a n d Sandler w o n the a w a rd for the Best on-Screen Team a t the MT V Movie A w a rds.
8
.
4
T<;>pJ�. Y9.�.�9.���!..Y.
······
. . .. ..
...
......
.. .... .
.
.. . .
. .
4. In your notebook, write the adjectives below
in the correct category. Some words may fit more than one category.
.
PERSONALITY AND APPEARANCE
s,
• • • • • • • • •
1 . Read the description of a star sign. Which of
the adjectives i n colour do you think show positive personality traits? Which show negative traits?
e
Aries
dark
You are very confident so you're a natural leader. People like you because
• • • • • • • •
stra i g ht slim skinny fa i r c h u b by plain u n attractive
cu rly s p i ky wavy w e l l - b u i lt pet i te muscu l a r gorgeous sho ul d e r- l e n gth
good - l o o k i n g
Build
Hair
(21st March - 19th Apnl)
and love to take action,
U nit 1
General Appearance
5. Write two or three sentences describing a celebrity. Use the adjectives in Exercise 4. See if your partner can guess who he/she is.
you're generous and fun
COMPO U N D ADJ ECTIVES
to be with. You make decisions quickly and can
Jt
be quite impulsive. Try not to be too bossy and be a bit more
A
compou n d a djective is formed from two adjectives, usually con nected by a hyphen. Compou n d a djectives are often used to describe a ppea ra nce a nd persona l ity.
open-minded!
2 . Complete the sentences with the adjectives
below. • selfish • he l pfu l • stu bborn • ro ma ntic • n osy • c a l m He's s o that no one else c a n say a word when he's a rou nd ! That's none of yo u r busi n ess ! Don 't be so ..... .... ! lt wasn 't very of you to ta l k so loudly wh i l e I was resting. Please listen to our advice. Stop being so You ate all the ice crea m . That was real ly .. of you ! I try to be . when people ask me for d irections. H e bought his g i rlfriend chocolates and flowers. H ow . ! She's q uite . . . Not h i n g upsets her.
6. Complete the sentences with the compound adjectives below. big-headed
ta l kative
1.
2. 3.
4.
5.
6.
7.
. .
n o
.
.n
.
.
1.
.
.
n
• broad-s h o u l d e re d • o l d -fas h i o n e d k i n d- hea rted • s h o rt-te mpered Sales assistants must often deal with angry customers. My grandfather hates pop music. He's rea lly A stra nger gave us some food and water. Why are a l l supe rmodels ta l l , sl i m and .. ........ ? The m an was m uscu l ar and from doing physical work. The .. . ... . si nger is always late for concerts. He is rea l ly arrogant ! l o n g- l egged
consi d e rate
2. 3.
4.
5.
6.
·
n
··
.n
.
.
no
8.
. n
3. Use the adjectives from Exercises 1 and 2 to complete the fol lowing sentences. Try to use at least eight adjectives. 1 . I would l i ke a boyfriend I g i rlfriend who is . . . . 2 . The president of a cou ntry should be . . . . 3 . I get angry at my dad beca use he ca n be too . . . 4. Very you n g c h i ldren a re often . . . . 5. Many TV a n d fi l m ce lebrities a re . . . .
• Complete the sentences. Make them true
1.
2.
3.
4.
5.
6.
for you. I don't m i n d sharing ... . The most generous th i ng I 've ever done was . . . . The most selfish thing I 've ever done was . . . . When I meet an acquaintance, I . . . . I ' m looking forward to . . . . I 've learned to cope with . . . . Vocabulary Builder, pages 7 8-79
9
c� '---..,
1.
GRAMMAR
1. 2.
PRESENT SIMPLE PRESENT CONTINUOUS
3.
A. Read the exa m p l es and a nswer the questio ns.
4.
a. PA sufferers always smile at everyone.
b.
She hopes that they will find a cure for PA.
c.
All the men are wearing suits.
6.
d. Many people suffer from PA. e.
I am meeting my boyfnend at the airport tonight.
f. She is living with a flatmate this year. 1.
2.
1. 2.
4.
3.
5. 6.
7. 8.
Which tense is used in each of the examples above? Which exa mple talks about ... ? a regular habit or routine a temporary action a genera I truth an action which is ha ppening now a definite pla n for the near future a though t, fee l i ng or expectation (a stative verb)
2. Complete the sentences with the verbs in
1.
2.
3.
4.
5.
6.
B. Read the exa mples and complete the rules.
-
5.
Choose the correct time expression, then rewrite the sentences. He d rives outside the c ity. (rare ly I next wee k) What is that boy tryi ng to do? (at the mome nt I sometimes) D i a ne doe s n 't get a lot of phone calls. (today I usual ly) D o you u nde rsta nd m y que stion? (eve ry day I now) My mothe r works qu ite late . (ofte n I tomorrow) Our ne i g h bours are le aving the cou ntry. (soon I se ldom) I meet frie nds for c offee . (tomo rrow I on We d ne sdays) Fi ona is c o m i n g wi th he r boyfrie nd. (tonight I fre q ue ntly)
a. He remembers names, but not faces.
7. 8.
brackets. Use the Present Simple or Present Continuous. Susa n na .. ... . (study) Fre nc h this te rm. . .. Joe usually ... . (d isc uss) h is ide as with you ? This is fantastic ! O u r te am .. ....... (wi n) the matc h ! Why ........... you . .. (try) to do that now? That kind of car ........... (use ) a lot of petro l . I' m sorry, b u t I ........ . .. (not re me m be r) you r name . . .......... (not go) to sc hool tomorrow. Pe n g u i ns ........... (l ive) only in the southe rn he m isphe re .
b. We don't socialise much. c. Does he usually recognise his friends? d. She isn't wearing her glosses. e. He's looking at my face. f. Are they trying to find a cure?
We usually use the base form of the verb + . . . .. to form the 3rd person si ngular of the Present Si mple. 2. I n the Present Simple, we use a uxi l iary verbs i n a l l sentences I only in negative sentences a nd questions. 3. We use ... + verb + .. . . . . to form the Present Continuous. I n the Present Continuous, we use a n auxiliary verb in all sentences I only in n egative sentences a n d questi ons. 1.
4.
Grammar Appendix pages
113-114
STATIVE VERBS - Some stative verbs such as think, see, look, have a n d weigh can refer to a n action as well as a state. When these verbs refer to an a ction, we can use the Present Continuous.
3. Complete the sentences with the correct form of the verbs in brackets. Decide if the verb refers to a state or an action. 1 . We ........... of going on hol i day next mont h . Whe re ........... you ... . we should go? (th i n k) 2. Dad .. . the sou p . I ' m sure it ... ve ry good . (taste ) 3 . He ... . at the book now. lt . . . . inte re sti ng. (look) 4. . .. he ........... the tomatoe s now? How m uc h ... . . they ........... ? (we igh) 5 . O u r frie nds .. . a new swi m m i ng poo l . They . .. a pool pa rty this S u nday. (have )
U n it 1 4. Rewrite the sentences, replacing the time
1.
2.
3. 4.
5.
6.
7.
expressions in ital ics with those in brackets. Change the verbs where necessary. Her son doesn't practise the piano in the morning. (at the moment) I take my dog to the vet every year. (tomorrow) Wa iter and C i ndy aren' t c a l l i ng their parents at the moment. (every day) I usually know what she means (now) Vera is joggi n g with a friend now. (usual ly) Do the n u rses fin ish work at five o'c loc k every afternoon? (now) Is Mr Was h i n gton playing ten n is this morning? (every morni ng)
5. Jean and Keith are chatting. Complete their dialogue by writing the missing questions. J ea n : Keith : ?
........... ? No, I don' t see my old friends very often .
Jean:
? I'm studying maths, E n g l i s h , a rt and geography this term .
Jea n : Keith :
1.
2.
3.
4. 5.
6.
?
Ke ith:
Jea n : Keith:
6.
0
Yes, I l i ke my n e w sc hool.
Jea n :
Keith:
I
H
H 0
0
H
H
?
Yes, I know Alex G a rd ner. H e's i n m y maths c lass. 5.
� 7. Complete the passage with the correct form of the verbs in brackets. Use the Present Simple or Present Continuous. Then listen and check your answers. ��
-L ":;'!i''::t
P'roflle ..:1•1
7
friend•
Network•
•
Don't Be
a
lnbo• {l)
•
•
""""' •'"'"�' 1 ... , '"'�
•
Victim
it's now late at nig ht, and Paula .......... (sit) at her computer. She . ......... (open) her favourite s i te, Facebook. L i ke m i l l i ons of other Facebook users, Paula
3:
.... .. .. (enjoy) .
.
s h a ring detai l s of her l ife with
11
her on l ine "friend s': But s h e 4·......... . (not rea l i se) that by d oing t h i s, s h e m i g ht be inviting cri m ina l s
t o take over her i d entity. A typical Facebook user 5
. . (provide)
valua b l e information, such as d a te of b i rth, m o b i l e-phone num ber and a h o me a d d ress. Cyber-cri m ina l s often 6 .
H
(use) t h i s information t o
"become" t h a t person and access
11
their bank account. UK pol ice a re so concerned a bout t h i s that t hey 7·
.
.. . . .. (now pl an) a nationa l e-cri m e ..
unit t o deal with t h e pro b l e m . You can avoid becom ing a vict i m : m a ke sure you choose t h e option that 8·
.
.. .... . (a l l ow) only your friend s to .
view your persona l deta i l s .
.. . .... ?
No, I' m not doing a nyth in g spec ia l this afternoo n . Do you want to come over?
Complete the sentences. Use the Present Simple or Present Continuous. At least once a week, I . . . . Stop making so m uc h noise ! We This weekend, my fa m i ly . . . . Jenny can't come to the pa rty tonight. She . Every morning, our dog . . . . Accord i n g to experts, PA sufferers . . . .
M i ra a ese hom bre. �Por que persigue a ese n i iio? Look at that man. Why is he running after that boy?.I
NOT Look at that man. Why does he run after that boy? X
Grammar Review 11 8. Rewrite the fol lowing sentences using the words in brackets. Do not change the original meaning. 1. How m uc h is this magazine/ (cost) 2. I have n 't got a c a r. (own) 3 . We i ntend to meet for l u nc h tomorrow. (are) 4. B renda plays a lot of footba l l . (often) 5. The c h i ldren are q u i et at the moment. (talk) 6 . I 've got plans to see Paul ton i g ht. (am) E x t r a g ra m ma r e xe r c i se s a t : www.
bur/ i n g to n books. es/l' i e u,p oi n rs 1
11
�
SKILLS LISTENING G A LECTURE
2.
1 . Read the notice below. What is "personology"? a. a way of showi n g people 's pe rsonal itie s through a rt b. a way of c ha n g i n g a n d i m proving one 's pe rsonality a way of a nalys in g pe rsonal i ty by looking at a face
(9
PERSONOLOGY
Listen to the beginning of Eisa Fuller's lecture. Which of the fol lowing can personology be used for?
To
find out: a . what job to look for
b. whe re to l i ve c . if someone is a suitable gi rlfrie nd I boyfrie nd d. if someone is a good worke r e . i f you shou ld se ll a certa i n produc t
3. Listen to the rest o f the tal k. Decide which of the photos below is Matthew. 2
THE ART OF READING FACES Have you met someone new
?
Would you like to know
what they are really like
?
4
3
YOU CAN
by looking at their face!
4. Listen to the second part of the lecture again.
Lecture by popular speaker and author
ELSA FULLER St Giles'Community Hall Stafford Road
Wednesday, 5th October 8.00 pm
STAY CALM - I f you don't u n derstand one part of a l istening passage, don't pa nic! Kee p listening a n d focus o n u n dersta n ding as much of the passage as you can.
12
WEB EXTRA
What do each of the fol lowing features show about a person? Two answers are correct. 1. wide face a . c onfide nt b. a natural le ade r c . thi n ks carefully before ta ki ng action 2. rou n de d nose a. se lfish b. he l pful c. nosy 3. e yes far apart a . ofte n late b. c a l m c . good at deta ils
• Do you believe that personology is accurate?
What other ways are there of analysing a person's personality without actually knowing them?
F ind out how app earance can affect your l if e a t:
u•il•w.burlingtonbooks. es/l'iewpoints 1
U nit 1
SPEAKING DESCRIBING PEOPLE 1 . Greg wants to open a personal profile on
Facebook. Read what he has written about himself for the profile. What adjectives does he use to describe himself?
3. Choose one of the people i n the pictures and make up a profile for that person. Use Greg's profile as a model. Make the profile as i nteresting as you can.
Nqwu:.- : rgre:g Cook 8irthd(l(y; :21stJ!{Yt£-, 1'7'73 Aaivi.ties : I Love !JOif13 to films (I(M I evyoy dmui113. I voLuvttur {te(J(chif13 computers) tl(t (If schooL. Fl'fvou.rite. Music: Pop, R&8 About Me: Very ivtteLLi:3ertt, quite. _geJ�t.e.rOI{S (l(ftii(' covtJ"ider(l(te, tho'19h I C(l(l1.- be. stubborl1. (l(t times. PeopLe. sqy I'm he.Lpfo.L. (jirLs t(l(ke 110te. : I'm very rowt(l(vttu (I(J weLL!
2.
Fran has seen Greg's profile. Complete the conversation between Fran and Jennifer with the expressions below. •
h e's g ot H e l i kes
What does he look l i ke ?
•
W hat's h e i nterested i n ? •
W h a t's h e l i ke ?
he's very
H i , F ra n .
Je n n ifer: F ra n :
H i , Je n nife r ! Liste n , I 've j ust found the most gorge ous g uy on Face book ! He 'd be perfect for you ! .
Je n n ifer: Fra n :
That's g re at. 1 . We l l , from the photo he looks qu ite sl i m , a n d 2· ......... .. straig ht, fa i r h a i r. He 's a bit ba by-face d, but re al ly good loo k i n g .
Je n n ife r:
S o u n d s OK.
Fra n : Je n nife r: Fra n :
4·
. ... ... .
.
3 · .....
.
.
films and danc i ng, and he eve n voluntee rs a t a sc hool - j ust l ike you! Re a l ly?
5· ..
.
H
Burlington Speech Trainer, Unit
order to describe the person you have each chosen. Use the questions and expressions in Exercise 2. ENRICH YOUR SPEAKING
When you want to show interest i n what you r pa rtner i s sayi ng, u se t h e fol lowing expressions: Real ly? That's g reat! Sou n d s g ood I fun I i n te resti ng.
He says 6· . ... i nte l l ige nt, ge ne rous, conside rate and roma ntic . And not ve ry mode st !
)
4. With a partner, ask and answer questions in
1
� WRITING A Description of a Person 1 . Read Joe's blog below. Would you l i ke to have a friend l i ke Rania? Why o r why not? a n n •
d�J [G
www.joe_blog.com
Q" 0.·
Welcome to
You are vi.sltor number 153
Blog
Sun
Mon
Tues
Wed
12
13
14
15
- three days I It's Wednesday Hey, everybody. etl. ll ty. oon't forg before my big par l meet e people you ; By the way, one of th . ture.I her plc Ram. a - here's . there 1s
l
don't know a lot of people chool, s s at new ia's Ran swi mmi ng team, ln the school togeth er � re We' . yet crowd. her fit in with our she'll really li.ke ms see it and lon g, dark hair , and h 's got dyi ng! She's quite tall reading and stu a t ally en j oys She s. eye her wn ut abo and bro isn 't big-headed dent, but she stu great a She's high marks. to know but when you get h new people ' wit shy bit a She's of humour and a great sense fun. She's got at gre s she' her, _ with her JOkes. makes me laugh li.ke I thi nk you'll about Ram. a, and . tle blt li.t a now k So you you've guessed! - as I'm sure her a lot. I do
��
In which paragraph/s of the blog does Joe ... ? 1. de scr ibe what Ra n i a looks l i ke 2. de scr i be Ra n i a's i nterests 3. make ope n ing re mar ks and intr oduce Ra n i a 4. de scr i be Rania's per sonal ity 5. make c l osing re mar ks
2.
CT UA E TIO..--.,N -=-,...-.. ---IP
L
Punctuation helps make your writing clear. Some punctuation marks (brackets, dashes, exclamation marks and contractions) are more common in informal writing.
J
3. Match the punctuation marks in I to their use in 11. 11 1. question mark a . t o mark the e n d o f a se nte nce 2 . full stop b. to show str ong fee l i n gs 3. comma or to e m phasise a point 4. e xc l amation mar k . to add e xtr a i nfor m ation c 5. br ac kets I dash d . t o se par ate ite ms i n a 6. apostr ophe l ist, a se que nce of eve nts or parts of a long se nte nce e . to show contr actions f. to mar k the end of a question
Unit 1
8.
Add the missing punctuation marks to the sentences below. There may be more than one possible answer. This is fantastic Are Pau l Mark Bianca a n d C l a i re a l l going on the trip She asked the driver where they were but he refused to answer There were a few people mostly c h i l d ren at the pool The man stood u p put on his c oat and walked out a n grily I cant believe it Ill pass all my exams I hope a n d get i nto u n iversity Why a rent you working
5.
Add the missing punctuation marks to the text.
4.
2.
3.
' ::> .
5.
�1\(1 ..
c
Your Task • Write a description of a friend. Use 1 00-1 50
words. WRITING YOUR DESCRIPTION
1 . Brainstorm your description. • Think of people you know. Who would be easy or interesting to describe? • Think of words and expressions to describe the person's: physic al appearanc e - personal ity activities and i nterests Organise your ideas. Use the model on page 14 and the plan below to help you. - Dec i de wh ic h ideas to keep and wh ic h to leave out - Dec i de how to order your ideas.
2.
+
Dear Sheryl, The funniest thing happened to me the
PLAN Ope n i n g :
other day Mark convinced me to go to a talk on personology analysing someone's
Body:
Desc ri be t h e perso n 's appea ra nce, i nterests and personal ity. C l o s i n g : C losing remarks.
personality by looking at their face Have you ever heard of it The speaker asked for a volunteer and for some strange reason The next thing
I
I
raised my hand
knew she had chosen me
lt was so embarrassing
I
Opening rema rks, i ntroduce the perso n .
didnt quite agree
with some of her comments especially the part about talking too much but it was a lot of fun.
3. Write a first draft. - Write q u ic kly. Don't worry about spell i n g or punctuation as you ' l l have t i m e t o c hec k them later. 4.
Use the checklist to check your work. Then write a final draft. CHECKLIST
./
I foLlowed the pllifvt-for lif due-ri.pti.ovt- of lif persovt-.
./
I !.{.Sed differef11: lifdjuti.vu lifvt-lil' e-ompouvt-d lifdjuti.vu to ducri.be the persovt-.
./
I e-�k.ed 3rlifmmlifr, speLli.vtg lifvt-lil' pUJUtUiifti.O VI.-.
Adjecti ves a re used i n a specific order: opin ion- l ength/size - col ou r Rania's got beau tiful, long, dark hair.
IM2Ufttll®f![j!li$1Jfiwj
15
'fCEPHON
SKILLS
APPLICATI ON FO R M S AND INT E RVI EWS
•
You a re going to com plete a n appl ication form and conduct a n i nterview. Read the web page and a ppl ication form a nd a nswer the Task Questions below.
CLEARLAKE ABOUT us
1
OTHER CLEARLAKE PROGRAMS
1�B · ·m! ·B · !fi·iilml · ·m �
Come to our ca mp in the Canadian Rocky Mountains. Have the adventure of your l ife - and learn Engl ish at the same time! application form. To register, send i n our online
"J
Telephone i nterview req u i red.
Re gistration no. 90876456789
PERSONAL I N FORMATIO N Surname:..
First Name:.
Country:.
Telephone Number:.
City I Town I Village:
Home Address (Number & Street)... Mobile Phone Number:. Male.·. Date
.... E-mail Address:.
. ... Female:.
of Birth (Day I Month I Year.) .
Native Language:. Dates preferred
Level of Eng1,:Sh.
.
Speaking
Weak.
Medium.
Good.
Reading
Weak.
Medium .
Good.
Writing
Weak.
Medium.
Good .
....
. ..
. .... 7-14 January
. .... 15-22 January
..... 3-10 February
. 11-18 February
Preferred Activities ..... skiing ..... art ... . hiking
dancing..... other
• TAS K QUESTIONS 1 . Imag i n e you a re applying for C learlake E n g l ish Wi nte r Camp and complete the form a bove. 2
Tomas has applied for the camp. Jn a telephone interview, which of the following questions would the administrator ask?
1.
Why do you want to come to our c a m p ?
2. How ma ny people will be shari n g a room ? 3. Is there a nythi n g you'd l ike to ask me? 4. Do I need any spec ia l equi pment?
� 3.
5. Have you received my c heque?
6 . Where d i d you learn E n g l ish ?
7 . Where are the other students fro m ? 8. Why do you t h i n k your readi ng and writi ng a re weak ?
Listen to the interview. Which of the questions i n Exercise 2 does the a d m i n istrator ask? What other questions does she ask?
• USE YOUR SKILLS
Cond uct a te lephone i nterview with your partner, using his I her appl ication form. Then switch rol es. Use the questions in Exercise 2 above to help you .
!6
Unit Objectives ,, Dangerous Situations •
Past Simple
•
P<Jsr Continuous
•
Past Perfect Si m pie
*Listening to a Conversation -•
Talking about a Picture
*
Writing a Narrative
•
Life Skills: Using a Dictionary
Danger! 1 . Would you l i ke a job that involves danger and excitement? If so, you may want to consider espionage. Before you decide, do the quiz below.
1. A friend has told you a secret. You .... a.
tell one person about it
b.
don't tell anyone anything
c.
tell everyone -you don't know why it's a secret anyway
2. You forget your keys and are locked out of the house. You ... . a.
find a way to open the lock with your pen
b. phone your parents and tell them to come home and let you in c.
climb from your neighbour's balcony to your own
3. Your friend gives you his new phone number. You ... . a.
write it down, but lose the paper
b.
save it in your mobile phone
c.
remember it by heart
4. The shortest way home is down a dark, empty street. You ... . a.
take it, enjoying the thrill of danger
b.
walk the long way around
c.
take it, but feel quite nervous and frightened
5. An acquaintance at a party starts telling you about his life. You ... . a.
tell him about your life as well
b. listen carefully, getting as much information as possible c.
feel bored and say you're going to get a drink
6. Your friend invites you over, but you're not in the mood. You ... . a.
have no trouble inventing a good excuse
b. feel you must tell the truth c.
invent a story, but your friend knows you're lying
2. Use the key on the right and add up your score. Go to page 1 60 to see what
your score means.
• Do you agree with your quiz results? Do you think
you'd make a good spy? Why or why not? WEB EXTRA
F ind ou t a bou t a real-l ife B ritish spy a t:
www.bu rlingtonbooks.es/viewpoi n ts 1
�READING
4. Choose the best answer according to the text.
1 . Word Check: The following words appear
in the text. Make sure you know what they mean. g loomy • blinked • startled • g rasped
MAKING INFERENCES
M a ki n g i nferen ces h e l ps you u n derstand t hi ngs that a ren't actua l ly written i n the text. We can deduce t h i ngs from certai n i nformation i n the text, for example, the way people rea ct or the thin gs they say. 2. The following sentences appear in the text.
What can you i nfer from them? Choose the correct answer below. Ausable did not look like any secret agent Fowler had read about. He was past middle age and very, very fat.
When Fowler fi rst saw Ausable, he p robably fe lt .. b. disappoi nted a . excited
3. Read the short story and complete the sentences using your own words. 1 . Ausable went to his room beca use . . . . 2. When they entered the room , Fowler and Ausable were su rprised by . . . 3. Max beca m e nervous when someone . . . . 4. Max c l i m bed through the window because he thought . . 5 . Max screamed beca use . . . .
1 . Ausable was angry beca use . . . . a . the manager had given Max a key to his room b. the manager had not blocked the balCony c. Max wa nted the report d. Max was holding a gun 2 . Ausable sa i d th at he had ca l l ed the pol ice . a . beca use Max had entered his room b. beca use Fowler had followed h i m to his roo m c. in order to give them the secret report d. just in case there was trouble 3 . Ausable knew that the knock on the door
was . . . . a . the pol ice b. room service c. an agent delivering the report d. the hotel manager 4. We can i nfer that in the end, Fowler felt a. that his f i rst i m pression had been wrong b. that Ausable was not very p rofessional c. disappoi nted beca use the evening had not been exciting d . worried about what had happened to Max
5. Find words or phrases in the text that mean the opposite of: 1 led (lines 1-3) 2. practical (li nes 8- 1 0) 3. fat (li nes 23-25) 4. happily ( l i nes 32-34) 5 . slowly (li nes 50-52) 6 . lowered (li nes 54- 56) .
• Do you think Ausable was a good secret agent? Why or why not?
Fictional spies: Sa m Fisher, Jason Bo u rn e a n d A ustin Po wers
18
Kt.
I
.J
U n it 2
The Midnight Visitor I
Ausable did not look like any secret agent Fowler had read about. He was past middle age and very, very fat. Fowler followed him down the gloomy corridor of the old French hotel where the secret agent had a small room on the sixth floor. "You are disappointed," Ausable said over his 1) houlder. "You were told that I was a secret agent, a spy. You wanted to meet me because 1ou are a young and romantic writer. You had eX'pected mysterious figures in the night, the crack of guns and poison in the wine. But instead of having secret messages slipped into my hand by a dark eyed beauty, I only got a phone call arranging a meeting in my room. You've been bored!" The fat man laughed to himself as he unlocked the door of his room and let his frustrated guest enter. "Cheer up, my young friend. Soon you will see a top secret report 2f�1Vtre� to this room, a report rhat may someday affect the course of history. That is the drama, is it not?" As he was speaking, :\usable closed the door behind him. Then he s�itched on the light. Halfway across the room a man was standing and pointing an automatic pistol at them. He was slender, not tall, with a face like a fox. Ausable blinked a few times. "Max," he said, "you startled me. What are you doing in my room?" "The report," Max murmured. "The secret report that is being brought to you tonight. I want it." Ausable sat down heavily in an armchair. "I'm furious with the hotel manager," he said grimly. "This is the second time in a month that someone has entered my room from that balcony!" Fowler's eyes went to the single window of the room. "Balcony?" Max asked. "No, I had a key. What balcony?"
40
45
50
55
60
65
70
•
I
I'"'
l
"It belongs to the next room, but it extends under my window," explained Ausable angrily. "The manager promised to block it off, but he hasn't." Suddenly, there was a knock at the door. Ausable smiled with relief. "That is the police. I told them to check on me to make sure everything was all right." Max bit his lip nervously. The knocking was repeated. "What will you do now, Max?" Ausable asked. "If I do not answer the door, they will come in anyway. And they will not hesitate to shoot." Max's face was black with anger as he backed swiftly toward the window and put one leg out into the night. "Send them away," he warned. "I will wait on the balcony." The knocking on the door became louder and a voice was raised. "Mr Ausable! Mr Ausable!" Keeping the gun on the two men, Max grasped the window frame and swung the other leg up and over. The doorknob turned. As Max dropped onto the balcony, he screamed once. The door opened and a waiter stood there with a tray, a bottle and two glasses. "Here is the drink you ordered, sir." He set the tray on the table and left the room. White faced and shaking, Fowler stammered, "but ... but ... what about ... the police?" "There never were any police," Ausable sighed. "Only room service, whom I was expecting." "But what about the man on the balcony ...?" Fowler began. "What balcony?" asked Ausable. Fowler was still breathing hard as Ausable calmly poured himself a drink.
arranging ( l i n e 1 3) mea n s p/aneando, programando not arreg/ando report ( l i n e 1 8) means in forme not reportaje
C@ VO CABULARY
ADJECTIVE SUFFIXES
Words from the Text 1 . Choose the answer that best explains the
mea n i ng of the first sentence. Pay attention to the words in colour. 1. Ou r friend a r r a n ged a fish i ng trip to Sc otland. a . H e plan ned it. b . H e enjoyed it .
3 . The c h i l d hesitated before she took my h a n d . a . S h e pa used . b. She laughed. M ost of the people at the conc e rt were a . They were i n their 20s. b . They were i n their 50s. 5. We were d is a p p o i nted when we heard the
results .
6. They put poison in the king's wine.
a . They wa nted to k i l l h i m . b . They wanted the wine to taste nic e. up.
8. The m a n began to shake when he saw Pa u l . a He was pleased to see Pa u l . b . See in g Pau l u pset h i m .
2. Complete the sentences in any
4.
5. 6.
logical way. When he arrived, he switched on . . . . They offered their g uests . . . . The athlete is breath i ng hard beca use . . . . The c h i l d re n 's m other m a d e sure t h a t . . . . Please stop p o i n t i n g at . . . The old man p o u red . . . . .
•
A Firefi hter 's Man Roles
9. l t was a h uge re l i ef w h e n I heard t h e news. a. I ' m less worried now b. I ' m more worried now
3.
•
� 4. Complete the passage by adding a suitable suffix to the words i n brackets. Then listen and check your answers.
a . We want you to feel happy. b . We want you to stay awa ke.
2.
3. Complete the sentences by adding a suitable suffix to the words in brackets. 1. An H painti ng by Va n Gogh c osts m i l l ions of dollars. (origin) 2 . Do they teach . H design at your school? (graph) 3. it's a H H matter. I don't want to ta l k about it. (person) 4. The sec ret agent had some ........... i nformation , but he told no one. (va lue) 5. You r parents a re too H H They should let you be more i ndependent. (p rotect) 6 . I ' m H H ! Why d idn't you te l l me you couldn't come? (fu ry) 7 . Don 't be sca red of my dog - he's completely ........... . (harm) 8. You should buy one of these - they're very .. in the kitc h e n . (use) •
a . The resu lts were better than we had expected . b. The resu lts were n ot as good as we had expec ted .
1.
11 7
.
m i dd l e - a g e d .
7. We' re trying to c h e e r you
mystery � mysterious romance � romantic
.,.�Grammar Appendix, page
2 . They w il l d e l ive r the books tomorrow. a . They' l l read them . b . They'll bring them .
4.
Some words can be identified as adjectives by their suffixes. Some common adj ective suffixes are: -a/, -able, -ous, - tic and -ive. Some adj ective suffixes have got a special meaning : the suffix - ful means with, while the suffix -less means without. Note that sometimes there are changes in spel ling.
When you think of a firefighter, do you think of a L .... ..... (hero) man or woman, running into a burning house to save a child? "Well, that's not all they do, " says Malcolm Green, an officer in the London Fire Brigade. "Being a firefighter means being in 2· H (danger) situations, but we also do plenty of 3· H. (education) work. There's a lot people can do to prevent fires, and we're always trying to find 4· H HO (effect) ways to get this message across." Firefighters must stay in shape, and they need 5· OH H H O (psychology) training to deal with victims who are panicking. Despite all this, people love firefighters mostly for their 6 HH·· ····· (tradition) role : they are heroes who do an 7· HHO HO (admire) job and who willing!) face danger in order to prevent 8· H (tragedy) deaths. ..
A <3
•
H••••••
• •
U n it
TgpJ.c;. .YQ_c; _c.t."lJ.�Jc.t.:r..Y........................................ .
DANGEROUS SITUATIONS 1.
phrases below. Then listen and check your answers.
thrill
Match the beginning of each sentence i n I with its ending in 1 1 .
1 . A firefig hter 2. " He l p ! Fire ! " 3. He was i n a terrible acc ident, People who are easily bored 5. " Do n 't move or I ' l l shoot ! " 6. S h e suffers from a terri ble 11
• s u rvived
courage
•
•
l iv i n g on the edge
ser i o u s l y i nj u red
•
• fear
risk their l ives
WORKI N G O N TOP O F THE WORLD
We don't usually think of window cleaning as a dangerous job, but window cleaners who work on tall buildings constantly 1
·
.... . .... .. . A person who spends entire days standing on a shaky
platform 200 metres in the air has got to have plenty of 2· Some cleaners have actually fallen. In New York City
in 2007, two brothers fell from the 47th floor of a building.
a . the people scre a m ed . o . fear of dogs. c. but h e s u rvived . wa rned the robber. e. needs a lot of courage . often look for t h r i l ls.
One was killed, but the other miraculously 3· . .. . .. . . . . . , although
of course he was 4 · . . . . . .. . . . . . This type of accident can always happen, but if you like 5
.
... . and have no 6 ·
..... .... of heights,
the job has its good side. Feeling the wind in your face as you look down on a city from the top of a skyscraper is a real 7
And you can also see some interesting details of people's lives 2.
Replace the words in bold with the expressions below. l iv i n g o n the edge
when you look through their windows!
• se riously i nj u red
a cl ose ca l l
• l ucky to be a l ive • r i s ked h i s l ife The young father put h i mself in d a n g e r to save his c h i l d . � For a motor- rac in g d river, being i n an acc ident is j ust another work-re l ated d a n g e r . The p i lot was b a d l y h u rt i n the c rash . - After the fire, they felt fortu n ate t h at they occu pati o n a l h azard
�
h a d n' t d i e d . �
:ly )
Some people seem to enjoy b e i n g consta ntly i n d a ng e r .
...
ty y) )', .
r
(J 4. Complete the passage with the words and
-
lt was a very d a n g erous situati o n , but they weren't h u rt.
-.,_.-,;.... -ed I - ing ADJ ECTIVES - Adj ectives ��ding with -ed describe a feeling or state, while �ojectives ending with -ing describe nouns that :aJse or create this feeling.
3
Choose the correct form of the adjective. We were shocked I shock i n g by the n ews of the acc ident. He rec eived several t h reaten ed I t h reate n i ng phone calls. - There was a t h r i l led I t h ri l l i ng car c hase h rough the streets of Londo n . - Ye was sta rt l ed I sta rt l i n g when a mysterious oman suddenly a ppeared. ou a ren't easily frightened I f r i g hte n i n g and you don't ta l k m uc h . You'd m a ke a good spy !
• Complete the sentences. Make them true for you. 1. I 'm quite frightened of . . . . 2. I get furious when . . . . 3. When I was a c h i ld, I screamed 4. lt cheers me up when . . . . 5. Before I leave fo r sc hool, I make sure
... .
Vocabulary Builder, p ages 80- 8 1
2
c�
GRAMMAR PAST SIMPLE PAST CONTINUOUS -
1.
1.
---.--
2.
Read the exa m p l es a n d a n swer the q uest i o n s.
3.
a. Fowler climbed
4.
an followed AusabiL.
b. At 70 o c
was waiting or the report
5.
Complete each sentence with a suitable verb below. Use the Past Simple or Past Continuous. a rrive • call • not tal k • not finish wash The men fell as they t he windows. When ........... the a m b u lance ... ...... ? I was getting ready for bed when Karla .. . ... me. Pat ........... h i s meal beca use he wasn 't hung ry. Why were you l iste n i n g ? I to you ! H
.
H
•
c. As he was speaking A usable closed the door. d. AUSOI le a
Fo c/ler were sitting in the hate/ lobby.
e W le re waiter was knocking on the door, A usable was talking to Max. 1 . W h ich sente nce ta lks about ... ? 1.
l
a n incomplete action mterrupted by a nother a ction c 2. two incomplete act1011s 1 n progress a t the same time 1 n the past � 3. a n incomplete a ction m progress at a spec1fic time m the past b a description of a scene D 5. a completed action in the past 1-
4.
2 . Wh ich tense/s is/are used fo r each of the uses above?
We use verb + to form the Past Simple for regular verbs. 2. We use + verb + . to form the Past Continuous. HO
H
H
H.
.
H.
PAST PERFECT SIMPLE -
JfliJU'
<cu uc-cuu.Sc-
had expected
1.
Which verb is in tre Pa.-,t Per•ect Simple? 2. Which action ha ppen ed 'irstl 2. Com pl ete the rule.
We use ........ .. + the past partic pie to form the Past Perfect Simple.
El b ombero se quem6 las m a n os mientra s sa l vaba a u n n i fi o.
�he f ·enghter burnt his hands while he was saving a child. ./ 22
2. 3.
.
..
4.
..
6.
H
.H
.H
H
5.
H
•
_
•
• •
H
H .
H
3. Choose the correct answer. 1 . By the time they came to ar rest h i m , he
2 . The tomatoes began to grow soon after we p l a nted I h a d p l a nted them . 3 . I was sorry that I was I h a d been so i m patient ea rlier. We h a d f i n ished I f i n i s h e d the job, so we c leaned u p . 5 . Her parents had left before s h e woke u p I
4.
h a d woken u p .
1 . Read the exa m p l e a n d a nswer the q u esti ons.
Fo v11e felt more
1.
Complete the sentences with the verbs in brackets. Use the Past Simple or Past Continuous. A l ice .. .. (notic e) that a stra nger .. ....... (follow) her. (have) What .. you (si ng) whi l e you .. a shower? There was a lot of noise last night when (do)7 you I . . . . .. . (call) you . What The teac her (explain) the rules when someone .. (i nterru pt) h i m . J u l i a 9. ...... (a rrive) a s we . (have) d i n ner. Everyone (sleep) when suddenly someone ........... (knoc k) on the door.
a l re a d y esca ped I h a d a l re a d y esca ped .
3. Com p l ete the r u l es. 1.
2.
NOT The firef1qh ter burnt h1s hands while he saved a child X
6 . N i gel we nt h o m e beca use he forgot I h a d forgotten
h is books. 7. C a rla had never seen a c a r n ival until she visite d I had vi sited B raz i l . 8. T h e last tra i n h a d left b y the t i m e s h e reached I h a d reached the statio n .
U n it 2 4.
:2
Complete the sentences with the verbs i n brackets. U s e the Past Simple o r Past Perfect Simple.
Fishermen ........... (rescue�\the passengers after their sh i p ........... (sin k). He (not save) any money before he .. (retire). H
•
3 We .. . .... (not believe) that the c h i l d ........... (wa l k) so far by h i mself.
When I went to the car pa rk, I (see) that someone (stea l) my car. .uJ you 1\c-.(J�(ma ke) an appoi ntment before H.
.
�
you _
�
'·
�
�
They H
H
(al ready get off) the bus when they (rea l ise) they were in the wrong place . H H•
•
3
5. lt started to ra i n w h i l e . . . . 6 . Sa m was p leased after he . . . .
� 8. Complete the passage with the verbs in brackets. Use the Past Simple, Past Continuous or Past Perfect Simple. Then listen and check you r answers.
Maggie (be) u pset beca use she .... ...... ( lose) her earri ngs. H
Ben ........... (not pass) the exam because he ........... (not prepare). Shark expert Or Erich Ritter believed that sharks
Write sentences using the words below. Use the Past Simple, Past Continuous or Past Perfect Simple. La u ra I fa l l asleep I she I watch TV I w h i l e
were not as dangerous as most people thought. In 2002, he
1· .
.. .. ..
(travel ) to the Bahamas to
prove his theory. There were many sharks in the area, and Or Ritter
2·
H HH H .
(put) pieces of fish in the
E l izabeth I recog n ise Andrew I she I meet h i m I at a pa rty I beca use
water in order to attract them. He wanted to show
They I d rive to the airport I their car I break down I when
calm. He
- The show I beg i n I we I a rrive I by the time �
3 . Alan was relaxi ng i n his room when . . . . 4. The boy a pologised beca use he . . . .
. H.
(go) to see her?
. H.
7. Complete the sentences in a logical way. Use the Past Simple, Past Continuous or Past Perfect Simple. 1 . By the time Joyce got to school , . . . . 2 . The basketba l l player fel l as she . . . .
David I read the newspaper I h i s c h i l d ren I go to bed I after
that they would pay no attention to h i m if he kept
They I catch I the spy I he I enter I enemy territory I after
H HHH .
A large shark
(do) this experiment many times
4·
H .. H
..... (chase) another fish when it
swam towards Or Ritter and
5·
...
scientists, Or Ritter 6·
HHHHH.
(often take)
and they
7·
H OH H.
(not be) surprised by the
accident. Luckily, Or R itter 8·
H.
... H
(survive) the
attack. He later said he i ntended to continue
Sharks k i ll fewer than
20
complete sentences. Use the words in brackets and the Past Continuous or Past Perfect Simple. Why did the c h i l d start to cry? ( h u rt his k nee)
2 . When d i d J u a n learn E n g l is h ? (travel)
3. Why did John feel i l l ? (eat too m uch) Why did she have a n accident? (d rive too fast) ). When d i d the spy destroy the document? (after I memori se it) ::>.
When d id you have s k i i n g lessons? (stay i n t h e A l ps)
H
great risks in order to prove his theories
h i s work.
6. Write an answer for each q uestion. Write
H
(attack) h i m . According to other
as I I I leave the house I our dog I run out of the door He I pack I his bags I l eave I the house I a n d
3·
before, but this time something went wrong.
people a year.
Grammar Review
1 2 3 4 5 6 7 8 9
9. Rewrite the following sentences using the words in brackets. Do not change the original meaning. 1 . lt started to ra i n in the middle of our picnic. (wh i le)
2. We found a better flat Then we moved. (after)
3 . S h e fin ished a l l the work . Then he came to help her. (by the ti me)
4. I plan to leave in a week . (leaving) 5 . I don't l i sten to classical m usic at all. (never) E x tra g ra m ma r e xe r c i se s a t :
w w w . b u r/ i n g r o n b o o ks . eslvi ew p o i n rs 1
SKILLS LISTENING � A CONVERSATION
1.
The fol lowing jobs are considered to be some of the most dangerous in the world. Why do you think each job is dangerous? • • •
construction worker police officer taxi d river
• • •
secret agent I spy • war correspondent • m i ne r
•
firefighter pilot pizza delivere r
R E A D CAREFULLY - When you have t o answer mu lti ple-choice q u estions, a l ways
read a l l the options carefu l ly before you l isten . Some options may not use exactly the same words as the passage, so l i sten carefu l ly for a l ternative expressions, synonyms and opposites.
2.
Two students, Ellie and Chris, are discussing one of the jobs above. Listen to the first part of the conversation and choose the correct continuation for each sentence.
1 . E l l i e is doing media studies bec a use a. it sounds l i ke fun b . it's a n easy c o u rse c . it will help her in her career d. she a d m i res the teac her
. n.
.
· n· n·
2. C h ris . . . . a. b. c. d.
3. Ellie and Chris see each other a few weeks later. Listen to their conversation and complete the sentences using 1 -4 words. 1 . The correspondent bel ieves she is l uc ky 2. Sometimes the correspondent does not for a week. 3. Ellie enjoys mounta i n b i k i n g beca use she l i kes living 4. C h ris believes can't be compared to mou nta i n biking. 5. Wa r correspondents want people to know how
would l i ke to be a war c o rrespondent t h i n ks E l l ie's idea is good has read a bout war c orrespondents th i n ks E l l ie is m a k i n g a m istake
3. Accordi n g to the prog ra m me, wa r
L
__J
_ _
correspondents . . . . a . a re rarely shot at b . a re i n c onsta nt danger c. a re usually soldiers d . stay behind the front l i n es WEB EXTRA
• If you had to choose a job from those listed i n Exercise
1,
what would i t be? Why?
Find out about other dangerous jobs at: www.b urlingtonbooks.es/l'iewpoints I
U nit 2
SPEAKING TALKING ABOUT A PICTURE 1.
Look at the picture and describe what you see.
3. With a partner, choose a picture below. Describe the picture, then ask and answer the questions in Exercise 2. Use the expressions in colour in your conversation. 1
Match each question a bout the picture with a suitable response. Then practise the d ia logue with a partner. Question What is h e d o i n g ? Why is he doi n g it? What's dan gerous a bout it? - What k i nd of person do you t h i n k he is? How would you feel i n this situation ? _
_
Response I s u ppose he's a vet, so it's his job. M aybe the tiger will wake up a n d attack h i m . I ' d be very fri g htened . I'd probably screa m ! - l t l ooks l i k e he's taking ca re of a tiger's teet h. H e's proba bly very brave. _
_
ENRICH YOUR SPEAKING
When you want to add more information or add a nother point to what you've just sai d , u se the fol lowing expressions: And a n other thing, ... What's more, ... Plus the fact that ... And besides, ...
25
c�
WRITING A Narrative 1 . Read the narrative below. Will the writer ever go on a banana boat again?
NIGH'TMAillJ
OM A
BANANA
Last summer, I went on holiday with my friends Lily and Jack. One day, we were standing on the beach, watching people fly across the water on a banana boat - a long yellow rubber boat pulled by a speedboat. It looked like such a great thrill that we decided to try it. I held on as tightly as I could. Then, as the speedboat was making a sharp turn, the banana ti pped over and we all fell into the water. Laughing, I looked around for my friends. S uddenly I saw that Lily had blood all over her face. Jack and I swam towards her to see what had happened. I felt quite panicky. By this time, the driver had noticed what was going on, and came back to help. We took Lily to hospital as soon as we got to shore. Later, we were told that she had a broken nose from hitting the water so hard, but luckily she hadn ' t been seriously injured !
,,
A lot of people enjoy banana boats, but I ' m not brave enough to try one again.
The funny thing is that Lily still loves them !
2. Find the answer to each question in the narrative.
1 . Who was involved i n the story?
2. Where did the story take pl ace?
3. When did the story take place? 4. What frig hten in g I dangerous t h i ng happened? 5. How did the cha racters react to the i n ci dent? 6. How did the story e n d ?
CONNECTORS O F SEQUENCE AND TIME EXPRESSIONS
We use connectors of sequence to help ma ke the order of even ts clear. Time expressions describe when things happen . +:-Writing Guide, page 1 49
3. Look at the connectors of sequence and time expressions below and find four of them in the model. B eg i n n i n g t h e story: i n the beg i n n i ng I at fi rst Cont i n u i n g t h e story: before I after I next I later I when I then I as soon as New e l e me nts to t h e story: suddenly I all of a sudden Eve nts occur r i n g at t h e s a m e t i m e : while I as I d uring E n d i+� g : eventua l ly I at l ast I i n the e n d I finally l
4.
Use connectors of sequence to complete the story. There may be more than one suitable answer. A HUNGRY BEAR
Two yea rs ago, we went ca mping in the mountains. One afternoon, 1 · .. ... we were prepa ring d inner over a campfire, we saw a bear watc h i ng us from about a h u n d red metres away. We ignored it, hoping it would go away, but it began to wa lk towards us ! 2 · . . . . we rea l ised that we were in danger, we tried to remember what th e pa r k ranger had told us. 3· . , we shouted and waved our arms i n the ai r so the bear wou l d t h i n k we were large a n i mals. 4· .. . . . . . , we began to back away slowly. Fortu nately, the bea r d i d n 't follow us - he was too i nterested in ou r d i n n e r ! 5· ....... . w e returned, we found there was no food left for us. 6· . , it was worth m issing a meal for the experience of being so near a bea r !
1e e
l i ns .
�er
U n it 2
I
Your Task During is fol lowed by a noun to state when someth i ng ha ppens.
• Write a narrative about a dangerous or
frightening experience. Use
1 00- 1 50
words.
;en t camping during our summer holiday. For is fol l owed by a period of time to describe how long someth ing goes on. ent camping for two weeks.
WRITING YOUR NARRATIVE 1.
5.
Write the story in the correct order. Use the connectors of sequence to help you. Then I left the resta u ra nt and got i nto the back of the ca r. As we reached the door of the resta u rant, I s u d d e n l y 'emembered that I had left my coat on my chair. - B efore I could say a word, the people i n the front seat turned around and bega n screa m i n g at me. J U mped out as fast as I co uld ! - Later, I real ised that they had probably been j ust as =-1ghtened as I was. = ��Y mum, my brother and I went out to d i n ner
• Thi n k about the following questions: Who was i nvolved in the story? - Where and when di d it take place? What happened that was frighte n i ng or dangerous/ - How did the characters react to the danger? - What were the cha racters doing/ - How di d the cha racters fee l ? D i d t h e story e n d happily or not? -
·
o n e eve n i n g . -
As soon as
I had closed the car door, rea l ised someth in g was wro n g : I had got 1 o the wrong ca r ! - ,., ey cont i n u ed wa l k i ng to the ca r w h i l e I · . ent back to get my coat. After we had fin ished eati n g , we got up to leave .
Brainstorm your narrative. • Thi n k of something frightening or dangerous that happened to you or to someone you know: an accident, a travel experience or getting lost, for example. If you can't think of somethi ng real, ' make up a story.
2.
Organ ise your ideas. Use the model on page 26 and the plan below to help you.
PLAN Open i n g :
-
Rewrite the following sentences using the connectors and time expressions in brackets. Make any necessary changes. - .,e i n cident happened w h i l e we were on 1oliday. (duri ng) = rst we took off ou r shoes. Then we cl i m bed onto :'le banana boat. (after) .atalie felt better after a few we�ki. (eventual ly) - . e had started coo k i n g the meat before we saw :'le bea r. (then) Our friends finally came to bring us food. (at last) -
-
Describe where and when the sto ry takes place and i ntrod uce the characters.
Body:
Descr i be the events in the story and how the cha racters felt. C l os i n g : Describe how the story ended.
3. Write a first draft.
·
Complete the sentences in a logical way. t f i rst everyth i n g was fine, but then .:._ man was sitt i n g i n the a i rport when suddenly . . . . -�vo people were badly i nj u red w h e n . . . . S 'le had destroyed the document before : !elt l i ke we had waited for hours. F i n a l ly, . . . .
4.
Use the checklist to check your work. Then write a final draft. CHECKLIST
./ I followed
the plt�� �-t for
t11
fttlf rmti.ve.
./ I V�Se..d
C011.11.Utors of sequuu:.e t�� vtd ti.I"VV-e e:<pressi.ovu.
./ I check..e..d 3rtl!fn1111Ai! r,
p uV�L-tV(P(ti.o�-t.
spelli.vtg t�� vtd
SKILLS
U S ING A D ICTI ONARY
•
You a re g o i n g to practise some basic d ictionary ski l ls. Look at the d ictionary extracts a nd a bbreviation key. Then a n swer the Task Questions below.
®
Abbreviation Key British English preposition adverb verb pl ural American E ng l ish adjective noun
451
®
C "'@
a
t
bear /be;�/
b
t ... t (bears, bearing, bore, borne)
verb . 1 . to carry or hold: All the men b ore guns.
t
e
-
c
2 . to be a b l e to tolerate: Can you bear the pain?
noun. a l a rge, strong wild a n ima l . - d
figure / 'fig;�/ noun (p i . figures)
1. a n u m ber, especially in statistics: Figures show that one in every two marriages ends in divorce. 2 . the shape of the human body: She has a very attractive figure. 3 . a person that you cannot see clearly: We noticed a tall figure standing near the window verb to calculate an amount: We figure there were about 1 0, 000 people at the concert.
noun
• TASK QUESTIONS 1 . Headwords a re the words at the top of the d i ctionary page, showing the fi rst a n d l ast words on that page. Look at the headwords in A a bove. Which of the fol lowi ng words wou ld you find on the page?
figure • fickle • fifth • fidget
2. D ictiona ries often use abbreviations. Look at n.
8 a bove and match each abbreviation below to its m ea n i ng.
• v. • A m E • B r E • pi. • adj. • adv. • prep.
3. it's i m porta nt to u ndersta nd the structure of a dicti onary entry. Match each part of the entry in C above with its l a bel below. example sentence
• phonetic spell ing • part of speech • defi n ition • other forms of the word
4. How m a ny pa rts of speech does entry C a bove show for bear? 5. Which is the correct part of speech a nd defin ition for bear i n the context of the fo l lowi ng sentence?
I couldn't bea r to watch their stru ggle. 6. W h i c h def i n ition o f
figure in D above fits t h e context o f t h e fo l lowi ng sentence?
I could see two figures struggl i n g for control of the g u n .
• USE YOUR SKILLS Read the extract bel ow. Look up the mea n i ng of the words in bo l d . Wh ich is a phrasa l verb? From where I stood. I could see the two figures in a l i fe-and-death struggle for the
control of a si ngle g u n . It was clasped in their hands. h i gh above the i r heads . As I
came closer. I could see the strain on thei r faces.
I could hardly bear to watch . Then suddenly, Taylor slammed his elbow i n to
da S i lva 's stomach and bent his arm up beh i nd his back. The gun went tl y i n g across
the snow. But da S i lva did not give up.
PH RASAL VERBS
Meani ngs of phrasal verbs a re u su a l ly g iven at the end of the entry for the verb.
19.
Unit Objectives
* Sport and Achievement * Prese n t Perfect S i mple *
I
Past S i mple
L i s t ening to a R adio I n t erv i ew
* Exchangi n g In t'o rmation * Wri t i n g a B i ography
' Li !'c Ski l l s : B ooking Tickets O n l i n e
Go for It! •
.-
Read the statements below. Which one best reflects your attitude to life? a. I ca n relax, beca use I know that wonderful thi ngs wi l l happen to me in my l ife . b. I am sure that if I try hard enou gh , I wi l l be able to achieve my goals. c. No matter how hard I try, I won't ach ieve my goals . Listen to the song and read the lyrics. Which of the statements above is the best summary of the song's message?
Can Do Anljff11i1g
Caleiqh Pt#trs
- orand new morning hasjustbegunJ ,Ja/fc outside and I touch the sun. um't waitto startthe dag todatj. - 'ere matj be b/oc/cs on the road ahead> -. l'lljustgo right'round instead. ,:Jon't leta thing get in mtj watj. - ere's so much to see> tjeah. :s all here for me> tjeah. :7 readif> world) 'cause here I come.
rus:
I U/11 do antjthing>
- that/ wantto> nothing I can'tdo. !:4n do antjthing> . !) one can tell me no. !AY! do antjthing> . !'Jthing can stop me) go 'head and watch me. use I believe> tjeah) I believe in me> ,·d I can do antjthing. �
People tell me I reach too high) I'll never /cnow i{ I never frtj. /t's lil<e I'm alreadtj off the ground. /t's mtj life and it's up to me> I /cnow that I'm in the driver's seat So hold on tight and I 'll roll the windows down. Feel that wind b/owin: Don't/cnow where I 'm goin� But I /cnow ! will find mtj Watj.
Chorus
I matj fall along the watj> A nd 1{ the hmes get tough> Nothing's gonna l<eep me down; I 'll getbacfc up. Life is full ofchances and I malj not/cnow what's in store> Butif I 'm too afraid to flif> I /cnow I'll never soar.
Chorus (repeat twice)
n
y
• D o you think that a positive attitude is helpful in achieving difficu lt goals? What else is needed to achieve difficult goals? WEB EXTRA
Find out about a spo rts team th at o vercame an unu sual ch alleng e at:
www.burhngtollbooks.es/vlewpolllls I
J (� READING
5.
1 . Word Check: The following words appear
in the text. M a ke sure you know what they mean. able-bodied • blades • overcome overturn • space-age
I
IDENTIFYING THE MAIN IDEA
Choose the best answer according to the text. 1 . Pistorius and his coach claimed that . a . Osca r had overcome h uge d isadvantages b. the C h eeta hs were better than legs c . it wou l d be too d iffi cult for h i m to compete at Beij i ng d . his case wou l d set a precedent
2. Pistorius did not com pete at Beij i ng beca use a. the IAAF would not a l l ow it b. he was disabled c . he did not run fast enough d . the CAS wou l d not a l low it 3. Accord i n g to the text, Pistori us' case has made
people . . . . a . want C h eeta hs i nstead o f real legs b. wonder how much technology should be used in sport c. ask whether d isabled and able-bodied ath letes should com pete together d . change their m i nds about disabled ath letes
Rea d i n g the first sentence of a paragra p h can h e l p i d e ntify the m a i n idea. I d e ntifyi ng the m a i n i dea o f each paragra p h w i l l h e l p you u n d e rsta n d the text.
2. Read the first sentence of each paragraph in
1.
2.
3.
4. 5.
the text. In which paragraph do you think you will find the following information? Pistorius' ea rly l ife 2 The reason for the IAAF's decision Y Pistorius' reaction to the IAAF's decision S An i ntrod uction to Oscar Pistorius 1J The final verdict b
3. Read the text and check your answers to Exercise 2. 4.
6.
1.
2. 3.
4. 5.
Find words in the text that mean: achievement (paragraph 1) best, foremost (paragraph 3) -..._ non-professional (paragraph 3) g reater than normal (pa rag raph 5) i m p rove (paragraph 6)
• In your opinion, should Oscar Pistorius be
al lowed to com pete at the next Olympics? Why or why not?
Answer the questions.
1 . What is u n usual a bout Osca r Pistori us? 2. Why did Pistorius bel ieve he should be al lowed to compete in the Olympics? 3. What did the IAAF decide?
4. Why did they make this decision? 5. Accord in g to Pistorius and his coach, what m a kes h i m su ccessfu l ? 6 . Why i s the word ironically used i n l i ne 33?
30
l'
W E B EXTRA
F ind out a bout some strange spo rts a t :
u•u •u•. burlillgfollbooks. es/l'iell'JlOillfS I
�
O S CA R P I STD R I U S
t.
I
Oscar Pistorius can run faster than almost anyone on eart h , which is q uite an amazing accomplishment when you consider the fact that he has no legs. A double amputee and a world-class sprinter, he has forced the athletics world to deal with some difficult questions. 5
Pistorius was born in South Africa in 1 986. At the age of 1 1 months, both his legs were amputated below the knee because of a birth defect. Despite this devastating disability, he became an athlete at a young age, competing with able-bodied boys in rugby, water polo, wrestling and tennis. In 2004, he took up running and has never looked back.
10
I
Pistorius won a gold medal at the 2004 Paralympics in Athens, but he wanted to compete in the Olympic Games in Beijing in 2008 . After all , his times were as good as those of many top, able-bodied runners. However, the I nternational Amateur Athletic Association, the IMF, ruled against his request.
15
The reason for the IMF's decision was Pistorius' high-tech prosthetics, called Cheetahs - a pair of J -shaped blades especially designed for running. According to the IMF, the Cheetahs make Pistorius taller and lengthen his stride, giving
20
him an unfair advantage. They also feared that Pistorius' case would set a precedent , opening the way for all sorts of robotic enhancements in sport. They even raised the question of whether, in the future, athletes might seek an advantage by replacing healthy limbs with artificial ones.
25
Pistorius and his coach appealed the decision , pointing out the d isadvantages created by the Cheetahs. They also reminded the world of the obvious - that only through superhuman determination and willpower had Pistorius overcome such difficult circumstances. "I train harder than other guys, eat better, sleep better and wake up
30
thinking about athletics , " said Pistorius. "I think that's probably why I ' m a bit of an exception. " The decision of the IMF was overturned by the Court of Arbitration for Sport, the CAS, making Pistorius eligible to compete at Beijing . I ronically, he failed to meet the requ i red qualifying time
35
for the 400-metre sprint , so he could not join the South African Olympic team . However, Pistorius is still determined to compete against able-bodied athletes. Meanwhile, his story has raised many issues concerning technology in sport. Today's athletes use everything from space-age swimsuits to oxygen tents in order to
40
enhance their performance. As science advances, what will be allowed and what will not?
False friends
according to (line 1 7) means segun not acordando a determined ( l i n e 3 5) means decidido not determinado
U n it 3
c� VO CABULARY
VERB COLLOCATIONS Some verbs a re com m o n ly u sed with certa i n n o u n s. Th ese combi nations a re ca l l ed co l l ocations.
Words from the Text
Pistorius won o medal at the 2004 Paralympics. His story has raised issues concerning technology in sport.
1.
Are the statements true or false? Pay attention to the words in colour. Correct the false statements. 1 . If you make a req u est, you ask for someth i n g . 2 . A s technology a d v a nces, M P4 players are beco m i n g bigger. 3.
Yo u
can get
yo u r
licence if you
your
fail
driving
test. 4. If you seek someth i n g , you have found it. 5. W i n n i n g a gold medal is a g reat acco m p l i s h ment .
6 . If you lengthen your trousers, you make them shorter. 7 . If you t a k e u p a sport, you ' re new at it. 8. lt would be u nfa i r if you r teacher scheduled th ree exa ms in one day.
They feared that Pistorius' case would set a precedent.
4. Which of the nouns can be used to form collocations with the verbs in colour? 1 . win a medal, a prize, a pa rty, a match, a n arg u ment, a competition, a war, an obstacle 2 . ra i se an i ssue, a question, a hel icopter, a salary, a flag, a meal, a buildi ng, a plan
3 . set -
a l ist, a precedent, a table, a record, an al arm, a docu ment, a date
2. Complete the sentences with the words
below. devastati n g s u perh u m a n
5. •
d i sa b i l ity
•
•
l i m bs
w i l l power
1.
1 . The spri nter ran at an a l most . speed . 2 . The n ews of the accident was . We were a l l shocked . 3. Liz is deaf, but her does n 't stop her fro m doing whatever she wants. 4. lt takes a lot of to stay on a d iet. 5. The su rvivors had i nj u ri es to their l ower .
.H •
.H
.
H
•
•
•
3. Read the sentences in I. Then match the verbs in colour to their definitions in 1 1 . 1 . I wa nted to get fit, so I decided to j o i n my loca l
gym . 2 . Max p o i nted o ut that Sue was ten m i n utes late.
2. 3.
4. 5. 6.
Complete the sentences with collocations from Exercise 4. Make any necessary changes. How did you convince your boss to you r ....... ... ? The fans were delig hted when their team .. the final Did Mi chael Phelps .......... eight gold .......... at the Beij i ng Olympics? Let's .......... the for 6.00 am. Which country . . the . . of the Roses in 1 48 5 ? O u r teacher won 't let a n y student i n late. She's afraid it will a .. If you t h i n k it's i m porta nt, you should .. ....... that at the next school m eeti ng. H igh ju mper Javier Sotom ayor ... ...... a ne w world ........... at 2 .45 m etres in 1 993. H• • •
.H .
H .
..
H
•
... H .
7.
H •• •
8.
3. Why did the CAS overt u r n the IAAF's decision?
4. Some ath letes take d rugs to e n h a nce their performance. 5 . The govern ment tried to d e a l w ith the crisis. 11
a. make someone aware of a fact b. reverse a previous decision or law c . take action to solve a problem d. i m p rove, m a ke better e. becom e a member of a grou p
Javier Soto m ayor, world reco rd h older since 1 993
),
U n it 3
S PORT AND ACHIEVEMENT 1.
a c h i eve speed
Name two . . . .
•
• •
beat i n g
types of athletics e q u i pment sports c h a m p i o n s 3 . a w a r d s i n sport sports that demand a l ot of strength 5 sports that demand a lot of e n d u ra nce -
-
perfo r m a n ce
tra i n i n g
•
•
d efeat
e n d u ra nce
com petiti o n
sports that demand a lot of speed ways to i mprove athletic perfo r m a n ce
2. Replace the words i n bold with the words and
expressions below. c h a l l enge defeat
•
overc a m e
-
• •
•
broke a record
str u g g l e d
•
tra i n i n g
beat a n o pponent
a c h i eve a g o a l
lt ta kes a lot of practice to learn gym n astics. For me, lea r n i n g to dive was a d iffi c u l t t h i n g to do.
•
I tried very h a rd to deal with my disabil ities .
- The goal of com petitive sports is to w i n a g a i n st
When you watch athletes at a
a n other person or tea m .
J.
you see them doing incredible gymnastics or skiing downhill at superhuman 2·
- The hig h j u mper performed better t h a n a ny previous ath l ete.
What you don't see is all the work that's going
- The gymnast was i nj u red, but she s ucceeded in dea l i ng w ith the pa i n . The tea m 's l oss was disappointi n g . lt takes willpower to a cco m p l ish what you want.
on inside their heads. Today, athletes know that mental
3·
.
. ... is just as important as 4· . . .... ..... to
build physical strength. The right state of mind
_
can mean the difference between victory and 5 · . Sports psychologists teach athletes positive thinking
I D I O M S - An i d i o m is a n expression :-at ca n 't be translated word-for-word i n a noth e r � " g u a ge. keep your eye on the ball means be alert
and visualisation - to see and feel themselves
6· .
their opponents and winning a medal. Many even use hypnosis. Athletes are also taught to focus on the goal they want to 7· . . ... . . . ... , rather than on the mistakes
3 . Choose the correct meaning of each idiom.
3
tremendous!y.
You really i nsulted h i m . That was h itti n g b e l ow
the belt . (fu n ny I cruel)
• Complete the sentences. Make them true
for you.
become popu l a r)
it's lucky he h a d a head start or he wou l dn 't have finished on time. (tho u g ht carefu l ly I started before the others)
4.
techniques have been shown to improve 8· .
I 've done a l i i ca n . The b a l l 's i n you r c o u rt now. (let's work together I it's your turn to act)
Don't worry, you ' l l soon learn the ropes at you r n ew job. ( u n d ersta n d h ow things work I -
they are afraid of making. These mental training
it's a pity that he t h rew in t h e towel after a few d isappoi ntments. (kept try i n g I gave u p)
1 . lt wo uld take a l ot of willpower for 2.
3. Which sport do you think each idiom in Exercise 3 comes from? sai l i ng
• box i n g
•
te n n is
•
h orse racing
4.
5.
me to . . . . I wou l d l i ke to take up If I were i n Pa rlia ment, I wo uld raise the issue of . . . . One di fficu lty that I have overcome is My greatest accomplishment is . . . . Vocabulary Builder, pages 82-83
c�
GRAMMAR
Read the exa m ples a n d a n swer the q u esti ons.
a. Pistorius started running in 2004. b. His story has raised many issues. c. He hasn 't qualified for the Olympics yet. 1 . Which sente n ces describe ... ? 1.
a n a ction I situation that took p l a ce at a n u nspecified t i m e i n the past a n d conti n ues u nt i l the p resent
2. an a ction that took p l ace at an u n specified
t i m e in the past a n d is rel eva n t to the presen t 3. a co m p l eted a ction t h a t took p la c e a t a
specific t i m e i n the past
above?
2. Complete each sentence with a suitable time
expression below.
1. 2.
3. 5. 6.
7.
3. Com p l ete the r u l e.
We use .. . o r .. + t h e past p a rtic i p l e t o for m the Present Perfect S i m p l e.
4. W h i ch of the t i m e expressi o n s below a re used with the Present Perfect S i m p l e a n d w h i ch a re used w ith t h e Past S i m p l e ?
s i n ce j ust yesterday for yet l ast yea r so fa r u nt i l
.
4.
2. Which tense is u sed for each of the uses
a I ready
1 . Complete the sentences with the verbs in brackets. Use the Present Perfect Simple. 1. Our team ........... (not win) a match i n two month s ! 2 . ..... . .. . .. you ........... (ever play) ten n is/ 3. I can't give you the book. I . . (a l ready g ive) it to Jen ny. 4. Tom and I . . . (know) each other for five yea rs . 5 . My mother .......... (a lways be) good at art. 6 . ........ . . Pa ul . . .. (ta ke) the dog for a wa lk yet? 7. . (not see) any good films recently. 8. C la i re .. (decide) to study medicine.
then l atel y a m on th a g o recently ever n eve r a lways sti l l
8.
then • never • last summer • yet since • j ust • ever • for That's the best joke I 've .... ...... heard . I 've . .. tried deep-sea div i ng. I s it frightening? We had a rest and ........... went out for d in ner. My sister hasn't begun her swimming lessons He has worked here .. . ... . ... . 2006. A J amaican ath lete broke the world record .. The trai n has . . entered the station . I 've l ived in Pa ris . .. ten yea rs.
3. Complete the sentences with the verbs in brackets. Use the Present Perfect Simple or Past Simple. 1 . Rafael Nadal ........... (have) his fi rst tennis lesson when he was three. 2 . . . .... i t ........... (rai n) a l ot this year? 3. . . you ........... (see) any good matches lately? 4. Pistorius .. (struggle) to get i nto the 2008 Beij ing Olympics. 5 . I ....... .. (explain) this to you several times. 6 . . . it .... .. . (rai n) last night? 7 . We ........... (not order) our meal yet. 8. Gem ma Mengual ........... (love) synch ronised swi m m i ng since she was a child . .
.
Gemma Meng u a /, silver meda l/i
Pistori u s q u iere competir e n l a s o l i m piadas desde q u e era u n n i no. Pistorius has won ted to compete in the Olympics since he was a child. ./
NOT Pistorius wants to compete in the Olympics since he was a child. X
Beijing
2008
U n it 3 4.
Complete each sentence with a suitable verb below. Use the Past Simple or Present Perfect Simple. ·
;!
2.
3.
:J .
::> .
3
win • n ot g ive • m eet • visit n ot play • fly • hear • write We ..... .... M ichael his presents yet. The basketba l l pl ayer . .. . two awards si nce he joi ned the tea m . We . . ten n is this morn i n g beca use i t was ra i n i ng . ........... Marian ever . . i n a plane? just ........... a n interesting perso n . M y g ra ndfather . . . . C h i na when he was a yo u n g m a n . They ........... a l ready . . a bout the accident on the news. . . . John Le n n o n . . most of the Beatles' songs? •. .•....
=> .
Complete the interview with a football fan. Use the Present Perfect Simple or Past Simple. How long . . ? I 've been a C helsea supporter since I was ten yea rs old. ''''''''''' 7 Yes, I have. I n fact, I 've been to lots of C helsea games. - ''''''''''' ? No, I d i d n 't go to last week 's game - I was i l l . '' ' ? I felt fantastic when my team won the cup. - ,,,,,,,,,,, ? Yes, I 've a l ready bought tickets for the n ext game.
� 7. Complete the passage with the verbs in brackets. Use the Present Perfect Simple or Past Simple. Then listen and check your answers.
THE
' CAN T W I N
POOR
1
Deve l o p i n g c o u n t r i e s
.. .. (always be) at a
d i s ad vantage i n t h e w o r l d of i n ternat i o nal s port. I n recent ye a r s , h oweve r , the gap between r i c h a n d 2·
poo r c o u n t r i e s
. •
•
(g row) beca u s e s port
3·
(become) h i -t e c h , m a k i n g t ra i n i n g a n d eq u i p m ent e x t re m e l y e x p e n s ive. To p re p a re fo r the Ath e n s
O l y m p i c s i n 2 004 , fo r e x a m p l e , ath l et e s from t h e wo r l d ' s r i c h nat i o n s
4·
.
.
•
(tra i n ) i n s pe c i a l h e at
c h a m be r s . The tem perat u re s a n d h u m i d i ty i n t h e s e c h a m be r s
5·
• •
.
( i m i tate) t h e we at h e r c o n d i t i o n s
i n Athe n s , s o t h at t h e at h l et e s c o u l d get u sed to the s u m m e r h eat. The U g a n d a n box i n g tea m , h oweve r ,
6·
•
. •
(not h ave) t h e m o ney for a h e at
c ha m be r . I n s tead , t h e i r coac h , D i c k Kate n d e ,
o n ! U n fo rt u n ately, t h e s e d i ffe re n c e s l e ave many e x c e l l e n t at h l etes w i t h l ittle c h a n ce of wi n n i n g a m e d a l . I nt e r n at i o n a l s po rt s organ i s at i o n s are aware of t h e s i t u at i o n , but so far they e n o u g h to c o r rect i t .
8·
••.• .•
(not d o)
5.
llist
Provide a logical response for each dialogue. Write a complete sentence using the tense in brackets. " La u ra is upset. " " Of course she is I . . " (Present Perfect Sim ple) " Pa u l is late for school a ga i n . " " He probably . .. . " (Past Si m ple) - " You 've got a great ta n ! " " Yes, .. . " ( Present Perfect Simple) " Why a re you so excited 7 " " I . . . " (Present Perfect S i m p le) - " Do you t h i n k we ' l l win this match ? " " Not a chance . .......... " (Present Perfect S i m ple) - "Jack looks happy. " ' I ' m not su rprised . . . " (Past S im ple) •
7· .
(order) t h e m to t ra i n i n t h e s u n w i t h t h e i r coats
8. Rewrite the following sentences using the words in brackets. Do not change the original meaning. 1 . George started work i ng here fou r years ago. (for) 2 . Ben doesn't eat meat at a l l . (never) 3 . I was in the middle of a conversation with my teacher when you ca l l ed. (wh i le) 4. An ne is visiting our cou ntry for the fi rst time. (never) 5. John d i d n 't wa nt to l eave before seeing the gard e n . (seen)
E x t ra g ra m m a r e xe r c i se s a t : W W II! . b
u r l i n g r o n b o o k s . es/l! i e wp oi n t s 1
c�
SKILLS LISTENING G A RADIO INTERVIEW
1 . Look at some of the men's 1 00-metre sprint records since 1 960. Why do you think the record times keep improving? Time (seconds) A. H a ry
West Germany
C. Lewis
U SA
D. B a i l ey
Canada
M. G reene
U SA
T. Montgomery
U SA
A. Powell
J a m aica
U. Bolt
J a m aica
�
,.,
� � �;
2. Listen to the first part of a radio interview
J u ne, 1 960
1 0. 0
Septem ber, 1 988
9 . 92
July, 1 996
9. 84
Ju ne, 1 999
9.79
Septem ber, 2002
9.78
September, 2007
9 . 74
August, 2008
9 .69
Location
3. Listen to the second part of the i nterview. Are the following statements true or false? 1 . At Beijing, fewer records were broken i n swi m m i n g than i n other sports. 2. People today a re born faster and stronger than they were i n the past. 3 . Michael Phelps wasn't the only swi m mer to wear the LZR swi msuit.
Year
4.
about sport and technology and complete the chart below.
Swimmer
N u m ber of gold medals
Michael Phel ps
M a rk Spitz
�
f
Listen to the third part of the interview and answer the questions. 1 . What does La rry H ayes compare the latest sports equipment to? 2. What new technology was used at the Montrea l Olymp i cs and what effect d i d it have? 3 . Does Dr Caseman believe that athletes today need technology to perform wel l ? Why or why n ot?
• In your opinion, is using technology in sport
legitimate? What do you think the limits are?
U n it 3
SPEAKING EXCHANGING INFORMATION 1.
2
3 J �
2.
Write two more questions based on the fact file. Ask your partner to answer your questions.
Vvtlerie Vili -stwt pl4ter E a r ly l i fe
......... - Born i n New Zealand Secondary school years - teased and bu l l ied because of 2 · . .. . . . E a r ly ca reer
-- ierry H enry-Jootb�ller :: .., 7 -
Born i n Esson ne, Fra nce Experien ced racism as a ch i l d :-34 - Began to play at local football cl u b
:s
I
Read the fact file below. Which of the following questions are answered i n the fact file? When was Thierry H e n ry born ? What is he f a m o u s for? What awards has he won ? What reco rds has he broken ? What's his favou rite food ? What probl ems has he h a d a n d what has he done to overcome them? What a re his fut u re p l a ns?
3. Work with a partner. Ask and answer questions to complete a fact file. Use the q uestions i n Exercise 1 to help you. Student A: Complete the fact file on this page. Student B: Complete the fact file o n page 1 60.
-
•
_
--
er a n d Eve nts
?99 - Jo ined E n g l ish footba l l club Arsen a l - :4 - Victim o f racist comment by a prominent football coach - � s - Started the Stand Up Speak Up campa i g n against racism i n footba l l Became Arse n a l 's leadi n g goal-scorer of a l l time ' - Signed for FC Ba rcelon a
�s . Co mgetiti o n s I Awa rds
?8 - World C up win ner's medal as p layer i n French team , PFA Player of the Yea r - :4, 2 005 - E u ropean G ol de n B oot Award as Europe's top goal-scorer :.., - Became France's top goal-scorer of a l l t1me ·7 · Named i n Time magazine as a " Hero and P1oneer " for his a nti-racist activism J
Burlington Speech Trainer, Unit 3
1 998 - School sports teacher recog nised her potential , encouraged her to take up the sport 1 998 - B roke
1
.........
Titles I Co mpet iti o n s I Awa rds
2 0 0 1 - -l. . . . ... . .. . 2002 - World J u n ior C ha m pion 2 004 - Athens Olympics - fin ished ei ghth beca use
5 · ....... . . . .
2004 - B roke New Zea land wom e n 's record from 1 964 6· . . . . . .. . - World C ha mp1on .
.
.
2008 - 7
..... . .....
meda l , BeiJi ng
2008 - N ew Zea l a n d Sports Award of the Yea r Future P l a n s R.
ENRICH YOUR SPEAKING
When you want your partner to repeat someth ing, use the fol lowing expressions: I'm sorry, I d i dn't get that. Can you repeat that, please?
&Pronunciation Practice, page 1 3 1
37
ti. � WRITING A B.�ggraphy 1 . Read the biography below. Find three facts you think are interesting or unusual.
Daida and lballa Ruano Moreno a re i nternational windsurfing champions from the C a n a ry Islands. These i dentica l twi n sisters a re world famous for the i r extraordi nary ta lent and energy. The sisters were born on 1 st December, 1 97 7 i n Las Palmas, G ra n Canaria. Although they were always athletic, they only began windsurfing at the late age of 1 7 . They had almost no formal tra i ning, a n d l earned by i m itati ng others at the famous windsurfi ng beach of their hometown, Pozo lzqu ierdo. With i n 1 8 months of ta king up windsurfi ng, the Ruano Morenos were com peti ng professionally. Together, they hold 1 7 world titles, and have beE world windsurfing champions for n i n e consecutive years. They feel it is i m portant to bring more women i nto w i n dsurfing, so they organ ise an anr summer tra i n i ng camp i n Tenerife for g i rls from a l l over the world. !balla
The Ruano Moreno sisters have b rought a new, vital female presence i nto :: sport that has traditionally been dominated by men . They plan to conti nL-
2. In which paragraph of the biography does the writer
? 3 . list competitions and titles they have won 4. exp l a i n what the Ruano Morenos a re famous for
1 . tal k a bout Daida and lballa's ea rly l ife 2. describe thei r future plans
...
WORD ORDER E n g l ish sentences fo l l ow a basic word order: subject
verb
direct object
The team Our coach
will arrive bought
new equipment
manner (how)
i ndirect object
promptly for the team
place (where)
time (when)
at the stadium
tomorro w. last year.
Ti m e expressions can a l so com e at t h e beg i n n i n g of a statem e n t : Every morning, Phelps practises s wimming i n the pool. Fre q ue ncy a dverbs (always, often, usually, never. sometimes, seldom) com e before the m a i n verb or after the verb to be. Thierry Henry usually scores a goal. His fans are seldom disappointed.
.-_Writing Guide, page 148
38
U nit 3
Your Task • Write a biography of a famous person that
you admire. Use 1 00-1 50 words. WRITING YOUR BIOGRAPHY
Fol l owing some verbs, the i n d i rect object can come before he d i rect object. I n this case, the prepositi on ( to or for ) i s omitted.
1 . Brainstorm your biography. • Choose a famous person. Think of someone who is i nteresting or special i n some way. • Use the Internet to find information. Start by using a search engine such as Google.
ought a presen t for my boyfriend. ought my b oyfriend a present.
• Look at several sites and find two or three that contai n the i nformation you want.
The second form i s preferred if the indirect object is a pron ou n . 3 . Copy the word order chart o n page 38 into your
1r
notebook. Then write the words of the sentences below in the correct columns. Anne d rives her car slowly through the streets eve ry morn i n g . She described the building to me before the tri p. , Dave is meeting his friend at the cafe ton ight. The spri nter may win a gold medal at the London Olympics in 20 1 2 . 5 He wrote that song for his gi rlfriend i n a hotel room . �
Jeen
oa
4.
nue e
WC
2.
3. .t
::J .
6.
Choose the correct answer. They bought a. yesterday a n ew ca r b . a new car yesterday My father cooked . last n i ght. � some sou p for me b . for me some soup The school basketba l l tea m ..... ..... to other cities. ill often travels b. travels often My best friend from Paris. a gave me a T-s h irt b. gave a T-s h i rt me I explai ned to the policeman . a patiently the problem b . the problem patiently Let's send Dan a n e-ma i l a . from m y computer tomorrow b. tomorrow from my comp uter H
. H
.H
• Make a l ist of the facts and i nformation you found. Decide which facts to i nclude. 2.
Organise your ideas. Use the model on page 38 and the plan below to help you.
PLAN
State who the person is I was a n d what they are fa mous for. Body: Write about the person 's early l ife, career developments and ach ievements. C l o s i n g : Sum u p the person 's achievements. Include their future plans if you know them.
Open i n g :
3. Write a first draft. 4. Use the checklist to check your work. Then write a final draft. CHECKLIST .I I followed the. pl111 1-1v fo r 111 b i.o3r111phy. .1 I /.-(.fed e-orrut wo rd. order. .I I pu.:t the. i.�orWU>tti.OI-1v from the. Il'1vtemet i.l'1vto my ow1-1v words. .I I e-1-tuked. 3r111 mWU>tr, spelli.vtg p1AY!£tUP!tLOI-1v.
li!M
5. Arrange the words in the correct order to form sentences. ' to school I a re com i n g I now I the parents 2 . Mr Jones I slowly I the I wa l ked I down I icy street 3. me I my u ncle I gave I last n i ght I £ 1 0 4 . cooks I usually I on Fridays I di n n e r I for the fa m i l y I my father 5. children I easily I learn I usually I new l a n guages Writing Guide, page
1 53
39
,.
SKILLS •
BOOKING TICK ETS ONLINE You a re g o i n g to practise boo k i n g tickets o n l i ne. Look at the website screens a nd a nswer the Task Q uestions below.
25L:..I .±.I Screen A
0
B U Y TICKETS
Wednesday, 27th January 20 1 0 Start: 1 9:45
Chelsea M iddlesborough
London, UK Stamford Bridge Stadium
Su nday, 3 1 st January 2 0 1 0 Start: 1 6:00
Liverpool - Chelsea
Liverpool, U K Anfield Stad i u m
Saturday, 6th February 2 0 1 0 Start: 1 6:00
Chelsea - F u l ham
�L:..l .±.l Screen B I�
......
F--
Chelsea - Fulham 06-02-2009 Tickets Category B Price €52.00 (£40.00)
BUY TICKETS
London, UK Stamford Bridge Stadium
Show p u l l -down menu 1 -20 Show pull-down menu 1 -20
1. You want to see a Chelsea footba l l match w h i l e you're i n London. Read t h e sched u l e i n Screen A a bove. Which of the fol l owi ng i nformation does it provi de?
1 . the dates of the matches 2 . the cities where the matches a re ta k i n g place 3. the sta diu m s where the matches a re ta k i n g place 4. d i rections to the sta d i u ms 5 . the tea ms playing in each match 6. ticket prices 7. the time the matches beg i n 2. You a re g o i n g t o b e i n London from 2 9th J a n u a ry to 1 4th February. Wh ich m atch ca n you atten d ?
3. You decide t o order tickets for the Che lsea - F u l h a m match. You cl ick o n B U Y TICKETS a n d Screen B a ppea rs. What add itiona l i nformation does i t provide? What two t h i ngs are you asked to decide?
Screen C
i:Jii!iii9944J
e
Ticket Type: Category B
l
• TASK QUESTIONS
25..1..:..1 .±.1
Your Order
L...,.
� ....
Chelsea - Fulham 06-02-2009 Tickets Category A Price €65 .00 (£50.00)
BUY TICKETS
0
BUY TICKETS
•
BUY TICKETS
•
Qua ntity: 2 Price: € 1 04.00 (£80.00) Service C h a rge: €8.00 ( £ 1 0 00)
CONTINUE
4. You wa nt two Category B tickets. You c l ick on B UY TICKETS. Read the next screen (Screen C) . How much do you need to pay?
5. Which of the fol l owing do you th i n k the f i n a l screen w i l l a s k for?
1 . c redit ca rd deta ils
2 . phone n u m ber 3 . passport n u m ber 4. e-ma i l address
5 . nam e and add ress 6. age 7. bank account n u m ber
• USE YOUR SKILLS Visitors to the M a d a m e Tussa uds m useum i n London can book Priority Access tickets on l i ne. Go i nto the site a nd find the fol lowi ng information:
1 . the cost of an adu lt's ticket 2 . the cost of a ch i l d 's ticket 3. where you can col l ect the tickets 4. the booking fee 5. the earl i est time you can visit the museum
/
Unit Objectives
,, Bui l d i n gs
, Future '[ enses •
Listen i ng to G uided Tours
•
C o mparing Pict ures
•
Writing a Descri ption of a Plan·
*
Life S k i l l s : Internet Resea rch
Landmarks Which of the following landmarks can you identify? Where is each one located?
• Which of the following do you think makes each of these landmarks famous?
its size • what it's used for • its history • its design • its age Find out a bout UNESCO heritage s ites at :
www. burlingtonbooks.es/z,iewpoints I
\
� READING 1.
Word Check: The following words appear in the text. Make sure you know what they mean. m a rvel • i rreg ula rly-sha ped • state-of-the-a rt
SCANNING FOR SPECIFIC INFORMATION Sca n n i n g m e a n s looki n g t h ro u g h the text q u i ckly, to fi n d specific i n formation. Pay a ttention to t h e type o f i nfo rmation y o u a re looki n g for ( n a m es, p l a ces, d ates, p ri ces). Look i n g for n u m bers, sym bols a n d capital letters w i l l h e l p yo u .
2. Scan the text quickly to look for the following 1 .
2.
3. 4. 5.
i nformation: the s u m me r tem perature i n Dubai 4 <. b( the n a m e of D u b a i 's u n derwate r hotel the n u mber of islands in The Wo rld the name of the island that B rad Pitt has bought the size of the Dubai M a l l
3. Read the text and answer the fol lowing questions. 1 . How will the new projects help D u bai's economy? 2. What cou l d other a rch itects do if they k new the height of B u rj D u ba i ? 3 . What is unusual about t h e rooms a t Hyd ropolis? 4. How do you know The World will be an excl usive a rea? 5. What is i n novative a bout the plan ned 68-storey tower? Th e World
4. Are the fol lowing statements true or false? Find evidence in the text to support your answers. 1 . M ost people don't rea l ise that Dubai is r u n n i ng out of oil. F 2 . B u i l d i ngs are being b u i lt very q u i ckly i n D u bai --p=:3 . Staying at Hydropol i s will be i nexpensive. t" 4. No one will l ive on Pa l m Islands. f: 5 . Dubailand will be the sa me size as Disney T World. 5. Choose the best answer according to the text. 1 . The artificial island grou ps a re . . . . a . al l shaped l i ke palm trees b. additions to natu ra l islands c. each made u p of 300 islands made of natural materials 2. Which of the following records is D u bai NOT brea k i n g ? a . t h e ta l lest buildi n g Qi the deepest bu i l di ng c . the la rgest a rtificial islands d . the la rgest shopping centre
@)
6. Find words or phrases i n the text that mean: r 1 . money earned or received A,M� (paragra p h 1 ) 2 . animals that l ive i n the sea 'l.:t. ' � (paragraph 3) 3. extra (paragraph 4) 4. rotate (para g raph 5) t � 5 . a mbitious, i m p ressive (paragraph 5)
)-
jftu· �
\:'�
• Which sites in your area were
specifically built to attract tourists? Are they popular?
U n it 4
One usually thinks of Dubai, one of the seven Arab Emirates, as being rich in oil. Its rulers, however, know better. Their oil is running out fast, and to create an alternative sotirce of income, they want Dubai to become the business and tourist capital of the Middle East. On the bare, dry desert sand of Dubai City, where temperatures are often
t.
over 45°C in the summer, spectacular architectural projects are breaking every record in the book. And it's happening at a speed and scale never known before. First and foremost, the breathtaking Burj Dubai skyscraper will tower over this city and every other city. It's going to be the world's tallest building, though no one knows exactly how tall. Its planners are keeping its final height a secret because of competition from other buildings under construction. They want to be sure that by the time it's finished, no other building will have surpassed it. While this building reaches for the sky, another project is reaching deep under the ocean. Hydropolis, the world's first luxury underwater hotel, is a surrealistic fantasyland 20 metres below the surface of the Persian Gulf. Shaped like a giant .s
j ellyfish, its 220 opulent suites will have plexiglass walls so that guests will be able to marvel at the colourful marine life all around them. A larger proj ect is the artificial island groups off Dubai's shores. Built from sand and stone dug up from the bottom of the sea, they'll be the largest man-made islands ever constructed. Palm Islands, three island groups shaped like giant palm
�
trees, will contain theme parks, hotels and luxury housing for over a million people. The other group of islands represents a map of the world. Each of The World's 300 islands is shaped like an individual country, and is for sale starting at $ 1 5 million. So if you've got some spare cash, you can j oin the list of celebrities which includes Pamela Anderson, who'll be living on "Greece'; and Brad Pitt and
"' Angelina Jolie, who have bought "Ethiopia': One of the most architecturally innovative future projects is a 68-storey tower in which each irregularly-shaped storey will turn separately round a central axis, completing 360° every 90 minutes. This means the entire building will always be changing shape. Another record-breaker is the grandiose, 1 ,200-shop, 30
1 2-million-square-foot Dubai Mall, the biggest shopping centre on the planet. One of the grandest proj ects of all is Dubailand, a huge leisure and entertainment complex twice the size of today's biggest, Disney World. Its highlights will include a multitude of theme parks, state-of-the-art sports stadiums, resorts and malls.
Js
This is just a small part of what's happening in Dubai's building boom. Clearly, this city will soon be packed with sensational maj or attractions, making it one of the world's architectural wonderlands.
False friends
luxury (line 1 3) mea n s lujo not lujuria larger ( l i n e 1 7) mea n s mayor, m6s grande not m6s largo resorts (line 33) means complejos turfsticos not resortes major ( l i n e 3 5) means de gran relevancia not mayor
VO CABULARY
WANT WANT
+ +
INFINITIVE OBJECT + INFINITIVE
The verb wan t ca n be u sed i n t h e fol l o w i n g ways :
Words from the Text
lt ca n refer to somet h i n g the s u bject of the sente n ce w a n ts to do.
1.
Replace the word in bold in each sentence with a word of similar meaning below.
They wan t to build the tallest building in Dubai. ( wan t + i n fi n itive)
shore
l t ca n refe r to someth i ng the s u bject of the sentence wa n ts someone I someth i n g else to do.
• spare • s o u rce • r u l e r h uge • resort 1 . A country's l e a d e r controls the govern ment and the army. 2 . What is the o r i g i n of that a rch itectura l style? 3. We went for a wa lk along the beach on Sunday. 4. O u r fa m i ly spent two weeks at a h o l i d ay com p lex i n G reece. 5. Have you got a ny extra time this weekend ? 6 . The bear a t the zoo i s very b i g . 2. Choose the sentence that is closest in meaning
to the original. Pay attention to the words in colour. 1 . The room was qu ite b a re .
a . The room had very l ittle furn itu re. b . T he room was fu l l of furn itu re . 2 . This type of fis h swims near the su rface of the sea . a . This fish swim s deep u n der the water. b. This fish swims near the top of the water.
3 . The boy reached
for my hand . a . The boy pushed my hand away. b. The boy wa nted to hold my h a n d .
4. T h e view from ou r room is b reathta k i n g . a . The view is very i m pressive. b . The view is qu ite bori n g . 5 . Our paper supply is r u n n i ng o ut . a . We've got plenty of paper left. b. We'l l need to buy m ore paper soo n . 6 . I read a lot d u ri n g my l e isure t i m e . a . My work i n volves a lot o f rea di n g . b . I read w h e n I ' m n ot at work. 7. We've had some major problems with the project. a. The problems were serious. b. We couldn't solve the problems. 8. They stayed at a l u x u ry h otel . a . l t was basic, but q u ite clea n . b . l t h a d a spa a n d a pool.
They want tourists to come to Dubai. ( wan t + object + i nfi n itive)
}SeeGrammar Appendix page 1 2 0 3. Choose the correct answer. 1.
The child told her father, " I wa nt to ta ke I me to the park. "
you to take
2 . The l i brarian asked me, " Do you want to read I me to read a good novel ? "
3 . We told ou r visitors, " We don't want to you to leave
leave
I
yet . "
4 . Write the words in the correct order to form sentences. 1 . wa nted I D u bai I visit I Thomas I to 2 . go I cat I to I wants I out I the 3. her I wants I Lucy's I boss I to I tonight I work 4. to I window I open I want I you I me I do I the I ? 5 . di dn't I to I want I C ha rlotte I piano I practise I the 6. want I anyth i n g I does I to I br i ng I us I Ben I ? 5. Complete the sentences by writing what each speaker wants or doesn't want in the following situations. 1 . " Let's eat at an Indian restaurant, " suggests Ann e. Anne wants . . . . 2 . " M ia, cou l d you please tidy you r room ? " asks her father. M i a 's father wants . . . . 3 . " Students, pay attention ! " orders the teacher. The teacher wa nts . . . . 4. " I don't fee/ l i ke getting u p, " com plains J u l i a . J u l ia doesn't want . . . . 5 . " Mark, I don't l i ke it when you laugh at me, " says Sara . Sara doesn 't want . . . .
U n it 4
Tapie VocabulC:try
5 . Replace the words in colour in Exercise 4 with the British or American equivalent below.
3UILDINGS •
i n the city centre c a r parks
Wh ich of the following words are materials? Wh ich are buildings or structures? i ron
• steel • skyscra per • sto n e • g la ss con crete • office b l ock • b r i d g e
� 6. Complete the passage with the words below. Then listen and check your answers. storeys a n c ient
-
_
_
• stone • l i ft • g la ss • su pport • steel • skyscra pers
The following sentences do not make sense. Make them logical by replacing each word i n colour with a word in colour from a different sentence. O u r home i s too sma l l . We need someth in g more a nc i e nt .
R EACH I N G F O R TH E S KY
An a rc h itect knows which materials can tea r down a build i n g .
they c o u l d . In
We
l ive i n
a three e n g i neer b u i l d i n g .
almost touch each othe r. The pyra m i ds were
b u i l t in n a rrow
S i n c e the b e g i n n i n g of h i story, people h ave tried to b u i l d the big g est , tal lest, most i mpressive structures often made of
1
.
2 .. .
. ..
... .
H
. times, i mportant b u i l d i n g s were
. . .. . . .
. Because this materia l is so
h eavy, it was d iffic u l t to make these b u i ld i n g s very
- Developers want to su pport the old houses a n d b u i l d a new skyscraper. - An experienced l a n d m a rk desi gn ed that bridge. - The streets a re so spacious t ha t the houses -
• store • m a i n street • movie theater • m a l l
times .
Stonehenge is a famous h istoric storey .
tal l . Tod ay, however, our c ities are fi l le d with
3 ...
that reach a m az i n g h ei g hts . Stran g ely, the walls of many of these b u i l d i n g s seem to be made enti rely of 5
4
.. . .
H ..
.
.
w i n dows . How c a n these d e l icate wal l s
so m u c h weig ht? The a n swer is that they
d o n 't. The b u i l d i n g s are actua l ly h e l d up by a stro n g framework made of
6
.
.. . .. .
. H.
- an a m az i n g
m aterial w h i c h i s both extre m e l y stro n g a n d l i g h t . Anothe r reason m o d e r n b u i l d i n g s c a n
BRITISH / AMERICAN ENGLISH 3-:tish a nd American English often u se different ords to refer to the same thing.
h ave a h un d re d or more i nventio n of the
8
.
...
7
. ..
.
. H• •
••
i s the
: If we had to
walk u p , we c e rta i n l y wou l d n 't b u i l d so h i g h !
3. Match the British English words with their
American English equivalents. British 1 . l ift
�
American
a . fi rst floor
2. pavement
3.
4.
�·
b. yard
g a rd e n
c. e l evator
4. g ro u n d fl oor
d . a p a rtment
5. flat
e . s i d ewa l k
listen t o the dialogues. Are the speakers i n each o n e British or American? A : "Where is B: " In
you r
favourite m usic s h o p 7 "
the s h o p p i n g centre n ea r
2 A: "Wh ich c i n e m a a re we going
B:
"The one i n
3 . A : " Is i t B
" No,
my schoo l . " to ? "
the h i g h street . "
h a rd t o
find park i n g downtown ? "
there a re plenty
of p a rk i ng l ots . "
• Complete the sentences. Make them true for you.
1 . I saw a
breath taking
view at . . . .
2 . I often run out of . . . 3 . T h e landmark I want to see the m o st i s . . . . 4 . The most popu lar shop i n o u r high street is 5 . I n my leisure time, I l i ke to . . . . Vocabulary Builder, pages 84-85
c�
GRAMMAR
1 . Complete the sentences with the verbs in brackets. Use the Future Simple or be going to. 1. You have n 't worked hard enough for this exa m . You (not pass). 2. I ' m sure you ........ .. (enjoy) the tri p. (leave) at 1 0 . 3 0 p m . 3 . The bu s to London 4. you . (com e) t o t h e pa rty ton i g ht? 5 . The child looks tired. H e ........... (fall) asleep soon. 6. " Do you wa nt to come to the shops? " " G ood idea ! I .H (ca l l) Dyla n and ask h i m to come, too. " H .
FUTURE SIMPLE
BE GOING TO
o Ho
Read the exa m p l es and answer the questions.
a. We're going to spend our next holiday in Dubai. b. The tour of Dubai will begin a t 9.00 am. c. Have you seen the plans for Dubailand? it's going to be amazing! d. Soon, Dubai will be the tourist capital of the Middle East. e. "Where is the Dubai Mall?" "Come with me. I'll show yau. " 1 . W h i ch sente n ce a bove d escri bes 1.
...
?
even ts i n a t i m eta b l e
H.
2. Which of the sentences in Exercise 1 can be
completed using the Present Continuous with future meaning?
El cafe se esta acaba ndo. Yo compro mas esta tarde. The coffee is running out. I'll buy more this afternoon. ./
2. a p red iction
4.
H .
3 . a fut u re event based o n p resent evidence
NOT The coffee is running out. I buy more this afternoon. X
a sponta neous decision
5. fu t u re p l a ns 2 . W h i ch tense is used for each of the uses a bove?
3. Co m p l ete the r u l es. 1.
We use . + the base for m of t h e verb to form the Futu re S i m ple. H
.
2. We use
or ........... + going to + t h e base for m of the ve rb to fo rm be going to. . H
FUTURE PERFECT SIMPLE FUTURE CONTINUOUS Read the exa m p les a n d answer the questions.
a. By the time Dubai runs out of oil, tourism will have become a major industry. (Future Perfect Simple} b. Brad Pitt will be living in Dubai all winter. (Future Con tinuous) 1 . Wh ich sentence ta l ks about ... ? 1.
a com p l eted action a t a ce rta i n fu tu re t i m e
2. a n a ction i n p rog ress at a ce rta i n fut u re t i m e 2 . Com p l ete t h e r u l es. 1.
We u se will + + verb + - ing to form the Fu t u re Con t i n u o us. H.
2. We use will + .
..
H
+ the past p a rticip l e to form
the Future Perfect. --------
.-.>-"-.----,
.
46
_)
__ .__ _ _
�
Grammar Appendix, pages
118-120
3. Write a suitable sentence to fol low each sentence below. Use the words in brackets and the Futu re Simple or be going to. 1 . Are you hot! (I I turn on I a i r cond itioner) 2. My g rand mother is i l l . (have I operation I tomorrow) 3 . I 've bought tickets to the concert. (Beth I be very pl eased) 4 . Could I borrow some money? (return I next week) 5. I ' d love to come, but I ca n 't. (go out I my boyfriend I this eveni ng) 6 . Look at that m an on the roof of the b u i l d i n g . (he I jum p ! ) 4. Choose the correct answer. 1. Wi l l you h ave wa ited I Wi l l you be w a i t i n g for us when we arrive at the station ? 2 . You ' l l h ave spent I Yo u ' l l be spen d i n g a l l yo u r mo ney b y t h e end o f y o u r trip. 3. Sara has al most fin ished her studies. Next year she'll have worked I she' l l be worki n g full time. 4. Don 't ca l l m e at 9.00. I ' l l be s l eep i n g I I ' l l h ave s l ept. 5 . I hope that by next yea r, I ' l l h ave saved I I ' l l be savi ng enough money for a ca r. 6 . They' l l be eat i n g I They' l l h ave eaten a l l the food by the time we a rrive.
o(
-
11 .
Com plete the sentences with the verbs in brackets. Use the Future Perfect or Future Conti nuous. : _. he year 2050, the world (become) . e deg rees warmer. -�:·s meet at 9 . 00 . I (fi n ish) my homework :1 h e n . - ,., s time n ext month, they (ski) i n the Alps. - J u ring our holiday, we (stay) at the Seaside -,ote l . :J ease don't come this afternoo n . I (study) . y the t i m e h e l p a r rives, we (chan ge) the -:- re o urselves.
U n it 4
� 8. Complete the passage with the verbs in brackets. Use future tenses. Then listen and check your answers. There may be more than one correct answer.
c
_
_
h
-
Complete Danny's story. Use the correct future tense.
R O B O T- m A D E HO m E
B u i l d i n g a h o m e i s a h u g e p roject, i n vo l v i n g m a n y
·ve j u st met a wonderful g i rl na med Ren a . h i n k I ' · . . ... . ... .. (ask) h e r out. ca ntastic ! She's agreed . I 2· . .. .. . ..... (ta ke) her :o the c i nema tomorrow.
I
'm so excited ! At this time tomorrow, ........... (sit) hand i n h a n d with Re n a .
labourers a n d p l e n ty of t i m e a n d m o ney. Ten years
(be) a g reat even i n g .
. ...
( l ive) in h o u s e s b u i l t
n••••
e n t i re l y b y robot s . Cal i fo r n i a i n ventor,
Dr
Behrokh
K h o s h n e v i s h a s w o r k e d o n h i s c o n s truction robot 2
for years , and th i s s p r i n g h e
. . .. . . . . . ..
f i n a l l y ........... (start)
m a r k e t i n g it. He p re d i cts that the robot a typ ical fa m i l y h o m e i n o n ly 4
t h i s method
' m sure it 4· ..
�.
from now, h oweve r, p e o p l e
. ...
n• • • • •
also . ... .
n• • • •
3
n
•
(build)
2 4 hou rs . H e b e l i eves
(reduce) b u i l d i n g costs
to a fifth of w h at they are today. H e p ro m i s e s that a c o n s truction p roj ect u s i n g t h e robot
5
nnonon
a n y h u man worke r s , a n d that t h e h o u s e s
6
( n ot n e e d ) nnnnn
( h ave)
a g reat vari ety of d e s i g n s . D r K h o s h n e v i s h o p e s
S i x months later . . .
that b y the e n d of t h e next decad e , robots
B y t h e end of t h i s week, Rena a n d I 5 . . ........ . (know) each other for six months.
com p l etely
no
n
o
n•
7
nnnn
( re p l ace) h u m a n s o n construction
s i te s , a n d b u i l d i n g a home
8
.. .
noonn
(become)
a
simple,
i n e x p e n s ive a n d s peedy p roced u re .
•
Eight months later .. . Rena has decided that she 6· . . ..... (date) other boys, too. I 've tried to ta l k to h e r, but she (not answer) my phone ca l ls.
7· ..
I 8· (fi n d) someone else by the time she decides who she wa nts ! . n. n
.
Answer the following questions about your future. What wi l l you be doing this time next yea r ? What a re you going to do this weeke n d ? Do you t h i n k you will have a lot of mo ney when you a re older? Why or why not? - Do you t h i n k you ' l l get married you n g ? Why or why not? - What goals w i l l you h ave achieved by the time you a re 30? _
Grammar Review
''*''
9. Rewrite the following sentences using the words in brackets. Do not change the original meaning. 1 . Fashions wi l l be diffe rent by the time you a re older. (changed) 2. Pa u l m et J u l i e i n primary school. (known) 3. How long have you had th is ea rl (buy) 4. We' re going to play ten n is from five u n til seven o'clock. (At six o'cloc k) 5 . Mark left and Na ncy cried for an hour. (after) E x t ra g ra m ma r e xe r c i se s a t:
w u• w . b u r l i ll g f o ll b o o k s . e s / 1 • i e u• p o i 11 1 s
1
47
SKILLS LISTENING G GUIDED TOURS
1 . Look at the pictures of landmarks in various countries. Which words below can be used to describe each picture? skyscra per
•
g l ass
• ston e
•
a nc ient
•
•
u nusual
steel
•
ta l l
•
modern
2
3
Empire State Building,
Towers of San
Eiffel Tower,
CN Tower, Toronto,
New York City, USA
Gimignano, Italy
Paris, France
Canada
2. Listen to three g uided tours. Which of the
landmarks above do the tours visit?
4
4. Use your notes to answer the questions below.
Which landmark ? 1 . was considered very ugly when it was b u i lt . . .
�-�Yo�•
TAKE NOTES - When you a re l iste n i ng
to a pa ssage, ta k ing n otes can be h e l pfu l . Don't try to w rite down everyt h i n g you h e a r. Write down keywords or i m porta nt p h rases, but not fu l l sentences. i t i s m o re i m porta nt to keep l i sten i n g !
2 . has 1 02 storeys
3 . was built as the resu lt of a com petition among 4.
5. 6. 7.
3. Listen to the guided tours again. As you listen, take notes of the most important facts about each place.
fam i l ies has a race up its sta i rs every yea r has 7 3 elevators was the worl d's ta l l est structu re for 40 years was designed to show its i nternal structure
8. was once part of a group of 72 towers
• What famous landmarks are there in your area or country? Describe one. What do you know about it?
WEB EXTRA
Read about some unusual building trivia at:
u·u·u·. burlingtonbooks.es/r•ieu•points I
I
U n it 4
PEAKING OMPARING PICTURES ook at the sentences below. Which can be used to show how two pictures are similar? Which can be used to show how they are different?
-
Another d ifference between them is that . . . -he two p ictu res a re si m i l a r I a l i k e
o n e s hows
.\ n other t h i ng that t h ey h ave got i n
...
7 . The p ictu res a re q u ite d ifferent because . . .
common i s . . . n t h is p ictu re there i s . . . , but i n t h i s o n e . . .
-
i n p i ct u re 2.
6 . T h i s p ictu re s hows . . . , w h i l e that
oecause . . . -
5 . The p lace i n p ictu re 1 i s m o re I l ess . . . t h a n
8 . B oth pictu res show . . .
Choose a pair of pictures below. Write a list of adjectives and nouns that describe them. With your partner, compare and contrast the pictures you chose. Use the expressions in Exercise 1 . Pai r 1
National C entre for the Perform i ng Arts, Beij i ng
National Academic Theatre, Odessa
Pai r 2
C olosseum , Rome
Olympic Sta d i u m , Montreal
ENRICH YOUR SPEAKING
When you want to draw someone's attention to something, use the following expressions: I've just noticed ... And there's a nother thing ...
Have a look a t ... Did you notice . .. ?
rr- 1Burlington Speech Trainer, Unit 4 )
PMIRH!II.!9fll!.l,l@f§ii§i!D!!iff. 49
� WRITING A .P..�.� -� r�P.tJ..�.. .9..f... .�. P..l.�.�-�---····························································· . ····· ... ..
1.
..
Read the description below. What parts of the building does the writer describe? What is his I her opinion of the building?
NOTRE DAME C athedral Notre Dame Cathedral is one of the most amazing buildings i n the world. It stands on a small island in the middle of the River Seine i n Paris, France. It took nearly 200 years and thousands of workers to build this spectacular Gothic cathedral. If you stand outside the cathedral, you 'll notice three doors with intricate sculptures. Staring down from two huge towers are the famous gargoyles - half-human, h al f-stone monsters. If you are in good shape, you can climb a tower to see the gargoyles up close, as well as get a breathtaking view of Paris. Inside, rows and rows of tall, slim columns lead your eye up to the towering ceiling. Lovely stained glass windows let in a thousand different shades of light. During prayer times, you can hear the beautiful sounds of the cathedral's famous organ. Notre Dame is one of Paris' most famous l andmarks, and any visitor should plan on seeing it. Even i f you are not a great architecture fan , you will never forget its b eauty.
2. In which paragraph/s of the description does 1 . things you can do or see at Notre Dame
3. For each sentence, choose two adjectives that are similar in meaning to the adjective in italics.
2. the name and location of the place 3. his I her opinion or recom mendation 4. p hysical characteristics of the place
2 . This beautiful te mple was b u i l t i n the 1 5th
the writer discuss ... ?
1 . The cathed ral 's architecture is wonderful. m a g n ificent I i m portant I s p l e n d i d
centu ry.
l ovely I e l eg a nt I e n o rmous
3. The G reat Pyra m i d is big.
ADJECTIVES
bri l l i a nt I i m me nse I h u g e
Adjectives a re u sed to d escri be n ou n s. U s i n g a va riety o f a djectives c an m a ke you r w riti n g r i c h a n d i nte resti n g . W h e n desc r i b i n g a p l ace, a dj ectives ca n create a m o re a cc u rate a n d rea l isti c i m p ression.
sol
-.t.---, - ----' -
��Writing Guide, page
149
4. The view fro m ou r room was impressive.
b reathta k i n g I specta c u l a r I fri g hte n i n g
5 . We looked up a t t h e thick stone wa lls of the old tower. a n cient I f a m o u s I h i storic
U nit 4 4.
Which adjectives from the list can describe each of the places below? a vi l l a g e
• a footba l l sta d i u m • a road m o u nta i n s • a l oca l m a rket • a pa l ace
Your Task • Write a description of a place. Use 1 00-1 50
words.
:owering
spacious
ancient
huge
WRITING YOUR DESCRIPTION
rnodern
breathtaking
colourful
l ively
oictu resq ue
nO ISY
g ra n d
u n usual
1 . Brainstorm your description. • Think of places that you have visited .
marvellous
lovely
majestic
crowded
'larrow
elegant
l uxurious
spectacular
peaceful
• Decide on a place that is interesting or special i n some way. You may want to use the Internet to find out facts about it. • Think about the fol lowing questions. Choose the points that are relevant to your essay. - Where is the place? - When was it b u i lt? - What does it look l i ke? - What is special or i nterest i n g about it? - What can you do there ? - What is t h e atmosphere l i ke?
Su perlative adjecti ves come before the nou n : rh s is the most spectacular vie w in Toledo ./ .
NOT This is the vie w most spectacular in Toledo. X
:>. Complete the sentences with adjectives from Exercises 3 and 4. There may be more than one correct answer. Do not use the same adjective twice. This is one of the most views in G ranada. The ........... skyscrapers seemed to touch the sky. 3. We visited the .... ..... G reek temple at Delp h i . We cou l d n 't afford t o stay a t that ........... resort. .... She lives i n a neighbourhood full of ........... old homes. "' The centre of town is a lways q uite ........... on Satu rday night. The arch itecture of a G oth ic cathedral can be a bsol utely .. Liverpool 's sta d i u m is a ........... struct u re that can hold about 45,000 people. H O
H
�
- What i m pression does it g ive the visitor? - What is you r opinion of the place? - Do you recom mend that people visit it? 2. Organise your ideas. Use the model on
page 50 and the plan below to help you. PLAN Open i n g :
Body:
Closing:
ADJ ECTIVE ORDER - W h e n using two o r m o re
G ive the name and location of the place and one or two details. Say what is special or i nteresting a bout it. Describe the place i n more deta i l and give exam ples o f t h e things you ca n see or do there. Write a con c l u d i n g sentence and give an opinion or recommendation .
adjectives, we w rite t h e m i n the fo l l o w i n g o rd er: 1pin ion -+ s ize -+ age -+ shape -+ col our -+ orig i n -+ materi al
small, old building
a
large, modem, glass skyscraper
3. Write a first draft. 4. Use the checklist to check your work.
Then write a final draft. CHECKLI ST 6. Add the adjectives i n brackets to each sentence.
Use correct adjective order. O u r l i b ra ry is a/an .. ........ b u i l d i n g . (con crete I modern I ug ly)
2. The Co losseum is a/a n ........... stad i u m . (Roman I ancient I
h u ge) 3. Her office is in a ........... skyscra per. (g lass I black I ta l l )
...1 .
Th e two parts of t h e city a re connected by a bridge. (spectacular I steel I new) ). Eiffel b u i lt a/an ........... structure. (A-sha ped I i ron I modern) .H
-
./ I followed tl-te. plti!�-t for ti! de.sc.ri.ptio�-t of ti! plti!C-e.. ./ I V!Sed ti! Vti!rie.ty of ti!djuti.ve.s to de.sc.ri.be. tl-te. plti!C-e. ./ I followed tl-te. rules fo r ti!djuti.ve. order. ./ I c./1e.c.ke.d 3rti!WLM.ti!r, spe.ll i. � ti!M puvu;tUtiftio�-t.
SKILLS
INTE RNET R E S EARCH You a re going to learn some strateg ies for f i n d i ng i nformation on the I nternet. Look at the website screens and answer the Task Questions below.
Screen A
a
�L:..I -±1
Amazing Bridges i n Europe Bridges a re great structures and represent spectacu l a r a rch itectura l b - ach ievements. I n Europe, there a re . . . a m a z i ng-bridges-i n-europe.edu - 56k - Cached c
d STONEHENGE
liP
The-
e-t�Ce-hed verSLOI1.- w- tiC "plwto3rt1Cph" of the web pi1f3e, so if the site livJ<. does11.-'t work, tlu. livJ<. to the e-t�Ce-hed versio11.- mijht still work.
�
Stonehenge I nvestigations over the last 1 00 years have revealed that Stonehenge was bu i lt in severa l stages from 2 800- 1 800 B C . lt see ms to have been designed to . . . www. a ctivemind.com/Mvsterious/Topics!Stonehenge/ - Bk
.(cached)
Stonehenge. Engla nd Yo ur g u i de to
Stonehenge, sh ops, other a ncient sites and stone c i rcles i n B rita i n,
with practical i nformation to make yo ur visit easier.
(
)
www. engla nd stonehenge . co . uk/ - 1 4k - cached
TASK QUESTIONS 1 . W h e n you do a n i nformat i o n sea rch on the I nternet, it's i m portant to use good sea rch words. If you wa nted to f i n d o ut a bout b r i d g es in E u rope, w h i c h sea rch words below wou l d find the best resu lts? Wh ich a re too g e n e ra l ? W h i ch a re too specific?
bridges
•
bridges europe
•
millau bridge france
Remember there is no n eed to u se cap ita l l etters or i nc l u d e words l i ke of, to a n d the in y o u r sea rch words.
2. it's i m portant to u nd e rsta n d t h e e l e ments of a sea rch resu lt. Look at Screen A a n d match letters a - d to the correct l a be l s bel ow.
1 . name of the website 2 . address of the website
3 . size of the website 4. part of the text with your sea rch terms i n bold
3. D a v i d has done a sea rch for Sto n e h e n ge . Look at the two resu lts o n Screen B. Which website w i l l g i ve h i m h istorica l facts? W h i c h o n e wou l d be better for a to u ri st p l a n n i n g t o g o t o Sto n e h e n g e ?
USE YOUR SKILLS Use t h e I nternet to resea rch a b u i l d i ng a nywhere i n the w o r l d . F i n d out:
where the building is
•
what it looks l i ke
Present yo u r i nformat i o n to t h e class.
::
52 1
•
its history
•
why it is special o r i mporta nt
Unit Obj ectives •
W il cl l i fe
' De fi n i n g and Non-defi n i n g Relative C l a uses •
Liste n i n g to a Conversa t i o n
*
E x p ressing Opi n i o n s
*
Writi ng a F o r a n d A g a i n s t Essay
•
L i fe Skills: G i v in g a Presentation
Speak Out ! 1.
Look at the cartoons. What is happening in each one?
/
/
/
..
"I
don't l i ke the look of this, Char lie."
2. Which cartoon illustrates ... ?
a. the effect of the environment on a n i mals b. protecting a n i mals that may become exti nct c. the issue of h umans using animals as food
• Which cartoon do you think is the funniest? Which is the saddest? Why?
F ind out abo ut the RSPCA at:
www. bu rlir7gton books. es/uiewpoi nts I
c�
READING
5. 1.
------==;
1 . Word Check: The following words appear in the text. Make sure you know what they mean. rental agency • long-term • cuddles • furry • fad GUESSING THE MEANING OF WORDS W h e n you don't know t h e m ea n i ng of a word, try to g u ess. Fi rst, try to i d entify the p art of speech from its p lace i n the se nten ce a n d its e n d i n g . T h e n , l o o k for c l u es to i t s m ea n i n g b y rea d i n g t h e o t h e r words i n the sentence.
2.
3.
4.
2. Read the text. Look at the words in colour.
5.
What part of speech is each word? Try and guess the meaning of each word.
3. Choose the best answer according to the text. Justify your choice with a sentence from the text. 1 . The pu rpose of Flexpetz is to . . . . . a . teach people to ta ke responsi b i l ity for dogs b . encourage people to own dogs c . a l low people to have a dog tempora rily d . d issuade people fro m own in g dogs 2. Flexpetz customers . . . . . a . must rent the same dog each time b . feel that the service is too expensive c. a re mostly people who have got money d. pay each time they take a dog 3. Marlena Cervantes . . . . . a . feels it is wrong to rent dogs b . says she rescues some dogs from death c. is a n a n imal rights activist d. puts dogs in a n i ma l shelte rs between rentals 4. Flexpetz . . . . . a . operates o n ly in the Un ited States b. is an i nternational busi ness c. is approved of by a n i ma l experts d. has several owners
Choose the best meaning for each word or phrase according to the text. leave (line 1 ) a . go out b. abandon c . forget d. i n clude pi ck u p (line 5) a. l ift b. buy c . take d. return are short of ( l i ne 8) a. have too m uch b. don't have enough c. have a l ittle d . don't have any claims (line 9) a. demands b. req u i res c . requests d . declares long for ( l i n e 1 4) a . want b. wait c . take a lot of time d . thi nk about
• Some states in the USA have recently passed
4. Complete the sentences according to the information in the text. 1 . Sa m Wi l l iams compares renti n g a dog to . . . . 2 . Keith C o l l i ns writes that passing a dog around wi l l . . . . 3 . Keith thinks that instead of renting dogs, people 4. Tracy Joh nson has a lways wanted . . . . 5 . Ken and Liz wa nt to g ive . . . . 6 . Jackpot is a Labrador that . . . .
laws that ban the renting of animals. Do you think it should be illegal to rent animals? Why or why not?
U nit 5 .!J.;J +J
eth 's
nimal Watc M.i;lli91JW
Dogs f @ r Rent
Do you love dogs? Are you a person whose busy lifestyle doesn't leave room for a pet? There's a solution for you: Flexpetz, the dog rental agency. Now you can enjoy having a dog without the long term, day-to-day responsibilities that come with it How does it work? Customers, who pay a monthly fee, choose a dog on the I nternet Then they pick it u p from the Flexpetz office for a day or a weekend, and take it home for long romps by the seaside and cosy evening cuddles on the sofa. The next week they pick up the same dog or choose another one. lt's not cheap by any means, but this is a service wh1ch is meant for hard-working urban professionals who are short of t1me, not money. ant' Is bu owner Marlena Cervantes claims that
Vets and animal experts object to the 1dea of do
10 many of the dogs come from overcrowded anin a. shelters
killed. She says that they are well cared for be
here U 'lwanted ammals are eventually
als, and that customers sometimes even
adopt them . Flexpetz has offices 1n Los Angeles, New York City a
L
and Cervantes plans to open more
offices around the worl d . lt seems that no matter how hectic
1 1 unconditional affection of a furry friend .
r l ives may be, we still long for the
C O M M E NTS For me, Flexpetz is a dream come true.
rent anything from a car to a
but it would be irresponsible for
designer handbag for a few 20
I
We live in crazy times. We can
hours. But a dog is not a fad
35
miss having a dog ,
me to keep one because
I
work
long hours and travel a lot. I ' m
or a fashion accessory.
mad about Olivia, the poodle
Sam Williams,
that I rent every weekend.
San Franciso
Would she be better off in an 4o
animal shelter?
Dogs are dependent
Tracy Johnson,
on mean ingful , lifelong
Los Angeles
I
don't think so!
relationships with their human 25
owners. A dog will become
the experience of a dog, but
is passed from one home to
we're too busy to cope with
another.
I
suggest that these
dog- lovers try volunteering at 3o
We want our children to have
confused and unhappy if it
the local animal shelter, where
owning one . The kids can 't 45
wait for the weekends, when we rent Jackpot, a beautifu l ,
there are plenty of dogs that
black Labrador. Flexpetz i s a
need walks and attention.
great idea!
Keith Collins,
Ken and liz Matthews,
Animal behaviourist, London
New York City
False friends
claims (line 9) means afirma not c/ama
eventually ( l i ne 1 0) means fina!mente not eventualmente
�
VO CABULARY Words from the Text
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.
1. 2. 3. 4. 5. 6.
For each sentence beginning in I, find the best continuation in 1 1 . Pay attention to the words in colour.
Recog n is i n g p refixes can h e l p you u n d e rsta nd the m e a n i n g s of w o rds. The p refixes un-, dis-, it-, ir-, in- a n d im- a re used to form the o p posite of a word a n d u s u a l ly g ive i t a negative m e a n i n g . i t would b e irresponsible of me t o g e t a dog.
Other prefixes have got specific m ea n i n gs. Kno w i n g t h e i r m ea n i ngs can h e l p you to u nd e rsta nd n ew words.
O u r friend went to l ive i n Leeds We can't lend you money Nothi n g can destroy W i n n i n g the lottery We're d rivi n g across town lt was a cold, snowy evening,
7.
No one bel ieved us 8. We're very ti red 11
a. b. c. d. e. f. g.
PREFIXES
b ut w e felt w a rm a n d cosy i nside. o ur l ife l o n g friendsh i p . t o p i c k u p our friend. would be a d re a m come true. and we m iss her very much. because we 're s h o rt of cas h . because we've had a hectic day.
h . when we c l a i med we'd seen a gh ost. 2. Choose two possible answers to complete
each sentence. Pay attention to the words in colour. 1 . A person can be the owner of a house 1 cou ntry I h o rse.
2. You pay a fee to do your homework I j o i n a gym I go to u n iversity.
3 . You can rent a flat I b icycle I d river's l icence.
4. A person ca n long for his fa m i ly 1
We overestimated the number of people coming to the party. ·
4. Write the opposites of the words below by adding the prefixes un-, dis-, if-, ir-, in- or im -. Use a dictionary to check your answers. a dv a ntage
• releva nt • poss i b l e fa i r • conve n ient • l o g i c a l 5. Complete the sentences with the words you formed in Exercise 4. 1 . Don't include a lot of . . .. .. deta ils in your essay. 2 . The main . . . ... of that shop is that you have to pay for parkin g . 3 . Please p h o n e aga i n later. it's . ........ for me t o ta l k now. 4. it's . . ... to concentrate with al l that noise ! 5 . In my opin ion, some of our school rules a re ........... 6 . Jeff's answer doesn 't make sense. it's com pletely ....... . .
6. Match each prefix i n colour i n I with its meaning in 1 1 . I 1.
w a r m weather I b a d news.
2.
shop.
4. 5.
5. You can be a custom e r at a school I cafe 1
3. Choose an option. Then complete each sentence. Pay attention to the words in colour. 1 . An i mals i n zoos wou l d be I wou l d n 't be better off if . 2 . A relaxed l ifestyle is I i s n 't good beca use . . . . 3 . it's a g ood I bad idea to buy someth i ng that's a fad beca use . . . . 4. No matter what people say, you should a lways 1 . .
never . . . .
.
��Grammar Appendix, page 1 21
3.
Flexpetz is a n i nternat i o n a l company. Modern cities a re noisy and overpopu l ated . I reviewed the material before the test. The ex-president spoke at the u n iversity. I di dn't mean to insult you . You m i s u nderstood m e.
6 . Don't underest i m ate the pa i n that an a n i mal feels. a. wrong
11
b. a mong, between c. not enough d . too much e. previous f. again
U n it 5
TopJ.c;
..
YQc;�l:>,�.l.�!.Y .... ......... .............. ........
.
.
lLDLIFE
Complete the definitions in I with a word
from 1 1 .
3. IDIOMS Match the idioms in bold i n I to their correct meaning in 11. I 1 . The pa rty was su pposed to be a su rprise, bu someone l et the cat out of the b a g . 2 . I was the o n ly boy on the tri p . I felt li e a fish out of water.
l ly
1 . An animal that l ives with humans is . . .
3 . H o l d you r h o rses ! You n eed to thi nk abou this first.
2 . A baby lion i s cal led a . . . 3 . To keep a n imals for the pu rpose of rep roduction is to . . . 4 . When a n animal i s set free, it i s . . . 5 . A n an imal living i n its natural environment i s . . . 6 . A n animal that is not free l ives . . . 7 . A structu re with bars where a n i mals a re kept is a . . . 8 . An aggressive o r vicious a n imal i s . . .
"he
n-.
a.
D.
4. While we're in town, we ca n also visit Jess a n d k i l l two b i rd s with o n e sto n e . 5 . The tickets were so cheap I smel led a rat ! 11
a. b. c. d.
11
cag e i n ca ptivity breed
d. fierce e. w i l d
e. to accomplish two thi ngs at the sa me time
� 4. Complete the passage with the words and phrases below. Then listen and check your answers. cub
• h a bitat • in ca ptivity • breed • tame cages • wild • predators
cub
g. tame release d
-
-
Choose the correct answers to the questions below. Pay attention to the words in colour. hat a re two e n d a ng ered a n i mals? a . giant panda o . g i raffe ::: . blue whale . hich is the only country i n the world where h u nt i n g is i l legal ? "' · Spa i n D . Kenya Scotland . hat is the natural h a b itat of a l ion ? a . flat a reas with g rass ::J . ju ngles with many trees d ry deserts : h ich two organisations work for conservati o n of a n i mals? a . World H u nti n g Association D . World Wide Fund for Nature (WWF) . G reen peace . hich of the followi ng a n imals a re predato rs? a. l ions D . elepha nts crocod i les . hich of the followi ng a re species of wild cats? a . tiger rabbit ::: lynx r.
-
r.
-
-
r
-
wait a m i n ute revealed a secret something I someone that doesn't belong suspect something is wrong
B orn to be Free
Would you like a pet tiger? No problem! In the United States, 1.
. . . from a pet shop or over the . . . . .. will never really · .. . Tigers are fierce 4 and your playful "kitten"
you can easily buy a cute tiger
..
.
Internet. However, even a tiger that was born 2
become 3
.
.
. ... ..
.
...
.
.
,
will soon grow into a large and dangerous adult, no longer wanted by its owner. Most tigers are passed from owner to owner, kept in small
5
.
. . .. . and
displayed for
people's amusement. There are now as
many as 1 0,000 privately-owned tigers in the United States -twice the number left living in their natural 6
..
. . ! In the
. . ...
UK, this problem does not exist because it is illegal to 7
...
. . .. .
..
. and sell 8 . .
.. . .
.
animals
privately. The United States should learn from this example.
• Complete the sentences. Make them true for 1. 2. 3. 4. 5.
you. I'd love to be the owner of . . . . I thi nk that hunting is . . . I could help endangered a n i mals by . . . . For me, it wou l d be a dream come true o . . . . I smelled a rat when . . . Vocabulary Builder, pages 8 6 - 8 7
57
1.
1.
RELATIVE PRONOUNS
2.
Read the exa m pl es a n d a n swer the q u estions.
3. 4.
a. This is a service mean t for people who I that are short of time b. Flexpetz is an agency which I that rents out dogs. c The kids can 't wait ror the weekends, when we rent Jackpot. d. Are you a person whose busy lifestyle doesn 't leave room for a pet? e. They should volunteer at animal shelters, where there are plenty of dogs. 1 . What nou n does each rel ative p ro n o u n i n bold rel ate to?
4.
2. W h ich relative p ro n o u n a bove refers to .. . ? 1.
a n o bj ect
2. a person
l
3 . a person o r a n o bj ect
a p l ace
5. a t i m e
6. possession
DEFINING AND NON-DEFINING RELATIVE CLAUSES
------1
1 . Read the exa mples and identify the relative clause in each sentence.
a. People who wan t to rent a dog can try Flexpetz. {defining] b. Flexpetz customers, who pay a mon thly fee, choose a dog on the In ternet. (non-defining]
)
c. I 'll never forget the weekend when we first got Jackpot. (defining] d. Last weekend, when we were out o f town, we didn 't take Jackpot. (non-defining] 2. Choose the correct options to complete the
5. 6. 7. 8.
Complete each sentence with a suitable relative pronoun. There may be more than one possible answer. Do you k now a ny people ........... fight for an imal rights? We buy the dog food ... . our vet recom mends. I got u p at 6.00 am, ... I took Spot for a wa l k . Austra l ia i s a country .......... there a re m a n y u n ique a n i mals. Everyone tried to comfort ou r neighbo u r, .. cat had died. My brother. works at an a n i ma l shelter, is a vegetarian . Do you t h i n k that there a re m any a n i mals a re exploited ? There a re plenty of pets ... owners take good care of them .
�
1 1 and add a relative pronoun to form sentences.
2 . Match I and
1 . Tel l me about the film ( 2 . I s there a place nea rby 3 . I ' m looki ng for a flatmate 4. We should be tolerant of people 5 . H e r b i rthday i s i n August, 6. S k i i n g is popu lar i n the Al ps,
11
7 . I ' m th i n king of sel l i ng m y car, 8. lt rained on the day 11
a . needs a lot o f repa irs. b. we got ma rried . c . you watched last n ight. d. doesn't smoke. e. I ca n u se the I nternet? f. there is snow nearly all yea r rou n d . g . opin ions are different from ours. h . most o f h e r friends a re o u t of town .
rules below. 1.
A defi n i ng I non-defi n i ng rel ative c l a use p rovi d es extra , n o n-esse n t i a l i nformation a b o u t peo p l e o r t h i n gs.
Los cl ientes de Flexpetz, que pagan una cuota mensual, eligen u n perro por I nternet.
I n o n -defi n i n g rel a tive c l a use is ess e n tial to the mea n i ng of the sentence.
Flexpetz customers, who pay a monthly fee, choose a dog on the Internet. ./
2 . A defi n i ng
3. Com ma s a re used to sepa rate a defi n i n g
l4.
n on-defi n i ng rel a tive cla u se from the m a i n c l a use. We do not use t h e re l at ive p ro n o u n that i n defi n i ng I non-defi n i ng re l a tive c l a u ses. _
--
--58--,1
I
�Grammar Appendix, pages 1 20-1 21
NOT Flexpetz customers, who they pay a mon thly fee, choose a dog on the Internet. X
U n it 5 3 . Combine the sentences using the relative
�
�
e
S �
3.
pronoun in brackets. Make any necessary changes. Which sentences contai n non-defining clauses? That's the g i rl . You noticed at the pa rty. (that) She ba bysits for twin s . Thei r parents work long hours. (whose) The road is closed . The accident took place there. (where) The firefig hters rescued a kitte n . They fou n d it i n the b u r n i n g house. (wh ich) The song was fa ntastic. They sang it. (wh ich) The prize goes to H owa rd . He answered a l l the questions correctly. (who) I remember the day. We fi rst met then. (when) This is Mr Gera l d . His daug hter is in you r class. (whose)
�
� 7. Complete the passage with the correct relative pronouns. Then listen and check your answers. There may be more than one possible answer.
You ' ve probably never heard of the bongo. a rare and beautiful antelope Kenya. Bongos,
2
L .... ..
4.
the 1 960s, Don Hunt,
3 . ..
had once been a bongo hunter.
started a conservation programme
4 ....... ..
.
.
would help
saw
these animals. He caught 20 bongos and took them to in the United States,
5 . . ... . .. . . . they
zoos
had a safe place to Ji\·e and
breed. The programme was so successful that there are now -+00
bongos in the United States. In 2004, 1 8 bongos were 6
.. .. ... . . . . only a few dozen native bongo 7 .. . . . . .. .. . were born in
were left. The American-born bongos,
the zoo, cannot survive in the wild. However, in the future . .......... their offspring are released, a new generation of bongos will live free in the African mountains.
Look at your answers to Exercise 3. In which sentences can you omit the relative pronoun?
5. Combine the sentences using a relative pronoun. Make any necessary changes. The Cold E l e p h a nt The state of Alaska has got a very cold cli mate. lt is near the Arctic C i rcle. 2 . Maggie was the only elephant i n Alaska . She l ived in the Alaska Zoo . 3. She l ived i n t he zoo from 1 983 . She was taken from Afri ca that year. E lephants a re a n i mals. They need to l ive i n groups. ) . They m ust also l ive i n a warm cli mate. lt is similar to thei r warm n ative h a bitat. 8 . Activists wanted to move her to a wa rmer place. She could social ise with other elepha nts there. The zoo ag reed to move her to a sanctuary in C alifor n i a . She wou l d be much happier there. 8. This was d ifficult for the Alaska ns. They were sad to part with their on ly elephant. I
coats and
yellow stripes, have been endangered for many years. In
taken back to Africa,
RELATIVE PRONOU N S - In defi n i n g - e ative c l a uses, we c a n o m i t t h e re l ative p ro n o u n s ha, which, that a n d when i f they a r e n o t the : J bj ect of t h e c l a u se. m mad about the dog (that} I rent every weekend.
.. habitat is the mountain of
. . . .. . . .. . . have reddi sh-brown
6. Complete the sentences with a relative clause.
Use each relative pronoun once. 1. A zoo is a place . . . . 2 . A vet is a person . . . . 3 . I remember the day .1 Mon keys a re a n i mals . . . . ) . I a d m i re people . . .
lill lli!:5._
WEB EXTRA
Find out mo re about endangered an imals a t:
www. burlingtonbooks.es/viewpoin ts 1
Grammar Review ''*l'i 8. Rewrite the fol lowing sentences using the words in brackets. Do not change the original meaning. 1 . I 've got a frien d . She speaks Japanese . ( ho, 2 . I began worki ng here in 2006. (si nce) 3. I ' m going to help Larry, who has got a er;, dog. (whose) 4. We are moving in J u ly. (by the end o Ju 1 5 . The pen doesn 't wor k . I bought 1 es�e oa: (wh ich) E x t ra g ra m ma r e xe r c i se s a t:
u • u• u•. b u r l i n g ro n b o P s e s
eu p
rnr
.
59
SKILLS LISTENING G A CONVERSATION 1 . Many young people choose to become
vegetarians. Look at some of their reasons below. Which do you agree with? 1 . Eat in g meat is cruel 2 . Meat is u n healthy 3. C attle farms da mage the environment 2. Listen to the first part of the conversation
between two friends. What is the difference between a vegetarian and a vegan?
3. Listen to the second part of the conversation and complete the sentences. Use 1 -2 words for each blank. 1 . Accord i n g to Rya n , it's wrong for h u mans to or a n i mals. 2. Ryan doesn't wear made from a n imals. 3. Amy says that getting wool the sheep. 4. Many farm a n i mals a re kept in where they ca n not .H
•
•
HHHHH.
H· H
.
···H······
. H.
,
LISTEN CAR E FU LLY - Listen i n g to the spea ker's to ne of voice w i l l h e l p you deduce t h e i r o p i n i o ns a n d fee l i ngs. Are they h a p py, a n g ry, sad o r neutra l ? This w i l l a l so h e l p you p red i ct t h e i r responses a n d u n de rsta n d w hat t h e y m e a n .
4 . Listen t o the third part o f the conversation.
1. 2.
3. 4. 5.
Who says the following? Animals a re n 't ours to exploit. Animal circuses a re terrible. Zoos help protect endangered a n i mals. C ruelty-free cosmetics have a special symbol. We have the right to use a n i mals for the good of h u mans.
• Are your opinions closer to Ryan's or to
Amy's? Think about the various issues they discussed (zoos, circuses, farm a n i mals, testing medicines and cosmetics) and give reasons.
App roxim a tely three m illion people i n th e UK a re v egeta rians.
U n it 5
SPEAKING EXPRESSING OPINIONS 1.
1. 2.
3. 4.
5. 6.
Look at the picture and read the opinions below. Who would give each opinion - a vegan or a farmer? I d o n 't t h i n k that this person is exploiti n g the a n i ma l . I n m y o p i n i o n , it's natural for h u mans t o use a n i mals. I be l i eve that a n imals have the sa m e rig hts as h u mans. I f e e l t h a t we have no right to m a ke a n i mals work for us. I t h i n k that this helps a n i mals. They n eed h u mans to look after them. lt s e e m s t o m e t h a t these animals a re n 't sufferi n g . They were meant to work.
2. Which of the opinions above do you agree with? 3 . Work in pairs. Describe what is happening in
• • •
•
each picture below. Then take turns giving your opinion on the questions below. Use the expressions in colour in Exercise 1 . Are people exploiti n g the a n i m a l ? Is this fa i r I u n kin d I h a rmful to the a n i m a l ? Is the a n i ma l suffering I benefitti n g ? Do people h ave a right to do this?
ENRICH YOUR SPEAKING
When you want to encourage your partner to express his I her opinion, u se the fol lowing q uestions: What d o you t h i nk? What a bout you? What's you r opinio n ? Do you agree?
Burlington Speech Trainer, Unit 5
.i.��Pronunciation Practice, page 1 32
61
� WRITING A For and Against Essay 1 . Read the for and against essay below. Does the writer believe animal experimentation is necessary?
ANI MAL EXPE R I M E NTATI O N People have experimented o n animals for many years i n order to find out how t o cure disea e . However, today many people claim that animal testing i a cruel form o f exploitation. On the one hand, medical experimenting on animals cause them pain and uffering. In addition, doctors cannot always apply the re ult to humans because of the physical differences between people and animals. Furthermore, many animal te ts are unnecessary because there are alternative method , uch as u ing computer models of the human body. On the other hand, animal experimentation has played an important role in many medical advances, including treatment for cancer and AIDS, open-heart surgery and organ tran plants. Moreover, alternative methods are sometime not as accurate as using animals . In conclusion, although I realise that animal t e ting causes suffering, I believe i t is nece in order to help human being . Nevertheless, government
ary
hould make ure that l aboratory
animal are treated as humanely as possible and used only when completely neces ary.
2. In which paragraphs of the essay does the writer ... ? 1 . present a rg u ments to support a n i mal experimentation
2. present the oth er side of the issue and give a rguments su pporting it
3. i ntrod uce the issue I controversy
4. summarise the argu m ents a n d give his I her opin ion CONNECTORS OF ADDITION AND CONTRAST We use connectors to show the rel ations h i p between ideas. Co n nectors of a d d ition con n ect s i m i l a r i deas. Con nectors of contrast connect contrasting id eas.
3. Below is a list of connectors of addition and contrast. Find three connectors of addition and three connectors of contrast in the model. What ideas do they connect or contrast? Con nectors of add ition
a lso and as well as i n addition (to) furthermore moreover what's more
_,
but I however I nevertheless on the one hand I on the other hand in spite of I despite although I even though while besides
4. Choose the correct connector. 1 . M a ny people have started exercising in recent yea rs. I n a d d it i o n I H owever, healthy, natura l foods have become qu ite popular. 2. Anna has got a lovely personal ity i n s p ite of I as w e l l as a g reat sense of h u mour. 3 . Extrem e sports can be very dan gerous. N evert h e l ess I F u rtherm ore, many people enjoy them. 4. Our plane a rrived a n hour late. M o reover I H owever, two of our su itcases were lost. 5 . Anthony l i kes his new job as w e l l as I d espite the low pay.
-'
_,
Con nectors of contrast
62 1
_j
U nit 5 D ES PITE / I N SPITE O F - Despite a n d in spite of : •;: "a l l owed by a n o u n p h rase or g e r u n d ( ve rb + - ing), w h i l e f e n though a n d although a re fo l l owed b y a c l a use with : � :Jject + verb.
• Write a for and against essay on the topic Zoos - Good or Bad? Use 1 00-1 50 words.
: ::spite I In spite of the high price, I bought the dress.
WRITING YOUR FOR AND
-�o failed the exam despite I in spite of studying off night.
AGAINST ESSAY
-�
s not wearing a coat, even though I although it's cold.
'
'
Your Task
.;,. Choose the correct connector. -1 e someti mes eats fish a l t h o u g h I d espite he's a vegeta r i a n . have t o wa l k my d o g ton i g ht, i n s p ite o f I even thoug h I ' m very tired. - Ja mes never learned Spa n ish a lt h o u g h I i n sp ite of 1vi n g i n Seville for several years. - Van Gogh was a fantastic a rtist. Despite I Even t h o u g h h is, he never sold a painting du rin g h i s l ifeti me. - Even t h o u g h I Despite the fact that it was far, we deci ded to wal k . �
Rewrite each of the following sentences in two ways. Use the connectors in brackets. Our town has got seve ra l sports centres . it's also got a football sta d i u m . (as wel l as, what's more) : . Emma is a ta lented artist, but she hasn't got time to pa i nt. (h owever, a lthough) it's often faster to go by tra i n than by car. I n addition, 1t's a lot cheaper. (also, a nd) On the one hand, we have n 't got much mon ey. On the other hand, we prefer eating out to cook i n g . (n evertheless, despite) · .
_
.:.S well as is fol lowed by a noun or a gerund. lt is never =oll owed by a cla use. �::;"'?ponies use animals for testing medicines as well as �osmetics. ./ :::n
Companies use animals for testing medicines as well as :ney test cosmetics. X
1 . Brainstorm your essay. • Make a list of pros and cons. Look at the statements below. Which would you put in your "pros" l ist? Which would you put in your "cons" l ist? - Zoos m a ke people aware of the va lue and beauty of a n i mals. Without zoos, people would not be able to see these a n i mals. Animals in zoos suffer fro m i solation and don't have enough space or exercise. - Modern zoos are similar to the a n i mals' natural habitat. Most zoo animals are n ot enda ng ered . They are kept for enterta i n m ent. Zoos help protect endangered a n i mals. lt i s wrong to keep wild a n imals i n captivity. 2.
Organise your ideas. Use the model on page 62 and the plan below to help you. PLAN
State the i ssue I controversy. Body: Present arg u ments supporting one side of the issue. Present argu ments supporting the other side of the issue. C l o s i n g : Sum u p the topic and state your opinion .
Ope n i n g :
3. Write a first draft. 4. Use the checklist to check your work.
Then write a final draft. CHECKLI ST ./ I followed
the- pl��-t for � fo r �1-td qg�ivwl
ess�y.
�
Complete the sentences with a logical ending. On the one hand, it's g reat to travel . O n the other 1-Jand, . . . . q_yan wa nts to be fa mous. Moreover, . . . . recog n ise the person i n this picture, eve n though ' e've decided to cont i n u e with our plans i n spite of . . . . - - h e house has got a huge garden as wel l as . . . .
_
./ I
used � v�riety of covtJ�t.Utors of �dditio�-t �1-td covt.tr�st.
./ I followed
covtJ�t.Utors.
./ I
the- rules for word order witk
ckuk.e-d 3mmf"l.Ufr, spellif13 �1-td pu�-tetu�tio 1-t. -----
-
SKILLS •
G IVING A P R E S ENTATION You a re going to lea rn some tech n i q ues to help you prepare and g ive a n ora l
presentation . Read the Steps for Oral Presenta tion and a nswer the Task Quest ions.
STEPS FOR ORAL PRESENTATION A. RESEARCH YOUR TOPIC Use the steps in Internet Research (Life Skills U n it 4) to research your topic. B. ORGANISE YOUR PRESENTATION Introduction I ntroduce you r topic by sta rting with someth i ng that will catch you r audience's attention, for exa m ple a startling fact a questio n or a personal experience.
TASK QUESTIONS 1 . Look a t t h e fo l l owi n g open i n g s from a presentation a bo u t w h a l e h u nt i n g . W h i ch tech n i q ues d oes each o n e use? W h i ch d o you t h i n k is t h e best?
1 . Why would a nyone want to k i l l a n a n i m a l as i ntel l igent as a whale? 2. I saw a whale hunt on TV, and it made me very sad. 3. it's i l legal to hunt whal es, but h u nters stil l kill 2 ,000 whales every year.
2. Read t h e fo l lowi n g sentences from a Body Organ ise your ta l k arou n d 2-3 m a in poi nts. The poi nts should have a logical seq uence. Add su pporting deta ils a n d exa mples to each main point.
Conclusion S u m ma rise you r tal k and restate the most i mportant points.
C. USE CUE CARDS Use small cue cards to help you remem ber what you want to say. • • • •
Write only one i dea or fact on a ca rd . Use large writ i n g so you can read it easi ly. N u m ber the cards. Write only keywords, not full sentences.
D. PRACTICE Using you r cue cards, rehea rse i n front of a mi rror or a friend .
presentat i o n a bo u t w h a l e h u nt i n g . W h i c h a re m a i n poi nts? W h i ch a re s u p p o rt i n g ideas?
1 . The m ethods used to kill whales a re very cruel.
2. Seven out of 1 3 whale species a re endangered . 3 . H u nters use a harpoon, which explodes inside the whale and causes terri ble pain. 4 . Many species of whale m ight disappear if whale h u nting conti nues.
3. Look a t t h e sentences bel ow. Which is a better conc l u s i o n ?
1 . I n short, whale h u nting is cruel a n d u n necessa ry, and m ay lead to the exti nction of some whale species. 2. I n conclusion, most people ag ree that whale h u nting should be stopped .
4. W h i c h is a better cue card? Why? A
B lf-
It tc-�kes qo Wt.il1.Ldes fo r e-t Vw!rpoo� w Vw! Le. to die.
• USE YOUR SKILLS Resea rch a n i ssue a nd p resent it to t h e class.
• Thi n k of a n issue or p roblem that you feel is i m porta • Use the steps described on this page to help you prep� you r presentati o n .
Unit Obj ectives * Weather ' M o d a l s and M odal Perfects *
Listen i n g to News R e ports
•
interviewi n g
* Writ i n g a News Report " L i fe S ki l l s : Using G ra p hs and Charts
Extreme Weather e
weather affects your daily life, but how much do you
_ ually know about it? Do the quiz below and see.
0
1 . Lightning is hotter than the surface of the sun. 2 . Clouds are made of water, gas and ice. 3 . The shape of a rai n bow is a complete circle. 4 . Red rain once fell i n India for several months. 5. Africa is the world 's driest conti nent. 6. Al l snowflakes have got six sides. 7. Cities are cooler than the areas around the m . 8 . Trees cause rai n .
�
How does the weather in your area affect your lifestyle? Think of traditional sports, food and cultural events.
lilil IE:!il
WE B EXTRA
Find out about some more unusual weather facts at: www. b u rltngtoJZbooks. es/vl ell!pO l llts I
Answers, page 1 60
�. �v
READING 1 . Word Check: The following words appear
in the text. Make sure you know what they mean. twister • plains • rai n-soaked • hai lstones funnel-shaped UNDERSTANDING CONNECTORS Con n ectors can h e l p you u nd e rsta n d t h e con n ecti o n between ideas i n a text. They often sh ow contrast, ad d i ti o n, cause and resu l t.
2 . Find the following connectors in the text.
look at the i nformation they connect. Decide whether they show contrast, addition, cause or result. 1 . due to (line 9) 3 . despite (line 1 2 ) 2 . moreover (line 1 2) 4. so (line 2 5) 3. Read the text. Are the following statements true or fa lse? Find evidence in the text to support your answers. 1 . Women ra rely become tornado chasers. 2. Willenberg and Metz have scientific knowledge about tornadoes. 3. Tornado chasers try to get i nside tornadoes. 4. Willenberg and M etz a re n ever frightened. 5 . Tornadoes a re a mong the strongest types of storms. 6. i t s not n ecessary to evacuate people d u ri ng a tornado.
4. Choose the best answer according to the text. 1 . Tornado chasi ng is often frustrating beca use . . . . a . it is hard to get the proper equi pment b. chasers don't kn ow the time and location of the tornadoes c. finding a tornado i nvolves a lot of trave l l i ng d. it is dangerous to get very close to a tornado 2. Tornadoes . . . . a . can destroy enti re cities b. a re easier to pred i ct than hu rricanes c . have winds a l most as fast as h u rricanes d. often come unexpected ly Amateurs who want to chase tornadoes . . . . 3. a . can do it a l one if they a re carefu l b. a re usually from E u rope c. should do it with a tou r company d. can be very sure of seei ng a tornado 5. Find words or phrases in the text that mean: 1 . a set or g roup of two (paragraph 1 ) 2 . instead of (paragraph 2) 3. hit (paragraph 3) 4. most modern (paragraph 3) 5 . stra nge, mysterious (paragraph 5 ) 6. see (paragraph 6)
•
Do you think tornado chasing is worth the risk? Why or why not?
'
To rnado A lley is the a rea i n the Un ited Sta tes wh ere tornadoes a re most frequent.
COLD DRY AIR
:;/1\ �· -
-Qkl;lhon)a
WIRM DRY
AIR
4
U n it 6
�et the Twister Sisters. Meteorologists Peggy Willenberg and Melanie Metz are :"long the most skilled tornado chasers in the United States. They're not really sisters, �- they' re the closest of friends, and they enj oy chasing tornadoes as a pair. - mado chasers are people who do the opposite of what most people do - rather than -�nning away from these deadly, destructive storms, they actually seek them out, travelling - •usands of kilometres to get as close as they can. To do this, they drive back and forth . ro s "Tornado Alley, " the huge plains of the central United States. Almost all tornado _ -: ers are men, which makes Willenberg and Metz very unusual. - mado chasing can be extremely dangerous. Due to their background in meteorology, Willenberg _,d Metz are able to avoid getting caught inside a tornado, but they are constantly at risk. At any me. they might be struck by lightning, slip on rain-soaked highways or get hit by giant hailstones. !oreover, it can be frustrating. Like other chasers. the pair use the latest equipment, but despite this -: y are often unable to predict exactly where or when they" ll find a twister. They have often driven .ross entire states, only to realise that they should have chosen the opposite direction. _
·OY do they do it? Both women have been fascinated by torms since childhood. They uld have become ordinary weather forecasters, but the combination of a desire for thrills :1d scientific curiosity makes them unable to resist chasing storms. "Tornadoes are powerful, ) ond our control. There is an element of fear, but also of excitement and beauty," y Metz.
:..arge tornadoes are, indeed, one of the most powerful natural phenomena on the � anet. Their narrow paths leave an eerie sort of devastation, such as ripping apart one ide of a street while the other remains intact. Nearly 60 people a year are killed in ese funnel-shaped storms, which have winds twice the speed of the strongest urricane. Worst of all, unlike hurricanes, they are nearly impossible to predict: �orecasters are able to warn people only minutes before a tornado strikes, so -e idents have little time to evacuate. The data gathered by storm chasers - uld help solve this puzzle . ·
. 1any amateur thrill-seekers are joining the storm-chasing game, even ming from Europe to see tornadoes up close. Those who want to chase torms should not underestimate the dangers of trying it alone. The only afe way is to join a tornado chasing tour, run by a company such as the Twister Sisters' Storm Tours. They take tourists for a week of chasing, .1nd the lucky ones will witness nature at its most spectacular - a 'ornado forming right in front of their eyes. ·
actually
ordinary
(line 5) means realmente, de hecho not actualmente ( l i n e 1 6) means normal, corrien te not ordinaria, vulgar
67
�
VO CABULARY W9r9.� . fr..9.m . th.�. . I�.�t.............................. ..
.
. .
.
1 . Are the statements true or false? Pay attention to the words in colour. Correct the false statements. 1 . If something is o rd i n a ry, it is u n ique. 2. If someth i n g is d e a d l y, you can't d i e from it. 3. I f you r u n a compa ny, you a re the boss. 4. I f you go back a nd forth, you go i n one d i recti o n . 5 . If you witness somet h i ng, you don't see it. 6. If you stri ke someone, you want to h u rt them. 7 . If you g a t h e r th ings, you bring them together. 8. If you have a background in music, you probably play an i nstru ment.
(J 2. Complete the passage with the words and
phrases below. Then listen and check your answers. path
• rather t h a n • weather forecaster s k i l led • s l i p • c h a s i n g • avoid
GERUNDS AND INFINITIVES A g e r u n d is formed by a d d i n g -ing to t h e base form of a ve rb. Gerunds a re used : .
a. after certai n verbs : They enjoy chasing tornadoes ... b. a fter preposition s: . . the dangers of trying it alone. .
c. a fter certa i n expressions: Rather than running .. . d. as the s u bject of a sentence : Tornado chasing is .. . Some verbs m ust be fo l lowed by a n infin itive : People who want to chase storms ...
Other verbs can b e fol l owed by e ith er a g e r u n d o r a n i n fi n i tive , b u t the m e a n i n g som eti m es changes: I stopped
to drink beer. (I took a break a n d drank.) beer. (I don 't drink any more.)
I stopped drinking
�� Grammar Appendix, page 1 24 3. Complete the sentences with the verbs below. Use a gerund or an i nfinitive. swim
• l et • work • a po l ogise • meet
1 . Luke always avoids . .
..
.
.
extra hours.
2. Where did you arrange .. ... ... her? 3. What's the point of . .. .. ? I know you don't mean it. 4. ... . ... . is one of the hea lth i est sports. 5. They agreed ... us stay another nig ht. 4. Complete the second sentence so that it has
got a similar meaning to the first. Use a gerund or infinitive. 1 . it's i m possible not to get angry someti mes. I can 't help . . . .
WEATHER ILLUSIONS If you' re a film producer, weather can be a problem. You can ' t ' ........... making a film about winter j ust
..
because it's the middle of summer. The 2 .. .. .. may .
.
.
predict a heatwave, but according to the script, your character must run down a frozen
3·.
. ....... through a .
.
snow-covered park while 4· .. ... .. . a criminal, and then ..
5
2 . We d i d n 't think we would win fi rst prize. We never expected . . . . 3 . Wi l l I be able to see you tonig ht? Is there any chance of . . . ? 4. lt would be strange for me to l ive in a big city. I can 't imagine . . . .
5 . My dog won't go out if it's ra i n i ng. My dog refuses . . . .
.
.... ...... and fall on the ice. How is this done? 6 .......... . .
depending on nature, filmmakers use companies such as Snow B u siness, which has created winter effects
for hundreds of films such as Narnia and The Day After Tomorrow. They are amazingly 7 .. . . .. . at creating ..
..
snow and ice out of paper, plastic or foam. Watching
these films, you ' d never know that the weather was an illusion - and that's j ust what the filmmakers want.
5. Choose the best option to complete the sentence. 1 . Robert doesn't want to get fat so he . . . . a . stopped to eat chocolate during work b. stopped eati ng chocolate d uring work 2. Patricia was ha ppy beca use her boyfriend . . . . a . remembered to buy her a birth day present b. remembered buying her a birthday present 3. We had a wonderful trip to Ita ly, a n d . . . . a . I ' l l never forget visiti ng Rome b. I ' l l never forget to visit Rome
U n it 6
TqpJ.�ooOyqo� �ol.?�.l..c.t.rY.OOoOOOoOOOOooOOooOOOoOOOOOOOOOOOOOOOOOOOOOO WEATHER 1.
Complete the sentences with the words and phrases below. d e g rees
10
2
0
30
). 6.
7.
• s l i p pery • forecast • f lood l ightn i n g • soa k i ng wet • ra i nfa l l • sweat A flash of l it up the sky. Accord i ng to the weather , it's goi n g to get coldero lt sometimes goes down to zero Celsius i n Madrid. The men bega n to H . . as they worked i n the hot s u n . W e were ... ...... after waiting i n t h e ra i n for a n hour. The averag e a n n u a l i n Barcelona is 590 m m . M a n y homes were destroyed i n the Be ca refu l ! it's rai n i ng, and the roads a re .. 0
3. NOUN COLLOCATIONS Which nouns can be used to form collocations with the adjectives in colour? 1. b itter - sky, cold, wind 2. scorch i n g - heat, fog, temperatures 30 heavy - rai n , wind, snowfa l l 4. severe - storms, weather, s u n 50 t h i ck - ra i n , fog, clouds 6 . m i l d - tem peratu res, cold, weather
H
HO O O O
00
.
•
•••
� 4. Complete the passage with the words and phrases below. Then listen and check your answers. droug hts
• soa k i n g wet • deg rees • sweat • c h i l ly • f l oods • r a i n fa l l • heavy ra i n
h u m id ity
H .
2. Read the sentences and choose the correct
answer according to the meaning of the word in colour. Nearly 3 0 cm of ra i n I snow fel l during the
EARTH
0
b l i zz a rd .
2 . it's getti n g colder I warmer, so the s now is
If you visit Cherrapunjee, India, take your u mbrella or you' l l
melting .
1.
get
3. The s ky is overcast . it's g o i n g to I not g o i n g to
20
rai n . 4 . There was not e n o u g h I too m u ch water d u ring the d ro u g ht . 5. Temperatu res reached 1 ooc I 42°( during the
0000
00000
•
This mountain village has got t h e world's highest
, and all of it falls during monsoon seaso n , from
July to September. The water from the 3 ·
to the coast, which causes terrible 4
HO
0 0 0 0
oooooOHOoO
runs down
every year. In the
winter, however, it hardly ever rains and there are often
h eatwave .
0
6. it's c h i l ly . You n eed I d o n 't n eed a coat. h u m i d ity is h i g h e r I l ower in the j u ngle than i n the desert. 8 . The c h i ld ren s h ivered in the co l d I warm wind.
because it gets so dry.
H
You won't get wet in the Atacama Desert in Chile, where it
7. The
hasn't rained in 500 years! Strangely, Atacama's climate is
quite
6
0
0
0 00 0 0 0
, going down to zero
Because there is no
8·
HO 0
7
00000000000
Celsius in the winter.
in the air, meat will stay fresh
00
there forever, and of course, people that live there never 00000 00000
•
People? Yes, believe it or not, there are several towns
in Atacama.
• Complete the sentences. Make them true 1.
for you. When it's
2 I ' m happy when the 0
I l i ke to . . . 0
chilly outside,
forecast
3. When the weather is mild, I
pred icts
0 . 0
40 I th i n k that I ' m skilled at . . . . 5 0 I usually try to a void 60 I th i n k teenagers should . . ra ther than 0 o o 0 0 0
0
.
Vocabulary Builder, pages 8 8 - 89
c�
GRAMMAR MODALS Read the exa m p les a n d a nswer the q u estions.
a. You have to I must find a safe place during a tornado.
I b. Most chasers can I are able to avoid getting hurt.
I
c. At any time, lightning may I might strike them.
d. People who want to chase storms shouldn't try it alone.
e. Could I Would you tell me more about the tours? I
f The tornado must be h uge. lt's causing a lot of
damage. g. You mustn't get too close to a tornado.
1 h. The storm can't be in this area. Our data shows clear weather.
i. You don't have to I needn't be a man to chase tornadoes.
1 1.
Wh ich m o d a l s a re used to express the fo l lo w i n g ?
1 . abil ity
2. a d vice 3. obligation 4. lack of obligation 5. possi b i l i ty
6. certa inty that somethi n g i s true 7. certainty that something is i m possible 8. polite request 9. prohibition
1 . Choose _P.1 e correct answer. 1 . You 've got a big exam tomorrow. You m i g ht not I s h o u l d n't I don't have to go out tonight. 2. The policeman says that you m ust I cou l d I m i g ht go with h i m . 3 . it's a secret. You m ustn't I d o n 't have t o I m i g ht not tell anyone. 4. Could I M ust I Should I please look at the weather forecast? 5. That's ridiculous. You m u st I c a n 't I h ave to be serious. 6. M i g ht I S h o u l d I Can forecasters usually pred ict rai n correctly? 7. She's a tornado chaser. She cou l d I may I m ust love thrills. 8. They m i g ht I s h o u l d I a re a b l e to get caught in the storm. 9 . You c a n 't I d o n 't h ave to I m ustn't tel l her she a l ready knows. .
2. Complete the sentences. Use a modal. 1 . I n the past, I . . . . (abil ity) 2 . As a stu dent, I . . . . (obligation) 3. Accord i n g to my parents, I . . . . (prohi bition) 4. My friends t h i n k that I . . . . (advice) 5. In our fa m i ly, the children . . . . (lack of obl igation) 6. I n the future, I . . . . (possibil ity) 7. One day, I . . . . (abil ity)
3. Complete the sentences. Use the modal perfects below. 1 wouldn't have • 5 should have ·�could have 2 m i g ht not have • 4T!ust have r-'
1 . Rya n d i d n 't get i nto the team . He · ·=·· been
d isappointed .
Read the exa m p les a n d a n swer the q u estions.
a. They should have checked the data first. b. They could have become weather forecasters. c. We would have gone on a tour. but we didn 't have enough money. ,
/
d. Seeing a tornado must have been a frightening experience. e. I think we might have I may have made a wrong prediction.
1 1.
Wh ich modal perfects a re used to express the fol lo w i n g ?
2. 3. 4. 5.
certai nty that something was true possib i l ity that something was true a b i lity to h a ve done something but in fact did not w i l l i ng ness to do somethi n g but i n fact cou l d not
1 . criticism or regret after a n event
2 . Com p l ete the rule.
We use the ............. form of a verb after a modal perfect. 70
2 . it's very col d . You . ,) worn a coat.
3. Why d i d n 't you tel l me you ' d be out7 I ;t come to your house. 4. it's a pity you d i d n 't know Pa u l was i n tow n . You ...?. ... g o n e o u t together. 5 . La u ren isn't a nsweri ng her phone. She �( taken it with her. .
Hu rrica n e w i n ds h a ve been recorded at 3 1 0 k mlh .
U nit 6
� 7. Complete the passage by choosing the correct answers. Then listen and check your answers.
I .
u shouldn't have driven during the storm ./
OT You mustn't have driven during the storm. � !
Complete the sentences with the verbs in brackets. Use a suitable form of the modal perfect. I did my best I . . . . (could not I try) harder. I . .. ... (would I wear) my jeans, but they were d i rty. it's a pity we didn't take the car. We ........... (might I get) there on time. My sunglasses aren't h ere. I ... (m ust I leave) them at the beach . The child is frightened. You ........... (should not I scare) h i m . The tea m ........... (could I win), but their best player was i l l . .
_
-
.
.
.
..
3
Your friend is having a bad day. How do you respond to what he I she says? Write sentences using the modal perfects i n brackets. " I waited for an hour, but Keira d i d n 't come . " (m ust h ave) "The teacher shouted at me. " (should n 't have) - " I failed the exa m . " (could have) � " I ca n 't find my wallet " ( m ight have) "They've run out of tickets for the concert " should have) - " I came to your house, but you had a l ready eft " (would have)
d,.,.� ;u_�
When we first heard warnings that Hu rricane lke
1 · mighf
strike I might have Struclrour area, we didn't take it seriously. 2
Then we heard the announcement: "All residents
evacuate I must evacuate immediately." " lt 3· mustn't be I can't be that bad," said my flatmate, Lisa. However, after all
our neighbours had left, she said, "I think that we
4·
should
'IDlY' might go, too." We took my car, but we soon ran out of petrol. We couldn't get to a petrol station, so we 5:tY'Iere � bre J.J J to sleep I had to sleep �n the car. We were uncomfort ble,
hungry and thi rsty. "We broug
6·
should bring � should have
more supplies," complained Lisa. The news on the
radio was devastating. ''The hurricane 7· must have destroyed I
would have destroyed our house," I thought, feeling very
upset. In the end, the house was intact, but many others
were destroyed. Things �m; Id have been easier I
c·�e'
ea&!,e or us, but we weren't prepared. We didn't realise how
powerful a Gulf Coast hurricane could be !
_
_
-
Rewrite the second sentence without changing its meaning. Use a modal or a modal perfect. There may be more than one correct answer. How d id they feel when the storm beg a n ? I'm sure they were frightened
I forgot my pen . I'd like to use yours.
_
My brothe� is o n ly five. He doesn 't know how to ride a bike.
- Holly d i d n 't say " hello " . Perhaps she didn 't see us.
-
I can do this myself. it's not necessary for you to help me.
- You spend too m u ch money. -
I advise you to save some.
We made a m ista ke. it's a pity we decided so quickly
_
t's a luxury hote l . I'm certain it's very expensive.
can
Find out nbout hurricanes at:
ll'tl'll'. bll rlillgtollbooks.cs/PirwpoilltS I
Grammar Review
1 2 3 4 5 6
!7
8 9
8. Rewrite the following sentences using the words i n brackets. Do not change the original meaning. 1 . lt was wrong of you to hit you r brother. (shouldn 't) 2 . They' l l finish building the house d u ri n g the sum m er. (by October) 3. lt isn't necessary for you to m eet me at the ai rport ( have to) 4. That's the street Marcy l ives there. (where) 5. Liz Atki ns has a degree in p h i losophy. She wrote this book. (who) 6. I did n 't see John ton i g ht Maybe he went home ea rly. (might)
� SKILLS LISTENING � NEWS REPORTS
1 . Look at the pictures below and describe what you think is happening i n each one.
..._ ____. __
MAKE P r: CTIO S
Read the q uesti o n s ca refu l ly before you l iste n , a s the keywords w i l l g ive you some c l u es a bo u t the content of the passa ge. Pay attention to the type of information you need to listen for to answer the q u estions. (place, reason, year, number, e tc.} -
2. You a re going to hear four authentic news reports about the pictures above. Listen to reports 1 and 2 and decide if the statements are true or false. R e p o rt 1 1 . Matt was i n his own home when the tornado
struck. 2 . The house was destroyed by the tornado.
3. Now listen to two more reports and choose the correct answer. R e p o rt 3 Western m eteorologists . . . . a. use cloud seeding in many places b. a re sceptica l about cloud seeding c . claim that cloud seed ing i ncreases ra in d . a re helping C h ina i n i ts fi ght agai nst drought R e p o rt 4 The ice blocks . . . . a . were not as bi g as hail b. need clouds i n order to form c. have never ca used actual da mage d . a re not u nderstood by scientists
3. No other person has l ived after being th rown so far by a tornado. R e p o rt 2
1 . Extreme weather wi l l be the resu lt
of g lobal wa r m i n g . 2 . Flood ing a n d d roughts will h a p pen i n t h e sa m e places. 3. The scientists' wa r n i n g is a bout the near future.
• Do you thi n k global warming is a serious
problem? What do you think we should be doing to stop it?
U n it 6
SPEAKING INTERVIEWING 1 . Look at the interview with a person who survived a tornado. Match each question with a suitable
response. Then practise the dialogue with a partner. a . Event u a l ly, the tornado passed and everything became very qu iet. Then I went outside.
1 . What were you d o i n g w h e n the to r n a d o struck?
b. I felt terrified . . . but there was not h i ng I coul d d o !
2 . What d i d y o u see?
c. I saw the tornado pass outside our house. lt destroyed everythi n g i n its pat h .
3. H ow d i d you react?
d . I w a s standing i n t h e kitchen making myself a sandwich.
4. H ow d i d y o u fee l ?
e. Peo p l e were scream i ng and trying to find their fa m i l ies.
5 . What h a p pe n e d in t h e e n d ?
f. I t r i e d to run t o our underg round shelter, but it was too late.
6 . What were people d o i n g ?
2. Read the news reports below. With a partner, choose one report. Student A interviews Student B, who survived the event. In you r interview, use the questions and expressions i n colour i n Exercise 1 .
FLO ODS HIT CITY
n ue d for two days and . Th e heavy rain s conti ed le's ho mes : Resi dents tn th e river flooded peop u m the ion s, carrying to rescue the ir possess th e water contm ue t As rs. to the h i g h er floo . roofs, scre a m i n g an e le clim bed onto later, rescue boats r help . Several hou rs i e. scen e at th and heli copters arrived
hi
d�
��� � f�
RES IDENTS EVACUA TED DURIN G FIR E
��� �� �
a n of the worst fores t fires in the a rea 's . s . e Ire, caus ed by the rece nt heatwave , bega n seve ral kilom etre s east of the town, b ut soo n beg a n t° move J n the direction of the houses. Resi dents, wait ing by the i r rad ios for _ Inst ruct ion s, were told ea rly on Tuesday morn in g to eva cuate. As the fires ca m e clos er they d e awa with a few possess ions , knowi � g that y m l g t neve r see the ir ho mes aga in. ·
�
' '
.
ENRICH YOUR SPEAKING �-
,.__....ot
3. Switch roles and conduct an interview about the other news report.
�
-
���
Burlington Speech Trainer, Unit 6
1� -. t
v _
.... .... ...
When you describe a n exciting event that you witnessed, finish you r story with one of the following expressions: Fi nal ly, ... So in the end, ... All i n all, ... To cut a long story short, ...
� WRITING A News Report 1. Read the news report below. In what ways are the fires related to the weather?
F i res i n South e rn Austra l i a
Australian Times
This summer, the state of Victoria is
About 4,000 firefighters are trying to combat
having its worst bush fire season in
the fires, but are having little success because
recorded history. At least 1 66 people have
the flames are out of control. And there 's no
died in the fires, which have destroyed
end in sight: weather forecasters have warned
entire towns and damaged thousands of
of continuing heatwaves and consequently, the
homes.
situation may get worse.
The fires started several weeks ago as a
Prime
result of exceptionally high temperatures
emotionally to the tragedy. "Hell in all its fury
Minister
Rudd
has
and the worst drought ever recorded.
has visited the good people of Victoria in the last 24 hours. Many good people lie dead, many
suspect some were started intentionally.
injured," he told reporters.
3. Where did the writer include people's reactions or comments? 4. News reports usually put the most important
information in the first paragraph and then add details in later parag raphs. Did the writer of the report above do this?
con n ector of ca u se is a l ways fo l l owed by the reason why somet h i n g h a ppens. lt ca n come a t t h e b eg i n n i n g o r i n t h e m i d d l e o f t h e sentence. A
People were evacuated because of the danger.
con n ector of res u l t is fo l l owed by t h e conseq u en ce of a n action I even t. lt usua l ly comes at t h e beg i n n i n g of a sente n ce. There is a drought in A ustralia. Therefore, the bush is very dry.
A
.-
Writing Guide, page 1 49
9th February 2009
reacted
M any were caused by lightning, but police
2. News reports usually provide answers to the questions: Who, What, Where, When and Why. In which paragraphs does the report answer the following questions? 1 . What happened? 2. Who was i nvolved? 3 . Where did it happen? 4. When did it ha ppen 7 5 . Why or how did it happe n /
74
Kevin
•
5. Find two connectors of cause and one connector of result i n the model. Use the list below to help you. In each sentence, what is the cause and what is the result? C o n n ectors of ca use
C o n n ectors of res u l t
because since as because of due to as a result of
so as a result therefore consequently for this reason
6. Choose the correct connector. 1 . lt never snows i n Hol lywood . Therefore, I B eca use they m ust use a rtificial snow in films. 2. People sweat a lot i n our area, so I s i nce the a i r is very h u m i d . 3 . Heavy snows have blocked major hi g hways, as a resu l t of I so many people are unable to reach their homes. 4. There are droug hts across Africa . As a res u l t I S i nce people do not have enough d ri n ki n g water. 5. D u e to I As the latest weather forecast, the carn ival has been cancel led. 6. Jean took a thick j acket beca use I conseq uently it was so cold outside.
U n it 6
Your Task :Jst con nectors of cause a n d result a re fol l owed by a : a Jse with subject + verb. However, because of, due to � � d as a result of a re fol l owed by a noun p h rase or gerund. P
• Write a news report. Use 1 00-1 50 words.
WRITING YOUR NEWS REPORT
vere evacuated because the flooding was getting
1 . Brainstorm your report.
orse
• Read or listen to a news report on the radio, TV or Internet. Make notes to answer the fol lowing questions:
·re evacua ed because of the flooding ?9
Choose the correct connector. -he weather will become more extreme beca use I beca use of global warmi n g . D u e to I Si nce the cold weather, everyone stayed ndoors. As a res u lt of I As the h u rrica ne is co m i n g towa rds he island, a disaster is expected . - Experts were a mazed s i n ce I d u e to the ice blocks were he size of a microwave. - As a res u l t I As a res u lt of cloud seed ing, it ra i ns more often in some a reas. _
ge
- What happened? - Who was i nvolved? - Where did it happen?
-
- When di d it happe n ? Why I How did i t happen? • Think of extra details to make your report more interesting. •
Add people's reactions and comments about the event.
2. Organise your ideas. Use the model on page 74 and the plan below to help you.
_
Complete the sentences with a logical connector. Do not use the same connector twice. There may be more than one correct answer. it is so cold i n Alaska, water ca n freeze i n mid-a i r. The winds were very strong, several cars were blown off the roa d . H u rrica nes a re formed .. .. .. a com bi nation of warm water and cool a i r. Death Va l ley, C a l ifornia is one of the h ottest places on no one l ives there. Earth. :-> . People can get skin cancer strong s u n l ight. 6. The farmer was h it by l ig htn in g ........... he was sta ndi ng in a n open field. •
n
.
n
_
n .
,
.
.n
PLAN Open i n g :
G ive a summary of the event and the most i mporta nt facts. Body: Develop the relevant i nformation and add deta i l s. C l osi n g : G ive reactions and com ments of people i nvolved.
3. Write a first draft. 4. Use the checklist to check your work.
Then write a final draft. CHECKLIST
9. Rewrite the following sentences using the words in
1. 2.
3. 4.
5.
brackets. Do not change the original meaning. I a m travell i n g to Pola n d . For this reason, I bought a warm coat. (as) Due to the cold winters in E ng land, they a re moving to Spa i n . (beca use of) People watch the n ews on TV beca use they want to know what's happening in the world. (therefore) Today's forecasts a re q u ite accu rate beca use they use modern technology. (d ue to) There was a h u rricane wa r n i ng, so everyone left town . (As a resu lt)
.
",!.)'.
. . .. �6
,..
.
i.' .
.I I followed
the. pLCi!��t-for
Cif
�ws report.
.I I
V(.fed Cif VCi!riety of c:o1111Utors of C:Ci!V(.fe Ci!M result.
.I I
c:he.c:ked 3rCi!mf'!.-Ufr, spelli1113 Ci!M pu..��t-Ctl{(iftio 111-.
. ....• ....
...t:. "l · "' y �
•
•
Writing Guide. page
1 56
75
SKILLS •
U S ING G RAP H S AND CHARTS You are going to practise i nterpreting i nformation from graphs. Look at the graphs and a nswer the Task Questions below.
Cl i mate g raphs for London, England
G raph B - Average precipitation (ra i nfall)
Graph A - Average temperature
mm
100
90 80 70 60
....... ...... ....... .. ,..., ,.... . . : ....... . . ..... . .. ....... . ...;:...··.;; ..
50 40
30 20 10
25
F
23
M
22
A
21
M
20
20
17
A
16
5
19
0
23
N
25
• TASK QUESTIONS 1 . G ra p h A 1.
What a re the n u m bers on the left-hand side of the graph'
2 . What is the d ifference between the red and blue l i nes? G ra p h B 1.
What a re the n u m bers on the left-hand side of the graph?
2. What a re the letters o n the bottom of the g ra p h ? 2 . Look at t h e gra phs a g a i n a nd a nswer t h e q u esti o n s . 1 . What is the hottest month of the yea r i n London ?
2 . What i s t h e average m i n i m u m temperature i n J u n e ? 3 . What is t h e average max i m u m temperature i n J u n e ? 4 . On average, for how m a ny days does i t rai n i n May? 5 . Wh ich month has the most ra infa l l ? Is it the same month that has the most ra i ny days?
USE YOUR SKillS U se the I nte rnet to f i n d te m perat u re a n d prec i p itat i o n g ra p hs for a city in you r cou ntry. C o m p a re t h e i nformat i o n i n the g ra p h s to the i nformat i o n i n the g r a p h s on t h i s p a g e . Write f i v e facts a bo ut the d i fferences i n c l i m ate between Lo n d o n a n d t h e city you c h ose.
- ·--7--,61
-- -'
D
25
(months) (rainy days)
U n it Objectives * Travel
* Conditio n a b * Ti m e C l auses •
Li sl c n i ng to Recorded Mes-.ages
•
Buyi n g a l r<J i n Ti ckel
*
W ri l i n g an c - m a i l
* L i fe S k i l l s : Book i n g a R o o m
Travel isten to the song and read the lyrics. Then answer the questions. What attracted the singer to Antarctica 7 Why does the singer call h i mself a d reamer? 3. What do you think happened to Shackelton and Scott?
_
Antarctica
By Al Stewart
Long before I ever saw
Maybe I was snowhl ind
The frost upon your face
But it seemed your voice was true
I was haunted by your beauty
And I bel ieved the story then
A nd it drew me to this p lace
As travel lers someti mes do
I fe l t the c h i l l of mystery
In A ntarctica
With one foot on your shore
I n A ntarctica
And then and there resolved to go
Where no man had before
And maybe I was snowbl ind Perhaps it sapped my w i l l
Maybe I was snowbl ind
But something o f my innocence
But i t seemed the w ind spoke true
I s wandering there s t i l l
A nd I believed its stories then
I n A ntarctica
A s drea mers someti mes do
In A nt arctica
In Antarctica
Antarctica
I n Antarctica
Antarctica
Who k nows what the powers may be That cause a man to go M ind less of the dangers Out across the v irgi n snow Seduced by this ambition I easily forgot The hopeless quest of Shack leton The dreaml ike death of Scott
• Why do you think people explore unknown
places despite the dangers? W E B E XTRA
Find out about Scott's expedition to Antarctica at:
wwu•. burlingtozzbooks. es/l'iewpoints 1
...
� READING -
,.
4. Answer the questions.
1 . I n what ways is an Anta rctic cru ise d i fferent from a I uxu ry cru ise 7
1 . Word Check: The following words appear
in the text. Make sure you know what they mean. frozen • on board • sea ls • c l a i ms • perils
2 . W h a t a re t h ree ways i n wh i ch Antarctica is u n ique/
3. What negative effect co u l d tou rism h ave in Antarctica ?
4 . W h y do some people want t o l i mit the n u mber of tou rists i n Antarctica? 5 . What positive effect cou l d tou rism h ave on Antarctica ?
A p ro n o u n o r possessive determ i ne r refers to
a t h i n g , p erson o r i d e a that has a l ready been mentioned, often in the fi rst p art of th e sentence o r in the previous sentence.
--�-_j
2. Read the text and decide who or what the following words refer to: 1 . its ( l i n e 3) 2. this (line 8) 3. they ( l i n e 1 7) 4. them ( l i n e 23) 5 . t h e i r (line 24)
6. it (l i ne 2 6)
3. Choose the best answer according to the text. 1 . The writer feels it is surprising that . . . . a . so m a ny people wa nt to go to Anta rctica b. it is so expe nsive to go to Antarctica c . it is possible to go to Antarcti ca d . it is i m possible to go to Anta rctica
2 . The cruise ship sa n k in 2007 d u e to . . . . a. b. c. d.
a storm at sea an accident the i n experience of the capta i n a leaking ta n k
There a re 1 6 resea rch stations in A n ta rctica.
5.
Complete the sentences using your own words.
1 . Tens of thousands of people . . . 2 . Before 1 820, n o one . . . . ..___ 3 . Accord i n g to the 1 9 59 treaty, n o nation w i l l ever c l a i m that . . . .
4 . To u rists t o Anta rctica m a y be risking their l ives beca use of . . . . 5 . I n the 2007 i n ci dent, n o tou ri sts . . . . 6 . A disaster was avoided beca use the ta n k
• . .
.
6. Find adjectives in the text that mean the opposite of: 1 . nea rby (pa rag ra p h .1 ) 2 . s m a l l (paragra p h 2 ) 3 . forbid den (paragrap � 4)
4 . ca l m est (para g ra p h 5)
5. hot (paragra p h 5) 1
• Do you thi n k that it's a good idea to promote tourism to Antarctica? Why or why not?
Pengu i ns can s w i m at speeds i n excess of 2 0 km/h.
M/5 Exp lorer s inks in A n ta rctica, 2 3 rd No vember, 2 007.
U n it 7
Th e F i n a l F ro nt i e r Anta rctica - frozen, remote and i m possible to get to. O r is it? U nbel i eva b l e as it seems, if you've got a n adventurous spi rit and enough money, you can actu a l ly visit this conti nent at the bottom of the world. In fact, its po p ul a rity as a tou rist desti nation is g rowing, with the n u mber of yearly visitors now i n the tens of thousands. All you have to do is sign up for one of the Anta rctica cruises a n d pay a nyt h i n g from about $8,000 for ten days to $3 5,000 for a month. But don't expect a l uxu ry trip with d iscos a n d casi nos. The pu rpose is to learn a l l you can about this am azing place, so as soon as you get on board, you r g u ides w i l l beg i n t o teach you about Antarctica's ecol ogy and w i l d l ife. T h i s w i l l prepare you fo r the unforgetta ble sig hts you ' l l be seeing - spectacul ar l a ndsca pes, giant icebergs, sea ls and peng u i ns. 10
15
I ce-covered Anta rctica, the coldest place on Earth, is p u re natu re. it has no perma nent residents, and there a re no shops, hotels, b i l l boards or cafes. There a re a l so no native people, so the first time h u ma n be i n gs ever l a id eyes on the u n i n ha bited conti nent wa s when it wa s d iscovered i n 1 820. it doesn't belong to any cou ntry, but it belongs to a l l of us. In 1 9 59, an i nternationa l a g reement was signed, saying no country wou ld make any territori a l claims there, and dedicating the entire conti nent to pea cefu l scientific research.
20
Environ mental ists a re co ncerned a bout the effects of tou rism on the a rea, si nce a ny h u m a n a ctivity ca uses changes i n the ecological bala nce. They say that the damage cou l d be m i n i m ised if there were ru les to l i m it the nu mber of tou rists a l lowed to visit each yea r. However, some tourism may a ctua l ly promote conservation. If people witness Anta rctica's breathta king beau ty, perhaps th ey' l l become aware of the i m porta nce of protecting it.
25
30
\
However, the environment is not the o n ly concern - there a re peri ls fo r h u mans as we l l . The seas a round the conti nent a re the roug h est on Earth, and it ta kes a seasoned shi p's ca pta i n to get th rough them while negotiating the treacherous ice. In Nove mber 2007, 1 54 u n l ucky tou rists sat sh ivering for hou rs i n l ifeboats on the icy water, watch i n g as their cru ise sh i p sa n k after crashing i n to an iceberg. Fortu nately for them, the weather was calm, so there were no deaths or i nj u ries before they were fina lly rescu ed. J ust as l ucki ly, there was no o i l leak from the shi p's ta n k. If the ta n k had leaked, i t wou ld have ca used a n envi ronmenta l disaster. To be on the safe side, if you decide to travel to Anta rctica, choose a com pa ny that has lots of expe rience. Enjoy you r adventure and keep in m i nd you a re a ctu a l ly visiting one of Earth's fi n a l frontiers.
�
VO CABULARY
NOUN SUFFIXES
W9:u:l� .. f.:r..9m th.�. ..I��t. ............ ..
N o u n s ca n be fo rmed by a d d i n g suffixes to certa i n ve rbs, a dj ectives a n d othe r n o u n s. Some com mo n n ou n suffixes a re : - tion, -sion, -men t, -ist, -ity, -ship, -ness a n d -ence I -once. agreemen t, tourist, popularity, experience, importance
----..:::
.
...
1 . Choose the correct answer to each question.
Pay attention to the words i n colour.
2.
Where do you see b i l l bo a rd s? n ext to road s I i n h ouses I on TV What kind of transport is used for a cru i se ?
3.
What will s i n k in water?
4.
Who usually conducts resea rch ?
5.
What causes the most d a m a g e to the environment?
6.
Which weather conditions are the most
1.
a ston e I a feath e r I a leaf
a chef I a scient ist I a co n struct i o n worker
2. Read t h e sentences in I. Then match the words in colour to their definitions in 11. I � lr.·��� 1 . Our main PuffX>se in this course is to improve
4.
5.
our English . w?, Please k��Orn t n d that you must arrive on time. Most smokers are �e-� the fact that smoking is dangerous. it's good to achieve a ba l a nce between work and fun. . c{q H IS parents h ave b een qu1te cancer e '"about � him lately. ·
�
11
S a. worried
L-/ b. equilibrium 1 c. aim, goal
d . remember �e. conscious of
2
3. Name two ... . 1 . things you'd see in a desert 2. objects that b e l o n g to you 3 . things people s i g n u p for 4.
5.
so
1
l a n dsca pe
jobs which involve resc u i ng people objects that can l e a k
active .... activity
�l Grammar Appendix, page 1 26 4.
treacherous? h u rr i c a n es I h u m i d ity I ch i l ly w i n d s
3.
conserve .... conservation
a p l a n e I a tra i n I a s h i p
p l a nts I a n i m a ls I peo p l e
2.
N ote that somet i m es there a re changes in spe l l i ng.
Add a noun suffix from above to each of the fol lowing words. deci d
�
��;> q, tf i
�
poss i b l e � a ppo
er
•
rel a t i o n
•,
i nform
e n v i r o n m enta l
5. Complete the sentences with the correct form of the nouns you f rmed in Exercise 4.
There's a big &t:.,. . tickets. 2. Is there any � ,- oot[9ng a room for tonight? 3 . Have you made an he doctor? dates of their trip. 4. The ve mad� ( 5 . t\0.(Y.'-. re eo c r ed about the balance of nature in Antarctica. . �6. I 'd like some ·�"'" W)'Q'Cit'ifietrain to London. 7 . My sister and I ha e a rather stormy \0.J.-�Vv8. When we arrived, the hotel was in complete .. ... . :'-1.1 1.
� � , �hie
� 6. Complete the fol lowing sentences by adding a noun suffix to the words i n brackets. Then l isten and check your answers. �
c.An1a0ing
w.
ffioteQ�
r--
lf you're looking for � �te) on your next holida - �'j:: try staymg at an unusual hotel. One 2�'fpos�ble) the Mammut Hotel in Kemi, Finland, built entirely c snow and ice. If you prefer warmth, try the ('.riau To�e in the Brazilian rainforest. The hotel 's 3Cw.Yf:.;�(' follows the local way of building - all rooms are high the treetops. The Malmaison Hotel m Oxford, England was once a � on. Most rooms are in converted cells � thick) of their steel doors makes quite a the �\'-"(' 5 ��uimpress)! Wherever you travel, if you seek th different and the unique, you'll find it. r
U nit 7
rop_tc; yq��l:>.�.l.�.rY....................... ................... . ___
TRAVEL 1.
3. <:.
5. 6.
7. I,
in
Pay attention to the words in colour and choose a logical ending for each sentence.
On an ove r n i g ht trip, you stay for . . . . a. several nights b one night If you buy a ret u r n t icket, . . . a. you don't plan to come back you plan to come back If your train is d e l ayed , it will leave . . . . a late b. on time Your d e p a rt u re t i me is the time you . . . a leave . arrive If you go a broad , you . . . . a. go to a nother country . tour in you r own cou ntry If you need acco m m o d a t i o n , you want . . . . a. a way to travel b a place to stay A passen g e r is a person . . . . travelling on a bus, plane, train or ship b. sleeping at a hotel or a youth hostel
2. The dia logue below takes place at an a irport.
Complete it with the words below. q ueue
• youth hostel • f l ig ht a i r l i n e • l ug g a g e
A: "Can I help you, miss? " B: I hope so ! My · ·· · · ·H ··· hasn't arrived. I've also been waiting in this 2· H • • ••• for half an hou r ! A: I ' m sorry, M iss. What was your ........... number? B: lt was flight 938, from Brussels. A: They must have left your bag there. Where will you be staying7 B: At the 4· . . . in town . A: Alright. We'll deliver it as soon as it arrives. B: And what am I supposed to do in the meantime? I think your 5· OH O•OOOH owes me an apology! 1
�ay
�)
IS
' 0
ters � Jet
in nd, Is an the 1
... ... . .
3. Match the verbs i n I to a word or phrase in 11 to form expressions.
E:' a.
1 . stay
2.
-1
go
S e.
3 . h i re
4.
go
5 . book
1!'!1
b.
J d. u
e.
11 on holiday
a t a hotel I a t a youth h ostel a t i cket I a room a car si g htsee i n g
W E B EXTRA
=-.:;;;;;r;:;;;�;;;a
4 . Use t h e expressions i n Exercise 3 to complete
the sentences below.
��
�
I don't want to take buses. Let's ¥·()-.. c..o._ 2 . You ng people who haven't got the � o n ee�� T I( r hotels often �� J: I}- �� � . � 3 . � here are you PJ.9n nl � !� �. % i tstm� ..j v 4. I d love to -�-- o cray'Wnat'i'S'There to see around here? 5 . Hello, I'd like to �o?-t ��9f;t of 20th J uly. 1.
� 5. Complete the passage with the words and phrases below. Then listen and check your answers. l ug g a g e • acco m m od a t i o n • a i rl i nes d e p a rt u re t i m e • f l i g ht • passengers d e l ayed • ove r n i g ht
The Mini S leeping in an airport isn't the most comfortable form of L
.
..
. . . .. , but it's becoming more common. If your ..
. .. .
2 · . . . ..
is
4 am, it's hardly worth the money to book a hotel for the night. And what if you get to the airport only to find that your
3· · H· ·····
has been
free hotels for
6·
4·
. . . H.
? In the past,
5
·
.H .
provided
when this happened, but nowadays
this is rare. However, sleeping at an airport doesn't have to be torture. The M ini Motel, created by business traveller Frank Giotto after an
7· .. .
..... .
stay at a German
airport, weighs only two kilos and is small enough to fit into your
8
...........
•
It's a one-person tent complete with air
mattress, pillow, reading light and alarm clock.
• Complete the sentences. Make them true
for you.
I'd like to sign up for . . . 2. I have a great relationship with . . . 3 . I am very concerned about . . . 4. I'd like to go sightseeing in . . . 5 . I once went on an overnight trip to . 6. An important decision I 've made was . . . . 1.
Find out about an unusual type of hotel i n Japan at: ll'Ww.burlingronbooks.es/l'ieu•poilllS 1
.
.
Vocabulary Builder, pages 90-91
� GRAMMAR
1 . Complete the sentences with the verbs i n
brackets. Use the first o r second conditional.
1.
2. 3.
THE CONDITIONAL -
Read the exa m ples a n d find the con d ition a n d t h e result i n each sentence. Then a n swer the
4.
q uestions.
5.
Fi rst Con d i ti o n a l
6.
Ifpeople see Antarctica 's beauty, they'll promote conservation. Second Con d itio n a l
There would be less damage if there were rules about tourism. T h i rd Con d itiona l
If the tank had leaked, it would I could I might have caused a disaster. 1 . W h ich sente n ce ta l ks a bout ... ? 1.
a n i m poss i b l e or u nfu l fi l led situation i n t h e past
2 . a hypothetica l situation i n the p resent
3 . so m et h i n g that m ay h a ppen in the futu re
2. Complete the sentences with the verbs in brackets. Use the third conditional. 1.
2. 3.
4. 5.
2. Complete the rules: 1.
In the fi rst conditi o n a l , w e use the . ... .. . tense in the con d ition and the ........... tense in the resu lt.
2 . I n t h e seco n d co nd itio n a l , we u se t h e ..
tense i n the cond ition a n d .. . ..... . + t h e base for m of t h e verb i n t h e resu l t.
3. I n t h e t h i rd co ndition a l , we use the
i n the co ndition a n d . . resu l t.
.. + have + .
TIME CLAUSES -
.. . tense . . .. i n the
11 [l
Read the exa m p l es a n d a nswer the q u esti ons.
/'// tell you about my trip when I get back. As soon as you get on board, your guides will begin to teach you about An tarctica. I will phone you before / leave. 1 . Do the sente nces a bove refer to the present o r the futu re?
2. What te nse is used d i rectly after time words such as when and as soon as?
Grammar Appendix, pages 1 25-1 26
You . .. . (get) to Seville faster if you take the high-speed train. I .. . .. (travel) by plane if I could afford it. I won't leave tonight unless the weather .. (improve). People would live on Antarctica if it . . (not be) so cold. If I .. ... (have) a bigger bag, I would take more clothes. If global warming . . .. (continue), the icebergs will melt.
We couldn't find the building. If we . . (have) a map, we . . (not get) lost. C harlie didn't feel well. He ........... (not feel) ill if he . ........ (not eat) so much ! The man was hit by a car. The driver . . (might I see) him if he ...... .... (not wear) black. lt took us two hours to get there by bus. If we ... (take) a taxi, it . . . (be) much easier. You forgot Debbie's birthday. If you ........... (write) it down, you ... .. ... (remember) it.
3. Choose the correct continuation for each sentence.
lt would have been a lovely evening . a. if it doesn't rain �- if Brad hadn 't argued so much 2 . Would you travel alone . . . ? a. if you had had the courage b. if you were older 3. If she doesn't get that job, . . . . a. she will be very disappointed b. she would have run out of money 4. If that jacket didn't cost so much, . . . . a. I would buy it b. she would have tried it on 5 . We won 't arrive on time . . . . a. unless we leave quite early b. if we had n 't hurried 6. If you hadn't told me, . . . . a. I will be very angry b. I might never have found out 1.
U n it 7
a gente entendera la i m porta ncia de proteger a Antartida en cua nto vea n su belleza.
� 7. Read the advert and complete the dialogue. Then listen and check your answers. There may be more than one correct answer.
tt'TS MYS'Tc'RY !FU G '"'JOT People
w11/ understand the importance
protectmg A n tarctica •
4.
2.
3. 4. 5. 6.
bacl< iVJtO air trtJVel Put the exciteW! eVIt tJ{e.S tiVJtJfiOVI ! ffy tO tJVI UVIf
as soon as
they s a w
beau ty. )<
a/ia ! ltvai /ab/e 011/y iVJ it ustr
Choose the correct answer.
Mystery Flights - what a great present! But Bob hates surprises. He .. .. . . .. . .. (be) furious with me if I . . . . .. . . . . . (book) one. Honestly, if he . (not be) so rigid, he 4 . .. . (enjoy) life a lot more. I ' m going to do itl
We'll get in touch as soon as we w i l l get I g et off the plane. If I were I h a d b e e n you, I would listen to the warnings. I would have seen you if you h a d n 't left I d i d n 't leave early. We'll leave without him unless he w i l l meet I m eets us at exactly 2.00. I might have understood him if he d id n 't speak I h a d n 't spoken so fast. You'll feel better when you stop I w i l l stop smoking.
1
2.
3.
4. 5. 6. 7.
3
H
I'm packing a snorkel, boots, sunscreen and a warm coat. Sounds strange? Well, if my destination . . . . . .. . . . . (not be) a secret, 1 6· . (know) what to pack ! But Marian doesn't know herself. She says that we . . .. (find out) as soon as we . .......... (get) to the airport. Is this supposed to be fun 7 s
5. Complete each sentence without changing the original meaning. 1 . They won 't let you enter without a visa.
You can 't enter unless . . . . I think you should take an umbrella. If I were you, . . . . I don't feel well enough to finish my work at the moment. When I . . . . Robin isn 't here with us, so I ' m unhappy. I would . . I d idn't know you had the disc, so I bought it. If I had . . . . I'll cook, but I'd like you to do the washing up. If I cook, . . . 7 it's important that I phone Tom when I hear any news. As soon as . . . .
2
7
·
We're finally at the airport. Our destination? Hobart, Tasmania ! Maybe this isn't such a bad idea after all ! That was a won derful weekend. Of course, if we (fly) to the Gold Coast instead of Hobart, I (go) scuba diving. Well, maybe next time. 9
·
H .
10 . ·
· �
Bob
H
Grammar Review ''''''*'
6. Complete the following sentences in a logical way.
8. Rewrite the following sentences using the words in brackets. Do not change the original meaning.
2.
2.
1.
3. 4.
5.
6.
Unless I find my passport, . . . . I'll go to Slovenia this summer if I f something went wrong o n a trip, As soon as Dad arrives at his hotel, . . . . I f Antarctica had permanent residents, . . . . Our last holiday might have been better if . . . .
1.
3. 4. 5. 6.
don't speak Italian, so I can't study in Italy. (if) I read for ten minutes and then fell asleep. (after) I ' m sure that Paula is home by now. (must) Jason can't play football because it's rai n i ng. (as soon as) I didn't buy you a present because I didn't kno it was you r birthday. (if) Perhaps my father took that picture. (might) I
Extra grammar exercises at:
W W II'. b u r l i ll g f o l l b o o k s . e s 1 i e zcp u i ll ts l
83
� SKILLS -----=
LISTENING G RECORDED MESSAGES
1 . Read the advert below. What is meant by a different perspective?
Book a fl i g ht on the
Lo n d o n Eye See Lo n d o n from a d ifferent perspective.
For m o re i nformation: Customer Services
870-990-8883 or http ://www.londoneye.com
LISTEN
FOR DETAIL - M a ny l iste n i n g tasks focu s o n specific i nfo rmation. Read t h e q u estions ca refu l ly a n d d e c i d e w h e t h e r y o u h ave t o l isten fo r a person's na me, a time, a price, etc.
3. Listen to the second part of the recording and answer the questions. 1 . How much is a single ticket if you don't want to 2. 3.
2. Claudia calls to find out when the London Eye is open. Listen to the recorded i nformation and answer the questions. 1 . How many days of the year is the London
2.
3. 4. 5.
6.
84
Eye open? b. 3 64 a. 363 c. 3 6 5 What are the opening hours i n the winter? a. 1 0 .00 am - 9 . 00 pm b. 9 . 30 am - 8 . 00 pm c. 1 0 . 00 am - 8 . 00 pm When does the ticket office open? c. 1 0 . 00 b. 9 . 3 0 a. 9 . 00 How long is a " flight " ? a. 3 0 minutes b. 40 minutes c. 50 minutes Which of the following items is not prohibited on the London Eye? a. skateboards b. suitcases c. baby buggies When are there long queues at the London Eye? a. early morning b. midday c. late afternoon
wait in the queue? How much is a ticket for children under five years old? How much will a senior citizen need to pay if he I she wants to "fly" at the weekend?
4 . Claudia is on the Tube to the London Eye. She
hears the fol lowing announcements. Listen to the third part of the recording and fill in the m issing information.
1. 2.
Shepherd's B ush station is closed because of If your luggage is found unattended, workers will ........... and may it. There is nowhere where you can . on the Underground. Service on the line is delayed. The next train will come in H
3. 4.
•
..
H
H.
•
..
• Why do you think many tourist sites use pre
recorded messages? Do you prefer getting this type of information from a recorded message or would you rather speak to a person?
U nit 7
SPEAKING BUYING A TRAIN TICKET 1.
•
Steve is i n Amsterdam and wants to go to Berlin. He cal ls Netherland Railways to ask for information. Which of the questions below would Steve ask? Which questions would the railway representative ask?
3. Look at the questions on the list in Exercise 1 that were not used in the dialogue. With a partner, make up logical answers to these questions.
May I help you?
4. With a partner, ask for and give information
•
H ow l o n g is t h e j o u rney?
•
What t i m e d oes the tra i n l eave?
•
Where do I g et the tra i n ?
•
What t i m e d o you want to l eave?
•
•
•
Wou l d yo u l i ke a ret u rn or a s i n g l e t i cket? Do I h ave to book i n adva nce? H ow m u ch is a ti cket?
about taking the train from Geneva to Rome, using the details below. Student A is the railway representative, student B is the customer. Use the questions in Exercise 1 . GEnEVA STATIOn
ROmE TERrn:nAt..
Departure time
Arriving at
•
W i l l t h at be fi rst or second class?
•
W h e n 's t h e n ext tra i n after that?
Cl:Cl
1 6:30
How often d o the tra i n s l eave?
09:01
1 8.30
., ., ,n'1 • • •u '
20.30
21 :36
09:12
•
2. Complete the dialogue with the correct
questions from the list a bove. NR: Steve:
Netherland Railways. ? Yes, I'd l i ke to get from Amsterdam to Berlin, please. ? The Berlin train leaves from Amsterdam Central Station. OK . . . and . . . ? About 6 Yz to 7 hours, depending on the trai n . 1·
2·
NR: Steve:
N R: \
Steve: NR: Steve:
3·
4·
•••••.
. •
.
..••••.
.
Single
Return
First class
€190
€285
Second class
€ 1 30
€195
.
?
The trains to Berlin leave every 2 to 3 hours. 5.
FARES
... ?
Oh, i n the morning, but not too early.
ENRICH YOUR SPEAKING
When you're asking for information, use the fol lowing expressions: I'd l i ke to know when ... Can you tell me whether ... ? Do you know if ... ? Can you h e l p me, please?
rf:;
Burlington Speech Trainer, Unit 7
·
Pronunciation Practice, page 1 32
85
(t,
WRITING An e-mail 1 . Read the e-mail below. What does Angela want her friend to do? How does she try to convince her? NI::L 8
Hi Carla, How a re t h i n g s ? I haven't heard from yo u i n a w h i l e ! I'm writing because I 've had a g reat idea. I told you that my fa m i ly i s going o n h o l iday � to Tuscany t h i s s u m mer. Wel l , w h y d o n ' t y o u c o m e w i t h us? I k n o w you 've never been a b road before, and besid es, it'll be boring for m e a l o ne with my pa rents. Yo u ' l l only have to pay for yo u r p l a n e fare because my pa rents have boo ked a v i l l a and t h e re's p l e nty of space! We' l l be stay i n g i n San V i n cenzo for two weeks. My p a rents a re g o i n g t o h i re a c a r a n d g o sig htseeing a l l over Tusca ny. I f w e don't feel l i ke g o i n g with
them, we ca n spend the
• -
day at the beach
( i t 's five
m i n utes from the v i l l a ! ) or exploring the v i l lage nea rby. We' l l have ·
a fa ntastic t i m e ! I can't wa it to hear what you decide. Write soo n ! Love, Angela
2. I n which paragraph of the e-mail does the writer ... ? 1.
2.
explain her purpose for writing give details and information
3. 4.
make opening remarks make closing remarks
3. What words or phrases does Angela use for the fol lowing ... ? 1 . greeting 2 . signing off I N FO R M A L LA N G UAG E - W h e n writing an e - m a i l o r l etter to a fri e n d , i t's a ccepta b l e to use i nfo r m a l p u n ctuation a n d expressions.
4. In the model e-mail, find informal expressions
that mean the same as the following more formal expressions.
1.
2. 3. 4. 5. 6. 7. 8. 86
Dear . . . , Are you and your family well? lt has been a long time since you last wrote. I would like to invite you to join us. lt will be very enjoyable. I look forward to hearing from you. Please reply as soon as possible. Kind regards,
I REFERENCIN�
f
U s i n g p ron ou ns a n d possessive determ i ne rs can p reven t u n n ecessa ry repetition a n d m a ke you r w riti n g flow smooth ly. Pro n o u n s a n d possessive determ i n e rs a re used to refer to people, objects, ideas o r a ctions. The d e mo nstrative pro n o u n s this, that, these a n d those a re used to refer to people, objects, situation s, ideas or action s.
5. Look at the words in bold in the model. Who/What does each of them refer to?
U n it 7
Theirs is a possessive pronoun for the third person p l u ra l . l t refers t o both s i n g u l a r a n d p l u ra l possessions. i t's not the p l u ra l form of the possessive d eterm i ner their. This ticket is theirs. These tickets are theirs. ./ NOT Sean and Katie have booked theirs tickets for the London Eye. X
6. Complete the dialogues with the correct pronouns or possessive determiners. 1.
"These souvenir pens are really expensive. " Yes, but .. ... .... 're great. Everyone will love ........... ! " " How will we find a metro station ? " " Let's ask this man - I'm sure .. ... .. can tell "Why are those children crying?" " I think . ... may have lost ... ... . way. " " I met a fabulous girl at the youth hostel. " " Did .. . ... give you . ... . . phone number? " " Alan has forgotten his passport! " "Well, ...... ... was stupid ! Now they won't let ... .. ... on the plane. " /I
2. 3. 4. 5.
7. Improve the fol lowing sentences by replacing
words with pronouns where there is unnecessary repetition.
1.
2. 3. 4. 5.
'
I'd like to see Ms Croft. Can you tell me which office is Ms Croft's? Where is Edward? I don't know. I haven't seen Edward all day. Should we get tickets for the concert? Yes, getting tickets would be lovely. I've spoken with Katie. Katie has booked a flight for 1 8th December. How could you forget your sunglasses? You'll need your sunglasses at the beach.
8. Complete the passage with suitable pronouns or possessive determiners. March of the Penguins
is about a group of 6,000 Emperor Penguins filmed as ........... march on ........... annual j ourney across the Antarctic ice in order to breed. The director, French biologist Luc Jacquet, spent 1 3 months in Antarctica following the penguins. ... ... ... had no trouble getting close to . . . ... because they are not afraid of humans, but the climate was a great challenge for 5· ... .. .. and for Jer6me Maison, ... ........ photographer. Jacquet is fascinated by Antarctica and ........... wildlife, and wanted to share his impressions with the world. ..... .. ... was his main motive for creating this incredible documentary. March of the Penguins 1.
2·
3·
4·
6·
\
7·
8·
Your Task • Write an e-mail to a friend a bout a hol iday you have taken or are planning to ta e. Use 1 00-1 50 words.
WRITING YOUR E-MAIL
1 . Brainstorm your e-mail. • Decide who you are going to write to and what your destination was I will be. • Which of the sentences below could you use for planning a trip? Which could you use to describe a trip you have already taken?
-
I've found some really cheap tickets ! We haven't arranged accommodation yet. We hired bicycles and drove around the villages. Departure time is 9 . 00 am - don't be late ! We had a fantastic time. We've booked a room in the city centre for two nights. lt was the best I worst h_oliday I've ever had ! Do you want to go sightseeing every day? Our flight was delayed and our luggage didn't arrive!
2. Organ ise your ideas. Use the model on page 86 and the plan below to help you. PLAN Open i n g : Body: C l os i n g :
G reeting. Make opening remarks and state your reason for writing. Give information, news and details. Make closing remarks and sign off.
3. Write a first draft. 4. Use the checklist to check your work.
Then write a final draft. CHECKLIST ./ I followed the- plti!vt- for tl!vt- il1jo rWUfl e--WUfil. ./ I �ed rife,remi"!3 e-orrutly. ./ I e-he-C-k.ed _Jrtl!wt.WUfr, spe-lli'13 pU..vt-C-tUAtLO VI-.
ti!M
Writing Guide, .,. 1 57
SKILLS
BOO KI N G A R O O M
•
You a re going to practise booki n g a place i n a youth hostel . Read the I nternet adverts a n d answer the Task Questions below.
B .:J ..:!:.l Hotels
Edinburgh Hostel
Host I Royale
Lothian Hostel
Beautiful rooms in a h istoric
Our hostel is the p lace £>veryone want<; to stay at. S u p rbly locat d right on Edinburgh's historic Royal M i l e '
In our hostel 's fun atmosphere, you ' l l meet other adventurous travel lers j ust l i ke you ! Qu iet area, j ust 1 5 m i n utes' wa lk from the fa mous Royal Mile and Edi nbu rgh Castle. Breakfast £ 1 .90 Self-catering kitchens Free Internet access i n a l l rooms Lockers in rooms Games room with pool table
building. Comfortable, relaxed and friendly. Just five m i n utes' wa lk from the bus station Free breakfast included in room price Fast, cheap Internet access Secure lockers in common room Self-catering kitchens
F u l l y equt pped <;elf-catering kitchens C.ommon room w1th p lasma 1V nd frE>e Internet dCC ss B reakfast served 7.30 am1 0.30 am for only £ 1 .90!
Restau ra nt Luggage storage
Towels and hairdryers for hire
Lockers i n rooms
M i n i-supermarket TV and DVD in common room
• TASK QUESTIONS
1. You a re p l a n n i n g to go to E d i n burgh and a re looking for a p l ace to stay. What a re some s i m i l arities a nd d ifferences between the hostel s advertised above?
� 2. 1.
Jake calls one of the hostels. Listen to the conversati o n . Which of the fol lowing do they d i scuss?
location
2 . room rates
3. 4.
room type bathrooms
5. 6.
breakfast kitchen
7. 8.
lockers Internet
3. Which hostel d i d J ake phone?
� 4.
Listen again and fi l l in J ake's i nformation on the hostel booki n g form be low. B o o k i ng Record
Name: Surname . . . . . . . . . First name . . . .. Address: Street . . . . . . . . C ity . . . . . . . . . Country . . Expiry date: Credit card: Type Number: . Number of Guests: . Dates: Arrival ... . ..... / / . . Departure / ..... . /.. Room type: . . . Private . . . Dormitory: ...... 6 beds ...... 8 beds . . . Mixed . . . Male . . .. Female Rate: per bed, per n ight mm
m
.
mm
/
mm
/..
m
. ..
m
• USE YOUR SKILLS With a partner, choose another hostel from the adverts a bove. Student A ca l l s the hostel to ask for
i nfo rmation and make a reservation. Student B is the hostel receptionist. Then choose a nother hostel and switch ro les.
sal
\
Unit O bjectives •
H o nesty
•
The Passive
•
The C a u s
•
List e n i n g ro a R a d i o I n terviel\
•
Agreeing a n d D i s a greeing
•
Wri t i n g an O p i n i o n Essay
*
L i fe S k i l l s : U n derst a n d i n g Ad verts
Honesty 1.
In the United States, students at some high schools and universities must sign an honour code. Read part of the code from one high school:
· ·.)
l lonour Code I promise that. . . • •
I
I
I �I \.
I
I ' •
•
• •
I will net•er cheat in an exam. I will ne1•er let someone else copy my work.
I will never steal.
I will tell a teacher if / see a student cheating or stealing.
\
2. Which of the points in the honour code do you agree I disagree with?
• If your headteacher wanted a similar honour code at your school, would you vote for it? Why or why not?
•
WEB EXTRA
Find out more about uni ersities in the United States at: �
!l'll'll'. burll ngtonbooks.es/ulewpo! nts 1
-
�READING 1 . Word Check: The following words appear in the text. Make sure you know what they mean.
watchful evolved speed cameras •
•
AUTHOR'S PURPOSE An a ut h o r w rites fo r d ifferent reasons, fo r e xa m p l e : to i nfo rm ( news a rticl es, reports). to e n te rta i n ( n a rratives). to p ers u a d e (op i n io n essays a n d e d i tori a l s) a n d to d escribe (descri ptions of even ts, p l a ces or people).
2. Read the text. What is the author's purpose?
a. to persuade people to behave more honestly b. to tell an amusing story about an experiment <0 to give i nformation about an experiment and its implications d. to describe the details of the way an experiment was done 3. Complete the sentences.
In order to pa v for their drinks, people -1.. in the office O.rM ·I -F� fhQA. � (!11... l e� 2. People paid for their drinks less often when . . . . 3 . According to Melissa Bateson, people will help us if . . . . 4. The writer feels that people wi ) l be "\\ � - .... more honest . . . Wi-A d.J.. pJ"utN"U.... ·p::JYW'"'.)
4. Choose the best answer according to
the text.
Accord ing to Melissa Bateson, people reacted to the poster of eyes because . . . . a. it was very realistic � they were afraid of being caught c. they wanted to be seen as good people d. they realised that it's wrong to be dishonest 2 . The experiment was important because . . . . ® it showed how people's behaviour can be influenced b. the office now had enough money for drinks c. it showed how people behaved i n the time of the cavemen d. it got attention in the world's media 3. The Newcastle police posters . . . . rSJ have had an effect on crime figures b. warn drivers there are speed cameras c. have been used in other areas as well d. were put up as a result of the university's research 1.
5. Find words or phrases in the text that mean:
thing (paragraph 2) �A� 2 . almost (paragraph 3) ·"""'-� 3 . guarantee (paragraph 4) r��"" 4. react (paragraph 5 ) t-tJ)j,..J.tteJ. 5 . occur (paragraph 7 ) 1.
1.
• Do you think that the police in your area
should try using posters l i ke the Newcastle police? Why or why not?
Th e a verage person i n London i s photograp h ed app roxim a tely 3 0 0 times a day o n CCTV.
Find out more about honesty boxes at:
www.burli 11gtollbooks. es/l'ieu•points I
U n it 8
is the best policy, but as we a l l know, w e are sometimes n o t a s honest as we
But why do we have this reaction when we know the eyes aren't real? Bateson says,
should be. According to the results of a recent
40 " Eyes and faces send a strong biolog ical signal
study at Newcastle U n iversity, Eng land , even a
that we have evolved to respond to." In other
5 picture of someone watching us is enough to
make us change our ways.
words, our brains are programmed to respond to eyes and faces - even in a picture.
The experiment was conducted at an office
The
experiment
got
worldwide
media
where staff paid for their own tea and coffee
4 5 attention . People were excited by the possi bil ity
by putting money i nto a tin. Anyone in this
that the same principle could be appl ied to
·o situation , of course, would be tempted to take
other situations as well - on the roads, for
a free dri n k because no one would know who
i nstance. Today, road signs warni n g drivers
had paid and who had n 't. The researchers
of speed cameras often show a picture of a
placed a poster above the m ugs, showing the
50 camera. But now we know that we're much
price of each item. Over a ten-week period,
·5 they alternated the posters weekly, switching
between an i mage of flowers and various i m ages of watchful eyes.
more l i kely to react if we see a picture of eyes or a face. This
idea
has
actually
been
applied
Workers
55 combat crime. In rough areas where crimes
had paid nearly three times more for their
tend to take place, they have put up posters
The
results
were
astounding.
20 dri n ks during the weeks when the posters
had photographs of eyes. The conclusion? People behave better when they think they're being watched .
And
according to
Melissa
Bateson , the behavioural biolog ist who ran the
25 experiment, it's not j ust because we're afraid
of getting caught. This reaction dates back to the days of the
of watchful eyes with the slogan , "We've got our ey,es on criminals." They' l l be checking crime figu res to see whether the posters have
60 an effect.
it's a pity that people are n 't honest all the t i me, whether or not someone's watch i n g . But if all it takes is a poster to get th�m to make the right choice, then it's-definitely a good idea!
cavemen, when people began to real ise that
\
by
the Newcastle police in a new technique to
co-operating in groups was a better way to
30 ensure survival than l iving alone. This meant
that people seen as co-operative types enjoyed good reputations and were l i kely to be treated wel l . The same is true today. According to Bateson, when we t h i n k we're being watched
35 we behave better, so people see us as co
operative and behave the same way towards us when we need help.
Newcastle Police poster
False friends
policy (line 1) means politico not policia conducted (line 7) means realizado not conducido crime ( l i n e 55) means delincuencia not crimen figure ( l i n e 59) means data, cifra not figura
�
VO CABULARY Words from the Text
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. The fol lowing sentences do not make sense. Make them logical by replacing each word in colour with a word i n colour from a different sentence. 1.
2. 3. 4. 5.
6.
�
His flat is cheap, but it's in the asto u n d i ng part of town . ![ The magician did some rou g h tricks. They say thpt 5,000 demonstrators came, but the true bN:Yi n is much larger. S Which poster are yowoing to cond u ct ? The scientists will p u¥'-u p an experiment. WeJ till have a lot to learn about the human fig Jre .
� 2. Complete the passage with the words and phrases below. Then listen and check your answers. l i ke l y • it's a p ity • b e have • e n s u re tend to • c h oice • s i g n a ls
1
3. Choose an option and complete each sentence. Pay attention to the words in colour 1 . S p o rts events I Tea� � meet i n g s t a k e p l a ce .(.i.JU-r(f
�
.Ptr
�e.tJ..b-
�
at school
� --------. The staff of a h os p i t a l J.. s � includes
2.
� x '\m. r le of a worldwide rest a u ra nt
3.
,
<"M-..::I\..\
clot h i n
� J People are oft e n I ,rare !)) t e m pted to � � " lA_
4.
�
ADJECTIVES AND PREPOSITIONS M a ny a dj ectives i n E n g li sh a re fo l l owed by prepositions. Some a djectives ca n take only one prepositio n ; oth e rs ca n h a ve severa l prepositions, b u t this c h a n g es t h e i r meaning. \
I'm sorry about the mess. (regret] I'm sorry for Bob. He's lost hisjob. (sympathy) .-� _ Grammar Appendix, page
1 28
4. Make as many combinations of adjectives in I and prepositions in 11 as you can. Use the list on page 1 43 to help you. I
11
at � of < with b in �( about1 b � to P 1 6 for ·L 9-
sorry \ proud t si milar 1 good ' I worried S pleased � late � i nterestedS
L I A R S , WA T C H O U T ! Do you feel that other people are often dishonest? If you do, you'll want to read Never Be Lied To Again. In this book: psychologist David Lieberman describes � that will help you if you suspect someone is lying. People, sa� s Lieberman, alter the way they , �K.when they are lying. For example, liars are •· k�< to use a certain type of body language and facial expression. Even their f words may be different from someone who is telling the truth. Lieberrnan claims that reading his book will 6�hat you ' ll never be fooled by anyone again. t t� af books like this are necessary at all, but if you think that someone is trying to trick you, it may be just what you need !
.•
I
/
5. Complete the sentences with adjectives and prepositions from Exercise 4. Use each adjective once. 1.
2. 3. 4.
5. 6.
7. 8.
���
The new girl seems so lo � y. We all feel �her. The teacher isn't �\<#o u�rogress. You'll have to work harder. o-'o.,-J Just tell me the main idea. I'm not ��.. the details. Only students who are very basketball will be chosen for the team. The a rtist's st)(le of nting is � � �n+e-ogh's . � Paul is�6fre.�e should have arrived s r you this rning' � Jane has always been �: . �r a rt1sti'rfalent.
�
_
�
��; �; � �
... . .
�
U n it 8
T.P.�.c; . . .Y9.c; .(:}.P�.l..(:}.!..Y................... ................. .
G 5. Complete the text with the words and
HONESTY
expressions below. Then listen and check your answers.
1 . Choose the logical continuation for each
g et i nto trouble
sentence. Pay attention to the words in colour. 1.
2.
3.
4.
5.
6.
•
c h a n g e my ways
She told her friend a w h ite l i e . a. She took her friend's CDs, but said she didn't know where they were. b. She didn't like her friend's new shirt, but said it was pretty. Several students c heated in the exam. a . They knew the material well . b. They copied the answers from their friends. I trust h i m completely. a. I'm sure he'll return our money. b. Don't believe a word he says ! I promise I' ll change my ways . a. I ' l l stop lying and cheating. b. I can't help being the way I am. The woman sto l e someone's wallet. a. She used the money to buy thi ngs. b. She returned it as soon as she found it. The driver g ot ca u g ht going through a red light. a. He caused an accident. b. The police saw him doing it.
•
•
blame
t h ief
•
a d m it
g et a way w i t h • sto l e
The Repentant Thief Pan Aiying, a teacher in Shandong, China, was riding her bicycle when a young man on a motorcycle grabbed her purse and rode off. Smce the
·
now had her mob1le phone, she sent h im
an SMS: "You must be going through a difficult time. If so,
I
will not
you. Keep the money - but please return the other things. " He didn't reply, so she sent another message. She sa1d that she d1d not want h1m to
. She was only asking him to
h1s m1stake and be honest. After sending 21 messages with no response, Pan gave up. She dec1ded to go to the police so that the man wouldn't
h,s
crime. But as she was leaving her flat, she found her purse with everything m it! Attached was this note: " Dear Pan: I'm sorry. I made a mistake. Please forgive me.
2. Choose the correct answer.
You are so tolerant even though I
1.
be an honest person. "
2. 3. 4. 5. 6. \
Everything you've said is untrue. You're a
l ia r I t h i ef !
6
from you. I'll
Please tell me your real opinion. You can be completely fra n k I g u i lty . Many people b l a m e I a d m it the government for the rise in crime. I know you love another woman. Why have you d eceive d I s u spected me? The man was caught p l a g i a ri s i n g I s h o p l ift i n g three pairs of shoes. The boy was caught throwing stones. He g ot i nto trou b l e I got away w i t h it .
3. Write sentences using the words you did not choose in Exercise 2. 4. IDIOMS Match the idioms in colour i n I to their
correct meanings in 1 1 . I 1.
He tried to steal the jewellery, but they c a u g h t
h i m red - h a n d e d .
hundred euros for that shirt? What a ri p-off ! Don't leave money here. Your guest may have
2. A 3.
• Complete the sentences. Make them true for you.
1.
sticky fi n g e rs .
2.
11
3.
a . a price that i s too high b. a habit of stealing c. saw someone doing something wrong
4.
5.
6.
I can always trust . . . . When I ' m under pressure, I tend to One thing I'm proud of is . . . . If I saw a friend shoplifting, I'd . . . . I once got into trouble when I think it's a pity that . . . .
...
Vocabulary Builder, pages 92-93
and
1 . Choose the correct a nswer.
GRAMMAR
Newborn babies react when they s h ow I pictures of faces. 2 . Office staff who didn't pay for coffee were n ot 1.
a re shown
p u n i s h ed I d i d n ot p u n i s h .
THE PAS SIVE
3.
1 . Read the exa mples and a n swer the q uestions.
4.
Researchers placed
5.
1 . Wh i ch sentence stresses t h e action ?
6.
[g� bove the mugs. (actrVe)
A_a9s ter!was placed above •re m ugs {pasr;,ve)
No one knew whether the staff h a d p a i d I h a d been p a i d for the coffee or not They felt as if they were watc h i n g I were be i ng watched by the eyes. This experiment shows that psychology can use I can be used for practical purposes. Hopefully, the posters wi l l h e l p I w i l l be h e l ped police combat crime.
2 . W h i c h stresses t h e people t h a t d o t h e a ct i o n ?
2. Complete the sentences with the correct passive form of the verbs below.
2 . Read the exa mples. Identify the verb tense in each sentence. Then choose the correct
n ot rob • teach • tear catch • publish • count
options to complete the rules below. a. Our brains are programmed o re .pond o faces
c. The idea has been applied by the pou ·e
1 . The m a i n verb is i n t h e base
fo rm. 2 . The m a i n
the te nse.
C hildren should ........... to tell the truth. No one spoke while the money .. The police posters ........... by the wind last night By the time the police arrived, the criminals ..
3.
d Th e principle could be applied to o ther �itua tions. e Se1eral pt•sters were chosen or "
The ban k ........... since they got two more guards.
1.
2 . .. . ... . . .. . the results ........... in next week's newspapers?
b. People behave be tter when they are being watched
<> vn<>nn",
4. 5.
r
6.
I past p artici p l e
I a u x i l i a ry verb i n d ·cates
3 . Sente nces in the pass1ve somet i m es
i nc l u d e by + a g e nt.
I a l ways
4. I n the passive, m o d al s a re fo l l owed by t h e
i n fi n itive o f t h e verb to b e I t h e m a i n verb.
Verbs w ith Two Objects
Some sentences have got two o bj ects : They sh owed t h e res u l ts (di rect o bj ect) to t h e p u b l i c ( i n d i rect o bj ect)
3. Complete the sentences. Use the correct active or passive form of the verbs in brackets.
i t's m o re com m o n to use the i n d i rect o bj ect as t h e s u bj ect of a pass1ve s ente n ce
I ' m going on the bus because my car .. (repair). Beethoven ........... (compose) beautifu l symphonies. The police . ........ (not find) the missing child yet The baby ........... ( shou l d I put) to bed an hour ago ! . ..... the invitations ........... (send) yet?
1.
(common) Th e results were shown to the p ublic. (less common) Th e pu blic was shown the results.
2. 3. 4. 5.
THE CAUSATIVE -
We use have I get + o bject + past p art i c i p l e w h e n we refer to a n action t h a t is d o n e for u s by som ebody e lse. There i s n o d i ffe re n ce between have and get, b u t get is m ore i nfor m a l . They had a n honesty box p u t in th e canteen.
{Th ey didn 't p u t i t there themselves)
94
I I
;_
Deberia ser cul pado el gobierno par el i ncremento de la d e l i n cuencia?
Should t h e go �ern nent be b1 med for the ri.,e in en me ? ./
NOT Sh o u ·d be the government blamed for the r;se m
cr. m e ? X
U n it 8 4.
Read the headlines and write the first sentence of each article. Add details saying when, where or why. Use at least four different passive tenses.
BOY HURT IN BIKE ACCIDENT
1.
7 0-year-old boy was hurt in a btke accident yesterday afternoon.
8. Complete the sentences with the correct form of the words in brackets. Use the causative.
Dave ........... his bike ........... (repai r) . Now he can ride to work. Where ........... you .. .. your dress ........... (make)? My parents .. ....... the kitchen ........... (redo) tomorrow. you ........... the oil and water ........... (check) at the garage last week? I can't talk now - I .......... my hair (cut).
1.
2. 3.
A
2.
PICASSO PAINTING STOLEN
3.
HISTORIC BUILDINGS TO BE DESTROYED
4.
HUNDREDS OF WORKERS FIRED
5.
NEW GOVERNMENT ELECTED
4.
.
H
.
5.
H
H
� 9. Complete the passage with the correct active or passive form of the verbs in brackets. Then listen and check your answers.
5. Rewrite the sentences in the passive. Omit the agent when possible. 1.
2.
3. 4.
5. 6.
My sister had organised the entire party. The workers could have finished the job yesterday. Did a famous journalist write this article? Someone was following us. Are they going to warn residents about the storm? We shouldn't eat the cake before dinner.
6. Rewrite the sentences in the passive. There are two ways to rewrite each sentence. Omit the agent when possible. 1
.
2. 3. 4. 5.
They gave each student two pens. They wil l tell only two people the secret. A large company has offered Tom a job. Fans send the celebrity thousands of letters. They didn't show us the new flat.
Kat h l e e n H e a l y of M i n n e s ota, USA, went to b u y j e a n s i n a l a r g e s h o p . As s h e 1 . . . . (t ry) o n a p a i r , s h e fo u n d a l a rge a m o u nt of m o n e y t h at 2 · ........... ( l e ave) i n t h e pocket. H ea l y 3 · (co u l d I keep) t h e m o ney, b u t s h e t h o u g ht t h at it 4 · . ( m ay 1 l o s e ) by s o m e o n e w h o really n e e d e d i t . T h e refo r e , s h e 5 · . . . . . (go) s t ra i g h t to t h e s a l e s a s s i stant, who s h o u ted , "A c u s t o m e r 6 · . . . . . .. . ( l oo k) fo r t h i s ! " H e a l y refu s e d to accept a n y m o n ey a s a reward fo r her h o n e sty, b u t s h e d i d accept a box o f c h ocolates t h at 7· . (g ive) to h e r by the s h o p a s s i stant. That n i g h t , s h e o p e n e d t h e box . I n s i d e s h e fo u n d a p i ece of p a p e r w h i c h s a i d , "Cong rat u l at i o n s ! You \ 8 · . . . . . . . . U u st win) $ 1 0 , 00 0 ! " S u r p r i s e d a n d h a p py, H e a l y rea l i s e d t h at she had bee n rewa rd ed fo r her h o n e s ty aft e r al l . I f s h e h ad n ' t b e e n h o n e st , s h e 9· . .......... ( n ot w i n ) t h e p r i z e ! .H
..
2. 3.
4.
5. 6.
The thief has not been arrested yet. Fresh salads aren't sold at this supermarket. That song was written by the Beatles. The baby will be fed by the n u rse. Is the new film going to be shown this week? These letters have to be signed by a lawyer.
•
.
7. Rewrite the sentences in the active. 1.
••
Grammar Review
1 2 3 4 5 6 7 8
1 0. Rewrite the following sentences using the
words in brackets. Do not change the origi nal meaning. 1.
2. 3. 4.
5.
We should have told him the truth about h is brother. (been) I don't have European citizenship, so I can 't work in the U K . (unless) lt wasn't necessary for you to pay her. (needn't) Are they arranging the furniture? (is) I didn't take a picture because I didn't bring my camera. (if) E x t r a g r am m a r e x e r c i s e s a t :
11' 11' 11'. /i u r / i n g t o n b o o k s . c s/l' i e w p o i n ts I
95
c� "-...::
SKILLS LISTENING � A RADIO INTERVIEW
1 . Read the home page of the website below. What experiment was conducted? www.foundawallet.com
Paul Kinsella of I l l i nois, USA, was wondering how honest people are , so he conducted an experi ment: he left 1 OD wallets i n different places around town and waited to see if people would return the m .
I
S e e P a u l ' s website at w w w . wallett e s t . c o m
2. Listen to the first part of a radio interview about the experiment and answer the questions. 1.
2. 3. 4.
Why did Paul conduct this experiment? Where in Belleville d id he drop the wallets? What did he videotape? How long did he wait for people to return the wallets?
3. What do you think? Were most of the people in the experiment honest or dishonest? 4. Listen to the second part of the i nterview
to see whether your prediction was correct. As you listen, decide whether the fol lowing statements are true or false. 1.
2. 3.
Paul is optimistic about most people's honesty. Men were more honest than women. Paul was not surprised by the differences be ween men and women. oer people were the most honest. . ::::: e-aged people were the least honest.
5.
Listen to the second part again. Which of the two pie charts accurately shows the results for young people? Honest D ishonest
1 90fo
1
•
B
A
rJ
440fo l
81 Ofo
rJ
560fo
• From your own experience, do you think age and gender affect honesty?
-
-
U n it 8
SPEAKING AGREEING AND DISAGREEING 1 . Read the following statements about honesty and decide whether you agree or disagree with
each one. 1 . You shou l d n 't be truthful if it will h u rt someone's fee l i ngs.
5. If a shop assista nt g ives you too m uch change, you should ret u rn it.
2. Teach ers should not accept work that has been
6. If you r pa rents won't l et you do somet h i n g , it's O K to do it without tel l i n g them.
copied from the I nternet.
3 . If you find someone's wa l l et, it's you rs.
7. it's not dishonest to copy i n exa ms.
4. it's wrong to download m u sic from the I nternet.
8 . You shou l d n 't buy fake designer fashions.
2. Form dialogues by matching each statement in I with a suitable response in 11. Then practise the
dialogues with a partner. I Stateme nts
1 . As far as I ' m conce rn ed , a rea l friend wou ld never copy from you in an exa m .
2 . I n my o p i n i o n , it's
t o copy i nformation from the I nternet. Everyone does it. OK
11 Responses
a . I a g r e e . M usicians should be paid for their work. b . I t h i n k y o u ' re r i g ht . They only wa nt what's best for us.
3 . I d o n 't t h i n k that you should lie to you r pa rents.
c . Yo u've g ot a p o i t . A friend wou l d n 't want to get you i nto tro u b l e .
4. I bel i eve t h at it's wrong t o download m usic from the I nternet.
d . I d isag ree . I 've heard that the money is used to fina nce i nternational crime.
5 . If you ask m e, it's fine to b uy fake designer fashions.
3. I n pairs, find three statements i n Exercise 1 that are not discussed in Exercise 2. Take turns expressing your opinions and reacting to your partner's opinions. Use the words in colour in Exercise 2 above.
e . T hat's t r u e, but that doesn 't make it right.
ENRICH YOUR SPEAKING
When you want to g ive a reason for you r views and opinions, u se the fol lowing expressions: That's why ... The
reason why .. .
Because of th a t
.. .
� • .-c"'Pronunciation Practitt, pa� 1 33
97
(en
WRITING
-......:::
A.P:... O.PJJ.lj.Q.P: �.�-� -�Y ...
. . . . .. . . . .. . . . . . . . . . . . . . ... .. . . . . . . . . . . . .. . . . . . . . . . .. . .... .. . . .. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .
. . . ... . .. . .... .... . ... . . . . ... . . . . . . . . . .. . .
1 . Read the opinion essay below. Is the writer for or against buying fake fashions?
I M ITATI O N D ESIG N ER FAS H I O N S . . . Millions of consumers today buy imitation designer fashions i n order to look trendy. Some people say that this is dishonest, and should be stoppe
� harm the fashion
industry. In my opinion, however, buying fake designer fashion is not wrong.
First of all, I believe that the high price of designer fashions is not j u stified. I t doesn' t really cost
$600 t o manufacture a bag o r a pair of jeans, s o fashion companies
make a huge profit . If the originals were not so expensive, there would be no market for fakes . I n addition, fashion companies still make millions of dollars. For example, a certain Louis Vuitton bag earned more than
$300 million in one year! These companies are n ' t losing
customers, since the people who buy imitations could never afford the real thing. As I see it, consumers shouldn ' t worry about whether it's right to buy imitation fashion. They should simply enjoy it.
2. In which paragraph/s of the essay does the writer ... ?
5.
1 . su pport his I her opinion with facts a n d exa mples
2 . fi rst state his I her op i n ion 2 3 . introduce the topic
1\
4 . restate his I her opinion a n d sum up
�
Find two connectors of purpose in the model. Which one is negative? How is the negative formed?
'-I
3. Find two facts and two opinions in the model.
CONNECTORS OF PURPOSE Con nectors of p u rpose i ntroduce the reason for a n action. T h e connectors in order to, so as to and to a re fol l owed by a verb. The connector so that is fol l owed by a clause (su bject + verb + complement/s).
� Writing Guide, page
7. Complete the sentences with a connector
of purpose. There may be more than one possible answer. 1 . The wa r n i n g signs a re there d rive fast .
1 49
2 . I ' l l turn off my mobile phone .......... m a ke a noise. · 3 . we t ra me d f or wee k s . . .. b e ·m goo d s h a pe f or
4. Read the sentences. How do you say the 1.
.. . people won 't
...
connectors in your language?
T h e pol ice have put u p posters i n or d er to e e �'""' � �< � Y"' (,.,. 1 _r g �;; T e:-�
�
the matc h .
Lh
4. The teacher has asked us to stay after the l esson . . she can expl a i n the materia l .
2 They a re con d u c i n g a n experi men t o see how 5. They tu rned up the vo l u me . .. people wi l l react. -+ lr-{r. 1 � J . .. J -W J- r'u \f""• r ([ r J l '-" � l .., ...... \: '\_\ "'' ( ._ '" 3 . L·ers set the a la rm clock so t at we ' l l wa ke u p hl'l"'''"' on i me . _ ,_ tl.(Jvt "' ' � ("'-' Ll Joh n is ta k i ng lessons so'11'a to0.,.1mpr ve ' .IS=french. r
Y'v (
98
r.
We
_:tJ<>·
JI
\"
,y
hear the news .
U n it 8
Your Task
REVIEW OF CONNECTORS
. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .. . . . ... ..... .. .... . . . .
8.
Different types of connectors are used to connect ideas and to show the relationship between these ideas. Copy the chart into your notebook. Then write each connector in the correct category.
Addition 1\
Contrast
(
as a res u lt l con seq uently
C
despite 2 at fi rst
b
although
S
J
Result
l(
Purpose
1 as a res u lt of 3
furthermore
I
beca use of
moreover
therefore
due to
�
V{
1
even though a l so 1
statement: /t is dishonest to download music from the Internet. Use 1 00-1 50 words. WRITING YOUR OPINION ES SAY
1 . Brainstorm your essay. • Look at the sentences below. Which could be used to support the statement above? Which could be used against it? - Downloa d i n g music doesn 't h u rt anyone. - M ost pop s i ngers a re a l ready very ric h .
S
- M usicians c a n make money b y sel l i n g their songs for games or ringtones. - Songs belong to musicia ns, who should be paid for their work .
1
i n order to d u ring
so
S
but ?
�
however 2
so as to ) i n addition
Sequence
""
so that
for t h is reason i n sp ite of 2
Cause
• Write an opinion essay on the fol lowing
- C Ds cost too m u c h .
b
nevertheless Z
- There a re now m a n y l e g a l sites for down load i n g songs for free, or at a low price.
as '3
- Yo u can get i nto trouble if you get caught downloa d i n g .
':>
then �
2_
beca use since
as we l l as 1
on the one hand I on the oth er hand
finally
S b
3,
'2
9. Choose the correct answer.
1 . The prices of designer sung lasses a re very h i g h . M o reover I C o n se q u e nt l y I F i n a l ly, people b u y fakes. 2. H e speaks too loud ly. H oweve r I F u rt h ermore I As a
• Add your own ideas t o t h e list. • Decide whether you agree or disagree with the statement in the task. 2. Organise your ideas. Use the model on page 98 and the plan below to help you. PLAN O p e n i n g : State the topic a n d your o p i n i o n . B o d y : S u p port you r o p i n i o n with facts a n d exam ples.
resu lt, he tel l s terrible jokes.
C l o s i n g : Summa rise and restate yo u r opinion.
3. 1 d i d n 't wi n a p rize in spite of I due to I a s w e l l as a l l m y h a rd work . 4. No one said a word so t h at I d u ri n g I beca use of the mea l .
3. Write a first draft.
5 . I ' m trying to find the cat i n o rd e r t o I s o I s i n ce take it
4.
to the vet.
6. 1 d i d n 't hand in my project on time. In a d d i t i o n I Even t h o u g h I N evert h e l ess, the teacher accepted it.
Use the checklist to check your work. Then write a final draft. CHECKLIST
.1 I followed
1 0. Complete the sentences with a logical ending. 1 . The shopl ifter had to retu r n what he had stolen. I n addition, . . . .
2 . We enjoyed o u r trip to Paris i n s p ite of . 3 . Seve ral stude nts beca me i l l a s a res u lt of 4. We d i d n 't say a word so a s n ot to . . . .
t/tte.. ple1vt-for C{vt- opimovt- us({y.
,/ I
V�..Sed e-orre-C-t [({1113/A.tifj e for ex:prusi1113 f({e-ts ({11.£{' opimoVW".
,/ I
V�..Sed C-01-tftUtors.
,/ I
e-ltte..C-k.ed 3re1Wt.I').1.C{r, spelli1113 e111.£i' pu.vt-C-tt-(.Q(tiovt-.
5 . M a ny people today do not get enough exercise. For this reason, . . . .
· -
Writing Guide, page 1 58
99
SKILLS
U N D E RSTA N D I N G ADVE RTS Shopping is a typical tourist activity a n d rea d i n g adverts is an i m porta nt part of shopp i n g . Are you a critica l reader? Read each adve rt a n d answer the Task Questions to find out.
• TAS K QUESTIONS
� =-
�
1 . Advert 1 : You want to buy jeans at this shop . What must you do to g et a d iscount?
0
2. Advert 2: What m ig ht su rprise you when you pay for your pu rch ases at t h i s shop?
.. Z O % o ff
1\
for club mem bers only
2 sa\eH
up to
50% off
D
3 r-------�
3. Advert 3: You a re buying g roceries at t h i s supermarket. What m ust y o u do t o g e t a free g i ft?
Free g ift with every p u rchase over £ 1 00
D
4
1
l
1
l
with in 7 days of pu rchase,
d·L_ i n orig i na�ackage
5
)
.-. I ..:t' Sati sfact i o n g ua r a nteed o r y o u r m o n ey ba c k !
4. Advert 4: You bought a n M P4 two weeks a g o a n d th rew away the box. N o w the M P4 isn't wor k i n g prope rly. Can you ret u rn the M P4 to the shop? Why or why not?
5. Advert 5: You're b u y i n g a belt at this shop. Wi l l you get a d iscou nt?
-;?< ---···· ····················
40 % off
y o u r second item
6. Advert 6: You a re buying a CD for £5 and a DVD
for £8. How much w i l l you need to pay in tota l ?
7 . Advert 7 : You ' re payi ng cash for a jacket that costs £ 1 00 . How m uch wi l l you pay?
• USE YOUR SKillS The ru les or conditions that a ppear in m a ny adverts a re cal l ed "sm a l l print". Look through magaz ines a n d newspapers a n d find at least two adve rts that i n cl u d e "sma l l print " . What condition is conta i ned i n each one?
wol
Unit O bjectives •
hnen a i n m em
*
R eponed Speech
*
Listen i n g to F i l m R ev i e\Y'>
•
M a k i n g P l am
•
Writ i n g a F i l m R e v i e w
* Li fe Ski l l s : Us i n g F n tr n a i n mcnt G u i d e-;
That's Entertainment! 1 . Study the cartoons below. Match each cartoon to its message. 1 . Rea l ity TV depicts real l ife, but it's not very creative or exciti n g . 2 . People see s o m a n y f i l m s that they no longer a ppreciate rea l ity. 3 . Beca u se of TV, we hard l y ever d iscuss o u r own l ives or thoug hts. 4 . People don't bel ieve f i l m promotions.
@J
FIL M otaTHe DE CADE
COLOSSAL CAST1�f �r�Nl>S ��tJEtJv Awl.Jlt A
SPECTACULAR IT WIU YOU�
CH AN6E l-IFE FORE:
MAGNIFICENT BREATHTAKI NG � ()
• Do you agree with the messages i n the cartoons a bove? Why or why not? W E B EXTRA
Find out about film museums in Britain at:
li' WU•. burlingtollbooks. es/uiewpoiiiTS I
�----- --
c�
---
7 . Answer the questions.
READING
1 . In what way has television changed since 1 999?
�
2. How did the prod u cers make the base seem l i ke 1 . Word Check: The fol lowing words appear
in the text. Make sure you know what they mean. spacecraft • cockpit • hoax
REVIEW OF READING STRATEGIES
2. Look at the title and the pictures. What do you thi n k the text is about?
Sta r C ity? 3 . How d i d the contestants find out about the hoax? 4 . Why were the psycholog i ca l tests i m porta nt for
the prog ra m me? 5 . H ow d i d the contestants feel after they were g iven the prize ? 8. Choose the best answer according to the text. The writer feels that . . . . a . the hoax should not have been shown because it was cruel b . the prizes g ive n to the contestants were too generous
3. Read the first sentence of each paragraph. In which paragraph do you think you'll find the fol lowing?
c . the contestants should not complain about the hoax
1 . a description of a n unusual B ritish TV show 2 . a description of the fi nalists' " space wa l k " 3 . the reaction of the contestants to the hoax 4. Scan the text and find the following
information:
d . Keri Hassett was not a good candidate for the p rogra m m e 9. Find words or phrases in the text that mean:
1 . communicated, social ised (paragraph 1 )
2 . age, time period (paragraph 1 )
1 . the year Big Brother began
2. what Star C ity is and where it's located
3 . the amount of prize money given to the fi nal ists
3 . no longer i n use (paragraph 3) 4. instead of (paragraph 4) 5.
deceived, fooled (paragraph 7)
5. Read the text. Look at the words in colour and try to guess the meaning of each one.
6. Are the following statements true or false? Find evidence in the text to support your answers.
• Do you think it's acceptable for TV producers
1 . The partici pa nts i n the fi rst Big Brother were u naware of the i m porta nce of their progra m m e .
to trick people as they did in Why or why not?
2 . Twelve contesta nts were chosen t o fly to outer space.
3. The contestants were taken to a t ra i n i ng base i n Russia. 4 . The spacecraft did n ot leave the g ro u n d .
5 . C a n d idates thought they were see i n g pla net Earth t h ro u g h the spacecraft's windows. 6. Prod u cers had expected the hoax to work perfectly.
Some p a rticip a n ts o n reality TV shows h a ve become i n tern a tional celebrities.
Space Cadets?
U n it 9
5
In 1 999, nine Dutch volunteers took part in the TV reality programme Big Brother. Moving to a house where they were cut off from the world, they interacted under the gaze of live television cameras 24 hours a day. Little did they know that the experimental programme they were in would become an instant hit and begin a new era in television . Back then, sitcoms and soap operas used to be the main form of TV entertainment, but today viewers are used to the fact that reality TV takes up most broadcasting time.
10
Of all the reality shows, one of the most remarkable was Britain's Space Cadets. The twelve candidates selected for this programme were told that they were going to Star City, the Russian training facility for cosmonauts near Moscow. Four among them would have the opportunity of a lifetime: to fly to outer space.
15
Rather than Russia, however, the contestants were taken to a disused military base in the south-east of England. In order to make the short flight seem long, producers told the pilot to fly in circles over the North Sea for four hours before landing. The base, manned by actors, had been elaborately disguised as a Russian facility, down to details such as Russian light bulbs, wall sockets and cigarettes.
20
After two weeks of training, all but four contestants had been kicked off the programme and it was time for the space flight. The excited winners boarded a spacecraft taken from a Hollywood film set. Fake noises and vibrations accompanied the "take-off" . In place of windows, the cockpit had digital screens which projected images of outer space, complete with beautiful views of planet Earth. lt was the most elaborate hoax in television history. The high point of the five days in space was to be a spacewalk. The participants left the craft one by one to step out into space; instead , they stepped into a TV studio set, where they were greeted by friends and family who told them that they had never really left England .
25
3o
35
40
Even the producers were surprised at how well the hoax had worked . One reason may have been the psychological tests in the selection process. These were designed especially to pinpoint candidates who were very gullible and therefore likely to believe whatever they were told . To soften the blow, the finalists were given prizes of £25,000 each and a trip to the real Star City in Russia. Despite this, it was hard for them to get used to the idea that they had been tricked. When presenters asked twenty-five year-old Keri Hassett if she was upset, she admitted that she was heartbroken. She explained that space travel had always been her childhood dream . Was the hoax cruel? Perhaps. But anyone volunteering for a reality show knows that they may be in for some surprises. it's all part of the game.
Fa lse friends
instant (l i ne 4) means inmediato not instante facility (l i ne 9) means instalaci6n not facilidad
VO CABULARY
USED TO I BE USED TO I GET USED TO
Words . . ... . . . . ... .from . . . . . .. the . .. . . . Text . . . .... . .
Used to d escribes repeated past a ctions that n o l on ge r occ u r. l t a lso d escribes somet h i n g th a t i s n o longer tru e.
.
1.
.
.
.
..
.
..
..
.
.
..
.
.
.
.
...
.
.
.
....
.
.
.
..
....
. . ..... . . . ...
.
....
..
Replace the words in bold in each sentence with a word or words of similar meaning below. g reet
• contestant • hoax • h i g h p o i nt cut off • p i n po i nt • rema rka b l e • take u p 1 . Which p a rt i c i pa nt won t h e game?
2. lt's hard to i d e ntify exactly which people will
People used to watch sitcoms every day. Sitcoms used to be very popular.
Be used to means to be a cc usto med to somet h i n g . Vie wers are used to reality TV.
Get used to means to become a ccustom ed to someth i n g. it was hard for them to g e t used to the idea. �
be good for the job.
3. S h e told u s about h i s a m a z i n g paintings. 4. These tab l es use too much space.
5. The BBC o nce a n n o u nced that spaghetti g rows on trees, but it was a t r i c k .
6 . They a lways w e l c o m e their g uests wa rmly.
7 . The c l i ma x of his career was the concert tou r he gave i n 1 994.
8 . They were sepa rated from their fa m i l ies d u r i n g the storm .
2. For each sentence beginning in I, find the best continuation in 11. Pay attention to the words in colour. 1 . He collected his luggage
2 . They served d r i n ks to the passengers 3 . The j udges d ecided to
Grammar Appendix, page
3. Choose the correct answer. 1 . When I was you n g , I used to I was
1 30
used to play
the piano.
2. Henrik comes from Sweden, so he isn't used t o I i s n 't gett i n g used to hot weather.
3 . O u r new teacher's a ccent is h a rd to understa nd, but we a re used to I a re gett i n g used to it. 4. lt was after m i d n i g ht, but I wasn't tired . I was used to I g ot u sed to late n i g hts.
5. It' l l take ti me, but I ' m sure you w i l l be used to I w i l l g et used to wea ring g lasses.
4. Complete the sentences with used to, b e used to or get used to,
affirmative or negative.
1 . You can say whatever you want. I .. ... . criticism.
2 . C h i l d ren . ... .
play outside more than they do
today.
4. He packed all his t h i ngs in boxes
3 . My feet h u rt . I .
5 . This progra mme isn't recorded. it's o n
4. My new flatmate is a bit stra nge. I hope I can . .. .. ... h e r.
7 . You ' l l n eed a ladder i n order to
5. My b rother . ... l i ke vegetables, but now h e loves t h e m .
6 . No o n e recog n ised h i m
8 . W h e n his g i rlfriend left h i m , 9 . He went to severa l d ifferent schools 11
a . before he moved . b. after the plane had l a nded . c. beca use he had d isgu i se d hi mself. d . change the l ig ht b u l b . e. d i rectly after ta ke-off . f.
he was h e a rtbroken .
g . k i ck h i m off the progra m m e . h . d u ri n g his ch i l d hood . 1.
l ive TV.
.
..
.
these new s hoes.
6 . There was a l o t o f n o i s e from t h e street, b u t we . ... it after a while.
� 5. Complete the passage with the correct form of used to, be used to o r get used to. There may be more than one correct answer. Then listen and check your answers. TV
-
Has lt Seen B etter Days? 1
Yea rs ago, I on
TV.
.
...... ..
enjoy watching sitcoms and dr;;
Every season,
TV
c.
studios
.
.. . . .
produce
program mes with funny fam i lies, clever detectives and creatu res from other planets. Now,
I
sti l l can't
fact that most progra m mes a re real ity shows. I
4
=
'
. . .. . se::
. . .
. .
professional actors on the screen, not ordinary peo� suppose that eventua l ly I 5· . ...... it, but I sti l l th,r .
6·
104
.
.
... . . be better than it is now. .
..
U n it 9
I.9P.�<; Y9.<; .�l;>.���:r..Y
� 5. Complete the passage with the words and phrases below. Then listen and check your answers. sta r r i n g • set in
ENTERTAINMENT
scree ned • tune i n
1 . In your notebooks, write the words below in two groups: words related to film and words related to TV.
Th e Wi z a rd of O z
box-office h it • soa p o pera • viewers seq u e l
• to broadcast • to screen • network • s itcom
c h a n ne l • a u d i ence
Ju t imagine that your favourite film i on TV once a year. There\ no video or D\"D
2. Are the following statements true or false?
available, :o if you mi ,' i t , y o u ' 1 1 h a \ e t o \\ a It
Correct the false statements.
till ne t year! Impos ible'? That'. the \\ a) it \\ a
1 . The cha racters a re the people in a f i l m .
2 . A review is written b y someone w h o has n ot seen the f i l m .
3 . T h e cast o f a f i l m is its d i rector. 4. Suspe nsefu l films often have a lot of action.
5 . A fi l m that is worth see i n g is probably a good fi l m .
6. T h e p l ot is the story o f what happens i n a f i l m . 7 . The sou n dtrack of a fi l m is its dialogue. 8 . A d u l l fi l m is exciti ng to watc h .
3. Write the name of a fil m or TV programme which:
• b r o a d c a st • s o u n d t ra ck • n etworks • p l ot
cha racter • viewers
for mi llions of 2·
.•... . . . . ..
1
Wi::ard of 0-:: .
who lo ed The
• .• • . ••• •.•
Judy Garland. This fi lm,
\
hich
a fir. t
in the cinema in 1 939 , became an all-ti me tele\ i. ion favourite during the 1 960' . It was �- ........... every year b) 5·
C B S , one of the three T
.........••
that
isted at the time.
Watching it was a big event, and families and neighbours used to
6 · ..
..
. . . and watch it together. The film is .
Kan as, U S A . Dorothy, the leading
·
....
. . ...
.
, fe I
transported to magical Oz by a tornado, she r ali e_ how much she mL se heartwarming
2 . is set i n an u n usual place
9·
.. . .
..
. ..
home. People lo ed the as well as the great
by heart.
4. a ppea ls to c h i l d ren
5. has got fa ntastic spec i a l effects
6. you felt was a l et-down 4. PH RASAL VERBS Match each phrasal verb in
colour in I to a correct defin ition in 11. 1 . Aro u n d 1 . 6 m i l l i o n viewers t u n e i n t o the National Geogra p h i c channel each week .
2 . My favou rite rea l i ty show c o m es o n at 5 . 3 0 .
3 . T i ckets t o Phantom of the Opera usually sel l o ut months i n advance.
4. The film Changeling g oes o n for over two hours.
5. Our d rama club is p utt i n g o n a new show.
11
c . conti n ues
• Complete the sentences. Make them true fo r you.
1 . The last film I saw was set in .
d . starts to be b roadcast e. watch or l isten
2 . I spent some I a l l of my
childhood i n . . .
3 . I ' d l i ke to be a con testant on . .
4. My favou rite sitcom used to be . . . 5 . I was heartbroken when .
Find out about Wait Disney's life at:
IL'WW. bur/i 11gto11books.esll'iewpoi 11 1s 1
1 0· .. .. . . .. . .
which had , ongs that e eryone knew
3 . has got a pred icta b l e e n d i n g
b . a l l the tickets a re sold
her
life is tetTibly boring. However, when she is sudden!)
1 . sta rs you r favou rite actor I a ctress
a . perform i n g or orga n i s i n g
7 · ..... .
Vocabulary Builder, pages 94- 9 5
,
(C3
GRAMMAR
1 . Choose the correct answer. 1 . " I don't watch rea l ity TV, " claimed my father. My father clai med that he d i d n 't watch I h a d n 't watche d rea l ity TV
2 . " I ' m leavi ng town tomorrow, " declared G a ry.
G a ry declared that h e h a d l eft I was l e a v i n g town the next day.
REPORTED SPEECH Read the exa m p l es a n d choose the correct options to com p l ete the r u l es. Statements a n d Questions
a. "You are going told •iJe T
0
5tw ,
es. (dJ
o c e .,, de hat they were going to Star Cty the next day. (reported speech) ,
b. "Space �rave has always been my dream, " said Kitty. (direct speech) Kitty said that space travel had always been her dream. (reported speech} c "Are you upset?" they asked Keri Hassett. They asked Keri Hassett 1f she was upset. d. "How did it feel to be a victim of this hoax?" people wondered. Peorte wondered how it had felt to be a victim of that noax.
t h e word tha t.
I don't a d d
2 . I n reported statements a n d q u estio n s, we
m ove I d o n 't m ove the verb back in t i m e w h e n t h e report i n g verb I S 1 n t h e past.
3 . In reported statements a n d q u estions, we
4.
c h a n g e I don't c h a n g e p ro n o u ns, possessive determ i ne rs, t i m e exp ressions a n d words su c h a s here, this, these. I n Yes/N o I W h - q u esti ons, we b eg i n the re ported q u esti o n w ith the words if o r whether.
"Let's watch the new reality show, " suggested Amy.
Amy suggested watching I that we watch the new reality show
3. I n reported suggestions, the reporting verb
I I
ca n I ca n 't be fol lowed by a g er un d o r tha t + su bject + base form.
106
6. Ronny told me, "Th ere was a good f i l m on C h a n nel 4 last n i g ht. "
Ronny told me that there h a d b e e n I h a s b e e n a good f i l m on C ha n n e l 4 the n i g h t before .
2. In addition to the verb tenses, each sentence in Exercise 1 above has got at least one more change. Find all the changes.
REPORTI NG VERBS - W h e n reporting what someone says, we sh ou l d use re porting verbs that reflect the situation a n d the i ntention of the spea ker. For exa mple, complain, admit, explain, mention, announce, warn, order, suggest. My parents complained that I watched too much TV
G ra ce sa i d . . .
They ordered us not to talk to anyone in the show.
don't before t h e m a i n ve rb.
The teacher sa i d that she wou l d show I w i l l s h ow us how to d o o u r project.
The cashier an nou nced . . .
b. "Don 't talk to anyone in the show, " they ordered us.
2 I n negative reported o rd e rs, we use not to
teacher.
2 . " I must g o home early ton i g ht, " sa i d G race.
The producers told the pilot to fly in circles.
i nfi n itive.
5. " I ' l l show you how to do you r project, " sa i d the
1 . "The tickets a re sold out, " the cash i er a n nou nced .
a. "Fly in circles, " the producers told the pilot.
1 . In reported o rd e rs, we u se the Past S i m p l e
Eve complai ned that she saw I had seen both of those fil ms.
3. Change the sentences to reported speech.
O rders a n d Suggestions
c.
The wa iter sa id that we wou l d s i t I co u l d s i t there .
4. " I 've seen both o f these f i l ms, " com p la i n ed Eve.
tomorrow, " they speec• )
1 . I n re ported statements, we ad d
3. " You can sit here, " the wa iter said.
3 . " I saw your old friend Sally yesterday, " said J i m to h i s sister. J i m mentioned . . . 4 . Nathan sa i d , " I sometimes cheat i n exams. " Nathan admitted . . . 5 . " I ' l l come a n d see you next week, " said m y g ra n d'.: My grandfather informed us . . .
6 . " Yo u ' re botheri ng m e with this awful music, " said h i s sister. H i s sister com plained . . .
U n it 9
El presentador le pregu nto a Keri si el engaiio ha bia sido cruel. The preserJter askPd ken t t the hoa. had t•er, cruel. .I NOT The presenter asked Ken tf had the hoax been cruel. X
4. Change the questions to reported speech.
Use the reporting verbs wondered, enquired and wanted to know in some of your sentences. 1 . " Do you l i k e this k i n d of fi l m ? " his friend asked .
2. " Wh e n d i d the fi rst Shrek f i l m come out ? " we asked .
3 . " Has Keira Knightley acted i n any fi l ms lately7 " I asked . 4. " Where is she going to l ive next year7 " my parents asked .
5. " C a n you help me move these tables n ow7 " asked my teacher.
6. " D id you watch that new prog ra m m e l ast n i g ht? " Jon asked .
5. Change the following orders and suggestions to reported speech. There may be more than one correct answer. 1 . " Be pol ite ! " M y mother warned me . . .
2 . " Don't swim here ! "
The l ifeg uard ordered us . . .
3 . " Let's go to the cinema . " Kevin suggested . 4. " Take this m ed i ci n e . " My doctor i n sisted . . . 5 . " Don't forget the exa m tomorrow. " O u r teacher rem i n ded us . . . 6 . " Why don't we h e l p Dad with the shoppi n g ? " M y brother suggested that . . .
7 . " You should go o n a diet . " My g i rlfriend advised h i m . . .
8 . " H ow about g o i n g to Tu rkey for the s u m mer? " Dave suggested . . .
� 6. Complete the passage with the correct form of the verbs in brackets. Then listen and check your answers.
PAUL POTTS , THE N EW TALENT Who would hm e bel i�\ ed thJt -:hL.bb� . �mddle-aged Paul Potts would v. i n the rea,Jt� T\ --ompetitiOn Britain 's Got Talent? \\ hen he came on t...ge and tol d the judges that he ( sing 1 opera for them, they admitted they ' .. .. ( expect ) a total nop. But then Paul began to sing and they were amazed. H i s voice was magnificent! As he continued. the audience went w ild: many had tears i n their eyes. After the show. i nten iewers asked Paul (te l l ) them about himself. He said (be) that he 4· a mobi l e phone salesman with no mone) and very l ittle confidence. But that has all changed. He has given concerts a l l over the world and sold over two m i l lion copies of his new C D. I n a recent interv iew. reporters asked whether his financial ( improve) s ince situation ' w in ni ng. He tol d them that thi ngs 6 ........ .. ( be ) much better. He explained that he 7 (quit) his job as a salesman and (can ) now devote his l ife enti rely to music. . ... . . . .
Grammar Review
1 2 3 4 5 6 7 8 9
7. Rewrite the followi ng sentences using the
words in brackets. Do not change the original meaning. 1 . " Do you l ive in this neighbou rhood ? " the policeman asked me. (whether)
2 . Perhaps Anne m issed the tra i n . ( m i g ht)
3. How m a ny cand idates wi l l the j u dges accept? (by)
4. H e ' l l do the job if we pay h i m . ( u n l ess)
5. They've a l ready col lected a l l the i nformation. (been)
6 . "I celebrated my b i rthday yesterday, " a n n ou n ced the l ittle g i rl . (that) Extra grammar exercises a t : 11' !1' 11' .
b 11 r l i n g t o n b o o k s . cs /u i e w p o i 11 t s I
c�
SKILLS LISTENING � . ..
.. .
..
...
..
..
...
..
FILM REVIEWS 1.
When you decide on a film to see, which of the following influences your decision?
1 . friends' recom mendations
3. viewers' comments on the I nternet
2 . film reviews
4. posters, adverts a n d tra i lers
2. You are going to hear three film reviews on the radio. Listen and tick the
points mentioned in each review. What has been omitted from each review? Review A
Review B
Review C
The D a rk
1 . The Acti ng
4. Aud ience Appea l 5 . Recommendation
3. Listen to the reviews again. As you listen, take notes of the positive and negative points in each film. Compare your notes with a partner's.
• Do you think that film critics have an effect on whether a film is successful? Why or why not?
108
Unit 9
SPEAKING MAKING PLANS 1 . Read the dialogue below. Which of the following do the speakers agree
on immediately? What do they disagree about at first? 1 . what day to go to the c i n ema 2. what film to see 3 . what time to go L a r ry :
H i , Derek. Do you want to go to a fi l m ton ig ht!
Derek:
Sorry, I c a n 't m a k e it. I 've got a n exa m tomorrow a n d I 've rea l ly got to study. H ow a bout tomorrow n i g ht?
La rry:
Wel l , I was going to . . . actual ly, that wou l d be f i n e . What do you feel l i ke see i n g ?
D e r e k : Wel l , I ' m dyi n g t o s e e A ustralia . I love N i cole Kid m a n . L a r ry:
O h , n o ! You know I c a n 't sta n d h i storica l fi l ms .
Dere k : T h e n w h a t d o you s u g gest? La rry:
Let's see . . . what good films are o n 7 Oh, I know ! Why d o n 't we see The Eye?
Derek:
I ' m n ot rea l ly i nto horror f i l ms, but . . .
L a r ry:
Kristen saw i t a n d she l oved it. She cou l d n 't stop ta l k i n g about it.
Derek:
I ' d rath e r see Yes Man . J i m Ca rrey is a lways f u n .
La rry:
H ey, th at's a g ood i d e a ! I wou l d n 't m i nd see i n g that. When's it showi n g ?
Derek:
Let's see . . . it's on at 7 . 3 0 a n d 9.00. How a bout 9 . 00 7
La rry:
A l l r i g ht. Let's meet at 8 . 3 0 .
Dere k :
F i n e . S e e y o u then.
2. Look at the expressions in colour i n the dialogue above. D ivide them into three functions: • M a k i n g suggestions • Respo n d i n g to su ggestions • Expressing preferences
3. With your partner, make plans for the weekend. Discuss the points below. Make sure you disagree on at least two points before you come to an agreement. Use the expressions in colour in Exercise 1 . • where to go I what to do •
the day a n d t i m e
•
who else to i nvite
ENRICH YOUR SPEAKING
When you want to say "no" to a suggestion, be tactfu l . Use the fol lowing expressions: I'd rather not ...
I'm not rea l ly i nterested in ...
I'm not keen on ...
I have a nother idea ...
Burlington Speech Trainer, Unit 9
� WRITING A Film Review 1. Read the film review below. What positive things does the reviewer say about the film? What negative things does the reviewer say?
A USTRALIA A u s tralia is a ro ma ntic, acti o n-adventure fil m di rected
by Baz Luhrm a n n . Set in World War 11, it tells the story of Lady Sarah Ashley (Nicole K i d m a n) , a n aristocratic
Englishwoman who i n h e rits an Austral i a n cattle ranch, a n d D rover (Hugh Jackman), a rough l o c al cattleman. A s they struggle to save the ra nch, their relationship eventually changes from mutual dislike to p assion ate l ove. This is an epic fil m which has everything - h i story a n d racism, action, w a r a n d rom ance, as w e l l as beautifu l scenery. B oth K i d m a n and Jackman give b ri l liant performances, but the real star i s B ra ndon Waiters, who p lays the Aborigi n a l boy that Sarah fights to adopt. On the negative side, the film is very l o ng, with stereotyped characters a n d a pred ictable p lot. Despite its fa ults, A ustra lia i s a film w e l l w o rth seeing. Just sit back and relax for this l a rger-th a n - l i fe experience.
2. A film review can include any of the fol lowing. Which are included in the review above? In which paragraph are they mentioned? 1 . names of the m a i n actors and d i rector
5 . positive a n d negative aspects of the fi l m
2 . genera l recom men dations
6 . com parison to oth er f i l m s by the same d i rector
3 . descr i ption of the plot
4. what age the f i l m is suitable for
7 . type of f i l m
8. q u a l ity of the acting I special effects I p h otog ra p hy I soun dtrack
WRITING REVIEW 3. You have learned the following writing skills in this book. Read sentences 1 -8. Each sentence contains one error. Match the error to the writing skill, then correct the error.
punctuation • con nectors of sequence • word o rd e r • adjective order con nectors of addition a n d contrast • connectors of cause a n d result • reference con nectors of p urpose 1 . The wom a n in the p i cture had blue beautiful eyes.
2. My new job is more interesting than my old one despite the sa lary is lower.
3 . O u r teacher gave to us the resu lts of the test.
4. These trousers a re gorgeous. I ' d l i ke to try it o n . 5 . We're ta k i n g t h e bus s o t h a t t o save on petro l .
6 . S h e got i n t h e car tu rned the key started the e n g i n e a n d d rove off. 7 . I was d isa p poi nted d u e to I got a low mark for my essay. 8. He fel l asleep severa l times d u r i n g he was trave l l i n g on the tra i n .
W 110
iti g Guiile, pages 1 48-1 49
U n it 9
4. Rewrite the following sentences using the words
in brackets. Do not change the original meaning of the sentences.
1 . The f i l m h ad a fa ntastic cast. Therefore, it was an i nsta nt h it. (due to)
2 . A d i rector fina l ly n oticed her a cting ta lent a n d gave her a role. ( i n the end)
3 . Pl ease ask Bob a n d Joe if t h is CD belongs to them . (th e i r)
Your Task • Write a review of a film you have seen. Use 1 00- 1 50 words.
WRITING YOUR REVIEW
1 . Brainstorm your review. • Think of a film you have seen and what you liked I didn't l i ke about it. • Think about the following questions:
4. Spain is much warmer than E n g l a n d because it's
- What type of fi lm is it?
5. You r flat is b i gger than o u rs . In addition, it's got
- Is the acting good? How good are the actors compa red with other roles they have played7
farther south . (Conseq uently) m o re l i g h t . (also)
6. Listen caref u l l y so that you ' l l remember her d i rections. (so as to)
7. M ost of the time her boyfriend is too t i red to go out. (often)
8 . Despite the fact that it's not you r b i rt h day, I ' m g1ving you a p resent. (Nevertheless)
5. Find eight errors in the passage and correct them. TOP MARKS FOR H E R M I O N E Everyone knows that Ha rry Potter's good friend, Hermione, is very clever and knows a lways the a n swers to q u estions about magic. The news is that Emma Watson, the B ritish you n g actress who plays Hermione, is a n extremely clever student as wel l . Now 1 8 yea rs old, people have asked how s h e did so we l l i n her A-levels/ When she got her resu lts, she was t h r i l led as a resu l t of her parents a n d teachers were very proud of her. What's amazing is that she has often been u na ble to attend school f u l l-ti me because her acting career. D u ri n g she was i n h e r last yea r at school, for exa m p l e, she only went to school once a wee k. E m m a is determined to conti n u e h is education, desp ite the fact that she certa i n ly does n 't need to study for to have a ca reer.
- Is the plot interesting and exciting, or boring a nd pred ictable? - Does the fi l m deal with any i m porta nt issues? - Did you enjoy the sou ndtrack? Were there any specia effects? - Is the film an adaptation of a book? - What adjectives could describe the fi l m 7 - Who would this fi lm appea l to7 - Would you recommend the fi l m ?
2. Organise your ideas. Use the model on page 1 1 0 and the plan below to help you.
PLAN Ope n i ng : State the name of the f i l m , the
type of fi l m , the d i rector, the m a i n cha racters, the lead i n g actor/s a n d t h e sett i n g . Descri be t h e plot.
B ody: G ive you r opinion on va rious
aspects of the fi l m .
C l o s i n g : G ive a general recom mendation.
3. Write a first draft. 4. Use the checklist to check your work.
Then write a final draft. E m m a Wa tso n p lays the voice of Princess Pea in The Tale o f Despereaux.
CHECKLIST ./ I followed
the. pl�JII, for � film review.
./ I used
COJ��,���.Utors �M time words correctly.
./ I used
correct word order �M riferevtei�Y words.
./ I used ./ I
� v�riety of �djutives.
che-cked 3r�m�r, spelli�Y �M puvtehwrtio Jll,,
l1t'l -
SKILLS •
U S I N G E NTE RTAI N M E NT G U I D E S You a re goi n g to use a n enterta i n ment g u i de to p l a n a day i n New York City (NYC). Look at the adverts and m a p and answer the Task Q uestions below.
Live Shows
"''
�
St ,...,-.,.. -----,:cle •· •
A
MAMMA
57 St
. Midtown • 57 St/7 Av
�
'
•
'
Lexington
. ..... 5 AV/59 st .59 St
Eati n g Out
Av/59 SI
T 0A I.� W A V
OUEENSBORO 8RIO
Over 32 m i l l i o n people a l l
L O M BA R D I ' S
a round t h e world have fallen
i n love with the cha racters, the story and the music of MAMMA M I A ! Great performances together with the magic of ABBA"s songs. Winter Garden Theatre 1 634 B roadway, corner 50th St
--·
. 42 St Bryant
34 St • Penn 34 St • !!>Station Herald Sq 28 St 23 St
• •
Pk
• Grand Central 42 St x e 33 St
e 28 St •
23 St •
• 28 St
QUEENS MIDTOWN TUNNEl
V
re'?-� 14 SI . ---
·
s
s..
:e 1
...
5.
Only the finest ingred ients Sti l l fresh and delicious
•
23 St
1 e 1 8 St
America's first pizzeria
after 1 00 years 1
32 Spring St, near M ulberry Street
I aly
14 SI
B PHANTOM OF THE OPERA
Houston St •
in New York City!
Now celebrating 20 years as Broadway's Most Haunt1ng Love Story
Authentic food
Canal St •
G reat service Low prices
The lon gest-ru n n i n g musical in Broadway h i story a n d an international phenomenon.
1 7 Matt St, near Mosco St
The Majestic Theatre
C matow
247 West 44th Street •
• TASK QUESTIONS
.....
1 . Look at the su bway l i nes i n colour. How many d ifferent l i nes a re shown on the map?
2. You a re staying at the Jazz Hostel . Find it on the map. Which subway station is it the closest to? 8 from a NYC E nterta i n ment G u ide a n d decide which show you'd rather see. Then use the m a p to find the best su bway route there from you r hoste l . Which is the closest station to the show?
3. You'd l i ke to see a musica l . Look at adverts A a n d
4. You ' d l i ke to g o out to eat after the show. Look at adverts C a n d D and decide where you'd rather eat.
Then use the map to find the best su bway route from your show. Wh ich is the closest stati o n ?
• USE YOUR SKILLS Use t h e I nternet to find a tourist site that you wou l d l i ke to visit in New York City. U se a m a p to p l a n your su bway route from the Jazz H oste l .
GRAMMAR APPENDIX 1.
F aces
PRESENT SIMPLE FORM
Affirmative
Negative
Interrogative
1 1 You work He I She l it works We I You I They work
1 1 You do not (don 't) work He I She l it does not (doesn 't) work We I You I They do not (don 't) work
Does he I she I it work?
A
reg u l a r habit or routine
A
general truth or scientific fact
Stative verbs
Do we I you I they work?
Adverbs of frequency I Time expressions
Examples
Uses
Do 1 1 you work?
a l ways, usually, general ly, reg u l a rly, occasional ly, frequently, often, sometimes, rarely, seldom, never at 1 o'clock, at nig ht, i n the morning, Facebook is a popular website. on Fridays, every week, once a month, (Facebook es u n a pagina web de how often .. .? moda.)
My sister works on Sundays. ( M i hermana trabaja Ios domingos.)
I think she is very bossy. (Creo q u e es muy mandona.) us os
FORMA
Afi rmativa : es igual que la forma base del verba (el i nfin itivo sin to). excepto en la 3' persona del singular, que term ina en -s o -es.
Para formar correcta mente la 3' persona del s i n g u l a r hay que tener en cuenta las siguientes reg las ortogrcificas segu n la term i naci6n del verba: En -o, -ss, -sh, -eh o -x a riade -es: do - does, miss - misses, wish - wishes, touch - touches, fix - fixes. En voca l + y a riade -s: say - says. En consona nte + y cambia la y par i a ntes de a nad ir -es: t ry tries. Negativa : sujeto + do not (don't), o does not (doesn't) para la 3' persona del si ngula r + forma base del verba. lnterrogativa : do o does + sujeto + forma base del verba. Recuerda que have got, to be y Ios verbos modales no necesitan el a uxiliar do I does en negativa ni i n terrogativa.
•
• •
-
Con acciones habituales o rutinas. Con hechos generales o cientfficos. Con Ios verbos "estaticos" ( m i ra en la pagina 1 1 4) + Con hora rios y progra mas. The train leaves at 4 o 'clock. (El tren sa le a I as 4.) Los adverbios de frecuencia va n dela nte del verba pri ncipal, pero si se trata del verba to be se coloca n detras. He never recognises me. (Nu nca me reconoce.) Paul is always calm. (Pa u l siempre esta tra n q u i lo.) Las expresiones tempora les siem pre va n al pri ncipio o a l fin a l de la frase. James uses his computer every day. (James usa su ordenador todos Ios d ias.) Con how often ? se pregu nta con que frecuencia se hace a l ga. How often do you read? (l Con que frecuencia lees?)
•
• •
...
+ l nd ica usos adiciona les a Ios presentados en las tablas.
PRESENT CONTINUOUS FORM
Affirmative
Negative
Interrogative
I am singing
I am (I'm) not singing You a re not (aren't) singing H e I She l it is not (isn't) singing We I You I They a re not (aren 't) singing
Am I singing?
You a re singing He I She l it is singing We I You I They a re singing
Are you singing?
Is he I she I it singing?
Are we I you I they singing?
Uses
Examples
Time expressions
An action which is ha ppening now
Greg is reading right now. (Greg esta leyendo ahora m ismo.)
now, right now, at the moment
A tempora ry action
I am studying maths this term. (Estoy estudiando matematicas este semestre.)
this yea r, at present today, these days, this month
A d efin ite plan for the near future
I am meeting my boyfriend tonight. (He q uedado con mi novio esta noche.)
this eve n i ng, tonight, tomorrow, next Friday I week I yea r
FORMA
Afi rmativa : sujeto + a m I is I a re + verba principal term i nado en -ing, siguiendo las siguientes reg las ortograficas seg u n la terminacion de la forma base del verbo :
En -e m uda, pierd e la e : ride - riding. • En -y, la mantiene: pay - paying. En -ie, cambia ie por y: die - dying. En vocal + consona nte (monosilabo) dobla la consonante, excepto w y x : run - running, show - showing. En - I o -p (bisilabo con acento I la no) dobla esa letra : travel - travelling En vocal + consonante (bisilabo con acento agudo). dobla la consonante: refer - referring. Negativa : sujeto + a m I is I a re + not (o n't) + verbo pri ncipal term i nado en -ing. lnterrogativa: am I is I a re + sujeto + verbo principal terminado en -ing. •
• •
•
.
•
u sos •
•
•
+
Expresa r lo que esta pasa ndo en el momento en el que se esta hablando. Expresa r acciones prolongadas que esta n ocurriendo en u n presente mas amplio. Expresa r lo que haremos con toda seg u ridad en u n futuro proximo porque lo hemos fijado d e a ntemano Con el adverbio always, para denota r u n a queja. He is always shouting. (Siempre esta g ritando.)
� STATIVE VERBS I nd ican u n estado mas que una accion y suelen usarse en Presen t Simple. Estan relacionados con : las emociones y I os senti m ientos (dislike, enjoy, hate, hope, like, love, prefer, want) . el pensa miento y la opinion ( believe, forget, guess, know, remember, think, understand) , la percepcion y Ios sentidos ( feel, hear, see, smell, sound, taste, touch), Ios precios y las medidas (cost, measure, weigh) y • la posesion ( belong, have, own). Algunos indica n tanto estado como actividad y pueden usa rse en Present Simple y en Present Continuous. Donna thinks the book is wonderful. (Donna cree que e l I i b ra es estu pendo.) [estado] He is thinking about going to Malta in the summer. (Esta pensa ndo en i rse a M a l ta en verano.) [actividad] El verba see en Present Con tinuous i n dica una accion futu ra fijada d e a ntema no. We are seeing Ann tonigh t. (Veremos a Ann esta noche.) [Ya h emos q uedado.] •
•
•
•
� PHRASAL VERBS Son verbos seguidos d e una o dos particulas (preposiciones, adverbios o una com binacion de a m bos) con un sign ificado d istinto del que cada palabra tiene por separado. Pueden ser transitivos o i ntra nsitivos. He didn 't get to the appoin tment. (El no l lego a la cita.) He set off on a long journey. (Pa rtio a un largo viaje.)
G rammar Append ix La mayorfa de Ios tra nsitivos permiten interca l a r el complemento d i recto entre el verba y l a partfc u l a : si es un susta ntivo puede ir en media o no, pero si es pronom bre debe coloca rse entre a m bos. I'm going to pick up my brother at the sta tion. (Voy a recoger a mi herma no a la estaci6n.) I'm going to pick my brother up at the station. I'm going to pick him up at the station. Sin embargo, a lg u nos tra nsitivos, todos Ios i ntra nsitivos y Ios formados par dos partfculas son insepa ra bles. He is looking for his keys / them. (Esta buscando sus l l aves I busca ndolas.)
2.
Algu nos verbos pueden combinarse con diferentes partfculas para formar distintos phrasal verbs. get across (hacer entender) get by (a rreg la rselas, defenderse (idioma)) get through (comu nica r(se)) Ademas, m uch os phrasal verbs tienen mas de u n sig nificad o : get into (entra r I meterse e n ; aficionarse a) turn up (apa recer, presenta rse ; subir (vo l u m en)) turn down (rechaza r; bajar) switch off (apagar (telefono) ; desconecta r(se)) M i ra la lista de phrasal verbs q u e hay en I as pag inas 1 42- 1 43 pa ra ver mas casos.
D anger !
PAST SIMPLE FORM
Affirmative
Negative
I
I You fi n ished He I She I lt fi n ished We I You I They fi n ished --
Uses
l
I I You did not (didn't) fi n ish He I She I lt did not (didn't) fi nish We I You I They did not (d idn't) fi nish
--
--
A com p leted action i n the past
--
-
yesterday, last week I yea r, two days ago, in 2007, in the 1 980s, in the 1 8th century, when, then
- -
-
En -e muda afiade solo la -d : prove - proved. En vocal + y afiade -ed : stay - stayed. En consona nte + y ca mbia la y par i a ntes d e afiadir -ed : carry - carried. En voca l + consonante (monosflabo) dobla la consonante excepto w y x : stop - stopped, fix - fixed. En -1 o -p (bisflabo con acento l l a no) dobla la consonante: cancel - cancelled. En vocal + consonante (bisflabo con acento agudo) dobla esta u l tima : prefer - preferred. Los verbos irreg u l a res, coma puedes ver en la l ista d e las paginas 1 44- 1 45, no siguen n i n g u n o de estos procesos. Negativa : sujeto + did not (o d idn't) + forma base del verba pri nci pa I. l nterrogativa : did + sujeto + forma base del verba principa l.
---
•
•
-
--
-
usos •
•
+
•
•
Did we I you I they fi nish?
attacked O r Ritter last year. (Un tibur6n atac6 al doctor Ritter el afio pasado.)
A shark
Afi rmativa : Con Ios verbos reg u l a res se forma a fiadiendo -ed a su forma base seg u n las siguientes reg las o rtog rafi ea s: •
Did he I she I it fi nish? Time expressions
FORMA
•
Did I I you fi nish?
Examples
-
A series of completed actions Fowler climbed the stairs and followed A usable. (Fowler subi6 las esca leras y sigui6 a Ausa ble.)
I i n the past
Interrogative
+
H a b l a r de acciones acabadas que ocurrieron en u n momento concreto d e l pasado. Expresa r acciones consecutivas del pasado. l ndicar que una acci6n corta (i ntroducida par when) ocu rri6 cuando otra mas l a rga esta ba en proceso. He was going home when the detective called him. (Volvfa a casa cuando el detective lo l l a m6.) Describir o conta r c6mo era n las cosas en el pasa d o.
In the 7 9th century, London was a dangerous city. (En el siglo XIX, Lond res era una ciudad peligrosa.) La expresi6n tempora l ago se pone detras del periodo de tiempo ind icado y se traduce por "hace". They left two hours ago. (Se fueron h ace dos horas.)
L
PAST CONTINUOUS FORM
Affirmative
Negative
Interrogative
I was visiting
I was not (wasn 't) visiting
Was I visiti ng?
You were visiti ng H e I She l it was visiting We I You I They were visiti ng
You were not (weren't) visiti ng He I She l it was not (wasn 't) visiti ng We I You I They were not (weren't) visiting
Were you visiti ng?
Was he I she I it visiti ng?
Were we I you I they visiti ng?
! Time expressions
Uses
Examples
An i n complete action in progress at a specific time i n the past
At 9 o 'clock that evening, he was waiting for the report. (Esa noche a las 9 esta ba espera ndo el i nforme.)
last night I week I yea r, at 4 o'clock
An i ncom p l ete action i nterru pted by a nother action
As I was speaking on the phone, Max en tered the room. (Mientras yo hablaba por telefono, Max entr6 en la habitaci6n.)
when, w h i le, as
I
.................................
Two i n complete actions i n prog ress While the waiter was knocking on the door, Ausable was at the sa me time i n the past telling me a secret. (Mientras el ca marero estaba llamando a la puerta, Ausable me estaba conta ndo u n secreta.) -
FO R MA
Afirmativa : sujeto + was I were + verbo principal termi nado en -i ng.
Negativa : sujeto + was I were + not (o n't) + verbo principal terminado en -i ng.
l nterrogativa : was I were + sujeto + verbo principal termi nado en -ing.
--'-
usos
Decir lo que estaba ocurriendo en un momento concreto del pasado. Expresa r que una acci6n l a rga estaba en proceso cuando ocu rri6 una corta. La larga va precedida d e while o a s y la corta, d e when. • Expresa r que varias acciones ocu rrfan simu lta neamente en el pasado. En este caso va n u nidas por while o as. + Con always indica mos que una acci6n pasada nos desag radaba por repetida y mon6tona. She was always telling jokes. (Siempre estaba conta ndo chistes.)
•
•
PAST PERFECT SIMPLE FORM
Affirmative
Negative
Interrogative
1 1 You had a rrived
1 1 You had not (hadn't) a rrived
Had 1 1 you a rrived?
We I You I They had arrived
We I You I They had not (hadn't) a rrived
He I She l it had a rrived
He I She l it had not (hadn't) arrived Examples
Uses
A completed action which took place before a nother action in the past
'
By the time the police arrived, he had already left. (Pa ra cuando l leg6 la policia, ya se habia m a rchado).
FORMA
usos
Afi rmativa : sujeto + had + participio del verbo principa l.
•
Negativa : sujeto + had not (o hadn't) + partici pio del verbo principa l . lnterrogativa : had + sujeto + participio del verbo principa l.
Had he I she I it a rrived?
Had we I you I they arrived?
1 Time expressions
a l ready, by the time, after, before, u ntil, never, just
lnd ica r q u e una acci6n ocurri6 a ntes q u e otra expresada en Past Simple.
G ra m m a r Appendix ::l SU FIJOS PARA FORMAR ADJETIVOS
Los sufijos son term inaciones que a ria d imos a la ra iz o lexema de las palabras para formar otras n u evas. Estos son a l g u nos de Ios sufijos que se a riaden a nombres y verbos para formar adjetivos: predictable (predecible) predict (predeci r) nation (naci6n) national (nacional) consider (considerar) considerate (considerado) beauty (bel leza) beau tiful (bon i to) painless (indoloro) pain (dolor) contempt (desprecio) con temptible (despreciable) attractive (atractivo) attract (atraer) danger (pel i g ro) dangerous (pe l i g roso) Con a l g u nos susta ntivos se pueden usar va rios de estos sufijos: harmful - harmless careful - careless
3.
En cambio, otros solo a d m iten u n o : pet'1cdess - peaceful homeless fwmefuf Otros sufijos que a ri a d idos a verbos forman adjetivos son -ed e -ing. bore (abu rri r) bored ([estar] a b urrido) boring ( [ser] a b u rrido) Cua ndo el adjetivo term ina en -ed significa que la person a o cosa a l a que se refiere experimenta o sufre un efecto concreto, y cuando acaba en -ing significa que l a person a o cosa a l a que se refiere ca usa d icho efecto. Jack is boring so I'm bored when I go out with him. (Jack es aburrido, asi q ue me a burro cuando salgo con el.) -
Go for It !
PRESENT PERFECT SIMPLE --·
FORM
Affirmative
I I You have lived He I S h e I it h a s l ived We I You I They have l ived
Negative
I I You have not (haven't) l ived He I She I lt has not (hasn't) l ived We I You I They have not (haven 't) l ived
I nterrogative
Have I I you l ived ?
Has he I she I it l ived?
Have we I you I they l ived?
! Time expressions
Uses
Examples
An action that bega n in the past a n d continues u ntil the present
I have played basketball for two years. never, ever, a l ready, just, yet, recently, lately, how long .. .?, (Lievo jugando a l baloncesto dos for, si nee, in recent yea rs a rias.)
An action that took place at a n undetermined She has moved house recently time in the past, but is con n ected to the present (Se ha cam biado de casa hace poco.) FORMA
Never, ever, a l ready y just se ponen entre el auxiliar (have) y el participio del verbo, mientras q u e yet siempre . se coloca a l fi n a l de la frase.
Negativa : sujeto + have I has + not (o n't) + participio del verba princi pal.
The match has already started. (El partido ya ha em pezad o.) Have you seen the film yet? (LYa has vista la pelicu l a ?) En afirmativa usa mos just, never y already, e n negativa usa mos yet y ever, y en i nterrogativa a l ready, ever, yet y just. I've never played football. (Nu nca he j ugado a l futbol.) She hasn't tried snowboarding yet. (Todavia no ha probado el snowboard.) Haven't you ever watched the Olympics on TV? (LN u nca has vista las O l i m piadas en l a television?) The runner has just injured her leg. (La corredora se acaba de lesionar l a pierna.)
Afirmativa : sujeto + have I has + participio del verba principal.
lnterrogativa : have I has + sujeto principal.
+
participio del verba
us os
Con acciones que empeza ron en el pasado y a u n conti n u a n . Por eso, a veces se tra d u ce e l verba en presente. Con acciones pasadas cuyos efectos son visibles actu a l mente. + Con u na acci6n que acaba de ocurri r. En este caso, a g rega mos just entre el a uxi l ia r y el participio. The athlete has just broken the world record. (El atleta acaba de batir el record m u ndia l.)
•
•
:J PAST SIMPLE / PRESENT PERFECT SIMPLE
Con how long . . . ? pregu ntamos cua nto ha d u rado la acci6n o, si aun continua, cuanto tiempo ha pasado desde que empez6. How long have you trained for the competition? ((Cua n to tiempo has entrenado para la competici6n?) For indica cua nto d u r6 la acci6n y si nce, cuando em pez6. I have played volleyball for two years I since I was a child. (He j ugado a l voleibol d u rante dos a rias I desde q u e e r a u n ni rio.)
4.
El Past Simple i ndica lo q u e ocu rri6 en u n momento concreto, mientras que el Present Perfect Simple situa la acci6n en u n periodo de tiempo. I paid for the tickets yesterday. but I haven't collected them yet. (Pague las entradas ayer, pero no las he recogido todavia.)
Landmarks
F UTURE SIMPLE Affirmative
Negative
Interrogative
1 1 You will a l low
1 1 You will not (won 't) a l l ow
Will 1 1 you al low?
H e I She l it will a l low We I You I They w i l l al low Uses A
prediction
He I She l it will not (won 't) al low We I You I They will not (won't) a l low
Dubailand will attract thousands of tourists. (Duba i l a nd atraera a mi les de tu ristas.)
pla n n ed sched u l e
The tour of Du bat will begin at 9.00 am. (La visita a Dubai em peza ra a las 9 de la mariana.)
sponta neous d ecision
I am too tired to walk. I'll take a taxi. (Estoy demasiado cansado para ca minar. Cogere u n taxi.)
FORMA
Afi rmativa : sujeto + will (o '11) + forma base del verbo. N egativa : sujeto + will not (o won't) + forma base del verba. lnterrogativa : will + sujeto+ forma base del verba.
1 1 81
Will we I you I they al low?
,--- -
-- ----
Time expressions
Examples
A
A
Will he I she I it a l low?
--
this evening, in an hour, at 2 o'clock, later, tomorrow, next month I year, soon, i n a few weeks, i n the future, on the 1 st of May
usos • •
•
Hacer pred icciones o a n u nciar hechos futuros. H a b l a r de un hora rio establecido. Expresa r una decision repentina, es decir, algo q u e decid i m os hacer mientras esta mos hablando.
G ra m m a r Appendix
BE GOING TO FORM
Affirmative
Negative
I nterrogative
I am going to buy You a re going to buy He I She / it is going to buy
I am not going to buy You a re not (aren't) going to buy He I She / it is not (isn't) going to buy
Am I going to buy?
Uses
Examples
A pla nned a ction for the future
We are going to spend our next holiday in Dubai. (Va mos a pasa r n uestras proximas vacaciones en Duba i.)
An action that is a bout to ha ppen
Be careful! You are going to fall! ( i Ten cuidad o ! i Vas a caerte !)
We I '
We I '
FORMA
Afirmativa : sujeto + am I is I are base del verba principa l.
+
going to
+
forma
�egativa : sujeto + am I is I are + not (o n't) g o i n g to + fdrma base del verba princi pal. l nterrogativa : am I is I a re + sujeto + going to + forma base del verba principal. usos
•
•
Expresar intenciones, planes y decisiones sabre lo que haremos en u n futuro proxi mo. Decir que alga esta a punto de ocurri r porq u e hay i n dicios de el lo.
Are you going to buy?
Is he I she I it going to buy?
Axe we I '{OU I tne'{ going to bu'l?
I Time expressions
this evening, later, i n an hour, at 4 o'clock, tomorrow, soon, next month I year, in a few weeks, on the 8th of May
� EL PRESENT CONTINUOUS CON VALOR DE FUTU RO Anuncia acciones fijadas de a ntemano q u e ocurri ra n en el futuro proxi mo. Se suele reservar para pla nes persona tes ya concertados. No expresa una i ntenci6n, coma be going to, sino a lga que ha sido programado con antelacion y que va a pasar con segu ridad. Se d isti ngue del Presen t Con tinuous normal porq ue la expresion tempora l q u e va en la frase ind ica un tiempo futuro y no presente. He is going to sign a contract next month. (El va a fi rmar un contrato el mes que viene.) [i ntencion] He is signing a con tract tomorrow. (El firma I firma ra u n contrato mariana.) [plan concertado]
FUTURE PERFECT SIMPLE FORM
Affirmative
Negative
Interrogative
1 / You will have eaten He I She / it will have eaten We I You I They will have eaten
1 / You will not (won 't) have eaten He I She / it will not (won't) have eaten We I You I They will not (won't) have eaten
Will I / you have eaten?
Uses
A completed action at a certai n future time
i Examples
By the time Dubai runs out of oil, tourism will have become major industry. (Para cuando Dubai se quede sin petroleo, el turismo se habra convertido en una i n d u stria m uy i m portante.) a
FORMA
Afi rmativa : sujeto + will have + participio del verba pri ncipal. Negativa : sujeto + will not (won't) have + partici pio del verba principa l. l nterrogativa : will + sujeto + have + participio del verba pri ncipa l.
Will he I she I it have eaten?
Will we I you I they have eaten?
I Time expressions
by this time next week, by 3 o'clock, by the end of ... , by then, by August, i n fou r months
us os •
l nd icar que una accion habra acabado en u n momento determinado del futu ro.
FUTURE CONTINUOUS FORM
Affirmative
Negative
1 / You will be travelling He I She / lt will be trave l l i ng We I You I They will be travelling
I / You will not (won 't) be travelling Will 1 / you be travelli ng? He I She / lt will not (won't) be trave l l i ng Will he I she I it be travelling? We I You I They will not (won't) be travelling Will we I you I they be trave l l i ng ?
Uses
Examples
An action in progress at a certai n future time
We'll b e visiting Dubai this summer. (Estaremos visita ndo Dubai este vera no.)
FORMA
Afi rmativa : sujeto + will be + verba principal terminado en -ing.
Interrogative
us os •
Expresar lo que estara ocurriendo en u n momento determinado del futuro.
at this time tomorrow, at this time next ... on Thu rsday, in the next decade
WANT + O BJ ETO + I N FI N ITIVO •
•
Want + i nfi n itivo : expresa el deseo de hacer a lga. Joe wants to forget the terrible food in the restaurant. (Joe q u iere olvida r la horrible comida del resta u ra nte.) Want + objeto + i nfi n itivo : expresa el deseo de que otra persona hag a a I go. They want tourists to come to Dubai. They �.ant that tot11ists eome toOubai.
(Ou ieren que Ios tu ristas vengan a D u bai.) Recuerda que en estos casos es necesa rio utilizar Ios pronombres objeto en vez de Ios pronombres sujeto. Do you want me to phone for help? Doyou ��ant} to phone fo1 help?
(iOuieres que llame para pedi r ayuda?)
5.
Sp eak Out !
RELATIVE PRONOUNS
\
DEFI N I N G RELATIVE CLAUSES
Uses
,
::l WANT + I N FI N ITIVO /
Negativa : sujeto + will not (won't) be + verba principal term inado en -ing. l nterrogativa : will + sujeto + be + verba principal term inado en -ing.
l Time expressions
Examples
Tracy is the girl who I that loves the idea of Flexpetz. (Tracy es la ch ica a la que le encanta la idea de Flexpetz.) Flexpetz is an agency which I that rents out dogs. w h ich and that refer to objects (Fiexpetz es u n a agencia que a l q u i l a perros.) This is the person whose dog needs more attention. w hose refers to possession (�s;t� � s l � p� rs;?�� c �yg p� rr9 ��s�s; it� 111 ? ? ��� � �i ?�.) when and that refer to a moment in time I 'll never forget the day when I that we saw our dog for the first time. . . (�Y�S� g lyi 9� r� � 1 9 1� �� 9.�-�. Yi rl'l??. � � ��s;tr? p�rr9 pg r pri rr1�T� Y��J . where refers to a particu lar place I wen t to the park where you usually walk your dog. (Fui a l pa rq ue donde sueles pasea r a l perro.) who and that refer to people
................... .....................................................................................................................................................
N O N - DEFI N I NG RELATIVE CLAUSES
Uses
Examples
that ca nnot replace who or w h ich
Tracy, who works long hours, does not have time for a dog. (Tracy, q u e ta baja m uc h a s h o ras, n o tiene t i e m p o p a ra u n perro.)
Gra m m a r Appendix Son oraciones su bord inadas adjetivas i ntrod ucidas por un pronombre o u n adverbio relative y las hay de dos ti pos: defi n i ng (especificativas) y non-defining (explicativas). DEFINING RELATIVE CLAUSES Aportan informaci6n tan esencial sobre su antecedente q u e sin ellas la frase q ueda ria i ncom pleta. • Los pronombres who (personas), which (cosas) y that (personas y cosas) pueden omitirse si no hacen d e sujeto. Whose (posesi6n) no se puede omitir ni sustitu i r. When (tie m po) p u e d e o m it i rse y sustit u i rse por that. • Where no p u e d e s u stit u i rse por that y solo se om ite en a lg u na s ocasiones. + Whom se u sa d etras de las p re posiciones, pero se s u e l e o m i t i r y pasa r la preposici6n d etras del verbo. The o wner is the person to whom you have to talk. The o wner is the person you have to talk to. ( La d ue fi a es l a person a con q u i e n tienes q u e h a b l a r.)
•
Si el relativo l l eva preposici6n, lo m a s com u n es o m itirlo y p o n e r la preposici6n d etras d e l verbo. The film in which she appears was a great success. The film she appears in was a great success. ( La p e l fc u la e n l a q u e sa l e fue u n g ra n exito.) NON-DEFINING RELATIVE CLAUSES A fi a d e n i nformaci6n sobre s u a ntecede n te y van e ntre comas. Se forma n con who, which, when, w here y whose, q u e n o se p u e d e n o m it i r. � ESTRUCTURAS FORMAL E I N FORMAL Cua nd o el relativo va p recedi d o de u n a preposici6n se sig u e u t i l iza n d o which s i el a ntecedente es u n a cosa ; pero s i es u n a person a , e n l u g a r d e who se e m p l ea whom. Ese e s u n uso m u y forma l . Lo m a s com u n e n a m bos casos es p o n e r la preposici6n a l fi n a l d e l a o ra c i 6 n d e rel a tivo y o m i t i r e l p ro n o m b re. This is the agency i n which Marlena works. [Fo rm a l] This is the agency (which] Marlena works in. [I nfo rm a l] (Esta es la agencia en la q u e trabaja Ma rlena.) He is the person to whom you have to talk. [Formal] H e is the person (who] you have to talk to. [I nfo rm a l] (El es la persona con la q u e tienes q u e h a b l a r.)
Recue rd a q u e e l p refijo i n - varia en Ios siguientes casos: il- d e l a nte d e a djetivos q u e e m p i eza n por 1(illogical) . im- d e l a nte de a djetivos q u e em pieza n con m- o p (immortal) . i r - d e l a nte d e adjetivos q u e em pieza n con r(irregular) . Ten en cuenta q u e a veces no son pre 1jos s;no pa rte de la palabra : disaster, illusion, impress · e, unders and, etc. El prefijo m is- se afiade a a l g u nos sutan i os erbos para ind ica r q u e a l g o se hace incorrecta men·e. use (uso) misuse (mal uso) •
•
•
Con en- se forman verbos q u e describen el paso al estado indicado por la pa labra a la q u e se a fiade este prefijo. close (cerrar) enclose (encerrar) Otros prefijos q u e se a g regan a d istintas clases de palabras son a nti-, bi-, eo-, i nter-, m u lti-, non-, over-, pre -, re- y under-. social (social, sociable) antisocial (a ntisocia I) centenary (centenario/a) bicentenary (bicentena rio/a) co-pilot (copiloto) pilot (piloto) national (nacional) international (internaciona l) lateral (lateral) multilateral (multi latera l) smoker (fu mador/a) non-smoker (no fu mador/a) active (activo/a) overactive (hiperactivo/a) historic (hist6rico/a) prehistoric (prehist6rico/a) write (escribir) rewrite (reescribir) ground (suelo) underground (subterraneo) No existen normas especificas en ing les sobre el uso d e g uiones entre Ios prefijos y las palabras a las q u e preceden. Por lo ta nto, encontra ra s prefijos seg uidos d e g uion, otros integrados en la palabra y otros q u e pueden adopta r ambas formas.
� LOS PREFIJOS Los p refijos dis-, il-, im-, in- y un- se a fia d en a a l g u nos a dj etivos p a ra expresar e l s i g n ifi ca d o o p uesto. sa tisfied (satisfecho/a) dissatisfied (i nsatisfecho/a) illegal (ilegal) legal (leg a l ) patient (paciente) impatient (i mpaciente) correct (correcto/a) incorrect (incorrecto/a) pleasant (agradable) unpleasan t (desa g radable)
121
6.
Extreme Weather
LOS MODALES Modal
Uses
Examples
can
a b i l ity
Most tornado chasers can avoid dangerous situations. (La mayoria de cazadores de tornados saben evita r las situaciones peligrosas.)
req uest
Can I join your group? (LPuedo u n i rme a vuestro gru po?)
,.......
possibility
a b i l ity, possib i l ity
be able to can 't
1
,
,
you m y car.
f.'' u c a te m i cache }
I can't {cannot) drive. (No se conducir.)
.. .
prohibition
You can 't take your children with you. (No puedes l l eva r a tus hijos contigo.)
disbelief
That can't be Paul. He is in China! (Ese no puede ser Pa ul. i Esta en China !)
She co�id ��� ��;yf�si :;;t;�n sh� ;.d5 ; ··�hiTrT (Sa bia correr muy deprisa cuando era una nifia.)
past abil ity
could
'""u
I think they will be able to see a twister. (Creo q u e pod ran ver un h u racan.)
inabil ity ..
...a,
:" .
polite req uest
Could you tell me more about the tour, please? (L Pod rias conta rme mas cosas sabre el viaje, por favor?)
possib i lity
The weather forecast could be wrong. (El pron6stico del tiempo pod ria ser err6neo.)
polite suggestion
You could come with us next time. (Pod rias ven i r con nosotros la proxima vez.)
may I m ight
possibility
The tourists might be disappointed after the trip. (Puede q u e Ios tu ristas esten decepcionados d espues del viaje.)
may
polite request
May I borrow your travel guide, please? (LPuedo tomar prestada tu g u ia de viaje, por favor?)
should I ought to advice, opinion
·······-·····
She should I ought to be more concerned about the dangers of the trip. (Deberia preocu pa rse mas por Ios peligros del viaj e.)
need to
obligation, necessity
I need to know what the weather will be like tomorrow. (Necesito saber que tiempo hara mafiana.)
have to
obligation, necessity
You will have to spend a Jot of time in the car. (Debe ras pasar m ucho tiempo en el cache.)
must
,
All students must evacuate the school in case o f fi;�: os Ios estud i a n tes deben evacuar la escuela en caso de i ncendio.)
obligation, strong necessity
........... .
certainty that something is true mustn't
proh ibition
. ... .
hasn't seen a single tornado. He must be disappointed. (No ha vista ni u n solo tornado. Debe d e esta r d ecepcionado.)
...........................................................................................................................................................................................................................................................
You mustn't get too close to a tornado. (No debes acerca rte demasiado a u n tornado.) .......... ... ..... .
don't have to
.
lack of obl igation I necessity
. ....................................... ......................................................................................�....... ...
You don't have to worry about anything. (No tienes q u e preocu parte por nada.)
need n't to
lack of obl igation I necessity
You needn't bring me a present. (No tienes q u e traerme u n reg a l o.)
would
formal requ est
Would you open the window, please? L: Pocl r[<J<; <Jhrir I<J vrnt<Jn<J. nor f<Jvor?)
offe r
Would you like some more water? (LQui eres mas a g u a ?)
Gra m m a r Appendix may I might Expresa n posi b i l idad (mas remota cuando se emplea might) de que ocu rra a lga. May ta mbien se usa para hacer peticiones mas formales q u e con ca n.
FORMA
Los verbos modales: Son inva riables, por lo q u e tienen una misma forma pa ra todas las personas y no se conjugan. No necesita n do I does para formar la negativa n i la i nterrogativa. • Siempre van seg uidos de un verba en la forma base. •
should I ought to Los dos se emplean pa ra d a r consejo y hacer recomendaciones. Ought to a penas se usa en negativa
•
Be able to, have to y need to no comparten todas estas ca racteristicas, pero si a l g unos de sus usos (habilidad, obl igaci6n, etc.). us os
can Expresar habilidad o capacidad Hacer peticiones, dar y pedi r permiso l nd ica r posibi l idad + Hacer sugerencias You can bring your camera on the tour. (Puedes traer tu camara al viaje.)
•
• •
be able to Tiene el m ismo sign ificado que ca n, pero coma can solo puede emplearse en Present Simple, en el resto de tiem pos verbales usamos be able to.
•
can't Es la forma negativa de can Expresa r deducci6n negativa o certeza de q u e a l g a es i m posible
• •
could Expresa r habilidad o capacidad en el pasado Hacer peticiones mas educadas que con can • l ndicar posibil idad mas remota que con can • Hacer sugerencias menos d i rectas q u e con can
ni en interrogativa. Should es el mas com(m de Ios dos.
need to Se puede conjugar y, por lo tanto, puede usarse en todos Ios tiempos verba les. Expresa obl igaci6n o necesidad. have to Tiene las mismas fu nciones q u e must a u nq u e la o b l i g a ci6n q u e expresa no es ta n fuerte. Coma must solo puede usarse en Presen t Simple, en el resto de tiempos verba les usamos have to. must Expresa obligaci6n o necesidad, especia l m e nte cuando la i m pone la ley o alg uien de autoridad. Ademas expresa u n a conclusion 1 6g ica ("deber de", "tener q ue"). mustn 't l nd ica prohi bici6n. don't have to Sign ifica "no tener q u e" I "no tener por q ue", es decir, ausencia de obl igaci6n y d e necesidad (como needn 't). needn't l n d ica q u e no hay obl igaci6n o necesidad de hacer a l g a ( i g u a l q u e don't have to). would Se util iza para ped i r u ofrecer a l g a de manera educada.
•
•
f.
OS MODALES PERFECTOS
Modal Perfect Uses
lt must have been very exciting for her to make that trip. (Debe d e haber sido muy emociona nte para e l l a hacer ese viaje.)
must have
She may I might have forgotten the meeting. (Puede q u e se l e haya olvida d o l a reu n ion.)
A g u ess about a past action
. . . ..... .......:...... .................
.......... .... ... .
Abi l ity to do something in the past which in the end was not done
it was a stupid thing to do. You could have hurt yourself (Ha sido u n a tonterfa h acer eso. Te pod rfas h a b e r hecho d a iio.)
Certa i nty that someth ing d i d not ha ppen
They couldn't have predicted the tornado. it was a sunny day. (No pod ria n haber p red i c h o el tornado. Hacia u n d ia soleado.)
would have
Desi re to do something i n the past which in fact cou ld not be done
I would have gone with you, but I was too scared. ( H a b ria i d o contigo, pero tenia d e m as i a d o m iedo.)
should I ought to have
Criticism or regret after an event
You should I ought to have warned me earlier. (Debe rias h a berme avisado a ntes.)
shouldn't have
Criticism or reg ret after an event
:....................
......................................
An u n necessa ry past action
I shouldn't have taken so much luggage. ( N o t e n ia q u e h a b e r cogido tanto e q u i paje.)
You needn't have bought the tickets. I was going to buy them myself ( N o ten ias por que com pra r Ios b i l l etes. � a com pra rlos L-------'--------------'-__ needn't have
I
Y�_j
-
must have + participio Expresa una concl usion logica d e u n hecho pasado. may I might have + participio Se usa n pa ra hacer una su posicion d e un hecho pasado. could have + participio l n d ica que se pudo haber hecho alga en el pasado, pero q u e fi nal mente no se h izo. couldn't have + partici pio Expresa l a certeza d e que alga no pudo haber ocurrido. would have + participio l ndica que se q u iso haber hecho a lga en el pasado pero no se pudo debido a factores o circu nsta ncias externas. should I ought to have + parti ci pio Con a m bos podemos ta nto q u ejarnos de lo que ocurrio com a lamenta rnos de que no se haya cu m p l ido lo q u e espera bamos. shouldn't have + participio Expresa n u estra opinion crftica sabre un hecho pasado, i n dica n d o que no deberia haber ocurrido. needn't have + participio l nd ica que no h a b ia necesidad de hacer lo que se h izo. ::l EL G E R U N D I O Y EL I N F I N ITIVO EL G E R U N D I O
Es la forma verba l term i nada en -ing, q u e fu nciona coma sustantivo en Ios sig u ientes casos: • Coma com plemento d i recto d e a l g u nos verbos: consider, conti nue, deny, detest, disl i ke, enjoy, fi n i sh, h ate, like, love, miss, prefer, recommend, suggest, etc. I enjoy doing sport. (Me d ivierto hacienda deporte.) • Detras de las preposiciones. Lucy doesn 't like his way of playing. (A Lucy no le gusta su forma d e j ugar.) • Detras de a l g u nas formas verbales: be used to I get used to, can't help, can't sta nd, don't m i n d I wouldn't mind, fee l l i ke, it's no use, look foward to, etc. I fee/ like going to the cinema. (Me apetece ir al cine.) Coma sujeto de la oracion cuando hablamos de acciones o hechos en general. Taking up a new sport is not easy. (Empezar a practica r u n n u evo deporte no es faci l.) •
EL I N F I N ITIVO
Es la forma verba l precedida de to y se em plea en estos casos: Coma suj eto, hablando de un hecho concreto. To apply for that job would be a good ideo. (Sol icitar ese trabajo seria u na buena idea.) • Detras de verbos coma: agree, a ppear, choose, decide, hope, learn, plan, prom ise, refuse, seem, wa nt, wish, etc. He decided to try the cake. (Decidio probar la ta rta.) •
•
Detras de a l g un os adjetivos y adverbios. He left early to arrive on time. (Se fue pronto para l legar a tiem po.)
•
Detras del complemento i n d i recto de verbos com a : advise, help, i nvite, persuade, teach, tel l , warn, etc. He invited me to join them. (Me i nvito a u n i rme a el los.)
Sin embargo, a l g u nos verbos de percepcion ( hear, feel, see ...) , make y let van seg uidos de la forma base (i nfi n itive sin to) . / let Sally come with us. (Deje a Sa lly ven i r con nosotros.) VERBOS SEGU I DOS DE G E R U N D I O Y DE I N FI N ITIVO
Verbos coma begin, forbid, i ntend, propose o start pueden i r seguidos de a mbas formas verbales sin q u e su sign ificad o va rie : They started to answer I answering the letters. (Empeza ron a contesta r las cartas.) Los verbos love, l i ke, prefer y hate pueden ir segu idos ta nto de gerundio coma de i nfi nitive, pero el matiz de su significado va ria : Se util iza love I like I hate I prefer + gerundio cuando el significado es genera l . / love dancing. (Me e nca nta bailar.) • Se uti liza love I l i ke I hate I prefer + i nfi nitive cuando se refiere a una situacion o u n tiempo en particular. I hate to tell you, but Uncle Jim is coming this weekend. (Od io deci rte esto, pero el tio J i m viene este fin d e sema na.) En cam bio, otros no significan lo mismo si l l evan d etras un geru ndio o un i nfi nitive. A continuacion tienes a l g u nos ejemplos: forget + gerundio se em plea en frases negativas pa ra i ndicar la i m posibi lidad de olvidar alga ocurrido en el pasado. I'll never forget meeting Angelina Jolie. (Nunca olvidare haber conocido a Angel i n a Jolie.) forget + infi n i tive sig nifica "olvida rse de hacer a lga". He always forgets to bring the keys. (El siempre se olvida de traer las l laves.) remember + gerundio significa "recorda r a lga q u e se h izo en el pasado". I remember giving them their tickets. (Recuerdo haberles dado sus entradas.) remember + infin itive significa "acordarse de hacer alga': Remember to close the door before you go. (Recuerda cerra r la puerta a ntes de i rte.) • regret + gerundio significa "la mentar haber hecho a l g a en el pasado". He regrets leaving school at 1 6. (Se a rrepiente d e haber d ejado el colegio a I os 1 6.) • regret + i nfi n itive significa "la mentar la q u e se va a deci r a continuacion". I regret to tell you that you have foiled the exam. (Siento deci rte q u e has suspendido el exa men.) stop + gerundio s i g nifica " d ej a r u n h a bito ". Bob stopped smoking last year.
•
•
•
•
•
•
•
tBob dej6 de fumar el ai\o pasado.)
stop + infinitive sig nifica " d ejar d e h acer a l g o para hacer otra cosa". Can we stop to have a coffee? (LPodemos parar para tomar un cafe?)
G ra mm a r Appendix
Travel
7.
LAS ORACIONES CONDICIONALES -
-
Conditional clause
Result clause
Examples
Present Simple
If I do sport, I feel energetic. (Si hago deporte, me siento lleno de energ fa.)
ZERO CON D ITIONAL if
+ Presen t Simple when FI RST CON D ITIONAL if
+ Presen t Simple unless
Future Simple I mperative Modal + base form
Ifpeople see Antarctica 's beauty. they'll understand why it's important. (Si la gente ve la bel leza d e la Anta rtida, entendera por que es i mportante.) Call me tonight if you want to come on the trip with us. (Li a m a m e esta noche si q u ieres veni r a l viaj e con nosotros.) If the station is closed, you can buy tickets on the Internet. (Si la estaci6n esta cerrada, puedes compra r Ios b i l l etes por I nternet.)
SECO N D CON DITIONAL would
if
+ Past Simple u n less
+ base form
could I m i g ht
If I had enough money. I would travel to Australia in the summer. (Si tuviera suficiente d i n e ro, viaja rfa a Austra l ia en vera no.) I could I might buy a house by the beach if I won the lottery. (Podrfa compra rme una casa cerea de la playa si g a n a ra la loterfa.)
THIRD CON D ITIONAL
If I had told her, she would have joined us. + past participle (Si se lo h u b i era d icho, habria ven ido con nosotros.) He could I might have arrived on time if he had left earlier. cou ld I (Pod rfa haber l legado a tiempo si hubiera salido a ntes.) m i g ht have would have
if
+ Past Perfect
Son oraciones compuestas por una proposici6n subordinada que expresa la cond ici6n (conditional cla use) y una principal que ind ica el resu ltado (result cla use). No i m porta el orden en que se coloq uen las proposiciones, pero si la condici6n va primero, se suele poner u n a coma entre am bas. If it rains, the roads get wet. (Si l l u eve, las ca rreteras se mojan.) The roads get wet if it rains. (Las ca rreteras se mojan si l l u eve.)
EL PRI M E R CON DICIONAL Usamos if + Present Simple en la condici6n y Future Simple en e l resu ltado. Expresa que ocu rrira si se cu m p l e la condici6n sefialada. Ademas del Future Simple, en el resu ltado ta mbien se pueden usar Ios verbos mod a l es o el im perativo. You can 't go out if you don't finish your homework. (No puedes sal i r si no term i nas tus deberes.) If you search for information on the In ternet, use Google. (Si buscas i nformaci6n en I n ternet, util iza Google.)
EL CON DICIONAL CERO Usa mos if + Present Simple en la condici6n y Present Simple en e l res u l tado. Expresa situaciones que se repiten siem pre que se da una determ i nada con d i ci6n. A veces podemos usar when en lugar de if sin q u e e l sig nificado d e la frase varie. If you heat ice, it melts. (Si ca lientas h ielo, se derrite.) When I drink too much coffee, I can't sleep. (Cuando tomo d e masiado cafe, no puedo dorm i r.)
Para expresar que alga no ocu rri ra si no se cumple la condici6n, la proposici6n es i ntrod ucida por l a conjunci6n unless, que eq uivale a if not ("a no ser q ue", "a menos q ue"). o se n iega el verba en Present Simple. Unless we stop global warming, the icebergs will melt. If we don't stop global warming, the icebergs will melt (A no ser q u e detengamos I Si no detenemos el e a b"o climcitico, Ios icebergs se derretira n.) Ten en cuenta que unless se usa con basta nte asi d u idad en el primer condicional, pero es menos frecuente en el segundo cond icional y n u nca se em plea en el tercero. 125
EL SEG U N DO CONDICIONAL Se usa if + Past Simple en la con d icion y would + e l verba en la forma base en el resu l tado. Expresa condiciones h ipoteticas referidas al presente, es decir, q u e es poco probable q u e ocu rra n ; por eso lo traduci mos coma un preterito im perfecta d e subj u ntivo. He wouldn't travel to China unless he had a long holiday. (No viaja ria a China a no ser q u e tuviera u nas vacaciones l a rgas.) Si el verba de la condicion es to be, se suele util izar were en todas las personas del s i n g u l a r y del p l u ra l . I f that camera weren't s o expensive, I would buy it. (Si esa ca mara no fuera tan cara, la compra ria.) Para dar consejos se emplea la form u l a if I were. If I were you, I would travel by train. (Yo en tu l u g a r, viaja ria en tren.) En lugar de would podemos usar Ios mod a l es could o might en el resu ltado, pero a m bos i ndica n q u e la proba b i l idad de que se cumpla la hi potesis es a u n menor. Eq uiva l e n a l condicional "podria" o a las expresiones "ta l vez" I " q u izas". If plane tickets were cheaper, it could encourage her to visit you in Ne w York. (Si Ios bil l etes d e avion fuesen mas baratos, eso pod ria a n i ma rla a visita rte en N u eva York.) EL TERCER CON DICIONAL Se forma con if + Past Perfect en la condicion y would have + partici pio en el resu ltado. En este caso la condicion es tota l mente i m posible, pues se refiere al pasado y ya no puede rea l izarse. Sarah would have learnt French if she had taken lessons. (Sarah habria a prendido frances si hubiera recibido lecciones.) En vez de would have + partici pio, en el resu ltado podemos emplear could have o m ight have + participio. If we had brought our camera, we might I could have taken a picture. (Si h u biesemos tra ido la ca mara, habria mos podido saca r una foto.)
::l ORACIONES TEMPO RALES
Las referidas al futuro se forman como las oraciones del pri mer con d icional : Presen t Simple en la su bordinada y Future Simple en la principal. Lo q u e cambian son las conju nciones, q u e en este caso son as soon as, by the time, the moment (that). when, etc. As soon as you get on board, your guides will explain everything. (Ta n pronto como subais a bordo, vuestros g u ias os expl ica ra n todo.) When we get home, /'11 give you your presen t. (Cuando l leguemos a casa, te d a re tu regalo.) ::l SU FIJOS PARA FORMAR SUSTANTIVOS
Como ya sabes, Ios sufijos son term i naciones q u e a fi a d i mos a a l g u nas pala bras para formar otras n u evas. Algunos de Ios mas uti l izados para formar nombres a partir d e verbos son -ment, -tion I -sion y -er I -or. Estos son a l g u nos ejemplos: agree (acord a r) agreement (acuerdo) invitation (i nvitacion) invite (invita r) conclusion (conclusion) conclude (concl u i r) runner (corredor) run (correr) sailor (mari nero) sail (navegar) Ta mbien se forman susta ntivos afiadiendo Ios sufijos -ity, -sh ip, -ness, -ence I -ance y -th a a l g u nos adjetivos, susta ntivos o verbos. personal (personal) personality (personal idad) friend (amigo) friendship (amistad) happy (fel iz) happiness (fe l icidad) obedient (obed iente) obedience (obed iencia) annoy (molestar) annoyance (molestia) strong (fuerte) strength (fuerza)
G ra m m a r Appendix
8.
Honesty
LA VOZ PASIVA Tense
Active
Present Sim ple
The police conduct an experiment.
Past Sim ple
The police conducted an experiment.
An experiment was conducted by the police.
Future Simple
The police will conduct an experiment.
An experiment will be conducted by the police.
Present Contin uous
The police are conducting an experiment.
An experiment is being conducted by the police.
Past Conti nuous
The police were conducting an experiment.
An experiment was being conducted by the police.
Present Perfect Simple
The police have conducted an experiment.
An experiment has been conducted by the police.
Past Perfect Simple
The police had conducted an experiment.
An experiment had been conducted by the police.
Modals
The police should conduct an experimen t.
An experiment should be conducted by the police.
Modal Perfects
The police could have conducted an experiment.
An experiment could have been conducted by the police.
have to
The police have to conduct an experimen t.
An experiment has to be conducted by the police.
be going to
The police are going to conduct an experiment.
An experiment is going to be conducted by the police.
FORMA
Afirmativa : sujeto + verba to be + participio del verba principal. The painting was stolen yesterday. (El cuadro fue robado ayer.) Neg ativa : sujeto + verba to be + not (o n't) + partici pio del verba princi pal. Si la frase l l eva un mod a l , u n verba en Future Simple o u n tiempo compuesto, l o que nega mos es el modal, will o have I has. The painting wasn't stolen yesterday. (El cuadro no fue robado ayer.) l nterrogativa : verba to be + el sujeto + participio. Si en la preg unta hay un modal, un verba en Future Simple o u n tiempo com p u esto, la frase pasiva comienza con el mod a l o el verba auxiliar, igual que en la voz activa. Was the pain ting stolen yesterday? (L EI cuadro fue robado ayer?) Las preg untas q u e l l evan particu la i nterrogativa ta mbien i nvierten el orden del verba aux i l i a r y del sujeto, menos cuando la particu la hace d e sujeto. What strategy has been followed? (LOue estrateg ia ha sido seg u ida I se ha seg u ido?) Who will be chosen as Prime Minister? (LOuien sera elegido Primer M i nistro?)
Passive -
An experiment is conducted by the police.
::2 C O M O PASAR U NA ORACI O N A PASIVA
Antes de saber cua les son Ios pasos q u e hay q u e seg u i r para pasa r una oraci6n d e activa a pasiva, e s im porta nte que recuerdes que la pasiva es mas frecuente en i n gles que en castel la no, par lo que solemos traducir el verba en activa o en la forma i m personal. El esq uema q u e puedes ver a contin uaci6n expl ica c6mo s e pasa una oraci6n de forma activa a pasiva. This film critic (subject)
The article (subject)
wrote
was written
the article. (abject)
by this film critic. (abject)
(El a rticulo ha sido escrito par este critico de cine.) •
Ponemos com a sujeto el com plemento q u e haya detras del verba en activa, ya sea d i recto o i n d i recto, siendo el u ltimo caso mas frecuente y exclusivo del ing les. Si el complemento i n d i recto es un pronombre objeto, se ca mbia a la forma de p ronombre sujeto. The experts chose them for the experiment. They were chosen for the experiment by the exce �5 (Fueron eleg idos para el experimento par 10s e :J e -: : :
127
•
•
Ponemos e l verbo to be en el mismo tiempo q u e ten ia el verbo principal en la voz activa y el verbo principal en participio. Los mod a l es y be going to no ca mbian, pues es el verbo q u e Ios sigue el q u e se pone en pasiva. The police might catch more criminals thanks to this idea. More criminals might be caught by the police thanks to this idea. (Mas deli ncuentes pod ria n ser atrapados por la pol icia g racias a esta idea.) They are going to publish a new book about criminals. A new book about criminals is going to be published. (Se va a publ icar u n n uevo l i bro sobre d e l i n cuentes.) Colocamos el sujeto de la activa al final, precedido de by. Recuerda ca mbiarlo por su correspondiente pronom bre objeto si es uno personal. Otros ejemplos: The police arrested some thieves. Some thieves were arrested by the police. (Aig u nos ladrones fueron a rrestados por la pol icia.)
us os •
•
1 28
l ndica r que la acci6n es mas i m porta nte que el sujeto que la rea l iza, bien porq u e es poco releva nte, d esconocido o porq u e no se q u i ere nombrar. Somebody bought the diamond ring. The diamond ring was bought. (El a n i l l o de d i a m a ntes fue com prado.) Con verbos como say, th i n k, believe, know o report es posib l e uti l iza r dos formas de pasiva : - La pri mera es una construcci6n i m personal con it seg uida de una oraci6n con th at, sujeto y verbo. Se trad uce como una oraci6n i m personal pero activa : "Se dice I Se piensa I Se ere e ... " ; solo el verbo know se puede traducir en pasiva. lt is said that people behave in a differen t way when they lie. (Dicen I Se dice q u e la gente se com porta de modo d iferente cuando miente.) lt is known that nobody is honest all the time. (Es sabido q u e nadie es si ncero todo el tiem po.) - La seg unda se forma con el sujeto + uno de estos verbos en pasiva + un infi nitive. Para trad ucir este tipo de pasiva ta mbien recurrimos al pronombre "se" o usamos u n sujeto genera l como "todo e l m u ndo", "la gente", etc. The new system is said to be very successful. (Se d ice q u e el n u evo sistema es u n exito.) El verba consider solo es posible en el seg undo tipo de pasiva y tiene una trad ucci6n l itera l : "ser I esta r considerado". The new system is considered to be very successful. (El nuevo sistema esta considerado u n exito.)
::l LOS VERBOS CAUSATIVO S : HAVE / GET +
SOMETHING + DONE Los verbos have I get + u n susta ntivo + pa rticipio d e pasado expresa n acciones q u e encargamos a a l guien. I'm going to have I get m y h air cut. (Voy a corta rme el pelo.) [lo ha rei otra persona] Esta estructu ra tiene un sentido pasivo, pues el sustantivo q u e va en media reci be la acci6n del verbo que va en partici pio, pero se suele trad uci r en voz activa. My watch broke, so I had it repaired yesterday. (Se me estrope6 el reloj, asi q u e lo h ice a rreg lar ayer.) Aunque a m bos se usan indisti nta mente, get es mas i nformal y, por ta nto, mas com u n en el ing les hablado. I got my house painted last week. (Me pinta ron la casa I Pi nte mi casa la semana pasada.) ::l ADJETIVOS SEGUI DOS DE PREPOSICI O N
Detras de to be es frecuente encontra r a dj etivos acompariados de una preposici6n seg uida de u n susta ntivo, u n pronom bre o u n geru n d i o. Son adjetivos en funci6n atri butiva. I was thrilled by the last Harry Potter film. (Me enca nt6 la u ltima pel icu la de Harry Potter.) My mother is worried about me. (Mi madre esta preocu pada por m i.) We are tired of working. (Esta mos cansados de tra baj a r.)
G ra m m a r Appendix
9.
That's Entertainment !
EL ESTILO INDIRECTO Tense
Direct Speech
Reported Speech
Present Simple
We eat healthy food.
She said that they ate healthy food.
Past Simple
We ate healthy food.
She sotd that they had eaten healthy food.
Future Simple
We
Present Continuous
We are
Past Contin uous
We
Present Perfect Simple
We have eaten healthy food.
She said that they
had eaten
Present Perfect Continuous
We have been ea ting healthy food.
She said that they
had been eating
Past Perfect Simple
We h a d eaten healthy food.
She said that they had eaten healthy food.
Past Perfect Conti nuous
We had b e e n ea ting healthy food.
She said that they had been eating healthy food.
will eat healthy food. eating healthy food.
were eating healthy food.
She said that they
would eat healthy food.
She said that they
were eating healthy food.
She said that they had
been eating healthy food. healthy food. healthy food.
CAMBIOS EN LOS MODALES
CAMBIOS EN OTRAS PALABRAS Y EXPRESIONES
Direct Speech
Reported Speech
Direct Speech
Reported Speech
can
could
now
then
may
m i g ht
today
that day
must I have to
must I had to
ton i g ht
that night
will
would
yesterday
the previous d ay I the day before
l ast week a month ago tomorrow
the following d ay I the day after I the next day
the following week I the week after
here
there
this I these
that I those
REPORTED STATEMENTS Podemos contar en presente lo q u e a l gu ien acaba de decir, para lo cual basta con supri m i r las com i l las y cambiar el pronombre sujeto y la persona del verba. He says that he
the previous month I the month before
next week
El estilo i n d i recto se util iza para conta r lo que a l g u ien ha dicho sin citar exactamente sus palabras.
"I am tired. "
the previous week I the week before
is tired. (Dice q u e esta cansado.) Pero lo norma l es que el verba q u e i ntroduce la subord inada en estilo i n d i recto (norm a lmente s a y o tel l ) vaya en pasado, y entonces el ca mbio mas i mportante es que el verba de la subord inada da un salto atras (de Present Simple a Past Simple, de este a Past Perfect, etc.).
Ademas de supri m i r las comi l las y ca mbiar Ios tiempos verbales, ta mbien es necesario q u e haga mos a l g u nos cam bios en Ios pronombres y en las expresiones de tiempo y lugar. La oraci6n subord inada va i ntroducida por la conj u nci6n that, a u n q u e en i n g l es hablado se suele omitir. "I'll tell you my opinion about the show tomorrow. "
She said (that) she
would tell m e her opinion about next day. (Dijo q u e me d i rfa su opinion sabre el progra m a a l d fa siguiente.) Cuando la frase enuncia u n a verdad genera l no hay ca mbio en Ios tiempos verbal es. the show the
"Crime is punished by la w, " she said.
said that crime is punished by law. (Dijo que la d e l i ncuencia es castigada por la l ey.) She
Coma ya sabes, Ios verbos m a s com u nes para i ntroducir el esti lo i n d i recto son say y tell. Tell siem pre l l eva u n complemento i n d i recto s i n la preposici6n to. Say puede l l evar com plemento i n d i recto o no, pero si lo l leva debe ir con esa preposici6n. "The police caught the robber", he said.
told us that the police had caught the robber. He said that the police had caught the robber. He said to us that the police had caught the robber. (Nos d ij o que la policia habia cog id o a l ladr6n.) He
REPORTED QUESTIONS Hay dos tipos de pregu ntas en i n g l es: Las Yes I No questions son las que se pued e n contesta r con u n "si" o u n "no". Para ponerlas e n estilo i n d i recto empleamos el verba ask, y a conti nuaci6n if o whether. Entonces, como la pregu nta d eja de serlo y se convierte en u n a frase, no hay i nversion sujeto-verbo ni signo de i nterrogaci6n, y ta m poco com i l las.
•
"Are you upset?" they asked the con testant.
They asked the contestant
•
if I whether she was upset. (Le pregunta ron a la concursante si estaba enfadada.) Las Wh- questions no se pueden contestar con un "si" o un "no". Son las que com ienzan con una particu la i n te rrogativa (what, w h o , where, when, why, whose, how, how long, etc.) AI pasa rlas al estilo i n d i recto ponemos d icha particula en l u g a r de if o whether. Luego va n el sujeto y el verbo, y presci ndi mos del signo de i nterrogaci6n y d e las com i l las. "What is the name of the new show?" Keri asked.
what the name of the new sho w was. (Keri pregu nt6 c6mo se l la ma ba e l n u evo prog ra ma.)
Keri asked
REPORTED ORDERS Para pasar u n a orden a estilo i n d i recto cam biamos el i m perativo por u n i nfin itivo. Pero a ntes del i nfin itivo debemos usar un verba q u e exprese mandato, como tel l u order, seguido del complemento i n d i recto. Ta m bien se pueden usar Ios verbos a s k o b e g para expresar peticiones, i nvite para hacer una i nvitaci6n o warn para adve rtir a a l g uien d e a lgo. "Fly in circles, " the producers told the pilot.
The producers ordered the pilot to fly in circles. (Los productores madaron a l p i l oto volar en circulos.) Cuando se trata de u n a oraci6n negativa, ponemos not dela nte de to. "Don 't tell anybody. "
He begged me not to tell anybody. (Me suplic6 q u e no se lo d ijera a nad ie.)
REPORTED SUGGESTIONS Primero ponemos el sujeto y el verba suggest en pasado y a continuaci6n decimos lo que sugiri6 esa persona. Las sugerencias se pueden pasa r al esti lo i n d i recto de dos formas: • Usando una oraci6n d e complemento d i recto i ntrod ucida por that, con su sujeto y el verba en la forma base. "Let's watch the n e w TV sho w, " Tom suggested.
suggested that we watch the new TV show. (Tom sugiri6 que vieramos el n u evo prog ra ma de television.) Tom
•
Usando el gerundio, sin especificar n i n g u n sujeto. "Let's phone the police immediately!"
suggested phoning the police immedia tely. (El la sugi ri 6 I la mar a la policia i n mediatamente.)
She
::l REPORTING VERBS
Los verbos mas uti lizados para i ntroducir el estilo i n d i recto son say, tell y ask, q u e tra nsmiten el mensaje sin ariadir mas i nformaci6n. Pero si ta mbien q ueremos com u nicar la i ntenci6n del habla nte o el tono que us6, podemos uti l iza r otros m uchos reporting verbs : Afi rm a c i o n es : adm it, annou nce, answer, a polog ise, boast, claim, complain, declare, explain, inform, insist, mention, offer, remind, reply, state • Pregu n tas: enquire, req uest, want to know, wonder • Ordenes: demand, order, shout, warn Supl icas: beg • Sugerencias: advise, i nvite, recommend, suggest
•
•
"I will be home late. "
reminded me that she would be home late. (Me recorda q u e l legaria tarde a casa.)
She
"Did you arrive on time?"
wanted to know if I had arrived on time. (Dave q uiso saber si yo ha bia l legado a tiempo.)
Dove
Be careful!"
shouted (a t] me to be careful. (Me g rit6 que tuviera cuidado.) He
"You should do your home work. "
advised me to do my home work. (La profesora me aconsej6 que h iciera Ios deberes.)
The teacher
::l USED
TO I BE USED TO I GET USED TO
Se uti l izan para hablar d e acciones que eran frecuentes en el pasado pero ya no lo son. Suelen acom pariarse d e adverbios y expresiones de tiempo. Bob used to dream abou t becoming an actor each night. (Cada noche, Bob sol ia sonar I soriaba con l legar a ser actor.) Used to no tiene forma de presente. En negativa e i n terrogativa requ i ere el auxi l i a r did y en a m bos casos pie rde la d. Did your mother use to travel a l o t when s h e was young?
(,!Tu madre solia viajar m ucho cuando era jove n ?) Be used to significa "estar acostu mbrado a", mientras que get used to se refiere al proceso de acostu mbra rse. En ambos casos va seg uido de un nombre o un gerundio detras d e to. Los verbos que acomparian a used son be y get, Ios cuales se pueden conjugar. Famous actors are used to the paparazzi. (Los actores famosos estan acost u m b rados a Ios paparazzi.) She is used to going to the gym every a fternoon . (Esta acostu m brada a ir a l g i m nasio todas las ta rdes.) He is getting used to his new routine. (Se esta acostu mbrando a su nueva rutina.) I cannot get used to living in such a noisy street. (No me acostumbro a vivir en una ca l le ta n ruidosa.)
PRONUNCIATION PRACTICE
A l l the exercises in this section a re recorded on the Class Audio CDs.
Unit 2
VERB ENDINGS - ed
Unit 1
1 . Listen to the -ed endings of the words below. Which ending is pronounced /d/, which is pronounced /t/ and which is pronounced /Id/? 1 . arranged 2. hesitated 3. fi n i s hed
PHONETIC ALPHABET 1.
Listen and repeat the sounds and words i n the pronunciation key below. n: a.·
a1
ac e
eJ
e,1
far, past
f
father
cat, band
g
girl
ki te , fi ve mou se, tow n bed, head
chai r, bear
me , tea happy
];:)
J)
;){,; .):
J]
c
u:
(,;;)
J: ,\
d
b
cl
2.
J
k
near, dee r
Ill 11
p r s
door, fou r toy. enjoy
\'
\I' l
foot, good 3
pure , cure
lJ
but, cu p
king
mouse n ose pink red seven
tf
e
afraid, mother
0
bed
cl3
window zebra
television sing c hildren think the
Listen and choose the correct phonetic symbol from the chart above for the vowel sounds in colour below. Then listen again and repeat.
1 . bossy
5 . nosy 6. sli m
3 . peti te
7 . cu rly
4. chu bby
8. da rk
3. Read the following phonetic symbols and write the words in your notebook. Then listen and check your answers. Listen again and repeat. 1 . / 'spaiki/
Copy the chart into your notebook. Then listen and write the words in the correct column. Listen again and repeat. wa r n ed
• checked • visited • stopped screamed • suggested • decided tri pped • i nvolved
/d/
/t/
/ Id/
Unit 3 VOWEL SOUNDS /i:/ /I/
1 . Listen to the vowel sounds in the words below. Which word has got an /i:/ sound? Which has got an !r/ sound? 2. s i t 1 . see k
j ob
door
2 . pla i n
2.
very
s hop
food, you
word, heard
) es
tall
not, stop phone , boat
h at
l ong
play , page
in , ti p I:
h
An -ed e n d i n g i s pronou nced /rcl/ w h e n the verb e n d s w ith a /t/ or /d/ sound.
4. / ' md3;;�ri/
2 . /r;;�u'ma::n uk/
5. / ' tJAbi/
3. / ' g ::>:d3;;�sj
6. /klu:/
2. Copy the chart into your notebook and write the words in the correct column. Then listen and check. screa m • si n g l e • di sorder • petite rel ief • deliver
/i:/
/I/
3. look at the letters in colour and find the word in each group with the different vowel sound. Then listen and check your answers. Listen again and repeat. 1 . wm • meet • di d • li m bs 2 . defea t • tea m • speed • determi ned 3. achieve • com pete • decide • beat
2. Copy the words below into you r notebook.
SENTENCE STRESS 4. Copy the sentences below into your notebook.
Then listen and mark the stressed word(s) i n each sentence.
Listen to the words and underline the stressed syllable in each word. Then listen again and repeat. 5. ha-bi-tat
1 . dan-ger-ous
1 . Did Osca r win the race?
2. hec-tic
6. lo-g i -cal
2. I ' m defin itely going to take up swi m m i n g .
3 . l ife-style
7 . con-ser-va-tion
3 . This is t h e best match I 've ever watched .
4. en-dan-g e red
8 . d i ff-i-cu lt
4 . C a n you repeat that, p lease?
5. He's won th ree awards s i n ce he joined the tea m .
Unit 6
6. Dave's never p layed footba l l .
SILENT LETTERS
Unit 4 CONSONANT SOUNDS
If! /tfl /d3/
1 . Listen to the sounds of the letters i n colour in the words below. Then match the words to the sounds tft. ltf! and /d3/. 1 . a rchitect u re
2 . maj or
3. shape
2. Copy the words below i nto your notebook and write tft. !tf! or /d3/ next to each word.
Then listen and check your answers. Listen again and repeat. 6 . national 1 . bridge 7. temperatu re 2 . a ncient
3 . cash
8 . construction
4 . rich
9. eng i neer
5. jel lyfish
Unit 5 WORD STRESS
1 . Copy the words below into your notebook. Listen and underline the letters that aren't pronounced in each word. 1 . should
4 . might
2. g u est
5 . l i ghtning
3. l i m b
6 . k n ife
CONTRACTED FORMS 2. Copy the words below into your notebook.
Then listen and circle the words that you hear. Listen again and repeat.
1 . should not I should n 't
2 . do not I don't
3. need not I need n 't
4. could have I cou l d 've
3. Copy the sentences below into your notebook. Then listen and fill in the missing words. Which sentences have got a contracted form? Listen again and repeat. 1 . You ..... ... go out in the ra i n .
2 . They ........... get close to the tornado.
1 . Look at the syllables i n the words below. Which syllable do you thi n k is stressed in each word? Listen and check your answers. 1 . a-ni-mal 2. so-l u-tion 3 . u n-fa i r
•uaWI M a ny common n o u n s a n d a dj ectives w i t h two syl l a bles a re stressed o n the fi rst syl l a b le. ta-ble, ha-ppy
Usu a l ly, p refixes a n d suffi xes a re n 't stressed. un -sure,
slow-ly
3. Sa m ........... been i nj u red ! 4. You ........... come with us. 5 . Please ........... tel l J u l ia about the pa rty.
6 . M rs B rown ........... be able to see you today.
Unit 7 VOWEL SOUNDS
j;){Jj l:x/ /o/
1 . Listen to the vowel sounds in the words below. Then match the words to the sounds /-;}UI, 1-:x/ and /n/. 1 . f rost
2. snow
3 . shore
Pro n unciation Practice
2. Copy the chart into your notebook. Then listen and write the words in the correct column. Listen again and repeat. remote • popula r • a i rport • cold road • hostel • law • cas i no • ca use
j;x;j
/D/
/':>:/
RHYTHM
3. Listen and repeat. Pay attention to the rhythm. 1 . I'd l ike to know what time the tra i n l eaves. 2. We saw lots of snow in Pola n d. 3 . How long is the journey? 4. There's a l ist of hotels and hostels in this guidebook.
Unit 9 WEAK FORMS
1 . Listen to the sounds of the words in colour i n each of the sentences below. Which is the weak form? Which is the strong form? 1 . C a n you buy the tickets? I ca n give you the money. 2 . " How was the film? " " lt was great ! " 3 . " Does Sue l i ke horror films? " " Yes, she does. "
I n Yes I N o q u estions a nd sh ort Yes I N o a nswers, the word s i n co l o u r a bove h ave u su a l l y got a stron g fo rm. I n oth e r types of sentences, they h ave got a wea k fo rm.
5 . Please stop at the ai rport .
•Lili!!!•&l.l• W h e n a w ord i n a sente n ce beg i n s
with a vowel sound, we often con n ect it t o t h e l a st sound of the word befo re.
Unit 8 CONSONANT SOUNDS
/s/ /z/
1 . Listen to the sounds of the letters in colour i n the words below. Which word h a s got a /s/ sound? Which has got a /z/ sound? 2 . signals 1 . honest 2. Copy the words below i nto your notebook and write /s/ or /z/ above the letters in colour. Then listen and check your answers. Listen again and repeat. 4. tru st 1 . suspect 5 . force 2 . present 6 . choose 3 . plagiarise
2. Copy the sentences below i nto your notebook. Then listen and mark the words in colour w (weak form) or s (strong form). 1 . Were there a ny special effects in the f i l m ? 2 . I wou ld rather see a comedy. 3 . Yes, I would l i ke tickets for the show. 4. What was your opinion of the actin g ? 5 . I ca n meet you outside t h e cinema. 6 . Have you ever been to a l ive concert? INTONATION
3. Listen and repeat the sentences in Exercise 2. Does the speaker's voice rise or fall at the end of each sentence?
I n statements, the i nto nation u s u a l ly fa l l s.
I n Yes I No q u estions, the i ntonation u su a l ly rises. I n q u estions w i t h who, what, where, when, how a n d why, the i ntonation u s u a l ly fa l l s.
3. Look at the letters in colour and find the word in each group with a different consonant sound. Then listen and check your answers.
1 . fans • sports • eyes • reason 2. speed • best • poster • resu lt 3 . was • police • please • cru ise
133
-
GLO S SARY
A
/eibl'bodid I sa no/a, sin d i scapacidad
a b le-bodied
a fish out of wate r
1� 'f1f aut ov w'J:t�/ pez fuera del
agua, fuera de lugar
/ 'bhz�d/ ventisca
bl izzard
book a t i cket I a room
/ 'bosi/ mand6n/ona
bossy
box office h i t
/boks ofis 'hit/ exito de taquilla
/ 'boksi!J/ boxeo
boxi n g
/brem/ cerebra
bra i n
accom modation
/dkom�'dedn/ alojamiento
break a record
accom pl i s h m e n t
/ � ' kAmphfm�nt/ logro
breathe
/�'b:diD t�/ seg u n
acco rd i n g to
/ 'cekj�r�t/ exacto/a, preciso/a
accu rate
a c h i eve a g o a l acq u a i nta nce
;�di:v � 'g�ul/ conseguir u n objetivo
/�'kwemt�ns/ conocido/a
/ 'cedm�rdbl/ admirable, dig no/a de
a d m i ra b l e
admiraci6n
/�d'm1t/ admitir, reconocer
a d m it
adva n ce
/�d'va:ns/ avanzar /�d'va:nud3/ ventaja
adva ntage a i rl i ne
/ 'e�lam/ compari fa I l fnea aerea
a l l in a l l a n cient
/J:l m '3:1/ en general /'em f�nt/ antiguo/a /�' pa:tm�n t/ piso, apartamento
a p a rtment
/�'pi:! t�/ i nteresar I atraer a
a p p e a l to a pp o i nt
/�'p3mt/ cita r, fijar, serialar
a rrange
/ '3:di�ns/ audiencia, publ ico
/�'v3Id/ evitar, dejar de award /� \nd/ premia avoid
aware (of)
1 �·we� (ov) I consciente (de)
B
back a n d forth
/bcek �nd 'b:6/ de aca para alia, de u n
lado a otro backgro u n d
/ 'bcekgraund/ fondo; experiencia,
formaci6n bare beat
/bnd3/ puente
broad-shoul dered
c
/ ke1d3/ jaula
ca l m
/ ka:m/ tranqui lo/a /'ka: pa:k/ aparcamiento
car park cast
/ ka:st/ reparto, elenco
catt l e
/ 'kcetl/ ganado vacuno / 'kcetlmcen/ ganadero red-handed / b:t red'hcendid/ cogido/a con las
catt l e m a n caught
manos en la masa
change
/ 'tfcel�nd3/ reto, desaffo
/'tfcempi�n/ campe6n/ona o n e's ways / rfemd3 wAnz \veiz/ cambiar la
manera de actuar de uno/a
/ ' tfcenl/ canal
cha n n e l
/ 'k;:er�kt�/ personaje
cha racter chase
/ tf eis/ perseg u i r, ir a la caza de
cheat (v)
/ tfi:t/ copiar, hacer tra mpas, engariar
cheer u p
/ tfi� 'Ap/ a n i mar, alegrar
c h i l ly
/ 'tfili/ frfo/a, fresco/a
choice
/ tbis/ elecci6n, opci6n
c i nema
/ 'tf Abi/ rechoncho/a, regordete/a /'sm�m�/ cine
city centre
/bi:t/ veneer
claim
/bi'heiv/ comportarse, portarse
behavioural belong to
/bi'heivj�r�l/ cond uctista, de conducta
/bi'lou t�/ pertenecer a, ser de
(be) better off
1 (bi) 'bet� of/ (estar I ser) mejor,
convenir mas b i g -headed b i l l board
/big'hedid/ engrefdo/a, crefdo/a
/ 'bilb'J:d/ cartel publicitario
b i tter
/'bit�/ gelido/a, cortante
blade
/bleid/ hoja
blame
/bleim/ culpar, echar la culpa a
blind
/blamd/ ciego/a
blink
/bhnk/ parpadear, pestanear
/ 'tfaildhud/ i nfancia, n i riez
c h i l d h ood
/be�/ arido/a, sin vegetaci6n; sin muebles, vacfo/a
beh ave
/bn:d'fduld�d/ ancho/a de espaldas
cage
chu bby
/ 'b;:el�ns/ equilibrio
/ 'bn:dka:st/ emitir, transmitir
broadcast
/�'remd3/ planear, programar
a u d i e nce
b a l a nce
bridge
champion
/�'staundiD/ asombroso/a, pasmoso/a
/ 'bre6teikiD/ i m ponente, i mpresionante
/bri:d/ criar
breed
challenge
asto u n d i n g
/breik � 'reb:d/ batir un record
/bri:o/ respirar
breath t a k i n g
/�'p3mtm�nt/ cita
a pp o i ntment
/buk � 'ukit I � 'ru:m/ reservar
un bil lete I una habitaci6n
I sai 'sent�/ centra de la ci udad
/kleim/ afirmar, asegurar
(have a) c l ose ca l l
/ ( hcev �) 'kl�us b:l/ salvarse por Ios
pelos I de milagro clue
/klu:/ pista
cockpit
/ 'kokpit/ cabina
come o n
/ kAm 'on/ comenzar, em pezar /bn'sJ:nd/ preocupado/a
concerned concrete cond uct
/ 'ko!Jkri:t/ hormig6n /bn'dAkt/ real izar
confident
/ 'konfid;)nt/ seg u ro/a de sf mismo/a
conserva t i o n consid erate
/bn'sid�r;)t/ considerado/a, atento/a
construct i o n contest a n t
/kons�'vedn/ protecci6n / k�n'strAkfn/ construcci6n
/ k�n'test�nt/ concursante
Glossary conve nient
/ k:m'vi:m;:>nt/ conveniente, id6neo/a,
practice/a
/'bup w1o/ poder (con) , hacer frente (a),
cope (with)
solucionar
/ 'buzi/ c6modo/a, abrigado/a
cosy
/ 'kAnd3/ valor, valentfa, coraje
courage crime
/kra1m/ delincuencia; delito
cruise
/ kru:z/ crucero
cub
/ kAb/ cachorro
curly
/'b:li/ rizado/a
custo m e r cut off
/ ' kAst;:>m;:>/ cliente/a
/ kAt 'of/ aislar
/end3I'm;:>/ ingeniero/a
e n h a n ce
/m'ha:ns/ mejorar, au mentar
I m'fu;:>/ asegurar
e n s u re
I ent;:>'tem/ entretener
enterta i n
/ mvair;:>n'mentl/ ecol6gico/a,
environmental
medioambiental environmenta l ist
/1' kw1pm;:>nt/ equipo
equipment eventua l ly
/ mvair;:>n'ment;:>hst/ ecologista
/I'ventfu;:>li/ final mente, al fina l / Ik'saitm;:>nt/ emoci6n , excitaci6n
excitement
ex-presi d e nt
I eks'prezid;:>nt/ ex-presidente/a
F
D / 'deemid3/ dano
damage
dangero u s
/ 'demd3;:>r;:>s/ peligroso/a
I da:k/ oscuro/a
dark
/ 'da:kn;:>s/ oscuridad
d a rkness deadly
/ 'dedli/ mortal, mortffero/a
d e a l with
decide
1 d1'said/ decidir
1 di'si3n/ decision, determinaci6n
decision defeat degree
1 d1'fi:t/ derrota
I di'gri:/ g rado
1 di'leid/ con retraso, retrasado/a
d e l ayed d e l iver
/ 'di:l w1o/ ocuparse I encargarse de
/di'si:v/ enganar
deceive
/ di'LJV;:>/ entregar, llevar, repartir
d e p a rt u re t i m e descri be
/di'pa:tf;:> taim/ hora de salida
I di'skraib/ describir
dete r m i ned
I di'n:mmd/ decidido/a
devastati n g
/ 'dev;:>steiUIJ/ terrible, devastador/a
d i ffe r
/ 'dif;:>/ diferenciarse, diferir
d i fference d isa b i l ity
/ 'difr;:>ns/ d iferencia
/ dJs;:>'bii;:>ti/ discapacidad, minusvalfa
I dis;:>d'va:nud3/ desventaja, inconveniente
d isadvantage
I dis;:>'pJmtid/ decepcionado/a, desil usionado/a
d isa ppoi nted d isease
I di'zi:z/ enfermedad
d i s g u ise d isorder
1 dis'gaiz/ disfrazar, simular, cambiar I dis'J:d;:>/ trastorno, dolencia
downtown
/daun'taun/ centra de la ciudad
dream come true
/ dri:m kAm 'tru:/ sueno hecho
realidad d ro u g ht dull
e n g i neer
I draut/ seq u fa
I dAl/ aburrido/a
/feed/ moda
fa i l
/feil/ suspender; fallar, fracasar
fa i r
/ fe;:>/ j usto/a
fear fee
/fi;:>/ miedo
/ fi:/ cuota, matrfcula
f i e rce
/ fi;:>s/ feroz, fiero/a
fig u re
/ 'fig;:>/ dato, cifra
fi rst floor
e d u cat i o n a l
I ed3u'keif;:>nl/ educative/a
/'I;:>ri/ espel uznante, estremecedor/a
effect ive
/I'fekuv/ efectivo/a, eficaz
e l evator
/ 'elJVeit;:>/ ascensor
e n d a n g e re d e n d u ra nce
/ m'demd3;:>d/ en peligro de extinci6n
/m 'dju;:>r;:>ns/ resistencia
/fJ:st 'fb:/ planta baja (EE. U U .), primera
planta (Reino U nido) flat
/ fleet/ piso, apartamento /'fleetrneit/ companero/a de piso
flatmate
/flait/ vuelo /flAd/ inundaci6n
f l i g ht fl ood
forecast
/'fJ:ka:st/ pron6stico
foremost
/ 'fJ:mdUSt/ principal, maS destacado/a
/ free1Jk/ franco/a, honesto/a
f ra n k
/ 'fraitnd/ asustado/a, aterrado/a
frig htened frighten i ng fun
/ 'fraitml)/ aterrador/a
/ fAn/ d ivertido/a
fu n n el-shaped
/ 'fAnlfeipt/ en forma de embudo
/ 'fju;:>ri;:>s/ fu rioso/a
furious fu rry
/'fJ:ri/ peludo/a
G g a rd e n
/ 'ga:dn/ jardfn
gather
/ 'geeo;:>/ recopilar, reunir, ju ntar
gaze
I geiz/ m i rada fija
g e nerous
/ 'd3en;:>r;:>s/ generoso/a
get away with i t get ca u g ht
/ get ;:>'wei w1o It/ salirse con la suya
1 get 'b:t/ ser pillado/a I captu rado/a
I get mtu: 'trAbl/ meterse en un l fo, recibir una b ronca
get i nto trouble g l ass
E eerie
fad
I gla:s/ crista I
g l oomy
/ 'glu:mi/ sombrfo/a, lugubre
go a b road go on
I g;:>u ;:>'bn:d/ ir al extranjero
I gdU 'on/ d u rar; continuar
g o o n hol iday
/gdU on 'hol;:>dei/ ir(se) de vacaciones
go s i g htse e i n g / gdU g ood-loo k i n g
'saitsi:IIJ/ hacer turismo
I gud'lukJI)/ guapo/a
�---
Glossary gorgeous / 'g:>:d3;)s/ g uapfsi mo/a, precioso/a
i nternational /mt;)'n<�!fn;)l/ internacional
g raphic / 'gr
i nvolve / m'vnlv/ implicar, suponer
g reet I gri:t/ saludar, recibir
irrelevant / I'rel;)V;)nt/ i rrelevante, intrascendente
g rasp I gra:sp/ agarrar, a sir
g round floor I graund 'fb:/ planta baja
guest 1 gest/ i nvitado/a, h uesped gui lty / 'giiti/ culpable
g u l l ible / 'gAI;)bl/ credu lo/a, simpl6n/ona
H
i ron / 'ai;)n/ hierro isolation /ais;)'leifn/ aislam iento it's a pity
...
/Its d 'pni/ Es una pen a . . .
J
join I d3Jm/ u n i rse a, meterse I entrar en
habitat / 'ha!bit
K
(have a) head start 1 (h<�!v d) 'hed sta:t/ ten er ventaja
hailstone / 'heiist;)un/ g ra n izo, piedra de g ra n izo
keep in mind / ki:p m 'mamd/ tener en cuenta I presente
harmless / 'ha:ml;)s/ inofensivo/a
kick off /'k1k nf/ expu lsar I echar de
hea rtbroken / 'ha:tbrdUkdn/ desconsolado/a, destrozado/a
ki l l two birds with one stone /kii tu: 'bJ:dz w1o wAn st;)un/ matar dos pajaros de un tiro
hea rtwa rming / 'ha:twJ:mi!J/ reconfortante, alentador/a
kind-hearted / kamd'ha:ud/ bondadoso/a, de buen coraz6n
heatwave / 'hi:tweiv/ ola de calor heavy / 'hevi/ fuerte, intense/a; pesado/a hectic / 'hekuk/ agitado/a, frenetico/a helpful / 'helpfl/ a ma ble, atento/a, servicial
L land /l<�!nd/ aterrizar
heroic /h;)'r;)uik/ heroico/a
landmark / 'l<�!ndma:k/ lugar muy conocido
hesitate / 'heziteit/ dudar
la ndscape / 'l<�!ndskeip/ paisaje
high point / 'hai pJmt/ memento crucial, pu nto culmi na nte
leak (v) /li:k/ tener una fuga, gotear
high street / 'hai strit/ ca l le principal h i re a car / 'hai;) d ka:/ a l q u i lar u n coche hit below the belt /hit biidu O;) 'belt/ dar un golpe bajo hoax / hdUks/ engario hold your horses ! / h;)uld jJ: 'hJ:SIZ/ j Pa ra el carro ! I j Espera u n memento ! hopefully / 'h;)upf;)li/ esperemos q ue, con u n poco de suerte horse raci ng / 'hJ:s reiSI!J/ h fpica, ca rreras de cabal los huge /hju:d3/ enorme, muy g rande h u m idity /hju:'mid;)ti/ h u medad hu nt / hAnt/ cazar hunting /'hAnuu/ caza
I i l logical /Il'lnd3Ikl/ il6gico/a i m possible /Im'pns;)bl/ i mposible impression /Im'prefn/ i mpresi6n i m pulsive / Im'pAlsiV/ impulsive/a in captivity /m ka!p'tiV;)ti/ en cautividad i n shape / m 'fe,p/ en forma inconvenient /mkdn'vi:ni;)nt/ i noportuno/a, poco practice/a, inc6modo/a i nform / m'b:m/ i nformar, avisa r
learn the ropes /b:n O;) 'r;)ups/ ponerse al tanto leisure / 'le3;)/ ocio, tiempo libre lengthen / 'leu8;)n/ alargar let the cat out of the bag /let O;) 'k<�!t aut nv O;) b<�!g/ descu brir el pastel I i rse de la lengua let-down / 'letdaun/ chasco, decepci6n l i a r /'lai;)/ menti roso/a l ifelong / 'laiflnu/ de toda la vida l ifestyle / 'lmfstml/ estilo de vida
I ift 1 lift/ ascensor
l i g ht bulb / '!an bAlb/ bomb i l la lightn i n g / 'lartnru/ rayo, relampago
l ikely / 'laikli/ probable
l i m b / IIm/ extremidad, miembro
l ive /laiv/ en d i recto I vivo
l ive on the edge / IIv nn O;) 'ed3/ vivir al l fmite logical / 'lnd31kl/ 16gico/a long for / '!nu f;)/ desea r, a n helar long-legged /lnu'legid/ de piernas largas long-term /lnu'tJ:m/ (a) largo plaza look away /luk ;)'wei/ apartar la mirada (never) look back / nevd luk 'ba!k/ i rle (a alguien) sobre ruedas look forward to /luk 'fJ:w;)d t;)/ esperar con a nsia, tener m uchas ganas de, estar desea ndo
i nformation /mf;)'medn/ informaci6n
look through /luk '8ru:/ examinar detenidamente, revisar
i n herit /m'hent/ heredar
look up /luk 'Ap/ buscar
inj ury / 'md3dri/ herida, lesi6n
(be) l u c ky to be a l ive
I (bi) 'IAki t;J bi ;J[arv/ (tener)
suerte de esta r vivo/a
/ 'IAkf;Jri/ lujo, de l ujo
l ux u ry
/ pa:8/ camino, sendero / 'peivm;Jnt/ acera /p;J'fJ:m;Jns/ representaci6n, funci6n;
performance
m a i n street
major
/ 'mem stri1/ calle principal
/ 'me1d3;J/ de gran relevancia, m uy importante
m a ke s u re
/ meik 'fu;J/ aseg u rarse
ma l l
/ mJ:I/ centra comercial
man
/ m<en/ atender, cuidar / 'ma:vl/ maravillarse, asombrarse
m a rvel
/ melt/ derretir(se), fundi r(se)
m i d d le-aged
/midl'eid3d/ de mediana edad
mild
/ ma�ld/ templado/a, suave
m iss
/ mis/ echar de menos, anorar / misAnd;J'st<end/ no entender,
m i s u n d e rsta n d
mali nterpretar
/ 'modn/ moderno/a
modern move
/ mu:v/ mudarse, trasladarse; mover(se)
movie t h eater
/ 'mu:vi 8I;Jt;J/ cine
/ mAg/ taza, taz6n m uscu l a r /'mAskj;J[;J/ m usculoso/a
mug
rendim iento
/ 'per;JI/ peligro, riesgo
peri l
/ 'n<er;Ju/ estrecho/a, a ngosto/a
natura l
/ 'n;oetf r;JI/ nato/a, natural
/ 'netwJ:k/ cadena de televisi6n I radio matter what /n;Ju 'm<et;J wot/ no importa lo que I da
/ p;J'sweid/ convencer, persuadir
persuade
/ p;J'ti:t/ menuda
petite
/ p1k 'Ap/ recoger, i r a buscar
pick u p
/ 'pmpJmt/ identificar, determinar
p i n po i n t
/ 'pleid3;Jraiz/ plagiar
p l a g i a rise
/plem/ llanura
plain (n)
/plot/ argu mento, trama
point (at)
/ 'pJmt (;Jt)/ apu ntar (a)
p o i nt out
/pJmt 'aut/ senalar, hacer notar
/ 'pJizn/ veneno
p o i so n pol icy
/ 'poi;Jsi/ polftica
poodle
/ 'pu:dl/ can iche /pos;J'bii;Jti/ posibilidad
possi b i l ity
/ 'pos;Jbl/ posible
/ pJ:/ servir, verter, echar / 'pred;Jt;J/ depredador
predator
preten d
no
protective
/ 'n;Juzi/ entrometido/a
0
occu pat i o n a l hazard
/ okjuped;Jnl 'h<ez;Jd/ riesgo
labora l , gajes del oficio office b l ock
de ofici nas
/ 'of1s blok/ bloque I ed ificio
o l d-fa s h i o n e d open-m i n d e d
p u rpose
/ saik;J'lod3Ikl/ psicol6gico/a
/ 'pJ:p;Js/ prop6sito, objetivo
/put 'on/ presentar, representar
put up
/ put 'Ap/ colgar, poner
Q
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .
queue / kju:/ cola
/;JUp;Jn'mamdid/ abierto/a
ra i n fa l l
/;J'p;Jun;Jnt/ rival, adversari9/a,
1 pdtektrv1 protector/a
put o n
R
de mente, sin prej u icios opponent
/pn'tend/ fingir
psychological
/;Juld'f;oefnd/ anticuado/a, pasado/a de
mod a
/pn'dikt;Jbl/ previsible
predictable
network
igual lo q u e
/plem/ senci llo/a, lla no/a; poco atractivo/a
p l a i n (adj .) p l ot
pour
n a rrow
/ 'pJ:s;ml/ personal
person a l
poss i b l e
N
nosy
/'pa:ki!J lot/ aparcamiento
/'p<esmd3;J/ pasajero/a
passe nger path
pavement
M
melt
p
p a r k i n g lot
/ 'IAgid3/ equipaje
l ug g a g e
G loss a ry
/ 'remfJ:I/ cantidad de l luvia, precipitaci6n
ra i se a flag
/reiz ;:) 'fl<eg/ izar una bandera
ra ise a q u est i o n
/ reiz ;J 'kwestfn/ form ular una
pregunta
oponente ord i n a ry
raise a sa l a ry
/ reiz ;:) 's<ei;Jri/ aumentar u n sueldo
or i g i n a l
raise a n issue
/reiz <en ·,fu:/ plantear u n problema,
outer
/'J:dnri/ normal, normal y corriente /;J'nd3;Jnl/ original
/'aut;J/ exterior
overcast
/;Juv;J'ka:st/ encapotado/a, nublado/a
sacar un tema rather t h a n
overcome
/;Juv;J'kAm/ superar, veneer
reach for
ove r n i g ht
/ ;JUv;J'nait/ de una noche
rea l i se
overpopulated overt u r n owner
/;Juv;J'popju:leitid/ superpoblado/a
/;Juv;J'tJ:n/ anular
/ ';Jun;J/ dueno/a, propieta rio/a
/ 'ra:o;J o;Jn/ en vez de
/ 'ri:tf [;J/ alargar la mano para coger
/ 'ri:;Jiaiz/ darse cuenta de
relation
/n'Idn/ relaci6n
relations h i p
1 n'leifnhp/ relaci6n
relea sed
/n'li:st/ liberado/a, puesto/a en l i bertad
relevant
/ 're[;Jv;Jnt/ relevante
re l i ef
/ n'li:f/ a l ivio
G l ossa ry / n'ma:bbl/ extraordi nario/a, sorprendente
remarka b l e
/n'mamd/ recordar (alga a alguien)
re m i n d rent
/rent/ alqu ilar
renta l agency
/ 'rend e1d3dnsi/ agencia de alqu iler
/n'plai/ contestar, responder
reply
/n'pJ:t/ i nforme
report
/ n'kwest/ petici6n, sol icitud
req u est
(v)/'reskju:/ rescatar, salvar
rescue
/ n'snf l i nvestigaci6n
research (n)
/n'zJ:t/ complejo tu rfstico
resort
ret u r n ticket
/ ntJ:n 'ukit/ bi llete de ida y vuelta
review
/ n'vju:/ crftica, resena; revisar, repasar
reward
(v) / n'w::>:d/ recompensar, premiar /rr'w:J:d/ recompensa, premia
reward (n)
/ 'npof/ estafa
r i p-off
risk h i s l ife romantic
/ nsk h1z 'laif/ arriesgar su vida
/ rdu'm<enuk/ roma ntico/a
/rAf/ peligroso/a; agitado/a
rough
/ 'ru:ld/ gobernante
ruler
run a b u s i n ess I a company
/ rAn d 'brznds 1 d 'kAmpdni/ d i ri g i r I l l evar un negocio I una empresa
run after
I rAn 'a:ftd/ perseguir
/ 'rAn m tu:/ tropezar I encontrarse con
r u n i nto
r u n off with
/ nn 'of wro/ llevarse, escapa rse I fugarse
con
/rAn 'aut/ acabarse, agotarse
r u n out
I fop/ tienda
shop
/ 'foplift/ robar en tiendas
shopl ift
!h:! ori lla
(be) short of
1 (bi) 'ht ov/ (estar) fa lto/a de, escaso/a de
short-te m pe red
;b:t 'tempdd/ i rrita ble, de mal genio
shou ld er-length
/ 'fdulddle!J8/ a la altura de Ios
hombros
/ 'saidw:J:k/ acera
sidewa l k
/ sam 'Ap/ registrarse, inscri birse
s i g n up
/ 'srgndl/ serial
s i g n a l (n)
/ 'sr!Jl/ solo/a, un ico/a
s i ng l e
/sr!Jk/ h u n d i r(se)
sink
/ 'srtkom/ comed ia de situaci6n
sitco m s k i l led
/ skrld/ habil, especial izado/a, experto/a
skinny
/ 'skmi/ flaco/a / 'skarskrerpd/ rascacielos
skyscra per
/ 'slendd/ delgado/a, esbelto/a
slender
/ slim/ delgado/a, esbelto/a
slim slip
/slip/ deslizarse, resbalar
s l i p pe ry
/ 'slipdri/ resbaladizo/a /smel d 'r<et/ haber gato encerrado, estar
s m e l l a rat
tramandose alga snobbish
/ 'snobrf/ esnob
soa k i n g wet
/ 'sdukr!J wet/ empapado/a, calado/a hasta
Ios h uesos soap opera
s
/ 'sdup oprd/ telenovela, serial
/ 'sokit/ ench ufe, toma de corriente
socket
/ 'serlr!J/ vela
soften the b l ow
scorc h i n g
soun dtrack
scream
/'sk:nfr!J/ abrasador/a / skri:m/ g rita r, chilla r
source
sa i l i n g
screen screen
/ 'saundtr<ek/ banda sonora
/ s:J:s/ origen, fuente, procedencia
space-a g e
/ 'sperserd3/ (de la) era espacial
(n)/ skri:n/ pantalla
spacecraft
/ 'sperskra:ft/ nave espacial, astronave
/'si:zdnd/ vetera no/a
I si:k/ b uscar
spacious
/ 'sperfds/ espacioso/a, ampl io/a
/ sped/ de mas I sobra
spare
selfish
spec i a l effects
se l l
species
/ 'selfrf/ egofsta out / 'se! aut/ vender todas las entradas, agotar las / 'si:kwdl/ secuela, contin uaci6n
seriously i n j u red set a date
I set d 'den/ fijar una fecha
set a precedent set a record set a ta b l e
severe shake
/ set d 'presiddnt/ sentar un precedente
I set d 'reb:d/ establecer un record
/ set d 'teibl/ poner una mesa
set an a l a rm s e t ( i n)
/'srdridsli md3dd/ gravemente herido/a
/ set <en d'la:m/ poner una alarma
/ set ('m ) / ambientado/a (en) /sr'vrd/ fuerte; rigu roso/a
I Jerk/ temblar
s h a re
I fed/ compartir
sh iver
/ 'hvd/ ti ritar, temblar
shocked
I fokt/ estupefacto/a, espantado/a, im pactado/a
shock i n g
/ 'foki!J/ espantoso/a, espeluznante, i mpactante
/ spefl 1'fekts/ efectos especiales
/ 'spdi:z/ especie
/ spi:d/ velocidad
speed
existencias seq uel
/ 'sofn od bldu/ a mortiguar el golpe
(v)/skri:n/ emitir; proyectar
seasoned seek
/ 'fopi!J sentd/ centra comercial
s h o p p i n g centre shore
speed camera
/ 'spi:d k<emdrd/ camara de control de
velocidad s p i ky staff star
/ 'spaiki/ de pu nta /sta:f/ personal, empleados/as
I sta:/ protagon izar
stare
/sted/ mirar fijamente
startle
/ 'sta:d/ asustar, sobresaltar
state-of-th e-art
I stert dV od 'a:t/ de vanguardia I la m as
moderno
I youth hostel /ster <et d hdu'tel/ d 'ju:8 hosd/ alojarse en un hotel I albergue juvenil stea I I sti:l/ rob a r
stay at a hotel
steel
I sti:l/ a cera
s t i c k y f i n g e rs
a robar
/ 'suki fiugn/ m a no larga , que tiende
G l ossary stone store
I st;;�un/ piedra
1 m:/ tienda
/ straik/ pegar, golpear
str i k e
/'strAgl/ luchar, tener d ificultades
str ugg l e
/ 'stAb;;�n/ testarudola, obstinadola
stu bborn
/ 'su:t;;�bl/ adecuadola, apropiadola
superh u m a n
u n d eresti mate
/su:p;;�'hju:m;m/ sobreh umanola
unfair
I An'fe;;�/ i njustola
/An'ju:3u;;�l/ i n usual
useful
/ 'ju:s£1/ util
support
I s;;�'pn/ sostener, mantener
V
sup pose
/s;;�'p;;�uz/ suponer
valuable
surface
/ 's3:fts/ superficie
s u rvive
/ s;;�'vatv/ sobrevivir
suspect
/ s;;�'spensfl/ de suspense
/ swnf 'on/ encender
switch o n
/wJ:n/ advertir, avisar / 'wotf£1/ atentola, vigilante / 'weivi/ onduladola
watchful
weather forecaster
take over
/ tetk ';;�uv;;�/ reemplazar, adquirir, tomar
take place
/ tetk 'plets/ tener lugar
take u p
/ teik 'Ap/ em pezar I ded icarse a; ocupar
ta ke-off
/'tetkof/ despegue / 't:>:buv/ habladorla
ta l kative
/teim/ domesticadola, mansola
tame
tea r down tempt
/'te;;� daun/ derribar
/tempt/ tentar
tend to
/ tend 't;;�/ tender a, soler
/o;;� 'bJ:lz m jJ: bt/ te toca a ti dar el sigu iente paso, la pelota esta en tu tejado
the b a l l 's in your court thick
/ 8tk/ espesola, densola
thickness t h i ef
/ 'Ehkn;;�s/ grosor, espesor
/ 8i:f/ ladr6nlona
th reate ned
/ '8,-et;;�nd/ amenazadola
threaten i ng
/'8retm!J/ amenazadorla, intimidatoriola
thrill
/ 8rrl/ emoci6n
t h r i l led thri l l ing
/ 8rrld/ contentfsi mola, i l usionadola / '8rrh!J/ emociona nte, apasionante
th row i n the towel tin
w
wavy
T
\ju:;;� telespectadorla, televidente
viewe r
warn
/ 'swtftli/ rapidamente
swiftly
\·eri 'b·ar;;�t/ muy tranqui lola, muy
silen ciosola
I swet/ sudar
sweat
/ 'y;:eJju;;�bl/ valiosola
very q u i et
I s;;�'spekt/ sospechar de
suspenseful
I ,\nd;;�r'esumen/ su besti mar,
menospreciar u n usual
/su:t/ traje (de chaq ueta)
su ita b l e
I An;;�'tr::ekuv/ poco atractivola
u n attractive
/str;;�uk/ derrame cerebral
stroke
/'1.\vist;;�/ h u racan
u
/stre!J8/ fuerza
strength
suit
twister
I streit/ I isola
stra i g h t
/tju:n 'm (t;;� ) / si ntonizar (con)
tune in (to)
/ 'sn:ri/ piso, pla nta
storey
/ trAst/ confiar en, fiarse de
trust
I tm/ lata, bote
tra d i t i o n a l
/8r;;�u
m
/ trd'dtf;;�nl/ tradicional
tra g i c
/'tr::ed31k/ tragicola
tra i l e r
/'treil;;�/ trailer, avance
tra i n i n g
/ ' trerni!J/ entrenamiento
trea cherous trick
o;;� 'tau;;�l/ tirar la toa lla
/ 'tretf;;�r;;�s/ pel i g rosola, traicionerola
/trrk/ enganar
/ 'weo;;� fJ:ka:st;;�/
meteor61ogola we l l -bu i lt
/wel'brlt/ fornidola
. . . ? /wot w3: ju: 'du:qJ wen/ L Que estabas hacienda cuando . . . ?
What were you d o i n g when when I heard wh ite lie wild
/wen a1 'lud/ cuando escuche 1 oi
/wait 'lai/ mentira piadosa
/warld/ salvaje / 'wrlpau;;�/ fuerza de vol u ntad
w i l l power
w i n a competition
/wrn ;;� komp;;�'ufn/ ganar una
competici6n win a match
/wrn ;;� 'm::etf/ ganar un partido
wi n a medal
/wrn ;;� 'medl/ ganar una meda lla
w i n a p r i ze w i n a wa r
/wm ;;� 'pratz/ ganar un premia
/wrn ;;� 'wJ:/ ganar una guerra
w i n an a rg u ment
/wm ::en 'a:gjum;;�nt/ ganar una
d iscusi6n witness
/ 'witn;;�s/ ver, presenciar
worldwide
/ 'w3:ldwa1d/ m u n d ial, en todo el mundo
(to be) worth see i n g
I ( t;;� bi) w3:8 'si:r!J/ merecer la
pena verlola
y
yard
I ja:d/ jard fn
youth hostel
/ 'ju:8 hostl/ a l bergue j uven i l
Glossary
Functional Language
GETTING SOMEONE TO REPEAT SOMETHING
/ ai m ' sori a1 d1dnt get 9cet/ Lo siento, no lo he entend i d o .
I ' m s o r ry, I d i d n 't g et t h a t .
/ kdn ju: n'pi:t 9cet pli:z/ ( Puedes repeti rlo, por favor?
C a n y o u repeat t h at, p l e a s e ?
Unit 1
DESCRIBING PEOPLE H e 's got . . .
/hi:z 'got/ Tiene . . . /wot dAz hi: 'luk la1k/ L Coma
What does h e look l i ke?
es (ffsicamente)? H e l i kes . . . What's h e
/hi: 'laiks/ Le gusta . . . i nte rested i n ? /wots hi: ' m tPstid m / L Que
le interesa? What's h e l i ke?
/wots hi: 'la1k/ (Coma es (coma
persona)? He's very . . .
/ hi:z 'veri/ Es I Esta muy . . .
/'n;J]i/ (De verdad ? , ( E n serio? / 9cets 'gren/ Eso es genial I estu pendo. Sounds good I fun I i nterest i ng / saundz 'gud I 'fAn /'mtr;JSU!J/ Suena I Me pa rece bien I d ivertido I Real ly?
That's g reat.
interesante
/;J'nAo;J difr;Jns bnwi:n 8em 1z 9cet/ Otra d iferencia entre am bos/as es que . . .
The two p ictures a re s i m i l a r I a l i k e because . . .
'tu: piktfn
a:
/o;J sim;J];Jj;J]aik b1koz/ Las dos fotograffas se
parecen I son parecidas porque . . . Another thing that they have got i n common is . . .
I
;J'nAO;) 9!!) 9cet oei hcev got m kom;Jn IZ/ Otra cosa que
tienen en com u n es . . .
/ m 'o1s piktf ;J oe;J 1z . . . b;Jt m 'o1s wAn/ En esta fotograffa hay . . . , pero en esta . . .
The p l a ce i n pict u re 1 i s m o re I less . . . than i n pict u re 2 . /o;J 'ple1s m piktf;J wAn 1z mJ: I );Js . . .
o;Jn m piktf ;J tu: I El lugar de la fotograffa 1 es m as I me nos . . .
que el de la fotograffa 2 .
This p i cture shows . . . , w h i l e that o n e shows . . .
Unit 2
/ 'o1s piktf;J f;Juz . . . wail '8cet wAn f;Juz/ Esta fotograffa muestra . . . , mientras que esa muestra . . .
TALKING ABOUT A PICTURE
/ai s;J'p;Juz/ S u pongo . . . maybe / 'meibi/ qu iza, tal vez I'd be . . . / aid 'bi/ Yo serfa I estarfa . . . lt l ooks l i ke . . . / i t 'luks la1k/ Pa rece que . . . H e 's probably . . . /hi:z 'prob;Jbli/ Probablemente es I I s u p pose . . .
.
/ o;J 'piktfn a: kwa1t difr;Jnt b1koz/ Las fotograffas son bastante d iferentes porq ue . . .
Both p i ctu res show . . .
/.:end ;J'nAo;J 9I!J/ Y otra cosa, . . . What's more, . . . /wots 'mJ:/ Lo que es m as, . . . P l u s the fact that . . . /'plAs o;J fcekt 9cet/ Ademas de que . . .
/.:end bi'saidz/ Y ademas,
Unit 3
DRAWING SOMEONE'S ATTENTION
/ aiv d3Ast 'n;Jutlst/ Acabo de ver I
And there's a n ot her t h i n g . . .
Y hay alga mas . . . Have a look at . . .
/<end oen ;J'nAO;) 81!)/
/ hcev ;J 'luk cet/ t chale un vistazo a . . . / did ju: 'n;Jutis/ (Te has dado
D i d you notice . . . ?
cuenta de . . . ?, ( Has vista . . . ?
Unit 5
EXCHANGING INFORMATION
EXPRESSING OPINIONS
/wen wn . . . 'bJ:n/ L C uando
nacio . . . ? What is he/she famous for?
/ 'b;Ju9 piktf;Jz f;Ju/ Ambas
fotograffas muestran . . .
nota r I darme cuenta . . .
And a n other thi ng, . . .
When was . . . born?
The pictu res a re q u ite d ifferent because . . .
I've j ust noticed . . .
ADDING MORE INFORMATION
And besi des, . . .
COMPARING PICTURES
Another d ifference between them is that . . .
I n this picture there is . . . , but i n this one . . .
SHOWING INTEREST
sea I esta /este . .
Unit 4
I don't t h i n k that . . .
/ ai 'd;Junt 8I!Jk ocet/ No creo
que . . .
/wot 1z hi:/fi: 'feim;Js [;Jj
( Par que es famoso/a ? What awards has he/she won?
I m ma1 ;J'pmj;Jn/ E n mi opinion, . . . / a1 b1'1i:v ocet/ C reo que . . . I fee l that . . . /a1 'fi:l ocet/ Siento que . . . I t h i n k that . . /a! '9I!Jk ocet/ Pienso I C reo que . . . lt seems to me that . . . /It si:mz t;J ' mi: oxt/ Me
I n my o p i n i o n, . . . I b e l i eve that . . .
/wot ;J'wJ:dz hn hi:/fi:
wAn/ L Que premios ha ganado? What records has he/she broken?
.
/wot 'reb:dz hn
hi:/fi: br;Juk;Jn/ (Que records ha batido? Wh at's h is/her favourite food? /wots hiz/h;J 'fetv;Jnt fu:d/ L C ual es su comida preferida? What problems has he/she h a d ? /wot 'prob];Jmz hn hi:/fi: heed/ L Que problemas ha tenido 7 What a re h i s/h e r futu re p l a n s ? /wot a: hiz/h;J 'fju:tf;J plcenz/ (C uales son sus planes para el futuro?
parece I creo que . . . GETTING SOMEONE TO EXPRESS AN OPINION
/wot d;J ju: '8I!Jk/ L Que piensas tu ? /wot ;Jbaut 'ju:/ LY tu? What's y o u r o p i n i o n ? /wots jJ: ;J'pmi;Jn/ (Cual es tu What do you t h i n k?
What a bout you?
opinion?, L Que opinas? Do you a g ree?
/ du: ju: ;J'gri:/ ( Estas de acuerdo?
Glossary
Unit 8
Unit 6
AGREEING AND DISAGREEING
INTERVIEWING What were you d o i n g when . . . ?
/wot wJ: ju: 'du:qJ
wen/ L Que estabas hacienda cuando . . . ? What d i d you see? /wot did ju: 'si:/ LQue viste? How did you react? /hau did ju: ri'cekt/ L C6mo
/m mai �·pmj�n/ E n m i opinion, /ai 'd�unt 81nk/ No creo (que) . . . I bel ieve that . . /ai b1'1i:v ocet/ C reo que . . . If you ask me, . . . / If ju: 'a:sk mi:/ S i q u ieres mi
I n my opin ion, . . .
sentiste?
end/ L Que pas6 al fi nal?
opinion , . . .
/wot 'hcep;md m o�
I a g ree.
/wot wJ: pi:pl 'du:�n/ L Que
W h a t were p e o p l e d o i n g ?
.
I d o n 't think . . .
/hau did ju: 'fi:l/ L C6mo te
What h a p pe n ed in the e n d ?
hada la gente?
/ai �·gri:/ Estoy d e acuerdo. /ai '81nk jJ: rait/ C reo que tienes
I t h i n k you're r i g ht.
raz6n .
I ju:v got � ' pJmt/ Tienes raz6n . ,
Yo u've g ot a p o i nt.
Es cierto.
FINISHING YOUR STORY
/ ' s�u m o� end/ Asi que al final, . . F i n a l ly, . ./'fam�li/ Finalmente I A I final, . . . To cut a l o n g story sh ort, . /t� kAt � Ion 'st:xri ht/ So in the end, . . .
.
.
.
/cez fa: cez aim k�n'SJ:nd/
Por lo que a mi respecta I Por mi parte, . . .
reaccionaste? How did you fee l ?
As fa r as I ' m concerned, . . .
.
Resu miendo I En resumen, . . A l l i n a l l , . . / J:l m 'J:l/ E n general,
/ai d1s�'gri: I No estoy de acuerdo. true. / ' 8cets tru:/ Es verdad I cierto.
I d i sa g ree. T h a t 's
GIVING A REASON That's why . . .
.
/ '8cets wai/ Es por eso por lo que . . , Por
eso . . . The reason why . . .
Unit 7
Because of that . .
.
/5� 'ri:zn wai/ La raz6n por la que . . /bi'koz �v 8cet I Por eso . . .
BUYING A TRAIN TICKET May I h e l p you?
/mei ai 'help ju:/ L Puedo ayudarle en
alga? H ow l o n g i s the j o u rney?
/hau 'Ion IZ oe� d3J:ni/
Unit 9
MAKING PLANS
/ J:l rait lets 'mi:t
L C ua nto d u ra el viaje I trayecto?
A l l r i g ht. Let's meet . . .
/wud ju: laik � 'ntJ:n ukit J: � 's1nl ukit/ L Queria un bil lete de
De acuerdo. Quedamos . . . F i ne . / fam/ Val e . , Bien.
ida y vuelta o solo de ida?
How a bout . . . ?
/wot taim dAz o� 'trem li:v/ LA que hora sale el tre n ?
Sorry, I can't
Wo u l d you l i ke a ret u rn o r a s i n g l e t i cket?
W h a t t i m e d o e s the t ra i n leave? D o I have to book i n advance?
/du: ai hcev t� buk m
Lo siento, no puedo.
/we� du: ai get o� 'trem/
L Que recom iendas I sugieres?
/ hau 'mAtf Iz � ukit/ L C uanto
cuesta un bil lete? What t i m e d o you want to l eave?
/wot taim d� ju:
I ' m dying to see . . .
ver . . .
/m ka:nt 'stcend/ No soporto I
wont t� 'li:v/ LA que hora quiere salir?
/wii 'ocet bi: b:st J: sek�nd kla:s/ LViajara en clase preferente o turista?
I wou l d n't m i n d . . .
W i l l t h a t b e f i rst o r second cl ass?
/wenz oe� nekst trem a:ft� 'ocet/ L C uando sale el siguiente tre n ? How often d o t h e tra i n s leave? / h au ' ofn d � O;:) tremz li:v/ L Cada cuanto I Con que frecuencia salen
When's the next tra i n after that?
Ios trenes?
aguanto . . .
I ' d rather see . . .
Can you te l l me whether . . . ?
/ kdn ju: 'tel mi weo�/
.
interesa(n) mucho . .
/ du: ju: 'n� If/ LSabe(s) si . . . ? / kdn ju: 'help mi: pli:z/
.
SAYING "NO" TO A SUGGESTION
/aid 'ra:o� not/ Prefiero I Preferiria
no . . . I ' m not keen o n . . .
/aim not ' ki:n on/ No me
i nteresa(n) . . .
/aim not n�li 'mu·�sud m/ No me interesa(n) mucho . . . have a nother idea . . . /ai hcev �·nAo� aidi�/ Ten go
I ' m not rea l l y i n terested i n . . .
L Puede(s) I Podria(s) decirme si . . . ? Can you h e l p me, p l ease?
/aid 'ra:o� si:/ Prefiero I Preferiria ver . . . /aim not 'n�li m tu:/ No me
I ' m not rea l ly i nto . .
I'd rather not . . .
I aid la1k t� 'n�u wen/ Me g ustaria I Querria saber cuando . . .
/ai wudnt 'mamd/ No me
im portaria . . .
ASKING FOR INFORMATION I ' d l i ke to k n ow when . . .
/wai 'd�unt wi:/ L POr que no . . . ? /aim 'da1n t� si:/ Me muero por
Why d o n 't we . . . ?
I can't sta n d . . .
Do you k n ow if . . . ?
/8cets � gud ai'di�/ i B uena idea ! /wot d� ju: s�'d3est/
What do you sugg est?
L D6nde cojo el tre n ? H o w m uc h i s a ticket?
/ocet wud bi: 'fam/
Eso estaria bien. That's a g o o d idea !
Where do I get the tra i n ?
I
/ hau �·baut/ L Que tal si I te pa rece . . . ? make it. / 'sori ai ka:nt meik It/
That would be fine.
�d'va:ns/ LTengo que reservar I hacer la reserva con
antelaci6n ?
. . .
I
otra idea . . .
L Puede(s) I Podria(s) ayudarme, por favor?
..-1_1 4_1__: �:
PHRASAL VERB S
En esta lista encontraras Ios mas comunes traducidos segun el contexto en que aparecen en este Iibra. Los se l laman tambien multiword verbs porque van seguidos de una preposici6n, un adverbio o ambas cosas. phrasal verbs
back away:
retroceder cortar (el paso) break away: separarse, desprenderse break d ow n : averiarse, estropearse break i nto: i ntrod uci rse I meterse en break off: partir break out: esta llar, produci rse break u p: separarse, romper b r i n g up: educar, criar call off: ca ncelar, suspender, a n u l a r cal l o n : pasar a ver, visita r cal l u p : llamar por telefono carry o n : conti nuar catch o n : ponerse de moda, tener exito check i n : facturar (aeropuerto); registrarse (hotel) check out: pagar y marcharse (hotel) c l e a n up: l i m piar, a rreg lar c o m e across: encontrar, encontrarse con (por casual idad) come apart: deshacerse, hacerse pedazos come back: regresar, volver come down: bajar c o m e off: desprenderse, soltarse come on: em pezar (- ! : j vamos ! , j venga ! ) come u p with: proponer, ocurrfrsele a uno/a (idea) count on: conta r con cut down : red ucir, rebajar cut off: aislar d e a l in: comercia r con d e a l with : ocuparse I encargarse de d ress u p : vestir(se) bien I con elegancia e n d u p : termi n a r, acabar feel l i ke: apetecer, tener ganas de feel u p to: senti rse capaz I con fuerzas de f i g u re out: comprender, explicarse fi l l i n : rel lenar (impreso o documento) f i n d out: descu brir, averi g u a r f i t i n : encajar, adaptarse, congeniar g e t a h e a d : progresar, tener exito get away: escapa r(se) get away with: sal i rse con la suya, q uedar i m pune g e t b a c k : volver, regresar get by : arreg larselas get down : bajarse, agacha rse get h o l d of: coger(se), agarra r(se) de get i nto: entrar I meterse en get off: baja r(se) I apearse de get o n : llevarse bien; subir(se) I montarse get out of: escaparse I l i bra rse de get over: reponerse, superar get together: reu n i r(se), j u ntar(se) get up: levantarse; s u b i r g ive away: revelar; delata r g ive back: devolver g ive i n : ren d i rse, darse por vencido g ive out: repartir, distri b u i r g ive u p : dejar, ren u nciar a go a l o n g : i r con, acompa nar a go away: i rse, marcharse g o back: volver, regresar block off:
g o down:
bajar, descender; g ustar, tener aceptaci6n marcharse, irse g o o n : d u ra r; continuar g o o u t : sa l i r g o through with: l levar a cabo, cum p l i r g row u p : criarse, crecer h a n g out: pasar el rato hang u p : colgar (el telefono, un adorno) hold o n : aga rrarse hold up: leva ntar; retrasar, retener keep down : reprimir; opri m i r keep off: pro h i bi do (pasar, pisar e l cesped . . ); alejar(se), apartar(se) de keep o n : seg u i r, conti nuar kick off: expulsar I echa r de leave out: omiti r, dejar fuera, excl u i r let d ow n : decepcionar, fallar, defra udar l e t i n : dejar entrar, hacer pasar l ive u p to: estar a la altura de; vivir de acuerdo con, cumplir l o c k o u t : q ueda rse I dejar fuera con la puerta cerrada look after: cu idar a I de look ahead: m i rar hacia el futuro look away: aparta r la mirada look back (on): m i ra r hacia atras; pensar en el pasado look for: buscar look forward to: espera r con ansia, tener muchas ganas de, estar desea ndo l ook i n o n : i r I pasar a ver a algu ien l ook i nto: i nvestigar, estudiar l oo k o n : considerar l oo k out: tener cu idado l oo k ove r: revisar, repasar l oo k t h ro u g h : ignora r, fingir no ver a a l g u ien, m i ra r a algu ien como si no estuviera look up: buscar; ir a visita r; mejorar look up to: admi rar, respetar m a ke for: ir I d i rigirse hacia I a m a ke u p : componer m i ss out on: desaprovechar, desperdiciar, dejar pasar, perder pay back: rembolsa r, devolver (di nero); vengarse pay for: pagar; ser castigado pay off: saldar, l i q u idar; merecer la pena pick out: eleg i r, escoger pick up: coger, recoger point out: senalar put away: g uardar, poner en su sitio put off: aplazar, posponer put on: representar; ponerse (ropa) put out: apagar (un cigarri llo, la luz) put u p : colgar, poner put u p with: agua ntar, soportar r i n g off: colgar (el telefono) r i n g up: llamar (por telefono) run after: perseg u i r r u n away from: esca par, h u i r d e r u n i nto: tropezar I encontrarse con run off with: llevarse, escapa rse con run out (of): quedarse (sin) g o off:
r u n over:
atropellar vender todas las entradas, agotar las existencias serve on: ser miem bro de set off I out: sal i r, ponerse en camino show u p : apa recer, presenta rse (en u n sitio) s i g n u p : reg istrarse, i nscribirse sta nd for: significar sta nd out: destacar, sobresal i r sta nd u p : ponerse de pie, levanta rse sta nd up for: defender, respa ldar, apoya r stop by: pasa rse por switch off: apagar, desconectar (la l uz, la television, el telefono) switch o n : encender, poner, conectar (la l uz, la television, el telefono) ta ke after: pa recerse a t a ke a p a rt: desmontar (un aparato) ta ke away: q u itar; l levar(se) take back: retractarse, retirar (lo dicho) take down: apu ntar, anotar sell out:
take off:
despegar (avion); qu itarse (ropa) sacar take over: reemplazar, adquiri r, tomar take p a rt i n : participar en t a k e u p : em pezar a hacer; dedica rse a; ocu par, l lenar t i p ove r : volcar(se) try o n : probarse (ropa) tune i n : si ntonizar turn a ro u n d : dar(se) la vuelta t u r n back: volver, regresar t u r n down: bajar (el volumen); rechazar t u r n i nto: converti r(se) en t u r n off: apagar, desenchufar (un aparato) turn o n : encender (un aparato) t u r n out: apagar (un apa rato) t u r n ove r: dar la vuelta a (una cosa) turn u p : subir, poner mas fuerte I alto (el vol umen); l legar, aparecer wake u p : desperta r(se) work out: entender, resolver; hacer ejercicio write down: apu ntar, anotar take out:
PREPO SITIONS VERBS
+
PREPOSITIONS
a p o l o g i se for:
d iscu l parse por d iscu lparse con a p pear i n : aparecer en argue a bout: discutir sobre I por argue with: d iscutir con a r rive at: llegar a (un l ugar) a rrive i n : llegar a (una ciudad, un pa fs) battle for: luchar por care a bout: preocuparse I i nteresarse por charge with: acusar de climb u p : subir, trepar (por) com m u n icate with : com u n icar(se) con compla i n a bout: q uejarse de crash i nto: estrel l a r(se) I chocar contra e n q u i re a bout: preg untar por, i nformarse de feel a bout: parecer (algo a algu ien); senti rse fight for: luchar por fi l l with: l lenar de go o n (a trip): ir (de viaje) hear a bout: enterarse de i m p rison for: encarcelar por i nvest i n : invertir en i nvite to: i nvitar a l i sten to: escuchar (a) partici pate i n : practicar (un deporte); participar I toma r parte en r e l y o n : depender de; confiar en search f o r : buscar ta l k a bout: hablar de I sobre ta l k to I with : hablar con t h i n k a bout: opinar (sobre), parecer; pensar en t h i n k of: pensar en wait f o r : esperar a work for: trabajar para write a bout: escrib i r sobre a p o l o g i se to:
NOUNS
+
PREPOSITIONS
d e m a n d for:
demanda I peticion de desventaja de effect on: efecto en end of: final de form of: forma de group of: g ru po de i n crease in: aumento en I de m i xture of: mezcla de need for: necesidad de n u mber of: ca ntidad I n u mero de part of: parte de reason for: razon para release from: puesta en l i bertad, exca rcelacion s i g n of: senal de so l ut i o n to: solucion a I de story of: historia de symbol of: sfmbolo de d i sadvantage of:
A DJ ECTIVES (after
to
be)
attracted to:
+
PREPOSITIONS
(senti rse) atrafdo por depend iente I que depende de d i fferent fro m : d iferente I d isti nto de excited a bout: emocionado I entusiasmado con good at: bueno en I para i nterested i n : i nteresado en i nvolved i n : metido I i nvolucrado en l a t e f o r : tarde para; (llegar) tarde a p l eased a bout I with: contentola con, satisfechola de pol ite to: educado con proud of: org u l l oso de rude to: grosero con s i m i l a r to: similar I parecido a sorry a bout I for: senti r, lamentar worried a bout: preocupado por depen dent on:
IRREGULAR VERB S be
/bi:/ /bi:t/
beat
beco me/br'kAm/
/br'grn/ bend /bend/ bet /bet/ bite /hart/ bleed /bli:d/ b l ow /bl;}u/ break /brerk/ b r i n g /bn!J/ beg i n
b u i l d /brld/
/bJ:n/ /bJ:st/ b u y /bar/ catch /keetf I c hoose / tf u:z/ c o m e /kAm/ cost /knst/ burn
b u rst
cut /kAt/
/di:l/ d i g /drg/ d o /du:/ d raw /drJ:/ d ream /dri:m/ deal
/dn!Jk/ /drarv/ e a t /i:t/ fa l l /bl/ feed /fi:d/ feel /fi:l/ fight /fan/ f i n d /farnd/ fly /flar/ forget /f;}'get/ forgive /f;}'grv/ freeze /fri:z/ get /get/ g ive /grv/ g o /g;}u/ g row /grdU/ h a n g /hee!J/ have /heev/ drink
d rive
hear /hr;}/
/hard/ /hrt/ h o l d /hdUld/ h u rt /hn/ k e e p /ki:p/ know /ndU/ lay /!er/ lead /li:d/ learn /b:n/ leave /li:v/ l e n d /lend/ let /let/ l i e /lar/ 1 44
was I were
/woz/wJ:/ /bi:t/ became /br'kerm/ began /br'geen/ bent /bent/ bet /bet/ bit /brt/ bled /bled/ b l ew /blu:/ broke /br;}uk/ brought /br::>:t/ b u i l t /brit/ b u rnt I b u rned /bJ:nt/bJ:nd/ b u rst /bJ:st/ b o u g ht /bJ:t/ ca u g ht /bt/ chose /tf ;}uz/ came /kerm/ cost /knst/ cut /kAt/ dealt /delt/ d u g /dAg/ d i d /drd/ d rew /dru:/ beat
d reamt I d reamed
I dremt/ dri:md/
/dree!Jk/ /dr;}uv/ ate /ert/ fe l l /fel/ fed /fed/ fe lt /felt/ fought /bt/ found /faund/ flew /flu:/ forgot /f;}'gnt/ forgave /f;)'gerv/ froze /fr;}uz/ got /got/ gave /gerv/ went /went/ g rew /gru:/ h u n g I h a nged /hA!J/hee!Jd/ h a d /heed/ h e a rd /hJ:d/ drank
d rove
hide
h i d /hrd/
hit
hit /hrt/
/held/ /hn/ kept /kept/ k n ew /nju:/ l a i d /lerd/ led /led/ held h u rt
lea rnt I learned
/left/ lent /lent/ l et /let/ lay /!er/ left
/b:nt/b:nd/
been
/bi:n/ /'bi:tn/
beaten
beco me /br'kAm/
/br'gAn/ /bent/ bet /bet/ bitten /'brtn/ bled /bled/ b l own /bl;}un/ broken /'br;}ukn/ brought /brJ:t/ b u i lt /brit/ b u rnt I b u rned /bJ:nt/bJ:nd/ begun
bent
b u rst /bJ:st/
/bJ:t/ /bt/ chosen /'tf ;}uzn/ come /kAm/ cost /knst/ bought
caught
cut /kAt/
/delt/ /dAg/ done /dAn/ d rawn I drJ:n/
d e a lt d ug
d reamt I d reamed
/dremt/dri:md/ d r u n k /drA!Jk/ d r iven /'drrvn/ eaten / 'i:t n/ fa l len /'fJ:ln/ fed /fed/ fe lt /felt/ fought /bt/ found /faund/ f l own /fl;}un/ forgotten /f;)'gntn/ forgiven /f;)'grvn/ frozen / 'fr;}uzn/ got /got/ g iven /'grvn/ gone /gnn/ g rown /gr;}un/ h u n g I h a nged /hA!J/hee!Jd/ had /heed/ heard /hJ:d/ h i d d e n / 'hrdn/ h it /hrt/ h e l d /held/ h u rt /hJ:t/ kept /kept/ k n own /ndUn/ l a i d /lerd/ led /led/ lea rnt I learned /b:nt/b:nd/ left /left/ lent /lent/ l et /let/ l a i n /!ern/
ser, estar golpear l legar a ser empezar doblar(se) apostar morder sangrar soplar romper traer constru i r quemar reventar, esta l lar comprar coger, atrapar eleg i r ven i r costar cortar comerciar, tratar cavar hacer d i bujar sonar beber conducir corner caer(se) al imentar senti r(se) l ucha r encontrar volar olvidar perdonar congelar(se) conseg u i r; llegar dar ir crecer; cultivar colgar tener; haber ofr esconder(se) golpear, pegar sujetar herir, hacer dano guardar, mantener saber, conocer poner, extender g u i a r, conducir aprender dejar; irse, salir prestar permitir, dejar tumbarse, echa rse
�·--
. NO
/lai/ (reg u l a r /lait/ lose /lu:z/ make /meik/ mean /mi:n/ meet /mi:t/ pay /pei/ put /put/ read /ri:d/ ride /raid/ r i n g /nn/ rise /raiz/ run /rAn/ say /sei/ see /si:/ se l l /se!/ send /send/ set /set/ sew /s�u/ s h a ke /feik/ s h i n e /fam/ shoot /fu:t/ show !f�u/ shut /fAt/ s i n g /si!J/ s i n k /si!Jk/ sit /sit/ sleep /sli:p/ s m e l l /smell lie
verb)
l i g ht
/spi:k/ /spell
speak spe l l
/spend/ /spii/
spend spi l l spo i l
/spJII/
/spred/ /spn!J/ sta n d /st<end/ stea I I sti:l/ stick I suk/ st i n g I sti!J/ swear /swe�/ sweep /swi:p/ swi m /swim/ t a k e / teik/ teach /ti:tf / tear /te�/ t e l l /tell t h i n k /9I!Jk/ th row /9r�u/ understa n d I Ande'sr<end/ wake u p / 'weik Ap/ wea r /we�/ win /wm/ write /ran/
/laid/ /ht/ lost /lnst/ made /meid/ meant /ment/ met /met/ paid /peid/ put /put/ read /red/ rode /r�ud/ rang /r<e!J/ rose /r�uz/ ran /r<en/ s a i d /sed/ saw /sJ:/ sold /s�uld/ sent /sent/ set /set/ sewed I s�ud/ shook /fuk/ shone /fnn/ shot /fnt/ showed ;f�ud/ s h ut /fAt/ sang /s<e!J/ s a n k /s<e!Jk/ sat /s<et/ s l e pt /slept/ l i ed lit
smelt I smel led
I smelt/ smeld/
spoke
/sp�uk/
spelt I spelled
/spelt/ speld/ /spent/
spent
/laid/ /!It/ lost /lnst/ made /meid/ m e a nt /ment/ met /met/ p a i d /peid/ put /put/ read /red/ ridden / 'ndn/ rung /rA!J/ risen / 'nzn/ run /rAn/ sa id /sed/ seen /si:n/ sold /s�uld/ sent /sent/ set /set/ sewn /s�un/ s h a ke n / 'feikn/ shone /fnn/ shot !fnrl shown ;f�un/ s h ut /fAt/ s u n g /sA!J/ s u n k /sA!Jk/ sat /s<et/ slept /slept/ l i ed lit
smelt I smelled
/smelt/smeld; / 'sp�ukn/
spoken
spelt I spe l led
I spelt/ speld/
spent
/spent/
,
mentir encender perder hacer, fabricar sign ificar, querer decir conocer a; reu n i rse con pagar poner leer montar l lamar (por telefono) elevarse, alzarse correr decir ver vender enviar colocar coser ag itar brillar disparar mostrar cerrar can tar h u n d i rse senta rse dorm i r(se) oler hablar deletrear
s p i lt I s p i l led
s p i lt I s p i l led
gastar; pasar (tiem po) derrama r(se)
spo i lt I spoiled
spoilt I spoiled
arruinar, estropear
/spred/ /sprA!J/ stood I stud/ sto l e n /'st�uln/ stuck /stAk/ stu n g I stA!J/ sworn /swJ:n/ swept I swept/ swu m /swAm/ taken /'teikn/ ta u g ht / tJ:t/ torn /tJ:n/ told / t�uld/ t h o u g ht /9J:t/ th rown /9r;�un/ u n derstood I Ande'stud/ woken up / 'w�ukn Ap/ worn /wJ:n/ wo n /wAn/ written /'ntn/
untar; difu n d i r(se) sal tar estar de pie robar pegar picar (un i nsecto) j u rar barrer nadar coger, l levar ensenar rom per, desgarrar decir, contar pensar arrojar, tirar comprender, entender desperta r(se) llevar puesto, ponerse ganar escribir
/spilt/ spild/
I spJilt/ spJild/ I spred/
spread
s p read
spring
/spr<e!J/ stood I stud/ stole /st�ul/ stuck I stAk/ stu n g /stA!J/ swore 1 swJ:/ swept /swept/ swam /sw<em/ took / tuk/ taught / tJ:t/ tore /tJ:/ told / t�uld/ thought /On/ t h rew /9ru:/ u n d e rstood I Ande'stud/ woke up /'w�uk Ap/ wore /wJ:/ won /wAn/ wrote /r�ut/ sprang
/spii t/ spi!d/
I spJI!t/ spJild/
sp read
sprung
1 1 45
·-·
WRITING GUIDE
The Writing Pro cess STEP 1 : BRAIN STO R M FOR I DEAS •
•
• •
TOPIC: Aftenwo�-t jobs
Write down a l l the ideas you can think of. Don't worry a bout whether the i dea is releva nt.
@ Cor�-t sorve to bu.y sorvtethi�Y you. reorlly Worl-tt
Don't worry a bout g rammar or spel l i n g .
@5ei1.Se of respo11.Sibility Pv'ork pLVictJ
You c a n write i n you r own language.
ajte•·" expl�it teeklqgerr
©Tired du.ri�Y Lessoi1.S orjter worki�Y Lorte ort 1-tij ht @More ww�-tey to spel-td @ Leorm to Of3otl-tise you.r tirvte bJ�v s6Tl&�rie c ·
STEP 2: ORGA N I S E YOUR I DEAS • •
•
Decide which i deas to keep a n d cross out the oth ers. G roup similar ideas together. Organ ise the groups accordi n g to a writi ng p l a n .
@ Dovt:t horve to orsk porrel-tts for everythi�Y © Not e�-taugh tirvte to stu.dy for exorms g roup A - Worki�Y �s � positive experievt£e g rou.p 5 - Fi�vt£i�l �dv�VIiqgu of worki.IY g roup C - Effut o�-t schoolwork
S T E P 3: FOCU S O N LANGUAG E •
Think of words and expressions you will need i n your work.
STEP 4: WRITE A FIRST D RA FT
•
• •
•
•
Write your fi rst draft on the computer or by hand. If you a re writing by hand, use a penci l . Leave wide margins for notes. Leave space between l i nes for add itions and corrections. Write quick ly. Don't worry a bout neatness or accu racy. If you can't think of a word in Engl ish, write it in yo u r own language. Look u p the word in a dictionary later. If you can't spell a word, write it a ny way you ca n . Then check the word i n a dictionary or use a spel lcheck when you have finished.
,/ (
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(, 'lv
'
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!
1
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Writing Guide ,.-------'
STEP 5 : C H E C K YOUR WORK • Us e the Writer's C hecklist on this pa ge to improve your work. Worki.11:9 duxi11:9 tifter-sdwol hours Cc:.'IJ.t 3 ive teef11i!9ers excellevtt Life experieJ.tee. First of c:.'lll, they jc:.li�-t "' seJ.tJe their of rupo J.tSibility. Th.i.s i.s buc:.'luse they will Lose �ob I�-t "'dditio�t do �t't if they co me. Lc:.'lte or � show up. o. worki11:9
�
�
�
teef11i!9 ers 1-tc:.lve Less free ttme, so they use
STEP 6: WRITE A F I N A L D RAFT • If you a re writing by hand: copy your corrected work neatly onto a clean sheet of paper. • Use a pen a n d leave a m a rg i n on the left-hand side. • Make sure your para g raphs a re clea rly i n d icated .
N OTE You can i n d icate the beg i n n i n g of a paragraph by:
1 . indenting (moving the fi rst word of the paragraph to the rig ht).
2. skipping a line before beg i n n i n g a new paragra p h . Each paragraph begi ns at the left-hand marg i n . Both styles a re correct, but be consistent i n you r writi n g . The i ndented style is preferred for i nformal letters.
W RITER'S C H ECKLIST ORJ3ANISATION
CONTENT
0 My wo rk i.s ivtteruti11:9
0 I O Y!fc:.'IJ.tLSed my work "'ao rdi11:9 to "' plc:.l�-t.
0 fc:.lch P"'�"�'!Jrc:.lph 1-tc:.ls
c:.'IM orf.qiftc:.ll.
011-e top ic.
0 I bt'::!fc:.'I J.t with "' suitc:.'lble
0 My pc:.lnympl-ts c:.lre dec:.lrly
opeJ.ti.11:9 sevtteJ.tee.
iltdicc:.'lted.
0 I pruevtted my idec:.'ls dec:.lrly.
0 My idec:.'ls c:.lre i�-t "' Loj iCc:.'IL
0 I iJ.teluded o my releVc:.'lvti: idec:.'ls.
order.
0 I suppo rted my idec:.'ls with
0 I used suitc:.'lble coJ.tJ.teetors to LiJ.tk my idec:.'ls.
I 1
LAN (j lJ..Alj E c__.
My jrc:.lmW!.c:.lr i.s correct.
'" My spelli11:9 i.s co rrect.
0 My word order i.s corrut.
0 My pu�-tCtUc:.ltio�-t i.s co rrect. 0 I used Cc:.lpitc:.'IL Letters co rrectly. n
I used "'djutivu co rrectly.
detc:.'lils c:.'IM exc:.lmples {opiftio�-t,
I
fo r "'ltd qg"'iJ.tSt us"'y) .
0 I eltded witJ.t "' suitc:.'lble dosi11:9 sevtteJ.tee.
0 I used CO J.tJ.teetors to LiJ.tk my idec:.'ls.
'----- -
Writing Skills WORD O R D E R Word order is very i mportant i n English. The u s u a l order is:
subject + verb + o bject + a d ditions N ote the following:
1 . If a sentence has both a d i rect and a n i n d i rect object, there are often two possibilities:
I gave you the l etter . ./ I gave the l etter to you . ./
2 . Ma ny time expressions can come at the beg inning or the end of the sentence.
Today, we don't have any homework . ./ We don't have any homework today . ./
3 . Never separate the verb from its object(s). We cannot say:
We don't have today a ny homework. )(
4 . Adverbs of manner can come in several positions, but not between the verb a nd the object.
C a reful ly, she opened the box . ./ S h e carefully opened the box . ./ S h e opened the box careful ly . ./ S h e opened ca refully the box. )(
5 . Adverbs of freq uency come before the main verb. Some can come at the begi nni ng a nd I or the end of a sentence as wel l .
W e sometimes play footbal l . ./
Sometimes we play footbal l . ./
We n ever play footbal l . ./
We play footbal l sometimes . ./ Never we play footbal l . )(
S U BJ ECT-VE R B AGREEMENT The verb is singular or pl ural, depending on the subject.
The child loves to paint . (si ngular) I The childre n love to paint. (pl u ral )
N ote the following:
1 . Singular nouns that refer to groups can have either singular or p l u ra l verbs.
My family does I do many things togethe r.
2 . Amounts and qu a ntities usually have singular verbs. Five thousand dol lars was fo und i n the su itcase.
3. Words l i ke anyone, everybody and nobody have singular verbs.
Does a nyone have any money to lend me? I think everybody is here. Nobody wants to leave yet.
4. M ost uncountable nouns have got singular verbs.
You r advice was excellent. The news is very exciting.
5 . Some uncountable nouns h ave got plura l verbs.
You r clothes a re so fashionable !
Writin g Guide .---- -
USE O F A DJ E CTIVE S 1 . Adjectives come before nouns a n d after certai n verbs.
a black cat ./
a cat b lack )(
He looks u pset . ./
2 . The adjective form for singular a n d p l u ra l nouns is the sa m e. a n excel lent fil m I exce l l ent fi l m s ./
excellents fi lms )(
3 . Adjectives follow a specific order: opinion + size o r age + colour + origin + m ateri a l .
a fanta stic, new Japanese c a r ./
a fa ntastic. Japa nese new car )(
CONNECTORS Connectors a re l i n ki ng words which join ideas and show how those ideas a re related to one another. M ike got i nto the basketball tea m because he 's a talented player (to give a reason) He wants to i m prove h i s game, so he practises every day after schoo . (to describe a resu lt) He spends a lot of time trai n i n g, but h e sti l l gets high marks at school . (to express a contrast) They a lso help us to organise ou r writing and make it easy for the reader to follow. Many people feel that they must a lways wear expensive, brand-name clothes. First of a l l, they claim that 1f they don't, they won't look good or be accepted by other people . I n addition, they say that brand-name clothes are desig ned better. However, bra nd-name clothes have disadvantages. For example, the brand name is often printed in large letters on the clothes. As a result, weari ng them turns you i nto a wal k i ng advertisement.
Study the chart of connectors and phrases below.
to add points o n the same
and I i n addition I furthermore I moreover I what's more I besides I also I too I as well as
to express a contrast
but I however I nevertheless I yet I sti ll I although I even if I even / in of /
to describe a cause or reason to describe a result
because (of) I since I due to I as I as a result of I one/another reason for . . . is . . . so I therefore I consequently I thus I a s a result I a s a consequence I for this reason I that is why
to show I likewise I in the same to express personal opin ions
in my opinion I I (strongly) believe (that) I I think I feel (that) I in my view I I as I see it it seems to me (that) I
to i ntroduce facts to make
statements
to l ist poi nts
I the truth is (that) in t o begi n/start with I i n the first place I first o f a l l I for o n e t h i n g I I I
to give exa mples to i ntroduce opposi ng poi nts to show sequence
on the one hand I on the other hand I i n contrast I contrary to I it can also be (that) that I but there are who fi rst I at first I in the beg i n n ing I before I next I then I soon I meanwh ile I later I I when I in the end I after that I afterwa rds I at last I I
to show time to conclude
i n conclusion I to sum u p I in short I all i n all
WRITING A PARAGRAPH A paragraph consists of several sentences a bout a certa i n topic. lt has the following pa rts: 1 . a topic senten ce which g ives the main idea of the para g raph
2. supporting sentences which add reasons, details and exa mples 3. a conclud i n g s entence which leads on to the next paragraph or su m m arises the main idea
thi"'k.. I'm 3e.ttif13 too old to 30 o� holid(l(y with my p(l(w1i:s. For o� thif13, the.y e.l1joy jOif13 to J IwutSe. ums (I(M lookif13 (l(t f(I(MOW buildif13s, but I thi"'k.. this is borif13. I'd r(l(the.r re.l(I(X (l(t the. be.(l(c.h
OPENINCj
or 30 shoppif13. F>ODY CONCL/!0ION
As
•
(I( re.sult, we. ofte.� (l(tyue. whe.� we.'re. o� holid(l(y. I� (l(dditio�, I'd like. to st(l(y (l(t pl(l(c.e.s where. I
l C.(l(� me.e.t other youf13 pe.ople.. For e.x(l(mple., youth hoste.ls (I(re. full of youf13 tr(I(Ve.lle.rs.
L l All i� (l(ll, (l(lthoz.fjh l love. my p(l(re.�s, I'd pre.fe.r to 30 o� holid(l(y with frie.Ms.
The parts of a para g ra ph should flow logical ly. The paragraph m ust be easy to u nderstand. You c an accomplish this by: 1 . using pronouns to refer back to the nouns i n the text.
2 . using connectors to show the connections between ideas (see the chart on page 1 49).
WRITIN G AN E S SAY An essay consists of several paragraphs a bout a topic. There are many d ifferent ki nds of essays, but they a ll have the s a me basic plan:
1 . T H E OPENING The openi ng is a general p resentation of the topic. Try to sta rt your essay with an opening that wi l l catch you r reader's interest. Here a re some ideas: a. Begin with a surprising fact. Thousands of pigeons have died of starvation si nce the London C ity Council made it i l l egal to feed the m . b . Begin with a short a necdote a bout rea l or i maginary events. Ha rry Fletcher has worked at Trafalgar Square every day for the past 25 years, sell i ng food for the pigeons. Now, he has no work beca use the a uthorities have decided to m ake hi s job i l lega l . c . Begin with a qu estion. C a n you i magine Trafa lgar Square without its pigeons? If you can 't th i n k how to beg i n , don't worry. G o on to the body of the essay. You can always write the openi ng later. The i m portant thing is to keep going. 2. T H E BODY The body has got one or more paragraphs which develop the topic. When you were preparing to write, you bra i nstormed for i deas (see page 1 46). Then you chose i deas to use and put these ideas i nto g roups in a logical order. Use these groups of ideas to write the body of the essay. Each g roup of ideas will become a sepa rate para g ra p h . 3. T H E CLOSING The closing is a paragraph which summa rises the main idea or presents a conclusion. lt should not bring in new ideas. In some cases, the closi ng m a y be similar to the opening, but presented i n d ifferent words. lt shou ld always leave the reader with a strong i m pression. In concl usion, it is possible to give the pigeons less food, so that they wil l look for food somewhere else. This would be more h u mane than sta rving them to death .
Writing Guide
A DE S CRIPTI O N OF A P E R S O N A description of a person g ives a n i m pression of what that person i s l i ke o r of our relationship with them. lt usually i n cl u des deta i ls a bout the person 's appearance, interests and personal ity. Look at the topic below. Then study the plan and read the mode l .
TOPIC: Write a description of someone y ou l i k e .
PLAN:
My Friend Scott Scott is a really good friend of mine. We ' re both in the same crowd and
OPENING !$(!(sic. iftjo rwt.
we all go out quite often, but sometimes j ust the two of us get together after school.
SODY Desc.riptio�-L of tl-te persov0 (l(fpe(l(r(l(ftc.e, persoi'L(I(/ity, iVLterests (I(M (l(c.tivities, (I(M I o r your rel(l(tioftSM.ip
Scott ' s short and well-built. He's got fair, wavy hair with amazing blue eyes - girls think he's quite attractive ! He works out in the gym three times a week and at weekends he likes to go camping. I sometimes go away for the weekend with him and his family - we have a great time. He can be a bit bossy, but I don' t mind because he's such great company. He's generous and helpful, and I can always count on him to be there when I need him. I think that's really important in a friend.
CLOSING Closif13 rewt�rk.s (I(M I or your opti1-I.OI'L
l
Scott is a lot of fun and a great pal. He's one of my favourite people.
U S E F U L LANGUAGE Describing People
Physical Appeara n ce
He I She is a bit I very I q u ite . . .
ta l l I short I petite
. ..............................-.......
He I She has got . . .
The best thing about him I her is . . . H e I She is a g reat friend
. . . is rea l ly i m porta nt i n a friend I a teacher . . . is one of my favou rite people
I real ly like him I her a lot
Pers?�� � i �y
bossy
wel l-built I chu bby I slim
generous
stra ight I wavy I curly I spiky I shoul der-length hair
a lot of fun
good-l ooking I gorgeous I attractive I plain
fa i r I dark hai r or skin
brown I blue I g reen eyes
helpful shy sense of hu mour selfish stubborn considerate calm
_
_
A NARRATIVE A na rrative is a story a bout a series of events a n d the people i nvolved in the m . Look at t h e topi c below. Then study t h e p l a n and read t h e model.
TOPIC: Write a na rrative about a trip you took.
PLAN:
The Trai n to London O PENING
[
The- YIM!LI'!- durrli!cte.rs, wl-te-re. ii!rtd wl-te-11- tl-te story tli!k.e.s plii!c.e.
Last weekend, my brother Alan and I decided to go to London. We wanted to do some shopping and see a show. We bought our tickets and ran to catch the train. There was a big crowd trying to get on, so we lost sight of each other and ended up in separate carriages. I walked up and down the train,
F>ODY
but I couldn' t find Alan. An hour later, our train pulled into Waterloo
Eve.l'\-ts i11- tl-te- story,
station.
lww tl-te- c.hli!mcte.rs je.Lt
I got off and stood on the platform. I waited for ages, but there was no sign of Alan. I tried to phone him, but he didn ' t answer. Shocked, I sat down on a bench. Where was he?
[
CLOSING
The- e.rtdi'!:9 of tl-te story
About 40 endless minutes later, I saw him. "I fel l asleep and missed the station ! " he explained. "When I woke up, I got off and took the next train back. M y phone? It's at home. Sorry about that ! " I felt relieved, but angry. What a way to begin our day i n London !
U S E F U L LANGUAGE i
Time Expressions
m
m
m m•••m••C•m
m
m
mm
mm
mm •••••••••••••
m
m
Last weekend I s u m mer I year . . .
m
mm
;
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
m
Connectors of Sequence m
at fi rst
as soon as
before
soon
lt was a cold I hot I stormy day . . .
after
suddenly
lt a l l began when . . .
next
while
One afternoon . . .
later
d u ri ng
Fortu nately I U nfortu nately I Luckily . . .
when
eventually
To my surprise . . .
then
in the end
I felt . . .
u ntil
meanwhile
Two years ago . . .
The funny th i ng is that . . . Before I k new it . . .
Writing Guide
A B I O GRAPHY A biography is a description of a person's l ife. lt should include only i m portant events and i nformation, leaving out m i nor details. Th is i nformation is usually (but not a lways) presented in chronological order. Look at the topi c below. Then study the plan and read the model.
TOPIC: Write a biography of a person who is i m portant to you r country.
PLAN:
Tony Blair OPENING Who tke pe.rso"'" is (i(;u;{ wlwrt ke/ske is f(i(WU;us for
I -
Tony B l air served as Prime Mini ster of Great Britain from 1 997 to 2007 . He was a young, charismatic leader who brought the Labour Party to victory after many years of Conservative government. B lair was born in 1 95 3 in Edinburgh, Scotland. As a teenager he was a rebell ious student who disobeyed school rules. While he was studying law at Oxford, he also played in a rock band. He became a Member of
'60DY E(i(rly Life. (i(;u;( C(i(re.e.r de.ve.lopme.�s
Parliament in 1 98 3 and leader of the Labour Party in 1 994. In 1 997 he became the youngest prime mini ster in 1 85 years. One of B lair' s most important accomplishments as prime mini ster was helping to end the conflict in Northern Ireland. Towards the end of his term, however, he became unpopular due to his support for the war i n Iraq.
tke
CLOSING 5uwt.W!.(i(ry of pe.rsovt-S (i(chi.e.ve.me.�s I future. pL(i(�
[
B lair continues to be politically active. There is a possibility that he may become the first president of the European Counci l .
U S E F U L LANGUAGE was born on I in . . . is famous for . . .
is one of the world's most I best . . .
at the age of . . .
spent his I her childhood in . . .
I n the future . . .
H e I she plans to . . .
H e I she is hoping to . . .
he I she wanted to become . . .
he I she decided to become . . .
as a teenager, . . .
1L-1_5_3
--< _ ___
A D E S C RIPTI O N OF A P LACE A d escription of a place gives a n i m p ression of what that place is like. lt usually incl udes physical deta ils such as location, scenery, exterior and i nterior ( i n descriptions of a b ui lding). lt may also describe the general atmosphere. Look at the topi c below. Then study the plan a n d read the model .
TOPIC: Write a bout a good place for a holiday.
PLAN:
Zermatt Zermatt is a resort town in southern Switzerland. It's located at the foot of the majestic Matterhorn, one of the most famous mountains in the Alps. Zermatt is a picturesque village with lovely houses, streets and shops as well as breathtaking Alpine scenery. It is quiet and clean because
SODY Desc.riptW�-t with wwre de.t�il. ex.�mples of thi113s to see �vtd do
no cars are a llowed there. Electric buses and taxis and horse-drawn carriages are the only forms of public transport. The village is a world-famous ski resort with skiing all year round. Visitors can also enjoy hiking, biking or riding a cable-car to the top of the mountain. B ars, restaurants, clubs and casinos provide lively night time entertainment.
CLOSING Co l't(.Lu.Ai113 sel'ttel't(.e �vtd opi�o�-t o r rec.o mwt.evtd�tio �-t
In summer or w inter, Zermatt is unforgettable. It's a great place to spend a holiday.
U S E F U L LANGUAGE is one of the most . . .
famous
lt is located . . .
peaceful
You ' l l notice . . .
l ively
You can . . .
beautiful
Visitors shou ld plan on . . .
relaxing
You ' ll never forget . . .
ancient
Visitors can enjoy . . .
modern
lt offers . . .
qu iet
You should n 't m iss . . .
fun
Writin g G u i de
A F OR AND AGAINST E S SAY A for and agai nst essay is usually about a controversial issue. lt presents both sides of the issue and then concludes by su pporti ng one of the sides. Look at the topic below. Then study the plan and read the model.
TOPIC: Write a for and aga i n st essay on a topic con nected to hea lth .
PLAN:
Yes or No to Organic Food OPENING Ivttrodvtc.tio �-t to tke. SODY A'=9l-t1'11.e.Ylts fo r o 11.e. side. of tJ.u.. issvte., with svtpportiV!j de.tlilils lii M ex:lilwt.ple.s At:9vt1'11.e.Yl.ts fo r tke. otke.r side. of tJ.u.. issvte., with svtpportiV!j de.tli!ils li!M ex:li!wtple.s CLOSING Svtwtwtlifry of issvte. li!M write.rs opiftio�-t
I n the last few decades. organic food has become very popular. The question i s . should everyone start buying it? On the one hand. organic food has many advantages . For one thing. it i s safer and healthier to eat than non-organic food. This is because it is grown without dangerous chemicals . It also has more vitamins and minerals. Moreover, due to the fact that organic farming does not use chemicals , organic food is better for the environment. On the other hand, shopping for organic food may be quite inconvenient because it is not available in all shops. In addition, it's very expensive, so it's not practical for many families. To sum up, organic food i s better for your health than other foods . However, you need t o decide whether or n o t you c a n afford to spend the money and the time it takes to buy it.
U S E F U L LANGUAGE O n the one hand, . . .
Due to . . .
On the other hand, . . .
As a result, . . .
lt is true that . . .
Co nseq uently, . . .
Firstly I Secondly I Thirdly, . . .
I n conclusion, . . .
For example . . .
To sum up, . . .
I n addition, . . .
I believe that . . .
Furthermore, . . .
In my opi nion, . . .
However, . . .
I n my view, . . .
Nevertheless, . . .
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A NEWS REP O RT A news report provides i nformation a bout a recent event. lt presents the facts objectively in order of i m porta nce. lt should answer the questions: who, what, when, where and why. Look at the topic below. Then study the plan and read the model.
TOPIC: Write a news report a bout someone who su rvived a da ngerous experience.
PLAN :
Ronaldo's Ferrari Crash O PENINy Sliwt.WU'fry of tlu e.vel1i �vu;{ most i.mpo rt�l1i f�cts H>ODY Det�i.Lr �bolit tlu evel1i CLOSINy 5 i_qvti.fi c.�VI£e of tlu evel1i I r�ctioi1.S �vu;{ c.omme11ts
Manchester United star, Cristiano Ronaldo crashed his Ferrari sports car yesterday near Manchester Airport. Although the car was badly
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damaged, the 23-year-old, millionaire footballer was unhurt. No other cars were involved in the accident. The accident happened in the tunnel which takes traffic under the airport runways. Ronaldo, on his way to football practice, crashed his car into the barrier at the side of the tunnel. The front of the car was completely destroyed and one of the wheels came off. According to witnesses, after the accident Ronaldo left the car and stood beside it, apparently shocked. "It's amazing he survived i t without a scratch," said o n e witness. After questioning b y police, the star, who was recently named World Player of the Year, went to training as usual.
U S E F U L LANGUAGE Accord ing to . . . yesterday . . . last n i ght . . . Due to . . . because C onsequently, . . . As a result of . . . For this reason, . . . Apparently, . . . Sou rces say . . .
Writing Guide
INFORMAL C ORRE SP ONDENCE In an i nformal e-mail, we use language very similar to the lang uage we use when spea king to someone we know wel l . Look at the topic below. Then study the plan and read the model .
TOPIC: Write an i nformal e-mail to a friend a bout a futu re plan.
PLAN:
• ..:.J +
� � 1 +1 � ..;:J
(jREETIN(j Opelti� reWU>�rk.r, revtsOV�-for wr�t��
Informal e-mail to Jason
From: To: Subject:
I steven333@gmail .com I
[email protected] art
Hi Jason, How are things? Did you get my e-mail about the party I ' m having on Friday night? You haven ' t answered me. First of all, can you come? I know you ' ve got your driving test on
E>ODY I.-ifo rWU'!t�OV�-, 11.eWs o r det��Ls
Saturday, so you probably want an early night. On the other hand, you ' ll probably be nervous so maybe it would be a good idea to get out and relax a bit! Anyway, even if you don ' t come, could I borrow a few of your discs? I know you ' ve got a lot of good music. I was also wondering - could you lend me your speakers as well? Mine are n ' t very good. I promise that nothing w i l l happen to the m !
CL05IN(j Clos�� reWU>�rk.r
c
5I(jNIN(j OFF
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Hope you c a n come. Please let m e know. See you, Steven
U S E F U L LANGUAGE Greetings . .. ..
O pe n i ng Remarks
Closing Remarks
S i g n i n g Off
Dear . . . ,
lt was great to hear from you .
I can't wait to . . .
Love,
Hi . . .,
How a re things?
Write soon !
Regards,
Please let me know.
See you,
Sorry I haven 't written for s o lon g .
That's a l l for now.
Ta ke care,
Congratu lations !
Say hello to . . .
Al l the best,
. .. . . . . . . . . ..... .... . ... .....
Did you get my letter I e-m a i l ?
I have n 't h ea rd from you for . . . I ' m writing because . . .
Yours,
AN OPINI O N E S SAY An opin ion essay states an opinion and tries to convince the reader that this opin ion is correct. Look at the topic below. Then study the plan and read the model .
TOPIC: Write an o p i n ion essay on a topic con nected to safety.
PLAN:
OPENIN(j Pruevt.i'ii!tiovt. of issue ii!M opivt.iovt.
[
B icycle Helmets - Not a Solution Several years ago, the British Medical Association asked the UK government to pass a law requiring cyclists to wear helmets. Although this sounds l ike a good way to save l ives, I believe that it is neither helpful nor necessary. First of all, such a law will cause fewer people to ride bicycles. This is because the helmets are uncomfortable and hot, especially i n the
f>ODY 5puific reii!SOvt.S ii!M fii!C-ts to support opivt.iovt.
summer. In my view, cycling should be encouraged, not discouraged. Secondly, requiring helmets gives the impression that only cyclists are responsible for their safety. It i s clear that this i s a mistake. Most accidents are caused by cars, and i t i s the drivers who must learn to be more carefu l .
CL05IN(j 5ummi� up ii!M rutli!temevt.t of opivt.io vt.
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As I see it, the n e w l a w would discourage cycling and place responsibility on the wrong people. Instead, more bicycle paths should be built and drivers should be educated to drive more carefully.
U S E F U L LANGUAG E Ma ny people thi n k that . . .
Therefore, . . .
In my opinion, h owever, . . .
As a result, . . .
I d i sagree
lt is clear that . . .
In my view, . . .
I n short, . . .
I bel ieve that
To sum u p, . . .
However, . . .
I n concl usion, . . .
Despite th is, . . . Fi rst of a l l, . . . Second ly, . . . In addition, . . .
Writing Guide
A REVIEW A review provides t h e m a i n events i n the plot of a book, fi l m or show. lt a lso gives the reviewer's opinion. Look at the topic below. Then study the plan and read the mode l .
TOPIC: Write a review of a book you h ave read or a fi l m you have seen recently.
PLAN:
The Thirteenth Tale O PENIN(j The I'Uime orl'!.d type of book o r film, tJ.te orutJ.tor/ director, th.e morirt ch.orrorc.ters orl'!.d or descriptiort of the plot
The Thirteenth Tale, a suspense novel b y Diane Setterfield, is s e t in Yorkshire, England. Its heroine is a young bookseller, Margaret Lea, who has been chosen by world-famous author Vida Winter to write her biography. As Vida reveals the secrets of her tragic past, Margaret finds she must deal with the secrets of her own l ife . There is nothing ordinary or predictable about The Th irteenth Tale.
50DY Writers opirtio rt o rt vorrious orsputs of tJ.te book o r film, 3ood po irtts orl'!.d bord poirtts
Setterfield's frightening and fascinating story is about confused identities, lies and love. It is revealed bit by bit, each part leaving the reader more mystified than before, right through to its unexpected conclusion. It is ski lfully told, i n a style and language that are a pleasure to read.
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CLOSIN(j yerterorl ruo mmel'!.dortio 11-
It's hard to believe, but this bestselling novel is Setterfield's first. After finishing it, readers are sure to want more books by her - and let's hope they come soon.
U S E F U L LANG UAGE lt tells the story of . .
.
Its hero I heroine is . . .
The fi l m sta rs . . . lt
is set in . . .
blockb uster I bestseller
surprise end i ng pred i ctable disappointing You won't want to m iss . . . You' l l love reading . . .
characters
Wel l worth seeing I reading
special effects
I h i g h ly recom mend . . .
soundtrack
Don't bother I waste your time . . .
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QUIZ ANSWERS AND FACT FILE U n it 1, page 5 d . Look at the faces below. Some are from G roup A, some are from G roup B and some are new. Nu mber 1 -24 i n your notebook. For each face, write A (Group A). B (Group B) or N (new).
Unit 2, page 1 7, Exercise 2 1 6- 1 8 : You are perfect spy materia l ! You l i ke danger a n d excitement, you 've got courage a n d you're not afra id of pain. You ' re good at keeping secrets and you ' re good at solvi ng problems. You ' re a g reat liar - a skill you may need for surviva l . You 've got an excel lent memory, a n d you ' re good at getting i nformation. You ' d make a fantastic secret agent! 1 2- 1 5 : You could try espionage, but it won't be easy. There's a cha nce you cou ld become a secret agent, but you ' l l have to work on a few things. Your memory may not be sharp enough and you need to develop your courage. Learn to keep a secret and practise lying - these are necessary skills for a spy. Consider whether you wou l d really l i ke a l ife of thrills and danger. If so, there's sti l l hope ! 6-1 1 : Espionage is not for you ! Safety is more im portant to you than thrills, so you usually stay far away from danger. You ' re a very honest person and you say what you think. This is a good tra it in most people, but not in a spy. You can't keep a secret and your memory isn't the greatest. You may enjoy reading a good spy novel, but you could never be a spy yourself !
Unit 3, page 37, Exercise 3 Student B Va lerie Vi l i - shot putter Early l ife 1 984 - Born in 1 Secondary school yea rs - teased a n d bull ied because of her size ( now 1 . 93 metres, 1 1 0 kilos) Early ca ree r 1 998 2· recogn ised her potential, enco u raged her to take up the sport 3· - B roke a 2 0-yea r school record Titles I Competitions I Awa rds 200 1 - World Youth C hampion 4· - World J u n ior C ha m pion 2004 - Athens Olympics - finished eig hth beca use she was recovering from a n operation 2004 - Broke New Zealand women's record from 5 · 2007 - World C ha mpion 2008 - Olym pic gold medal, Beij i n g 6· - New Zea l a n d Sports Award o f t h e Year Futu re pl ans Conti n u e com peti ng, be world champion aga i n , win a nother gold medal at the next O lym pics -
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Now check your a n swers. answer. 1 . B 2 . N 3 . A 4. B 5 . B 1 0. B 1 1 . N 1 2 . N 1 3. N 1 7. N 1 8. N 1 9. N 20. B
Score 1 point for each correct 6. N 7 . A 8. N 9 . A 1 4. B 1 5 . A 1 6 . A 2 1 . N 2 2 . N 2 3 . A 24. N
How did you do? 1 9-24 WOW! You almost never forget a face. Be happy that you have got this ta lent - it's very usefu l ! 1 2- 1 8 : You have got a normal memory for faces. You remember most people you meet, but may have some trouble if you meet them again in a d ifferent place. 1 1 or less: You may have some d ifficulty remem bering faces. You can improve by practising. Try paying attention to specific deta i l s that wi l l help you remem ber.
Unit 6, page 65, Believe it or not! Quiz Answers 1 . True - Lig htn i n g is al most 2 8,000° C , wh ile the s u n 's su rface is " only" 6, 1 00° C . 2 . False - C louds conta i n n o gas, only water and ice. 3. True - You can see the circle if you look at a rain bow from above. 4. True - Heavy red ra i n fel l in India from J u ly to September 2 00 1 . 5. False - Anta rctica is the world 's d riest continent. 6. True - The crysta l structure of ice is a lways six-sided. 7. False - The concrete i n cities reta i n s the heat, making them warmer than the areas around them . 8. True - Trees make the air more h u m id, which i ncreases ra infa l l .
E WPOINTS
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Grant a n d Kevin Payne
fo r B a c h i l l e rato 1
; : : - 3ooks is a n i m p rint of Da nos B ooks Ltd . �- _
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� u ·ncular para Bachil lerato, curso primero, a rea de lenguas extra njeras: ingles, registrado en todas las ::aces Aut6nomas que tienen competencias en materia educativa y que asf lo requ iere n .
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gratefu lly acknowledges t h e fol lowing for perm ission t o reproduce songs:
-:a- Oo Anythin g)
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(page 29) - Words and music by Kara Dioguard i and Matthew Gerard © Sixteenth Street Songs/ M usic c/o Disney M usic Publish i n g . Used with permission; Antarctica (page 7 7 ) - Words and music by Alastair lan :: - a Peter Harry © Frabjous Music/Lobster M usic. Used with permission .
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s-er gratefully acknowledges the fol lowi ng for providing photog raphs: • d Macdonald (pool), www. panoptikum. net (house), Science an d Society Picture Library (vase); AP: pages 36 (Mark Sp1tz), _ :- - ·= D., 78 (M/S Explorer), 1 03 (rocket); Ariau Amazon Towers, Ellen and Edson Ritta Honorato: page 80; ASAP/Aiamy: pages . 01 �e sanctuary and cat); ASAP/EPA: page 43 (Atlantis Hotel); ASAP/Rex: pages 5 (Lewis Hamilton, Duffy), 25 (dentist), - ': � 59 snow makers), 80 (snow hotel), 1 02 (Big Brother), 1 07, 1 1 1 ; ASAP/Topfoto: page 36 (Phelps); Cartoon Stock: pages 53, : · : :: 3an Ju piter I mages: page 1 9; Dynamic Architecture™ David Fisher Architect: page 43 (irregularly-shaped tower); Endemol page 1 03 (Space Cadets); ESB New York: page 48 (photo 1 ); Everett Collection: pages 8, 1 8 (Matt Damon and Mike = - :: : :J-a :=--: ::: s stuntperson), 87, 1 04, 1 05, 1 08, 1 09 (Fear Factor), 1 1 0; FEMA/Adam Dubrowa: page 73; Fiber Instrument Sales, I ne: ;:: :3 · =1at Earth page 41 (Taj Mahal); I mage Bank!Getty Images: pages 30, 32, 34, 37 (Vi li), 1 02 (Survivor and American Idol); =-=- -ages/PhotoDisc: pages 1 2 (photo 2), 48 (photo 3); NOAA: page 66; Photos.com/Jupiter Images: page 61 (man ploughing); · :: 2 corn : page 1 7; PWA!John Carter page 38; Reuters: pages 37 (Henry), 72 (photo C); Shutterstock, Inc.: pages 5 (all except : -a"l ton and Duffy), 6, 7, 9, 1 0, 1 1 (computer and photographer), 1 2 (all except photo 2), 1 3, 1 4, 1 5, 1 6, 1 9, 20, 2 1 , 22, : : = - 26, 29, 33, 4 1 , 43 (Burj D u ba i and desert), 44, 45, 47, 48 (photos 2 and 4), 49, 50, 53 (newspapers), 54, 55, 56, 57, 58, : = :: : 6 - (dairy, horse racing a n d g uide dog), 62, 65, 67, 70, 7 1 , 72 (photos A and B), 74, 7 5 , 7 7 , 78 (research equipment and 7 - ;- � s.. 79, 83, 84, 85, 86, 89, 90, 9 1 , 92, 93, 94, 95, 96, 97, 98, 1 0 1 (popcorn), 1 06 (crowd), 1 07(crowd), 1 09 (all except =:= :: · =::cor); Visuai/Corbis: page 3 1 ; www.facebook.com: page 1 1 (Facebook page); www. ubipress. ubi.com: page 1 8 (Sa m Fisher); -aimaison-imagegallery.com/hotels: page 80 (Mal maison Hotel); Warwick Sloss, UK: page 25 (snake catcher); West Midland =: :;: U K : page 9 1 (poster) -
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: yofesor J u a n M a n u e l R u b i o Sa nta n a por su va l i osa labor como asesor de este proyecto os s1guientes profesores por su colaboraci6n al revisar y pilota r Ios materiales de n uestro cu rso: (r st i n a H o l m Sova IES Jaume Balmes, Barcelona; M . A n g e l es L6pez M a rtin Colegio Rafael Ybarra, Madrid; Cristi na G u er rero G a rcia C olegio l nstituci6n Salesiana, Madrid; E l e n a M . M a rtin Monje Colegio Los Tilos, Madrid; Pedro Pablo e rra n Perez C olegio Sagrado Coraz6n de Vitoria, Vitoria; N u ria Vivas R i po l l es Escola Lestonnac, Barcelona; J ose A n g e l G a rcia B a r q u i n Colegio Sag rado Coraz6n, Zaragoza; Concha Arribas Rodrfguez IES San Juan Bautista, Madrid ::
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