VIEWPOINTS 2 SB

[J Burlington Books

VIEWPOINTS For Bachillerato

STUDENT'S

Elizabeth Grant Kevin Payne

BOOK

[) .Burlington Books

VIEWPOINTS For Bachillerato

STUDENT'S

Elizabeth Grant Kevin Payne

BOOK

READING

VOCABULARY

GRAMMAR

Star for a Day

Fame Verb collocations Suffixes

Present Perfect Continuous Past Perfect Continue Gerunds and i nfi n itiv

The environment Phrasal verbs

Modals Modal perfects

\dioms

should I had bet

Computers Verbs and prepositions Verb collocations

The Passive The Ca usa ·=

The senses

Reported sp==-

Ll

Review 5

page

1

Fame 9

page

2

The G reat Pacific Garbage Patch

Going Green page

3

Predicting content G u essing meaning from context

Reading for general

u nderstanding G uessing meaning from context

21

S m ile- You're on Google Street View

Online World page

Identifying the main idea G uessing mea n i ng from context

33

What's That S mell?

4 Sense It -

page 45

5

Families page

57

6 A Good Buy page

i nformation G uessing meaning from context

Idioms

The Kite Run n e r

Fam i l ies Word fam i l ies P h rasal verbs

Relative cla uses

Consu merism Col locations Phrasa l verbs

Cond itionals I mperatives, modals and time clauses Wish clauses

Listening Practice

Speaking Practice

Pronoun reference G uessing meaning from context

Exan1 Preparation :�age

Phrasal verbs

Burning of the Brands

69

e·

Scanning for specific

Making inferences G uessing meaning from context

Exa� 0rac 1ce

-

-

Ei

Appendices

•

•

Gra m m a r A p p e n d i x

•

Pron u nc i a t i o n Practice

•

:a;;e �SS

oage 121

Glossa ry

•

P h r a s a l Verbs

•

page 123

page 130

Prepos i t i o n s

page 131

I rreg u l a r Ver bs

page 132

-

"

AR

LISTENING

SPEAKING

WRITING

A rad i o tal k

Ta l k i ng about a picture

A for and against essay Connectors of addition, contrast and exam ple I m p rove You r Style: Ru n-on sentences

A personal statement

A conversation

Reac h i n g a decision

A formal letter I e-mail Formal and i nformal la nguage I m p rove Your Style: Para l lel construction

PowerPoi nt presentations

A conversation

Personal i nterviews

An opinion essay C o n nectors of cause, result and pu rpose I m prove You r Style: The apostrophe

A debate

A report

Comparing pictures

A description of a n event Adjectives a n d adverbs I mprove Your Style: M isplaced modifiers

British etiquette

Personal accounts

Expressi n g an opinion

A narrative Expressions of time and sequence I m prove You r Style: Verb agreement

A job interview

A rad i o progra mme

Role play

A summary Paraphrasing I m p rove Your Style: Writing concisely

Phone messages

nti nuo 1fi nitivE

mer

h

dais s

:e

•

eview of Read i n g Strateg i e s

;ge 134

• ."/rit i n g G u id e =ge 135

SKILLS

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

A B A B A B A B A B A B A B A B A B A B A B A B A B

H i , ea rl ! H i , Denisel Hey, good to see you ! You look great ! You too ! How have you been? I ' m al right, but it's hard bei ng back. I know what you mean . . . I hate getting up so early. it's not just that . . . I ' m nervous about all the exams we' l l b e having this year. Me too ! Still, it's n ice to see everybody. it's been a pretty boring summer. Everybody was away at one time or another . . . except m e ! Did you stay at home a l l summer7 Yes, I was worki n g . I'm going to ta ke a gap year next year, so I need the money. Where did you work? I was a waitress i n a cafe. I know it doesn 't sound very exciting, but I earned lots of money. That's great ! So what did you do7 I went to Fra nce for th ree weeks. You ' re so l ucky ! Did you go with you r family? No, I was at a summer school i n Marse i l les. I lived with a French family - it was brilliant ! You ' re doing French this year, are n 't you 7 Yes, and we've got a huge ora l exam this year, so I wanted to improve my spea k i n g . Did it help? Oh, yeah I Before the summer school, I'd never really spoken to French people. Did you meet a nybody i nteresting! Wel l, a friend of the guy I was staying with . . . her name's Marianne . . How romanti c ! lt looks l i ke you' l l be practising you r written French too ! You ' re rig ht. We chat every day ! And what about you ? Are you and Tom sti l l together? Actua l ly, I have n 't seen m uch of him lately. The last time I phoned, he was surfing with his friends . . . Oh, that's the bel l . I'd better go. Yeah, I 'll see you around.

2. Answer the questions.

1. 2. 3. 4. 5.

Why is it difficult for ea rl to go back to schoo l ? What did Den ise do a l l summer? Why did ea rl go to a summer school i n Fra nce/ Why did ea rl enjoy his trip so m u c h ? How do ea rl a n d Marianne keep i n touch? 6 . What was Tom doing when Den ise phoned?

.

3.

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

•

b ri l l i a nt

n e rvo u s •

l ucky

• •

boring

•

excit i n g

i nterest i n g

•

g reat

1 . you r summer holiday 2. returning to school 5

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2. Choose the correct answer.

GRAMMAR PRESENT TENSES -

IIIJ

1 . Look at the verbs i n bold i n the paragraph below. Identify the tense of each verb. We usually spend the first day of school arranging our timetables. Our school offers lots of courses, so it isn't easy. At the moment, we're discussing what subjects to study. Tomorrow we're starting our normal classes. 2.

Wh ich verb a bove describes ... ?

1. somet h i n g that i s h a p p e n i n g now

1 . Susan went to school after she was eati n g I h a d eaten breakfast. 2 . What was T h o m a s wea r i n g I h a d T h o m a s w o r n when you saw h i m ? 3 . John looked so silly that we l a u g h e d I were l a u g h i n g when he ca me i n . 4. D i d you s p e a k I H a d you s p o k e n to the neighbo u rs last n i g ht! 5. I told him the news because he h a d n't h e a rd I d i d n 't h e a r it. 6 . The storm began wh i l e we w e r e d r i v i n g I d rove home. 7. By the time I arrived at the pa rty, everyone l eft I h a d l eft. 8.

Could you repeat that? I

3.

Complete the sentence i n several ways, using the words given. Use present and past tenses. Add any necessary words. B renda bought shoes . . while I she I tou r I Italy after I she I save I enough money and I she I wear them I the next day and I now I she I wea r them but I she I never I wear them although I they I be I expensive

2. a fut u re p l a n

3 . a reg u l a r ha bit o r routine 4 . a general fact 3.

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

I w a n t to go shopping for my school books now.

1.

Look at the verbs i n bold i n the paragraph below. Identify the tense of each verb.

1. 2. 3. 4. 5. 6.

w a s n 't l i sten i n g

I

h a d n 't l istened .

The students were still doing the test when the bell rang. The teacher gave them more time. She collected the papers after thev had finished. 2. 1.

Which verb/s a bove describe ... ?

a n action that took place before a n oth e r action

2. a com p l eted action in the past

3. a n i ncom p l ete action i nterru pted by a n other action

1. Complete the sentences with the verbs in brackets. Use the Present Simple or Present Continuous. 1 . Ms Rivers is busy at the moment. She . ........ (teach) 2. Now 1 . ..... . .... (remember) h i m' We met h i m at E m i ly's. 3 . What time ........... you ........... (leave) ton ight? 4. .. Mr Hall usually ........... (give) lots of homework! 5. We've got paper, so we ......... .. (not need) to buy any. 6. H1, Just1n . What .. ....... you ........... (do) here7 7. Ben . (not study) geography this year. 8. Kath ... ..... (p1ay) basketball twice a week.

6

� 4. Complete the passage with the verbs in brackets. Use present and past tenses. Then listen and check your answers. At the moment, I 1 ........... (consider) doing a first-aid cou rse. I 2 .......... . (want) to be prepared because of something that happened to my friend, C h ris. He 3· . .... . . (look after) his you nger brother when suddenly the child began to choke on a sweet. C hris 4 . .. . .. . .. . . (not panic). He knew exactly what to do because he 5 ........ . .. (do) a fi rst-aid course at h is school last year. C h ris 6·. (manage) to save his brother's l ife. Whenever people ask him about his experience, he 7 ..... .... . . (recommend) the cou rse. When I heard what 8· .. . .... (happen) to C h ris, I real ised how i m portant it is to learn fi rst aid.

PRESENT PERFECT SIMPLE AND PAST SIMPLE

1 . Look at the verbs in bold in the paragraph below and identify the tense of each one. I've loved dancing since I was a child, and I've finally decided to have lessons. I signed up yesterday. 2. 1.

Which verb above describes ... ?

u nt i l now 3. a com p l eted act1on that took place at a specifi c t i m e i n the past FUTURE TENSES

I,_

.H •

.

•

..

.H .

. H .

H

•

.

a n action that took place a t a n u nspecified t i m e 1 n t h e past a n d is releva nt t o t h e present

2. a n action that began i n the past a n d contin ues

1.

5. Complete the sentences with the verbs in brackets. Use the Present Perfect Simple or the Past Simple. 1 . Bil l (start) work when he was very youn g . 2 . ..... .. . you .. ..... (see) m y wallet/ I can't find it. 3. I'm sorry. M s Witkin (j ust leave). 4. you (go out) with Jason last night? 5. I ' m sorry. I .... .... (not mean) to insult you yesterday. 6. We ........... (not do) the was h i n g u p yet.

Read the sentences. M atch the sentence i n I to its use i n 11. I'm going to work hard this year.

6. Write sentences with the words i n brackets. Use the F uture Simple or be going to. Make any necessary changes. 1 . Is my ca r blocking the road ? (I I move I it). 2. I love Don 's parties ! (he I have one I this year)? 3. Rina n ever wears pink. (I' m sure I she I not like I this sweater). 4. Your passport is falling out of your pocket. (You I lose it) ! 5 . Don 't worry about me. (I I be I fin e) !

2. I'm sure we will enjoy this course.

3. Don't worry. Here, I'll help you. 4. This exam is going to be difficult because there's so much material.

11

H .

a . a p l a n ned future action b. a sponta neous decision

H

c. a future even t based o n p resen t evi dence d. a pred i ction 2.

7. Complete the sentences with the verbs in brackets. Use the F uture Perfect or the Future Continuous. 1 . By M a rch, we ........... (finish) five u nits of our book. 2 . At this time tomorrow, she (have) d i nner with her fam i ly. 3 . I'd l i ke to post the package tomorrow. you ........... (prepare) it by then? 4. They (not wait) for us when we arrive at the train station. 5 . We' l l need our garden chai rs on Friday. I hope that our neigh bours ........... (ret u rn) them by then. .

Look at the verbs i n bold in the sentences below. Wh ich verb is in the Future Perfect? Which is in the Futu re Continuous?

•

HO

This time next year, I'll be studying engineering. By the time I finish my degree, I'll have learnt a lot. 3.

Wh ich verb i n Exercise

2

1.

a n actio n i n p rog ress at a certa i n future t i m e

describes ... ?

2. a n action com p l eted at a certa i n fu ture t i m e ·

Grammar Appendix, pages

107-108

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

NI] ITIORE TE XT8001Lt5 i='

University students 1 always carried I have always carried bags full of heavy books. However, some experts predict that computers 2· w i l l soon make I a re soon going to make textbooks a thing of the past. Northwest Missouri State University 3· a l ready bega n I has a l ready beg u n to make this prediction a real ity. Last year, they 4 gave I have g iven their students electronic readers containing the textbook material . During the coming year, students 5 w i l l be u s i ng I w i l l have used these "e-readers" to read, take notes and even do interactive qu izzes. Some students 6· have criticised I criticised the move, saying they 7 a ren't going to stop I won't be stopping using textbooks, which are better for studying large amounts of materia l . However, the president of Northwest says that within five years, e-books and e-readers 8 · a re g o i ng t o replace I w i l l have replaced textbooks completely - at Northwest and in universities around the world. 7

....

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SKILLS LISTENING G 1 . Tom calls Denise after school. Listen to their conversation. What's the problem? Who wants to solve it and how? 2. Read the questions. Then listen again and

choose the correct answers. 1 . Tom says that when they meet, . . . . a . he'll tell Denise about h i s trip to Brighton b. he'll explain his behaviour c. they'll talk about surfing 2. When Tom tried to contact Denise . . . . a . she told him that she cou l d n 't tal k b. s h e sent h i m a text message c. she d i d n 't answer his messages 3. Denise is u pset because . . . a. Tom has not given her enough attention b. Tom has said something she doesn't l i ke c. Tom has gone out with a nother girl 4. Den ise is sure that in a week or two . . . . a . she will be able to forgive Tom b. she will have found another boyfriend c. she will have forgotten Tom 5 . Denise feels that seeing Tom a . is going to change thi ngs b. i s going to be useless c. is better than talking on the phone 6 . At 8 . 00, Denise . . . . a. will be shopping b. wi ll be watching TV c. will be tal king to Tom

8

SPEAKING 3.

Look a t the following expressions. Which d o you u s e ... ? 1. when g reeting someone 2. when d i scussing the sum mer holidays 3. when pa rting

b. c. d. e. f. g. h. 1.

And what about you ? D i d you meet anybody interesting? How a re you doing'� Good to see you ! Have a n i ce day. Did you have a good time7 I ' l l see you a ro u n d . What did you do this s u m mer?

4. Think of another expression for each category in Exercise 3. 5. lt's the first day of school, and you haven't seen your partner a l l summer. Greet each other and discuss your summer holidays. Tell your partner any goals you have for the new school year.

Unit Objective-; fn

Pc'>ll

rel'(tlli•UO'l'i

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P" Pc fttt Cm dll�

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!' t, ur dl

1

V\rr t n c

Fame

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nd lt

,

to

1 J• 1

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c

t

r or

JLon�

11

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dl

\ P,

Pl d

The Byrds So you waVIt to be a rock 'VI' roll star? TheVI listcVI MW to what I s ay. Just qct aVI electric quitar ThcVI take SO/MC titMC ltm;f fcarVI how to play. ltVId with your hair swuVIq riqht, ltVId your paVIts too tiqht lt's qOVIVIa be all riqht. TheVI it's titMc to qo dowVItOWVI Where the aqcVIt tMaVI woVI't let you dowVI. Se(( your soul to the COtMpaVIy Who arc waitiVIq there to scff plastic wares . .AVId iVI a week or two If you �Make the charts The qirls'ff tear you apart. The price you paid for your riches aVId fatMc, was it all a straV�qc qatMc? (ou'rc a little iVISaVIc. -he tMOVIcy, the fatMc, aVId the public accfaitM, 'OVI't forqct who you arc, ou'rc a rock 'VI' roll star.

• What do you think are the advantages and

disadvantages of being famous? WEB EXTRA

Read about rock 'n' roll schools at: u·u•u•.burllll[JIOI/booh.es,' ·eu·polllh2

L re

\t.;, iJ c;t

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,.4 Listen to the song and read the lyrics. Then answer the q uestions. 1 . What advice does the si nger g ive to anyone who wants to be a sta r? 2. What does the singer say are the benefits of being a star? 3. Does the si nger t h i n k there are disadvantages to bei ng famous? H ow do you know?

SO YOV Wlf:NT TO B� lt ROCI< �N� ROLL STltR?

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R.ullo le lk I <.s,•v

I '-.tak'1Jc1 t

� READING 1 . Pred icting Content: Look at the title of the text and the pictures. What do you thin k the text will be about? 2. Read the text and check whether your

prediction i n Exercise 1 was correct. 3.

Guessing Meaning from Context: Find the following words in the text. Read the enti re sentence and try to g uess each word's meaning . snapping ( l i n e 2) • uproar ( l i n e 9 ) harmless ( l i n e 29) IH

EXAM FOCUS HOW TO ANSWER TRUE / FALSE QU ESTIO NS 1. M a ke sure you understand the meaning of the statement. 2.

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

3.

Compare the statement with the text and decide if it is true or fa lse.

4. J ustify you r a nswer by quoting the relevant part of the text. Exa m p l e Question Is the fol lowing statem ent true or fa lse? Passers-by knew that Vaz and Hill were not really famous.

Answer Ana lysis •

The keyword l i nes 4-5.

•

The sentence te lls us that the passers-by were i m p ressed -they took photos a n d asked Vaz and Hill w h o they were. We can assu m e from t h i s that they thought Vaz a n d Hill were fa m ous.

•

The statement is therefore fa lse.

passers-by

appears in the sentence i n

4. Are the following statements true or false? Find evidence in the text to support your answers. 1 . Vaz was su rprised by the papa razzi. 2 . In the beg i n ning, H i l l reacted negatively to the papa razzi. 3. The personal papa razzi service is very popu l a r. 4. For Ronda Rivl ing, fame and fil m sta rs a re more i m po rtant than the environ ment or the economy. 5 . Lindsay C hapin believes that personal paparazzi services are harmless fun. 5. Complete the sentences according to the information in the text. Remember to use your own words. 1 . Vaz and Hill went to a n i g htcl u b after they . 2 . The paparazzi were followi ng the couple because . . . . 3. At the n i ghtclub, the cou ple d i d n ' t have to . 4. Ronda Rivling says that because of reality shows, . . . . 5 . According to Professor Gamson, you can be someone only if . . . . 6 . The paparazzi compan ies say that having a l ittle fun .

6. Choose the best answer according to the text. Fro m paragraph 3, we understand that . . . . a . the service is too expensive for most people b. the service requires a bodyguard c. the del uxe treatment is preferable d. the services provide different packages F ind words i n the text that mean: made a loud, sudden sound (paragraph 1 ) directly (paragraph 2) a person h i red to protect someone (paragraph 3) fashion (paragraph 4) perform i ng, imagi ning (paragraph 5) 6 . obsession (paragraph 6)

7. 1. 2. 3. 4. 5.

• Would you hire a personal paparazzi service?

Why or why not?

10

I

U n it 1

� ... popped as the couple were ��;e �orters, who began snapping photos and asking them personal questions. Flashes�(,1...). ��HI"l\l. ha ��ll the way to a nightclub, where they were met by a crowd of adoring fans who had been waiting for hours \11�10tp C::5 Q.;)t: "�

As Struan Vaz and Paige Hill emer g ed from a theatre in Austin, Texas, they were surrounded by photographers "011:15. � ... ,i)i'l.)

�

\.)�

to_£atch sight of them. Passers-6y, impressed by all the action, took photos with their camera phones, while others asked the two who they were. "We're nobody," said Yaz. He was telling the truth. They weren't celebrities at all and the adoring fans were, in fact, Yaz's friends. As a surprise for his fiancee, Yaz had hired a company called Celeb 4 A Day, which provides personal paparazzi to �(!o4'> : �>o. DO

follow people around town. Hill was so overwhelmed by all the attention that she tried to run away at first, though she soon began to enjoy it. W hen they got to the club, the owners, fooled by the uproar, gave them VIP entry, letting them walk right past the queue and straight in. With this new kind of service, anyone can feel what it's like to be a star. A typical price list:

$300 buys you the basic package of four personal paparazzi who will pursue

you for up to

30 minutes. For $2,500, you get the deluxe treatment- two hours

with six paparazzi, including limousine service and your very own bodyguard . .-\re people actually willing to spend that much for some time in the spotlight? .-\bsolutely! S ince these services started, their phones have been ringing non-stop. ome social scientists despair at this new trend, calling it celebrity culture gone wild. nfortunately, fame and film stars have become more important than the environment

··

. r the economy. And reality shows make everyone think that they can be an instant star," 'ays Ronda Rivling, pop culture analyst. According to Professor Josh Gamson, who studies ,ociety and mass media, "We live in a culture where . . . if you don't have people asking who . ou are, you're nobody." The paparazzi companies, on the other hand, wonder what's wrong with ..1

little fun. "People are really excited when they call," says Lindsay

Chapin of Private Paparazzi in San Diego, California. "It's this whole ;·antasy they're playing out in their mind, and they want to experience H for one night."

I

this new phenomenon a worrying reflection of society's infatuation

·

ith fame, or just a harmless escape from the worries and pressures f life? It all depends on your point of view. W hatever your opinion,

.;· you see a crew of cameramen following a celebrity down the ·reet, don't be surprised if you have no idea who the big star is.

False friends excited (line 24) means entusiasmada ot excitada

/

11

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VO CABULARY

VERB COLLOCATIONS

Words from the Text

4. Which of the words can be used to form collocations with the verbs in colour? 1 . catc h sig ht of, a chance, a bus, a cold, someone's eye, a friend, fire, one's breath 2. ta ke a photo, for granted, one's time, a wedding , pride i n , charge, happi ness, someone b y surprise 3. g o wild, talking, mad, abroad, m issi ng, strong, blind, bald, fat

1 . Choose the answer that best explains the meaning of the fi rst sentence. Pay attention to the words in colour. 1 . Shopping on-line is a growing t r e n d . a. A lot of people do it. b. it's a great idea. 2. Elaine is always wi l l i ng to help. a . She a lways needs help. b. She is a helpfu l perso n . 3. The singer was a n i nsta nt sta r. a . He worked h a rd to reach the top . b. He beca me a celebrity very q u ickly. 4. We d rove stra i g h t to the theatre after work. a . We did n 't stop on the way. b. The road to the theatre had no turns. 2. The following sentences do not make sense.

1. 2. 3. 4. 5. 6.

�

3.

Make them logical by replacing each word in colour with a word in colour from a d ifferent sentence. He bought h i s p a sser-by a dia mond rin g . There was a large crew demonstrati n g outside Pa r l iament. The rabbit slowly p u rsued from its hole. We asked a crowd for directions. The pol icemen emerged the thief until he was fin a l ly caught. A f i a n cee of construction workers was h i red to restore the old buil d i n g .

---.- see Grammar Appendix, page

5. Complete the sentences with collocations from Exercise 4. Make any necessary changes. 1. My parents nea rly ........... with worry when I was in hospita l . 2 . T h e building . because a resident h a d been smoking in bed . 3. There's no hu rry. Please .. 4. The pol ice fou n d the c h i l d who ........... the day before . 5 . Patricia loves to paint and she .. her work. 6 . If you h u rry, you ' l l ... ...... the 5 o ' clock H

Com plete the passage with the words and phrases below. Then listen and check your answers. fool

•

overw h e l med

p ressu re f\-T- ::= V -<

•

•

s u rro u n ded

bodyg u a rds

•

in

•

i nfat u a t i o n

the spot l i g h t

� .... --.,.. :: ._. ... :: -....

o..../

Mich ael Jackson 1958-2009

.______ ::-_ ::_ ....

2

12

Ill

: ...:; ... a-_._ . -------------------

A victim offame?

U n it 1

Topic Vocabulary 11

4. Complete the sentences by adding suffixes to the words in brackets. 1. Many famous ........... (perform) live i n (luxury) homes. 2. The .. . .. (offend) behaviour of the paparazzi is often more (disg race) than the stories they cover. 3. Critics ag reed that E llen Page's ........... (perform) i n Juno was ........... (marvel). 4 . Most tabloids focus on celebrities from the world of .. .. (entertai n), but they also gossip about ........... (politics). 5. Madonna 's ........... (impress) career and i n credible (popu lar) has made her a n icon i n the pop world.

FAME

n• •

:;e

1 . Match the beginning of each sentence in I with its ending i n 1 1 . Pay attention to the words in colour. 1 . The daughter of very rich parents 2 . Brad Pitt's donations to charity 3. The gala pa rty was 4. Why do so many people today 5. Amy Wi nehouse is a great singer, 6 . Celebrities who take drugs 7. There's Tom C ruise' Let's 8. The teenage girls waited outside

11 a . get a lot of positive b. c. d. e. f. g. h.

n

n

p u b l i c i ty.

ask h i m for his a utog r a p h ! the most l av i s h event i n the city that nig ht. are very bad role m o d e l s. but her behaviour is o ut r a g e o u s. to catch sight of their i d o l . is a n h e i ress. wors h i p celebrities?

2. Choose two possible answers to complete each

�

�

J

sentence. Pay attention to the words in colour. If you are wea lthy, you have probably got a lot of m o n ey I property I rela t i ves. People often goss i p about c e l e b r i t i es I t h e m s e l ves I t h e i r n e i g h bo u rs . A ta l e nt scout spotted her and got her a job as a m o d e l I s i n g e r I d octor. Some celebrities a re n oto r i o u s for h e l p i n g the poor I atta c k i n g pa p a razzi I be i n g a rrog a nt . If you have d rive, you a re a m b it i o u s I l a zy I determ i n ed .

_

-

A

spoi lt

g e n e rous

I selfish I

i n consi d e rate.

� 5. Complete the passage with the words below. Then listen and check your answers. •

h e i ress goss i p

•

•

wea lthy •

d rive

outra g eo u s •

n ot o r i o u s

•

spoi lt

tabloid

Paris Hi/ton- Famous for Being Famous? .

Peop l e l ove to

n

the pa rty-h o p p i ng

a bo u t Pa r i s H i l to n, 2.

... .. ... . to the H i l to n . l . ... . . . .. for her

H o tel fortu ne. Pa ris i s

m a ny boyfrie n d s, her-

n

• •

c l othes

and her s c a n d a l o u s b e h a v i o u r. She c o n sta n tl y c reates s e n s a t i o n a l

s .

.

head l i n e s . Cri t i c s c l a i m th at s h e's fa m o u s s i m p ly for b e i n g fa b u l o u s l y

6

..

a n d p o s i n g for p h otogra p hers a t c e l e b ri ty p a rties. They s a y s h e's a

7

n

•

r i c h g i rl with no rea l

ta l e n ts . H owever, with severa l fi l m roles, h e r own s u c c e s s f u l

usually report s e n sat i o n a l I sca n d a l s .

n ews

best-se l l i n g book, s h e h a s proved that s h e h a s got

A sta r athlete m ight be a co ntrovers i a l f i g u re beca use of his h i g h s a l a ry I r u d e re m a rks I Ta b l o i d s

•

T V s h ow, a s o l o C D a n d a

person is probably

plenty of

a. .

... .. ... .

.

l t l ooks

l i ke Pa r i s H i lton is h e re

g reat a c h i ev e m e nts . "'

•

to stay!

I

fin a n c i a l issues

SUFFIXES _ __. ._ see Grammar Appendix, page

3.

111

In your notebooks, write the words below in two groups: nouns and adjectives. Use the suffixes to help you. •

confidence promotion

•

outra geous

p o l i tical

•

d e l i g htfu l

p u b l icity

•

fash ionable

•

si n g e r

•

expensive

•

•

a mazement •

m u si c i a n

a p peara nce

• Complete the sentences. Make them true for you.

1. 2. 3. 4. 5. 6.

I am usually willing to . . . . Something I take for granted is . . . . If I were wealthy, I . . . . I wou l d never ask a passer-by . . . . When I was young, my idol was . . . . I t h i n k it's disgraceful that . . . . Vocabulary Builder, pages 5 8 - 5 9

13

GRAMMAR

1 . Complete the sentences with the verbs in brackets. Use the Present Perfect Continuous or Past Perfect Continuous. 1 . We ........... (follow) h i m all day, but we haven 't got a good photo yet. 2 . Don't worry, 1 ........... (not wait) long . 3. Everyone was miserable beca use it .. .. (ra i n) for days. 4. Helen 's eyes a re red . ........... she ........... (cry)7 5. The waiter did n 't come, a lthough we .. .. (ca ll) him for half a n h o u r. 6. There you a re I I ........... (look) for you ! 7. H e plays the piano very wel l . H ow long .. .. he ........... (have) lessons/ 8 . They decided to vote since they ........... (discuss) the issue all morn i n g .

PRESENT PERFECT CONTINUOUS PAST PERFECT CONTINUOUS

Read the exam ples and answer the questions. a. Since these services opened, their phones have been ringing non-stop. (Present Perfect Contmuous) b. They were met by fans who had been waiting for hours. (Past Perfect Continuous) 1. 1.

Which sentence tal ks about ... ?

an action which continued u p to another past action

2 . a n action that sta rted in the past and conti n u es in

the p resent 2. 1.

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

Com p lete the rules.

We u se have I has + .. .... .... . + verb the Present Perfect Conti n uous.

2. We u se

.. ... . . .

.

.

.

+

been

+

.... +

+

.. .. ...

ing to

... . to form

cry

form the Past

NOTE:

We do not usually u se stative verbs such as a n d want i n the Perfect Con t i n uous.

know

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

If the n u mber of ti mes somet h i n g has h a ppened can be cou nted, we don't use the Perfect Con t i n uous. He has been trying to call Celeb

4 A Day all day.

He has tried to call Celeb 4 A Day five times today.

�

3.

GERUNDS AND INFINITIVES

1 . Read the examples and answer the questions. a. Would you recommend hiring paparazzi? b. Vaz felt like surprising his fiancee. c.

Getting so much attention can be frightening.

d. I've always dreamed of being a celebrity. e. At first, Hill tried to run away.

f Are people prepared to spend that much?

1 . In w h i ch sentence a bove does the gerund .. . ?

fol low a verb • fol low a p re position fol low a n expression • a ppea r as the s u bj ect

2. I n w h ich sente nce a bove does the i nfi n itive . . . ?

fol low a verb

l 14

2.

•

fol l ow a n adjective

Look at the examples below. I n wh ich pair of sentences i s there a change in mean i n g ?

a. The paparazzi began snapping photos. The paparazzi began to snap photos. b. She stopped to sign her autograph for fans .

n ot h ave

•

l ose

•

n ot see

•

do

•

practise

1 . Where's D i a n a ? I . .. her all day. 2 . The baby fell asleep after he ... for an hour. 3. Rona ld felt ready for the concert as he ... for weeks. 4. None of the work is finished I What ........... you ........... all day'� 5. N icole was upset beca use she ........... her contact lens. 6 . I'm tired. I ........... enough sleep.

Perfect Conti n uous. •

•

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

THE RIGHT TO

PRIVACY

•

People assume that if you are a celebrity, every de of your life belongs to the public. In the past 20 yea this trend

�..

(become) more extreme. Lately, howe'

L ..

celebrities

(fight) for the right to some level

privacy. One of the most impotiant cases in 2004, when a judge tabloid,

Campbell

to

"

pay

4...

supermodel

1...

(ace:

(order) T h e Mirror, a Brit Naomi

Campbell

£3,5'

(take) the tabloid to court for publishi

a photograph of her leaving a Narcotics Anonyme meeting. According to the paper, Campbell 6... cocaine for years. Before this. Campbell

7 ........

(u

always ...

(claim) that she never touched drugs, but apparently

H.

s

(hide) the truth all that time. The judge decid

that the newspaper had a right to print the facts, but tl· publishing the photograph was a violation of Campbel privacy.

U n it 1 ,, 4.

6. Complete the sentences. Use the Present Perfect Continuous, Past Perfect Conti nuous, an infinitive or a gerund. 1. I ca n't stand . 2 . My feet ached beca use 3. I don't remember . 4. This weekend, I plan 5 . Recently, I ... 6 . I speak English wel l . I . . . .

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

ARE CELEBRITIES' SALARIES TOO HIGH? Can you i ma g i n e

1

(ma ke) €250,000 for one

.

week's work? That's the s a l a ry Cristi a n o Ron a l d o ca n expect

2 .... . .

.. ...

(get) every week that he plays

football for Real Mad r i d . And , n o d o u bt, Joh n ny Dep p was very pleased

3.

(ea r n ) $60 m i l l io n

for h i s latest Pirates o f the Caribbean fil m . Som e peop l e feel it's t i m e t o stop

4:..

(pay) top

athletes a n d fi l m stars so m u ch. Others th i n k that they d eserve h i g h salari e s for

5 . ... . . . . . .

REWRITES: CHANGE OF TENSE

(enterta i n )

I n rewrites that i nvolve a cha nge of tense, additional changes a re sometimes necessa ry, such as changing the time expressions.

fa n s a n d a u d i e n ces. They a lso point out that m a ny cel e b rities decide

6 .. .......

.

.

(use) their fa m e

a n d m on ey t o h e l p oth ers. I n a ny case, it's no u se

7 .... H• • • • •

S.._begt.r

(co m p l a i n ) a bout the h i g h salaries o f

fa m o u s people.

8·. . .. . .. . ..

.

(be) rich i s n 't s o m eth i n g

that cel e b rities a re l i ke l y 9...

.. .

___

'1"'

.u.rs nine years ago

•rl

She has been actmg in tilms for nine years

(g ive u p)!

Rewrite the fol lowing sentences starti ng with the words g iven. Do not change the orig i n a l mea n i ng of the sentences. 1. I got my driving licence when I was 17. I've . . . .

HOO"'' "'''

8 0 , ,_.,_.,, ,

2.

We studied all afternoon . Then we decided to take a break.

0

After . . . .

3. I haven't heard from Charles in two weeks. Oprah

George Lucas

Madonna

Celine Dion

Beyonce

Dr Phil

'early income in millions of dollars

WEB E XTRA

Read more about actors' lives at: 11'11'11'. bu rl i ngtoubooks. es/1•iell•poi 11 r.Q

deta yea r

• w ev �vel

(occu Britis :3,50

l ishir

ymoc. (us IS

H

ly si ecid lt the

pbell

5.

1. 2. 3. 4. :J.

6.

7.

The last time . . . .

4. This is his first acting role. He's never .. . . 5.

When did you start to work in this company? How long . . . .

6. He started playing for Chelsea when he left Hull City.

Rewrite the following sentences with the words in brackets. Use gerunds and infinitives. C harles played tennis as a boy, but now he doesn't play any more. (stopped) We cou l d n 't move the bookcase beca use it was too heavy. (tried) I shouldn't have asked Thomas to come with me. (regret) Susan does n 't think that she borrowed you r book. (remember) We took a break and had l u n c h . (stopped) I thought I mig ht l i ke swi m ming, but I fou nd it bori ng. (tried) We are sorry, but we m u st i nform you that you have not been accepted . (regret) I ' m glad you thought of leaving me a note. (remembered)

He has ....

Grammar Review D 7. Rewrite the following sentences using the words in brackets. Do not change the original meaning. 1 . I met Rachel two yea rs ago. (for) 2 . He sang for five m i n utes. Then the judges told h i m to stop . (had) 3 . I ca n't wa it to meet you . (looking forward to) 4. The boy wi l l be taller by the end of the summer. (grown) 5. Sue broke her a rm d u ring the h i ke. (wh i le) Extra gra m m a r exe rc i s e s at: ho•1k1 es 11 11

1c

p

11

15

(� l

SKILLS LISTENING � A RADIO TALK 1 . Look at the pictures and answer the questions. 1. What are the people doing ? 2 . Where do you thin k they are? 3. What do you thin k they have in com m o n ?

2. Listen to the first part of a radio talk and choose the correct answers. 1 . G reg says that . . . . a . you can become fa mous faster today than i n the past b. today, you have to work hard to become fa mous c. reality TV and the I nternet have become very popular d . being a celebrity today depends on talent 2. On M a g i bo n 's clip, she . a . tells viewers about herself b. spea ks fluent Japanese c. does al most noth i n g d . demonstrates g reat ta lent 3. Magibon . a . is Japanese b. is fa mous in America c. has n ever been to Japan d . is loved by the Japa nese 3.

1. 2. 3. 4. 5.

Susan B oyle

Listen to the second part of the talk and decide if the following statements are true or false. Matt's clip shows h i m dancing in va rious places. Matt's pu rpose was to become famous. A chewi ng-g u m company paid for his second trip . Matt is making money from his fame. Matt is a professional dancer.

4. Listen to the third part of the talk and fi l l in the m issing information. 1 . Wit h i n 24 hours of her appeara nce, Susan Boyle 2 . Her clip was seen by ........... people. 3. The speaker compares Boyle's voice to the voice 4. Boyle proves that you don't need ........... in order to become fa mous. 5 . According to the speaker, you still need to become famous. no n

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

Why or w hy not?

16

1\larr Harding

U nit 1

SPEAKING TALKING ABOUT A PICTURE 1. Read the description of the picture below. Which part of the description ... ? 1 . describes what is probably happen i n g i n the picture 2 . discusses how the people feel and what might happen next 3. g ives a physical descri ption of the people, objects and background

:::

�

-

2 _

-

�

3

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

people camping out. They've got tents and sleeping bags. They look q u ite happy. They seem t o b e i n a city street as you can see the pavement in the foregrou nd. lt cou l d be t h a t they ' re waiting to buy tickets for a concert or a sporting event. I i ma g i n e that they plan to spend the night there. I'd say t h at they're probably a bit uncomfortable, but it l o o ks l i ke they ' re having a good time a nyway. They' l l p r o b a b l y wa ke up very early to buy the tickets. Th i s p i ct u re s hows

Which sentences below express speculation by the speaker? You c a n te l l t h at they're quite you n g . P e r h a ps they're big footba ll fans. s u p pose they're outside the place where 1c ets are sol d . T h i s is a p i ct u re of people lying on a pavement. Look at the expressions in colour in Exercise 2. Which of them cou ld replace one or more expressions in colour in Exercise 1 ?

TALKING ABOUT A PICTURE Descri b e w h a t you see - peo p l e , o bjects and b a c k g ro u nd . Specu l ate a b o u t w h a t i s h a p pening o r w h a t h a s j u st h a p pene d . Specu l ate a b o u t h o w t h e p e o p l e fee l and w h a t w i l l h a p pen next. R e m e m b e r, t h e re a re no r i g h t or w rong answe rs. Just interp ret t h e p i ct u re in yo u r own w a y.

17

c�

WRITING A FoT and Against £ssa-y EXAM FOCUS In a for a n d agai nst essay, we p resent two opposing views of an issue a n d conclude by supporting one of the views. W h e n you w rite a for a n d a g a i nst essay: 1. Present the issue. Read the title and the first paragraph of the essay below. What issue does the essay deal with? 2.

Present arguments supporting each view. Read the rest of the essay b elow. What argum ents does the writer use to su pport each view? Where does he I she write them?

3.

Give your opin ion supporti ng one of the views. Which view does the writer of the essay below support? Where does h e I she say this?

. :�

Celebrities as Role Models Many young people worship and imitate celebrities. However, we should ask ourselves whether these are the people we want as role models. On the one hand, it is natural to look up to talented people, such as f1lm and sports stars, who have achieved great success. Celebrities are fabulously wealthy and constantly surrounded by adoring admirers. They are also very good-looking. What more could anyone want? On the other hand, celebrities are a symbol of the superficial values of the entertainment world, where physical appearance and money are the most important things in life. Moreover, celebrities are notorious for their short, stormy relationships, their outrageous behaviour and their abuse of drugs and alcohol. This makes them very negative role models. In conclusion, despite the talent, success and wealth of celebrities, I believe that they generally make poor role models. This is because of the values they represent and the way they conduct their personal lives.

CONNECTORS OF ADDITION, CONTRAST AND EXAMPLE

CON N ECTORS OF ADDITION AND CONTRAST

Connectors of addition a re used to connect similar ideas. Connectors of contrast a re used to connect opposing ideas. In the basic package. you ge rou papa.a

.

T

Celeb 4 A Do� is very popular in spite of r,, for

also

>vtde. you .v•th a bodyguard.

ts yutte expenstve.

CON N ECTORS OF EXAMPLE

Connectors O• exa mo1e 1f pie, exa m p l es that !IIJ)trate CJ rnam 1dea �·

for mstar,ce, sucf, a�l

.1•e u'-�d to

r

trorlJce

There are many celebnties who help others For instance Oora;, vVmtrey ou;tt '1 �chool

tn South Afnca.

18

U nit 1

1. 1. 2. 3.

In the model, find: two con nectors of addition th ree connectors of contrast one connector of example

Your Task • Write a for and against essay on the

topic

Being Famous - Advantages and

Disadvantages.

2. Choose the correct connector.

1 . Celebrities are often seen as selfish. F o r exa m p le, I H oweve r, I I n a d d it i o n , many of them contribute a great deal to charity. 2 . A l t h o u g h I Despite I I n contra st TV is enjoya ble, you shouldn't watch it all day. 3. Before my trip, my mother bought me a g u i debook a s we l l a s I a l so I a l t h o u g h a new suitcase. 4. Many people ca n 't manage without their mobile phones. O n t h e oth e r h a n d , I As we l l a s I F u rt h e r m o re, they're addicted to thei r computers. ). Celebrity ma rriages don't usually last M o reover, I N evert h e l ess, I For i nsta n ce, Jenn ifer Aniston and B rad Pitt broke u p after five years. o. People at h i g h-tech firms work long h o u rs. In contrast, I Desp ite th is, I Even t h o u g h govern ment workers are often home by 5 . 00 . Celebrities s u c h as I a l so I i n s p ite of Bruce Willis and H u g h G rant have been known to hit paparazz i . 3 . S o m e people are rea l ly obsessed with footba ll players. For exa m p l e, I M o reover, I Desp ite t h is, my friend's room is fu l l of And res lniesta posters.

WRITING A FOR A N D AGAINST E S SAY 1 . M ake sure you understand the issue.

2. Brainstorm the two sides of the issue. Write a l ist of pros and cons or advantages and disadvantages. • Look at the ideas below. Which are advantages? Which are disadvantages? - lack of privacy, papa razzi fol lowi ng you a round - fans who love you - wea lth - a glamorous l ifestyle - tabloid gossip about you r private l ife - assistants and bodyguards - competition and jealousy • Add your own ideas to the list. 3.

3.

Rewrite the sentences in two ways. Use the words in brackets. C h ristina Agu i lera has sold more than 42 m i l lion a l bu ms. In addition, she has won several G rammy awa rds. (a lso) 2. While Amy Wi nehouse is a marvellous singer, she has a very trou bled personal l ife. (yet) 3. Despite o u r heavy backpacks, we managed to wal k very quickly. (although) All planets move in an orbit. I n contrast, the sun and other sta rs are i m mobile. (wh i le) ) . India is known for its fascinating cultures. lt is also fa mous for its varied la ndscape . (as well as)

Write 1 00-1 50 words.

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

4. Organise your ideas using the Exam Focus and the model on page 18 to help you. C H ECKLIST .I I followed

the. steps for lit for litl1.d qJiitiVI.ft

esslity.

.I I V�Sed .I

lit Vlitriety of COii!JitUtOrs of �itdditiovt-, covt-tmst litl1.d VCiitwtple. I checked my 3rlitwtwtlilr, spellivt.3 litl1.d puvt£tl{Q(tio vt-.

.I I

litVOided ruvt;-Ovt- sevt-tevt£es. -�-

Writing Guide, page

1 40

Improye Your Style Avo i d i n g R u n - o n Sentences

R u n -o n sentences a re two or more sentences that a re mcorrectly written as one sentence. They should be divided by a fu l l stop a nd a capital letter or by a con nector. cJ,,a K,cked the ball hard, si-Je d'dn'' se._. _ _ __ Jf X G,r,r, K,ckca tne brJI! nard, t,•J t 5h0 cNJro t \f'Ore a qoa/ ./

C'hr,r/es ran t,ome from �choo! ryrod chccke1 the r-ost nryrJ he found the letter and opened it nervC''�''r X ('l;r,m'� ran home trorn �,·noo/ rynd ct.ccke1 th" po ,t '.;r,cn 1-,f found tne letter he openeJ 1t nerVt'lAS,'r ./

Correct the run-on sentences below. Use a full stop and a capital letter or a connector. 1 . No one is going out ton ig ht, we have a n exa m tomorrow 2 . A stra nge man came into our garden last n i ght and he fel l over a chair and we heard h i m . 3. We h a d heard it was cold there, w e brought coats. 4. I wasn't ang ry, I was a l ittle h u rt 5 . The sky was clear and it was a beautiful day and Nora decided to explore the area .

19

....

,

SKILLS

.

\

A PERSONAL STATE M E NT You a re going to practise writing a perso n a l statement. Read the web page and the t i ps and a n swe r the Task Questions below.

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

When you apply, you'll need to i nclude a personal statement. A persona l sta tement is an essay about yourself, focusing on your

in terests a n d abilities. The goal of a personal statement is to state

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

• TASK QUESTIONS Look at the fol l owing excerpts from a perso n a l statement written by

Your statement should show: A. Why the course

a n a ppl ica nt to the Department of Perform i ng Arts a n d a n swer the q u estions.

interests you .

Do you feel that the a ppl icant is enthusiastic? Does he help the

Be enthusiastic about the subject. Show how much you love it and why.

reader u ndersta nd why he l oves act i n g ?

B. You r background i n

I have always wanted to act. O n the stage, I feel ! have magical powers! By transforming myself, I transport my audience to another place and time.

2.

Wh ich sentence below shows how the writer's pa rtici pation in pl ays

the subject.

has contri buted to h i s u n d e rsta n d i n g of the theatre?

Don't just list what you have done. State how the experience contributed to your knowledge of the subject.

I've performed in a wide range of theatre productions. My roles have included Vladimir in Wa iti n g for Godot and Rosencrantz in H a m l et. This experience has taught me how to see the world through someone else's eyes.

C. You r hobbies, work

3. W h i c h is better, a or b? Why?

and i nterests.

a. b.

D . You r future plans

4. a.

a n d a m bitions.

Be specific about how studying will help you achieve your goals. Emphasise your strong points and achievements. Provide evidence if you have it.

I am a keen sports player and a member of my school athletics team. When I was 1 6, I won a city-wide competition in the long jump.

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

I am a keen sports player and a member of my school athletics team. I believe that the teamwork and dedication required in sport are also essen tial in putting on a thea trical performance. Wh ich of the fo l lowi ng is best to i n c l ude? Why? I am sure that the challenging learning experience and stimulating environment of a drama course will give me the tools I need to become a professional actor.

b.

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

• USE YOUR SKILLS I m a g i n e that you w o u l d l i ke to a p p l y for u n ivers i ty i n the U K . Th i n k o f a c o u rse you w o u l d l i ke a n d wr ite yo u r own perso n a l state m e n t .

Ul'it 1 t

Objunve-; , ron 1

..11

r

p

Going Green

'1 1

( (

,J

1 . Look at the cartoons. M atch each cartoon to a caption below. Explain the i dea behind each cartoon. a. What the future holds. b. " I 've been coming to this spot for 25 years, and the fishing keeps getting worse. " c. " Anywhere with ice . . . a lot of ice. "

2. Which of the following problems does each cartoon illustrate? water p o l l u t i o n

•

defo restation

•

g l o b a l wa r m i ng

•

a i r p o l l ut i o n

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

Which of your actions contribute to harming the environment? WEB E XTRA

Read about a family who took recycli n g to an extreme at: ll'll'll'. bu rii HgtoHbooks. es/I'Ieu•polllls2

c�

READING 1 . Reading for General Understanding: Read the text quickly, ignoring d ifficult words. Then try to answer the questions below. 1 . What problem does the writer describe? 2. What sol u tion does he suggest?

2. G uessing Mea n i ng from Context: Find the following words in the text. As you read the text again, try to g uess each word's meaning. endless (line 4) • tang led up (line 2 5) wiped out (line 34)

EXAM FOCUS HOW TO ANSWER M U LTI PLE CHOICE QU ESTIONS 1. Read the q uestion and a l l the answer options. M a ke sure you u n dersta nd each option. 2. Find the releva nt parts of the text by looking for

keywords or their synonyms. 3. Compare each option with the text and decide if it is correct or not. Don't decide on a n a nswer before considering a l l of the options. Example Question Choose the best a nswer accord i n g to the text. While crossing the Pacific Ocean, Captain Moore ... . a. saw a rainbow c. participated in a race b. enjoyed the view d. saw something which shocked him Answer Analysis •

Option a: I ncorrect. Moore saw rai n bow-coloured plastic frag ments.

•

O ption b: I ncorrect. The text doesn't say that Moore enjoyed the view.

•

Option c: I ncorrect. Moore had a l ready com peted in a race and was on his way home.

•

Option d: Correct. Moore saw an endless amount of floati n g rubbish, i n what should have been a clear b l ue sea (line 3). What he saw was u nexpected, and therefore, shocki ng.

3.

1.

2.

3.

4.

Choose the best answer according to the text. The a rea descri bed i n paragraph 2 is a. popular a mong fishermen b. dangerous to sa i lors c. very big d . near t h e African coast The debris i n the G reat Pacific Ga rbage Patch . . . . a. is carried there by ocean currents b. comes mainly from the USA c. includes every piece of plastic waste from Asia d. eventu a l ly moves to other pa rts of the world The pu rpose o f Moore's latest trip was t o . . . . a . document t h e va rious types of debris b. d iscover the main locations of the debris c. find out what creatu res i n habit the area d . show how wildl ife i s affected by t h e debris The main pu rpose of the text is to . . . . a. describe Capta i n Moore's research b . make us awa re o f an environ mental d isaster c. wa rn us that many fish contai n toxins d . persuade u s to join a n environmenta l orga nisation

4. Answer the q uestions in your own words. 1 . What did Moore decide to do after discovering the plastic7 2 . Plastic is not biodegradable. What effect does this have on the G reat Pacific Ga rbage Patch? 3. I n what way does the G reat Pacific Garbage Patch affect h u ma n health? 4. What a re two reasons that the particles cannot be vac u u med u p ? 5 . How do you know it will take a long time t o solve t h e problem? 5. Which of the following would be a good a lternative title for the article? Explain your choice. a. Wa r n i n g - Poisonous Fish b. A Disaster in the Ocean c. The Research of C ha rles Moore

6. Find words or phrases i n the text that mean the opposite of: 1 . has got (paragraph 2) 2 . s h r i n k i n g , getting smaller (paragraph 4) 3 . huge (paragraph 6) 4. u nwanted (paragraph 7) 5 . increase (paragraph 8)

• In what ways could people cut down on their

use of plastic? Do you think that there should be laws forcing people to do this? 22

by Charl es Moore

a I

I

5

In l997, Captain Charles Moore took a short cut while crossing the Pacific Ocean on his way home from a yacht race. During his voyage, he discovered something that would change his life. Day after day, as he looked out at what should have been a clear blue sea, Moore found himselffloating in an endless ocean of rainbow-coloured plastic fragments. Since his discovery, he has devoted himself to researching this environmental nightmare.

There is a large part of the Pacific Ocean, about halfway between California and Japan, that no one ever visits and only a few ever pass through. Sailors avoid it because it lacks the wind they need to sail. Fishermen know they should stay away because its lack of nutrients makes it an oceanic desert. Surprisingly, this is the largest ocean realm on our planet. It's about · o the size of Africa - over 1 0 million square miles. Circular ocean cutTents here spiral into a centre, bringing with them debris from all over the world. This includes every piece of plastic left on the beaches of the Pacific Ocean, and all the trash that washes down rivers of Asia and North America to the sea. This is where the debris stays. This 5 is the place now refetTed to by oceanographers as the Great Pacific Garbage Patch. The problem is that it's not a patch - it's the size of a continent, and it's still growing. This is because plastic doesn't biodegrade. Instead, it photodegrades: it is broken down by sunlight into smaller and smaller 20 pieces, but it never disappears. On some beaches of Hawaii, there are now more multi-coloured plastic particles than there are particles of sand. On my latest voyage, we spent weeks documenting the effects of this floating plastic on the creatures that inhabit this area. Our photographers : 5 captured rare, endangered monk seals hopelessly tangled up in bits of plastic nets, and delicate, transparent jellyfish with colourful plastic fragments in their bellies that they aren' t able to digest. The stomach contents of dead albatrosses looked like a convenience store, full of toothbrushes, cigarette lighters and combs. There is an even darker side to plastic fragment pollution. As these fragments float around in 30 the ocean, they accumulate huge amounts of DDT and other man-made poisons. These are ingested by tiny organisms, which are then eaten by fish - fish which eventually make their way to our dinner tables. I am often asked why we can't vacuum up the particles. This might have been possible when the area was smaller, but today it would be more difficult than vacuuming every square inch of the entire United States. In any case, great numbers of organisms would be wiped out in the process. Only elimjnation of 35 the source of the problem will result in an ocean nearly free from plastic, and the desired result will only be seen in the distant future. The battle to change the way we produce plastics, and cut down the amount we consume, has just begun. I believe that we must fight this battle now, and we had better win if we are to survive.

�

VO CABULARY

PHRASAL VERBS WITH MULTIPLE MEANINGS ---- see Grammar Appen d i x , page

Words from the Text

3.

1. Replace the words in bold with the words and expressions below. •

belly

s h o rt cut

wi ped o u t

•

•

debris

voyage

•

•

trash

devote

•

cut down

1 . The sq u i d had a large nu mber of fish i n its sto m a c h .

2 . G reen peace activists d e d icate themselves to protecting the environ ment. 3. We should try to red uce the amount of energy we use. 4. M uch of the average family's r u b b i s h can be recycled . 5 . E m i ly kept a journal of her long sea t r i p . 6 . All the sea ls i n the a rea cou l d be k i l l e d . 7 . The q u i c k e r route to school is m uddy in the winter. 8 . B ro ke n p i eces from the crashed plane covered the field.

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

i ngest i n h a bit

•

n i g ht m a re •

h a l fway

•

made t h e i r way a mo u nt

•

•

l ack

avoid

I N VA S I O N OF THE JUM B O S Q U I D It's every fisherman's 1 · . .. . ... . . .. : giant Humboldt squid are invading. Wherever they go, these fierce, two-metre-long predators 2· . . ..... . huge numbers of fish, while the fish that aren't eaten try to 3 . . ... ...... the squid by abandoning the area. Previously limited to the warm waters near Mexico, the squid were found 4· . H up the California coast in 2002, and today they have 5 .... . .. as far north as Alaska. According to researchers, the reason is global warming. As the water gets warmer, the 6· . of oxygen it holds decreases. Oxygen-poor areas, normally found only near the equator, have expanded northward. Unlike most fish, the squid actually like the 7· . of oxygen, so they can move north as well. This is just one example of the damage climate change is doing to the ocean and the marine animals that 8· . .H . it. .

. .

..

H

•

113

.

Read the sentences and match each phrasal verb to the correct definition. 1 . 1 . Plastic is broken d own by s u n l ight. 2. Thei r car may have b r o k e n d own on the way to the wedding. 3 . She b r o k e d o w n when she heard the news. a . stop working b . begi n to cry c. d ivide into small parts

2 . 1 . You should n 't have b ro u g ht that u p now it's a sensitive issue. 2 . My father was b r o u g h t up on a fa rm. a . start to tal k about somethi n g b . look after a child u ntil he I she is a n a d u lt 3. 1 . We'll p i c k you u p i n half a n hour. 2 . B usi ness is defin itely p i c k i n g u p this month . 3. Where did you p i c k u p your French 7 a . learn a new language or skill b . collect someone who is waiting c. i mprove after a bad period

4. Complete the sentences using the correct form of a suitable phrasal verb from Exercise 3. 1 . Could you please ........... me ........... after schoo l ? 2 . He ........... and cried when s h e refused to marry h i m . 3 . What poi nts a re you pla n n i n g t o . . H at the meeti ng? 4. I was H . to believe that ed ucation is i m portant. 5. We' l l have to cal l a tec h n icia n . The was h i n g machine h a s ........... aga i n . 6 . S h e . H swim m i n g q u ite easily d u ring their summer at the lake last year.

U n it 2

IDIOMS

Topic Vocabulary 113

3.

THE ENVIRONMENT

•

h a r mf u l

•

e nv i ro n m e nt a l ly frie n d ly d estroyed

2. 3. -. ).

5.

-

•

•

used u p •

po l l ut i o n

G rains and vegeta bles g rown on farms a re . . . . Poisonous substances i n the a i r, land and water cause . . . . When something is pro h i bited, it is . A substance burned to provide heat or power is a . If something ca uses damage, it is . . . . Someth ing that doesn't damage the environ ment is We are running out of o i l ; soon it wi ll be . . . Many ra inforests have been cut down and . . . .

•

d own to e a rt h

1 . You can buy whatever you want.

! He's very practical and .. We don't want a ny trouble, so don't it's not that serious. You ' re .. These problems a re only ........... . There's a lot we don't even know a bout. 6 . After those boring speeches, Jane's fascinating presentation was l i ke 7 . I ca n 't find my keys a nywhere . How could they j u st .. . .. ? 8 . O u r efforts to stop g lobal wa r m i n g a re j ust Much more needs to be done. H

•

2. 3. 4. 5.

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

•

g ree n house effect

carbon d ioxide

renewa b l e

•

carbon foot p r i n t

a . solar energy b. oil 2 . What does the g re e n h ouse effect do? a. lt creates ideal conditions for plants to grow. b. lt traps heat from the s u n . 3 . What i s you r ca r b o n foot p r i n t ! a . the negative i m pact you make on the environment b. the mark you make with you r foot Where does l og g i n g take place? a. in the ocean b. in the forest 5 What do motor veh i cles e m it ? a. fresh a i r b. green house gases What is a l a n d fi l l ? a . a place to put rubbish b. an a rea where a lake has dried up What do trees do with ca r b o n

a d ro p i n t h e ocea n

m a k i ng a m o u nta i n out of a m o l e h i l l

e n e rgy/

n

•

t h e t i p of t h e i ce be rg

v a n i s h i nto t h i n a i r

2. Choose the correct answer.

What is an example of

•

t h e sky's t h e l i m it

crops

b a n ned

a b reath of fresh a i r m a ke waves

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

Complete the sentences with the idioms below.

e m it •

•

•

b a n n ed

h a rm f u l

po l l ut i o n

Stop 4x4s Dear Editor, People who drive 4x4 vehicles should know that they burn much more

1

.

. HO

per kilometre than small cars, increasing the

amount of gases such as 2

.. .. . in the atmosphere. This causes the ..... ... , which traps heat from the sun, leading to global warming. Another 4 · . . ..... effect: 4x4s s ... . ... . twice as much toxic carbon 3·

.

..

..

..

..

.

. .

.

monoxide as smaller cars, causing dangerous smog and

6·

.H •

•

In short, every 4x4 owner has got a giant-sized

7

4x4s are meant for farmers and foresters, not for driving to the office. In my opinion, they should be

8·

H O

from our cities!

A concerned citizen

�

WEB EXTRA

Read more abou t the 4x4 debate at: ll'll'll'. burlill{IIOilbooks.cs,'l'ieu•p o l l l ts2

d io x i d e ?

a. They a bsorb it, slowing global wa rming . b. They convert it to carbon monoxide, causing poll ution. What is the source of l itter? a. car engines b. people

• Complete the sentences. Make them true for you.

1. 2. 3. 4. 5. 6.

I'd l i ke to cut down on . I'd l i ke to protest agai nst . . . . One of my worst nightmares is . . I usually try to avoid . . . . I was brought up to . . . . I devote m uch of my time to Vocabulary Builder, pages 6 0 - 6 1

, 25 '---

....

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

GRAMMAR

1.

MODALS

Modals a re usua l ly the same for a l l persons. Sem i-modals a re not. Wh ich words in the cha rt are semi-moda ls? Modals Uses can I cou l d I a b i l ity be able to inabi l ity I can't d isbe l i ef I

r

formal request I offer must I have to obl igation I necessity need to

Modals must

m ustn't

sha l l

Uses strong belief prohibition

offe r

MODAL PERFECTS

Read the exam ples a n d answer the questions. a. We should have kept h e sec le·"' b. Moore must have felt te•rib/e wnen h e s a w all the plastic

c He would have sailed to take act on.

I e Vacuun' ng may I migh t have been po s1ble wntn 1 the area was smaller Tha t b1rd couldn 't have swallowed a ooth brush'

g. You needn't have checked Moo f. s s, ory it's tr •e.

Which modal perfects are used to express ... ? 1.

7. 8.

2. Choose the correct answer. 1. Don't carry so many plates ! You m i g ht d ro p I m i g ht h a ve d ro p ped the m ! 2 . I u nderstand. You need n 't exp l a i n I n eed n 't h a ve exp l a i ned a ny more. 3. They look rel i eved . They m u st so lve I m u st h ave s o l ved the problem. 4. My computer has a vi rus. I s h o u l d n 't o p e n I s h o u l d n 't h a ve opened that e-ma i l . 5 . M a y I h e l p I M a y I have h e l ped you ? 6 . Why d idn't you come? You co u l d j o i n I co u l d have j o i ned our protest. 7. I ' m going to the new park. You s h o u l d come I s h o u l d have come !

er, hut •!Jcre was YJO wmd.

d. He could have ignored 'e problem b u t he creoded

f

2. 3. 4. 5. 6.

certa i nty that someth i n g was true

8 . I don't have my wa l let. I m i g ht m i g ht have l eft it at home. 3.

1. 2.

2 . poss i b i l ity that someth i n g was true

3. a b i l i ty to d o someth i n g w h ich i n the end was not done

3.

4. d es i re to d o someth i n g w h ich in fact cou ld not be done

4.

5. criticism or reg ret after a n eve nt 6.

5.

a n u n necessa ry past action

7. d isbe l i ef

6.

SHOULD / HAD BETIER Read the exam ples and answer the q uesti on. a. You should

c Kt

r

b. You had better

Which sentence ... IS a cv r r 2. g ives adv1ce

26

?

I

m u stn't • ought to • would • m i g ht be a b l e to • shall • don't have to • can't I ' m not angry. You ........... apologise. ........... you please help me with my suitcase? You ' re jo k i n g. You ....... ... be seriou s ! You ........... cheat during a n exa m . I hope I will .. ... .... finish t h e project next week. I ' m not sure, but we .. ....... have a flat tyre . Let's get out and check. I know you l i ke Pete . I th i n k you ........... ask h i m o u t on a date. ........... I get you somet h i n g to d r i n k !

7.

8.

l eave

I

Complete the sentences with a modal or modal perfect affirmative or negative, using the modal and the verb i n brackets. Could you please move over a bit? I .. ....... (can I see) a thing. I fa i l ed the exa m . 1 . . .... (should I revise) the material more. Come in and sit down . You ........... (must I be) t i red. There were no cars i n those days. Travel .. (m ust I be) very slow. M ichael didn't congratulate me. He . .. ... (might I hear) that I won . I did n't know Beth had been i n town. I .. (would I ca ll) her. Kyle is t h i n k i n g of ordering tickets on the I nternet. ........... he ........... (be able to I find) cheap ones/ (may I forget) o u r Va l d i d n 't turn up. She meeti n g . H

H

U n it 2

4. What would you say i n each situation below? Write a sentence using a modal perfect, affirmative or negative. There may be more than one correct answer. Use each modal once. 1. I 've eaten three pieces of cake. Now I feel i l l . 2 . Kathy didn't answer t h e phone last night. 3 . Sharon is q u ite wealthy. Why did she buy such a cheap car? 4. The meat has disappea red, and the dog looks quite happy ! 5 . The floor was clea n . Why did you wash it? 6. I wrote this by hand beca use my pri nter isn't work i n g . 7 . S h e c l a i m s s h e did the j o b a lone, but I don't believe it.

d

t

5.

•

e

Kingsnorth Six

.

.u

H

7. Complete the sentences. Use should or had better, affirmative or negative. 1 . There's a hu rrica ne com i n g . We . . . . 2 . There's no l ifeg uard here. You . . . 3 . A new fa mily has moved i n next door. We 4. My bus leaves at exactly 5 . 00 . I . . . . 5 . That colour doesn't suit her. She .

-------

2007, six activists climbed the inside of the

�ryey of Kingsnorth power sta tion in Kent, England, to protest '1St the plant's carbon emissions. However, things didn 't go ·dmg to plan.

- - six had expected to find a spiral staircase, but instead they ere able to

I had to climb up a ladder. Using a staircase, they

ould finish I would have finished the climb in two hours, but

·::ad it took them nine. They soon realised that they e brought

•

bother • forget • touch • read • stop 1 We a re destroying o u r own planet. We .. ...... ! 2 . Vera is i n a bad mood . You her. 3 . I ' l l need my C D tomorrow. You ........... to bring it. 4. This i nstruction manual is i m portant. You .. ....... it. 5. That dog is dangerous. We .. . ... it.

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

Sth October,

_

6. Complete the sentences. Use had better, affirmative or negative, and the verbs below.

uld n't go

3

should

I should bring more food and water, but they

I can't go back. Worst of all, they were arrested

REWRITES: M O DALS A N D MODAL PERFECTS

I n rewrites that i nvolve modals, check the tense of the original sentence. The present o r future tenses usually change to a modal + infinitive, while the past tense usually changes to a modal perfect. Perhaps Jack is at the protest. (Jack may be at the protest.) Perhaps lac was at the protest. (Ja· K may have been at prate· .) Rewrite the sentences with the words i n brackets. Do not change the original meaning of the sentences. 1. I'm certain that Fran is glad you 're here. (must)

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

2.

�e a blessing - and not just because they won. Without the

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

city, people all over the world : ... the protesters' message: we

5

must

6·

must have reduced

I may not have heard I must

it's a good idea to bring a camera. (should)

4. it wasn 't necessary for you to try so hard. (needn 't) 5. it was wrong of Paul to say that. (shouldn 't)

:l u c e carbon em issions to slow climate change. Perhaps in

� 'e. people

7

should listen

I should have listened more to

<:t environmentalists have to say. We certainly 8· needn't allow I ., t allow ourselves to ignore their warnings.

I

e of the ·gs11orth ·i1·ists

Grammar Review IIJ 8. Rewrite the following sentences with the words in brackets. Do not change the original meaning of the sentences. 1. I ' m not in the mood to go out. (feel like) 2 . She began talking on the phone an hour ago. (been) 3 . Don 't spend any more money ! (had better) 4. I doubt that she's in love with h i m . (can 't) 5 . I expected h i m at 9 . 00 . He finally a rrived at 1 2 .00. (waiti ng) 6 . I ' m sure that Carl gave me his address. (must)

Ext r a g r a m m a r exe r c i s e s a t : 11 I I •I ll /J O G ' { ' l' i l li'Ji O i ll tS 2

27

c�

SKILLS LISTENING G A CONVERSATION 1 . What do you know about the Amazon rainforest in Brazil? Why is it i mportant even to people who do not l ive near it?

4.

2. Listen to the fi rst part of a conversation between a Greenpeace activist and a nother student. Answer the questions. 1 . Where is Jason going7 2. What is Anne's attitude to what he is doing? 3. Who a re the people i n the chicken costumes/

1.

3.

Listen to the second part of the conversation. Complete the flowchart of events by filling in the m issing information.

2. 3. 4. 5. 6.

Read the statements below and try to decide whether they are true or false. Then listen to the third part of the conversation and check your answers. The protesters were trying to make people awa re that fast food is u nhea lthy. People wrote to McDonald's to complain about the protesters. McDonald's began to work with G reenpeace . McDonald's ag reed not to buy soya grown in the rai nforest. The soya growers refused to stop deforestation. The ca mpaign was a success.

1 . I n 2003, people from G reen peace looked at of the ra inforest. H .

2 . They noticed l a rge areas of new .

.H

28

were destroying

• Where i n your country has development

caused damage to the environment? Do you think that this is ever justified or acceptable?

U n it 2

SPEAKING REACHING A DECISION e 0

1 . Look at the website for environmentally-friendly schools. Are any of these projects done in your school? J.lorn� These are some projects you can try to make your school environmen tally friendly •

l.

Recycli ng water: Reuse water for washing floors, flushing toi l ets a n d watering plants. • Bicycle campaig n : Encourage students t o ride bicycles t o school. No more cars or buses ! • Wind turbine: I nstall a wind turbine to provide energy for you r schoo l . • Solar panels: I nstall solar panels on your roof for hot water and electricity. • Vegetable garden: G row all you r own vegetables for school lunches. • Recycl i ng campa i g n : Begin a recycling programme for t h e paper a n d plastic bottles used i n you r schoo l . • Banni ng plastic bags: Bring your lunch in reusable contai ners !

3.

About u�

Look at the expressions in colour in the dialogue in Exercise 2. Which expressions are used to ... ? • disagree • agree • reach a decision

4. You and your partner are on the school environment committee. You have been chosen to select two projects that will make your school greener. a . Discuss the advantages and disadvantages of each p roject on the website above. b. Decide on two projects. In your discussion, use the expressions in colour from Exercise 2 . ._ -iii.. i .�o�1•

R EACH I N G A DECISION

W h en you r p a rtner spea ks, l i sten c a ref u l ly and d o

n o t i nterru pt h i m

I

h e r. Ta ke notes i f necessa ry.

Respond to w h a t you r p a rtne r says. Say w h et h e r you a g ree o r d isag ree, and g ive reasons. W h en you h ave fini s h ed d iscussing the i te m , move on to the next item. M a ke a fina l d ec i s i on t h a t you a g ree on.

29

("

WRITING A Formal Letter I E -mail 1. 1. 2. 3. 4. 5.

Find the following in Gwen's letter: the date the greeting Gwen's address the final statement the address of the person she is writing to 6. the closing

I n a formal l etter or e-mail , we usually wish t o a p p ly for a job or course, ask for i nformation o r m a ke a complaint. I n a letter o r e-mail of com p laint, we often ask for action to be taken. When you write a formal l etter of complaint: 1 . State the pu rpose of your letter. Read the first paragraph of the letter below. W hat is the writer's pu rpose? 2.

G ive information and deta i l s. Read the rest of the letter. What is the problem? Why is the write r concerned about it?

Request I demand action. What action does the writer want taken? W here does she say this? 3.

27 Walnut Lane !fiel d , Sussex 30th November 2010 Town Planning Department Town Hall Dear Sir or Madam, I am writing to express my concern regarding the

proposal to build a new motorway around our city. I realise that the motorway is meant to reduce

traffic jams , but it would cause terrible damage to our environment. First of all , a large area of what is now beautiful , green open space would be covered in asphalt. Forests and plants would be destroye d , as would the area's wildlife . To make matters worse, the motorway would encourage the use of cars , burning more fuel and increasing global warming . More cars would also increase the amount of air pollution and noise in our area. I strongly urge you to reject this irresponsible

idea . I suggest using the money to improve public transport and build bicycle lane s . I look forward to your reply.

Yours faithfully,

1

I

FORMAL AND INFORMAL LANGUAGE

When writing a formal letter or e-mail, it is i mporta nt to use the a ppropriate lang uage and correct punctuation.

2. Read the following and decide which refer to formal writing. • conta ins very short or i n complete sentences • conta ins col loq u i a l expressions or slang (you 're into, righ t now, gonna, etc.) • does not contai n contractions (don 't, isn 't, etc.) • is usually written to someone the writer does not know • conta i n s personal q u estions to the reader • ends with Yours sincerely I Yours faithfully • does not conta i n excla mation marks • makes frequent use of the passive 3.

Gwen wrote an e-mail to her friend. Find the formal expressions in her letter of complaint that can replace the expressions in bold.

Hi A l i c e !

How's everyt h i n g '� I know you ' re i nto the env i ron ment, so I thought I'd tell you what I heard. I n case you d i d n 't know, they ' re pla n n i ng to build a new motorway a round the city. C a n you believe itl So yesterday, I wrote to the town planners to te l l t h e m t h at I ' m rea l ly worried a bout it. I ' m gonna get everybody I know to write to them. H ow a bout if you do that too? Maybe getti n g h u n d reds o f e-mails and letters would convi nce them to d rap the idea ! W r i te b a c k soo n !

Gwen Hamilton

See you, Gwen

U n it 2 4. • • • • • • • • • •

5.

.,

3

Divide the expressions below into formal and informal language. I would a ppreciate a prompt reply. I u rge you to . . . U n bel ievable as it may sound, . . . I rea lly t h i n k you should . . . I was glad to receive you r last letter. it was g reat hearing from you ! G u ess what? I strongly disagree. Can 't wait to hear from you ! I can't believe you sa id . . . Decide whether each sentence is from a formal or a n i nformal letter. Then complete it with a n expression from Exercise 4. Not all the expressions are used. Hey, Maya . ........... I 've finally passed my maths exams l I feel that this serious matter deserves you r i mmediate attentio n . Therefore, .. ........... reconsider you r accepta nce of the proposa l . Write back soon - . I know you don 't l i ke Jack, but ........... those awful things about h i m . . there a re no p u b l i c parks with i n wa l king dista nce of o u r home. M r Smith claims that enough has been done, but .. ... .... . break up with her. .

3 S

3

H

..

,

.

Your Task • Write a letter of complaint to your local

counci l. Write 1 00-1 50 words.

WRITING A LETTER OF COMPLAINT 1 . Brainstorm to decide on a n issue. Which of the fol lowing issues are relevant i n your area? a. building on and destruction of g reen areas b. overuse of water in city pa rks c. i nsufficient public transport I cycle paths d. too m uch l itter I pollution

2. Decide what you want to say. Think about the following questions: - Where does the problem exist! - What effect does it have on the environment? - Why does it bother you personally/ - What action should be taken ? 3. Think of a way to convince the reader that the problem is i mportant. For which issue in Exercise 1 could each of the following sentences be used? 1. If we do not change our attitude, our taps will run dry. 2 . Reducing ca r em issions has become a priority a round the world. 3. O u r city belongs to a l l of its citizens - not j ust to private bui lders. 4. We all have the right to breathe clean air.

4. Organise your i deas using the Exam Focus and the model on page 30 to help you. CHECKLIST .I I followed .I I

the pl��-t-for � forWlPtl Letter.

used forWlPtl LotJ1!3uor.Je .

.I I

c.l1.e.c.ked my spelliJ1!3, 3rotwt.WlPtr otf'l.d pV(.ft-C-tW'Ctio �-t-. riting Guide, page

141

Improve Your Style Para l l el Con stru ction

If you a re expressing parallel or similar ideas, u se the same structure for both ideas. baking a to taste baking a 1c tasting

H qat

prize tor leading

at I bake X '1

t I boke. ./

�tuoent council

ood l 1s hard work X fie qo J nze c r his leadership o. he �tuden t col.lr,c,l c IG his hard work

Correct the sentences below so that they use parallel structures. 1. Using a com puter is faster than to write by hand. 2. Ronda has got a sense of h u mo u r, a lovely personal ity and is ta lented. 3 . Ja net's marks a re h igher than Ellen . 4. I have to feed the dog, tidy my room and my homework. 5. He's been a g reat role model, a true friend and taught us fantastica l ly. 6 . To speak wel l and writing well a re i m po rtant language skills. 31

SKILLS

POWE R PO I NT PRE S E NTATI O N S You a re going to learn how to create effective sl ides for a PowerPoi nt presentati o n . Read the t i ps on prepa r i n g PowerPoi nt sl ides. Then a n swer the Task Questions bel ow.

TIPS

A

The pu rpose of a PowerPoint presentation is to

•

su pport a spoken presentation. •

within 40 years.

Don t repeat what's wntten on the s l 1 des - exp l a 1 n what's on the Sdde or a d d to 1t

•

•

The text o n each sl1de s h o u l d b e written in pomt

•

There s h o u l d be no more t h a n

The rainforests once covered 1 5 % of the Earth's surface. Now they cover only 7 % .

form - avo1d fu l l sentences .

•

4 or 5

1 . 5 acres of rai nforest are lost every second. If this continues, the rainforest will disappear

lt is estimated that w e lose over 1 00 species of animals a day due to rainforest destruction.

po1 nts on a

sl1de •

Every s l 1 d e s h o u l d have a title.

•

The backgro u n d co l o u r of you r s l 1 de should contrast with the font - d o n ' t use patterns wth lots of colours

•

B

Yo u r font s 1ze s h o u l d n ' t be s m a l l er t h a n 1 8 poi nts, otherw1se people at the back of the room won 't

•

be a b l e to read 1t.

WE S f. N D G R E E N H O U S E" G AS E S I NTO T H E A I R W H E N WE . . .

The best way to show statist1cs or trends 1 s

•

Watch TV

w1th a graph

•

Use the

•

Use a h a " rdryN

•

M 1uovv ve

• TASK QUESTIONS

t r condttioner m ea l

Look at the s l i d es from v a r i o u s Power Po i nt p rese ntat i o n s. D i scuss t h e g ood poi nts a n d b a d p o i nts of each s l i d e, accord i n g to the t i ps.

• USE YOUR SKILLS Create a n d p resent a Powe rPo i nt p resentati o n . •

Rese a rc h a n issue re l ated t o t h e e n v i ro n m e n t a n d p l a n a n o r a l p re se n t at i o n .

•

C re a te a Pow e r P o i n t p rese n tation to go w i t h y o u r o r a l p resentat i o n .

•

32

G ive y o u r p resentation i n front of t h e c l a s s .

c A mo u nt of G l a ss Recycl e d in the U K •

2005 - 5 6 5, 000 t o n n es

•

2006 - 580,000 t o n n es

•

2007 - 6 1 5,000 t o n n es

Unit Objectives C o t t p ltcr-. I }!(' Pass

VL'

rhe c. ausat 1 \ ('

I istcn i n g to a C o n versa tion

Pers o n a l I n trrvn·ws

Writi n g
Life 5 k i l b : '\ Debate

Online World

/

t/

You use computers all the time, but how much do you really know about them? Do the quiz and see ! Then go to page 1 47 to check your answers and see what your score means.

Computer Quiz 1 . What d oes USB stand for? a. Upload Software Button b. U lti mate System B rea kdown c. U n iversal Serial Bus

5. What kind of file is a ZIP file? a . a compressed file b. a n a n i mation file c. a system fi le

2. What key com ma n d w i l l q u it a n y program ? a . Alt + F4 b. Alt + Tab c. Control + Z

6. When did Sony m a nufacture the

3. W hich of the fol lowing w a s the first I n stant Messa g i n g program ? a . M S N Messenger b. Yahoo ! M essenger c. ICQ

7 . W hich of the following is the

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

8. What was the first ful l-length computer-generated f i l m ? a . T h e l ncredibles b. Toy Story c. The Lion King

first com mercial CD? a. 1982 b. 1 97 2 c. 2002

l a rgest measurement of m e mory? a. a kilobyte b. a g i gabyte c. a megabyte

• What can you do on your computer that you

couldn't do five years ago?

W E B E XTRA

Find out about the first computer-generated film at: WII'W. bu rl i ngto nbooks. es/l'iewpoi 111s2

33

c�

READING 1 . Identifying the Main Idea: Read the first sentence of each paragraph in the text. In which paragraph/s will you find the answer to each of the following questions? 1 . Why a re some people against Street View? 2. How is Street View produced ? 3. What do people use Street View for7 4. What photographs may have upset people7 5 . What does a Google veh icle look l i ke ? 6 . How does Google justify Street View? 7 . What is the writer's opin ion of Street View?

2. Read the text and check your a nswers to Exercise 1 . 3 . Guessing Meaning from Context: Find the following words in the text. Read the entire sentence and try to guess each word's meaning. stroll (line 1 2) • pasted (line 2 5) • blurs (line 47)

.. EXAM FOCUS SENTENCE COM PLETION 1. Read the part of the sentence that you h ave been g iven and identify keywords. Find the relevant part of the text by looking for keywords or synonyms.

4. Complete the sentences according to the information in the text. Remember to use your own words. 1 . France is an example of a cou ntry . 2 . People have criticised Street View because they . . 3. Vil lagers in England feared that burglars . . . . 4. One picture showed a man cl i m b i ng a fence. He m ight . . . . 5 . You can cl ick on a l i n k if you want Google to . . . . 6 . People want to satisfy their curiousity in spite of . 5. Choose the best answer according to the text. 1 . Google Street View . . . . a . is available i n every cou ntry b. shows streets and the outside of houses c. shows the i nteriors of people's homes d. was fi rst started in G reat B rita i n 2 . Street View cameras . . . . a . snapped 35,998 pictu res of B ritish roads b. take 3-5 pictu res every second c. take video i mages of streets and houses d. use sophisticated tech nology 3. The a n g ry husband . . . . a . rea l ised that his wife was i n nocent b. cli mbed a fence to get i nto his house c. was a contractor d. photographed his wife with another man 4. Google claims that . . . . a . people can ask not to be photographed b. many people ask to have i mages removed c. nothing shown on Street View is private d. Street View does not photograph faces 5. Street View ca n be used by travellers to . a . start a travel blog b. view their desti nations c. decide whether to buy a house d. find out hotel prices

2. Read that part of the text a nd decide what information is n eeded to compl ete the sentence. 3.

Complete the sentence. Use the words i n the text, but remember to m a ke the necessary g ra m matical / structural changes.

Exam ple Questi on Complete the sentence using your own words. If the Street Vie w vehicle photographs your house, anyone ... . Answer Ana lysi s •

The releva nt part o f the text is i n l i nes 5-7

•

The g iven sentence is a Fi rst Cond ition a l , so yo u r a nswer should use t h e Future S i m ple.

•

In the g iven sentence, the subject I S anyone. Therefore, the structu re of the rest of the sentence m ust be changed.

Answ e r : If the Street View veh c e photog ra phs you r ho use, a nyone w i l l b e a b l e t o see 1t o n t h e I ntern et.

34

WEB EXTRA

6. Find words or expressions in the text that mean: 1 . going slowly (paragraph 1 ) 2 . equi pped (paragraph 3) 3. very happy (paragraph 4) 4. responds to an accusation (paragraph 6) 5. stronger (paragraph 7)

• Would you mind if a photograph of you or

your home appeared on Goog le Street View? Why or why not?

Find

out about the Google logo at: www. bu rl i 11gtonbooks. es/viewpoi 11 ts2

U n it 3

If you see a stra nge-looking car crawling down

5

30

i n southeast Engla nd, residents fo rmed a h u m a n

h u rry a n d tidy u p you r garden. The car is the Goog l e

c h a i n t o prevent t h e vehicles from entering, fea ring

Street View vehicle, a n d p e r h a p s you r home i s being

the i mages wou l d be used by b u rg l a rs. Parents a re

photog raphed right now. If it is, soon close- u p views of

said to be especi a l ly concerned a bout pictu res of their

yo u r home will be ava i l a b l e on the I n ternet for anyone

35 c h i l d ren outside schools. There have been plenty of i ncidents where people

to see. And by t h e way, if you were outside when the

were caught on camera i n emba rrassing situations.

cam era passed by, then you're i n the pictu re, too. 10

With Goog l e Street View, you can now explore

One woma n, for exa m p l e, was p h otog raphed a s she

h u nd red s of cities and towns a l l over the world. You

was leaning out of her window with a m a n . When her

j u st zoom i nto a ny street, look a round, a n d then take

40 a n g ry h u sband confronted her, it tu rned out t h e man

a virtual stro l l t h rou g h the neig h bou rhood, viewing

was only a contractor. A n other i mage shows a man

hou ses, trees, cars a n d peo p l e as if you were t h ere.

c l i m b i n g a fence. I s h e a burglar, o r d i d h e just fo rget

Street View beg a n i n the U n ited States in May 15

and was l a u nched i n Great Brita i n in M a rc h

2007, 2009.

it's now a va i lable in other countries, i n c l u d i ng the N etherlands, France, Italy, Spain, Japan, Austra lia and

his keys? Goog le retorts by saying that what you see on 45

New Zea l a n d .

they c a n n ot be recog n i sed. Every image also conta i n s

3 5,998 kilometres of British roads. Fitted

with panoramic camera s using adva n ced imag i ng

50

have an i mage removed, a n d it w i l l be taken off a s q u ickly a s possible.

3-5

There's no denyi ng that Street View can be usefu l ,

seconds. Then t h e tens of m i l l ions of individual images

whether y o u a re looki ng for a h o u s e t o buy, a re

tech nology, each camera sna pped a picture every 25

a l i n k w h i c h can be clicked b y a nyo ne w h o wants to

a year a n entire fleet of Goog le vehicles d rove down

Street View is exactly what you'd see walking down the street. Mo reover, s pecial Street View tec h n o l ogy automatica l l y b l u rs fa ces a n d licence plates so t h at

H o w i s it d o n e ? I n t h e U K, for i n sta nce, for nearly 20

property exposed for a l l to see. In one affl uent village

your street, a long pole protruding from its roof, then

they had captured were "pasted" together d i g itally to Si nce

being

l a u nched, Street View

i ntensely criticised

as

an

i nva sion

p l a n n i ng a t r i p a n d want to see t h e hotel you'll be 55 staying at, or feel l i ke having a nosta l g i c look at you r

s i m u late a continuous jou rney. has

been

of privacy. lt

seems that not everyone i s overjoyed at having their

child hood home. I n t h ese days of bloggi ng, YouTube and Face book, it seems the urge to sati sfy our cu riosity i s more pressing t h a n our desire for privacy.

I

affluent ( l i n e 30) means odinerado n ot ofluente retort ( l i n e 44) means replicor not retorcer removed ( l i n e 50) means quitodo n o t removido

35

c�

VO CABULARY Words . from the Text . ,

.

, .

...

1 . Are the statements true or false? Pay attention to the words in colour. Correct the false statements. 1 . If something is ava i l a b l e in shops, you can find or buy it. 2. If you have an u rg e to do something, you feel you need to do it very m u c h . 3 . A b u r g l a r is usual ly an i nvited guest. 4 . If someth ing has been removed , it is no longer there. 5 . If you d e ny somet h i n g , you i nsist that it ha ppened. 6 . If something t u r n s out i n a particular way, it began that way. 7 . If something is press i n g , it is u rgent. 8 . If you expose someth i n g , you h ide it.

VERBS AND PREPOSITIONS 4. Complete the sentences with the prepositions below. of

•

for

•

•

at

on

1 . You ca n sea rch ........... a n y i nformation you need on G oog le. 2. They accused Street View ........... i nvad i n g their privacy. 3 . This mobile phone doesn 't always work. I can 't rely it. 4. We depend .. .. ... tech nology for nea rly everything. 5. Their diet consists mainly .. . fruit and vegetables. 6. Vera i nsisted .. .. opening the window despite the col d . 7 . I ' l l b e staying a friend's house for the next two nig hts. 8 . I nearly died ........... a heart attack when C h ris walked i n ! . H

H

H

•

2 . Choose two possible answers for each

1.

2.

3.

4.

5.

6.

question. Pay attention to the words in colour. How can you use a p o l e 7 a . to hold a flag b. to help you j u m p h igh c. to write a letter Where could you find a cl ose-u p 7 a . on the radio b. on TV c. in a newspaper Where is a fence usually built! a . between two houses b. a round a farm c. across a road What could a f leet have in it? a . trucks b. com puters c. s h i ps Which of the following crawls ? a . a b i rd flying slowly b. a car going slowly c. a baby before it learns to wa l k What c a n be l a u nched ? a . a new prod uct b. a rocket c. a well-known prod uct

5 . Complete the sentences, using the prepositions given for each group. 1 . hear of I a bout I from a. Donna said she'd write, but I haven't hea rd ........... her. Street View before I b. I had never heard read this a rticle. c. Have you heard ........... Nancy and G reg? They ' re a couple now l H .

2 . t h i n k of I a bout a. You look worried . What a re you t h i n k i n g ........... ? the new shop? b. What do you thi n k . . HO

3 . arrive i n I at a . What time are you a rriving .. ....... New York? b. We were the first to a rrive . the wedding. H

4 . complain a bout I of

a . He's been complaining headaches for several days. this product. b. I ' d l i ke to complain H

Name two ... . places that should be t i d i e d u p regularly events where people feel overjoyed things that only a ff l u e nt people do 4. objects that you can l e a n on 5. t h i ngs that a re p revented by law

H

H

5. apply for I to a. I 've applied several u niversities. b. I ' m going to apply . ........ a schola rsh i p . H

3. 1. 2. 3.

•

•

6. remind a bout I o f a . Please rem i nd me t h e meeting. b. Paul reminds me .. ....... his father. H

•

U n it 3

�

Topic _V()�abula:r.y .

4.

Complete the passage with the correct form of the words below. Then listen and check your a nswers.

COM PUTERS

access

1 . Complete the sentences with the words and phrases below. device

•

googled

•

•

p assword

•

onl ine •

•

device

porta b l e

•

•

u ser-f r i e n d l y

u pd ated

onl ine

soci a l netwo r k i n g s ites d e l ete

google

•

•

c rashed

•

file

resta rt

With a new i nv e n t i o n from the Ma s s a c h u setts I n stitute

1 . Amazon is a site where you can order books .. 2 . Some e-mail programs require a ........... to get i n . 3 . A U S B flash drive is a small .. .. ... which i s used to tra nsfer data from one computer to another. 4 . We ........... h i s name and found out who he was. 5. Do you use .. ..... such as Facebook and MySpace? 6. You ' d better save that........ or you may lose it. 7 . Why did you ....... all those photos? I wanted to keep them I 8. You r computer has .......... . You ' l l have to .. . ... it.

you're at a books h o p, for exa m p l e . You point to a book,

2. Read the sentences and choose the correct

you i f t h e re a re a n y d e lays. Sixth Se n s e i s l i g ht a n d

a nswers according to the meaning of the words in colour. 1 . A program that provides i n st r u ct i o n I enterta i n me n t is a tutori a l . 2 . This com p l icated website i s I i s n 't very

i t 's a l s o s i m p l e to o p e rate, m a k i n g it very

H••

o f Tech n o l o g y ca l l ed Sixth Sen se, you ca n be p e r m a nently •

H

. J u st p o i nt at a n y o bj e ct , and t h i s a ma z i n g

2

wh i ch you wea r a ro u n d you r neck a n d fi n g e r s , wi l l "read" yo u r s i g n a l and

a n d Sixth Se n s e

3

....... . ... t h e

4·

H

•

i n fo r m a t i o n you want. Let's say

its n a m e . lt t h e n p rojects revi ews

o f the book onto a n y n e a r by s u rfa ce. N ow you k n ow whet h e r or not to b u y it! Or p e rh a p s you're o n y o u r way to t h e a i rport. J u st p i ck u p y o u r ti cket a n d Sixth Se n se wi l l p roject s . .. . ..... i n fo r m ation a bout yo u r fl i g ht, te l l i n g 6

7

u s e r-f r i e n d l y.

3 . Docu ments ca n I ca n 't be put i nto a f o l d e r. 4. This computer is too s ma l l I b i g to be p orta b l e . 5 . A blog that is u pd ated contains n e w I o l d i nformation. 6. When you l o g o nto Facebook, you usually give you r use r n a m e I a d d ress. 7. You need a modem I p r i nter i n order to a ccess the I nternet.

VERB COLLOCATIONS 3.

1. 2. 3. 4. ::> .

Which nouns can be used to form col locations with the verbs in colour? enter - you r age I a web page I you r password forwa rd - an e-ma i l I an attachment I a website d own l o a d - a printer I a film I a song post - a message I i nformation I a laptop c h a rg e - a mobile phone I a keyboard I a la ptop

• Complete the sentences. M ake them true

1. 2. 3. 4.

5. 6.

for you. This school yea r has turned out . . . . My parents try to prevent me from . . . . I t h i n k people should insist on . . . . I usually charge my phone . . . . I someti mes have the urge to . . . . I was overjoyed when . . . . Vocabulary Builder, pages 6 2 - 6 3

37

GRAMMAR THE PASSIVE

USE AND FORM Read the exa m ples and answer the q u estions. a. Perhaps your home is shown on Street View. b. Street View blurs faces so they cannot be recognised. 1 . When do we use the passive? 2. How is the passive formed?

D I RECT AND I N D I RECT OBJECTS Read the exa m ples a n d com plete the rule.

1 . Complete the sentences. Use the correct passive form of the verbs in brackets. 1 . Google ........... (start) by two students in 1 998. 2. The computer com petition ........... (hold) next Easter. 3 . The site ........... (ta ke off) the I nternet before I had a chance to look at it. 4. Thousands of items ........... (can I pu rchase) on eBay. 5 . At this moment, the I nternet ........... (use) by m i l l ions of people. 6 . Nowadays, most plane tickets ........... (reserve) on l i ne. 7 . My blog ........... (visit) 4,23 5 ti mes si nce I started it. 8. We cou ldn't use the website while it . .......... (update)

Active: We sen t these photos to our friend. Passive:

1.

2.

(d1rect object]

(indirect object)

These photos were sen t to our friend. Our friend was sent these photos.

When a n active sentence has got two objects, either the d i rect o r the i n d i rect object can become the .. of the passive sentence. The second form is more common.

2. Complete the sentences with the correct active or passive form of the verbs below.

1.

NOTE: • Common verbs wh ich take two objects a re send, tell, give, show, sell, lend a n d pay.

2. 3. 4.

SPECIAL FORMS Some verbs i ntrod u ce a n opinion, thought o r belief. Read the examples and com p l ete the rules.

5.

Active: Critics say Street Vie w is an invasion of privacy.

6.

Passive

1:

it is said tha t Street View is an in vasion of privacy.

Structure: it + be + past participle + .. . Passive 2: Street Vie w is said to be an invasion of privacy. Structure: Subject + be + past participle + ...

[ �� o

�

mon verbs f�r these structu res a re say, think, believe and cons1der. (Consider IS used only _1n the second structu re.)

THE CAUSATIVE -

��� --

Read the explanation a n d the exa mples a n d complete t h e rule.

When focu s i n g o n a n action, we sometimes use the causative structu re. This structure is a lso used to talk a bout a rra n g i n g for things to be done for u s by other people. a. He wan ts to have his picture removed. b. Google got their vehicles fitted with special cameras.

�t participle.

I n the causative, we use ........... or ........... + object

+

Wf!,,!,.f!Ei·l§.!.lt ti i!lil!i¥JitJII.

should I keep • i nj u re • damage d iscover • not tidy up • exa m i n e O u r school computers ........... b y vandals last night. Don't come i n . We ........... yet ! Sara by the doctor when I a rrived. Hopefully, scientists ........... a c u re for cancer i n the nea r future. H u n d reds of people ........... in ca r accidents every day. This j uice ........... in the fridge u ntil we d r i n k it. p p

3. Write sentences with the words in brackets. Use the passive form of the verbs. 1 . This blog is very popular. (it I visit I daily I by thousands of people) 2. We've bought a new computer. (it I i nsta ll I tomorrow) 3 . No one knows where the treasure is. (it I bel ieve I h ide I i n the desert) 4. This pasta is too soft. (it I should not I cook I for so long) 5. Don 't worry. (the problem I a l ready I solve)

4. Rewrite the sentences in the passive. Omit the agent where possible. 1 . We haven't i nvited Alice to our party. 2 . W i l l they show the paintings at the gal lery next wee k ? 3 . You mustn't reveal our secret . 4. What time do they del iver the post? 5. Soya farmers a re cutting down the ra inforest.

U n it 3 Complete the passage with the correct active or passive form of the verbs in brackets. Then listen and check your answers.

_

PEOPLE'S ENCYCLOPEDIA

���----'·--��� - ago, when you ........... (give) E

I.

jlj ..:... 1 A. V � 11

')Ol project, you would your local library \.\ )' � a e the encyclopedia. § ( ) '> � · you would probably .r -0\ ikip dia. Since it '1\ (create) i n 200 1 , � �' al . , _:----\- . • � £* on lme en yeI ope d'w { (grow) into one of the =� t websites on the Intemet. With over 13 ·on article in 262 language , it 4 ...... . .. (attract) ni llion visitors a month. Unlike the article. in r library's encyclopedia, Wik ipedia articles (write) by ordinary people from all o er the Id. What' n1ore, a Wikipedia article 6· ........... I edit) by anyone with I nternet access, n uding you. Thi is great, because the aiticles constantly ........... ( update). The di ad antage is ome articles may contain mi takes. However, en there i · an en·or, it 8· . . ... ... .. u ually ...... . . (correct) -y quickly by another u. er. n

··

"'

'

t,� (()�....,__>.., \.J�� .

.

•

.

_

.

6.

1. 2. 3. 4. 5.

6.

Rewrite each sentence using two passive structures. We' re sending you a new password . They've g iven some old computers to our school. He should have shown h is essay to the teacher. Everyone knows that computer games are addictive . Users t h i n k that I nternet ads are a nnoyi n g . People believe that paying t h rough the I nternet is unsafe.

7. Complete the sentences w ith the verbs below. Use the correct causative form.

1. 2. 3. 4. 5.

6.

paint • delete • wash • deliver take • repair I don't l i ke dirty cars, so I ........... m i n e .. quite often . N igel .. .. .... a new computer ........... tomorrow We .. . ... o u r name . ........ from the l ist last week. I .... ..... my mobile phone .... . .... yesterday. I tried to smile wh i l e I ........... my picture .. Please excuse the mess I We . ........ the kitchen

8. Complete the sentences using the causative. 1 . O u r pri nter is working aga i n . We .. . ... . (repa i r) 2 . All o u r pictures a re on the computer. We never ........... . (develop) 3. " My tooth h u rts . " " You should ... . . " (check) 4 . I ' m not buying my wedd i n g d ress in a shop. I ........... . (ma ke) 5. " I don't feel l i ke going out to get the pizza . " " O K . Let's .. ........ . " (del iver) =·

EXAM FOCUS

REWRITES : ACTIVE AND PASSIVE

When cha n g i ng a sentence from active to passive, you may h ave to remove the agent w h e n it is i rreleva n t o r u n necessa ry. I n cha n g i ng passive to active, you may have to add a n agent. The added agent i s often neutra l ( you, they, someone, anyone). Your password should not be shown. You should not show your password. Rewrite the sentences starting with the words g iven. Do not change the original m ea n i ng of the sentences. 7.

You have to finish the job by tonigh t. The job ... .

2.

Your essay may have been copied from the In ternet. You ... .

3. They don't pay the bills on time. The bills ... . 4.

The package had been opened before we received it. Someone ... .

5. The new game is going to be launched next year. They ... . 6. Has the cat been fed? Have ... .

Grammar Review IIIJ 9.

1. 2. 3. 4. 5.

6.

Rewrite the followi ng sentences using the words in brackets. Do not change the original meaning. I started revising for the test at 1 1 .00. (since) When will your roof be repai red? (have) lt was wrong of you to spend so m uch money. (shouldn't) Experts believe that this is a dangerous virus. (lt) it's a bad idea to buy a cheap netbook. (had better) The meal had been served before we arrived . (They) E x t r a g ra m m a r e x e r c i s e s a t : w w w. b u r l i n g t o n b o o k s . e s / v i e w p o i n t s 2

39

SKILLS LISTENING G A CONVERSATION 1 . Look at the websites. What have they got i n common? What can you do on these websites? flmyspace.

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�""! l>h >\"<'

<;oQn O<;t

Y..h•t's on your mind? UV£STRONC IS regtstenng .an t'lent for UVESTRONG Day 2009' http "t;ny.cCifbxtL

M,1r
J<�.mes MitcheJI Arsenal, Win or dr<�w and you're through ... = "OIU

J.L C:ro"'p� lfj C:ofts

Britney Spears NYC .Here I comeu

2. Listen to the first part of a conversation between two friends, Brad and Nicole. Decide whether the statements are true or false. 1 . N icole is s u rprised that Brad doesn't u se Twitter. 2 . Twitter is newer than B rad thought. 3. Brad does n 't wa nt to hear about Twitter. 4. You need to be near a computer to use Twitter. 5 . People who write tweets a re called 'followers ' . 6. Brad would not enjoy receiving freq uent text messages. 3.

Listen to the second part of the conversation. Who . . . ? 1 . t h i n ks 1 40 characters is not too sho rt 2 . keeps i n touch with fa ns on Twitter (two people) 3. does the tweeting for celebrities 4. used Twitter to get votes 5. got i m porta nt i nformation t h rough Twitter .

• Do you use social networking sites? If you do, which do you

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

401

.

. .

IOV

In a t�e.lle"

U nit 3

SPEAKING PERSONAL INTERVIEWS 1 . A social networking site is i nterviewing young people about their l i ves, i nterests and opinions. Read some of the interview questions and match them to the answers people gave.

S u rvey Q u esti ons

Answe rs

1 . H ow l o n g h ave you l ived i n

a. I go to the beach with my friends, and in the wi nter we go s k i i n g . b. A few times a week. W e h a n g around a t friends' houses or go out. c. I t h i n k it's made l ife better. Medicine is more advanced, and it's easier to travel . d . Yes, I have. I ' m on Facebook. e. Reality TV program mes and MTV. f. Yes . I n my opinion, they should help other people or do somet h i n g for the environment. g. Since 2 0 0 7 . h . Yes, I do. Al most every day ­ I ' m addicted .

B i rm i n g h a m ? 2. � :·

,.. .. c .

3.

� �.

,

get together do 7 Do you ever play computer ga mes? How often 7 I n y o u r o p i n i o n, has tech nology made l ife better or worse? H ave you ever used social networking s ites? Which ones? What types of TV program mes do you enjoy? H ow d o you u s u a l l y spend you r weekends7 Do y o u th i n k students should do vol u nteer work? Why or why not? H ow often d o you

with friends?

4.

..

,

..

�·-

5.

""�"'"' c.. AJd �I r

6. KUl'\o C.lo

7.

8.

What d o you

2. What else do you think the website m ight ask?

Write five more questions for the survey. Use the expressions i n colour in Exercise 1 to help you. 3.

Interview your partner about his I her interests and opinions. Use five questions from the survey above and the five of your own .

.__..,..,_ I NTERVI EWS � · sten c a refu l ly to the q u est i o n s you a re a s k e d . i\ s k t h e i n te rv i e w e r t o re p e a t o r c l a r i fy q u es t i o n s you d o n ' t u nd e rsta n d . Jeve l o p you r a nswers a nd a d d i nfo rmation w h e n a pp ro p r i a te - try n o t t o a nswer i n just o n e o r two words. 3e s u re to k e e p y o u r c o m m e n ts re l eva n t.

�Pronunciation Practice, pages 1 21 -1 2

41

-

c�

WRITING An Opinion Essay -=:

EXAM FOCUS

In an opinion essay, we w a n t to convmce readers that o u r opinion is correct. When you w rite an o p i n 1 o n essay· 1 . Present the issue and you r opinion. Read the title and the first para g raph of the essay below. What issue does the essay deal with? What I S the writer's opinion?

2. Present reasons, facts and exam ples to support you r opin ion.

Read the rest of the essay below. What a re the main a rg u ments that the w riter uses? What exa m ples does h e I she g ive? Restate you r opinion a n d I or make a suggestion. Read the last paragraph agam. What suggestion does the w riter make?

3.

PersoV�ttl 131oqqiV�q - Crood or 13ttd? MttV�y teeV�ttqcrs use bloqs tts pcrsoV�ttl dittries . This seet1.1s like ttVI excel/eV�t wtty to express thouqhts ttV�d feeliV�qs, but I believe it htts tftlttV�y disttdVttV�tttqes . First of tt/1, tftl il/iOV�S of people CttV� rettd your bloq. For this rettSOV!, it is V�Ot ttpproprittte to write ttbout your pcrSOV�ttl ttHttirs . Do you rettl/y wttV�t your pttreV�tS, your tettchcrs ttV�d tftlil/iOV�S of strttV�qcrs to kV�ow thttt you're iV� love or thttt you're uV�httppy with your socittl /ife ? SeCOV�dly, bloqqiV�q ttbout your privttte life could ttHect your future. This is due to the fttct thttt the iV�fortftltltiOV� CttV� be used by future et1.1ploycrs or UV�ivcrsity ttdtftliSSiOV�S oHices . Moreover, you probttbly write ttbout whttt you do ttV�d where you qo. CoV�seq.ueV�tly, dttV�qcrous critftliMIS t1.1iqht be ttble to locttte you. -lr/1 iV� tt/1, I thiV�k thttt the IV�tcrV�et is the wroV�q plttce to discuss your perSOV�ttl /ife. Tell tt loyttl fricV�d iV�stettd, or use ttV� old-fttshioV�ed pttper dittry - ttV�d theV� hide it so thttt V!O OV�e CtlVI fiV�d it.

CONNECTORS OF CAUSE, RESULT AND PURPOSE

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

•

l0

o

because of

'� •errJct

Con nectors of result show the consequences of an action or event. "

Therefore

Connectors of pu rpose tell us the pu rpose of an actio n . '{ {

f

in order to

42

---- -- -- --

-

-

-

0

�y crt tt CI ,ed

tt

1. 1. 2. 3.

In the model, find: one con nector of ca use two connectors of result one connector of pu rpose

4

2. Choose the correct connector.

You ca n 't use you r mobile phone here beca use I beca use of I as a res u lt there's no reception. .., Jason is a n educated m a n . S i nce I T h e refore, I I n order to he wants a h igh-level job. 3 D u e to I B eca u se I As the h i g h price of petrol, we try to ride o u r bicycles. The teacher told us not to write i n our books in order to I therefore I so that we could sell them. J There are few jobs i n villages. Beca use of I As a resu lt of I For this reason, many villagers have moved to the city. :J We looked on the Internet i n order to I so that I for t h i s reason find her phone n u m ber. 3.

Complete the passage with the connectors below. Then listen and check your a nswers. a s a res u lt

-

•

T H I EVES CA

In Septem

•

s i nce

in o rd e r to

•

so that

•

GHT 0

�22 9n�� �!!��T in

g

Holland, dragged a 1 4-year-old boy off his bicycle

so

•

d u e to

.,

�

�IEW.l .

..

Jnd robbed him of € 1 65. The boy went to the police 1 .. . .. . . . report the incident. No one knew the thieves' identities, 2 . . . . . they were

.

not caught. However, the fol lowing March the boy contacted the ;->olice again ,

3

. .. . . . the fact that he had seen an i mage of himself

- and the two men fol lowing him - on Google Street View. The ol ice sent a special request to Google for the original photos

.. .

.. . ... people's faces are blurred on Street View. After the police had explai ned that the photos were needed 5 .. . .. . . they could 'olve a crime, Google agreed to send them.

6 ..

. . . . . . , the police

\ ere able to find the twin thieves and arrest them.

Your Task • Write an opinion essay a bout t h e following

statement:

Online socialising has a bad effect

on real communication.

Write 1 00- 1 50 words.

WRITING AN OPINION E SSAY 1 . Make sure you understand the issue. 2. Decide if you agree or disagree with the statement. 3. Brainstorm ideas you can use to support your opinion. Look at the points below. Which could be used by someone who agrees with the statement a bove? Which could be used by someone who disagrees? - spend more time a lone with computer - can com m u n icate more often - can stay in touch with old friends - face-to-face com m u nication - deeper, more mea n i ngful - ca n get message to several people at one time - avoid dea l i n g with d ifficult issues face-to-face - meet new people - i m personal and su perficial - have a bigger circle of friends 4. Decide which ideas to include in your essay. Think of facts, details and exa mples to support your arguments . 5. Organise your ideas using the Exam Focus and the model on page 42 to help you.

CHECKLIST ./ I followed

4.

Complete the sentences in a logical way. We can access i nformation easily beca use of 2 . I gave my credit card n u m ber onli ne . As a result, . . . . 3 . You need a password so t h at . . . . .1 She doesn't use Facebook, s i n ce . . . . 5. You should copy all your photographs i n order not to

U nit 3

tl-te- steps for &'111- opi.l1io11- esse>�y.

./ I

used �oi1J1.Utors of �e>�use e>�M result, e>�M �Oit!J1Utors of pvtrpose. ./ I ��ked my spelli.f13, 3re>�mme>�r e>�M pvt�t�tL011.-.

. . ... .

... .

.

Improve Your Style The A postro p h e

Choose the correct a nswers.

Apostroph es ca n be used to : • show w he re l etters have been o m i tted i n contractions. it's [it is} time to eave no�t�<

1 . What were peop l e's I peop l es' reactions to the speech? 2. It's I I t s strange that the restau rant had m istakes i n i t s I it's English men u . 3 . You r I You ' re breathing slows down when yo u r I you're asleep . 4 . This does'nt I doesn't make any sense. 5 . They're I T h e i r getti ng ready for they' re I t h e i r holiday. 6 . We could hea r t h e g i r l 's I g i rls' voices in the next room .

•

show possession.

'

singular nouns (' + s) : my mother's parents p l u ra l nouns (s + ) : the students' lockers p l u ra l nouns n ot ending i n s (' + s) : women 's righ ts Do n ot use a postrophes with possessive personal pronouns: The hotel had all of its ooms patnted.

43

t t

SKILLS

A D E BATE You a re going t o l e a r n how t o cond u ct a debate a n d how t o j udge t h e spea kers. Read t h e t i ps on prepa ring a debate. Then a nswer t h e Task Questions bel ow.

TIPS In a debate, one speaker speaks in favour of a proposal or statement w h i le the second speaker speaks a g a i nst the proposa l or statement.

Remember: 1 . Yo u r presentation

should be based o n

research a n d structured logical ly.

2. F i n d expert o p i n i o n s and statistics to

s u p port your view

3.

Don't i g n o re evi d e nce su pport i n g the opposite point of view I n stea d , use it to pred i ct what your opponent will say.

4.

Keep your speech short a n d be persuasive.

5.

Yo u should a lso use logic and general k nowledge to persuade you r a u d i e n ce .

You m u st present the view you are g iven, even if you don't a g ree with it!

• TASK QUESTIONS

1.

� 2.

Which tip a bove do you th i n k is the most i m portant? Listen to extracts from a debate on the proposa l : There should be a law banning the use of mobile phones in cars.

a . What a rg u ments does each spea ker use to support thei r view? b. Which speaker uses rea l evidence? c.

Which speaker uses logic and genera l knowledge?

• USE YOUR SKILLS H ave a debate on a current issue. Use the t i ps above to prepare your debate . Te l l the cl ass to vote for the best spea ker. Before vot i n g , read the notes below. H ow to J udge a Debate •

Vote for the best spea ker. (Th is may not be the spea ker that you agree with ! ) Was the presentation wel l organised, with a n i ntroduction, body and conclusion? • Did the spea ker use rational and persuasive a rguments? • Did the speaker u se expert opi nions, statistics, logic or general knowledge? • Did the speaker establ ish eye contact and spea k loudly and clearly? •

Unit

Objectives

*

The Srnses

•

Repo11rd Speech

*

Comparing Pictures

.. Listrn i n g to •

*

a Report

Wri t ing a Description of an Evem

Li fe Skil l s : British Etiquettr

Sense It 1 . The five traditional senses are sight, hearing, taste, smell and touch. Can you think of any other senses? 2. How much do you know about the senses? Read the

sentences below and decide whether they are true or false. Then check your answers on page 1 47.

Ama z i n g Fa cts­ Tr u e

or

Fa l s e ?

1 . See i ng red ca n d i stu rb yo u r con centration. 2. The h u m a n nose ca n detect d a n ger. 3 . A mother's h u g ca n re l ieve her ch i l d's pa i n . 4. lt i s h a rder t o ba l a nce on o n e foot if yo u c l ose you r eyes. 5. Men a re m o re sensitive than women to smel l a n d taste. 6. H u m a n s have got a b l i n d spot. 7. All h u m a n s ca n feel pa i n . 8 . S o m e peo p l e ca n ta ste words or see m u sic. 9 . When yo u h o l d a sea s h e l l next to yo u r ear, you h e a r the sound of yo u r b l ood fl owing thro u g h your ear.

Which of the five senses do you think is the most i mportant? How do you think your life would change if you lost it?

Find out how colours affect us at: www. b u rl i ngto nbooks. es/viewpoi 11 ts2

c�

READING 1. Scanning for Specific Information: Scan the text to find the fol lowing information. 1 . the na mes of two businesses in the U K 2 . the n u mber of perfumes made by Demeter Fragrances 3 . the yea r that the Jorvic Viking Centre contacted Dale Air 4. the location of the Natural History M useum 5 . the yea r that smoking was banned i n B ritish pubs 2. Guessing Meaning from Context: Find the following words in the text. As you read the text, try to guess each word's meaning. mouth-watering (line 1 5) • pu mped (line 1 8) stench ( l i n e 53) R e d 1 r q Strategies, r�qe

_

1 34

EXAM FOCUS

ANSWERING OPEN QUESTIONS 1.

Read the question carefu lly and see what type of i nformation (reason, example, pu rpose, etc.) you have to provide. Use the q uestion word s to help you.

2. Look for keywords and synonyms to l ocate the relevant parts of the text.

3. Note the tense in the q uestion. You r a nswer will genera l ly u se the same tense. 4. Write the a nswer in your own words whenever possible. Do not add u n n ecessary i nformation or g ive you r opinion. 5. Check for errors i n la nguage, spel l i ng a nd punctuation.

Example Question

3. Answer the questions. 1 . Why does the Thomson travel agency use a coconut smell i n its offices? 2. What possible objection cou l d be made to scent marketi ng? 3 . I n what way a re the perfu mes at Demeter Fragrances different from most perfumes? 4. How do you know that 1 984 was a significant year for Dale Air? 5 . What is the purpose of the ashtray scent produced by Dale Air? 4. Are the following statements true or false? Find evidence in the text to support your answers. 1 . Smells, emotions and memories come from the same place i n the bra i n . 2 . T h e chocolate smell a t Su perdrug is artifici a l . 3 . Most customers real ise that businesses u se smel l . 4. it's d ifficult t o manufacture Pu ppy's Breat h . 5 . T h e smells made b y D a l e A i r are used to i nfluence customers to make a p u rchase. 5. Choose the best meaning for each word or phrase according to the text. 1 . setting off (line 2 ) c. blocking a. changing d. evoking b. i nfluencing 2 . tantalising ( l i n e 1 3) c. i ncredible a . wea k d. u nwanted b. tempti ng 3 . s u btle (line 2 1 ) c. delicate a . obvious b. strong d. u n usual 4. accurate (line 3 2 ) c. strong a . exact d . l uxurious b. i nexpensive 5. tou g h (line 40) c. i m possible a . easy d. difficult b . enjoya ble

Why is smell useful to some businesses?

Answer Analysis •

The word why i n dicates that you n eed to provide a reason. You r a nswer should therefore include the word because or to + i nfi nitive.

•

The keyword is businesses.

•

Different busin esses a nd the way i n which they use scents is d iscussed i n paragraphs 1 and 2.

Answer: Scents a re useful to some businesses because they a re u sed to h e l p promote and sell p rod ucts.

46

• Do you think that scent marketing

is a leg itimate sales tactic? In what ways are other senses used to make customers spend more?

U nit 4

Of all the senses, sme l l is the most powerfu l for bringing back memories and setting off emotions. This is because smells are processed in the limbic system, which is both the emotional centre of the brain and the place where long-term memories are stored. Many businesses have discovered this amazing power and are currently using artificial smells to trigger a purchase, evoke an emotion or create a realistic experience.

Dollars and Scents

A pleasant scent in a shop puts you into a positive

mood, making you rel ax, stay longer - and spend more. This concept, call ed scent marketing, is all the rage. The tantalising coconut aroma in Thomson's UK travel agencies, for example, puts you in the mood for a tropical holiday. The mouth-watering smell of chocolate in London's Superdrug on Valentine's Day isn 't really coming from the boxes on sale - it's being pumped into the building's ventilation system. But it will sti l l remind you to buy some chocolate for your girlfriend. The scents are subtle and almost imperceptible not enough to irritate people, but enough to form a particular association in their minds. The question remains whether this tactic takes advantage of innocent customers, who are quite unaware that it is being used. .\.1emory

in a Bottle

.-\ smell can bring back a memory so intensely that you feel you are going back in time. Could we somehow bottle these memories, to be used whenever we wish? That's exactly what perfumers at Demeter Fragrances of New York do. They make over 200 amazingly accurate - grances, such as Rain, Christmas Tree, Thunderstorm, Chocolate Chip and Glue. According to the company, their goal is for each scent to transport the user back

40

to a special place or time, such as a childhood on the family farm. But not every smell can be easily copied. The company said that many customers had requested Puppy's Breath, which is so chemically complicated that it's very tough to capture. The question is, would you really like to smell of black pepper or turpentine on your next date?

Weird Whiffs

45

5o

55

6o

Dale Air started out as an air-freshener firm. However, things changed in 1 984, when the company was approached by the creators of the Jorvik Viking Centre, a replica of a British village at the time of the Viking invasions. They asked company founder Fred Dale whether he could manufacture nasty smells as wel l as pleasant ones, explaining that they wanted to add smell to make their exhibits more realistic. So the company manufactured the odours of fish, burning logs, a marketplace, and even the stench of a Viking toilet! S ince then, Dale Air has produced aromas such as Egyptian Mummy for the City M useum of Stockholm, Sweaty Feet for the inside of a submarine at the I mperial War Museum and Dinosaur Breath for the Natural H istory M useum in London. Since the 2007 ban on smoking, one of their most popul ar products has been the scent of ashtrays, supplied mainly to pubs. I t seems customers miss this smell, which is so much a part of the pub experience .

Fa l se friends currently (line 7) mea n s actualmen te not corrientemente supplied (line 61 ) means suministrado not suplido

I --

/

� �

VO CABULARY

PHRASAL VERBS 3. Read the sentences and choose the logical continuation for each one.

Words from the Text 1. The following sentences do not make sense. Make them logical by replacing each word i n colour with a word i n colour from a d ifferent sentence. 1 . I saw a fantastic yesterday.

mood

3 . They'll a pp roach here after the party to help

tidy up. a l l the r a g e .

5 . Seeing a n old photo can re m a i n happy

memories. 6. This maths problem is too accu rate for me. 8 . She works for a large financial

exh i b it .

9 . He's afraid to t r i g g e r his boss about a sa lary rise.

� 2. Complete the passage with the correct form of the words and phrases below. Then listen and check your answers. •

mouth-water i n g n a sty

•

p u rchase

scent •

•

store

•

a. I 've never seen one. b. I 've a lways wanted my own blog. 5 . Her speech set off angry reactions i n the

aud ience. a . People began to shout. b. Everyone calmed down .

7 . This b r i n g s b a c k my fi rst day of school . a . I don't remember it very wel l . b. I remember exactly how I felt. 8 . Ja net brought Dennis a l o n g to the party. a . I t h i n k he enjoyed h i mself. b. He ca me with E m i ly.

we i rd

t a ke advantage of

THE SMELLDPHDIE

Imagine sending someone you love the fragrant 1 · of a rose or the 2· aroma of a cinnamon bun from your mobile phone. This may sound 1 but it will soon be possible. The Tokyo Institute of Technology has invented a device that can record smells just as a video camera records pictures. It then 4· the smells in its memory and they can be played back later. Aside from personal messages, there ' 11 be plenty of other ways to 5· this amazing new technology: you could smell pizzas before deciding what to order, or sample petfumes before making an online 6· It sounds fun, but it might have some disadvantages: what if someone sends smell ? you a 7· ,

4. I ' d l i ke to set u p a blog.

6. This is going to set us b a c k . a . it's rea lly u nfortu nate . b. We' re very lucky.

so don't bother me.

firm,

a . We' re doing very wel l . b. We've made too many mista kes. a . She's j ust h i red two employees. b. She got the job yesterday.

2 . Flora l perfu mes are tou g h this yea r.

7. I'm i n a bad

2. We' l l have to sta rt over .

3 . She's started up a graphics compa ny.

at the m useu m

4. I don't think you r i nformation is

1 . He started o ut as a sa les assistant. a . He stil l enjoys the job. b. Now he owns the shop.

4. Complete the sentences with the correct form of the phrasal verbs in Exercise 3. 1 . Fa mous actress Jennifer Lopez . .. ... . as a dancer i n the ea rly 1 990s. 2. I ca n 't believe that Dad actual ly ........... his work ........... to the beach . 3 . We' re thinking of . . . a new theatre gro u p .

Would you l i ke t o join ? 4 . I f I ' d had enough money, 1 ........... a h i g h -tech

business.

5. That song always . . memories of my

childhoo d . 6. W h y a re y o u late? Now w e have t o ........... t h e game ........... aga1n.

7. Several staff members left, which ........... the project ........... by severa l weeks. 8. In the last 24 hours, the new laws .. protests.

.. violent

U n it 4 � 5. Complete the passages with the words below. Then listen and check your answers.

Topic Vg��b�Ja.. r.y THE SENSES

•

sta re

savoury •

f la vo u rs

•

pale

p l easant

•

•

b r i g ht

tasty

•

stroke

Choose the correct answer. Which kind of food do people usually enjoy? a. b i tter food b. t a sty food Which colour is lighter? a. a b r i g ht colo u r b. a p a l e colour 3 . Which kind of smell do people enjoy? a. a p l ea s a nt smell b. a d i sg ust i n g smell Which sound is louder? a . a fa i nt sou n d b. a d e a fe n i ng sound J . What type of texture does silk have? a. a smooth texture b. a rou g h texture 2. Divide the words below i nto categories of sight, hearing, smell, taste •

odour rhyt h m 3.

savo u ry •

•

whisper

sti n k •

and •

sta re

touch.

stroke •

•

Thinking of pa i nting your room yellow? Thi n k again ! Strong, L . . ... colou rs such as yel low reflect a lot of light, which sti m u l ates the eyes. You should therefore never 2 . .... .. . at a yellow wall as it might g ive you a headache. On the other hand, a soft, 3 ... . . ...... yellow can m a ke a dark room look lighter and more cheerful. . . ...

.

. .

How about a cou rse i n baby massage? You ' l l learn how to 4 . .......... your infant gently for a com plete a n d relaxing treatment. T h e results are a mazing, from i mproved sleep to better health. In any case, both you a n d your baby a re sure to find it a 5 . . ... . . experience. . .. .

Ice cream is a lways sweet, isn't it? Not accordi n g to ice cream maker Peter Arendsen, whose 6· ... . . . .. include several types of 7 · . . .. . .. . . ice cream, such as cheese and bacon . Sou nds wei rd, but his products m ust be 8 · .... ... .. they're sold i n several top restaurants ! .. .

flavour

pattern

.

Complete the sentences using words from the list in Exercise 2.

1 . This song has a g reat .. .. .. . Let's dance! 2 . You r shoes .. . ..... . Why don't you wear socks? 3. Strawberry's my favou rite .. . . What's yours? 4. Don't .. . .... at people. lt isn't polite! 5 . I ' d love to ........... your dog. Does it bite? 6 . This herb has a horrible taste and a strong 7 . We' l l have to . . ... . . I don't want to wake my parents. 8. I feel l i ke someth ing . .. . Have you got any crisps? 9 . This carpet has a beautiful . . .. . Is it from India?

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

•

ear

•

touch

•

sense

•

see

•

W E B E XTRA

tooth

Read about a tasteful job at: www. bu rli ngto11books. es/viewpoi 11 ts2

1 . If you l i ke lots of sugar, you 've got a sweet

2 . If someone ignored what you were saying, it went i n o n e ........... a nd o u t the oth e r .

3 . If you treat someone as badly as they have treated you, you ' re g iving them a . .. ... of t h e i r own medicine .

4. If you agree with someone, you .. ...... eye to eye . 5 . If you don't want to lose contact with someone, you keep i n 6 . I f you act logically, you ' re using you r .

c o m m o n ...

• Complete the sentences. Make them true

for you. 1 . Some savoury foods I l ike are . . . . 2 . This year, . . . is I a re all the rage at my school.

3. If I ' m i n a bad mood, I . . . . 4. I find it pleasan t to . . . . 5 . I t h i n k it would be tough to . . . . 6 . I often don't see eye to eye with . . . because . . . . Vocabulary Builder, pages 64- 6 5

49

GRAMMAR REPORTED SPEECH

Read the exa m ples a n d a nswer the q uestions that follow. Statements "Many customers have requested Puppy's Breath, " he explained. He explained that many customers had requested Puppy's Breath. 1.

What happens to the main verb in a reported sentence?

2. What other words change in a reported sentence? Questions a. "Can you create nasty smells?" they asked Fred Dale. They asked Fred Dale ifI whether he could create nasty smells.

b.

"What perfume are you buying today?" Laura asked me.

1 . Complete the sentences with the correct form of the verbs. 1 . " I 've been looki n g for you si nce yesterday. " An ita insisted that she ........... for me si nce the day before. 2. " Do you understa nd the answer now? " The teacher asked me if I ........ .. . the answer then. 3 . " We may go abroad next summer. " My pa rents mentioned that they ........... abroad the followi ng s u mmer. 4. " Do n 't let the dog out ! " Dad sai d . D a d o rdered u s ........... t h e dog out 5. " How did you m a ke this sa lad ? " E l len i n q u i red how we . ........ that salad. 6. " O K, I'll come with you, " sa id my sister. My sister agreed ........... me. 7 . "I think we should cancel o u r lesson today. " My teacher suggested ........... o u r lesson that day. 8. What perfume a re you wearing? Robert wondered what perfu me I

Laura asked me what perfume I was buying tha t day.

What word/s do we add in a reported yes I no question? 2. What happens to the word order in a reported question? 1.

O rde rs

2. Look at the reporting verbs i n Exercise 1 . Which are used for questions? Which are used for statements?

a. "Turn on the aroma generator, " her boss told her. Her boss told her to turn on the aroma generator. b. "Don't tell anyone my secret formula, " ordered Fred. Fred ordered me not to tell anyone his secret formula. 1. W h ich form of the m a i n verb do we use i n reported o rd ers? 2. What do we add to the verb in negative reported o rd e rs? Suggestions "You should try our famous Rain fragrance, " suggested the shop assistan t. The shop assistant suggested tha t I try their famous Rain fragrance. The shop assistant suggested trying their famous Rain fragrance.

For report i n g suggestions w i th the verbs suggest and recommend, we u se tha t + subj ect + the base form of the verb. What other verb form can we use w h e n reporting a suggestion or reco m mendation? Reporting Verbs w ith Other Structures

I

a. He prom •sed to produce c 1 ashtray s ·e b. The compan, de 1 ed taking

rantaqe of customers. . 7• ' ·e L L ,V

c George a• :sed "7e to buy so e ·

What structu res a re u sed with the fo l l owing reporting verbs? 1 . p rom ise, a g ree, refuse 3. advise, rem i n d , warn 2. de ny, a d m i t Note: T h e verbs promise, deny a n d admit a l so u s e the reg u la r form for reported speech ( that + clause). Da1e prom•sed wt 1e vowd 'duce a 1s, ··ay scent.

3. Lau ra Sinclair is a psychic. She uses her sixth sense to help solve crimes. A reporter asked her the following questions. Write them in reported speech. 1 . " How did you find the m issing g i rl last yea r? " 2 . " Have you ever solved a m u rder case? " 3 . " Do you ask people to pay you for you r help? " 4. " Are you working on a ny i m portant cases now? " 5 . " C an you use you r sixth sense for other t h i n g s as wel l ? "

4 . Write the sentences in reported speech. 1 . "I haven't been feeling well lately, " complained my g ra ndmother. 2 . "Are you going to return my books today? " Maggie asked me. 3. " Don't touch any of these t h i n gs ! " warned the detective. 4 . " You should see this film tomorrow, " recommended Pamela . 5 . " My students did most of the work an h o u r ago, " clai med t h e teacher. 6 . " What were you doing d u ring the match yesterday? " asked J o h n . 7 . " I u s u a l l y swi m on Wednesdays, " A n d i told me. 8 . " You should n't get u pset about it, " my sister advised me.

lfi£i,U.rfi£lb.!§.Hf8itli#iilijllfM

••

U n it 4 5. Write the sentences in direct speech. 1 . My dad wanted to know whether Tim had got a h i g h mark. 2. Sam explai ned that they had discussed that the day before. 3. My brother suggested that we go camping. 4. My coach asked me whether I could run faster. 5 . The woman wondered how long I had been waiting. 6. Harriet rem i nded me not to mention the pa rty. 7 . The boy said that he had never ridden a bicycle. 8. I asked my neighbour where the post office was. •

6.

Complete the passage with the correct form of the verbs in brackets. Then listen and check your answers.

The Sound of Silence ti h composer Mike Batt was sued for including minute of complete silence in his album ical Graffiti. The John Cage Trust claimed (plagiarise) a 1 952 work by famous : Batt 1 · "l.poser John Cage, which consisted of 4.33 (copy) the ute of silence. Batt admitted 2· (not expect) from Cage, but he said that he 3· ued. ·ever, Batt's lawyers wondered whether Cage's 4· (be) really a musical work. They added (not support) the Cage case, opyright law 5· ·h re were no actual musical notes in the piece. e end, Batt agreed 6· (pay) a large sum of y in compensation. He said that he 7· (make) ayment out of respect for Cage.

7. Imagine that M i ke Batt was interviewed by

a reporter. Using the i nformation i n Exercise 6, write 2-3 of the reporter's questions and Batt's answers. Beg i n your sentences with the following or similar words. A reporter asked Batt . . Batt explai ned that . . .

REWRITES: D I RECT SPEECH TO REPORTED SPEECH

When rewriting sentences that i nvolve changing d i rect speech to reported speech, first identify the type of sentence (statem ent, q uestion, order, etc). Then check the sentence for words that are l i kely to change. Don't forget all n ecessary changes i n word order, tense, pu nctuation, t i m e expressions and p ronouns. Rewrite the sentences using the words i n brackets. Do not change the orig i n a l m ea n i n g of the sentences. 7.

2.

"I didn't steal the money, " said Jim. (denied) "Have you ever seen an opera?" Chloe wanted to know. {whether)

3. "I won't be at home tonight, " Cart said. (told me) 4.

"What are you looking for?" asked the shop assistant. (me)

5. "/ won't speak to anyone here," said Mark. (refused) 6. "Let's go out for coffee, " Jenna said. (suggested}

·

- t was the point of Cage's original idea? . �xplained that each future live performance (be) quite different, depending on the sounds by the audience. �..

Jo hn Cage

Grammar Review '1'1' 8. Rewrite the following sentences using the words in brackets. Do not change the original meaning. 1 . " Phone me when you get home tonig ht, " my father said. (remi nded) 2. lt is said that the world is getting warmer. (to) 3 . They have a l ready del ivered the package. (has) 4. lt wasn't necessary to help h i m . (needn 't) 5. "Where did you get this beautiful dress? " asked Anna. (me) 6 . Mark started running an hour ago, and he's sti l l r u n n i n g . (for)

Extra grammar exercises a t : 11' 11' 11' . b 11 r l i 11 [J I 0 11 b o o k s . e s / 1 i c ll' p o i ll l s 2

51

LLS L I STENING G . .

..

. . .. .

... . ...

. ............

.

.. .

. ....... . . . .

.

. ..

.

·····

.

. .. .

.

A REPORT 1 . Look at the screen below. Can you see a pattern i n the numbers? Look for a shape. How long does it take you to find it? If you are having difficulties, look at the coloured screen o n page 1 47. 5

5 5

5

5 5

5 5

5

2

5 5

5

2

5

2 5

5

5

5

5 5

2. Listen to the first part of the report and

choose the correct answer. 1 . People with synesthesia . . . .

a. b. c. d.

have sharper senses than others experience two o r more senses together are q u ite rare have highly developed i mag i nations

2 . Sarah Turner m ixes . . . . a . taste a n d sight b. hearing and touch c. sight and hearing d. sight and taste

�

5 5

5 5

5 5

5

5

5

5

5 5

5

5

5 5

5

5

5

5 5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5 5

2

5 5

5

5

5

5

5

2

2

5

5

2 2

5

5

5

5

5

5

5 5

5

5

5

5 5

5 5

5

5 5

5

5

3. Read the statements below. Then listen to

the second part of the report and choose the correct a nswer. 1. The reporter saw the pattern i m med i ately I after a wh i l e .

2 . The colours a synesthete associates with each n u m ber a re constant I somet i m es c h a n g e . 3 . The resu lts of the tests are a lways I usu a l l y val i d . 4 . Bra i n scans show d i fferences I s i m i l a rities between a synesthete's brain and a n ord i n a ry bra i n . 5 . Scientists believe that there i s a psych o l og ica l I g e n et i c cause for synesthesia. 6. The majority of synesthetes a re confused by I e nj oy their a b i l ities.

• Would you like to be a synesthete?

Why or why not?

U n it 4

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

2. M atch each beginning in I to a logical ending i n 1 1 .

11

I 1 . The two p i ct u res a re s i m i l a r beca use

a . that both places

2.

A n ot h e r t h i n g t h ey've g ot i n common i s

b.

3.

H owever, i n s o m e ways t h ey a re very d i fferent.

4. I wou l d i m a g i n e that t h e peo p l e i n p ictu re A

ca n probably smell popcorn and other foods, 6.

crowded and noisy.

w h i l e i n p i cture B, it's q u ite l i ke l y that

they're l istening to loud m usic. c.

ca n hea r the cheers of the fans, 5. A n ot h e r d i fference i s that in pict u re A the people

seem to be

they ca n probably smell beer and cigarette smoke.

whereas i n p i ct u re B ,

d . go to a pub. e.

F o r exa m p le, the people in picture A are watching the game, w h i l e the people in picture B have come to social ise.

f.

t h ey b o t h show

Pers o n a l ly, I ' d rather

places of entertai n ment.

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

a . what the pictures have i n com mon 4.

I

b . the differences between the pictu res

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

COMPAR I N G PICT U R ES •

D i sc uss t h e pictu res' s i m i l a ri t i es.

•

D i sc u ss t h e d i ffere n ces betwe e n t h e p i ctu res.

•

Discuss the atmosphere in each p i c t u re.

•

Ta l k a bo u t w h i c h s i t u a t i o n

I

p l a ce

I

•

Specu l ate a bo u t how the people feel a n d what t h ey can see and h e a r.

a ct i v i ty you w o u l d p refer.

.:.,.

Pronunciation Practice, page

122

53

� WRITING A Description of an Event · .:

EXAM FOCUS

When describing an event, we want to g ive readers a clear p ictu re of what we experienced. When you w rite a description of a n event: 1.

State what the event was, and when a n d where it took place. Give a personal opinion. Read the first paragraph of the model description below. What event d i d the writer attend? When and where d i d it take place? I s the writer's opinion positive or n egative? 2.

Describe the event in deta i l . Exp l a i n what happened, how you felt, and what you saw heard I smel l ed I tasted. Read the rest of the d escri ption. Which of the senses a re d escribed?

I

3.

Sum u p the event and you r opinion. Did the w riter enjoy the event?

A

Pleasant Surprise

Last night, I went t o a jazz concert a t Mike's Club. I'm not a huge jazz fan, s o I wasn't expecting much, but it turned out to be a fantastic evening. The club was dark, quite tiny and extremely crowded. A strong smell of cigarette smoke hung in the air. More and more people came in, talking excitedly and laughing. My friends and I ordered Mike's famous salty chips and sour pickles -

delicious!

On stage, the shiny gold trumpets and saxophones made an impressive sight, and when the musicians began to play, I was immediately captivated by the powerful sound. The music had a lively rhythm, and soon the walls were shaking from both the music and the audience's enthusiastic applause. All in all, the concert was a great experience. From now on, if there's a jazz band in town, I'll be the first to buy tickets!

ADJECTIVES AND ADVERBS

Adjectives a re u sed to describe nou ns. disgusting smell

tasty food

Adverbs of manner and fre q uency mod ify a verb. v. 1

slowly

often play

Adverbs of degree can modify a nothe r adverb or a n adjective. quite qu1c y

sligh tly

c

Using a variety of adjectives and adverbs w i l l make you r descriptions more interesting.

L

-

1 . look at the adjectives and adverbs in the model description. Find: 1 . adjectives that describe what the writer sees, hears, smel ls, tastes 2. adjectives that describe the writer's opi n ion of the event 3 . adverbs that modify verbs 4. adverbs that mod ify adjectives

U n it 4 I adverbs below that have got a similar meaning to the word in colour in each sentence.

2. Find all the adjectives p roperly

•

•

d is a p p o i n t i n g •

overpowe r i n g •

successfu l ly

d e l i g htfu l

c a re l essly

•

•

powerf u l •

Your Task • Write a description of an event that you

wonderfu l

have attended. Write 1 00-1 50 words.

d i sco u ra g i n g

outsta n d i n g

•

W RITING A DESCRIPTION

poorly

1 . Last night's a rt festival was g reat.

1 . Brainstorm your description. • Think of an event that you would like to write a bout. The following are some possibilities: - a wed d i n g or birthday celebration - a concert or show - a festival or fa i r - a contest o r sports event

2 . We were upset to hear the b a d news. 3. The new employee has done his work we l l . 4 . The strong smell of petrol filled the room . 5 . I 've never seen h e r play s o b a d l y. 3.

Divide the adverbs below into two categories adverbs of frequency and adverbs of degree. a bit

•

usu a l ly

not at a l l a bsol ute ly seldom

•

•

•

q u ite

pretty •

•

c o m p l etely

often

•

•

rare l y

f a i rly •

•

•

a lways

freq uently

n ever

h a rd l y •

•

•

Think of aspects of the event that you can describe. Which of the following aspects could you describe for each event above? - the players - the competition - the food - the g uests - the acting - the atmosphere - the audience - the spectators - the m usic

•

Think of the opinion you want to express a bout the event. Use positive or negative adjectives.

s l i g htly

ter r i b l y

4. Choose the correct adverb to complete each sentence. 1. I ' m com p l etely I a bit lost. I have no idea where we a re. 2 . Peter is f a i rly I extre m e l y ta lented, but he's not the best. 3. Don't worry. I ' m very I n ot at a l l i nsulted . 4. it's terri b l y I s l i g htly hot outside. Let's stay indoors. 5. it's h a rd l y I rathe r expensive, but I ' m going to buy it. 5. Add one adverb of degree and one adverb of frequency to each sentence below. Do not use the same adverb more than once. 1 . We buy our pizza at Luigi's beca use it's delicious. 2. Janet goes to the gym a n d is i n bad shape. 3. While many cats are u nfriendly, this one is affectionate. 4 . His doctor was shocked to learn that he smoked . 5 . I was happy to hear that Kath visits her a unt.

2. Organise your ideas using the Exam Focus and the model on page 54 to help you.

CHECKLIST ./ I followed

the pl17tl't for

17tl't evel'tt.

l7t

desuiptiol't of

used l7t rick V17triety of �7tdjutives 17tM �7tdverbs.

./ I ./ I

6. Describe the following in one or two sentences. Use at least one adverb and one adjective. 3 . your neighbou rhood 1 . your school 2 . your favourite singer

./

e-kuked my 3r17tWt.W!-17(r, spelliV!!f 17tM p Lil'l£t1A.Pftio 11,, I used �7tdverbs 17tM �7tdverbil7tl pkr17tses e-orrutly. ��Writing Guide, page

I mprove Yqur Style M i sp l aced Mod ifi e rs

Be carefu l to place mod ifiers such as only, just, almost and nearly close to the words that they modify. I only tasted the coffee. (but I d i d n 't d ri n k it) I tasted only the coffee. (not the othe r d r i n ks) A/ice nearly earned £50. (but a nother person g ot the JOb) A/ice earned nearly £50. (she ea rned £49.95)

B e careful with adverbi a l p h rases (phrases that say when o r where something happens). These c a n often be p u t at t h e beg i n n i n g o f t h e sentence. The boys found a dead deer walking through the woods. X Walking through the woods, the boys found a dead deer. ./

1 43

Correct the sentences below by moving the words in bold. 1 . Many people came to watch the match from fa r away.

2.

M y father has been urging m e to g o to the dentist every d a y .

3.

We o n ly had the dessert because we were late.

4.

I heard that there has been an accident

o n the

eve n i ng news.

5.

You can a l most fi nd a ny paint i n this art shop. 6 . I ' m hungry. I j u st h a d a sandwich for lunch.

� 55

SKILLS

B RITI S H ETI Q U ETTE You are goi n g to f i n d out how m u c h you know about B ritish cu lture a nd etiq u ette. Do the q u iz. Then check you r a nswers in the Task Questions below.

it's g reat to travel to the U K, but how l i kely a re you to m a ke e m ba rrass i n g m istakes in soc i a l situations? Choose the correct a nswers.

1 . When a rriving for a business meeting, . . . .

a . it's acceptable to be up to 3 0 m i n utes late b. it's i m portant to be on time c. you shoul d arrive 1 5 m i n utes early 2. The main meal in Britain is eaten . . . . a . at about 6 pm b. at about 2 pm c. at about 9 pm 3. If you wa nt to smoke in a restaurant . . . . a . ask the person next to you if you may smoke b. go a head and smoke c. don't l i g ht u p ! You may not smoke i n restau ra nts i n the U K 4. When you greet an acquaintance i n Brita i n , . . . . a . kiss them on both cheeks b. don't kiss them - just say hello c. hug them

5.

When waiti ng at a bus stop, . . . . a . go to the back of the queue b . go to the front of the q ueue c. stand next to the q ueue 6 . When going t o a n i g htcl u b or d iscotheq u e, . . . . a . you can wear whatever you want b. formal dress is requ i red c. you should check the d ress code 7 . When speaking to someone, . . . . a . be friendly and stand close to them b. stand far apart from them c. use your hands as you speak 8. When you ask for something in a shop, say . . . . a . " G ive me . . . " b . " Could I please have . . . ? " c. " l want . . . "

• TASK QUESTIONS The cu lture t i ps wi l l te l l you whether you a nswered the q u iz q u estions correctly. Match each t i p to a question in the q u i z, then check you r answers.

TIPS a. The British don't touch very much. H ugging and kissing are reserved for fam ily or very close friends. b. In some British nig htclubs and discos, jeans and trai ners are not a l lowed. c. No matter how long a q ueue is, always go to the back. d. Punctuality is considered very i mportant in Britain; if you are going to be delayed (even by five minutes), you should phone ahead. e. The British usually have a light l unch at about 1 2- 1 pm. The main meal is dinner, eaten at about 6 or 7 pm. f. Personal space is very i mportant to the British . Don't stand too close and keep hand gestures to a m i n i m u m . g . Smoking i s now banned in a l l public places in the U K . h . it's i m polite t o tel l someone d i rectly t o g ive you something, s o use t h e polite req uest form . • USE YOUR SKillS Beverley is a B ritish student who plans to spend a yea r wo rking in you r city. Read her e-m a i l and write a reply. Use the i nformation in the q u i z for i deas.

Hi! M y job begins i n August, so I ' l l be arriving i n m id-July. Thanks for offering to take m e round looking for a flat ­ that'd be ever so helpful . I was wondering if there's anything I should know about Spanish culture a n d etiquette. C o u l d you give m e some tips? I don't want t o make a n y s i l ly m istakes ! Looking forward to seeing you ! Beverley

'

Unit Objectives F a m i l ies •

Rel ative C l <1 uses

,, L i s t l' n i n g to Perso n a l AlToums L x pre,sing <1 n O p i n i o n

V\n t i n g a N a rratiVL

L i re Skill s : \ Job i n terview

Families ••

1 . listen to the song and read the lyrics. Then answer the questions. 1. What sort of father is the singer? How do you know? 2 . What happens to the relationship between father and son when the boy gets older? 3.

Gat's in the Cradle

Harry Chapin

A child arrived just the other day,

Chorus

He came to the world in the usual way.

Wel l , he came from college just the other day,

But there were planes to catch, and bills to pay.

So much like a man I just had to say,

He learned to walk while I was away.

"Son, I ' m proud of you . Can you sit for a while?"

And he was talking 'fore I knew it, and as he grew,

He shook his head, and he said with a smile,

He'd say, " I ' m gonna be like you , Dad.

"What I'd really like, Dad, is to borrow the car keys.

You know I ' m gonna be like you . "

See you later. Can I have them please?"

Chorus:

Chorus

And the eat's in the cradle and the silver spoon, Little boy blue and the man in the moon. "When you coming home, Dad?" "I don't know when, But we'll get together then. You know we'll have a good time then . "

I've long since retired and my son's moved away. I called him up just the other day. I said, " I ' d like to see you if you don't mind . " He said, " I ' d love to, Dad, i f I could find the time. You see, my new job's a hassle, and the

M y son turned ten just the other day.

kid's got the flu,

He said, "Thanks for the ball, Dad, come on let's play.

But it's sure nice talking to you , Dad.

Can you teach me to throw?" I said, " Not today,

lt's been sure nice talking to you . "

I got a lot to do. " He said, "That's OK. "

And as I hung u p the phone, it occurred

And he walked away, but his smile never dim med, Said, "I'm gonna be like him, yeah. You know I'm gonna be like h i m . "

to me, He'd grown up just like me. My boy was just like me. Chorus

• In your opinion, is the problem described in

the song a common one? How could it be solved?

WEB EXTRA

Find out about a source of advice for teens and their parents at: www. b u rlillgtollbooks. es/Piewpoillfs2

�

;:..:

READING

EXAM FOCUS

HOW TO FIND SYNONYMS / ANTONYMS 1.

1 . Making Inferences: The following sentences appear in the text. What can you infer from them? Choose the correct answer below. "You know, sometimes you are the most self-cen tred man I know, " Rahim Khan said He was the only person I knew who could get a way with saying something like that to Baba.

a . Rah i m K h a n often criticised Baba. b. Baba did not easily accept criticism. R

==

If possi b l e , dete rm i n e the part of speech of the word given. Use p refixes a n d suffixes as well as the posi tion of the word in the sentence to h e l p you.

2. Read t h ro u g h the text. As you read, pay attention to words that a re the sa m e part of speech as the word g iven .

3. W h e n y o u t h i n k y o u h ave fou n d the correct synonym, replace the word in the text with the word g iven to see i f i t m a kes sense. Exa mple Question

p q

1 34

2. Guessing Meaning from Context: Find the

fol lowi ng words and phrases in the extracts. Read the entire sentence and try to guess the meaning of each one. muttered (line 6) • cheered ( l i n e 1 6) yelped (line 1 6) • shuffling (line 2 2) shot back (line 40) 3. Read the extracts and answer the questions.

Find a word or expression in extract 1 that means rival. Answer Ana lysis •

rival is a noun, m ea n i n g a person who is com peting with someone e lse for a position o r p rize.

•

In extract 1 , l i nes 2-3, we read a d escri ption of the ru l es of Sherjangi: You recited a verse from a poem and your opponent had sixty seconds to reply ... From the context of this sente nce, we u n de rsta nd that rival has the sa m e m ea n i ng as opponent.

1 . How d i d Baba feel about Amir's ta lent at Sherjangi?

2. 3. 4. 5.

What did Baba's trip to Tehran show a bout h i m ? Why d i d Am i r fake an interest i n footbal l ? Why did Ra h i m K h a n ca ll Baba " self-centred " 7 What bothered Baba about Ami r's behaviour on the street!

4. Complete the sentences using your own words. 1 . The game of Sherjangi consisted of . . . . 2 . For Baba, writing poetry was even worse 3 . Baba wanted Amir to share his . . . . 4. When he saw that Am i r had no football talent, Baba wa nted h i m . . . 5 . Even though t h e study door was closed, Ami r managed . . . . 5. Choose the best answer according to the text. In his com ment about colouring books (Extract 4, line 26), Rahim Khan means that . . . a . not a l l c h i l d ren are talented at art b. parents should never influence their children c. books a re j ust as i m porta nt as sport d. pa rents m ust accept their children the way they a re

_ ...._

-_

58

6. Find words or expressions in the extracts that mean: 1 . com peted agai nst (extract 1 ) 2 . i m a g i ned (extract 2 ) 3 . evoke (extract 2 ) 4. a s ma l l a mount (extract 3) 5 . depressing (extract 3) 6. moved to a different position (extract 4)

• Do you think that parents should expect their

children to be similar to themselves? Why or why not?

Unit 5

The Kite Runner is the story of Amir, a young Afghan who flees war-torn Kabul in the 1 980s and then

Immigrates to the U nited States. T he events in these extracts take place during his childhood, before the war. Ext ra ct 1

In school, we used to play a game called She1jangi, or "Battle of the Poems." The Farsi teacher

moderated it and it went something like this: You recited a verse from a poem and your opponent had sixty seconds to reply with a verse that began with the same letter that ended yours. Everyone in my class wanted me on their team, because by the time I was eleven, I could recite dozens of verses from Khayyam, Hafez, or Rumi 's famous Masnawi. One t i me, I took on the whole class and won. I told B aba about it later that night, but he just nodded, muttered, "Good." Extract

2

Of course, marrying a poet was one thing, but fathering a son who prefetTed burying his face in

poetry books to hunting . . . well, that wasn' t how Baba had envisioned it, I suppose. Real men didn't read poetry - and God forbid they should ever write i t ! Real men - real boys - played soccer just as B aba had when he had been young. Now that was something to be passionate about. In

1 970, B aba took a break from

the construction of the orphanage and flew to Tehran for a month to watch the World Cup games on television, ince at the time Afghanistan didn ' t have TVs yet. He signed me up for soccer teams to stir the same passion 111

me.

E x t ract

3

When it became abundantly clear that I hadn't inherited a shred of his athletic talents, he settled

for trying to turn me into a passionate spectator. Certainly I could manage that, couldn ' t I? I faked interest for as long as possible. I cheered with him when Kabul's team scored against Kandahar and yelped insults at the referee when he called a penalty against our team. B ut B aba sensed my lack of genuine interest and resigned himself to the bleak fact that his son was never going to either play or watch soccer. Extract

4

Later that night, I was passing by my father's study when I overheard him speaking to Rah i m

Khan. I pressed my e a r t o the closed door.

· · - grateful that he's healthy," Rahim Khan was saying. ··] know, I know. But he's always buried in those books or shuffling around the house like he's lost in some dream." · ·And?" · ·I wasn ' t l i ke that." Baba sounded frustrated, almost angry. Rahim Khan laughed. "Children aren' t colouring books. You don 't get to fill them with your favourite colours." · - r m telling you," B aba said, "I wasn't l ike that at all, and neither were any of the kids I grew up w i th." ··You know, sometimes you are the most self-centred man I know," Rahim Khan said. H e was the only person I knew who could get away w i th saying something like that to B aba. ··It has nothing to do with that." .. ay?" ··Nay." ·Then what?" I heard the leather of B aba's seat creaking as he shifted on i t . I closed my eyes, pressed my ear even harder against the door, wanting to hear, not wanting to hear. "Sometimes

I

look out this window and I see h i m

playing on the street w i th the neighbourhood boys. I see h o w they push h i m around, take his toys from him, give h i m a shove here, a whack there. And you know, he never fights back. Never. He just. . . drops his head and . . . . " ··so he's not v iolenr.·· Rah i m Khan said . . .. That's not what I mean. Rahim. and you know it . . Baba shot back. 'There is something missing i n that boy."

�

VO CABULARY

WORD FAMILIES 3. Complete the chart by filling in the missing

words.

Words from the Text 1 . Choose the correct answer according to the meaning of the words in colour. 1 . The issue has not h i ng to do with you . You a re I a re n 't i nvolved. 2. In my house, we usually g et to do what we want. Our parents are very l i be r a l I str i ct . 3 . Let's ask the referee . He's on o u r s i d e I n eutra l .

4. I

t h e i r conversation. They were I weren 't ta lking to me. 5 . We decided to flee . We had to g et a way I ove r h e a rd

stay wh ere we were.

6. They

the treasure so that n o one I cou ld see it. 7. George nodded his head in a g reement I b u ried

everyo n e

d is a g reement.

Verb manage

construction interest

4. sense frustrate lose

5.

6. loss

7.

4. Complete the sentences with the correct form of the word in brackets. for a change? 1 . Why don't you do something (construct) 2. Dogs can ........... fear in h umans. (sense) 3. My hair is more when it's short. (manage) 4. He could hardly hide his (frustrate) 5. Having a fa m i ly is to being alone. (prefer) 6. O h , no I I 've my wedding ring ! (lose) 7. I ' m sorry, but I don't find these deta ils (interest) 8. A h i g h percentage of . end in d ivorce. (marry) H

.

8 . Pa ula

a secretarial job. lt was I her first choice.

settled for

w a s n 't

•

H.

H O

•

.H .

2. Match the beginning of each sentence i n I with its ending in 1 1 . Pay attention t o the

words in colour.

H O H

.

6. 7. 8.

I She's done a lot for you, so Don't let anyone When our team scored a goal, You 've been working hard , so You a re extremely selfish You ' re talented, but I ' m not sure If that boy hits you again, I know you don't like her cooking, but

a. b. c. d. e. f. g. h.

everyone c h ee red . you should be g ratef u l . a n d s e l f-centred . you ca n ta ke a b r e a k now. I can t u r n you i nto an a rtist. p u s h you a ro u n d . you' l l have to f a k e it or she'll be i nsu lted . you should f i g ht b a c k .

1. 2.

3. 4. 5.

5. Complete the passage using the correct form of the words below.

11

Zekeria Eb rah i m i and Homayoun Ershadi in th e film version of The Kite Runner

HO

sense

•

i nterest

•

frustrate

•

prefer

•

Sofia Akrami, Amir's mother, was both beautiful and well-educated. She and She died B aba had a happy 1 . when Amir was born. so Baba had to bring up his son alone. Amir turned chil d who out to be a delicate, 2 · was not the least bit athletic or '· in football . Baba often found this quite �. , and would have 5· a son who was more like himself. •

marry

U n it 5

To pi <:: Yo<:: .a..l.? �J.a:r.Y ...

4. Complete the passages with the correct form of the phrasal verbs in Exercise 3 .

. ..

FAMILIES

I 've always 1 . . . . . . . . my m u m because she's a talented m usician and a g reat person too. S i n ce I 2· . . . . . . . . her, she hopes I ' l l be a m usician as wel l . I hope I ca n 3· her expectations - and my own ! .

.

.

. . .

1 . Match each word to its correct definition. •

sibling n iece

•

cou s i n

•

n e ph ew

g reat-g ra ndfather

e

?

r)

single

•

•

widow •

a n o n ly c h i l d •

brother-i n-law

•

spouse

1 . you r g ra ndfather's father 2. a woman whose husband has d ied 3. you r brother's I sister's daughter 4 . anyone in you r fa m i ly :J . the brother of your h usband o r wife 6 . an u n married person 7. brother or sister 8 . a person with no brothers or sisters 9. you r a u nt's I u ncle's child • J . h usband or wife your brother's I sister's son 2. Complete the sentences. Pay attention to the

meaning of the words in colour. A couple that is e n g a g e d plans to . . . . 2 . A woma n who is p reg n a nt is going to . . . . 3 . People may i n h erit certai n tra its from . . . . ..1 C h i ldren are often jea l o u s of . . . . :J . There is usually a strong b o n d between parents and . . . . 5. C h i l d ren a re usually ra i se d by . . . .

PHRASAL VERBS 3.

H .

rel ative

Choose the correct definition for each phrasal verb. I d i d n 't know his parents were divorced . When did they b r e a k u p ? b. get ma rried a . sepa rate it's a pity that my sister and I have g rown a pa rt . a . become older b. become less close He gets a l o n g with h is brother. b. They don't fight a. They fight a lot. much. Trevor l o o ks u p t o his o l d e r brother. b. is shorter than a . admires That c h i l d ta kes afte r her father. They ' re both stubbor n . a . is s i m i l a r to b. is different from :J. Many pa rents expect their ch i l d ren to l i ve up to their expectations. a . change b. fulfil

lt happens all the time: couples get married beca use they have fa llen i n love, but after a few years they real ise that they have 4· . . . . .. . . . . If they eventually find that they real ly don't 5 · . with each other, they may even decide to 6 · . .

.

� 5. Complete the passage with the correct form of the words and phrases below. Then listen and check your answers. o n ly c h i l d

•

p reg n a nt

•

raise

•

jealous

sibling •

single

O n e- C h i l d

•

bond •

g e t a lo n g

Fa m i l i e s

I n the Western world today, m ore a n d m o re couples a re I . only o n e c h i l d . Why? For o n e thing, people frequently stay 2 · until thei r 30s and 40s, so that women get m arried and becom e 3 · at a later age. I n addition, women today a re often i nvolved i n thei r careers. So what's it l i ke to be an 4· ? Resea rch shows that it has several adva ntages, despite the negative stereotype that only c h i l d ren a re s p o i l e d . B rothers and sisters can be g reat b u t they m ay not 5· . . and they're often 6 . . . . .. . . of each other. Without this competition, only c h il d ren d evelop plenty of self­ confidence. I n addition, a special 7· i s formed between c h i l d and parents . O n ly c h i l d ren also tend to be h i g h a c h i evers, probably because thei r pa rents don't have to d ivide their tim e , attention and m o n ey a mong severa l 8 · . . . .H

.. . . .H.

H

... .. ....

.

.

•

.

�

•

• Complete the sentences. Make them true for you.

1. 2. 3. 4.

I ' m qu ite sensitive about . . . . I get along well with . . . . I a m someti mes jealous of I never get to . . . . 5 . I once overheard . . . 6 . I wou ld never settle for . . . . Vocabulary Builder, pages 6 6 - 6 7

61

GRAMMAR

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

FI FTY FI N G ERS

RELATIVE CLAUSES

1 . Match each rel ative pronoun to the type of noun that it refers to.

when

•

who

•

that

•

w h ose

•

w h ich

•

w h e re

The Browns are an amazing family of five brothers and sister� .H .

are all top-class piano virtuosos. They love playing togethe

so they've formed a quintet 2

H •

•

plays in concert halls all over thE

1. people

world. Each of them fell in love with the piano at the age of three

2. thi ngs

........... they had their first lessons. As children, they practised fo 4

3. places

six hours a day in their Utah, USA home,

4. time

than five enormous grand pianos. They were the first five sibling�

5. possession DEFI N I N G AND NON- DEFI N I N G RELATIVE CLAUSES 2.

Read the exa mples. Then choose the correct option to complete the rules.

a Baba didn 't wan t a son who read poetry. (defimng) b. Amir admired Rahtm Khan, who could get a way w•th criticising Baba (non defining)

5·

.... . ... . ..

Music,

H .

they had no les�

ever studied together at New York's Juilliard School c· 6

. ... ... . .

.

.

only the world's most talented students ar=

accepted . The Browns are modest, optimistic people

7

.H .

goa

is to introduce classical m usic to the widest possible audience especially young people,

8

.

.. ......

.. love to hear them play. Obvious

their talent's in their genes, but they all say it was their parents encouragement and support

1 . A defi n i n g I non-defi n i ng relative cla use is essenti a l t o t h e m ea n i ng o f t h e sentence.

9

... ....... helped .

them the most.

Desiree, G reg, Deon dra, Ryan and Melan ie Brown

2. A defi n i n g I non-defi n i ng rel ative clause adds non­ essential i nformation a bout the n o u n it describes.

3. We use com m as to se parate d efi n i n g I non defi n i n g relative cla uses from t h e rest of t h e sente nce. FORMAL AND I N FORMAL STRUCTURES 3.

Read the explanation and exam ples a n d choose the correct answer.

There a re two ways to form a re l ative clause when the verb i n the relative cla use is fol l owed by a p re position (on, to, for. with). a Amir was not the son for whom Baba had wished. {formal} b. Amir was not the son (who} Baba had wished for. (informal}

WEB EXTRA

2. Complete the sentences with the correct

1. I n the fo rmal / i nformal structure, the p re position comes before the re la tive pronoun.

1.

2. In the fo rmal / i nformal structu re, the preposition comes after the verb.

2.

3. I n the fo rmal / i nfo rmal structu re, we use the rel ative p ronoun whom i nstead of who.

3. 4. 5.

6. 7.

8.

relative pronouns. Add commas where necessary. The Kite Runner is a novel ........... m i l l ions of people have read and loved. The story beg ins d u ri n g Ami r's c h i l d hood .... Afg han istan was a peaceful country. The story is about A m i r and Hassan ........... was a servant i n Ami r's house. The two boys loved Kabul's kite fighting competition ........... took place every year. The boy . kite stayed in the air the longest was the winner of the competition . Because of the war ........... broke out when Amir was a teenager, he and his father became refugees. Eventually they i m migrated to the U nited States ........... they built a new l ife. They never forgot their country and the people they had left beh i n d . H

·H········

62

Find out about other talented families 11'11'11'. bu rl i 11gto 11 books. es/1 •ieu•po i 11 ts2

U n it 5 3.

Look at your answers to Exercise 2. In which sentences can you omit the relative pronoun? R E LATIVE P R O N O U N S - In d e fi n i n g

·e ative c l a u ses, we c a n o m i t t h e rel a t ive p ro n o u n s

. ho, which, tha t a n d when i f t h ey a re not t h e : ... bject of t h e c l a u se.

8. Write a sentence using a relative clause about three of the fol lowing topics. • a cousin or sibling • a recent fam i ly event • a place you r fam i ly went to on holiday • a tradition i n your fa mily someth ing your fam i ly did during you r c h i l d hood •

4.

::

-

�s

Combine the sentences with defining or nondefining relative clauses. Add commas where necessary. Leave out the relative pronoun where possible. The boy beca me my boyfriend. I met h i m on Facebook. The engi neer is a brilliant man. H i s plan was chosen. 3. This is the neighbourhood . I grew up here. J. ea t's in the Cradle was written i n 1 9 74. lt discusses the relationship between a father and his son. ) . We all love the cakes. You bake the m . 5 . I am grateful t o m y parents. They have always done their best for me. 7 . We l i ke to go on holiday i n August. it's n ice and warm then . 8 . The lamp is broken aga i n . You fixed i t yesterday. 5.

1. 2. 3. 4. 5.

6.

Combine the sentences using the formal structure. We are finally having the holiday. We have been drea ming of it. The woman is m y mother. You are staring a t her. Matters are often ignored . C ustomers complain about them. There are several people here. I haven 't been i ntroduced to them. You have done me an enormous favour. I thank you for it. You r spouse is the person. You will share you r l ife with h i m .

6. Combine the sentences from Exercise 5 again, this time using the i nformal structure. 7. Choose one option and complete the sentences so they are true for you. 1 . I n my fam i ly, m e a l s I h o l i d ays are a time when . . . . 2 . We l ive I d o n 't l i ve i n a street where . . . 3 . My g ra nd pa re nts I p a re nts are people who 4. My parents rarely I often say thi ngs that . . . . 5 . I d i s l i ke I e nj oy visiting m y relatives, whose . . . .

EXAM FOCUS REWRITES : RELATIVE CLAUSES

In rewrites that i nvolve relative cla u ses, fi n d the n o u n o r p ronoun that the relative p ron o u n is replaci n g . B e carefu l n ot to repeat it. Th1s IS a photograph My m o ther took it ( h a t) ./ Th1s 1s a photograph that my m o ther took. X This is a photograph tha t my mother took 1 t.

Rewrite the sentences with the words i n brackets. Do not change the orig i n a l mea n i ng of the sentences. 7.

The ring had belonged to my great-grandmother. I found it. (that)

2.

We recently found a photo album. We enjoy looking at it. {which)

3. The place was quiet. He lived there. (where) 4.

Thomas is a friend. I can always rely on him. (whom]

5. I can 't wait till summer. I can go surfing then. (when) 6. I opened the door for my brother-in-law. He had come to help me. (who}

Grammar Review 'l*l'i 9.

1.

2. 3. 4. 5.

6.

Rewrite the sentences with the words in brackets. Do not change the original meaning. "We went to visit our g randpa rents last week, " the twins told me. (that) The baby sta rted crying when you left. (has) I ' m s u re that Robert forgot to post the letter. (must) " You should buy tickets as soon as possi ble, " my sister suggested. (that) I want to eat in the restau rant. We had d i nner there last month. (where) The council is putting up sculptures a l l over the city. (by) E x t r a g r a m m a r e x e rc i s e s at: IL' /1'11' . b u r/ i 11 g 1 o 11 b o o k s . e s/ t • i e u• p o i 1 1 r s 2

63

c� -

SKILLS LISTENING G PERSONAL ACCOUNTS 1 . An Internet website is doing a survey on family relationships. They are asking young adults to vote for the topics they think are the most important or i nteresting. Which of the fol lowing would you choose? relationships with parents discipline relationships with siblings aunts I uncles I cousins parents' attitudes to boyfriends I girlfriends parents' expectations

2 . listen t o three young adults that were

1.

2. 3. 4. 5.

6.

interviewed. Read the statements below and decide if they are true or false. The atmosphere i n spea ker 1 's house was relaxed . Spea ker 1 's parents were q u ite strict. Speaker 2 hasn't got any sibl i ngs. Spea ker 2 wasn't good at science and maths. Speaker 3 's siblings live a t home. Speaker 3 gets too much attention from her mother now.

3 . Read the statements below. Which speaker {1, 2 or 3) would make each statement? Then

listen again and check your answers. 1 . I th i n k my dad is d isappoi nted with me. 2. I'm worried a bout my parents. 3 . I would have l i ked more g u ida nce. 4 . l t was great having older s i b l i ngs t o look after me. 5. I'm more l ike one parent than the other. 6 . There were n 't many ru les i n my home.

• Do you think you were spoiled by your

parents or older siblings?

�

U n it 5

S PEAKING �XPRESSING AN OPINION Read the following statements about families. Which statements do you agree with? Which do you disagree with? Young chi ldren should always obey their parents. Pa rents should not try to i nfluence their c h i l d ren's decisions i n l ife . it's good to have lots of brothers and sisters. - Women a re natura lly more su ited to ca ring for childre n . Teenagers need ru les and l i m its. V it's wrong to have a child i n such a violent I pol l uted world. •

�

2.

Complete the d ialogues with expressions from below. There may be more than one correct answer. I agree that . . . That's exactly what I think. I know what you mea n . You 've got a point.

1

I disagree. That's not the point. That's not the way I see it. You can't be serious ! H ow can you say that?

As far as I ' m concerned, . . . Don 't you think that . . . ? What I mean is . . You 've got to a d m it that . . . I ' d say that . . . I realise that, but . . . lt seems to m e that . . .

A: 1 . . ........ a woma n should stay at home to take ca re of the chi ldren. B : 2· . ?3 women should also develop their ca reers ! A: Yes, but 4 .. ... .. one of the parents has to be at home. H

H

.

2

5·

A:

•

..

.

it's wrong to have a child when there a re so many problems i n the world. I The world wi l l never be perfect ! B: 6· A: 7· .. . .. , with g loba l wa rming, our c h i l d ren may not have a very good future. H

•

. H

.. .

3

...

A: 8· . . .... c h i l d ren have to do what their parents expect. 9· everyone has to make their own choices i n l ife. . . But 1 1 . B: 10 · sometimes it's difficult to avoid parents' p ressure . 12 . A: ..

. H.

.

3. Add a few more lines to each dialogue, using other expressions from the l i st.

4. a. b. c.

With your partner, choose three statements from Exercise 1 and discuss them. Express and explain you r opin ion about each statement. Say whether you agree or disagree with you r partner's opinion. Try to persuade your partner that you are rig ht. EXPRESS I N G AN O P I N I O N - D o n 't s i m p l y a g ree o r d i sa g ree, g ive reas o n s. T h e reaso n s can be

facts or p e rso n a l o p i n i o n s. Listen ca refu l l y to you r pa rtn e r's o p i n i o n a n d respo n d to h is

I

h e r sta te m e n ts.

Try to p e rs u a d e yo u r pa rt n e r to see t h i n g s you r way. If you c a n 't, at least try to m a ke h i m

I

h e r u n d e rsta n d

yo u r p o i n t o f v i ew.

.

..Pronunciation Practice, page 1 22

65

c� �

WRITING A Narrative When we write a na rrative, we tell a story. We often include a problem or conflict, which may or may n ot be resolved i n the story. We may include dia logue to make the story more d i rect and personal. When you w ri te a n a rrative : 1.

Describe the setting a n d introduce the main cha racters. Read the first paragraph of the story below. Who is it a bout? Where and when does it take place?

2.

Relate the events i n the story, including a problem or conflict. Read the rest of the story. What problem does the main cha racter have?

3.

Tel l how the story ends. I n the story below, is the problem resolved? If so, how is i t resolved?

Too c/o.se for cow,fort My older brother A: lex usually iqltlores W�e, except for teasiltlq W�e soW�ctiW�es . WheY! he weltlt away to ultllverstty I was really happy, as I filtlally had the house, altld W�y pareltlts, to W�yself. But three years later, A: lex caW�e back hOW!e Of course, I'd beeltl usiltlq A:lex's rooW� while he was away, because it was

larqer thaltl W!tltle altld had a brq bed CJY!d a TV. Now I had to qo back to W� y

sW�all rooW�, which W�ade W�e pretty altlqry.

We were q.uarrelliltlq about this OY!e eVeltliltlq wheY! suddeltlly our W�Other CCJW!e rltlto the rooW�. "6rraltldpa hasltl't beeltl well lately altld he's COW�iltlq to live with us for a few W�OY!ths/' she told us. "You'll both have to share f<eviltl's rooW�, so stop arquiltlq " We stood there opeltl-W�Outhed as she walked out Sure eltlouqh, 6rraltldpa caW�e altld A:lex W!OVed iltlto W�Y rooW� . A:t first, it was awful, but eveltltually it qot easier CJY!d Y!OW we eVeltl have deCeltlt COY!Verscrrrons OY!Ce if/1 a while. I'd still like a rooW� - eveltl a SW�all OY!e - to W�ysclf W� 1 pity , didltl't appreciate W�y rooW� whrle I still had it!

r;�

r-;-

;

PR SSIONS

I

0� TIME AND SEQUENCE

x p ressions of t i m e a n d seq u e nce h e l p u s to clanfy w h e n events occur, a n d i n what o rder.

Time ex pressions show w h e n someth i n g ha ppens a n d someti mes d escribe the atmosphere: On a cold and stormy night, a stYJo/. cm lv scr iJ,, the f1re 1 1

r

"

r cobtn.

Seq uence expressions show the o rder of events in a na rrative. In the beginning, the n e w baby seemed l1ke a toy to three-year-old C1ndy. Then sh� realised that h e

I

J

would demand much of her parents' a tten tion

Some seq uence expressions g ive an idea of how fast or slow somet h i n g happens: As time wen t on we all gor used

r

re

n e lA house

All of a sudden my s1ster appeurt'ri ne�t to me

4. •

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

U n it 5

Your Task • Write a narrative about family matters.

2

Choose the correct answer. I rented my own flat event u a l ly I t h e n I as soon a s I h a d fou n d a job. N ext, I At f i rst, I As t i m e went o n , we began to l i ke each other. My mother was waiting i n the kitchen w h e n I t h e n I w h i l e I got home. - O u r grand pa rents' visit went wrong rece ntly I f i n a l ly I

Write 1 00-1 50 words.

WRITING A NARRATIVE 1. Brainstorm the events i n your narrative. Try to include a problem or confl ict. a. U se you r own experience: Think of something i nteresti n g that happened i n your fam i ly or someone else's fami ly. or

_

from t h e sta rt .

We stayed at our cousi n 's house u n t i l I w h i l e I by t h e t i m e our house was being pai nted . - Larry went on a short tri p . Two d ays l ater, I J ust t h e n , I F i n a l ly, he ca me home. The bride was a l ready dressed two h o u rs before I after I d u r i n g the wedd i n g .

b. Make something up.

_

Try the following ideas: - a funny or s i l ly event - a sad or joyfu l event - an argu ment or confl ict in the fa mily - a fa mily trip, adventu re or celebration - relationships between fam ily members

3.

Complete the story using expressions of time and sequence from Exercise 2. There may be more than one correct answer. Do not use the same expression twice. ad disl i ked my boyfriend M ichael 1 , and things got o.orse 2 . He j ust felt M ichael wasn't good enough for "le, and I d i d n 't know what to do about it.

2. Decide whether or not the problem will be

resolved. If so, how? If not, how will your story end?

...........

..

... . .

, one stormy nig ht, the telephone ran g . it was Dad. Janie? Listen, my car's stuck on the motorway. " .'Je took M ichael's ca r and went to collect Dad . 4 I was aiting with Dad in o u r car, M ichael stood in the pouring ·a � n , looking at Dad's engine. 5 . the towing service arrived, he had solved the problem I O H

..

3 . Organise your ideas using the Exam Focus

and the model on page 66 to help you.

. ....

CHECKLIST

·

H

Well, M i ke, thanks very much, " said Dad 1ome. Hey, no problem, " answered M ichae l . 7 :'ley shook hands. d i d n 't know if t h i ngs would change 8 : certa i n ly looked as if they m ight.

6·

..

...........

........ ..

H • •

we got

they parted,

this incident, but

./

I followed tl-te- pLti!vt-for

lif

Mrrt!ftive.

lif Vt!friety of ex:prusiOJII.S of tiVVLe t!fvt-J SUfi{OUe.

./ I z..t.Jut ./ I

e-huk.ed my 3rt!fwt.wt.lifr, spelli1113 ti!vt-d pI{!:_Utl{t!ftiO V!-. ritin Guide, page

1 44

I mprove Your Style Verb Ag ree m ent

The verb always ag rees with the subject of the sentence. Mr � ster'

t1 o r

•e '

h

is

Use a singular verb with sums of money or periods of time. is

r

eur Ne. her o+ my oare

l/

a w•Y +

t knows

f d W'rJ'{S ,r

�vver

nq J

r

Two singular subjects joined by r or , r are singula r. H owever, if one of the subjects is p l u ra l , the verb agrees with the n o u n closest t o it. f'Jr nq

a necklace makes a

u

•• � "'' )

,

t1 y

Choose the correct answer. 1 . Neither my brother nor my sister was I were at home. 2. Fifty pounds i s I a re a high price to pay. 3 . Each of the children was I were bought a gift. 4. A chair a n d two tables n eed I n e e d s to be moved . 5 . My parents or my u ncle a re I is taking us shopping. 6 . Every one of these shops i s I a re owned by M r Jones. 7. The majority of the students l ive I l ives in the city. 67

SKILLS •

A J O B I NTE RVIEW You a re g o i ng to practise a nswe r i ng q u estions i n a job i n terview. Read the advert a n d a n swer the Task Questions below.

Cyprus Sonesta International Family Resorts is now hiring Chi ldren's Entertainers. Accommodation and airfare provided. Knowledge of English necessary Apply to: jobs@cyprussonesta. com

• TASK QUESTIONS

1.

You have a n swered the advert and have been i nvited to a job i nterview. Below i s a l ist of q uestions you may be asked . Wh ich do you th i n k wou l d be the most d ifficult to answer?

1 . What are you r special talents? 2. What experience have you had? 3 . Are you good at tea mwork? G ive an exam ple.

� 2.

4. How good are you at dea l ing with pressure? 5. Why do you think that we should h i re you ? 6 . What wou ld you say a re your weaknesses?

Listen to a job i nterview for the position at Cyprus Sonesta resort. Which criteria below does the candidate fulfi l ? Do you th i n k the ca nd idate wi l l get the job? Why or Why not?

a. experience working with children experience in sport, singing, dancing or a rt c. enth usiastic and friendly b.

d. doesn 't get annoyed easily e. good at working with other people

USE YOUR SKILLS Role play a job i nterview for one of the jobs below. Student A is applying for the job. Student B is the i nterviewer. Then swap roles a n d role p l ay an i nterview for the other job. Use the q u estions i n Exercise 1 to h e l p you .

Wanted: A u Pair

Mobile Phone Company seeks Customer Service Representative D uties i nclude answering customer enquiries, solvi ng customer problems and encouraging customers to purchase new products. Computer skills and excellent telephone com m u nication skills requ i red.

British fam ily seeks au pair to ca re for active children, ages 4 and 1 Y2 . Non-smoking. D riving l icense required. Some l ight housework.

T i ps for job i nterviews • Arrive 5-1 0 m i n utes early. • D ress neatly - no shorts, sleeveless shirts, short skirts or fli p-flops. • Don't chew gum or smoke.

•

• •

When you wal k in, smile and give your fi rst name and surname. Wait until you are offered a chai r before you sit down . E mphasise your good poi nts and achi evements.

Unit Objectives *

*

c onsumcrism

Condirionab

.

. , . 1v '11Hhl.-, and Tmw C l ,l u sc., * l m pera t l. \, es. ' * W ish C l a u ses

* L i sten i ng t o a Rad i o P rogra m nH * Ro l e P l a y

* Wri t i ng a S u m m a ry *

l. i fe S k i l l s : Phone Messages

A Go o d Buy .

•

ook at the followmg log os for world-famous brands .

. ? ones do you recogmse . What products are made by ? e companies they represent .

,• h i eh

3 3 3 - 99093

---- · -..- .

--4

t\

o ;;;;;; c eo ex ----

Find out about two brands tha � fought a " w ar" at·.

www. bu rl i ngtol!books. es/viewpo ' " ts2

� READING

4. Are the following statements true or false? Find evidence in the text to support you r answers. 1 . Boorman's popularity g rew when h is parents

1. Pronoun Reference: Read the text. Decide who or what the following pronouns refer to. 1 . them (line 3 ) 2 . Th is (line 1 4) 3 . them (line 1 7) 4. it (line 2 2 ) 2. Guessing Meaning from Context: F i n d the

following words in the text. Read the entire sentence and try to guess each word's meaning. loveable (line 6) staged (line 24)

•

out of bounds (line 1 5) tr

EXAM FOCUS GEN ERAL EXAM TIPS

W h e n you get you r exa m p a per: 1 . Read the title of the text. 2.

Read the q uestions, i d e ntify keywords a n d m a ke predictions about the content of the text.

3.

For general u n d e rsta n d i n g , read the entire text q u i ckly, ig noring d iffi c u l t words.

4. Sca n the text looki n g for the a reas w he re keywords a ppear. Pay a tte ntion to capital l etters, n u m be rs a n d sym bo ls. 5. Answer the q u estions that a re clear to you first. Then a nswer the m ore d i ffi cult q u estions.

bought h i m the correct trai ners. 2. Boorman was sorry that he had n 't given his thi ngs to charity. 3 . After h is experiment, Boorman rema ined dependent on brands. 5. Answer the following questions in your own words. 1 . Why did Boorman feel he needed brands? 2 . What were two negative effects of Boorm a n 's addiction ? 3 . Accord ing to the article, i n what way has consumer cu ltu re da maged people's l ives?

6. Complete the sentences using your own words. 1.

Boorman went to second-hand shops in order to . . . 2 . Boorman's fina ncial situation i m proved a s a result of . . . . 3 . Boorman felt a bonf i re was a good way to . . . . 7. Find words or expressions in the text that

mean: 1 . change for the better (paragraph 2) 2. i nstead of (paragraph 3) 3. advantages (paragraph 5) 4. ach ieved, completed (paragraph 7)

5 . pu rpose, objective (paragraph 7)

3 . Choose the best answer according to the text.

1 . As an a d u lt, Boorman . . .

a . beca me obsessed with brands b. spent less money on brand-named goods c. contin ued his c h i l d hood addiction d . blamed his pa rents for h is obsession 2. From l i nes 2 5-29, we ca n infer that Boorman a. feels advertisi ng's message is i m portant b. th i n ks people should work h a rd to improve their l ives c. bel ieves we will feel better if we buy more d . t h i n ks we consume more than we should

70

• Do you agree with the point Boorman was

making about today's consumer culture?

\

-

' \;

BURNING OF THE B RANDS

U nit 6

...

'

-

'

Do you wish that you were more popular? Are you convinced that owning famous brands of clothing would help? Young journalist Neil Bom-man thought so. Then one day, he took all his brand-name possessions -

£20.000 wo11h of expensive designer gear - and destroyed them in a bonfire in central

London. From fashions l i ke Adidas trainers to gadgets l ike B lackberry phones, Boorman threw it all into the pyre. "From an early age, I have been taught that to be accepted, to be loveable, to be cool, one must have the right stuff," he says. At school , he had tried to make friends w i th the popular kids. but was teased for not having stripes on his trainers. He nagged his parents to buy h i m the "right"' shoes. and the instant improvement in his social l i fe triggered a l i fe-long obsession . A s an adult, stil l dependent on these status symbols for his self-esteem, he spent most of his i ncome on brand-name items. As his debts began to grow, he realised that rather than making h i m happy, his addiction was making him more and more miserable. He declared that he would not only get rid of all his brand-name things - he was going to l i ve w i thout brands for an entire year. This meant search ing his local farmers' markets for fresh produce rather than running out to the -,upermarket. Clothes shops on the high street were now out of bounds, so he went to second-hand -,hops . S i nce he couldn' t find brand-free alternatives to his TV or DVDs, he spent the year without them. Unable to find brand-free toothpaste, he made his own . As described in Boorman 's book,

Bonfire of the Brands,

the year was a constant struggle .

:--l e vertheless, there were many benefits. He got to know his local shopkeepers by name and lost weight from not eating ready-made food. Of course, his bank account was in much better shape, and hi s anxiety about needing brands for status nearly disappeared. '"I ' ve lost a whole bunch of stuff, but -,uddenly i t doesn ' t matter," he wrote. Critics have commented that Boorman should have given his belongings to charity, but if he had not 'taged the bonfire, he wouldn ' t have received the publ i city he desired . He was, after all, making a 'tatement - not only about brands, but about consumerism in general . I n the U K, he says, shopping has become the national pastime because people have blindly accepted advertising 's message: w e ' l l :-eel better i f we consume more. I n reality, consumer culture has done us more harm than good. I f '-\ e stopped working such long hours to pay our debts, w e ' d suffer less stress and enj oy more free I me.

You stil l may not want to get rid of the things you've worked so hard to buy, or stop shopping for :' our favourite brands. B ut if Neil Boorman 's actions have at least made you think twice about your , onsumer habits, then he has accompl i shed his goal.

Neil Boorman burns it all

,

.

� �

VO CABULARY Words from the Text .. . . . ..

...

.

1 . Choose two possible answers to complete each sentence. Pay attention to the words in colour. 1 . Your p a st i m e cou l d be work i n g i n a n office I m a k i n g j ewe l l ery I g a rd e n i n g . 2 . Your be l o n g i n g s m ight include yo u r s h oes I you r M P4 p l ayer I y o u r scho o l . 3 . You can buy ready- m a d e s o u p I wood I c u rta i n s .

4. You ' d probably be

if you I fa i l ed a test I

m isera b l e

f i n i s h ed yo u r h o mewo r k l ost yo u r wa l l et .

5 . You ca n b u y a specific b r a n d o f f l owers I penci I s

6. A

I crisps. might own a I b o ut i q u e .

s h o p keeper

resta u ra n t

s h oe s h o p

I

COLLOCATIONS 4. Which of the nouns and noun phrases can be used to form collocations with the verbs in colour? 1 . do more harm than good, a difference, busi ness with, one's d uty, someone a favo u r, a decision, the shopping, one's best 2 . m a ke friends, a statement, an experi ment, an effort, a deal, a mistake, you r homework, a l iving, an excuse 3. pay a debt, someone a visit, a remark, someone a com p l i ment, a message, the bills, attention, a fortune, the price 5. Complete the sentences with the correct form of do, make or pay. 1 . You should ........... you r best if you wa nt to keep this job. 2 . We know the boss .. ....... a l ready a decision . 3 . You should have .. the bill last week. 4. I want to apolog ise for . this m ista ke. 5. If you smoke now, you ' l l .. ....... the price when you ' re older. 6 . Dad was furious when he hea rd I had n 't my homework. H O

2. Read t h e sentences in I. Then match t h e words or phrases in colour to their definitions in 1 1 .

1 . D oes this shop sell camping g e a r?

2 . Let's get r i d of all these old magazines.

3. H ow wi l l you pay back all you r d e bts / 4 . The teacher's room i s o u t of b o u n d s for students. 5. Cons u me r i s m leads to many social problems. 6 . I 've got plenty of stuff that I don't know what to do with . 11

a. b. c. d. e. f.

equ i pment th row away constant buyi ng money owed not allowed objects, t h i ngs

H

·····H····

6. Complete the sentences with collocations from Exercise 4. Make any necessary changes. 1 . She's for being a snob: she has very few friends. 2 . You shouldn't go to that club. I think you ' re .. 3. Could you me and lend me ten e u rosl 4 . My boss . . me .. . .. yesterday. He sa id I was doing a great job. 5. Could you please repeat what you sa i d ? I wasn't HO

HO

H

H

•

H

•

.

6 . it's very difficult to from a rt. 7. Let's ........... . I ' l l clean the bathroom if you do the was h i ng-up. factories that use 8 . Many companies refuse to child labour. . H

.H.

3. Pay attention to the words in colour

and name: 1 . a holiday when people l ig ht b o n f i res 2 . a g a dget that has become trendy 3. somet h i n g a child might n a g his parents a bout 4. a ben efit of using a credit card 5. somet h i n g a p u p i l might get teased about

Many factories in Asia depend on ch ild labour.

U nit 6 � 4. Complete the passage with the words below. Make any necessary changes. Then listen and check your answers.

Topic .Vocabulary CONSUMERISM

sweatsh o p

1 . Decide whether the following statements are true or false. Correct the false statements. If there is a d i sc o u nt on an item, it costs less than its usual price. If a shop g oes o u t of b u s i n ess, it is successf u l . 3 If an item is made in a sweats h o p, the people who made it are paid wel l . I f you get a free t r i a l , you can try something out before you buy it. If you get a ref u n d , you get you r money back. 'J . If someth i ng is free of c h a rg e, you must pay for it. If you excha n g e a n item, you r money is retu rned . 8 A recei pt proves you paid for a n ite m . -·

�

2.

Complete t h e monologues about shopping habits with the words below. Make any necessary changes. carry

•

•

p rice consc i o u s

spl u rg e

•

outlet

over p riced

•

•

b a rg a i n

•

afford

p ri ce tag •

o n sale

•

c a r ry

•

go out of b u s i ness

b a rg a i n

•

•

m e rc h a n d ise

"I prefer to shop at inexpensive shops or 1 Of cou rse, I select things I l i ke, but before I try anything o n , I look at the 2 . . . I compare prices at different shops a n d try to find 3· .

•

•

afford

p ri ce tag

liH�nu�.Jij

__

If you ' re looki ng for a

1·

.

H

and you l ive in North America,

you ' l l probably go to Walmart. With 3,600 gigantic stores on

that continent alone, Walmart is the largest company in the wortd. The store's 2

H• • • •

includes eve ryth ing from furniture, clothing

and groceries to medicine, toys and 1Vs - all at amazingly low prices. However, Wal mart has also got a dark side. Wherever it has appeared, smaller shops 3

H . H.

because they' re unable

to compete. How does Walmart keep its prices so low? By being extremely efficient - but, according to its critics, also by u nderpaying its employees and by manufactured in third-world

m e rc h a n d ise

. .......

s n a p up

5·

. H

H

•

4·

H

•

Walmart claims that it enables lower-income groups to buy things they couldn't otherwise 6· .. ........ . For m i l l ions of customers who eagerly

7·

.. H • •

Walmart's goods, the cheap prices on the

8· . . . . . .

. . . make Walmart's dark side easy to ignore.

" I only shop in a place that 4· the brands I 1ke. I know what I want and I ' l l buy it even if it's , because my i mage is i mportant to me. I ' m !" not very 6• H.

•

H

OOOH00HOO

" I can 't 7· . to buy everything I ' d li ke, so I usually try to find 8· . . . at a reasonable price. I also look for thi ngs that a re 9 But every once 1n a while I ' l l 1 0 . ... ... . on somethi n g I really wa nt ! " H

.. ... ...

H

.

.

O H

•

.

PHRASAL VERB S 3.

Complete the sentences with the phrasal verbs below. Make any necessary changes. pick o ut

•

come to •

stock u p o n

•

•

snap up

1 . We should . rice. There ' l l be a price rise soo n . and com pa re prices. 3. A l l the discou nted bags were . in the sale. 4 . I bought too many thi ngs. My bill ........... nearly £ 1 ,000! 5. They're ........... free samples o f biscu its and cakes. Let's try some 1 6. She looked at all the dolls and ........... one with black hair. H

2 . Let's

I I I

shop a ro u n d

g ive out

H .

.

H

products

On the other hand,

• Complete the sentences. Make them true for

you. 1 . A brand I really l i ke is . . . , because 2. I shopped around before I . 3 . I wish I could afford to . . . . 4. I ' d like to get rid of . . , as . . . . 5 . I really should make an effort to 6. I feel miserable when . . . . .

Vocabulary Builder, pages 6 8 - 6 9

c�

GRAMMAR CONDITIONALS

-

Read the exa m ples a n d a nswer the q uestions.

Which conditional descri bes ... 1.

?

an Imaginary or hypothet1ca s tuat1on i n the present

2. a n u n real situation i n the past

1 . Choose the correct answer. 1 . I won't buy those jeans u n less they w i l l g ive I g i ve I g ave me a discount 2. We wou ld n 't have seen Joe if we h a d n 't come I d i d n 't come I won't come to this shop. 3. Meet me outside as soon as you f i n i s h I wi l l f i n i s h I fi n i s h ed you r shopping. 4. We c o u l d have b o u g ht I c a n b u y I cou l d b u y more if we had a credit card . 5 . I wo u l d n 't co m p l a i n I wo n 't co m p l a i n I wo u l d n 't h ave com p l a i ned if the service had been better. 6. If they b u i ld a shopping centre here, the small shops w i l l g o I wo u l d g o I wou l d have g o n e out of busi ness. 7. This shop wou ld have more customers if its prices had bee n I were I a re lower. 8. We wou l d n 't shop here if we h a d n 't l i ked I d i d n 't l i ke I d o n 't l i ke the merchandise.

3 . a future possibil ity I p robability 4. genera l truths

2. Complete the sentences with the correct form

IMPE RATIVES, MODALS AND TIME CLAUSES

1 . If shops ........... (not use) plastic bags, there ..

-

Read the exa mples and choose the correct answer.

of the verbs in brackets.

2.

3. y '

1.

l m pe rat1ve verbs ca n be used 1 n the result clause of a fi rst I seco nd con d i t i o n a l .

2 I n con d itional sentences, m o d a l s can be used i n the con d ition I the res u l t I both cl auses. 3. After time expressions such as when, as soon os, until a n d by the time, the present I futu re tense is u sed to ta l k a bout the future.

4. 5.

(be) less waste. We were late for the concert We ........... (might I be) on time if we ........... (not m iss) the bus. I know you ' re busy. ........... (you I speak) to me as soon as you ........... (get) time? Joe sold his house. He (never I sell) it if he ........... (not need) the money. it's been snowing a l l night I ........... (d rive) slowly if the roads (be) sti l l slippery. I see you l i ke those tra i ners. If they ........... (not be) so expensive, ........... (you I buy) them/ H

•

H.

6.

WISH CLAUSES

-

We use wish or 1f only to descnbe situations that we wish wee different, or that we a re sorry about. Read the exa mples and a nswer the q uestions.

3 . Read the situations. Then write conditional

a I wish I had more money. b. I wish he would give his stuff to chanty. c " only I had seen tha t bonfire!

sentences using the words in brackets. 1 . The post office was closed . (be open I post I the letter) 2. This dog is dangerous. (bite I someone I u n less I tra i n properly) 3 . You ' re too th i n . (not b e I u nderweight I eat more) 4. Josh has got an i nfection. (feel better I when I finish I his antibiotics) 5 . lt was l ucky they helped us. (not help I m ight be I i n serious trouble) 6. Why are you out of shape? (exercise more I belong I to a gym)

Which sentence a bove refers to a situation that the speaker ... ?

·eg rets a bout the past

2. 1s u n ha p py about 3. h opes (but dou bts) w i l l h a p pe n n the futu re N OTE: I n w1sh c a uses, we usually use could (not would) w1th I a n d we. We all wish we could work fewer hours.

74

_

• EXAM FOCUS

4.

Complete the sentences. Use various conditionals. I don't have much money. If . . . 2 . I ' m sorry I did n 't call you . If . . 3 . I hope it doesn't ra i n today. If . . . • Dad hasn't a rrived yet. As soon as . J . We lost the matc h . If . . . .

I n rewrites that i nvolve cond it i o n a l s a n d w is h c l a u ses, first identify the verbs in the ori g i n a l sentence. Verbs that are negative in the ori g i n a l sentence often become affi rmative, and affi rmative verbs often become negative.

5.

par

REWRITES: CON DITIONALS AND WISH CLAUSES

.

Choose the correct answer. We' re lost I If only we wo u l d b r i n g I h a d b ro u g ht a map I Emma is terribly busy. She wishes she h a d I wo u l d h ave more free time. That man is stra nge. I wish he wo u l d sto p I sto p ped sta ring at me. I don't l i ke my neighbourhood . If only I wo u l d I co u l d move ! Edward is overweight. He wishes he h a d been I were t h i nner. I ' m t i red of wa itin g . I wish you cou l d I wo u l d h urry u p !

1.

2. 3. 4.

5.

6.

I

couldn 't park a t tht' supemwrket tecvusc the car was u (

' could have parked c.. hadn't been u '

,he superrrarkc t t the t ryr park

Rewrite the sentences with the words i n brackets. Do not change the ori g i n a l mea n i ng of the sentences. 1. I can't find anything if a shop assistant doesn 't help me. (unless) 2.

it's a pity tha t the shop wen t out of business. (wish)

3. I didn 't go to the party because Tracy was invited. (if) 4. it's too bad that Kathy doesn 't like me. (wish)

6.

Complete the sentences. You gave me some good advice. If only I Wars a re terrible. If only people . . . I d i d n 't know it would be so cold. I wish I . . . . C la i re is too short to be a model . She wishes she . . . . I l ive very far from my school. I wish I My feet h u rt. I wish these shoes . . . .

1. 2.

3. 4.

5.

6. i

7. Complete the passage with the correct form of the verbs in brackets. Then listen and check your answers.

F R U STRAT E D

""Jught an expensive jacket the other day. The shop assistant _JJ

it looked fabulous, but at home in front of the mirror. it

')ked awfu l ! If they

·

1

•

••••

(give) refunds I could return it.

.1t there's no chance of that.

I 2

.

•. .

.

(exchange) it i f I find

mething else I l ike at the shop. But if I 3· .

. ... .....

l� thing,

( not find)

I ' l l have to take a credit note, which I ' ll probably

�

. . (show) i t to my girlfriend -

rget about or lose ! This would never have happened if I

.�J

my mobile phone wnh me, I

...

· ·

. . .

ot great taste. 1f I had .

( send)

::r a picture. but I'd left i t at home ! When I .

(go) shopping again, 1 ' 1 1 ask her to come with me. I wish I

7·

• • •.

(not

buy) that jacket without showing her. 1f only 1 R

. ..•..•...

impulsive !

( not be ) so

•

5. I 'm sorry I can't help you. (if only} 6. I don't have a sandwich, so I can't give you one. (if)

Grammar Review ''*1'15 8. Rewrite the sentences starting with the words given. Do not change the original meaning of the sentences. 1 . it's a pity we don't have tickets. I wish . 2 . That is the boy. We have been sea rch i ng for h i m . That is the boy for 3 . "Where do you usually shop ? " G ra nt wondered. G rant wondered 4. I didn't know it was your b i rthday, so I d i d n 't buy you flowers. If . . . . 5 . The road was being repa i red . They . . . . 6 . I ' l l get off the phone. Then I ' l l go shopping . As soon as .

U n it 6

SKILLS LISTENING �

. . . . . . . . . . . . . . . . . . . .. . . . . . . . ....... .... . . . . . ....... .......... . . . . . . . . . . . . . . . . . . . . . . . . . .. . ................ ....... . .

· · · · · ·· · · · ·

························

· · · · · · · · · · · · · · · · · · · · · · ···········

.

. . . . . . ..................

A RADIO PROGRAMME 1 . Look at the advertisements on this page. Which do you think is most effective? Why? 2. Listen to three reports on a radio programme

about a new marketing technique. Then answer the questions. 1 . What prod uct is discussed in each report? 2 . What d o a l l three products have i n common? 3 . Listen again to the three reports and choose

1.

2.

3.

4.

5.

the correct answers. Tryvertising is a way to . . . . a. get ideas for new products b. design more attractive advertisements c. convi n ce people to make pu rchases d . see i f a prod uct can b e marketed The Nike R u n n i ng Lounge a. sells trai ners b. helps runners c. l i m its the n u mber of trai ners you can try out d. charges money for their services At Villeroy and Boch, . . . a . only serious customers can try out the bathrooms b. you should bring you r own towel c. there is a Wellness Lounge at every bra nch d . you don 't share the lounge with other customers The fa m i ly at London Zoo . . . . a . left the zoo with a free DVD b. bought a Sony Camcorder c. told thei r friends about the free trial d. lost a camera The programme's host believes that . . . . a . compan ies may lose a lot o f money from tryvertising b. tryvertising is the best way to sell products c. customers should be careful if they are offered a free trial d. companies gain more than they lose from tryvertisi ng

• Have you ever received a free sample or a

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

Find out about another method of advertising at: www.burlingtonbooks.es/uietupoillls2

. . . . . .............. .

U nit 6

SPEAKING ROLE PLAY 1 . Which of the sentences below would be said by a sales assistant? Which would be said by a customer? h . A r e t hese o n s a l e ? a. You w o n 't be sorry! i . D o you ta ke cred it c a r d s ? b . I'm afra i d we've run o u t of those. c.

j.

Do they s u it m e ?

H ow ca n I h e l p y o u ?

d . I ' l l h ave to c h e c k w i t h t h e m a n ag e r.

k . O K, I ' l l ta ke it .

e. Cash or cred it c a r d ?

I.

f.

I s there a d i scount?

m. Yo u r recei pt's in the b a g .

T h ey're t o p q u a l ity.

n . C a n you o r d e r o n e ?

g. H ave n 't you got a n yt h i n g c h e a p e r ?

'._!J_I -'��..J.L

2. Cynthia is speaking to a sales assistant. Complete the d ia logue with sentences from Exercise 1 .

Sales Assistant: Sorry to have kept you wa iting.

t

.

.

..

...

?

Cynth ia: I ' d l i ke an M P4 player l i ke this one. Sales Assistant: Oh, Cynthia: Wel l , 3· . .

.

... . . . .

2·

H.

•

This one on d isplay is the only one left

?

Sales Assistant: Yes, but it could take a few days. Do you want to buy the display model? Cynth ia: M m m . . . that depends. 4 . 5

Sales Assista nt: Cynthia:

6·

.

H

•

.

.......

..

.. ?

. . . Hang on a min ute . . . G ood news ! H e ' l l give you 1 5 % off.

H ow long is the g u a rantee?

Sales Assistant: One year.

7·

HOH

?

Cynthia: I ' l l put it on my credit card, thanks. Here it is. Sales Assista nt: O K . . . here you are.

8 ..

Cynthia: Thanks ! 3.

With a partner, act out the fol lowing role play using the sentences in Exercise 1 . Make any necessary changes. Student A (customer): You're looking for tra i ners. You don't want to spend a lot of money, but they haven 't got the cheaper ones in you r size. Student B (sales assistant): You r customer wants trainers, but you haven't got the kind he l i kes. You try to convince him to buy something more expensive but better q u a l ity.

�Pronunciation Practice, pag� 1 22

77

(

WRITING A Summary EXAM FOCUS

In a s u m m a ry, we w a nt to g ive readers the m a i n poi nts of an a rticle a s briefly a s possible. When you w rite a s u m m a ry: 1 . Read the orig i n a l text carefu l ly and decide which facts are main i deas. I nclude o n ly these i n your summary. Read the a rticle a nd the model summary below. Which of the fol lowing elements a re i ncl uded 1 n the s u m m a ry? what Freecyc!e does • when Freecyc!e began the purpose of Freecyc!e

•

•

how you can get things on Freecycle

how gift-giving helps the environment • the fact that Freecyc!e connects people

2. Write your summary using synonyms and similar words when possible, rather than copying. How does the w riter of the s u m m a ry say the fol lowing?

a . You post things you no longer want, a nd other mem bers come rou n d to you r home to pick them u p. b. No money changes hands; payment is made i n smiles a n d thanks. c. The goal of the n etwork is to h e l p save the environment by transforming today's consumeri st mental ity thro u g h gift-givi ng. 3.

Make sure your summary forms a logica l whole. You may have to change the order o f the original article. Does the s u m m a ry below read smoothly? In the original a rticle, the date of Freecycle's fou n d i n g is men tioned before its goa l s. W here is it mentioned in the s u m m a ry?

4.

Your summary should g ive the reader a clear idea of what the text is a bout. Does the s u m mary below acco m p l ish this goa l ?

FREECYCLE -CHAN G I N G TRASH TO TREASURE Sandra Toppc:r's son had gro\\ n out o f his tricycle. but she felt it was a pity to thnl\\ it out. Perhaps someone could use i t - but who·? Nm\ there's a solution to her dilemma: Freecycle. The idea of this online network is simple. You post things you no longer \\ ant. and other members come round to your home to pick them up. I t \\Orks t h e other way a s well - you log on t o see i f someth i ng you might l i ke is bei ng gi ' en away . or you can post a "wanted'' notice. letting people knm,· '' hat you need. No mone; changes hands: payment is made i n smiles and thanks. Freecycle \\'as founded by environmental activist Deron Beal in 2003. The goal of the network i s to help save the em i ronmcnt b) transforming today 's consumerist mental ity through gift-gi , i ng. By giving things a\\ a) rather than throwing them out. we use less space in our landfi l ls. I n addition. i f we reuse goods rather than constantly buying. we save the energy and nm materials needed to manufacture ne\\ i tems. Initial!) acti \t' on!) i n the l nned States. Freecy clc nO\\ operates in m er �5 countries from Spain to S ingapore. Aside from its em ironmental benetih. gi' ing and taking has had the added bene fi t o f bui lding communi!) tie�. When neighbour\ meet i n order t o give each other gi fts. a connection based on tru-,t is natural!) formed. Freecy cle claims to be "changing the world one g i ft at a time." and this is not far from the truth. Little b) l i ttle. Freecycle b helping to make the \\ orld a better place. 78

SUM MARY:

Freecycle is an online network w here people give away things they do not want. All items are free . The idea beh ind Freecycle is to help the em i ronment by encouraging the use of second­ hand goods. The site began i n the U n i ted States i n 2003 and has spread all O\ er the w orld. helping build communi ty ties among its members. B y encouraging gift­ giving. Freeeycle is working to improve the woriel.

<�

U n it 6

Your Task

PARAPHRASING

• Summarise the text on page 71. Write 50-70

Para p h rasing or rewriti n g material 1 n you r o w n words is a usefu l ski l l w h e n s u m mar1sing. We often para p h rase i n a s u m m a ry by s horten i n g or com b m i n g sentences.

words.

WRITING A SUMMARY 1.

1. Read the short text below. Then look at the paraphrased sentences and decide which one is better. Explain your choice. Shopping is becoming more and more popu l a r as a way to fight the b l u es, to reward oneself, to enhance self-esteem or to escape from boredom . M i l lions of people have d iscovered this type of self-treatment, ca lled reta i l therapy. a. Shopping, or reta i l therapy, is now used by m i l l ions as a way to deal with psycholog ical problems. b. M i l l ions of people help themselves fight the blues, reward themselves or enhance their self-esteem by shopping . 2. Paraphrase the fol lowing excerpts. Use the words

given and add any necessary information. 1 . Resea rchers are able to use bra i n sca n n i ng, specifically functional M Ris, in order to determ i n e what parts of the b ra i n are actually active when people consider whether or not to p u rchase a product. u s i n g I b r a i n sca n s I resea rch ers ca n see I pa rts I b ra i n I u sed I m a ke I p u rc h a s i n g d ec i s i o n s 2 . Twenty-two per cent of men rely on the opi nions of other people when they purchase clothes, while women genera l ly buy clothes on their own, without the input of a shopping compa n io n . m e n I often I n eed h e l p I d e ci d i n g I c l ot hes I b u y I w h i l e I m ost wo m e n I b u y I a l o n e 3 . lt is becoming common for consumers to play an active part in prod uct desi g n . Even g loba l brands, such as N i ke tra iners and M&M sweets, a re making it possible for people to personal ise their p u rchases. g rowi n g t r e n d I co n s u m e rs I desi g n I own I

Read the o ri g i n al text carefully and decide which facts to include. Choose only the main ideas, leaving out less i mportant details as well as examples.

2. Write this information in one paragraph.

Paraphrase rather than copy the i nformation. Shorten sentences or combine them in order to be more concise. 3 . Your first attempt will probably be too long.

look it over careful ly in order to find: a. points you can delete while stil l preserving the main idea. b. places where you can make your language more concise. 4. A reader of your summary should be able to get the main idea of what the article is about. See whether this is true about your summary. If not, have you included enough information? You may have to omit a minor point and add a more i m portant point. 5. Make sure the sentences in your paragraph fol low each other smoothly and make a logical whole. CHECKLIST ./

I jollow�d the st�ps i.vt- the ExV!m Foc.LtS.

./

I i.vu:.Lu..d� oftl.y the mV!i.vt- i.d�s.

./

I pV!rV!phms�d mther thV!vt- c.opi.�.

./

My su..mmV!ry forms V! Lo3i.c.V!l whok.

./

I c.huke-d my 3mmmV!r, sp�Lli.1113 V!vt-d pwutu..V!ti.ovt-.

perso n a l i sed p r o d u cts

Improve Your Style Writing Concisely

Good sentences do not con ta i n u n n ecessa ry words. You can red uce the length of you r senten ces by substituti n g a s i m pler p h rase for a longer a n d more com p l icated p h rase. t

/1ke snoo� p

that �"�av

s ooc; wtth t

Make each sentence sim pler by shortening the clause in italics. 1 . They ordered a pizza that had lots of cheese. 2 . The breeze came through t h e wi ndow that was open.

ren

3 . We al most ran over a woma n

who was talking

on a mobile phone.

4.

Because he felt that his mother was upset,

the

child tried to comfort her. 5. 6.

I sang while

I was doing the washing-up.

He can 't stand s h i rts

that are made o f

polyester.

79

SKILLS •

P H O N E M E S SAG E S You a re going to practise l a nguage used for g iv i n g and t a k i n g a phone message, as wel l as learn typical expressions used in voicema i l . Read the t i ps on te lephone l a n g uage and a n swer the Tas k Questions be l ow.

TIPS •

Some p h rasa l verbs a re co m m o n ly used i n p h o n e c a l l s . Hold on a n d hang on mea n " wa it " , b u t hang up mea n s " p u t the phone down " (end the c a l l ) Don't confuse these express i o n s .

•

When spea k i n g to someone i n a form a l situation, use can, could, would a n d may when you

•

I f you n eed c l a rification, use p h rases l i ke Can you repeat that, please / o r Could you

m a ke a req u est. For exa m p l e, "Could / speak to Mr Jones, please ? " speak a little more slowly, please /

•

Always use please, tha n k you or thanks very much when a s k i n g for or receivi n g i n fo rmation or h e l p .

• TASK QUESTIONS

� 1.

Read the d i a l o g u e a n d c hoose the correct a nswers. Then l iste n a n d c h ec k .

Phil i p :

Neil:

Ph i li p :

Nei l : P h ilip:

Nei l : Phi l i p : Neil:

� 2.

What?

I Yes? I

Hello?

Hello. C o u l d I s p e a k to I W h e re i s I W i l l y o u g e t M rs Jenki ns, please? I ' m sorry, she's not here. Can I w r ite I t a ke I d o a message? Yes, please. Say to h e r I Say I Te l l h e r that the parcel has a rrived and needs to be collected before 5 o'clock. Can you hold o n I wa it I h a n g up? I need to get a pen . I s u p pose so I Certa i n ly I Yes. Right - can you say a g a i n I repeat I review that, please? This line is bad, I ca n 't hear you . I ' l l ca l l back I h a n g up I r i n g off.

Read the fo l l ow i n g v o i ce m a i l messages a n d g u ess t h e m iss i n g words. T h e n l iste n to t h e messages a n d see i f you were r i g ht.

a . You 've ........ .. S i m o n 's Electricians Service. Please leave a message after the . Tha n k you . b. This i s G ina. I ' m sorry I ' m not ........... right now. Leave m e a message and I ' l l . . to you a s soon a s possi ble. c. Thank you . Photo Shop. Our h o u rs are 8 a m-9 p m , Monday Friday. Please d u ring these h o u rs, leave a message. H• •

H.

� 3.

H •

•

••

.

H

L i st e n to t h e m essa ges l eft o n t h e voicem a i l . W h i c h messa g e was l eft for each v o i ce m a i l ?

• USE YOUR SKillS

1.

You own a business i n tow n . Create a voicema i l for you r busi ness. Remember to i n c l ude the name of you r busi ness, open i n g h o u rs a nd a ny other im portant i nformati o n your customers may need.

2.

J ack is a pplyi ng for the job advertised below. He phones to make a n appointment for a job interview. M r. B l a ke is out, so Jack leaves a message with the secreta ry. Write the d i a logue between Jack and the secreta ry.

J u nior Salespeople Wanted No experience needed, on-the-job tra i n i n g . Flexible work hours . To set u p an interview, please phone M 1chael Bla ke 032 746 2 3 74

so l

·".•-

or

EXAM PRE PARATION

Exam Practice

TIPS FOR EXA M S 1 Creating the World We Want 2 Nature Deficit Disorder 3 Are Some Foods Truly Irresistible? 4 Texti n g Our Way to Good Health 5 Buying Adventures 6 The Death of Han d writin g ?

83 84 85 86 87 88 89

Listening Practice

TIPS FOR LISTEN I N G EXAMS 1 G uerilla Gard e n i n g 2 Real ity TV School 3 DDR 4 M ystery Shoppers 5 The Dangers of Plagiarism 6 The Ideal Job for Teens

90 91 92 93 94 95 96

Speaking Practice

TIPS FOR SPEAKING EXA M S 1 Tal k i n g about a Picture 2 Expressi n g Opinions 3 A Personal I nterview 4 Comparing Pictures 5 Expressi n g Opinions 6 A Role Play

97 98 99 1 00 101 1 02 1 03

/

81

TIP S

F OR EXAMS

READING THE TEXT •

Look at the title and read the questions careful ly. This will help you pred ict the topic and content of the text

•

Don't panic if you are not fa m i l i a r with the topic - the text will give you enough information to answer the questions.

•

Read the text to get a general idea of the content Remember that you don't need to understa nd every word to answer the questions.

•

•

To understand a new word, check the beginning and the end of the word for a suffix or prefix. These can help you guess the meaning of a word . Read the whole sentence or paragraph aga in as this will also help you guess its mea n i n g .

ANSWERING QUESTIONS • •

Read each question carefully. Identify keywords in the questions and use them to locate the relevant part of the text

•

C heck the n u m ber of poi nts al located to each question .

•

•

If you don't know the answer to a question, don't waste time ­ move on to the next question. Read over your exam paper before you hand it i n .

•

Don't leave a n y q u estion unanswered.

Need more help? True

I

F a l se questions

M u l t i p l e cho ice questions Sent ence comp l etion Open questions Synonyms

I

Antonyms

Genera l exam t ips

WRITING AN ESSAY •

Brainstorm for ideas before you start to write.

• •

G roup similar ideas together. Don't try to express very com p l icated ideas - keep you r sentences simple.

•

Try to write a topic sentence for each paragraph .

•

Remember to use connectors to l i n k your ideas.

•

Use a variety of adjectives to make you r descriptions interesting.

•

Use synonyms to avoid repeating words.

•

C heck your essay for spelling and correct punctuation .

Need more help?

83

f

1l Exam Practice Creating the World We Want Imagine a place where there is no sound of traffic . Imagine a place where all you can hear are birds singing, children playing and bicycle bells ringing. Residents of Vauban, a suburb of the German town Freiburg, live i n such a place. This e nvironmental ly-friendly neighbourhood is practically car-free. It i s permitted for residents to own cars in Vauban, but those who do must park them in large garages at the edge of the town. A space in one of these garages is expensive, costing around €20,000. It is hardly surprising, therefore, that 70 per cent of residents live without a car. So how do people get by without a car? The town has been planned in a way that enables people to live comfortably without having to use a car. There are shops, restaurants, banks and schools i n different areas of Vauban. As a result, residents are able to get to most places on foot. For shopping trips or for transporting young children, many people have got carts that they pull behind bicycles.

The Vauban experiment has been seen as a possible model for � future way of living in an age of climate change. Experts around the world believe that gas emissions from cars play a significant role in global warming. As a result, there is a growing trend in Europe and the U nited States to attempt to reduce private car use. In Copenhagen, for example, the city maintains bicycles for public use. While Vauban may well be a sign of things to come, it has stil l not been imitated on a large scale around the world. Yet i f Yauban residents are indeed i ntent on changing the world and not j ust the small suburb where they l ive, they will first have to find a way to convince people that it is possible to live without cars. That may not be such an easy task.

1 . Choose the correct answer. 1 . I n Va u ban . . .

a . no-one owns a ca r b . there is nowhere to park c. there a re very few cars 2 . The residents of Va u ban . . . a . l ive at the edge of town b. wa l k a lot c. don't do a lot of shopping

4. Choose the best meaning for each word or phrase. 1 . hard ly (paragraph 2 ) a . very b. a l most not

c. completely

2 . get by (paragraph 3 ) a . travel b. shop

c. cope

3 . m a i ntains (paragraph 4) a. keeps b. pro h i bits

c. destroys

4 . task (paragraph 5 )

a . trip

b . job

c. day

2 . Complete the sentences using the information

given in the text. Use your own words as far as possible. 1 . People are able to ma nage without a car in

Va uban because 2. In Vau ba n , people prefer to l ive without a car beca use 3 . Decide if the following sentences are true

or false. Find evidence in the text to j ustify your answers. 1.

People use their bicycles when they go shoppi n g . 2 . G overn ments around the world would like to red uce people's dependence on ca rs. 3 . The writer believes that the Va uba n experiment has changed the world.

5. Write a composition of about 1 00-1 50 words in your notebook. Choose ONE option. 1.

Would you l i ke to l ive i n a town that is car-free7 Why or why not?

2.

A for a n d a g a i n st essay:

An o p i n i o n essay:

The advantages ano d isadvantages of own ing a car.

Exam Practice

� Exan1 Practic Nature Deficit Di sorder In the past many kids would get home from school, get on their bikes and disappear i nto parks and woods unti l it got dark. Today, however, this is not the case. Most children prefer to spend their free time i ndoors in front of a television or a computer screen. Recently, parents and educators have become i ncreasingly concerned that children's lack of contact with nature is having detrimental effects on their overall health. Richard Louv, author of the bestse l ler Last Child in the Woods, has argued that chi ldren suffer physical ly and mentally from lack of contact with nature. He believes that dozens of problems ranging from depression to attention deficit di sorder can be triggered by alienation from nature, a condition that he has called ''Nature Deficit D isorder'·. He is convinced that contact with the outside world can reduce stress. increase a person ·s attention span and stimulate creativity and cognitive development. Louv claims that nature deficit disorder has been caused by a number of factors. Firstly, computers, video games and television have given children more and more reasons to stay i nside. In addition, many parks and nature reserves have "do not walk off the trail'" signs. This means that children have less access to the "natural" outdoors. Yet, according to Louv, the leading cause of nature deficit disorder may in fact be parents' attitudes. He suggests that parents today are so afraid of allowing their children to explore freely outside that they are keeping their kids indoors i n order to protect them from danger. While there is no absolute scientific proof to support Louv's claims, most parents know from experience that the easiest way to calm an irritable child is to go outside. If parents simply encourage the kind of outdoor play that they remember from their own youth, it will be a good thing.

1. Choose the correct answer. 1 . In a. b. c. 2.

the past, children . . . . disappeared a lot rode their bikes i n the dark spent a lot of time outdoors

Richard Louv claims that . . . a . ch i l d ren have a lot of contact with nature b . it is i m po rtant to have contact with nature c. children who have contact with nature are stressed

2. Complete the sentences using the information

given in the text. Use your own words as far as possible. 1 . C h i ld ren who do not have contact with nature

a re more li kely to

.

t

2 . C h i ldren suffer from n) u re deficit d isorder because

4. Find words or expressions i n the text that mean: 1 . harmful (paragraph I) 2.

many (paragraph 2 )

3 . caused (paragraph 2) 4. m a i n (para g raph 4) 5. ch i l d hood (paragraph 5) 5. Write a composition of about 1 00-1 50 words in your notebook. Choose ONE option. 1 . An o p i n i o n essay: Do you t h i n k that spending

time outside helps people your age? Why o r why not! Describe a place i n you r neighbou rhood where you enjoy spending time outdoors.

2 . A desc r i pt i o n :

3. Decide if the following sentences are true or

false. Find evidence in the text to justify your answers. 1.

Accord i n g to Louv, children who have contact with nature can concentrate better than those who don't. 2 . Pa rents are u nable t o protect their child ren from nature deficit d isorder. 3 . Louv's claims have been scientifica lly proved. 4. The writer supports Louv's claims. 85

35 Exan1 Practice Are Some Foods Truly I rresistible? Have you ever wondered why you can 't resist a chocolate chip biscuit? Or David Kessler, a pediatrician and former head of the US Food and Drug Admini stration, may have found the answer. In his new book The End of Overeating, Kessler suggests that the reason we are not able to resist certain foods is not just because we don 't have enough willpower. According to Kessler, food manufacturers have created tasty combinations of fat, sugar and salt that many people cannot stop eating even when they are ful l . He claims that food scienti sts are del iberately devisi ng snacks, cereals and ready meal s which act on the reward centres of the brain. Kessler believes that there i s a point at which we get the greatest pleasure from sugar, fats and salt. This he terms the "bliss poi nt". Food that triggers this bliss point i s not only tastier, but also stimulates people's appetites instead of suppressing them. As a result, food makers work hard to reach this precise point. The End of Overeating draws attention to the strategies used by the food industry to ensure that our food truly is "irresistible". It suggests that if we become more educated about the forces that infl uence our eating behaviour, we may be able to alter our perceptions of what types of food are desirable. In addi tion, the book stri ves to give us practical suggestions on how to curb overeating and on how to regain control of our eating habits.

�

The End of Overeating places much of the blame or obesity on the fact that food in the Western world is carefully designed to make us want to eat more of i t. Yet there can be no doubt that ultimately it is up to the individual to maintai n a healthy weight. At the end of the day, only we can determine what goes into our mouths, or, more importantly, what does not.

1 . Choose the correct answer.

4. Choose the best meaning for each word.

1 . Accord i n g to D r Kessler, we find certai n foods

1 . wi ll power (paragraph 1 ) b. self-control c. confidence a . time 2. tasty (paragraph 2) c. terrible a . healthy b. delicious

irresistible beca use . . . a . we are weak b. we have no will power c. the foods are addictive 2. The writer of the article bel ieves that . a . obese people are not responsible for their condition b. it is possible to control the tendency to overeat c. it is i m possible to resist certa i n foods

3 . deliberately (paragra ph 2) b. q u ickly a. quietly

c. i ntentionally

4. curb (paragraph 4) a. control b. convi nce

c. enjoy

5. Write a composition of about 1 00-1 50 words in your notebook. Choose ONE option. 1.

2. Decide if the fol lowing sentences are true or

false. Find evidence in the text to justify your answers. 1 . Once o u r bl iss point has been reached, we are no longer h u n g ry. 2 . Accord i n g to Dr Kessler, it is impossible to change our eating habits. 3. Complete the sentences using the information

g iven in the text. Use your own words as far as possible. 1 . We find food tastiest when

2. Food ma kers work hard to reach the b l i ss point because 3. We can a lter our perception of food by 86

The food i n d ustry should not be allowed to make food more addictive i ntentional ly. Do you agree? Why or why not? 2. A desc r i pt i o n : Describe you r favourite food. Why do you enjoy eati ng it! A n o p i n i o n essay:

4

Exam Practice

Texting Our Way to Good Health Mobile phones and text messaging are frequently held responsible for the fact that young people lead inactive lives. This i nactivity in its turn has been linked to the rising levels of child obesity all over the world. Yet, a number of recent studies have proposed various ways that text messaging could in fact be utilised to fight child obesity. It has long been accepted that self-monitoring calorie intake and body weight is very i mportant for successful, long-term weight loss. Yet i n most cases, people who are trying to lose weight find i t difficult to continue to observe and record their own eating behav iour over time. A recent study conducted at the University of North Carolina in the USA has shown that texting may be an effective tool to help chi ldren monitor their eating habits. Researchers found that teen participants in the study who reported their eating and physical activi ty using text messages were more li kely to continue monitoring their eating and exercise behaviour than those using a traditional diary. This may be because when participants in the study sent a text message, they immediately received an automated feedback message based on what they had reported. Researchers at the U niversity of Southern California in the USA are currently conducting a study in which each teen participant is hooked up to a "mobile body-area network" that includes a heart-rate monitor, a GPS satellite navigation unit, and a blood glucose meter. Each sensor is l inked to a smartphone that sends the data to the university's computers, which process the information they receive. If the data suggests that a teenager has been sitting around too much, a stream of text messages are then sent, either urging them to do some exercise or putting them in touch with other participants for group activities. It's sti ll unclear whether or not text messaging i s indeed the solution to fighting the rise in teen obesity. However, it is clear that something must be done to combat this alarming trend. If we want to fight obesity in the population as a whole, it is essential that we first begin by attacking the problem amongst children and teens. After all, they are our future.

1 . Decide if the following sentences are true or false. Find evidence in the text to justify your answers.

3. Com plete the sentences using the information given in the text. Use your own words as far as possible.

1 . The way in which teenagers monitor their eating behaviour may be i m portant.

1 . Self-monitoring helps people to

2.

Both of the studies mentioned i n the article have been completed .

3 . The writer of t h e article bel ieves that texting i s the best way t o fight the rise in child obesity. 4.

The writer of the article thinks that it is also i m portant to deal with obesity a mongst adults.

2. Rewrite the following sentences without

changing their original meaning. 1 . Researchers a re conducting a study i n which

each teen participant is hooked u p to a mobile body-area network. Researchers a re conducting a study by 2. it is clear that something must be done to combat this alarming trend. it is clear that we

2 . Both of the studies descri bed in the article investigated

4. Choose the best meaning for each word. 1 . linked (paragraph 1 ) a . suggested b. con nected 2. mon itoring (paragraph 3) a. changing b . i m proving 3. alarming (paragraph 5) a . exciting b . frighten ing

c. added c. checking c. i nteresting

5. Write a com position of a bout 1 00-1 50 words in your notebook. Choose ONE option. 1.

An o p i n i o n essay:

Some people bel ieve that mobile phones should be banned from schools. Do you agree/ Why or why not?

2.

An o p i n i o n essay:

Do you think that text messaging could help you follow a hea lthy l ifestyle/ Why or why not!

87

---

xam Practice Buy ing Adventures From camel treks i n Algeria to jeep tours of Afghanistan, an increasing number of travellers are now opting for adventure holidays which offer them thrilling and chal lenging experiences that they will never forget. Traditionally, adventure holidays were primarily taken by young individual travel lers who travelled on a low budget. Yet today, people of all ages are seeking out new and exciting ways to take a break from the routine of normal life. As a result, many tour operators offer specially designed tours that are dedicated to taking participants to remote and dangerous parts of the world. Many of these tours are extremely expensive. A trip to the Patagonia Wilderness in South America can cost around $ 1 1 ,000 while those wishing to reach the summit of Mt. Everest are required to pay over $25 ,000. Adventure travellers are looking for a challenge and get satisfaction from taking risks and accomplishing something that many others will never achieve. They tend to go to places where very few people have ever considered going. When a country decides to welcome in travellers, it's the adventure travellers that are the first to arrive. Adventure travellers often return from their trip feeling that they have undergone a life-changing experience. Many claim that the fact that they have successfully coped with such a challenging situation makes them more confident in their own ability to deal with any difficulty they may encounter in everyday life. Yet not everyone agrees that adventure travel is a good thing. Environmental activists are increasingly concerned that the human desire to explore unfamiliar territory may in fact be very harmful to the environment. They suggest that carbon emissions res ulting from a human presence in i solated areas like Antarctica may cause irreversible damage to the natural surroundings. However, despite these objections, humans continue to desire adventures. As more and more possibilities open up, including commercial space travel j ust around the corner, it would seem that adventure travel is here to stay.

1 . Choose the correct answer. 1 . Adventure travellers today a. are you n g b. do not have a lot of money c. often travel i n g ro u ps 2 . Adventure travel lers who return from thei r travels . . . . a. a re self-confident b. find it difficult to return to everyday l ife c. are u nable to cope with challenging situations 3 . The writer bel ieves that adventure travel

a . will become less popu l a r b. will not change c. will continue to develop 2. Answer the questions.

1 . What attracts people to adventure travel ? 2 . Why d o environ mental ists object to adventure travef?

88

I

3. Rewrite the following sentences without changing their original meaning. 1 . Those wishing to reach the s u m m it of Mt. Everest a re req u i red to pay over $ 2 5,000. If you wish to reach the sum mit of Mt. Everest,

1.

2 . Ca rbon emissions may cause da mage to the natu ral surro u n d i ngs. The natural su rroundings may

3

4. Find words or expressions i n the text that mean the opposite of: 1 . boring (paragraph 1 ) 2 . nearby (paragraph 2) 3 . very easy (paragraph 4)

4. good for you (paragraph 5) 5. Write a composition of about 1 00-1 50 words in your notebook. Choose ONE option. Describe you r ideal holiday.

1.

A desc r i pt i o n :

2.

A n o p i n i o n essay:

Wou l d you l i ke to g o o n a n adventure hol iday? Why o r why not?

2.

1.

2.

Exam Practice

@

xam Practice The Death of Handwriting?

Today people are generally hammering away on a computer keyboard, texting on a mobile phone or twittering on a B l ackberry. They are no longer writing by hand. So is penmanship simply an outdated and inefficient mode of communication or i s there value in trying to preserve it? At one t ime, writing clearly and quickly was essential to everything from public documents to personal letters. However today i n the age of the e-mail and the text message, most people rarel y need to write more than a shoppi ng list or a short note. Although handwritten communication is less widespread than it once was, many people continue to believe that the art of penmanship must be protected. They suggest we must conti nue to learn handwriting skills if we wish to be able to read all types of handwriting and thus maintain a direct connection with the past . For them, it is difficult to conceive of the possibi lity that a person might one day find his grandmother's di ary and be unable to read it. I n addi tion, people note that a person's handwriting i s distinctive and can be as personal as his voice or laugh. By preserving hand-written communication, they claim, we are also maintai n i ng our connection with the unique qualities of i ndividuals. I nterestingly, the development of the telephone, the computer and the text message have not completely removed the need to write by hand as many feared. In fact, it seems highly unlikely that handwritten communication w i l l ever disappear completely s ince there is always the possibil ity of not having a computer available at a particular moment or that there w i l l be a power fai lure and we will have to write down i mportant information on a piece of paper. Even in today's technological world, the handwritten word is very much alive and well and i t looks set to stay that way for a very long t ime to come.

1 . Choose the correct answer.

3. Answer the questions.

1 . Handwritten com m u nication a . is less i m portant than i t used t o be b . h a s d isappea red c. is now used on a larger scale

1.

2 . People who learn ha ndwriting skills a. wi ll lose thei r con nection with the past b. wi ll be able to read handwritten docu ments c. wi ll find it difficult to use computers 3 . Type-written comm u n i cation is . . . . a . less widespread than handwritten com m u n ication b . u n ique c. i m personal

2. Rewrite the following sentences without changing their original meaning. 1 . Handwritten com m u n ication is less widespread than it once was.

2 . Accord i n g to the writer, why i s it u n l i kely that the handwritten word will ever d isappear completely?

4. Find words or expressions i n the text that mean: 1.

3 . keep (paragraph 3) 4. u n ique (paragraph 4) 5 . i m p roba ble (paragraph 5)

5. Write a composition of about 1 00-1 50 words in your notebook. Choose ONE option. Imagine that you have j u st come across you r g rand mother's d i a ry. Write a d i a ry entry in which you r g ra n dmother descri bes something that happened to her on a particular day.

1 . A n a rrative:

2 . The development of the telephone, the computer and the text message have not completely removed the need to write by h a n d .

old-fash ioned (paragraph 1 )

2 . i magine (paragraph 3)

Handwritten com m u nication is not

The need to write by hand

Why has handwritten comm u n i cation become less widespread than it u sed to be?

2.

" Computers have made the world a better place. " Do you agree ? Why or why not? A n o p i n i o n essay:

89

TIP S

FOR LISTEN NG EXAMS

BEFORE YOU LISTEN •

Before l i stening to the record i n g , read the title a n d the comprehension questions, as they can help you to pred ict the topic and content of the passage.

•

When you read the q u estions, identify keywords and underline them.

•

M a ke s u re you know the type of i nformation you are listen i n g for (place, time, person, reason, etc.).

WHILE YOU LISTEN •

As you l isten, pay attention to keywords and their synonyms or a ntonyms to recog nise the pa rt of the record i n g related to each question.

•

Remember - you don't have to u ndersta nd every word to com p rehend the main i deas a n d answer q uestions. Some English words can sound very simi lar. Try to recognise the word from its context.

•

ANSWERING MULTIPLE-CHOICE QUESTIONS

90

•

Read the choice of answers carefu l ly and listen for the correct answer expressed in a s l i g htly different way.

•

Be aware of words that appea r i n the recordi n g , but which a re used as d istractors i n the questions.

Listening Practice

1l Listening Practice Guerilla Gardening G

tune i n (to): make a point of: neglected: weed: show u p: wasteland: industria l estate: soil:

You are going to listen to a radio interview about a special kind of gardening. Listen and choose the correct answers.

1.

G u e r i l l a g a r d e n e rs . . . .

a. b. c. d.

5. M a ri l y n 's n ext project . . . .

a. b. c. d.

use their own land for growi ng pla nts do not g row plants on privately owned land g row pla nts on land they do not own only use land that belongs to everyone

2. M a r i lyn i s a g ue r i l l a g a rd e n e r beca use

opposes land ownership wants to g row food li kes flowers wa nts to i mprove the appearance of her hometown

3. M a r i lyn i s u s i n g p l a nts t h at . . . .

a. b. c. d. 4.

cost a lot of money are donated she buys a re old

R i g ht n ow, M a r i l y n 's g r o u p . . . .

a. b. c. d.

has been the same for yea rs includes some students are j ust students includes a 1 0-year-old boy

i nvolves g rowi ng a lot of g rass is one that l isteners wi l l remember wastes a lot of fertile soi l is o n an i ndustrial estate

6. The n ew p roject . . . .

a. b. c. d.

she . . . .

a. b. c. d.

si ntonizar poner empeno en abandonado/a, descuidado/a mala h1erba presentarse, aparecer paramo, terreno baldfo polfgono 1nd ustr1a l t1erra

7.

is sched uled to start early in the morning will begi n i n the m iddle of the n ight may d istu rb the local residents is i l legal

M a ri lyn e n c o u r a g es peo p l e to b r i n g . . . .

a. b. c. d.

gardening tools boxes plastic bags not h i n g

8. G u e r i l l a g a r d e n e rs th i n k i t i s i m p o rta nt to . . . .

a. b. c. d.

use only envi ronmental ly-friendly materials clean u p after they fin ish leave stones use plastic bags

91

� Listening Practice Reality T V School � You are going to listen to an i nterview about Reality TV School. Listen and choose the correct answers.

1 . J essi e's l atest a ss i g n m e nt was to be . . . .

a. b. c. d.

a n actor a rea l ity TV star a student a reporter

2. The school a i m s to . . . .

a. b. c. d.

make people look d i fferent from each other teach people acti ng skills help people get onto a rea l ity show help people change their personal ities

3 . T h e " Pe r p Wa l k " . . . .

a. b. c. d.

helps students wal k faster is an exam ple of a television show teaches people to i nsult others is u npleasant for participa nts

4. J o rge B e n d e rsky . . . .

a. b. c. d.

is the name of an a n i m a l is an acting coach appeared on rea lity TV started the real ity TV school

5. What do stu d ents l e a r n at the Rea l ity TV Schoo l ?

a. b. c. d.

t o i m p rove their a ppea ran ce to film each other to tal k more quickly to l isten to each other's sound bites

6. The l o n g c o u rse . . . .

a. b. c. d. 7.

T h e t h ree- h o u r sem i n a r . . . .

a. b. c. d.

92

meets for five weeks lasts longer than most rea l ity shows causes a lot of confl icts can be seen on TV is requ i red of a l l students costs nearly $ 1 40 i ncl udes over 2 5 students consists of private i nstruction

assig nment: m isi6n, enca rgo make the most of: aprovecha r al maxima, sacar el maxima partido a I de make it o nto: consegu i r entrar en rema rk: comenta rio, observaci6n acti ng coach: profesor/a de interpretaci6n catchy: pegadizo/a, facil de recorda r private tuition: clases part1culares former: antig uo/a, a nterior 8. Now Jessie . . . .

a. is appearing on the reality show

Eye in the

Sky

b. wants to become a contestant on a cooking show c. has become a casting agent for reality TV shows d . is participating i n a nother cou rse

Listening Practice

33 Listening Practice DDR � You are going to listen to a conversation about a different way to exercise. Listen and choose the correct answers.

1 . Pamela . . . .

a. b. c. d.

is a physical education teacher presented DDR at a conference will attend a conference tomorrow has retu rned from a teachers' meeti ng

2. I n D D R, p l ayers . . . .

a. b. c. d.

appea r on TV create m usic point to the arrows step on a mat

mat: display: i n time to:

alfombri l la (de bai le) v1sualiza r a l eo m pas I ritmo de

l i n e u p: soda: workout: look into:

hacer cola refresco con gas eje rcicio estud1a r, invest1ga r

'l\d.�o �am� a�c.ad.�·. so.\o. d� "'d�G�\..\�'.;)GS

3 . O r i g i n a l ly, D D R . . . .

a. b. c. d.

was invented by a woman started i n Japan started as part of a physica l ed ucation class was free

4 . L i n d a Ca rson . . . .

a. b. c. d.

beca me a D D R player worked i n a video game arcade sold the D D R video did a study on D D R

5 . Why i s D D R s o a p pea l i n g ?

a. b. c. d.

l t i s more challenging than basketba l l . Teens are used t o playing video games. You need a lot of ta lent to play. You just have to catch a ba l l .

W h i c h i s N OT m e n t i o n ed a s a b e n efit of DDR?

a. b. c. d.

weight loss i ncreased fitness level better sports skills fun

M o re expens ive vers i o n s of t h e g a me . . . .

a. b. c. d.

come with extra mats may cost as m uch as $800 charge extra for the TV a re not so comfortable

M r J o n es t h i n ks . . . .

a. b. c. d.

D D R is a waste of time DDR is too expensive D D R sounds l i ke a good idea the other teachers won't I i ke it

93

� Listening Practice Mystery Shoppers �

una etern idad, sig los, m ucho tiempo beforehand: de antemano, con a ntelaci6n brutal ly: tremendamente perk: i n centivo, ventaja pose as: hacerse pasar por preten d : fingir, hacer como que promptness: rapidez refuse: negarse

ages:

You are going to l i sten to an interview about mystery shoppers. Listen and choose the correct answers.

1 . What do mystery s h o ppers d o ?

a . They pretend that they a re customers. b. They try to make friends with the staff i n a shop. c. They report on the company that employs them . d . They take photos of the staff and customers.

5. Mystery s h oppers s p e n d a l ot of t i m e . . . .

a. b. c. d.

6 . To by's pet . . . .

a. b. c. d.

2. Why d o b u s i n esses e m p l oy mystery s h o ppers?

a. b. c. d.

To teach employees how to act natural ly. To find out how employees rea lly behave. To increase the n u m ber of sa les i n a shop. To eva l uate the boss.

3. Mystery s h op pers . . . .

a . pay for any services they receive b. receive only services but no payment for their work c. are not always paid on time d. wait for ages to get a job 4. What d o Toby's d ut i es i nc l u d e ?

a. b. c. d.

Taking notes w h i l e he works. Tel l i n g people what to do. Writing gu ideli nes. Observing details.

I (

94

being friendly i n coffee shops giving feedback talking about thei r feelings

7.

d i d not rea l ly exist weighed more than it should m isbehaved embarrassed Toby

To by f i n d s it h a rd to . . . .

a. b. c. d.

always be honest write a good report feel sorry for people meet the company's standards

8 . What does To by l i ke a bout h is j o b ?

a. b. c. d.

T h e h o u rs. The free vacations and spa holidays. The experiences. The job opportu n ities.

Liste n i n g Practice

IS) Listening Practice The Dangers of Plagiarism �

educational establishment: sistema educative cheat: copiar denu nciar report: account for: expl ica r, justificar the end j ustifies el fin justifica Ios medias the means:

You are going to listen to a radio interview about plagiarism. Listen and choose the correct answers.

trabajo moral idad, princi pios cifra

paper: morals: fig u re: 1 . Who i s R o g e r H a n se n ?

a. b. c. d.

A A A A

6 . Tea c h e rs . . . .

a . often copy words from one docu ment to another b. are awa re that some s i m i l a rities are i n nocent c. are now more careful when they mark papers d. don't let students know thei r work will be checked

plagiarist psychologist student u n iversity professor.

2. P l a g i a r i s m . . . .

a . is considered less serious than cheati ng i n exa ms b. has not gai ned much attention c. means copying someone else's work d . means cheating in an exam 3 . M a ny stu d e nts today . . . .

a. b. c. d. 4.

a re encou raged to cheat by the i r schools compete to see who ca n cheat the most t h i n k that cheating is j u stified if it helps a re reported for cheating by their parents

H ow d oes t h e I nternet e n c o u ra g e c h e at i n g ?

a . l t tempts students t o copy others' work. b. lt simpl ifies m uch of the material ava i lable. c. Students use their own words when cheat i n g . d . Students ca n 't b e ca ught.

7.

What i s N OT m e n t i o n ed a s a p u n i s h m ent for cheat i n g ?

a. b. c. d.

Students m ust take t h e cou rse aga i n . Students m u st d o a nother paper. Students may not gain a qual ification . Students m u st help others with their assig nments.

8. What does Roger H a nsen t h i n k a bout c heats?

a. b. c. d.

They They They They

may not be q u a l ified to do their job. should be g rateful to society. help keep Turniti n . com i n busi ness. m i g ht not know that they ' re cheat i n g .

5. W h a t type of website i s Tu r n i t i n . c o m ?

a. b. c. d.

lt sells papers to students for as l ittle as £6. lt a llows students to check their spel l i n g . l t decides what action teachers should ta ke . lt helps teachers see if work has been copied.

95

(6) Listening Practice The Ideal Job for Teens G

s u it: h i re: s u rvey: fee: average: stead y flow: deliver:

You are going to listen to a conversation between two teenagers about an ideal job. Listen and choose the correct answers.

1.

5 . To m p refers s u rvey co m p a n i e s t h at . . . .

Lisa . . . .

a. b. c. d.

a. b. c. d.

enjoyed her job as a babysitter q u it both her s u m mer jobs cou l d n 't get a paper delivery job earned a lot of money

a . 1 5 m i n utes b. u nder 1 0 m i n utes c. 2 0 m i n utes d . an average of 1 0 m i n utes

a . she d i d n 't want to work as a shop assistant b. she wasn't paid a lot for being a shop assistant c. she cou l d n 't get a job as a shop assistant d. she was too experienced to be a shop assistant

7.

it req u i res travel l i ng to i nteresti ng places. it's not difficult. it's enjoya ble. it has flexible h o u rs .

a. b. c. d.

answering telephones for big compan ies t h i n k i n g of ideas for new products developing ma rketing su rveys answering questions on online su rveys

I

96

_______j

I

I

\

\

\

\

\

\

u nder the age of 1 6 if you a re over 1 5 if you a re between 1 3 and from the age of 1 3

16

8. Tom a d v i ses Lisa . . . .

4 . T h e w o r k Tom descri bes i s . . . .

· I I I • J ) I I I \ · \ · • J -- ; · 1 · I · I � i .. \ ' \ � · \ · · \ · \ · I I ' · I I ' I I · · I · I · I I ( ' r - / " 1 ' ' \ -" \ \

Yo u c a n reg i ster for a su rvey co m p a n y . . . .

a. b. c. d.

3. What i s NOT true a bout Tom 's i d e a l j o b ?

a. b. c. d.

i nclude a mem bers h i p fee a re free to join a re cash-payi ng a re poi nt-payi ng

6. Tom c a n com p l ete a s u rvey i n . . . .

2. Lisa was d i sa pp o i nted beca use . . . .

a. b. c. d.

conve n i r, ven i r I i r bien contrata r encuesta cuota promedio, media afl uencia conti nua repartir

\

\

\

to ask her parents for money to join only one su rvey company to join her parents' Paypal account to reg ister with the compan ies on h i s l ist

TIP S

F OR SPEAKING EXAMS

BEFORE YOU SPEAK •

M a ke sure that you u nderstand the task and the q uestions you are g iven .

•

If you are al lowed some preparation time, organise what you are going to say a n d use simple notes.

•

Don 't try to com m u n icate ideas that are too complicated. it's better to use simple sentences.

•

Don't worry if you don't know a particular word or expression in English . T h i n k of an a lternative and use the words you know to express the same idea.

WHILE YOU SPEAK

N e e d more help?

•

Don't spea k too q u i ckly or too slowly. Try to spea k clea rly.

Tal k i n g about a p icture

•

Don't worry about making errors - it's preferable to make a few errors than to remain si lent a n d not say a nyth ing at a l l .

C o m p a ring p i ctures

•

If you make a mistake, stay calm, correct you rself and carry on speaking.

A personal i nterview '

I

E x p ressing an o p i n ion ,,

Rol e p l ay "

97

Jl Spe aking Practice Talking about a Picture 1. Match the examiner's questions to the student's answers. I 1 . What can you see i n the picture ?

What's i n t h e background 7 3 . What's the weather l i ke 7 4. What do you think t h e people were d o i n g before t h e picture was taken? 5 . What is the people's relationship to one another? 6 . What do you t h i n k will happen next? 2.

11

a. In the b a c k g ro u n d you can see mountains and a h i l l covered in snow. b. There a re skis lea n i n g agai nst the wa ll, so I su p pose they were s k i i n g . c. You ca n te l l it's very cold - everyone is d ressed i n wi nter clothes . d . T h e p i ct u re s h ows people sitting round a table. They seem to be eating i n a restau rant or hotel. e. lt l o o ks l i ke they're a l l friends. They're about the same age and they're talking and l a u g h i n g . f . After t h e i r m e a l , t h ey' l l p r o b a b l y go s k i i n g aga i n .

� 2. Listen t o a student describing a picture. Then write T (true) or F (false) for each statement. The student . 1 . descri bed what she could see i n the background. 2 . specu lated about what the people were doing before the pictu re was taken . 3 . described what the people a re doi n g . 4. described the atmosphere. 5 . described the weather. 6 . specu lated about what might happen next •

TASK Describe this picture. Use the q uestions in Exercise 1 a bove to h e l p you, as well as the expressions in bold.

I f you n e e d t i m e to t h i n k, um . . .

,

well

... ,

i t's

fi n e to p a u se or to say t h i n g s l i k e :

e r . . . I s u p pose t h ey' l l g o h o m e aft e r t h ey've e a t e n .

Speaking Practice

� Sp eaking Practice Expressing Opinions 1 . Complete the mini-dialogues with the expressions below. there's no way n ot rea l l y

•

•

a l l r i g ht

•

come on

reached a d e c i s i o n

•

•

you 've g ot a poi nt

I h a d n 't t h o u g h t of that

A: We use too many plastic bags these days and the supermarkets enco u rage it. So what do you suggest we do - ban plastic bags7 B : I suppose 1 A: 2 ... - I don't think that would work. I n my opinion, supermarkets should charge customers for bags. H •

•

A: Let's try to persuade the students at our school to stop using buses and cars, and to start cycl i n g to schoo l . B: Oh, 3 ... . ! 4 . ... .. . . they'd agree to that. A n d i n a ny case, there's nowhere t o leave bi kes at o u r schoo l . A: 5 ! OOOOOOOHOO

A: 6 .... ... ... then. Have we 7 .. . . . 7 B : G reat ! H

4

2. The students you are about to hear have been asked to suggest an alternative, environmentally­

friendly sou rce of electricity for their school. Listen to the conversation and write solar panels or wind turbines for each point below. 1 . cheap to use 2. not attractive 3. harm wildl ife 4. very effective 5 . m ight not provide enough energy 3. What option did the students choose?

TASK In your opinion, which of the following is the most serious ecological problem facing the world today? Discuss with your partner and decide on one of the problems below. In your discussion, use the expressions in colour from Exercise 1 . • • •

global warming land poll ution carbon emissions

• • •

water pollution deforestation overpopulation

il -.....--. .. illioli. Lea r n l ots of t o p i c w o rds. T h i s

will

expa n d

you r voca b u l a ry a n d y o u w o n ' t r u n o u t o f t h i n g s t o say.

99

35 Sp eaking Practice A Personal Interview 1 . Kath and Peter want to volunteer at a local community centre. The secretary is asking Kath some questions. Match Kath's answers to the secretary's questions. Secretary

Kath No, I ' m a n only c h i l d . Well, hockey a t school, b u t that's about it I l ike photog raphy and I play the guitar. I ' m a bit shy with older people; I ' m very patient with childre n . e. I ' l l b e 1 7 i n August f. No, I 've never done anyth ing l i ke this before.

1 . H ow old a re you ?

a. b. c. d.

2 . Do you p l a y a ny s p o rts? 3. Do you have a ny b rothers or s i sters?

4. 5.

What a re you r h o b b i es ?

6.

How w o u l d you desc r i b e yo u rse lf?

H ave y o u d o n e vo l u nteer work befo re?

� 2. Kath and Peter were asked the questions in bold in an interview. Listen to their i nterview, then answer the questions that follow. 1 . H ow l o n g h a ve you l ived i n B i r m i n g h a m ? Which student used i n co rrect grammar, Kath o r Peter/ 2 . What d o y o u t h i n k of B i r m i n g h a m ? D o you l i ke l iv i n g h e r e ?

Whose answer was too short? 3.

How often d o you get together with yo u r f r i e n d s ? What d o you d o ?

Whose answer incl uded i rreleva nt i nformation I 4. What types of TV prog ra m m es do you enjoy?

Which student did not answer the question?

3. Ask your partner the questions in bold in Exercise 2. Then evaluate your partner's answers according to the criteria in Exercise 2 above. •

TASK Write a d ialogue between Dave and Tom. Tom is new at school . Dave asks Tom questions about his interests and opinions. Write six questions that Dave asked and Tom 's answers . •

...._�.--• S h o w i n te rest i n you r pa rtne r's a n sw ers.

R e a l ly?

100

1

T h at's i n te rest i n g .

S o u n d s g re a t

I

terri b l e .

Speaking Practice

41 Speaking Practice Comparing Pictures 1.

a b c d e

Match the functions to the expressions below.

=

=

=

=

=

Functions simi larities between pictures differences between pictures giving examples expressing a n opinion specu lating

Expressions 1 . The two pictu res are similar beca use . . . 2 . both pictures show . 3 . Another thing they've got i n common i s . . 4 . for example . . 5 . seem to . . . 6 . Another difference i s . . . 1

7 . whereas i n the first picture 8 . I would i magine that . . . 9 . t h e people are proba bly 1 0. such as . . . 1 1 . Personally, I ' d rathe r 1 2 . I prefer . . .

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

Which of the expressions in Exercise 1 do they use?

•

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

llilil...;-. ..;;.; Yo��• I f you w a n t to a d d to w h a t you 've s a i d , u s e t h e fo l l o w i n g exp ress i o n s :

I 've j u st n o t i ced t h a t . . .

A n d a n ot h e r t h i n g ; ...

By t h e way, I ca n s e e . . .

f5) Sp eaking Practice Expressing Opinions 1. Read the statements below and decide whether you agree or d isagree with each one. 1 . Mobile phones a re r u i n i ng our social l ives. 2. Young people spend too much time using computers. 3. Secondary school students should study from home using the I nternet. 4. Lessons in schools should beg i n no earlier than 1 0 . 00 a m . 5 . Young people today lead a less healthy lifestyle t h a n previous generations. 2. Read the five statements below. Each one is a response to one of the statements i n Exercise 1 .

Decide which statements i n Exercise 1 each refers to, then complete the statements with one of the fol lowing expressions. There may be more than one correct answer. I d o u bt it

•

Yo u 've g ot a p o i nt

Yo u 've g ot to a d m it t h at I ' m a l l for t h at

•

'4

•

You cou l d be r i g ht

H ow c a n you say t h at?

As fa r a s I ' m conce r n ed,

I t h i n k you ' re wrong

a. b. c. d. e.

•

•

I rea l ise t h at, b ut

• •

•

•

I n my o p i n i o n,

I a g ree e n t i re l y

That's n ot t h e w a y I s e e i t I d i s a g ree

........... . Sometimes I ' m j u st so tired in the morn i n g . ........... they c a n b e a g reat h e l p i n an emergency. ........... . They just sit a l l day i n front of the computer or television . ........... . Computers a re the futu re and we need to know how to use them. ........... . I learn better when I ' m i n a class, with other students.

3 . Two students are d iscussing statement 1 in Exercise 1 above. listen to their conversation and say

which person you agree with. Write down the most convincing point that they made. •

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

----- Lea r n d i ffere n t e x p ressi o n s to a g ree o r d i sa g ree w i t h yo u r pa rt n er. I t h i n k yo u ' re w ro n g .

I ' m sorry, I d o n ' t a g ree.

Yo u ' re q u ite r i g h t !

T h a t's t r u e .

Speaking Practice

@ Sp eaking Practice A Role Play 1 . What do you consider i mportant when you buy clothes? Choose the three most important points from below. a . getting a discount b . buying the best qual ity c. getting a guarantee d. getting polite service e. buying something that is comfortable f. being able to choose from a large selection g. buying someth ing that is fashionable ,4 2. Read the dialogue and fill in the missing words. Then listen to the d ialogue and check your answers.

Sales assistant: Katie: Sales a ssistant: Katie: Sales assistant: Katie: Sales assistant: Katie: Sales assistant: Katie: Sales assistant: Katie: Sales assistant: •

G ood morni n g . How ca n I help you ? I ' d l i ke t o b u y t h e boots that were advertised i n t h e newspaper. I ' m sorry. I ' m afraid we've 1 ........... out of those ! Oh . . . wel l , what about these? Are they on 2 ... . ? I ' m afraid not. They're £ 50 . £ 50 ? ! Have you got anything 3 .. ...... ? Wel l , we do have these boots. They' re very comfortable and they're top 4 . They're sti l l quite expensive. Is there a 5 .... .. . ? I ' l l have to check with the 6 . O K . I ' l l wait. You ' re in luck ! She says she can give you 1 0% off. 1 0% ? That's not very much ! Anyway, I ' m not s u re they 7 . . . me. U m , no, I'm not 8 .. . .. the m . Thanks, anyway. C ertain ly, M iss.

TAS K With a partner, act out the following role play using expressions from Exercise 2 and any others that you have learned. Student A (customer): You have seen a coat that you rea lly want in a shop window. You try it on but it is slig htly big on you . You would also l ike a d ifferent colour. Student B (sales assistant): This is the last coat that you have. You rea l ly want to sell it. Try to convince the customer that the col o u r is wonderful and the size is just right.

._--""..-....·.

Try to re l a x a n d act n a t u ra l ly. Yo u can ask q u esti o n s to keep the conversa t i o n g o i n g .

W h a t d o y o u reco m m e n d ?

W h e re a re t h e l atest m od e l s ?

W h e n does t h e s a l e e n d ?

103

GRAMMAR APPENDIX Grammar Review PRESENT SIMPLE FORM Negative

Interrogative

I I You work

I I You do not (don 't) work

Do I I you work?

H e I She I it works

H e I She I lt does not (doesn 't) work

Does h e I she I it work?

We I You I They work

We I You I They do not (don 't) work

Do we I you I they work?

A ffi rmative

I T i m e expressions

Uses

Examples

Adverbs o f frequency

A reg u l a r habit or routine

My sister works on Sundays. ( M i hermana trabaja Ios dom i ngos.)

a l ways, usual ly, g e ne ra l ly, reg u l a rly, occasional ly, frequen tly, often , someti m es, rarely, seldom, n ever

A g e n e ra l truth o r scientific fact

Facebook is a popular website. (Facebook es u n a pagina web conocida.)

Stative verbs

I think she is very bossy. (Creo q u e es m uy m a n dona.)

a t 1 o'cl ock, at n i g ht, i n the morn i n g , o n Fridays, eve ry week, once a month, how often . . .?

::l STATIVE VERBS I n d ican u n estado, mas q u e u n a acci6n, y suelen usarse e n Present Simple. Estan relacionados con : •

•

•

•

•

A l g u nos i nd ica n ta nto estado com a activi dad y pueden usarse e n Present Simple y e n Present Continuous.

las emociones y Ios sent i m i e ntos (disl i ke, enjoy, hate, hope, l i ke, love, prefer, wa nt),

Donna thinks the book is wonderful. (Donna cree q ue el I i b ra es estupendo.) [estado)

e l pensa m i e nto y la opinion (bel i eve, forget, guess, know, remember, th i n k, understa nd),

He is thinking about going to Malta in the summer. (Esta pensa n d o e n i rse a Ma lta en vera no.) [activi dad]

la percepci6n y Ios sentidos (feel , hear, see, smell, so und, taste, touch).

El verba see en Present Con tinuous i n d ica una acci6n futu ra fijada de antema no.

Ios precios y las medidas (cost, measure, weigh) y

We are seeing Ann tonight. (Ve remos a A n n esta n oche.) [Ya h e mos q u edado.)

la posesi6n (belong, have, own). -------

�-

PRESENT CONTINUOUS FORM A ffirmative

Negative

Interrogative

I am singing

I am (I'm) not singing

Am I singing?

You are singing

You a re not (aren't) sing i n g

Are you singing?

H e I She I l t is singing

H e I She I l t is n o t (isn 't) s i n g i n g

Is h e I she I it s i n g i ng ?

We I You I They a re singing

We I You I They a r e n o t (aren't) s i n g i n g

Are we I y o u I they s i n g i n g ?

Uses

Examples

Time expressions

An action which is h a p p e n i n g now

Greg is reading right now. (G reg esta leyendo a h o ra mismo.)

now, right now, at the moment

A tem porary action

I am studying maths this term. (Estoy estudia ndo matematicas este trim estre.)

this yea r, at present, today, these days, t h i s month

A d efi n ite p l a n for the near fut u re (see page 1 08)

I am meeting my boyfriend tonigh t. ( H e q u edado con m i n ovio esta n oche.)

t h i s eve n i n g , ton ig ht, tomorrow, n ext Friday I week I yea r 105

PAST SIMPLE FO R M Affirmative

Negative

1 1 You fi n i shed

I n terrogative

1 1 You did not (didn 't) fi n ish

Did

1 1 you fi nish?

H e I She l it fi n ished

H e I She l i t did not (didn 't) fi nish

Did h e I she I it fi nish?

We I You I They fi n ished

We I You I They did not (didn't) fi nish

Did we I you I they fi nish?

Uses

Examples

Time expressions

A com p l eted action i n t h e past

A dog attacked my sister last year. ( U n perro atac6 a mi hermana el a n o pasad o.)

yesterday, last week I yea r, two days ago, i n 2007, i n the 1 980s, in the 1 8'h century, w h e n , then

A series of completed actions Mr Smith climbed the stairs and followed him. (El Sr. Smith subi6 las esca l e ra s y lo sigu i6.) in the past -

- ---

----------�

PAST CONTINUOUS FORM Affirmative

Negative

Interrogative

I was visiti n g

I was not (wasn 't) visiti n g

Was I visiti ng?

You were visiting

You were n o t (weren 't) visiting

Were you visiti ng?

H e I She l i t was visiting

H e I She l it was not (wasn 't) vi siti ng

Was h e I she I it visiting?

We I You I They were visiti ng

We I You I They were not (weren't) visiting

Were we I you I they visiting?

Uses

Examples

Time expressions

An i n co m p l ete action in prog ress at a specific time in the past

At 9 o 'clock that evening, he was waiting for the report. (Esa noche a las 9 el estaba espera n d o el i nfo rme.)

last n i g ht I week I yea r, at 4 o'clock

An i nco m p l ete actio n i nterru pted by a nother action

As I was speaking on the phone, David came into the room. ( M i entras yo h a b l a ba por telefono, David entr6 en la ha bitaci6n.)

when, w h i le, as

Two i ncom p l ete actions i n prog ress While Janet was walking up the path, Martin was parking at the same time i n the past the car. ( M ie ntras J a n et subia por e l ca m i no, M a rt i n esta ba a p a rca ndo e l cache.)

l_

PAST PERFECT SIMPLE FORM Affirmative

106

1 1 You had a rrived

Negative

1 1 You had not (had n't) a rrived

I n terrogative

He I She l i t had a rrived

He I She l i t had not (hadn't) arrived

Had h e I she I it a rrived?

We I You I They-h ad arrived

We I You I They had not (hadn't) a rrived

Had we I you I they a rrived?

Had

1 1 you a rrived?

Uses

Examples

Time expressions

A completed action which took place before a noth e r action i n the past

By the time the police arrived, he had already left. ( Pa ra cuando l l eg6 l a policia, ya se ha bia m a rchado).

a l ready, by the time, after, before, u ntil, n ever, j ust

4

Grammar Appendix

PRESENT PERFECT SIMPLE FORM Interrogative

Negative

A ffirmative

I I You have l ived

He I She I it has l ived

We I You I They have l ived

I I You have not (haven 't) l ived

H ave I I you l ived? Has h e I she I it l ived?

He I She I lt has not (hasn 't) l ived

H ave we I you I they l ived?

We I You I They have not (h aven 't) l ived

Time expressions

Uses

Examples

An action that began in the past and conti n u es i n the present

I have played basketball for two years. n ever, ever, a l ready, j ust, yet, rece ntly, l ate ly, how long .. .?, (Li evo j u g a n d o al baloncesto dos fo r, si nce, in rece nt yea rs a n os.)

An action that took place at an u n d etermined She has moved house recen tly. t i m e i n the past, but is co n nected to the prese nt (Se ha ca mbiado d e casa hace poco.)

J

· -

- FUTURE SIMPLE FO R M Affirmative

I nterrogative

Negative

I I You w i l l a l low

I I You w i l l not (won't) a l low

H e I She I it w i l l a l low

H e I She I i t will not (won't) a l low

W i l l he I she I it a l low?

We I You I They w i l l not (won 't) a l low

Will we I you I they a l low?

We I You I They w i l l a l l ow

W i l l I I you a l l ow?

Uses

Examples

Time expressions

A pred iction

Vancouver will attract thousands of tourists. (Va ncouver atra e ra a m i l es de tu ristas.)

A p l a n ned sched u l e

The tour will begin at 9.00 am. (La visita e m pezara a las 9 de la m a fi a n a.)

this eve n i ng, in an h o u r, at 2 o'clock, later, tomo rrow, n ext month I yea r, soon , i n a few wee ks, i n the futu re, on the p t of May

A sponta n eous decision

I am too tired to walk. I'll take a taxi. (Estoy demasiado cansado para ca m i n a r. Cog e re u n taxi.)

BE GOING TO FO R M Affirmative

Negative

I nterrogative

I am going to buy

I am (I'm) not going to buy

Am I going to buy?

You a re going to buy

You a re not (a ren 't) going to buy

Are you going to buy?

H e I She I i t is not .(isn't) going to buy

Is h e I she I it going to buy?

We I You I They a re not (aren't) going to buy

Are we I you I they going to buy?

H e I She I it is going to buy

We I You I They a re going to buy Uses

A p l a n n e d action for the fut u re

An action that is a bout to happen or a fut u re eve nt based o n prese nt evi de nce

Time expressions

Examples

We are going to spend our next holiday in London. I this even i n g , later, (Va mos a pasa r n u estras p r6xi mas vacaciones e n Lond res.) : in an h o u r, at 4 o'clock, tomo rrow, soon, Be careful! You are going to fall! next month I yea r, ( i Ten cuidado ! iVas a caerte !) i n a few weeks, There's a lot of ma terial - this exam is going to be difficult!! on the gth of May

(Hay mucho materi a l : i este exa m e n va a ser d i fici l !)

·

1 07

� EL

PRESENT CONTINUOUS C O N VALOR

D E FUTU RO

Anu ncia acciones fija das de a ntemano q u e ocu rri ran e n un fut u ro proximo. Se suele reserva r para pla nes personales ya conce rtados. En m uchos casos, expresa la m i sma idea q u e be going to. I'm washing I going to wash my hair this evening. (Me voy a lava r el pelo esta noche.)

En ca mbio, para h a b l a r de i ntenciones o decisiones es preferible utilizar be going to. I'm going to talk to him about her.

l'm ta}king 1TJ him ab(')ttf hn

( Le voy a h a b l a r sabre el la.) [enfasis en la i ntenci6n]

I'm seeing Phi/ tonight. (Veo I Ve re a P h i I esta noch e.) [enfasis en el p l a n conce rtad o]

El Present Con tinuous con va l o r de futuro se d isti n g u e del normal en q u e la expresi6n tem pora l q u e va en la frase i n d ica u n tie m po fut u ro, no presente. He is studying history at the moment. (El esta estu d i a n d o h istoria en este mome nto.) [presen te] He is signing a con tract tomorrow. (El fi rma I fi rmara u n contrato m a ii ana.) [futu ro]

FUTURE PERFECT SIMPLE FORM

1 A ffirmative

Negative

Interrogative

I I You w i l l have eaten

I I You w i l l not (won 't) have eaten

W i l l I I you have eaten?

H e I She I it w i l l have eaten

He I She I lt w i l l not (won 't) have eaten

W i l l he I she I it have eaten?

We I You I They w i l l have eaten

We I You I They w i l l not (won 't) have eaten

W i l l we I you I they have eate n ?

Uses

Examples

Time expressions

A completed action at a certa i n future time

By the time h e 's ready to go, the shops will have closed. ( Pa ra cuando el este l isto para i rse, l a s tiendas ha b ra n cerrado.)

by t h i s t i m e n ext week, by 3 o'clock, by the end of ... , by then, by August, i n fou r month s

_.._

FUTURE CONTINUOUS FORM

108

t�g ?

Affirmative

Negative

Interrogative

I I You w i l l be trave l l i n g

I I You w i l l not (won 't) be travel l i n g

W i l l I I you be

H e I She I i t will b e trave l l i n g

H e I She I i t w i l l n o t (won 't) b e trave l l i n g

W i l l h e I she I it be trave l l i n g ?

We I You I They w i l l be trave l l i ng

We I You I They w i l l not (won 't) be trave l l i n g

W i l l we I you I they be trave l l i ng ?

Uses

Examples

Time expressions

An action i n prog ress at a certa i n fu tu re time

We'll be visiting her on Thursday. (Esta remos visita ndola el j u eves.)

at this time tomo rrow, at this time n ext ... , on Th u rsday, i n the n ext decade

Grammar Appendix

1 . F ame PRESENT PERFECT CONTINUOUS FORM Affirmative

Negative

I n terrogative

1 1 You have been worki ng

1 / You have not been working

Have 1 1 you been worki ng?

H e I S h e / i t has been working

H e I She l it has not been worki ng

Has h e I she I it been working?

We I You I They have been working

We I You I They have not been working

Have we I you I they been worki n g ? '

Uses

Examples

An action that sta rted in the past and co nti n u es in the present

I have been working as a pho tographer for a year. (He esta do u n a n o tra bajando de fot6grafo.) Ho w long have you been waiting? (( Cua nto tiempo has estado espera ndo?)

An action w hose resu lts a re sti l l a p pa rent

Time expressions

for a yea r, since 2002, how long ... ?, a l l n i g h t I m o rn i n g I day I week ...

I am tired. I have been signing autographs all night. (Estoy ca nsada. He estado fi rmando a ut6g rafos toda l a noch e.)

FORMA

us os

Afi rm ativa : sujeto + have I has been + verba principa l terminado en -ing. Negativa : sujeto + have I has not (o n't) verba principal term i nado en -ing.

+

•

been +

lnterrogativa : have I has + sujeto + been + verba principal term i n a d o e n -ing.

Expresa r acciones que e m pezaron e n e l pasado y q ue a u n conti n u a n. Coma el Present Perfect Con tinuous resa lta el t i e m po q u e esta d u ra n d o la acci6n, se suele trad ucir por " l l eva r" en presente + un verba en gerund io. The actress has been acting for two years. (La actriz l l eva dos a nos actu a n d o.)

•

Expresa r acciones term i nadas pero reci e ntes cuyos efectos son visi bles todavfa.

PAST PERFECT CONTINUOUS FORM A ffirmative

Negative

Interrogative

1 / You had been waiting

1 1 You had not been waiti ng

Had 1 / you been wa iti ng?

He

I S h e / it had been waiting

We I You I They had been wa iting Uses

He

I She / it had not been waiti ng

We I You I They had not been waiting

Had h e I she I i t been wa iti n g ? Had we I you I they been waiti ng?

Examples

An action w h i ch co ntinued u p to a nother past action

Time expressions

His fans had been waiting for three hours when he arrived. (Sus fa n s h a b ia n estado espera ndo tres horas cuando el l l eg6.) -------

FORMA

Afirmativa : sujeto + had been + verba principal term i n a d o e n -ing. Es igual en todas las perso nas.

for h o u rs, si nce last April, all morn i ng ... when, u n t i l , before ...

Negativa : sujeto + had not (o n't) been + verba p ri ncipal term inado e n -ing. l nterrogativa : had + sujeto + been + verba principal term i n ado e n -ing.

109

us os •

H a b l a r de u n a acci6n prolongada que ocu rri6 en el pasado a n tes q u e otra acci6n breve. Es muy co m u n tra d u c i rlo p a r " l l eva r" en preterite i m perfecta + u n ve rba e n gerun dio. I had been trying to find an agent for months until finally I found one. (Li eva ba m eses i ntenta n d o e n contrar u n agente hasta q u e p a r fi n encontre u no.)

EL I N F I N ITIVO

Es la fo rma verba l preced ida de to y se em plea en Ios sigu ie ntes casos : •

To leave now would be a mistake. ( l rse a h ora seria u n e rror.) •

Lo habitual es q u e esas dos acciones vaya n u n idas par u n a conju nci6n, q u e puede ser tempora l (when, unti l , before) . concesiva (although) o ca usal ( beca use) . The play was a failure because the main character had been drinking all night. (La obra fu e un fracaso porq u e el prota g o n ista h a b ia esta do bebiendo toda la noche.)

El Perfect Con tinuous no va acom pariado de verbos estaticos, coma know o wa nt.

lie has been wanting tabeesingersincehe vvesfow. He has wanted to be a singer since he was four. (Ha q u e rido ser ca n ta n te desde q u e tenia 4 a rias.)

Si se puede co ntar el n u m e ro de veces q u e ha ocu rrido una cosa, no se util iza e l Perfect Con tinuous. lie has been tJ�ing taee/1fle1 faw timestadey. He has tried to call her four times today. (Ha i n tentado l la m a r l a cuatro veces hay.)

::l

•

E s la fo rma verba l term i nada en - i ng, q u e fu nciona coma susta ntivo en Ios s i g u i e ntes casos: •

Coma com p l e m e nto di recto de a l g u nos verbos: conti nue, deny, detest, d isl i ke, enjoy, fi n ish, hate, l i ke, love, m iss, prefer, recommend, suggest, etc. I hate going to celebrity parties. (Od io ir a fiestas de fa mosos.)

•

•

Sin embargo, make, let y a l g u nos verbos de perce pci6n (hear, feel, see, etc.) va n seg ui dos de la fo rma base. The police didn 't let me approach the stage. (La poli cia no me dej6 acerca rme al escena rio.) VERBOS SEG U I DOS DE GERUNDIO Y D E I N F I N ITIVO

Ve rbos coma beg i n , forbid, i ntend, propose o start pueden ir seg u i dos de a m bas formas verbales sin q u e su sign ifica do va rie. I started to act I acting two years ago. (Em pece a actua r hace dos a ri as.)

Los verbos love, l i ke, prefer y hate pueden ir seg u idos tanto de gerundio coma de i nfi n itive, pero el matiz de su sign ificado va ria : •

I wouldn't mind being famous. (No me im porta ria ser fa mosa.) •

Se u t i l iza love I l i ke I hate I prefer + gerundio cua ndo e l sign ificado es genera l . / love watching TV. ( M e encanta ver la television.)

•

Detras de las preposiciones.

Detras de a l g u n as fo rmas verba les: be used to I get u sed to, ca n't help, ca n't sta nd, don't mind I wou l d n 't m i nd , feel l i ke, it's no u se, look foward to, spend (ti me) . etc.

Detras del co mpleme nto i n d i recto de verbos coma: advise, help, i nvite, persuade, teach, tel l , warn, etc. She persuaded me to join the cast. ( E I I a me conve nci6 para q u e me u n i ese a l re parto.)

We talked about hiring a bodyguard. (Habla mos de contrata r a u n g u a rda espa ldas.) •

Detras de a l g u nos adjetivos ( busy, ha ppy, ready, tired, w i l l i ng, etc.) y adverbios (slowly, fast, low, etc.). I am too tired to see a film tonight. (Estoy demasiado cansado para ver u n a pel icu la esta noch e.)

EL G E R U N D I O Y EL I N FI N ITIVO

EL G E R U N D I O

Detras de verbos co m a : agree, a ppear, choose, decide, hope, learn, plan, prom i se, refuse, seem, try, wa nt, wish, expect, manage, etc. He refused to talk about his private life. (Se neg6 a h a b l a r de su vida privada.)

Nota : Las expresiones tempora les usadas con el Perfect Con tinuous, ta n to en presente coma en pasa do, deben i nd ica r u n periodo, no u n mome n to concreto.

Coma sujeto, hablando de u n hecho con creto.

Se utiliza love I l i ke I hate I prefer + i nfi n itivo cuando se refi e re a u n a situaci6n o un tie m po e n particu l a r. I hate to tell you this, but I haven't got tickets for the show. (Od i o deci rte esto, pero no te ngo e n tra das para e l especta culo.)

En ca m bio, otros verbos n o sign ifica n lo mismo si l l evan detras un gerundio o un i nfi n itive : •

Coma sujeto de la oraci6n cuando se habla de acciones o h echos e n g e n e ra l .

forget + gerundio se em plea e n frases n egativas para i n dica r la i m posi bi l idad d e olvidar a l g a ocu rrido en e l pasa do. I 'll never forget meeting Angelina Jolie. ( N u nca olvidare haber conocido a A n g e l i n a Jol i e.)

Being a sports star is n o t easy. (Ser u n a estre l l a del deporte no es fa cil.) •

forget + infi n itivo s i g n ifica "olvi d a rse de hacer a l ga". I forgot to ask her about her last album. (Se me olvid6 pregu nta rle par su u ltimo disco.)

110

Grammar Appendix •

remember + gerundio sig n ifica "record a r a l g a q u e se h izo en el pasad o". I remember giving them their tickets. ( Recuerdo ha berles dado sus entradas.)

•

remember + i nfi n itivo sig n ifica "acorda rse de hacer a l go" en el fut u ro. Remember to take a picture of the singer before you go. ( Recuerda hacerle u n a fotog rafia al ca nta nte a ntes de i rte.)

•

regret + gerundio sign ifica " l a m entar haber hecho algo e n el pasado". He regrets marrying a celebrity. (Se a rrepie nte de haberse casado con u n a perso na fa m osa.)

•

regret + infi n itivo sig nifica " l a m e nta r l o que se va a decir a con t i n uaci6n". I regret to tell you tha t all the tickets have been sold. ( La m e nto deci rte q u e se h a n ven dido todas las en tradas.)

•

stop + gerundio s i g n ifica "dejar un ha bito". Amy stopped going to festivals last year. (Amy dej6 de i r a festiva les el a r'i o pasado.)

•

stop + infi n itivo sign ifica "dejar de hacer a l g a para hacer otra cosa ". Can we stop to have a coffee? (L Pod emos para r para to m a r un cafe?)

� VE R B COLLOCAT I O N S

Algu nos verbos va n seg u i d os de ciertas pala b ras q u e solo se asocian con e l los y forman expresiones d e n o m i nadas collocations. Son m uy h a bituales en el i n g les coloq u i a l y convi ene a p rend erse las de mem oria. Por eje m p l o : catch sight of (avista r, d ivisar) catch a bus (cog e r u n a utobus) catch someone 's eye (I la m a r la atenci6n de a l g u ien) take for granted (da r por sentado/a, asu m i r) take pride in (enorg u l l ecerse de) take by surprise (cog er por sorpresa) go bald (quedarse ca lvo/a) go missing (desapa recer, extravia rse) go mad (volverse loco/a)

� S U F IJOS

Los sufijos son term i naciones que se a r'i aden a a l g u nas pala bras para fo rmar otras n u evas. S U FIJOS PARA FORMAR SUSTANTIVOS

Algu nos de Ios mas u t i l izados para formar susta ntivos a partir de verbos son -ment, -tion I -sion y -er I -or. agree (acord a r) invite (i nvitar) conclude (co ncl u i r) run (correr) sail (n avega r)

agreement (acuerdo) invitation (i nvitaci6n) conclusion (concl usion) runner (corred or/a) sailor (marinero/a)

Ta mbien se fo rman susta ntivos a fia d iendo Ios sufijos -ity, -ship, -n ess, -ence I -a nce, -ian y -th a a l g u nos adjetivos, susta ntivos o verbos. personal (personal) friend (a m i go/a) happy (fel iz) obedien t (obed ie nte) annoy (mol esta r) music ( m usical strong (fue rte)

personality (perso n a l idad) friendship (am istad) happiness (fe l i cidad) obedience (obed iencia) annoyance (molestia) musician (musico/a) strength (fu e rza)

SU FIJOS PARA FORMAR ADJ ETIVOS

Los sufijos -ed e - i n g se a fi a d e n a Ios verbos para formar adjetivos. Los adjetivos term i n ados en -ed expresa n que la person a o cosa a la q u e se refiere experi m e nta un efecto concreto ; Ios term ina dos en -ing expresan q u e la perso na o cosa causa ese efecto. bore (a bu rrir)

bored ( [estar] a b u rrido/a) boring ( [ser] a b u rrido/a)

amaze (sorprender)

amazed ([estar] sorprendido/a) amazing ( [ser] sorpre n d e nte)

Los sufijos -ful y -l ess se a r'i aden a a l g u nos susta ntivos y ayu d a n a saber el s i g n ificado d e Ios adjetivos resu l ta n tes, ya que -ful sig n ifica "con" y - less "si n ". care (cuidado)

careful (cuidadoso/a) careless (descuidado/a)

Ta m bien se fo rman adjetivos a r'iadiendo Ios sufijos -ous, -al, -able I -ible, -ive y -ant I -ent. danger (pel ig ro) nation (naci6n) predict (predecir) reverse (inve rso) a ttract (atraer) resist (resistir) confide (confiar)

dangerous ( p e l i g roso/a) national (naciona I) predictable (predeci b l e) reversible (reve rsi ble) a ttractive (atractivo/a) resistant (resistente) confident (seg u ro de si)

111

2 . Going Green LOS MODALES Modal

Uses

Examples

can

a b i l ity

Most people can do something to protect the environment. (La mayoria de la gente puede I sabe hacer alga para proteger el med ia am biente.)

req u est

Can Ijoin your group? (,! Puedo u n i rm e a vuestro g ru po?)

suggestion

Teachers can encourage students to ride bikes to school. (Los profesores pueden a n i m a r a Ios estudia ntes a q u e vaya n en bici al co legio.)

poss i b i l ity

I can lend you my new electric car. (Puedo presta rte mi n u evo cache el ectri co.)

be able to

a b i l ity, possibi lity

I was able to install solar panels on the roof (Pude i nsta l a r pane les solares en el tejado.)

ca n't

i n a b i l ity

The mayor can 't (cannot) solve our pollu tion problem. (El a l ca lde no puede I sabe so l ucionar n u estro prob lema de conta m i naci6n.)

p roh ibition

You can 't throw plastic in this bin. (No puedes tira r plastico en este c u bo.)

d i sbelief

Tha t can 't be Bob 's car. He doesn 't drive. ( Ese no puede ser el cache de Bob. El no co n d u ce.)

� ···· •· ·

could Could you water my plan ts, please? (,! Pod rias regar m is p l a n tas, por favor?)

•····

may

I might

may �-· ..

shou Id

You could choose organic food next time. (Pod ias e l e g i r com i d a o rg a n i ca la prox i m a vez.)

possibil i ty

The weather forecast could be wrong. (El p ron6stico del tie m po podria ser e rr6neo.)

possi bil ity

Peter mightjoin Greenpeace. (Puede q u e Peter se u n a a G reen peace.)

pol ite req uest

May ! leave these plastic bottles here, please? (,!Puedo dejar estas bote l las de p l astico a q u i, por favor?)

I ought to ' advice, opin ion

We should I ought to keep the sea clean. (Deberiamos m a ntener el m a r l i m pio.)

need to

obl igation, n ecessity

I need to find out what the weather will be like tomorrow. (Te ngo q u e I N ecesito averi g u a r q u e tiempo hara m a ria na.)

have to

obl igation, n ecessity

We have to avoid using plastic products. (Te nemos q u e evi tar el uso de prod uctos de plastico.)

f···

112

polite suggestion

obl igation, strong necessity strong belief

Sa m must feel terrible after seeing all that plastic in the river. (Sa m debe d e sentirse fata l despues de ver todo ese pla stico en el rio.)

mustn't

prohibition

You mustn't waste water. (No debes desperd iciar el ag ua.)

don't have to

lack of obl igation I necessity

You don't have to worry about swimming h ere. This river is not polluted. (No tienes q u e preocu parte por n a d a r a q u i. Este rio no esta conta m i na do.)

need n't

lack of o b l i gation I necessity

You needn't wash the vegetables. They are clean. (No tienes q u e lava r las verd u ras. Esta n l i m pias.)

would

fo rmal req u est

shall

offer

Would you like some more water? (,! Ouieres mas a g u a ?)

offer, suggestion

Shall / help you with your environmental research? (,!Te ayu do con tu i nvestigaci6n medioambienta l ?)

Grammar Appendix FORMA

Los verbos modales: Son i nva riables, por l o q u e tienen u n a m isma forma para todas las personas y no se conj u g a n .

•

•

•

N o n ecesita n do I does para forma r la negativa n i l a inte rrogativa. Siem pre va n seg u i d os de un verbo e n la fo rma base.

Be able to, have to y need to n o comparten todas estas ca ra cteristicas, pero si a l g u n os de sus usos. us os can Expresa r h a b i l idad o ca pacidad. Hacer peticiones, dar y pedir perm iso. Hacer sugere ncias. l n d icar posi b i l idad.

•

•

•

•

be able to Ti ene e l m ismo sig n i ficado q u e can, pero como can solo puede e m plearse e n Present Simple, en el resto de tiem pos verba l es se usa be able to.

•

can't Expresa r fa lta de h a b i l idad o de ca pacidad. Expresa r p roh i bici6n. Expresar deducci6n n egativa o certeza de que a l g o es i m posible.

•

•

•

could Expresar h a b i l i d a d o ca pacidad en el pasado. Hacer peticiones mas educadas que con ca n. Hacer sug e rencias menos d i rectas que con can. l n d icar pos i b i l idad mas remota que con can.

•

•

•

•

may I might Expresar posi b i l idad de q u e ocu rra a l g o, mas rem ota en el caso de m i g ht. May ta m bien se util iza para d a r, pedir o denegar perm iso, o para hacer peticiones ed ucadas.

•

•

mustn't l n d i ca r pro h i bici6n.

•

don't have to Expresar ausencia de obl igaci6n y d e n ecesidad ("no tener q u e", "no tener por q u e").

•

would En i n te rrogativa, se u t i l iza para ped i r a a l g u ie n q u e haga a l go. Con l i ke, se usa pa ra hacer ofreci m ie ntos o i nvitacio n es.

•

•

shall En i nterrogativa, se u t i l iza para ofrecerse a hacer a l g o y para h a c e r u n a sugerencia.

•

::l PHRASAL VERBS Son verbos seg u idos de u n a o dos particu las (pre posiciones, adverbios o a m bos) con u n sign i ficado d i sti nto del que cada p a l a b ra tiene por separado. Pueden ser tra nsitivos o intra n si tivos : This song brings back some memories. (Esta ca nci6n me trae recu erd os.) I was late because my car broke down. (Liegue tarde porq u e se me estrope6 el coche.)

La m ayoria de Ios tra nsitivos perm iten i nterca l a r e l compleme nto d i recto en tre e l verbo y l a particula : s i es u n sustantivo puede i r e n medio o n o , pero si es u n p ro n o m b re debe coloca rse e ntre a m bos. I'm going to pick up my brother at the station. (Voy a recog e r a m i hermano a la estaci6 n.) I'm going to pick my brother up at the station. I'm going to pick him up at the station.

Sin e m bargo, a l g u nos tra nsi tivos, todos Ios i ntra n sitivos y Ios formados por dos particu las son i nsepa ra bles. He is looking for his sweets I them. (Esta bu sca ndo sus ca ra melos I busca ndolos.)

should I ought to Oar consejo y hacer reco mendacio nes. Ought to apenas se usa e n negativa n i en i nterrogativa. Should es el mas com u n de Ios dos.

Algu nos verbos pueden com b i n a rse con d i fe rentes particu las para formar d isti ntos phrasal verbs.

need to I needn't Need to se usa en a fi rmativa para expresa r obliga ci6n y n ecesidad, i g u a l que have to. Needn't i n d ica a usencia de obli gaci6n y n ecesi dad, igual q u e don't have to.

Ademas, m uchos p h rasal verbs tienen mas d e un s i g n i ficad o :

•

•

•

•

•

must I have to •

•

•

•

Expresa r obl igaci6n o n ecesi dad. Must solo se usa e n p resente y have to e n Ios demas tiem pos. Las personas de a utoridad e m p l e a n must, m i e n tras q u e la obligaci6n d e have to no es ta n fuerte. Must ta m b i e n se usa pa ra expresa r u n a conclusion 16g ica sobre u n hecho presente ("deber de", "tener q u e").

start out (em pezar) start over (vo lver a e m peza r) start up (montar ( u n negocio))

break down (estropea rse, averia rse ; echarse a l lo ra r ; d escomponerse) pick up (a prender, a d q u i ri r ; recoger; m ejorar, reponerse) bring up (cria r(se) ; pla ntear, saca r a co laci6n)

113

LOS MODALES PERFECTOS Modal

Perfect

m u st have may I might hav

: Uses

. Examples

Certa i nty that somet h i n g was true

a bout a past action or

I possi b i l ity that someth i n g was true

------- -

--J

He must have been upset when all his craps were destroyed. (Debe de haberse d isgustado cuando se estrope a ron todas sus cosechas.)

She may I might have forgotten to throw out the rubbish. (Puede q u e se h aya olvidado de tira r la basu ra.)

could have

Abi l ity to do someth i ng in the past which in the end was not done

H_e could have joined our protest. (El pod ia haberse u n ido a n u estra protesta.)

couldn't have

Certa i nty that someth ing d i d n ot h a p pen, d isbe l i ef

They couldn 't have predicted the tornado. it was sunny. (No pod ia n haber pred icho el tornado. Ha cia sol.)

would have

Desire to do someth i n g in the past w h ich in fact cou l d not be done

I would have gone to the demonstration, but I was very busy. (Habria ido a la m a n ifestacion, pero esta ba muy ocu pado.)

should I shouldn't I Criticism or reg ret after a n event ought to have needn 't have

An u n necessary past action

You shouldn't I should I ought to have warned me earlier. (No deberias I Debe rias ha berme avisa do a ntes.) You needn't have picked the children up. I was going to do it. (No ten ias por q ue recoger a I os n i nos. l ba a hacerlo yo.)

us os

::l SHOULD / HAD BETTER

must have + partici pio Expresa r una con c l u sion logica de u n hecho pasa do.

FORMA

•

may I might have + partici pio Hacer una su posicion de un hecho pasado. Expresar la posi b i l idad d e q u e a l g a fu e ra cierto.

•

•

could have + participio l nd ica r q u e se p u d o haber hecho a l g a e n e l pasado, pero q ue fi n a l mente no se h izo.

•

couldn 't have + partici pio Expresar la certeza de que alga no pudo haber ocurrido.

•

would have + partici pio l n d i ca r que se q u iso haber hecho alga e n e l pasado, pero no se p u d o debido a factores o circu nsta ncias extern as.

•

should I ought to have + partici pio Oueja rse d e l o q ue ocu rrio. La mentarse de que no se haya c u m p l i d o l o que se espera ba.

•

•

shouldn't have + partici pio Expresa r una opinion critica sabre u n hecho pasado, ind ica ndo que n o debe ria haber ocu rrido.

•

needn't have + participio l nd ica r que n o h a b ia necesidad d e hacer la que se h izo.

•

Afirmativa : sujeto + had better + verba principal en la forma base. Sign ifica " Es m ejor q u e " + un verba en presente de subj u ntivo. You had better [You'd better) use public transport. (Es m ejor q u e u ses el tran sporte publ ico.) Negativa : sujeto + had better not + verba pri ncipal en la forma base. We 'd better not buy that product. it's not environmen tally friendly. (Es m ejor q u e no com premos ese p roducto. No es eco logico.) l nterrogativa : no se suele usar. usos

Coma ya se ha vista, should se util iza para deci r la que se cree q u e se deberia hacer, d a r un con sejo o u n a recomendacion. H a d better ( o la contraccion ' d better) es otra fo rma muy coloq u i a l d e expresa r la m ismo. No obsta nte, had better tiene u n uso disti nto de should, ya que ta mbien se util iza para expresa r una adverte ncia. En este caso, se suele tra d u c i r por "Sera mejor que ... " o "Mas va l e q u e ... ". You'd better use energy-efficient light bulbs! ( i Sera m ejor q u e uses bombi l l as de bajo consu m o !) You'd better not throw tha t in the river! ( i Mas va l e q u e no ti res eso a l rio!)

Grammar Appendix

3 . O nline World LA VOZ PASIVA Tense

Active

Passive

Present Simple

Amazon sells books online.

Books are sold on line by Amazon.

Past Simple

Amazon sold books on line.

Books were sold on line by Amazon.

Future Simple

Amazon will sell books on line.

Books will be sold on line by Amazon.

Present Conti n uous

Amazon is selling books on line.

Books are being sold on line by Amazon.

Past Conti nuous

Amazon was selling books on line.

Books were being sold on line by Amazon.

Present Perfect Simple

Amazon has sold books on line.

Books have been sold on line by Amazon.

Past Perfect Simple

Amazon had sold books on line.

Books had been sold on line by Amazon.

Modals

Amazon should sell books on line.

Books should be sold on line by Amazon.

Modal Perfects

Amazon could have sold books on line.

Books could have been sold online by Amazon.

have to

Amazon has to sell books on line.

Books have to be sold on line by Amazon.

be going to

Amazon is going to sell books on line.

Books are going to be sold on line by Amazon. The technician (subject)

FORMA

Afirmativa : sujeto + to be + participio del verbo p ri ncipal. Negativa : sujeto + to be + not (o n't) + participio del verbo principa l .

Si la frase l l eva u n modal, u n verbo e n Future Simple o u n tie m po co mpu esto, se a ii a d e not (o n't) a l modal, a w i l l o a have I has.

The computer [subject)

•

by the technician. (object)

Se pone como sujeto el primer com p l e m e nto q u e haya detras del verbo e n activa, ya sea d i recto o ind i recto.

Cuando hay dos co m p l e m e ntos, l o mas frecuente en i n g l es es poner e l com p l e m e nto i n d i recto como sujeto.

Si en la preg u nta h a y u n modal, u n verbo en Future Simple o un tiempo compuesto, la frase pasiva comienza con el modal o el verbo auxiliar, igual que en la voz activa.

Paul will be given a computer.

Si el com p l e mento i n d i recto es un pronom b re objeto, se ca mbia a la forma de pronom bre sujeto.

Has the new video game already been launched? (zSe ha la nzado ya el n u evo vid eoj uego?)

We will give him a computer. He will be given a computer. •

Where will the new program be purchased? (z D6nde se co m p ra ra el n u evo prog ra m a ?)

Se pone el verbo to be en el m ismo t i e m po q u e tenia el verbo pri ncipal en la voz activa, y el verbo principal en participio. She is deleting my files. My files are being deleted. ( M i s a rch ivos esta n siendo bo rra dos.)

Who will be chosen as prime minister? (z Ouien sera elegido pri m e r m i n i stro?) CO M O PASAR U NA O RACI O N A PASIVA

Antes de saber cuales son Ios pasos que hay q u e seg u i r para pasa r u n a o raci6n de activa a pasiva, es i m portante record a r que la pasiva es mas frecuente en i n g l es q u e en caste l l a n o, por lo q u e se suele tra d ucir el verbo e n activa o en la forma i m perso n a l . El esq uema q u e se puede ver a co nti nua ci6n expl ica c6mo se pasa u n a o raci6n de fo rma activa a pasiva.

has been fixed

We will give a computer to Paul. A computer will be given to Paul. (Se le d a ra u n ordenador a Pa u l .)

lnterrogativa : to be + sujeto + participio del verbo principa l .

::l

the computer. (abject)

(El ordenador ha sido a rreg lado por e l tecnico.)

The computer mustn't be restarted yet. (El ordenador no se debe re i n iciar todavia.)

En las pregu ntas q u e l l eva n particula i nte rrogativa ta m b i e n se invierte el orden del verbo auxi l i a r y del sujeto, menos cuando la particu la hace de sujeto.

has fixed

Los mod a l es y be going to no ca m b i a n , pues es el verbo q u e Ios sig u e el q u e se pone e n pasiva. The teacher can use tutorials. Tu torials can be used by the teacher. (Los tutori a l es pueden ser uti l izados por el profesor.) •

Se col oca el sujeto de la activa al fi n a l , precedido de by. Hay q u e ca mbiarlo por su correspo n d i ente p ronom bre objeto si es uno personal. 115

us os •

•

Her new blog is said to be very successful. (Se d ice q u e su n u evo blog es u n exito.)

l n d icar q u e la acci6n es mas i m portante q u e el sujeto q u e la rea l iza, bien porq u e es poco re l eva nte, desco nocido o porq u e no se q u iere nombra r. Somebody bought the new device. The new device was bought. (El n u evo dispositive fue com prado.) Con verbos como say, th i n k, believe, know o report es posible util izar dos fo rmas de pasiva : - La primera es una constru cci 6n i m pe rso n a l con it + u n o de estos verbos en pasiva + u n a o raci6n con that + sujeto + verbo. Se traduce como una oraci6n i m personal, pero activa : "Se d ice I Se pie nsa I Se cree... " ; solo know se puede tra d ucir en pasiva. lt is said that you can google anybody. (Dicen I Se d i ce q u e se puede busca r en Goog l e a cu a l q u i e ra.) lt is known that some of the information on Wikipedia is not accurate. (Es sabido I Se sabe q u e pa rte de la i nformaci6n de W i k i pedia no es exacta .) - La segu nda se forma con el sujeto + uno de estos verbos en pasiva + infi n itive. Para traducir este tipo de pasiva tambien se recurre al pronombre "se" o se usa u n sujeto genera l como "todo el m u ndo", " l a gente", etc.

4.

•

El verbo consider so lo se puede u t i l izar en el seg u n d o tipo d e pa siva y tiene u n a tra d u cci6n l itera l : " s e r I esta r consi derad o". Her new blog is considered to be very successful. (Su n u evo blog esta co nsiderado un exito.)

� LOS VERBOS CAUSATIVOS:

SOMETHING + DONE

HAVE / GET +

Los verbos have I get + u n susta ntivo + participio exp resa n acciones que se encarg a n a a l g u i e n . Peter is going t o have I get his website updated. (Va n a actu a l izar la pagina web de Peter.) [lo h a ra otra persona] Esta estructura tiene un sentido pasivo, pues el susta ntivo que va en medio reci be la acci6n del verbo q u e va en particip io, pero se suele tra d u cir e n voz activa. My computer crashed, so I had it repaired yesterday. (Se me colg6 el ordenador, asi q u e lo h ice a rreg lar ayer.) A u n q u e a m bos se usan ind istinta m e nte, get es mas i n fo rmal y, por ta nto, mas com u n e n el i ng l es hablado. I got my computer repaired last week. (Me a rreg l a ro n I Arre g l e el o rdenador la semana pasada.)

S ense It

I EL ESTILO INDIRECTO Tense

Direct Speech

Reported Speech -

Present Simple

We eat tasty food.

She said that they ate tasty food.

Past Simple

We ate tasty food.

She said that they had eaten tasty food.

Future Sim ple

We will eat tasty food.

She said that they would eat tasty food.

Present Conti nuous

We are eating tasty food.

She said that they were eating tasty food.

Past Conti nuous

We were eating tasty food.

She said that they had been eating tasty food.

Present Perfect Simple

We have eaten tasty food.

She said tha t they had eaten tasty food.

Present Perfect Conti nuous

We have been eating tasty food.

She said that they had been eating tasty food.

Past Perfect Simple

We had eaten tasty food.

She said tha t they had eaten tasty food.

Past Perfect Conti nuous

We had been eating tasty food.

�------�

CAMBIOS EN LOS MODALES Direct Speech

- .... -..._ . _

She said tha t they had been eating tasty food.

--��----

, CAMBIOS EN OTRAS PALABRAS Y EXPRESIONES

Reported Speech

Direct Speech

Reported S peech

ca n

could

now

then

may

m ight

today

that day

ton i g ht

that n i g ht

yesterday

the previous day I the day before

must I have to will

must I had to wou ld

last week

the previous week I the week before

a month ago

the p revious month I the month before

tomorrow here

the fo l l owing day I the day after I the n ext day the fo l l owing week I the week after there

th is

that I th ose

next week

I these

G rammar Appendix El estilo i nd i recto se util iza para conta r lo q u e a l g u ie n ha d i cho s i n cita r exacta mente sus p a l a b ras.

REPORTED STATEMENTS Se puede conta r en presente lo q u e a l g u i e n acaba de decir, para lo cual basta con s u p ri m i r las com i l l as y cambiar el p ronom bre sujeto y la persona del verba. "I am hungry. " She says tha t she is hungry. (Dice q u e tiene h a m bre.)

Pero lo normal es que el verba que introd uce la su bordinada en estilo indirecto (normalmente say o tell) vaya en pasado. Entonces, el cambio mas im portante es que el verba de la subord i nada da u n salto atras (de Present Simple a Past Simple, de este a Past Perfect Simple, etc.). Ademas de s u p ri m i r las com i l l a s y ca m b i a r Ios tiem pos verba l es, ta mbien hay que hacer a l g u n os ca mbios en I os p ronom bres y en las expresiones d e tiempo y l u g a r. Los verbos mas co m u nes para i ntrod ucir el esti lo i n d i recto son say y tel l . Tel l siem pre l l eva un com p l e mento i nd i recto sin l a p re posici6n to. Say puede l l eva r co m p l e me nto i n d i recto o no, pero si l o l l eva debe i r con esa preposici6n. La o raci6n su bord i nada va i ntroducida par la conj u nci6n that, a u n q u e en i n g l es h a b l a d o se s u e l e o m i t i r. "The smell is strong, but pleasant, " he said. He told us (that) the smell was strong, but pleasant. He said [that) the smell was strong, but pleasant. He said to us (tha t) the smell was strong, but pleasant. (Nos dijo q u e el olor era fu e rte, pero a g rad a b le.)

Cuando la frase e n u ncia una verdad genera l , n o hay ca m b i o en Ios tiem pos verba l es.

REPORTED ORDERS Para pasa r u na o rden a est i l o i n d i recto, se cambia el i m perative par u n i nfi n itive. Antes d e l infi n i tive, se debe usar u n verba que exp rese m a n data, coma tel l u order, seg u i d o del complemento i n d i recto. Ta m b i e n se pueden usar Ios verbos ask o beg para exp resa r peti ciones, i nvite para hacer u n a i nvitaci6n o warn para advertir a a l g u i e n d e a l ga. "Stop staring at me, " the mother told her son. The mother ordered her son to stop staring at her. (La m a d re le o rden6 a su h ijo q u e d ej a ra d e m i ra rla fij a me nte.)

Cuando se trata de u n a o raci6n neg ativa, se pone not dela nte de to. "Don't tell anybody. " she begged us. She begged us not to tell anybody. (Nos s u p l ic6 q u e no se lo dijeramos a n a d i e.)

REPORTED SUGGESTIONS Primero se pone el suj eto y suggest o recommend e n pasado y, a co ntinuaci6n, se d i ce lo q u e se sugiere. Las sugerencias se pasa n a l esti lo i n d i recto d e dos formas: Usando u n a o raci6n d e co m p l e m ento d i recto introd ucida par that y seg u ida del suj eto y el verba e n la forma base. En este caso, la sugerencia s e refie re a otra u otra s perso nas.

•

"Take the shortcut. " he recommended. He recommended that we take the shortcut. (El recomend6 q u e cogieramos el atajo.) •

"Smells trigger memories, " he said. He said tha t smells trigger memories. (Dij o q u e Ios alares evocan recuerdos.)

REPORTED QUESTIONS Hay dos tipos de pregu ntas en i n g les: Las Yes I No q uestions son las que se pueden contesta r con u n "si" o u n " no". Para ponerlas e n estilo i n d i recto, se e m plea el verba ask y, a conti n u aci6n, if o whether. Coma la pregu nta d eja de serlo y se convierte e n u n a frase afi rmativa, no hay i nversion sujeto-verbo, n i signa de interrogaci6n, y ta mpoco co m i l las.

•

"Do you like chocolate?" they asked the girl. They asked the girl if I whether she liked chocolate. (Le preg u ntaron a la n i fi a si le g u staba el chocolate.) •

Las Wh- q uestions son las q u e comienzan con una particula i nterrogativa (what, who, where, when, why, whose, how, etc.). AI pasa rlas al est i l o i n d i recto, se pone dicha partic u l a + sujeto + verba, y se p rescinde del signa de i nterrog aci6n y de las com i l las. "What is your favourite flavour?" Frank asked. Frank asked what my favourite flavour was. (Fra n k preg u n t6 c u a l e ra m i sa bor preferido.)

Usando e l gerundio, sin especificar n i n g u n sujeto, ya q u e la person a q u e hace la sugerencia se i ncl uye e n ella. "Let's make chocolate biscuits!" s h e suggested. She suggested making chocolate biscuits. (El l a sug i ri 6 hacer g a l l etas de choco l a te.)

::l REPORTING VERBS Los verbos mas util izados para i ntrod uci r el est i l o i n d i recto s o n say, tel l y ask, q u e tra n s m iten el mensaje s i n a fi a d i r mas i nfo rmaci6n. Pero si se q u i e re com u nicar la i ntenci6n del habla nte o el tono q u e u s6, hay otros m u chos reporting verbs: Afi rmaciones: adm it, agree, annou nce, answer, a pologise, boast, claim, com p l a i n , decl are, deny, exp l a i n , inform, insist, mention, offer, prom i se, refuse, remind, reply, state Preg u ntas : enquire, req uest, want to know, wonder 6rdenes: demand, order, shout, warn S u p l i cas: beg Sugerencias: advise, i nvite, recommend, suggest Algu nos de estos verbos pueden ir seg u idos de i nfin itive o gerundio, a u nq u e tambien es posible u sa rlos seg u idos de la subord i nada. I n fi n itive : prom ise, agree, refuse, advise, rem i n d , etc. Emma promised to cook a mouth-watering stew. ( E m m a prometi6 coci n a r u n estofado q u e hace la boca ag ua.) Gerundio: deny, admit, etc. She admitted having a weakness for chocola te. (Ad miti6 tener debilidad por e l chocolate.)

•

•

•

•

•

•

•

117

5.

F amilies -- ,

LAS ORACIONES DE RELATIVO D E FI N I N G R ELATIVE CLAUSES Uses

Examples

who a n d that refer to peo p l e

She is the girl who I that len t me The Kite R u n n e r. la es la ch ica me Cometas en et The Kite R u n ne r is a book which / that I want to read. en et cielo es u n I i b ra

wh ich a nd that refer to objects whose refers to possession when and that refer to a moment i n time where refers to a particu l a r p l ace N O N - D E FI N I N G RE LATIVE CLAUSES

1- that can not replace who or which Uses

I

- --

Examples

-

-- -------�-

Son oraciones su bordinadas adjetivas introducidas por u n pronombre o u n adverbio rel ativo. Las hay de dos tipos: defi n ing (especificativa s) y non-defi n i n g (expl icativa s).

DEFINING RELATIVE CLAUSES Aportan i nfo rmaci6n esencial sabre su a ntecedente. Sin e l l a , la frase q u eda ria i nco m p l eta. •

•

•

•

Los p ronombres who (personas), wh ich (cosas) y that (personas y cosas) pueden o m i t i rse si n o hacen de sujeto de la o raci6n s u bord i n ada. Whose (posesi6n) n o se puede omitir n i sustitu i r por that. When (tiem po) puede omitirse si no hace de sujeto de la oraci6n su bord i nada, o sustitu i rse por that. Where ( l u g a r) no puede sustitu i rse por that y solo se o m ite en a l g u nas ocasiones.

+

Why (raz6n) puede omitirse o susti t u i rse por that.

+

Whom se usa detras de las p re posiciones, pero se suele omitir y se col oca la pre posici6n detras del verba. He is the person to whom you need to talk. He is the person you need to talk to. (El es l a perso na con la q ue tienes q u e h a b l a r.)

NON-DEFINING RELATIVE CLAUSES Aiiaden i nformaci6n sabre su a ntecedente y van en tre comas. Se forman con who, w h ich, when, where y whose, q u e no se pueden o m i t i r n i sustitu i r por that. My father, who is a self-cen tred man, lives in Paris. ( M i padre, q u e es u n egocentrico, vive en Pa ris.)

ns l

-

Baba, who is Amir's father, played soccer as a child. (Baba, q u e es el padre de Am i r, j u g a ba a l futbol d e n i ii o.)

+

l n d ica usos ad icion a l es a Ios prese ntados e n las ta b las.

� ESTRUCTU RAS FORMAL E I N FORMAL

Cuando e l re lativo va precedido d e una preposici6n, se sig u e u t i l izando which si el a ntecedente es una cosa ; pero si es u n a perso na, en l u g a r de who se e m plea whom. Este es un uso m uy fo rma l. Lo mas com u n en a m bos casos es poner l a preposici6n a l fi nal de la o raci6n de re lativo y o m i t i r el p ronombre. That's the point with which I agree. [Formal] That's the point (which) I agree with. [I nformal] (Ese es el p u n to con el que estoy de acuerdo.) Dad is the person to whom you have to talk. [Formal] Dad is the person (who) you have to talk to. [I nformal] (Papa es la persona con la que tienes que h a b l a r.)

Cuando el verba de la oraci6n de re lativo va seg u i d o de u n a preposici6n, s e puede u s a r e l relativo w h o y ma ntener la preposici6n despues del verba (i nformal), o se p u ede util izar whom e n vez d e who y poner l a preposici6n a ntes del prono m b re relativo (formal). His father was a bad-tempered man who was difficult to live with. [I nformal] His father was a bad-tempered man with whom it was difficult to live. [Formal] (Su padre e ra u n hombre m a l h u morado con el que era dificil convivi r.)

Grammar Appendix

A Go o d Buy

6.

I LAS ORACIONES CONDICIONALES -

Conditional clause

-- -

-

�

Result clause

Examples

Futu re S i m p l e

If you d o the shopping here, you 'll get great discoun ts. (Si haces las com p ras a q u i, obtendras m uy b u enos d escu entos.)

I m p e rative

Ask for the receipt if you want to be able to return the camera. (Pide e l recibo si q u i e res poder d evolver la ca m a ra.)

Mod a l + base form

If you buy a new house, you can rent out the old one. (Si com p ras u n a casa n u eva, puedes a l q u i l a r la vieja.)

-

-

FIRST CON DITIONAL

if

+ Present S i m p l e

u n less

--

SECO N D CO N D ITIONAL

----

--

- ---

would

if

+ base form

+ Past S i m ple u n less

cou l d I m ight

-

- ---

----- -

-- ---·-

If I had enough money. I would buy plane tickets to Australia. (Si tuviera suficiente d i n ero, com pra ria b i l l etes de avi6n a Austra l ia.)

You could I might afford to buy a new car if you won the lottery. ( Podrias perm itirte com pra r u n cache n u evo si ga n a ras la l oteria.)

TH I R D CON D ITIONAL If I had had the receipt, I would have returned this shirt. + past pa rtici p l e . (Si hu biera tenido el reci bo, hab ria d evuelto esta ca m isa.) I could I might have afforded it if my salary had been better. cou ld have I (Podria habermelo perm itido si mi sueldo h u b i e ra sido m ejor.) m ight have wou l d have

if

+ Past Perfect

Son o raciones com p u estas por u n a p roposici6n subord i nada que expresa la co ndici6n (conditional clause) y u n a principal que i n d i ca e l resultado (result cla use). N o i m porta e l o rden e n q u e se col oq uen las proposiciones pero, si l a condici6n va p ri m e ro, se suele poner u n a coma e ntre a m bas. If it rains, the roads get wet. (Si l l u eve, las ca rreteras se m oja n .) The roads get wet if it rains. (Las ca rreteras se m oj a n si l l u eve.) E L P R I M E R CO N D I CI O NAL

Se usa if + Presen t Simple e n l a con d i ci6n y Future Simple, u n verbo modal o el i m perativo en el resu l tado. Expresa q u e ocu rri ra si se cu m p l e l a condici6n sena lada. You can 't go shopping if you don't finish your food. (No p u edes i r de com pras si no term i nas la com ida.) If you want to exchange it, bring the receipt. (Si q u i e res ca m b i a rlo, trae el recibo.)

Para expresar q u e a l g o ocu rri ra o no si n o se cu m p l e la con d ici6n, la pro posici6n es i ntrod ucida p o r l a conj u nci6n u n less, q u e eq u iva l e a if n o t ("a no s e r q ue", "a m en os q u e"). Unless I find a sales assistan t, I won't open the shop. If I don't find a sales assistant, I won't open the shop. (A no ser q u e encue ntre I Si no encue ntro u n d e pendie nte, n o a brire l a tienda.)

U n less se usa con basta nte asiduidad e n e l primer condicional, pero es menos frecuente e n e l seg u n d o con d icional y n u nca s e e m plea e n el tercero. EL S E G U N D O C O N D I C I O NAL

Se usa if + Past Simple e n l a cond ici6n y would + el verbo en la forma base en el resultado. Expresa co nd iciones hipoteticas referidas al presen te, es decir, q u e es poco probable q u e ocurra n . H e wouldn't buy a B M W unless he h a d enough money. (El n o com praria un B M W a n o ser q u e tuviera suficie nte d i nero.)

Si e l verbo de l a condici6n es to be, se suele utilizar were e n todas las personas del s i n g u l a r y del p l u ra l . I f tha t camera weren't s o expensive, I would buy it. (Si esa ca m a ra n o fue ra ta n ca ra, la com p ra ria.)

Para dar consejos se e m plea la for m u l a if I were. If I were you, I would get the ones tha t are on sale. (Yo, en tu l u g a r, com pra ria las q u e esta n rebajadas.)

En l u g a r de would, tambien se pueden usar Ios m od a l es could o might en el resu l tado, pero a mbos i ndican q u e la proba b i l idad de q u e se c u m p l a l a h i p6tesis e s a u n menor. E q u iva l e n a l verbo "poder" e n condicional o a las expresiones "ta l vez" o "qu izas" + con d iciona l . I f this brand weren't s o expensive, I might buy more of their products. (Si esta ma rca n o fu era ta n ca ra, ta l vez com p ra ria mas p rodu ctos suyos.)

J ug

EL TERCER CO N D I CIONAL

::l O RACI O N ES TEM PORALES

Se forma con if + Past Perfect e n l a condici6n y would have + partici pio en el resu ltado. En este caso la co ndici6n es tota l m en te i m posi ble, pues se refi e re al pasado y ya n o puede rea l iza rse.

Las referidas al fut u ro se forman coma las o raciones del primer cond iciona l : Present Simple e n la su bord i nada y Future Simple en la p ri n cipal. Lo q u e ca m b i a n son las conj u nciones, q u e e n este caso son as soon as, by the time, the moment (that) . until, when, etc.

I would have bought a Mac if I had had money. (Habria comprado u n Mac si h u b i e ra te n ido d i n e ro.)

I'll be happier as soon as you stop spending so much money. (Esta re mas contento e n cua n to d ejes de gastar ta n to d i ne ro.)

En vez de would have + pa rtici pio, e n el resu ltado ta m bien se puede e m p l e a r could have o m i g ht have + pa rtici pio. If we had kept the receipt, we might I could have returned the jacket. (Si h u biera m os g u a rdado el reci bo, podriamos haber d evuelto l a cazadora.)

I won't stop looking until / find that CD. (No para re d e busca r h asta encontra r ese CD.)

LAS ORACIONES DESIDERATIVAS Form

wish I if only + Past S i m ple

Examples

Uses

---- --Refers to a p resent situation that the He wishes he had time to go shopping. (Le g usta ria tener tiem po para ir d e co m p ras.) speaker is u n h a p py about If only I had an MP4 player. (Me g u staria te ner I Oja l a tuvi e ra u n M P4.)

wish I if only

+

Past Perfect

Expresses reg ret a bout a past action or situation

I wish I had bought the blue ones. (Ojala h u b i e ra co m p rado Ios azul es.) If only he had sold the house sooner. (Si a l menos I Ojala h u biera ven d i d o la casa a ntes.)

wish I if o n ly + cou l d I would + base form

Expresses a desire for somet h i n g to ha ppen in the fut u re

I wish I could go to the shopping cen tre. (Oj a l a p u d ie ra i r a l centra com e rci a l .) If only the sales-assistant would help me. (Oj a l a me ayude el dependiente.)

Las oraciones desiderativas expresa n u n d eseo. Se pueden formar d e dos m a n e ra s : con e l verba wish o con la expresi6n if on ly. Wish s i g n ifica "desea r", pero en las oraciones de este tipo e q u iva le a "desearia" o " m e g u staria". Cuando e l sujeto es I, se puede tra d ucir por "Ojala". Va seg u i d o de u n a o raci6n su bord i nada i ntrod ucida por la conj u n ci6n that, a u nq u e esta se suele omitir. If o n ly tiene el m ismo sign ificado y se puede trad ucir por "Oj a l a " (sea cual sea e l sujeto) o "Si a l men os". Va seg u i d o de u n a o raci6n s u bo rd i nada sin la conj u nci6n that.

Ta nto wish coma if o n ly se pueden usar con va rios t i e m pos verba les: •

Past Simple: se refi ere a situaciones presentes q u e se q u isiera n ca m b i a r o mejorar. I wish I If only I had a betterjob. (Oj a l a I Si a l menos tuviera u n trabajo m ejor.)

Si e l verba q u e va e n Past Simple es to be, hay q u e usar were e n tod as las personas. I wish I If only it were that simple! ( i Oja l a fuera ta n senci l l o !)

1 20 1

•

Past Perfect: se refie re a h echos pasados, lam entando q u e ya no tienen remedio. Do you wish you had bought it sooner? (LTe g u staria haberlo com prado a ntes?)

•

Cou ld o would + un verba en la forma base : se refi e re a l futu ro, expresa ndo la esperanza de q u e ocu rra l o que se desea. I wish I If only I could afford it. (Oj a l a m e lo pudiera perm itir.)

Si e l sujeto de wish y e l del verba e n l a forma base son d iferentes, se u sa would. Ademas, si e l sujeto es I o we, se suele usar could. I wish I If only our sales would improve. (Si al m e nos mejorasen n u estras ventas.) I wish I If only we could go together. (Oj a l a I Si a l menos p u d i esemos i r j u n tas.)

PRONUNCIATION PRACTICE A l l t h e e x e rcises i n t h i s sect i o n a re recorded o n t h e Cl ass Aud i o C D s .

SEMI-VOWELS AND SEMI-CONSONANTS /w/ /j/

Unit 1 PHONETIC ALPHABET 1 . Listen and repeat the sounds and words i n the pronunciation key below. r

n:

far, past

'"'

cat, band

aI

kite, fi ve

au

mouse, town

e

bed, head

Cl

play, page

C .:J

chair, bear

Ill

mouse

i n, tip

11

nose

me, tea

p

1:

father

�J

girl

J

yes

h k

hat king long

pi nk

happy

r

red

s

seven

1 . Listen and repeat the pai rs of words below. Is the letter in colour pronounced the same way in each word pair? 2 . year - stay 1 . work - crew 2. Listen to the sentences below.

When is the letter 'w' not pronounced /w/? When is the letter 'y' not pronounced /j/? listen again and repeat. 1 . The world needs to use renewable energy. 2 . Are yo u wi ll ing to change your fam i ly's att i t ude to recycling? 3 . Can hybrid cars cut down the amount of petrol we use? T h e l etter ' w ' is u su a l ly n ot

p ro n o u n ce d

/w/

w h e n it a p p e a rs i n t h e m i d d l e of

the word. The l etter 'y' i s u su a l ly n o t p ro n o u n ce d

I .:I

near, deer

J)

not, stop

,)()

phone, boat

\'

very

door, four

\1'

wi ndow

;)]

toy. enjoy

I

zebra shop

3. Copy the words into your notebook.

television

Underline the syllable in each one that you think is stressed. Then listen and check. 5 . pol · l u ·tion 1 . de·vote 6 . l it·ter 2 . nig ht·mare 7 . i n·ha·bit 3 . a•void 8. re•new·a·ble 4. ha rm.ful

.):

-

Unit 2

tall

u

foot, good

u:

food, you

3

() .)

pure, cure

J:

word, heard

�)

,\

but, cup

.:J

afraid, mother

b

bed

d

door

tf

si ng chi ldren

()

think

0

the

d3

job

/j/ w h e n

i t a p pea rs a t t h e e n d of a w o r d .

WORD STRESS

S u ffixes a n d p refixes a re n 't u s u a l ly

2. Listen and choose the correct phonetic symbol

stresse d . M ost two-syl l a b l e n o u n s a n d a dj ectives

from the chart above for the sounds in colour below. Then listen again and repeat. 5 . wi l l i ng 1 . stra ight 6 . crew 2 . trend 7 . emerge 3 . catch 8 . infatuation 4 . go

a re stressed on the fi rst syl l a b l e .

3. Read the following phonetic symbols and

write the words in your notebook. Then listen and check your answers. 1 . l au t ' rerd3;:>sl 4. l 'wel0i/ 5 . l ' :xt;:>grcef/ 2 . I drarvI 3 . l 'e;:>resl

6. l pAb'hs;:>ti/

Unit 3

DIPHTHONGS (1) 1. Listen to the words below, paying attention to the vowel sounds in colour. Then listen again and repeat. 1. /er/ ava i l a b l e ; updated

2 . /;:>u/ cl ose- u p ; dow n l oa d

3 . /a1/ ti dy; d evi ce

4 . /JI/

overjoyed ; bo i l

121

2. Choose the word that does not contain the

sound shown by the phonetic symbol. listen and check your answers.

2.

I er/ play wait ape neig hbour said I 'du/ choke snow toad to toe

3.

/ar/ shy lie a i r kite sigh

1.

each sentence? That's exactly what I t h i n k I 2 . You ea n 't be serious ! 3 . H ow can you say that? 4. That's not the way I see it 5. I know what you mea n .

4

DIPHTHONGS (2)

W e u s u a l ly stress t h e words w i t h t h e m ost i m po rta n t i nfo r m a t i o n i n t h e s e n te n ce.

1 . Listen to the words below, paying attention to the vowel sounds in colour. Then listen again and repeat. 1 . laul south; down 2 . /r'dl wei rd; deer 3. le'dl stare; cha i r 4 . lu'dl tou r; cu re 2. Look at the sentences below. Write the

1. 2. 3.

3. listen and repeat. Which words are stressed i n 1.

4. hr / boy r u i n voice toi l oyster

Unit

SENTENCE STRESS

phonetic symbol for each vowel sound in colour. Then listen and repeat. This beer is dark brown . There's a mouth-watering smell i n the a i r. Don't stare at that poor m a n .

Unit 6 DIFFICULT CONSONANT SOUNDS 1. Listen and choose the correct phonetic symbol that you hear at the beginning of each word. 1 . f I tf 4. e I o b 2. V I 5 . d3 I tf 3.

rlw

6.

jlh

TRIPHTHONGS 2. Listen to the words below, paying attention

PHRASAL VERBS - STRESS 1.

3 . Listen and repeat. 1 . set off 2.

2.

start out 4. bring back 3.

start over

3.

W h e n we p ro n o u n ce p h ra sa l ve rbs, we u s u a l ly stress the seco n d word (the pa rt i c l e) .

3 . Listen and choose the word you hear. 1. 2. 3.

Unit 5 THE LETTER

'o'

1 . Listen and repeat.

/n/

I A/

hu/

/u:/

h/

nod

something

open

lose

op i n i on

2. Complete the table above with the following

words. Then listen and check your answers. overheard • construction • brother who • crops • on ion • lottery to • impol ite

•

odour

to the vowel sounds in colour. Then listen again and repeat. lar'dl bonfi re lau'dl tower ler'dl player

flour I flier layer I lower power I pyre

GL O S SARY

-

oneself in: enfrasca rse e n ,

ensim ismarse con)

a breath of fresh a i r /;:} bre8 ;:}\' fref 'e;c)/ un soplo de

a i re fresco a drop in the ocean j;) drop

rn

O;:} ';)ufnl u n a gota en

el ocea no access ( n ) / ' <ekses/ acceso access (v) / '<ekses/ acceder acco m p l i s h j ;c) ' b m pliJ/ lograr, llevar a cabo accu rate / ' <ekj;:}r;:}t/ exacto/a, preciso/a accuse of j ;c) ' kju:z ;:}\'/ acusar de affa i rs j ;c) ' fe;c)z/ asu ntos affluent / '<eflu;:} n t/ a d i nerado/a, rico/a afford j ;c) ' b:d/ permiti rse

causar furor

b u rg l a r / 'bJ:gl;:}/ ladr6 n/ona b u ry / 'beri/ enterrar (

A

(be) a l l the rage

bri n g up /brr!J ·.,p/ criar(se); pla ntear, sacar a colaci6n brother- i n - l a w / ' brAo;:}m b:/ cunado

1 ( bi : )

J:l O;:} 're1d3/ ser el u ltimo grito,

a m azement j ;c) ' m eizm;c)nt/ asombro, sorpresa a m o u nt j ;c) ' maunt/ cantidad a p pearance j;c)'pi ;:}r;:}ns/ aparici6n; aspecto a p p l y for j ;c) ' plai [;)/ solicitar, pedir a p p l y to j ;c) ' plai t;:}/ echar una sol icitud, solicitar a p p roach j ;c) ' pr;:}ud; hablar con, d i r i g i rse a; acercarse a a rrive at j ;c) ' rarv ;:}t/ l legar a a r rive i n j ;c) ' raiv m/ l legar a a utograph / ' :x t;:}gr<ef/ aut6g rafo ava i l a b l e j ;c) 'verl ;:}bl/ d isponible avoid j ;:} \'::Jid/ evitar, e l u d i r awf u l / ' J:fl/ horrible, terri ble

B b a l a nce / ' b<el;:}ns/ m antener el e q u i l i brio ba n /b<en/ proh i b i r barg a i n / ' ba:g;:}n/ ganga be l ly / ' beli/ barriga bel o n g i n gs /br'lo!J I !Jz/ pertenencias benefit / 'bemfit/ beneficia, ventaja

c

carbon d i ox i d e / ka:b;:}un dar'oksa1d/ d i6xido de

carbo n o carbon foot p r i n t / ka:b;:}un ' futpnnt/ h u e l la de

carbono ca rry / ' k<eri/ tener (en stock); vender catch a b u s / k<etf d 'bAs/ eager u n autobus catch a cold / k<etf

d

'kduld

I coger u n resfriado,

resfria rse catch f i re / k<etf 'far;)/ prenderse fuego, i ncen d i a rse

catch o n e's breath / k<etf wAnz 'bre8/ recobrar el

a l i e nto catch sight of / k<etf 'sait ;:}v/ avistar, d ivisa r, ver catch someone's eye /k<etf sAmwAnz 'a1/ l l a m a r la

atenci6n de a l g u ien c h a rg e a l a ptop ; da:d3 ;) 'l<eptop/ cargar u n

o rdenador portatil c h a rg e a m o b i l e phone / da:d3 ;) m;:}ubaii 'f;c)un/

cargar un telefono m6vil chase / tf eis/ perseg u i r cheer / tji;:}/ aclamar, vitorear c l ose-up / ' kl;c)us.,p/ (en) primer piano come round j k,,m 'raund/ pasar, acercarse come to / ' kAm t;:}/ ascender a, sumar c o m m o n sense / kmn;:}n 'sens/ sentido com u n co m p l a i n a bout / k;c) m ' plem ;:}baut/ quejarse de,

reclamar por com p l a i n of / b m 'plem ;)V/ quejarse de consist of / k;c)n 'SISt ;:}v/ constar de, consistir en construct / b n 'strAkt/ construir constructi o n / k;:}n 'stL\kfn/ construcci6n constructive /k;:}n 'strAktl\'/ constructivo/a consumerism / k;c)n 'sju:m;:}nz;:}m/ consu m ismo contractor / kdn ' tr<ekt;:}/ contratista cont roversi a l / kon tr;c)'VJ:fl/ controvertido/a, polemico/a

bitter / 'bit;)/ a margo/a

co u s i n / ' kAzn/ primo/a

b l e a k / bli:k/ crudo/a, depri mente

crash / kr<ef/ bloquearse, colgarse ( u n ordenador)

b l u r / b b:/ desd i b ujar, hacer borroso/a

crawl / kr:>:l/ gatear; ava nzar lentamente

bodyg u a rd / 'bodiga:d/ g u a rdaespa ldas

creak / kri:k/ cruj i r

bond /bond/ lazo, vincu l o

crew / kru:/ equ i po, cuadrilla

bonfire / 'bonfai;:}/ hoguera

c r o p / krop/ cu ltivo, cosecha

bottle / t;:} 'bot!/ em botellar brand /br<end/ marca break down /bre1 k 'daun/ estropearse, averiarse;

echarse a l lorar; descomponerse break up /breik ·.,p/ separarse, rom per b r i g ht /brait/ vivo/a b r i n g a l o n g / bn!J ;c)'ln!J/ traerse, traer consigo; l l evarse,

llevar consigo bring back /bn!J 'b<ek/ traer a la memoria, recordar

crowd / kraud/ muchedumbre, m u ltitud c u rrently / 'k.\r;:}ntli/ actua l mente, en la actua l i dad cut down / kA t 'dau n / red ucir, recortar

D deafe n i n g / 'defni!J/ ensordecedor/a d e bris / 'debri:/ restos d e bt

I det/ deuda 1 23

" Glossary d e l ete

I dr' li:t/ borra r, e l i m i na r

f i l e / fail/ a rch ivo

d e l i g htfu l / dr ' l aJtfl/ encantador/a

firm /fJ:m/ compa n fa, firma

deny / dr ' n ai / negar

flavo u r / ' flerv;:J/ sabor

depend o n destroy device devote

I d1'pend

on/ depender de; con tar con

I dr'stnr/ destr u i r

f l ee / fli:/ h u i r, fugarse fl eet /fli:t/ flota

I dr'vars/ dispositive, aparato I dr'v;:Jut/ ded ica r(se)

flush /fl AJ/ t i ra r de la cadena folder / ' f;:Ju)d;:J/ carpeta

d i e of / ' dar ;:Jv/ morir de

foo l /fu:l/ enganar

d i m / drm/ aten uarse, a paga rse

forester / ' fonst;:J/ g uarda bosques

d i scount / 'drskaunt/ descuento, rebaja

forward a n attachme ntjbw;:Jd <en ;:J ' t<etfm;:Jnt/

d i sg racef u l /dis'greisfl/ vergonzoso/a d i sg usti ng / drs'gAstiiJ/ desagradable d o b u s i n ess with / du: 'bizn;:Js w1o/ hacer negocios I

negociar con d o m o re harm than good

I du:

m::>: ' ha:m o;:Jn gud/

ser pear el remedio que la enfermedad d o o n e's best

I du: wAnz

'best/ hacer todo l a posible

d o o n e's d uty / du: w,\nz 'dju:ti / c u m p l i r con el deber d o someone a favo u r / du: sAmwAn d 'feiv;:J/ hacer un

favor a a l guien d o the s h o p p i n g

I d u : o ;:J

'fopiiJ/ hacer la compra

down to earth /daun t;:J '3:8/ practico/a, realista, con

Ios pies en la tierra down l oad a f i l m /daun'l;:Jud d film/ descarga r(se) una

pelfcula down l oa d a song / daun'l;:Jud d SDI)/ descargar(se) una

canci6n d rive

(re)enviar un documento adju nto

forward an e m a i l /b:w;:Jd <en 'i:merl/ (re)enviar u n

correo electr6n ico free of c h a rg e / fri: ;:Jv 'tfa:d3/ g ratis, g ratu ito/a free t r i a l /fri: 'trar;:Jl/ muestra gratuita frustrate

I frA'strert/ frustrar(se)

frustrated

I frA 'strei nd/ frustrado/a

frustrati n g

I frA 'streitiiJ/ frustrante

frustration /frA'strerfn/ frustraci6n fuel / ' fju:;:Jl/ com busti ble f u l l - l ength fi l m / fulleiJ8 'film/ largometraje

G gadget / 'g<ed3rt/ art i l ugio, ch isme, aparato gear / gr;:J/ equi po; ropa get a l o n g

I dra1vI empuje, d i n a m ismo

I get

;:J' lDIJ/ l levarse bien

get r i d of /get 'nd DV/ l i bra rse I deshacerse de get to / ' get tu:/ tener la oportu n idad de

E

g i ve out / g1v 'aut/ agotarse, acabarse; reparti r, distri b u i r

e m it / i 'mrt/ emitir, desped i r

g o a b road

e n d l ess / 'endl;:Js/ infin ito/a

go bald

enga ged / m ' ge1d3d/ prometido/a

go b l i n d / g;:Ju 'blamd/ quedarse ciego/a

enter your a g e / 'e n t;:J

go i n one ear a n d out the other /g;:Ju m wAn

enter your password

jJ:

erd3/ i ntrod u c i r tu edad

I en t;:J jJ:

'pa:swJ:d/ i ntrod ucir tu

contrasena enterta i n ment / e n t;:J ' temm;:Jn t/ entreten i m iento,

espectaculo

I g ;:J u

I g;:Ju

;:J'bo:d/ i rse a l extranjero

'b:):ld/ quedarse calvo/a

go m a d

I g;:Ju

'm<ed/ volverse loco/a

g o out of b u s i n ess

e n v i ro n menta l ly friendly / m varr;:J nment;:Jli 'fre n d l i/

g o strong

envision /m'v13n/ prever, i ma g i n a rse eventu a l ly / I'ventf u;:Jli/ final mente, al final exch a n ge excited

I 1ks'tfemd3/ (i nter)ca mbiar

I Ik'saitid/ entusiasmado/a

exh i b it / Ig 'zibit/ exposici6n expose / Ik'sp;:Juz/ exponer, poner a l descubierto

I gdu

aut ov 'bizn;:Js/ quebrar

'stroiJ/ ir viento en papa, marcha r bien

g o wild / g;:Ju 'waild/ enloquecer, ponerse coma loco/a;

desmadrarse goal

I g;:Jul/ m eta, objetivo

goog l e / ' gu:gl/ buscar en Google g ratef u l / 'gre�tfl/ a g radecido/a g reat-gra ndfather

I gren'gr<enfa:o;:J/ bisabuelo

g reen h o use effect / 'gri: n h aus rfekt/ efecto

i nvernadero

I gri:nh aus

'g<es/ gas i nvernadero

g row a p a rt / gr;:Ju ;:J ' pa:t/ distanciarse

fa i nt / fe m t/ d e b i l , a penas perceptible f a k e / feik/ fingir fa s h i o n a b l e / ' f<efn;:Jbl/ a la moda, elega nte fence

I gdu

g reen h o use gas

F

I fen s/ va l la, cerea

;:Jnd

g o m i ss i n g / g;:Ju 'mrsiiJ/ desaparecer, extraviarse

environmental i st / mvair;:Jn'ment;:Jl!st/ ecologista

ecol6g ico/a, respetuoso/a con el media ambiente

I;:)

aut O;:J 'Ao;:J/ entrar por u n ofdo y sal i r por el otro

g row out of

I gr;:Ju

'aut m'/ quedarse pequeno/a

H

h a lfway / h a:fwer/ a medio cam i no

fiancee /fi'Dnser/ prometida

h a rmfu l / ' ha:mfl/ pernicioso/a, d a n i no/a

fight back / fan 'b<ek/ defenderse, contraatacar

harm less / 'ha:ml;:Js/ i n ofensivo/a

G lossary hassle / ' h<esl/ fastidio, molestia

m a k e a m i stake / meik d m i ' steik/ equ ivocarse

hear a bo ut / ' h id dbaut/ enterarse de

m a ke a m o u nta i n out of a m o l e h i l l / m ei k m·

hear from / ' h id frd m / saber I tener noticias de

'mauntdn aut

hear of / ' h i d 1w/ oir hablar I saber de

g rano de arena

h e i ress / ' edres/ heredera

J

d m dul h i i / hacer u n a montana de u n

m a ke a state m e n t / m eik

;>

'steitmdi1l/ prestar I hacer

una declaraci6n m a ke an effort / m eik dl1 'efdt/ hacer u n esfuerzo

I

m a ke an excuse / m eik .:�n 1k' skju:s/ dar I poner u n a

i d o l / 'cudl/ idolo

excusa, buscar u n pretexto

i m p ressive / J m 'presl\/ i m presiona nte (be) in the spotl i g h t

I ( bi : )

1 1 1 Od 'spodart/ estar en el

pu nto de m i ra, ser el centra de atenci6n i nfatuation / mf<etfu'e1fn/ encapricha m iento i n gest / m 'd3est/ ingerir i n h a b i t / m ' h <e b i t/ habitar, vivir en i n he ri t / m ' h ent/ hereda r i ns ist on / m 's1st on/ insistir en i nsta nt / ' mstdnt/ instanta neo/a , i n med iato/a i nterest (n) / ' m trdst/ i nteres i nte rest (v) i nte rested

I 'm trdst/ i nteresar(se) I' m tr;)st J d / i nteresado/a

i nterest i n g / ' mtr;)Sti!J/ i nteresante

1

m a ke friends

1 me1k

'frendz/ hacer amigos/as

m a ke (on e's) way / me1k wAnz 'wei/ abrirse ca m i n o make waves / meik 'we1vz/ agitar las aguas, crear

problemas m a n a g e / ' m ;:emd3/ d i rig i r, gestionar m a n a g e a b l e / ' m <en icl3dbl/ controlable, ma nejable management / ' m<e nicl3 m d n t/ d i recci6n, gesti6n manager / ' m<emcl3d/ d i rector/a, gerente m a r riage / ' m <encl3/ matri monio m a rried / ' m<erid/ casado/a m a rry / ' m<eri/ casar(se) m a rve l l o u s / ' ma:vdlds/ maravi l l oso/a mass m e d i a / m <es ' m i:chd/ med ios de com u n icaci6n de

masas measurement / ' me3dllldnt/ medida

j e a l o u s / ' d3elds/ celoso/a

merch a n d ise / ' mJ:tf dnciais/ mercancfa(s)

j e l lyfish / 'd3elifif/ medusa

m i sera b l e / ' m izrdbl / triste, i nfeliz

K

mood / mu:cl/ h umor

keep in touch / ki:p 111 'tAtf/ mantener el contacto

mouth-wate r i n g / ' m auew:xtnl)/ del icioso/a, que hace

monk sea l / ' m,\l)k si:l/ foca monje

(be in the

-

for: tener ganas de)

la boca agua

L lack ( n ) / l<ek/ escasez, falta lack (v) /l<ek/ carecer l a ndfi l l / ' l <en dfii/ vertedero l a u n ch / b: n tf ; la nzar l avish / ' l<evif/ l ujoso/a, fastuoso/a l e a n o n / ' l i : n on/ apoyarse en l e a n out / ' li:n aut/ asomarse l i ce n ce p l ate / 'laisns pleit/ placa, matricula l itter / 'htd/ basu ra

nag / n <eg/ fastid i a r I dar la lata a nasty / ' na:sti/ desagradable nay / n ei/ no nephew /'nefju:/ sobrino n i ece / n i:s/ sobrina n i g ht m a re / ' nanmed/ pesa d i l l a n o d / n od/ asent i r c o n la cabeza nothing to do with /nA8Il) td 'du: w1o/ nada que ver con (be) notorious (for)

l ive u p to / hv 'Ap Ld/ estar a la a ltu ra de; vivir de

acuerdo con, c u m p l i r l og onto / log 'ontd/ entrar, a b r i r la sesi6n logg i ng / ' l ogq)/ explotaci6n forestal l oo k up to / l uk 'Ap tu:/ a d m i ra r I respetar a l ose / l u:z/ perder

I (bi:)

ndu't:xrids ( fd) I ser conocido/a

(por), tener fama (de)

0 o d o u r / ' ducld/ olor offensive /d'fensiv/ ofensivo/a on sa l e

l oss / I os/ perd ida

1 on

'sed/ rebajado/a, con descuento

o n l i ne / o n ' l a m / en lfnea

lost / l ost/ perdido/a l u x u r i o u s / I A g ' 3udrids/ l ujoso/a

o n ly c h i l d / 'dunli tfaiid/ h ij o/a u n ico/a out of bounds / aut

DY

'baunclz/ zona p ro h i b i da

outfit / 'au tfn/ equipar

M

outlet / ' autlet/ outlet

m a k e a dea l / meik ,) 'di:l/ hacer u n trato m a k e a l iv i n g / me1 k

N

J

' I Ivi!J/ ganarse la vida

outrageous / aut' reicl3ds/ escandaloso/a ove rhear /dUVd ' h id/ oir (por casual idad)

•

G lossary overjoyed /;}U\';) 'cl3::>Icl/ contentfsimo/a, l leno/a de alegrfa overpriced / ;}UV;)' praist/ excesivamente caro/a overwh e l med / ;}UV;} 'welmcl/ a bru mado/a

p

R raise /reiz/ criar

p a l e / peii/ cla ro/a, p a l i do/a

raw mate r i a l / r::>: m J ' ti;}ri;}]/ materia prima

passer-by / pa:s;)'bai/ transeu nte

ready- made / ' redimeicl/ precocinado/a, preparado/a

password / ' pa:swJ:cl/ contrasena

rea l m / relm/ reino, domin io, esfera

past i m e / ' pa:staim/ pasatiempo

receipt / n'si:t/ recibo

pattern / ' pa:tn/ d i bujo, d iseno

referee / ref;} ' ri:/ arbitro/a

pay a debt / pe1 d 'clet/ pagar una deuda

ref u n d / ' ri:fAncl/ reem bolso, devol uci6n

pay a fort u n e / pe1 d 'f::>:tf u:n/ pagar una fortu na

re l ative / 're];}tiv/ pariente, fa m i liar

pay attention / pe1 ;) ' tenfn/ prestar atenci6n

r e l y on / n' l a1 on/ confia r en; depender de; conta r con

pay someone a co m p l i ment / pe1 sAmwAn d 'komplmP n t/ hacer un c u m p l i d o a algu ien

pay someone a visit

1 pe1

sA mwAn d 'vmt/ i r a ver I

hacer una visita a a l g u ien pay the b i l l s /pei ad 'b!lz/ pagar las facturas I Ios recibos pay the price / pe1 Od 'prais/ cargar con I pagar las

consecuencias performa nce / p d 'b:mJns/ actuaci6n, i nterpretaci6n performer / pd'b:m;}/ actor, actriz; i nterprete pick out / pi k ' aut/ eleg i r, escoger pick up /p1k 'Ap/ aprender, a d q u i r i r; recoger; mejorar,

reponerse p i c k l es / ' p ilzlz/ encurtidos p l easant / ' pleznt/ agradable pole / pdulj poste, mastil; pertiga

re m a i n / n 'mem/ seg u i r siendo; q u edarse, perma necer re m i n d a bout / n' mamd Jbaut/ recordar re m i n d of /n'mamcl ;}V/ recordar remove / n' mu:v/ q u ita r, borra r, e l i m i n a r renewa b l e e n ergy / nnj u:;}b] 'endcl3i/ energfa(s)

renova ble(s) restart / ' ri:sra:t/ rei n iciar

I n ' r::>:t/ replicar

retort

rhyt h m / 'nodm/ ritmo road safety / ' r;)ud se1fti/ seg u ridad vial role m o d e l / ' r;)u] modi/ modelo de conducta rough / rAf/ aspero/a, basto/a

s

p o l i t i c i a n / po];}'tifn/ politico/a

savoury / 'seiv;}ri/ sabroso/a; salado/a

pol l ut i o n / pd'Iu:fn/ contam i naci6n, poluci6n

scent

I sent/ fragancia, a roma

p o p u l a r ity / pop ju'l;:er;}ti/ popularidad

search f o r / 'sJ:tf fd/ buscar

porta b l e / ' p::>:t;}blj portatil

see eye to eye / si: a1 t;} 'a1/ estar de acuerdo

post a message / pdust d ' m esicl3/ publicar I postear un

self-centred / selfsent;}d/ egocentrico/a

mensaje post i nform ation / pdust mf;)'medn/ publ icar I postear

i nformaci6n

self-co nfide nce / selfkonfid;}ns/ confia nza en sf

mismo/a self-esteem / selfi'sti:m/ a utoesti ma

prefer / pn'fJ:/ preferir

sensati on / sen'sedn/ sensaci6n

prefera b l e / ' prefrdbl/ preferible

sense / se n s/ sent i r

preference / ' prefrdns/ preferencia

sensible / ' sen s;}blj sensate/a , prudente

preg n a nt / 'pregn;}nt/ embarazada

sensitive / ' sen s;}t!Y/ sensi ble

1 set

press i n g / ' preSil:J/ u rgente

set back

pressu re / ' pref;}/ presi6n

set off / set 'of/ provocar, desencadenar

prevent / pn'vent/ preve n i r; evitar, impedir

set up / set 'Ap/ crear; fundar

price-con scious / ' p raiskonf;}s/ consciente de I

preocupado/a par Ios precios price tag / ' pra1s t<eg/ etiqueta (del precio)

1 26

Q

q u a rr e l / 'kwor;}]/ ren i r, pelea rse

'ba:k/ retrasar

sett l e fo r / ' sed fd/ conforma rse con shop around ;fop ;)'raund/ i r de tienda en tienda

comparando precios

p u b l i c ity / pAb'hs;}ti/ publ icidad

shopkeeper ; ·fopki:pd/ tendero/a, comercia nte

pump / pAmp/ bombear

short cut / 'ht kAt/ atajo

p u rchase (n) / ' pJ:tf;}s/ compra, adq u isici6n

shove

;J,w;

p u rchase (v) / ' pJ:rfds/ compra r, a d q u i ri r

sh red

I h-eel/ pizca

empuj6n

p u rs u e / pJ 'sju:/ perseg u i r

sh uffle ; 'f.,fl/ a rrastrar Ios pies (al a n dar)

push a r o u n d / puf ;)' rauncl/ intim idar

s i b l i n g / ' sibhl:J/ hermano/a

pyre / ' paid/ hoguera, p i ra

s i n g l e /'sil:Jl/ soltero/a

Glossary (g ive somebody a ) taste of his I her own m e d i c i n e

I smu:o/ suave, tersola

smooth

s n a p / sneep/ saca r (fotos) s n a p up / sneep 'Ap/ no dejar escapar

q uedar agotadas, agotarse (las existencias))

soci a l networki n g site /sdu fl 'netwJ:kqJ satt/ pagina I

sitio web de redes sociales s p l u rg e (on) /spb:d3 ( o n ) I derroch a r spo i l t / sp:)[lt/ mimadola, consentidola spouse

/ ( giv sAmbddi ;} ) terst m · h r z I h d ;} U n 'medrsn/ dar a probar la propia medicina, pagar a alguien con la misma moneda

((be) snapped up:

I spaus/ c6nyuge

tasty / ' tei s ti/ sabrosola, apetitosola , ricola tease / ti:z/ b u r l a rse I refrse de, toma r el pelo the sky's the l i m it / 0;} skarz 0;} ' hm n/ n o hay lfmite the t i p of the i ceberg / 0;} up d\ 0;} 'aisbJ:g/ la pu nta '

del iceberg

start out / s ta :t 'aut/ empezar

t h i n k a bout / ' 8r1Jk dbaut/ pensar en

start over / sta:t ';)U\";}/ volver a empezar

t h i n k of /'9qJk ;}V/ pensar de I sabre

start up / sta:t ',\p/ montar (un negocio)

tidy up / tardi ' A p/ ordenar, recoger

state ment / ' stertm;}nt/ declaraci6n

tie / t al/ vinculo, lazo

stay at / 'ster ;}t/ q uedarse en

tough / tAf/ d iffcil, d u rola

ste nch / stentf/ hedor, fetidez

trash / treef/ basura

sti n k /sttl)k/ a pestar, heder

tre n d / trend/ moda, tendencia

st i r /stJ:/ esti m u l a r, despertar

trigger / ' tng;}/ desencadenar; provocar; evocar

stock up o n / stok 'Ap on/ a bastecer(se) de, comprar

t u r n i nto / tJ:n ' m t;}/ convertir(se) en

store / sn:/ gua rdar, a l macenar

t u r n out / tJ:n 'aut/ resulta r, sa l i r

stormy / ' sn:mi/ tormentosola

t u rpent i n e / ' tJ:p;}ntarn/ agua rras

stra i g h t /strett/ d i rectamente

tutorial / tju:' t::>:ri;}l/ tutorial

stroke / str;}uk/ acariciar

u

stro l l

I str;}u]/ paseo

str u g g l e / ' stngl/ l ucha

(be) unaware

I (bi:)

An;) 'we;}/ ig norar

stuff / s tA f/ cosas, bartulos

u pdated

subtle / ' sA!]/ suti l , suave

u p roar / 'Apr::>:/ a lboroto, ja leo

s u p p l y / s;) ' plai/ s u m i n istrar, p roporcionar

u rge (n) / J:cl3/ i m p u lse, deseo

I .\p'dertrd/ actualizado/a

s u rrounded /s;)'raundrd/ rodeadola

u rg e (v) / J:d3/ instar, a n i m a r

sweatshop

use u p

/ swe tfop/ fabrica I taller donde se explota '

a Ios trabajadores

I ( h;}v

(have a ) sweet tooth

d) swi:t ' tu:8/ ser golosola

user-fri e n d ly

',\p/ agotar, gastar

1 ju:dfrendli/ facil de util izar I u sar

V

T

vac u u m up / 'veekjudm Ap/ aspi ra r

ta b l o i d s / ' teebb:dz/ prensa amarilla, peri6d i cos

sensacional istas take a break / t e1 k d 'brerk/ tomarse un respire I

desca nso

take a p h oto / tetk d f;}u t;}u/ saca r una fotograffa '

take advantage of / te1k dd'va:n ucl3 ;}v/ aprovechar;

a p rovecharse de

take after / te i k 'o:ft,) / parecerse I sa l i r a

take charg e / terk ' do:d3/ encargarse, hacerse cargo take for g ra nted / teik fd 'gro:n ud/ dar por sentadola,

asumir t a k e o n / ter k ' o n / enfrentarse a take o ne's t i m e /teik w.\nz

' taun/ tomarse tiempo,

hacer las cosas con calma take pride i n / terk 'prard rn / enorg u l l ecerse de take someone by s u r prise / teik sAmw,\n bar sd'prarz/

eager a a l g u ien por sorpresa, sorprender a a l g u i e n

ta l e n t scout / ' t ee l ;} n t skaut/ cazatalentos

ta n g l e up / ' teengl ,\p/ e n redar, e n maranar tanta l i s i n g / ' teent;}larzilJ / tentadorla tap /teep/ grifo

I ju:z

va n ish i nto th i n a i r j \·eentf m t;} e m e ;} / desaparecer,

esfumarse voyage /'v::>ud3/ viaje por mar

w war-torn / 'w::>:t::>:n/ destrozad ola por la g uerra wealthy / 'wel8i/ ricola, a d i neradola wei rd /wr;}d/ raro/a, extrano/a whack /week/ golpe fuerte w h i ff / WJf/ olorc i llo, tufi l l o w h i sper / 'wiSp;}/ hablar en voz baJa, susu rrar wi dow / 'wtd;}u/ viuda w i l l i n g / 'wrltl)/ d ispuestola wipe out /warp ' aut/ exterminar

wors h i p / 'wJ:ftp/ idolatra r, a dorar

y yelp

I jelp/ g rita r, c h i l l a r

1 1 27

-

. ·-

Glossary

Functional Language Unit 1

Unit 3

TALKING ABOUT A PICTURE

PERSONAL INTERVIEWS How l o n g have you . . . ? /hau 'Iou hcev ju:/ ( C u a nto

This p i ct u re shows . . .

/ois 'p1ktfd f;:luz/ Esta fotograffa

m u estra . . . , En esta fotograffa se ve . . They seem to b e . . .

/ I t b d 'bi: ocet/ Podrfa ser que . .

l t c o u l d b e that . . . I i magine . . .

/oei 'si:m t;:l bi:/ Parecen ser I estar. . .

/ai 1'mced3m/ l m a g i no . . . , Supongo . .

I ' d say that . . .

/aid 'se1 ocet/ Yo d i rfa que . . .

i t l ooks l i ke . . .

/It 'luks la1k/ pa rece que . .

They ' l l probably . . .

/oeii 'pmbdbli/ Probablemente I Es

p robable que e l los/as . . You ca n te l l that

. . . I ju: kcen ' tel ocet/ S e nota I ve

que . . perhaps

/p;:l'hceps/ q u iza(s), tal vez

I s u ppose . . .

/ai s;:l'p;:luz/ S u pongo q u e . . .

T h i s i s a pict u re of . . .

/o1s

1z

d 'p1kt}d ;}V/ Esta es una

fotograffa de . . You ca n see . . .

I ju: kcen 'si: I Puedes ver. . .

I n the bac kgro u nd, th ere is I there a re . . .

/m O;:l 'bcekgraund oed Iz/ oe;:l aJ En el fondo, hay . . .

tiempo has . . I

H ow often do you . . ? .

frecuencia . . . 7

What do you . . . ? Do you ever . . . ?

/hau 'ofn du: ju:/ L Con que

/ 'wot dd ju: 1 ( Q ue . . . I, L E n q u e . .

/

/du: ju: 'ev;:l/ (Aiguna vez . . . ?

/m jJ: ;:l'pmi;:ln/ En tu o p i n i o n , .

In your o p i n i o n, . . . Have you ever . . . ?

What types of . . . ?

/ hcev ju: 'ev;:l/ (Aiguna vez has

( Normal mente c6mo . . . ?

Do you th i n k . . ?

. .

/wot 'ta1ps ;}V/ ( Q ue ti pos de . . . ?

H ow do you us u a l l y . . . ? .

.

?

/ hau du: ju: 'ju:zu:;:lli/

/du: ju: '81\.)k/ ( C rees que . . . ?

What I Who is your favo u r ite . . ?

/wot/hu: 1z jJ: 'feiv;:lnt/ ( C u a l I Quien es tu . . . favorito/a l Where is your favo u r ite . . . ? /wed 1z jJ: 'feiv;:lnt/ .

L D6nde esta tu . . favorito/a 7

What wo u l d you l i ke to . . ?

/wot wud ju: 'la1k t;:l/

What a re your p l a n s for . . . ?

/wot a: jJ: 'plcenz [;:lj

.

L Que te g u starfa . . . ?

L Que p lanes tienes para . . ? .

Unit 2

Unit 4

REACHING A DECISION N ot rea l ly. /not 'n;:lli/ En real idad no.

COMPARING PICTURES

I had n 't thought of that.

/ ai hcedn t '8:x t ;}V ocet/ No

habfa pensado en eso. you've got a p o i nt

I ju:v got d 'pJmt/ en eso I ahf

tienes raz6n Yo u ' re right.

I jud 'rart/ Tienes raz6 n .

Oh, c o m e o n !

/ ;:lu kAm 'on/ i Venga ya !

That's true, but . . .

/ocets 'tru: bdt/ Eso es cierto I

verdad, pero . . I see what you m ea n .

/ai si: wot ju: 'mi:n/ Veo I

E ntiendo lo que q u ieres decir. A l l right t h e n , let's . . .

/ J:l 'rait oen lets/ De acuerdo

entonces, va mos a .. . O K . So we've decided . . .

/ ad tu: 'simdld brkoz/ Las dos fotograffas son

The two p i ct u res a re s i m i l a r because . . .

piktf;:)z

a:

parecidas porq ue . .

/ ;:l'nAO;:l 8r1J oe;:lv got m kom;:ln 1z/ Otra cosa que tienen en

Another th i n g they've got i n c o m m o n i s . . .

com u n es . . H owever, i n some ways they a re very d ifferent.

/hauev;:l m 'sAm we1z oe1 a: veri difr;:ln t/ S i n embargo, en cierto sentid o s o n muy d iferentes. I wo u l d i m a g i n e that the people in pict u re A . . .

/a! wud I 'm;:ed3m ocet 0 ;:) pi:pl Ill plktf;:l A/ l m a g i n a rfa I D i rfa q u e la gente de la fotograffa A. .

/;:l'nAO;:l difr;:lns Iz/ Otra

Another d iffe rence is . . .

d iferencia es . .

/ ;:lukei S;:lU wi:v di'saidid/

Va le. Asf que I Entonces hemos decid ido . . .

Perso n a l ly, I ' d rather . . .

/ 'pJ:s;:ln;:l!i ard ra:o;:l/

Personalmente, preferi rfa . .

/wail m piktf;:l B Its kwart laikli ocet/ mientras (q ue) en la

w h i l e i n p i ct u re B, it's q u ite l i kely that . . .

fotograffa B es bastante proba ble que . whereas i n pict u re B . . .

/we;:lr;:ez

m

prktf;:l B/ m i e ntras

(que) en la fotograffa B . . . For exa m p l e while

/fd Ig'za:mpl/ Por ejemplo

/wail/ m ientras (q ue)

they both show . . .

m uestran . .

/oei 'b;:lu8 f;:lu/ a m bos/as

Glossary

Unit 6

Un it 5 EXPRESSING AN OPINION In my o p i n ion, . . . /m ma1 ;:J'pmj;m / En mi opinion, I t h i n k that . . .

/ai '8I!Jk oxt/ Pienso I C reo q u e .

If you ask me,

000

ROLE PLAY (SHOPPING) . o o

0 0

/ If ju: 'a:sk mi:/ Para m f (q ue) I E n m i

opinion, . . . I b e l i eve that

1 a g ree that

0 0 .

000

/ai b1' li:v o<et/ C reo que . .

/ai ;)'gri: oxt/ Estoy de acuerdo en

que . . .

/o<ets Igz<ektli wot 'a1 81uk/ Eso es exacta mente lo que pienso.

That's exactly what I t h i n k .

I k n ow what you m ea n . /ai n;)U wot ju: ' mi:n/ Se lo q u e q u ieres decir. Yo u 've got a point.

I ju:v got d 'pJmt/ En eso I A h f

tienes razo n . I d i sagree.

You won't be sorry!

/ ju: w;)unt bi: 'sori/ r No te

arrepenti ras !

/aim ;)frerd wi:v O;)Uz/ Me temo q u e (esos/as) se nos han

I ' m afra i d we've r u n out o f those.

rAn 'aut

;)V

agotado.

/du: oe1 'su:t mi:/ ( Me q uedan bien? /ail hdv t;) tfek w1o od ' m<emd3d/ Tendre que consu lta r con el

Do they s u it m e ?

I ' l l have to c h e c k w i t h the m a n a g e r.

encargado.

/ 'k<ef J: kredit ka:d/ (En efectivo

Cash o r cred it card?

o con tarjeta? They're top q u a l i ty.

/ Oe;) 'top kwol;)ti/ Son de la

mejor ca l i d a d .

/ h<evnt ju: got eni8ID 'tfi:pd/ ( NO tienes nada mas barato?

Haven't you g o t a nyth i n g cheaper?

/ai dis;)'gri:/ No estoy de acuerdo. /O<ets not 0 ;) 'pJmt/ No se trata

That's n o t the poi nt.

de eso.

Are these o n sa l e ?

/a: oi:z on 'serl/ ( Estos/as estan

rebajados/as?

That's not the way I see it.

/o<ets not 0;) we1 a1 'si: It/

Yo n o lo veo I entiendo asf. You ca n 't be seri o u s !

I ju: 'ka:nt bi: sldrids/ i NO

p uedes decir eso 7

/ hau k<en ju: 'se1 O<et/ L Como

As far as I ' m concerned,

000

/<ez fa: <ez 'aim k;)nsJ:nd/

Por lo que a mf respecta, . D o n 't you t h i n k that o o . ?

I du: ju: teik 'kredit ka:dz/

(ACeptai s tarjeta(s) de cred ito?

p uedes hablar en seri o ! H ow ca n you say that?

Do you take credit cards? H ow ca n I h e l p you?

/ h au k<en a1 'help ju:/ (Coma I

En q u e puedo ayudarte?

OK, I ' l l

take it.

j;)ukei arl 'teik It/ De acuerdo, me lo

llevo I quedo. I s there a d i scou nt?

/ Iz oed d 'diskaunt/ ( Hay

descuento7

/d;)unt ju: '8I!Jk o<et/ ( NO

crees que . . . ?

Yo u r recei pt's in the bag.

I jJ: n'si:ts

m

0;)

bxg/ Tu

recibo esta en la balsa.

What I mean is

000

/wot a1 'mi:n Iz/ Lo que q u iero decir

es . . .

Can you order one?

/ k<en ju: 'J:dd wAn/ ( Puedes

pedirme I encargarme u n o/a?

Yo u 've got t o a d m it that

000

I ju:v got t;) dd'mn O<et/

Tienes que a d m itir q u e . . I ' d say that

oo.

/ aid 'se1 o<et/ Yo d i rfa q u e . .

I rea l i se that, but

0 0 0

/ai 'ri:;)laiz o<et b;)t/ M e doy

cuenta de eso, pero . . . I t see m s t o m e that

0 0 0

/ I t si:mz t ;) 'mi: oxt/ Me

parece I C reo q u e . . Yo u ' re right.

I jud 'rait/ Tienes razo n .

That's a g o o d i d e a .

/O<ets d gud ai'di;)/ E s a e s u n a

b u e n a idea. I ' m not s u re a bout that.

/ ann not 'fud dbaut O<et/ N o

estoy seg u ro/a de eso.

1 29

PHRASAL VERB S

En esta l i sta encontraras Ios mas comu nes traducidos seg u n el cont � xto en q u e aparec �� en este l i b ro . Los . _ phrasal verbs se llaman ta m b i e n multiword verbs porque van segUidos de una prepos1C1on, un adverb1o o a m bas cosas. break dow n : estropearse, averiarse; echarse a l l o rar;

descom ponerse b rea k up: separarse, romper

bring a l o n g : traerse, traer consigo; l l evarse, l l evar

con si go bring back: traer a la memoria, recordar b r i n g u p : criar(se); plantea r, sacar a colaci6n ca l l back: volver a l l a m a r carry o n : conti n u a r clea n u p : l i mpia r, a rreg lar come back: regresar, volver come i n : entrar come on: e mpezar

(- ! : i Va mos ! , i Venga ! )

come ro u n d : pasar, acercarse come to: ascender a, s u m a r c u t down : red ucir, recortar d e a l with : ocuparse I encargarse de end u p : term i n a r, acabar feel l i ke : apetecer, tener ganas de fight back: defenderse, contraatacar fig u re out: comprender, explicarse fi l l i n : rellenar ( i mpreso o docu mento) find out: descubrir, averiguar fit i n : encaja r, adaptarse; congeniar g e t a h e a d : prog resar, tener exito get a l o n g : llevarse bien get back: volver, regresar get by: a rreg la rselas get off: bajar(se) I a pearse de get on: l levarse bien; subi r(se), montar(se) get over: reponerse, su perar get r i d of: l i brarse I deshacerse d e g e t t o : tener la oportu nidad de get together: reu n i r(se), j u nta r(se) get u p : levanta rse; s u b i r g ive away: revelar; delatar g ive back: devolver g ive out: agotarse, acaba rse; repart i r, distri b u i r g ive u p : dejar, ren u nciar a go away: i rse, m a rc h a rse g o back: volver, regresar go o n : dura r; conti n u a r g o o u t : sa l i r g row a pa rt: d ista nciarse g row i nto: tra nsformarse I convertirse en g row out of: q uedarse pequenola g row u p: criarse, crecer h a n g a r o u n d : j u ntarse I andar con; pasar el rato h a n g o n : esperar hang out: pasar el rato h a n g u p : colgar (el telefono, un adorno) h o l d on: espera r let down : decepcionar, fallar, defraudar l ive u p to: estar a la a ltu ra de; vivir de acuerdo con,

cumplir

l o o k after: cuidar a I d e l o o k aro u n d : m i rar a l rededor look for: buscar

uol

l oo k forward to: espera r con ansia, tener m uchas ganas

de, estar desea ndo

l oo k out: tener c u i dado l oo k up: buscar; i r a visitar; mejorar l oo k up to: a d m i rar I respetar a m a k e u p : componer m i ss out on: desaprovechar, desperd i c i a r, dejar pasar,

perder

m ove away: i rse, m a rcharse, muda rse m ove i nto: trasladarse I m u d a rse a ( u n l ug a r especffico) pass by: pasar pay back: pagar (deuda), devolver (di nero);

vengarse, hacer pagar caro

pay for: pagar; pagar por, ser castigadola pay off: saldar, l iquidar; valer I merecer la pena p i c k out: eleg i r, escoger pick u p : a p render, a d q u i r i r; recoger; mejorar, reponerse p l a y back: volver a reprod ucir p u s h a r o u n d : intimidar put off: aplazar, posponer put on: representar; ponerse (ropa) put up with: aguanta r, soportar run away: escaparse, h u i r r u n o u t (of): quedarse s i n set b a c k : retrasar set off: provocar, desencadenar s e t u p : crear; fundar shop a r o u n d : i r de tienda en tienda comparando precios snap up: no dejar esca par sta nd fo r: sign ificar sta nd out: destacar, sobresal i r sta nd u p : ponerse de pie, levanta rse sta rt out: empeza r sta rt over: volver a e mpezar sta rt up: montar (un negocio) stay away: alejarse; no acercarse stock up o n : a bastecer(se) de, comprar take after: parecerse I sal i r a take back: retractarse, retirar (lo dicho) take o n : enfrenta rse a take out: desqu itarse take over: a d q u i r i r, hacerse cargo de take to: encarinarse con, eager carina a take u p : em pezar (actividad o hobby) ta n g l e u p : e n redar, enmara n a r tear a p a rt: hacer pedazos I trizas th row out: tirar (a la basu ra) tidy up: ordenar, recoger try on: probarse (ropa) t u r n a r o u n d : da r(se) la vuelta turn d own : baj a r (el volumen); rechazar turn i nto: covertir(se) en turn off: apagar, desenchufar (un aparato) t u r n o n : encender ( u n apa rato) t u r n out: resulta r, sal i r use u p : agotar, gastar wi pe out: exterminar

PREPO SITIONS VERBS

+

P R E P O S ITIONS

accuse of: acusar de

NOUNS

+

P R E P O SITIONS

ban o n : prohib ici6n de I sobre

a g ree o n : acordar, estar I ponerse de acuerdo (sobre)

desi re for: deseo I anhelo de

a p p l y for: solicita r, pedir

effect o n : efecto en; i nfl uencia sobre

a p p ly to: echar una solicitud, solicitar

end of: final de

argue a bout: d iscutir sobre I por

escape fro m : h u id a I evasion de

a r g u e with: discutir con

form of: forma de

arrive at: l legar a

g r o u p of: grupo de

arrive i n : l legar a

i ncrease i n : a u mento en I de

beg i n with: em pezar con I por

i nfatuation with: enca pricha m iento con

b e l o n g to: pertenecer a

need for: necesidad de

care a bout: preocu parse I i nteresarse por

p a rt of: parte de

cl i m b up: subir I trepar (por)

p l e nty of: muchola

com p l a i n a bout: q u ej a rse de, reclamar por

reason for: raz6n para

compla i n of: q u ejarse de

sme l l of: olor a

consist of: constar de, consistir en

sol ution to: soluci6n a I de

depend o n : depender de; contar con die of: morir de emerge fro m : salir de e n q u i re a bout: preguntar por, i nformarse de

ADJECTI V E S

f i g ht for: luchar por

(after

gossi p a bout: cotillear I chismorrear sobre hea r a bout: enterarse de hear fro m : saber I tener noticias de hear of: ofr hablar I saber de i n s ist on: insisti r en i ntrod u ce to: dar a conocer; presentar i nvite to: i nvitar a l e a n o n : a poyarse en l e a n out: asomarse l i sten to: escuchar (a) log onto: entrar, abrir la sesi6n part i c i pate i n : practicar (un deporte); participar I tomar

parte en

p o i nt at: senalar p o i nt to: senalar prevent fro m : preve n i r; evitar, i m pedir

protest a g a i nst: protestar contra I sobre I acerca de

protrude fro m : (sobre)sal i r de

refer to: referi rse I a l u d i r a; denominar

re l y o n : confia r en; depender de; contar con re m i n d a bout: recordar re m i n d of: recordar rob of: robar, qu ita r search for: buscar sme l l of: oler a stare at: m i ra r fija mente stay at: q uedarse en

ta l k a bout: hablar de I sobre ta l k to I with: h a b l a r con

t h i n k a bout: opinar (sobre), parecer; pensar en t h i n k of: pensar de I sobre wait for: espera r a wa l k away: i rse, marcharse write a bout: escribir sobre

to

+

PR E P O SITIONS

be)

... ... . . . . . . . . . . . . .... .. . . . . . . . . . . . . . .. . . . . . ... . . . . . .. . . . . .. . .. .. . ........ . . . . . .. ..... ............. . . .. ... • . .. .

dependent o n : dependiente I que depende de d i fferent fro m : d iferente I distintola de free fro m : sin, l i b re de good at: buenola e n I para i nte rested in: i nteresadola en i nvolved in: metidola I i nvolucradola en j e a l o u s of: (tener) envid ia I celos de overjoyed at: contentfsimola de, llenola de a leg rfa por p o l ite to: educadola con proud of: org u l l osola de sensitive to: sensible a s i m i l a r to: similar I parecidola a s u ita b l e for: apropiadola I adecuadola para u n ha p py with: descontentola con

IRREGULAR VERB S be /bi:/ beat /bi:t/

beat /bi:t/

been /bi:n/

ser, estar

beaten / ' bi:tn/

golpear

become/bi'kAm/

beca m e /b!'keim/

become /bi 'kAm/

l legar a ser

beg i n /b1'gm/

began /bi'g<en/

beg u n /bi'gAn/

empeza r

bend /bend/

bent /bent/

bent /bent/

doblar(se)

bet /bet/

bet /bet/

bet /bet/

aposta r

bite /bait/

bit /bit/

bitten / 'bitn/

morder

bleed /bli:d/

bled /bled/

b l e d /bled/

sa ngrar

b l ow /bldu/

b l ew / blu:/

b l own /bldun/

soplar

break /breik/

broke /brduk/

broken / 'brdukn/

rom per

b r i n g /bnu/

brought /bn:t/

brought / bn:t/

traer

b u i l d /bild/

b u i lt /bilt/

b u i lt /bilt/

constru i r

b u rst /bJ:st/

b u rst /bJ:st/

quemar reventa r, esta I la r

burn /bJ:n/ bu rst /bJ:st/

bu rnt I b u rned /bJ:nt/bJ:nd/

b u rnt I burned /bJ:nt/bJ:nd/

b u y /bai/

bought /b::>:t/

bought /b::>:t/

comprar

catch /k<etf/

caught /b:t/

caught /b:t/

eager, atrapar

choose /tf u:z/

chose l tfduz/

chosen / ' tfduzn/

eleg i r

come /k.�m /

came /keim/

come /kAm/

ven i r

cost /kost/

cost /kost/

cost /kost/

costar

cut /kAt/

cut /kAt/

cut /kAt/

cortar

d e a l /di:l/

dealt

dealt /delt/

comerciar, tratar

d i g /dig/

d u g /dAg/

dug /dAg/

cavar

d o /du:/

d i d /did/

done /dAn/

hacer

d raw /dn:/

d rew /dru:/

d rawn /dn:n/

d i buj a r

d rea m /dri:m/

I delt/

d rea mt I d reamed

d reamt I d reamed

I dremt/ dri:md/

sonar

/ dremt/ dri:md/

d r i n k /dnuk/

d ra n k /dr<euk/

d ru n k /drAuk/

beber

d rive /draiv/

d rove / drduv/

d riven /'dnvn/

conducir comer

eat /i:t/

ate /eit/

eaten / 'i:tn/

fa l l /f::>: l/

fe l l /fell

fa l l e n / 'f::>: ln/

caer(se)

feed /fi:d/

fed /fed/

fed /fed/

a l i mentar

fee l /fi:l/

felt /felt/

felt /felt/

senti r(se)

f i g ht /fait/

fought /f::>:t/

fought /f::>:t/

luchar

f i n d /famd/

found /faund/

found /faund/

encontrar

fly /flai/

f l ew /flu:/

fl own /fldun/

volar

forget /fd'get/

forgot /fd'got/

forgotten /fd'gotn/

olvidar

forgive /fd'g1v/

forgave /fd'geiv/

forgiven /fd'givn/

perdonar

freeze /fri:z/

froze /frduz/

frozen / 'frduzn/

congelar(se)

get /get/

got /got/

got /got/

conseg u i r; l legar

g i ve /giv/

gave /geiv/

g iven / 'givn/

dar

g o /gdu/

went /went/

g o n e /gon/

ir

g row /grdu/

g rew /gru:/

g rown /grdun/

crecer; cu ltivar

have /h<ev/

had /h<ed/

had /h<ed/

tener; haber

hear /hid/

heard /hJ:d/

hea rd /hJ:d/

ofr

h i de /haid/

h i d /hid/

h i d d e n / ' hidn/

esconder(se)

h it /h it/

hit /hit/

hit /hit/

golpear, pegar

hold /hduld/

h e l d /held/

held /held/

sujetar

hang /h<eu/

h u n g 1 h a n ged / hAu/h<eud/

h u ng I h a n g ed /hAu/h<eud/

colgar

h u rt / h J:t/

h u rt /hJ:t/

h u rt / hJ:t/

herir, hacer d a n o

k e e p /ki:p/

kept /kept/

kept /kept/

g uardar, mantener

k n ow /ndu/

k n ew /nju:/

known /ndun/

saber, conocer

lay /lei/

l a i d /leid/

l a i d /leid/

poner, extender

lead / li:d/

led /led/

led /led/

g u i a r, con d u c i r

'

lea rnt I learned /b:nt/b:nd/

l e a rnt I lea rned /b:nt/b:nd/ l eft / left/

dejar; i rse, sa l i r

l e n d /lend/

lent /lent/

lent /lent/

prestar

let / let/

let /let/

l et /let/

permitir, dejar

l i e /lai/

lay /lei/

l a i n /!em/

tumbarse, echarse

l e a r n /b:n/ leave / li:v/

1 321

was I were /woz/wJ:/

left / left/

aprender

•

l i e /lar/ (reg u l a r verb)

l i ed /lard/

l i ed / lard/

mentir

l i g ht /!art/

lit / l it/

l it / h t/

encender

lose /lu:z/

lost /lost/

l ost /lost/

perder

m a d e / merd/

made /merd/

hacer, fabricar

mean /mi:n/

m e a nt /ment/

meant /ment/

s i g n ificar, q u erer decir

meet /mi:t/

met /met/

met /met/

conocer a ; reu n i rse con

pay / per/

paid /perd/

paid /perd/

pagar

put / put/

put /put/

put / put/

poner

read /ri:d/

read /red/

read /red/

leer montar

m a ke / merk/

ride /rard/

rode /r;:lud/

ridden / ' ndn/

ring /nu/

rang /r<eu/

r u n g /rAD/

l l a m a r (por telefono)

rise /rarz/

rose /r;:luz/

risen / ' nzn/

elevarse, alzarse

run /rAn/

ran /r<en/

run /rAn/

correr

say /ser/

said /sed/

sa i d /sed/

see /si:/

saw /sJ:/

seen /si:n/

decir ver

se l l /sel/

sold /s;:luld/

so l d /s;:luld/

vender

send /send/

sent /sent/

sent /sent/

enviar

set /set/

set /set/

set /set/

colocar

sew js;:lu/

sewed

sewn /s;:lun/

coser

shake / Jerk/

I s;:lud/

shook / fuk/

s h a ke n / ' ferkn/

shot / fot/

shot / Jot/

shone / fon/

shone / fon/

shine / Jam/

shoot / fu:t/

showed / f;:lud/

show / f;:lu/

s h ut / fAt/

shut / LH/

brillar

shown / f;:lun/

shut

agitar

I fAt/

d isparar mostrar cerrar

sing /sru/

sang /s<e!J/

s u n g /SAD/

s i n k /sruk/

sa n k /s<euk/

s u n k /sA!Jk/

h u ndirse

sit /srt/

sat /s<et/

sat /s<et/

sentarse

sleep /sli:p/

s l ept /slept/

s m e l l /smell

spe l l /spell

smelt I s m e l led

spoke /sp;:luk/

spoken / 'sp;:lukn/

spelt I spe l led

/spelt/speld/

spend /spend/ spi l l /sprl/

spent /spent/

hablar

spelt I spe l l ed

deletrear

spent /spent/

gastar; pasar (tiempo)

I spelt/ speld/

spilt I s p i l led

s po i lt I spoiled

spo i lt I spoiled

/spJ!lt/spJ!ld/

dormir(se) oler

/smelt/smeld;

s p i l t I s p i l led

/sprlt/sprld/

spo i l /spJil/

slept /slept/

smelt I s m e l l ed

/smelt/smeld/

speak /spi:k/

can tar

derram a r(se)

/sprlt/sprld/

I spJ!l t/spJild/

arrui nar, estropear

spread /spred/

spread /spred/

spread /spred/

unta r; d ifundir(se)

spring /spnu/

sprang /spr<eu/

sprung /sprA!J/

sal tar

I stud/

sta n d /st<end/

stood /stud/

stood

steal /sti:l/

sto l e /st;:lul/

sto l e n /'st;:luln/

robar

I suk/ st i ng I suu/

stuck /stAk/

st uck /stAk/

pegar

stu ng /stA!J/

st u n g /stAD/

picar (un i nsecto)

swear /swe;:l/

swore /swJ:/

sworn /swJ:n/

j u rar

sweep /swi:p/

swept /swept/

swept /swept/

ba rrer

swi m /swrm/

swa m /sw<em/

swu m /swAm/

nadar

take /terk/

teach /ti:tf l

took /tuk/

taken / ' terkn/

coger, l levar

ta u g ht / tJ:t/

taught /tJ:t/

ensenar

tear /te;:l/

tore /tJ:/

torn /tJ:n/

rom per, desga rrar

te l l /tell

told /t;:luld/

told / t;:luld/

decir, contar

st ick

estar de pie

t h i n k /6ruk/

t h o u g ht /6J:t/

thought /6J:t/

pensar

th row ; er;:lu/

th rew /6ru:/

th rown /6r;:lun/

a rroj a r, tirar

u n d e rsta n d

I Ande'st<end/

u n d e rstood

I Ande' stud/

u n d e rstood

I Ande' stud/

comprender, entender

wake up / 'werk Ap/

woke up /'w;:luk Ap/

woken up / 'w;:lukn Ap/

wear /we;:l/

wore /wJ:/

worn /wJ:n/

lleva r puesto, ponerse

w i n /wm/

won /wAn/

won /wAn/

ganar

write /rart/

wrote /r;:lut/

written / 'ntn/

escri b i r

despertar(se)

1 1 33

REVIEW OF READING STRATE GIE S Using a variety of rea d i ng strateg ies can help you understa nd a text. This is a revi ew of the readi n g strateg ies you have a l ready learned . When you d o your exams, try to use as m a ny d ifferent rea d i ng strateg ies as you can .

PREDICTING CONTENT Before you read a text, read the title a n d look at the photographs. This w i l l help you pred ict the content of the text.

SCANNING FOR SPECIFIC INFORMATION Sca n n i n g helps you locate specific i nformation in a text. Pay attention to the type of i nformation you a re sea rching for (dates, places, n a m es). Loo k i ng for capital letters and n u m bers can h e l p .

READING FOR THE MAIN IDEA Rea d i n g the fi rst, a n d someti mes the last, sentence of a para g ra p h can help y o u identify the m a i n idea. This w i l l m a k e it easier t o understand the text.

GUESSING THE MEANING OF WORDS When you don't know the mea n i n g of a word , try to g uess. Fi rst, try to identify the part of speech by looki n g at the word 's place i n the sentence a n d its ending. Then look for oth e r words i n the sentence which m ight g ive you c l u es to the mea n i n g .

UNDERSTANDING REFERENCE Texts often conta i n pronouns a n d possessive adj ectives which refer to somet h i n g o r someone that has a l ready been mentioned in the text. When rea d i n g , it's i m porta nt to understa nd who or what these words refer to. The a n swer can usually be found i n the fi rst part of the sentence o r i n the previous sentence.

MAKING INFERENCES M a k i ng i nferences (or rea d i n g between the l i nes) helps you u n dersta n d th i ngs that a ren't act u a l ly written in the text. By loo k i n g f o r certa i n h i nts i n the text, such as the way a person reacts or says someth i n g , you can d raw you r own concl usions.

IDENTIFYING THE AUTHOR'S PURPOSE Texts a re usually written for one of fou r pu rposes: to describe (descriptions of places or people), to enterta i n (na rratives), to expl a i n (i nstructions o r i nformative texts) or t o persuade (opi n i o n essays or for a n d agai nst essays). Knowi ng the author's pu rpose can h e l p you u n dersta nd the text.

WRITING GUIDE The Writing Pro cess STEP 1 : BRAINSTOR M FOR I D EAS • Write down all the ideas you can t h i n k of. • Don't worry about whether the idea is releva nt. • Don 't worry about g rammar or spe l l i n g . • You c a n write i n you r own language. STEP 2: O RGANISE YOUR I D EAS • Decide which ideas to keep and cross out the others. • G roup similar ideas together. • Organ ise the g ro u ps accord i n g to a writi ng p l a n . STEP 3: FOC U S O N LANGUAGE • T h i n k of words and expressions you wi l l need in you r work. STEP 4: W RITE A FIRST DRAFT • Write you r fi rst d raft on the computer or by h a n d . If you are writi ng b y hand, u se a penc i l . Leave wide marg i ns for notes. • Leave space between lines for additions a n d corrections. • Write q u i ckly. Don't worry about neatness or accu racy. • If you can't t h i n k of a word i n English, write it i n you r own language. Look u p the word in a dictionary later. • If you can 't spell a word, write it any way you can . Then check the word i n a dictiona ry o r use a spellcheck when you have finished.

TOPIC: Li.vi.V�_g i.11.. t/tte, c.e11-tre of tol'v% © Yot{ Live i.11.. t>r smt>rller .ftt>rt - yot{ 1-u:!ve Less room.

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STEP 5: CHECK YOUR WORK • Use the Writer's C h ecklist on this page to improve your work. COIW't:-J1lel1i' to Live. i�-t- the ce.l-1-tre. of toW�-t-. First of Ci!LL, It i.s very c Lwe. people. wko LJ,ds i�-t- the ce.l-1-tre. Cifre. dose. to diffe.re.l-1-t kiMs of

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STEP 6: WRITE A FINAL D RAFT • If you are writing by hand: copy you r corrected work neatly onto a clean sheet of paper. • Use a pen and leave a margin on the left-hand side. • M a ke sure you r paragraphs are clearly i n dicated . N OTE You can i n dicate the beg i nning of a paragraph by: 1 . i ndenti ng (moving the first word of the paragraph to the right). 2. skipping a l i n e before beg i n n i n g a n ew paragra p h . Each paragraph begins at the left-hand marg i n . Both styles are correct, b u t b e consistent i n you r writ i n g . T h e i n dented style is preferred for informal letters. WRITER'S CHECKLIST I LAN(jlAA(jE

0Rf.JANI5ATION

CONTENT

0

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0

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0

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0

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o

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0

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0

I pre.se.�-1-te.d. my i.de.Cils de.Cilrly.

0 11-e..

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0

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0

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0

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0

I e.Me.d with Cif S!iLtCilble. dosiVLJ se.l-1-te.l't-Ce..

0

I liSW co �tors to Lil-1-k my ide.Cils.

0

My spe.L li� i.s co rrect.

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Writing G u ide

Writing Skills WORD ORDER Word order is very i m po rtant i n English. The usual order is: s u bject + verb + object + additions Note the follow i n g : 1 . If a sentence h a s both a d i rect and a n indi rect object, there are often two possibil ities: I told Sam a joke . ./ I told a j oke to Sam . ./ 2 . Many time expressions can come at the beg i n n ing or the end of the sentence. I n the even ings, we wa l k our dog . ./ We wal k our dog i n the eve n i n g s . ./ 3 . Never separate the verb from its object(s). We can not say: We wal k in the eveni ngs our dog. X 4. Adverbs of manner can come i n several positions, but not between the verb and the object. Quietly, she closed the door. ./ She q u ietly closed the door ./ She closed the door q uietly . ./ She closed � the door. X 5 . Adverbs of frequency come before the main verb. Some can come at the beg i n n i n g and I or t h e e n d o f a sentence as wel l . W e sometimes eat di nner together. ./ Sometimes we eat di n ner together. ./ We eat dinner together sometimes . ./ Never we eat d1nner together. X We n ever eat d inner together. ./ .

S U BJ E CT-VERB AGR E E M ENT The verb is singular or p l u ral, depend i ng on the subject. The o l d woman walks slowly. (si ngular) I The old women walk slowly. (plu ral) N ote the follow i n g : 1 . Sing u l a r n o u n s that refer t o g roups c a n have either s i n g u l a r o r plural verbs. My fam i ly goes I go on tri ps together.

2 . Amounts and quantities usually have singular verbs. Five h u ndred euros is missi ng . 3 . Words l i ke anyone, everybody and nobody have singular verbs. Does anyone want to watch a fi l m ? I thin k everybody i s hungry. Nobody believes you . 4. Most uncountable nouns have got singular verbs. You r hel p was excel lent. The information is very i nteresting . 5 . Some u ncou ntable nouns have got pl ural verbs. The scissors are very sharp !

U S E OF ADJ ECTIVES 1 . Adjectives come before nouns and after certai n verbs. a tall building ./ a bu i l d i n g 19..U X He looks embarrassed ./ .

2 . The adjective form for sing u l a r and p l u ra l nouns is the sa me. a fun n y story I funny stories ./ fu n n i es stories X 3 . Adjectives fol low a specific order: opinio n + size or age + colou r + origi n + materi a l . a beautiful, new g lass table ./ a beautiful glass new table X

CONN ECTORS Connectors are l i nking words which join ideas and show how those ideas are related to one another. David went to medical school because he wanted to be a doctor. (to g ive a reason) He wants to be a good doctor so he studies very hard . (to descri be a resu lt) He spends a lot of time studyi ng, but he sti l l finds time to have f u n . (to express a contrast) They a lso help us to organise our writing and m a ke it easy for the reader to follow. Many people feel that teenagers spend too much time watching TV. First of all, they claim that teens who watch an excessive amount of television do not have enough opportu nities to develop their social skills. In addition, they say that too much time spent i n front of a TV screen prevents teens from getting enough exercise. However, television viewing also has advantages. For example, there a re many programmes on television which can provide teenagers with val uable i nformation in an i nteresting and sti mulating way. As a res u lt, teenagers are exposed to new ideas and can learn many exciting things.

Study the chart of connectors and p h rases below. Purpose m

m

'

m

,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

to add points on the same topic to express a contrast

m

�

a mples mm m

m•m••••

and I i n addition I f u rthermore I moreover I what's more I besides I a lso I too I as well as

but I however I nevertheless I yet I sti l l I although I even if I even though I i n of I

to describe a cause or reason

because (of) I si nce I due to I as I as a result of I one/another reason for . . . is .

to describe a result

so I therefore I consequently I thus I as a resu l t I as a consequence I for this reason I that is why

to show

to express personal o p i n i ons

i n my opin ion I I (strongly) believe (that) I I think/feel (that) I i n my view I I as I see it it seems to me (that) I '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' m

to i ntroduce facts to make

statements

'''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

I the truth is (that)

to l ist poi nts to g ive examples to introduce opposin g points

on the one h a n d I on the other h a n d I in contrast I contrary to I it can a lso be argued that I but there a re people who (that)

••••· · •· ••·•·························

to show sequence to show time to conclude

1 3 81

first I at fi rst I i n the beg i n n i n g I before I next I then I soon I meanwhile I later I I when I finally I in the end I after that I afterwards I at last I in conclusion I to sum up I in short I all in a l l

Writin g G u id e

WRITIN G A PARAGRAPH A paragraph consists of several sentences about a certain topic. lt has the following parts: 1 . a topic sentence which g ives the main idea of the paragraph 2. supporting sentences wh ich add reasons, deta i l s and exa mples 3 . a concluding sentence which leads on to the next paragraph or summarises the m a i n idea

OPENIN(J

[l r-

I would rutlly love. to �ve.

do3. For o� thiVf9, if I �d

"flw"fys je.e.l t�t I �d some.
"'�

do3 would I'VU!k.e.

1-11.e fe.e.l

"'�

do3 I would �ve.r be. lo�ly. I wou.Ld

1-11.e .

C."lp"lble. "fmi i'VU!ture.. I would �ve. I'VUII1-Y

re.spovt.ribilitie.s. For VC"lmple., I would �ve. to fe.e.d "fmi W"fsh my do3 "fmi t"fk.e. him for

F>ODY

l - "fbout myse.lf

d"fy. Altho£.18h C."friVf9 for

CONCLIASION

"'�

r-

"'�

do3 wou.Ld be. �rd work, I "fm c.e.rt"fil1.- t�t it would

"'�

W"flk e.ve.ry

I'VU!k.e. 1-11.e je.e.l 3ood

All i11.- "'ll, "1ltho£.18h my p"1re.l1-ts "'re. 11.-at k.e.e.11.- 011.- the. idut, I'm 30iVf9 to do my be.st to c.oi1.-Vi11.-c.e. the.m to 3e.t

1-11.e

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do3.

The parts of a paragraph should flow logically. The paragraph m ust be easy to u nderstand. You can accomplish this by: 1 . using pronouns to refer back to the nouns in the text. 2 . using connectors to show the connections between ideas (see the chart on page 1 38).

WRITING AN E S SAY An essay consists of several paragraphs about a topic. There are many different kinds of essays, but they a l l have the same basic pla n :

1 . T H E OPENING The open ing is a general presentation of the topic. Try to start your essay with a n opening that will catch your reader's interest. Here are some i deas: a. Begi n with a surprising fact. In the C h icago suburb of Richton Park, parents ca n now be sentenced to as m uch as $ 500 in fines and 1 60 hours of com m u n ity service if their chi ldren skip school or com mit acts of vandal ism . b. Beg i n with a short a necdote about real or i maginary events. Eva Wi l kenson served 1 00 days in West Vi rg i nia 's Cabel l County ja i l . But she d i d n 't com mit any cri me. Her daug hter did. c. Begin with a question. Should parents be punished for their chi ldren's cri mes? If you can't thi n k how to beg i n , don't worry. G o on to the body of the essay. You can always write the opening later. The i m portant thing is to keep going. 2. THE BODY The body has got one or more paragraphs which develop the topic. When you were preparing to write, you bra instormed for ideas (see page 1 3 5). Then you chose ideas to use and put these ideas into groups in a logica l order. Use these groups of ideas to write the body of the essay. Each g roup of ideas will become a separate paragraph. 3. THE C LOSING The closing is a paragraph which summarises the main idea or presents a conclusion. lt should not bring in new ideas. In some cases, the closing may be similar to the opening, but presented i n different words. lt should a lways leave the reader with a strong i mpression . I n conclusion, by punishing parents for the crimes their chil d ren com m it, we a re si mply teach ing chil d ren that they will not be held responsi ble for thei r own actions. I n my opin ion, it is high time that judges started g iving more severe punish ments to the teens themselves. Th is would be more logica l than locki ng up thei r parents !

LI 1_3_9

_ _

A F O R AND AGAINST E S SAY A for and against essay is usual ly a bout a controversial issue. lt presents both sides of the issue and then concludes by supporting one of the sides. Look at the topic below. Then study the plan and read the model.

TOPIC: Write a for and agai nst essay on a topic connected to home schoo l i n g . PLAN: Yes or No to Home Schooling OPENIN(j Ivttrodu..c.tioft to thew-su..e.

[

eoDY At:9Wl·-te.vtl fo r O vt,e. side. of the- issue., with su..p porti-113 de.t(;(i/s (;(M exw�tples A13u..M.e.vtt for theothe-r side. of theissu..e., with su..pporti113 de.t(i(i/s (;(M ex(;(WLples

CLOSIN(j 5u..WLWL(;(ry of theissu..e. (i(M the- write.rs OpLftl.O ft

L

I

In recent years, an increasing number of parents around the world have chosen to take their children out of the school system and educate them at home. The question is whether this is good for everyone. On the one hand, home schooling means that parents are able to cater to their children's individual needs. For instance, parents can encourage their children to explore their own interests. In addition, parents can include important subjects that are often neglected in normal schools, such as art or music. Moreover, parents can protect their children from bullying and teasing. On the other hand, children who are home schooled often have fewer opportunities to participate in team sports and in other extra-curricular activities. Furthermore, since home-schooled children are exposed to fewer kids, they may not learn the social skills that are necessary if they want to live peaceably with others. Despite the numerous benefits of home schooling, I believe most children should go to school. The lack of opportunities for social interaction may prove to be problematic in later life.

U S E F U L LAN GUAGE

On the other hand, . . .

D u e to . . . As a resu lt, . . .

lt is true that, . . .

I believe that . . .

Fi rstly I Secondly I Thirdly, . . .

In my opinion, . . .

On the one hand, . . .

'

For example . . .

In my view, . . .

For i nstance, . . .

The question is whether . . .

such as . . .

I n addition . . .

Furthermore,

Consequently . . .

H owever, . . .

I n conclusion, . . .

N evertheless, . . .

To sum up, . . .

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Writing Guide

A LEITER OF C O MPLAINT

In a letter of com p l a i nt, there is a req uest for action to be taken conce r n i n g an u nsatisfactory situati o n . Look at the topic below. Then study the plan and read the mode l .

TOPIC: Write a letter of complaint to a hotel i n which you were d isappointed with the service. PLAN: 1 2 Sandmoor Lane Norwood London SE 1 9 4FB

DETAILS Address of persOVl wri.ti.11:9 tJ.u letter

22nd October, 2010

Dlif.te

The Manager Kings Hotel High Street Brighton

Nlif.wte/Ti.tle of persOVl bei.11:9 wri.tteVl to

(jREETIN(j OPENIN(j Opelo'lif1:9 rewu:trks, relif.SOVl for wri.ti.11:9

[

[

To make matters worse, there was no hot water! When we informed the hotel desk of this fact, we were told that there was a problem with the water heating system in the hotel. At this point we fel t we had no choice but to leave the hotel the following morning.

I 5I(jNIN(j OFF

I am writing to complain about my recent stay at your hote l . My wife and I were extremely disappointed with the facilities and with the serv1ce. The problems began the moment we arrived. We had made a reservation for a room with a sea view, yet on our arrival we were informed that there were no available rooms with a view. Instead of the relaxing view of the sea that we had looked forward to, our room looked out at huge rubbish bins and laundry baskets.

F>ODY (j i.ves i..-ifO rwu:tti.o Vl lif.M detlif.i.ls

CL05IN(j Closi.11:9 rewu:trks

Dear Sir or Madam,

L [

In view of the great distress we experienced, I would appreciate a ful l refund of the cost of our stay. I trust that you will deal with this matter promptly and I look forward to your reply. Yours faithfully, Paul Brown

U S E F U L LAN GUAGE Greetings

Opening Remarks

Useful Expressions

Closing Remarks

Signing Off

Dear Sir or Madam,

I am writi ng to complai n about . . .

To make matters worse, . . .

I n view of the . . .

You rs faithfully,

Instead of . . .

I strongly u rge you to . . .

You rs sincerely,

I a m writi ng to express my concern regarding . . .

Dear M r I M rs I Ms . . . , To whom it may concern,

The problem began when . . . I find it u nacceptable that . . . I would like to point out that . . .

I trust that you will . . . I woul d appreciate it if . . . I suggest . . . I look forward to your reply.

AN OPINION E S SAY An opinion essay states a n opinion and tries to convi nce the reader that this opinion is correct. Look at the topic below. Then study the plan and read the model .

TOPIC: Write an opinion essay on a topic con nected to teen d rivers.

PLAN: Adult S upervision for Teen Drivers - Good or Bad? OPENIN(j Pre..sel1i'e1ti.ov. of issue C1M opi.Vci.ov.

�ODY 5puijic ree1sO vtS C1M je1cts to support OpHUOV.

It is well known that teen drivers are often involved i n fatal driving accidents. In order to help deal with this issue, some governments around the world have proposed that new teen drivers should be required to drive with adult supervision for a period of time. While this suggestion may sound l ike a good way to save l ives, in my opinion, i t w i l l not solve the problem. First of all, a person's age doesn't determine their level of responsibility or their driving ability. It's a fact that many accidents have involved experienced adult drivers. Secondly, I believe that the more time a driver spends on the road, the better his or her driving ability will be. By preventing new drivers from driving without adult supervision, new drivers will inevitably gain less driving experience since they will only be able to drive when an adult supervisor is free to accompany them. In short, forcing young drivers to drive with adul t supervision will not reduce the number of teen fatalities. It is only by educating teenagers and adults about the importance of safe driving that we can hope to make a difference.

U S E F U L LAN G UAGE Many people think that . . .

Therefore, . . .

In my opinion, however, . . .

As a result, . . .

I d isagree

lt is clear that . . .

In my view, . . .

I n short, . . .

I bel ieve that . . .

To sum u p, . . .

However, . . .

I n conclusion, . . .

Despite this, . . . First of a l l, . . . Secondly, . . . I n add ition, . . .

1421

·- --'

Writing G u ide

A D E S CRIPTI O N OF AN EVENT A description of a n event g ives a clear i m p ression of what the writer experiences. lt usually includes details of the writer's senses and how the writer felt there . Look at the topic below. Then study the plan and read the mode l .

TOPIC: Write about a fam ily event that you have attended .

PLA N : The Wedding OPENIN(j N&�Wte, l.outtiol-1-, tiWte &�vtd writers opi.i1W1-1- of evw

[

80DY Desc.riptio�-1- with WUJre det&�i.Lr I wh&it writer sees, �rs, sWtells, t&�stes

Last week, I went to my cousin's wedding. I hadn't seen my cousin for many years and I didn' t know many of the other guests, so I wasn't expecting to enjoy myself. In the end, I had a great time. When I arrived, the wedding hall was already ful l of people. People were standing around talking excitedly and there was a real buzz in the air. The room was beautifully decorated with flowers and balloons and the sweet smell of the flowers hung in the air. I couldn 't help but fee l excited. It felt a s if something very special was about to happen. Suddenly the musicians began to play. Everyone stopped talking at once and turned to face the door. As the bride entered, many of the guests had tears in their eyes. I felt so moved.

CL05IN(j Covu.l�-tdi.I1!J se.l-1-te.vu.e. &�vtd opi.l-'ti.o�-1-

[

U S E F U L LAN G UA G E

Last week . . . When . . . Suddenly . . . I felt . . . I hea rd . . . lt seemed . . . The atmosphere was . . . The crowd I people were . . . lt tu rned out to be . . . All i n a l l , . . . I n the end, . . .

As she walked past in her beautiful white dress, my cousin turned and smiled at me. She looked so happy. I realised that I wouldn 't have missed this occasion for the world !

A NARRATIVE A narrative is a story about a series of events and the people i nvolved i n them . Look at the topic below. Then study the plan and read the model. TOPIC:

Write a na rrative about a m isu nderstanding you once had . PLA N :

Jumping to the Wrong Conclusion OPENIN(g The YIM!i.�-t c./.utrl/fc.te.rs, wMe-re. 1/!M wMe-�-t tMe­ story tl/!ku pll/!c.e.

[

Last Saturday I visited my grandmother, who lives on the other side of London. I had not seen her for ages and I was looking forward to eating a piece of her delicious cake. It was a cold day, so I dressed warmly in a hat and scarf. I got onto the train and looked for a place to sit. I walked up and down the aisles for some time until I found an empty seat next to an elderly man who was reading a newspaper. Relieved, I sat down and took out my book. As soon as I had begun reading, I fel t that the man was watching me. I felt very uncomfortable. I wanted to move but there were no empty seats. Finally, the train pulled into Kings Cross station. I rushed off the train, eager to escape the stare of the old man.

E>ODY Eve.vr.ts 1/!M proble.wt.s i.�-t tMe- story, how tMe­ c./.utrl/!c.te.r je.e.Ls 1/!M tri.e.s to solve. problem

I left the station and began walking towards my grandmother's house. After a few moments, I had a strange feeling that someone was fol lowing me. I turned round. To my surprise, the elderly man who had sat next to me on the train was running towards me. I started to run. I coul d hear the man coming up behind me. In a minute he would catch up with me . . .

CL05IN(g The e.ftdi.� of tMe­ sto ry, how tMe­ proble.m i.s resolved

U SEFU L LAN G U AG E

[

. ..... .... ...............

"Wait ! " he shouted. I stopped. The man stretched out his hand and I could see that he was holding something. "Your hat," he said. "You l eft it on the train." At that moment I realised that I had j umped to the wrong conclusion.

····· ····· .... ......... .... .................. ........... .....

Time Expressions

m ...

m

m

: Connectors of Seq uence

Last weekend I s u m mer I yea r, . . .

at first

as soon as

Two years ago, . . .

before

soon

it was a cold I hot I stormy day . . .

after

suddenly

it a l l began when . . .

next

while

One afternoon . . .

later

during

Fortunately, I U nfortunately, I Lucki ly, . . . To my su rprise, . . .

when

eventually

then

in the end

I

u ntil

mea nwhile

felt . . .

The funny t h i n g is that . . . Before I knew it . . .

Writing G u ide

A SUMMARY A summary provides the reader with the m a i n poi nts of an a rticle in as few words as possible. A summary usually does not include the writer's opinion and it is written i n h i s o r her own words where possible. Look at the topic below. Then read the orig inal article and the model summary. TOPIC:

Write a summary of the a rticle, using 50-70 words.

Baby Einstein DVDs: Educational or Not? Baby Einstein DYDs are specifical l y aimed at babies and toddlers. These popular DYDs feature classical music, and babies seem to love watching them. Not only do the DYDs provide busy parents with a break from having to care for their infant, they are also said to have educational benefits. Yet recent research suggests that these DYDs may not be as beneficial to children as parents may like to believe. In fact, there is evidence to suggest that television viewing between the ages of 1 and 3 could in fact be harmfu l to them. Research at the University of Washington found that babies who had watched baby videos scored about 1 0% lower on language skills than those who had not. In addition, experts have shown that baby videos may also be associated with attention problems later on. They claim that the more television children watch in their early years, the shorter their attention spans later in l ife. The Campaign for a Commercial-Free Childhood is a group which has been fighting baby media companies for some time in an attempt to get them to admit that baby videos are not educational. They clai m that the entire marketing strategy of companies like Baby Einstein is based on false and misleading c laims that the videos are educational. Recently, the B aby Einstein company announced that they would give a ful l refund to anyone who had bought one of the DYDs in the last five years and wished to return it. The campaigners see the recent announcement as an unspoken admission that they did mislead the public and that the DYDs have no educational value. Yet it will be interesting to see how many parents will actually c laim the refund and return the DYDs to the company. Although the videos may not turn their children into geniuses, as they might have hoped, they continue to keep them occupied and stimulated, without the need for parental involvement. That may well be something that parents are not willing to give up.

DYDs designed specifically for babies and toddlers are very popular. Yet recent research has suggested that they may i n fact be harmful to children's development. In view of these findings, a recent campaign has accused media companies of deliberately misleading parents by implying that these products have educational value. Consequently, the Baby Einstein company has agreed to give a refund to parents wishing to return the DYDs, although it is uncertain how many parents will accept their offer.

lf'U.Ludu o�y i.mport(!fvtl i.Mjo rwt(!fti.o �-t 0 1'3(ifvWed i.vtlo o 11.e c.ohesi.ve p(!fr(!f_Jr(!fph TIP:

Leave out less i m portant examples and deta ils. Shorten or combine sentences and try to use your own words. U S E F U L LANG UAGE Being Concise

Apparently, .. .

Finally, .. .

If

C learly, . . .

Consequently, . . .

I n short, . . .

Presently, . . .

although

J

A CURRI CULUM VITAE When applying for a job, you w i l l often have to s u p p ly the em ploye r with yo u r perso n a l deta i ls, as well as you r ed ucatio n a l q u a l ifications a n d work experience. Be low i s a n exa m p l e of a CV which ca n be used as a model for you r own .

PERSONAL INFORMATION Name Address Telephone no. E-mail Nationality Da te of birth

Ana Rodrfguez Val lejo Cl Salvador de Madariaga, 5, 3°-C, Madrid 635423 1 79 anarodvallej o @ hotmail .com Spanish 8th April , 1 992

WORK EXPERIENCE Da tes Name o f employer Occupa tion or position held Main activities and responsibilities

2008-20 1 0 Hard Rock Cafe Waitress (part-time) Preparation and service of food, wine and beverages

EDUCATION AND TRAINING Da tes Name of school Principal subjects covered Title of qualifica tion awarded

2008-20 1 0 IES Juan De La Cierva English l anguage, history, literature Secondary School Graduate - B achillerato

PERSONAL SKILLS AND ABILITIES LANG UAG ES Mother tongue Other languages

Spanish English (good level written and spoken) French (fluent)

COMPUTER S K I LLS General Graphics or multimedia Programming

OTH E R SKI LLS AND ExPERIE NCE D RIVI NG LICENCE

M icrosoft Word, Excel, PowerPoint Photoshop, InDesign Visual B asic 2007-2009: school theatre group Licence for 1 25cc motorbike

QUIZ ANSWERS Unit 3, page 3 3 1 .c 2.a 3.c 4.b

S.a

6.a

7.b

8.b

7-8 correct answers:

You know q u ite a lot about computers. Keep up the good work, but remember: there is l ife beyond the computer screen . Maybe do some sport as wel l ! 4-6 correct answers: You use a computer, but it's not the centre of you r l ife. You 've found a good balance, but pay attention to what's going on in the computer wor l d . Tech nology can be useful ! 0-3 correct a n swers: You obviously have other interests besides computers. That's g reat, but try to keep up with the

ti mes. Remember - this is the 2 1 st century l

Unit 4,

page

45

1 . False. Red , because it signals danger, actua l ly makes people more awa re a n d alert. 2 . True. Special cel ls in the nose respond to chem ical signals g iven by other people who feel danger. 3 . True. Touch sti m u lates the b ra i n to produce endorphins, which are the hormones that i n h i bit pa i n . 4 . True . O u r sense o f balance i s centred i n our ears, but we rely on o u r sense o f vision for balance as wel l . Try i t ! 5 . False. Wom e n 's sense o f s m e l l and taste is more sensitive than m e n 's . 6 . True . There is a n a rea on t h e retina that does n o t respond t o l i g h t . An image that falls on that area w i l l not be seen . Try this test:

+

•

Hold the i mage a bout 50 centi m etres away. C lose your right eye, With you r left eye, look at the + Slowly bring the i mage closer while looking at the +. At a certa i n d istance, the dot will d isappear ! This i s when it fa l l s on the b l i n d spot. 7. False. People who suffer from a rare genetic d isease cal led C I PA a re unable to feel pa i n . 8. True. People with a cond ition ca lled synesthesia m i x together senses which are normally separate. 9 . False. The seashell captures the noise a ro u n d you, which resonates in the shel l .

Unit 4 , p a g e 52 5

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1 47

VIEWPOINTS fo r by Elizabeth G rant and Kevin Payne

B a c h i l l e rato 2

B u rlington Books P. O . Box 544 1 1 372 1 Limassol Cyprus B u rlington Books is an i mprint of Danos Books Ltd . Material C u rricular para Bac h i l lerato, curso segundo, a rea de lenguas extranjeras: ingles, registrado en todas las Comunidades Aut6nomas que tienen com petencias en materia educativa y que asf lo requ iere n . Acknow l ed g e m e nts:

The publisher g ratefu l ly acknowledges the follow i n g for perm ission to use copyright materi a l : " So You Want t o Be a Rock ' n ' R o l l Sta r " (page 9) - Words a n d m usic b y J i m McG u i n n and C h ris H i l l ma n © T R O Essex M usic Lim ited . Edici6n a utorizada a TRO M usica Espana S . L . ; " ( at's in the C ra d l e " (page 57) - Words and music by Ha rry C ha p i n anc Sandy C ha p i n © Story Songs, Ltd (ASCAP). All rig hts a d m i n istered by WB Music Corp. Used by permission; Extracts from " Th E Kite Runner" (page 59) - by K haled Hossei n i © 2003 by Kha led Hosse i n i . Used by permission of Riverhead Books, a n i m print c Pen g u i n G roup (USA) Inc. The publisher g ratefu lly acknowledges the followi n g for providing p h otographs: Cover M . C . Escher Company; Alamy: page 2 4 , 3 5 (Google Street View car), 69 (Apple), 7 3 , 76; AP: page 69 (Nike, Sony Ericsson New Balance, McDonalds), 74 (All Star sneaker); ASAP/Rex Features: pages 1 2 (M ichael Jackson), 1 3 (Paris H i lton), 1 6 (Susan BoyiE 1 7 (Sylvester Stallone), 28 (chickens), 69 (Cha nel); Cartoon Stock: page 2 1 (cartoons 2 and 3 ) ; Everett Collection: pages 58, 59, 6C (The Kite Run ner); Facebook.com: page 40 (Facebook page); Freeimages.co . u k : page 2 1 (leaf); Getty l mages/Photodisc: pages 23 (ocea n), 35 (two small street scenes), 49 (garlic), 78 (phone, hamper and kettle), 1 0 1 (cafe pictu res), 1 3 5 ; Green peace Org: page 27; Image Bank!Getty I mages: page 1 7 (queue), 51 (John Cage and M i ke Batt), 62 (the B rowns); Mark Pa risi : page 2 1 (cartoon 1 ) ; Matt Harding: page 1 6; M IT Media Lab: page 3 7 ; Myspace.com: page 40 (Myspace page); Neil Boorm a n : page 7 1 ; Photos.com I J u p iter I mages: pages 44 (both teens), 49 (ice cream), 98, 1 0 1 (market); Reuters page 93; Shutterstock: pages 5, 6, 7, 8, 9, 1 0, 1 1 , 1 4, 1 5 (money), 1 7 (festival), 1 8 (fi l m strip), 20, 2 1 (leaf texture), 2 2 , 24 ( H u m boldt squ id), 25 (4x4), 28 (deforestation), 3 1 , 3 2 (whiteboards), 3 3 , 34, 4 1 (icon), 42, 44 (podi u ms), 45, 46, 47, 48, 52, 5 3 (all but bottom right), 54, 57, 59 (kites), 60 (footbal and grass), 6 1 , 62 (piano keys), 64, 6 5 , 66, 69 (shelves and barcodes), 7 1 (flames), 7 2 , 74 (orange sneaker), 7 5 , 7 7 , 78 (all but phone, hamper and kettle), 80, 9 1 , 92, 94, 95, 96, 1 0 1 (top left); Wikimedia Commons/Taty 2007: page 1 2 ( Michael Jackson Star Wikipedia.org: page 39 Agradecimientos: • •

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