viewpoints 1 sb
TRANSCRIPT
J Burlington Book\
VIEWPOINTS For Bachillerato
STUDENT'S BOO K
Elizabeth Grant Kevin Payne
-----------------------------
] Burlington Books
VIEWPOINTS For Bachillerato
STUDENT'S BOO K
Elizabeth Grant Kevin Payne
1 Faces
page 5
A Face I ' l l Always Forget
Predict ing content
VOCABULARY I Persona l ity and
appearance Ph rasal verbs Compound adjectives
GRAMMAR I Present S imp le
Present Cont i nuous
�--------------------------�----------------�------------------�---------
2 Danger! -page 1 7
The Midnight Visitor
Mak ing inferences Dangerous situations Adjective suffixes -ed I -ing adjectives
I Past Simple I Past Cont inuous Past Perfect S imp le
1----------------------------'----------------------'------ ---- ----
3 Go for It! • page 29
4 Landmarks • page 41
Oscar Pistorius
Identifyi ng the ma i n idea
I Dubai -Architectural Wonder land
· Scann i ng for specif ic
Sport and ach ievement Verb col locations I d ioms
Bu i ld i ngs wan t+ inf in itive want+ object+ i nfi n itive Br itish I American Eng l ish
Present Perfect S i m plE Past S imp le
J Future S imp le be going to 1 Future Cont in uous Future Perfect S imp le I i nformation
1-----------------------'-· -------------------'---- ----- ---�
5 Speak Out! • page 53
1 Flexpetz
I G uess ing the mea n i ng of words
6 I Twister S isters
Extreme Weather understand ing • page 65
7 Travel •
con nectors
I Antarctica
Understand ing reference
I Wi ld l ife Prefixes
I I d ioms
I Weather Gerunds and i nf i nitives
I Noun col locations
Travel Noun suffixes
I Relat ive c lauses
I Modals Modal perfects
F i rst, second and th i rc '--- ' condit ional
T ime cla uses
page 77 L__ __j 8 Honesty
The Eyes Are I Watching You
I Author's purpose • page 89
Honesty 1 The Passive Adjectives + preposit ions The Causative
I I d ioms
---�
9 That's Entertainment! • page 101
Appendices
I
Space Cadets
Review of read ing strategies
• G r a m m a r Appendix page 113
• Pro n u nc i at ion Pract ice page 131
1 Enterta i n ment Reported speech used to I be used to I Reporting verbs get used to
Phrasa l verbs
• G l ossary page 134
• Phrasa l Verbs page 142
• Prepositions page 143
• I rreg u l a r Verbs page 144
LI
- -
1\R
JOUS
s 1ple
S imp le
)US imp le
--�
J th i rd
LISTENING SPEAKING A lecture Descri b ing people
A conversation ! Ta l ki n g about a picture
A rad io i nterview Exchanging i nformation
l Guided tours Compar ing pictures
A conversation Express ing opi n ions
------
News reports I nterviewing
Recorded messages B uying a tra i n t icket
WRITING A description of a person Punctuation
I A na rrative
I Connectors of sequence and t ime express ions
A b iography Word order
----
A descri ption of a p lace Adjectives
I A for and aga i nst essay Connectors of add it ion and contrast
1 A news report Connectors of cause and resu lt
An i nformal e-ma i l Referenc ing
SKILLS •
Appl icat ion forms and i n terviews
Using a d i ct ionary
Booking tickets on l ine
I nternet research
G iv ing a presentat ion
Using graphs and charts
Booking a room
- - -_____ _L_ -
A radio interview
F i lm reviews
• Writ i n g G u ide ::Jage 146
Ag ree ing and d isagreeing
An opin ion essay I Connectors of pu rpose I Review of con nectors
Understand ing adverts
_L ________ �----------�--------� Making plans I A f i lm review
Writ ing review ! Using enterta i nment I gu ides I
�-- ------�-----------L---
r
Faces
Unit Objectives • Personality and Appe<�rance
• Present Simple
* Present Continuous * Listening to a Lecture
*Describing People
• Writing a Description of a Person
* Life Skills: Application Forms
and Interviews
How good are you at remembering faces? Do the test below and find out.
a. Look at the six faces in group A for 30 seconds. b. Now look at the next s ix faces i n group 8 for 30 seconds. c . Tu rn to page 1 60 . Do the next part of the test and check your answers.
GROUP B
• Have you ever met anybody whose face you won't forget? Why do you th ink you won't forget this person?
WEB EXTRA Two of the fa ces on th is page a re popula r B ritish celebrities. f ind out mo re about the m a t : www.burlingtonbooks.es/viewpoints I
6
READING
1 Word Check: The fol lowing words appear in the text. Make sure you know what they mean.
flatmate • bl ind • squeaky • cope
PREDICTING CONTENT
Before reading a text, look at the pictures and the tit l e. Th i s wi l l h e l p you predict the content of the text.
2. Look at the title and the picture. What do you think the text is about?
3. Read the text and check whether your prediction was correct.
4. Are the fol lowing statements true or false? Find evidence in the text to support your answers.
1 . The man fo l lowing the writer was a stranger.
2 . PA was fi rst d iag nosed i n the 1 990s.
3. People can get PA from the i r parents.
4. Some PA sufferers don 't go out much .
5. The writer p refers to keep her condit ion a secret.
6. Sc ient ists have not d iscovered a cure for PA.
5. Choose the best answer according to the text.
1 . In th is text, the writer wants ma in ly to . . . a . tel l readers the story of her l ife b. i nform readers about PA c . g ive deta i l s about the latest research on PA d . he lp readers d iag nose whether they have PA
2 . When the writer rea l ised she had PA, she was . . . . a . g lad that she was not a lone b. upset that there was someth i ng wrong
with her c . angry that no one had ever told her d . happy that he r condit ion was not
more serious
6. Answer the questions in your own words.
1 . How did the writer know that she had PA?
2. What c l ues do PA sufferers use to recogn ise people?
3 . Why might a busi ness meeti ng be diff icu lt for the writer?
4. What impress ion do PA sufferers make on others?
5. Why do PA sufferers someti mes pretend they haven't got the i r g lasses?
7. Find words or phrases in the text that mean:
1 . afraid (paragraph 1 )
2 . i n add it ion to (paragraph 2)
3. def in itely (paragraph 3)
4. make i t possib le for (paragraph 4)
5. types, k inds (paragraph 6)
• Have you ever been in a situation where you didn't recognise someone or couldn't remember their name? How did you feel? What did you do?
t.
I
A Face I' 11 Always Forget A few years ago, a m an began cal l ing m e fro m the othe r s i d e of the street. I ignored h i m,
but he ran afte r me, shouting, "Hey!" F r i g htened, I shouted back, "What's the p rob le m?"
When he re p l ied, h is Ame rican accent re m inded me: he was my flatmate and I had been
l iv ing with h i m fo r th ree years.
5 This inc ident, al ong with several othe rs, m ad e me real ise that I am face-b l ind . I have a
cond it ion cal led p rosopagnosia, o r PA. I ' m not rea l l y b l ind . When I ' m look ing at a face, I can
d escr i be it pe rfectly. it's just that when I l o o k away, I don't re m e m be r the deta i ls .
PA was fi rst d ocumented in the 1940s and was b e l i eved to be caused by b rain injury o r a
stro ke. H oweve r, in the 1990s, re ports we re pub l ished of parents and ch i l d ren who we re
10 suffe ring fro m the d isord e r, but had no injury. This c lear ly showed that some people are
born with the problem, and that it can be h e red itary. Neurologists have now p roved that i t
is caused b y a defect in a sing le gene .
When I te l l my friends about my cond it ion, they say, "But you just recognised m e !" "Yes," I
answe r, "because you sti l l have long o range hai r, a squeaky vo ice and a ring th roug h your
15 eyebrow." it's these clues that a l low prosopagnostics to functi on in soci ety. But what i f
you're at a business m eeting whe re a l l t h e m en are wearing suits and have short hai r?
(! f
In s h o rt, l ife isn't easy for PA suffe re rs. We ' re seen as snobbish and
strange because we don't say h e l l o to people we ' re supposed to
know. Somehow, "Sorry, I d i dn't recognise you" seem s a poor
20 excuse for looking stra ight th roug h someone - espec ia l ly when
that someone is your boyfriend !
So how d o we cope? We l l, we use a l l sorts of strate g i es. Som e of
us just d on't socia l ise muc h . Oth e r options include s m i l ing at
eve ryone just in case they are an acq uaintance, o r p retend ing
25 we haven't got our g l asses.
Al l in al l, it 's a re l ief to know that my p ro b l e m has a name
and that lots of othe r people share it - in fact, it 's bel ieved
that one pe rson in 50 suffe rs from PA. it 's also eas i e r to
te l l people about it than to let them t h ink I ' m crazy. And
30 now that they've found out it's caused by a gene, who
knows - one day there m ay even be a cure .
False friends
realise ( l i ne 5) means darse cuenta not realizar
pretending ( l i ne 24) means fingiendo not pretendiendo
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�OCABULARY \ Vords from the Text
1 . Choose two possible answers to complete each sentence. Pay attention to the words in colour.
1 . A man m ight wear a su it to a . . . . a . wedd ing b. footba l l game c. meet ing
2. A b l i n d person wou ld probably not enjoy a . . . a . concert b . pa int ing exh i bit ion c . bal let performance
3. An acq u a i nta nce cou ld be someone from your . . . . a . fami ly b . school c. neighbourhood
4. A c l ue might he lp you to . . . . a . f ind someth ing h idden b . solve a puzzle c . carry something heavy
5. You m ight rep ly to . . . . a . a book b. a question c. an e-ma i l
6 . You cou ld sha re a . . . . a. face b. book c . meal
� 2. Complete the passage with the words and phrases below. Then l i sten and check your answers.
a l l in a l l • rem i n d i ng • cope with • si ngle pretend • d isorder • rea l ises • i nj u ry
50 FIRST DATES Have you seen the fi l m 50 First Dates? it's a bout
a young couple, Henry (Ada m Sa nd ler) a n d Lucy
(Drew Barrymore).They're i n love, but Henry soon 1 · . H . that they have a serious prob lem: from one
day to the next, Lucy forgets who Henry is.
She suffers from a 2· . . . . H •• cal led a nterograde
a mnesia, caused by a n 3 H . • • • she recei ved in a
car accident. As a result, she can n ot remem ber a
4· ... . . . . H. th ing from one day to the next. She a lso
th i n ks that every day is 13th October 2002.
Her father a n d brothers. . . . H • • • that th is is true,
re-livi n g the events of that day so that she won't get
upset. Hen ry, however, wants Lucy to 6· H • rea l
l i fe. He m a kes her a v ideo to watch every morni ng,
................ . . . her who she is. 8 · H • , th is fi l m is very
enterta i n i n g and the act ing is g reat. Don't m iss it!
PHRASAL VERBS
When a verb is followed by one or more particles, it is called a phrasal verb. The mean i ng of the phrasal verb i s different from the mean i ng of the verb a lone.
He began to run after me.
When /look away; I don't remember the details.
JWI.Grammar Appendix, page 114-115
3. Match each phrasal verb in I to its meaning
1 .
2 . 3 .
4.
5. 6 .
7 .
i n 11. Use the phrasal verbs l i st on page 142 to help you.
I 11 run after a . meet by chance
run off with b. turn one's eyes in
r u n i nto another d i rection
look away c. chase
look through d. f ind information about
look forward to e. steal
look u p f. feel excited about
g. ignore
4. Complete the sentences with the correct form of a suitable phrasal verb from Exercise 3 .
1. The thief H H . £1 , 000 yesterday.
2 . D iane is so snobbish . She a lways . .... . . . . me when we pass.
3. Look' Who is that pol i ceman ..... . . . . ?
4. The l ight was so br ight that I had to ..
5. Whenever Patr ick goes out, he ... . . H someone he knows.
6. Are you ·H ·· · you r next ski i ng lesson?
7 . I don't know what that word means. Let's . H . it H . i n the d ict ionary.
Barrymore and Sandler w o n the award for the Best on-Screen Team at the MT V Movie Awards.
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PERSONALITY AND APPEARANCE
1 . Read the description of a star sign. Which of the adjectives in colour do you th ink show positive personal ity traits? Which show negative traits?
Aries (21st March - 19th Apnl)
You are very confident and love to take action,
so you're a natural leader. People like you because
you're generous and fun to be with. You make
decisions quickly and can be quite impulsive.
Try not to be too bossy and be a bit more
open-minded!
2. Complete the sentences with the adjectives below.
ta l kative • self ish • he lpfu l • stu bborn considerate • roma ntic • nosy • c a l m
1 . He's so . . n o that no one else can say a word when he 's a round !
2 . That's none of your business ! Don 't be so . . . . . . . . . . . ! 3 . lt wasn 't very .n . . of you to ta l k so loudly wh i l e I
was rest ing .
4. Please l i sten to our advice. Stop be ing so
5. You ate all the ice cream . That was rea l ly . . of you !
6. I try to be . n . when people ask me for d i rect ions .
7 . He bought h is g i r lfr iend chocolates and f lowers. How . no !
8. She 's qu ite . n . . . Noth ing upsets her.
3. Use the adjectives from Exercises 1 and 2 to complete the fol lowing sentences. Try to use at least eight adjectives.
1 . I would l i ke a boyfriend I g i r lfr iend who is . . . .
2 . The president of a country shou ld be . . . .
3 . I get angry at my dad because he can be too . . .
4. Very young ch i ld ren a re often . . . .
5. Many TV and fi lm ce lebr it ies a re . . . .
4. In your notebook, write the adjectives below in the correct category. Some words may fit more than one category.
• dark • cu rly • stra i g ht • sp iky • s l i m • wavy
• sk inny • wel l -bu i lt • fa i r • pet ite • c h u b by • muscu la r • p l a i n • gorgeous • u nattractive • shou ld e r- l ength • good- looking
Hair Build General Appearance
5. Write two or three sentences describing a celebrity. Use the adjectives in Exercise 4. See if your partner can guess who he/she is.
COMPOUND ADJ ECTIVES A compound adjective is formed from two adjectives, usua lly con nected by a hyphen . Compound adjectives are often used to describe a ppeara nce a nd persona l i ty.
6. Complete the sentences with the compound adjectives below.
big-headed • broad-shouldered long- l egged • old-fash ioned k i n d-hea rted • short-tempered
1. Sales assistants must often deal with angry customers.
2 . My grandfather hates pop music. He's rea l ly
3. A · n ·· stranger gave us some food and water.
4. Why are a l l supe rmodels ta l l , s l im and .. . . . . . . . . ?
5. The man was muscu la r and . n . . from doing physical work.
6. The .. . . . . . s i nger is a lways late for concerts. He is rea l ly arrogant !
• Complete the sentences. Make them true for you.
1 . I don't m i nd sharing ... .
2. The most generous th ing I 've ever done was . . . .
3 . The most selfish th ing I 've ever done was . . . .
4. When I meet an acquaintance, I . . . .
5. I 'm looking forward to . . . .
6 . I 've learned to cope with . . . .
Vocabulary Builder, pages 7 8-79
4 Unit 1
9
-
c� GRAMMAR '---..,
PRESENT SIMPLE PRESENT CONTINUOUS
A. Read the examples and a nswer the questions.
a. PA sufferers always smile at everyone.
b. She hopes that they will find a cure for PA.
c. All the men are wearing suits.
d. Many people suffer from PA.
e. I am meeting my boyfnend at the airport tonight.
f. She is living with a flatmate this year.
1. Which tense is used in each of the examples above?
2. Which example ta lks about ... ?
1 . a regular habit or rout ine
2. a temporary action
3. a genera I truth 4. an action which is happening now
5. a definite pla n for the near future
6. a thought, fee l i ng or expectat ion (a stative verb)
B. Read the examples and complete the rules.
a. He remembers names, but not faces.
b. We don't socialise much.
c. Does he usually recognise his friends?
d. She isn't wearing her glosses.
e. He's looking at my face.
f. Are they trying to find a cure?
1. We usually use the base form of the verb + . . . . . to form the 3rd person si ngular of the Present Simple.
2. I n the Present Simple, we use auxi l iary verbs i n a l l sentences I on ly in negative sentences a nd questions.
3. We use ... + verb + . . . . . . to form the Present Cont inuous. 4. I n the Present Cont inuous, we use a n auxiliary verb in a ll sentences I only in n egative sentences and questi ons.
Grammar Appendix pages 113-114
1. Choose the correct time expression, then rewrite the sentences.
1 . He d rives outside the c ity. (rare ly I next wee k)
2. What is that boy tryi ng to do? (at the mome nt I somet imes)
3 . D iane doesn 't get a lot of phone ca l l s . (today I usual ly)
4 . Do you unde rstand my quest ion? (eve ry day I now)
5. My mothe r works qu ite late . (ofte n I tomorrow)
6 . Our ne ighbours are leaving the country. (soon I se ldom)
7 . I meet frie nds for coffee . (tomorrow I on Wednesdays)
8 . F iona is com ing with he r boyfrie nd . (ton ight I freque ntly)
2. Complete the sentences with the verbs in brackets. Use the Present Simple or Present Continuous.
1. Susanna .. . . . . (study) Fre nc h this te rm.
2. . . . Joe usual ly . . . . (d isc uss) h is ideas with you?
3 . Th is is fantastic ! Our team .. . . . . . . . (wi n) the matc h !
4. Why .. . . . . . . . . . you . .. (try) to do that now?
5. That kind of car .. . . . . . . . . . (use ) a lot of petro l .
6 . I' m sorry, but I . . . . . . . . . . . (not re me mbe r) your name .
7 . . . . . . . . . . . . (not go) to school tomorrow.
8. Pe ngu i ns . . . . . . . . . . . ( l ive) on ly in the southe rn he m isphe re .
STAT IVE VERBS - Some stat ive verbs such as think, see, look, have and weigh can refer to an action as well as a state. When these verbs refer to an a ction, we can use the Present Continuous.
3. Complete the sentences with the correct form of the verbs in brackets. Decide if the verb refers to a state or an action.
1 . We .. . . . . . . . . . of go ing on ho l iday next month . Whe re . . . . . . . . . . . you .. . . we shou ld go? (th i n k)
2. Dad .. . the soup . I 'm sure it ... ve ry good . (taste )
3 . He .. . . at the book now. lt . . . . inte resting . (look)
4. . . . he . . . . . . . . . . . the tomatoes now? How muc h ... . . they ... . . . . . . . . ? (we igh)
5. Our frie nds .. . a new swimm ing poo l . They . .. a pool pa rty this Sunday. (have )
4.
1.
2.
3 .
4.
5.
6.
7.
5.
?
I 6.
1.
2. 3. 4.
5.
6.
Rewrite the sentences, replacing the time expressions in ita l ics with those in brackets. Change the verbs where necessary.
Her son doesn't practise the p iano in the morning. (at the moment)
I take my dog to the vet every year. (tomorrow)
Wa iter and C i ndy aren' t ca l l i ng the ir parents at the moment. (every day)
I usually know what she means (now)
Vera is jogg i ng with a fr iend now. (usual ly)
Do the nu rses f in ish work at five o 'c loc k every afternoon? (now)
Is Mr Wash ington p lay ing tenn is this morning? (every morn i ng)
Jean and Keith are chatting. Complete their dialogue by writing the missing questions.
Jea n : H 0 ?
Keith : Yes, I l i ke my new school .
Jea n : .. . . . . . . . . . ?
Ke ith : No, I don' t see my old friends very often .
Jean: H 0 H ?
Ke ith : I 'm studying maths, Eng l i sh , a rt and geography th is term .
Jea n : 0 H ?
Keith: Yes, I know Alex Gard ner. He's i n m y maths c lass.
Jean : 5 . .. . .... ?
Keith : No, I' m not doing anyth ing spec ia l th is afternoon . Do you want to come over?
Complete the sentences. Use the Present Simple or Present Continuous.
At least once a week, I . . . .
Stop making so muc h noise ! We
Th is weekend, my fa mi ly . . . .
Jenny can't come to the party ton ight. She .
Every morn ing, our dog . . . .
Accord i ng to experts, PA sufferers . . . .
Mi ra a ese hombre. �Por que pers igue a ese n i iio?
Look at that man. Why is he running after that boy? .I
NOT Look at that man. Why does he run after that
boy? X
� 7. Complete the passage with the correct form of the verbs in brackets. Use the Present Simple or Present Continuous. Then l i sten and check your answers.
�� -L ":;'!i''::t 7 P'roflle ..:1•1 friend• • Network• • lnbo• {l) • """"' •'"'"�' 1 ... , '"'� •
Don't Be a Victim it's now late at nig ht, and Paula
.......... (s it) at her computer. She
. ......... (open) her favourite s ite,
Facebook. L ike m i l l ions of other
Facebook users, Paula 3: . . .. . .. . . . (enjoy)
sha ring detai l s of her l ife with
her on l ine "friends': But she 4· ......... . (not rea l i se) that by d oing t h i s,
she m i g ht be invit ing crim ina l s
t o take over her identity. A typical
Facebook user 5 . . (provide)
valuable information, such as date
of b i rth, mobi le-phone num ber and
a home a d d ress. Cyber-crim ina ls
often 6 . H (use) t h i s information to
"become" that person and access
their bank account. UK pol ice are
so concerned a bout t h i s that t hey
7· ... . . .. .. (now plan) a nationa l e-crim e
unit t o deal with t h e problem. You
can avoid becoming a vict im: make
sure you choose the option that
8 · . .. . . . . . . (a l l ow) only your friends to
view your personal deta i l s .
Grammar Review 11
11
8. Rewrite the fol lowing sentences using the words in brackets. Do not change the orig inal meaning.
1. How m uc h is th is magazine/ (cost)
2. I haven 't got a car. (own)
3 . We i ntend to meet for lu nch tomorrow. (are)
4. Brenda p lays a lot of footba l l . (often)
5. The c h i ldren are qu iet at the moment. (ta lk)
6 . I 've got plans to see Pau l ton ight. (am)
Extra g ra m ma r e xe rc i se s a t : www. bur/ i n g to n books. es/l' i e u,p oi n rs 1
Un it 1
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� SKILLS
1 2
LISTENING G
A LECTURE
1 . Read the notice below. What is "personology"?
a. a way of showi ng people 's pe rsona l it ie s through a rt
b. a way of c hang ing and improv ing one 's pe rsona l ity (9 a way of analys ing pe rsona l i ty by look ing at a face
PERSONOLOGY THE ART OF READING FACES
Have you met someone new? Would you like to know
what they are really like? YOU CANby looking at
their face!
Lecture by popular speaker and author
ELSA FULLER St Giles'Community Hall
Stafford Road Wednesday, 5th October
8.00 pm
STAY CALM- I f you don't understand one part of a l istening passage, don't panic! Keep listening and focus on u nderstanding as much of the passage as you can .
2 . Listen to the beginning of Eisa Ful ler's lecture. Which of the fol lowing can personology be used for?
To f ind out: a . what job to look for
b. whe re to l i ve
c . if someone is a suitable g i rlfrie nd I boyfrie nd
d. if someone is a good worke r
e . i f you shou ld se ll a certa in product
3. Listen to the rest of the tal k. Decide which of the photos below is Matthew.
2
3 4
4. Listen to the second part of the lecture again. What do each of the fol lowing features show about a person? Two answers are correct.
1. wide face a . confide nt b. a natural leade r c . th i nks carefu l ly before ta k ing act ion
2. rounded nose a. se lf ish b. he lpful c. nosy
3. eyes far apart a . ofte n late b. ca lm c . good at deta i l s
• Do you bel ieve that personology is accurate? What other ways are there of analysing a person's personality without actual ly knowing them?
WEB EXTRA F ind out how app earance can affect your l if e a t: u•il•w.bu rlingtonbooks.es/l'iewpoints 1
SPEAKING
DESCRIBING PEOPLE
1 . Greg wants to open a personal profi le on Facebook. Read what he has written about h imself for the profi le . What adjectives does he use to describe h imself?
Nqwu:.-: rgre:g Cook 8irthd(l(y; :21stJ!{Yt£-, 1'7'73
Aaivi.ties : I Love !JOif13 to films (I(M I evyoy dmui113. I voLuvttur {te(J(chif13 computers) tl(t (If schooL.
Fl'fvou.rite. Music: Pop, R&8
About Me: Very ivtteLLi:3ertt, quite. _geJ�t.e.rOI{S (l(ftii(' covtJ"ider(l(te, tho'19h I C(l(l1.- be. stubborl1.(l(t times. PeopLe. sqy I'm he.Lpfo.L. (jirLs t(l(ke 110te. : I'm very rowt(l(vttu (I(J weLL!
2. Fran has seen Greg's profi le. Complete the conversation between Fran and Jennifer with the expressions below.
h e's g ot • What does he look l i ke ? He l i kes • W hat's he i nterested i n ? What's he l i ke? • he's very
Je n n ifer :
F ran :
Je n n ifer :
Fra n :
Je nn ife r:
Fra n :
Je nn ife r :
Fra n :
)
H i , F ran .
H i , Je nn ife r ! Liste n , I 've j ust found the most gorgeous guy on Face book ! He 'd be perfect for you !
That's g reat . 1. . We l l , from the photo he looks qu i te sl im , and 2· ......... .. stra ig ht, fa i r ha i r. He 's a bit baby-faced, but real ly goodlook ing .
Sounds OK. 3 · ..... . 4· .......... fi lms and danc ing, and he even volunteers a t a school - just l i ke you!
Rea l ly? 5· .. .
He says 6· . ... H i nte l l i ge nt, ge ne rous, conside rate and roma ntic .
And not ve ry modest !
Burlington Speech Trainer, Unit 1
3 . Choose one of the people in the pictures and make up a profi le for that person. Use Greg's profi le as a model. Make the profi le as interesting as you can.
4. With a partner, ask and answer questions in order to describe the person you have each chosen. Use the questions and expressions in Exercise 2.
ENRICH YOUR SPEAKING
When you want to show interest i n what you r pa rtner i s sayi ng , u se t h e fol low ing expressions: Rea l ly? That's g reat! Sounds good I fun I i n te rest i ng.
U nit 1
� WRITING A Description of a Person
1 . Read Joe's blog below. Would you l ike to have a friend l ike Rania? Why or why not?
a n n • d�J [G www.joe_blog.com Q" 0.·
Welcome to Blog You are vi.sltor number 153
Sun 12
Mon 13
Tues 14
Wed 15
b d I It's Wednesday - three days Hey, every o y.
't for etlll before my big party.
h
oon ple
gyou
.;ll meet B the way, one of t e peo
. I y . . here's her plcture.
there 1s Rama -
a lot of people don't know
Rania's new at school, s
� the school swimming team,
her yet. We're together ln ll fit in with our crowd.
and it seems li.ke she'll rea y
d h 's got long, dark hair She's quite tall, an
a�t�ally enjoys reading and
and brown eyes. She b t she isn't big-headed
She's a great student, u
studying!
about her
high marks.
le but when you get to know
She's a bit shy with new peop '
a great sense of humour and
her, she's great fun. She_'s got
makes me laugh with her JOkes.
. R . and I think you'll li.ke
k a li.ttle blt about ama, So you now
I'm sure you've guessed! her a lot. I do - as
2. In which paragraph/s of the blog does Joe . . . ? 3. Match the punctuation marks in I to
1. descr ibe what Ra n i a looks l i ke
2. descr i be Ran ia's i nterests
3. make ope n ing re mar ks and introduce Ra n i a
4. descr i be Ran ia's per sona l ity
5. make c losing re mar ks
ECTUATIO...,N---=-,.............----PI Punctuation helps make your writing clear. Some punctuation marks (brackets, dashes, exclamation marks and contractions) are more common in
L informal writing. J
their use in 1 1 .
1 . quest ion mark
2 . fu l l stop
3. comma
4. exc lamation mar k
5. br ac kets I dash
6. apostrophe
1 1
a . to mark the e nd o f a se nte nce
b . to show strong fee l i ngs or to e m phas ise a po int
c . to add e xtr a i nfor mation
d . to se par ate ite ms i n a l ist, a seque nce of eve nts or parts of a long se nte nce
e . to show contr actions
f . to mar k the end of a question
4. Add the missing punctuation marks to the sentences below. There may be more than one possible answer.
This is fantastic
2. Are Pau l Mark B ianca and C la i re a l l going on the tr ip
3. She asked the dr iver where they were but he refused to answer
' There were a few people mostly c h i l d ren at the pool
::>. The man stood up put on his coat and walked out angr i ly
5. I cant be l ieve it
I l l pass a l l my exams I hope and get i nto un iversity
8. Why arent you work ing
5 . Add the missing punctuation marks to the text.
�1\(1 .. c +
Dear Sheryl,
The funniest thing happened to me the
other day Mark convinced me to go to a
talk on personology analysing someone's
personality by looking at their face Have you
ever heard of it
The speaker asked for a volunteer and
for some strange reason I raised my hand
The next thing I knew she had chosen me
lt was so embarrassing I didnt quite agree
with some of her comments especially the
part about talking too much but it was a
lot of fun.
Adjecti ves a re used i n a specific order : op in ion- l ength/size - col ou r Rania's got beautiful, long, dark hair.
Unit 1
Your Task • Write a description of a friend. Use 1 00-1 50
words.
WRITING YOUR DESCRIPTION
1 . Brainstorm your description.
• Think of people you know. Who would be easy or interesting to describe?
• Th ink of words and expressions to describe the person's:
physica l appearance
- personal ity
activit ies and i nterests
2. Organise your ideas. Use the model on page 14 and the plan below to help you.
- Dec ide wh ic h ideas to keep and wh ic h to leave out
- Dec ide how to order your ideas.
PLAN Open i n g : Open ing rema rks, i ntroduce the
person .
Body: Desc ri be the person 's appearance, i nterests and persona l ity.
Clos ing: C losing remarks.
3 . Write a first draft.
- Write qu ic kly. Don't worry about spel l i ng or punctuat ion as you ' l l have t ime to c hec k them later.
4. Use the checkl ist to check your work. Then write a final draft.
CHECKLIST
./ I foLlowed the pllifvt-for lif due-ri.pti.ovt- of lif persovt-.
./ I !.{.Sed differef11: lifdjuti.vu lifvt-lil' e-ompouvt-d lifdjuti.vu to ducri.be the persovt-.
./ I e-�k.ed 3rlifmmlifr, speLli.vtg lifvt-lil' p UJUtUiifti.O VI.-.
IM2Ufttll®f
!6
'fCEPHON
SKILLS APPLICATION FO R M S AND INTERVI EWS
• You are going to complete a n appl ication form and conduct a n i nterview .
Read the web page and appl ication form a nd a nswer the Task Questions below.
C L E A R L A K E
ABOUT us 1 OTHER CLEARLAKE PROGRAMS 1 � B· ·m!· B· !fi·iil·ml·m � Come to our camp in the Canadian Rocky Mountains . Have the
adventure of your l ife - and learn Eng l ish at the same time !
To reg ister, send i n our on l ine "J application form.
Telephone i nterview requ i red .
PERSONAL IN FORMATION Surname: .. First Name: .
Re gistration no. 90876456789
Home Address (Number & Street). .. City I Town I Village: Country: . Telephone Number: . Mobile Phone Number: . .. ... E-mail Address: . Male.· . . ... Female: . Date of Birth (Day I Month I Year) . . Native Language: .
Level of Eng1,:Sh.
Speaking
Reading . .... . ..
Writing
Weak.
Weak.
Weak.
Preferred Activities
Medium.
Medium .
Medium.
Good.
Good.
Good .
..... skiing ..... art .... hiking dancing ..... other
Dates preferred . .... 7-14 January . .... 15-22 January
..... 3-10 February . 11-18 February
• TASK QUESTIONS
1 . Imag ine you are applying for C learlake Eng l ish Winter Camp and complete the form above.
2 Tomas has applied for the camp. Jn a telephone interview, which of the following questions would the administrator ask?
1 . Why do you want to come to our camp? 5. Have you rece ived my c heque?
2. How many people wi l l be shari ng a room ? 6 . Where d id you learn Eng l ish ?
3. Is there anyth i ng you'd l i ke to ask me? 7 . Where are the other students from?
4. Do I need any spec ia l equ ipment? 8 . Why do you th i n k your read ing and writi ng are weak ?
� 3 . Listen to the interview. Which of the questions i n Exercise 2 does the admin istrator ask? What other questions does she ask?
• USE YOUR SKILLS
Cond uct a te lephone i nterview with your partner, using his I her appl ication form. Then switch roles. Use the questions in Exercise 2 above to help you .
Danger!
Unit Objectives
,, Dangerous Situations
• Past Simple
• P<Jsr Continuous
• Past Perfect Si m pie
*Listening to a Conversation
-• Talking about a Picture
* Writing a Narrative
• Life Skills: Using a Dictionary
1 . Would you l i ke a job that involves danger and excitement? If so, you may want to consider espionage. Before you decide, do the quiz below.
1. A friend has told you a secret. You ....
a. tell one person about it
b. don't tell anyone anything
c. tell everyone -you don't know why it's a secret anyway
2. You forget your keys and are locked out of the house. You ... .
a. find a way to open the lock with your pen
b. phone your parents and tell them to come home and let you in
c. climb from your neighbour's balcony to your own
3. Your friend gives you his new phone number. You ... .
a. write it down, but lose the paper
b. save it in your mobile phone
c. remember it by heart
4. The shortest way home is down a dark, empty street. You ... .
a. take it, enjoying the thrill of danger
b. walk the long way around
c. take it, but feel quite nervous and frightened
5. An acquaintance at a party starts telling you about his life. You ... .
a. tell him about your life as well
b. listen carefully, getting as much information as possible
c. feel bored and say you're going to get a drink
6. Your friend invites you over, but you're not in the mood. You ... .
a. have no trouble inventing a good excuse
b. feel you must tell the truth
c. invent a story, but your friend knows you're lying
2. Use the key on the right and add up your score. Go to page 1 60 to see what your score means.
• Do you agree with your qu iz results? Do you think you'd make a good spy? Why or why not?
WEB EXTRA F ind ou t abou t a real-l ife B ritish spy a t: www.bu rlingtonbooks.es/viewpoi n ts 1
�READING 4. Choose the best answer accord ing to the text.
1 . Ausable was angry because . . . . a . the manager had g iven Max a key to h is
18
1 . Word Check: The fol lowing words appear in the text. Make sure you know what they mean.
g loomy • bl inked • startled • g rasped
MAKING INFERENCES
Maki n g i nferences h e l ps you u nderstand th i ngs that a ren't actua l ly written i n the text. We can deduce t h i ngs from certa i n i nformation i n the text, for example , the way people react or the th in gs they say.
2. The following sentences appear in the text. What can you infer from them? Choose the correct answer below.
Ausable did not look like any secret agent Fowler had read about. He was past middle age and very, very fat.
When Fowler fi rst saw Ausable , he p robably fe lt . .
a . excited b . disappoi nted
3. Read the short story and complete the sentences using your own words.
1 . Ausable went to h is room because . . . .
2. When they entered the room, Fowler and Ausable were su rpr ised by . . .
3. Max became nervous when someone . . . .
4. Max c l imbed through the window because he thought . .
5 . Max screamed because . . . .
room b. the manager had not b locked the balCony c. Max wa nted the report d. Max was ho ld ing a gun
2. Ausable sa id that he had ca l l ed the pol ice . a . because Max had entered h is room b. because Fowler had fol lowed h im to h i s
roo m c. in order to g ive them the secret report d. just in case there was troub le
3. Ausable knew that the knock on the door was . . . . a . the pol ice b. room service c. an agent del ivering the report d. the hotel manager
4. We can infer that in the end, Fowler felt a. that his f i rst impression had been wrong b . that Ausab le was not very p rofess ional c . d isappointed because the even ing had not
been exc it ing d . worried about what had happened to Max
5 . Find words or phrases in the text that mean the opposite of:
1 . led ( l ines 1-3) 2. practical (li nes 8-1 0) 3. fat ( l i nes 23-25) 4. happ i ly ( l i nes 32-34) 5 . s lowly ( l i nes 50-52) 6 . lowered ( l i nes 54-56)
• Do you think Ausable was a good secret agent? Why or why not?
Fictional spies: Sa m Fisher,
Jason Bo u rne and A ustin Powers
Kt.
I
The Midnight Visitor.J Ausable did not look like any secret agent
Fowler had read about. He was past middle age and very, very fat. Fowler followed him down the gloomy corridor of the old French hotel where the secret agent had a small room on the sixth floor.
"You are disappointed," Ausable said over his 1) houlder. "You were told that I was a secret agent,
a spy. You wanted to meet me because 1ou are a young and romantic writer. You had eX'pected mysterious figures in the night, the crack of guns and poison in the wine. But instead of having secret messages slipped into my hand by a darkeyed beauty, I only got a phone call arranging a meeting in my room. You've been bored!" The fat man laughed to himself as he unlocked the door of his room and let his frustrated guest enter.
I • I I'"' l
"It belongs to the next room, but it extends 40 under my window," explained A usable angrily.
"The manager promised to block it off, but he hasn't." Suddenly, there was a knock at the door. Ausable smiled with relief. "That is the police. I told them to check on me to make sure
45 everything was all right." Max bit his lip nervously. The knocking was
repeated. "What will you do now, Max?" Ausable asked.
"If I do not answer the door, they will come in 50 anyway. And they will not hesitate to shoot."
Max's face was black with anger as he backed swiftly toward the window and put one leg out into the night. "Send them away," he warned. "I will wait on the balcony."
"Cheer up, my young friend. Soon you will see 55 a top secret report 2f�1Vtre�to this room, a report
The knocking on the door became louder and a voice was raised. "Mr Ausable! Mr Ausable!"
rhat may someday affect the course of history. That is the drama, is it not?" As he was speaking, :\usable closed the door behind him. Then he s�itched on the light.
Halfway across the room a man was standing and pointing an automatic pistol at them. He was slender, not tall, with a face like a fox. Ausable blinked a few times. "Max," he said, "you startled me. What are you doing in my room?"
"The report," Max murmured. "The secret report that is being brought to you tonight. I want it."
Ausable sat down heavily in an armchair. "I'm furious with the hotel manager," he said grimly. "This is the second time in a month that someone has entered my room from that balcony!" Fowler's eyes went to the single window of the
room. "Balcony?" Max asked. "No, I had a key. What balcony?"
Keeping the gun on the two men, Max grasped the window frame and swung the other leg up and over. The doorknob turned. As Max dropped onto
60 the balcony, he screamed once. The door opened and a waiter stood there with a tray, a bottle and two glasses.
65
70
"Here is the drink you ordered, sir." He set the tray on the table and left the room.
White faced and shaking, Fowler stammered, "but ... but ... what about ... the police?"
"There never were any police," Ausable sighed. "Only room service, whom I was expecting."
"But what about the man on the balcony ... ?" Fowler began. "What balcony?" asked Ausable. Fowler was still breathing hard as Ausable calmly poured himself a drink.
arranging ( l i n e 13) means p/aneando, programando not arreg/ando
Un it 2
report ( l i n e 1 8) means informe not reportaje
C@ VOCABULARY
Words from the Text
1 . Choose the answer that best explains the mean ing of the fi rst sentence. Pay attention to the words in colour.
1. Our fr iend arranged a fish i ng tr ip to Scotland . a . He p lanned it. b . He enjoyed i t .
2 . They wi l l d e l iver the books tomorrow. a . They' l l read them . b . They ' l l br ing them .
3 . The ch i l d hesitated before she took my hand . a . She paused . b. She laughed.
4. Most of the people at the concert were m i dd le-aged . a . They were i n their 20s. b . They were i n their 50s.
5. We were d isappoi nted when we heard the results . a . The resu lts were better than we had
expected . b. The resu lts were not as good as we had
expected .
6. They put poison in the k ing 's wine . a . They wa nted to k i l l h i m . b . They wanted the wine to taste n ice .
7 . We' re try ing to cheer you u p . a . We want you to feel happy. b . We want you to stay awake.
8 . The man began to shake when he saw Pau l . a He was pleased to see Pau l . b . See ing Pau l upset h im .
9 . l t was a h uge re l i ef when I heard the news. a. I ' m less worr ied now b. I ' m more worried now
2. Complete the sentences in any logical way.
1 . When he arrived, he switched on . . . .
2. They offered their g uests . . . .
3. The athlete is breath i ng hard because . . . .
4. The ch i l d ren 's mother made sure that . . . .
5 . Please stop point ing at . . . .
6 . The old man poured . . . .
A <3
ADJECTIVE SUFFIXES
Some words can be identified as adjectives by their suffixes. Some common adjective suffixes are: -a/, -able, -ous, - tic and -ive. Some adjective suffixes have got a special meaning : the suffix -ful means with, while the suffix -less means without. Note that sometimes there are changes in spel l ing.
mystery � mysterious romance � romantic
.,.�Grammar Appendix, page 11 7
3. Complete the sentences by adding a su itable suffix to the words in brackets.
1. An H • painti ng by Van Gogh costs m i l l ions of do l lars . (or ig in)
2 . Do they teach . H design at your school? (graph)
3. i t 's a . H H matter. I don't want to ta l k about it . (person)
4. The sec ret agent had some .. . . . . . . . . . i nformation , but he told no one. (va lue)
5. Your parents a re too H H • • They should let you be more i ndependent. (p rotect)
6 . I 'm H H ! Why d idn't you te l l me you cou ldn 't come? (fury)
7 . Don 't be sca red of my dog - he's completely .. . . . . . . . . . . (harm)
8 . You should buy one of these - they're very .. in the k itchen . (use)
� 4. Complete the passage by adding a suitable suffix to the words in brackets. Then l isten and check your answers.
A Firefi hter's Man Roles When you think of a firefighter, do you think of a L . . . . . . . . . . . (hero) man or woman, running into a burning house to save a child? "Well, that's not all they do, " says Malcolm Green, an officer in the London Fire Brigade. "Being a firefighter
means being in 2· H • (danger) situations, but we also do plenty of 3· H • • • • • • H. (education)
work. There's a lot people can do to prevent fires, and we're always trying to find 4· H • • HO (effect) ways to get this message across." Firefighters must stay
in shape, and they need 5· OH H H O (psychology) training to deal with victims who are panicking. Despite all this, people love firefighters mostly for their 6 HH·· · · ·· · ( tradition) role : they are heroes who do an 7· HHO HO (admire) job and who willing!) face danger in order to prevent 8· H ( tragedy) deaths.
T gpJ.c; . . YQ_c;_c.t."lJ.�Jc.t.:r..Y .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DANGEROUS SITUATIONS
1 . Match the beginning of each sentence in I with its ending in 1 1 .
1 . A f irefighter 2. " He l p ! F i re ! " 3. He was i n a terr ib le acc ident,
People who are easi ly bored 5. " Don 't move or I ' l l shoot ! " 6. She suffers from a terr i b le
1 1 a . the people screamed . o . fear of dogs. c. but he survived .
wa rned the robber. e. needs a lot of courage .
often look for thr i l ls .
2. Replace the words in bold with the expressions below.
l iv ing o n the edge • seriously i nj u red a close ca l l • l ucky to be a l ive occu patio n a l h azard • r isked h i s l ife
The young father put h i mself in da nger to save his c h i l d .
� For a motor- rac ing d river, be ing i n an acc ident is j ust another work-re l ated da nger .
� The p i lot was badly h u rt i n the c rash . - After the f ire, they felt fortu n ate that they
h a d n't d i e d .
� Some people seem to enjoy being consta ntly
... i n d a nger .
ty
y) )' , .
:ly r)
- lt was a very dangerous situation , but they weren't hu rt .
-.,_.-,; .... -ed I - ing ADJ ECTIVES - Adjectives ��ding with -ed describe a feeling or state, while �ojectives ending with -ing describe nouns that :aJse or create this feeling.
3 Choose the correct form of the adjective.
We were shocked I shock i n g by the news of the acc ident .
-He received several th reaten ed I th reate n i ng phone ca l l s .
- There was a t h r i l led I thri l l i ng car c hase h rough the streets of London .
- Ye was sta rt led I sta rt l i n g when a myster ious oman suddenly appeared.
ou aren't eas i ly frightened I fr ighte n i n g and you don't ta l k muc h . You'd make a good spy !
(J 4. Complete the passage with the words and phrases below. Then l isten and check your answers.
thr i l l • survived • l iv ing on the edge • fear courage • ser iously i nj u red • r isk their l ives
U n it 2
W O R K I N G O N T O P O F T H E W O R L D We don't usually think of window cleaning as a dangerous job,
but window cleaners who work on tall buildings constantly
1
· . . ... .... .. . A person who spends entire days standing on a shaky
platform 200 metres in the air has got to have plenty of 2· Some cleaners have actually fallen. In New York City
in 2007, two brothers fell from the 47th floor of a building.
One was killed, but the other miraculously 3· . . ... .. . ... , although
of course he was 4· . . ... . ... . . . This type of accident can always
happen, but if you like 5 . ... . and have no 6· . . . . . .... of heights,
the job has its good side. Feeling the wind in your face as you
look down on a city from the top of a skyscraper is a real 7 And you can also see some interesting details of people's lives
when you look through their windows!
• Complete the sentences. Make them true for you.
1. I 'm qu ite frightened of . . . .
2. I get furious when . . . .
3. When I was a ch i ld , I screamed
4. lt cheers me up when . . . .
5. Before I leave for sc hool , I make sure . . . .
Vocabulary Builder, pages 80-8 1
c� GRAMMAR
l
2 2
PAST SIMPLE PAST CONTINUOUS - ---.--
Read the examples and answer the questions.
a. Fowler climbed an followed AusabiL.
b. At 70 o c was waiting or the report
c. As he was speaking A usable closed the door.
d. AUSOI le a Fo c/ler were sitting in the hate/ lobby.
e W le re waiter was knocking on the door, A usable was talking to Max.
1 . Wh ich sentence ta lks about . . . ?
1. a n incomplete action mterrupted by another a ction c
2. two incomplete act 1011s 1 n progress a t the same time 1 n the past �
3. a n incomplete a ction m progress at a spec1fic time m the past b 4. a description of a scene D
5. a completed action in the past 1-2 . Wh ich tense/s is/are used for each of the
uses above?
3. Com p l ete the rules.
1. We use verb + H O H to form the Past Simple for regular verbs.
2. We use H H . + verb + . . H . to form the Past Continuous.
PAST PERFECT SIMPLE -
1 . Read the example and a nswer the questions.
Fov11e felt JfliJU' <cu uc-cuu.Sc- had expected more
1. Which verb is in tre Pa.-,t Per•ect Simple?
2. Which action happened 'irstl
2. Com plete the rule.
We use ........ .. + the past partic p ie to form the Past Perfect Simple .
El bombero se quem6 las manos m ientra s sa l vaba a u n n i fi o. �he f ·enghter burnt his hands while he was saving a child. ./
NOT The firef1qhter burnt h1s hands while he saved a child X
1 . Complete each sentence with a suitable verb below. Use the Past Simple or Past Continuous.
a rrive • call • not ta l k • not f in ish wash
1 . The men fel l as they H . the windows .
2. When .. . . . . . . . . . the ambu lance ... . . . . . . ?
3 . I was gett ing ready for bed when Kar la .. . . . . me.
4. Pat .... . . . . . . . h i s meal beca use he wasn 't hung ry.
5. Why were you l isten ing? I H • to you !
2. Complete the sentences with the verbs in brackets. Use the Past Simple or Past Continuous.
1 . A l ice . . . . (notice) that a stranger . . . . . . . . . (fo l low) her.
2. What .. you . H H (si ng) whi l e you .. (have) a shower?
3. There was a lot of noise last n ight when I .. . . . . .. . . . (ca l l ) you . What . H • you _ (do)7
4. The teacher .H • (exp la in ) the rules when someone .. H • • ( i nterrupt) h im .
5 . Ju l i a 9. .. .... (a rrive) a s we . H (have) d i n ner.
6 . Everyone H . H (sleep) when suddenly someone . . . . . . . . . . . (knoc k) on the door.
3. Choose the correct answer.
1 . By the t ime they came to ar rest h im , he a l ready escaped I had a l ready esca ped .
2 . The tomatoes began to grow soon after we pla nted I had p la nted them .
3 . I was sorry that I was I had been so impatient ea r l ier.
4. We had f i n ished I f i n ished the job, so we c leaned up .
5 . Her parents had left before she woke u p I had woken u p .
6 . N igel went home because he forgot I had forgotten h is books.
7. Carla had never seen a ca rn ival unt i l she visited I had vi sited Braz i l .
8 . The last tra i n had left by the t ime she reached I had reached the stat ion .
4. Complete the sentences with the verbs in brackets. Use the Past Simple or Past Perfect S imple.
F ishermen ... . . . . . . . . (rescue�\the passengers after the ir sh i p .. . . . . . . . . . (s in k) .
:2 He H • (not save) any money before he .. (ret i re).
3 We .. . . ... (not bel ieve) that the ch i ld . . . . . . . . . . . (wa l k) so far by h imself. When I went to the car pa rk, I H . (see) that someone . . H . (stea l) my car.
� .uJ you 1\c-.(J�(ma ke) an appoi ntment before you . H . (go) to see her?
_ They H H • • (a l ready get off) the bus when they H H (rea l ise) they were in the wrong place .
-Maggie H (be) u pset because she .. . . . . . . . . ( lose) her earrings .
� Ben .. . . . . . . . . . (not pass) the exam because he .. . . . . . . . . . (not prepare).
' · Write sentences using the words below. Use the Past Simple, Past Continuous or Past Perfect S imple.
Laura I fa l l asleep I she I watch TV I whi le � E l izabeth I recogn ise Andrew I she I meet h im I
at a party I because � They I drive to the airport I their car I
break down I when - The show I beg in I we I arrive I by the t ime � David I read the newspaper I
h is ch i ldren I go to bed I after - as I I I leave the house I our dog I
run out of the door -
He I pack I his bags I l eave I
the house I and 3 They I catch I the spy I he I
enter I enemy territory I after
6. Write an answer for each question. Write complete sentences. Use the words in brackets and the Past Continuous or Past Perfect Simple.
Why did the ch i ld start to cry? (hurt h is knee) 2 . When d id Juan learn Eng l ish? (travel) 3. Why did John feel i l l ? (eat too m uch)
Why d id she have an accident? (d rive too fast) ). When d id the spy destroy the document? (after I
memori se it) ::>. When d id you have sk i i ng lessons? (stay i n
the A lps)
U n it 2
7 . Complete the sentences in a logical way. Use the Past Simple, Past Continuous or Past Perfect Simple.
1 . By the time Joyce got to school , . . . . 2 . The basketba l l p layer fe l l as she . . . . 3 . Alan was relaxing i n h is room when . . . . 4. The boy apologised because he . . . . 5. lt started to ra i n wh i le . . . . 6 . Sa m was p leased after he . . . .
� 8. Complete the passage with the verbs in brackets. Use the Past Simple, Past Continuous or Past Perfect Simple. Then l i sten and check your answers.
Shark expert Or Erich Ritter believed that sharks
were not as dangerous as most people thought.
In 2002, he 1· . .. .. .. (travel ) to the Bahamas to
prove his theory. There were many sharks in the
area, and Or Ritter 2·
H HH H . (put) pieces of fish in the
water in order to attract them. He wanted to show
that they would pay no attention to him if he kept
calm. He 3· H HHH . (do) this experiment many times
before, but this time something went wrong.
A large shark 4· H .. H . . . . . (chase) another fish when it
swam towards Or Ritter and 5· ... H H
(attack) him. According to other
scientists, Or Ritter 6· HHHHH. (often take)
great risks in order to prove his theories
and they 7· H OH H. (not be) surprised by the
accident. Luckily, Or Ritter 8· H . ... H (survive) the
attack. He later said he i ntended to continue
his work.
Sharks kill fewer than
20 people a year.
Grammar Review 1 2 3 4 5 6 7 8 9
9. Rewrite the fol lowing sentences using the words in brackets. Do not change the original meaning.
1 . lt started to ra i n in the midd le of our p icn ic . (wh i le)
2. We found a better f lat Then we moved. (after) 3 . She f in ished a l l the work . Then he came to help
her. (by the time) 4. I plan to leave in a week . ( leav ing) 5 . I don't l i sten to classical m us ic at a l l . (never)
E x tra g ra m ma r e xe rc i se s a t : www . b u r/ i n g r o n b o o k s . eslview p o i n rs 1
L __ __J
SKILLS
LISTENING �
A CONVERSATION
1 . The fol lowing jobs are considered to be some of the most dangerous in the world. Why do you think each job is dangerous?
• construction worker • f i refighter • pol ice officer • pi lot
• secret agent I spy
• war correspondent • taxi d river • pizza de l iverer • m i ner
READ CAREFULLY - When you have to answer mu lt i ple-choice q uest ions, a lways read a l l the options carefu l ly before you l isten . Some options may not use exactly the same words as the passage, so l i sten carefu l ly for a l ternat ive express ions, synonyms and opposites .
2 . Two students, E l l ie and Chris, are discussing one of the jobs above. Listen to the first part of the conversation and choose the correct continuation for each sentence.
1 . E l l i e is doing media studies because a. it sounds l i ke fun b . it 's a n easy course c . it wi l l he lp her in her career d. she admi res the teac her
2. C h ri s . . . . a . would l i ke to be a war correspondent b . th inks E l l ie 's idea is good c. has read about war correspondents d. th i n ks E l l i e is mak ing a m istake
3. Accord ing to the programme, wa r correspondents . . . . a . a re rarely shot at b . a re i n constant danger c. a re usual ly sold iers d . stay beh ind the front l i nes
3. E l l ie and Chris see each other a few weeks later. Listen to their conversation and complete the sentences using 1 -4 words.
1 . The correspondent bel ieves she is luc ky
2. Sometimes the correspondent does not . n . . for a week.
3. E l l ie enjoys mounta i n b i k i ng beca use she l i kes l iv ing
4. C h ris bel ieves · n· n· can 't be compared to mounta in b ik ing .
5 . War correspondents want people to know how
• If you had to choose a job from those l isted in Exercise 1 , what would i t be? Why?
WEB EXTRA Find out about other dangerous jobs at: www.burlingtonbooks.es/l'iewpoints I
SPEAKING
TALKING ABOUT A PICTURE
1 . Look at the picture and describe what you see.
Match each question about the picture with a su itable response. Then practise the d ia logue with a partner.
Question
What is he do ing? -
Why is he doi ng i t?
_ What's dangerous about i t?
- What k i nd of person do you th ink he is?
_ How wou ld you feel i n th i s s ituation ?
Response
_ I su ppose he's a vet, so it's h i s job. - M aybe the t iger wi l l wake up and attack h im . - I ' d be very fr ightened . I 'd probably screa m ! - l t looks l ike he's tak ing ca re of a t iger 's teeth .
_ H e's proba bly very brave.
3 . With a partner, choose a picture below. Describe the picture, then ask and answer the questions in Exercise 2. Use the expressions in colour in your conversation.
1
ENRICH YOUR SPEAKING
When you want to add more information or add a nother po in t to what you've just sa i d , u se the fol lowing express ions :
And another th ing , . . . What's more, . . . P lus the fact that . . . And besides, . . .
U nit 2
2 5
c� WRITING
A Narrative
1 . Read the narrative below. Wil l the writer ever go on a banana boat again?
NIGH'TMAillJ OM A BANANA Last summer, I went on holiday with my friends Lily and Jack. One day, we were
standing on the beach, watching people fly across the water on a banana boat - a long yellow rubber boat pulled by a speedboat. It looked like such a great thrill that we decided to try it.
I held on as tightly as I could. Then, as the speedboat was making a sharp turn, the banana tipped over and we all fell into the water. Laughing, I looked around for my friends. Suddenly I saw that Lily had blood all over her face. Jack and I swam towards her to see what had happened. I felt quite panicky.
By this time, the driver had noticed what was going on, and came back to help. We took Lily to hospital as soon as we got to shore. Later, we were told that she had a broken nose from hitting the water so hard, but luckily she hadn' t been seriously injured !
,,
A lot of people enjoy banana boats, but I ' m not brave enough to try one again. The funny thing is that Lily still loves them !
2. Find the answer to each question in the narrative.
1 . Who was involved i n the story?
2. Where did the story take place?
3. When did the story take p lace?
4. What fr ig hten ing I dangerous th i ng happened?
5. How did the cha racters react to the i ncident?
6. How did the story end?
CONNECTORS OF SEQUENCE AND TIME EXPRESSIONS
We use connectors of sequence to he lp ma ke the order of events c lear. Time expressions describe when things happen .
+:-Writing Guide, page 1 49
3. Look at the connectors of sequence and time expressions below and find four of them in the model.
B eg i n n i n g the story: i n the beg i nn i ng I at fi rst
Cont inuing the story: before I after I next I later I when I then I as soon as
New e l e me nts to the story: suddenly I al l of a sudden l
Events occurr ing at the same t ime: whi le I as I
dur ing
E n d i+�g: eventua l ly I at last I i n the end I f ina l ly
4. Use connectors of sequence to complete the story. There may be more than one su itable answer.
A HUNGRY BEAR
Two years ago, we went camping in the mounta ins .
One afternoon, 1 · .. ... we were prepar ing d inner
over a campf i re , we saw a bear watch ing us from
about a hundred metres away. We ignored it,
hop ing it would go away, but it began to wa lk
towards us ! 2 · . . . . we rea l ised that we were in
danger, we tried to remember what the park ranger
had told us . 3· . , we shouted and waved our
arms i n the a i r so the bear wou ld th ink we were
large an imals . 4· .. . . . . . , we began to back away
s lowly. Fortu nately, the bear d idn 't
fol low us - he was too
interested in our d inne r !
5· . . . . . . . . we returned, we
found there was no food
left for us. 6· . , it was
worth m issing a meal
for the exper ience of
being so near a bear !
1e e
l i ns .
�er
I
During is fo l l owed by a noun to state when someth i ng ha ppens.
;ent camping during our summer holiday.
For is fo l l owed by a period of t ime to describe how long someth i ng goes on .
ent camping for two weeks.
5. Write the story in the correct order. Use the connectors of sequence to help you.
Then I left the restau rant and got i nto the back of the ca r.
-As we reached the door of the restau rant, I suddenly 'emembered that I had left my coat on my cha i r.
- Before I cou ld say a word, the people i n the front seat turned around and began scream ing at me. J Umped out as fast as I cou ld !
- Later, I rea l ised that they had probably been j ust as =-1ghtened as I was.
= · ��Y mum, my brother and I went out to d i nner one eve n i n g .
- As soon as I had closed the car door, rea l ised someth ing was wrong : I had got
1 o the wrong car ! -
-,.,ey cont i nued wa l k i ng to the ca r w h i l e I · . ent back to get my coat.
-After we had f in ished eat i ng , we got up to leave .
- Rewrite the following sentences using the connectors and time expressions in brackets. Make any necessary changes.
-.,e i nc ident happened wh i le we were on 1o l iday. (dur i ng)
- = rst we took off our shoes. Then we c l i mbed onto :'le banana boat. (after)
-
· .ata l ie fe lt better after a few we�ki. (eventua l ly)
- . e had started cook ing the meat before we saw :'le bea r. (then)
- Our fr iends f ina l ly came to br ing us food. (at last)
- Complete the sentences in a logical way.
t f i rst everyth ing was f ine, but then - .:._ man was sitt i ng i n the a i rport when
sudden ly . . . . -
-�vo people were badly i nj u red when . . . .
S'le had destroyed the document before
: !elt l i ke we had waited for hours . F i n a l ly, . . . .
U n it 2
Your Task • Write a narrative about a dangerous or
frightening experience. Use 1 00-1 50 words.
WRITING YOUR NARRATIVE
1 . Brainstorm your narrative.
• Th ink of something frightening or dangerous that happened to you or to someone you know: an accident, a travel experience or getting lost, for example. If you can't think of something real, make up a story.
'
• Think about the following questions:
- Who was i nvolved in the story?
- Where and when d id i t take place?
What happened that was fr ighten i ng or dangerous/
- How did the characters react to the danger?
- What were the cha racters do ing/
- How d id the cha racters fee l ?
D id the story end happ i ly or not?
2. Organ ise your ideas. Use the model on page 26 and the plan below to help you.
PLAN
Open i n g : Descr ibe where and when the sto ry takes p lace and i ntroduce the characters.
Body: Descr ibe the events in the story and how the cha racters felt.
Clos i n g : Describe how the story ended.
3. Write a f i rst draft.
4. Use the checkl ist to check your work. Then write a f inal draft.
CHECKLIST
./ I followed the plt���-t for t11 fttlfrmti.ve.
./ I V�Se..d C011.11.Utors of sequuu:.e t��vtd ti.I"VV-e e:<pressi.ovu.
./ I check..e..d 3rtl!fn1111Ai!r, spelli.vtg t��vtd p uV�L-tV(P(ti.o �-t.
SKILLS •
451
• TASK QUESTIONS
U SING A DICTIONARY
You are going to practise some basic d ictionary ski l ls. Look at the d ictionary
extracts a nd abbreviation key. Then answer the Task Questions below.
® Abbreviation Key British Engl ish preposition adverb verb pl ural American Engl ish adjective noun
"'@ C a t t ... t
b
bear /be;�/ (bears, bearing, bore, borne) verb. 1 . to carry or hold: All the - c t men bore guns.
2 . to be able to tolerate: e Can you bear the pain?
noun. a large, strong wild anima l . - d
® f igure / 'fig;�/ noun (pi . f igures) noun 1. a number, especially in statistics: Figures show that one in
every two marriages ends in divorce. 2 . the shape of the human body: She has a very attractive figure. 3 . a person that you cannot see clearly: We noticed a tall figure
standing near the window verb to calculate an amount: We figure there were about 1 0, 000
people at the concert .
1 . Headwords a re the words at the top of the d ictionary page, showing the fi rst and last words on that page. Look at the headwords in A above. Which of the fol lowing words wou ld you find on the page? figure • fickle • fifth • fidget
2. Dictiona ries often use abbreviations. Look at 8 above and match each abbreviation below to its mea n i ng.
n . • v. • AmE • BrE • pi. • adj. • adv. • prep.
3. it's i m porta nt to u nderstand the structure of a dictionary entry. Match each part of the entry in C above with its label below.
example sentence • phonetic spel l ing • part of speech • defin ition • other forms of the word
4. How m a ny parts of speech does entry C above show for bear? 5. Which is the correct part of speech and defin ition for bear in the context of the fo l lowi ng sentence?
I cou ldn 't bear to watch their struggle .
6. Which defin ition of figure in D above fits the context of the fo l lowing sentence?
I cou ld see two f igures strugg l i ng for control of the gun .
• USE YOUR SKILLS
Read the extract below. Look up the mea n i ng of the words in bo ld. Wh ich is a phrasa l verb?
From where I stood. I could see the two figures in a l i fe-and-death struggle for the control of a si ngle gun. It was clasped in their hands. h i gh above thei r heads . As I came closer. I could see the strain on thei r faces.
I could hardly bear to watch. Then suddenly, Taylor slammed his elbow i nto da S i lva 's stomach and bent his arm up behi nd his back. The gun went tl ying across the snow. But da S i lva did not give up.
PHRASAL VERBS Meanings of phrasa l verbs a re u su a l ly g iven at the end of the entry for the verb.
19 .
n y
•
Go for It !
Unit Objectives * Sport and Achievement
* Presen t Perfect S imple I Past S i mple
* Lis t ening to a R adio I n terview
* Exchangi n g In t'ormation
* Wri t i n g a B iography
' Li !'c Ski l l s : Booking Tickets O n line
• Read the statements below. Which one best reflects your attitude to life?
a. I ca n relax, because I know that wonderful th i ngs wi l l happen to me in my l ife .
b. I am sure that if I try hard enough , I wi l l be ab le to ach ieve my goals .
c . No matter how hard I try, I won't ach ieve my goals .
.- Listen to the song and read the lyrics. Which of the statements above is the best summary of the song's message?
Can Do Anljff11i1g Caleiqh Pt#trs
- orand new morning has justbegunJ , Ja/fc outside and I touch the sun. um'twaitto startthe dag todatj.
- 'ere matj be b/oc/cs on the road ahead> -. l'lljustgo right'round instead. ,:Jon't leta thing get in mtj watj.
- ere's so much to see> tjeah. :s all here for me> tjeah.
:7 read if> world) 'cause here I come.
rus: I U/11 do antjthing> - that/ wantto> nothing I can'tdo.
!:4n do antjthing> . !) one can tell me no. !AY! do antjthing> . !'Jthing can stop me) go 'head and watch me.
� use I believe> tjeah) I believe in me> ,·d I can do antjthing.
People tell me I reach too high) I 'll never /cnow i{ I never frtj. /t's lil<e I'm alreadtj off the ground. /t's mtj life and it's up to me> I /cnow that I'm in the driver's seat So hold on tight and I 'll roll the windows down. Feel that wind b/owin: Don't/cnow where I 'm goin� But I /cnow ! will find mtj Watj.
Chorus I matj fall along the watj> And 1{ the hmes get tough> Nothing's gonna l<eep me down; I 'll getbacfc up . Life is full ofchances and I malj not/cnow what's in store> But if I 'm too afraid to flif> I /cnow I'll never soar.
Chorus (repeat twice)
Do you think that a positive attitude is helpfu l in achieving difficu lt goals? What else is needed to achieve difficult goals?
WEB EXTRA Find out about a spo rts team th at overcame an unu sual ch allenge at: www.burhngtollbooks.es/vlewpolllls I
J (� READING 5. Choose the best answer accord ing to the text.
1 . Pistor ius and h is coach c la imed that . a . Osca r had overcome huge d isadvantages
30
1 . Word Check: The fol lowing words appear in the text. Make sure you know what they mean.
ab le-bodied • blades • overcome overturn • space-age
I IDENTIFYING THE MAIN IDEA
Read i ng the first sentence of a paragra p h can h e l p i dent ify the m a i n idea . I dent ifyi ng the m a i n i dea o f each paragraph w i l l h e l p you unde rsta nd the text.
2. Read the first sentence of each paragraph in the text. In which paragraph do you think you wil l f ind the following information?
1 . P i storius' early l i fe 2 2. The reason for the IAAF's decis ion Y 3. P istor ius ' reaction to the IAAF's decis ion S 4. An i ntrod uction to Oscar Pistor ius 1J 5 . The f ina l verd ict b
3. Read the text and check your answers to Exercise 2.
4. Answer the questions.
1 . What is unusua l about Osca r P istorius?
2. Why d id P istor ius bel i eve he should be a l lowed
to compete in the Olympics?
3. What d id the IAAF decide?
4. Why did they make this decis ion?
5 . Accord ing to Pistor ius and h is coach, what
makes h im successfu l ?
6 . Why i s the word ironically used i n l i ne 33?
b. the Cheetahs were better than legs c . it wou ld be too d iffi cu lt for h i m to compete
at Be ij i ng d . h i s case wou ld set a precedent
2. P istor ius did not com pete at Beij i ng because a. the IAAF would not a l low it b . he was disabled c . he d id not run fast enough d . the CAS wou ld not a l low it
3. Accord i ng to the text, P istori us' case has made people . . . .
6.
1 .
2 .
3. 4 . 5 .
a . want Cheetahs i nstead of rea l legs b . wonder how much technology should be
used in sport c. ask whether d isabled and able-bodied
ath letes should compete together d . change the i r m inds about d isabled ath letes
Find words in the text that mean:
ach ievement (paragraph 1)
best, foremost (paragraph 3) -..._ non-profess ional (paragraph 3) g reater than normal (pa rag raph 5) l' improve (paragraph 6)
• In your opinion, should Oscar Pistorius be a l lowed to compete at the next Olympics? Why or why not?
F ind out about some strange spo rts at : WEB EXTRA u•u •u•.burlillgfollbooks.es/l'iell'JlOillfS I
t.
I
O S C A R P I S T D R I U S Oscar Pistorius can run faster than almost anyone on earth , which is
quite an amazing accomplishment when you consider the fact that he
has no legs. A double amputee and a world-class sprinter, he has forced
the athletics world to deal with some difficult questions.
5 Pistorius was born in South Africa in 1 986. At the age of 1 1 months,
both his legs were amputated below the knee because of a birth defect.
Despite this devastating disabil ity, he became an athlete at a young age,
competing with able-bodied boys in rugby, water polo, wrestl ing and
tennis. In 2004, he took up running and has never looked back. I
10 Pistorius won a gold medal at the 2004 Paralympics in Athens,
but he wanted to compete in the Olympic Games in Beij ing in
2008 . After all , his t imes were as good as those of many top,
able-bodied runners. However, the International Amateur Athletic
Association, the IMF, ruled against his request.
15 The reason for the IMF's decision was Pistorius' high-tech
prosthetics, called Cheetahs - a pair of J -shaped blades
especially designed for running. According to the IMF, the
Cheetahs make Pistorius taller and lengthen his stride, giving
him an unfair advantage. They also feared that Pistorius'
20 case would set a precedent , opening the way for all sorts
of robotic enhancements in sport. They even raised the
question of whether, in the future, athletes might seek an
advantage by replacing healthy l imbs with artificial ones.
Pistorius and his coach appealed the decision , pointing out
25 the d isadvantages created by the Cheetahs. They also reminded the
world of the obvious - that only through superhuman determination
and wil lpower had Pistorius overcome such difficult circumstances.
"I train harder than other guys, eat better, sleep better and wake up
thinking about athletics , " said Pistorius. "I think that's probably why
30 I ' m a bit of an exception. "
The decision of the IMF was overturned by the Court of
Arbitration for Sport, the CAS, making Pistorius el igible to compete
at Beij ing . I ronically, he failed to meet the requ ired qualifying time
for the 400-metre sprint , so he could not join the South African
35 Olympic team . However, Pistorius is still determined to compete
against able-bodied athletes. Meanwhile, his story has raised
many issues concerning technology in sport. Today's athletes use
everything from space-age swimsuits to oxygen tents in order to
enhance their performance. As science advances, what will be
40 allowed and what will not?
False friends
according to ( l i ne 1 7) means segun not acordando a
determined ( l i n e 3 5) means decidido not determinado
� U n it 3
c� VOCABULARY
Words from the Text
1 . Are the statements true or false? Pay attention to the words in colour. Correct the fa lse statements.
1 . If you make a request, you ask for someth i ng .
2 . As technology advances, M P4 p layers are becoming b igger.
3. You can get your l icence if you fa i l your driving test.
4. If you seek someth ing , you have found it.
5. Winn ing a gold medal is a g reat acco m p l i shment .
6 . If you lengthen your trousers, you make them shorter.
7 . If you take u p a sport, you ' re new at it .
8 . lt would be u nfa i r if you r teacher scheduled th ree exa ms in one day.
2. Complete the sentences with the words below.
devastati n g • d i sa b i l ity • l i m bs superh u m a n • w i l l power
1 . The sprinter ran at an a lmost . speed .
2 . The news of the accident was . . . H • We were a l l shocked .
3. L iz is deaf, but her .H • • doesn 't stop her from doing whatever she wants.
4 . lt takes a lot of . H • to stay on a d iet.
5. The su rvivors had inj u ries to their lower
3. Read the sentences in I . Then match the verbs in colour to their definitions in 1 1 .
1 . I wa nted to get fit, so I decided to jo in my loca l gym .
2 . Max pointed o ut that Sue was ten m i n utes late.
3. Why did the CAS overturn the IAAF's decis ion?
4 . Some ath letes take d rugs to e n h a nce the i r performance.
5 . The government tried to dea l with the cr is is .
1 1 a . make someone aware of a fact
b. reverse a previous decision or law
c . take action to solve a problem
d. improve, make better
e. become a member of a group
VERB COLLOCATIONS
Some verbs a re common ly u sed with certa i n nou ns. These combi nat ions a re ca l l ed co l l ocat ions .
Pistorius won o medal at the 2004 Paralympics.
His story has raised issues concerning technology in sport.
They feared that Pistorius' case would set a precedent.
4. Which of the nouns can be used to form collocations with the verbs in colour?
1 . w i n -
a medal , a prize, a party, a match , a n argument, a competit ion, a war, an obstacle
2 . ra i se -
an i ssue, a question , a he l icopter, a sala ry, a f lag, a meal , a bu i ld i ng, a p lan
3. set -
a l ist, a precedent, a table, a record, an a larm, a document, a date
5. Complete the sentences with col locations from Exercise 4. Make any necessary changes.
1 . How did you convince your boss to H • • • you r .. . . . . . . . . ?
2 . The fans were del ighted when the ir team .. the f ina l
3. Did Michael Phe lps .. . . . . . . . . e ight gold .. . . . . . . . . at the Beij i ng Olympics?
4 . Let's . . . . . . . . . . the .H . for 6 .00 am.
5 . Which country . . H . the . . . . H • of the Roses in 1 485?
6 . Our teacher won 't let any student i n late. She's afra id it wi l l ... H . a ..
7 . If you th ink it's important, you should .. . . . . . . . that H • • • at the next school meeti ng .
8 . H igh ju mper Javier Sotomayor ... . . . . . . a new world . .. . . . . . . . . at 2 .45 metres in 1 993.
Javier Soto m ayor, world reco rd holder since 1 993
) ,
S PORT AND ACHIEVEMENT
1 . Name two . . . .
types of athletics e q u i pment
sports c h a mpions
3 . awards i n sport
sports that demand a lot of strength
5 sports that demand a lot of e n d u ra nce -
sports that demand a lot of speed -
ways to i mprove ath let ic performance
2. Replace the words in bold with the words and expressions below.
c h a l l enge • broke a record • tra i n i n g defeat • struggled • beat a n opponent overcame • ach ieve a goa l
lt ta kes a lot of practice to learn gymnast ics . -
For me, lea rn ing to d ive was a d ifficu lt th ing to d o .
• I tried very h a rd to deal with my d isabi l i t ies .
- The goal of competit ive sports is to win a g a i n st a n other person or tea m .
- The h igh j umper performed better than a ny previous ath lete.
- The gymnast was i nju red, but she succeeded in dea l i ng with the pa i n .
-The team's loss was d isappoint i ng .
_ lt takes wi l lpower to accompl ish what you want.
I D IOMS - An i d iom is a n expression :-at can 't be trans lated word-for-word i n a nothe r �"g uage. keep your eye on the ball means be alert
3 . Choose the correct meaning of each idiom.
it 's a pity that he th rew in the towel after a few d isappoi ntments. (kept try ing I gave u p)
-I 've done a l i i can . The b a l l 's i n you r court now. ( let's work together I it's your turn to act)
3 You rea l ly i nsu lted h im . That was h itti n g be low the belt . (fu n ny I cruel)
Don't worry, you ' l l soon learn the ropes at you r new job. (understa nd h ow things work I become popu l a r)
- it's l ucky he h a d a head start or he wou ldn 't have f in ished on t ime. (thought carefu l ly I started before the others)
4. Which sport do you think each idiom in Exercise 3 comes from?
sai l i ng • boxing • ten n is • horse racing
ach ieve • performance • defeat speed • tra i n i n g • e n d u ra nce beat i n g • competition
When you watch athletes at a J . you see them doing incredible gymnastics
or skiing downhill at superhuman 2· What you don't see is all the work that's going
on inside their heads. Today, athletes know that
mental 3· . . . . . is just as important as 4· . . . . .. . . . . . to
build physical strength. The right state of mind
U n it 3
can mean the difference between victory and 5· . Sports psychologists teach athletes positive thinking
and visualisation - to see and feel themselves 6·
.
their opponents and winning a medal. Many even
use hypnosis. Athletes are also taught to focus on the
goal they want to 7· . . . . . . . . ... , rather than on the mistakes
they are afraid of making. These mental training
techniques have been shown to improve 8· . tremendous! y.
• Complete the sentences. Make them true for you.
1 . lt would take a lot of willpower for me to . . . .
2. I wou ld l i ke to take up
3 . If I were i n Par l iament, I would raise the issue of . . . .
4. One d i fficu lty that I have overcome i s
5 . My greatest accomplishment is . . . .
Vocabulary Builder, pages 82-83
c� GRAMMAR
Read the exam ples a n d a n swer the questions.
a. Pistorius started running in 2004.
b. His story has raised many issues.
c. He hasn 't qualified for the Olympics yet.
1 . Which sentences describe . . . ?
1 . a n a ct ion I s i tuat ion that took p l ace at a n u nspec ified t i m e i n the past a n d conti n ues u nt i l the p resent
2. an a ct ion that took p l ace at an u nspecified t ime in the past a n d is re levan t to the present
3. a com p l eted a ct ion that took p lace at a specif ic t ime i n the past
2. Which tense is used for each of the uses above?
3. Complete the rule.
We use .. . o r .. + the past pa rtic i p l e to form the Present Perfect S imp l e.
4. Which of the t ime expressions below a re used with the Present Perfect S imple a n d which a re used with t h e Past Simple? a I ready then s i nce l ate ly j ust yesterday for yet l ast yea r so fa r u nt i l
a month ago recent ly ever n ever a lways st i l l
Pistori u s qu iere compet ir e n l a s o l impiadas desde que e ra u n n i no. Pistorius has wonted to compete in the Olympics since he was a child. ./
NOT Pistorius wants to compete in the Olympics since he was a child. X
1 . Complete the sentences with the verbs in brackets. Use the Present Perfect Simple.
1. Our team .. . . . . . . . . . (not win) a match in two months !
2 . . . . . . . . . . . . you .. . . . . . . . . . (ever play) tenn is/
3. I can't g ive you the book. I . . (a l ready g ive) it to Jenny.
4. Tom and I . . . (know) each other for five yea rs .
5 . My mother .. . . . . . . . . (a lways be) good at art .
6 . ... . .. . . . . Pau l . . .. (ta ke) the dog for a wa lk yet?
7 . . . (not see) any good f i lms recently.
8. C la i re .. (decide) to study medic ine .
2. Complete each sentence with a su itable time expression below.
then • never • last summer • yet s ince • j ust • ever • for
1 . That's the best joke I 've .. . . . . . . . . heard .
2 . I 've . .. tr ied deep-sea d iv ing . I s it frighten ing?
3 . We had a rest and ... . . . . . . . . went out for d inner.
4. My sister hasn't begun her swimming lessons
5. He has worked here .. . . . . . . . . . 2006.
6 . A Jamaican ath lete broke the world record ..
7. The tra in has . . entered the stat ion .
8 . I 've l ived in Pa r is . .. ten yea rs.
3. Complete the sentences with the verbs in brackets. Use the Present Perfect Simple or Past Simple.
1 . Rafael Nadal . . . . . . . . . . . (have) his fi rst tenn is lesson when he was three.
2 . . . .. . . i t . . . . . . . . . . . (ra in ) a lot th is year?
3 . . . you . . . . . . . . . . . (see) any good matches lately?
4. P istor ius .. (struggle) to get into the 2008 Beij i ng Olympics.
5 . I . . . . . . . . . .. (expla in) th is to you several t imes .
6 . . . it ... . . . . ( ra in) last n ight?
7 . We ... . . . . . . . . (not order) our meal yet.
8. Gemma Mengual .. . . . . . . . . . ( love) synchronised swi mming since she was a ch i ld .
Gemma Mengua/, silver meda l/i
Beijing 2008
; !
llist
4. Complete each sentence with a su itable verb below. Use the Past Simple or Present Perfect Simple.
·
win • not g ive • meet • visit not play • fly • hear • write
We ... . . . . . . M ichael h is presents yet .
2. The basketba l l player . .. . two awards s ince he joi ned the team .
3 . We . . ten n is th is morn ing because i t was ra i n i ng .
. . . . . . . . . . . Mar ian ever . . i n a p lane?
:J . • . . • . . . . just .. . . . . . . . . . an interest ing person .
::> . My gra ndfather . . . . Ch i na when he was a young man .
-They .. . . . . . . . . . a l ready . . about the accident on the news.
3 . . . John Lennon . . most of the Beatles' songs?
=> . Complete the interview with a footbal l fan. Use the Present Perfect Simple or Past S imple.
How long . . ?
I 've been a C helsea supporter s ince I was ten yea rs o ld .
' ' ' ' ' ' ' ' ' ' ' 7
Yes, I have. I n fact, I 've been to lots of C helsea games.
- '' ' ' ' ' ' ' ' ' ' ?
No, I d idn 't go to last week 's game - I was i l l .
' ' ' ?
I felt fantast ic when my team won the cup .
- , , , , , , , , , , , ?
Yes, I 've a l ready bought t ickets for the next game.
5 . Provide a logical response for each dia logue. Write a complete sentence using the tense in brackets.
" Lau ra is upset. "
"Of course she is I . . " (Present Perfect S imple) -
" Pau l is late for school aga i n . "
" He probably . .. . " (Past Si mple)
- " You 've got a great tan ! "
" Yes, .. . " ( Present Perfect S imp le) •
"Why are you so excited 7 "
" I . . . " (Present Perfect S imp le) - " Do you th i nk we' l l win th is match ? "
" Not a chance . ... . .... . . " (Present Perfect S imp le) - "Jack looks happy. "
' I ' m not su rprised . . . " (Past S imp le)
� 7 . Complete the passage with the verbs in brackets. Use the Present Perfect S imple or Past S imple. Then l isten and check your answers.
THE POOR CAN 'T W I N Deve l o p i n g c o u nt r i e s 1 .. .. (always be) at a d i s advantage i n the world of i nternat io nal s port.
U n it 3
I n recent yea r s , h oweve r, the gap between r i c h and poo r cou ntr ies 2· . • • (g row) because s port 3 · (become) h i -tech , m a k i n g t ra i n i n g and eq u i p ment extremely expens ive. To p repare fo r the Ath e n s Olym p i c s i n 2 004 , for e x a m p l e , ath l etes from the wo rld ' s r ich nat i o n s 4 · . . • (tra i n ) i n s pec ia l heat c h a m bers . The tem perat u res and h u m id i ty i n these c h a m bers 5· • • . ( i m i tate) the weat h e r c o n d i t i o n s i n Athe n s , s o that the ath l etes cou l d get u sed to the s u m me r heat. The Ugandan box i n g tea m , h oweve r, 6· • . • (not have) t h e m o ney for a heat c ha m ber. I n stead , t h e i r coac h , D i c k Kate nde, 7· . (order) t h e m to t ra i n i n the s u n with t h e i r coats o n ! U n fo rt u n ately, t h e s e d i ffe re nces leave many excel lent ath letes with l itt le c ha n ce of wi n n i ng a medal . I nternat ional s po rt s organ i s at i o n s are aware of the s i tuat i o n , but so far they 8· • • . • . • (not d o) e n o u g h to c o r rect i t .
8. Rewrite the fol lowing sentences using the words in brackets. Do not change the orig inal meaning.
1 . George started work ing here fou r years ago. (for)
2 . Ben doesn't eat meat at a l l . (never)
3 . I was in the m idd le of a conversat ion with my teacher when you ca l l ed . (wh i le)
4 . An ne is v is it ing our country for the fi rst t ime. (never)
5. John d i dn 't want to l eave before see ing the garden . (seen)
E x t ra g ra m ma r e xe rc i se s a t : W W II! . b u r l i n g r o n b ooks . es/l! i e wp o i n t s 1
c� SKILLS
LISTENING G
A RADIO INTERVIEW
1 . Look at some of the men's 1 00-metre sprint records since 1 960. Why do you th ink the record times keep improving?
A. Ha ry West Germany
C. Lewis U SA � D. Ba i ley Canada ,., M. Greene U SA � T. Montgomery U SA � A. Powel l Jamaica �; U. Bolt Jamaica
2. Listen to the fi rst part of a radio interview about sport and technology and complete the chart below.
Swimmer
Locat ion
Year
Number of gold medals
Michael Phelps
Mark Spitz
Time (seconds)
J u ne, 1 960 1 0 .0
September, 1 988 9 .92
Ju ly, 1 996 9 . 84
Ju ne, 1 999 9 .79
September, 2002 9 .78
September, 2007 9 . 74
August, 2008 9 .69
3. Listen to the second part of the interview. Are the fol lowing statements true or fa lse?
� 1 . At Be ij i ng , fewer records were broken i n swimm ing than i n other sports.
2. People today a re born faster and stronger than they were i n the past.
f 3 . Michael Phelps wasn 't the on ly swimmer to wear the LZR swimsu it .
4. Listen to the third part of the interview and answer the questions.
1 . What does La rry Hayes compare the latest sports equ ipment to?
2. What new technology was used at the Montrea l Olymp ics and what effect d id it have?
3 . Does Dr Caseman bel ieve that athletes today need technology to perform wel l ? Why or why not?
• In your opinion, is using technology in sport legitimate? What do you think the l imits are?
:s
I
SPEAKING
EXCHANGING INFORMATION
1 . Read the fact fi le below. Which of the fol lowing questions are answered in the fact file?
When was Thierry Henry born ?
2 What is he famous for?
3 What awards has he won ? - What records has he broken ?
J What's his favou rite food ?
� What problems has he had and what has he done to overcome them?
-What a re h i s future p l a ns?
2 . Write two more questions based on the fact fi le. Ask your partner to answer your questions.
-- ierry H enry-Jootb�ller
::..,7 - Born in Esson ne, France Experienced racism as a ch i ld
:-34 - Began to play at local footbal l c lub -
• er a n d Events
?99 - Jo ined Eng l ish footba l l c lub Arsena l
- :4 - Vict im of racist comment by a prominent footba l l coach
_ - � s - Started the Stand Up Speak Up campa ign aga inst racism i n footba l l Became Arsena l 's lead ing goa l-scorer of a l l t ime
' - S igned for FC Barcelona
- - �s . Comgetitions I Awa rds
J ?8 - World C up win ner's medal as p layer i n French team , PFA P layer of the Year
- :4, 2005 - European Go lden B oot Award as Europe's top goal-scorer
:.., - Became France's top goal-scorer of a l l t 1me
·7 · Named i n Time magazine as a " Hero and P1oneer" for h is a nti-racist activism
Burlington Speech Trainer, Unit 3
3 . Work with a partner. Ask and answer questions to complete a fact file. Use the q uestions i n Exercise 1 to he lp you. Student A: Complete the fact f i le on th is page. Student B: Complete the fact f i le on page 1 60 .
Vvtlerie Vili -stwt pl4ter Ear ly l i fe
. . . . . . . . . - Born i n New Zea land
U n it 3
Secondary school years - teased and bu l l ied because
of 2· . .. . . . Ear ly ca reer
1 998 - School sports teacher recog n ised her potentia l , encouraged her to take up the sport
1 998 - Broke 1 ......... Titles I Competitions I Awa rds
2001 - -l . . . . ... . .. . 2002 - World Jun ior C hampion
2004 - Athens Olympics - f in ished eighth
because 5· . . . . . . . . . . . 2004 - Broke New Zea land women 's record from 1 964
6· . ... . .... .. - World C hamp1on
2008 - 7 ........... meda l , Be iJ i ng
2008 - New Zea land Sports Award of the Year
Future P l a n s R.
ENRICH YOUR SPEAKING
When you want your partner to repeat someth ing, use the fo l lowing express ions : I 'm sorry, I d i dn't get that. Can you repeat that, p lease?
&Pronunciation Practice, page 1 3 1 3 7
ti. � WRITING
3 8
A B.�ggraphy
1 . Read the biography below. Find three facts you think are interesting or unusual.
!ball a
Da ida and lba l la Ruano Moreno a re i nternat ional windsurf ing
champions from the Canary Is lands. These identica l twi n sisters
a re world famous for the i r extraord inary ta lent and energy.
The s isters were born on 1 st December, 1 977 i n Las Palmas,
G ran Canar ia . Although they were a lways ath letic, they only began
windsurf ing at the late age of 1 7 . They had a lmost no formal tra i n ing ,
and learned by im itating others at the famous windsurf i ng beach of the i r
hometown, Pozo lzqu ierdo.
With i n 1 8 months of tak ing up windsurfi ng , the Ruano Morenos were
competing profess ional ly. Together, they hold 1 7 world titles, and have beE
world windsurf ing champions for n i ne consecut ive years. They feel it is
important to br ing more women i nto w indsurf ing, so they organ ise an anr
summer tra i n ing camp i n Tenerife for g i rls f rom a l l over the wor ld .
The Ruano Moreno s isters have b rought a new, vital female presence i nto ::
sport that has traditional ly been dominated by men . They p lan to conti nL-
2. In which paragraph of the biography does the writer . . . ?
1 . ta l k a bout Daida and lba l la 's early l ife 3 . l i st competitions and titles they have won
2. describe thei r future p lans 4 . exp la i n what the Ruano Morenos a re famous for
WORD ORDER
Eng l i sh sentences fo l l ow a basic word order :
subject
The team
Our coach
verb
will arrive
bought
direct object manner (how) indirect object place (where) time (when)
new equipment
promptly at the stadium tomorrow.
for the team last year.
Time express ions can a l so come at the beg i n n i n g of a statement : Every morning, Phelps practises swimming in the pool.
Frequency adverbs (always, often, usually, never. sometimes, seldom) come before the m a i n verb or after the verb to be. Thierry Henry usually scores a goal. His fans are seldom disappointed .
.-_Writing Guide, page 148
1 r
Jeen
o a
nue
e WC
Fol l owing some verbs, the i nd i rect object can come before he d i rect object. I n th i s case, the preposit i on ( to or for )
i s omitted.
ought a present for my boyfriend. ought my boyfriend a present.
The second form i s preferred if the i nd i rect object is a pronoun .
3 . Copy the word order chart on page 38 into your notebook. Then write the words of the sentences below in the correct columns.
Anne drives her car slowly through the streets every morn i ng .
� She described the bu i ld ing to me before the trip . , Dave is meeting h is fr iend at the cafe ton ight .
The sprinter may win a gold medal at the London Olympics in 20 1 2 .
5 He wrote that song for h is g i r lfr iend i n a hotel room .
4 . Choose the correct answer.
They bought a. yesterday a new car b . a new car yesterday
2 . My father cooked . H last n ight . � some soup for me b . for me some soup
3 . The school basketba l l team .. . . . . . . . . to other cit ies. ill often travels b. travels often
. t My best friend . H from Par is . a gave me a T-sh i rt b. gave a T-sh i rt me
::J . I expla i ned . H to the pol iceman . a patiently the problem b . the problem patiently
6 . Let's send Dan an e-ma i l a . from m y computer tomorrow b. tomorrow from my computer
5 . Arrange the words in the correct order to form sentences.
' to school I are coming I now I the parents
2 . Mr Jones I slowly I the I wa l ked I down I i cy street
3. me I my uncle I gave I last n ight I £ 1 0
4 . cooks I usua l ly I on Fridays I d i nner I for the fami ly I my father
5. ch i ldren I easily I learn I usua l ly I new languages
U nit 3
Your Task • Write a biography of a famous person that
you admire. Use 1 00-1 50 words.
WRITING YOUR BIOGRAPHY
1 . Bra instorm your biography.
• Choose a famous person. Th ink of someone who is i nteresting or special i n some way.
• Use the Internet to find information. Start by using a search engine such as Google.
• Look at several sites and find two or three that contain the information you want.
• Make a l ist of the facts and information you found. Decide which facts to include.
2. Organise your ideas. Use the model on page 38 and the plan below to help you.
PLAN Openi n g : State who the person is I was and
what they are fa mous for.
Body: Write about the person 's early l ife, career developments and ach ievements.
Clos ing: Sum up the person 's ach ievements . Inc lude thei r future p lans if you know them.
3. Write a first draft.
4. Use the checkl ist to check your work. Then write a final draft.
CHECKLIST
.I I followed the. pl1111-1v for 111 bi.o3r111phy.
.1 I /.-(.fed e-orrut word. order .
.I I pu.:t the. i.�orWU>tti.OI-1v from the. Il'1vtemet i.l'1vto my ow1-1v words.
.I I e-1-tuked. 3r111mWU>tr, spelli.vtg li!M p1AY!£tUP!tLOI-1v.
Writing Guide, page 1 53 39
,.
SKILLS BOOKING TICKETS ONLINE
• You a re go ing to practise booking t ickets o n l i ne. Look at the website screens a nd a nswer the Task Q uestions below.
25L:..I.±.I Screen A 0
Wednesday, Chelsea - London, UK BUY TICKETS 27th January 201 0 M iddlesborough Stamford Start: 1 9:45 Br idge Stadium Sunday, Liverpool - Chelsea Liverpool, U K BUY TICKETS 3 1 st January 20 10 Anfield Stad ium 25 . .1..:..1 .±.1 Screen C Start: 1 6:00 i:Jii!iii9944J Saturday, Chelsea - Fu lham London, UK BUY TICKETS e 6th February 20 10 Stamford
Your Order Start: 1 6:00 Bridge Stadium Ticket Type:
........ L...,. Category B �L:..l.±.l Screen B � .... l 0 Quantity: 2 I�
Price: € 1 04.00 Chelsea - Fulham 06-02-2009 Tickets Show pu l l -down BUY TICKETS
(£80.00) Category A Price €65 .00 (£50.00) menu 1 -20 • Service Charge:
F-- €8.00 (£ 1 0 00) Chelsea - Fulham 06-02-2009 Tickets Show pul l -down BUY TICKETS CONTINUE Category B Price €52.00 (£40.00) menu 1 -20 •
• TASK QUESTIONS
1 . You want to see a Chelsea footba l l match wh i le you're i n London. Read the schedu le i n Screen A a bove. Which of the fol lowi ng information does it provide?
4. You want two Category B tickets. You c l ick on B UY TICKETS. Read the next screen (Screen C) . How much do you need to pay?
1 . the dates of the matches 2 . the cities where the matches are tak i ng place 3. the stad iums where the matches a re tak i ng
place 4. d i rect ions to the stad iums 5 . the teams playing in each match 6 . ticket prices 7. the t ime the matches beg i n
2. You a re going t o b e i n London from 29th January to 1 4th February. Wh ich m atch ca n you attend?
3. You decide to order tickets for the Che lsea - Fu lham match. You cl ick on BUY TICKETS a n d Screen B appea rs . What add itiona l i nformation does i t provide? What two th ings are you asked to decide?
5 . Which of the fol l owing do you th i n k the f ina l screen wi l l a sk for?
1 . credit ca rd deta i l s 5 . name and add ress 2 . phone number 6 . age 3 . passport number 7. bank account number 4. e-ma i l address
• USE YOUR SKILLS
Visitors to the Madame Tussa uds m useum in London can book Priority Access t ickets on l i ne. Go i nto the site a nd f ind the fol lowing information: 1 . the cost of an adu lt's t icket 2 . the cost of a ch i l d 's t icket 3. where you can col l ect the t ickets 4. the booking fee 5. the ear l i est t ime you can visit the museum
Landmarks
Unit Objectives ,, Bui ld ings
, Future '[ enses
• Listeni ng to Guided Tours
• Comparing Pict ures
• Writing a Descri ption of a Plan·
* Life Ski l ls : Internet Resea rch
Which of the fol lowing landmarks can you identify? Where is each one located?
• Which of the fol lowing do you think makes each of these landmarks famous?
its size • what it's used for • its history • its design • its age
Find out about UNESCO heritage s ites at : www.burlingtonbooks.es/z,iewpoints I
/
\
� READING 1 . Word Check: The following words appear
in the text. Make sure you know what they mean.
marvel • i rregu la rly-shaped • state-of-the-a rt
SCANNING FOR SPECIFIC INFORMATION
Sca nn i n g means look i ng th rough the text q u ick ly, to fi nd specific i n format ion . Pay attent ion to the type of i nformat ion you a re looki ng for (names, p l aces, dates, p ri ces). Look i ng for n u m bers, symbo ls and cap ita l letters w i l l h e l p you .
2. Scan the text qu ickly to look for the fol lowing information:
1 . the summer temperature i n Dubai 4 <. b( 2 . the name of Duba i 's underwater hotel
3 . the n umber of is lands in The World
4 . the name of the is land that B rad Pitt has bought
5. the size of the Dubai Ma l l
3 . Read the text and answer the fol lowing questions.
1 . How wi l l the new projects he lp Dubai 's economy?
2. What cou ld other a rch itects do if they knew the he ight of Bu rj Duba i ?
3 . What is unusua l about t he rooms a t Hyd ropol is?
4 . How do you know The World wi l l be an exclusive a rea?
5. What is innovative about the p lanned 68-storey tower?
Th e World
4. Are the fol lowing statements true or fa lse? Find evidence in the text to support your answers.
1 . Most people don't rea l ise that Duba i is runn ing out of oi l . F
2 . Bu i l d i ngs are being bu i lt very qu i ck ly i n Du bai --p=:-3 . Staying at Hydropol i s wi l l be i nexpensive. t" 4. No one wi l l l ive on Pa lm Is lands . f: 5 . Duba i land wi l l be the same size as Disney T
World .
5 . Choose the best answer according to the text.
1 . The art if ic ia l is land groups a re . . . . a . a l l shaped l i ke pa lm trees b. addit ions to natu ra l i s lands c. each made up of 300 is lands @) made of natural materia l s
2 . Which of the fol lowing records is Duba i NOT break ing? a . the ta l lest bu i ld i ng Qi the deepest bu i ld ing c . the la rgest a rtific ia l is lands d . the la rgest shopping centre
6. Find words or phrases in the text that mean: r
1 . money earned or received A,M� (paragraph 1 )
2 . an imals that l ive in the sea 'l.:t. '� )-(paragraph 3)
3. extra (paragraph 4)
4. rotate (parag raph 5) t � \:'� 5 . ambit ious, imp ressive (paragraph 5) jftu·�
• Which sites in your area were specifica l ly built to attract tourists? Are they popular?
t.
One usually thinks of Dubai, one of the seven Arab Emirates, as being rich in oil. Its rulers, however, know better. Their oil is running out fast, and to create an alternative sotirce of income, they want Dubai to become the business and tourist capital of the Middle East. On the bare, dry desert sand of Dubai City, where temperatures are often over 45°C in the summer, spectacular architectural projects are breaking every record in the book. And it's happening at a speed and scale never known before.
First and foremost, the breathtaking Burj Dubai skyscraper will tower over this city -and every other city. It's going to be the world's tallest building, though no one knows exactly how tall. Its planners are keeping its final height a secret because of competition from other buildings under construction. They want to be sure that by the time it's finished, no other building will have surpassed it.
While this building reaches for the sky, another project is reaching deep under the ocean. Hydropolis, the world's first luxury underwater hotel, is a surrealistic fantasyland 20 metres below the surface of the Persian Gulf. Shaped like a giant
.s jellyfish, its 220 opulent suites will have plexiglass walls so that guests will be able to marvel at the colourful marine life all around them.
A larger project is the artificial island groups off Dubai's shores. Built from sand and stone dug up from the bottom of the sea, they'll be the largest man-made islands ever constructed. Palm Islands, three island groups shaped like giant palm
� trees, will contain theme parks, hotels and luxury housing for over a million people. The other group of islands represents a map of the world. Each of The World's 300 islands is shaped like an individual country, and is for sale starting at $ 1 5 million. So if you've got some spare cash, you can join the list of celebrities which includes Pamela Anderson, who'll be living on "Greece'; and Brad Pitt and
"' Angelina Jolie, who have bought "Ethiopia':
One of the most architecturally innovative future projects is a 68-storey tower in which each irregularly-shaped storey will turn separately round a central axis, completing 360° every 90 minutes. This means the entire building will always be changing shape. Another record-breaker is the grandiose, 1 ,200-shop,
30 12-million-square-foot Dubai Mall, the biggest shopping centre on the planet. One of the grandest projects of all is Dubailand, a huge leisure and entertainment complex twice the size of today's biggest, Disney World. Its highlights will include a multitude of theme parks, state-of-the-art sports stadiums, resorts and malls.
This is just a small part of what's happening in Dubai's building boom. Clearly, Js this city will soon be packed with sensational major attractions, making it one
of the world's architectural wonderlands.
False friends
luxury ( l i ne 1 3) means lujo not lujuria larger ( l i n e 1 7) means mayor, m6s grande not m6s largo resorts ( l i ne 33) means complejos turfsticos not resortes major ( l i n e 3 5) means de gran relevancia not mayor
U n it 4
VO CABULARY
Words from the Text
1 . Replace the word in bold in each sentence with a word of s imi lar meaning below.
shore • spare • source • ru ler h uge • resort
1 . A country's leader controls the government and the army.
2 . What is the o r i g i n of that a rch itectura l sty le?
3. We went for a wa lk a long the beach on Sunday.
4. Our fam i ly spent two weeks at a hol iday com plex i n G reece.
5. Have you got any extra time this weekend ?
6 . The bear a t the zoo i s very b i g .
2. Choose the sentence that is closest in meaning to the orig inal . Pay attention to the words in colour.
1 . The room was qu ite bare . a . The room had very l ittle furn itu re . b . The room was fu l l of furn itu re .
2 . Th i s type of f i sh swims near the su rface of the sea . a . Th is fish swims deep under the water. b. Th is fish swims near the top of the water.
3 . The boy reached for my hand . a . The boy pushed my hand away. b. The boy wa nted to hold my hand .
4 . The view from our room is breathta k ing . a . The view is very impressive. b . The view is qu ite boring .
5 . Our paper supply is r u n n i ng out . a . We've got plenty of paper left. b. We' l l need to buy more paper soon .
6 . I read a lot du ring my le isure t ime . a . My work involves a lot of read ing . b . I read when I 'm not at work.
7. We've had some major problems with the project. a. The problems were serious. b. We cou ldn 't solve the problems.
8 . They stayed at a l u x u ry hotel . a . l t was basic, but qu ite c lean . b . l t had a spa and a pool .
WANT + INFINITIVE WANT + OBJECT + INFINITIVE
The verb want can be used i n the fo l low ing ways :
lt ca n refer to someth i ng the subject of the sentence wants to do.
They want to build the tallest building in Dubai.
( want + i n fi n i t ive)
l t ca n refe r to someth i ng the subject of the sentence wa nts someone I someth i n g e lse to do.
They want tourists to come to Dubai.
( want + object + i nfi n it ive)
}SeeGrammar Appendix page 120
3. Choose the correct answer.
1 . The chi ld told her father, " I want to ta ke I you to take me to the park . "
2 . The l ibrarian asked me, " Do you want to read I me to read a good novel ? "
3 . We told our vis itors, "We don't want to leave I you to leave yet . "
4 . Write the words in the correct order to form sentences.
1 . wa nted I Duba i I visit I Thomas I to
2 . go I cat I to I wants I out I the
3. her I wants I Lucy's I boss I to I tonight I work
4. to I window I open I want I you I me I do I the I ?
5 . d idn 't I to I want I C harlotte I piano I practise I the
6. want I anyth i ng I does I to I br ing I us I Ben I ?
5. Complete the sentences by writing what each speaker wants or doesn't want in the fol lowing situations.
1 . " Let's eat at an Indian restaurant, " suggests Ann e. Anne wants . . . .
2 . " M ia , cou ld you please tidy you r room ? " asks her father. M ia 's father wants . . . .
3 . " Students, pay attent ion ! " orders the teacher.
The teacher wa nts . . . .
4. " I don't fee/ l i ke gett ing up, " compla ins Ju l i a .
J u l ia doesn 't want . . . .
5 . " Mark, I don't l i ke it when you laugh at me, " says Sara . Sara doesn 't want . . . .
T a pie VocabulC:try
3UILDINGS
• Which of the fol lowing words are materials? Wh ich are bui ldings or structures?
i ron • steel • skyscra per • stone • g lass concrete • office b lock • bridge
The following sentences do not make sense. Make them logical by replacing each word in colour with a word in colour from a different sentence.
O u r home is too sma l l . We need someth ing
more a ncient . -
An a rch itect knows which mater ia ls can tea r down a bu i ld i ng .
_ We l ive i n a three e n g i neer bu i l d i ng .
- Developers want to su pport the old houses and b u i l d a new skyscraper.
- An exper ienced l a n d m a rk designed that br idge. - The streets are so spacious that the houses
a lmost touch each other. -
The pyra m ids were b u i l t in n a rrow t imes .
_ Stonehenge is a famous h istoric storey .
BR IT ISH / AMER ICAN ENGLISH -3- : tish and American Eng l ish often u se different
ords to refer to the same thing.
3. Match the British Engl ish words with their American Engl ish equivalents.
British � American �· 1 . l ift a . fi rst f loor
2. pavement b. yard
3. g a rd e n c . elevator
4. g ro u n d floor d . a p a rtment
5. flat e . s idewa l k
4. listen to the dialogues. Are the speakers in each one British or American?
A: "Where is you r favourite mus ic shop 7 "
B : " I n the shopping centre nea r my school . "
2 A: "Which c inema a re we going to ? "
B : "The one i n the h i g h street . "
3 . A : " Is i t hard to f ind park i ng downtown ? "
B " No, there a re p lenty of park i ng lots . "
5 . Replace the words in colour in Exercise 4 with the British or American equivalent below.
i n the city centre • store • m a i n street car parks • movie theater • m a l l
� 6. Complete the passage with the words below. Then l i sten and check your answers.
storeys • stone • l ift • g lass • su pport anc ient • steel • skyscra pers
Un it 4
R E A C H I N G F O R T H E S K Y Since the beg i n n i n g of h istory, people h ave tried to
bu i ld the big g est , tal lest, most i mpressive structures
they cou ld . In 1 . . H t imes, i mportant b u i l d i n g s were
often made of 2 .. . . . . .. .. . . .. . . . . Because this materia l is so
heavy, it was d iffic u lt to make these b u i ld i n g s very
tal l . Tod ay, however, our c ities are fi l led with 3 . . . that reach amaz i n g h eig hts . Stran g ely, the walls of
many of these b u i l d i n g s seem to be made enti rely
of 4 . .. . H .. .. w indows . How can these de l icate wal l s 5 so much weig ht? The answer is that they
don't . The b u i l d i n g s are actua l ly he ld up by a
stro n g framework made of 6 ... . .. . . H. - an amazing
m aterial which is both extremely stro n g and
l i ght . Anothe r reason modern b u i l d i n g s can
h ave a h un d red or more 7 . .. . . H • • •• i s the
i nvention of the 8 .... : If we had to
walk u p , we certa i n l y wou l d n 't b u i l d
so h i g h !
• Complete the sentences. Make them true for you.
1 . I saw a breathtaking view at . . . .
2 . I often run out of . . .
3 . T h e landmark I want to see the most is . . . .
4 . The most popu lar shop i n our high street is
5 . I n my leisure t ime, I l i ke to . . . .
Vocabulary Builder, pages 84-85
c� GRAMMAR
--------
.-.>-"-.----, 46
__ .
. ____ _)
FUTURE SIMPLE BE GOING TO
Read the examples and answer the questions.
a. We're going to spend our next holiday in Dubai.
b. The tour of Dubai will begin a t 9.00 am.
c. Have you seen the plans for Dubailand? it's going to
be amazing!
d. Soon, Dubai will be the tourist capital of the
Middle East.
e. "Where is the Dubai Mall?"
"Come with me. I 'll show yau. "
1 . Which sentence a bove descri bes . . . ?
1 . events i n a t imetab l e
2. a p red ict ion
3 . a futu re event based on present evidence 4. a spontaneous decis ion
5. futu re p l ans
2 . Which tense is used for each of the uses above?
3. Complete the ru les.
1. We use H . . + the base form of the verb to form the Futu re S im p le .
2. We use . H or .. . . . . . . . . . + going to + the base form of the verb to form be going to.
FUTURE PERFECT SIMPLE FUTURE CONTINUOUS
Read the examples and answer the questions.
a. By the time Dubai runs out of oil, tourism will have
become a major industry. (Future Perfect Simple}
b. Brad Pitt will be living in Dubai all winter.
(Future Continuous)
1 . Wh ich sentence ta l ks about . . . ? 1 . a com p leted act ion a t a certa i n future t ime
2. a n a ct ion i n p rog ress at a certa i n futu re t ime
2. Complete t h e ru les.
1 . We u se will + H . . . + verb + - ing to form the Futu re Cont inuous.
2. We use will + . H + the past pa rt ic ip l e to form the Future Perfect.
� Grammar Appendix, pages 118-120
1 . Complete the sentences with the verbs in brackets. Use the Future Simple or be going to.
1. You haven 't worked hard enough for th is exa m . You H . (not pass).
2. I 'm sure you . . . . . . . . . . (enjoy) the tri p .
3 . The bus to London o H o ( leave) at 1 0 .30 pm .
4 . H . you . H . (come) to the pa rty ton ight?
5 . The ch i ld looks t i red. He .. . . . . . . . . . (fa l l ) asleep soon .
6 . " Do you wa nt to come to the shops? " " G ood idea ! I .H (ca l l) Dyla n and ask h im to come, too. "
2. Which of the sentences in Exercise 1 can be completed using the Present Continuous with future meaning?
El cafe se esta acaba ndo. Yo compro mas esta ta rde. The coffee is running out. I'll buy more this afternoon. ./
NOT The coffee is running out. I buy more this afternoon. X
3. Write a suitable sentence to fol low each sentence below. Use the words in brackets and the Futu re Simple or be going to.
1 . Are you hot! (I I turn on I a i r cond it ioner)
2. My g randmother is i l l . (have I operation I tomorrow)
3 . I 've bought tickets to the concert . (Beth I be very pleased)
4 . Could I borrow some money? (return I next week)
5. I ' d love to come, but I can 't . (go out I my boyfriend I this eveni ng)
6 . Look at that man on the roof of the bu i ld ing . (he I jum p ! )
4. Choose the correct answer.
1. Wi l l you h ave wa ited I Wi l l you be wait ing for us when we arrive at the station ?
2 . You ' l l have spent I You ' l l be spen d i n g a l l you r money by the end of your tr ip .
3. Sara has a lmost f in ished her stud ies. Next year she' l l have worked I she' l l be working ful lt ime.
4 . Don 't ca l l me at 9 .00 . I ' l l be s leep i n g I I ' l l have s lept.
5 . I hope that by next yea r, I ' l l h ave saved I I ' l l be savi ng enough money for a ca r.
6 . They' l l be eat i n g I They' l l have eaten a l l the food by the time we a rr ive.
11 .
h
I
- Complete the sentences with the verbs in brackets. Use the Future Perfect or Future Conti nuous.
: _. he year 2050, the world (become) c . e deg rees warmer.
_ -�:·s meet at 9 .00 . I (f i n ish) my homework :1 hen .
_ -,., s t ime next month, they (ski) i n the Alps .
- J u ring our ho l iday, we (stay) at the Seaside -,ote l .
- :J ease don 't come th is afternoon . I (study) .
y the t i m e h e l p a r rives, we (change) the -:- re ourselves.
- Complete Danny's story. Use the correct future tense.
·ve j ust met a wonderful g i rl named Rena . h i n k I ' · . . . . . . . . . . . (ask) he r out .
cantastic ! She 's agreed . I 2 · . . . . . . . . . . . (ta ke) her :o the c inema tomorrow.
'm so excited ! At th is t ime tomorrow, .. . . . . . . . . . (sit) hand i n hand with Rena .
'm sure it 4· .. (be) a g reat even i ng .
S ix months later . . .
By the end of th i s week, Rena and I 5 . . . . . . . . . . . (know) each other for s ix months.
Eight months later . . .
Rena has decided that she 6· . . . . . . . (date) other boys, too.
I 've tried to ta l k to her, but she 7· .. (not answer) my phone ca l ls .
I 8 · . n . n . (fi nd) someone else by the t ime she decides who she wa nts !
Answer the fol lowing questions about your future.
What wi l l you be doing th is t ime next year? -
What a re you go ing to do th is weekend?
_ Do you th i nk you wi l l have a lot of money when you a re older? Why or why not?
- Do you th i nk you ' l l get marr ied young? Why or why not?
- What goals w i l l you have ach ieved by the t ime you are 30?
o( U n it 4
� 8. Complete the passage with the verbs in brackets. Use future tenses. Then l isten and check your answers. There may be more than one correct answer.
R O BOT- m A D E HO mE B u i l d i n g a home i s a huge project, i nvo lv ing many
labourers and p lenty of t i m e and mo ney. Ten years
from now, h oweve r, people �. . ... n • • • • ( l ive) in houses b u i l t
e nt i re l y b y robot s . Cal i forn ia i nventor, Dr Behrokh
Khosh nevis has worked on h is construction robot
for years , and th i s s p r i n g he 2 . . . . . . . . . .. f ina l ly .. . . . . . . . . . (start)
marketing it. He pre d i cts that the robot 3 n • ( b u i l d )
a typ ical fam i ly home i n o n ly 24 hou rs . He b e l i eves
t h i s method 4 . . . . n • • • • • also . . . .. n • • • • (reduce) b u i l d i n g costs
to a fifth of what they are today. H e p ro m i s e s that a
construction project u s i n g the robot 5 n n o n o n (not need)
any hu man worke rs , and that the houses 6 n n n n n (have)
a g reat vari ety of d e s i g n s . Dr Khosh nevis hopes
that by the e n d of the next decad e , robots 7 n n n n
com p l etely n o n o n• ( re p lace) h u m a n s on construction
s ite s , and b u i l d i ng a home 8 . .. n o o n n (become) a s i m p l e ,
i n e x p e n s ive a n d s peedy p roced u re .
Grammar Review ''*''
9. Rewrite the fol lowing sentences using the words in brackets. Do not change the original meaning.
1 . Fash ions wi l l be d ifferent by the t ime you a re older. (changed)
2. Pau l met Ju l i e in pr imary school . (known)
3. How long have you had th is ea rl (buy)
4. We' re go ing to play ten n is from five u nt i l seven o'c lock. (At six o'c lock)
5 . Mark left and Nancy cr ied for an hour. (after)
E x t ra g ra m ma r e xe rc i se s a t: w u• w . b u r l i ll g f o ll b o o k s . e s / 1 • i e u• p o i 11 1 s 1
•
47
SKILLS
LISTENING G
GUIDED TOURS
1 . Look at the pictures of landmarks in various countries. Which words below can be used to describe each picture?
skyscraper • g lass • stone • a ncient • u nusual • steel • ta l l • modern
Empire State Building,
New York City, USA
2
Towers of San
Gimignano, Italy
2. Listen to three guided tours. Which of the landmarks above do the tours visit?
�-�Yo�• TAKE NOTES - When you a re l i sten i ng to a passage, ta k ing notes can be he l pfu l . Don't try to w rite down everyth i ng you hear. Write down keywords or i m porta nt p h rases, but not fu l l
sentences. i t i s more i m porta nt to keep l i sten i n g !
3. Listen to the gu ided tours again. As you l isten, take notes of the most important facts about each place.
3
Eiffel Tower,
Paris, France
4
CN Tower, Toronto,
Canada
4. Use your notes to answer the questions below.
Which landmark . . . ? 1 . was considered very ug ly when it was bu i lt
2 . has 1 02 storeys
3 . was bu i lt as the resu lt of a com petit ion among fam i l ies
4. has a race up its sta i rs every yea r
5 . has 73 elevators
6. was the world 's ta l l est structu re for 40 years
7 . was designed to show its i nterna l structure
8. was once part of a group of 72 towers
• What famous landmarks are there in your area or country? Describe one. What do you know about it?
WEB EXTRA Read about some unusual building trivia at: u·u·u·. burlingtonbooks.es/r•ieu•points I
I
PEAKING
OMPARING PICTURES
ook at the sentences below. Which can be used to show how two pictures are s imi lar? Which can be used to show how they are different?
Another d ifference between them is that . . . -
-he two p ictu res a re s i m i l a r I a l ike oecause . . .
- .\nother t h i ng that they h ave got i n common i s . . .
n th is p ictu re there i s . . . , but i n th is one . . .
5 . The p lace i n p ictu re 1 i s more I less . . . t h a n
i n p i ct u re 2.
6 . This p ictu re s hows . . . , w h i l e that one shows . . .
7 . The p ictu res a re q u ite d ifferent because . . .
8 . Both pictu res show . . .
-Choose a pa ir of pictures below. Write a l ist of adjectives and nouns that describe them. With your partner, compare and contrast the pictures you chose. Use the expressions in Exercise 1 .
National Academic Theatre, Odessa
Colosseum, Rome
ENRICH YOUR SPEAKING
When you want to draw someone's attention to something, use the fol lowing expressions:
I 've just noticed . . . Have a look a t .. . And there's a nother th ing ... Did you notice . . . ?
Pai r 1
Nationa l Centre for the Perform ing Arts, Beij i ng
Pai r 2
Olympic Stad ium, Montreal
U n it 4
rr- 1Burlington Speech Trainer, Unit 4 ) PMIRH!II.!9fll!.l,l@f§ii§i!D!!iff. 49
� WRITING
-.t.------, so l - -------'
A . . . P..�.� -�r�P.tJ<?..� . . . 9..f... .� . . . P..l.�.�-�-- - · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · .. · · · · · . . .
1. Read the description below. What parts of the building does the writer describe? What is his I her opinion of the bui ld ing?
NOTRE DAME Cathedral
Notre Dame Cathedral is one of the most amazing buildings
in the world. It stands on a small island in the middle of
the River Seine i n Paris, France. It took nearly 200 years
and thousands of workers to build this spectacular Gothic
cathedral.
If you stand outside the cathedral, you 'll notice three doors
with intricate sculptures. Staring down from two huge towers
are the famous gargoyles - half-human, h alf-stone monsters.
If you are in good shape, you can climb a tower to see the
gargoyles up close, as well as get a breathtaking view of Paris.
Inside, rows and rows of tall, slim columns lead your eye up
to the towering ceiling. Lovely stained glass windows let in a
thousand different shades of light. During prayer times, you
can hear the beautiful sounds of the cathedral's famous organ.
Notre Dame is one of Paris' most famous l andmarks, and any
visitor should plan on seeing it. Even if you are not a great
architecture fan, you will never forget its beauty.
2. In which paragraph/s of the description does 3 . For each sentence, choose two adjectives that are s imi lar in meaning to the adjective in ital ics.
the writer discuss . . . ?
1 . th ings you can do or see at Notre Dame
2. the name and location of the place
3. his I her opin ion or recommendat ion
4 . physical characterist ics of the p lace
ADJECTIVES
Adjectives a re u sed to descri be nou ns. Us ing a va riety of a djectives can m a ke you r w rit i ng r i ch a n d i nteresti ng . When descr ib i ng a p lace, adjectives ca n create a more a ccu rate and rea l i sti c i m p ress ion .
��Writing Guide, page 149
1 . The cathed ra l 's a rchitecture is wonderful. magn ificent I i m portant I sp lendid
2. This beautiful temple was bu i l t i n the 1 5th centu ry. lovely I eleg a nt I enormous
3. The G reat Pyram id is big. bri l l i a nt I i m mense I huge
4. The view from our room was impressive. breathta k i n g I spectacu l a r I frig hte n i n g
5 . We looked up a t t he th ick stone wa l l s of the
old tower. a ncient I famous I h i storic
4. Which adjectives from the l ist can describe each of the places below?
a vi l lage • a footba l l sta d i u m • a road mounta i n s • a loca l ma rket • a pa lace
:ower ing spacious anc ient
rnodern breathtaking colourful
o ictu resque nO ISY g rand
marve l lous lovely majestic
'larrow elegant luxur ious
spectacu lar peaceful
Su per lat ive adjecti ves come before the nou n : rh s is the most spectacular view in Toledo . ./
NOT This is the view most spectacular in Toledo. X
huge
l ively
unusual
crowded
:>. Complete the sentences with adjectives from Exercises 3 and 4. There may be more than one correct answer. Do not use the same adjective twice.
This is one of the most H O H views in G ranada . -
The ... . . . . . . . . skyscrapers seemed to touch the sky.
3. We vis ited the .. . . . . . . . G reek temple at Delph i .
We cou ldn 't afford to stay a t that .. . . . . . . . . . resort. .... She l ives i n a ne ighbourhood fu l l of . . . . . . . . . . . old homes.
"' The centre of town is a lways qu ite .. . . . . . . . . . on Saturday n ight .
-The arch itecture of a Goth ic cathedral can be absol utely ..
�
Liverpool 's stad ium is a .. . . . . . . . . . structure that can hold about 45,000 people .
ADJ ECTIVE ORDER - When us ing two o r more adjectives, we w rite them i n the fo l low ing o rder :
1pin ion -+ s ize -+ age -+ shape -+ colour -+ orig in -+ materi al small, old building a large, modem, glass skyscraper
6. Add the adjectives i n brackets to each sentence. Use correct adjective order.
Our l i b rary is a/an . . . . . . . . . . bu i l d i ng . (concrete I modern I ug ly)
2. The Co losseum is a/an . . . . . . . . . . . stad i um . (Roman I ancient I huge)
3. Her office is in a . . . . . . . . . . . skyscraper. (g lass I black I ta l l )
...1 . The two parts of the city are connected by a . H br idge. (spectacu lar I steel I new)
). E iffel bu i lt a/an . . . . . . . . . . . structure . (A-sha ped I i ron I modern)
U nit 4
Your Task • Write a description of a place. Use 1 00-1 50
words.
WRITING YOUR DESCRIPTION
1 . Brainstorm your description.
• Think of places that you have visited .
• Decide on a place that is interesting or special i n some way. You may want to use the Internet to find out facts about it.
• Think about the fol lowing questions. Choose the points that are relevant to your essay.
- Where is the place?
- When was it bu i lt?
- What does it look l i ke?
- What is special or i nterest i ng about it?
- What can you do there?
- What is the atmosphere l i ke?
- What impression does it g ive the visitor?
- What is you r opin ion of the p lace?
- Do you recommend that people vis it it?
2. Organise your ideas. Use the model on page 50 and the plan below to help you.
PLAN Open i n g : G ive the name and location of the
place and one or two deta i l s . Say what is spec ia l or interest ing about it .
Body: Describe the place in more deta i l and g ive examples of the th ings you can see or do there.
Clos ing : Write a conc lud ing sentence and g ive an opin ion or recommendation .
3. Write a first draft.
4. Use the checklist to check your work. Then write a final draft.
CHECKLIST ----
./ I followed tl-te. plti!�-t for ti! de.sc.ri.ptio�-t of ti! plti!C-e..
./ I V!Sed ti! Vti!rie.ty of ti!djuti.ve.s to de.sc.ri.be. tl-te. plti!C-e.
./ I followed tl-te. rules for ti!djuti.ve. order.
./ I c./1e.c.ke.d 3rti!WLM.ti!r, spe.lli.� ti!M puvu;tUtiftio�-t .
:: 52 1
SKILLS
Screen A
�L:..I-±1
INTE RNET R E S EARCH
You are going to learn some strateg ies for f inding information on the Internet.
Look at the website screens and answer the Task Questions below.
a
Amazing Bridges in Europe
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TASK QUESTIONS
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STONEHENGE�
Stonehenge
I nvestigations over the last 1 00 years have revealed that Stonehenge was bu i lt in severa l stages from 2800- 1 800 BC. lt seems to have been designed to . . .
www. activemind.com/Mvsterious/Topics!Stonehenge/ - Bk .(cached) Stonehenge. Engla nd
Your guide to Stonehenge, shops, other ancient sites and stone c ircles in Brita i n, with practical i nformation to make your visit easier.
www. england stonehenge.co. uk/ - 1 4k -(cached)
1 . When you do a n i nformat ion search on the I nternet, it's i mportant to use good search words. If you wanted to f i n d o ut a bout br idges in E u rope, which search words below wou ld find the best resu lts? Wh ich a re too genera l ? Which a re too specific? br idges • bridges europe • mil lau bridge france
Remember there is no need to u se cap ita l letters or i nc lude words l i ke of, to a n d the in your search words.
2. it's i mportant to u ndersta n d the e l ements of a sea rch resu lt. Look at Screen A a n d match letters a-d to the correct l a bels below.
1 . name of the website 3 . s ize of the website 2 . address of the website 4. part of the text with your search terms in bold
3. David has done a sea rch for Stonehenge. Look at the two resu lts o n Screen B. Which website w i l l g i ve h i m h istorica l facts? Which one wou l d be better for a touri st p l a n n i n g t o g o t o Stonehenge?
USE YOUR SKILLS
Use the I nternet to resea rch a b u i l d i ng a nywhere i n the world. F i n d out:
where the bu i ld ing is • what it looks l i ke • its h istory • why it is special o r important
Present you r i nformat ion to the class.
Speak Out! 1 . Look at the cartoons. What is
happening in each one?
"I don't l i ke the look of this, Char l ie."
2. Which cartoon i l lustrates . . . ?
a. the effect of the envi ronment on an imals
b. protecting an imals that may become ext inct
c . the issue of h umans us ing animals as food
• Which cartoon do you think is the funniest? Which is the saddest? Why?
Unit Objectives
• W il cl l i fe ' Defi n ing and Non-defi n i n g
Relative Cla uses • Listening to a Conversation
* Expressing Opinions * Writi ng a For and Against Essay • Life Skills: G i v in g a Presentation
Find out abo ut the RSPCA at: www. bu rlir7gton books. es/uiewpoi nts I
/ / /
..
c� READING ------==;
1 . Word Check: The following words appear in the text. Make sure you know what they mean.
rental agency • long-term • cuddles • furry • fad
GUESSING THE MEANING OF WORDS
When you don 't know the mea n i ng of a word, try to g uess. Fi rst, try to i dent ify the part of speech from its p lace i n the sentence a n d its end i ng . Then , l ook for c l u es to i t s m ea n i n g by read i ng the othe r words i n the sentence.
2. Read the text. Look at the words in colour. What part of speech is each word? Try and guess the meaning of each word.
3. Choose the best answer according to the text. Justify your choice with a sentence from the text.
1 . The purpose of F lexpetz is to . . . . . a . teach people to take responsib i l ity for dogs b . encourage people to own dogs c . a l low people to have a dog temporar i ly d . d issuade people from own ing dogs
2. Flexpetz customers . . . . . a . must rent the same dog each t ime b . fee l that the serv ice is too expensive c. a re mostly people who have got money d. pay each time they take a dog
3. Marlena Cervantes . . . . . a . feels it is wrong to rent dogs b . says she rescues some dogs from death c. is an an imal r ights activist d. puts dogs in an ima l shelte rs between renta ls
4. Flexpetz . . . . . a . operates on ly in the Un ited States b. is an i nternationa l bus i ness c. is approved of by an ima l experts d. has several owners
4. Complete the sentences according to the information in the text.
1 . Sa m Wi l l iams compares renti ng a dog to . . . .
5 . Choose the best meaning for each word or phrase according to the text.
1 . leave ( l i ne 1 ) a . go out b . abandon c . forget d. i nc lude
2. p i ck up ( l ine 5) a. l ift b. buy c . take d. return
3 . a re short of ( l i ne 8) a . have too much b . don't have enough c . have a l ittle d . don't have any
4 . c la ims ( l ine 9) a. demands b . requ i res c . requests d . declares
5. long for ( l i ne 1 4) a . want b. wait c . take a lot of t ime d . th ink about
• Some states in the USA have recently passed laws that ban the renting of an imals. Do you think it should be i l legal to rent animals? Why or why not?
2 . Keith Co l l i ns writes that passing a dog around wi l l . . . .
3 . Keith th inks that instead of renting dogs, people
4. Tracy Johnson has a lways wanted . . . .
5 . Ken and Liz wa nt to g ive . . . .
6 . Jackpot is a Labrador that . . . .
.!J .;J +J
eth's nimal Watc Dogs f @ r Rent M.i;lli91JW
Do you love dogs? Are you a person whose busy lifestyle doesn't leave room for a pet? There's a
solution for you: Flexpetz, the dog rental agency. Now you can enjoy having a dog without the long
term, day-to-day responsibi l ities that come with it
How does it work? Customers, who pay a monthly fee, choose a dog on the I nternet Then they
pick it up from the Flexpetz office for a day or a weekend, and take it home for long romps by the
seaside and cosy evening cuddles on the sofa. The next week they pick up the same dog or choose
another one. lt's not cheap by any means, but this is a service wh1ch is meant for hard-working
urban professionals who are short of t 1me, not money.
Vets and animal experts object to the 1dea of do ant' Is bu owner Marlena Cervantes claims that
10 many of the dogs come from overcrowded anin a. shelters here U 'lwanted ammals are eventually
ki l led. She says that they are well cared for be als, and that customers sometimes even
adopt them .
Flexpetz has offices 1n Los Angeles, New York City a L and Cervantes plans to open more
offices around the world. lt seems that no matter how hectic r l ives may be, we sti l l long for the
11 unconditional affection of a furry friend.
C O M M E NTS
We live in crazy times. We can
rent anything from a car to a
designer handbag for a few
hours. But a dog is not a fad 20 or a fashion accessory.
Sam Williams,
San Franciso
Dogs are dependent
on meaningful , lifelong
relationships with their human
owners. A dog will become
25 confused and unhappy if it
is passed from one home to
another. I suggest that these
dog-lovers try volunteering at
the local animal shelter, where
3o there are plenty of dogs that
need walks and attention.
Keith Collins,
Animal behaviourist, London
For me, Flexpetz is a dream
come true. I miss having a dog ,
but it would be irresponsible for
35 me to keep one because I work
long hours and travel a lot. I ' m
mad about Olivia, the poodle
that I rent every weekend.
Would she be better off in an
4o animal shelter? I don't think so!
Tracy Johnson,
Los Angeles
We want our children to have
the experience of a dog, but
we're too busy to cope with
owning one. The kids can 't
45 wait for the weekends, when
we rent Jackpot, a beautifu l ,
black Labrador. Flexpetz is a
great idea!
Ken and liz Matthews,
New York City
False friends
claims ( l ine 9) means afirma not c/ama
eventually ( l i ne 1 0) means fina!mente not eventualmente
U nit 5
� VO CABULARY
Words from the Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 . For each sentence beginning in I, find the best continuation in 1 1 . Pay attention to the words in colour.
1 . Our friend went to l ive i n Leeds
2. We can't lend you money
3 . Noth i ng can destroy
4. Winn ing the lottery
5. We' re d rivi ng across town
6. lt was a cold , snowy even ing ,
7 . No one bel ieved us
8 . We' re very t i red
1 1 a . but we felt warm and cosy i ns ide.
b . our l ife long fr iendsh ip .
c . to p i c k u p our friend.
d . would be a d ream come true.
e. and we m iss her very much .
f . because we' re short of cash .
g . because we've had a hectic day.
h . when we c la i med we'd seen a ghost.
2. Choose two possible answers to complete each sentence. Pay attention to the words in colour.
1 . A person can be the owner of a house 1 country I horse.
2. You pay a fee to do your homework I join a gym I go to u n iversity.
3 . You can rent a flat I bicycle I d river's l icence.
4. A person can long for his fa m i ly 1 warm weather I bad news.
5. You can be a customer at a school I cafe 1 shop.
3 . Choose an option. Then complete each sentence. Pay attention to the words in colour.
1 . An i mals i n zoos wou ld be I wou l d n 't be better off if . . . .
2 . A relaxed l ifestyle is I i sn't good because . . . .
3 . it's a good I bad i dea to buy someth i ng that's a fad because . . . .
4. No matter what people say, you should a lways 1 never . . . .
PREFIXES
Recogn is i ng p refixes can he l p you unde rsta nd the mean i ngs of words.
The p refixes un-, dis-, it-, ir-, in- a n d im- a re used to form the opposite of a word a n d usua l ly g ive i t a negat ive mean i ng .
i t would be irresponsible of me to ge t a dog.
Other prefixes have got specific m ea n i ngs. Know ing the i r mea n i ngs can h e l p you to u ndersta nd n ew words.
We overestimated the number of people coming to the
party.
· ��Grammar Appendix, page 1 21
4. Write the opposites of the words below by adding the prefixes un-, dis-, if-, ir-, in- or im-.
Use a d ictionary to check your answers.
advantage • relevant • poss ib le fa i r • conven ient • logica l
5 . Complete the sentences with the words you formed in Exercise 4.
1 . Don't inc lude a lot of . . . . .. deta i l s in your essay.
2 . The main . . . . . . of that shop is that you have to pay for parking .
3 . Please phone aga i n later. it's . . . . . . . . . for me to ta l k now.
4. it's . . ... to concentrate with a l l that noise !
5 . In my op in ion, some of our school rules a re ... . . . . . . . . .
6 . Jeff's answer doesn 't make sense. it's completely .. . . . . . .
6. Match each prefix in colour in I with its meaning in 1 1 .
I 1. F lexpetz is an internat iona l company.
2 . Modern cities a re noisy and overpopu l ated .
3. I reviewed the material before the test.
4. The ex-president spoke at the u n iversity.
5 . I d idn 't mean to insu lt you . You misunderstood me.
6 . Don 't underest imate the pa i n that an an ima l feels.
1 1 a . wrong
b . among, between
c. not enough
d . too much
e. previous
f . aga in
l ly
"he
n-.
T opJ.c; . . . YQc;�l:>,�.l.�!.Y .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
lLD LIFE
Complete the defin itions in I with a word from 1 1 .
1 . An an imal that l ives with humans is . . .
2 . A baby l ion i s cal led a . . .
3 . To keep a n imals for the pu rpose of reproduction is to . . .
4 . When an an ima l i s set free, it i s . . .
5 . A n an imal l iv ing in its natura l environment i s . . .
6 . A n an ima l that i s not free l ives . . .
7 . A structu re with bars where an imals are kept is a . . .
8 . An aggressive o r vic ious an ima l i s . . .
a . cag e
D . i n captivity
breed
d. fierce
e. w i l d
c u b
g . tame
released
1 1
-Choose the correct answers to the questions below. Pay attention to the words in colour.
hat are two e n d a ng ered an ima ls? a . giant panda o. g i raffe ::: . b lue whale
-. h ich is the only country i n the world where h u nt i n g is i l lega l ? "' · Spa i n D . Kenya r . Scotland
- . hat is the natural h a bitat of a l ion ? a . flat a reas with g rass ::J . ju ng les with many trees r. dry deserts
- : h ich two organ isations work for conservation of an imals? a . Wor ld Hunti ng Association D . World Wide Fund for Nature (WWF) . G reen peace
- . h ich of the fol lowi ng an imals are predators? a. l ions D . elephants r crocod i les
- . h ich of the fol lowi ng a re species of wi ld cats? a . t iger
rabbit ::: lynx
Unit 5
3. IDIOMS Match the idioms in bold in I to their correct meaning in 1 1 .
I
1 . The party was supposed to be a su rprise, bu someone let the cat out of the bag .
2 . I was the on ly boy on the tri p . I felt li e a f ish out of water.
3 . H o l d you r horses ! You need to th ink abou this f i rst.
4 . Whi le we're in town, we can a lso visit Jess and k i l l two b i rds with one stone .
5 . The t ickets were so cheap I smel led a rat !
1 1 a . wait a m inute
b . revea led a secret
c. someth ing I someone that doesn 't belong
d . suspect someth ing is wrong
e . to accompl ish two th i ngs at the same t ime
� 4. Complete the passage with the words and phrases below. Then l isten and check your answers.
cub • ha bitat • in ca ptivity • breed • tame cages • wild • predators
B orn to be Free Would you like a pet tiger? No problem! In the United States,
you can easily buy a cute tiger 1 . .. . .. . from a pet shop or over the
Internet. However, even a tiger that was born 2 . . . . .. . . ... will never really
become 3 .. . . .. . . .. . . Tigers are fierce 4· , and your playful "kitten"
will soon grow into a large and dangerous adult, no longer wanted
by its owner. Most tigers are passed from owner to
owner, kept in small 5 . . . .. . and displayed for
people's amusement. There are now as
many as 1 0,000 privately-owned tigers
in the United States -twice the number
left living in their natural 6 . . . . . . . . . ! In the
UK, this problem does not exist because
it is illegal to 7 . . . . .. . . ... and sell 8 . . . .. .. animals
privately. The United States should learn from
this example.
• Complete the sentences. Make them true for you.
1 . I 'd love to be the owner of . . . .
2 . I th ink that hunting is . . .
3 . I cou ld he lp endangered an ima ls by . . . .
4. For me, it wou ld be a dream come true o . . . .
5 . I smelled a rat when . . .
Vocabulary Builder, pages 86-87 57
)
--
--58--,1
RELATIVE PRONOUNS
Read the exam ples and answer the questions.
a. This is a service meant for people who I that are short of time
b. Flexpetz is an agency which I that rents out dogs.
c The kids can 't wait ror the weekends, when we rent Jackpot.
d. Are you a person whose busy lifestyle doesn 't leave room for a pet?
e. They should volunteer at animal shelters, where there are plenty of dogs.
1 . What nou n does each relative pronoun i n bold relate to?
2. Wh ich relative pronoun a bove refers to . . . ?
1 . a n object 4. a p lace
2. a person 5. a t ime
3 . a person o r an object 6. possess ion l DEFINING AND NON-DEFINING RELATIVE CLAUSES
------1 1 . Read the examples and identify the relative
clause in each sentence.
a. People who want to rent a dog can try Flexpetz. {defining]
b. Flexpetz customers, who pay a monthly fee, choose a dog on the Internet. (non-defining]
c. I 'll never forget the weekend when we first got Jackpot. (defining]
d. Last weekend, when we were out of town, we didn 't take Jackpot. (non-defining]
2. Choose the correct options to complete the rules below.
1 . A defi n i ng I non-defi n i ng re l ative c l a use provi des extra , non-essent i a l i nformat ion about peop le o r t h i ngs.
2 . A defi n i ng I non-defi n i ng re l a tive c l a use is essent ia l to the mean i ng of the sentence.
3. Com mas a re used to sepa rate a defi n i n g I non-defi n i ng re l ative c la u se from the m a i n c l a use. l4. We do not use the re l at ive pronoun that i n defi n i ng I non-defi n i ng re l ative c l auses.
_ �Grammar Appendix, pages 1 20-1 21
1 . Complete each sentence with a suitable relative pronoun. There may be more than one possible answer.
1. Do you know any people .. . . . . . . . . . f ight for an ima l r ights?
2. We buy the dog food ... . our vet recom mends.
3 . I got up at 6 .00 am, . . . I took Spot for a wa l k .
4 . Austra l ia i s a country ... . . . . . . . there a re many un ique an imals .
5 . Everyone tr ied to comfort our ne ighbour, .. cat had d ied.
6 . My brother.� works at an an ima l shelter, is a vegetarian .
7 . Do you t h i n k that there a re many an imals a re exploited ?
8 . There a re plenty of pets .. . owners take good care of them .
2 . Match I and 1 1 and add a relative pronoun to form sentences.
1 . Tel l me about the f i lm ( 2 . I s there a place nea rby
3 . I 'm looking for a f latmate
4 . We should be tolerant of people
5 . H e r b i rthday i s i n August,
6. Sk i i ng is popu lar i n the Al ps,
7 . I 'm th i n king of sel l i ng m y car,
8 . lt rained on the day
1 1 a . needs a lot o f repa irs .
b. we got ma rr ied .
c . you watched last n ight .
d . doesn't smoke.
e . I can use the Internet?
f . there is snow near ly al l year round .
g . op in ions a re d i fferent from ours .
h . most o f he r fr iends a re ou t of town .
Los c l ientes de Flexpetz, que pagan una cuota mensua l , e l igen u n perro por I nternet.
11
Flexpetz customers, who pay a monthly fee, choose a dog on the Internet . ./
NOT Flexpetz customers, who they pay a monthly fee, choose a dog on the Internet. X
e
I
3 . Combine the sentences using the relative pronoun in brackets. Make any necessary changes. Which sentences contai n non-defin ing clauses?
That's the g i rl . You noticed � at the party. (that) � She babysits for twins . Thei r parents work long
hours. (whose)
� The road is closed . The accident took place there . (where)
The f i refig hters rescued a k itten . They found it i n the burn i ng house. (wh ich)
S The song was fa ntast ic . They sang it . (wh ich)
� The prize goes to Howard . He answered a l l the questions correctly. (who)
- I remember the day. We fi rst met then . (when)
3 . This is Mr Gera ld . His daughter is in you r c lass. (whose)
RELATIVE PRONOU N S - In defi n i n g - e at ive c l a uses, we c a n om i t t h e re lative pronouns
ha, which, that and when i f they a re not the : J bject of the c l ause.
m mad about the dog (that} I rent every weekend.
4. Look at your answers to Exercise 3. In which sentences can you omit the relative pronoun?
5. Combine the sentences using a relative pronoun. Make any necessary changes.
The Cold E lephant
The state of Alaska has got a very cold c l imate. lt is near the Arct ic C i rc le .
2 . Maggie was the on ly e lephant i n Alaska . She l ived in the Alaska Zoo .
3 . She l ived i n the zoo from 1 983 . She was taken from Afri ca that year.
E lephants a re an ima ls . They need to l ive i n groups.
) . They must a lso l ive i n a warm c l imate. lt is s im i la r to thei r warm native habitat.
8. Activists wanted to move her to a wa rmer place. She cou ld soc ia l ise with other e lephants there.
The zoo ag reed to move her to a sanctuary in Ca l iforn i a . She wou ld be much happier there .
8. Th is was d iff icult for the Alaskans . They were sad to part with their on ly e lephant.
6. Complete the sentences with a relative clause. Use each relative pronoun once.
1. A zoo is a place . . . .
2 . A vet is a person . . . .
3 . I remember the day
.1 Monkeys a re an imals . . . . -
I adm i re people . . . ) .
Un it 5
� 7. Complete the passage with the correct relative pronouns. Then l i sten and check your answers. There may be more than one possible answer.
You' ve probably never heard of the bongo. a rare and
beautiful antelope L . . . . . . . . habitat is the mountain of
Kenya. Bongos, 2 . . . .. . . .. . . have reddish-brown coats and
yellow stripes, have been endangered for many years. In
the 1 960s, Don Hunt, 3 . .. had once been a bongo hunter.
started a conservation programme 4 . . . . . . . .. . . would help saw these animals. He caught 20 bongos and took them to zoos in the United States, 5 . . . . . . .. . . . they had a safe place to Ji\·e and
breed.
The programme was so successful that there are now -+00 bongos in the United States. In 2004, 1 8 bongos were
taken back to Africa, 6 . . . . . . . . . . . only a few dozen native bongo
were left. The American-born bongos, 7 .. . . . . .. . . . were born in
the zoo, cannot survive in the wild. However, in the future .
. . . . . . . . . . their offspring are released, a new generation of
bongos will live free in the African mountains.
lill WEB EXTRA Find out mo re about endangered an imals a t:
lli!:5._ www. burlingtonbooks.es/viewpoints 1
Grammar Review ''*l'i 8. Rewrite the fol lowing sentences using the
words in brackets. Do not change the orig ina l meaning.
1 . I 've got a fr iend . She speaks Japanese . ( ho,
2 . I began worki ng here in 2006. (si nce)
3. I 'm go ing to help Larry, who has got a er;, dog. (whose)
4 . We are moving in J u ly. (by the end o Ju 1 5 . The pen doesn 't work . I bought 1 es�e oa:
(wh ich)
E x t ra g ra m ma r e xe rc i se s a t: u • u• u•. b u r l i n g ro n b o P s e s e u p r n r . 59
SKILLS
LISTENING G
A CONVERSATION
1 . Many young people choose to become vegetarians. Look at some of their reasons below. Which do you agree with?
1 . Eat ing meat is cruel
2 . Meat is unhealthy
3. Cattle farms damage the environment
2. Listen to the first part of the conversation between two friends. What is the difference between a vegetarian and a vegan?
3 . Listen to the second part of the conversation and complete the sentences. Use 1 -2 words for each blank.
1 . Accord i ng to Ryan , it's wrong for humans to . H • • or HHHHH. a n imals .
2 . Ryan doesn 't wear H · H . made from an imals .
3. Amy says that gett ing wool · · · H · · · · · · the sheep.
4 . Many farm an ima ls a re kept in . H . , where they ca nnot
L ISTEN CAREFU LLY - Listen i ng to the spea ker's tone of voice w i l l h e l p you deduce the i r op i n ions and fee l i ngs . Are they happy, a n g ry, sad o r neutra l ? This w i l l a l so he l p you pred i ct the i r responses a n d u n de rsta nd what they mean .
4. Listen to the th ird part of the conversation. Who says the fol lowing?
1 . An ima ls aren 't ours to exploit.
2. An ima l c i rcuses a re terr ib le .
3. Zoos help protect endangered an imals .
4 . C ruelty-free cosmetics have a spec ia l symbol .
5 . We have the r ight to use an imals for the good of humans.
• Are your opinions closer to Ryan's or to Amy's? Th ink about the various issues they discussed (zoos, ci rcuses, farm an imals, testing medicines and cosmetics) and g ive reasons.
Approximately three m illion people in th e UK a re vegeta rians.
SPEAKING
EXPRESSING OPINIONS
1 . Look at the picture and read the opinions below. Who would g ive each opinion - a vegan or a farmer?
1 . I don't t h i n k that this person is exploit i ng the an ima l .
2 . I n m y o p i n ion , i t 's natural for humans to use an ima ls .
3 . I be l i eve that an imals have the same rig hts as humans .
4. I feel that we have no r ight to make an imals work for us .
5 . I t h i n k that th is he lps a n ima ls . They need humans to look after them.
6 . lt seems to me that these an ima ls a ren 't suffer i ng . They were meant to work.
2. Which of the opinions above do you agree with?
3 . Work in pairs. Describe what is happening in each picture below. Then take turns giving your opinion on the questions below. Use the expressions in colour in Exercise 1 .
• Are people exp loit i ng the an ima l ? • Is th is fa i r I u n kind I harmful to the an ima l?
• Is the an ima l suffer ing I benefitting? • Do peop le have a r ight to do th is?
ENRICH YOUR SPEAKING
When you want to encourage your partner to express h is I her opin ion , u se the fol lowing q uestions : What do you t h i nk? What a bout you? What's you r op in ion? Do you agree?
U n it 5
Burlington Speech Trainer, Unit 5 .i.��Pronunciation Practice, page 1 32 6 1
-'
_,
_,
� WRITING
62 1
A For and Against Essay
1 . Read the for and against essay below. Does the writer bel ieve animal experimentation is necessary?
ANI MAL EXPERIMENTATI ON
People have experimented o n animals for many years i n order to find out how t o cure disea e . However, today many people claim that animal testing i a cruel form o f exploitation.
On the one hand, medical experimenting on animals cause them pain and uffering. In addition, doctors cannot always apply the re ult to humans because of the physical differences between people and animals. Furthermore, many animal te ts are unnecessary because there are alternative method , uch as u ing computer models of the human body.
On the other hand, animal experimentation has played an important role in many medical advances, including treatment for cancer and AIDS, open-heart surgery and organ tran plants. Moreover, alternative methods are sometime not as accurate as using animals .
In conclusion, although I realise that animal te ting causes suffering, I believe it is nece ary in order to help human being . Nevertheless, government hould make ure that laboratory animal are treated as humanely as possible and used only when completely neces ary.
2. In which paragraphs of the essay does the writer . . . ?
1 . present a rguments to support a n i ma l exper imentation
2. present the other side of the issue and g ive a rguments support ing it
3. i ntroduce the issue I controversy
4. summarise the arguments and g ive h is I her op in ion
CONNECTORS OF ADDITION AND CONTRAST
We use connectors to show the re l at ions h i p between ideas. Con nectors of add it ion connect s i m i l a r i deas. Con nectors of contrast connect contrast ing ideas.
3. Below is a l ist of connectors of addition and contrast. Find three connectors of addition and three connectors of contrast in the model. What ideas do they connect or contrast?
Con nectors of add ition Con nectors of contrast a lso and as wel l as but I however I neverthe less
in spite of I despite
on the one hand I on the other hand
a l though I even though i n addit ion (to) furthermore
moreover what's more besides whi le _j 4.
1 .
2. 3 . 4.
5 .
Choose the correct connector.
Many people have started exerc is ing in recent yea rs. I n a d d it i o n I However, healthy, natura l foods have become qu ite popular.
Anna has got a lovely persona l ity i n spite of I as wel l as a g reat sense of hu mour.
Extreme sports can be very dangerous. Nevertheless I Furthermore, many people enjoy them.
Our p lane a rrived an hour late . Moreover I H owever, two of our su itcases were lost.
Anthony l i kes his new job as wel l as I despite the low pay.
'
'
DESPITE / I N SPITE OF - Despite and in spite of : •;: "a l l owed by a noun ph rase or gerund (ve rb + - ing), w h i l e f e n though and although a re fo l lowed b y a c l a use w ith : � :Jject + verb.
:::spite I In spite of the high price, I bought the dress.
-�o failed the exam despite I in spite of studying off night.
- � s not wearing a coat, even though I although it's cold.
.;,. Choose the correct connector.
-1e someti mes eats f ish a lthough I despite he's a vegetar i an .
have to wa l k my dog ton ight, i n spite of I even thoug h I 'm very t i red .
- James never learned Span ish a lthough I i n sp ite of 1v i ng i n Sev i l l e for several years.
- Van Gogh was a fantastic a rtist. Despite I Even though h is, he never so ld a pa int ing dur ing h i s l i feti me.
- Even though I Despite the fact that it was far, we decided to wa l k .
� Rewrite each of the following sentences in two ways. Use the connectors in brackets.
· . Our town has got severa l sports centres . it 's a lso got a footbal l stad i um . (as wel l as, what's more)
: . Emma is a ta lented art ist, but she hasn't got t ime to pa i nt . (however, a lthough)
_ it 's often faster to go by tra i n than by car. I n addit ion, 1t's a lot cheaper. (a lso, a nd)
On the one hand, we haven 't got much money. On the other hand, we prefer eat ing out to cook i ng . (nevertheless, despite)
.:.S well as is fo l l owed by a noun or a gerund . lt is never =o l l owed by a cla use. �::;"'?ponies use animals for testing medicines as well as �osmetics . ./
:::n Companies use animals for testing medicines as well as :ney test cosmetics. X
� Complete the sentences with a logical ending.
On the one hand, it's g reat to trave l . On the other 1-Jand, . . . .
-q_yan wa nts to be fa mous. Moreover, . . . .
_ recog n ise the person i n th is p icture, even though ' e've decided to cont i nue with our p lans i n spite of . . . . - -he house has got a huge garden as wel l as . . . .
U nit 5
Your Task • Write a for and against essay on the topic
Zoos - Good or Bad? Use 1 00-1 50 words.
WRITING YOUR FOR AND
AGAINST ESSAY
1 . Brainstorm your essay.
• Make a l ist of pros and cons. Look at the statements below. Which would you put in your "pros" l ist? Which would you put in your "cons" l ist?
- Zoos make people aware of the va lue and beauty of an ima ls .
Without zoos, people wou ld not be ab le to see these an ima ls .
An ima ls in zoos suffer from i solat ion and don't have enough space or exercise .
- Modern zoos are s imi lar to the an imals ' natural hab itat.
Most zoo an ima ls are not endangered . They are kept for enterta i nment .
Zoos he lp protect endangered an ima l s .
lt i s wrong to keep wi ld a n ima ls i n captivity.
2. Organise your ideas. Use the model on page 62 and the plan below to help you.
PLAN Ope n i n g : State the i ssue I controversy.
Body: Present arguments support ing one s ide of the issue. Present arguments support ing the other side of the issue.
Clos ing : Sum up the topic and state your op in ion .
3. Write a first draft.
4. Use the checkl ist to check your work. Then write a final draft.
CHECKLIST
./ I followed the- pl��-t for � for �1-td qg�ivwl ess�y .
./ I used � v�riety of covtJ�t.Utors of �dditio�-t �1-td covt.tr�st.
./ I followed the- rules for word order witk covtJ�t.Utors.
./ I ckuk.e-d 3mmf"l.Ufr, spellif13 �1-td p u�-tetu�tio 1-t. -----
-
SKILLS GIVING A PRESENTATION
• You a re going to learn some techniques to help you prepare and g ive a n ora l
presentation . Read the Steps for Oral Presentation and a nswer the Task Quest ions.
STEPS FOR ORAL PRESENTATION
A. RESEARCH YOUR TOPIC
Use the steps in Internet Research (Life Sk i l l s U n it 4) to research your top ic .
B. ORGANISE YOUR PRESENTATION
Introduction
I ntroduce you r topic by starting with someth ing that wi l l catch your aud ience's attent ion, for example a start l ing fact a question or a persona l exper ience.
Body
Organ ise your ta l k around 2-3 ma in points. The poi nts should have a logical seq uence. Add support ing deta i l s and examples to each main point.
Conclusion
Summarise you r ta lk and restate the most i mportant points.
C. USE CUE CARDS
Use smal l cue cards to help you remember what you want to say.
• Write on ly one i dea or fact on a ca rd . • Use la rge writ i ng so you can read it easi ly. • Number the cards . • Write on ly keywords, not fu l l sentences.
D. PRACTICE
Using you r cue cards, rehearse i n front of a m i rror or a friend .
TASK QUESTIONS
1 . Look at the fo l lowi ng open ings from a presentation a bout whale h u nt i n g . Which tech n i q ues does each one use? Which do you t h i n k is the best?
1 . Why would anyone want to k i l l a n an ima l as intel l igent as a whale?
2. I saw a whale hunt on TV, and it made me very sad.
3. it's i l legal to hunt whales, but hunters sti l l ki l l 2 ,000 whales every year.
2. Read the fo l lowi n g sentences from a presentat ion a bout whale h u nt i n g . Which a re m a i n poi nts? W h i ch a re support i n g ideas?
1 . The methods used to k i l l whales a re very cruel .
2 . Seven out of 1 3 whale species a re endangered .
3 . Hunters use a harpoon, which explodes ins ide the whale and causes terrib le pa in .
4 . Many species of wha le m ight disappear i f wha le hunt ing continues.
3. Look at the sentences below. Which is a better conc lus ion?
1 . I n short, wha le hunt ing is cruel and u n necessary, and may lead to the exti nct ion of some whale species.
2. I n conclus ion, most people agree that whale hunt ing should be stopped .
4. Which is a better cue card? Why?
A B
lf-
• USE YOUR SKILLS
It tc-�kes qo Wt.il1.Ldes for e-t Vw!rpoo� wVw!Le. to die.
Resea rch a n i ssue a nd present it to the class.
• Th i n k of an issue or p roblem that you feel is im porta • Use the steps described on this page to help you prep�
you r presentat ion .
0
Unit Obj ectives
* Weather
' Modals and M odal Perfects
* Listen ing to News Reports
• interviewin g
* Writ ing a News Report
" L i fe Ski lls : Using G raphs and Charts
Extreme Weather e weather affects your dai ly l ife, but how much do you
_ ua l ly know about it? Do the quiz below and see.
1 . Lightning is hotter than the surface of the sun.
2. Clouds are made of water, gas and ice.
3. The shape of a rainbow is a complete circle.
4. Red rain once fel l i n India for several months.
5. Africa is the world 's driest continent.
6. Al l snowflakes have got six sides.
7. Cities are cooler than the areas around them.
8. Trees cause rain .
� Answers, page 1 60
How does the weather in your area affect your l ifestyle? Think of traditional sports, food and cu ltural events.
lilil WEB EXTRA Find out about some more unusual weather facts at: IE:!il www.burltngtoJZbooks. es/vlell!pO l llts I
�. �v READING
1 . Word Check: The following words appear in the text. Make sure you know what they mean.
twister • p la ins • rai n-soaked • hai lstones funne l-shaped
UNDERSTANDING CONNECTORS
Connectors can he l p you u ndersta nd the connection between ideas i n a text. They often show contrast, add i t ion , cause and resu l t .
2. F ind the fol lowing connectors in the text. look at the information they connect. Decide whether they show contrast, addition, cause or result.
1 . due to ( l i ne 9) 3 . despite ( l ine 1 2 )
2 . moreover ( l ine 1 2) 4. so ( l ine 2 5)
3. Read the text. Are the fol lowing statements true or fa lse? Find evidence in the text to support your answers.
1 . Women ra rely become tornado chasers.
2. Wil lenberg and Metz have scient if ic knowledge about tornadoes.
3. Tornado chasers try to get i ns ide tornadoes.
4 . Wi l lenberg and Metz a re never fr ightened.
5 . Tornadoes a re among the strongest types of storms.
6 . it 's not necessary to evacuate people du ring a tornado.
COLD DRY AIR
4. Choose the best answer according to the text.
1 . Tornado chas ing is often frustrat ing because . . . . a . it is hard to get the proper equ i pment b . chasers don 't know the t ime and location of
the tornadoes c. f i nd ing a tornado i nvolves a lot of trave l l i ng d. it is dangerous to get very close to a tornado
2. Tornadoes . . . . a . can destroy enti re cities b . a re easier to pred ict than hu rr icanes c . have winds a lmost as fast as hu rr icanes d. often come unexpected ly
3. Amateurs who want to chase tornadoes . . . . a . can do it a lone if they a re carefu l b. a re usua l ly from Europe c. should do it with a tour company d. can be very sure of seeing a tornado
5. Find words or phrases in the text that mean:
1 . a set or g roup of two (paragraph 1 )
2 . instead of (paragraph 2)
3. h it (paragraph 3 )
4. most modern (paragraph 3)
5 . stra nge, mysterious (paragraph 5 )
6 . see (paragraph 6)
• Do you th ink tornado chasing is worth the risk? Why or why not?
Tornado A lley is the a rea in the
United States
wh ere tornadoes a re most frequent.
:;/1\ � · --Qkl;lhon)a
WIRM DRY AIR
�et the Twister Sisters. Meteorologists Peggy Willenberg and Melanie Metz are :"long the most skilled tornado chasers in the United States. They're not really sisters, �- they' re the closest of friends, and they enjoy chasing tornadoes as a pair.
- mado chasers are people who do the opposite of what most people do - rather than -�nning away from these deadly, destructive storms, they actually seek them out, travelling - •usands of kilometres to get as close as they can. To do this, they drive back and forth . ro s "Tornado Alley, " the huge plains of the central United States. Almost all tornado
_ -: ers are men, which makes Willenberg and Metz very unusual.
- mado chasing can be extremely dangerous. Due to their background in meteorology, Willenberg _,d Metz are able to avoid getting caught inside a tornado, but they are constantly at risk. At any
me. they might be struck by lightning, slip on rain-soaked highways or get hit by giant hailstones. !oreover, it can be frustrating. Like other chasers. the pair use the latest equipment, but despite this
-: y are often unable to predict exactly where or when they" ll find a twister. They have often driven .ross entire states, only to realise that they should have chosen the opposite direction.
·OY do they do it? Both women have been fascinated by torms since childhood. They _ uld have become ordinary weather forecasters, but the combination of a desire for thrills :1d scientific curiosity makes them unable to resist chasing storms. "Tornadoes are powerful,
) ond our control. There is an element of fear, but also of excitement and beauty," y Metz.
:..arge tornadoes are, indeed, one of the most powerful natural phenomena on the � anet. Their narrow paths leave an eerie sort of devastation, such as ripping apart one ide of a street while the other remains intact. Nearly 60 people a year are killed in
· ese funnel-shaped storms, which have winds twice the speed of the strongest urricane. Worst of all, unlike hurricanes, they are nearly impossible to predict:
�orecasters are able to warn people only minutes before a tornado strikes, so -e idents have little time to evacuate. The data gathered by storm chasers - uld help solve this puzzle .
. 1any amateur thrill-seekers are joining the storm-chasing game, even · ming from Europe to see tornadoes up close. Those who want to chase torms should not underestimate the dangers of trying it alone. The only afe way is to join a tornado chasing tour, run by a company such as the
Twister Sisters' Storm Tours. They take tourists for a week of chasing, .1nd the lucky ones will witness nature at its most spectacular - a 'ornado forming right in front of their eyes.
actually ( l i ne 5) means realmente, de hecho not actualmente
ordinary ( l i n e 1 6) means normal, corriente not ordinaria, vulgar
4 U n it 6
6 7
� VO CABULARY
W9r9.� . . . . fr..9.m . . . th.� . . . I�.�t. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 . Are the statements true or fa lse? Pay attention to the words in colour. Correct the false statements.
1 . If someth ing is o rd i n a ry, it is un ique .
2 . If someth ing is deadly, you can't d i e from it .
3 . I f you r u n a company, you a re the boss .
4. I f you go back a nd forth, you go i n one d i rection .
5 . If you witness someth ing, you don 't see it.
6 . If you stri ke someone, you want to hu rt them.
7 . If you gather th ings, you br ing them together.
8. If you have a background in music, you probably play an i nstrument.
(J 2. Complete the passage with the words and phrases below. Then l isten and check your answers.
path • rather than • weather forecaster
s k i l led • s l i p • chas ing • avoid
WEATHER ILLUSIONS If you' re a film producer, weather can be a problem. You can ' t ' ... . . . . . . . . making a film about winter j ust because it's the middle of summer. The 2 . .. . . . .. . .. may predict a heatwave, but according to the script, your character must run down a frozen 3· .. . ....... . through a snow-covered park while 4· .. . . ... . ... a criminal, and then 5 .... . ...... and fall on the ice. How is this done? 6 .......... . depending on nature, filmmakers use companies such as Snow Business, which has created winter effects for hundreds of films such as Narnia and The Day After Tomorrow. They are amazingly 7 .. . .... .... at creating snow and ice out of paper, plastic or foam. Watching these films, you'd never know that the weather was an illusion - and that's j ust what the filmmakers want.
GERUNDS AND INFINITIVES
A gerund is formed by add i ng -ing to the base form of a verb. Gerunds a re used :
a. after certa i n verbs : They enjoy chasing tornadoes . . .
b. after preposi t ions : . . . the dangers of trying it alone.
c. a fter certa i n express ions : Rather than running .. .
d. as the subject of a sentence : Tornado chasing is .. .
Some verbs m ust be fo l lowed by a n inf in it ive :
People who want to chase storms .. .
Other verbs can be fo l lowed by e i ther a gerund o r an i nfi n i t ive , but the mean ing sometimes changes :
I stopped to drink beer. (I took a break and drank.)
I stopped drinking beer. (I don 't drink any more.)
�� Grammar Appendix, page 1 24
3. Complete the sentences with the verbs below. Use a gerund or an infin itive.
swim • let • work • a po l ogise • meet
1 . Luke a lways avoids . . .. . . extra hours.
2 . Where d id you arrange .. . . . . . . her?
3 . What's the point of . . . . . ? I know you don't mean it .
4 . . . . . . . . . is one of the hea lth iest sports.
5. They agreed .. . us stay another n ig ht.
4. Complete the second sentence so that it has got a similar meaning to the fi rst. Use a gerund or infinitive.
1 . it's imposs ib le not to get angry sometimes. I can 't help . . . .
2 . We d idn 't th ink we would win f i rst prize. We never expected . . . .
3 . Wi l l I be able to see you tonig ht? Is there any chance of . . . ?
4. lt would be strange for me to l ive in a b ig city. I can 't imagine . . . .
5 . My dog won't go out if it's ra i n ing . My dog refuses . . . .
5. Choose the best option to complete the sentence.
1 . Robert doesn't want to get fat so he . . . . a . stopped to eat chocolate dur ing work b. stopped eating chocolate dur ing work
2. Patricia was happy beca use her boyfriend . . . . a . remembered to buy her a b i rthday present b. remembered buying her a b i rthday present
3. We had a wonderful trip to Ita ly, and . . . . a . I ' l l never forget vis it i ng Rome b . I ' l l never forget to visit Rome
TqpJ.�o o Oyqo��ol.?�.l..c.t.rY.OO o O O O o O O O O o o O O o o O O O o O O O O O O O O O O O O O O O O O O O O O O
WEATHER
1 . Complete the sentences with the words and phrases below.
degrees • s l ippery • forecast • f lood l ightn i n g • soa k i ng wet • ra i nfa l l • sweat
1 0 A flash of 0 H l it up the sky.
2 0 Accord i ng to the weather HO O O O , it's goi ng to get coldero
30 lt sometimes goes down to zero 00 • • • • Cels ius i n Madr id .
The men began to H . . as they worked i n the hot sun .
) . We were ... . . . . . . after wa it ing in the ra in for an hour.
6 . The average annua l . H . i n Barcelona is 590 mm.
7 . Many homes were destroyed i n the
Be carefu l ! it 's ra i n i ng, and the roads a re ..
2. Read the sentences and choose the correct answer according to the meaning of the word in colour.
Nearly 30 cm of ra i n I snow fel l dur ing the b l i zzard .
2 . it's getti ng colder I warmer, so the snow is melt ing .
3. The sky is overcast . it's g o i n g to I not g o i n g to ra i n .
4 . There was not enough I too much water during the d ro u g ht.
5. Temperatu res reached 1 ooc I 42°( dur ing the heatwave .
6. it 's c h i l ly . You need I d o n 't n eed a coat.
7. The h u m i d ity is h i g her I lower in the j ung le than i n the desert.
8 . The ch i ld ren s h ivered in the co ld I warm wind .
3. NOUN COLLOCATIONS Which nouns can be used to form col locations with the adjectives in colour?
1. b itter - sky, cold, wind
2 . scorch i n g - heat, fog, temperatures
30 heavy - ra i n , wind, snowfa l l
4 . severe - storms, weather, s un
50 th ick - ra i n , fog, c louds
6 . m i l d - temperatu res, cold , weather
� 4. Complete the passage with the words and phrases below. Then l isten and check your answers.
droug hts • soak i n g wet • degrees • sweat h u m id ity • chi l ly • f loods • ra infa l l • heavy ra i n
0 EARTH
Un it 6
If you visit Cherrapunjee, India, take your umbrella or you' l l
get 1 . 0 0 0 0 0 0 0 0 0 • This mountain village has got the world's highest 20 , and all of it falls during monsoon season, from
July to September. The water from the 3· o o o o o OHO o O runs down
to the coast, which causes terrible 4 HO 0 0 0 0 every year. In the
winter, however, it hardly ever rains and there are often
0 H because it gets so dry.
You won't get wet in the Atacama Desert in Chile, where it
hasn't rained in 500 years! Strangely, Atacama's cl imate is
quite 60
0 0 00 0 0 0 , going down to zero 7 0 0 0 0 0 0 0 0 0 0 0 Celsius in the winter.
Because there is no 8· HO 0 0 0 in the air, meat wil l stay fresh
there forever, and of course, people that l ive there never
0 0 0 0 0 0 0 0 0 0 • People? Yes, believe it or not, there are several towns
in Atacama.
• Complete the sentences. Make them true for you.
1. When it 's chilly outside, I l i ke to . . . 0 2 0 I 'm happy when the forecast pred icts
3. When the weather is mild, I 0 . 0
40 I th i n k that I 'm skilled at . . . .
5 0 I usual ly try to avoid 0 0 0 0
60 I th i n k teenagers should . . . ra ther than 0 o o
Vocabulary Builder, pages 8 8 - 89
c� GRAMMAR
, /
70
MODALS
Read the examples and a nswer the questions.
a. You have to I must find a safe place during a tornado.
I b. Most chasers can I are able to avoid getting hurt. I c. At any time, lightning may I might strike them.
I
d. People who want to chase storms shouldn't try it alone.
e. Could I Would you tell me more about the tours?
f The tornado must be huge. lt's causing a lot of damage.
g. You mustn't get too close to a tornado.
1 h. The storm can't be in this area. Our data shows clear weather.
i. You don't have to I needn't be a man to chase tornadoes. 1 1 . Wh ich modals a re used to express the
fo l lowing?
1 . ab i l ity 2. advice 3 . ob l igat ion 4. lack of ob l i gat ion 5 . possi b i l i ty
6. certa inty that someth i n g i s true
7. certa inty that someth ing i s imposs ib l e
8. pol ite request 9 . proh ib it ion
Read the exa m p les a n d a n swer the questions.
a. They should have checked the data first.
b. They could have become weather forecasters.
c. We would have gone on a tour. but we didn 't have enough money.
d. Seeing a tornado must have been a frightening experience.
e. I think we might have I may have made a wrong prediction. 1 1 . Wh ich modal perfects are used to express the fol lowing?
1 . crit icism or regret after a n event 2 . certa i nty that someth ing was true 3 . possib i l ity that someth ing was true 4. ab i l ity to have done someth ing but in fact did not 5. w i l l i ng ness to do someth i ng but i n fact cou l d not
2. Complete the rule.
We use the ........... . . form of a verb after a moda l perfect.
1 . Choose _P.1e correct answer . .
1 . You 've got a big exam tomorrow. You might not I shouldn't I don't have to go out ton ight.
2. The pol iceman says that you m ust I cou l d I m i g ht go with h i m .
3 . it's a secret. You mustn't I don't have t o I m ig ht not tel l anyone.
4. Could I M ust I Should I p lease look at the weather forecast?
5. That's r id icu lous . You must I can't I h ave to be serious .
6 . M i g ht I Shou l d I Can forecasters usua l ly pred ict ra i n correctly?
7. She 's a tornado chaser. She cou l d I may I must love thr i l ls .
8 . They m i g ht I shou ld I a re a b le to get caught in the storm.
9 . You can't I don't h ave to I m ustn't tel l her she a l ready knows.
2. Complete the sentences. Use a modal .
1 . I n the past, I . . . . (ab i l ity)
2 . As a student, I . . . . (obl igat ion)
3 . Accord i ng to my parents, I . . . . (proh i bit ion)
4. My fr iends t h i n k that I . . . . (advice)
5. In our fam i ly, the ch i ldren . . . . ( lack of obl igat ion)
6 . I n the future, I . . . . (poss ib i l ity)
7. One day, I . . . . (ab i l ity)
3. Complete the sentences. Use the modal perfects below.
1 wouldn't have • 5 should have ·�could have
2 m ight not have • 4T!ust have r-'
1 . Ryan d idn 't get i nto the team . He ··=·· been d isappointed .
2 . it 's very cold . You . ,) worn a coat.
3. Why d idn 't you tel l me you 'd be out7 I ;t come to your house.
4 . it 's a pity you d idn 't know Pa u l was i n town . You . . . ?. . . . . gone out together.
5 . Lau ren isn't a nsweri ng her phone. She �( taken it with her.
Hu rrican e winds have been
recorded at 3 1 0 k mlh .
I u shouldn't have driven during the storm . ./
OT You mustn't have driven during the storm. �
! Complete the sentences with the verbs in brackets. Use a suitable form of the modal perfect.
I d id my best I .. . . . . . (cou ld not I try) harder. -
I . . . . ... (would I wear) my jeans, but they were d i rty.
_ it's a pity we d idn 't take the car. We .... . . . . . . . (might I get) there on t ime.
- My sung lasses aren't here. I . . . . . (m ust I leave) them at the beach .
- The ch i ld is fr ightened. You ... . . . . . . . . (shou ld not I scare) h im .
- The team ...... . .. . . (cou ld I win) , but the i r best player was i l l .
3 Your friend is having a bad day. How do you respond to what he I she says? Write sentences using the modal perfects in brackets.
" I waited for an hour, but Ke i ra d idn 't come . " (m ust have)
-"The teacher shouted at me. " (shouldn 't have)
- " I fai led the exam . " (could have)
� " I ca n 't f ind my wa l let " (m ight have)
_ "They've run out of tickets for the concert " should have)
- " I came to your house, but you had a l ready eft " (would have)
_ Rewrite the second sentence without changing its meaning. Use a modal or a modal perfect. There may be more than one correct answer.
How d id they feel when the storm began? I'm sure they were frightened
-I forgot my pen . I'd like to use yours.
_ My brothe� is on ly five. He doesn 't know how to ride a bike.
- Hol ly d idn 't say " he l lo " . Perhaps she didn 't see us.
- I can do this myself . it's not necessary for you to help me.
- You spend too much money. I advise you to save some.
-We made a m istake. it's a pity we decided so quickly
_ t's a luxury hote l . I'm certain it's very expensive.
� 7. Complete the passage by choosing the correct answers. Then l isten and check your answers.
d,.,.�;u_�
U nit 6
When we first heard warnings that Hurricane lke 1 · mighf
strike I might have Struclrour area, we didn't take it seriously.
Then we heard the announcement: "All residents 2 can
evacuate I must evacuate immediately." " lt 3· mustn't be I can't be that bad," said my flatmate, Lisa. However, after all
our neighbours had left, she said, "I think that we 4· should
'IDlY' might go, too." We took my car, but we soon ran out of petrol. We couldn't get to a petrol station, so we 5:tY'Iere �bre J.J J to sleep I had to sleep �n the car. We were uncomfort ble,
hungry and thi rsty. "We 6· should bring � should have
broug more supplies," complained Lisa. The news on the
radio was devastating. ' 'The hurricane 7· must have destroyed I would have destroyed our house," I thought, feel ing very
upset. In the end, the house was intact, but many others
were destroyed. Things �m; Id have been easier I c·�e'
ea&!,e or us, but we weren't prepared. We didn't realise how
powerful a Gulf Coast hurricane could be !
Find out nbout hurricanes at: ll'tl 'll '. bll rlillgtollbooks.cs/PirwpoilltS I
Grammar Review 1 2 3 4 5 6 !7 8 9
8. Rewrite the fol lowing sentences using the words in brackets. Do not change the orig inal meaning.
1 . lt was wrong of you to hit you r brother. (shou ldn 't)
2 . They' l l f in ish bu i ld ing the house duri ng the summer. (by October)
3. lt i sn 't necessary for you to meet me at the a i rport (have to)
4. That's the street Marcy l ives there . (where)
5. Liz Atkins has a degree in ph i losophy. She wrote th is book. (who)
6 . I d id n 't see John ton i ght Maybe he went home ea rly. (might)
� SKILLS LISTENING �
NEWS REPORTS
1 . Look at the pictures below and describe what you think is happening in each one.
..._____. __ MAKE P r: CTIO S - Read the q uestions ca refu l ly before you l isten , a s the keywords w i l l g ive you some c l ues a bout the content of the passage. Pay attent ion to the type of information you need to listen for to answer the q u est ions. (place, reason, year, number, e tc.}
2. You a re going to hear four authentic news reports about the pictures above. Listen to reports 1 and 2 and decide if the statements are true or false.
Report 1
1 . Matt was i n h is own home when the tornado struck .
2 . The house was destroyed by the tornado.
3. No other person has l ived after being th rown so far by a tornado.
Report 2 1 . Extreme weather wi l l be the resu lt
of g lobal wa rming .
2 . Flood ing and d roughts wi l l happen i n t he same p laces.
3. The scientists' warn i ng is about the near future.
3 . Now l isten to two more reports and choose the correct answer.
Report 3
Western meteorologists . . . .
a. use cloud seeding in many places b. a re sceptica l about cloud seed ing
c . c la im that c loud seed ing i ncreases ra in
d . a re he lp ing C h ina i n i t s f ight aga inst drought
Report 4 The ice blocks . . . .
a . were not as b ig as ha i l
b . need clouds in order to form
c. have never caused actua l damage
d . a re not understood by scient ists
• Do you think g lobal warming is a serious problem? What do you think we should be doing to stop it?
SPEAKING
INTERVIEWING
1 . Look at the interview with a person who survived a tornado. Match each question with a suitable response. Then practise the dialogue with a partner.
1 . What were you do ing when the
tornado struck?
a . Event u a l ly, the tornado passed and everyth ing
became very qu iet. Then I went outs ide.
b . I felt terrif ied . . . but there was noth i ng I cou ld do !
2. What d i d y o u see?
3. H ow d i d you react?
c. I saw the tornado pass outside our house.
lt destroyed everyth i ng in its path .
4. H ow d i d y o u fee l ?
d . I w a s stand ing i n the kitchen making myself
a sandwich.
5. What h appened in the end? e . People were scream i ng and try ing to f ind the i r
fam i l ies.
6. What were people do ing? f . I tr ied to run to our underground shelter, but it was too late.
2. Read the news reports below. With a partner, choose one report. Student A interviews Student B, who survived the event. In your interview, use the questions and expressions in colour in Exercise 1 .
FLOODS HIT CITY The heavy ra ins continued for two days and
d t.he river flooded people's homes: Residents tne
to rescue thei r possessions, carry ing them ud t to the h igher floors. As the water contmue � . le c l imbed onto roofs, scream ing an
��� i�ef�r help . Several hours later, rescue boats
and hel icopters arrived at the scene .
' ' .
� - 1� -. t v_
,.__....ot .... .... ...
3. Switch roles and conduct an interview about the other news report.
� Burlington Speech Trainer, Unit 6
-
RESIDENTS EVACUATED DURING FIRE his���a��n�
. of the worst forest fires in the a rea 's . e I re, caused by the recent heatwave bega n several ki lometres east of the t b
,
soon beg t · own, ut an ° move Jn the d i rection of the houses._ Residents, waiting by thei r rad ios for Instructions, were told early on Tuesday mornin to evacuate . As the fires came closer they d
g
awa� with a few possessions, knowi�g that ���ey m lg t never see their homes again .
ENRICH YOUR SPEAKING
When you describe an excit ing event that you witnessed, fin ish your story with one of the fol lowing express ions : So in the end, . . . To cut a long story short, . . .
Fi na l ly, . . . A l l i n a l l , . . .
Un it 6
� WRITING
7 4
A News Report
1 . Read the news report below. In what ways are the fires related to the weather?
F i res i n Southe rn Austra l i a Australian Times • 9th February 2009
This summer, the state of Victoria is having its worst bush fire season in recorded history. At least 1 66 people have died in the fires, which have destroyed entire towns and damaged thousands of homes.
About 4,000 firefighters are trying to combat the fires, but are having little success because the flames are out of control. And there 's no end in sight: weather forecasters have warned of continuing heatwaves and consequently, the situation may get worse.
The fires started several weeks ago as a result of exceptionally high temperatures and the worst drought ever recorded. M any were caused by lightning, but police suspect some were started intentionally.
Prime Minister Kevin Rudd has reacted emotionally to the tragedy. "Hell in all its fury has visited the good people of Victoria in the last 24 hours. Many good people lie dead, many injured," he told reporters.
2. News reports usual ly provide answers to the questions: Who, What, Where, When and Why. In which paragraphs does the report answer the fol lowing questions?
1 . What happened?
2. Who was involved?
3 . Where d id i t happen?
4 . When d id it ha ppen 7
5 . Why or how d id it happen/
3. Where did the writer include people's reactions or comments?
4. News reports usual ly put the most important information in the first paragraph and then add deta i ls in later paragraphs. Did the writer of the report above do this?
A con nector of ca use is a lways fo l lowed by the reason why someth i ng h a ppens . lt ca n come a t t h e beg i n n i ng o r i n t h e m idd l e o f the sentence.
People were evacuated because of the danger.
A connector of resu l t is fo l lowed by the consequ ence of an act ion I event. l t usua l ly comes at the beg i n n i n g of a sentence. There is a drought in Australia. Therefore, the bush is very dry.
.- Writing Guide, page 1 49
5. Find two connectors of cause and one connector of result in the model. Use the l ist below to help you. In each sentence, what is the cause and what is the result?
Connectors of cause Connectors of resu lt
because
s ince
as
because of
due to
as a result of
so
as a result
therefore
consequently
for this reason
6. Choose the correct connector.
1 . lt never snows i n Hol lywood . Therefore, I Beca use they must use a rtific ia l snow in f i lms.
2. People sweat a lot i n our area, so I s i nce the a i r is very hum id .
3 . Heavy snows have blocked major h ighways, as a resu l t of I so many people are unable to reach their homes.
4 . There are droughts across Africa . As a resu lt I S i nce people do not have enough dri n ki ng water.
5. Due to I As the latest weather forecast, the carn ival has been cancel led .
6 . Jean took a th ick j acket because I conseq uently it was so cold outs ide .
?9
ge
:Jst con nectors of cause and resu l t a re fol l owed by a : a Jse with subject + verb. However, because of, due to ��d as a result of a re fo l l owed by a noun ph rase or gerund .
P vere evacuated because the flooding was getting orse
·re evacua ed because of the flooding
-Choose the correct connector.
-he weather wi l l become more extreme beca use I beca use of global warmi ng .
-Due to I Si nce the cold weather, everyone stayed ndoors.
_ As a resu lt of I As the hu rricane is com ing towards he is land, a d isaster is expected .
- Experts were amazed s i n ce I d u e to the ice blocks were he size of a microwave.
- As a resu lt I As a resu lt of cloud seed ing, it ra ins more often in some a reas.
_ Complete the sentences with a logical connector. Do not use the same connector twice. There may be more than one correct answer.
• n it is so cold in Alaska, water can freeze in mid-a i r. -
The winds were very strong, . n several cars were blown off the road .
_ Hu rr icanes a re formed . . . . . . a comb i nation of warm water and cool a i r.
Death Va l ley, Ca l ifornia is one of the hottest p laces on Earth . n . , no one l ives there.
:->. People can get skin cancer . . n strong sun l ight.
6. The farmer was h it by l ig htn ing .. . . . . . . . . . he was sta nd ing in a n open f ie ld .
9. Rewrite the following sentences using the words in brackets. Do not change the original meaning.
1 . I am trave l l i ng to Poland . For th is reason, I bought a warm coat. (as)
2. Due to the cold winters in E ng land, they a re moving to Spa in . (because of)
3. Peop le watch the news on TV because they want to know what's happening in the wor ld . (therefore)
4. Today's forecasts a re qu ite accurate because they use modern technology. (due to)
5. There was a hurricane warn i ng, so everyone left town . (As a resu lt)
. . .... • .... i.' ",!.)'. . • . ...t:."l ·"'
,.. . ... �6
y �
U n it 6
Your Task • Write a news report. Use 1 00-1 50 words.
WRITING YOUR NEWS REPORT
1 . Brainstorm your report.
• Read or l isten to a news report on the radio, TV or Internet. Make notes to answer the fol lowing questions:
- What happened?
- Who was i nvolved?
- Where d id it happen?
- When d id it happen?
Why I How d id i t happen?
• Think of extra detai ls to make your report more interesting.
• Add people's reactions and comments about the event.
2. Organ ise your ideas. Use the model on page 74 and the plan below to help you.
PLAN Open i n g : G ive a summary of the event and
the most important facts.
Body: Develop the relevant i nformation and add deta i l s .
Closi n g : G ive react ions and comments of people i nvolved.
3 . Write a first draft.
4. Use the checklist to check your work. Then write a final draft.
CHECKLIST
.I I followed the. pLCi!��t-for Cif �ws report.
.I I V(.fed Cif VCi!riety of c:o1111Utors of C:Ci!V(.fe Ci!M result.
.I I c:he.c:ked 3rCi!mf'!.-Ufr, spelli1113 Ci!M p u..��t-Ctl{(iftio 111-.
• Writing Guide. page 1 56 7 5
--·--7--,6 1 -- ----'
SKILLS U SING G RAP H S AND CHARTS
• You are going to practise interpreting information from graphs. Look at the graphs
and answer the Task Questions below.
Cl imate graphs for London, England Graph A - Average temperature Graph B - Average precipitation (ra i nfa l l )
mm 100
90 80 70 60
. . . . . . ......... . . ,..., ,... . . ........ : ... . . . . . . . ......... . . . . ;:....;;· · . . ......... 50 40 30 20 10
F M A M A 5 0 N D (months) 25 23 22 21 20 20 17 16 19 23 25 25 (rainy days)
• TASK QUESTIONS
1 . G ra p h A
1 . What a re the nu mbers on the left-hand s ide of the graph'
2 . What is the d ifference between the red and b lue l i nes?
G ra p h B
1 . What a re the nu mbers on the left-hand s ide of the graph?
2 . What a re the letters on the bottom of the g raph?
2 . Look at the gra phs aga i n a nd a nswer t h e q u estions.
1 . What is the hottest month of the year i n London ?
2 . What i s t h e average m in imum temperature i n June?
3 . What is the average max imum temperature i n June?
4. On average, for how many days does i t ra in i n May?
5 . Wh ich month has the most ra infa l l ? Is it the same month that has the most ra i ny days?
USE YOUR SKillS
Use the I nternet to f ind tem perat u re a n d precipitat ion g ra phs for a city in you r cou ntry. Compare the i nformation i n the g raphs to the i nformation i n the graphs on this page. Write f ive facts a bout the d ifferences in c l i m ate between London and the city you chose.
Travel
U n it Objectives
* Travel * Conditionab * Ti m e C l auses • Lisl c n i ng to Recorded Mes-.ages • Buyin g a l r<J i n Tickel * Wri l ing an c-mail * Li fe Ski l ls : Book i n g a Room
i sten to the song and read the lyrics. Then answer the questions.
What attracted the s inger to Antarctica 7
_ Why does the s inger ca l l h imself a d reamer?
3. What do you think happened to Shackelton and Scott?
Antarctica By Al Stewart
Long before I ever saw
The frost upon your face
I was haunted by your beauty
And it drew me to this p lace
I fe lt the chi l l of mystery
With one foot on your shore
And then and there resolved to go
Where no man had before
Maybe I was snowbl ind
But i t seemed the wind spoke true
And I believed its stories then
A s dreamers someti mes do
In Antarctica
I n Antarctica
Who k nows what the powers may be
That cause a man to go
M indless of the dangers
Out across the virgin snow
Seduced by this ambition
I easily forgot
The hopeless quest of Shack leton
The dreaml ike death of Scott
Maybe I was snowhl ind
But it seemed your voice was true
And I bel ieved the story then
As travel lers someti mes do
In Antarctica
I n Antarctica
And maybe I was snowbl ind
Perhaps it sapped my wil l
But something of my innocence
Is wandering there st i l l
I n A ntarctica
In A nt arctica
Antarctica
Antarctica
• Why do you think people explore unknown places despite the dangers?
WEB EXTRA Find out about Scott's expedition to Antarctica at: wwu•. bu rlingtozzbooks. es/l'iewpoints 1
...
-� READING ,.
4. Answer the questions.
1 . I n what ways is an Antarctic cru ise d i fferent from a I uxu ry cru ise 7
1 . Word Check: The fol lowing words appear in the text. Make sure you know what they mean.
frozen • on board • sea ls • c la ims • peri ls
A p ronoun o r possessive determ i ne r refers to a t h i ng , person o r i dea that has a l ready been ment ioned , often in the fi rst part of the sentence o r in the prev ious sentence. --�-_j
2. Read the text and decide who or what the fol lowing words refer to:
1 . its ( l i ne 3)
2. th is ( l ine 8)
3. they ( l i ne 1 7)
4. them ( l i ne 23)
5 . the i r ( l ine 24) 6. it ( l ine 26)
3 . Choose the best answer accord ing to the text.
1 . The writer feels it is surpr is ing that . . . . a . so many people wa nt to go to Anta rctica b. it i s so expensive to go to Antarct ica c . it is possible to go to Antarctica d . it is imposs ib le to go to Anta rctica
2 . The cruise sh ip san k in 2007 due to . . . . a . a storm at sea b. an accident c . the i nexperience of the capta i n d . a leak ing ta nk
2 . What are three ways i n wh ich Antarctica is un ique/
3. What negat ive effect cou ld tou rism have in Antarctica ?
4 . Why do some people want to l imit the nu mber of tou rists i n Antarct ica?
5 . What posit ive effect cou ld tou rism have on Antarctica ?
5. Complete the sentences using your own words.
1 . Tens of thousands of people . . . 2 . Before 1 820, n o one . . . . ..___ 3 . Accord ing to the 1 959 treaty, n o nation wi l l ever
c la im that . . . . 4 . Tou r ists to Anta rctica may be r isk ing the i r l ives
because of . . . . 5 . I n the 2007 i nc ident, n o tou ri sts . . . . 6 . A disaster was avoided beca use the ta nk • . . .
6. Find adjectives in the text that mean the opposite of:
1 . nea rby (pa rag raph .1 )
2 . smal l (paragraph 2 )
3 . forb idden (paragrap� 4) 4 . ca lmest (paragraph 5)
5. hot (paragraph 5) 1
• Do you th ink that it's a good idea to promote tourism to Antarctica? Why or why not?
There a re 1 6 resea rch stations in A n ta rctica.
Pengu ins can swim at speeds in excess of 2 0 km/h.
M/5 Explorer sinks in A n ta rctica, 23rd No vember, 2 007.
10
15
20
25
30
\
Th e F i n a l F ro nti e r Anta rctica - frozen, remote and im poss ib le to get to. O r is it? Unbel i evab le as it seems, if you've got an adventurous spi rit and enough money, you can actua l ly visit th is conti nent at the bottom of the world. In fact, its popu la r ity as a tou rist desti nat ion is g rowing , with the n umber of yearly visitors now i n the tens of thousands.
A l l you have to do is s ign up for one of the Anta rctica cru ises and pay anyth ing from about $8,000 for ten days to $3 5,000 for a month. But don 't expect a l uxu ry tr ip with d iscos and casi nos. The pu rpose is to learn a l l you can about th is amaz ing p lace, so as soon as you get on board, you r gu ides w i l l beg i n to teach you about Antarctica's ecology and w i l d l ife. Th i s w i l l prepare you for the unforgettable sig hts you ' l l be see ing - spectacu la r l a ndsca pes, g iant icebergs, sea ls and pengu i ns.
I ce-covered Anta rctica, the co ldest p lace on Earth , is pu re natu re. i t has no permanent residents, and there are no shops, hote ls, b i l l boards or cafes. There a re a l so no native people, so the first t ime human be ings ever l a id eyes on the u n i n habi ted conti nent was when it was d iscovered i n 1 820. i t doesn't belong to any country, but it belongs to a l l of us. In 1 959, an i nternationa l ag reement was s igned, say ing no country wou ld make any territori a l c l a ims there, and dedicat ing the ent i re conti nent to peacefu l scient ific research.
Environmenta l ists a re concerned about the effects of tou rism on the a rea, s i nce a ny human activity ca uses changes i n the eco log ica l ba la nce. They say that the damage cou l d be m i n im ised if there were ru les to l im i t the nu mber of tou rists a l lowed to vis it each yea r. However, some tourism may actua l ly promote conservat ion . If people witness Anta rctica's breathta k ing beauty, perhaps they' l l become aware of the importa nce of protect ing it.
However, the environment is not the on ly concern - there a re peri l s for humans as we l l . The seas a round the conti nent a re the roughest on Earth, and it ta kes a seasoned sh i p's capta i n to get th rough them whi le negot iat ing the treacherous ice . In November 2007, 1 54 un l ucky tou rists sat sh iver ing for hou rs i n l ifeboats on the icy water, watch ing as the i r cru ise sh ip sa nk after crash ing i n to an iceberg . Fortu nately for them, the weather was ca lm , so there were no deaths or i nj u ries before they were fina l ly rescued. J ust as l uck i ly, there was no o i l l eak from the shi p's ta n k. If the ta nk had leaked, i t wou ld have ca used a n envi ronmenta l disaster.
To be on the safe s ide, if you decide to travel to Antarct ica , choose a company that has lots of experience. Enjoy you r adventure and keep in m i nd you a re actua l ly vis it i ng one of Earth 's fi na l front iers.
Un it 7
� VO CABULARY ----..:::::
so 1
W9:u:l� . . . f.:r..9m . . . th.� . . . I��t. . . . . . . . . . . . . .. 1 . Choose the correct answer to each question.
Pay attention to the words in colour.
1 . Where do you see b i l l bo a rds? next to road s I i n houses I on TV
2 . What k ind of transport i s used for a cru ise? a p l a n e I a tra i n I a s h i p
3 . What wi l l s i n k in water? a ston e I a feather I a leaf
4. Who usua l ly conducts research ? a chef I a scient ist I a construct i o n worker
5. What causes the most d amage to the envi ronment? p l a nts I a n i m a ls I people
6 . Which weather condit ions are the most treacherous? h u rr icanes I h u m i d ity I ch i l ly w i n d s
2. Read the sentences in I . Then match the words in colour to their definitions in 1 1 .
I � lr.·��� 1 . Our main PuffX>se i n th i s course is to improve
our Eng l ish . w?, 2 . Please k��Orn t n d that you must arrive on
t ime. 3 . Most smokers are �e-� the fact that
smoking is dangerous . 4 . i t 's good to achieve a ba l a nce between work
and fun . � � 5 H. h b · c{q '" . IS parents ave een qu 1te cancer e about
him lately. 1 1
S a. worried L-/ b. equ i l i bri um 1 c. a im , goa l 2 d . remember �e. conscious of
3. Name two . . . .
1 . th i ngs you 'd see in a desert l a n dsca pe
2. objects that belong to you 3 . things people s i g n u p for 4. jobs which involve resc u i ng people 5. objects that can leak
NOUN SUFFIXES
Nouns ca n be formed by add i ng suffixes to certa i n verbs, a djectives and othe r nouns. Some com mon nou n suffixes a re : - tion, -sion, -ment, -ist, -ity, -ship, -ness a n d -ence I -once.
agreement, tourist, popularity, experience, importance
Note that somet imes there a re changes in spe l l i ng .
conserve .... conservation active .... activity
�l Grammar Appendix, page 1 26
4. Add a noun suffix from above to each of the fol lowing words.
decid� ��;> q, itfer • relat ion •, i nform poss ib le � a ppo� environmenta l
5. Complete the sentences with the correct form of the nouns you f rmed in Exercise 4.
1 . There's a b ig &t:., . . t ickets.
2. Is there any � ,- oot[9ng a room for ton ight? 3 . Have you made an �he doctor? 4. The(ve mad� ,��hie dates of their tr i p . 5 . t\0.(Y.'-. re eo c r ed about the balance of nature in
Antarct ica . . �-6. I 'd l i ke some ·�"'" W)'Q'Cit'ifietra i n to London. 7 . My s ister and I ha e a rather stormy \0.J.-�Vv-8. When we arrived, the hotel was in complete . . ... . :'-1.1
� 6. Complete the fol lowing sentences by adding a noun suffix to the words in brackets. Then l isten and check your answers.
� c.An1a0ing ffioteQ� r--
lf you ' re look ing for �w.�te) on your next hol ida r - �'j:: try staymg at an unusual hote l . One 2�'fpos�ble)
the Mammut Hotel in Kem i, Fi n land, bu i lt enti rely c snow and ice. If you prefer warmth , try the ('.riau To�e in the B razil ian ra inforest. The hotel 's 3Cw.Yf:.;�(' fol lows the local way of bu i ld ing - a l l rooms a re h igh the treetops . The Ma lma ison Hotel m Oxford, England was once a
��on . Most rooms are i n converted cel ls
the �\'-"('thick) of their steel doors makes qu ite a 5 ��uimpress) ! Wherever you travel , if you seek th different and the un ique, you' l l f ind it .
I , i n
�ay �) IS ' 0 ters � Jet 1 in nd, Is -an
the
r op_tc; _ _ _ yq��l:>.�.l.�.rY .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TRAVEL
1 . Pay attention to the words in colour and choose a logical ending for each sentence.
On an overn ig ht trip, you stay for . . . . a . several n ig hts b one n ight If you buy a return t icket, . . . a . you don't p lan to come back
you plan to come back 3 . If your tra i n is d e l ayed, it wil l leave . . . .
a l ate b. on t ime
<:. You r departure t i me is the t ime you . . . a leave . arrive
5. If you go a broad , you . . . . a . go to a nother country
. tou r in you r own cou ntry 6. If you need accommodation , you want . . . .
a . a way to travel b a place to stay
7 . A passenger i s a person . . . . trave l l i ng on a bus, plane, tra i n or sh ip
b . sleeping at a hotel or a youth hostel
2. The d ia logue below takes place at an a i rport. Complete it with the words below.
q ueue • youth hostel • f l ig ht
a i r l i n e • l uggage
A: "Can I he lp you, miss? " B: I hope so ! My 1 ·
· ····H
··· hasn't a rrived . I 've a lso
been wa it ing in th i s 2· H • • • • • for ha lf an hou r ! A: I 'm sorry, M iss. What was you r
... . . . . . . . . number? B: lt was f l ight 938, from Brussels. A: They must have left your bag there.
Where wi l l you be staying7 B: At the 4·
. . ... . ... . . i n town . A: Alr ight. We' l l del iver it as soon as it arr ives. B: And what am I supposed to do in the
meant ime? I t h i n k you r 5· OH O • O O OH owes me
an apology !
3. Match the verbs in I to a word or phrase in 11 to form expressions.
11 1 . stay E:' a . o n h o l iday
2 . g o -1 b . at a hotel I at a youth h ostel
3 . h i re S e. a t icket I a room
4. g o J d . a car
5 . book u e . sig htsee i n g
4. Use the expressions i n Exercise 3 to complete the sentences below. � � �
1 . I don't want to take buses. Let's ¥·()-.. c..o._ 2 . You ng people who haven 't got the �o
.nnee� �TI(r
hotels often �� J: I}- �� �� 3 . �here are you PJ.9.n.nj
l� v!��. %itstm�
4. I d love to -�-- ocray'Wnat'i'S'There to see around here?
5 . Hel lo, I ' d l i ke to �o?-t��9f;t of 20th J u ly.
� 5. Complete the passage with the words and phrases below. Then l isten and check your answers.
l uggage • accommodation • a i rl i nes departure t ime • f l i g ht • passengers delayed • overnight
The Mini
U nit 7
Sleeping in an airport isn't the most comfortable form of
L .. . . . .. .. . . , but it's becoming more common. If your 2· . . . .. . . . . is
4 am, it's hardly worth the money to book a hotel for the
night. And what if you get to the airport only to find that
your 3· ·
H· · · · · · has been 4· . . . H. ? In the past, 5
·
.H . provided
free hotels for 6· when this happened, but nowadays
this is rare. However, sleeping at an airport doesn't
have to be torture. The Mini Motel, created by business
traveller Frank Giotto after an 7· . . . . ... . . stay at a German
airport, weighs only two kilos and is small enough to fit
into your 8 . . . . . . . . . . . • It's a one-person tent complete with air
mattress, pillow, reading light and alarm clock.
• Complete the sentences. Make them true for you.
1 . I 'd l i ke to sign up for . . . . 2 . I have a great relationship with . . . 3 . I am very concerned about . . . .
4. I 'd l i ke to go sightseeing in . . . 5 . I once went on an overnight trip to .
6. An important decision I 've made was . . . .
1!'!1 WEB EXTRA Find out about an unusual type of hotel in =-.:;;;;;r;:;;;�;;;a Japan at: ll'Ww.burlingronbooks.es/l'ieu•poilllS 1 Vocabulary Builder, pages 90-91
� GRAMMAR THE CONDITIONAL
-
Read the examples and find the condition and the result in each sentence. Then answer the questions.
Fi rst Conditiona l
If people see Antarctica 's beauty, they'll promote
conservation.
Second Conditiona l
There would be less damage if there were rules about
tourism.
Third Conditiona l
If the tank had leaked, it would I could I might have
caused a disaster.
1 . Which sentence ta l ks about ... ?
1. a n i m poss ib l e or u nfu l fi l led s ituat ion i n t h e past
2 . a hypothetica l s i tuat ion i n the present
3 . som eth i ng that may h appen in the futu re
2. Complete the rules:
1. In the fi rst cond iti ona l , we use the . . . . .. . tense in the cond it ion and the ... . . . . . . . . tense in the resu l t.
2 . I n the second cond it iona l , we u se the .. tense i n the cond it ion a n d .. . ... . . . + the base form of the verb i n the resu l t.
3. I n the t h i rd cond it iona l , we use the .. . tense i n the cond i t ion and . . .. + have + . . . . . i n the resu l t.
TIME CLAUSES - 11 [l
Read the exa mples and a nswer the questions.
/ '// tell you about my trip when I get back.
As soon as you get on board, your guides will begin to
teach you about Antarctica.
I will phone you before / leave.
1 . Do the sentences a bove refer to the present or the future?
2. What tense is used d i rectly after time words such as when and as soon as?
Grammar Appendix, pages 1 25-1 26
1 . Complete the sentences with the verbs in brackets. Use the fi rst or second conditional .
1 . You . .. . (get) to Sevi l le faster i f you take the h igh-speed tra in .
2 . I .. . .. (travel) by p lane i f I cou ld afford it. 3. I won 't leave ton ight un less the weather ..
( improve). 4. People wou ld l ive on Antarctica if it . . (not be)
so cold . 5 . I f I .. ... (have) a b igger bag, I wou ld take more
clothes. 6 . If g lobal warm ing . . . . (contin ue), the i cebergs
wil l melt.
2. Complete the sentences with the verbs in brackets. Use the third conditional .
1 . We cou ldn 't f ind the bu i ld i ng . I f we . . (have) a map , we . . (not get) lost.
2. Char l ie d idn 't feel wel l . He ... . . . . . . . . (not feel) i l l i f he . .. . . . . . . (not eat) so much !
3 . The man was h it by a ca r. The d river . . (might I see) h im if he .. . . . . . . . . (not wear) black.
4. lt took us two hours to get there by bus . If we .. . (take) a tax i , it . . . (be) much easier.
5 . You forgot Debbie's birthday. If you .. . . . . . . . . . (write) it down, you .. . . . . . . ( remember) it .
3 . Choose the correct continuation for each sentence.
1 . lt wou ld have been a lovely evening . a . if it doesn't rain �- if B rad hadn 't argued so much
2 . Would you travel a lone . . . ? a . if you had had the cou rage b . if you were older
3. If she doesn 't get that job, . . . . a . she wi l l be very disappoi nted b. she wou ld have run out of money
4. If that jacket d i dn 't cost so much, . . . . a . I wou ld buy it b . she wou ld have tr ied it on
5 . We won 't arrive on time . . . . a . u n less we leave qu ite early b . if we hadn 't hurried
6 . If you hadn 't told me, . . . . a . I wi l l be very angry b. I m ight never have found out
a gente entendera la importa nc ia de proteger a Antart ida en cua nto vea n su be l l eza.
'"'JOT People w11/ understand the importance
protectmg An tarctica as soon as they saw • beau ty. )<
4. Choose the correct answer.
We' l l get i n touch as soon as we w i l l get I get off the p lane.
2. If I were I had been you , I wou ld l i sten to the wa rn ings .
3 . I wou ld have seen you if you had n 't left I
d i d n 't leave ea rly. 4. We' l l leave without h im un less he w i l l meet I
m eets us at exactly 2.00. 5 . I might have understood him if he d id n 't speak I
hadn't spoken so fast. 6. You ' l l fee l better when you stop I w i l l stop
smoki ng .
5. Complete each sentence without changing the orig inal meaning.
1 . They won 't let you enter without a visa . You can 't enter un less . . . .
2. I th i nk you should take an umbrel l a . If I were you , . . . .
3 . I don 't feel wel l enough to f in ish my work at the moment. When I . . . .
4. Robin isn 't here with us, so I ' m unhappy. I wou ld . .
5 . I d idn 't know you had the d i sc, so I bought it . If I had . . . .
6. I ' l l cook, but I ' d l i ke you to do the wash ing up . If I cook, . . . 7
7 . i t 's important that I phone Tom when I hear any news . As soon as . . . .
6. Complete the fol lowing sentences in a logical way.
1 . Un less I f ind my passport, . . . . 2. I ' l l go to S loven ia this summer i f 3 . I f someth ing went wrong o n a tr ip, 4. As soon as Dad a rrives at his hotel , . . . . 5 . I f Antarctica had permanent res idents, . . . . 6 . Our last ho l iday might have been better i f . . . .
� 7. Read the advert and complete the dia logue. Then l isten and check your answers. There may be more than one correct answer.
MYS'Tc'RY !FUGtt'TS Put the exciteW!eVIt bacl< iVJtO air trtJVel -
ffy tO tJVI UVIf<VIOWVI tJ{e.StiVJtJfiOVI !
We' If arraVJqe your f/iqhts aVId tJCCOW!WiOdtJfiOVJ.
ltvai/ab/e 011/y iVJ itustra/ia !
Mystery F l ights - what a g reat present ! But Bob hates su rprises. He 1 . . . . . . . . . . . (be) fur ious with me if I 2 . . . . . . . . . . . (book) one. Honestly, if he 3 . H (not be) so r ig id , he 4 . . . . (enjoy) l i fe a lot more. I 'm going to do i t l
I 'm packing a snorke l , boots, sunscreen and a warm coat . Sounds strange? Wel l , if my dest i nation s . . . . . . . . . . . (not be) a secret, 1 6· . (know) what to pack ! But Mar ian doesn 't know herse lf . She says that we 7· . . . . (find out) as soon as we
. . . . . . . . . . . (get) to the a i rport. I s this supposed to be fun 7
We' re f ina l ly at the a i rport. Our desti nation? Hobart, Tasman ia ! Maybe th is i sn 't such a bad idea after a l l ! · �
That was a wonderfu l weekend . Of course, if we 9· H . (fly) to the Gold Coast instead of Hobart, I 1 0· .
H (go) scuba d ivi ng . Wel l , maybe next t ime.
Bob
Grammar Review ''''''*' 8.
1 . 2. 3 . 4 .
5 .
6 .
Rewrite the fol lowing sentences using the words in brackets. Do not change the original meaning.
I don't speak Ita l ian , so I can 't study in Ita ly. ( if) I read for ten minutes and then fel l asleep. (after) I 'm sure that Pau la is home by now. (must) Jason can't p lay footbal l because it 's ra i n i ng . (as soon as) I d i dn 't buy you a present because I d i dn 't kno it was you r b i rthday. ( i f) Perhaps my father took that p icture. (might)
E x t r a g r a m m a r e x e r c i s e s a t : W W II'. b u r l i ll g f o l l b o o k s . e s 1 i e zcp u i ll ts l
U n it 7
8 3
� SKILLS -----=
LISTENING G
RECORDED MESSAGES
1 . Read the advert below. What is meant by a different perspective?
84
Book a fl ight on the
London Eye See London from a d ifferent perspective.
For more information:
Customer Services
870-990-8883 or http://www.londoneye.com
LISTEN FOR DETAI L - Many l isten i ng tasks focus on specific i nformat ion . Read the quest ions ca refu l ly a n d dec ide whether you h ave to l isten for a person's na me, a t ime , a pr ice, etc.
2. Claudia ca l ls to find out when the London Eye is open. Listen to the recorded information and answer the questions.
1 . How many days of the year is the London Eye open? a . 363 b . 3 64 c. 365
2 . What a re the open ing hours i n the winter? a. 1 0 .00 am - 9 .00 pm b . 9 . 30 am - 8 .00 pm c . 1 0 . 00 am - 8 .00 pm
3. When does the ticket office open? a . 9 .00 b. 9 .30 c. 1 0 . 00
4. How long is a " fl ight " ? a . 3 0 minutes b . 40 minutes c. 50 minutes
5. Which of the fol lowing items is not proh ib ited on the London Eye? a. skateboards b. suitcases c. baby buggies
6 . When are there long queues at the London Eye? a. early morning b. midday c. late afternoon
3. Listen to the second part of the record ing and answer the questions.
1 . How much is a s i ng le ticket if you don't want to wait i n the queue?
2 . How much is a ticket for ch i ldren under five years old?
3. How much wi l l a sen ior cit izen need to pay if he I she wants to "fly" at the weekend?
4 . Claudia is on the Tube to the London Eye. She hears the fol lowing announcements. Listen to the th ird part of the record ing and fi l l in the missing information.
1 . Shepherd's B ush station is closed because of
2 . If your l uggage is found unattended, workers wi l l ... . . . . . . . . and may H • it.
3. There is nowhere where you can . . . H . on the Underground .
4. Service on the H • l i ne is delayed. The next tra in wi l l come i n . .
• Why do you think many tourist sites use prerecorded messages? Do you prefer getting this type of information from a recorded message or would you rather speak to a person?
\
SPEAKING
BUYING A TRAIN TICKET
1 . Steve is i n Amsterdam and wants to go to Berl in . He cal ls Netherland Ra i lways to ask for information. Which of the questions below would Steve ask? Which questions would the railway representative ask?
• May I h e l p you? • H ow long is the jou rney? • Wou l d you l i ke a return or a s ing le t icket? • What t ime d oes the tra i n l eave? • Do I h ave to book i n adva nce? • Where do I get the tra i n ? • How much is a ticket? • What t ime d o you want to leave? • W i l l that be fi rst or second class? • When's the n ext tra in after that? • How often d o the tra i ns leave?
2. Complete the dia logue with the correct questions from the l ist above.
N R : Netherland Rai lways . 1· . • . ?
Steve: Yes, I 'd l i ke to get from Amsterdam to Berl in , p lease. 2· . . • • • • . ?
N R : The Berl i n tra i n leaves from Amsterdam Central Station .
Steve: OK . . . and 3 · . . . . ?
N R : About 6Yz to 7 hours, depending on the trai n .
Steve: 4· •••••. ?
N R : The tra ins to Ber l i n leave every 2 to 3 hours. 5.
. . . . ?
Steve: Oh, i n the morn ing , but not too ea rly.
rf:; Burlington Speech Trainer, Unit 7
U nit 7
3. Look at the questions on the list in Exercise 1 that were not used in the dialogue. With a partner, make up logical answers to these questions.
4. With a partner, ask for and give information about taking the train from Geneva to Rome, using the detai ls below. Student A is the railway representative, student B is the customer. Use the questions in Exercise 1 .
GEnEVA STATIOn Departure time Cl:Cl
09:01 ., ., ,n'1 • • • u '
21 :36
FARES Single
First class €190
Second class €130
ROmE TERrn:nAt.. Arriving at 1 6:30
18.30
20.30
09:12
Return €285
€195
ENRICH YOUR SPEAKING
When you're asking for information, use the fol lowing express ions : I 'd l i ke to know when . . . Can you te l l me whether . . . ? Do you know if . . . ? Can you he l p me, p l ease?
· Pronunciation Practice, page 1 32 8 5
(t, WRITING
8 6
An e-mail
1 . Read the e-mail below. What does Angela want her friend to do? How does she try to convince her?
NI::L
8 Hi Carla,
How a re th ings? I haven't heard from yo u i n a whi le ! I 'm writing because I 've had a g reat idea.
I told you that my fa mi ly i s going on hol iday � to Tuscany th is s u m mer. Wel l , why don't you come with us? I know you 've never been a broad before, and besides, it ' l l be boring for me a l one with my pa rents. You' l l only have to pay for you r plane fare because my pa rents have boo ked a vi l la and there's p lenty of space!
We' l l be staying i n San Vincenzo for two weeks. My parents a re going to h i re a car and go sig htseeing a l l over Tusca ny. I f we don't feel l i ke going with them, we ca n spend the day at the beach • - ( it 's five m i n utes from the v i l l a ! ) or exploring the vi l lage nea rby. We'l l have a fa ntastic t ime!
·
I can't wa it to hear what you decide. Write soo n !
Love,
Angela
2. I n which paragraph of the e-mai l does the writer . . . ?
1 . exp la i n her pu rpose for writ i ng 3. make open ing remarks 2. g ive deta i ls and information 4. make clos ing remarks
3 . What words or phrases does Angela use for the fol lowing ... ?
1 . greet ing 2 . sig n i ng off
I N FORMAL LAN G UAG E - When wr it ing an e -ma i l o r l etter to a fri end , i t's accepta b l e to use i nforma l p u n ctuat ion a n d expressions.
4. In the model e-mai l , find informal expressions that mean the same as the fol lowing more formal expressions.
1 .
2 .
3 .
4 .
5 .
6 .
7 .
8 .
Dear . . . , Are you and you r fam i ly wel l ? l t has been a long time s ince you last wrote. I would l i ke to i nvite you to join us . lt wi l l be very enjoyab le . I look forward to hear i ng from you . Please reply as soon as poss ib le . Kind regards,
I REFERENCIN�
f Us ing p ron ou ns a nd possessive determ i ne rs can p revent u n n ecessa ry repetit ion a n d make you r w rit i n g flow smooth ly.
Pronouns a n d possessive determ i n e rs a re used to refer to peop le , objects, ideas o r a ct ions.
The d emonstrative pronouns this, that, these a n d those a re used to refer to peop le , objects, s ituat ions, i deas or act ions.
5. Look at the words in bold in the model. Who/What does each of them refer to?
'
Theirs is a possessive p ronoun for the th i rd person p l u ra l . l t refers to both s i n gu l a r and p l u ra l possessions. i t's not the p l u ra l form of the possessive determ i ner their.
This ticket is theirs. These tickets are theirs . ./
NOT Sean and Katie have booked theirs tickets for the London Eye. X
6. Complete the dialogues with the correct pronouns or possessive determiners.
1 . "These souvenir pens are rea l ly expensive . " /I Yes, but .. ... . . . . ' re g reat. Everyone wi l l love ........... ! "
2 . " How wi l l we find a metro station ? " " Let's ask this man - I 'm sure .. ... .. can tel l
3. "Why a re those ch i ldren crying? " " I th ink . ... may have lost .. . . . . . way. "
4. " I met a fabulous g i rl at the youth hostel . " " D id .. . .. . g ive you . ... . . phone number? "
5 . "Alan has forgotten h is passport ! " "Wel l , ... . . . .. . was stupid ! Now they won't let ... .. . . . on the plane. "
7. Improve the fol lowing sentences by replacing words with pronouns where there is unnecessary repetition.
1 . I 'd l i ke to see Ms Croft. Can you tel l me which office is Ms C roft's?
2 . Where is Edward? I don't know. I haven 't seen Edward al l day.
3. Should we get tickets for the concert? Yes, getting tickets would be lovely.
4. I 've spoken with Katie. Katie has booked a f l ight for 1 8th December.
5 . How could you forget your sung lasses? You ' l l need your sunglasses at the beach .
8. Complete the passage with suitable pronouns or possessive determiners.
March of the Penguins
March of the Penguins is about a group of 6,000 Emperor Penguins fi lmed as 1. . . . ... . ... . march on 2· . . .... . . . . . annua l journey across the Antarctic ice in order to breed . The di rector, French biologist Luc Jacquet, spent 1 3 months in Antarctica fol lowing the penguins . 3 · ... . . . .. . had no trouble gett ing close to 4 · . . . . . . because they are not afraid of humans, but the cl imate was a great cha l lenge for 5· ... .. .. and for Jer6me Ma ison, 6· . .. . . . .. . . . photographer. Jacquet is fascinated by Antarctica and 7· . . ... . . . . .. wi ld l ife, and wanted to share his impressions with the wor ld . 8· . . . .. . . ... was his main motive for creating th is incred ible documentary.
\
U n it 7
Your Task • Write an e-mail to a friend about a hol iday
you have taken or are planning to ta e. Use 1 00-1 50 words.
WRITING YOUR E-MAIL
1 . Bra instorm your e-mai l .
• Decide who you are going to write to and what your destination was I will be.
• Which of the sentences below could you use for planning a trip? Which cou ld you use to describe a trip you have a l ready taken?
I 've found some rea l ly cheap tickets ! - We haven't arranged accommodation yet. - We h i red b icycles and d rove around the
vi l lages. - Departure time is 9.00 am - don't be late ! - We had a fantastic t ime. - We've booked a room in the city centre
for two nights. - lt was the best I worst h_ol iday I 've ever
had ! - Do you want to go s ightseeing every day? - Our fl ight was delayed and our luggage
d idn 't arrive !
2. Organ ise your ideas. Use the model on page 86 and the plan below to help you.
PLAN Open i n g : Greet ing. Make opening remarks
and state your reason for writing . Body: Give information, news and
deta i l s . Clos i n g : Make closing remarks and s ign off.
3 . Write a first draft.
4. Use the checkl i st to check your work. Then write a final draft.
CHECKLIST
./ I followed the- plti!vt-for tl!vt- il1jo rWUfl e--WUfil.
./ I �ed rife,remi"!3 e-orrutly.
./ I e-he-C-k.ed _Jrtl!wt.WUfr, spe-lli'13 ti!M p U..vt-C-tUAtLO VI-.
Writing Guide, .,. 1 57
sa l
SKILLS BOO KI N G A ROOM
• You a re going to practise booking a place i n a youth hostel . Read the Internet
adverts and answer the Task Questions below.
B.:J..:!:.l Hotels Edinburgh Hostel Beautiful rooms in a h istoric bui lding. Comfortable, relaxed and friendly. Just five minutes' wa lk from the bus station Free breakfast included in room price Fast, cheap Internet access Secure lockers in common room Self-catering k itchens Restaurant Luggage storage Min i-supermarket TV and DVD in common room
• TASK QUESTIONS
Host I Royale Our hostel is the p lace £>veryone want<; to stay at. Sup rbly locat d right on Edinburgh's historic Royal Mi le ' Fu l ly equtpped <;elf-catering kitchens C.ommon room w1th p lasma 1V
nd frE>e Internet dCC ss Breakfast served 7.30 am-1 0.30 am for only £ 1 .90! Lockers i n rooms Towels and hairdryers for hire
Lothian Hostel In our hostel 's fun atmosphere, you ' l l meet other adventurous travel lers j ust l i ke you ! Qu iet area, j ust 1 5 minutes' wa lk from the famous Royal Mi le and Edinburgh Castle. Breakfast £ 1 .90 Self-catering kitchens Free Internet access in a l l rooms Lockers in rooms Games room with pool table
1. You a re p lanning to go to Ed inburgh and a re looking for a p lace to stay. What a re some s imi lar ities a nd d ifferences between the hostels advertised above?
� 2. Jake cal ls one of the hostels. Listen to the conversation. Which of the fol lowing do they d iscuss?
1 . location 3 . room type 5. breakfast 7. lockers 2 . room rates 4. bathrooms 6 . kitchen 8 . I nternet
3. Which hostel d id Jake phone?
� 4. Listen again and fi l l in Jake's i nformation on the hostel booking form be low.
Booking Record
Name: Surname .................. F i rst name ....... . Address: Street ... .... ....... C ity .................. Country .. . C redit card : Type mm Number: .. Number of Guests: .. Dates: Arriva l ... . ..... / m / . . Departure . / ........... /.. Room type: ...... Private
Exp iry date: mm / mm / . . m
...... Dormitory: ...... 6 beds ...... M ixed
...... 8 beds ...... Ma le ...... Female
Rate: m per bed, per n ight
• USE YOUR SKILLS
With a partner, choose another hostel from the adverts above. Student A ca l l s the hostel to ask for information and make a reservation. Student B is the hostel receptionist. Then choose another hostel and switch ro les.
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Unit O bjectives
• Ho nesty • The Passive • The Caus<l l ivr • List e n i n g ro a Radio In terviel\ • Agreeing and Disagreeing • Wri t in g an Opinion Essay * L i fe Ski l ls : U nderstanding Adverts
Honesty 1 . In the United States, students at some high schools and universities
must sign an honour code. Read part of the code from one high school:
· ·.)
I I I �I . ' • I \
I •
l lonour Code
I promise that . . . • I will net•er cheat in an exam.
• I will ne1•er let someone else copy my work.
• I will never steal.
• I will tell a teacher if / see a student cheating or stealing.
2. Which of the points in the honour code do you agree I disagree with?
• If your headteacher wanted a s imi lar honour code at your school, would you vote for it? Why or why not?
• WEB EXTRA Find out more about uni�ersities in the United States at: !l'll'll'.bu rllngtonbooks.es/ulewpo! nts 1
-
�READING 1 . Word Check: The fol lowing words appear
in the text. Make sure you know what they mean.
watchful • evolved • speed cameras
AUTHOR'S PURPOSE
An a uthor w rites for d ifferent reasons, for exa m p l e : to i nform (news a rt ic l es, reports). to en terta i n ( na rratives). to persuade (op i n ion essays a n d ed i tori a l s) a nd to d escr ibe (descr i pt ions of events, p l aces or peop le ) .
2. Read the text. What is the author's purpose?
a. to persuade people to behave more honestly b. to tel l an amus ing story about an experiment <0 to g ive i nformation about an exper iment and its
imp l i cat ions d. to descr ibe the deta i ls of the way an experiment
was done
3 . Complete the sentences.
1 . In order to pav for the i r d ri n ks, people -1.. i n the off ice O.rM ·I -F� fhQA. � (!11... l e�
2. Peop le paid for the i r d r i n ks less often when . . . . 3 . Accord ing to Mel issa Bateson, people wi l l he lp
us if . . . . 4. The writer feels that people wi) l be "\\�- .... more honest . . . Wi-Ad.J.. pJ"utN"U.... ·p::JYW'"'.)
Th e a verage person i n London i s photograph ed
approxim ately 300
times a day on CCTV.
4. Choose the best answer according to the text.
1 . Accord i ng to Mel i ssa Bateson , people reacted to the poster of eyes because . . . . a . it was very rea l ist ic � they were afraid of being caught c. they wanted to be seen as good people d . they rea l i sed that it 's wrong to be dishonest
2 . The exper iment was important because . . . . ® it showed how people's behaviou r can be i nf luenced
b . the office now had enough money for dr inks c. it showed how people behaved i n the t ime
of the cavemen d . it got attention i n the world 's media
3. The Newcast le pol i ce posters . . . . rSJ have had an effect on cr ime f igures b. warn drivers there are speed cameras c. have been used in other a reas as wel l d . were put up as a resu lt of the un iversity's
research
5. Find words or phrases in the text that mean:
1 . thing (paragraph 2) �A� 2 . a lmost (paragraph 3) ·"""'-� 3 . guarantee (paragraph 4) r��"" 4. react (paragraph 5) t-tJ)j,..J.tteJ. 5 . occur (paragraph 7)
• Do you th ink that the pol ice in your area should try using posters l i ke the Newcastle police? Why or why not?
Find out more about honesty boxes at: www.burli 11gtollbooks. es/l'ieu•points I
\
is the best pol icy, but as we al l
know, we are sometimes not as honest as we
should be. According to the results of a recent
study at Newcastle University, Eng land , even a 5 picture of someone watching us is enough to
make us change our ways.
The experiment was conducted at an office
where staff paid for their own tea and coffee
by putt ing money i nto a t in. Anyone in this
·o situation , of course, would be tempted to take
a free drink because no one would know who
had paid and who had n 't . The researchers
placed a poster above the m ugs, showing the
price of each item. Over a ten-week period, ·5 they alternated the posters weekly, switching
between an image of flowers and various
images of watchful eyes.
The results were astounding. Workers
had paid nearly three times more for their
20 drinks during the weeks when the posters
had photographs of eyes. The conclusion?
People behave better when they think they're
being watched . And according to Mel issa
Bateson , the behavioural biologist who ran the
25 experiment, it's not j ust because we're afraid
of getting caught.
This reaction dates back to the days of the
cavemen, when people began to real ise that
co-operating in groups was a better way to 30 ensure survival than l iving alone. This meant
that people seen as co-operative types enjoyed
good reputations and were l i kely to be treated
wel l . The same is true today. According to
Bateson, when we think we're being watched
35 we behave better, so people see us as co
operative and behave the same way towards
us when we need help.
But why do we have this reaction when we
know the eyes aren't real? Bateson says,
40 " Eyes and faces send a strong biolog ical signal
that we have evolved to respond to." In other
words, our brains are programmed to respond
to eyes and faces - even in a picture.
The experiment got worldwide media 45 attention . People were excited by the possi bi l ity
that the same principle could be appl ied to
other situations as well - on the roads, for
i nstance. Today, road signs warning drivers
of speed cameras often show a picture of a
50 camera. But now we know that we're much
more l ikely to react if we see a picture of eyes
or a face.
This idea has actually been appl ied by
the Newcastle pol ice in a new technique to
55 combat crime. In rough areas where crimes tend to take place, they have put up posters
of watchful eyes with the slogan , "We've got
our ey,es on criminals." They' l l be checking
crime figures to see whether the posters have
60 an effect.
it's a pity that people aren't honest all the
t ime, whether or not someone's watch ing. But
if all it takes is a poster to get th�m to make the
right choice, then it's-definitely a good idea!
Newcastle Police poster
False fr iends
policy ( l i ne 1) means politico not policia conducted ( l i ne 7) means realizado not conducido crime ( l i n e 55) means delincuencia not crimen figure ( l i n e 59) means data, cifra not figura
Un it 8
� VOCABULARY
Words from the Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. The fol lowing sentences do not make sense. Make them logical by replacing each word in colour with a word in colour from a different sentence. �
1 . H is flat is cheap, but it's i n the asto u n d i ng part of town . ![
2 . The magic ian d id some roug h tricks. 3. They say thpt 5,000 demonstrators came, but
the true bN:Yi n i s much la rger. S 4 . Which poster are yowoing to conduct ? 5 . The scientists wi l l pu¥'-u p an exper iment. 6 . WeJti l l have a lot to learn about the human
figJre .
� 2. Complete the passage with the words and phrases below. Then l isten and check your answers.
l i ke l y • it's a p ity • behave • ensure tend to • choice • s i g n a ls 1
L I A R S , WAT C H O U T ! Do you feel that other people are often dishonest? If you do, you'll want to read Never Be Lied To Again. In this book: psychologist David Lieberman describes � that will help you if you suspect someone is lying. People,
, sa�s Lieberman, �e.tJ..b- alter the way they �K.when they are lying. For example, liars are •· k�<.Ptrto use a certain type of body language and facial expression. Even their �f words may be different from someone who is telling the truth. Lieberrnan claims that reading his book will 6�hat you ' ll never be fooled by anyone again. tt��af books like this are necessary at all, but if you think that someone is trying to trick you, it may be just what you need!
3. Choose an option and complete each sentence. Pay attention to the words in colour .•
1 . Sports events I Tea�� meet ings at school take p lace .(.i.JU-r(f � --------. ,
2 . The staff of a h ospita l J.. s� inc ludes<"M-..::I\..\ 3 . �x'\m.r le of a worldwide restaura nt c loth i n
� J " lA_ � 4. Peop le are often I ,rare!)) tempted to � �
ADJECTIVES AND PREPOSITIONS
Many adjectives i n Eng l i sh a re fo l lowed by preposit ions. Some adjectives can take only one preposit io n ; othe rs can have severa l p reposit ions, but th is changes the i r mean ing .
I 'm sorry about the mess. (regret]
I 'm sorry for Bob. He's lost his job. (sympathy)
.-� _ Grammar Appendix, page 1 28
4. Make as many combinations of adjectives in I and prepositions in 11 as you can. Use the l ist on page 1 43 to help you.
I sorry \ proud t sim i lar 1 good 'I worried S pleased � late � i nterestedS
1 1 at � of < with b i n�( about1 b � I / to P 1 6 for ·L 9-
5. Complete the sentences with adjectives and prepositions from Exercise 4. Use each adjective once. ���
1 . The new g i r l seems so lo�y. We a l l feel �her. 2 . The teacher isn 't�\<#ou�rogress. You ' l l have to
work harder. � o-'o.,-J 3 . J u st te l l me the main idea . I 'm not� .. the deta i ls . 4. Only students who are very�basketba l l wi l l be
chosen for the team . � _ � + 5 . The a rtist's st)(le of �nting is � �n e-ogh 's . 6 . Pau l is�6fre.�e should have arrived
7 . ��;s�;r� you �� th is �rning' 8 . Jane has a lways been �: ... . . . �r a rt 1sti'rfalent .
\
T<?.P.�.c; .. . Y9.c;.(:}.P�.l. .(:}.!..Y ............... . . . . . . . .............. . HONESTY
1 . Choose the logical continuation for each sentence. Pay attention to the words in colour.
1 . She told her friend a w h ite l i e . a . She took he r friend's CDs, bu t sa id she d idn 't
know where they were. b . She d idn 't l i ke her friend's new shirt, but said
it was pretty. 2 . Several students cheated i n the exam .
a . They knew the materia l wel l . b . They copied the answers from the i r friends .
3 . I trust h im completely. a . I 'm sure he ' l l return our money. b. Don't bel ieve a word he says !
4. I p rom ise I ' ll change my ways . a . I ' l l stop lying and cheat ing . b . I can 't he lp being the way I am .
5 . The woman sto l e someone's wa l let . a . She used the money to buy th i ngs . b . She returned it as soon as she found it .
6. The driver g ot cau g ht going through a red l ight. a . He caused an accident. b . The pol i ce saw him doing it .
2. Choose the correct answer.
1 . Everyth ing you 've said is untrue. You ' re a l ia r I t h i ef !
2 . Please tel l me your real op in ion . You can be comp letely fra n k I g u i lty .
3 . Many people b lame I a d m it the government for the r ise in crime.
4. I know you love another woman . Why have you d eceived I suspected me?
5 . The man was caught p lag iari s ing I shop l ift i n g th ree pa i rs of shoes.
6. The boy was caught throwing stones. \ He g ot i nto troub l e I got away with it .
3. Write sentences using the words you did not choose in Exercise 2.
4. IDIOMS Match the idioms in colour in I to their correct meanings in 1 1 .
I
1 . He tried to steal the jewellery, but they caught h im red-handed.
2 . A hundred euros for that sh i rt? What a r i p-off ! 3 . Don't leave money here. Your guest may have
sticky fi ngers .
1 1 a . a pri ce that i s too h igh b. a habit of steal ing c . saw someone do ing someth ing wrong
G 5. Complete the text with the words and expressions below. Then l isten and check your answers.
change my ways • b lame • t h ief • admit get i nto trouble • get away with • sto l e
The Repentant Thief
Un it 8
Pan Aiying, a teacher in Shandong, China, was riding her bicycle
when a young man on a motorcycle grabbed her purse and rode
off. Smce the ·
an SMS:
now had her mob1le phone, she sent h im
"You must be going through a difficult time. If so, I will not
you. Keep the money - but please return the other
th ings. "
He didn't reply, so she sent another message. She sa1d that
she d1d not want h1m to . She was only asking him to
h1s m1stake and be honest.
After sending 21 messages with no response, Pan gave up. She
dec1ded to go to the police so that the man wouldn't h ,s
crime. But as she was leaving her flat, she found her purse with
everything m it! Attached was this note:
" Dear Pan: I 'm sorry. I made a mistake. Please forgive me.
You are so tolerant even though I 6 from you. I ' ll and
be an honest person. "
• Complete the sentences. Make them true for you.
1 . I can a lways trust . . . .
2 . When I 'm under pressure, I tend to . . .
3 . One th ing I 'm proud of is . . . . 4. If I saw a fr iend shoplifting, I ' d . . . . 5 . I once got into trouble when 6. I th i n k it's a pity that . . . .
Vocabulary Builder, pages 92-93
94
GRAMMAR
THE PASSIVE
1 . Read the examples and answer the questions.
Researchers placed[g�bove the mugs. (actrVe) A_a9ster!was placed above •re m ugs {pasr;,ve) 1 . Wh ich sentence stresses t h e act ion ?
2 . Which stresses t h e peop le that do t h e a ct i on?
2. Read the examples. Identify the verb tense in each sentence. Then choose the correct options to complete the rules below.
a. Our brains are programmed o re .pond o faces
b. People behave better when they are being watched
c. The idea has been applied by the pou ·e
d The principle could be applied to o ther �ituations.
e Se1eral pt•sters were chosen or " <> vn<>nn", r
1 . The m a i n verb is i n t h e base I past part ic i p l e form.
2 . The m a i n I aux i l i a ry verb i n d ·cates the tense.
3 . Sentences in the pass1ve somet imes I a lways i nc l ude by + agent.
4. I n the passive, moda ls a re fo l lowed by the i nfi n it ive of t h e verb to be I the m a i n verb.
Verbs with Two Objects
Some sentences have got two obj ects :
They showed the res u l ts (d i rect obj ect) to t he pub l i c ( i n d i rect object)
i t's more common to use the i n d i rect obj ect as t he subj ect of a pass 1ve sente nce
The public was shown the results. (common) The results were shown to the public. (less common)
THE CAUSATIVE -
We use have I get + object + past part ic i p l e I when we refer to a n act ion that is done for us by I somebody e lse. There i s no d iffe rence between have and get, but get i s m ore i nforma l .
They had a n honesty box p u t in the canteen.
{They didn 't p u t it there themselves)
1 . Choose the correct answer.
1 . Newborn babies react when they s h ow I a re shown pictu res of faces .
2 . Office staff who d i d n 't pay for coffee were not p u n i shed I d id not p u n i s h .
3 . No one knew whether the staff had p a i d I had been paid for the coffee or not
4. They felt as if they were watch ing I were be i ng watched by the eyes.
5. This experiment shows that psychology can use I can be used for practical pu rposes.
6. Hopefu l ly, the posters wi l l h e l p I w i l l be h e l ped pol i ce combat cr ime.
2. Complete the sentences with the correct passive form of the verbs below.
not rob • teach • tear catch • publish • count
1 . The ban k .. . . . . . . . . . s i nce they got two more guards . 2 . . . . . . . . . . . . the resu lts . . . . . . . . . . . i n next week 's newspapers? 3. Ch i l d ren shou ld . . . . . . . . . . . to tel l the truth . 4. No one spoke wh i le the money .. 5. The pol i ce posters . . . . . . . . . . . by the wi nd last n ight 6 . By the time the pol ice arr ived , the crim i na ls . .
3 . Complete the sentences. Use the correct active or passive form of the verbs in brackets.
1 . I ' m going on the bus because my car .. (repa i r) .
2 . Beethoven . . . . . . . . . . . (compose) beautifu l symphon ies. 3. The pol i ce . . . . . . . . . (not f ind) the m issi ng ch i ld yet 4. The baby .. . . . . . . . . . (shou ld I put) to bed an hour ago ! 5 . . . . . . . the i nvitat ions .. . . . . . . . . . (send) yet?
;_ Deberia ser cu l pado el gob i erno par el i ncremento de la de l i ncuencia? Should the go �ern nent be b1 med for the ri.,e in
en me ? ./
NOT Shou·d be the government blamed for the r;se
m cr. m e ? X
4. Read the headlines and write the first sentence of each article. Add deta i l s saying when, where or why. Use at least four different passive tenses.
1 . BOY HURT IN BIKE ACCIDENT A 70-year-old boy was hurt in a btke accident
yesterday afternoon.
2. PICASSO PAINTING STOLEN
3 . HISTORIC BUILDINGS TO BE DESTROYED
4. HUNDREDS OF WORKERS FIRED
5 . NEW GOVERNMENT ELECTED
5. Rewrite the sentences in the passive. Omit the agent when possible.
1 . My sister had organ ised the ent ire pa rty. 2. The workers cou ld have f in ished the job
yesterday. 3 . Did a famous journa l ist write th is a rt ic le? 4. Someone was fol lowi ng us. 5 . Are they going to warn res idents about
the storm? 6 . We shou ldn 't eat the cake before d inner.
6. Rewrite the sentences in the passive. There are two ways to rewrite each sentence. Omit the agent when possible.
1 . They gave each student two pens. 2. They wi l l tel l only two people the secret. 3. A large company has offered Tom a job. 4. Fans send the celebrity thousands of letters. 5. They d idn 't show us the new flat.
7. Rewrite the sentences in the active.
1 . The thief has not been a rrested yet. 2. Fresh salads aren 't sold at th i s
superma rket. 3. That song was written
by the Beatles. 4. The baby wi l l be fed
by the nu rse. 5. Is the new fi lm going
to be shown this week? 6. These letters have to be
s igned by a lawyer.
8. Complete the sentences with the correct form of the words in brackets. Use the causative.
1 . Dave .. . . . . . . . . . his b i ke .. . . . . . . . . . (repa i r) . Now he can r ide to work.
2. Where .. . . . . . . . . . you .. .. your d ress .. . . . . . . . . . (make)? 3. My parents .. . . . . . . . the kitchen .. . . . . . . . . . (redo)
tomorrow. 4. . H you .. . . . . . . . . . the oi l and water ... . . . . . . . . (check) at
the garage last week? 5. I can 't ta lk now - I . . . . . . . . . . . my ha i r H H (cut) .
� 9. Complete the passage with the correct active or passive form of the verbs in brackets. Then l isten and check your answers.
\
Kath leen Healy of M i n n esota, USA, went to buy jeans in a large s h op . As she 1 . . . . (t ry) o n a pa i r , s h e fou n d a l arge amount of money that 2 · . . . . . . . . . . . ( l eave) i n t h e pocket. H ealy 3 · . H • • • (co u l d I keep) t h e mo ney, but s he thoug ht that it 4· . (may 1 lose) by someone who real ly needed i t . The refore , she 5· . . . . . (go) s t ra i g h t to the sa les a s s i stant , who s houted , "A cu stomer 6· . . . . . . . . ( loo k) for t h i s ! " Hea ly refu sed to accept any money as a reward fo r her h o n esty, but s h e d i d accept a box o f chocolates that 7· . (g ive) to h e r by the s h o p a s s i stant. That n i g ht , s h e opened the box . I n s i d e s h e fou n d a p i ece of paper wh ich sa id , "Cong ratu l at i o n s ! You 8· . .. . . . . . . . . U u st win) $ 1 0 , 000 ! " S u rpr i sed and happy, Hea ly rea l i sed that she had bee n reward ed fo r her h o n e sty after al l . I f s h e h ad n ' t been h o n e st , she 9· . . . . . . . . . . . (not win) the pr ize !
Grammar Review 1 2 3 4 5 6 7 8
1 0. Rewrite the fol lowing sentences using the words in brackets. Do not change the origi nal meaning.
1 . We should have told h im the truth about h is brother. (been)
2. I don 't have European cit izensh ip , so I can 't work in the UK . (un less)
3 . lt wasn 't necessary for you to pay her. (needn 't) 4. Are they arrang ing the furn i ture? ( is) 5 . I d i dn 't ta ke a picture because I d idn 't br ing my
camera . (if)
E x t r a g r am m a r e x e r c i s e s a t : 11' 11' 11' . /i u r / i n g t o n b o o k s . c s/l' i e w p o i n ts I
Un it 8
9 5
c� SKILLS "-...::
LISTENING �
A RADIO INTERVIEW
1 . Read the home page of the website below. What experiment was conducted?
www.foundawallet.com
Paul Kinsel la of I l l i nois, USA,
was wondering how honest people
are , so he conducted an experiment:
he left 1 OD wallets i n d ifferent
places around town and waited
to see if people would return them.
I See Paul 's website at w w w . wallett e s t . c o m
2. Listen to the first part of a radio interview about the experiment and answer the questions.
5. Listen to the second part again. Which of the two pie charts accurately shows the results for young people?
1 . Why d id Pau l conduct this experiment? 2. Where in Bel lev i l le d id he drop
the wa l lets? 3 . What did he videotape? 4 . How long did he wait for people to
return the wa l lets?
3. What do you think? Were most of the people in the experiment honest or dishonest?
4. Listen to the second part of the interview to see whether your prediction was correct. As you l isten, decide whether the fol lowing statements are true or false.
1 . Pau l is opt im istic about most people's honesty. 2 . Men were more honest than women. 3 . Pau l was not su rprised by the d ifferences
be ween men and women . oer people were the most honest.
. ::::: e-aged people were the least honest.
Honest D ishonest •
A B
1 90fo 1
rJ 440fo l rJ
81 Ofo 560fo
• From your own experience, do you think age and gender affect honesty?
SPEAKING
----- --
AGREEING AND DISAGREEING
1 . Read the following statements about honesty and decide whether you agree or disagree with each one.
1 . You shou ldn 't be truthful if it wi l l hu rt someone's fee l i ngs .
2. Teachers should not accept work that has been copied from the I nternet.
3 . If you f ind someone's wa l l et, it 's you rs. 4. it's wrong to download music from the I nternet.
5. If a shop assistant g ives you too m uch change, you should return it .
6. If you r pa rents won't let you do someth ing , it's O K to do it without tel l i ng them.
7. i t 's not d ishonest to copy i n exams. 8 . You shou ldn 't buy fake designer fash ions .
2. Form dialogues by match ing each statement in I with a su itable response in 1 1 . Then practise the dia logues with a partner.
I 1 1 Statements 1 . As far as I ' m conce rn ed, a rea l fr iend wou ld never
copy from you in an exa m . 2 . I n my o p i n i o n , i t 's O K t o copy i nformation from
the I nternet. Everyone does it . 3 . I don't t h i n k that you should l ie to you r pa rents.
Responses a . I agree . Music ians should be paid for the i r work. b . I t h i n k you're r ight . They only wa nt what's
best for us . c . You've g ot a poi t . A fr iend wou ldn 't want to
get you i nto troub le . 4. I bel i eve t h at it's wrong to download m usic from d . I d isag ree . I 've heard that the money is used to
the I nternet. f inance i nternational cr ime. 5 . If you ask m e, it's f ine to buy fake designer fashions. e . T hat's true, but that doesn 't make it r ight.
3 . I n pa irs, find three statements in Exercise 1 that are not discussed in Exercise 2. Take turns expressing your opinions and reacting to your partner's opinions. Use the words in colour in Exercise 2 above.
ENRICH YOUR SPEAKING
When you want to g ive a reason for you r views and op in ions, u se the fol lowing expressions : That's why . . . The reason why .. . Because of tha t .. .
� • .-c"' Pronunciation Practitt, pa� 1 33
U n it 8
9 7
(en WRITING -......:::
9 8
A.P: .. . O.PJJ.lj.Q.P: . . . �.�-�-�Y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 . Read the opinion essay below. Is the writer for or against buying fake fashions?
I M ITATION DESIGN ER FASHIONS . . .
Millions of consumers today buy imitation designer fashions i n order to look trendy. Some people say that this is dishonest, and should be stoppe� harm the fashion industry. In my opinion, however, buying fake designer fashion is not wrong.
First of all, I believe that the high price of designer fashions is not justified. It doesn' t really cost $600 t o manufacture a bag o r a pair of jeans, s o fashion companies make a huge profit . If the originals were not so expensive, there would be no market for fakes.
In addition, fashion companies still make millions of dollars. For example, a certain Louis Vuitton bag earned more than $300 million in one year! These companies aren't losing customers, since the people who buy imitations could never afford the real thing.
As I see it, consumers shouldn' t worry about whether it's right to buy imitation fashion. They should simply enjoy it.
2. In which paragraph/s of the essay does the writer ... ?
1 . support his I her opin ion with facts and examples � 2 . f i rst state h is I her op i n ion 2 3 . introduce the topic 1\ 4 . restate h is I her opin ion and sum up '-I
3. Find two facts and two opinions in the model.
CONNECTORS OF PURPOSE
Connectors of purpose i ntroduce the reason for an action. The connectors in order to, so as to and to a re fol l owed by a verb. The connector so that is fol l owed by a clause (su bject + verb + complement/s).
� Writing Guide, page 1 49
5. Find two connectors of purpose in the model. Which one is negative? How is the negative formed?
7. Complete the sentences with a connector of purpose. There may be more than one possible answer.
1 . The wa rn ing s igns a re there .. . people won 't drive fast .
2 . I ' l l turn off my mobi le phone .. . . . . . . . . make a noise . 4. Read the sentences. How do you say the 3 w t · d f k b · d h f . e ra me or wee s ... . . .. e m goo s ape or
connectors in your language? the match . 1 . The pol ice have put up posters i n order to 4. The teacher has asked us to stay after the lesson
1 _reg�;;�Tee:-� �'""' � �< � Y"'(,.,. Lh . . she can expla in the materia l . 2 They a re conduc i n g an experimen to see how 5. They tu rned up the vo l u me . .. hear the news .
people wi l l react. -+ lr-{r. 1 � J ... J r J l '-" � l ..,...... \: r '\_ \ "'' ( ._ '" -W J- r' u \f"" •r ([ 3 . L·ers set the a la rm clock so t at we' l l wa ke up hl'l"'''"'
on i me .,__ r. We \ " tl.(Jvt '11' 0.,. ' . = "' ' � ("'-' Ll John is tak ing lessons so a to 1mpr ve IS french .
Y'v ( _:t J<>· J I ,y
REVIEW OF CONNECTORS
8. Different types of connectors are used to connect ideas and to show the relationsh ip between these ideas. Copy the chart into your notebook. Then write each connector in the correct category.
Addition Contrast Cause 1\ ( J
as a resu lt l C consequently I despite 2 at fi rst b although S for th is reason � i n sp ite of 2 however 2 therefore � so as to ) i n add it ion 1 so V{ even though 2_ a l so 1 as we l l as 1 on the one hand I on the other hand '2
Result l(
Purpose ""
Sequence
furthermore 1 as a resu lt of 3 because of S so that S but ? moreover 1 i n order to du r ing b due to ':> nevertheless Z then � as '3 beca use 3, s ince S f ina l ly b
9. Choose the correct answer.
1 . The pr ices of des igner sung lasses are very h i g h . M o reover I Consequent ly I F i n a l ly , people b u y fakes.
2. He speaks too loud ly. H owever I F u rt hermore I As a resu lt, he te l l s terr ib le jokes.
3. 1 d idn 't wi n a prize in spite of I due to I a s we l l as a l l my hard work .
4. No one said a word so that I d u ring I beca use of the mea l .
5 . I ' m try ing to f ind the cat i n o rder t o I s o I s ince take it to the vet.
6. 1 d idn 't hand in my project on t ime. In addit ion I Even though I N everthe l ess, the teacher accepted it .
10. Complete the sentences with a logical ending.
1 . The shopl ifter had to return what he had sto len . I n addit ion, . . . .
2 . We enjoyed our tr ip to Paris i n sp ite of . 3 . Several students became i l l a s a res u lt of 4. We d idn 't say a word so a s n ot to . . . . 5 . Many people today do not get enough exerc ise.
For this reason, . . . .
U n it 8
Your Task . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .. . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . ..
• Write an opinion essay on the fol lowing statement: /t is dishonest to download music
from the Internet. Use 1 00-1 50 words.
WRITING YOUR OPINION ESSAY
1 . Brainstorm your essay.
• Look at the sentences below. Which could be used to support the statement above? Which could be used against it?
- Download ing music doesn 't hurt anyone . - Most pop s i ngers are a l ready very rich . - M usic ians can make money by sel l i ng their
songs for games or r ingtones. - Songs belong to music ians, who should be
paid for the i r work . - C Ds cost too much . - There are now many lega l sites for
down load ing songs for free, or at a low pr ice.
- You can get i nto troub le if you get caught download ing .
• Add your own ideas to the l ist.
• Decide whether you agree or disagree with the statement in the task.
2. Organise your ideas. Use the model on page 98 and the plan below to help you.
PLAN Openi ng : State the topic and your op in ion .
Body: Support you r op in ion with facts and examples.
Clos ing : Summa rise and restate you r op in ion .
3 . Write a fi rst draft.
4. Use the checkl ist to check your work. Then write a final draft.
CHECKLIST
.1 I followed t/tte.. ple1vt-for C{vt- opimovt- us({y.
,/ I V�..Sed e-orre-C-t [({1113/A.tifje for ex:prusi1113 f({e-ts ({11.£{' opimoVW".
,/ I V�..Sed C-01-tftUtors.
,/ I e-ltte..C-k.ed 3re1Wt.I').1.C{r, spelli1113 e111.£i' pu.vt-C-tt-(.Q(tiovt-.
· - Writing Guide, page 1 58 99
wol
SKILLS U N D E RSTA N D I N G ADVE RTS
Shopping is a typical tourist activity and read ing adverts is an i mportant part of shopping. Are you a critica l reader? Read each advert and answer the Task Questions to f ind out.
� =-.. Z O % o ff � 1\ for c lub members only
2 sa\eH up to 50%
o f f D 0
3 r---------------� Free g ift with every purchase
over £ 1 00
D 4 1 .-. I
-..:t' Sati sfact ion g ua r anteed 1 l l o r your m o n ey ba c k !)
with in 7 days of purchase, d·L_ i n orig ina�ackage
5 -;?< ---···· ·· ··· ········· ····· · 40 % off
your second item
• TASK QUESTIONS
1 . Advert 1 : You want to buy jeans at this shop . What must you do to g et a d iscount?
2. Advert 2: What m ig ht surprise you when you pay for your pu rchases at th is shop?
3. Advert 3: You a re buying g roceries at th is supermarket. What m ust you do to get a free g ift?
4. Advert 4: You bought a n M P4 two weeks ago and threw away the box. Now the MP4 i sn't working properly. Can you return the M P4 to the shop? Why or why not?
5. Advert 5: You're buying a belt at this shop. Wi l l you get a d iscount?
6. Advert 6: You a re buying a CD for £5 and a DVD for £8. How much wi l l you need to pay in tota l ?
7 . Advert 7 : You're payi ng cash for a jacket that costs £ 1 00 . How m uch wi l l you pay?
• USE YOUR SKillS
The ru les or conditions that a ppear in many adverts a re ca l led "sm a l l pr int" . Look through magaz ines and newspapers and f ind at least two adverts that inc lude "sma l l pr int " . What condition is conta i ned in each one?
Unit Objectives
• hnen a in m em * R eponed Speech * Listen ing to Fi lm R ev ie\Y'> • M a k i n g Plam • Writ ing a F i l m Review * Li fe Ski l l s : Using F n trnain mcnt
G u ide-;
That's Entertainment! 1 . Study the cartoons below. Match each cartoon to its message.
1 . Rea l ity TV dep icts real l ife, but it's not very creative or excit i ng . 2 . People see so many f i lms that they no longer appreciate rea l ity. 3 . Because of TV, we hard ly ever d iscuss our own l ives or thoughts. 4 . People don't bel ieve f i lm promotions.
@J FILM otaTHe DECADE COLOSSAL A CAST1�f �r�Nl>S ��tJEtJv Awl.Jlt SPECTACULAR IT WIU CHAN6E YOU� l-IFE FORE:
MAGNIFICENT BREATHTAKI NG
� ()
• Do you agree with the messages in the cartoons above? Why or why not?
W E B EXTRA Find out about film museums in Britain at: li' WU•. burlingtollbooks. es/uiewpoiiiTS I
�----------------------------------
c� READING �
1 . Word Check: The fol lowing words appear in the text. Make sure you know what they mean.
spacecraft • cockpit • hoax
REVIEW OF READING STRATEGIES
2. Look at the title and the pictures. What do you think the text is about?
3. Read the first sentence of each paragraph. In which paragraph do you th ink you'l l f ind the fol lowing?
1 . a description of an unusual B ritish TV show 2 . a description of the fi na l ists' " space wa lk" 3 . the reaction of the contestants to the hoax
4. Scan the text and find the fol lowing information:
1 . the year Big Brother began 2. what Star C ity is and where it's located 3 . the amount of pr ize money given to the fi nal ists
5. Read the text. Look at the words in colour and try to guess the meaning of each one.
6. Are the fol lowing statements true or false? Find evidence in the text to support your answers.
1 . The partic ipants i n the fi rst Big Brother were unaware of the importa nce of the i r programme.
2 . Twelve contesta nts were chosen to fly to outer space.
3. The contestants were taken to a t ra i n i ng base i n Russ ia .
4 . The spacecraft d id not leave the g round . 5 . Cand idates thought they were see ing p lanet
Earth through the spacecraft's windows. 6. Prod ucers had expected the hoax to
work perfectly.
Some participants o n
7 . Answer the questions.
1 . In what way has televis ion changed s ince 1 999?
2. How did the producers make the base seem l i ke Sta r C ity?
3 . How d id the contestants f ind out about the hoax?
4. Why were the psycholog ica l tests i m porta nt for the prog ram me?
5 . How d id the contestants fee l after they were g iven the prize?
8. Choose the best answer according to the text.
The writer feels that . . . . a . the hoax should not have been shown
because it was cruel b . the prizes g iven to the contestants were too
generous c . the contestants should not compla in about
the hoax d . Keri Hassett was not a good candidate for the
p rogramme
9. F ind words or phrases in the text that mean:
1 . communicated, social ised (paragraph 1 ) 2 . age, time period (paragraph 1 ) 3 . no longer i n use (paragraph 3)
4. i nstead of (paragraph 4) 5 . deceived, fooled (paragraph 7)
• Do you th ink it's acceptable for TV producers to trick people as they did in Space Cadets?
Why or why not?
reality TV shows have become
international celebrities.
In 1 999, nine Dutch volunteers took part in the TV reality programme Big Brother. Moving to a
house where they were cut off from the world, they interacted under the gaze of live television
cameras 24 hours a day. Little did they know that the experimental programme they were in
would become an instant hit and begin a new era in television . Back then, sitcoms and soap
5 operas used to be the main form of TV entertainment, but today viewers are used to the fact
that reality TV takes up most broadcasting time.
Of all the reality shows, one of the most remarkable was Britain's Space Cadets. The twelve
candidates selected for this programme were told that they were going to Star City, the
Russian training facil ity for cosmonauts near Moscow. Four among them would have the
10 opportunity of a lifetime: to fly to outer space.
Rather than Russia, however, the contestants were taken to a disused mil itary base in the
south-east of England. In order to make the short flight seem long, producers told the pilot to
fly in circles over the North Sea for four hours before landing. The base, manned by actors, had
been elaborately disguised as a Russian facility, down to details such as Russian light bulbs,
15 wall sockets and cigarettes.
After two weeks of training, all but four contestants had been kicked off the programme
and it was time for the space flight. The excited winners boarded a spacecraft taken from
a Hol lywood film set. Fake noises and vibrations accompanied the "take-off" . In place of
windows, the cockpit had digital screens which projected images of outer space, complete
20 with beautiful views of planet Earth. lt was the most elaborate hoax in television history.
The high point of the five days in space was to be a spacewalk. The participants left the craft
one by one to step out into space; instead , they stepped into a TV studio set, where they were
greeted by friends and family who told them that they had never really left England .
Even the producers were surprised at how well the hoax had worked .
25 One reason may have been the psychological tests in the
selection process. These were designed especially to
pinpoint candidates who were very gul l ible and therefore
likely to believe whatever they were told .
To soften the blow, the finalists were given prizes
3o of £25,000 each and a trip to the real Star City
in Russia. Despite this, it was hard for them
to get used to the idea that they had been
tricked. When presenters asked twenty-five
year-old Keri Hassett if she was upset, she
35 admitted that she was heartbroken. She
explained that space travel had always been
her childhood dream. Was the hoax cruel?
Perhaps. But anyone volunteering for a
reality show knows that they may be in for
40 some surprises. it's all part of the game.
Fa lse friends
instant ( l i ne 4) means inmediato not instante
facility ( l i ne 9) means instalaci6n not facilidad
U n it 9
104
VO CABULARY
Words from the Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 . Replace the words in bold in each sentence with a word or words of s imi lar meaning below.
g reet • contestant • hoax • h i g h point cut off • p i n po i nt • remarka ble • take u p
1 . Which p a rt ic ipa nt won the game? 2. lt's hard to identify exactly which people wil l
be good for the job. 3. She told us about h i s a m a z i n g paint ings. 4. These tab les use too much space. 5. The BBC once announced that spaghetti g rows
on trees, but it was a tr ick.
6 . They a lways welcome the i r guests warmly. 7 . The c l i ma x of h is career was the concert tou r he
gave i n 1 994.
8 . They were separated from their fam i l ies dur ing the storm .
2. For each sentence beginning in I, find the best continuation in 1 1 . Pay attention to the words in colour.
1 . He col lected h is luggage 2 . They served dr i nks to the passengers 3 . The j udges decided to 4. He packed all his th ings in boxes 5 . This programme isn 't recorded. it's o n 6 . No o n e recogn ised h i m 7 . You ' l l need a ladder i n order to 8. When h is g i r lfr iend left h im, 9. He went to severa l d ifferent schools
11 a . before he moved .
b. after the p lane had l a nded .
c. because he had d isgu ised himself.
d . change the l ig ht b u l b .
e. d i rectly after take-off .
f. he was heartbroken .
g . kick h im off the programme. h . d u ri n g h is ch i ldhood .
1 . l ive TV.
USED TO I BE USED TO I GET USED TO
Used to describes repeated past actions that no longer occur. l t a lso describes someth ing that i s no longer t rue .
People used to watch sitcoms every day.
Sitcoms used to be very popular.
Be used to means to be a ccustomed to someth i ng .
Viewers are used to reality TV. Get used to means to become accustom ed to someth ing .
it was hard for them to get used to the idea.
� Grammar Appendix, page 1 30
3. Choose the correct answer.
1 . When I was young, I used to I was used to play the p iano.
2. Henr ik comes from Sweden, so he i sn't used to I i sn't gett ing used to hot weather.
3 . Our new teacher's accent is hard to understand, but we a re used to I a re gett ing used to i t .
4. lt was after m idn ight, but I wasn't t i red . I was used to I got used to late n ights.
5. It ' l l take ti me, but I 'm sure you w i l l be used to I w i l l get used to wearing g lasses.
4.
1 .
2 .
3 .
4 .
5 .
6 .
Complete the sentences with used to, b e used
to or get used to, affirmative or negative.
You can say whatever you want. I . . . . . . critic ism. C h i ld ren . . . . . p lay outside more than they do today. My feet h u rt . I .. . . . these new shoes. My new f latmate is a bit strange. I hope I can . . . . . . . . her. My b rother . . . . l i ke vegetab les, but now he loves them. There was a lot of no i se from the street, but we
. ... it after a whi le .
� 5. Complete the passage with the correct form of
used to, be used to or get used to. There may be more than one correct answer. Then l isten and check your answers.
TV - Has lt Seen Better Days? Years ago, I 1 . . . . . . . . . enjoy watching sitcoms and dr;; on TV. Every season, TV studios c. . .. . . . produce program mes with funny fam i l ies, clever detectives and = creatures from other p lanets . Now, I sti l l can't '
fact that most program mes are real ity shows. I 4 . ... . . .... se:: professional actors on the screen, not ord inary peo�
suppose that eventua l ly I 5· . . . . . . . . .. it, but I sti l l th,r 6· ... .. . . . be better than i t is now.
I.9P.�<; Y9.<;.�l;>.���:r..Y ENTERTAINMENT
1 . In your notebooks, write the words below in two groups: words related to fi lm and words related to TV.
box-office h it • soa p opera • viewers seque l • to broadcast • to screen chan ne l • a u d ience • network • s itcom
2. Are the fol lowing statements true or false? Correct the fa lse statements.
1 . The cha racters are the people in a f i lm . 2 . A review is written by someone who has not
seen the f i l m . 3 . T h e cast o f a f i lm is its d i rector. 4. Suspe nsefu l f i lms often have a lot of act ion . 5 . A fi lm that is worth see i n g i s probably a good
fi l m . 6 . T h e plot is the story o f what happens i n a f i lm . 7 . The sou ndtrack of a fi lm is its d ia logue. 8 . A d u l l fi l m is exciting to watch .
3 . Write the name of a fi lm or TV programme which:
1 . sta rs you r favou rite actor I actress 2 . is set i n an u n usua l place 3 . has got a pred icta ble end ing 4. a ppea ls to ch i ld ren 5. has got fa ntast ic spec i a l effects
6. you felt was a let-down
4. PHRASAL VERBS Match each phrasal verb in colour in I to a correct defin ition in 1 1 .
1 . Around 1 .6 m i l l ion viewers tune i n to the National Geograph ic channel each week .
2 . My favourite rea l i ty show comes on at 5 .30 . 3 . Tickets to Phantom of the Opera usual ly
sel l o ut months i n advance. 4. The fi lm Changeling g oes o n for over two
hours. 5. Our d rama c lub is putt i n g o n a new show.
1 1
a . perform ing or organ is ing b . a l l the t ickets a re sold c . conti nues d . starts to be broadcast e. watch or l isten
Find out about Wait Disney's life at: IL'WW.bur/i 11gto11books.esll'iewpoi 11 1s 1
Un it 9
� 5 . Complete the passage with the words and phrases below. Then l isten and check your answers.
starr ing • set in • broadcast • so u ndtra ck cha racter • viewers • networks • p l ot screened • tune i n
Th e Wiza rd of Oz
Ju t imagine that your favourite film i
on TV once a year. There\ no video or D\"D
available, :o if you mi ,' i t , you' 1 1 ha\ e to \\ a It
till ne t year! Impos ible'? That'. the \\ a) it \\ a
for mi llions of 1 • .• • . ••• •.• who lo ed The Wi::ard of 0-::. 2· .•... . ... .. Judy Garland. This fi lm, \ hich a fir. t
in the cinema in 1 939, became an all-ti me tele\ i. ion
favourite during the 1 960' . It was �- . ......... . every year b)
CBS, one of the three T 5· .........•• that isted at the time.
Watching it was a big event, and families and neighbours
used to 6· . . .. . . .. and watch it together. The film is 7· ..... . Kan as, USA. Dorothy, the leading · . . . ..
.. . . . , fe I her
life is tetTibly boring. However, when she is sudden!)
transported to magical Oz by a tornado, she r ali e_
how much she mL se home. People lo ed the
heartwarming 9· . ... . ..
.. as well as the great 1 0· . .... . ... . ,
which had , ongs that e eryone knew
by heart.
• Complete the sentences. Make them true for you.
1 . The last fi lm I saw was set in .
2 . I spent some I a l l of my childhood i n . . . 3 . I ' d l i ke to be a con testant on . . 4. My favourite sitcom used to be . . . 5 . I was heartbroken when .
Vocabulary Builder, pages 94-95
(C3 GRAMMAR
1 0 6
REPORTED SPEECH
Read the exa mples and choose the correct options to complete the ru les.
Statements and Questions
a. "You are going 0 5tw , tomorrow, " they told •iJe es. (dJ speec• )
T , o c e .,, de hat they were going to Star Cty the next day. (reported speech)
b. "Space �rave has always been my dream, " said Kitty. (direct speech)
Kitty said that space travel had always been her dream. (reported speech}
c "Are you upset?" they asked Keri Hassett.
They asked Keri Hassett 1f she was upset.
d. "How did it feel to be a victim of this hoax?" people wondered.
Peorte wondered how it had felt to be a victim of that noax.
1 . I n reported statements , we add I don't add the word tha t.
2 . I n reported statements a n d questions, we move I don 't move the verb back in t ime when the report i ng verb IS 1 n the past.
3 . In reported statements a n d q u est ions, we change I don't change p ronouns, possessive determ i ne rs, t ime express ions a n d words such as here, this, these. 4. I n Yes/No I W h - q u esti ons, we beg i n the reported q u estion w ith the words if or whether.
Orders a n d Suggestions
a. "Fly in circles, " the producers told the pilot.
The producers told the pilot to fly in circles.
b. "Don 't talk to anyone in the show, " they ordered us.
They ordered us not to talk to anyone in the show.
c. "Let's watch the new reality show, " suggested Amy.
Amy suggested watching I that we watch the new reality show
1 . I n reported o rders, we use the Past S imp l e I i nfi n it ive .
2 I n negative reported o rde rs, we use not to I don 't before the m a i n verb.
3. I n reported suggestions, the report ing verb ca n I can 't be fol lowed by a gerund o r that + subject + base form.
1 . Choose the correct answer.
1 . " I don't watch rea l ity TV, " c la imed my father. My father c la i med that he d i d n 't watch I had n 't watched rea l ity TV
2 . " I 'm leavi ng town tomorrow, " dec lared Gary. Gary declared that he had l eft I was leaving town the next day.
3. " You can sit here, " the wa iter sa id . The wa iter sa id that we wou ld s it I cou ld s it there .
4. " I 've seen both o f these f i lms, " compla ined Eve. Eve compla ined that she saw I had seen both of those f i l ms.
5. " I ' l l show you how to do you r project, " sa id the teacher. The teacher sa id that she wou ld show I w i l l show us how to d o o u r project.
6. Ronny told me, "There was a good f i lm on C hannel 4 last n ight. " Ronny told me that there had been I has been a good f i lm on C hanne l 4 the n ight before .
2. In addition to the verb tenses, each sentence in Exercise 1 above has got at least one more change. Find a l l the changes.
REPORTI NG VERBS - When report ing what someone says, we shou ld use report ing verbs that reflect the s ituat ion and the i ntent ion of the spea ker. For exa mp le , complain, admit, explain, mention, announce, warn, order, suggest.
My parents complained that I watched too much TV
3. Change the sentences to reported speech .
1 . "The tickets a re sold out, " the cash ier an nounced . The cash ier an nounced . . .
2 . " I must g o home early ton ight, " sa id G race. G race sa id . . .
3 . " I saw your old fr iend Sal ly yesterday, " said J i m to h i s s ister. J i m mentioned . . .
4 . Nathan sa id , " I sometimes cheat i n exams. " Nathan admitted . . .
5 . " I ' l l come and see you next week, " sa id m y grand'.: My grandfather informed us . . .
6 . " Yo u ' re bothering m e with this awful music, " said h i s s ister. H is sister compla ined . . .
El presentador le pregu nto a Keri si el engaiio ha b ia s ido crue l . The preserJter askPd ken tt the hoa. had t•er, cruel. .I
NOT The presenter asked Ken tf had the hoax been cruel. X
4. Change the questions to reported speech . Use the reporting verbs wondered, enquired
and wanted to know in some of your sentences.
1 . " Do you l i ke th is k ind of f i l m ? " his fr iend asked . 2. " When d id the fi rst Shrek f i lm come out ? " we
asked . 3 . " Has Keira Kn ight ley acted i n any fi l ms lately7 "
I asked . 4. " Where is she go ing to l ive next year7 " my
parents asked . 5. " C a n you he lp me move these tables now7 "
asked my teacher. 6. " D id you watch that new prog ramme last
n ig ht? " Jon asked .
5. Change the fol lowing orders and suggestions to reported speech. There may be more than one correct answer.
1 . " Be pol ite ! " My mother warned me . . .
2 . " Don't swim here ! " The l i feguard ordered us . . .
3 . " Let's go to the c inema . " Kevin suggested .
4. "Take this med i cine . " My doctor ins isted . . .
5 . " Don't forget the exa m tomorrow. " Our teacher rem inded us . . .
6 . " Why don't we he lp Dad with the shoppi n g ? " My brother suggested that . . .
7 . " You should go on a d iet . " My g i rlfriend advised h im . . .
8 . " How about go ing to Turkey for the summer? " Dave suggested . . .
� 6. Complete the passage with the correct form of the verbs in brackets. Then l isten and check your answers.
U n it 9
PAUL POTTS , THE NEW TALENT Who would hm e bel i�\ ed thJt -:hL.bb� . �mddle-aged Paul Potts would v. i n the rea, Jt� T\ --ompetitiOn Britain 's Got Talent? \\ hen he came on t ... ge and told the judges that he ( sing 1 opera for them, they admitted they ' . . . . ( expect ) a total nop. But then Paul began to sing and they were amazed. H i s voice was magnificent! As he continued. the audience went w ild: many had tears i n their eyes. After the show. i n ten iewers asked Paul
(te l l ) them about himself. He said that he 4· (be) a mobi le phone salesman with no mone) and very l ittle confidence. But that has al l changed. He has given concerts a l l over the world and sold over two m i l l ion copies of his new CD.
In a recent interv iew. reporters asked whether his financial
s i tuation ' ( improve) s ince
w in ni ng. He tol d them that thi ngs 6 .. . . . . . . .. (be ) much better. He explained that he 7 . ... . . . . (quit) his job as a salesman and
(can) now devote his l ife enti rely to music.
Grammar Review 1 2 3 4 5 6 7 8 9
7. Rewrite the following sentences using the words in brackets. Do not change the original meaning.
1 . " Do you l ive in th is ne ighbourhood ? " the pol iceman asked me. (whether)
2 . Perhaps Anne m issed the tra i n . (m ight) 3. How many cand idates wi l l the j udges accept?
(by) 4. He' l l do the job if we pay h i m . (un less) 5. They've a l ready col lected a l l the i nformation .
(been) 6 . "I celebrated my b i rthday yesterday, "
announced the l ittle g i rl . (that)
E x t r a g r a m m a r e x e r c i s e s a t : 11' !1' 11' . b 11 r l i n g t o n b o o k s . cs/u i e w p o i 11 t s I
c� SKILLS
108
LISTENING � . . .. . .. . . . .. . . . . . . . .
FILM REVIEWS
1 . When you decide on a fi lm to see, which of the fol lowing influences your decision?
1 . fr iends' recommendations 3. viewers' comments on the I nternet 2 . f i lm reviews 4. posters, adverts and tra i lers
2. You are going to hear three film reviews on the radio. Listen and tick the points mentioned in each review. What has been omitted from each review?
1 . The Acting
4. Aud ience Appea l
5 . Recommendation
Review A Review B The Dark
Review C
3. Listen to the reviews again. As you l i sten, take notes of the positive and negative points in each film. Compare your notes with a partner's.
• Do you think that fi lm critics have an effect on whether a fi lm is successfu l? Why or why not?
SPEAKING
MAKING PLANS
1 . Read the dia logue below. Which of the fol lowing do the speakers agree on immediately? What do they d isagree about at fi rst?
1 . what day to go to the c inema 2. what f i lm to see 3 . what t ime to go
Larry: H i , Derek. Do you want to go to a fi l m ton ig ht! Derek: Sorry, I can't make it . I 've got an exam tomorrow and I 've rea l ly got
to study. H ow a bout tomorrow n ig ht? Larry: Wel l , I was going to . . . actua l ly, that wou l d be f ine . What do you
feel l i ke see ing? Derek: Wel l , I 'm dyi ng to see A ustralia . I love N i cole Kid man . Larry: O h , n o ! You know I can't stan d h i storica l fi l ms . Derek: Then what do you suggest?
La rry: Let's see . . . what good f i lms are on7 Oh, I know ! Why don't we see The Eye?
Derek: I 'm n ot rea l ly i nto horror f i l ms, but . . . Larry: Kristen saw i t and she loved it . She cou ldn 't stop ta l k i ng about it . Derek: I 'd rather see Yes Man . J i m Ca rrey is a lways fun . La rry: Hey, that's a good idea ! I wou l d n 't m i nd see ing that. When's it
showing? Derek: Let's see . . . it 's on at 7 .30 and 9.00. How a bout 9 .007
La rry: A l l r ight. Let's meet at 8 .30 .
Derek: F i n e . See you then.
2. Look at the expressions in colour i n the dia logue above. D ivide them into three functions:
• Making suggest ions • Respond ing to suggest ions • Express ing preferences
3. With your partner, make plans for the weekend. D iscuss the points below. Make sure you d isagree on at least two points before you come to an agreement. Use the expressions in colour in Exercise 1 .
• where to go I what to do • the day and t ime • who else to i nvite
ENRICH YOUR SPEAKING
When you want to say "no" to a suggestion, be tactfu l . Use the fol lowing expressions : I 'd rather not . . . I 'm not rea l ly i n terested in . . . I 'm not keen on . . . I have a nother idea . . .
Burlington Speech Trainer, Unit 9
Un it 9
� WRITING
110
A Film Review
1. Read the f i lm review below. What positive things does the reviewer say about the fi lm? What negative th ings does the reviewer say?
A USTRALIA Australia is a romantic, actio n-adventure fil m di rected by Baz Luhrmann. Set in World War 11, it tells the story of Lady Sarah Ashley (Nicole Kidman), a n aristocratic Englishwoman who inherits an Austral ian cattle ranch, and D rover (Hugh Jackman), a rough local cattleman. As they struggle to save the ranch, their relationship eventually changes from mutual disl ike to p assionate l ove.
This is an epic fil m which has everything - history and racism, action, war and romance, as wel l as beautiful scenery. B oth Kidman and Jackman give b ri l l iant performances, but the real star is B ra ndon Waiters, who plays the Aboriginal boy that Sarah fights to adopt. On the negative side, the film is very l ong, with stereotyped characters and a pred ictable p lot.
Despite its faults, A ustra lia is a film well worth seeing. Just sit back and relax for this larger-than-l ife experience.
2. A film review can include any of the fol lowing. Which are included in the review above? In which paragraph are they mentioned?
1 . names of the ma in actors and d i rector 5 . posit ive and negative aspects of the fi l m 2 . genera l recom mendations 6 . compar ison to other f i lms by the same d i rector 3 . descr ipt ion of the p lot 7 . type of f i lm 4. what age the f i lm is suitab le for 8. qua l ity of the act ing I spec ia l effects I photog raphy I soundtrack
WRITING REVIEW
3. You have learned the fol lowing writing ski l ls in this book. Read sentences 1 -8. Each sentence conta ins one error. Match the error to the writing ski l l , then correct the error.
punctuation • con nectors of sequence • word order • adjective order con nectors of addition and contrast • connectors of cause and result • reference con nectors of purpose
1 . The woman in the p i cture had blue beautiful eyes. 2. My new job is more interest ing than my old one despite the sa lary is lower. 3 . Our teacher gave to us the resu lts of the test. 4. These trousers are gorgeous . I 'd l i ke to try it on . 5 . We're tak ing the bus so that to save on petro l . 6 . S h e got i n t h e car tu rned the key started the eng ine and drove off. 7 . I was d isap pointed due to I got a low mark for my essay. 8. He fel l as leep severa l t imes dur ing he was trave l l i ng on the tra i n .
W iti g Guiile, pages 1 48-1 49
4. Rewrite the following sentences using the words in brackets. Do not change the orig inal meaning of the sentences.
1 . The f i lm h ad a fantastic cast. Therefore, it was an i nsta nt h it . (due to)
2 . A d i rector f ina l ly noticed her act ing ta lent and gave her a role . ( i n the end)
3 . Please ask Bob and Joe if th is CD belongs to them . (the i r)
4. Spain is much warmer than Eng land because it 's farther south . (Consequently)
5. You r flat is b igger than ou rs . In addit ion, it 's got more l ight . (a lso)
6. Listen carefu l ly so that you ' l l remember her d i rect ions. (so as to)
7. Most of the t ime her boyfr iend is too t i red to go out . (often)
8 . Despite the fact that it 's not you r b i rthday, I ' m g1ving you a p resent. (Nevertheless)
5. Find eight errors in the passage and correct them.
TOP MARKS FOR HERMIONE Everyone knows that Ha rry Potter's good fr iend, Hermione, is very c lever and knows a lways the answers to q u est ions about magic . The news is that Emma Watson, the B ritish young actress who plays Hermione, is an extremely c lever student as wel l . Now 1 8 yea rs old, people have asked how she did so we l l i n her A-levels/ When she got her resu lts, she was thr i l led as a resu l t of her parents and teachers were very proud of her. What's amazing is that she has often been u na ble to attend school fu l l-ti me because her act ing career. During she was i n her last yea r at school, for examp le, she only went to school once a week. Emma is determined to conti nue h is educat ion, desp ite the fact that she certa i n ly doesn 't need to study for to have a ca reer.
Emma Wa tso n plays the voice of
Princess Pea in The Tale of Despereaux.
Your Task • Write a review of a fi lm you have seen .
Use 100- 1 50 words.
WRITING YOUR REVIEW
1 . Bra instorm your review.
• Think of a fi lm you have seen and what you l iked I didn't l i ke about it.
• Think about the fol lowing questions:
- What type of fi lm is it?
Un it 9
- Is the acting good? How good are the actors compared with other roles they have played7
- Is the plot interest ing and exciting, or boring and pred ictable?
- Does the fi lm deal with any i mporta nt issues? - Did you enjoy the soundtrack? Were there any
specia effects? - Is the f i lm an adaptation of a book? - What adjectives could describe the fi l m 7 - Who would this fi lm appea l to7 - Would you recommend the fi lm?
2. Organise your ideas. Use the model on page 1 1 0 and the plan below to help you.
PLAN
Ope n i ng : State the name of the f i lm , the type of fi lm , the d i rector, the ma in characters, the lead ing actor/s and the sett ing . Describe the p lot .
B ody: G ive your op in ion on var ious aspects of the fi l m .
Clos ing: G ive a genera l recom mendat ion.
3. Write a fi rst draft.
4. Use the checkl ist to check your work. Then write a final draft.
CHECKLIST
./ I followed the. pl�JII, for � film review .
./ I used COJ��,���.Utors �M time words correctly .
./ I used correct word order �M riferevtei�Y words .
./ I used � v�riety of �djutives .
./ I che-cked 3r�m�r, spelli�Y �M p uvtehwrtio Jll,,
l1t'l -
SKILLS U S I N G E NTE RTAI N M E NT G U I D E S
• You a re goi ng to use a n enterta in ment g u ide to p lan a day i n New York City (NYC). Look at the adverts and map and answer the Task Questions below.
L ive Shows St
,....,..,--------------,:cle •·• A MAMMA�
Over 32 m i l l i o n people a l l a round t h e world have fa l len
i n love with the cha racters, the story and the music of
MAMMA M I A !
Great performances together with
the magic of ABBA"s songs.
B
Winter Garden Theatre
1 634 B roadway, corner 50th St
PHANTOM OF THE OPERA Now celebrating 20 years as
Broadway's Most Haunt1ng
Love Story
The lon gest-ru nn ing musical in Broadway history and an international phenomenon.
The Majestic Theatre
247 West 44th Street
• TASK QUESTIONS
"'' ' • ' Lexington Av/59 SI T 0A I.� W A V
5 A ./59 s ...... OUEENSBORO 8RIO
.Midtown 57 St V t 59 St � 57 St/7 Av •
--· .42 St Bryant Pk
34 St Penn • 34 St• !!>Station Herald Sq
28 St •
23 St • 1
e 1 8 St
23 St •
e 28 St
• 23 St
re'?-� 14 SI .---
· 14 SI
Houston St •
Canal St •
• Grand Central 42 St x <!>
e 33 St
• 28 St •
QUEENS V MIDTOWN TUNNEl
Eati ng Out
L O M B A R D I ' S
America's first pizzeria . . . s.. s :e 1 5.
Only the finest ingred ients
Sti l l fresh and delicious
after 1 00 years 1
32 Spring St, near Mulberry Street
I aly
in New York City! Authentic food
G reat service
Low prices
1 7 Matt St, near Mosco St
C matow
• .....
1 . Look at the su bway l ines i n colour. How many d ifferent l i nes a re shown on the map? 2. You a re staying at the Jazz Hostel . F ind it on the map. Which subway station is it the closest to? 3. You'd l i ke to see a musica l . Look at adverts A and 8 from a NYC E nterta i nment G u ide and decide which
show you'd rather see. Then use the map to f ind the best subway route there from your hoste l . Which is the c losest station to the show?
4. You'd l i ke to go out to eat after the show. Look at adverts C and D and decide where you'd rather eat. Then use the map to find the best subway route from your show. Wh ich is the closest station?
• USE YOUR SKILLS
Use the I nternet to f ind a tourist site that you wou l d l i ke to visit in New York City. U se a map to p lan your su bway route from the Jazz Hoste l .
GRAMMAR APPENDIX 1 . Faces
PRESENT SIMPLE
FORM
Affirmative Negative Interrogative
1 1 You work 1 1 You do not (don 't) work Do 1 1 you work?
He I She l it works He I She l i t does not (doesn 't) work Does he 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?
Uses Examples Adverbs of frequency I Time expressions
A regu l a r hab i t or rout ine My sister works on Sundays. a lways, usua l ly, genera l ly, regu l a rly, (M i hermana trabaja Ios occas iona l ly, frequent ly, often , somet imes, domingos.) rare ly, se ldom, never
A genera l truth or scient ific fact Facebook is a popular website. at 1 o'clock, at n ig ht, i n the morn ing , on Fridays, every week, once a month , ( Facebook es una pag ina web de how often .. . ? moda.)
Stative verbs I think she is very bossy. (Creo que es muy mandona.)
FORMA
Afirmativa : es igua l que l a forma base del verba (e l i nfi n itivo s in to) . excepto en l a 3' persona de l s i ngu l a r, que term ina en -s o -es.
Para formar correctamente la 3' persona del s i ngu l a r hay que tener en cuenta las s igu ientes reg las ortogrcificas segu n la term i naci6n del verba: • En -o, -ss, -sh, -eh o -x a riade -es: do - does,
miss - misses, wish - wishes, touch - touches, fix - fixes.
• En voca l + y a riade -s : say - says.
• En consonante + y cambia l a y par i a ntes de a nad i r -es: t ry - tries.
Negativa : sujeto + do not (don't), o does not (doesn't) para la 3' persona de l si ngu la r + forma base de l verba. lnterrogativa : do o does + sujeto + forma base de l verba. Recuerda que have got, to be y Ios verbos modales no necesitan e l a ux i l i a r do I does en negativa ni i n terrogativa.
us os • Con acciones habi tua les o rut inas. • Con hechos genera les o cientfficos. • Con Ios verbos "estaticos" (m i ra en la pag ina 1 1 4) + Con hora rios y programas.
The train leaves at 4 o 'clock. (E l tren sa le a I as 4.) Los adverbios de frecuencia va n de la nte del verba pri nc ipa l , pero s i se trata del verba to be se coloca n detras.
He never recognises me. (Nu nca me reconoce.) Paul is always calm. (Pa u l s iempre esta tranqu i lo.)
Las expresiones tempora l es s iempre va n al pri nc ip io o a l fi n a l de la frase.
James uses his computer every day. (James usa su ordenador todos Ios d ias.)
Con how often . . . ? se pregu nta con que frecuencia se hace a l ga.
How often do you read? (lCon que frecuencia lees?)
+ l nd ica usos ad ic iona les a Ios presentados en las tab las.
PRESENT CONTINUOUS
FORM
Affirmative Negative Interrogative
I am s inging I am ( I 'm) not s ing ing Am I s ing ing?
You are s inging You are not (aren't) s ing ing Are you s ing ing?
He I She l it is s ing ing He I She l it is not (isn't) s ing ing Is he I she I it s ing ing?
We I You I They a re s ing ing We I You I They are not (aren 't) s inging Are we I you I they s inging?
Uses Examples Time expressions
An action which is ha ppen ing now Greg is reading right now. now, right now, at the moment (Greg esta l eyendo ahora m ismo.)
A tempora ry action I am studying maths this term. th is yea r, at present (Estoy estud iando matematicas este today, these days, th is month semestre.)
A defi n ite p lan for the near futu re I am meeting my boyfriend tonight. th is even i ng, ton ight, tomorrow, (He q uedado con mi novio esta next Fri day I week I yea r noche.)
FORMA
Afirmativa : sujeto + am I is I are + verba pr inc ipa l term i nado en - ing , s igu iendo las sigu i entes reg las ortograficas seg u n la term inacion de la forma base de l verbo : • En -e muda , p ierde la e : ride - riding.
• En -y, la mant iene : pay - paying. • En -ie, camb ia ie por y: die - dying. • En vocal + consonante (monos i labo) dob la la
consonante, excepto w y x : run - running, show - showing.
• En -I o -p (b isi labo con acento I la no) dobla esa l etra : travel - travelling.
• En vocal + consonante (b is i labo con acento agudo) . dob l a la consonante : refer - referring.
Negativa : sujeto + am I is I are + not (o n't) + verbo pri nc ipa l term i nado en - ing .
lnterrogativa: am I is I are + sujeto + verbo pr inc ipa l term inado en - ing.
usos • Expresa r lo que esta pasa ndo en e l momento en e l que
se esta hab lando. • Expresa r acciones pro longadas que esta n ocurriendo
en u n presente mas amp l io. • Expresa r l o que haremos con toda seg u ridad en u n
futuro prox imo porque lo hemos fijado de a ntemano + Con e l adverbio always, para denota r u na queja .
He is always shouting. (S iempre esta g ritando.)
� STATIVE VERBS
I nd ican u n estado mas que una accion y sue len usarse en Present Simple. Estan re lac ionados con :
• l as emociones y I os sentim ientos (dislike, enjoy, hate, hope, like, love, prefer, want) .
• e l pensamiento y la op in ion ( believe, forget, guess, know, remember, think, understand) ,
• la percepcion y Ios sentidos ( feel, hear, see, smell, sound, taste, touch) ,
• Ios precios y las med idas (cost, measure, weigh) y • la posesion (belong, have, own) .
Algunos i nd i ca n tanto estado como activi dad y pueden usa rse en Present Simple y en Present Continuous.
Donna thinks the book is wonderful. (Donna cree que e l I i b ra es estu pendo.) [estado] He is thinking about going to Malta in the summer. (Esta pensa ndo en i rse a Ma l ta en verano.) [actividad]
E l verba see en Present Continuous i n d i ca una accion futu ra fijada de a ntemano.
We are seeing Ann tonight. (Veremos a Ann esta noche.) [Ya hemos q uedado.]
� PHRASAL VERBS
Son verbos segu idos de una o dos particu las (preposiciones, adverbios o una combinacion de ambos) con un s ign ificado d ist i n to de l que cada pa labra t iene por separado. Pueden ser transitivos o i ntra nsitivos.
He didn 't get to the appointment. (E l no l l ego a la cita.) He set off on a long journey. (Pa rt io a un l a rgo viaje.)
G rammar Append ix
l
La mayorfa de Ios tra nsi tivos permiten inte rca l a r e l complemento d i recto entre e l verba y l a partfcu l a : si es un susta ntivo puede i r en med ia o no, pero si es pronombre debe coloca rse entre ambos.
I'm going to pick up my brother at the station. (Voy a recoger a mi hermano a la estaci6n. ) I 'm going to pick my brother up at the station. I 'm going to pick him up at the station.
Sin embargo, a l g u nos tra nsi tivos, todos Ios i ntra nsit ivos y Ios formados par dos partfcu las son i nsepa ra b les.
He is looking for his keys / them. (Esta buscando sus l l aves I busca ndo l as.)
2 . Danger ! PAST SIMPLE
FORM
Affirmative Negative
Algu nos verbos pueden comb ina rse con d iferentes part fcu las para fo rmar d i stintos phrasal verbs.
get across (hacer entender) get by (a rreg l a rse l as, defenderse ( id ioma)) get through (comunica r(se))
Ademas, much os phrasal verbs t ienen mas de u n sig nificado :
get into (entra r I meterse e n ; afic ionarse a) turn up (apa recer, presenta rse ; sub i r (vo l umen)) turn down (rechaza r ; bajar) switch off (apagar (te lefono) ; desconecta r(se))
M i ra la l i sta de phrasal verbs que hay en I as pag inas 1 42- 1 43 pa ra ver mas casos.
Interrogative
I I You fin ished I I You did not (didn't) fin ish Did I I you fin ish?
He I She I l t fin ished He I She I lt did not (d idn't) finish Did he I she I it fin ish?
We I You I They fin ished We I You I They d id not (d idn 't) fin ish Did we I you I they fin ish? -- -- -- -
Uses Examples Time expressions -- - - --A comp leted action i n A shark attacked O r Ritter last year. yesterday, l ast week I yea r, two the past (Un t ibur6n atac6 al doctor Ritter e l afio pasado.) days ago, in 2007, in the 1 980s,
Fowler climbed the stairs and followed A usable. in the 1 8th century, when , then
A series of comp leted actions I i n the past (Fow ler sub i6 las esca l eras y s igu i6 a Ausab le .)
FORMA
- - -
Afirmativa : Con Ios verbos reg u l a res se forma a fiad iendo -ed a su fo rma base seg un l as s igu ientes reg las o rtog rafi ea s: • En -e muda afiade solo l a -d : prove - proved.
• En vocal + y afiade -ed : stay - stayed.
• En consonante + y cambia l a y par i a ntes de afiad i r -ed : carry - carried.
• En voca l + consonante (monosf labo) dobla la consonante excepto w y x : stop - stopped, fix - fixed.
• En -1 o -p (b is f labo con acento l l a no) dob la l a consonante : cancel - cancelled.
• En vocal + consonante (b is f l abo con acento agudo) dobla esta u l t ima : prefer - preferred.
Los verbos i rreg u l a res, coma puedes ver en la l i sta de las pag inas 1 44- 1 45, no s iguen n i nguno de estos procesos. Negativa : sujeto + did not (o d idn 't) + forma base de l verba pr i nc i pa I . l nterrogativa : d id + sujeto + forma base de l verba pr incipa l .
--- -
usos • Hab l a r de acciones acabadas que ocurri e ron en u n
momento concreto d e l pasado. • Expresa r acciones consecutivas de l pasado. + l nd icar que una acci6n corta ( i ntroducida par when)
ocu rri6 cuando otra mas l a rga esta ba en proceso. He was going home when the detective called him. (Vo lvfa a casa cuando el detective lo l l am6.)
+ Describ i r o conta r c6mo era n las cosas en el pasado. In the 7 9th century, London was a dangerous city. (En e l s ig lo XIX, Lond res e ra una c iudad pe l igrosa.)
La expresi6n tempora l ago se pone detras del periodo de t iempo i nd icado y se traduce por "hace".
They left two hours ago. (Se fueron h ace dos horas.)
L
PAST CONTINUOUS
FORM
Affirmative Negative Interrogative
I was visiting I was not (wasn 't) visiting Was I visiti ng?
You were visiting You were not (weren't) visiting Were you visiting?
He I She l it was visiting He I She l it was not (wasn 't) visiting Was he I she I i t visiting?
We I You I They were visiting We I You I They were not (weren't) visiting Were we I you I they visiting? I Uses Examples ! Time expressions
An i n comp lete action in p rogress At 9 o 'clock that evening, he was waiting for the report. last n i ght I week I at a specific t ime i n the past (Esa noche a las 9 esta ba espera ndo e l i nforme.) yea r, at 4 o'clock
................................. An i ncomp lete action i nterru pted As I was speaking on the phone, Max entered the room. when , wh i le , as by a nother action (M ientras yo hab laba por tel efono, Max entr6 en la
habitaci6n.)
Two i n comp lete actions i n prog ress While the waiter was knocking on the door, Ausable was at the same t ime i n the past telling me a secret.
(M ientras el camarero estaba l l amando a la puerta, Ausab le me estaba conta ndo u n secreta.)
FORMA
Afirmativa : sujeto + was I were + verbo pr inc ipa l te rmi nado en -i ng.
Negativa : sujeto + was I were + not (o n't) + verbo pr inc ipa l terminado en -i ng.
l nterrogativa : was I were + sujeto + verbo pr inc ipa l term i nado en - ing .
PAST PERFECT SIMPLE
FORM
Affirmative Negative
- --'-
usos • Dec i r lo que estaba ocurriendo en un momento concreto
de l pasado. • Expresa r que una acci6n l a rga estaba en proceso
cuando ocu rri6 una corta. La l a rga va preced ida de whi le o as y la corta, d e when.
• Expresa r que varias acciones ocu rrfan s imu lta neamente en e l pasado. En este caso va n u n idas por whi le o as.
+ Con always i nd icamos que una acci6n pasada nos desag radaba por repetida y mon6tona. She was always telling jokes. (Si empre estaba conta ndo ch istes.)
Interrogative
1 1 You had arrived 1 1 You had not (hadn't) arrived Had 1 1 you arrived?
He I She l it had arrived He I She l it had not (hadn't) arrived Had he I she I it arrived?
We I You I They had arrived We I You I They had not (hadn't) arrived Had we I you I they arrived?
Uses Examples 1 Time expressions
A comp leted action wh ich took p lace ' By the time the police arrived, he had a l ready, by the t ime, after, before a nother act ion in the past already left. before, u nt i l , never, j ust
(Pa ra cuando l l eg6 la pol i c ia, ya se hab ia marchado).
FORMA usos Afirmativa : sujeto + had + part ic ip io de l verbo pr incipa l . Negativa : sujeto + had not (o hadn't) + partici p io de l verbo pr inc ipa l .
• l nd ica r que una acci6n ocurri6 a ntes q u e otra expresada en Past Simple.
lnterrogativa : had + sujeto + part ic ip io de l verbo pr incipa l .
::l SU FIJOS PARA FORMAR ADJETIVOS
Los sufijos son term inaciones que a riad imos a la ra iz o lexema de las pa l ab ras pa ra formar otras nuevas. Estos son a l g u nos de Ios sufijos que se ariaden a nombres y verbos pa ra formar adjetivos:
predict (predeci r) predictable (predecib le) nation (naci6n) national (nacional) consider (considera r) considerate (considerado) beauty (bel leza) beautiful (bon i to) pain (do lor) painless ( indo loro) contempt (desprecio) contemptible (desprec iab le) attract (atraer) attractive (atractivo) danger (pel i g ro) dangerous (pe l i g roso)
Con a l g u nos susta ntivos se pueden usar va rios de estos sufijos:
careful - careless harmful - harmless
3 . Go for It ! PRESENT PERFECT SIMPLE
--· FORM
Affirmative Negative
Grammar Appendix
En cambio, otros solo adm iten uno : homeless - fwmefuf pet'1cdess - peaceful
Otros sufijos que ariad idos a verbos forman adjetivos son -ed e - ing .
bore (abu rri r) bored ( [estar] abu rrido) boring ( [ser] abu rrido)
Cua ndo el adjetivo term ina en -ed s ign ifica que l a persona o cosa a l a que se refiere exper imenta o sufre un efecto concreto, y cuando acaba en - ing s ign i fi ca que l a persona o cosa a l a que se refiere ca usa d icho efecto.
Jack is boring so I'm bored when I go out with him. (Jack es aburrido, asi q ue me a burro cuando salgo con el.)
Interrogative
I I You have l ived I I You have not (haven't) l ived Have I I you l ived?
He I She I i t has l ived He I She I l t has not (hasn't) l ived Has he I she I i t l ived?
We I You I They have l ived We I You I They have not (haven 't) l ived Have we I you I they l ived?
Uses Examples ! Time expressions
An act ion that bega n in the past a nd cont i nues I have played basketball for two years. never, ever, a l ready, just, yet, u nt i l the p resent (L ievo jugando a l ba loncesto dos recent ly, late ly, how long . . . ? ,
a rias.) for, s i nee, in recent yea rs
An act ion that took p l ace at a n undeterm ined She has moved house recently t ime in the past, but is connected to the p resent (Se ha cambiado de casa hace poco.)
FORMA
Afirmativa : sujeto + have I has + partic ip io del verba pr inc ipa l . Negativa : sujeto + have I has + not (o n't) + part ic i p io de l verba pr inc i pa l . lnterrogativa : have I has + sujeto + part ic ip io de l verba pr inc ipa l .
us os • Con acc iones que empeza ron en e l pasado y a u n
conti nuan . Por eso, a veces se traduce e l verba en presente.
• Con acciones pasadas cuyos efectos son visi b les actu a lmente.
+ Con u na acci6n que acaba de ocurri r. En este caso, ag regamos just entre e l a uxi l ia r y e l part ici p io. The athlete has just broken the world record. (E l at leta acaba de bat i r e l record mund ia l . )
Never, ever, a l ready y just se ponen entre e l aux i l i a r (have) y e l partic ip io de l verbo, m ientras que yet s iempre . se coloca a l fi n a l de la frase.
The match has already started. (E l part ido ya ha empezado.) Have you seen the film yet? (LYa has vista la pe l icu l a ?)
En afi rmativa usamos just, never y a l ready, en negat iva usamos yet y ever, y en i nterrogativa a l ready, ever, yet y just.
I 've never played football. (Nu nca he j ugado a l futbol . ) She hasn't tried snowboarding yet. (Todavia no ha probado el snowboard.)
Haven't you ever watched the Olympics on TV? (LN u nca has vista las O l impiadas en l a te levis ion?) The runner has just injured her leg. (La corredora se acaba de l esionar l a p ierna .)
1 1 8 1
Con how long . . . ? pregu ntamos cua nto ha du rado la acci6n o, si aun cont inua , cuanto t iempo ha pasado desde que empez6.
How long have you trained for the competition? ((Cuan to tiempo has entrenado para la competic i6n?)
For i nd i ca cua nto du r6 la acci6n y since, cuando empez6.
I have played volleyball for two years I since I was a child. (He j ugado a l vole ibo l d u rante dos a rias I desde que e ra u n n i rio.)
4. Landmarks F UTURE SIMPLE
Affirmative Negative
:J PAST SIMPLE / PRESENT PERFECT SIMPLE
El Past S imple i nd ica lo que ocu rri6 en u n momento concreto, mientras que e l Present Perfect Simple s itua la acci6n en u n periodo de tiempo.
I paid for the tickets yesterday. but I haven't collected them yet. (Pague las entradas ayer, pero no las he recog ido todavia.)
1 1 You wi l l a l low 1 1 You wil l not (won 't) a l low
Interrogative
Wil l 1 1 you al low?
He I She l it wil l a l low He I She l it will not (won 't) a l low
We I You I They wi l l a l low We I You I They wi l l not (won't) a l low
Uses
A pred iction
A p la nned sched u l e
A sponta neous decision
FORMA
Examples
Dubailand will attract thousands of tourists. (Duba i l and atraera a m i les de tu ristas.)
The tour of Du bat will begin at 9.00 am. (La visita a Duba i empeza ra a las 9 de la mariana .)
I am too tired to walk. I 'll take a taxi. (Estoy demasiado cansado para cam inar. Cogere u n taxi.)
usos
Wil l he I she I i t a l low?
Wil l we I you I they al low?
,--- - -- ---- --Time expressions
this even ing , in an hour, at 2 o'clock, later, tomorrow, next month I year, soon , i n a few weeks, i n the future, on the 1 st of May
Afi rmativa : sujeto + wil l (o ' 1 1 ) + forma base de l verbo. Negativa : sujeto + wi l l not (o won't) + forma base de l verba.
• Hacer pred icciones o a n u nciar hechos futu ros.
lnterrogativa : w i l l + sujeto+ forma base de l verba.
• Hab l a r de un hora rio estab l ecido. • Expresa r una decis ion repent ina , es decir, a lgo que
decid imos hacer m ientras estamos hab lando.
Grammar Appendix
BE GOING TO
FORM
Affirmative Negative Interrogative
I am going to buy I am not going to buy Am I going to buy?
You are going to buy You are not (aren't) going to buy Are you going to buy?
He I She / it is going to buy He I She / it is not (isn't) going to buy Is he I she I i t going to buy?
We I '<ou l lne'l are going to bu'l We I '<ou l lne'l are not �aren't) going to bu'l Axe we I '{OU I tne'{ going to bu'l? Uses Examples I Time expressions
A p la nned act ion for the future We are going to spend our next holiday in Dubai. th i s even ing , later, i n (Vamos a pasa r nuestras prox imas vacaciones en Duba i .) an hour, at 4 o'clock,
tomorrow, soon , next An action that is a bout to ha ppen Be careful! You are going to fall! month I year, in a few
(iTen cu idado ! iVas a caerte !) weeks, on the 8th of May
FORMA
Afirmativa : sujeto + am I is I are + going to + forma base del verba pr inc ipa l . �egativa : sujeto + am I is I are + not (o n't) go ing to + fdrma base de l verba princi pa l . l nterrogativa : am I is I are + sujeto + going to + forma base de l verba princ ipa l .
us os • Expresar i ntenciones, p lanes y decis iones sabre lo que
haremos en un futuro proximo. • Deci r que a lga esta a punto de ocurri r porque hay
i nd ic ios de e l lo.
FUTURE PERFECT SIMPLE
FORM
Affirmative Negative
� EL PRESENT CONTINUOUS CON VALOR DE FUTU RO
Anuncia acciones fijadas de antemano que ocurri ra n en el futuro proximo. Se sue le reservar para p la nes persona tes ya concertados. No expresa una i ntenci6n, coma be going to, sino a lga que ha s ido programado con ante lacion y que va a pasar con segu ridad . Se d isti ngue de l Present Continuous normal porq ue la expresion tempora l q ue va en la frase ind ica un t iempo futu ro y no presente.
He is going to sign a contract next month. (El va a fi rmar un contrato el mes que viene.) [ i ntencion] He is signing a contract tomorrow. (El firma I fi rma ra un contrato mariana.) [p lan concertado]
Interrogative
1 / You wi l l have eaten 1 / You wi l l not (won 't) have eaten Wil l I / you have eaten?
He I She / it wi l l have eaten He I She / it wil l not (won't) have eaten Wil l he I she I i t have eaten?
We I You I They wil l have eaten We I You I They wi l l not (won't) have eaten Wil l we I you I they have eaten?
Uses i Examples I Time expressions
A comp leted By the time Dubai runs out of oil, tourism will have become by th is t ime next week, by 3 o'clock, action at a certa i n a major industry. by the end of ... , by then, by August, future t ime (Para cuando Duba i se quede s in petroleo, e l tur i smo se i n fou r months
habra convert ido en una i ndustria muy importante.)
FORMA us os Afi rmativa : sujeto + wi l l have + part ic ip io de l verba pri nc ipa l .
• l nd ica r que una acc ion habra acabado en un momento determ inado del futu ro.
Negativa : sujeto + wi l l not (won't) have + partici p io de l verba pr incipa l . l nterrogativa : w i l l + sujeto + have + part ic ip io de l verba pri ncipa l .
FUTURE CONTINUOUS
FORM
Affirmative Negative Interrogative
1 / You wil l be trave l l ing I / You wi l l not (won 't) be travel l ing Wi l l 1 / you be trave l l i ng?
He I She / lt wi l l be trave l l i ng He I She / lt wi l l not (won't) be trave l l i ng Wi l l he I she I it be trave l l i ng?
We I You I They wi l l be trave l l ing We I You I They wi l l not (won't) be trave l l ing Wi l l we I you I they be trave l l i ng?
Uses Examples l Time expressions
An action in progress at a certa i n We'll be visiting Dubai this summer. at th is t ime tomorrow, at th i s t ime next . . . ,
futu re t ime (Estaremos vis ita ndo Duba i este on Thu rsday, in the next decade vera no.)
FORMA ::l WANT + I N FI N ITIVO /
Afirmativa : sujeto + wi l l be + verba pr inc ipa l terminado en - ing .
WANT + OBJETO + I N FI N ITIVO
• Want + i nfin itivo : expresa el deseo de hacer a lga. Negativa : sujeto + wi l l not (won't) be + verba pr inc ipa l term inado en -ing.
Joe wants to forget the terrible food in the restaurant. (Joe qu ie re olvida r la horr ib le comida de l resta u rante.)
l nterrogativa : w i l l + sujeto + be + verba pr inc ipa l term inado en - ing .
• Want + objeto + i nfin itivo : expresa e l deseo de que otra persona hag a a I go .
us os • Expresar lo que estara ocurr iendo en un momento
determ inado del futu ro.
They want tourists to come to Dubai. They �.ant that tot11 ists eome to Oubai. (Ou ieren que Ios tu ristas vengan a Dubai . )
Recuerda que en estos casos es necesa rio ut i l iza r Ios pronombres objeto en vez de Ios p ronombres sujeto.
Do you want me to phone for help? Do you ��ant} to phone fo1 help? (iOuieres que l l ame para ped i r ayuda?)
5 . Speak Out ! RELATIVE PRONOUNS \ DEFI N I N G RELATIVE CLAUSES
Uses Examples
who and that refer to people Tracy is the girl who I that loves the idea of Flexpetz. (Tracy es la ch ica a l a que le encanta l a idea de F lexpetz.)
which and that refer to objects Flexpetz is an agency which I that rents out dogs. (Fi expetz es una agencia que a l qu i l a perros.)
whose refers to possess ion This is the person whose dog needs more attention.
(�s;t� �s l � p�rs;?�� c�yg p�rr9 ��s�s;it� 111?? �����i?�.) when and that refer to a moment in t ime I 'll never forget the day when I that we saw our dog for the first time.
................... ..................................................................................................................................................... ... (�Y�S� g lyi9� r� � 1 9 1� �� 9.�-� .. Yirl'l?? . � ���s;tr? p�rr9 pgrprirr1�T�Y��J ... where refers to a particu l a r place I went to the park where you usually walk your dog.
(Fu i a l pa rq ue donde sue les pasea r a l perro.) NON-DEFIN I NG RELATIVE CLAUSES
Uses Examples
that ca nnot replace who or which Tracy, who works long hours, does not have time for a dog. (Tracy, q u e ta baja m uchas h o ras , no t iene t i empo pa ra u n perro.)
Son oraciones su bord inadas adjetivas i ntrod uc idas por un pronombre o un adverb io rel ative y las hay de dos ti pos: defin ing (especificativas) y non-defin ing (exp l i cativas).
DEFINING RELATIVE CLAUSES
Aportan informaci6n tan esenc ia l sobre su antecedente que s in e l l a s la frase q ueda ria i ncompleta. • Los pronombres who (personas) , which (cosas) y
that (personas y cosas) pueden omit i rse si no hacen de sujeto. Whose (poses i6n) no se puede omitir ni sustitu i r.
• When (t iempo) puede o m it i rse y sust it u i rse por that.
• Where no puede s u st it u i rse por that y so lo se om ite en a l g u na s ocas iones.
+ Whom se u sa d etras de las p re pos ic iones, pe ro se s u e l e om i t i r y pasa r l a prepos ic i6n d etras del verbo. The owner is the person to whom you have to talk. The owner is the person you have to talk to. ( La d uefia es l a person a con q u i e n t i enes q u e h ab l a r.)
Si el re lat ivo l l eva prepos ic i6n , lo ma s comu n es om it i r l o y pone r la prepos ic i6n d etras d e l ve rbo.
The film in which she appears was a great success. The film she appears in was a great success. ( La pe l fc u l a e n l a q u e sa l e fue u n g ra n ex ito. )
NON-DEFINING RELATIVE CLAUSES
Afiaden i nfo rmac i6n sobre s u a ntecedente y van entre comas. Se fo rma n con who, wh ich, when, where y whose, q u e no se pueden o m it i r.
� ESTRUCTURAS FORMAL E I N FORMAL
Cua nd o el re lat ivo va p reced i d o de u n a prepos ic i6n se s i g u e u t i l iza ndo which s i el a ntecedente es u n a cosa ; pe ro s i es u n a persona , e n l u g a r d e who se em p l ea whom. Ese e s u n uso muy forma l . Lo mas com u n en ambos casos es pone r l a prepos ic i6n a l fi n a l d e l a o rac i6n d e re l a tivo y om i t i r e l p ronombre .
This is the agency in which Marlena works. [Fo rma l] This is the agency (which] Marlena works in. [ I nfo rma l] (Esta es la agencia en la que trabaja Ma rl ena .) He is the person to whom you have to talk. [Fo rma l ] He is the person (who] you have to talk to. [ I nfo rma l] (E l es la persona con la que t ienes que hab l a r.)
� LOS PREFIJOS
Los p refijos dis-, i l-, im-, in- y un- se a fia d en a a l g u nos adj etivos pa ra expresar e l s i g n ifi ca d o opuesto.
satisfied (satisfecho/a) dissatisfied ( i nsatisfecho/a) legal ( l ega l ) illegal ( i l ega l ) patient (paci ente) impatient ( impaciente) correct (correcto/a) incorrect ( incorrecto/a) pleasant (agradab le) unpleasant (desag radab le)
Grammar Appendix
Recue rd a q u e e l p refijo i n - varia en Ios s igu ientes casos: • i l- de l a nte de adjetivos q u e emp ieza n por 1-
( illogical) .
• im- de l a nte de adjetivos q u e emp ieza n con m- o p( immortal) .
• i r - de l a nte d e adjetivos q u e empieza n con r -( irregular) .
Ten en cuenta que a veces no son pre 1jos s ; no pa rte de la pa labra : disaster, illusion, impress · e, unders and, etc. E l prefijo mis- se afiade a a l gunos sutan i os erbos para i nd ica r q u e a l go se hace incorrecta men·e.
use (uso) misuse (mal uso)
Con en- se forman verbos que descri ben e l paso al estado i nd icado por la pa l ab ra a la que se a fiade este prefijo.
close (cerrar) enclose (encerrar)
Otros prefijos que se ag regan a d isti n tas c l ases de pa labras son anti-, b i- , eo-, i nter-, mu lti-, non-, over-, pre - , re- y under-.
social (soc ia l , soc iab le) centenary (centenar io/a) pilot (p i loto) national (naciona l ) lateral ( latera l ) smoker (fumador/a) active (activo/a) historic ( h ist6rico/a) write (escri b i r) ground (sue lo)
antisocial (a ntisocia I ) bicentenary (bicentena rio/a) co-pilot (copi l oto) international ( internaciona l ) multilateral (mu l t i l atera l ) non-smoker (no fumador/a) overactive (h iperactivo/a) prehistoric (preh ist6r ico/a) rewrite (reescri b i r) underground (subterraneo)
No existen normas especificas en ing les sobre e l uso de g u iones entre Ios prefijos y las pa labras a las q u e p receden. Por l o ta nto, encontra ra s prefijos seg u idos d e g u ion, otros integrados en l a pa labra y otros que pueden adopta r ambas formas.
1 2 1
6 . Extreme Weather
LOS MODALES
Modal Uses Examples
can ab i l i ty Most tornado chasers can avoid dangerous situations. (La mayoria de cazadores de tornados saben evita r las s ituaciones pe l i g rosas.)
req uest Can I join your group? (LPuedo un i rme a vuestro g ru po?) , .......
poss ib i l i ty ... a, '""u you my car. , :" . f.'' uca te m i cache}
be able to ab i l i ty, possib i l ity I think they will be able to see a twister. (Creo que pod ran ver un h u racan.)
can 't i nab i l ity I can't {cannot) drive. (No se conduc i r.) , .. .. .
prohibit ion You can 't take your children with you. (No puedes l l eva r a tus h ijos contigo.)
d isbe l ief That can't be Paul. He is in China! (Ese no puede ser Pa u l . i Esta en Ch ina !)
1 could past ab i l ity She co�id ��� ��;yf�si :;;t;�n sh� ;.d5 ; ··�hiTrT (Sa bia correr muy deprisa cuando e ra una n i fia .)
pol ite req uest Could you tell me more about the tour, please? (L Pod rias conta rme mas cosas sabre el viaje, por favor?)
possib i l ity The weather forecast could be wrong. (E l pron6stico de l t iempo pod ria ser e rr6neo.)
pol ite suggestion You could come with us next time. (Pod rias ven i r con nosotros la proxima vez.)
·······-·····
may I might poss ib i l i ty The tourists might be disappointed after the trip. (Puede q u e Ios tu ristas esten decepcionados despues de l viaje.)
may pol ite request May I borrow your travel guide, please? (LPuedo tomar prestada tu g u ia de viaje, por favor?)
should I ought to advice, op in ion She should I ought to be more concerned about the dangers of the trip. (Deberia preocu pa rse mas por Ios pe l igros de l viaj e.)
need to ob l igat ion , I need to know what the weather will be like tomorrow. necessity (Necesito saber que t iempo hara mafiana .)
have to obl igat ion , You will have to spend a Jot of time in the car. necessity (Debe ras pasar mucho t iempo en el cache.)
must obl igat ion , strong All students must evacuate the school in case of fi;�: .
necessity os Ios estud i an tes deben evacuar la escue la en caso de i ncend io.) , ........... .
certa i nty that hasn't seen a single tornado. He must be disappointed. someth ing is true
....... (No ha vista ni u n so lo tornado. Debe de esta r decepcionado.) ...........................................................................................................................................................................................................................................................
mustn't proh ib it ion You mustn't get too close to a tornado. (No debes acerca rte demas iado a un tornado.) .......... ... ..... . . ....................................... ...................................................................................... � ....... ...
don't have to l ack of ob l igat ion I You don't have to worry about anything. necessity (No t ienes q u e preocu parte por nada .)
needn't to l ack of ob l igat ion I You needn't bring me a present. necessity (No t ienes que traerme u n rega lo.)
would forma l requ est Would you open the window, please? L: Pocl r[<J<; <Jhr i r I <J vrnt<Jn<J. nor f<Jvor?)
offe r Would you like some more water? (LQu i eres mas agua?)
FORMA
Los verbos moda les : • Son i nva r iab les, por l o que t ienen una misma forma
pa ra todas las personas y no se conjugan . • No necesita n do I does para formar l a negativa n i l a
i nterrogativa. • Siempre van seg u idos de un verba en la fo rma base.
Grammar Appendix
may I might Expresa n posi b i l idad (mas remota cuando se emplea might) de que ocu rra a l ga. May tambien se usa para hacer peticiones mas forma les que con can.
should I ought to Los dos se emp lean pa ra da r consejo y hacer recomendaciones. Ought to a penas se usa en negativa ni en interrogativa. Should es el mas com(m de Ios dos.
Be able to, have to y need to no comparten todas estas ca racteristicas, pero s i a l g unos de sus usos (hab i l i dad , ob l igac i6n , etc.).
need to Se puede conjugar y, por lo tanto, puede usarse en todos Ios t iempos verba l es. Expresa ob l igaci6n o necesidad.
us os can
• Expresar hab i l i dad o capacidad • Hacer peti c iones , dar y ped i r permiso • l n d ica r posibi l idad + Hacer sugerencias You can bring your camera on the tour.
(Puedes traer tu camara al viaje.)
be able to
have to Tiene las mismas fu nciones que must a u nque la ob l i gaci6n que expresa no es ta n fue rte. Coma must so lo puede usarse en Presen t Simple, en el resto de t iempos verba les usamos have to.
must Expresa ob l i gaci6n o necesidad , especia lmente cuando la impone la l ey o a l g u ien de autoridad . Ademas expresa una conc lusion 1 6g ica ("deber de" , "tener que") .
mustn 't • Tiene el m ismo s ign ificado que can, pero coma can
solo puede emp learse en Present Simple, en e l resto de t iempos verba les usamos be able to.
l nd ica proh i b ic i6n .
don't have to Sign ifica "no tener que" I "no tener por que", es decir, ausencia de ob l igac i6n y de necesidad (como needn 't). can't
• Es la fo rma negativa de can
• Expresa r deducci6n negativa o certeza de que a l ga es needn't l n d ica que no hay ob l igaci6n o neces idad de hacer a l ga ( i g ua l que don't have to).
i mposib le
could • Expresa r hab i l i dad o capacidad en el pasado • Hacer petic iones mas educadas que con can
would Se ut i l iza para ped i r u ofrecer a l ga de manera educada.
• l nd icar posib i l idad mas remota que con can
• Hacer sugerencias menos d i rectas que con can f.OS MODALES PERFECTOS
Modal Perfect Uses
must have lt must have been very exciting for her to make that trip. (Debe de haber s ido muy emociona nte para e l l a hacer ese viaje.)
A guess about a past action She may I might have forgotten the meeting. (Puede q u e se l e haya o lv ida do l a reu n ion . )
.......... ........... ..... ... . . . . : ...... ................ .
would have
Abi l ity to do someth ing in the past which in the end was not done
Certa i nty that someth ing d i d not ha ppen
Desi re to do someth ing i n the past which in fact cou ld not be done
should I Criticism or regret after an event ought to have
it was a stupid thing to do. You could have hurt yourself (Ha s i do u n a tonterfa h acer eso. Te pod rfas haber hecho da iio. )
They couldn't have predicted the tornado. it was a sunny day. (No pod ria n haber p red i cho el tornado . Hac ia u n d ia so l eado. )
I would have gone with you, but I was too scared. ( Hab r ia i do cont igo , pero ten i a d emas i ado m iedo.)
You should I ought to have warned me earlier. (Debe rias h a berme av isado a ntes.)
...................................... : ................... . shouldn't Criticism or reg ret after an event have
I shouldn't have taken so much luggage. ( No ten ia q u e habe r cog ido tanto eq u i paje.) I You needn't have bought the tickets. I was going to buy them myself
L-------'--------------'-(_N_o ten ias por que compra r Ios b i l l etes. � a compra rlos Y�_j needn't have An u n necessa ry past action
-
must have + partic ip io Expresa una conc l usion log ica de u n hecho pasado. may I might have + participio Se usa n pa ra hacer una su posic ion de un hecho pasado. could have + partic ip io l n d ica que se pudo haber hecho a lga en e l pasado, pero q u e fi na lmente no se h izo. couldn't have + participio Expresa l a certeza de que a lga no pudo haber ocurrido.
would have + partic ip io l nd i ca que se qu iso haber hecho a lga en e l pasado pero no se pudo deb ido a factores o c i rcu nsta ncias exte rnas.
should I ought to have + particip io Con ambos podemos ta nto quejarnos de lo que ocurrio coma l amenta rnos de que no se haya cump l ido lo que espera bamos.
shouldn't have + participio Expresa nuestra op in ion crftica sabre un hecho pasado, i nd i cando que no deberia haber ocurrido.
needn't have + participio l nd ica que no hab ia necesidad de hacer l o que se h izo.
::l EL GERUNDIO Y EL I N FIN ITIVO
EL GERUNDIO
Es l a forma verba l term i nada en - ing , que fu nciona coma sustantivo en Ios sig u ientes casos: • Coma complemento d i recto de a l g unos verbos :
consider, continue , deny, detest, d isl i ke, enjoy, fin i sh , hate, l ike, love, miss, prefer, recommend, suggest, etc. I enjoy doing sport. (Me d ivierto hac ienda deporte.)
• Detras de las preposic iones. Lucy doesn 't like his way of playing. (A Lucy no le gusta su forma de j ugar.)
• Detras de a l g unas formas verba les : be used to I get used to, can't help , can't stand, don't m ind I wouldn't mind, fee l l i ke , it's no use, look foward to, etc. I fee/ like going to the cinema. (Me apetece ir al c ine.)
• Coma sujeto de l a oracion cuando hab lamos de acciones o hechos en general . Taking up a new sport is not easy. (Empezar a practica r u n nuevo deporte no es faci l . )
EL I N F I N ITIVO
Es la fo rma verba l preced ida de to y se em p lea en estos casos: • Coma suj eto, hab lando de un hecho concreto.
To apply for that job would be a good ideo. (So l ic itar ese trabajo seria u na buena i dea .)
• Detras de verbos coma: agree, appear, choose, decide, hope, learn, p lan , promise, refuse, seem, want, wish, etc. He decided to try the cake. (Decid io probar la ta rta.)
• Detras de a l gunos adjetivos y adverbios. He left early to arrive on time. (Se fue pronto para l l egar a t iempo.)
• Detras de l comp lemento i nd i recto de verbos coma : advise, he lp , i nvite, persuade, teach, tel l , warn, etc. He invited me to join them. (Me i nvito a u n i rme a e l los.)
S i n embargo, a l g unos verbos de percepcion (hear, feel, see . . . ) , make y let van seg u idos de la fo rma base ( i nfi n itive sin to) .
/ let Sally come with us. (Deje a Sa l l y ven i r con nosotros.)
VERBOS SEGU I DOS DE GERUNDIO Y DE I N FI N ITIVO
Verbos coma beg in , forbid, i ntend, propose o start pueden i r segu idos de ambas formas verba les s in que su s ign ificado va rie :
They started to answer I answering the letters. (Empeza ron a contesta r las ca rtas.)
Los verbos love, l i ke, prefer y hate pueden ir segu idos ta nto de gerund io coma de i nfi n itive, pero e l matiz de su s ign ificado va ria : • Se ut i l iza love I l i ke I hate I prefer + gerund io cuando
e l s ign ificado es genera l . / love dancing. (Me e nca nta ba i l a r.)
• Se uti l i za love I l i ke I hate I prefer + i nfi n i tive cuando se refie re a una s i tuac ion o u n t iempo en parti cu l a r. I hate to tell you, but Uncle Jim is coming this weekend. (Od io deci rte esto, pero el tio J im viene este fi n de semana. )
En cambio, otros no s ign ifican lo mismo si l l evan detras un geru nd io o un i nfi n i tive. A cont inuac ion tienes a l gu nos ejemplos : • forget + gerundio se em p lea en frases negat ivas pa ra
i nd icar la imposibi l i dad de o lv idar a l ga ocurr ido en e l pasado. I 'll never forget meeting Angelina Jolie. (Nunca o lv idare haber conocido a Angel i n a Jo l i e.)
• forget + infin i tive sig n ifi ca "olvida rse de hacer a l ga". He always forgets to bring the keys. (E l s iempre se olvida de traer las l l aves.)
• remember + gerundio s ign ifica " recorda r a lga que se h izo en el pasado". I remember giving them their tickets. (Recuerdo haberl es dado sus entradas.)
• remember + infin itive sign ifica "acordarse de hacer a lga': Remember to close the door before you go. (Recuerda cerra r la puerta a ntes de i rte.)
• regret + gerundio s ign ifica " lamentar haber hecho a l ga en e l pasado". He regrets leaving school at 1 6. (Se a rrepiente de haber dejado el co leg io a I os 1 6.)
• regret + i nfin itive s ign ifica " lamentar la q u e se va a deci r a cont inuacion". I regret to tell you that you have foiled the exam. (Siento deci rte que has suspend ido el examen.)
• stop + gerundio s i g n ifica " d ej a r u n h a b i to ". Bob stopped smoking last year. tBob dej6 de fumar el ai\o pasado.)
• stop + infinitive significa "deja r d e h acer a l go para hacer otra cosa". Can we stop to have a coffee? (LPodemos parar para tomar un cafe?)
Gra mmar Appendix
7 . Travel LAS ORACIONES CONDICIONALES
--Conditional clause Result clause Examples
ZERO COND ITIONAL
if Present Simple If I do sport, I feel energetic.
+ Presen t Simple (Si hago deporte, me s iento l leno de ene rg fa.) when
FIRST COND ITIONAL
If people see Antarctica 's beauty. they'll understand why it's important.
if Future Simple (S i l a gente ve l a bel leza de la Anta rt ida , entendera por que es + Presen t Simple Imperative i mportante.)
unless Moda l + base form Call me tonight if you want to come on the trip with us. (Li amame esta noche s i q u ieres ven i r a l viaj e con nosotros.) If the station is closed, you can buy tickets on the Internet. (Si la estaci6n esta cerrada , puedes compra r Ios b i l l etes por I nternet.)
SECOND CON DITIONAL
if would If I had enough money. I would travel to Australia in the summer.
+ Past Simple + base form (Si tuvi era suficiente d i ne ro, viaja rfa a Austra l ia en vera no.) un less could I might I could I might buy a house by the beach if I won the lottery.
(Podrfa compra rme una casa cerea de la p l aya si gana ra la l oterfa.)
THIRD CONDITIONAL
would have If I had told her, she would have joined us.
if + Past Perfect + past partic ip le (S i se lo hub i era d icho, habria ven ido con nosotros.) cou ld I He could I might have arrived on time if he had left earlier.
might have (Pod rfa haber l l egado a t iempo s i hub ie ra sa l i do a ntes.)
Son oraciones compuestas por una proposic i6n subord inada que expresa la cond ic i6n (conditional clause) y una pr incipa l que i nd ica e l resu ltado (result clause). No importa e l o rden en que se coloq uen las proposic iones, pero s i l a condic i6n va pr imero, se sue le poner u na coma entre ambas.
EL PRIMER CONDICIONAL
Usamos if + Present Simple en l a cond ici6n y Future Simple en e l resu ltado. Expresa que ocu rrira si se cump l e l a cond ic i6n sefia lada . Ademas de l Future Simple, en e l resu ltado tambien se pueden usar Ios verbos moda l es o e l imperativo.
If it rains, the roads get wet. (Si l l u eve, las ca rreteras se mojan .) The roads get wet if it rains. (Las ca rreteras se mojan si l l u eve.)
EL CON DICIONAL CERO
Usamos if + Present Simple en la cond ici6n y Present Simple en e l resu l tado. Expresa s ituac iones que se rep iten s iempre que se da una determ i nada cond i ci6n . A veces podemos usar when en lugar de if s in que e l s ig n ificado de la frase varie .
If you heat ice, it melts. (Si ca l i en tas h i e lo , se de rrite.) When I drink too much coffee, I can't sleep. (Cuando tomo demasiado cafe, no puedo dorm i r.)
You can 't go out if you don't finish your homework. (No puedes sa l i r si no term i nas tus deberes.) If you search for information on the Internet, use Google. (Si buscas i nformaci6n en I n ternet, ut i l iza Google . )
Para expresar que a lga no ocu rri ra s i no se cump le la condic i6n, la proposici6n es i ntrod ucida por l a conjunci6n unless, que eq u iva le a if not ("a no ser q ue" , "a menos que") . o se n i ega el verba en Present Simple.
Unless we stop global warming, the icebergs will melt. If we don't stop global warming, the icebergs will melt (A no ser q u e detengamos I Si no detenemos el ea b "o c l imcitico, Ios icebergs se de rretira n.)
Ten en cuenta que unless se usa con basta nte as i du idad en e l pr imer cond ic iona l , pero es menos frecuente en e l segundo cond ic iona l y n u nca se emplea en e l tercero.
125
EL SEGUNDO CONDICIONAL
Se usa if + Past Simple en la cond ic ion y would + e l verba en la forma base en el resu l tado. Expresa cond ic iones h ipoteticas refer idas al presente, es dec ir, que es poco probab le que ocu rra n ; por eso lo t raducimos coma un preterito imperfecta de subj u ntivo.
He wouldn't travel to China unless he had a long holiday. (No viaja ria a Ch ina a no ser q u e tuviera u nas vacaciones l a rgas.)
Si el verba de la cond ic ion es to be, se sue le ut i l izar were en todas las personas de l s i ngu l a r y de l p l u ra l .
If that camera weren't so expensive, I would buy it. (Si esa camara no fue ra tan cara, la compra ria.)
Para dar consejos se emp lea la fo rmu l a if I were.
If I were you, I would travel by train. (Yo en tu l uga r, viaja ria en tren.)
En l ugar de would podemos usar Ios moda l es cou ld o might en e l resu ltado, pero ambos i nd ica n que la probab i l idad de que se cump la la h i potesis es aun menor. Eq uiva l en a l condic iona l "podria" o a las expres iones "ta l vez" I "qu izas".
If plane tickets were cheaper, it could encourage her to visit you in New York.
(Si Ios b i l l etes de avion fuesen mas ba ratos, eso pod ria a n ima rla a vi sita rte en Nueva York.)
EL TERCER CONDICIONAL
Se forma con if + Past Perfect en l a cond ic ion y would have + partici p io en e l resu ltado. En este caso la cond ic ion es tota l mente impos ib le , pues se refiere a l pasado y ya no puede rea l izarse.
Sarah would have learnt French if she had taken lessons. (Sarah habria a prend ido frances si hub ie ra recib ido lecciones.)
En vez de would have + partici p io, en e l resu ltado podemos emplear could have o might have + part ic ip io.
If we had brought our camera, we might I could have taken a picture. (Si h u biesemos tra ido la camara , habriamos pod ido saca r una foto.)
::l ORACIONES TEMPORALES
Las refer idas al fu turo se forman como las oraciones de l primer cond ic iona l : Present Simple en l a su bord inada y Future Simple en la pr inc ipa l . Lo que camb ian son las conju nciones, que en este caso son as soon as , by the t ime , the moment (that). when, etc.
As soon as you get on board, your guides will explain everything. (Ta n pronto como suba is a bordo, vuestros gu ias os expl ica ra n todo.) When we get home, /'11 give you your present. (Cuando l l eguemos a casa, te da re tu rega lo.)
::l SUFIJOS PARA FORMAR SUSTANTIVOS
Como ya sabes, Ios sufijos son term i nac iones que afiad imos a a l g unas pala bras para formar otras nuevas. A lgunos de Ios mas uti l izados para formar nombres a partir d e verbos son -ment, -tion I -sion y -er I -or.
Estos son a l gu nos ejemp los : agree (acorda r) invite ( i nvita r) conclude (concl u i r) run (correr) sail (navegar)
agreement (acuerdo) invitation (i nvitacion) conclusion (conc lus ion) runner (corredor) sailor (mari nero)
Tambien se forman susta nt ivos afiad iendo Ios sufijos - ity, -sh ip , -ness, -ence I -ance y -th a a l gu nos adjetivos, susta ntivos o verbos.
personal (persona l ) personality (persona l idad) friend (am igo) friendship (am istad) happy (fe l iz) happiness (fe l ic idad) obedient (obed iente) obedience (obed iencia) annoy (mo lestar) annoyance (mo lestia) strong (fue rte) strength (fue rza)
Grammar Appendix
8 . Honesty
LA VOZ PASIVA
Tense Active Passive -Present Simple The police conduct an experiment. An experiment is conducted by the police.
Past Simple The police conducted an experiment. An experiment was conducted by the police.
Future Simple The police will conduct an experiment. An experiment will be conducted by the police.
Present Continuous
Past Continuous
Present Perfect Simple
The police are conducting an experiment.
The police were conducting an experiment.
The police have conducted an experiment.
An experiment is being conducted by the police.
An experiment was being conducted by the police.
An experiment has been conducted by the police.
Past Perfect Simple
Modals
The police had conducted an experiment. An experiment had been conducted by the police.
An experiment should be conducted by the police.
An experiment could have been conducted by the police.
Modal Perfects
The police should conduct an experiment.
The police could have conducted an experiment.
have to
be going to
The police have to conduct an experiment.
The police are going to conduct an experiment.
An experiment has to be conducted by the police.
An experiment is going to be conducted by the police.
FORMA
Afirmativa : sujeto + verba to be + part ic ip io del verba pri nc ipa l .
The painting was stolen yesterday. (E l cuadro fue robado ayer.)
Negativa : sujeto + verba to be + not (o n't) + partici pio del verba pr inci pa l . S i l a frase l l eva un moda l , u n verba en Future Simple o u n t iempo compuesto, l o que negamos es e l moda l , wi l l o have I has.
The painting wasn't stolen yesterday. (E l cuadro no fue robado ayer.)
l nterrogativa : verba to be + e l sujeto + part ic ip io. Si en la preg unta hay un moda l , un verba en Futu re Simple o u n t i empo compuesto, la frase pasiva comienza con e l moda l o e l verba aux i l i a r, igua l que en la voz activa.
Was the painting stolen yesterday? (L E I cuadro fue robado ayer?)
Las preg untas que l l evan particu la i nterrogativa tambien i nv ierten e l orden de l verba aux i l i a r y de l sujeto, menos cuando la particu la hace de sujeto.
What strategy has been followed? (LOue estrateg ia ha s ido segu ida I se ha seg u ido?) Who will be chosen as Prime Minister? (LOu ien sera e leg ido Primer M i n istro?)
::2 COMO PASAR U NA ORACION A PASIVA
Antes de saber cua les son Ios pasos que hay que seg u i r para pasa r una oraci6n de activa a pasiva, e s importa nte que recuerdes que la pasiva es mas frecuente en i ng les que en caste l l a no, par l o que so lemos traduc i r e l verba en activa o en la fo rma impersona l . E l esq uema que puedes ver a conti n uaci6n expl ica c6mo se pasa una oraci6n de forma activa a pasiva.
This film critic (subject)
The article (subject)
wrote
was written
the article. (abject)
by this film critic. (abject)
(E l a rt icu lo ha sido escrito par este critico de c ine.)
• Ponemos coma sujeto e l comp lemento que haya detras del verba en activa, ya sea d i recto o i nd i recto, s iendo e l u lt imo caso mas frecuente y exc lusivo de l i ng les. Si e l comp lemento i nd i recto es un pronombre objeto, se camb ia a la fo rma de p ronombre sujeto. The experts chose them for the experiment. They were chosen for the experiment by the exce �5 (Fue ron e l eg idos para e l experimento par 10s e :J e -: : :
1 2 7
1 2 8
• Ponemos e l verbo to be en el m ismo t iempo q ue ten ia e l verbo pr inc ipa l en la voz activa y e l verbo pr inc ipa l en part ic ip io . Los moda l es y be going to no camb ian , pues es e l verbo que Ios s igue e l q u e se pone en pasiva. The police might catch more criminals thanks to this idea. More criminals might be caught by the police thanks to this idea. (Mas de l i ncuentes pod ria n ser atrapados por la pol ic ia g rac ias a esta idea.) They are going to publish a new book about criminals. A new book about criminals is going to be published. (Se va a pub l icar u n n uevo l i bro sobre de l i ncuentes.)
• Colocamos e l sujeto de la activa al fi na l , preced ido de by. Recuerda camb ia rlo por su correspond iente pronombre objeto si es uno persona l . Otros ejemp los : The police arrested some thieves. Some thieves were arrested by the police. (Aig u nos ladrones fueron a rrestados por la pol ic ia . )
us os • l nd i ca r que l a acci6n es mas importa nte que el
sujeto que la rea l iza, b ien porq u e es poco rel eva nte, d esconocido o porq u e no se q u i ere nombra r. Somebody bought the diamond ring. The diamond ring was bought. (E l a n i l l o de d i amantes fue comprado.)
• Con verbos como say, th i nk, bel ieve, know o report es posib l e uti l iza r dos fo rmas de pasiva : - La primera es una construcci6n impersona l con it seg u ida de una oraci6n con that, sujeto y verbo. Se trad uce como una oraci6n impersona l pero activa : "Se d ice I Se p iensa I Se ere e . . . " ; so lo el verbo know se puede traduc i r en pasiva.
lt is said that people behave in a different way when they lie. (Dicen I Se d ice que la gente se comporta de modo d iferente cuando m iente.) lt is known that nobody is honest all the time. (Es sab ido q u e nad ie es si ncero todo el t iempo.)
- La seg unda se forma con e l sujeto + uno de estos verbos en pasiva + un infi n it ive. Para trad uc i r este tipo de pasiva tambien recurr imos al pronombre "se" o usamos u n sujeto genera l como "todo e l mu ndo" , " l a gente", etc.
The new system is said to be very successful. (Se d ice que el n uevo sistema es u n exito.)
E l verba consider so lo es posib l e en e l seg undo tipo de pasiva y t iene una trad ucci6n l itera l : "ser I esta r considerado".
The new system is considered to be very successful. (E l nuevo sistema esta cons iderado u n exito.)
::l LOS VERBOS CAUSATIVOS: HAVE / GET +
SOMETHING + DONE
Los verbos have I get + u n susta ntivo + pa rtic ip io de pasado expresa n acciones que encargamos a a l gu ien .
I 'm going to have I get m y hair cut. (Voy a corta rme e l pe lo . ) [ lo ha rei otra persona]
Esta estructu ra tiene un sent ido pasivo, pues el sustant ivo q u e va en med ia reci be l a acci6n del verbo que va en part ic i p io , pero se sue le trad uci r en voz activa.
My watch broke, so I had it repaired yesterday. (Se me estrope6 el re loj , asi que lo h ice a rreg l a r ayer.)
Aunque ambos se usan i nd isti ntamente, get es mas i nformal y, por ta nto, mas comun en e l i ng les hab lado.
I got my house painted last week. (Me pi n ta ron la casa I Pi nte mi casa la semana pasada .)
::l ADJETIVOS SEGUI DOS DE PREPOSICION
Detras de to be es frecuente encontra r adj etivos acompariados de una preposic i6n seg u ida de u n susta ntivo, u n p ronombre o u n gerund io. Son adjetivos en func i6n atri butiva.
I was thrilled by the last Harry Potter film. (Me enca nt6 la u lt ima pel icu la de Harry Potter.) My mother is worried about me. (M i madre esta preocu pada por m i.) We are tired of working. (Estamos cansados de tra baja r.)
Grammar Appendix
9 . That's Entertainment !
EL ESTILO INDIRECTO
Tense Direct Speech Reported Speech
Present Simple We eat healthy food. She said that they ate healthy food.
Past Simple We ate healthy food. She sotd that they had eaten healthy food. Future Simple We will eat healthy food. She said that they would eat healthy food.
Present Continuous We are eating healthy food. She said that they were eating healthy food.
Past Continuous We were eating healthy food. She said that they had been eating healthy food.
Present Perfect Simple We have eaten healthy food. She said that they had eaten healthy food.
Present Perfect Continuous We have been eating healthy food. She said that they had been eating healthy food.
Past Perfect Simple We had eaten healthy food. She said that they had eaten healthy food.
Past Perfect Continuous We had been eating healthy food. She said that they had been eating healthy food.
CAMBIOS EN LOS MODALES CAMBIOS EN OTRAS PALABRAS Y EXPRESIONES
Direct Speech Reported Speech Direct Speech
can could now
may might today
must I have to must I had to ton ight
wi l l would yesterday
last week
a month ago
tomorrow
next week
here
this I these
E l est i lo i nd i recto se ut i l iza para conta r lo que a l g u ien ha d icho sin citar exactamente sus pa labras.
REPORTED STATEMENTS
Podemos contar en presente lo que a l gu ien acaba de deci r, para lo cua l basta con suprim i r l a s com i l l as y camb ia r el pronombre sujeto y la persona de l verba.
"I am tired. " He says that he is tired. (D ice que esta cansado.)
Pero lo norma l es que el verba que i ntroduce l a subord inada en est i lo i nd i recto (norma lmente say o tel l) vaya en pasado, y entonces el cambio mas importante es que e l verba de l a subord inada da un sa lto atras (de Present Simple a Past Simple, de este a Past Perfect, etc.).
Reported Speech
then
that day
that n ight
the previous day I the day before
the previous week I the week before
the previous month I the month before
the fol lowing day I the day after I the next day
the fol lowing week I the week after
there
that I those
Ademas de suprim i r las comi l la s y cambiar Ios t iempos verba les, tambien es necesario que hagamos a l g unos cam bios en Ios pronombres y en las expresiones de tiempo y l ugar. La oraci6n subord inada va i ntroducida por la conj u nci6n that, aunque en i ng l es hab lado se sue le omit i r.
"I'll tell you my opinion about the show tomorrow. " She said (that) she would tell m e her opinion about the show the next day. (D ijo que me d i rfa su opin ion sabre el programa a l d fa s igu iente.)
Cuando la frase enuncia una verdad genera l no hay camb io en Ios t iempos verba l es.
"Crime is punished by law, " she said. She said that crime is punished by law. (D ijo que la de l i ncuencia es castigada por la l ey.)
Coma ya sabes, Ios verbos mas com u nes para i ntroduc i r e l esti l o i n d i recto son say y tel l . Tel l s iempre l l eva u n comp lemento i nd i recto s i n l a preposic i6n to. Say puede l l evar complemento i nd i recto o no, pero si lo l leva debe i r con esa prepos ic i6n .
"The police caught the robber", he said. He told us that the police had caught the robber. He said that the police had caught the robber. He said to us that the police had caught the robber. (Nos d ij o que la pol icia hab ia cog ido a l l ad r6n. )
REPORTED QUESTIONS
Hay dos ti pos de pregu ntas en i ng l es : • Las Yes I No questions son las que se pueden contesta r
con u n "si" o u n "no". Para ponerlas e n esti l o i n d i recto empleamos el verba ask, y a conti nuaci6n if o whether. Entonces, como la pregu nta deja de serlo y se convierte en una frase, no hay i nvers ion sujeto-verbo ni s igno de i nterrogaci6n, y tampoco com i l l as. "Are you upset?" they asked the contestant. They asked the contestant if I whether she was upset.
(Le pregunta ron a la concursante si estaba enfadada.) • Las Wh- questions no se pueden contestar con un "si"
o un "no". Son las que com ienzan con una particu l a i n te rrogativa (what, who , where , when, why, whose, how, how long, etc.) AI pasa r las al esti l o i nd i recto ponemos d icha particu l a en l uga r de if o whether. Luego va n el sujeto y el verbo, y presci nd imos del s igno de i nterrogaci6n y de las com i l la s. "What is the name of the new show?" Keri asked. Keri asked what the name of the new show was. (Keri pregu nt6 c6mo se l lamaba e l n uevo p rog ra ma.)
REPORTED ORDERS
Para pasar u na orden a est i l o i n d i recto cambiamos e l imperativo por u n i nfi n it ivo. Pero a ntes de l i nfi n it ivo debemos usar un verba que exprese mandato, como tel l u order, segu ido de l comp lemento i nd i recto. Tambien se pueden usa r Ios verbos ask o beg para expresar petic iones, i nvite para hacer una i nvitaci6n o warn para adve rt i r a a l g u ien de a lgo .
"Fly in circles, " the producers told the pilot. The producers ordered the pilot to fly in circles. (Los productores madaron a l p i l oto vola r en circu los.)
Cuando se trata de una oraci6n negativa, ponemos not de la nte de to.
"Don 't tell anybody. " He begged me not to tell anybody. (Me sup l i c6 que no se lo d ijera a nad ie.)
REPORTED SUGGESTIONS
Primero ponemos el sujeto y el verba suggest en pasado y a cont inuaci6n decimos lo que sug i ri6 esa persona . Las sugerencias se pueden pasa r al esti lo i nd i recto de dos formas: • Usando una orac i6n de comp lemento d i recto
i ntrod ucida por that, con su sujeto y el verba en l a forma base. "Let's watch the new TV sho w, " Tom suggested. Tom suggested that we watch the new TV show. (Tom sug i ri6 que vieramos el n uevo prog rama de te l evis ion.)
• Usando el gerund io, s i n especifica r n i n gun sujeto. "Let's phone the police immediately!" She suggested phoning the police immediately. (E l la sug i ri 6 I la mar a la pol ic ia i nmed iatamente.)
::l REPORTING VERBS
Los verbos mas uti l izados para i ntroduc i r el est i lo i n d i recto son say, tel l y ask, que tra nsmiten e l mensaje s in ariad i r mas i nformaci6n. Pero si tambien q ueremos comunicar l a i ntenci6n de l hab la nte o e l tono que us6, podemos uti l iza r otros muchos reporting verbs :
• Afi rmac i ones : admit, announce, answer, apolog ise, boast, c la im, compla in , declare, expla in , inform, insist, mention, offer, remind , reply, state
• Pregun tas : enquire, request, want to know, wonder
• Ordenes : demand, order, shout, warn
• Sup l icas : beg
• Sugerencias : advise, i nvite, recommend, suggest
"I will be home late. " She reminded me that she would be home late.
(Me recorda que l legar ia tarde a casa.) "Did you arrive on time?" Dove wanted to know if I had arrived on time. (Dave q u iso saber si yo ha bia l l egado a t iempo.) Be careful!" He shouted (at] me to be careful.
(Me g rit6 que tuviera cu idado.) "You should do your homework. " The teacher advised me to do my homework.
(La profesora me aconsej6 que h i c iera Ios deberes.)
::l USED TO I BE USED TO I GET USED TO Se uti l izan para hab la r d e acciones que eran frecuentes en e l pasado pero ya no lo son. Sue len acompariarse de adverbios y expresiones de t iempo.
Bob used to dream abou t becoming an actor each night. (Cada noche, Bob so l ia sonar I soriaba con l legar a ser actor.)
Used to no t iene forma de presente. En negat iva e i n terrogativa requ i ere el auxi l i a r did y en ambos casos pie rde l a d.
Did your mother use to travel a lot when she was young?
(,!Tu madre sol ia viaja r mucho cuando era joven?) Be used to s ign ifica "estar acostumbrado a" , m ientras que get used to se refiere al proceso de acostumbra rse. En ambos casos va seg u ido de un nombre o un gerund io detras de to . Los verbos que acomparian a used son be y get, Ios cua les se pueden conjugar.
Famous actors are used to the paparazzi. (Los actores famosos estan acostumbrados a Ios paparazzi . ) She is used to going to the gym every afternoon . (Esta acostumbrada a ir a l g imnas io todas las ta rdes.) He is getting used to his new routine. (Se esta acostumbrando a su nueva rut ina .) I cannot get used to living in such a noisy street. (No me acostumbro a vivir en una ca l l e ta n ru idosa.)
PRONUNCIATION PRACTICE A l l the exercises in th is section are recorded on the Class Audio CDs.
Unit 1 PHONETIC ALPHABET
1 . Listen and repeat the sounds and words i n the pronunciation key below.
n: far, past f father
a.· cat, band g girl
a1 ki te , fi ve h hat
ac mou se, town J ) es
e bed, head k king
e J play , page l ong
e,1 chair, bear Ill mouse
in , ti p 11 nose
I: me, tea p pink
happy r red
];:) near, deer s seven
J) not, stop tall
;){,; phone, boat \' very
.): door, four \I' window
J] toy. enjoy l zebra
c foot, good shop
u: food, you 3 television
(,;;) pure , cure lJ sing
J: word, heard tf children
,\ but, cu p e think
d afraid, mother 0 the
b bed cl3 j ob
cl door
2. Listen and choose the correct phonetic symbol from the chart above for the vowel sounds in colour below. Then l isten again and repeat.
1 . bossy 5 . nosy 2 . pla i n 6. sl i m 3 . peti te 7 . cu rly 4. chu bby 8. da rk
3. Read the following phonetic symbols and write the words in your notebook. Then l isten and check your answers. Listen again and repeat.
1 . / 'spaiki/ 4. / 'md3;;�ri/
2 . /r;;�u'ma::nuk/ 5. / ' tJAbi/
3. / 'g::>:d3;;�sj 6. /klu:/
Unit 2 VERB ENDINGS -ed
1 . Listen to the -ed endings of the words below. Which ending is pronounced /d/, which is
pronounced /t/ and which is pronounced /Id/?
1 . arranged 2. hesitated 3. fin i shed
An -ed end i ng i s pronou nced /rcl/ when the verb ends w ith a /t/ or /d/ sound .
2. Copy the chart into your notebook. Then listen and write the words in the correct column. Listen again and repeat.
wa rned • checked • visited • stopped screamed • suggested • decided tri pped • i nvolved
/d/ /t/ /Id/
Unit 3 VOWEL SOUNDS /i:/ /I/
1 . Listen to the vowel sounds in the words below. Which word has got an /i:/ sound? Which has got an !r/ sound?
1 . see k 2. s i t
2. Copy the chart into your notebook and write the words in the correct column. Then l isten and check.
screa m • si ng le • di sorder • petite rel ief • del iver
/i:/ /I/
3. look at the letters in colour and find the word in each group with the different vowel sound. Then l isten and check your answers. Listen again and repeat.
1 . wm • meet • di d • l i mbs 2 . defeat • tea m • speed • determi ned 3. achieve • com pete • decide • beat
SENTENCE STRESS
4. Copy the sentences below into your notebook. Then l isten and mark the stressed word(s) in each sentence.
1 . Did Oscar win the race? 2. I ' m defin itely going to take up swimming . 3 . This is the best match I 've ever watched . 4 . Can you repeat that, p lease? 5. He's won th ree awards s ince he joined the team . 6 . Dave's never p layed footba l l .
Unit 4
CONSONANT SOUNDS If! /tfl /d3/ 1 . Listen to the sounds of the letters in colour in
the words below. Then match the words to the sounds tft. ltf! and /d3/.
1 . architecture 2 . major 3. shape
2. Copy the words below into your notebook and write tft. !tf! or /d3/ next to each word. Then l i sten and check your answers. Listen again and repeat.
1 . bridge 6 . national 2 . ancient 7. temperature 3 . cash 8 . construction 4 . rich 9. eng ineer 5. je l lyfish
Unit 5
WORD STRESS
1 . Look at the syllables in the words below. Which syllable do you think is stressed in each word? Listen and check your answers.
1 . a-ni-mal 2. so-lu-tion 3 . u n-fa i r
•uaWI Many common nouns a n d a djectives w i th two syl l a b les a re stressed on the fi rst syl l a b le . ta-ble, ha-ppy Usu a l ly, p refixes and suffixes a ren 't stressed. un-sure, slow-ly
2. Copy the words below into your notebook. Listen to the words and underl ine the stressed syl lable in each word. Then l isten again and repeat.
1 . dan-ger-ous 5. ha-bi-tat 2. hec-tic 6. lo-g i -cal 3 . l ife-style 7 . con-ser-va-tion 4. en-dan-gered 8 . d i ff-i-cu lt
Unit 6
SILENT LETTERS
1 . Copy the words below into your notebook. Listen and underl ine the letters that aren't pronounced in each word.
1 . should 4 . might 2. guest 5 . l i ghtn ing 3. l imb 6 . kn ife
CONTRACTED FORMS
2. Copy the words below into your notebook. Then l isten and circle the words that you hear. Listen again and repeat.
1 . should not I should n 't 2 . do not I don't 3. need not I need n 't 4. could have I cou ld 've
3. Copy the sentences below into your notebook. Then l isten and fill in the missing words. Which sentences have got a contracted form? Listen again and repeat.
1 . You ..... ... go out in the ra i n . 2 . They ... . . . . . . . . get c lose to the tornado. 3. Sa m ... . . . . . . . . been i nj u red ! 4. You ... . . . . . . . . come with us . 5 . Please .... .. . . . . . tel l J u l ia about the party. 6 . Mrs B rown .... . . . . . . . be ab le to see you today.
Unit 7
VOWEL SOUNDS j;){Jj l:x/ /o/ 1 . Listen to the vowel sounds in the words below.
Then match the words to the sounds /-;}UI, 1-:x/ and /n/.
1 . f rost 2. snow 3 . shore
2. Copy the chart into your notebook. Then l isten and write the words in the correct column. Listen again and repeat.
remote • popu lar • a i rport • cold
road • hostel • law • cas i no • cause
j;x;j /':>:/ /D/
RHYTHM
3. Listen and repeat. Pay attention to the rhythm.
1 . I 'd l i ke to know what time the tra i n leaves.
2. We saw lots of snow in Poland .
3 . How long is the journey?
4. There's a l ist of hotels and hostels in th is gu idebook.
5 . Please stop at the a i rport .
•Lili!!!•&l.l• When a word i n a sentence beg i n s with a vowel sound , we often connect it to the l a st sound of the word befo re.
Unit 8 CONSONANT SOUNDS /s/ /z/ 1 . Listen to the sounds of the letters in colour in
the words below. Which word has got a /s/ sound? Which has got a /z/ sound?
1 . honest 2 . s igna ls
2. Copy the words below into your notebook and write /s/ or /z/ above the letters in colour. Then l isten and check your answers. Listen again and repeat.
1 . suspect 4. trust
2 . present 5 . force
3 . plag iarise 6 . choose
3. Look at the letters in colour and find the word in each group with a d ifferent consonant sound. Then l isten and check your answers.
1 . fans • sports • eyes • reason
2. speed • best • poster • resu lt
3 . was • pol ice • please • cru ise
Pronunciat ion Practice
Unit 9 WEAK FORMS
1 . Listen to the sounds of the words in colour in each of the sentences below. Which is the weak form? Which is the strong form?
1 . Can you buy the t ickets? I can g ive you the money.
2 . " How was the f i lm? " " lt was great ! "
3 . " Does Sue l i ke horror f i lms? " "Yes, she does. "
I n Yes I N o q uest ions a nd short Yes I No a nswers, the words i n co l ou r above h ave usu a l ly got a strong form. I n othe r types of sentences, they h ave got a wea k form.
2. Copy the sentences below into your notebook. Then l isten and mark the words in colour w (weak form) or s (strong form).
1 . Were there any special effects in the f i lm?
2 . I wou ld rather see a comedy.
3 . Yes, I would l i ke tickets for the show.
4. What was your opin ion of the acting?
5 . I can meet you outside the c inema.
6 . Have you ever been to a l ive concert?
INTONATION
3. Listen and repeat the sentences in Exercise 2. Does the speaker's voice rise or fal l at the end of each sentence?
I n statements, the i ntonat ion usua l ly fa l l s.
I n Yes I No q u estions, the i ntonat ion usu a l ly r ises.
I n q uest ions w i th who, what, where, when, how a n d why, the i ntonat ion usua l ly fa l l s.
1 3 3
-
GLO S SARY A a ble-bodied /eibl'bodid I sa no/a, s in d i scapacidad
a fish out of water 1� 'f1f aut ov w'J:t�/ pez fuera del agua, fuera de lugar
accom modation /dkom�'dedn/ alojamiento
accom pl ishment /� 'kAmphfm�nt/ logro
accord ing to /� 'b:diD t�/ segun
accu rate / 'cekj�r�t/ exacto/a, preciso/a
achieve a goal ;�di:v � 'g�ul/ consegu i r u n objetivo
acqua i nta nce /�'kwemt�ns/ conocido/a
admirable / 'cedm�rdbl/ admirable, d igno/a de admiraci6n
admit /�d'm1t/ admit i r, reconocer
advance /�d'va:ns/ avanzar
adva ntage /�d'va:nud3/ ventaja
a i rl i ne / 'e�lam/ compari fa I l fnea aerea
a l l in a l l /J:l m '3:1/ en general
a ncient / 'emf�nt/ antiguo/a
apartment /� 'pa:tm�nt/ piso, apartamento
appeal to /�'pi:! t�/ i nteresar I atraer a
a ppoint /�'p3mt/ cita r, fijar, seria lar
a ppointment /�'p3mtm�nt/ cita
arrange /� 'remd3/ p lanear, programar
astounding /�'staundiD/ asombroso/a, pasmoso/a
aud ience / '3:di�ns/ audiencia, pub l ico
avoid /�'v3Id/ evitar, dejar de
award /� \nd/ premia
aware (of) 1 �·we� (ov) I consciente (de)
B back and forth /bcek �nd 'b:6/ de aca para a l ia , de u n
lado a otro
background / 'bcekgraund/ fondo; experiencia,
formaci6n
bala nce / 'b;:el�ns/ equ i l ibr io
bare /be�/ ar ido/a, s in vegetaci6n; s in muebles, vacfo/a
beat /bi:t/ veneer
behave /bi'heiv/ comportarse, portarse
behavioural /bi'heiv j�r�l/ conductista, de conducta
belong to /bi'lou t�/ pertenecer a, ser de
(be) better off 1 (bi) 'bet� of/ (estar I ser) mejor,
convenir mas
big-headed /big'hedid/ engrefdo/a, crefdo/a
b i l l board / 'bilb'J:d/ cartel pub l icitario
bitter /'bit�/ gel ido/a, cortante
blade /bleid/ hoja
blame /bleim/ culpar, echar la cu lpa a
b l i n d /blamd/ ciego/a
b l i n k /bhnk/ parpadear, pestanear
bl izzard / 'bhz�d/ ventisca
book a t icket I a room /buk � 'ukit I � 'ru:m/ reservar
un b i l lete I una hab itaci6n
bossy / 'bosi/ mand6n/ona
box office h it /boks ofis 'hit/ exito de taqu i l l a
boxi ng / 'boksi!J/ boxeo
bra i n /brem/ cerebra
break a record /breik � 'reb:d/ batir un record
breathe /bri:o/ resp i rar
breathtaking / 'bre6teikiD/ imponente, i mpresionante
breed /bri:d/ criar
bridge /bnd3/ puente
broadcast / 'bn:dka:st/ emit ir, transmit i r
broad-shouldered /bn:d'fduld�d/ ancho/a de espaldas
c cage /ke1d3/ jau la
ca l m /ka:m/ tranqu i lo/a
car park / 'ka: pa:k/ aparcamiento
cast /ka:st/ reparto, elenco
catt le / 'kcetl/ ganado vacuno
catt leman / 'kcetlmcen/ ganadero
caught red-handed /b:t red'hcendid/ cogido/a con las
manos en la masa
chal lenge / 'tfcel�nd3/ reto, desaffo
champion / ' tfcempi�n/ campe6n/ona
change one's ways /rfemd3 wAnz \veiz/ cambiar la
manera de actuar de uno/a
cha nnel / ' tfcenl/ canal
cha racter / 'k;:er�kt�/ personaje
chase /tfeis/ persegu i r, ir a la caza de
cheat (v) /tfi:t/ copiar, hacer trampas, engariar
cheer u p /tfi� 'Ap/ an imar, a legrar
chi ld h ood / 'tfaildhud/ i nfancia, n i riez
chi l ly / 'tfili/ frfo/a, fresco/a
choice /tbis/ elecci6n, opci6n
chu bby / 'tfAbi/ rechoncho/a, regordete/a
cinema /'sm�m�/ cine
city centre I sai 'sent�/ centra de la ci udad
claim /kleim/ afirmar, asegurar
(have a) c lose ca l l / (hcev �) 'kl�us b:l/ salvarse por Ios
pelos I de mi lagro
clue /klu:/ pista
cockpit / 'kokpit/ cabina
come on / kAm 'on/ comenzar, empezar
concerned /bn'sJ:nd/ preocupado/a
concrete / 'ko!Jkri:t/ hormig6n
cond uct /bn'dAkt/ real izar
confident / 'konfid;)nt/ seguro/a de sf mismo/a
conservation /kons�'vedn/ protecci6n
considerate /bn'sid�r;)t/ considerado/a, atento/a
construct ion /k�n'strAkfn/ construcci6n
contestant /k�n'test�nt/ concursante
convenient /k:m'vi:m;:>nt/ conveniente, id6neo/a,
practice/a
cope (with) /'bup w1o/ poder (con) , hacer frente (a),
solucionar
cosy / 'buzi/ c6modo/a, abrigado/a
courage / 'kAnd3/ valor, valentfa, coraje
crime /kra1m/ del incuencia; del ito
cruise /kru:z/ crucero
cub / kAb/ cachorro
curly /'b:li/ rizado/a
customer / 'kAst;:>m;:>/ cl iente/a
cut off / kAt 'of/ ais lar
D damage / 'deemid3/ dano
dangerous / 'demd3;:>r;:>s/ pel igroso/a
dark I da:k/ oscuro/a
darkness / 'da:kn;:>s/ oscuridad
deadly / 'dedli/ mortal , mortffero/a
deal with / 'di:l w1o/ ocuparse I encargarse de
deceive /di'si:v/ enganar
decide 1 d1'said/ decid ir
decision 1 di'si3n/ decision, determinaci6n
defeat 1 d1'fi:t/ derrota
degree I di'gri:/ grado
delayed 1 di'leid/ con retraso, retrasado/a
del iver /di ' LJV;:>/ entregar, llevar, repartir
departure t i me /di'pa:tf;:> taim/ hora de sal ida
descri be I di'skraib/ describir
determi ned I di'n:mmd/ decidido/a
devastati n g / 'dev;:>steiUIJ/ terrible, devastador/a
differ / 'dif;:>/ d iferenciarse, diferir
difference / 'difr;:>ns/ d iferencia
d isa b i l ity /dJs;:>'bii;:>ti/ discapacidad, minusvalfa
d isadvantage I dis;:>d'va:nud3/ desventaja,
inconveniente
d isa ppoi nted I dis;:>'pJmtid/ decepcionado/a,
desi l usionado/a
d isease I di'zi:z/ enfermedad
disgu ise 1 dis'gaiz/ disfrazar, s imu lar, cambiar
d isorder I dis'J:d;:>/ trastorno, dolencia
downtown /daun'taun/ centra de la ciudad
dream come true /dri:m kAm 'tru:/ sueno hecho
real idad
d rought I draut/ sequ fa
d u l l I dAl/ aburrido/a
E educational I ed3u'keif;:>nl/ educative/a
eerie /' I;:>ri/ espeluznante, estremecedor/a
effective /I'fekuv/ efectivo/a, eficaz
elevator / 'elJVeit;:>/ ascensor
endangered /m'demd3;:>d/ en pel igro de ext inci6n
endura nce /m'dju;:>r;:>ns/ resistencia
engi neer /end3I'm;:>/ i ngeniero/a
enhance /m'ha:ns/ mejorar, aumentar
ensure I m'fu;:>/ asegurar
enterta i n I ent;:>'tem/ entretener
environmental /mvair;:>n'mentl/ ecol6gico/a,
medioambiental
environmenta l ist /mvair;:>n'ment;:>hst/ ecologista
equipment /1'kw1pm;:>nt/ equipo
eventua l ly /I'ventfu;:>li/ finalmente, a l f ina l
excitement / Ik'saitm;:>nt/ emoci6n , excitaci6n
ex-president I eks'prezid;:>nt/ ex-presidente/a
F fad /feed/ moda
fa i l /feil/ suspender; fal lar, fracasar
fa i r /fe;:>/ j usto/a
fear /fi;:>/ miedo
fee / fi:/ cuota, matrfcula
fierce /fi;:>s/ feroz, fiero/a
fig u re / 'fig;:>/ dato, cifra
fi rst floor /fJ:st 'fb:/ planta baja (EE . UU .) , pr imera
planta (Reino U nido)
flat / fleet/ piso, apartamento
flatmate /'fleetrneit/ companero/a de p iso
f l i g ht /flait/ vuelo
flood /flAd/ inundaci6n
forecast /'fJ:ka:st/ pron6stico
foremost / 'fJ:mdUSt/ principal , maS destacado/a
fra n k / free1Jk/ franco/a, honesto/a
frig htened / 'fraitnd/ asustado/a, aterrado/a
frighten i ng / 'fraitml)/ aterrador/a
fun /fAn/ d ivertido/a
fu n nel-shaped / 'fAnlfeipt/ en forma de embudo
furious / 'fju;:>ri;:>s/ fu rioso/a
fu rry /'fJ:ri/ peludo/a
G garden / 'ga:dn/ jardfn
gather / 'geeo;:>/ recopi lar, reun i r, juntar
gaze I geiz/ mirada fija
generous / 'd3en;:>r;:>s/ generoso/a
get away with it /get ;:>'wei w1o It/ sal irse con la suya
get ca ught 1 get 'b:t/ ser p i l lado/a I captu rado/a
get i nto trouble I get m tu: 'trAbl/ meterse en un l fo,
recibir una b ronca
g lass I gla:s/ crista I
g loomy / 'glu:mi/ sombrfo/a, lugubre
go a b road I g;:>u ;:>'bn:d/ ir al extranjero
go on I gdU 'on/ durar; continuar
g o o n hol iday /gdU on 'hol;:>dei/ ir(se) de vacaciones
go s ightseeing/ gdU 'saitsi:IIJ/ hacer turismo
g ood-looking I gud'lukJI)/ guapo/a
Glossary
�---
Glossary
gorgeous / 'g:>:d3;)s/ guapfsimo/a, precioso/a
g raphic / 'gr<l!fik/
grasp I gra:sp/ agarrar, a s i r
greet I gri:t/ saludar, recib i r
ground floor I graund 'fb:/ planta baja
guest 1 gest/ i nvitado/a, huesped
gui lty / 'giiti/ cu lpable
gul l ible / 'gAI;)bl/ credu lo/a, s impl6n/ona
H habitat / 'ha!bit<l!t/ habitat
hai lstone / 'heiist;)un/ gran izo, piedra de g ran izo
(have a) head start 1 (h<�!v d) 'hed sta:t/ ten er ventaja
harmless / 'ha:ml;)s/ i nofensivo/a
heartbroken / 'ha:tbrdUkdn/ desconsolado/a, destrozado/a
heartwarming / 'ha:twJ:mi!J/ reconfortante, a lentador/a
heatwave / 'hi:tweiv/ ola de calor
heavy / 'hevi/ fuerte, intense/a; pesado/a
hectic / 'hekuk/ agitado/a, frenetico/a
helpful / 'helpfl/ ama ble, atento/a, serv ic ia l
heroic /h;)'r;)uik/ heroico/a
hesitate / 'heziteit/ dudar
high point / 'hai pJmt/ memento crucial, punto cu lminante
high street / 'hai strit/ ca l le pr inc ipa l
h i re a car / 'hai;) d ka:/ a lqu i la r u n coche
hit below the belt /hit biidu O;) 'belt/ dar un golpe bajo
hoax /hdUks/ engario
hold your horses ! / h;)uld jJ: 'hJ:SIZ/ j Pa ra el carro ! I
j Espera u n memento !
hopeful ly / 'h;)upf;)li/ esperemos que, con u n poco de suerte
horse racing / 'hJ:s reiSI!J/ h fpica, ca rreras de cabal los
huge /hju:d3/ enorme, muy g rande
humidity /hju:'mid;)ti/ humedad
hunt /hAnt/ cazar
hunting /'hAnuu/ caza
I i l logical /Il'lnd3Ikl/ i l6gico/a
impossible /Im'pns;)bl/ i mpos ib le
impression /Im'prefn/ impresi6n
impulsive /Im'pAlsiV/ impu ls ive/a
in captivity /m ka!p'tiV;)ti/ en cautividad
i n shape /m 'fe,p/ en forma
inconvenient /mkdn'vi:ni;)nt/ i noportuno/a, poco
practice/a, inc6modo/a
i nform /m'b:m/ i nformar, avisa r
i nformation /mf;)'medn/ i nformaci6n
i nherit /m'hent/ heredar
inj ury / 'md3dri/ herida, lesi6n
i nternational /mt;)'n<�!fn;)l/ internacional
i nvolve /m'vnlv/ impl icar, suponer
i ron / 'ai;)n/ h ierro
i r relevant / I'rel;)V;)nt/ i rrelevante, intrascendente
isolation /ais;)'leifn/ a is lam iento
it's a pity . . . /Its d 'pni/ Es una pen a . . .
J join I d3Jm/ un i rse a, meterse I entrar en
K keep in mind / ki:p m 'mamd/ tener en cuenta I
presente
kick off /'k1k nf/ expu lsar I echar de
ki l l two birds with one stone /kii tu: 'bJ:dz w1o wAn st;)un/ matar dos pajaros de un t i ro
kind-hearted /kamd'ha:ud/ bondadoso/a, de buen coraz6n
L land /l<�!nd/ aterrizar
landmark / 'l<�!ndma:k/ lugar muy conocido
landscape / 'l<�!ndskeip/ paisaje
leak (v) /li:k/ tener una fuga, gotear
learn the ropes /b:n O;) 'r;)ups/ ponerse a l tanto
leisure / 'le3;)/ ocio, t iempo l ibre
lengthen / 'leu8;)n/ alargar
let the cat out of the bag /let O;) 'k<�!t aut nv O;) b<�!g/ descubrir el pastel I i rse de la lengua
let-down / 'letdaun/ chasco, decepci6n
l i a r /' lai;)/ menti roso/a
l ifelong / 'laiflnu/ de toda la vida
l ifestyle / 'lmfstml/ est i lo de vida
I ift 1 lift/ ascensor
l i ght bulb / '!an bAlb/ bombi l la
l ightn ing / 'lartnru/ rayo, relampago
l ikely / 'laikli/ probable
l imb /IIm/ extremidad, miembro
l ive /laiv/ en d i recto I vivo
l ive on the edge /IIv nn O;) 'ed3/ vivir a l l fm ite
logical / 'lnd31kl/ 16gico/a
long for / '!nu f;)/ desear, anhelar
long-legged /lnu'legid/ de piernas largas
long-term /lnu'tJ:m/ (a) largo plaza
look away /luk ;)'wei/ apartar la mirada
(never) look back /nevd luk 'ba!k/ i rle (a alguien) sobre ruedas
look forward to /luk 'fJ:w;)d t;)/ esperar con ansia, tener m uchas ganas de, estar deseando
look through /luk '8ru:/ examinar detenidamente, revisar
look up /luk 'Ap/ buscar
(be) lucky to be a l ive I (bi) 'IAki t;J bi ;J[arv/ (tener) suerte de est a r vivo/a
l uggage / 'IAgid3/ equipaje
l uxury / 'IAkf;Jri/ lujo, de l ujo
M main street / 'mem stri1/ cal le pr incipal
major / 'me1d3;J/ de gran relevancia, muy importante
make sure /meik 'fu;J/ asegurarse
ma l l /mJ:I/ centra comercia l
man /m<en/ atender, cu idar
marvel / 'ma:vl/ maravi l larse, asombrarse
melt /melt/ derretir(se), fund i r(se)
midd le-aged /midl'eid3d/ de mediana edad
m i l d /ma�ld/ templado/a, suave
m iss /mis/ echar de menos, anorar
misundersta nd /misAnd;J'st<end/ no entender,
mal i nterpretar
modern / 'modn/ moderno/a
move /mu:v/ mudarse, tras ladarse; mover(se)
movie theater / 'mu:vi 8I;Jt;J/ cine
mug / mAg/ taza, taz6n
muscu lar /'mAskj;J[;J/ musculoso/a
N na rrow / 'n<er;Ju/ estrecho/a, a ngosto/a
natura l / 'n;oetfr;JI/ nato/a, natural
network / 'netwJ:k/ cadena de televisi6n I rad io
no matter what /n;Ju 'm<et;J wot/ no importa lo que I da igual lo que
nosy / 'n;Juzi/ entrometido/a
0 occu pational hazard /okjuped;Jnl 'h<ez;Jd/ riesgo
labora l , gajes del oficio
office block / 'of1s blok/ bloque I ed ificio de ofici nas
o ld-fashioned /;Juld'f;oefnd/ anticuado/a, pasado/a de
mod a
open-m inded /;JUp;Jn'mamdid/ abierto/a
de mente, s in preju ic ios
opponent /;J'p;Jun;Jnt/ riva l , adversari9/a,
oponente
ord i n a ry /'J:dnri/ normal, normal y corriente
ori g i n a l /;J'nd3;Jnl/ orig ina l
outer /'aut;J/ exterior
overcast /;Juv;J'ka:st/ encapotado/a, nublado/a
overcome /;Juv;J'kAm/ superar, veneer
overn ight /;JUv;J'nait/ de una noche
overpopulated /;Juv;J'popju:leitid/ superpoblado/a
overturn /;Juv;J'tJ:n/ anu lar
owner / ';Jun;J/ dueno/a, propieta rio/a
p parking lot /'pa:ki!J lot/ aparcamiento
passenger /'p<esmd3;J/ pasajero/a
path /pa:8/ camino, sendero
pavement / 'peivm;Jnt/ acera
performance /p;J'fJ:m;Jns/ representaci6n, funci6n;
rend im iento
peri l / 'per;JI/ pel igro, riesgo
person a l / 'pJ:s;ml/ persona l
persuade /p;J'sweid/ convencer, persuadir
petite /p;J'ti:t/ menuda
pick u p /p1k 'Ap/ recoger, i r a buscar
pinpoint / 'pmpJmt/ identificar, determinar
plagiarise / 'pleid3;Jraiz/ plagiar
plain (n) /plem/ l l anura
p l a i n (adj .) /plem/ senci l lo/a, l lano/a; poco atractivo/a
plot /plot/ argumento, trama
point (at) / 'pJmt (;Jt )/ apuntar (a)
point out /pJmt 'aut/ senalar, hacer notar
poison / 'pJizn/ veneno
pol icy / 'poi;Jsi/ pol ftica
poodle / 'pu:dl/ can iche
possi b i l ity /pos;J'bii;Jti/ pos ib i l idad
poss ib le / 'pos;Jbl/ posible
pour /pJ:/ servir, verter, echar
predator / 'pred;Jt;J/ depredador
predictable /pn'dikt;Jbl/ previs ib le
pretend /pn'tend/ f ing i r
protective 1 pdtektrv 1 protector/a
psychological /saik;J'lod3Ikl/ psicol6gico/a
pu rpose / 'pJ:p;Js/ prop6sito, objetivo
put on /put 'on/ presentar, representar
put up /put 'Ap/ colgar, poner
Q . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .
queue / kju:/ cola
R ra infa l l / 'remfJ:I/ cantidad de l luvia, precipitaci6n
ra ise a flag /reiz ;:) 'fl<eg/ izar una bandera
ra ise a q uestion /reiz ;J 'kwestfn/ formular una pregunta
raise a sa l a ry /reiz ;:) 's<ei;Jri/ aumentar u n sueldo
raise a n issue /reiz <en · ,fu:/ plantear un problema,
sacar un tema
rather than / 'ra:o;J o;Jn/ en vez de
reach for / 'ri:tf [;J/ a largar la mano para coger
rea l i se / 'ri:;Jiaiz/ darse cuenta de
relation /n'Idn/ re laci6n
relationsh i p 1 n'leifnhp/ relaci6n
released /n'li:st/ l i berado/a, puesto/a en l i bertad
relevant / 're[;Jv;Jnt/ relevante
rel i ef / n'li:f/ a l ivio
Glossary
Glossary
remarkable /n'ma:bbl/ extraordinario/a, sorprendente
re m i nd /n'mamd/ recordar (alga a a lgu ien)
rent /rent/ a lqu i lar
renta l agency / 'rend e1d3dnsi/ agencia de a lqu i ler
reply /n'plai/ contestar, responder
report /n'pJ:t/ i nforme
req uest / n'kwest/ petici6n, sol icitud
rescue (v)/'reskju:/ rescatar, salvar
research (n) / n'snfl i nvestigaci6n
resort /n'zJ:t/ complejo tu rfstico
return ticket /ntJ:n 'ukit/ bi llete de ida y vuelta
review /n'vju:/ crftica, resena; revisar, repasar
reward (v) / n'w::>:d/ recompensar, premiar
reward ( n ) /rr'w:J:d/ recompensa, premia
r i p-off / 'npof/ estafa
risk h i s l ife /nsk h1z 'laif/ arriesgar su vida
romantic /rdu'm<enuk/ romantico/a
rough /rAf/ pel igroso/a; agitado/a
ruler / 'ru:ld/ gobernante
run a business I a company /rAn d 'brznds 1 d 'kAmpdni/ d i rig i r I l l evar un negocio I una empresa
run after I rAn 'a:ftd/ perseguir
run i nto / 'rAn m tu:/ tropezar I encontrarse con
run off with /nn 'of wro/ l l evarse, escaparse I fugarse con
run out /rAn 'aut/ acabarse, agotarse
s sa i l i n g / 'serlr!J/ vela
scorching /'sk:nfr!J/ abrasador/a
scream /skri:m/ grita r, ch i l l a r
screen (v)/skri:n/ emitir; proyectar
screen (n)/ skri:n/ panta l la
seasoned /'si:zdnd/ veterano/a
seek I si:k/ buscar
selfish / 'selfrf/ egofsta
sel l out / 'se! aut/ vender todas las entradas, agotar las
existencias
seq uel / 'si:kwdl/ secuela, cont inuaci6n
seriously injured /'srdridsli md3dd/ gravemente herido/a
set a date I set d 'den/ fijar una fecha
set a precedent /set d 'presiddnt/ sentar un precedente
set a record I set d 'reb:d/ establecer un record
set a ta ble /set d ' teibl/ poner una mesa
set an a l a rm /set <en d'la:m/ poner una a larma
set ( i n) /set ( 'm )/ ambientado/a (en)
severe /sr'vrd/ fuerte; r igu roso/a
shake I Jerk/ temblar
share I fed/ compartir
sh iver / 'hvd/ ti ritar, temblar
shocked I fokt/ estupefacto/a, espantado/a, impactado/a
shocking / 'foki!J/ espantoso/a, espeluznante, i mpactante
shop I fop/ tienda
shopl ift / 'foplift/ robar en tiendas
shopping centre / 'fopi!J sentd/ centra comercial
shore !h:! ori l la
(be) short of 1 (bi) 'ht ov/ (estar) fa lto/a de, escaso/a de
short-tem pered ;b:t 'tempdd/ i rritable, de mal genio
shou lder-length / 'fdulddle!J8/ a la a ltura de Ios hombros
sidewa l k / 'saidw:J:k/ acera
s ign up /sam 'Ap/ registrarse, inscri b irse
s ignal (n) / 'srgndl/ serial
s i ng l e / 'sr!Jl/ solo/a, un ico/a
s ink /sr!Jk/ hund i r(se)
sitcom / 'srtkom/ comed ia de situaci6n
ski l led /skrld/ hab i l , especial izado/a, experto/a
sk inny / 'skmi/ flaco/a
skyscra per / 'skarskrerpd/ rascacielos
slender / 'slendd/ delgado/a, esbelto/a
s l i m /slim/ delgado/a, esbelto/a
s l i p /slip/ des l izarse, resbalar
s l i p pery / 'slipdri/ resbaladizo/a
smel l a rat /smel d 'r<et/ haber gato encerrado, estar
tramandose a lga
snobbish / 'snobrf/ esnob
soa k i n g wet / 'sdukr!J wet/ empapado/a, calado/a hasta
Ios huesos
soap opera / 'sdup oprd/ telenovela, seria l
socket / 'sokit/ enchufe, toma de corriente
soften the blow / 'sofn od bldu/ amortiguar el go lpe
soundtrack / 'saundtr<ek/ banda sonora
source /s:J:s/ origen, fuente, procedencia
space-age / 'sperserd3/ (de la) era espacial
spacecraft / 'sperskra:ft/ nave espacia l , astronave
spacious / 'sperfds/ espacioso/a, ampl io/a
spare /sped/ de mas I sobra
specia l effects /spefl 1 'fekts/ efectos especiales
species / 'spdi:z/ especie
speed /spi:d/ velocidad
speed camera / 'spi:d k<emdrd/ camara de control de ve locidad
spiky / 'spaiki/ de punta
staff /sta:f/ persona l , empleados/as
star I sta:/ protagon izar
stare /sted/ mirar fijamente
startle / 'sta:d/ asustar, sobresaltar
state-of-the-art I stert dV od 'a:t/ de vanguard ia I la m as
moderno
stay at a hotel I youth hostel /ster <et d hdu'tel/ d 'ju:8 hosd/ a lojarse en un hotel I a lbergue juven i l
stea I I sti:l/ rob a r
steel I sti:l/ a cera
st icky f i n g e rs / 'suki fiugn/ m a no larga , que tiende
a robar
stone I st;;�un/ piedra
store 1 m:/ tienda
storey / 'sn:ri/ piso, p lanta
stra ight I streit/ I i sola
strength /stre!J8/ fuerza
str ike /straik/ pegar, go lpear
stroke /str;;�uk/ derrame cerebral
strugg le /'strAgl/ luchar, tener d ificultades
stu bborn / 'stAb;;�n/ testarudola, obst inadola
suit /su:t/ traje (de chaqueta)
su ita ble / 'su:t;;�bl/ adecuadola, apropiadola
superh uman /su:p;;�'hju:m;m/ sobrehumanola
support I s;;�'pn/ sostener, mantener
suppose /s;;�'p;;�uz/ suponer
surface / 's3:fts/ superficie
survive /s;;�'vatv/ sobrevivir
suspect I s;;�'spekt/ sospechar de
suspenseful /s;;�'spensfl/ de suspense
sweat I swet/ sudar
swiftly / 'swtftli/ rapidamente
switch on /swnf 'on/ encender
T take over /tetk ';;�uv;;�/ reemplazar, adqu i r i r, tomar
take place /tetk 'plets/ tener lugar
take u p /teik 'Ap/ empezar I ded icarse a; ocupar
ta ke-off /'tetkof/ despegue
ta l kative / 't:>:buv/ habladorla
tame /teim/ domesticadola, mansola
tea r down /'te;;� daun/ derribar
tempt /tempt/ tentar
tend to /tend 't;;�/ tender a , soler
the bal l 's in your court /o;;� 'bJ:lz m jJ: bt/ te toca a ti
dar el s igu iente paso, la pelota esta en tu tejado
thick / 8tk/ espesola, densola
thickness / 'Ehkn;;�s/ grosor, espesor
thief /8i:f/ ladr6nlona
th reatened / '8,-et;;�nd/ amenazadola
threaten i ng /'8retm!J/ amenazadorla, int imidatoriola
thr i l l /8rrl/ emoci6n
thr i l led /8rrld/ contentfsimola, i l us ionadola
thri l l i n g / '8rrh!J/ emocionante, apasionante
th row i n the towel /8r;;�u m o;;� 'tau;;�l/ tirar la toa l la
t in I tm/ lata, bote
tradit ional /trd'dtf;;�nl/ tradic ional
tragic / ' tr::ed31k/ trag icola
tra i ler / ' treil;;�/ tra i ler, avance
tra i n i n g / ' trerni!J/ entrenamiento
treacherous / 'tretf;;�r;;�s/ pel i g rosola, tra ic ionerola
trick /trrk/ enganar
trust /trAst/ conf iar en, f iarse de
tune in (to) /tju:n 'm (t;;� )/ si ntonizar (con)
twister /'1.\vist;;�/ hu racan
u u nattractive I An;;�'tr::ekuv/ poco atractivola
underesti mate I ,\nd;;�r'esumen/ subestimar,
menospreciar
unfair I An'fe;;�/ i njustola
u n usual /An'ju:3u;;�l/ i nusual
useful / 'ju:s£1/ uti l
V valuable / 'y;:eJju;;�bl/ val iosola
very q u i et \·eri 'b·ar;;�t/ muy tranqu i lola, muy
si lenciosola
viewe r \ju:;;� telespectadorla, televidente
w warn /wJ:n/ advertir, avisar
watchful / 'wotf£1/ atentola, v ig i lante
wavy / 'weivi/ onduladola
weather forecaster / 'weo;;� fJ:ka:st;;�/ meteor61ogola
wel l-bu i lt /wel'brlt/ forn idola
What were you doing when . . . ? /wot w3: ju: 'du:qJ wen/ L Que estabas hacienda cuando . . . ?
when I heard /wen a1 'lud/ cuando escuche 1 oi
wh ite l ie /wait 'lai/ mentira piadosa
wild /warld/ salvaje
w i l l power / 'wrlpau;;�/ fuerza de voluntad
w i n a competit ion /wrn ;;� komp;;�'ufn/ ganar una
competici6n
win a match /wrn ;;� 'm::etf/ ganar un partido
wi n a medal /wrn ;;� 'medl/ ganar una meda l la
win a pr ize /wm ;;� 'pratz/ ganar un premia
w i n a wa r /wrn ;;� 'wJ:/ ganar una guerra
win an arg u ment /wm ::en 'a:gjum;;�nt/ ganar una d iscusi6n
witness / 'witn;;�s/ ver, presenciar
worldwide / 'w3:ldwa1d/ mund ia l , en todo e l mundo
(to be) worth seeing I ( t;;� bi) w3:8 'si:r!J/ merecer la pena verlola
y yard I ja:d/ jard fn
youth hostel / 'ju:8 hostl/ a lbergue juven i l
Glossary
Glossary
Functional Language
Unit 1
GETTING SOMEONE TO REPEAT SOMETHING
I ' m sorry, I d i d n 't g et that. / aim ' sori a1 d1dnt get 9cet/ Lo s iento, no lo he entend ido .
Can y o u repeat th at, p lease? / kdn ju: n'pi:t 9cet pli:z/ ( Puedes repeti r lo, por favor?
DESCRIBING PEOPLE Unit 4 He's got . . . /hi:z 'got/ Tiene . . .
What does h e look l i ke? /wot dAz hi: 'luk la1k/ L Coma
es (ffsicamente)?
He l i kes . . . /hi: 'laiks/ Le gusta . . .
What's he i nterested i n ? /wots hi: 'mtPstid m / L Que
le interesa?
What's he l i ke? /wots hi: 'la1k/ (Coma es (coma
persona)?
He's very . . . /hi:z 'veri/ Es I Esta muy . . .
SHOWING INTEREST Real ly? /'n;J]i/ (De verdad? , ( E n serio?
That's g reat. /9cets 'gren/ Eso es gen ia l I estupendo.
Sounds good I fun I i nterest i ng /saundz 'gud I 'fAn /'mtr;JSU!J/ Suena I Me parece bien I d ivert ido I
interesante
Unit 2 TALKING ABOUT A PICTURE
I suppose . . . /ai s;J'p;Juz/ Supongo . . .
maybe / 'meibi/ qu iza, tal vez
I'd be . . . /aid 'bi/ Yo serfa I estarfa . . .
lt l ooks l i ke . . . / i t 'luks la1k/ Parece que . . . He's probably . . . /hi:z 'prob;Jbli/ Probablemente es I
sea I esta /este . . .
ADDING MORE INFORMATION
And another thi ng, . . . /.:end ;J'nAo;J 9I!J/ Y otra cosa, . . .
What's more, . . . /wots 'mJ:/ Lo que es m as, . . .
Plus the fact that . . . /'plAs o;J fcekt 9cet/ Ademas de
que . . .
And besi des, . . . /.:end bi'saidz/ Y ademas,
Unit 3 EXCHANGING INFORMATION When was . . . born? /wen wn . . . 'bJ:n/ L C uando
nac io . . . ?
What is he/she famous for? /wot 1z hi:/fi: 'feim;Js [;Jj ( Par que es famoso/a?
What awards has he/she won? /wot ;J'wJ:dz hn hi:/fi: wAn/ L Que premios ha ganado?
What records has he/she broken? /wot 'reb:dz hn hi:/fi: br;Juk;Jn/ (Que records ha batido?
What's h is/her favourite food? /wots hiz/h;J 'fetv;Jnt fu:d/ L C ual es su comida prefer ida?
What problems has he/she had? /wot 'prob];Jmz hn hi:/ fi: heed/ L Que problemas ha tenido 7
What a re h i s/her futu re plans? /wot a: hiz/h;J 'fju:tf;J plcenz/ (C uales son sus planes para el futuro?
COMPARING PICTURES Another d ifference between them is that . . . /;J'nAo;J
difr;Jns bnwi:n 8em 1z 9cet/ Otra d iferencia entre ambos/as es que . . .
The two p ictures a re s i m i l a r I a l ike because . . . /o;J 'tu: piktfn a: sim;J];Jj;J]aik b1koz/ Las dos fotograffas se parecen I son parecidas porque . . .
Another thing that they have got i n common is . . . I ;J'nAO;) 9!!) 9cet oei hcev got m kom;Jn IZ/ Otra cosa que t ienen en comun es . . .
I n this picture there is . . . , but i n this one . . . / m 'o1s piktf;J oe;J 1z . . . b;Jt m 'o1s wAn/ En esta fotograffa hay . . . , pero en esta . . .
The place i n picture 1 i s more I less . . . than i n picture 2 . /o;J 'ple1s m piktf;J wAn 1z mJ: I );Js . . . o;Jn m piktf;J tu: I El lugar de la fotograffa 1 es m as I me nos . . . que el de la fotograffa 2 .
This picture shows . . . , whi le that o n e shows . . . / 'o1s piktf;J f;Juz . . . wail '8cet wAn f;Juz/ Esta fotograffa muestra . . . , mientras que esa muestra . . .
The pictu res a re q u ite d ifferent because . . . /o;J 'piktfn a: kwa1t difr;Jnt b1koz/ Las fotograffas son bastante d iferentes porque . . .
Both pictu res show . . . / 'b;Ju9 piktf;Jz f;Ju/ Ambas
fotograffas muestran . . .
DRAWING SOMEONE'S ATTENTION I've just noticed . . . /aiv d3Ast 'n;Jutlst/ Acabo de ver I
nota r I darme cuenta . . .
And there's another thing . . . /<end oen ;J'nAO;) 81!)/ Y hay a lga mas . . .
Have a look at . . . /hcev ;J 'luk cet/ tchale un vistazo a . . .
D i d you notice . . . ? /did ju: 'n;Jutis/ (Te has dado
cuenta de . . . ? , ( Has vista . . . ?
Unit 5 EXPRESSING OPINIONS
I don't t h i n k that . . . /ai 'd;Junt 8I!Jk ocet/ No creo que . . .
I n my opin ion, . . . I m ma1 ;J'pmj;Jn/ E n mi opin ion, . . .
I bel ieve that . . . /a1 b1'1i:v ocet/ C reo que . . .
I fee l that . . . /a1 'fi:l ocet/ Siento que . . .
I t h i n k that . . . /a! '9I!Jk ocet/ Pienso I Creo que . . .
lt seems to me that . . . /It si:mz t;J 'mi: oxt/ Me parece I creo que . . .
GETTING SOMEONE TO EXPRESS AN OPINION What do you th ink? /wot d;J ju: '8I!Jk/ L Que piensas tu?
What a bout you? /wot ;Jbaut 'ju:/ LY tu?
What's your op in ion? /wots jJ: ;J 'pmi;Jn/ (Cua l es tu
op in ion? , L Que opinas? Do you a g ree? /du: ju: ;J 'gri:/ ( Estas de acuerdo?
Unit 6 INTERVIEWING
What were you doing when . . . ? /wot wJ: ju: 'du:qJ wen/ L Que estabas hacienda cuando . . . ?
What d i d you see? /wot did ju: 'si:/ LQue viste?
How did you react? /hau did ju: ri'cekt/ L C6mo reaccionaste?
How did you feel? /hau did ju: 'fi:l/ L C6mo te
sentiste?
What happened in the end? /wot 'hcep;md m o� end/ L Que pas6 al fi na l?
What were people doing? /wot wJ: pi:pl 'du:�n/ L Que had a la gente?
FINISHING YOUR STORY
So in the end, . . . / ' s�u m o� end/ Asi que al f ina l , . . .
F i n a l ly, . . ./ ' fam�li/ F ina lmente I AI f ina l , . . .
To cut a long story short, . . . /t� kAt � Ion 'st:xri ht/ Resumiendo I En resumen, . .
All i n a l l , . . . /J:l m 'J:l/ E n genera l ,
Unit 7 BUYING A TRAIN TICKET
May I help you? /mei ai 'help ju:/ L Puedo ayudarle en
a lga?
How long i s the jou rney? /hau 'Ion IZ oe� d3J:ni/ L C ua nto dura el viaje I trayecto?
Would you l i ke a return or a s ing le t icket? /wud ju: laik � 'ntJ:n ukit J: � 's1nl ukit/ L Queria un b i l lete de ida y vuelta o solo de ida?
What t ime does the tra i n leave? /wot taim dAz o� 'trem li:v/ LA que hora sale el tren?
Do I have to book i n advance? /du: a i hcev t� buk m �d'va:ns/ LTengo que reservar I hacer la reserva con antelaci6n ?
Where do I get the tra i n ? /we� du: ai get o� 'trem/ L D6nde cojo el tren?
H o w much i s a ticket? /hau 'mAtf Iz � ukit/ LC uanto cuesta un b i l lete?
What t ime do you want to leave? /wot taim d� ju: wont t� 'li:v/ LA que hora qu iere sa l i r ?
Wil l that be f irst or second class? /wii 'ocet bi: b:st J: sek�nd kla:s/ LViajara en clase preferente o turista?
When's the next tra i n after that? /wenz oe� nekst trem a:ft� 'ocet/ L C uando sale el s igu iente tren?
How often do t h e tra ins leave? /hau 'ofn d� O;:) tremz li:v/ L Cada cuanto I Con que frecuencia salen Ios trenes?
ASKING FOR INFORMATION
I 'd l i ke to know when . . . I aid la1k t� 'n�u wen/ Me
gustaria I Querria saber cuando . . .
Can you tel l me whether . . . ? /kdn ju: 'tel mi weo�/ L Puede(s) I Podria(s) decirme si . . . ?
Do you know if . . . ? /du: ju: 'n� If/ LSabe(s) si . . . ?
Can you h e l p me, p l ease? /kdn ju: 'help mi: pli:z/ L Puede(s) I Podria(s) ayudarme, por favor?
Unit 8 AGREEING AND DISAGREEING
As fa r as I ' m concerned, . . . /cez fa: cez aim k�n'SJ:nd/ Por lo que a mi respecta I Por mi parte, . . .
I n my opin ion, . . . /m mai �·pmj�n/ E n m i opinion,
I don't think . . . /ai 'd�unt 81nk/ No creo (que) . . .
I bel ieve that . . . /ai b1'1 i:v ocet/ C reo que . . .
If you ask me, . . . /If ju: 'a:sk mi:/ S i qu ieres mi
op in ion , . . .
I agree. /ai �·gri:/ Estoy d e acuerdo.
I t h i n k you're r ight. /ai '81nk jJ: rait/ C reo que tienes
raz6n .
You've g ot a point. I ju:v got � 'pJmt/ Tienes raz6n . ,
Es cierto.
I d isag ree. /ai d1s�'gri: I No estoy de acuerdo.
That's true. / '8cets tru:/ Es verdad I cierto.
GIVING A REASON
That's why . . . / '8cets wai/ Es por eso por lo que . . , Por
eso . . .
The reason why . . . /5� 'ri:zn wai/ La raz6n por la que . .
Because of that . . . /bi'koz �v 8cet I Por eso . . .
Unit 9 MAKING PLANS
A l l r ight. Let's meet . . . /J:l rait lets 'mi:t . . . I De acuerdo. Quedamos . . .
F i ne . /fam/ Vale . , B ien .
How a bout . . . ? /hau �·baut/ L Que ta l s i I te pa rece . . . ?
Sorry, I can't make it. / 'sori ai ka:nt meik It/ Lo siento, no puedo.
That would be fine. /ocet wud bi: 'fam/ Eso estaria b ien .
That's a good idea ! /8cets � gud ai'di�/ i Buena idea !
What do you suggest? /wot d� ju: s�'d3est/ L Que recom iendas I sugieres?
Why don't we . . . ? /wai 'd�unt wi:/ L POr que no . . . ?
I ' m dying to see . . . /aim 'da1n t� si:/ Me muero por
ver . . .
I can't sta nd . . . /m ka:nt 'stcend/ No soporto I
aguanto . . .
I wou l d n't m i n d . . . /ai wudnt 'mamd/ No me
importaria . . .
I 'd rather see . . . /aid 'ra:o� si:/ Prefiero I Preferiria ver . . .
I ' m not rea l ly i nto . . . /aim not 'n�li m tu:/ No me
interesa(n) mucho . . .
SAYING "NO" TO A SUGGESTION I 'd rather not . . . /aid 'ra:o� not/ Prefiero I Preferiria
no . . .
I ' m not keen on . . . /aim not 'ki:n on/ No me
i nteresa(n) . . .
I ' m not rea l ly interested i n . . . /aim not n�li 'mu·�sud m/ No me interesa(n) mucho . . .
I have a nother idea . . . /ai hcev �·nAo� aidi�/ Ten go
otra idea . . .
Glossary
..-1 1_4_1 __ ::�:
PHRASAL VERBS En esta l ista encontraras Ios mas comunes traducidos segun el contexto en que aparecen en este I ibra. Los phrasal verbs se l laman tambien multiword verbs porque van seguidos de una preposici6n, un adverbio o ambas cosas.
back away: retroceder block off: cortar (el paso) break away: separarse, desprenderse break down: averiarse, estropearse break i nto: i ntroduci rse I meterse en break off: part ir break out: esta l lar, produci rse break u p: separarse, romper bring up: educar, cr iar cal l off: cancelar, suspender, anu la r cal l o n : pasar a ver, vis ita r cal l up : l l amar por telefono carry o n : continuar catch o n : ponerse de moda, tener exito check i n : facturar (aeropuerto); registrarse (hotel) check out: pagar y marcharse (hotel) clean up: l impiar, a rreg lar
come across: encontrar, encontrarse con (por casual idad) come apart: deshacerse, hacerse pedazos come back: regresar, volver come down: bajar come off: desprenderse, soltarse come on: empezar (- ! : j vamos ! , j venga ! ) come u p with: proponer, ocurrfrse le a uno/a (idea) count on: conta r con cut down : reduc i r, rebajar cut off: a is lar deal in: comercia r con deal with : ocuparse I encargarse de d ress up: vestir(se) b ien I con elegancia end up: terminar, acabar feel l i ke: apetecer, tener ganas de feel up to: senti rse capaz I con fuerzas de f igure out: comprender, expl i carse fi l l i n : rel lenar ( impreso o documento) f ind out: descubr i r, averiguar f i t i n : encajar, adaptarse, congeniar get ahead: progresar, tener exito get away: escapar(se) get away with: sal i rse con la suya, quedar impune get back: volver, regresar get by: arreg larselas get down : bajarse, agacha rse get hold of: coger(se), agarra r(se) de get i nto: entrar I meterse en get off: baja r(se) I apearse de get o n : l levarse b ien; sub i r(se) I montarse get out of: escaparse I l i bra rse de get over: reponerse, superar get together: reun i r(se), j untar(se) get up: levantarse; sub i r
g ive away: revelar; de lata r g ive back: devolver g ive i n : rend i rse, darse por vencido g ive out: repart i r, d istri bu i r g ive up: dejar, renunciar a go a long: i r con, acompanar a go away: i rse, marcharse go back: volver, regresar
go down: bajar, descender; gustar, tener aceptaci6n go off: marcharse, i rse go o n : du ra r; continuar go out : sa l i r
go through with: l levar a cabo, cump l i r grow up: cr iarse, crecer hang out: pasar el rato hang up: colgar (el telefono, un adorno) hold o n : agarrarse hold up: levantar; retrasar, retener keep down : repr im i r; oprim i r
keep off: proh ib ido (pasar, pisar e l cesped . . ) ; a lejar(se), apartar(se) de
keep o n : segu i r, conti nuar
kick off: expulsar I echar de leave out: omiti r, dejar fuera, exclu i r let down: decepcionar, fa l la r, defraudar let i n : dejar entrar, hacer pasar l ive u p to: estar a la a ltura de; vivir de acuerdo con,
cumpl i r
lock out : quedarse I dejar fuera con la puerta cerrada look after: cu idar a I de look ahead: mi rar hacia el futuro look away: aparta r la mi rada look back (on): mi ra r hacia atras; pensar en el pasado look for: buscar look forward to: espera r con ans ia , tener muchas ganas
de, estar deseando look i n o n : i r I pasar a ver a a lgu ien look i nto: i nvest igar, estud iar look o n : considerar look out: tener cu idado look over: revisar, repasar look through: ignora r, f ing i r no ver a a lgu ien , m i ra r a
a lgu ien como si no estuviera look up: buscar; i r a vis ita r; mejorar look up to: admi rar, respetar m a ke for: ir I d i rig i rse hacia I a make up : componer
m i ss out on: desaprovechar, desperd ic iar, dejar pasar, perder
pay back: rembolsa r, devolver (d i nero); vengarse pay for: pagar; ser castigado pay off: saldar, l i qu idar; merecer la pena pick out: eleg i r, escoger pick up: coger, recoger point out: sena lar put away: guardar, poner en su sit io put off: aplazar, posponer put on: representar; ponerse (ropa) put out: apagar (un cigarr i l lo , la l uz) put up: colgar, poner
put u p with: aguantar, soportar r ing off: colgar (el telefono) r ing up: l l amar (por telefono) run after: persegu i r r u n away from: escapar, hu i r de r u n i nto: tropezar I encontrarse con run off with: l l evarse, escaparse con run out (of): quedarse (s in)
run over: atropel lar sel l out: vender todas las entradas, agotar las existencias serve on: ser miembro de set off I out: sa l i r, ponerse en camino show up: aparecer, presenta rse (en u n sit io) s ign up: reg istrarse, i nscr ib i rse sta nd for: s ign ificar sta nd out: destacar, sobresal i r sta nd up: ponerse de pie, levanta rse sta nd up for: defender, respa ldar, apoyar stop by: pasa rse por switch off: apagar, desconectar (la l uz, la televis ion, el
telefono) switch o n : encender, poner, conectar ( la l uz, la
television , el telefono) ta ke after: parecerse a take apart: desmontar (un aparato) ta ke away: qu itar; l levar(se) take back: retractarse, retirar (lo d icho) take down: apuntar, anotar
PREPOSITIONS VERBS + PREPOSITIONS
apologise for: d iscu lparse por apologise to: d iscu lparse con a ppear i n : aparecer en argue a bout: discutir sobre I por argue with: d iscutir con arrive at: l legar a (un l ugar) arrive i n : l legar a (una c iudad, un pa fs) battle for: luchar por care a bout: preocuparse I i nteresarse por charge with: acusar de climb up: sub i r, trepar (por) com m u n icate with : comun icar(se) con compla i n a bout: quejarse de crash i nto: estre l l a r(se) I chocar contra enquire a bout: preguntar por, i nformarse de feel a bout: parecer (a lgo a a lgu ien); senti rse fight for: luchar por fi l l with: l lenar de go on (a trip) : ir (de viaje) hear a bout: enterarse de i m prison for: encarcelar por i nvest i n : i nvertir en i nvite to: i nvitar a l i sten to: escuchar (a) partici pate i n : practicar (un deporte); participar I tomar
parte en rely o n : depender de; confiar en search for: buscar ta l k a bout: hablar de I sobre ta l k to I with : hablar con t h i n k a bout: opinar (sobre), parecer; pensar en t h i n k of: pensar en wait for: esperar a work for: trabajar para write a bout: escrib i r sobre
take off: despegar (avion); qu itarse (ropa) take out: sacar
take over: reemplazar, adqu i ri r, tomar take part i n : part ic ipar en take up: empezar a hacer; dedica rse a ; ocupar, l lenar t ip over: volcar(se) try o n : probarse (ropa) tune i n : si ntonizar turn a rou n d : dar(se) la vuelta turn back: volver, regresar turn down: bajar (el volumen); rechazar turn i nto: converti r(se) en turn off: apagar, desenchufar (un aparato) turn o n : encender (un aparato) turn out: apagar (un apa rato) turn over: dar la vuelta a (una cosa) turn up: subir, poner mas fuerte I a lto (el volumen);
l legar, aparecer wake up: desperta r(se) work out: entender, resolver; hacer ejercicio write down: apuntar, anotar
NOUNS + PREPOSITIONS
demand for: demanda I peticion de d i sadvantage of: desventaja de effect on: efecto en end of: final de form of: forma de group of: g rupo de i ncrease in: aumento en I de m ixture of: mezcla de need for: necesidad de n u mber of: cantidad I n u mero de part of: parte de reason for: razon para release from: puesta en l i bertad, exca rcelacion s ign of: senal de so l ution to: solucion a I de story of: h istoria de symbol of: sfmbolo de
A DJECTIVES + PREPOSITIONS
(after to be) attracted to: (senti rse) atrafdo por dependent on: depend iente I que depende de d i fferent fro m : d iferente I d isti nto de excited a bout: emocionado I entusiasmado con good at: bueno en I para i nterested i n : i nteresado en i nvolved i n : metido I i nvolucrado en late for: tarde para; ( l legar) tarde a pleased a bout I with: contentola con, satisfechola de pol ite to: educado con proud of: orgu l loso de rude to: grosero con s i m i l a r to: s imi lar I parecido a sorry a bout I for: senti r, lamentar worried a bout: preocupado por
IRREGULAR VERBS be /bi:/ was I were /woz/wJ:/ been /bi:n/ ser, estar
beat /bi:t/ beat /bi:t/ beaten /'bi:tn/ golpear
become/br'kAm/ became /br'kerm/ become /br'kAm/ l legar a ser
beg i n /br'grn/ began /br'geen/ begun /br'gAn/ empezar
bend /bend/ bent /bent/ bent /bent/ doblar(se)
bet /bet/ bet /bet/ bet /bet/ apostar
bite /hart/ bit /brt/ bitten /'brtn/ morder
bleed /bli:d/ bled /bled/ bled /bled/ sangrar
blow /bl;}u/ blew /blu:/ b l own /bl;}un/ soplar
break /brerk/ broke /br;}uk/ broken /'br;}ukn/ romper
bring /bn!J/ brought /br::>:t/ brought /brJ:t/ traer
b u i l d /brld/ b u i lt /brit/ b u i lt /brit/ constru i r
b u r n /bJ:n/ bu rnt I burned /bJ:nt/bJ:nd/ bu rnt I burned /bJ:nt/bJ:nd/ quemar
burst /bJ:st/ bu rst /bJ:st/ burst /bJ:st/ reventar, esta l la r
buy /bar/ bought /bJ:t/ bought /bJ:t/ comprar
catch /keetf I ca ught /bt/ caught /bt/ coger, atrapar
choose /tfu:z/ chose /tf;}uz/ chosen /'tf;}uzn/ eleg i r
c o m e /kAm/ came /kerm/ come /kAm/ ven i r
cost /knst/ cost /knst/ cost /knst/ cos tar
cut /kAt/ cut /kAt/ cut /kAt/ cortar
deal /di:l/ dealt /delt/ dealt /delt/ comerciar, tratar
d i g /drg/ dug /dAg/ d ug /dAg/ cavar
do /du:/ d i d /drd/ done /dAn/ hacer
d raw /drJ:/ d rew /dru:/ drawn I drJ:n/ d ibujar
d ream /dri:m/ dreamt I dreamed dreamt I d reamed sonar I dremt/ dri:md/ /dremt/dri:md/
dr ink /dn!Jk/ drank /dree!Jk/ drunk /drA!Jk/ beber
d rive /drarv/ drove /dr;}uv/ driven /'drrvn/ conduc i r
eat /i:t/ ate /ert/ eaten / 'i:tn/ corner
fa l l /bl/ fe l l /fel/ fa l len /'fJ:ln/ caer(se)
feed /fi:d/ fed /fed/ fed /fed/ a l imentar
feel /fi:l/ fe lt /felt/ fe lt /felt/ senti r(se)
fight /fan/ fought /bt/ fought /bt/ l ucha r
f ind /farnd/ found /faund/ found /faund/ encontrar
fly /flar/ flew /flu:/ flown /fl;}un/ volar
forget /f;}'get/ forgot /f;}'gnt/ forgotten /f;)'gntn/ olvidar
forgive /f;}'grv/ forgave /f;)'gerv/ forgiven /f;)'grvn/ perdonar
freeze /fri:z/ froze /fr;}uz/ frozen / 'fr;}uzn/ congelar(se)
get /get/ got /got/ got /got/ consegu i r; l legar
g ive /grv/ gave /gerv/ g iven /'grvn/ dar
go /g;}u/ went /went/ gone /gnn/ i r
grow /grdU/ g rew /gru:/ g rown /gr;}un/ crecer; cultivar
hang /hee!J/ hung I hanged /hA!J/hee!Jd/ hung I hanged /hA!J/hee!Jd/ colgar
have /heev/ had /heed/ had /heed/ tener; haber
hear /hr;}/ heard /hJ:d/ heard /hJ:d/ ofr
hide /hard/ h i d /hrd/ h idden / 'hrdn/ esconder(se)
hit /hrt/ hit /hrt/ h it /hrt/ golpear, pegar
hold /hdUld/ held /held/ held /held/ sujetar
h u rt /hn/ h u rt /hn/ h u rt /hJ:t/ herir, hacer dano
keep /ki:p/ kept /kept/ kept /kept/ guardar, mantener
know /ndU/ knew /nju:/ known /ndUn/ saber, conocer
lay /!er/ l a i d /lerd/ l a id /lerd/ poner, extender
lead /li:d/ led /led/ led /led/ gu iar, conducir
learn /b:n/ lea rnt I learned /b:nt/b:nd/ lea rnt I learned /b:nt/b:nd/ aprender
leave /li:v/ left /left/ left /left/ dejar; irse, sa l i r
lend /lend/ lent /lent/ lent /lent/ prestar
let /let/ l et /let/ l et /let/ permitir, dejar
l i e /lar/ lay /!er/ la in /!ern/ tumbarse, echarse
1 44
�·--
. NO ,
l i e /lai/ (reg ular verb) l i ed /laid/ l ied /laid/ mentir
l i g ht /lait/ lit /ht/ lit /!It/ encender
lose /lu:z/ lost /lnst/ lost /lnst/ perder
make /meik/ made /meid/ made /meid/ hacer, fabricar
mean /mi:n/ meant /ment/ meant /ment/ s ign ificar, querer decir
meet /mi:t/ met /met/ met /met/ conocer a; reun i rse con
pay /pei/ paid /peid/ paid /peid/ pagar
put /put/ put /put/ put /put/ poner
read /ri:d/ read /red/ read /red/ leer
ride /raid/ rode /r�ud/ r idden / 'ndn/ montar
r ing /nn/ rang /r<e!J/ rung /rA!J/ l lamar (por telefono)
r ise /raiz/ rose /r�uz/ risen / 'nzn/ elevarse, alzarse
run /rAn/ ran /r<en/ run /rAn/ correr
say /sei/ said /sed/ sa id /sed/ decir
see /si:/ saw /sJ:/ seen /si:n/ ver
sel l /se!/ sold /s�uld/ sold /s�uld/ vender
send /send/ sent /sent/ sent /sent/ enviar
set /set/ set /set/ set /set/ colocar
sew /s�u/ sewed I s�ud/ sewn /s�un/ coser
shake /feik/ shook /fuk/ shaken / 'feikn/ ag itar
sh ine /fam/ shone /fnn/ shone /fnn/ bri l l a r
shoot /fu:t/ shot /fnt/ shot !fnrl disparar
show !f�u/ showed ;f�ud/ shown ;f�un/ mostrar
shut /fAt/ shut /fAt/ shut /fAt/ cerrar
s ing /si!J/ sang /s<e!J/ sung /sA!J/ can tar
s ink /si!Jk/ sank /s<e!Jk/ sunk /sA!Jk/ hund i rse
sit /sit/ sat /s<et/ sat /s<et/ senta rse
sleep /sli:p/ s lept /slept/ slept /slept/ dorm i r(se)
smel l /smell smelt I smel led smelt I smel led oler I smelt/ smeld/ /smelt/smeld;
speak /spi:k/ spoke /sp�uk/ spoken / 'sp�ukn/ hablar
spe l l /spell spelt I spel led spelt I spel led deletrear /spelt/ speld/ I spelt/ speld/
spend /spend/ spent /spent/ spent /spent/ gastar; pasar (tiempo)
spi l l /spii/ sp i lt I sp i l led s p i lt I sp i l led derramar(se) /spilt/ spild/ /spii t/ spi!d/
spo i l /spJII/ spoi lt I spoi led spoi lt I spoi led arru inar, estropear I spJilt/ spJild/ I spJI!t/ spJild/
spread /spred/ spread I spred/ spread /spred/ untar; d ifund i r(se)
spring /spn!J/ sprang /spr<e!J/ sprung /sprA!J/ sal tar
sta nd /st<end/ stood I stud/ stood I stud/ estar de pie
stea I I sti:l/ stole /st�ul/ stolen /'st�uln/ robar
stick I suk/ stuck I stAk/ stuck /stAk/ pegar
sting I sti!J/ stung /stA!J/ stu ng I stA!J/ picar (un i nsecto)
swear /swe�/ swore 1 swJ:/ sworn /swJ:n/ j u rar
sweep /swi:p/ swept /swept/ swept I swept/ barrer
swi m /swim/ swam /sw<em/ swum /swAm/ nadar
take /teik/ took / tuk/ taken /'teikn/ coger, l levar
teach /ti:tf/ taught /tJ:t/ ta ught /tJ:t/ ensenar
tear /te�/ tore /tJ:/ torn /tJ:n/ romper, desgarrar
te l l /tell told /t�uld/ told /t�uld/ decir, contar
think /9I!Jk/ thought /On/ thought /9J:t/ pensar
th row /9r�u/ threw /9ru:/ th rown /9r;�un/ arrojar, t i rar
understa nd I Ande'sr<end/ understood I Ande'stud/ understood I Ande'stud/ comprender, entender
wake u p / 'weik Ap/ woke up /'w�uk Ap/ woken up / 'w�ukn Ap/ desperta r(se)
wea r /we�/ wore /wJ:/ worn /wJ:n/ l levar puesto, ponerse
win /wm/ won /wAn/ won /wAn/ ganar
write /ran/ wrote /r�ut/ written /'ntn/ escribir
1 1 45 ·-·
WRITING GUIDE The Writing Process STEP 1 : BRAINSTORM FOR I DEAS
• Write down a l l the ideas you can th ink of.
• Don't worry about whether the idea is relevant.
• Don't worry about g rammar or spel l i ng .
• You can write i n your own language.
STEP 2 : ORGANISE YOUR I DEAS
• Decide which ideas to keep and cross out the others.
• Group s im i lar ideas together.
• Organ ise the groups accord ing to a writi ng p lan .
STEP 3: FOCU S ON LANGUAGE
• Th ink of words and expressions you wi l l need i n your work.
STEP 4: WRITE A FIRST D RA FT
• Write your fi rst draft on the computer or by hand . If you a re writ ing by hand, use a penci l . Leave wide margins for notes.
• Leave space between l i nes for add it ions and correct ions.
• Write qu ick ly. Don't worry about neatness or accu racy.
• If you can't th ink of a word in Eng l ish , write it in your own language. Look up the word in a d ict ionary later.
• If you can't spe l l a word, write it any way you can . Then check the word in a d ictionary or use a spel l check when you have f in ished.
TOPIC: Aftenwo�-t jobs
@ Cor�-t sorve to bu.y sorvtethi�Y you. reorlly Worl-tt
@5ei1.Se of respo11.Sibility
Pv'ork pLVictJ ajte•·" expl�it teeklqgerr ©Tired du.ri�Y Lessoi1.S orjter worki�Y Lorte ort 1-tijht
@More ww�-tey to spel-td
@ Leorm to Of3otl-tise you.r tirvte
bJ�v s6Tl&�rie c
· @ Dovt:t horve to orsk porrel-tts for everythi�Y
© Not e�-taugh tirvte to stu.dy for exorms
group A - Worki�Y �s � positive experievt£e
grou.p 5 - Fi�vt£i�l �dv�VIiqgu of worki.IY
group C - Effut o�-t schoolwork
,/
� � ( '
' (, < ( 1 '{
!, 'lv ! J c
STEP 5 : CHECK YOUR WORK
• Use the Writer's C heckl ist on th is page to improve your work .
Worki.11:9 duxi11:9 tifter-sdwol hours Cc:.'IJ.t 3ive teef11i!9ers excellevtt � Life experieJ.tee. First of c:.'lll, they jc:.li�-t "' seJ.tJe
their of rupoJ.tSibility. Th.i.s i.s buc:.'luse they will Lose �ob
do�t't I�-t "'dditio�t if they � come. Lc:.'lte or � show up. �o. worki11:9
teef11i!9ers 1-tc:.lve Less free ttme, so they use
STEP 6: WRITE A F INAL D RAFT
• If you a re writ ing by hand : copy your corrected work neatly onto a clean sheet of paper.
• Use a pen and leave a marg i n on the left-hand s ide.
• Make sure your paragraphs are clearly i n d icated .
N OTE
You can i nd icate the beg i n n ing of a paragraph by:
1 . indenting (mov ing the fi rst word of the paragraph to the right).
2. sk ipp ing a l ine before beg i nn i ng a new paragraph . Each paragraph beg i ns at the left-hand marg i n .
Writing Guide
,.--------'-
Both styles a re correct, but be consistent i n you r writ i ng . The i ndented style is p referred for i nformal letters.
W RITER'S CHECKLIST
ORJ3ANISATION
0 I OY!fc:.'IJ.tLSed my work "'aordi11:9 to "' plc:.l�-t.
0 fc:.lch P"'�"�'!Jrc:.lph 1-tc:.ls 011-e topic.
0 My pc:.lnympl-ts c:.lre dec:.lrly iltdicc:.'lted.
0 My idec:.'ls c:.lre i�-t "' Loj iCc:.'IL order.
0 I used suitc:.'lble coJ.tJ.teetors to LiJ.tk my idec:.'ls.
CONTENT
0 My work i.s ivtteruti11:9 c:.'IM orf.qiftc:.ll.
0 I bt'::!fc:.'IJ.t with "' suitc:.'lble opeJ.ti.11:9 sevtteJ.tee.
0 I pruevtted my idec:.'ls dec:.lrly.
0 I iJ.teluded omy releVc:.'lvti: idec:.'ls.
0 I supported my idec:.'ls with detc:.'lils c:.'IM exc:.lmples {opiftio�-t,
for "'ltd qg"'iJ.tSt us"'y) .
0 I eltded witJ.t "' suitc:.'lble dosi11:9 sevtteJ.tee. I 0 I used COJ.tJ.teetors to LiJ.tk my idec:.'ls.
I LAN (j lJ..AljE
c__. My jrc:.lmW!.c:.lr i.s correct.
1 '" My spelli11:9 i.s correct.
0 My word order i.s corrut.
0 My pu�-tCtUc:.ltio�-t i.s correct.
0 I used Cc:.lpitc:.'IL Letters correctly.
n I used "'djutivu correctly.
'------
Writing Skills WORD ORDER
Word order is very important in Eng l ish . The usua l order is :
subject + verb + object + additions
N ote the fol lowing:
1 . If a sentence has both a d i rect and an ind i rect object, there are often two poss ib i l it ies:
I gave you the letter . ./ I gave the l etter to you . ./
2 . Many t ime expressions can come at the beg inn ing or the end of the sentence.
Today, we don't have any homework . ./ We don't have any homework today . ./
3 . Never separate the verb from its object(s). We cannot say:
We don't have today any homework. )(
4 . Adverbs of manner can come in several positions, but not between the verb and the object.
Carefu l ly, she opened the box . ./ She carefu l ly opened the box . ./ She opened the box carefu l ly . ./ She opened carefu l ly the box. )(
5 . Adverbs of frequency come before the main verb. Some can come at the beg inn ing and I or the end of a sentence as wel l .
We sometimes play footba l l . ./
Sometimes we play footba l l . ./ We never play footba l l . ./
S U BJECT-VERB AGREEMENT
We p lay footba l l sometimes . ./ Never we play footba l l . )(
The verb is s ingu lar or p lura l , depending on the subject.
The child loves to pa int . (si ngu lar) I The chi ldren love to paint. (p l u ra l )
N ote the fol lowing:
1 . S ingu lar nouns that refer to groups can have e ither s ingu lar or p lu ra l verbs.
My fami ly does I do many th ings together.
2 . Amounts and quantities usua l ly have s ingu lar verbs.
Five thousand dol lars was found in the su itcase.
3. Words l i ke anyone, everybody and nobody have s ingu lar verbs.
Does anyone have any money to lend me?
I th ink everybody is here.
Nobody wants to leave yet .
4. Most uncountab le nouns have got s ingu lar verbs.
You r advice was excel lent .
The news is very excit ing .
5 . Some uncountab le nouns have got p lura l verbs.
You r clothes a re so fash ionable !
Writing Guide
USE OF ADJ E CTIVES
1 . Adjectives come before nouns and after certa in verbs.
a black cat ./ a cat b lack )( He looks upset . ./
2 . The adjective form for s ingu lar and p lu ra l nouns is the same .
a n excel lent fi l m I exce l lent fi lms ./ exce l lents fi lms )(
3 . Adjectives fol low a specific order: opin ion + size o r age + colour + origin + materia l .
a fantastic, new Japanese ca r ./ a fantastic. Japanese new car )(
CONNECTORS
Connectors a re l i n k ing words which jo in ideas and show how those ideas a re related to one another.
M ike got into the basketba l l team because he 's a talented p layer (to g ive a reason)
He wants to improve h i s game, so he practises every day after schoo . (to descr ibe a resu lt)
He spends a lot of t ime tra i n ing , but he sti l l gets h igh marks at school . (to express a contrast)
They a lso help us to organ ise our writ ing and make it easy for the reader to fol low.
Many people feel that they must a lways wear expensive, brand-name clothes . Fi rst of a l l , they cla im that 1f they don't, they won't look good or be accepted by other people . I n addition, they say that brand-name clothes are designed better. However, brand-name clothes have disadvantages. For example, the brand name is often printed in la rge letters on the clothes. As a result, weari ng them turns you into a walk i ng advert isement.
Study the chart of connectors and phrases below.
to add points on the same
to express a contrast
to describe a cause or reason
to describe a result
to show
to express personal op in ions
to i ntroduce facts
to make statements
to l ist points
to give examples
to i ntroduce opposing points
to show sequence
to show time
to conclude
and I i n add it ion I furthermore 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 a lthough I even if I even / i n of /
because (of) I s ince I due to I as I as a result of I one/another reason for . . . is . . .
so I therefore I consequently I thus I a s a result I a s a consequence I for this reason I that is why
I l i kewise I in the same
in my opinion I I (strongly) believe (that) I I think I feel (that) I i n my view I it seems to me (that) I I as I see it
I the truth is (that)
i n
t o begin/start with I i n the first place I first o f a l l I for o n e t h i n g I I I
on the one hand I on the other hand I i n contrast I contrary to I it can a lso be that I but there are who (that)
f i rst I at first I in the beg inn ing I before I next I then I soon I meanwh i le I later I after that I afterwards I at last I I I in the end I I when
i n conclus ion I to sum up I in short I al l i n al l
.---- -
WRITING A PARAGRAPH
A paragraph consists of several sentences about a certa in topic. lt has the fol lowing parts:
1 . a topic sentence which g ives the main idea of the paragraph
2 . supporting sentences which add reasons, deta i l s and examples
3. a conclud ing sentence which leads on to the next paragraph or summarises the main idea
OPENINCj
F>ODY
CONCL/!0ION
J I thi"'k.. I'm 3e.ttif13 too old to 30 o� holid(l(y with my p(l(w1i:s. For o� thif13, the.y e.l1joy jOif13 to
wutSe.ums (I(M lookif13 (l(t f(I(MOW buildif13s, but I thi"'k.. this is borif13. I'd r(l(the.r re.l(I(X (l(t the. be.(l(c.h
or 30 shoppif13.
As (I( re.sult, we. ofte.� (l(tyue. whe.� we.'re. o� holid(l(y. I� (l(dditio�, I'd like. to st(l(y (l(t pl(l(c.e.s where. I
• l C.(l(� me.e.t other youf13 pe.ople.. For e.x(l(mple., youth hoste.ls (I( re. full of youf13 tr(I(Ve.lle.rs.
L l All i� (l(ll, (l(lthoz.fjh l love. my p(l(re.�s, I'd pre.fe.r to 30 o� holid(l(y with frie.Ms.
The parts of a paragraph should flow logical ly. The paragraph must be easy to understand . You can accompl i sh th is by:
1 . using pronouns to refer back to the nouns in the text.
2 . us ing connectors to show the connect ions between ideas (see the chart on page 1 49) .
WRITING AN E S SAY An essay consists of several paragraphs about a topic. There are many d ifferent k i nds of essays, but they a l l
have the same basic p lan :
1 . THE OPENING
The open ing is a general p resentation of the topic. Try to start your essay with an open ing that wi l l catch
you r reader's interest. Here a re some ideas:
a. Begin with a surpris ing fact . Thousands of pigeons have died of starvation s ince the London C ity Counc i l made it i l l ega l to feed them .
b . Begin with a short anecdote about rea l or imaginary events. Ha rry Fletcher has worked at Trafa lgar Square every day for the past 25 years, sel l i ng food for the
pigeons. Now, he has no work because the authorities have decided to make h i s job i l lega l .
c . Begin with a question . Can you i magine Trafa lgar Square without i ts pigeons?
If you can 't th i n k how to beg i n , don't worry. Go on to the body of the essay. You can a lways write the
open ing later. The important th ing is to keep go ing .
2. THE BODY The body has got one or more paragraphs which develop the topic. When you were preparing to write,
you bra i nstormed for ideas (see page 1 46). Then you chose ideas to use and put these ideas into g roups in
a logical order. Use these groups of ideas to write the body of the essay. Each g roup of ideas wi l l become a
separate paragraph .
3. THE CLOSING The c los ing is a paragraph which summarises the main idea or presents a conclus ion. l t should not br ing in
new ideas. I n some cases, the closi ng may be s im i la r to the open ing, but presented i n d ifferent words.
lt shou ld a lways leave the reader with a strong impress ion. In concl usion, i t is poss ib le to g ive the p igeons less food, so that they wi l l look for food somewhere e lse .
Th is would be more h u mane than starv ing them to death .
A DE S CRIPTION OF A PERSON A description of a person g ives a n impression of what that person i s l i ke o r of our relationsh ip with them. lt usua l ly i ncludes deta i ls about the person 's appearance, interests and persona l ity. Look at the topic below. Then study the plan and read the mode l .
TOPIC :
Write a description of someone you l i ke .
PLAN:
My Friend Scott
Writing Guide
OPENING !$(!(sic. iftjorwt.<i!tiofl. iVLtroduc.iVJ3 tl-te- perso �-L
Scott is a really good friend of mine. We're both in the same crowd and
we all go out quite often, but sometimes j ust the two of us get together
after school.
SODY Desc.riptio�-L of tl-tepersov0 (l(fpe(l(r(l(ftc.e, persoi'L(I(/ity, iVLterests (I(M (l(c.tivities, (I(M I o r your rel(l(tioftSM.ip
CLOSING Closif13 rewt�rk.s (I(M I l or your opti1-I.OI'L
USEFUL LANGUAGE
Describing People . .............................. -...... .
He I She is a bit I very I qu ite . . .
He I She has got . . .
Scott 's short and well-built. He's got fair, wavy hair with amazing blue
eyes - girls think he's quite attractive ! He works out in the gym three
times a week and at weekends he likes to go camping. I sometimes go
away for the weekend with him and his family - we have a great time.
He can be a bit bossy, but I don' t mind because he's such great
company. He's generous and helpful, and I can always count on him to
be there when I need him. I think that's really important in a friend.
Scott is a lot of fun and a great pal. He's one of my favourite people.
Physical Appearance
ta l l I short I petite
wel l -bu i lt I chubby I s l im
Pers?�� � i�y _ _
bossy
generous
The best th ing about h im I her is . . .
He I She is a g reat fr iend
good-looking I gorgeous I attractive I plain
stra ight I wavy I curly I sp iky I shoulder- length ha i r
he lpful
a lot of fun
shy . . . is rea l ly important in a friend I a teacher
. . . is one of my favourite people
I rea l ly l i ke him I her a lot
fa i r I dark ha i r or sk in
brown I blue I g reen eyes sense of humour
selfish
stubborn
considerate
ca lm
A NARRATIVE A narrative is a story about a ser ies of events and the people i nvolved in them . Look at the top ic below. Then study the p l an and read the model .
TOPIC:
Write a narrative about a tr ip you took .
PLAN:
OPENING The- YIM!LI'!- durrli!cte.rs, wl-te-re. ii!rtd wl-te-11- tl-testory tli!k.e.s plii!c.e.
F>ODY Eve.l'\-ts i11- tl-te- story, lww tl-te- c.hli!mcte.rs
je.Lt
CLOSING The- e.rtd i'!:9 of tl-testory
USEFUL LANGUAGE
[
[
The Train to London
Last weekend, my brother Alan and I decided to go to London.
We wanted to do some shopping and see a show. We bought our tickets
and ran to catch the train.
There was a big crowd trying to get on, so we lost sight of each other
and ended up in separate carriages. I walked up and down the train,
but I couldn' t find Alan. An hour later, our train pulled into Waterloo
station.
I got off and stood on the platform. I waited for ages, but there was no
sign of Alan. I tried to phone him, but he didn ' t answer. Shocked, I sat
down on a bench. Where was he?
About 40 endless minutes later, I saw him. "I fel l asleep and missed the
station ! " he explained. "When I woke up, I got off and took the next
train back. My phone? It's at home. Sorry about that ! " I felt relieved,
but angry. What a way to begin our day in London !
Time Expressions Connectors of Sequence i m m m m•••m••C•m m m m m mm mm ••••••••••••• m m m m m ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••; m m
Last weekend I summer I year . . . at fi rst as soon as
Two years ago . . . before soon
lt was a cold I hot I stormy day . . .
lt a l l began when . . .
One afternoon . . .
Fortunately I Unfortunately I Lucki ly . . .
To my surprise . . .
I felt . . .
The funny th ing is that . . .
Before I knew it . . .
after suddenly
next whi le
later du ring
when eventua l ly
then in the end
unt i l meanwhi le
Writing Guide
A BIO GRAPHY A biography is a descr iption of a person's l ife. lt should inc lude only important events and information, leaving out m inor deta i l s . Th i s i nformation is usua l ly (but not a lways) presented in chronological order. Look at the topi c below. Then study the p lan and read the model .
TOPIC:
Write a b iography of a person who is important to you r country.
PLAN:
OPENING
I Who tke pe.rso"'" is (i(;u;{ wlwrt ke/ ske is f(i(WU;us for -
'60DY E(i(rly Life. (i(;u;( C(i(re.e.r de.ve.lopme.�s
CLOSING 5uwt.W!.(i(ry of tke [ pe.rsovt-S (i(chi.e.ve.me.�s I future. pL(i(�
USEFUL LANGUAGE
was born on I i n . . .
is famous for . . .
Tony Blair
Tony Blair served as Prime Minister of Great Britain from 1 997 to
2007. He was a young, charismatic leader who brought the Labour
Party to victory after many years of Conservative government.
Blair was born in 1 953 in Edinburgh, Scotland. As a teenager he was a
rebell ious student who disobeyed school rules. While he was studying
law at Oxford, he also played in a rock band. He became a Member of
Parliament in 1 983 and leader of the Labour Party in 1 994. In 1 997 he
became the youngest prime minister in 1 85 years.
One of B lair's most important accomplishments as prime minister was
helping to end the conflict in Northern Ireland. Towards the end of his
term, however, he became unpopular due to his support for the war in
Iraq.
B lair continues to be politically active. There is a possibility that he
may become the first president of the European Counci l .
I n the future . . .
He I she p lans to . . .
is one of the world 's most I best . . .
at the age of . . .
H e I she is hoping to . . .
he I she wanted to become . . .
spent h is I her ch i ldhood in . . .
as a teenager, . . .
he I she decided to become . . .
L-1 1_5_3 ____ --<
A DESCRIPTION OF A PLACE A description of a place g ives an impress ion of what that p lace is l ike . lt usual ly inc ludes physical deta i l s such as locat ion, scenery, exterior and inter ior ( i n descriptions of a bu i ld ing) . lt may a lso descr ibe the general atmosphere. Look at the top ic below. Then study the p lan and read the model .
TOPIC:
Write about a good place for a hol iday.
PLAN:
SODY Desc.riptW�-t with wwre de.t�il. ex.�mples of thi113s to see �vtd do
CLOSING Co l't(.Lu.Ai113 sel'ttel't(.e �vtd opi�o�-t o r rec.o mwt.evtd �tio �-t
USEFUL LANGUAGE
is one of the most . . .
lt is located . . .
You ' l l notice . . .
You can . . .
Vis itors shou ld p lan on . . .
You ' l l never forget . . .
Vis itors can enjoy . . .
lt offers . . .
You should n 't m iss . . .
Zermatt
Zermatt is a resort town in southern Switzerland. It's located at the foot
of the majestic Matterhorn, one of the most famous mountains in the
Alps.
Zermatt is a picturesque village with lovely houses, streets and shops
as well as breathtaking Alpine scenery. It is quiet and clean because
no cars are allowed there. Electric buses and taxis and horse-drawn
carriages are the only forms of public transport.
The village is a world-famous ski resort with skiing all year round.
Visitors can also enjoy hiking, biking or riding a cable-car to the top of
the mountain. B ars, restaurants, clubs and casinos provide lively night
time entertainment.
In summer or winter, Zermatt is unforgettable. It's a great place to
spend a holiday.
famous
peacefu l
l ively
beautiful
re lax ing
ancient
modern
qu iet
fun
Writing Guide
A F OR AND AGAINST E S SAY A for and agai nst essay is usual ly about a controversial issue . lt presents both sides of the issue and then concludes by supporti ng one of the s ides. Look at the topic below. Then study the p lan and read the model .
TOPIC:
Write a for and aga i n st essay on a topic con nected to hea lth .
PLAN:
OPENING Ivttrodvtc.tio �-t to tke.
SODY A '=9l-t1'11.e.Ylts fo r o 11.e. side. of tJ.u.. issvte., with svtpportiV!j de.tlilils liiM ex:lilwt.ple.s
At:9vt1'11.e.Yl.ts for tke. otke.r side. of tJ.u.. issvte., with svtpportiV!j de.tli!ils li!M ex:li!wtple.s
CLOSING Svtwtwtlifry of issvte. li!M write.rs opiftio�-t
USEFUL LANGUAGE
On the one hand, . . .
On the other hand, . . .
lt is true that . . .
F i rstly I Secondly I Third ly, . . .
For example . . .
I n addit ion, . . .
Furthermore, . . .
However, . . .
Nevertheless, . . .
Yes or No to Organic Food
In the last few decades. organic food has become very popular.
The question is . should everyone start buying it?
On the one hand. organic food has many advantages . For one thing. it
i s safer and healthier to eat than non-organic food. This is because it
is grown without dangerous chemicals . It also has more vitamins and
minerals. Moreover, due to the fact that organic farming does not use
chemicals, organic food is better for the environment.
On the other hand, shopping for organic food may be quite
inconvenient because it is not available in all shops. In addition, it 's
very expensive, so it 's not practical for many families.
To sum up, organic food is better for your health than other foods.
However, you need to decide whether or not you can afford to spend
the money and the time it takes to buy it.
Due to . . .
As a result, . . .
Conseq uently, . . .
I n conclus ion, . . .
To sum up, . . .
I be l ieve that . . .
In my opi n ion , . . .
I n my view, . . .
155
A NEWS REPORT A news report provides information about a recent event. lt presents the facts objectively in order of importance. lt should answer the questions: who, what, when, where and why. Look at the topic below. Then study the p lan and read the model .
TOPIC:
Write a news report about someone who su rvived a dangerous exper ience.
PLAN :
OPENINy Sliwt.WU'fry of tlu e.vel1i �vu;{ most i.mport�l1i f�cts
H>ODY Det�i.Lr �bolit tlu evel1i
CLOSINy 5 i_qvti.fic.�VI£e of tlu evel1i I r�ctioi1.S �vu;{ c.omme11ts
USEFUL LANGUAGE
Accord ing to . . .
yesterday . . .
last n ight . . .
Due to . . .
because
Consequently, . . .
As a result of . . .
For th is reason, . . .
Apparently, . . .
Sou rces say . . .
L
[
Ronaldo's Ferrari Crash
Manchester United star, Cristiano Ronaldo crashed his Ferrari sports
car yesterday near Manchester Airport. Although the car was badly
damaged, the 23-year-old, millionaire footballer was unhurt. No other
cars were involved in the accident.
The accident happened in the tunnel which takes traffic under the
airport runways. Ronaldo, on his way to football practice, crashed his
car into the barrier at the side of the tunnel. The front of the car was
completely destroyed and one of the wheels came off.
According to witnesses, after the accident Ronaldo left the car and
stood beside it, apparently shocked. "It's amazing he survived it
without a scratch," said one witness. After questioning by police,
the star, who was recently named World Player of the Year, went to
training as usual.
Writing Guide
INFORMAL C ORRE SPONDENCE In an i nformal e-ma i l , we use language very s imi lar to the lang uage we use when speaking to someone we know wel l . Look at the topic below. Then study the plan and read the model .
TOPIC:
Write an i nforma l e-mai l to a fr iend about a futu re p lan .
PLAN:
(jREETIN(j Opelti� reWU>�rk.r, revtsOV�-for wr�t��
E>ODY
• ..:.J + Informal e-mail to Jason � From: I steven333@gmail .com
� 1 + 1 To: I [email protected]
� ..;:J Subject: art
Hi Jason,
How are things? Did you get my e-mail about the party I ' m having on
Friday night? You haven ' t answered me.
I.-iforWU'!t�OV�-, 11.eWs o r det��Ls
First of all, can you come? I know you' ve got your driving test on
Saturday, so you probably want an early night. On the other hand, you ' ll
probably be nervous so maybe it would be a good idea to get out and
relax a bit !
CL05IN(j Clos�� reWU>�rk.r
5I(jNIN(j OFF
c
[
Anyway, even if you don' t come, could I borrow a few of your discs?
I know you ' ve got a lot of good music. I was also wondering - could you
lend me your speakers as well? Mine aren' t very good. I promise that
nothing wil l happen to them!
Hope you can come. Please let me know.
See you,
Steven
USEFUL LANGUAGE
Greetings . .. . . . . ... . . ..... ....... ..........
Dear . . . ,
H i . . . ,
O pen ing Remarks
lt was great to hear from you .
How are th ings?
D id you get my letter I e-ma i l ?
Sorry I haven 't written for so long .
Congratu lations !
I haven 't heard from you for . . .
I ' m writ ing because . . .
Closing Remarks
I can't wait to . . .
Write soon !
Please let me know.
That's a l l for now.
Say hel lo to . . .
S ign ing Off
Love,
Regards,
See you,
Take care,
Al l the best,
Yours,
AN OPINION E S SAY An op in ion essay states an op in ion and tries to convince the reader that th is op in ion is correct. Look at the topic below. Then study the plan and read the model .
TOPIC:
Write an op in ion essay on a topic connected to safety.
PLAN:
OPENIN(j Pruevt.i'ii!tiovt. of issue ii!M opivt.iovt.
f>ODY 5puific reii!SOvt.S ii!M fii!C-ts to support opivt.iovt.
CL05IN(j 5ummi� up ii!M rutli!temevt.t of opivt.iovt.
USEFUL LANGUAGE
[
[
Many people th i n k that . . .
In my opin ion, however, . . .
I d i sagree
In my view, . . .
I bel ieve that
However, . . .
Despite th is , . . .
Fi rst of a l l , . . .
Second ly, . . .
In add it ion, . . .
Bicycle Helmets - Not a Solution
Several years ago, the British Medical Association asked the UK
government to pass a law requiring cyclists to wear helmets. Although
this sounds l ike a good way to save l ives, I believe that it is neither
helpful nor necessary.
First of all, such a law will cause fewer people to ride bicycles. This
is because the helmets are uncomfortable and hot, especially in the
summer. In my view, cycling should be encouraged, not discouraged.
Secondly, requiring helmets gives the impression that only cyclists
are responsible for their safety. It i s clear that this i s a mistake. Most
accidents are caused by cars, and it i s the drivers who must learn to be
more careful .
As I see it, the new law would discourage cycling and place
responsibility on the wrong people. Instead, more bicycle paths should
be built and drivers should be educated to drive more carefully.
Therefore, . . .
As a result, . . .
lt is c lear that . . .
I n short, . . .
To sum up, . . .
I n concl us ion, . . .
Writing Guide
A REVIEW A review provides the ma in events in the plot of a book, fi l m or show. lt a lso g ives the reviewer's op in ion . Look at the top ic below. Then study the p lan and read the mode l .
TOPIC:
Write a review of a book you have read or a fi lm you have seen recently.
PLAN:
OPENIN(j The I'Uime orl'!.d type of book or film, tJ.te orutJ.tor/ director, th.e morirt ch.orrorc.ters orl'!.d or descriptiort of the plot
50DY Writers opirtiort ort vorrious orsputs of tJ.te book or film, 3ood po irtts orl'!.d bord poirtts
CLOSIN(j yerterorl ruo mmel'!.d ortio 11-
USEFUL LANGUAGE
lt te l l s the story of . . .
Its hero I hero ine is . . .
The fi lm sta rs . . .
[
lt is set in . . .
b lockbuster I bestse l ler
characters
special effects
soundtrack
The Thirteenth Tale
The Thirteenth Tale, a suspense novel by Diane Setterfield, is set in
Yorkshire, England. Its heroine is a young bookseller, Margaret Lea,
who has been chosen by world-famous author Vida Winter to write her
biography. As Vida reveals the secrets of her tragic past, Margaret finds
she must deal with the secrets of her own l ife .
There is nothing ordinary or predictable about The Thirteenth Tale. Setterfield's frightening and fascinating story is about confused
identities, lies and love. It is revealed bit by bit, each part leaving the
reader more mystified than before, right through to its unexpected
conclusion. It is ski lfully told, in a style and language that are a
pleasure to read.
It's hard to believe, but this bestselling novel is Setterfield's first. After
finishing it, readers are sure to want more books by her - and let's
hope they come soon.
surprise end i ng
pred ictable
disappoint ing
You won't want to m iss . . .
You ' l l love read ing . . .
Wel l worth see ing I read ing
I h igh ly recommend . . .
Don't bother I waste your t ime . . .
L 1 1 59
QUIZ ANSWERS AND FACT FILE Unit 1, page 5
d . Look at the faces below. Some are from Group A, some
are from Group B and some are new. Number 1 -24 i n your
notebook. For each face, write A (Group A). B (Group B) or N (new).
Now check your answers. Score 1 point for each correct
answer.
1 . B 2 . N 3 . A 4. B 5 . B 6. N 7 . A 8. N 9 . A
1 0 . B 1 1 . N 1 2 . N 1 3 . N 1 4. B 1 5 . A 1 6 . A
1 7 . N 1 8 . N 1 9 . N 20 . B 2 1 . N 2 2 . N 23 . A 24. N
How d id you do?
1 9-24 WOW! You a lmost never forget a face. Be happy
that you have got th is ta lent - it's very usefu l !
1 2- 1 8 : You have got a normal memory for faces. You
remember most people you meet, but may have some
trouble if you meet them aga in in a d ifferent place.
1 1 or less: You may have some d ifficulty remembering
faces. You can improve by practis ing . Try paying attention
to specif ic deta i l s that wi l l help you remember.
Unit 2, page 1 7, Exercise 2 1 6- 1 8 : You are perfect spy materia l !
You l i ke danger a n d excitement, you 've got courage a n d you ' re
not afra id of pa in . You ' re good at keeping secrets and you ' re good at solvi ng problems. You ' re a g reat l iar - a sk i l l you may
need for surviva l . You 've got an excel lent memory, and you ' re
good at gett ing i nformat ion. You 'd make a fantastic secret agent!
1 2- 1 5 : You could try espionage, but it won't be easy. There's a chance you cou ld become a secret agent, but you ' l l have to
work on a few th ings . Your memory may not be sharp enough and you need to develop your courage. Learn to keep a secret
and practise ly ing - these are necessary sk i l l s for a spy. Consider
whether you wou ld real ly l i ke a l ife of thri l l s and danger. If so,
there 's sti l l hope !
6-1 1 : Espionage is not for you ! Safety is more important to you
than thr i l ls, so you usual ly stay far away from danger. You ' re a very honest person and you say what you th ink . This is a good
tra it in most people, but not in a spy. You can't keep a secret and
your memory isn 't the greatest. You may enjoy read ing a good
spy novel , but you cou ld never be a spy yourself !
Unit 3, page 37, Exercise 3
Student B
Va ler ie Vi l i - shot putter
Early l ife
1 984 - Born in 1 Secondary school yea rs - teased and bu l l ied because of her size (now 1 . 93 metres, 1 1 0 k i los)
Ear ly ca reer
1 998 - 2· __ recogn ised her potent ia l , encouraged her to take up the sport
3· __ - Broke a 20-yea r school record
Titles I Competitions I Awards
200 1 - World Youth C hampion
4· __ - World J un ior C hampion
2004 - Athens Olympics - f in ished e ighth beca use she was recover ing from an operation
2004 - Broke New Zealand women's record from 5 · 2007 - World C hampion
2008 - Olympic gold medal , Be ij i ng
6 · __ - New Zea land Sports Award of the Year
Futu re plans
Conti nue competing , be wor ld champion aga i n , win another go ld meda l at the next O lympics
Unit 6, page 65, Bel ieve it or not! Quiz Answers 1 . True - Lightn ing is a lmost 28,000° C , wh i le the sun 's su rface
is " on ly" 6, 1 00° C .
2 . False - C louds conta in no gas, only water and ice. 3. True - You can see the circle if you look at a ra inbow
from above.
4. True - Heavy red ra i n fel l in Ind ia from Ju ly to September 200 1 .
5. Fa lse - Antarctica is the world 's d riest continent. 6 . True - The crysta l structure of ice i s a lways six-sided. 7 . False - The concrete i n cities reta ins the heat, mak ing them
warmer than the areas around them .
8. True - Trees make the a i r more humid , which i ncreases ra infa l l .
EWPOINTS for Bach i l l e rato 1 _ -; :::- Grant and Kevin Payne
; : :- 3ooks is an imprint of Danos Books Ltd .
�- _ � � u·ncular para Bachi l lerato, curso pr imero, a rea de lenguas extranjeras: ing les, reg istrado en todas las -
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: - e r gratefu l ly acknowledges the fol lowing for perm ission to reproduce songs:
-:a- Oo Anythin g) (page 29) - Words and music by Kara D ioguard i and Matthew Gerard © Sixteenth Street Songs/ =- = ::: :: < s Music c/o D isney Music Publ ish i ng . Used with permission; Antarctica (page 77) - Words and music by Alasta i r lan
- �- :: - a Peter Harry © Frabjous Music/Lobster Music. Used with permission .
- : _ : s-er grateful ly acknowledges the fol lowing for provid ing photographs: -
_ :: :: d Macdonald (pool), www.panoptikum.net (house), Science an•d Society Picture Library (vase); AP: pages 36 (Mark Sp1tz),
_ :- - ·= D., 78 (M/S Explorer), 1 03 (rocket); Ariau Amazon Towers, Ellen and Edson Ritta Honorato: page 80; ASAP/Aiamy: pages _ _ - . 01 �e sanctuary and cat); ASAP/EPA: page 43 (Atlantis Hotel); ASAP/Rex: pages 5 (Lewis Hami lton, Duffy), 25 (dentist),
- ': � 59 snow makers), 80 (snow hotel), 1 02 (Big Brother), 1 07, 1 1 1 ; ASAP/Topfoto: page 36 (Phelps); Cartoon Stock: pages 53, : · : :: 3an Jupiter Images: page 1 9; Dynamic Architecture™ David Fisher Architect: page 43 (irregular ly-shaped tower); Endemol
=- :: : :J-a page 1 03 (Space Cadets); ESB New York: page 48 (photo 1 ); Everett Col lection: pages 8, 1 8 (Matt Damon and Mike :=--: ::: s stuntperson), 87, 1 04, 1 05, 1 08, 1 09 (Fear Factor), 1 1 0; FEMA/Adam Dubrowa: page 73; Fiber Instrument Sales, I ne: ;:: :3 · =1at Earth page 41 (Taj Mahal); Image Bank!Getty Images: pages 30, 32, 34, 37 (Vi l i), 1 02 (Survivor and American Idol);
=-=- -ages/PhotoDisc: pages 1 2 (photo 2), 48 (photo 3); NOAA: page 66; Photos.com/Jupiter Images: page 61 (man ploughing); - _ · :: · 2 corn: page 1 7; PWA!John Carter page 38; Reuters: pages 37 (Henry), 72 (photo C); Shutterstock, Inc.: pages 5 (al l except _ : -a"l ton and Duffy), 6, 7, 9, 1 0, 1 1 (computer and photographer), 1 2 (al l except photo 2), 1 3 , 1 4, 1 5 , 1 6, 1 9, 20, 2 1 , 22 , : : =- 26, 29, 33, 4 1 , 43 (Burj Duba i and desert), 44, 45, 47, 48 (photos 2 and 4), 49, 50, 53 (newspapers), 54, 55, 56, 57, 58, : = ::: 6 - (dairy, horse racing a n d guide dog), 62, 65, 67, 70, 7 1 , 72 (photos A and B), 74, 7 5 , 7 7 , 78 (research equipment and
7 - ;- �s .. 79, 83, 84, 85, 86, 89, 90, 9 1 , 92, 93, 94, 95, 96, 97, 98, 1 0 1 (popcorn), 1 06 (crowd), 1 07(crowd), 1 09 (al l except =:= :: · =::cor); Visuai/Corbis: page 3 1 ; www.facebook.com: page 1 1 (Facebook page); www.ubipress. ub i .com: page 1 8 (Sa m Fisher);
• · • -aimaison-imagegal lery.com/hotels: page 80 (Malmaison Hotel); Warwick Sloss, UK: page 25 (snake catcher); West Mid land =: :;: U K : page 9 1 (poster)
!,gradecimientos:
• :: :yofesor J u a n Manuel Rubio Sa nta na por su va l iosa labor como asesor de este proyecto • :: os s1gu ientes profesores por su colaboraci6n al revisar y p i lota r Ios materiales de nuestro cu rso:
(r st ina H o l m Sova IES Jaume Balmes, Barcelona; M . Angeles L6pez M a rtin Colegio Rafael Ybarra, Madr id; Cristi na G uerrero G a rcia C olegio l nstituci6n Salesiana, Madrid; E le n a M . Martin Monje Colegio Los Ti los, Madrid; Pedro Pablo
erra n Perez C olegio Sagrado Coraz6n de Vitor ia, Vitoria; N u ria Vivas R i po l les Escola Lestonnac, Barcelona; J ose Ang e l G a rcia Barquin Colegio Sag rado Coraz6n, Zaragoza; Concha Arribas Rodrfguez I ES San Juan Bautista, Madrid
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