Faces

Faces 

ú 

How good are you at remember¡ng faces? Do the test below and find out, 

¿. Look at the s x f¿ces if group A for 30 seconcjs. 

l¡. Now look at the next srx faces in group B for 30 seconds. 

c Turn to p¿ge 

,]60. Do the next part of the test ¿ncl check your ¿nswers. 

I Have you ever met anybody whose face you won,t forget? 

Why do you th¡nk you won,t forget this person? 

WEB FXTRA 

Fr 

tNU r,f,ht f¡(es on thÍs p¡g( arc pol)r¡l:rr British 

j 

cetrbfiljrs. 

Ino o t ltrrrc abor|r theln llL t. 

GROUP B 

lr-- 

T 

I

C'READING 

Word Check: The following words appear 

¡n the text. Make sure you know what they 

mean. 

f iatmate . blind. sque¿ky. cope 

PREDICTING CONTENT 

Before reading a text, look at the pictures and 

the tit e. This wi I help you predict the content 0f 

the text. 

2. Look at the title and the p¡cture. What do you 

think the text ¡s about? 

3. Read the text and check whether your 

prediction was correct. 

4. Are the following statements true or false? 

F¡nd ev¡dence in the text to support your 

an5wer5. 

'l 

The rn¿n fo lowing the wr ter w¿s a str¿nqer 

2 PA was f rst diagnosed n the 1990s 

3 Peop e can et PA from their parents. 

4. Som-" PA sufferers don't go out much. 

5. The writer p[efers to keep her cond trof a secfet 

6. Screntists h¿ve not discovered a cure for PA 

I 

I 

¡ 

5. Choose the best answer accord¡ng to the text. 

I th s text, the wr¡ter w¿nts m¿rn y to 

.r tell re¿ders the story of her life 

b nform readers abo!t PA 

, n' o rp n;l . -h . h^ l: ó .ó .ea-.l- o- o^ 

d. help readers dragnose whether they have PA 

When tlre wr ter fe¿ rsed she had PA, she was 

¿ glad th¿t she was not ¿lone 

b upset th¿t thefe w¿s something wrong 

'"vitlr he¡ 

c .rrgry th¿t no onc had ever told her 

d. happy th¿t her condit on w¿s rlot 

tllore ser oLts 

6. Answer the quest¡ons ¡n your own words. 

I How d d the wf ter kno\'v th¿t she had PA? 

2 What c ues do PA suffercrs use to recognrse 

peop e? 

3. Why m ght a bus ness meetlrg be d fflcu t for 

the wr ter) 

4 What mpressron do PA sufferers m¿ke on 

others? 

5 Why do PA sufferers sometimes pretend they 

havef't got their glasses? 

7. Find words or phrases in the text that mean: 

1. afra d (paragraph 1) 

2. rn ¿dd tron to (paragraph 2) 

3. def nlte y (paragraph 3) 

4. m¿ke t poss ble for (paragrapf +r 

5. types, kinds (paragraph 6) 

ffiqrr 

I Have you ever been ¡n a s¡tuat¡on where 

you didn't recognise someone or couldn't 

remember their name? How did vou feel? 

What did you do? 

{ 

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6 

,t/ 

:

IEXT. 

PA 

as. 

lor 

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A Face l'll Always Forget 

A few years ago, a man began calling me from the other side of the street. | ¡gnored him, 

but he ran after me, shouting, "Hey!" Frightened, I shouted back, "What's the problem?" 

When he replied, his American accent reminded me: he was my flatmate and I had been 

living with him for three years" 

5 This incident, along with several others, made me real¡se that lam face-blind. lhave a 

condition called prosopagnosia, or PA. I'm not really blind. When I'm looking at a face, I can 

describe it perfectly. lt's just that when I look away, I don't remember the details. 

PA was first documented in the 1940s and was believed to be caused by brain injury or a 

stroke. However, in the 1990s, reports were published of parents and children who were 

'." suffering from the disorder, but had no injury. This clearly showed that some people are 

born w¡th the problem, and that ¡t can be hereditary. Neurologists have now proved that it 

is caused by a defect ¡n a single gene. 

When I tell my friends about my cond¡tion, they say, "But you just recognised me!" "Yes," I 

answer, "because you still have long orange hair, a squeaky voice and a ring through your 

': eyebrow." lt's these clues that allow prosopagnost¡cs to function in society. But what if 

you're at a business meeting where all the men are wearing suits and have short ha¡r? 

\ 

\ 

^ 

In short, life isn't easy for PA sufferers. We're seen as snobbish and 

.,..{_- 

;,,._ 

-¡$) 

strange because we don't say hello to people we're supposed to 

know. Somehow, "Sorry, ldidn't recognise you" seems a poor 

20 excuse for looking straight through someone - especially when 

\, that someone is your boyfriend! 

II 

5o how do we cope? Well, we use all sorts of strategies. Some of 

us just don't socialise much. Other options include smiling at 

everyone just in case they are an acquaintance, or pretending 

2s we haven't qot our qlasses. 

All in all, it's a relief to know that my problem has a name 

and that lots of other people share it - in fact, it's believed 

that one person in 50 suffers from PA. lt's also easier to 

tell people about it than to let them think I'm crazy. And 

30 now that they've found out ¡t's caused by a gene, who 

knows - one day there may even be a cure. 

/ealise [life 5) means dorse cuento nol reol¡zor 

pretend¡ng (line 24J rneans fingiendo nol pretencl¡endo 

. Un¡t 1 

21 

to 

.l

a 

(9, V9CABULARY 

V\i E-¡ri-í r { t'i, rir, i i li r, . :,,'it, 

1. Choose twO possible answers to complete 

each sentence. Pay attention to the words ¡n 

co lou r. 

-\' I J s.rit' 

a wedclng b. footb¿ g¿rnc a llccLlrg 

2 A bl¡nd person !¡/ou d prob.rb y 

'á. 

not elrloy .r ... 

co'rce.t b oa nt ng¡ exh ll I on 

c. b.r et pe.fo.ma rae 

f. Ar acq ua inta nce couldbc 

50lreo¡c llolr 

yor r 

a.'a.n y b. school a lte 0 | l)or tooil 

.l A clue ¡r.jirt he p yoLr to 

a. fi¡d sorreth ng lr dden b 

c. c.rrry sofaetlr nLl lre¿vy 

50 Ve ¿ pUrZ e 

Yo.r ¡r qlrt reply l{) 

¿.¿ DOOK D ¡qUeSIiOn( 

¿n e-ma 

You coLr cl share ,,r .. 

a. T¡ac lt DOOK 

a lTtea 

Complete the passage w¡th the words and 

phrases below. Then l¡sten and check your 

a n5wer5. 

all in all . reminding . cope with . single 

pretend . disorder . realises . injury 

Have you seen the f¡lm 50 First Dotes? ltt about 

a young couple, Henry (Adam Sandler) and Lucy 

(Drew Ba rrymore). They're in love, but Henry soon 

r ............. that they have a serious pfoblem: from one 

day to the next, Lucy forgets who Henry is. 

5he suffers from a ': .......... .. called anterograde 

a mnesia, caused by an 1... .. .. . ..... . she received in a 

ca r accident. As a result, she cannot remem ber a 

.. . thing from one day to the next. She also 

thinks that every day is 13th October 2002. 

Her father and brother 5 ................ that th¡s is true, 

re-living the events ofthat day so that she won't get 

upset. Henry, howevet wants Lucy to ó ................ real 

life. He makes her a video to watch every morning, 

r..... . .. .. her who she is. &. . . , this film is very 

entertaining and the act¡ng is great. Don't miss ¡t! 

,i\,,rc¡ ¡ ,,'erb is fo or,ved by one or more partic es, 

I ls crrl ed a phrrsal verb. Thc meaninq of the 

lrhra-r.rl verb is diffcrenl fronr the melning of the 

'.'t¡ lt il r:l 

f e. 

He l¡tqtt¡¡ 

io run ofter ne. 

lyht n I loak owoy, I tlon'l rco¡|/nber tltr'tlt'lotlt. 

3. Match each phrasal verb in I to its meaning 

in ll. Use the phrasal verbs list on page 142 to 

help you. 

i run after 

2 run off with 

f run into 

.1 loo k away 

5 loo k th roug h 

6 look f orward to 

7 look up 

l 

2 

3. 

4 

5 

6 

1 

tl 

a n'eei by r lr,r rce 

b iLtII olra'\ cycs Il 

¡fothel al rect o| 

a ( ll.::e 

d lfd ¡forrn¿t on ¿lloLrt 

c lte¿ 

' '!'e era la'al ¿llOlll 

rl {lIore 

Complete the sentences w¡th the correct form 

of a suitable phrasal verb from Exercise 3. . 

Tht tref f 1,000 y,:r!hrday. 

D ¡rt, 5 so :¡olrb sh Shc ¡ r,,i¿Vs r¡te ',vf 

rcir 

,,le l],r 55 

LoLrkl \^,/ho s llr.rt po a,:.l]],] r . . 7 

Tlrc qhl rv.rs :o br ght tlral had to 

'ülri,r,i',.,er p¡l ( f. qoes o-,1, lre :orr.eof c ll|l 

Af(' Vor] yorf next 5k f q essolt l 

rlor. t k¡o\n",',.r'lr,it tl.at '.",,Ord me¿¡r: Let'S 

r tl'e d,: o r¿r'i- 

rl 

lllrry¡¡tt¡rt tntl Sutttlltr tt ott tltt uu urLl lir thL 

lic¡¡ ¡r¡¡ .\t ¡r'r'r¡ Ttu¡t¡ ut thc,\/i L' ,\/¡.r¡ ii ,l¡i ¿r¡¡l¡.

ng 

12 to 

n 

n 

about 

form 

t.. 

vheñ 

rne he 

...:--, it 

I 

,, 

UrtL 

Tqpiq Vqgg-bu-1+-ry 

PERSONALITY 

AND APPEARANCE 

1. Read the descr¡pt¡on of a star s¡gn. Which of 

the ad¡ect¡ves in (olour do you think show 

positive personality traits? Which show 

negative tra¡ts? 

Aries 

(21st March - 1 9th 

nJ 

¡a-- 

4. In your notebook, write the adjectives below 

¡n the correct €ategory. Some words lnay fit 

more than one category. 

\dark 

\ straight 

\'slim 

-,\ skinny ). " 

2 Íair 

\ cuny 

\Pjtv 

\ wavy 

. well-built , 

. petite '. 

) cltV,Qby muscular'),. 

'i) plain , . gorgeous . 

a.r unattractive 

zJ. geod-looking 

. shoulder-length ¡ _ 

Write two or three sentences describing a 

celebr¡ty. Use the ad¡ectives in Exercise 4. 

see if your partner can guess who he/she is. 

IEI COMPoUND ADJECIIVEs 

A compound adjective is formed from two 

adjectives, usually connected by a hyphen. 

Compound adjectives are often used to describe 

appearance and personality. 

3¡2. Complete the sentenceJ with the adjectives 

. below. 

talkative. selfish. trelpful . Stubborn 

. considerate . romantic . nosy . cafm . 

1 . He s so ........... that no one else can say a word 

I 

6. Complete the sentences with the compound 

ad¡éctives below. 

'" -' big-headed . broad.shou_ldered_ 

long-legged . 

'- 

old-fashioned 

k¡nd-hearted . short-tempered - 

r. when hes aroundl 

2. Thatb none of your business! Don't be so........... ! 

1. Sales assistants must often deal with ........... . 

anqrv customers. 

. 3. lt wasn'r very ....... of you to talk so loudly while I 

was rest(g. 

2. My grandfather hates pop music. He's rea lly ........... . 

3. A........... stranger gave us some food and water. 

4. Please listen to our advice. Stop being so 

You ate all the ice cream. Thaí was rearry ........... 

of you ! 

I try to be ........... when people ask me for 

directions. 

He bought his girlfriend chocolates and flowers. 

How ........... ! 

. 4. Why are all supermodels tall, slim and........... ? 

5. The man was muscular and ........... from 

doing physical work. 

6. The........... s¡nger is always late for concerts. 

. He is really arrogantl 

5. 

..6. 

, 7. 

8. Sheb quite............ Nothing upsets her. 

5. Use the adiectives frtm Exercises 1 and 2 to 

complete the followiñ! sentences. Try to use 

at least eight adjectives. 

1. I would like a boyfr¡end / girlfriend who is ... . 

2. The president of a country should be .. . . 

3. I get angry at my dad because he can be too . .. . 

4. Very young children are often .. . . 

5. lvlanv TV and film celebrities are .. 

I Complete the sentences. Make them true 

for you. 

1. I don't mind sharing ... . 

2. The most generous thing l've ever done was ... . 

3. The most se/fish thing l've ever done was ... . 

4. When I meet an acquaintance, . ... . 

5. I'm looking forvvard to ... . 

6. l've learned Io cope w¡th ... . 

. ütirüffi-W;,iffiü*:iii$lb':¡'""' 

a Un¡t 1

a 

KI GRAMMAR 

\- 

PRESENT SIMPLE 

PRESENT CONTINUOUS 

A, Read the examples and answer the questions. 

a. PA sufferers olwoys sm¡le at ever\/one. 

b. 'he hopes thot they will find a cure far PA. 

c. All the men ore weor¡ng su¡ts. 

d. Many people suffer from PA. 

e. I om meet¡ng ny boyfr¡end 0t the airport tan¡ght. 

f. lhe is l¡v¡ng w¡th o flo(note this yeor 

1. Which tense is used each of the 

exa mples above? 

2. Which example talks about... i 

'1. 

a regular habit or routine 

2. a tem pora ry act¡on 

3. a generai truth 

4. an action which is happening now 

5. a definite plan for the near future 

6. a thought, feeling or expectation 

(a stative verb,} 

B. Read the examples and complete the rules, 

o. He remembers nomes, but not foces. 

b. We don't soc¡olise much. 

c. Does h,: usuolly recogn¡se h¡s friencls? 

d. She ¡sn't weor¡ng her glosses. 

e. He's look¡ng ot ny flct. 

f. Are they trying to f¡nd o cure? 

1. We usually use the base form ofthe verb + 

. ..... to form the 3rd person singular of the 

Present Simp{e. 

2. In the Present Simple, we use auxiliary verbs 

in all sentences / only in negative sentences 

and questions. 

3. We use ........... + verb + ........... to form the 

Present Continuous. 

4. In the Present Continuous, we use an auxiliary 

verb in all sentences / only in negative 

sentences and questions. 

'1. 

Choose the correct time express¡on, then 

rewr¡te the sentences. 

t. He drlves outside the city. 

(rarely / next week) 

2. What is that boy trying to do? 

(at the moment / sometimes) 

3. Diane doesn't get a ot of phone calls. 

(today / usually) 

Do you understand my questlon? 

(every day / now) 

My mother works quite late. 

(often / tomorrow) 

Our neighbours are leaving the country. 

(soon / se dom) 

I meet friends for coffee. 

(tomorrow / on Wednesdays) 

Fiona s coming with her boyfriend. 

(ton ght / frequently) 

Complete the sentences with the verbs in 

brackets. Use the Present Simple or Present 

Cont¡nuous. 

Susanna........... (study) French this term. 

........... Joe usual y ......... (d scuss) his ideas with you? 

This is fantasticl Our team........... (win) the match! 

Why ........... you ........... (try) to do that now? 

That kind of car ......... (use) a lot of petrol. 

l'm sorry, but 1.......... (not remember) your name. 

| . .. (not go) to school tornorrow. 

Penguins ......... ( ive) only in the southern 

hem sphere. 

r i ¡¡iI s A: ,1F v-R¡s some stative 

verbs such as think, see, look, hove and weigh can 

refer to an acti0n as well as a state. When these 

verbs refer to an action, we can use the Present 

Contin uous. 

3. Complete the sentences with the correct form 

of the verbs in brackets. Decide ¡f the verb 

refers to a state or an action. 

L We........... of go ng on hol day next month. 

Where ....... you we should go? (think) 

2. Dad ........ the soup. l'm sure it ........... very good. 

(taste) 

3. He ........... at the book now. lt .......... nteresting. (look) 

4. .......... he ...... the tornatoes now? 

How much ........... they ........... ? (weigh) 

5. Our f riends ......... a new swrmming pool. 

They........... a pool party th s Sunday. (have)

I 

nt 

you? 

rtch 

I 

e 

I 

,ok) 

4. Rewrite the sentences. replac¡ng the t¡me 

express¡ons in ¡tal¡cs w¡th those in brackets. 

Change the verbs where necessary. 

1 Her son doesn't practise the p ¿no i, the 

mo¡rlng (at the moment) 

2 take my dog to the vel every year. 

(iomorrow) 

3. Walter and Cindy aren't call ng their p¿rents 

at the mam-ónt. (every day) 

4 usua//y know what she means 

(now) 

5 Vera s jogging w th a fr end now. 

(usu¿lly) 

o. Do the nur e, f n 'h urorl dt f /^^ o tpv-i L 

¿/¡ernoor? (now) 

7. ls Nilr Washrngton play ng tenn s this marning? 

(every morn ng) 

Jean and Keith are chatt¡ng. Complete their 

dialogue by wr¡ting the m¡ss¡ng quest¡ons. 

lean: I ...... ? 

Keith: Yes, I ike my new schoo. 

leaf 2 ... . ..... ? 

Ke th: No, I don't see my o d fr ends very 

often 

lean: 3 ? 

Ke th: I'm study nq maths, Eng sh, art and 

geog raphy th s term. 

le¿n: 4 ......1 

Ke th: Yes, I know A ex G¿rdner. He's n 

r¡y m¿tns c ¿ ss. 

lean: ' . ? 

Ke th: No, l'rn not do ng anyth ng special th s 

afternoon Do you want to come over? 

6. Complete the sentences. Use the Present 

Simple or Present Continuous. 

At east once ¿ week, | .. . . 

2 

3 

(lop 't ^g 

o 

- 

,_, h 10 \pl \,\ e 

"t 

This weekend, my fam y . . 

4 

'ha 

n, . | 

5. Every rnorn¡ng, our dog . . . 

6. Arrnr¡l n¡ Tñ a\néri< PA < fforor< 

WATCH OIIT ! 

-he ... . 

"hL. 

lV iraa 

ese hombre. ¿Por qué persique a ese niño? 

, irirl 

NIf]TLor.i 

itt'i'it-tt tiie!1. l.lhy does he run ctfttr thctt 

irrr,.' 

ol firot /irir¡r l\i ny is he ru nníng ctf te!: thot l)0,,t7 / 

Complete the passage w¡th the correct form 

of the verbs ¡n brackets. Use the Present 

Simole or Present cont¡nuous. Then l¡sten and 

check your answers. 

0on'l Ee a Viclim 

Itt now late at night, and Paula 

r:.......... (sit) at her computer. She 

'?:.......... (open) her favourite site, 

Facebook. Like millions of other 

Facebook users, Paula 3r.......... (enjoy) 

sharing details of her life with 

her on line "friends'i But she4..... 

(not realise) that by doing this, 

she might be ¡nv¡t¡ng crim¡nals 

to take over her identity. A typical 

Facebook user 5:.......... (provide) 

valuable information, such as date 

of birth, mobile-phone number and 

a home add ress. Cyber-criminals 

often 1.......... (use) th¡s information to 

"become"that person and access 

their bank account. UK police are 

so concerned about th¡s that they 

7:.......... (now plan) a national e-crime 

unit to deal with the problem.You 

can avoid becoming a vict¡m: make 

sure you choose the option that 

8r.......... (allow) only your friends to 

view your personal deta¡ls. 

r'rl.r:l-:;r' il" '' t ! 

rrt 

\ '

SKILLS 

A LECTURE 

1. Read the not¡ce below. What is 

"personology"? 

¡ ,.'.t,r r)i : ¡,,.. .-(:l 

:lt 0.]l '] 'if: 

¡ r.""r( 

rV o1 Lf ¿lti 

palr)olrrl rLy 

-ij 

re:!'a tL, 

c ¡ \\.ry of ;na ys ¡c¡ ller'.of.ri tV by (Jo[ rrt ,rl 

¡ l,r( {' 

f¡¡ir 

Have you met someone new 

Would you like to know 

what they are really like 

WIrB FXTRA 

Lectu re by popu la r 

speaker and author 

LSA FULLE 

5t a r'! aommLrnity H¿ 

!t,iffor.l Road 

Wr,:ine5(l¡y, 5t h Octobcr 

8.00 pm 

2. Listen to the beginning of Elsa Fuller's lecture. 

Which of the following can personology be 

used for? 

3. 

ilrlL. 

,: i-r I i- r" ' l 

l,r¡11,-"1-.11¡ ,r ',i l,rbeqrir e¡tl r'¡oyfte rd 

'Jr)ll'ao 

llr ir (lr)0al wolKel 

[,,1r, :l l]l r ]r! t¡'r r,)il.ral 

Listen to the rest of the talk. Decide which 

of the photos below is Matthew. 

Listen to the second part of the lecture again. 

What do each of the following features show 

about a person? Two answers are correct. 

,""u rle f¿c¡ 

,r Ia)l'lalu r: 

.:.;1! i ,,, ,l 

:'-.:r- L r,!'al i l.ri ' ,r rl 

, .,1 i lll 

l) re ptl 

i ]O!',n 

, ir-:: . : 

lr a¡ r 

' alaoi i ri(';" 

ffir"i 

Il,r\ ]t)t)1.,r;¡r¡L{ .illr rllrct \r,r¡r rji i]|: 

| ,. \ 

ñti\ 

d. 

\ 

t.- "* | 

t-, 

I Do you believe that personology ¡s accurate? 

What other ways are there of analys¡ng a 

person's persona l¡ty w¡thout actually 

knowinq them ?

cture. 

'De 

rd 

:n 

larn. 

low 

t 

e? 

SPEAKING 

DESCRIBING 

PEOPLE 

1. Greg wants to open a personal profile on 

Facebook. Read what he has written about 

himself for the profile. What adject¡ves does 

he use to describe h¡mself? 

Navne: QrE Cook 

Btrthday: 71stJme, 1113 

Attívítíes: 

FavattLte Musíc: Pop, K&B 

I Love goLng to flms and I 

enjoy daná44. I voLrLnteer 

(teachin4 cóMpute$) at 

a schtol. 

About Me: Very íweLLQew, quíte 

genero ú.t and cowíderate, 

thnu4h I caw be stnbborn 

at tíww. Puple say |vn 

hzlpful. C1írk takL nnte: 

I rvt very roy¡anti¡ 

as weLL! 

2, Fran has seen Greg's prof¡le. Complete the 

conversation between Fran and Jennifer with 

the express¡ons below. 

he's got . What does he look like? 

He likes . What's he interested in? 

What's he like? . he's very 

lenn ter: Hi, Fran. 

FT¿n: Hi, lenniferl L sten, 

've 

lust found the 

rnost gorgeous guy on Facebookl 

He'd be perfect for you I 

.lenniler: That s great. r ....... 

Fran: Well, from the photo he ooks quite 

s|m, and 2 ......... stra ght, fair hair. 

He s a bit baby-faced, but really goodooK 

ng. 

lennifer: Sounds OK. 3 ...... 

Fran: a f lms and dancing, ano ne even 

vo unteers at a school lust ike you I 

lenn 

'fer: 

Really? 5 ............ 

Fran: le says 6 ..... ntel gent, geferous, 

con5rderate and romantic. 

lenn fer: And not very modestl 

Burlington Speech Trainer, Unit I 

3. Choose one of the people in the pictures and 

make up a profile for that person. Use Greg's 

profile as a model. Make the profile as 

¡nterest¡ng as you can. 

4. With a partner, ask and answer quest¡ons in 

'order 

to descr¡be the person you have each 

chosen. Use the quest¡ons and expressions in 

Exercise 2. 

ENRICH YOUR SPEAKING 

When you want to show int€rest in what your 

partner is saving, use rhe following expressions: 

Really? 

That's greatl 

Sounds good / fun / interesting. 

;' Un¡t 1

( WRITING 

1. Read 

.Joe's 

blog below. Wouid you like to have a friend like Rania? Why or why not? 

Sun 

I2 

PIJ N('TIJAI'ION 

Jt4on 

13 

Tues 

t4 

Wed 

15 

Hey, everybodyl It's llednesddy threc doys 

beiore my big porty Don't forgetl!! 

Uy the rrty. one of the people you'11 rreet 

tiere is ionLc here's her Plcturel 

Thurs 

Ronro's new ot school, so o lot of people don't l

qs 

)nt 

lron 

l 

4. Add the miss¡ng punctuation marks to the 

sentences below. There may be more than 

one poss¡ble answer. 

'i 

. This is fantastic 

2. Are Paul Mark Branca and Claire ai going on the trip 

3. She asked the driver where they were but he refused 

to answer 

4. There were a few peopie mostly chiidren at the pooi 

5. The man stood up put on his coat and walked out 

angrLly 

6. I cant believe it 

7. I I pass all my exams I hope and get into university 

8. Why arent you working 

5. Add the missing punctuation marks to the text. 

o.r^ 

t> dn(J fief 5()f ld,tty. 

Closing: C losing remarks. 

l. Write a first draft. 

- Write quickly. Don't worry about speliing 

or punctuation as you'll have time to check 

them later. 

I. Use the checklist to check your work. 

Then write a f¡nal draft. 

CHECKTIST 

,/ I fxlLowed tfu. plan for a destrpiwn of a 

Perc¿w. 

I wed díffereW adjeAíve: anÁ cornpound 

adjectíve.s to dar*íbe thz person 

I chu.kzd. 

gramwwr, spdlig anl 

p rLWt¡,t4tLót1,.

T 

SKILLS 

.::, a 

.2/'. 

CTEARLAKE 

asour usl orHe¡ cLe¡n.axe pqocRArvs 

| ¡¡o | @@f, 

Come to our camp in the Canad an Rorky Mounta ns. Have the 

adventure of your life and le¿rn Engiish ¿t the s¿me timel 

To register, send rn our online 

TASK QUEST|ONS t, I 

Telephone interview requ red. 

f ' c, \,i 

APPLICATION FORMS AND INTERVIEWS 

You are going to complete an application form and conduct an ¡nterview. 

Read the web page and applicat¡on form and answer the Task Quest¡ons below. 

Pt RSONAL INFORMATION 

en'c¡s 

I 

-Y_ 

Lr! tr 

Surname. .. .. .. . . F¡rst Name ..... .. ..... 

Home Address (Number & street)r .. ........ .. . City / Tawn / Village: . .. .. ........ 

Country: ............. Telephane Number. ............... 

Mabile Phone Number ............. E mail Addreis. .. . ......... . . 

Male. ....... ...... Femaler . ............ 

D¿rc ot Brth Dd) ' MoDlh led' 

Nattve Language: ............. 

speak/ng Weak 

Readtng Weak 

Wnttng Weak 

Med¡um .... Goad 

Med¡um .. . Goad 

Med¡um ... Gaad 

.... sklng ...art.. hiking .... dancing . . ather 

....7 14 January 

... 15-22 January 

... 3-10 February 

....11 18February 

lmág¡ne you are applying for Clearlake English Winter Camp and complete the form above. 

2. Tomas has applied for the camp. In a telephone ¡nterview which of the follow¡ng quest¡ons would 

the adm in¡strator ask? 

1 . Why do you want to come to our camp? 5. Have you received my cheque? 

' 

2. How many people will be sharing a room? 6. Where did you learn EnglishT 

3. ls there anything you'd like to ask me? 7. Where are the other students from? 

4. Do I need any special equipment? 

8. Why do you think your reading and writing are weak? 

(J 3. Listen to the interview. Which of the questions in Exercise 2 does the adm¡nistrator ask? 

What other ouestions does she ask? 

I UsE YoUR SKILLS I 

Conduct a telephone interview with your partner, using his / her application form. Then switch roles. 

Use the ouestions in Exercise 2 above to helD vou.

.? 

1 

J 

Danger! 

1. A lriend has told you a secrel. Y0L ... 

a. tell one person about ¡t 

b. don't tell anyone anything 

c. tell everyone - you don't know why it's a secret anway 

2. 

a. 

b. 

c, 

3, Your friend gives you his new phone number. You ... . 

a. write it down, but lose the paper 

b. save it ¡n your mobile phone 

c. remember it by heart 

tlnit t)bit'cli vcs 

l)rrrrlir loLts Srttrrrirrrrr 

l'ir\t 5jItl)l( 

l'iL\l t ( rI lf rLLl )Lt\ 

1'art l'r'r'lLr I \lrrr¡r1L' 

l¡.1( rL rr!:() lr ('rt tr'rsrLiorr 

la 11. irr,l irlrrrrrt u I'ictLLr r' 

\\ ri ir,l ¡ \i rfi r \l 

lili'Sl,illr: li\i¡! ir l)i( ri1)n¡fl 

1. Would you l¡ke a job that ¡nvolves danger and exc¡tement? lf so, you may 

want to consider espionage. Before you decide, do the quiz below. 

You forget your keys and are l0cked out 0l the h0use. You ... 

find a way t0 open the lock with your pen 

phone your parents and tell them t0 come home and let you ¡n 

climb from y0ur neighb0ur's balcony t0 your own 

4. The shortest way home is down a dark, empty slreet. You ... 

a. lake it, enioying the thrill of danger 

b. walk the long way around 

c. take it, but feel quite nervous and frightened 

5. An acquaintance at a pa y starls telling you about his life. You ... 

a. tell him about your life as well 

b. listen carefully, gett¡ng as much informali0n as possible 

c. feel bored and say you're going to get a drink 

6. YOur fr¡end invites y0u over, but y0u're not ¡n the m00d. Y0u ... 

a. have n0 trouble inventing a good excuse 

b. feel you must tell the truth 

c. invent a story, but your friend knows you're ly¡ng 

2. Use the key on the right and add up your score. Go to page 160 to see what 

your Score means. 

ffiwh 

I Do you agree with your qu¡z results? Do you th¡nk 

you'd make a good spy? Why or why not? 

WEB 

Find 

EXTRA 

out about a real-life British spy at: 

u'' 1,. L)url i ¡t q I ottbor ks. esh, ¡ tt|?oi tú s l 

\\ 

Fi!

I 

(" BEADING 

1. Word Check: The following words appear 

in the text. Make sure you know what they 

mean. 

gloomy. blinked . startled . grasped 

MAKING INFERENCES 

Making inferences helps you understand things 

that aren't actually written in the text. We can 

deduce things from certain information in the 

text, foÍ example, the way people react or the 

things 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 abaut. He was past míddle age 

and very, very fat. 

When Fowler f irst saw Ausable 

he probably felt ........ . 

a. excited b. d sappornted 

3. Read the short story and complete the 

sentences using your own words. 

1. Ausable went to his room because ... . 

2. When they entered the room, Fowler and 

Ausable were surorised bv ... . 

3. l\,4ax became nervous when someone ... . 

4. Max climbed through the w¡ndow 

hó.r ,có hó +h^ '^hf 

5. Max screarned because ... . 

4. Choose the best answer according to the t( 

1. Ausable was angry because ... . 

a. the manager had given lvlax a key to his 

room 

b. the manager had not blocked the balcon 

c. Max wanted the report 

d. l\lax was hoLding a gun 

2. Ausable said thar he had cal ed the police .. 

¿. because Max had entered his room 

b. because Fowler had followed him to his 

room 

c. in order to give them the secret report 

d. lust in case there was trouble 

3. Ausable knew that the knock on the door 

was.... 

¿. the police 

b. room servtce 

c. an agent de ivering the report 

d. the hotel manager 

4. We can infer that in the end, Fowler felt ... . 

a. that his first impression had been wrong 

b. that Ausable was not very professional 

c. disappointed because the evening had not 

been exciting 

d. wonled about what had happened to Max 

5. Find words or phrases in the text that mean 

the oppos¡te of: 

1. led (lines 1-3) 

2. practical (lines 8-10) 

3. fat (lines 23-2 5) 

4. happily (lines 32-34) 

5. slowly (lines 50-52) 

6. lowered (lines 54-56) 

T 

Fictíonul spics: Som Fishcr, 

Jgsott Bournc and Austin Powers 

Do you think Ausable was a good secret 

agent? Why or why not?

) text. 

)ny 

l 

roI 

1ax 

Auslble did not look like any sccret agent 

Fowler had read about. He was past nriddle age 

and very. very fat. Fowler followed him down thc 

gloomy corridor of the old French hotel wherc the 

secret agent had a small room on tlre sixth floor. 

"You are disappointed," Auslble said over his 

shoulder. "You were told that I was a secret agent, 

a spy. You wanted to meet me because you are 

a young and romantic writer. You had expected 

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 tat 

man laughed to himself as he unlocked the door 

of his room and let his frustrated guest enter. 

"Cheer up, my young friend. Soon you will see 

a lop secret repon delivered to this room. a repon 

that may someday affect the course of history. 

That is the drama, is it not?" As he was speaking, 

Ausable closed the door behind him. Then he 

switched 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 

ir," 

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?" 

by Robert Arthur 

"lt belongs to the next room, but it extends 

under my window," explained Ausable angrily. 

"The manager promised to block it ofT, but he 

hasn't." Suddenly, there was a knock at the door. 

Ausable srniled with rclief. "That is the police. 

I told them to check on me to make sure 

everything was all right." 

Max bit his lip nervously. The knocking was 

repeated. 

"What will you do now Max?" Ausable asked. 

"lf I do not answer the doot they will come in 

anyway. And they will not hesitate to shoot." 

Max's face was black with anger as he backed 

swiftly toward the window and put one leg out 

into the night. "Send them away," he warned. 

"I will wait on the balcony." 

The knocking on the door became louder and 

a voice was raised. "MrAusable! MrAusable!" 

Keeping the gun on the two men, Max grasped 

the window frame and swung the other leg up and 

over. The doorknob tumed. As Max dropped onto 

the balcony, he screamed once. The door opened 

and a waiter stood there with a tray, a bottle and 

two glasses. 

"Here is the drink you ordered, sir." He set the 

tray on the table and left the room. 

White faced and shaking, Fowler stammered, 

"but ... but ... what about ... the police?" 

"There never were any police," Ausable 

sighed. "Only room service, whom I was 

expecting." 

"But what about the man on the balcony . .. ?" 

Fowler began. 

"What balcony?" asked Ausable. 

Fowler was still breathing hard as Ausable 

calmly poured himself a drink. 

f 

"¡lh 

F¡ ist fr'¡nds 

arrang¡ng (ine 13) means p/oneondo, 

progromondo nol orreg l0 ndo 

.' Unit 2 

report (line 1B) nneans ¡nforme nol reportoje 

*

VOCABULARY 

a!.- I 

Wurds from the Text 

1. Choose the answer that best explains the 

meaning of the first sentence. Pay attent¡on 

to the words ¡n colour. 

t. Our fr end arranged a fishing trip to Scotland. 

a. He plan ned ¡t. 

b. He enjoyed it. 

2. They will deliver the books tomorrow. 

a. They'll re¿d them. 

b. They'l br ng them. 

3. The chlldiesitated before she took my hand. 

a. 5he paused. 

b. She la ughed. 

4. 

Most of the people at the concert were 

middle-aged. 

a. They were in their 20s. 

b. They were in their 50s. 

5. We were disappointed when we heard the 

results. 

a. The results were better than we had 

expetIeo. 

b. The resu ts were not as good as we had 

expected. 

6. They put poison n the kingb wrne. 

a. They wanted to k ll him. 

b. They wanted the wine to taste nice. 

7. We're trying to cheer you úp. 

¿. We w¿nr you to fee haopy. 

b. We want you to stay awake. 

8. The m¿n beg¿n to shake when he saw Paul 

r !ó '^/:< ñ ó¡

mI 

,I ,ul 

obk, I 

:.u. I 

"l 

I 

M 

table 

rs of 

ph) 

t it. 

)n, 

but 

you 

in't 

le 

n 

ink 

into a 

s not 

er in 

lter 

s, but 

Jn) 

)to 

ryrng 

this 

sr stay 

clogy) 

11 

*ing. 

ostly 

oes 

llingly 

gedy) 

icr Vocabula 

DANGEROUS SITUATIONS 

1. lvlatch the beginn¡ng of each sentence in I 

with its end¡ng ¡n ll. 

I 

rv 

1. A f refighter 

2. "Helpl F re " 

3 He was in a terrible acr dent, 

4. People who are easily bored 

5 "Don't move or l'll shoot!" 

6. 5he suffers from a terrib e 

tl 

¿. the people screamed. 

b fear of dogs. 

,:. but he survived 

d warned the robber 

e needs a ot of courage 

i often ook for thrills. 

2. Replace the words in bold with the 

expressions below. 

liv¡ng on the edge . seriously injured 

a close call . lucky to be al¡ve 

occupational hazard . risked his life 

1. The young father put himself in danger to 

save his ch ld. 

2 For a motor racrng drive¡ be ng n an acc dent s 

lust another work-re lated danger. 

3. The p lot was badly hurt in the crash. 

4 After the fire, they felt fortunate that they 

had n't died. 

5. Some peop e seern to enloy being constantly 

In oa nger. 

6. It was a very dangerous s¡tuat¡on, but they 

weren't h urt. 

I IIII , ,r i 'r¡r iiD ll ( r rVES Adjectives 

en0rng with -ed describe a feeling or state, while 

adjectives ending with -lng describe nouns that 

cause or create this feeling. 

3. 

l 

Choose the correct form of the adjective. 

We were shocked / shocking by the news of 

lne ¿cctoenl. 

2 He received sever¿l threatened / thre¿ten¡ng 

pnone ca rs. 

3. Therq was a thrilled / thrilling car chase 

through the streets of London. 

Hp w¿( startled / startling wher o r-.ry\le',o-s 

woman sudden y appea red. 

You ¿ren't e¿si y fr¡ghtened / frightening and 

you don't talk much. You'd make a good spyl 

(¿ 4. Complete the passage with the words and 

phrases below. Then l¡sten and check your 

answers. 

thrill . survived . living on the edge . fear 

courage . seriously in.jured . risk their lives 

WORKING ON TOP OF THE WORLD 

We don't usually think of window cleaning as a dangerols job, 

but window cleaners who work 0n tall buildings constantly 

1 

........... . A person who spends entire days stand¡ng 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. 

0ne 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 ¡ts good side. Feel¡ng the wind in your face as you 

look down on a city from the top of a slqscraper is a real 7 ........... . 

And you can also see somé interesting details of people's Iives 

when you look through their windows! 

ffiw,L 

T 

I 

2 

3. 

4. 

5. 

Complete the sentences. Make them true for 

you. 

l'm qu te llghtened of . .. . 

get furlous when . .. . 

Whpn l w¿s d Ll''ld, I s(i edmed ... . 

It cheers me up when . .. . 

Before eave for school, I make sure ... . 

Vocabulary Builder, pages 80-81 ,2'l 

{

E, GRAMMAR 

icI 

PAST SIMPLE iE 

PAST CONTINUOUS 

Read the examples and answer the questions. 

o. Fowlerclimbed the stoírs ond followed Ausoble. 

b. At l0 o'clock, Ausoble wos woiting for the report. 

c. As he wos speoking, Ausoble closed the door. 

d. Ausoble ond Fowler were sitting in the hotel lobby. 

e. Wh¡le the wo¡ter wos knock¡ng on the door, Ausoble 

wos talk¡ng to Mox. 

1. Which sentence talks about .., ? 

1. an incomplete action intenupted by another 

action 

2. two incomplete actions in progress at the 

same time in the past 

3. an incomplete action in progress at a specific 

time in the past 

4. a description of a scene 

5. a completed action in the past 

2. Which tense/s is/are used for each of the 

uses above? 

3. Complete the rules. 

1. We use verb + ........... to form the Past Simple 

for regular verbs. 

2. We use........... + verb +........... to form the 

Pa st Contin uous. 

ru 

PAST PERFECT SIMPLE 

1. Read the example and answer the questíons. 

Fowler felt d¡soppo¡nted becouse he hod expected 

more oction. 

1. Which verb is in the Past Perfect Simple? 

2. Which action happened flrst? 

2. Complete the rule, 

We use........... + the past participle to form the 

Past Perfect Simple. 

El bombero se quemó las manos mientras salvaba a 

un nrño. 

ft e ttte[;ghtt t ú,'nL I is ho't¡l, \4h;1( I.t wo.,\ovingo 

NOf Ihe f¡ref¡qhter burnL 1.,is honds wh¡le he soved 0 

1. Complete each sentence with a suitable 

verb below. Use the Past S¡mple or Past 

Continuous. 

arrive . call . nottalk . notf¡nish 

wash 

'1 

. The men fell as they........... the w ndows. 

2. When . .. ... the ambul¿nce ? 

3. lwas getting ready for bed when Karla........ me. 

4. Pat........... his meal because he wasn't hungry. 

5. Why were you isten ng? | . . to you! 

2. Complete the sentences w¡th the verbs 

in brackets. Use the Past Simple or Past 

Continuous. 

A i(p. ... ,t.or (e' lh¿r d )rrdrge' .1'ol owl 

her. 

What .. . you ... (sing) wh le you ..... (have) 

a shower? 

There w¿s a lot of noise last night when 

1 ...... (c¿l ) you. What ...... you ........ (do)? 

The teacher........... (expl¿ln) the rules when 

someone ........ (interrupt) h m. 

Julia ...... (arrlve) as we ....... (have) dinner. 

5 

6 

Fr/6r\/^.o /

ve) 

¡I 

to/ 

4. Complete the sentences with the verbs ¡n 

brackets. Use the Past S¡mple or Past Perfect 

5¡mple. 

I r" mer l.e.cue\ ll-e p¿sse']ge-) drle. 

thelr ship ........ (sink). 

2. He...... .. (not save) any money before he ........... 

(rerirel. 

3 We .......... (not believe) that the ch ld . . . . . (walk) 

so far by h mself. 

4. When lwent to the car park, 1...... (see) that 

someone ........ (stea ) my car. 

5. . .. you ........... (make) an appo ntment before 

you........... (go) to see her? 

6 They........... (already get off) the bus when they 

........ (rea se) they were n the wrong place. 

7. l\,4¿gg e ..... /be) rp:er ber¿rse she .. (lose) 

her earrings. 

a Ra. ,rnj na-s) he o,>rr ha6¿¡59 he 

.......... (not prepare). 

Write sentences using the words below. Use 

the Past S¡mple, Past Continuous or Past 

Perfect Simple. 

Laura / fall asleep / she / watch TV / while 

Elizabeth / recognise Andrew / she / meet him / 

ataparty/because 

They / drive to the a rport / their car / 

break down / when 

The show / begin / we / arrive / by the trme 

David / read the newspaper / 

h s chi dren / go to bed / after 

as / l/ leave the house / our dog / 

run out of the door 

He / pack / h s bags / leave/ 

the house / and 

They/ catch / the spy / he / 

enter / enemy terr tory / after 

Write an answer for each quest¡on. Wr¡te 

complete sentences, Use the words ¡n brackets 

and the Past Cont¡nuous or Past Perfect 

S¡mple. 

Why did the chi d start to cry? (hurt his knee) 

When d d luan learn English? (travel) 

3. Why d d John feel ll? (eat too much) 

Why d d she have an acc dent? (drive too fast) 

5. When did the spy destroy the document? (after / 

t¡ernor se rt) 

6. When did you have sk ing lessons? (stay n 

the A ps) 

complete the sentences in a logical way. Use 

the Past S¡mple, Past Cont¡nuous or 

Past Perfect Simple. 

1. By the time Joyce got to school, .. 

2. I he b¿sl elb¿ | p ayer fel ¿s she ... . 

3. Alan was re axing in his room when . .. . 

-he 

4. bo) aporogi'ed b"r¿use l-e . . . 

5. It started to ra n while ... . 

6. 5am was pleased after he ... . 

(j s. complete the passage with the verbs in 

brackets. Use the Past Simple, Past Continuous 

or Past Perfect Simple. Then l¡sten and check 

your answers. 

a+ tL rl ,A\ tn) aq'n 

< t-\ 

f. -, 

tl tl L r\ LJ --Ll l--l \\ tr 

.,1. 

unit 2 

Shank expert Dr Erich Ritter believed that shanks 

wene not as dangerous as most people thought. 

In 2OO2, he 1 ........... [travel] to the Bahamas to 

prove his theory. There wene many sharks in the 

area, and Df R¡tter 2 ........... [put] pieces of fish ¡n the 

water in order to attnact them. He wanted to show 

that they would pay no attent¡on to h¡m if he kept 

calm. He 3 ........... [do] this expeniment many times 

before, but this time something went wrong. 

A lange shank a ........... [chase] another f¡sh when it 

swam towands Dr Ritten and 5 . 

lattack] him. Aceonding to other 

sc¡entists, Dr Fl¡tter 6 ........... [often take] 

great risks in order to prove h¡s theor¡es 

and they 7 ....... [not be] surprised by the 

accident. Luckily, Dr Ritter I ........... [survive) the 

attack. He laten said he intended to continue 

his work. 

Sharks kíll.feuer than 

20 peoPle 

(t )tcqr. 

{iramrnar Review mm 

9. Rewr¡te the follow¡ng sentences using the 

words in brackets. Do not change the original 

meaning. 

r sr¿'ted to '¿ 1. 

n ir rhe niddle o' oL' p cnrc 

(while) 

2. We found a better fiat. Then we moved. (after) 

3. She f nished a lthe work. Then he came to help 

her. (by the time) 

p an to leave rn a week. (leav ng) 

5. don't listen to classic¿ music at a . (never) 

ffi 

r""" 

illlT;j,il:::j;:;il,.,,",,o,,,,,

SKILLS 

LISTENING O 

A CONVERSATION 

The following jobs are considered to be some of the most dangerous ¡n the world. 

Why do you think each job is dangerous? 

. construction worker 

. firefighter 

. secret agent / spy 

. police off¡cer 

o pilot 

. war correspondent 

. taxi driver 

. pizza deliverer 

. miner 

READ CAREFULLY - When you have to answer multiple-choice questions, always 

read all the options carefully before you listen. Some options may not use exactly the same 

words as the passage, so listen carefully for alternative expressions, syn0nyms and opposites. 

Two students, Ellie and Chris, are discussing 

one of the jobs above. Listen to the first 

part of the conversat¡on and choose the 

correct continuat¡on for each sentence. 

1. Ellie is doing med a studies because ... . 

a. it sounds like fun 

b irs ¿n e¿sy course 

c. it will help her in her career 

d. she adm res the teacher 

2. Chr¡s ... . 

a. would like to be a war correspondent 

b. thinks E lie's idea rs good 

c. has read about war correspondents 

d. thlnks Ellie is making a mistake 

Accordrng to the programme, war 

correspondents.... 

a. are rarely snot at 

b. are ¡n constant danger 

c. are usually soldiers 

d. st¿y beh nd the front Ines 

5, Ellie and Chris see each other a few weeks 

later. Listen to the¡r conversation and 

complete the sentences us¡ng 1-4 words. 

1. The correspondent bei eves 

she is lucky ....... . 

2. Sometimes the correspondent does 

not ....... for a week. 

3. Ellie enjoys mountain bik ng because 

she likes living ...... . 

4. Chris beiieves ..... can't be compared 

to mountain biking. 

5. War correspondents want people to 

Know now ......... . 

I tf you had to choose a job from those listed in 

Exercise 1, what would ¡t be? Why? 

WED EXTRA Plnd out about oüer dangdous jobs at uttu.burlíngtonbooks.eshwpoútt\ I

SKILLS 

LISTENING (J 


1. The following jobs are considered to be some of the most dangerous in the world. 

Why do you th¡nk each iob ¡s dangerous? 

. construction worker 

. firefighter 

. secret agent / spy 

. police officer 

. taxi driver 

r pilot 

r pizza deliverer 

. war correspondent 

. m¡ner 

dItr READ CAREFULLY - When you have to answer multiple-cho¡ce quest¡ons, always 

read all the options carefully before you listen. Some options may not use exactly the same 

words as the passage, so listen carefully for alternative expressions, synonyms and oppos¡tes. 

2. Two students, Ellie and Chris, are discussing 

one of the jobs above. Listen to the first 

part of the conversation and choose the 

correct continuation for each sentenGe. 

1. Ellie is doing media studies because ... . 

a. it sounds like fun 

b rt s ¿n e¿sy course 

c. it will help her in her career 

d. she admires the teacher 

2. 

Chris... . 

a. would like to be a war correspondent 

b. thinks Ellie's idea is good 

c. has read about war correspondents 

d. th nks Ellie is mak ng a mistake 

3. According to the programme, war 

correspondents.... 

a. are rare y shot at 

b. are in constant danger 

c. are usually so diers 

d. stay behind the front ines 

5. Ellie and Chris see each other a few weeks 

later. Listen to the¡r conversat¡on and 

complete the sentences using 1-4 words. 

1. Tho ¿nrra

L 

tn 

SPEAKING 

TATKING ABOUT A PICTURE 

1. Look at the oicture and describe 

what you see. 

2. Match each quest¡on about the p¡cture with a 

su¡table response. Then pract¡se the dialogue 

w¡th a partner. 

Question 

'1. 

What is he doing? 

2. Why is he doing it? 

3. Whats dangerous about it? 

4. What kind of person do you think he is? 

5. How wou d you feel in this situation? 

a. 

b. 

c. 

d 

e. 

Response 

I suppose he's ¿ ver, so ir s hrs joo. 

Maybe 

the tiger will wake up and attack h m. 

l'd be very frightened. l'd probably scream! 

It looks like he's tal.rng c¿re ol d r gers teeth. 

He's probably very brave. 

3. W¡th a partner, choose a p¡cture below. 

Describe the picture, then ask and answer 

the questions in Exerc¡se 2. Use the 

express¡ons in colour in your conversation. 

¡" 

I 


*A 

When you want to add more information or add 

another point to what you've just said, use the 

following expressions: 

And another th¡n9,... 

What's more,... 

Plus the fact that... 

And besid€s,... 

t Un¡t 2

@ WRITING 

'1. Read the narrative below. Will the wr¡ter ever go on a banana boat aga¡n? 

IIIGHI}IAPE OI( A BATIAITA 

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 fbr my 

friends. Suddenly I saw that Lily had blood all over her face. Jack and I swa¡n 

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 ['m not brave enough b 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 in the story? 

2. Where did the story take piace? 

3. When did the story take place? 

4. What frightening / dangerous thlng happened? 

5. How did the characters react to the lncldent? 

6. How did the story end? 

CONNECTORS OF SEQUENCE 

AND TIME EXPRESSIONS 

We use connectors of sequence to help make the 

order of events clear. Time expressions describe 

when things ha ppen. 

3. Look at the connectors of sequence and t¡me 

express¡ons below and find four of them in 

the model. 

Beginning the story: ln the beginning / at first 

Continuing the story: before / after / next / later / 

when / then / as soon as 

New elements to the story: suddenly / a of a 

5U OOe n 

Events occurring at the same time: while / as / 

d u ring 

Ending: eventually / at last / n the end / fina ly 

I 

|¿' 

ltrt I 

4. Use connectors of sequence to complete the 

story. There may be more than one suitable 

answer. 

A HUNGRY BEAR 

Two years ago, we went camping in the mounta ns. 

One afternoon, I ......... we were prepatng dinner 

over a campfire, we saw a bear watching us from 

about a hundred metres away. We gnored lt, 

hoping it would go away, but it began to walk 

towards us | 2 we rea ised that we were in 

dange¡ we tried to remember wh¿t the park ranger 

had told us. t .......... , we shouted and waved our 

¿rms n the arr so the bear wou d think we were 

arge an mals. 4 ........ , we began to back away 

slowly. Fortunately, the bear didn't 

follow us he was too 

interested in our dinner I 

5 ...... we returned, we 

found there was no food 

left for us. 6 it was 

worth missing a meal 

for the experience of 

be¡ng so near a bearl 

{I 

I 

I

the 

lte 

rIa ns. 

CT 

om 

I 

n9er 

1-e 

Du,ng is followed by a noun to state Lvhen something 

happens. 

We went conp¡ng during our summer holidoy. 

Foris fo lowed by a period of time to clesctibe how long 

Sometnrnq goes on. 

We went conping for two weeks. 

5. Write the story ¡n the correct order. 

Use the connectors of sequence to help you. 

1. Then I left the restaur¿nt and got into the back 

of the c¿ r. 

2. As we reached the door of the restaur¿nt, suddenly 

remembered that I had eft my coat on my chair. 

3. Before I cou d say a word, the people in the front 

seat turned around and began scream ng at me. 

llumped out as fast as I couldl 

4. Later, I realised that they had probably been just as 

frightened as was. 

5. My mum, my brother and i went out to dlnner 

one even ¡ng. 

6. As soon as I had c osed the car door, 

I rea ised something was wrong: I had got 

nto the wrong car I 

l They continued walk ng to the car while I 

went back to get my coat. 

8. After we had finished eati|g, we got up to leave. 

6. Rewr¡te the follow¡ng sentences us¡ng the 

connectors and time expressions in brackets. 

Make any necessary changes. 

l. The ncident happened while we were on 

hol day. (du ring) 

2. F rst we took off our shoes. Then we cl mlled onto 

the bana na boat. (after) 

3. Nata ie felt better after a few weeks. (eventually) 

4. We had started cook ng the meat before we saw 

the bear. (then) 

5 O ,r | 

"rd>'r'a 

ly care lo or 19 .s 'ood. ,¿ l¿>t. 

7. Complete the sentences in a logical way. 

At first everyth ng was fine, but then .. . . 

A man was s tt ng rn the airport when 

sudden ly .. . . 

3. Two people were badly injured when ... . 

4. She had destroyed the document before ... 

5. It felt ke we had warted for hours. Finally, 

Your Task 

.7- 

I Wr¡te a narrat¡ve about a dangerous or 

frightening experience. Use 100-150 words. 

WRITING YOUR NARRATIVE 

L Brainstorm your narrative. 

. Th¡nk of something frightening or 

dangerous that happened to you or to 

someone you know: an accident, a travel 

experience or getting lost, for example. 

lf you can't think of something real, 

make up a story. 

. Think about the following questions: 

- Who was involved n the story? 

- Where and when dtd it take place? 

- What happened that was frightening or 

dangerous? 

- How did the characters react to the 

da nger? 

- What were the characters doing? 

- How did the characters feel? 

- Did the story end happ ly or not? 

2. Organise your ideas. Use the model on 

page 26 and the plan below to help you. 

iPLAN 

Open¡ng:Describe where and when the 

story takes place and ¿4troduce 

the characters. 

Body: Describe the events in the story 

and how the characters ferr. 

5. 

Write a f¡rst draft. 

Use the checklist to check your work. 

Then write a final draft. 

CHECKLIST 

/ I folLóvld thz plan for a narrahve. 

/ I wed cók 1t¿tórJ of sequewe and 

tímz apre"ssíow. 

/ I chr.ckzd grarwnar, qdlívg anl 

P LLWtU.4tLóW.

2B 

I 

SKILLS 

[rbre 

t; 

Jl 

(, t) I 

USING A DICTIONARY 

cl- !r lr 

You are 9o¡n9 to pract¡se some bas¡c dict¡onary skills. Look at the dictionary 

extracts and abbreviation kev. Then answer the Task Quest¡ons below. 

tre\ü 

IB 

'i'D 

Abbreviation Key 

Br trsh E¡gh5h 

prepos 

tron 

verb 

plLr r¿l 

Amer c¿n E¡g sh 

adjecl ve 

noun 

figure "tr,1.r'¡oun 

lp figures) 

C¿[ 

VYVY 

bear l'.' (bears, bear¡ng, bore, borne) 

verb. l.1o (dny or hold: All lhe < 

L men bore guns. 

2. to be able to toleratel 

e Can you bear the pain? 

noun. a large, strong wild animal. < ' r 

' noun 1 ,r ¡umber, espc. ally ril\tat sl cs: Fiqures show that ane tn 

l 

evety twa marÉges atids ¡n dtvarce. 

2 tlre sh¿pe of tlre hurnan body the h¿i ¿ very ¿ttra.tive fgure 

3. a person th¿t you aaniot see c ear y: We naticed a tall fgúre 

standinq near the vr'indaw 

VCTOto..r 

cLrl¿te ¿n ¿rnount We f¡qúre therc \rrcre ¿baut 10,000 

peaple at the canaert 

1. Headwords are the words at the top of the dictionary page, showing the first and last words on that 

page. Look at the headwords in A above. Which of the follow¡ng words would you find on the page? 

figure. fickle. fífth. fídget 

2. 

3. 

4. 

5. 

6. 

TASK QUESTTONS f I 

Dictionaries often use abbreviat¡ons. Look at B above and match each abbrev¡at¡on below to ¡ts mean 

n.. v..AmE o l¡t o pl.. adj.. adv.. prep. 

It's important to understand the structure of a dictionary entry. Match each part of the 

entry ¡n C above with its label below. 

example sentence . phonetic spelling . part of speech . definit¡on . other forms of the word 

How many parts of speech does entry C above show for bear? 

Wh¡ch is the correct part of speech and def¡n¡tion for bear ¡n the context of the follow¡ng sentence? 

. . ,r !r',1 lalil I 

Which definlt¡on ol f¡gure ¡n D above f¡ts the context of the follow¡ng sentence? 

I UsE YoUR sKILLs I I 

Read the extract below. Look up the meaning of the words in bold. which is a 

phrasal verb? 

i r r. ri \l!-llgglt i rl L I' 

\- 

\ llt ¡i Ír lr al - , l 

fr ¡¡lI 

PI]RASAL VERBS _ 

lVean ings of phras 

verbs are usually giv 

at the end of the en 

for the verb.

e) 

? 

tl 

ven 

itry 

I 

Go for It ! 

MG)T 

tJ nit Ob 

icctives 

SJror t :nrrl ,\chir'r lnrlnt 

. l'fcs.fl l'cflcct SiIrl)l('/ I'¡sr Sj[]l) 

' 

.,,.i . rR. 1 r, \ .\\ 

I xrlrinrltirlg lrrlor rlrtiotr 

, \\r'itin¡1 | IJiogf¡l)lrl, 

I iJc Slill:: Iloolirq lirkct: (l¡li¡c 

Read the statements below. Which one best reflects your attitude to l¡fe? 

¿. lc¿n relax, bec¿use I know that wonderfu things wl I happen to me in my life. 

b l¿m sure,that if I try hard enough, lw I be able to ¿chieve my goa s. 

c. No ffratter how hard I try, lwon't achieve rny goals. 

(J 2. L¡sten to the song and read the lyrics. Which of the statements above is the best 

summary of the song's message? 

People fell me I reach foo high, 

l'll never know if I never lr4. 

lf's like l'n alreadq off lhe grouhd. 

lf's mq ltlfe and t:f's up fo me, 

I know thaf l'm in the driver's seal 

So hold on hqhtand l'llroll fhe w¡ndows dzwh. 

Feel lhaf wt: nd blowin', 

Don'f kuow where l'm goin', 

Buf I kuow I willftnd nq wa4. 

I naq fallalong the wa4, 

And t:f fhe htnes qef touqh, 

Nothing's gonna keep ,ne down; 

l'llqetbackup. 

Ltife 15 f6ll pf A brand new morntng hasjusfbequn, 

lwalkoulside and I louch the sun. 

lcan'f wat:f fa sfarf lhe da4 loda4. 

There naq be blocks on lhe road ahead, 

But l' | | just qo righf 

¿¡6 rces a nd I maq nof kuow 

whaf's in sfore, 

Buf lf I'n foo afrard to flq, I kr¡ow l'll 

never s'ar. 

' rou nd t nsfead. 

lwan'f lef a tttin4 gef tn mq waq. 

There's so much la see, 4eah. 

lf\ all here for ne, 4eah. 

Gef readq, world,'cause here I come. 

lun do an4tht:ng, 

Allthaf I wanffo, nothtnq I can'fdo. 

I can do anqthing, 

Na ane can fell me no. 

l¡* 

I rnn do an4fhin1, 

Nofuing un sfop ne, qo'head and vvafch me. 

'Cause 

I belteve, t1eah, I belteve in rne, 

And I can do anqthinq. 

I Do you th¡nk that a pos¡t¡ve att¡tude is helpful ¡n ach¡ev¡ng diff¡cult goals? 

What else is needed to ach¡eve d¡ff¡cult qoals? 

l$l *; E'TRA 

Find out.about a sports team that overcame an unusual challer¡ge at: 

iln 

is; 

rl

,ol 

READING 

¡I 

1. Word Check; The following words appear 


mean, 

able-bodied . blades . overcoTre 

overturn . space age 

IDENTIFYING THE MAIN IDEA 

Reading the first sentence of a paragraph can 

help ¡dentify the main idea. ldentifying the main 

idea of each paragraph will help you understand 

the text. 

Read the f¡rst sentence of each paragraph ¡n 

the text. In which paragraph do you think you 

will find the follow¡ng ¡nformat¡on? 

Pistorius'eary ife 

The reason for the AAF'5 decision 

P.sror JS' .e¿ction 

2. 

lo he lAAf s dec,s on 

An rntroduction to Oscar Pistorius 

The tina verdict 

Read the text and check your answers to 

Exercise 2, 

4. Answer the quest¡ons. 

1. What s unusual about Oscar Pistorius? 

2. Why did P stor us believe he shouid be a lowed 

to compete n the Olympics? 

3. Wh¿t d d the AAF dec de? 

4. Why did they make this dec sron? 

5. According to P stoflus and h s coach, what 

makes him successful? 

6. Why rs the word tronically used n ine 33? 

WEB BXTRA 


1. P storius and his coach c1a med that ... . 

¿. O.ca'h¿d overcone l'lge di.advanrages 

b. the Cheetahs were better than legs 

c it would be too diff cult for him to compete 

at Berj ng 

d. his case wou d set a precedent 

2. Pistorius did not compete at Beil ng because ... 

a. the IAAF wou d not al ow t 

b. he was d sabled 

c. he did not run fast enough 

d. the CAS wou d not al ow it 

3. Accord ng to the text, P storius' c¿se has made 

peop e ... . 

a. w¿nt Cheetahs nsteadofre¿ egs 

b. wonder how much techno ogy shouid be 

used In sport 

c. ask whether dis¿bled and able-bodied 

athletes should compete together 

d. change therr minds about d sab ed ¿thletes 

6. F¡nd words in the text that mean: 

1 . ach evement (paragraph 1) 

2. best, foremost (paragraph 3) 

3. non-protessional (paragra ph 3) 

4. greater than normal (paragraph 5) 

5. improve (pa ragraph 6) 

I In your opinion, should Oscar Pistorius be 

allowed to compete at the next Olympics? 

Why or why not? 

Find out about some strange sports at: 

tt' tt'.hurliiqtot¡boaks.$it'iut 

tlai I\I 

l 

L

(t. 

ta 

I 

l! 

l5 

Oscar Pistorius can run faster than a most anyone on eadh. whlch s 

quite an amazing accomplshnent when you consider the fact that he 

has no legs. A doub e amputee and a world-class sprinter, he has forced 

the athletics world to dea with some dlfficult questions. 

Pistorius was born in South Afica in 1986. At the age of 11 months, 

both h s legs were amputated be ow the knee because of a b rth defect. 

Desplte th s devastating disab llty, he became an ath ete at a young age. 

compet ng with ab e bod ed boys in rugby, water polo, wrestling and 

tenn s. In 2004, he took up runn ng and has never looked back. 

Plstorius won a gold rnedal at the 2004 Paralymp cs in Athens, 

but he wanted to compete in the Olympc Games in Beijing in 

2008. After all, h s times were as good as those of many top. 

able-bodied runners. However, the Iniernat onal Amateur Athletic 

Association, the IAAF. ruled against his request. 

The reason for the IAAF'S dec sron was P storius high-tech 

prosthetics. called Cl'eetal's d pá'r o' i .hdped blades 

espec a y designed for running. According to the IAAF, the 

Cheetahs make Pistorius taller and lengthen his stide, giving 

l- -n ar lr'a r ad\dn,age. Tie) also feared rhat Drsror'Js' 

case would set a precedent, opening the way for all sods 

of robotic enhancements in sport. They even raised the 

question of whether, in the future, athletes might seek an 

advantage by rep acing healthy mbs with artificial ones, 

Pistorius and his coach appea ed the decision, pointing out 

the d sadvantages created by the Cheetahs. They a so remrnded ihe 

world of the obv ous - that only through superhuman determinaiion 

and willpower had Pistor us overcome such difficu t circumstances. 

"l tra n harder than other guys, eat better, sleep beiter and wake up 

thinking about athletics," said Pistorius. "l th nk that's probably why 

I'm a bit of an exception." 

The decision of the IAAF was overturned by the Court of 

Arb tration for Sport, the CAS, making Pistorius eligib e to compete 

at Beijing. lronically, he failed to meet the required qualifyng t me 

for the 400-metre sprlnt, so he could not join the South Afdcan 

Oyrnpic team. However, Pistorius is still determined to cornpete 

against able-llodied athletes. lvleanwhile, his story has raised 

many ssues concerning techno ogy n sport. Today's athletes use 

every4hing from space-age swimsu ts to oxygen tents ¡n order to 

enhance iheir perforn]ance. As science advances, what will be 

allowed and what wrll not? 

WATCIT OI.IT ! 

, according to { lne 17) means según not ocardonda o 

determined( lne 35) rneans decidido not determinoda 

/ 

l. 

Unit 3 

f,

'/ 

(g' YpCABULARY 

Words from the Text 

L Are the statements true or false? Pay 

attention to the words in colour. Correct the 

false statements. 

1. lf you make a request, you ask for something. 

2. As technology advances, MP4 players are 

becoming bigger. 

3. You can get your licence if you fail your driving 

TC5T. 

4. lf you seek something, you have found it. 

5. Winning a gold medal is a great 

accompl¡shment. 

6. lf you lengthen your trousers, you rnake them 

shorter. 

7. lf you take up a sport, you're new at it. 

8. lt would be unfair if your teacher scheduled 

three ex¿ms ¡n one day. 

2. Complete the sentences with the words 

below. 

devastating . d¡sability . limbs 

superhuman . willpower 

1. The sprinter ran at an almost ........... speed. 

2. The news of the accrdent was . ......... . We were 

all shocked. 

3. L.z is de¿f, oLt her ....... does'r't stop her 

"om 

doing whatever she wants. 

4. tI IaKeS a roi oT Io sl¿y on a orel 

5. The survlvors had injuries to their lower........... . 

3. Read the sentences in l. Then match the verbs 

in colour to their definitions in ll. 

I 

1. I wanted to get fit. so I decrded to jo¡n my local 

gym 

2. Max pointed out that Sue was ten minutes 

late. 

3. Why did the CAS overturn the IAAFs decision? 

4. Some athletes take drugs to enhance their 

performance. 

5. The government tried to deal with the crisis. 

tl 

a. make someone aware of a facl 

b. reverse a prev ous decision or law 

c. take action to so ve a problern 

d ,mnrn,¡o ñ:L o hÁttar 

e. become a member of a group 

VERB COLLOCATIONS 

Some verbs are commonly used with certa¡n 

nouns. These combinations are called 

collocations. 

P¡storius won o medol ot the 2004 Porolynpics. 

His story hos roised issues concern¡ng technology 

tn sport. 

They feored thot P¡storius'cose would set o precedent. 

Which of the nouns can be used to form 

collocations with the verbs in colour? 

win - 

a medal, a prize, a party, a match, an argument, 

a competition, a war, an obstacle 

ra¡se - 

an issue, a question, a helicopter, a salary, a flag, 

a meal, a building, a plan 

set - 

4. 

1. 

2. 

3. 

a list, a precedent, a table, a record, an alarm, 

a document, a date 

5. Complete the sentences with collocat¡ons 

from Exerc¡se 4. Make any necessary changes. 

1. How did you convince your boss to ........... your 

.'.'.'.'.'.? 

2. The fans were delighted when their team........... 

the fina1............ 

3. Did Michael Phelps ........... eight gold ........... at the 

Beiling Olympics? 

A Let s ........... the........... for 6.00 am. 

5. Which country ......... . the .. ........ of the Roses 

¡n 1485? 

6. Our teacher won't let any student in ¡ate. She's 

afraid it will ........... a ........... . 

1. lf you think it's important, you should ........... that 

........... at the next school meeting. 

8. High jumper Javier Sotomayor........... a new world 

........... aI2.45 metres in 1993. 

Jattier Sotomayor, world record llol(lcr since 1993

,nt, 

ag, 

TopicVocabulary 

SPORT AND ACHIEVEMENT 

1. Name two ... . 

1. types of ath etics equipment 

2. sports cham pions 

3 awards ln sport 

4. sports that demand a lot of strength 

5. sports that demand a lot of endurance 

6. sports that demand a lot of speed 

7. ways to improve ath etic performance 

2. Replace the words in bold with the words and 

expressions below. 

challenge . broke a record . training 

defeat . struggled . beat an opponent 

overcame . achievea goal 

1. t takes a lot of practice to learn gymnastics. 

2. Lo'1 e. ledrr 19 to d ve wd5 d difficult thing 

ro oo. 

: I tried very hard to ded w rh rrv dis¿b tie'. 

¿. -lê goal o' con pet UVe sporr) ,s to win against 

another person or team. 

5. The high jumper performed better than any 

previous ath lete. 

6 The gymnast was inlured, but she succeeded 

in dealing with the pa n. 

7. The team's loss was disappo nt ng. 

8. t takes wi lpower to accomplish what you want. 

f-d ¡EI jOV5 - Al rclron s ar exp/ess or 

that can't be translated word for-word in another 

Language. keepyour eye on the boll meons be olert 

3. Choose the correct meaning of each idiom. 

1. Its a pity that he threw in the towel after a 

few d sappointments. (kept trying / gave up) 

2. l've done a I can. The ball's ¡n your court 

now (let's work together / it's your turn to act) 

3. You real y insulted him. That was hitt¡ng below 

the belt. (funny / cruel) 

4. Don't worry, you' soon learn the ropes at 

your new job. (understand how things work / 

become popu la r) 

5. It's lucky he had a head start or he wouldn't 

have f n shed on t me. (thought carefully / 

started before the others) 

Wh¡ch sport do you th¡nk each idiom in 

Exercise 3 comes from? 

sailing . boxing . tennis . horse racing 

L¿ 5. Complete the passage with the words below. 

Then listen and check your answers. 

achieve . performance. defeat 

speed . training. endu ra nce 

beating ' comPet¡tion 

When you watch athletes at a r' ........... , 

you see them doing incredible gymnastics 

or skiing downhiil 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 impoftant as 4 ........... to 

build physical strength. The right state of mind 

r Un¡t 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 3 .......... 

tremendously. 

ffiwr 


for you. 

'l 

. lt wou d take a ot of willpower f or 

me ro ... . 

2. l would ike to ¡ake up . . . . 

3. lf lwere n Parl ament, lwould ralse ¡he 

issue of .... 

4. O1e di'f cu ly ll'al I h¿ve or ercome rs . . . 

5. My gre¿ es ¿acompl¡shment is .. 

Vocabulary Builder, pages 82-83

GRAMMAR 

PRNSENT PERFECT SIMPLE 

PAST SIMPLE 

Read the exa mplesand 

answer the quest¡ons. 

. storfed: 

1 

.: ll1s r1tsed 

l,n

is¡ 

Complete each sentence with a su¡table verb 

below. Use the Past Simple or Present Perfect 

S¡mple. 

win . not g¡ve . meet . v¡sit 

not Play 

1. 

2. 

3. 

. fly r hg¿¡ o w¡¡1s 

We........... Michael his presents yet. 

The basketball player ........... two awards since he 

Joined the team. 

We ........... tennis this morning because it was 

ra nrng. 

4. .......... Marian ever........... in a plane? 

5. | ...........1ust........... an interesting person. 

6. My grandfather ........... China when he was a 

young man. 

7. They......... already ........... about the accident on the 

news. 

8. .........John Len non ........... most of the Beatles' 

songs? 

5. Complete the interview w¡th a football fan. 

Use the Present Perfect Simple or Past Simple. 

1. How long ........... ? 

l've been a Chelsea supporter since I was ten 

years oio. 

2. ..........1 

Yes, I have. In fact, l've been to lots of Chelsea 

9ames. 

3. ........ ? 

No, I didn't go to last week s game I was ill. 

4...........? 

lfert r¿nt¿slic 

when my team won the cup. 

5. .......... ? 

Yes, I've already bought tickets for the next 

gam e. 

Prov¡de a logical response for each dialogue. 

Wr¡te a complete sentencé us¡ng the tense ¡n 

brackets. 

1. " Lau ra ls upset." 

"Of course she is! .......... " (Present Pefect Simple) 

2 "Paul is late for school again." 

"He proba b ly ........... . " (Past 5imple) 

3. "You've got a great tan!" 

" Yes, ........... . " (Present Perfect Simple) 

4. "Why are you so excited? " 

"1 ......... ." (Present Perfect Simple) 

5. "Do you think we'll win this match?" 

" Nor ¿ ch¿n(e. . . . . .." (Present Perfect Sirrpls) 

6. "Jack looks happy. " 

"l'm not surprised. . ......... " (Past Simple) 

t¿ 7. Complete the passage with the verbs in 

brackets. Use the Present Perfect S¡mple or 

Past Simple. Then l¡sten and check 

your answers. 

THE POOR CAN'T WIN 

¡| Un¡t 3 

Developing countries ' ....... (always be) at a 

disadvantage in the world gf international sport. 

In recent years, however, the gap between rich and 

poor countries . (grow) because sport I ......... 

(become) h¡ tech, making training and equipment 

extremely expensive. To prepare for the Athens 

Olympics in 2004, for example, athletes from the 

world's rich nations 4 .......... (tra¡n) in special heat 

chambers. The temperatures and humidity in these 

chambers 5 .......... (¡mitate) the weather conditions 

in Athens, so that the athletes could get used 

to the summer heat. The Ugandan boxing team, 

however, 6 .......... (not have) the monev for a heat 

chamber. Instead, their coach, Dick Katende, 7............ 

(order) them to tra¡n in the sun with their coats 

on! Unfortunately, these differences leave many 

excellent athletes with little chance of winning a 

medal. Internat¡onal sports organisations are aware 

of the s¡tuation, but so far they &........... (not do) 

enough to correct it. 

Grammar Review @ 

8. Rewrite the following sentences using the 


meaning. 

1. George started working here four years ago. (for) 

2. Ben doesn't eat meat at all. (never) 

3. lwas in the middle of a conversatron wlth my 

teacher when you called. (while) 

4. Anne is visiting our country for the first time. 

(never) 

5. John didn't want to leave before seeing the 

garden. (seen) 

Bxtra graEmat ex€rcises atr 

tluw.burli ngtonboohs. es/riedtpoi nts I

zlz 

@ SKILLS 

\ 

LISTENING 

O 

A RADIO INTERVIEW 

1. Look at some of the men's roo-metre sprint records s¡nce r960. why do you think the 

record t¡mes keep improving? 

A. Hary 

C, Lewis 

D. Bailey 

M. Greene 

T. Montgomery 

A. Powell 

U. Bolt 

West Germany 

USA 

Canada 

USA 

USA 

Jamatca 

Ja nr a ¡ca 

2. L¡sten to the first part of a radio ¡nterv¡ew 

about sport and technology and complete the 

chart beloW' 

Swimmer 

Locat¡on 

Year 

Michael Mark 

phetps Spitz 

e 

z 

l.r 

3 

fr^ 

fr^ 

June, 1960 

September 

1988 

July, 1996 

June, 1999 

Septembe¡ 

2002 

September, 2007 

August,2008 

T¡me (seconds) 

't 0.0 

992 

984 

9.79 

c; lE 

9 .l ,1 

9.6 9 

L¡sten to the second part of the interview. 

Are the following statements true or false 

At Beijing, fewer records were broken in 

swrmmtng tnan In other sports. 

Peop e today are born faster and stronger th¿ 

they were in the past. 

M cl'¿el phelo: 

3. 

L 

2. 

w¿sr't lre only:w nmpr to 

wear the LZR swimsuit. 

3. 

I 

2. 

Listen to the th¡rd part of the ¡nterview an( 

answer the questions. 

What does Larry Hayes compare the latest sp 

equ ipment to? 

What new technology was used at the Montr 

Olympics and what effect did it have? 

Does Dr Caseman believe that athietes today 

need technology to perform well? 


In your opinion, ¡s using technology in spor 

leg¡timate? What do you think the l¡m¡ts ar€

;e? 

lhan 

) 

no 

iports 

ry 

L 

)n 

tre? 

SPEAKING 

EXCHANGING INFORMATION 

1. Read the fact f¡le below. Which of the following 

questions are answered ¡n the fact f¡le? 

1. When was Thierry Henry born? 

2. What is he famous for? 

3. What awards has he won? 

4. What records has he broken? 

5. What's h s favourite food? 

6. What problems has he had and what has he 

done to overcome them? 

7. What are his future plans? 

Write two more ouest¡ons 

HT.:i;nn'j#" f' 

answer your questions. 

t, 

I nLeffv f[ eWV-foubqLler 

II 

Early life 

1977 Born in Essonne, France 

Exper enced racism as a child 

1984 Began to play at Iocal football c ub 

Career and Events 

1999 loined Engilsh football club Arsenal 

2004 - V ctim of raclst comment by a prom nent 

football coach 

2005 - Started the sfand Up Speak Up campaign 

aga nst rac sm n football 

Berame Arsenal's leading goa -scorer of 

alt Ilme 

2007 - Signed for FC Barcelona 

Itles / Competitions / Awards 

1998 - World Cup wrnners meda as piayer n 

French team, PFA Player of the Year 

2044,2AA5 European Golden Boot Award as 

Europe's top goal-scorer 

2007 - Became France s top goal-scorer of all 

¡me 

2007 - Nar¡ed rn llme magaz ne as a "Hero and 

Pioneer" for his ant -ractst activ sm 

(c" 

tf r¡J)Burlineton Speech Trainer, Unit 3 

3. Work w¡th a partner. Ask and answer 

questions to complete a fact file. Use 

the questions ¡n Exercise 1 to help you. 

Student A: Complete the fact file on 

this page. Student B: Complete the 

fact file on page 160. 

r ñ!.e,tr - ld ¡| -F 

V LLL'.¡'nat puttr-, 

j!ir!l 

¡l rre 

't-ri es I ell¡tqtiiions 

., il il i 

,lllll,r 

'ür 

/ ALvarq¡ 

il I rof I r¡'rl.r of 

,)iril.l At;er; C,l rr t,: f r.5lred e llhtlr 

lrt( ¿r :i¡ 

:l ,l El tt t .:,..'7-.i i _ 

t . t.ii_, r t! i t '.i iLt-¡rL :,|,t 

r:r t -l:rt 

"r, 

it c 

l-:lar t teal.. ir.r l-il 

rilJ -l¡,,,,, . :_. :,i.. ! ri jr Is Á,,,:,1] ¡,i , ,e .É..- 

- r',rfe ai: i, s 


When you want your partner to repeat something, 

use the following expressions: 

I'm sorry | didn't get that. 

Can you repeat that, please? 

¡ Un¡t 3 

l96J

G, WRITING 

A Blog¡aphy 

1. Read the biography below. Find three facts you th¡nk are interest¡ng or unusual. 

2. 

1. 

2. 

'r 't a' 

frlDfr axd lDfrLLil PUfrND T OPENO 

Daida and lballa Ruano Moreno are ¡nternational windsurfing 

champions from the Canary lslands. These ¡dentical twin sisters 

are world famous for their extraordinary talent and energy. 

In wh¡ch paragraph of the biography does the writer... ? 

talL aoout D¿,d¿ ¿nd t[¿ll¿ 5 s¿rly 

¡lo

n 

rng, 

of their 

Daida. 

vere 

'lave Deen 

|I rs 

e an an nual 

ce into a 

continue 

r'er 

the world 

\ 

r'i 

'rl 

-J 

Fo lowing some verbs, the indirect object can come before 

the d rect object. n this case, the preposition (to or for) 

/bo!¡i¡¡c/rreie¡ri formyboyfriend 

I to,).Jt.: my bayfriend ! l)t.\et1t 

Ihe seco¡d form is preferred if the indirect object is a 

pr0n0u n. 

, 

1. Bra¡nstorm your biography. 

. Choose a famous person. Think of 

someone who is ¡nteresting or special in 

SOme way. 

. Use the Internet to f¡nd ¡nformation. Start 

¡y using a search engine such as Google. 

. Look at several sites and find two or three 

that conta¡n the ¡nformat¡on you want. 

. Make a l¡st of the facts and information 

you found. Decide which facts to include. 

3. Copy the word order chart on page 38 ¡nto your 

notebook. Then wr¡te the words of the sentences 

: 


below in the correct columns. : page 38 and the plan below to help you. 

I Anne dr ves her car slow y through the stTeets every 

mornng. 

2 She described the bu ld ng to me before the lrip 

. :pLRN 

. DT AI\I 

f L¡att 

: Opening: State who the person s / was and 

3 Dave s nreet ng h s lr end at the café tonight. , : what they are famous for. 

4. The spr nter may win a go cl meda at the London 

0 ynprcs,r 20 I 

. 

: 

Body: Write about the person's early 

, te, career developments and 

5HeWroteth¿tsongforhisgrfrendlnahote|room 

J rlcVVlUte lrl.rl5Orrg lOl lll5 g I ll ellU lll cl f lotel fOOfIl. , I 

4, Choose the correct answer. 

-re, ': 

borgrt 

¿ yesleroay a ¡ew c¿r 

b a new car yesterday 

2. N,4y father cooked ast n ght. 

a. some soup for me 

0 l0r me some soup 

3 The schoo basketball team .to other cit¡es 

a oite¡ tr¿veJs 

b tr¿ve s often 

4 My best fr end from Par s. 

¿ gave me a T-shrrt 

b. gave a T sh rt me 

5. lerpl¿rrod to I e po cerr¿r. 

¿. patiently the prob enr 

b. the prob em patrent y 

6 Let's s,"nd Dan an e-rna 

a. from my computer tomorrow 

0. rofnorrou/ lrom my cornputer 

5. Arrange the words ¡n the correct order to form 

sentences. 

L to schoo / are coming / now / the parents 

2 lvlrlones/s olvylthe /walked / down / cy street 

3 rne / my ufcle / gave / last night / f10 

4 rooks / usu¿l y / on Fr days / dinner / for the fam y / 

my f¿ther 

5 ch dren / eas ly / eanr / usually / new anguages 

Your Task 

;. Unit 3 

I Write a biography of a famous person 

that 

you admire. Use 100-f50 words. 

WRITING YOUR BIOGRAP}IY 

i I 

Closing: 5um up the person's achrevements. 

: 

Include their future plans if you 

l 

know them. 

:. .. 

3. Wr¡te a first draft. 

4. Use the checklist to check your work. 


CHECKLIST 

,t I followed thz plaw for a bígraphy. 

/ I u¡ed corce¿t word order. 

,'t I pv't the ínformatinn ftom the InlernLt 

ínto r,ty own words. 

/ I chrckzd. grammar, speLLí4g and 

ptLwtú4n0w. 

-JM@illrs 

:

SKILLS 

i¡:jll-¿iee-n a 

]Wednesday, Chelsea - 

: 27th January 2010 Middlesboroug 

i Start: 19:45 

Sunday, L¡verpool - Chelsea 

31st January 2010 

Start: 16:00 

Saturday, 

6th February 2010 

Start:16:00 

I'r 

(/) \l 

BOOKING TICKETS ONLINE 

,,::., 

You are going to practise booking t¡ckets online. 

Look at the website screens and answer the Task Questions belov-. 

Chelsea - Fulnam 

Chelsea - Fulham 06-02-2009 Tickets 

Category A Pr¡ce €65.00 (f50.00) 

Chelsea - Fulham 06-02-2009 fckets 

Category B Price €52.00 (f40.00) 

T TASK QUESTIoNS 

I N 

Show pull-down 

menu 'l-20 

Show pull-down 

menu 1-20 

1. You want to see a Chelsea football match while 

you're in London. Read the schedule in Screen A 

above. Which of the following information does 

it provide? 

1. the dates of the matches 

2. the c¡ties where the matches are taking place 

3. the stadiums where the matches are taking 

place 

4. directions to the stadiums 

5. the teams playing in each match 

6. ticket prrces 

7. the t¡me the matches begin 

2. You are going to be in London from 29th.lanuary 

to'14th February. Which match can you attend? 

3. You dec¡de to order t¡ckets for the 

Chelsea - Fulham match. You cl¡ck on BUY 

TICKETS and Screen B appears. What additional 

information does it provide? What two th¡ngs 

are you asked to decide? 

London, UK 

Stamford 

Bridge Stadium 

Liverpool, UK 

Anfield Stad¡um 

London, UK 

5tamford 

Bridge Stadium 

''':..: 

|I 

rl:j tJ S¡réen C-wlo, 

Your Order 

T cket Type 

Category B 

Quant ty: 2 

Price €104 00 

. /fRo oo) 

)- ' >erv ce Ln¿rge 

€8 00 (f 10 00) 

.¡( ijfL; 

4. You want two Category B tickets. You click on 

BUY TICKETS. Read the next screen (Screen C). 

How much do you need to pay? 

5. Which of the following do you think the final 

screen will ask for? 

'1 

. credit card details 5. name and address 

2. phone number 6. age 

I n¡

n 

) 

Landmarks 

Which of the followinq landmarks can vou ¡dent¡fv? Where is each one located? 

m(rr 

-,¡¡-. 

//Á t 

: 

1 

I wtricn of the following do you think makes each of these landmarks famous? 

its size . what it's used for . its historv . its des¡on . ¡ts aqe 

WEB FXTRA Fin(l ¡)ür :rl)or¡r LINtSL:{) h(rir¡qr \ir(s¡r: 

\' 

t ,¡ 

4l

dEADING 

-. 


in the text. Make sure you know what 

they mean. 

marvel . irregularly-shaped . state-of-the-art 

Scan the text quickly to look for the following 

information: 

1. the summer temperature in Dubai 

2. the name of Dubai's underwater hotel 

3. the number of islands in The World 

4_ the name of the island that Brad Pitt has bought 

5. the size of the Dubai Mall 

3. Read the text and answer the following 

quest¡ons. 

1. How wi I the new projects help Dubar's 

economy? 

2. What could other architects do if they knew 

the height of Buq Dubai? 

3. 

4. 

SCANMNG FOR SPECIFIC 

INFORMANON 

Scanning means look¡ng through the text quickly, 

to find specific information. Pay attention to the 

type of information you are looking for (names, 

places, dates, prices). Look¡ng for numbers, 

symbols and capita¡ letters will help you. 

5. 

What is unusual about the rooms at Hydropolis? 

How do you know The World will be an 

exclusive area ? 

What is innovative about the planned 

68-storey tower? 

The World 


F¡nd evidence ¡n the text to support your 

a nSwers. 

1. Most people don't realise that Dubai is running 

out of oil. 

2. Buildings are being built very quickly in Dubai. 

3. 5r¿yir^g at Hydropolis will be inexoensive. 

4. No one wrll live on Palm lslands. 

5. Dubailand wlll be the same size as Disney 

World. 

5. Choose the best answer according to the text. 

1 . The a'ti'cial i'land groups are . .. . 

a. all shaped like palm trees 

b. addit ons to natural islands 

c. each made up of 300 islands 

d. made of natural materials 

2. Which of the following records is Dubai NOT 

breaking? 

a. the tallest building 

h tho daanocr h¡il¡linn 

c. the largest artificial islands 

d. the largest shopping centre 

6. Find words or phrases in the text 

that mean: 

1. money earned or received 

(paragraph 1) 

2. animals that live ¡n the sea 

(paragraph 3) 

3. extra (paragraph 4) 

\vot ogtoPt I rr 

5. ambitious, impressive (paragraph 5) 

I Wh¡ch s¡tes ¡n your area were 

specifically built to attract tour¡sts? 

Are they popular? 

One of the Palm Islands

e? 

'r¡ng 

)at. 

text. 

one usually thinks of Dubai, one ofthe seven Arab Emirates, as beinq rich in oil. Its 

rulers, however, know better Their oil is running out fast, and to creat-e an alternative 

source of income, they want Dubai to become the business and tourist capital of the 

Middle East. On the bare, dry desert sand ofDubai Cit¡ where temperaturÉs are o[ten 

over 45.C in the summer, spectacular architectural proiects are breaking every record 

in the book. And itt 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 

competitionfrom 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 proiect is reaching deep under 

the ocean. Hydropolis, the world's first luxury underwater hotel, is i suriealistic 

fántasyland 20 metres below the surface of the persian Gull Shaped like a giant 

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 ísland 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 ís shaped like an individual couniry, and is for sale starting at 

$15 million. So ifyouve got some spare cash, you can join the list ofcelebrities 

which includes Pamela Anderson, who'll be líving on ,,Greece,l 

and Brad pitt and 

Angelina lolie, who have bought "Ethiopia': 

One.of the most architecturally innovative future proiects is a 6g_storey 

tower 

in which each irregularly-shaped storey will turn separately round a central 

axis, completing 360. every 90 minutes. This means the entire buildine will 

always be changing shape. Another record-breaker is the grandiose, 1,200-shop, 

12-million-square-foot 

Dubai Mall, the biggest shopping centre on the planét. 

One ofthe grandest projects ofall is Dubailand, a huge leiiure and entertainment 

complex twice the size of today's biggest, Disney Wo;ld. 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 buílding boom. Clearl¡ 

this city will soon be packed with sensational major attractions=, making it one 

of the worldk architectural wonderlands. 

Falsc friends 

luxury (line I3) means lujo nof tujurío 

larger lline 17) means moyor, mós gronde not mós lorgo 

resorts (line 33) means com plejos tur'ttcos n ot resortes 

najor (line 35) means de gran relevoncio noI moyor 

1 

ts Unit 4

(.o 

/ 

vocABULARY 

1. Replace the word in bold ¡n each sentence 

w¡th a word of sim¡lar meaning below. 

shore . spare . source . ruler 

huge. resort 

1 . A country s leader contro s the government ¿nd 

the army. 

2 What s rhe origin of thar ¿r." te. r¡r¿ ,ty e? 

3. We went for a wa k along the beach on 5unday. 

4. Our family spent two weeks at a holiday 

complex in Greece. 

5. Have you got ¿ny extra time this weekend? 

6 ll-e bÉ.¿. 

"t tl.e ,,oo i . very big 

2. Choose the sentence that ¡s closest in meaning 

to the orig¡nal. Pay attention to the words ¡n 

colou r. 

1. The room w¿s quite bare. 

a. The room had very ittle furniture. 

b. The room was fu of furniture. 

2. This type of frsh swims near the surface 

of the sea. 

a. This fish swims deep under the water. 

b. Th s f sh swims near the top of the water. 

3. The boy reached for my hand. 

a. The boy pushed my hand away 

b. The boy wafted to ho d my hand. 

4. The view from our roorn ts breathtaking. 

a. The view s very impressive. 

b. The vrew is qu te boring. 

5 

Our paper supply s running out. 

a. We've got plenty of paper left. 

b. We'l need to buy more paper soorl 

6. I read a ot dur ng my leisure t me 

a. My work rnvolves a ot of read ng. 

b. I read when l'm not at work. 

We've had some major prob ems with 

the prolect. 

a. The problems were serious. 

b We,oLld1 soLve tl-e p'oblerr.. 

They stayed at a luxury hote. 

a. lt was basic, but qu te clean. 

b. t had a spa and a poo. 

WANT + INFINITI\,'E 

WANT + OBJECT + INFINITTVE 

The verb ü¡r'on¿ can be used in the following ways: 

It can refer to something the subject of the 

Sentence wants to d0. 

fhey wont to buíld the t0llest bu¡ld¡ng in Duboí. 

(wont + infinit;ve) 

It can refer to something the subject of the 

sentence wants someone / something else to do. 

They wont tourísts to come to Duboi. 

(wont + ob.ject + infinitive) 

3. Choose the correct answer. 

'1 

The child to d her father, "l want to take / 

you to take me to the park. " 

2. The ibr¿rian asked me, "Do you want to read / 

me to read a good novel?" 

3. We told our vts tors, "We don't want to leave / 

you to leave yet. " 

4- Wr¡te the words ¡n the correct order to form 

Senrences. 

1. wanted/Duba / visit / Thom¿s / to 

2. go / cat / to / wants / out / the 

3. her/wants / Lucy's / boss / to/tonight/work 

4. to /window/ open / wanl / yau / me / do /the / ? 

5. drdn't / to / want / Charlotte / p ano / 

practise / the 

6. want/anything/does/to/bring / us / Ben / ? 

5. Complete the sentences by wr¡ting what 

each speaker wants or doesn't want in the 

following situations. 

1. "Lets eat at an Indian rest¿urant," suggests Anne. 

Anne wants ... . 

2. " Mia, could you please t dy your room ? " asks 

her father 

Mi¿'s father wants . .. . 

J "5t¡derrs. pdy ¿tterlron" oroers tfe led(1ei. 

The teacher wants ... . 

4. "l don't feel like getting up," comp ains Julia. 

lul/a doesn't want . .. . 

5. "Mark, ldon't like it when you laugh at me," 

says Sara. 

5ara doesn't want ...

ad/ 

le / 

/? 

te. 

Topic Vocabulary 

5. Replace the words in colour in Exerc¡se 4 with 

BUITDINGS 

1. Which of the following words are mater¡als? 

the British or American equivalent below. 

in the city centre . store . ma¡n street 

car oarks . movie theater ¡ mall 

,.. 

, 

Which are buildings or structurés? 

iron . steel . skyscraper . stone . glass 

concrete . office block . bridge 

2. The following sentences do not make sense. 

(i 6. Complete the passage with the words below. 

Then listen and check your answers. 

storeys . stone . lift r glass o support 

ancient . steel . skyscrapers 

Make them logical by replacing each word ¡n 

(olour with a word ¡n colour from a different 

Senlence. 

REACHING FOR THE SKY 

l. Our home is too small. We need something 

more ancrent. 

2. An architect knows which materials can tear 

down a building. 

3. We live in a three engineer building. 

4. Developers want to support the old houses and 

build a new skyscraper 

Since the beginning of history, people have tried to 

build the biggest, tallest, most impressive structures 

they could. In 

5. An experienced landmark designed that bridge. 

6. The streets are so spacious that the houses 

almost touch each other. 

7. The pyramids were built in narrow times. 

8. Stonehenge is a famous historic storey. 

British and American English often use different 

words to refer to the same thing. 

1 . . . . . . . . times, important buildings were 

often made of 'z............. Because this material is so 

heavy, it was difficult to make these buildings very 

tall. Today, however, our c¡ties are filled with 3 ................. 

that reach amazing heights. Strangely, the walls of 

many of these buildings seem to be made entirely 

of 4 . .... ... w¡ndows. How can these del¡cate wal¡s 

5 ................... so much weight? The answer is that they 

don't. The build¡ngs are actually held up by a 

strong framework made of 6 ................... - an amazing .:, 

invention of the 3 

material which is borh extremely strong and 

-lfl BRrTtsH / AtvERtcAN ENGLTSH _ 

light. Another reason modern buildings can 

have a hundred or more 

................... : lf we had to 

walk up, we certainly wouldn't build 

so high ! 

7 ................... is the .,, 

Match the British English words w¡th their 

American English 

equivalents. 

Br¡tish 

1. lift 

2. pavement 

4. ground f loor 

5. f lat 

american Q 

a. first floor 

o. yaro 

c. elevator 

d. apartment 

e. sidewalk 

(J 4. Listen to the dialogues. Are the speakers in 

each one Br¡tish or American? 

1. A: "Where is your favourite music shop?" 

B: "ln the shopping centre near my school." 

2. A: "Which 

cinema are we going 

to?" 

8: "The one in the high street." 

3. A: "ls it hard to find parklng downtown?" 

B: "No, there are plenty of parking lots." 

I Complete the sentences. Make them true for 

you' 

1 . I s¿w a breathtdking view at ... . 

2. I often run out of ... . 

3. The landmark I r./an¡ ¡o see the most is . .. . 

4. The most popular shop in our hlgrh slreet is ... . 

5. In my /e/sure time, I like to ... . 

a Unit 4

(( 

FUTURE SIMPLE 

BE GOING TO 


o. We're go¡ng to spend our next hol¡doy ¡n Dubo¡. 

b. The tour of Duboi w¡ll beg¡n ot 9.00 on. 

c. Hove yau seen the plons for Duboilond? lt's go¡ng to 

be omozing ! 

d. Soon, Duboí will be the tour¡st cop¡tol of the 

Middle Eost. 

e. "Where ¡s the Duba¡ Moll?" 

"Come w¡th me. l'll show you." 

1. Which sentence above describes ... ? 

1. events in a timetable 

2. a predlction 

3. a future event based on present evrdence 

4. a spontaneous dec;sion 

5. future pla ns 

2. Which tense is used for each of the 

uses above? 


1 . We use ... . ... + the base form of the verb to 

form the Future Simple. 

2. We use...........,........... or........... + going to + the base 

form of the verb to form be going to. 

FUTTIRE PERFECT SIMPLE 

FUTURE CONTINUOUS 


a. By the t¡me Dubd¡ runs out of oil, tour¡sm will hove 

becone o mojor industry. (Future Perfect Sinple) 

b. Brod P¡tt will be liv¡ng in Dub1¡ 0ll w¡nter. 

(Future Continuous) 

1. Which sentence talks about ... ? 

1. a completed action at a certain future time 

2. an action in progress at a certain future time 


1. We use will + .......... + verb + -ing to form the 

Future Continuous. 

2. We use will + ........... + the past partic¡ple to form 

the Future Perfect. 

1. Complete the sentences w¡th the verbs ¡n 

brackets. Use the Future Simple or be going 

to. 

1. You haven't worked hard enough for this exam. 

You ....... (not pass). 

2. l''n \Jre you lenjoy) the tnp. 

3. The bus to London ......... (leave) at 10.30 pm. 

4. ........ you ........... (come) to the party tonight? 

5. The child ooks tired. He ........ (fa ) asleep soon. 

6. "Do you want to come to the shops?" 

"Good de¿l 1........ (call) Dylan and ask him to 

corne, too. 

2. Which of the sentences in Exercise I can be 

completed us¡ng the Present Cont¡nuous with 

future mean¡ng? 

3. Wr¡te a su¡table sentence to follow each 

sentence below. Use the words in brackets 

and the Future Simple or be gorng to. 

'l 

. Are you hot? (l / turn on / air cond tioner) 

2. My grandmother s ll. (have / operation / 

lOmOrrow) 

I 

El café se está acabando. Yo compro más esta tarde. 

Ihe caffee is runn¡ng out. l'll buy tnare th¡s ofternoon. / 

NOT lhe coffee is ru nning out. I buy rnore this 

ofternoan. 

X 

rr\/p a^ r¡h_ - rle-< -n tho rnnrg¡¡ 

(Beth 

/ be very pleased) 

4. Could I borrow sorne money? (return / next 

week) 

5. l'd ove to come, but I c¿n't. (9o out / 

my boyfr end / this evening) 

6. Look at that man on the roof of the building. 

(he / JUmp l) 


1. Will you have walted / Will you be waiting 

for us when we arrive at the station ? 

2. You'll have spent / You'll be spending al 

your money by the end of your trip. 

3. Sara has a most fin shed her studies. Next year 

she'll have worked / she'll be working f u lt 

me. 

4. Don't call me at 9.00. l'll be sleeping / 

l'll have slept. 

5. hope that by next yea¡ l'll have saved / 

l'll be saving enough money for a car. 

6. They'll be eating / They'll have eaten all the 

f ood by the time we arr ve.

1g 

(¿m. 

vith 

de. 

tn. { 

rg 

I 

Complete the sentences with the verbs ¡n 

brackets. Use the Future Perfect or Future 

L¿ 8. Complete the passage w¡th the verbs in 

brackets. Use future tenses. Then listen and 

Continuous. 

check your answers. There may be more than 

t. By the year 2050, the world 

1ve degrees warmer. 

(becorne) 

one correct answer. 

Let's meet at 9.00. 

by then. 

(f n sh) my homework 

3 This time next month, they (ski) in the Alps. 

4 During our holiday, we 

Hotel. 

(stay) at the Seaside 

Please don't come this afternoon. I (study). 

By the t me he p arrives, we 

lyre ourse ves. 

(change) the 

Complete Danny's story. Use the correct 

future tense. 

've 

JUst met a wonderful girl named Rena. 

th nk | . ...... (ask) her out. 

Fantasticl Shes agreed. l, ........... (take) her 

to the cinema tomorrow. 

'm 

so excited I At this time tomorrow, 

I ' . .. .. (sit) hand in hand with Rena. 

I'm sure it' ........... (be) ¿ great evening. 

Six months later... 

By the end of this week, Rena and I 

' ........... (know) each other for six months. 

tight months later .-. 

Rena has decided that she'........... (date) 

other boys, too. 

lve tried to t¿lk to her, bul she 

' ........... 

(not ¿nswer) my phone calls. 

l' ........... (find) someone else by the time she 

decides who she wants! 

7. Answer the follow¡ng questions about your 

future. 

1. What w you be doing this tirne next year? 

2. What are you going to do th s weekend? 

3. Do you think you w1 have a ot of rnoney when 

you are older? Why or why not? 

4 Do you th nk you'll get marrled young? Why or 

why not? 

5 What goa s wrll you have ach eved by the time 

you are 30? 

.lRngnt-mFltrE 

Htrm#\ 

labourers and plenty of time and money. Ten years 

from now, however, people t........... (live) iñ houses built 

ent¡rely by robots. Cal¡forn¡a inventor, Dr Behrokh 

Khoshnevis has worked on his construct¡on robot 

for years, and this spring he '?........... finally ........... (start) 

marketing it. He predicts that the robot 3........... (bu¡ld) 

a typical family home in only 24 hours. He believes 

this method a............ also........... (reduce) building costs 

to a f¡fth of what they are today. He prom¡ses that a 

construction project using the robot 5............ (not need) 

any human workers, and that the houses 6............ (have) 

a great var¡ety of designs. Dr Khoshnev¡s hopes 

that by the end of the next decade, robots 7............ 

completely ........... (replace) humans on construction 

sites, and building a home 8........... 

Bui|dingahomeisahugeproject,¡nVo|Vingmany 

(become) a simple, 

¡nexpensive and speedy procedure. 

Granrmar Revirn' @ 

9. Rewrite the follow¡ng sentences us¡ng the 


meaning. 

I 

Fashions w I be d fferent by the time you are 

older. (changed) 

2. Pau met lul e in pr mary school. (known) 

3. How ong have you had this car? (buy) 

4. We're go ng to p ay tennis from five until seven 

o'clock. (At six o'clock) 

5 Mark left and Nancy cr ed for an hour (after) 

Extra grammar exercises at: 

u u tL'.b u rl tn qtar hoo ¡ 5. rs/ r,leir'l) oir? ¡s l

(€, SKILLS 

\ 

LISTENIN(I (¿ 

GUIDED TOURS 

1. Look at the pictures of landmarks ¡n various countries. Which words below can be 

used to describe each oicture? 

skyscraper o glass o stone . ancient . unusual . steel . tall . modern 

Il¡1pi¡c St¿¡te Building. 

Nc\\'Y{)rk Cily. USA 

To\\'c¡ s of Sat¡r 

Ginlignano. Ilaly 

2. Listen to three gu¡ded tours. Wh¡ch of the 

landmarks above do the tours visit? 

r,,.'¡ IIII rA(E fr0TE5 when you are t¡sten ng 

t0 a passage, taklng notes can be helpful. Don't 

try to write down everyth¡ng you hear. Write 

down keywords or imp0riant phrases, but not full 

sentences. lt is m0re important to keep listening! 

3. L¡sten to the guided tours again. As you listen, 

take notes of the most ¡mDortant facts about 

each olace. 

EiltclTowcr. 

P¡ris, Frilnce 

CN T(N er. Ttrronto. 

Can¡d¡ 

4. Use your notes to answer the questions 

below. 

Which landmark... ? 

1. was cons dered very ugly when it was built 

2. has 102 storeys 

3. was built as the result of a cornoetitlon amono 

famiIes 

4. has a race up lts stairs every year 

5. has 73 elevators 

6. was the wor d's tallest structure for 40 years 

7. was des gned to show its rntern¿l structure 

8. was once part of a group of 72 towers 

ffiwf 

I What famous landmarks are there in your area 

or country? Describe one. What do you know 

about ¡t? 

WEB EXTRA Read about some ünusual building trivia ati urti'.hutllnq!,"rhaoks ri.jiúrf')jr¡r\i

ng 

SPEAKING 

COMPARING PICTURES 

1. Look at the sentences below. which can be used to show how two p¡ctures are similar? 

Wh¡ch can be used to show how théy are different? 

l. Another difference between them is that ... 5. The place ¡n picture I is more / less ... than 

2. The two pictures are similar / alike 

in picture 2. 

because... 

6. This picture shows ..., while that 

3. Another thing that they have got in 

one snows... 

common ts ... 

7. The pictures are quite different because ... 

t1 In this picture there is ... , but in this one ... 8. Both oictures show ... 

choose a pair of p¡ctures below write a list of adjectives and nouns that describe them. with your 

partner, compare and contrast the pictures you chose. Use the expressions in Exercise 1. 

Pair 1 

National Academic Theatre, Odessa National Centre for the Performing Arts, Beijing 

Pair 2 

Colosseum, Rome Olympic Stadium, l\,4ontreal 


When you want to draw someone's ¿ttent¡on to 

someth¡n9, use the following expressions: 

I'v€ just noticed ... Have a look at ... 

And there's another thing ... Did you notice ... ? 

Spcce.h Tralner, Unit a 

O Unit 4

C" \ URrrrNG 

A Descrfptio,n 

oF a Place 

1. Read the descript¡on below. What parts of the building does 

the writer descr¡be? What is his / her opinion of the building? 

2. In wh¡ch paragraph/s of the description does 

the wr¡ter d¡scuss ... ? 

'1. 

things you can do or see at Notre Dame 

2. the name and location of the place 

3. his / her opinion or recommendation 

4. physical characteristics of the place 

ADJECTIVES 

Adjectives are used to describe nouns. Using 

a variety of adjectives can make your writing 

r¡ch and interest¡ng. When describing a place, 

adjectives can create a more accurate and 

realistic im pression. 

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 in 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, half-stone monsters. 

Ifyou are in good shape, you can climb a tower to see the 

gargoyles up close, as well as get a breathta}ing view ofparis. 

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 landmarks, and any 

visitor should plan on seeing it. Even if you are not a great 

architecture fan, you will never forget its beauty. 

For each sentence, choose two adiectives 

that are similar in mean¡ng to the adjective in 

italics. 

'1. 

The cathedral's architecture is wonderful. 

magnif icent / important / splendid 

2. This beautiful temple was built in the 15th 

century. 

lovely / elegant / enormous 

3. The Great Pyramid is brg. 

brilliant / immense / huge 

4. lhe view from our room was impressive. 

breathtaking / spectacular / frightening 

5. We looked up at the thick stone walls of the 

o/d tower. 

ancient / famous / h¡storic

i"... 

)- 

4. Which adiectives from the list can describe each of the 

places below? 

avillage. afootball stadium . a road 

mountains . a local market . apalace 

tower ng 

modern 

p cturesque 

marve lou5 

narrow 

sp¿c ous 

breathtaking 

no isy 

ove y 

e eganr 

Superlative adjectives come before 

a n cient huge 

colou rfu I 

gra 

no 

maJestrc 

UXUT OUS 

rve y 

UNUSU¿ 

crowoeo 

5. Complete the sentences with adjectives from 

Exercises 3 and 4. There may be more than one 

correct answer. Do not use the same adiective twice. 

1 . Th s is one of the rnost ......... views n Granada. 

2. The ....... skyscrapers seer¡ed to touch the sky. 

3. We v s ted the ....... Greek temple ¿t Delphi. 

4. We cou dn't afford to stay at that ....... resort. 

5. She ives n a neighbourhood fu of .......o|d homes. 

6. The centre of town is a ways qutte .......... on Saturday 

n gnr. 

7. The arch tecture of a Gothic cathedral can be 

aDsoutey....... 

q li' o.ññn'-.|¡d rr is ¡ q-.urt¡-e th¿l , ¿. rold ¿bOut 

45,000 people. 

Etr 

I 

Ihi5 l5 the fiost spectoculor view in Toleda. / 

NOT ¡hls /s fhe y¡ew most spectoculor ¡n Talecla. / 

When using two or more 

adl€ct ives, wewrite 

them in the fol owing order: 

opinicxr r sizc r agc r shape r colour-+ origin r matcrial 

o smoll, old building o lorge, modern, gloss skyscroper 

6. Add the adject¡ves ¡n brackets to each sentence. 

Use correct adiective order. 

1 . Our library s a/an .. build ng. (concrete / modern / 

ugly) 

2 The Colosseurn is a/an ..... stadium. (Rornan / anc ent / 

n ug,ó/ 

3. Heroffice rs in a . . skyscraper. (glass / black / ta l) 

¿. lhe lwo pd't\orrL ecrtv¿reco.ne, pdby¿..... brioge. 

(spectacu ar / steel / new) 

5. E ffe built a/an ......... structure. (A-shaped / iron / modern) 

¡rUnit4 

I Write a descr¡pt¡on of a place. Use lOO-150 

worq5. 

WRITING YOUR DESCRIPTION 

1. Brainstorm your description. 

. Think of places that you have v¡s¡ted. 

. Decide on a place that ¡s interesting or 

special in some way. You may want to use 

the Internet to f¡nd out facts about it. 

. Think about the following quest¡ons. 

Choose the points that are relevant to 

your essay. . 

- Where is the place?l 

- When was it built? 

- What does it look iike? 

- Whal i: sper ial or ntefestir-g ¿bouL t? 

- What can you do there? 

- What is the atmosphere I ke? 

- What impression does rt give the v sitor? 

- What is your opinion of the place? 

- Do you recommend that people visit it? 



4. 

PLAN 

Opening:Give rhe r¿ne and loc¿tion of the 

place and one or two details. Say 

what is special or interesting 

aDour rt. 

Describe the place in more detail 

and give examp es of the things 

^r .1^ +h6rÁ 

Closing: Wnte a concluding sentence 

and grve an opinion or 

recommendatron. 

Wr¡te a first draft. 



CHECKLIST 

I followed thr. planfor a de.s*ípnon, of a 

pL4¿.e. 

I wed a varíety of adjettíve.s to de¡uíbe 

thz pla¿e. 

I followed thz rules for adjeztíve order. 

I checked speLLí4g 

Sramnar, 

anÁ 

PtLWttgnóm,

52 

T 

1. 

SKILLS 

Screen A 

-¡l=J-tJ 

l Q \,¡ 

INTERNET RESEARCH 

You are go¡ng to learn some strategies for finding ¡nformat¡on on the Internet. 

Look at the website screens and answer the Task Quest¡ons below. 

@@ 

Amazing Br¡dges in Europe 

Br¡dges are great structures and represent spectacular architectural 

ach¡evements. In Europe, there are... 

ÍASK QUESTTONS t 

edu-56k-Cached 

screen B 

I 'l -f +f @ 

Stonehenge 

3. size of the website 

4. part of the text wlth your search terms in bold 

t- -, lI 

Investigat¡ons over the last 100 years have revealed that Stonehenge was built 

in several stages from 2800-1800 BC. lt seems to have been des¡gned to ... 

itrr ! . j I i i I i I I r -- r r I i , I ,/r. r'. .-.,. :. 

Stonehenge, England 

Your guide to Stonehenge, shops, other ancient sites and stone c¡rcles in Britain, 

w¡th pract¡cal informat¡on to make your v¡sit easier. 

When you do an informat¡on search on the Internet, it's important to use good search words. 

lf you wanted to f¡nd out about bridges in Europe, which search words below would find the best 

results? Wh¡ch are too general? Which are too specific? 

bridges . bridges europe . millau bridge france 

Remember there is no need to use capital letters or include words like of, to and the in your 

search words. 

2. lt's ¡mportant to understand the elements of a search result. Look at Screen A and match 

letters a-d to the correct labels below. 

1. name of the website 

2. address of the website 

3. David has done a search for Stonehenge. Look at the two results on Screen B. Which website will 

give him historicalfacts? Which one would be better for a tourist planning to go to Stonehenge? 

T UsE YouR sKILLs ¡ 

Use the lnternet to research a building anywhere in the world. Find out: 

where the build ng is . what it looks like . lts history . why it is special or important 

Present vour ¡nformation to the class.

Speak Out! 

1. Look at the cartoons- What ¡s 

happening ¡n each one? 

"I don't like the look of thís, Charlie." 

2. Wh¡ch cartoon ¡llustrates...? 

a. the effect of the environrnent on anima s 

b. protect ng an mals that may be[ome ext nct 

. the ssue of humans using an mals as food 

ffiqr- 

affiaaflaa 

I Wh¡ch cartoon do you th¡nk is the funniest? 

Wh¡€h ¡s the saddest? Why? 

! , -^..... -.,-- . find uut ib,,ut ¡he RSI'IA at: 

' 

l:, i ' 

il ,,t:t. 

rl 1,r,1 ,,r,,. 

ir..iiil i ,r. ! 

ii.,,, 

.,, ..., 

I : lti it i ,|. 

". rr,,t l.t ,, \,,1'. .i,., 

' ;) irii, I 

¿ 

.. l_l4RPru 

''Don 

t shoot ^ They're on endongered speciesl" 

w

(O READING 

\ 



mean. 

renta ¿gency. long-terr¡ . cuddles . furry . fad 

GUESSING THE MEANING 

OF WORDS 

When you don't know the rneanÍng of a word, try 

to guess. First, try to identify the part of speech 

from its pLace in the sentence and its ending. 

Then, look for clues to its rneaning by reading the 

other words in the sentence. 

2. F expetz custo'ners . .. . 

a. must rent the sarne dog e¿ch t rfe 

3. ¡/larlef ¿ Cerva¡tes ... 

a. feels t is wrong to rent dogs 

4. F expetz .. . 

I 

). 

3. 

4 

5. 

Read the text. Look at the words ¡n colour. 

What part of speech is each word? Try and 

guess the meaning of each word 

Choose the best answer according to the text. 

Just¡fy your cho¡ce with a sentence from 

the text. 

The purpose of F expetz s to 

d. ed. péopre to ld} e p,por .,b lr', 'o dog , 

h onrn' r:na ^ó^ñla 1^ n,¡,n rln¡< 

c "llo ¡ peop e o \d\ F d dog p'r po d l) 

¡l rl

I 'iie .,e t: ¡t,:'¡ i re¡. \"ii: {r¡r' 

-ar'r1 

¡ t, t ]i- !:l it ¡ ¡ ceT to a 

ili::rt,rar' t,r ti,lt;r!l iu ¡,. lc,..,r 

har f i. -i 1 . - a,al :r rai itr 'i:ra 

._i j iar! ta _ .rai-t!,t:ar 

,,1 

Sani WiÍliams, 

al rii.. i. a .J! rcr i l: ¡i 

r- iea-g 

_ij ¡ii it !tlr:,Ji-t tllt! tLt ,Lt l 

¡ ",,,r e:. Á aarrl i'!, bilroir-e 

r-it'l.r:at1 :r -al -r'-f?!l-¡ir j L 

: ita,qsea.r f of r o re rit re ial 

:l rol rr- sL,!lllcsi :'-¿,.i i¡esc 

a_ra! a,.iefs l'\,/ ,;al Lr _Ie-¡l ilg all 

lf e aaa ar' rlla :l¡e l-.- \t/lre e 

th.rra ai-c -rarri) cl alogs ilr..,l 

re:d !/!'3 (: 3ira aitg¡tlolr. 

Keith Collins. 

.¡'I 

Animal behaviourist, London 

l:t 't'!t ts !¡l.rtrLl :l i:t i.i:!r:t I 

i.o|-,. i -re. -t t_r: t¿]r., |lj ¿t t itfj 

'rLrl 

1,."r!.til l)! ir'!:i-rar:ili. ior 

t-te T{) 1_.eit o:e rte0i-: -ce ,,!t_rrr! 

o.ar rii.r-r :-al fl,:l!r-o :r lri r. 

':1ri 

:rl!-ri ai i,.r llr-r Liii|]r ! 

1_: _a,¡' 

r,rerrj, r,,reekeUa . 

,¡-r- i:t ai a tu i-r.]ili-.-lll iri..- 

a r xa sl-e iei': I al¡ i ilr |ii :.o 

Tr¡cy Johnson. 

Los Angeles 

\'',re \'!eii oirr-ch d e,r t{r lri.r,ie 

L.e expeT --¡ce or a tog. !L I 

"rie le tiro :l tutr ttl {t{)llfi 1.'1,/ t I 

.t\¡rr r!o e Ihe kdsailr1 

,,!a t l{1, tlre 'r!eek¿ t{Js wlrer-r 

!'ie r--ft Jackpol. a bearl;iii, 

ri ach ¿rb,'a.-lor. F expel;' s a 

gleali rdeal 

Ken and Liz Matthews. 

Nev! York City 

c/¿ims (lne gl f¡eans otrl o not c/omo 

eventually ( ine 101 means filro/mer¡e not 

ev(ntut1¡flf n tt 

u n¡t 5 

55

(, VoCABULARY 

lVclrds frorn ihe Texr 

1. For each sentence beginning ¡n l, find the best 

continuation ¡n ll. Pay attention to the words 

¡n colour. 

I 

1. Our frend went to live in Leeds 

2. We can't end you money 

3. Noth ng can destroy 

4. W nning the lottery 

5. We're driving across town 

6. lt was a cold, snowy even ng, 

7. No one believed us 

8. We're very tired 

tl 

a. but we felt warm and cosy ins de. 

b. our lifelong friendsh p. 

c. to p¡ck up our friend. 

d. wou d be a dream come true. 

e. and we miss her very much. 

f. because we're short of cash. 

g. because we've had a hectic day. 

h. when we claimed we'd seen a ghost. 

2. Choose lwq possible answers to complete 

each sentence. Pay attention to the words 

in colour. 

1. A person can be the owner of a house / 

cou ntry / horse. 

2. You pay a fee to do your homework / 

join a gym / go to university. 

3. You can rent a flat / bicycle / 

d river's licence. 

4. A person can long for his family / 

warm weather / bad news. 

5. You can be a customer at a school / café / 

shop. 

3- Choose an option. Then complete each 

sentence. Pay attent¡on to the words 

in colour, 

l. An mals n zoos would be / wouldn't be 

better off f .. . . 

2. A relaxed lifestyle is / isn't good because ... . 

3. ll\ c good / bad de¿ to b-l sonerl- 19 rlat's ¿ 

fad because... . 

4. No matter what people say, you shou d always / 

never . .. . 

Recognising prefixes can help you understand 

the mea n ings of words. 

The prefixes un-, dis-, il-, ír-, in- and im- are 

used to form the opposite of a word and usually 

give it a negative meaning. 

It would be irrespons¡ble of ne to get o dog. 

Other prefixes have got specific meanings. 

Knowing their meanings can help you to 

understand new words. 

We overestim\ted the number of people com¡ng to the 

4. Wr¡te the opposites of the words below by 

adding the prefixes un-, dis-, il-, ir-, in- o¡ im-- 

Use a d¡ct¡onary to check your answers. 

advantage . relevant . possible 

fair . convenient . logical 

5. Complete the sentences w¡th the words you 

formed in Exercise 4. 

1 . Don't include a lot of ......... details in your essay. 

2. The marn........ of that shop is that you have to 

pay for pa rking. 

3. P ease phone agarn later. t's.......... for me to talk 

now. 

4. lt s ....... . . to concentrate with all that noise I 

5. In rny op nion, some of our school rules 

are........... . 

6. Jeff's answer doesn't make sense. lt's 

completely ........ . . 

6. Match each prefix in colour ¡n lwith its 

mean¡ng 

¡n ll. 

I 

1. F expetz s an internat¡onal company. 

2. Modern cities are no sy and overpopulated. 

3. I reviewed the material before the test. 

4. The ex-president spoke at the university. 

5. i d dn't r'lean to 1sL I yoL Yom¡sunderstood 

me. 

6. Don't underestimate the pa n 

that an anlmal feels. 

II 

a. wrong 

D. among, 0elween 

c. not enough 

o. too mucn 

e. prevtouS 

f. again

T 

WILDLIFE 

1. Complete the def¡n¡t¡ons in I with a word 

from ll. 

1. An an mal that lives with humans rs ... 

2. A baby lion is called a ... 

3. To keep ¿nima s for the purpose of 

reproouct of s ro . . 

4. When an ¿nima s set free, t s... 

5. An animal living in ts natur¿l env ronment s . 

6. An an mal that is not f ree lives ... 

7. A structure with bars where animals are 

keptsa.. 

8 An aggressive or v cious anima s ... 

tl 

a. cage 

b. in ca ptivity 

c. Dreeo 

d. fierce 

e. wild 

T. CUD 

g. tame 

n. re teaSeo 

\II¡1'¡I¡¡1i'¡¡ 

2. Choose the correct answers to the quest¡ons 

below. Pay attention to the words in colour. 

1. What are two endangered anirnals? 

a. granr panoa 

b. g iraffe 

c. b ue whale 

2. Which is the only country in the world where 

hu nt¡ng is lleg¿ ? 

a. Spa n 

D. Kenya 

c Scotland 

3. What is the natura habitat of a on? 

a. flat areas with gr¿ss 

b. lungles with m¿ny trees 

c. dry deserts 

4. Which two organ sat ons work for 

conservation of anima s? 

a. World Huntrng Associat on 

b. World W de Fund for Nature (WWF) 

c. Greenpeace 

5. Which of the followlng an mals are predators? 

a. lrons 

0. erepnanlS 

c crocodiles 

6. Which of the fo owing are species of wild cats? 

a. tiger 

b. rabbit 

c. ynx 

"¡ 

3. lD|OM5 Match the idioms in bold ln lto their 

correct meaning in ll. 

I 

1. The party was supposed to be a surprise, but 

someone let the cat out of the bag. 

2. lwas the only boy on the trip. I felt like 

a fish out of water. 

3. Hold your horsesl You need to th nk about 

this first. 

4. While we're in town, we can a so v sit Jess 

and kill two birds with one stone. 

\ ll-p r I ar. '1,o.6.n -hÁrn lsmelled a rat 

tl 

a. wait a minute 

b. revealed a secret 

c. something / someone that doesn't belong 

.l

RELATIVE PRONOUNS 


o. This is o service meont for people who f thot ore 

short of t¡me. 

b. Flexpetz ís on ogency which / thot rents out dogs. 

c. The kids con't woit for the weekends, when we rent 

Jockpot. 

d. Are you o person whose busy lifestyle doesn't leove 

room for o pet? 

e. They should volunteer ot onin0l shelters, where 

there ore plenty of dogs. 

1. What noun does each relative pronoun in 

bold relate to? 

2. Wh¡ch relative pronoun above refers to ,.. ? 

1. an object 4. a place 

2. a person 5. a time 

3. a person 

or an object 6. possess¡on 

DEFINING AND NON-DEFINING 

RELATIVE CLAUSES 

1. Read the examples and ¡dentiry the relative 

clause in each sentence. 

o. People who wont to rent o dog con try Flexpetz. 

(defining) 

b. Flexpetz customers, who poy o monthly fee, choose 

o dog on the lnternet. [non-defin¡ng) 

c. l'll never forget the weekend when we first got 

Jockpot. (defín¡ng) 

d. Lost weekend, when we were out of town, we cl¡cln't 

to ke Jockpot. Inon -def¡ n ¡ ng ) 

2. Choose the corr€ct options to complete the 

rules below. 

1. A defining / non-defining relative clause 

prov¡des extra, non-essential information 

about people or things. 

2. A defining / non-defining relat¡ve clause is 

essent¡al to the meaning of the sentence. 

3. Commas are used to separate a defining / 

non-defining relative clause from the main 

crause- 

4. We do not use the relative pronoun fhot in 

defining / non-defining relative clauses. 

1. Complete each sentence w¡th a suitable 

relative pronoun. There may be more than 

one possible answer. 

1. Do you know any people ........... fight for anima 

rights? 

2. We buy the dog food.......... our vet recommen( 

3. I got up at 6.00 arn,........... ltook Spot lor a wa 

4. Austral a s a country .... there are many untc 

a n rma ls. 

5. Everyone tried to comfort our nerghbou¡ 

cat had died. 

6. My brother, .... .... works at an an mal shelte¡ s 

a vegetarlan. 

7. Do you think that there ¿re rnany animals ...... 

are exploited ? 

8. There are plenty of pets .... owners take goo( 

care of them. 

Match land ll and add a relat¡ve pronoun to 

form sentences. 

1. Tell me about the film 

2. ls there a p ace nearby 

3. l'm looking for a flatmate 

4. We should be tolerant of people 

5. Her b rthday is n August, 

6. Skiing is popu ar in the AIps, 

7. l'm think ng of sell ng my ca¡ 

8. lt rained on the day 

tl 

a. needs a lot of rep¿rrs. 

b. we got married. 

c. you watched last night. 

d. doesn't smoke. 

e. I can use the lnternet? 

f. there is snow neary all year round. 

g. opin ons are different from ours. 

h. most of her friends are out ol town. 

G*mffm

mai 

ends. 

¡valk. 

rniqüé 

cod 

I 

J. Combine the sentences us¡ng the relat¡ve 

pronoun in brackets. Make any necessary 

changes. Which sentences contain 

non-def¡ning clauses? 

1. Thats the girl. You noticed her at the party. (th¿0 

2. She babysits for twins. Their parents work long 

hours. (whose) 

3. The road is closed. The accident took place 

there. (where) 

4. The firef ghters rescued a kiiten. They found it in 

the burning house. (which) 

5 The song was fantastic. They sang lt. (which) 

6 The prize goes to Howard. He answered all the 

questions correctly. (who) 

7 I remember the day. We first met then. (when) 

8 This is l\,4 r Gerald. His daughter rs in your class. 

(whose) 

*dJ¡¡I ii | ''I'(; '¡) ,t)' In defining 

relative clauses, we can omit the relative pronouns 

who, which, thot and when if they are not the 

< rhic.t ^f fhc .l,r¡

@ l{rLS 

LISTENING 6¿ 


1. Many young people choose to become 

vegetarians. Look at some of their reasons 

below. Which do you agree w¡th? 

1. Eating meat is cruel 

2. Meat is unhealthy 

3. Cattle farms damage the environment 

2. Listen to the first part of the conversation 

between two fr¡ends. What ¡s 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. 

'L 

According to Ryan, itb wrong for humans 

TO........... Or........... antmals. 

2. Ryan doesn't wear........... made from animals. 

3. Amy says that getting wool ........... the sheep. 

4. Many farm animals are kept in ........... , where they 

c4nnor........... . 

.ryff'¡ LT5TEN ¡AREFULLy - Listenino to the 

speaker's tone of voice will help you deduce their 

opinions and feelings. Are they happy, angry sad 

or neutral? This will also help you pred¡ct their 

responses and understand what they mean. 

4. 

1. 

2. 

3. 

4. 

5. 

Listen to the third part of the conveBat¡on. 

Who says the following? 

Animals aren't ours to exploit. 

Animal circuses are terrible. 

Zoos help protect endangered animals. 

Cruelty-free cosmetics have a special symbol. 

We have the right to use animals for the good 

of humans. 

I Are your opinions closer to Ryan's or to 

Amy's? Think about the various issues they 

discussed (zoos, circuses, farm animals, testing 

medicines and cosmetics) and g¡ve reasons. 

Approrimately three million people 

ín the UK are uegetaríans.

SPEAKING 

EXPRESSING OPINIONS 

'1. 

Look at the p¡cture and read the opinions below. 

Who would give each op¡nion - a vegan 

or a farmer? 

1. I don't think that this person is exploiting the 

anrmal. 

2. In my opinion. its natural for humans to use 

anrmaIS. 

3. I believe that animals have the same rights as 

humans. 

4. lfeel that we have no right to make animals 

work for us. 

5. lthink that this helps animals. They need 

humans to look after them. 

6. lt seems to me that these animals aren't 

suffering. They were meant to work. 

2. Which of the op¡nions above do you agree with? 

3. Work in pairs. Describe what ¡s happen¡ng in 

each picture below- Then take turns 9iv¡ng your 

opinion on the questions below. Use the 

expressions ¡n colour in Exercise 

'1. 

. Are people exploiting the animal? 

. ls this fair / unkind / harmful to the animal? 

. ls the animal suffering / benefitting? 

. Do people have a right to do this? 

Dairy farming 


When you want to encourage your partner to express his / her opinion, use the 

following questions: 

What do you think? What about you? What's your opinion? Do you agree? 

¡ Unit 5 

Horse racing Wildlife sanctuary Guide dog Cat show

WRIl'tNG 

1 Read the for and against essay below. Does the writer believe animal experimentation ¡s necessarv? 

2. ln which paragraphs of the essay does the writer ... ? 

I lr:;i, : ,riqL,- i,tt¡ to.,L llpr) LI I llr.t itxper ll[iIi¡1 (Jl] 

.,- ,rest ¡ 

' 

re at, L : ¡l¡ ¡,f ¡1.1, ,.,11¡ Ll'ti at ,.re ,i l-.-ir,,t¡ 5.ll_rrrrit I l.rl 

-_l i arrL r r :rta ,..r,a 

i'r ll r: il\,i,ti,/ 

+ )l T ii,r 're llli , I , ll !r rl 

I ( , I I : ! ¡rtIl tl ft lt!,/ i1.., olt. O l 

(oNNLCtORS OF AI)t)t f l0N 

,\ N I) (lON I R ¡\S i' 

** 

, 

t 

.v 

l' )\r¡ 

3 Below is a list of connectors of addition and contrast. F¡nd three connectors of addit¡on and three 

connectors of contrast in the model. What ideas do they connect or contrast? 

l 

i 

il) !1,1e ¡t ) 

' Err : 

,..! ,tt 5 i tir (i 

brrl / fror'1¡,rer / ¡everthcic:s o I llre ortl lt¿¡d / on tlre other h¿nd 

' ! :a :rl ' :rpslt Li, ,t iitOLq¡ i'c\,'elr tltoitgrt 

i)e! (leS t¡/lt lll 

Ih oose the correct connector. 

. , ,,,,,I e r,,,:1.1 t,., a.f,,t, i, f at I rar.e r' ,,,e¿r: In additlOn 

,HOWeVer ll:¡ llr,/, 

.r , t: ait . L. l_r: I , 

\ r :r r i, '1,t1 i r)\.,a, f l)(ii:oftir l! in spite of ,/ ¿5 y17¿¡ as ¡ aJ e¿t sr,rrre of lrLIltoLI 

. ar:, ,1, 'tt , Neverthe ess , Furthermorc, 

..a ¡,, 

ltecf r.r,rroi llrt]rx 

rj . r L i: r i L' I i ,:l I I ll ) i ¡i(, Moreover/ However, l!¡"/o oroL]t.,J| l(¡J5t! 1.'1./cre oll 

i as ,".,,c I ¿s rlesp 1e t.: i, rra_, 

\ 

a

t? 

e 

\- 

I 

12 

t 

t 

Desplte and in sPite of 

are folLowed by a noun phrase or gerund (verb + -ing), while 

even though and olthough are followed by a ciause with 

subject + verb. 

Despite / ln sp¡te of the high price, I bought the dress' 

Leo foiled the ex|m desp¡te / ¡n spite of studYing oll n¡ght 

He ¡s nat we\r¡ng o calt, even though f olthough ít's cold' 

5. Choose the correct connector. 

l. He sometines eats fish although / despite he's a 

vegeta rian. 

2. I have to walk my dog tonight, ¡n sp¡te of / 

even though I'm very tlred. 

3. James never learned Spanish although / in spite of 

v.ng n Sevirle for seve"aL Year: 

4. Van Gogh was a fantastic artist. Despite / Even though 

this, he never soLd a painting during his lifetime 

Even though / Despite the fact that it was far, we 

decided to walk. 

6. Rewrite each of the following sentences ¡n two ways' 

Use the connectors ¡n brackets. 

1. Our town has got several sports centres. lt's also got a 

football stadium. (as well as, what's more) 

2. Emma is a talented artist, but she hasn't got tlme to 

paint. (however, although) 

3. lt's often faster to go by traln than by car' In additlon, 

It s a lot cheaPer. (also, and) 

4. On the one hand, we haven't got mucn money' 

On the other hand, we prefer eatinq out to cooklng 

(nevertheless, desPjte) 

7. Comolete the sentences with a logical ending' 

'. On the one haro. lts greal Io trave On I1e othe' 

nano,.... 

2. Ryan wants to be famous Moreover, 

3. I recognise the person in this plcture, even tnougn ' 

4. We've decideci to continue with our plans in sp te of 

5. The house has got a huge g¿rden as we I as 

I Write a for and against essay on the topic 

zoos - Good or Bad? Use 100-150 words. 

WRITING YOUR FOR AND 

AGAINST ESSAY 

Unit 5 

1. Bra¡nstorm your éssay. 

. Make a list of pros and cons' Look at the 

statements below. Which would you put 

in your "pros" list? which would you put 

¡n your "cons" l¡st? 

- Zoos mat e people aware of the value ¿nd 

beautY of animals. 

- Without zoos, people would not be able 

to see these animals. 

- Animals in zoos suffer from isolation and 

don'l have enough space or exercise 

- Modern zoos are similar to the animals' 

natural habitat. 

- Most zoo ¿nrm¿ls are not endangered 

Thev are kePt for entertainment 

- Zoos help protect endangered animals 

- lt is wronq to keeP wild animals in 

capr|vlty. 

2. Organise your ¡deas. Use the model on 

page 62 and the plan below to helP you' 

: 

. PLAN . 

, Opening: Stale tne issue / controversy. 

I 

: Body: Present arguments supportlng one : 

' 

srde of the issue l 

i Present arguments supporting the : 

i other srde of the issue. : 

; Closing: Sum up the toprc and slate your 

' 

i 

oPinion i 

4. 

Write a first draft. 

use the checkl¡st to check your work. 

Then wr¡te a final draft' 

CHECKLIST 

I folkweÁ the plaw for a for and 49aíwt 

eJsqY. 

I used a var:wty of conw-tors of addítww 

a+.d c¿ntrast. 

I fóIkwed thz ruJes for word ord¿r with 

aonAfLt'rc. 

I thztkrl granmar, sPeIIín4 and 

pt+wtu.atton. 

rrj!ffiTffi'*4

SKILLS 

STEPS FOR ORAL PRESENTATION 

A. RESEARCH YOUR TOPIC 

ll

sao 

r,000 

.n,ó 

i¿nt 

?p¿re 

Extreme Weather 

The weather affects your daily l¡fe, but how much do you 

actually 

know about it? Do the quiz below and see. 

1. Lightning is hotter than the surface 0f the sun. 

2. Clouds are made 0f water. gas and ice. 

3, The shape of a rainbow is a complete circle. 

A Red rain once fell in India for several months. 

5. Africa is the world's driest continent. 

6, All snowflakes have got six sides. 

7. Cit¡es are cooler than the areas around them. 

8. Trees cause rain. 

mtÍr I 

I How does the weather ¡n your area affect your lifesty¡e? 

Th¡nk of traditional sports. food and cultural events. 

W t-]l EX.IRA 

tirr(l ¡,ul irl)oLrl \,)r,rt urr),, 1rfrr\rr:r1 !!rrrhfr llcrs rrr: 

ffi,rr..ffiffi"!üm

,/ 

(( , READING 

\- 



mean. 

pla ns. r.r I so¿kecl . h¿ sto¡c: 

"-t¡a¡. lunne sn.rped 

Con¡ectors can help you understand the 

2. F¡nd the following connectors in the text. 

Look at the informat¡on they connect. Dec¡de 

whether they show contrast, addition, cause 

or result. 

1 due to ( ne 9) 3. desplte ( ne 12) 

2 moreover (l fe l21 4. so 1l ¡e 25) 

3. Read the text. Are the following statements 

true or false? Find ev¡dence ¡n the text to 

support your answers. 

I Women r;re y bcconre torn¡do ch¿sers 

2 Wil enberg and N/1.t./ lrave s( ent f c know edge 

¿bout toff¿does 

I Tornado ah¡sers trv :o ger ns al-c toÍr¿r:loer 

4 W lenberg ¿¡d ¡/letz ale nevc[ lr qhtc¡cd 

5 To[n¿doc! ¿re ¿lnor]q the strof!les1 tvpas 

of s iolr! 

6. t's not ncccssafy to evacLr¿te lleop e dur flrl 

¿ tol nado 

'li¡rnurlo Allt.t'is 

th('Itc( iu Ih( 

IJü¡Íe¿ Stu!tt 

uttlcre ront(|o(s 

arc nlost.lftquttll. 

+ 

-ñ 

Choose the best answer accord¡ng to the text, 

T Torr.rclo cfr.rs|lrg s olte¡ lftrstratrn!l because 

' I L'" d o 9^ h^ f'ñlÉ,'e1 ti¡r -r 

b clr¿sers don'L kno\ / lhe t me and ocat o¡ of 

tf e tofl.¿does 

r. t fd ng a tof¡¿do nvolves a ot of travel ng 

d. t s dafge[ous to get very c]ose to a tornddo 

2 To 'r.rooes 

¿ ( ¿lr oesltoy efl re c]l es 

b. ¿rc -"as er to predict tlr¿¡ hurr c.rnes 

c. h¡ve \¡r nds a rrost as fast ¿s hurr canes 

o o'len col|e !¡expe(leo y 

3 Arr¡tcL15 lrho r,'r,ani lo alr¿se toflradoes .. 

¿. a¿n do t ¿ {)fre f thay.rre carefu 

b ¿fc usua y I .otl Eu.ope 

c .,l.oL, ri do t r.u :h ¿ lorr rornpa ry 

d ca¡ De very srre of leeng ¿ tor¡r¿do 

5. Find words or phrases ¡n the text that mean: 

J ¿ sÉl or gror fl of fwo tJlar.rqraph I l 

2. nstL.¿d of (p¿r¡graph 2) 

3. hit ll¿r¿gr¿ph 3) 

4. nro¡i rroder¡ (p¡r¿gr¿plr ll 

5. stftifge, mysloflous {paraqr¿ph 5) 

6. see (p¿fagr¿ph 6l 

@r 

C0f0 onY AIB S D¡koh [lrnnesor¡ 

Nebtasl€ 

roBttÁl¡o at'LEv 

CoL:' ro 

uAn DEY Al8 

I Do you think tornado chasing is worth the 

risk? Whv or whv not? 

Texas 

lovl¡ 

Oklxha¡ia 

fúñ1f,f,o|sT ¡l[ 

t,

Meet the Twister Sisters. Meteorologists Peggy Willenberg and Melanie Metz are 

among the most skilled tomado chasers in the United States. They're not really sisters' 

but they're the closest of friends, and they enjoy chasing tornadoes as a pair. 

Tomado chasers are people who do the opposite of what most people do - rather than 

running away from these deadly, destructive stoms, they actually seek them out, travelling 

thousands of kilometres to get as close as they can. To do this, they drive back and forth 

across "Tornado Alley," the huge plains of the central United States. Almost all tornado 

chasers are men, which makes Willenberg and Metz very unusual. 

Tornado chasing can be extremely dangerous. Due to their background in meteorology, Willenberg 

and Metz are able to avoid getting caught inside a tomado, but they are constantly at risk. At any 

time, they might be struck by lightning, slip on rain-soaked highways or get hit by giant hailstones. 

Moreover, it can be frustrating. Like other chasers, the pair use the latest equipment, but despite this 

they are often unable to predict exactly where or when they'll find a twister. They have often driven 

across entire states, only to realise that they should have chosen the opposite direction. 

Why do they do it? Both women have been fascinated by storms since childhood. They 

could have become ordinary weather forecasters, but the combination of a desire for thrills 

and scientific curiosity makes them unable to resist chasing storms. "Tomadoes are powerful, 

beyond our control. There is an element of fear, but also of excitement and beauty," 

says Metz. 

Large tornadoes are, indeed, one of the most powerful natural phenomena on the 

planet. Their nanow paths leave an eerie sort of devastation, such as ripping apart one 

side of a street while the other remains intact. Nearly 60 people a year are killed in 

these funnel-shaped storms, which have winds twice the speed ofthe strongest 

hurricane. Worst of all, unlike hurricanes, they are nearly impossible to predict: 

Forecasters are able to wam people only minutes before a tornado strikes, so 

residents have little time to evacuate. The data gathered by storm chasers 

could helo solve this ouzzle. 

Many amateur thrill-seekers are joining the storm-chasing game, even 

coming from Europe to see tomadoes up close. Those who want to chase 

storms should not underestimate the dangers of trying it alone. The only 

safe way is to join a tomado chasing tour, run by a company such as the 

Twister Sisters' Storm Tours. They take tourists for a week of chasing, 

and the lucky ones will witness nature at its most spectacular - 

tomado forming right in front of their eyes. 

actualfy (line 5) means reolmente, de hechonof octuolmente 

ordinary (line 16) means normol, corriente not ord ¡nor¡o, vu lgor 

.- Un¡t 6

a (6 t VOCABULARY 

\-. 

Worrlr f-r'orn tlrt' Tcrt 

Are the statements true or false? 

Pay attention to the words in colour. 

Correct the false statements. 

lf something is ordinary, it is unique. 

lf somethlng is deadly, you can't die from rt. 

lf you run a cornpany, you are the boss. 

lf you go back and forth, you go rn one 

o reclron. 

lf you witness something, you don't see it 

lf you strike someone, you want to hurt them. 

lf you gather th ngs, you br ng them together. 

f yor have a background i.r 'nJsrc, yoJ 

probably play an instru ment. 

Complete the passage with the words and 

phrases below. Then listen and check your 

answers. 

path . rather than . weather forecaster 

skilled. slip . chasing. avoid 

WEATHER ILLUSIONS 

If you're a film producer, weather can be a problem. 

You can't ' ........... making a film about winter just 

because it's the middle of summer. The ' ......... may 

predict a heatwave, but according to the script, your 

character must run down a frozen 1........... through a 

snow-covered park while n ........... a criminal, and then 

' ........... and fall on the ice. How is this done? ó........... 

depending on nature, filmmakers use companies such 

as Snow Business, which has created winter effects 

for hundreds of films such as Narni¿ and The Day 

After Tomoftow. They are amazingly '........... 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 iust what the fílmmakers want. 

GERUNDS AND INFINITIVES 

A gerund is formed by adding -lng to the base 

form of a verb. Gerunds are used: 

a. after certain verbs: They enjoy chos¡ng tornodo 

b. after prepositions: ... the dongers of try¡ng ¡t ol 

c. after certain expressions: Rother thon runnin 

d. as the subject of a sentence: Tornldo chosíni 

Some verbs must be followed by an infinitive 

People who wont to chose storms... 

Other verbs can be followed by e¡ther a gerun 

or an infinitive, bút the meaning somet¡mes 

ch a ng es: 

I stopped to drink beer. (l took o breok ond drunk.) 

I stopped drinkíng beer. (l don't drink ony nore.) 

3. Complete the sentences with the verbs bel 

Use a gerund or an inf¡nit¡ve. 

swim.let. work . apologise . meet 

1 . Luke always avoids ......... extra hours. 

2. Where did you arrange . ....... her? 

3. What's the point of .. ... ? | know you don't 

mean t. 

4. ......... is one of the healthiest sports. 

5. They agreed. us stay another n ght. 

Complete the second sentence so that ¡t has 

got a similar meaning to the first. Use a 

gerund or infin¡tive. 

l'\ irrpossrble nol ro get angry sorretime5. 

I can't help .. 

2. We d dn't thrn\ we world wr'r fr'\t Dri7e. 

We never expected . .. . 

3. W ll I be able to see you tonight? 

ls there dny chance of ...? 

4. It wou d be strange for me to live ¡n a blg cit! 

l can't ¡maEne . .. . 

5. My dog won't go out if rt's rain ng. 

My dog refuses ... . 

Choose the best option to complete the 

sentence. 

1. Robert doesn't want to get fat so he ... . 

a. stopped to eat chocolate during work 

b. stopped eating chocolate during work 

2. Patric a was happy because her boyfriend ... 

a. remembered to buy her a birthday presen 

b. remembered buying her a birthday prese 

3. We had a wonderful trip to ltaly, and ... . 

a. l'll never forget visit ng Rome 

b. l'll never forget to vrs t Rome

_lbp!1, V-1¡9¡¡1111 I :¡t ¡,1 

WEATHER 

1. Complete the sentences with the words and 

phrases below. 

degrees . slippery . forecast ¡ flood 

lightning . soaking wet . rainfall . sweat 

1 . A flash of ...... lit up the sky. 

1 A-.^.4 ^^ +^ +L^ ,,,^-+A^" 

, 1s gotrg to get 

cotoer. 

3. lt sometimes goes down to zero . .... Celsius in 

l\l ad rid. 

4. The men began to........... as they worked in the 

hot sun. 

5. We were ......... after wait ng in the rain for an 

hou r 

6. The average annual ........... in Barcelona is 590 mm. 

7. Many homes were destroyed in the. ......... 

8. Be carefull lts raining, and the roads are........... . 

2. Read the sentences and choose the correct 

answer according to the meaning of the word 

¡n colour. 

1. Near y 30 cm of rain / snow fell duringthe 

blizzard. 

2. lts getting colder / warmer, so the snow s 

merllng. 

3. The sky s overcast. lt's going to / not going to 

ra n. 

4. There was not enough / too much water 

d urrng the drought. 

5. Temperatures reached 10'C / 42"C during the 

heatwave. 

6. lts chilly. You need / don't need a coat. 

7. The humidity is higher / lower n the jungle 

than n the desert. 

8. The ch ldren shivered in the cold / warm w nd. 

3. NOUN COLLOCATIONS Which nouns can be used 

to form collocat¡ons with the adlectives in colour? 

1. b¡tter sky, cold, wind 

2. scorching - heat, fog, temperatures 

3. heavy rain, wind, snowfall 

4. severe - storms, weather, sun 

5. thick - rain, fog, clouds 

6. mild - temperatures, cold, weather 

4. Complete the passage w¡th the words and phrases 

below. Then l¡sten and check your answers. 

T 

droughts. soaking wet. degrees. sweat 

humidity. chilly. floods. rainfall . heavy ra¡n 

ON EARTH 

¡ unit 6 

lf you vis¡t Cherrapunjee, India, take your umbrella or you'll 

get ' ........... . This m0unta¡n village has g0t the world's highest 

'z ........... , and all 0f it falls during mons00n season, from 

July to September. The water from the 3........... runs down 

t0 the coast, which causes terrible 4.......... every year. ln the 

w¡nter, however, it hardly ever ra¡ns and there are often 

5 ........... because it gets s0 dry. 

You won't get wet in the Atacama Desert in Chile, where jt 

hasn't rained in 500 yearsl Strangely, Atacama's c¡imate is 

quite 6 ........... , go¡ng down to zero 7 .......... Celsius in the winter. 

Because lhere is n0 I ........... ¡n the air, meat will stay fresh 

there forever, and 0f course, people that live there never 

'! ........... . People? Yes, believe ¡t or not, there are several towns 

in Atacama, 

Complete the sentences. Make them true 

for you. 

1. When irs (h¡llyoJlside,l|l(e ro ... 

2. l'm happy when the forecast predrcts ... . 

3. When the weather is mild, | ... . 

4. lthink that l'm skilled al ... . 

5. I usually try to avoid ... . 

6. think teenagers should ... rather than ... . 


C GRAMMAR 

70 


o. You hove to / must find o sofe ploce dur¡ng o tarnl(lo. 

b. Most chosers can f orc oble to ovo¡d gett¡ng hurt. 

c. At ony t¡me, l¡ghtning moy / m¡ght str¡ke them. 

d. People who wont ta chose storms shouldn't try it olone. 

e. Could 

/ Would you tell me more obout the tours? 

f. The tornldo must be huge. lt's cous¡ng 0 lot of 

damoge. 

g. You mustn't get too close to 0 tornodo. 

h. The storm con't be in this oreo. 0ur dot(r shows cleor 

weother. 

i. Yau don't hove to f needn't be o mon ta chose 

tornodoes. 

1. Which modals are used to express the 

following? 

'1. 

ability 

6. certainty th at something 

2. advice 

is true 

3. obligation 

7. certainty that something 

¡s irnpossible 

4. lack of obligation 

5. possibility 

2. Complete the rule. 

8. polite request 

L prohibition 

We use the .......... forrn of a verb after a modal. 

MODAL PERFECTS 


o. They should hove checked the doto first. 

b. They could hove become weother forecosters. 

c. We would hove gone on o tour, but we d¡dn't hove 

enough noney. 

d.See¡ng o tornodo must hove been 0 frighten¡ng 

expe ence. 

e. lth¡nk we m¡ght hove 

/ moy hove mode o wrong 

predict¡oti. 

1. Which modal perfects are used to express 

the following? 

1. crit cisr¡ or reqret after an event 

2. certainty that something was true 

3. possibiiity that something was true 

4. abilty to have done something but in fact did not 

5. willingness t0 d0 something but in fact could n0t 

2. Complete the rule. 

We use the .......... form of a verb after a modal perfect. 

't. 

Choose the correct answer. 

'1. 

You've got a b g exam tornorrow. You might no 

shouldn't / don't have to go out tonight. 

2 The po ceman says that you must / could / 

might go with him. 

3 It's a secret. You mustn't / don't have to / 

might not tell anyone. 

4. Could / Must / Should I p ease look at the 

weather lorecast? 

5 That s ridiculous. You must / can't / have to b€ 

se rio us. 

6. Might / Should / Can forecasters usual y predr 

ra n correctly? 

7. She's a torn¿do chaser. She could / may / must 

ove thr lls. 

8. They m¡9ht / should / are able to get caught i 

Ine storm 

9 You can't / don't have to / mustn't tel her 

she a ready knows. 

2. 

1 

2. 

3. 

4. 

5. 

6. 

7. 

Complete the sentences. Use a modal. 

In the past, 

| . . (abil 

ty) 

As a student, 1 . . . (ob ig¿tion) 

Accordrng to my parents, ... (prohibit on) 

My fr ends think that | ... . (adv ce) 

n our fam y, the children .. (l¿ck of obligat on 

ln the future, L (poss bi ity) 

One day, I (abi ty) 

3. Complete the sentences. use the modal 

oerfects below. 

wouldn't have . should have . could have 

m¡ght not have . must have 

1. Ryan d dn't get nto the te¿m. l-]e 

o sappornreo. 

.. ileen 

2 It's very cold. You .. worn a coat. 

3 

Why d dn't you te I me you'd be out? | 

come to youf house. 

4. lt's a p ty you didn't know Paul was n town. 

You ... gone out together. 

5. L¿uren isn't answering her phone. 5he 

taken lt with her. 

.. 

IIurrit'ttttt tuintls hat,c bet'n 

rccorrlcd ctt 3lo knt/h.

tf/ 

No debías haber conducido durante la tormenta. 

You shouldn't hove dr¡ven dur¡nq the storm. '/ 

NOf Yau mustn't h1ve driven dLtr¡nll the storm. X 

4. Complete the sentences with the verbs in 

brackets. Use a suitable form of the modal 

perfect. 

1. I did my best. 1........... (could not / try) harder. 

2. | ........... (would / wear) my leans, but they were 

d rty. 

3. lts a pity we didn't take the car. We . (might/ 

get) there on tirne. 

4. [,4y sunglasses aren't here. ] .......... (must / leave) 

them at the beach. 

5. The ch ld is fr ghtened. You ........ (shou d not / 

sc¿re) hirn. 

6. The team.... . (could / win), but their best p ayer 

wasIL 

5. Your friend is having a bad day. How do 

you respond to what he / she says? Wr¡te 

sentences using the modal perfects in 

brackets. 

1. "lwalted for an hou¡ but Keira didn't come." 

(must nave) 

2. "The teacher shouted at me. " (shouldn't have) 

3. "lfailed the exam." (could have) 

4. "lcan'tf nd mywa et." (might have) 

5. "They've run out of t ckets for the concert." 

(shou ld have) 

6. "l came to your house, but you had already 

lef t. " (would have) 

Rewr¡te the second sentence w¡thout 

changing ¡ts mean¡ng. Use a modal or a modal 

perfect. There may be more than one correct 

anSwer. 

L How dld they feel when the storm began? 

l'm sure they were frightened. 

2. I forgot rny pen. 

I'd like to use yours. 

3. My brother s only five. 

He doesn't know how to ride a bike. 

4. Holly didn't say " hello ". 

Perhaps she didn't see us. 

5. I can do this myse f. 

It's not necessary far you to help me. 

6. You spend too much money. 

I adv¡se you ¡o saye sorne. 

7. We rnade a mrsta ke. 

It's a pity we dec¡ded so quickly. 

8. It's a.luxury hotel. 

l'm certain it's very expensive. 

7. Complete the passage by choosing the correct 

answers" Then listen and check vour answers. 

1-l 

r) 

, Unit 6 

When we first heard warnings that Hunicane lkel might 

shike / might have struck ourarea, we d¡dn'ttake it seriously. 

Then we heard the announcement: "All residents , can 

evacüate / musl evacuate immediately." "lt 3 mustn't be / 

can'l be that bad," said my flatmate, Lisa. Howeve¡ after all 

our neighbours had left, she said, "l think that we 4 should 

g0 i mighl 90, too." We took my car, but we soon ran out of 

petrol. We couldn't get to a petrol station, so we 5 were able 

t0 sleep / had t0 sleep in the car. We were uncomfortab¡e, 

hungry and thirsty. "We 6 should bring / should have 

brought more supplies," complained Lisa. The news on the 

radi0 was devastating. "The hurricane zmust have deslfoyed / 

would have destroyed our house," lthought, feeling very 

upset. In the end, the house was intact, but many others 

were desfoyed. Things 8 could have been easier/ could be 

eas¡er for us, but we weren't prepared. We didn't realise how 

powerful a Gulf Coast hurricane could be! 

Illll W¡S EXTRA 

: 

il'l 

I 

Find out abour hurricanrs ai: 

| |! ' ttli)t't!o,rb'r! tit!i'tj'lrit!¡:;t 

8. .Rewr¡te the following sentences us¡ng the 


mean¡ng. 

1. it was wrong of you to h t your brother. 

(sho u ld n't) 

2. They'll f nish building the house during the 

summer. (by October) 

3. lt sn't necessary lor you to meet me at the 

arrport. (have to) 

4. Thats the street. Marcy lves there. (where) 

5. Liz Atkins has a degree in phi osophy. She wrote 

th s book. (who) 

6. ldidn't see John tonight. IVaybe he went home 

early. (m ght) 

l*i| ""' q:iT 

Tir,:;;r;ii::, 

ii',,,,,,.,,,,,,,,.,

@ $STLLS 

-^l 

l 

LISTENING O 

NEWS REPORTS 

L Look at the p¡ctures below and describe what you think is happening in each one. 

MAKE r:L: Read the 

questions carefully before you l¡sten, as the 

keywords will give you some clues about the 

content of the passage. Pay attention to the type 

of information you need to listen for to answer the 

questions. (ploce, reason, year, number, etc.) 

2. You are 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 

T. lvlatt was n his own home when the tornado 

struck. 

2. The house was destroyed by the tornado. 

3. No other person has lived after being 

thrown so far by a tornado. 

Report 2 

1. Extreme weather will be the result 

of global warming. 

2. F ooding and droughts w I happen n 

the same places. 

3. The scientists'warning is about the 

near future. 

3. Now l¡sten to two more reports and choose 

the correct answer. 

Re port 3 

\A/6(i6rn m6+a^r^lññi,,dr 

b. need clouds in order to form 

c. have never caused actual damage 

d. are not understood by scientists 

I Do you think global warming is a serious 

problem? What do you think we should be 

do¡ng to stop it?

SPEAKING 

INTERVIEWING 

1. Look at the ¡nterview with a person who survived a tornado. Match each quest¡on with a suitable 

response. Then practise the dialogue w¡th a partner. 

1 . What were you doing when the 

tornado struck? 

2. What did you see? 

3. How did you react? 

4. How did you feel? 

5. What happened in the end? 

6. What were people doing? 

3. Switch roles and conduct an interview about 

the other news report. 

a. Eventually, the tornado passed and everything 

became very quiet. Then lwent outside. 

b. I felt terrified ... but there was nothing I could dol 

c. I saw the tornado pass outside our house. 

It destroyed everything in ts Path. 

d. I was standing in the kitchen making myself 

a sandwich. 

e. People were screaming and trying to find their 

famrlies. 

f. I tried to run to our underground sheltel 

but it was too late. 

Read the news reports below. With a partnel 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 CITI 

Ihe heavv rains continued for tH:tlr?i:l:., 

RESIDENIS EVACUATED DURII,¡G FIRE 

-i. Roóde¿ PeoPle's 

"""r. homes 

ii ##:1,:::::N:",1'á ffi'¿i.%n', il"T'" 

l-.^ ^.^Ár" rlimbed onro roors' screaming and 

lli;,iJiffii" q¡1arhou6 rater' rescue boals 

and helicopters arrrveu ¡oô,:^!"gun.lo 

or Lr '! J-- 

move in the direction of rhá 

':,H: iür'fifi #,: utf rii::i5:;; :?; ", 

Burling¡ton Speech Trainer, Unit 6 

;- Un¡t 6 

-..-lt was one of the worst forest fires ¡n the area3 

l:}! l,,ffi Íi; :'##:,'IJ1."|",.,,"J lff ;1ffi 

,¡ " 

iY;lc i!":l:ts:,:rfl :*r Ía.in:í 

mtght never 

see thejr homes ¿qain. 

ENRICH YOUR SPEAKINO 

When you describe an excit¡ng event that you 

witnessed, finish your story with one of the 

following expressaons: 

50 in the end, - FinallY' ' 

To cut a long story short,... All ¡n all,...

--A 

'r_ 

(-O WRITING 

1. Read the news report below. In what ways are the fires related to the weather? 

This summer, the state of Victoria is 

having its worst bush fire season in 

recorded history. At least 166 people have 

died in the fires, which have destroyed 

entire towns and damaged thousands of 

homes. 

The fires started several weeks ago as a 

result of exceptionally high temperatures 

and the worst drought ever recorded. 

Many were causedby lightning, butpolice 

suspect some were started intentionally. 

2. News reports usually provide answers to the 

questions: Who, What, Where, When and 

t/yhy. In wh¡ch paragraphs does the report 

answer the following questions? 

1. What happened ? 

2. Who was nvolved? 

3. Where did t happen? 

4. When did t happen? 

5 Why or how did it happen? 

3. Where did the writer include people's reactions 

or comments? 

4. News reports usually put the most ¡mportant 

information ¡n the first paragraph and then 

add details ¡n later paragraphs. D¡d the wr¡ter 

of the report above do this? 

CONNIIC'I.ORS OF CAtlSIl 

AND RESI.II- 

A connector of cause is always followed by the 

reason why something happens- lt can come at 

the beginning or in the middle of the sentence. 

People were evocuoted because of the donger. 

A connector of result is followed by the 

consequence of an action / event. lt usually 

comes at the beginning of a sentence. 

There is o drought ín Austrolio. Therefore, the bush ¡s 

very dry. 

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. 

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 

iniured." he told reDorters. 

tlustraliun 'l\ntes 

. 9tlt l:ehr¡,(rt l00t) 

areas ef Victoria 

5. F¡nd two connectors of cause and one 

connector of result ¡n the model. Use the list 

below to help you. In each sentence, what is 

the cause and what ¡s the result? 

Connectors of cause Connectors of result 

DECAUSE SO 

5 nce 

¿S 

due to 

¿s ¿ result 

lnererore 

consequently 

for this reason 

6. Choose the correct connector- 

1 lt never snows n Ho ywood. Therefore, / 

Because they must use a11 frc a snow n f lms. 

2 Peop e sweat a lot in our area, so / since the alr 

s very humid 

3. Heavy snows h¿ve blocked malor h ghways, 

as a result of / so many peop e are unable to 

reach their homes. 

' 'r' ^r c u uu\, rL) 

d. As a result / 

Since peop e do rol l-dva pnougl- dr rl r"g 

waIer. 

5. Due to / As the latest weather forecast, the 

carniva has been cancel ed. 

6. Jean took a thick lacket because / 

consequently it was so co d outslde.

lvlost connectors of cause and result are followed by a 

clause with subject r verb. However, becouse of due to 

and os o result ofare followed by a noun phrase or gerund. 

People were evdcu0ted becouse the floodínq wos getting 

worse. 

People were evocuoted becouse of the flood¡ng. 

7. Choose the correct connectol 

'1 

. The weather w ll become more extreme because / 

because of global warm ng. 

2. Due to / Since the cold weather, everyone stayed 

rndoors. 

3. As a result of / As the hurricane s coming towards 

the island, a disaster is expected. 

4. Experts were amazed since / due to the ice b ocks were 

the size of a microwav,". 

5. As a result / As a result of cloud seed ng, it rains more 

often in some areas. 

8. Complete the sentences with a log¡cal €onnector. 

Do not use the same connector twice. There may 

be more than one correct answer. 

1. ........... it is so cold ln Alaska, water can freeze n mid-a r. 

2. The winds were very strong,........... several cars were blown 

off the road. 

3. Hurr canes are formed .......... a combination of warm water 

and cool air. 

4. De¿rh V¿' ey, ( ¿ fo nia is one of rhe hollesl pl¿ces on 

Farth. .........., r'o orp ves lhere. 

5. People ( dr gel 5\ n (¿r(er ...... strorg sJn .91^t. 

6. The farmer was h t by lghtnlng........... he was standing n 

an open tield. 

9. Rewr¡te the following sentences using the words ¡n 

brackets. Do not change the orig¡nal meaning. 

1. I am travelling to Poland. For this reason, I bought a 

warm coat. (as) 

2. Due to the cold winters in Eng and, they are mov ng to 

Spa n. (because of) 

? paññla \^,:i.h rha nor¡n ^ñ n/ ha,:r -a lhov \^,rnr I^ 

know what's happening in the wor d. (therefore) 

¿. lod¿ys fo erasr., ¿re quire ¿((ur¿re becaüse they use 

modern technology. (due to) 

5. There was a hurricane warn ng, so everyone left town. 

(As a result) 

I Write a news reoort. Use 100-150 words. 

WRITING YOUR NEWS REPORT 

1. Brainstorm your report. 

. Read or l¡sten to a news report on the 

radio. TV or lnternet. Make notes to 

answer the follow¡ng quest¡ons: 

- What haooened ? 

- Who was nvolved? 

- Where did it haooen? 

- When did it haDoen? 

- Why / How did it happen? 

,'Un¡t6 

. Think of extra deta¡ls to make your report 

more interesting. 

. Add people's reactions and comments 

about the event. 

2. organise your ¡deas. Use the model on 


: DT AI\I I 

Opening: Give a summary of the event and 

the most important facts. 

Body: Develop the relevant information 

and add details. 

Closing: Give reactions and comments of 

people involved. 

Wr¡te a first draft. 



CHECKLIST 

I fóLlov'ted thz pLan for 

a news repórt. 

I wed a varfu.ty of connzctors of cause 

anÁ resült. 

I chzcke.d.grarumar, 

spelLí4g 

anÁ 

PtLnLtU.4tun.

SKILLS 

2A 

26 

24 

22 

2 

T 

1. 

Climate graphs for London, England 

Graph A - Average temperature 

TASK QUESTIONS 

q (, i) \¡ 

USING GRAPHS AND CHARTS 

50 

f ,,t) 

You are going to pract¡se interpreting information from graphs. Look at the graphs 

and answer the Task Ouestions below. 

Graph A 

1. What are the numbers on the left-hand side of the graph? 

2. What ls the difference between the red and blue lines? 

Graph B 

1. What are the numbers on the left-hand side of the graph? 

2. What are the letters on the bottom of the graph? 

E 

Graph B - Average prec¡pitation (rainfall) 

25 23 22 21 20 20 17 16 19 23 25 25 (rainydayr) 

2. Look at the graphs again and answer the questions. 

1. What is the hottest month of the year in London? 

2. What is the average minimum temperature in June? 

3. Wh¿t rs the ¿verage m¿ximum temperalu.e in Junei 

4. On average, for how many days does it rain in May? 

5. Which month has the most rainfall? ls it the same month that has the most rainv davs? 

I UsE YoUR SKILLS 

Use the Internet to find temperature and precip¡tation graphs for a city in your country. 

Compare the ¡nformation ¡n the graphs to the information in the graphs on this page. 

Write five facts about the differences in climate between London and the citv vou chose.

I 

j 

Travel 

Long before I ever saw 

The frost upon your face 

I was haunted by your beauty 

And it drew me ro rhis place 

I felt the chill of mystery 

With one foot on your shore 

And then and there resolved to gr.r 

lWhere no man had before 

Maybe I was snowblind 

But it seemed the wind spoke true 

And I believed its stories then 

As dreamers sometimes do 

In Antarctica 

In Antarctica 

\ñ4ro knows what the powers may be 

That cause a man to go 

Mindless of the dangers 

Out across the virgin snow 

Seduced by rhis ambirlon 

I easily forgot 

The hopeless quest of Shackleton 

The dreamlike death of Scott 

Why do you think people explore unknown 

places despite the dangers? 

Unit Objecüves 

* Travel 

* Conditionals 

* Time Clauses 

* Listening to Recorded Messages 

" Buying a Train Ticket 

* Writing an e-mail 

. Life Skills: Booking a Room 

Listen to the song and read the lyrics. Then answer the questíons, 

1. What attracted the singer to Antarct¡ca? 

2. Why does the singer call himself a dreamer? 

3. What do you think happened to Shackelton and Scott? 

I 

Antarctico. ..Ey Al Er*rnurt 

Maybe I was snowblind 

But it seemed your voice was true 

And I believed the story then 

As travellers sometimes do 

In Antarctica 

In Antarctica 

And maybe I was snowblind 

Perhaps it sapped my will 

But something of my innocence 

Is wandering there still 

In Antarctica 

]n Antarctica 

Antarctica 

Antarctica

a 

K I READING 

\- 

7B 



mean. 

frozen. on board. seals o ¡l¿i¡5 o perils 

UNDERSTANDING REFERENCE 

A pronoun or possessive determiner refers to 

a thing, person 0r idea that has already been 

mentioned, often in the first part of the sentence 

or ¡n the prev¡ous sentence. 

2. Read the text and decide who or what the 

following words refer to: 

1 its (line 3) 

2 this ( ne 8) 

3. they ( ne 17) 

4 them (line 23) 

5 ther(ne24) 

6. t (ine 26) 


1 . The wr ter f eels it is surprising that .. . . 

a. so many people want to go to Antarctica 

b. it s so expensive to go to Antarct ca 

, it '' po' b e to go to A ldr,-Ld. 

it is impossib e to go to Antarct ca 

2. The cruise sh p sank in 2007 due to .. . 

a. a storm at sea 

o. an acc oent 

c. the nexperience of tl're captarn 

d. a eak ng tank 

'I'hcrL 

trc 16 rLsL'orch \totions iü 

Pctlqu¡ s c?n su'int at s,(cds iü 

c.rcL ss ol 2O knt/h. 

Answer the quest¡ons. 

1. In wh¿t ways is an Antarctic crurse different 

f rom a luxury cruise? 

2. Wlôt tl-'ee ways ||^ ,^v\rcr Art¿'ct ca rs 

"'e 

unrque? 

3. What negat ve effect could tour sm have in 

Antarrt ca? 

4. Why do some peop e w¿nt to mrt the number 

of tour sts n Antarctrca? 

5. What posit ve effect could tour sm have on 

Antarct ca? 

5. Complete the sentences us¡ng your own 

woro5. 

'. 

lpr' oI tl-ou."rd> of peopre 

2. Before T820, no one 

3. Accord nq to the 1959 treaty, no nation wr I eveT 

camtfrat... 

¿. ToJr,.roA ldr!r(d.rdybór5t ¡g Tlpr' ¡yp. 

oecause or .. . . 

5. In the 2007 ncident, no tourists ... . 

6. A drsaster was avoided because the tank .. . 

6. Find adjectives ¡n the text that mean the 

oppos¡te of: 

1 . nearby (paragraph 1) 

2. srna (parag raph 2) 

3. forbidden (paragraph 4) 

4. calmest (paragraph 5) 

5. hot (paragraph 5) 

w@r 

I Do you th¡nk that ¡t's a good ¡dea to promote 

tour¡sm to Antarctica? Why or why not? 

Itl/S E.t'plorer sínks in Antarctica, 

23rd Not,cmber,2007. 

.¡

I 

J 

I 

Antarctica frozen, remote and lmpossible to get to.0r is it? Unbelievable as it seems, if you've got 

an adventurous spirit and enough rnoney, you can actual y visit this continent at the bottom of the 

world. In fact, its popularity as a tourist destination is growing, with the number of yearly vlsitors 

now in the tens of thousands. 

All you have to do is sign up for one of the Antarctica cruises and pay anything frorn about $8,000 for 

ten days to $35,000 for a month. But don't expect a luxury trip with discos and casinos. The purpose 

¡s to learn all you can about th¡s amazing place, so as soon as you get on board, your quides will 

begin to teach you about Antarctica's ecology and wild ife. This will prepare you for the unforgettable 

sights you'll be seeing - spectacular landscapes, giant icebergs, sea s and penguins. 

lce covered Antarctica, the coldest place on Earth. is pure nature. lt has no permanent residents, and 

there are no shops, hote s, billboards or cafés. There are also no native people, so the first time human 

beings ever aid eyes on the uninhab¡ted continent was when it was discovered in 1820. lt doesn't 

be ong to any country, but it belongs to all of us. In 1959, an international agreement was signed, 

say¡ng no country would make any territoria claims there, and dedicatinq the entire continent to 

nca¡pf ,

,1, 

(6., VOCABULARY 

\-r 

Woruls f'r'orrr thc Text 

1. Choose the correct answer to each quest¡on. 


t. Where do you see billboards? 

next to roads / in houses / on TV 

2. What k nd of transport is used for a cruise? 

- ^l^^^ / ^ +,^: - / ^ -L-:^ 

o P,o,,c/ o Lro,rr / o )¡rv 

3. What wl I sink in water? 

a stone / a feather/a leaf 

4. Who usua ly conducts researchT 

a chef / a scientist/a construction worker 

5. What causes the most damage to the 

environment? 

plants / animals / people 

6. Which weather conditions are the most 

treacherous? 

hurricanes / humidity / chilly winds 

2. Read the sentences in l. Then match the words 

¡n colour to their defin¡t¡ons in ll 

I 

t. Our main purpose n this rourse s to mprove 

our Engl sh. 

2. Please keep in mind that you must arrive on 

lme. 

3. lvlost smokers ¿re aware of the fact that 

smoking is dangerous. 

4. t's good to achieve a balance between work 

and fun. 

5. His parents have been quite concerned about 

him lately 

tl 

a. worried 

b. equ ibriurn 

c. a m, goal 

o. remem0er 

e. conscious of 

3. Name two ... . 

'1 

. th ngs you'd see in a desert landscape 

2. oblects that belong to you 

? th ^^( nonn o wl^ cl. r"vo ve rescuing people 

5. objects that can leak 

Malnraison Hofel 

NOIJN SIJTFIXES 

Nouns can be formed by adding suffixes to 

certain verbs, adjectives and other nouns. 

Some common noun suffixes are: -t¡on, -s¡on, 

-ment, -.ist, -ity, -ship, -ness and -ence / -once. 

ogree me nt, tou t¡st, po pu lo rity, experience, i m po rto n ce 

Note that sometimes there are changes in spelling. 

conserue > conservot¡on octive > octiv¡ty 

4. Add a noun suffix from above to each of the 

following words. 

decide . dark. differ . relation . inform 

posslble. appoint. env¡ron menta I 

5. Complete the sentences with the correct form 

of the nouns you formed in Exerc¡se 4. 

1 . There s a big ......... between flrst and second class 

t|cKets. 

2. s there any........... of book ng a room for tonight? 

3. Have you made ¿n ......... with the doctor? 

4 -hey ve nade a abour rhe d¿res of the r rno. 

5. are concerned about the balance of nature n 

Antarctrca. 

6. l'd like some about the train to London. 

7. l\,4y sister and I have a rather stormy . . 

8 When we a'nved, the hote w¿s r^ co'rp ete 

(J 6. Complete the following sentences by adding 

a noun suffix to the words in brackets. Then 

listen and check your answers. 

--. .-tinrn;ing Tlotels ,- 

' ,c.t ! o¡l rtLi rtr 

,;,i.i _r, 

ar' ,,oLir :ext ito (l,ti 

,,! st¡\rl'! ¡t ¿r rir¡r,r Iir'i, O ra: 'f)o:s l) (, -. 

li'r, f'r,-''',, ,,, t,.', r [,rr¡ , F r] ¡f al, DLr : lf l ra y ol 

!lto\'\ ¿nd ce r r¡or lrrt:1i,, w, lf lit, lfv t¡te Al a|] To\'vflj 

r-r IhL. Brazr .lr r.lIr1r)r(,rl Tlrc lrolel's (ronstftratl 

fol ows tlre- ocr r,v.ry o1 lrLr id rt; all rooms arr: lr gh l 

llrf lrcctops Tlrc [¡]¡lrf¡ rLr¡ Flotcl in Oxford, England, 

!v.i! once.t pt !o r [¡()!1 i(x) ts are n conve[ted tells 

.,, loo -oL. 

1r. n.1, 

r f.lt e55) \¡"1lri'[.',t,r y0Lr lravel, Í yol seek the 

d iferer¡l ¿¡d the rir {lir(,, yor i rd rt

ilf;LTI 

tEd 

es to',. 

rns. 

I 

1, -s¡on, 

lr' 

/ -once. '"'l 

nportance 

I 

rn spellino.l -l 

itv 

@ 

l of the 

, inform 

I 

.t form 

rd class 

nrghtZ 

e¡r trip. 

lture in 

l 

n9 

In 

l,,ouu / 

I 

¡ble) 6 I 

,1.:J 

I 

ilJ' I 'ar 

I 

the 

I 

H 

' 

Tgpic Vocabulary 

TRAVEL 

1. Pay attention to the words in colour and 

choose a logical ending for each sentence. 

1 . On an overnight trip, you stay for ... . 

a. severa nrgnrs 

b. one night 

2. f you buy a return ticket, ... . 

a. you don't plan to come back 

b. you plan to come back 

3. lf your train is delayed, it will leave ... . 

a. late 

0. on lrne 

4. Your departure time is the tirne you ... . 

a. leave 

b. arrive 

5. lf you go abroad, you ... . 

a. go to another country 

D. TOUr In yOUr OWn COUnrry 

6. lf you need accommodation, you want ... . 

a. a way to lravel 

b. a place to stay 

7. A passenger js a person ... . 

a. travelling on a bus, plane, train or ship 

b. sleeping at a hotel or a youth hostel 

The dialogue below takes place at an airport. 

Complete 

it with the words below 

queue . youth hostel . flight 

airline.luggage 

"Can t help you, miss?" 

I hope sol My' ..... hasn't arrived. l've also 

been wait ng ln this ¿........... 

A: 

B: 

for hali an hourl 

A: l'm sorry, lvl¡ss. What was your 

3........... n umber? 

It was flight 938, from Brussels. 

They must have eft your bag there. 

Where will you be staying? 

At the a ........... n town. 

Alright. We' deliver it as soon as it arrives. 

And what am lsupposed to do in the 

meantinre? | think your t........... 

B: 

A: 

B: 

A: 

B: 

owes me 

an apology I 

3. 

Match the verbs in lto a word or phrase 

¡n ll to form expressions. 

I 

2. 90 

3. hire 

4.go 

5. book 

WEB EXTRA 

tl 

a. on holiday 

b at a hotel / at a youth hostel 

c. aticket/aroom 

o. 

e. sightseeing 

Find out about an unusue¡ type ofhorel in 

4. Use the expressions in Exercise 3 to complete 

the sentences below. 

1 . 1 don't want to take buses. Let s ........... . 

2. Young people who haven't got the money for 

hote s often ........... . 

3. Where are you pianning to........... this summer? 

4. l'd love to........... today. What is there to see 

around here? 

5. Hello, l'd like to........... for the night of 2Oth July. 

L' 5. Complete the passage with the words and 


an5wer5. 

luggage. accommodation . a irlines 

departuretime . flight . passengers 

delayed . overnig ht 

,. un¡t 7 

Sleeping in an airport isn't the most comfofiable form of 

| ..........., but it's becoming more common. If your': ........... 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:' ........... has been a ........... ? In the past, 1........... 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. 


for you. 

'1 

. l'd like to s/gn up for .. . . 

2. lh¿ve a g.e¿- rel¿t¡ansh¡p w rh ... . 

? | rñ \/Á^/ .^ñ.a/na/t )h^t¡ 

Motel 

4. l'd like to 9o srghtseeing in ... . 

5. lonce went on an overn¡ght rt¡p ro ... . 

6. An irnportant decision l've made was ... . 

rr'otabulary 

Builder, pages 

90-91

@ GRAMMAR 

sz 

THE CONDITIONAL 

Read the examples and find the condition and 

the result in each sentence. Then answer the 

questrons. 

First Conditional 

lf peaple see Antorct¡co's be0uty, they'll promote 

conServo on. 

Second Conditional 

There would be less domoge if there were rules obout 

toLtnsm. 

Third Conditional 

lf the tonk hod leoked, it would / could / might hove 

coused o d¡soster 

1. Wh¡ch sentence talks about ... ? 

'1. 

an impossible or unfulfilled situation ¡n 

the past 

2. a hypothetical situation in the present 

3. something that may happen in the future 

Complete the rules: 

In the first conditional, we use the........... tense 

in the condition and the........... tense rn the 

resu lt. 

In the second conditional, we use the........... 

tense in the condition and ....... + the base 

form of the verb in the result. 

In the thlrd conditional, we use the... ...... rense 

in the condition and........... + hoye +........ tn the 

resu lt. 

TIME CLAUSES 


I'll tell you 1bout my tr¡p when I get bock. 

As soon os you get on boord, your guides wíll beg¡n to 

teoch yoLl about Antorc(¡co. 

I wili ¡thone you before Ileove. 

'1. 

Do the sentences above refer to the present 

or the future? 

2. What tense is used directly after time words 

such as when and as soon as? 

1. Complete the sentences with the verbs in 

brackets. Use the f¡rst or second conditional. 

You (qet) to Sev le faster if you take the 

h gh-speed tra n. 

2 | ..... (trave ) by plane if I could aflord t. 

3 I won't eave tonight un ess the we¿ther ........ 

(mprove) 

4. Peop e would ive on Ant¿rct ca if lt ........ (not be) 

so co o. 

5. f L....... (have) a bigger bag, I would take more 

c othes. 

6. l'orob¿l q rront,r'Je 

"r"'rir 

lheir eoe.gs 

w ll melt. 

Complete the sentences w¡th the verbs in 

brackets. Use the th¡rd cond¡t¡onal. 

We couldn't find the bu ld ng. 

I'we /ha"e\ ¿ 

4. 

5. 

.n¿o. rt" fro. gel| O>r 

Char e didn't fee well 

He (not feei) ill f he (not eat) so much I 

The man was hit by a car 

The dr ver 

wear) b ack. 

(mlght / see) h m f he ........ (not 

t took us two hours to get there by bus. 

lf we .. (take) a tax , t (be) much e¿s er. 

You forgot Debbie's birthday. lf you 

rt down, you ......... (remember) t 

(write) 

Choose the correct cont¡nuat¡on for each 

sentence. 

1. It would have been a ove y evening . . . 

a. f tdoesn'train 

b. f Br¿d hadn't argued so much 

Wou d you travel alone . ? 

a rl you had had the courage 

b. if you were older 

3 f she doesn't get that lob, .. . . 

¿. she w be very disappointed 

b she would have run out of money 

4. l'h¿l J¿(lel d d- t co,r so r ¡cr, 

a. wou d buy t 

b. she would have tr ed it on 

5. We won't ¿rr ve on time .. 

¿. unless we eave quite ear y 

b. if we hadn't hurr ed 

6. lf you hadn't to d me, . .. . 

a. will be very ¿ngry 

b. I might never have found out

at. 

nl 

[a gente entenderá la irnportancia de proteger 

la Antártida en cuanto vean su belleza. 

Peaple will understond 

the ímportonce 

0f pratect¡ng Antorctico os soon 0s they seé 

its beouty.,/ 

NOF People will understond the ímpartonce 

of protect¡ng Antorctico os soon os they sow 

its beouty. 

X 


We'll get in touch as soon as we will get / get 

off the p/ane. 

lf lwere / had been you, lwould listen to the 

warnrngs. 

I would have seen you if you hadn,t left / 

did n't leave early. 

We'll leave without him unless he will meet / 

meets us at exactly 2.00. 

I rnight have understood him if he didn,t speak / 

hadn't spoken so fast. 

You'll feei better when you stop / will stop 

smo k rn g. 

Complete each sentence without changing 

the original meaning. 

They won't let you enter without d vrsd. 

You can't enter unless ... . 

Ithink you should take an umbrella. 

lf I were you, .. . 

ldon't fee well enough to ftnish my work 

at rne moment. 

When 1 ... . 

Robrn isn't here with us, so l,m unlrappy. 

r woulo ... . 

ld dn't know you had the disc, so I bought lt. 

f nad 

l'll cook, but t'd like you to do the washing up. 

lf lcook, ...? 

It5 important that I phone Tom when I hear 

any news. 

As soon as 

6. Complete the follow¡ng sentences in 

a logical way. 

L Unless / find my passport, ... . 

2. l'll go to Slovenia thls summer if ... . 

3. lf something went wrong on a tnp, ... . 

4. As soon as Dad arrives at his hotel, ... . 

5. lf Antarctica had permanent residents, ... 

6. Our last holiday might have been better f 

(l 7. Read the advert and complete the d¡alogue. 

Then listen and check your answers. There 

may be more than one correcr answer. 

MYSTERY FLIG+ITS 

Put tllc cxc¡tc^cnt back irtto íir trNcl ' 

flY to dn unkko n dcstindf¡on! 

Nc'll arrangc your fl¡ghrs anll dcc0tt^t'v'odat¡0n' 

a¡ldblc onlY ¡n husfralia! 

[/]ystery Flights - what 

a great present! But 

Bob hates surprises. He 

.......... (be) furious with 

me if I ' .......... (book) one. 

Honestly, if he i .......... (not 

be) so rigid, he a .......... 

(enjoy) life a lot more. 

l'm going to do it! 

i'm packing a snorkel, boots, 

Sunscreen and a warm coat. Sounds 

strange? Well, if my destination 

5. ..... (not be) a secret, I 6 . ........ 

(know) what to pack! But lVarran 

doesn't know herself. She says thar 

we 7 ........... (find out) as soon as we 

u .......... (get) to the alrport. ts this 

supposed to be fun ? 

We're finally at the airport. Our 

destination ? Hoba rt, Tasmanial 

Maybe this isn't such a bad idea 

after alil 

That was a wonderful weekend. Of 

course, f we, ........... (fly) to the Golcl 

Coast instead of Hobart, | ,o .......... (go) 

scuba diving. Well, maybe next time. 

.,- , i rl'1 1:!..r , H{:r,, lelV 

frr! 

8. Rewrite the following sentences us¡ng the 


meaning. 

1. i don't speak ltalian, so I can,t study in ttaly. (if) 

2. I read for ten minutes and then fell asleep. (after) 

3. l'm sure that pauia is home by now. (must) 

4. Jason can't play footbal because its raining. 

(as soon as) 

5. I didn't buy you a present because I didn't know 

It was your birthday. (jf) 

6. Perhaps my father took that picture. (rnight) 

, Un¡t 7 

l u."",9,:l:rT:i, 

"';,.".,i::;,.1::/,,, e (,.,, J, s l E 

T

.,@ 

l 

SKILLS 

LISTENING 6¡ 

RECORDED MESSAGES 

1. Read the advert below. What ¡s meant by a different perspect¡ve? 

Book a flight on the 

London Eye 

See London from a different perspective. 

For more information: 

Customer Services 

870 990 BBB3 or http://www.londoneye.com 

JIII r sTFN FoR DL fA L r\4anv r¡sten¡no 

tasks focus on specific information. Read the 

questions carefully and decide whether you have to 

listen for a person's name, a time, a price, etc. 

2. Claudia calls to f¡nd out when the London Eye 

is open: L¡sten to the recorded ¡nformation 

and answer the ouest¡ons. 

L How many days of the year is the London 

b. 364 c. 365 

What are the opening hours n the winter? 

a. 10.00 am - 9.00 pm 

b. 9.30 am - 8.00 pm 

c. 10.00 am - 2. 

8.00 pm 

3. When does the trcket office open? 

a. 9.00 b. 9.3 0 c. 10.00 

4. 

a.363 

How long is a "flight"? 

a. 30 minutes b.40 minutes c. 50 minutes 

5. Which of the fo lowing items is not prohibited 

on the London Eye? 

a. skateboards b. suitcases c. baby buggies 

6. When are there long queues at the London Eye? 

a. eary morning b. m dday c. late atternoon 

Listen to the second part of the recording and 

answer the quest¡ons. 

T. How much ls a single ticket f you don't want to 

wait ¡n the queue? 

2. How much ls a ticket for children under five years 

old? 

3. How much w ll a senior citizen need to pay if 

he / she wants to "fly" at the weekendT 

4. Claudia ¡s on the Tube to the London Eye. She 

hears the following announcements. Listen to 

the third part of the recording and fill ¡n the 

miss¡ng ¡nformation. 

Shepherd's Eush station is closed because 

of ........... . 

lf your luggage is found unattendeo, worKers 

w ll ........... and may .. lt. 

3. There rs nowhere where you can........... on the 

Underground. 

4. Service on the........... line is delayed. The next train 

w ll come in ....... . . . 

I 

Why do you th¡nk many tourist s¡tes use prerecorded 

messages? Do you prefer getting this 

type of ¡nformat¡on from a recorded message 

or would you rather speak to a person?

¡nd 

tto 

SPEAKING 

BUYING A TRAIN TICKET 

Steve is in Amsterdam and wants to go to 

Berlin. He calls Netherland Railways to ask for 

¡nformation. Which of the questions below 

would Steve ask? Which questions would the 

railway repfesentative ask? 

May I help you? 

How long is the journey? 

Would you like a return or a single ticket? 

What time does the train leave? 

Do I have to book in advance? 

Where do I get the tra¡n? 

How much ¡s a ticket? 

What time do you want to leave? 

Willthat be first or second class? 

When's the next tra¡n after that? 

How often do the trains leave? 

2. Complete the dialogue with the correct 

questions from the list above. 

NR: Netherland Railways. r. ........... ? 

Steve: Yes, l'd Iike to get from Amsterdam to 

Berlin, please. 'z ........... ? 

NR: The Berl¡n train leaves from Amsterdam 

Central Station. 

Steve: OK ... and 3 ........... ? 

NR: Aboul6Vz to 7 hours, depending on the 

train. 

Steve: 4 ........... ? 

NR: The trains to Berlin leave every 2 to 3 hours. 

5. ''''.'.'.'.? 

Steve: Oh, ¡n the morning, but not too early. 

3. 

Look at the questions on the list in Exercise 1 

that were not used in the dialogue. W¡th a 

partner, make up logical answers to these 

questions. 

With a partner, ask for and give information 

about taking the train from Geneva to Rome, 

using the details below. Student A is the railway 

representative, student B is the customer. Use 

the questions in Exercise '1. 

ENRICHYOTJR SPEAKING 

When you're asking for information, use the 


l'd like to know when ... 

Can you tell me whether... ? 

Do you know if ... ? 

Can you help me, please? 

O unit

, SPEAKING 

BUYING A TRAIN TICKET 

Steve ¡s in Amsterdam and wants to 90 to 

Berlin. He calls Netherland Railways to ask for 

informat¡on. wh¡ch of the quest¡ons below 

would Steve ask? Which questions would the 

ra¡lway representative ask? 

May I help you? 

How long is the journey? 

Would you like a return or a s¡ngle ticket? 

What time does the train leave? 

Do I have to book in advance? 

Where do I get the train? 

How much is a ticket? 

What time do you want to leave? 

Willthat be first or second class? 

When's the next train after that? 

How often do the trains leave? 

2. Complete the dialogue with the correct 

quést¡ons from the list above. 

NR: Netherland Railways. r'....... I 

Steve: Yes, l'd like to get from Amsterdam to 

Berlin, please. '? ........... ? 

NR: The Berlin train leaves from Amsterdam 

Central Station. 

Steve: OK . .. and I ........... ? 

NR: About 6% to 7 hours, depending on the 

train. 

4. 

''''-'-'.'. ? 

NR: The trains to Berlin leave every 2 to 3 hours. 

5' '.'.''.'.'. ? 

Oh, in the morning, but not too early. 

3. Look at the questions on the l¡st in Exerc¡se 1 

that were not used in the dialogue. With a 

partner, make up logical answers to these 

quest¡ons. 

With a partner, ask for and give information 

about taking the train from Geneva to Rome, 

using the details below. Student A is the railway 

representat¡ve, student B ¡s the customer. Use 

the questions in Exercise f. 

ENRICHYOUR SPEAKING 

When you're ask¡ng for ¡nformation, use the 


l'd l¡ke to know when ... 

f,an you tell me whether... ? 

Do you know if ... ? 

Can you help me, please? 

C Unit 7

(-O WRITING 

86 

,r¡ll 

Read the e-mail below. What does Angela want her fr¡end to do? 

How does she try to convince her? 

Hi Carla, 

How are th¡ngs? | haven't heard from you in a while! l'm writing 

because l've had a great idea. 

I told you that my f¿mily is going on holiday ? to Tuscany this 

summer. Well, why don't you come with us? | know you've never 

been abroad before, and besides, it'll be boring for me alone with 

my parents. You'll only have to pay for your plane fare because my 

parents have booked d villa and there's plenty of sp¿cel 

We'll be staying in San Vincenzo for two weeks. lvly parents are going 

to hire a car and go sightseeing all over Tuscany. lf we donl feel like 

going with them, we can spend the day at the beach '-r (¡t's five 

minutes from the villa!) or exploring the village nearby. We'll have 

a f¿ntastic time! 

lc¿n't wa¡t to hear wh¿t you decide. Write soon! 

An gela 

2. In which paragraph of the e-mail does the wr¡ter ... ? 

1. explain her purpose for writing 

2. give details and nformatton 

3. make opening rema rks 

4. make closrng remarks 

3. What words or phrases does Angela use for the follow¡ng ... ? 

1. greet ng 2. signing off 

I r When writino 

an e mailor letterto a friend, rt's acceptable t0 use 

info rma I punctuation and expressions. 

4. In the model e-mail, find informal expressions 

that mean the same as the following more 

formal expressions, 

'l 

. Dear..., 

2. Are you and your family well? 

3. lt has been a long trme since you iast wrote. 

4. I would like to invite you to join us. 

5. lt w ll be very enloyab e. 

6. I ook forward to hearing from you. 

7 Please reply as soon as possible. 

8. K nd regards, 

REFERENCING 

Using pronouns and possessive determiners 

can prevent unnecessary repet¡tion and 

make your writing flow smoothly, 

Pronouns and possessive determiners are 

used to refer to people, objectt ideas or 

actrons. 

The demonstrative pronouns thís, thot, these 

and those are used to refer to people, objects, 

situations, ideas or actions. 

5. Look at the words in bold in the model. 

Who/What does each of them refer to?

Ihelrs is a possessive pronoun for the third person plural. 

It refers to both singula. ard plu.al possessions. 

It's not th€ plural form of the possessive determiner t/telr. 

fhis t¡cket ¡s the¡rs. These t¡ckets ore the¡rs. / 

N0f 5e0, ofld Kotle h ove booke(l the¡rs t¡ckets for the 

Londan Eye. N 

6. Complete the d¡alogues w¡th the correct pronouns 

or possess¡ve determiners, 

I 

'These 

souver r pens are rea ry expe'lsrve. 

"Yes, 're 

but ........... great. Everyone wil love..... !" 

2. "How will we find a metro station?" 

"Let's ask this man l'm sure ....... can tell ." 

3. "Why are those children cry ng?" 

"1 think .......... may have ost ........ way. " 

4. "l met a f¿bu ous gil at the youth hostel. " 

"Did........ give you........ phone number?" 

5. "Alan has forgotten h s passportl" 

"Well, ... was stupidl Now they won't let on 

the plane. " 

lmprove the follow¡ng sentences by replacing 

words w¡th pronouns where there is unnecessary 

repet¡tion. 

'd 

L like to see l\,4s Croft. Can you tel me which offrce 

is Ms Croft s? 

2. Where is Edward ? 

ldon't know. I haven't seen Edward all day. 

3. Should we get t ckets for the concert? 

Yes, getting tickets would be lovely. 

4. l've spoken with Katie. Katie has booked a flight for 

18th December. 

5. How could you forget your sunglasses? You'll need 

your sunglasses at the beach. 

8. Complete the passage w¡th suitable pronouns or 

oossess¡ve determiners. 

March of the Pengu¡ns 

March of the Pengulns is ¿bout a group of 6,000 Emperor 

Pengu ns f lmed as r .......... march on 'z ...... annual journey 

across the Antarct c ce in order to breed. The d rector, 

French b ologist Luc lacquet, spent 13 months in 

Antarct ca following the penguins. I . had no troub e 

gettrrg close ro bec¿use tl'ey are no1 afraid of 

humans, bLt rfe c 'r¿re w¿s ¿ g edt (ha erge fo' 

¿rd for Jerór're M¿rso1. phorographer Jacquet rs 

'asc 'rated by An'¿rclr.¿ ¿nd ..... wilol 

'e, 

and w¿rted 

to share h s impressions with the wodd. 3 ........... was his 

rn¿in mot ve for creat ng this incredib e documentary 

Your 'lasl< 

J' Unit 7 

I Write an e-ma¡l to a friend about a holiday 

you have taken or are plann¡ng to take. 

Use 100-150 words. 

WRITING YOUR E-MAIL 

1. Brainstorm your e-mail. 

. Decide who you are going to wr¡te to and 

what your dest¡nation was / will be. 

. Which of the sentences below could you 

use for planning a tr¡p? Which could you 

use to describe a trip you have already 

taken? 

- l've found sone re¿lly cheap ticketsl 

- We haven't arranged accommodation yet. 

- We hired bicycles and drove around the 

villages. 

- Departure time is 9.00 arn - don't be late! 

- We had a fantastic time. 

- We've booked a room in the citv centre 

for two nights. 

- lt was the best / worst holiday l've ever 

had I 

- Do you want to go sightseeing every day? 

- Our flight was delayed and our luggage 

didn't arrive I 



: 

i PLAN 

opening:Greeting. Make opening remarks 

and state your reason for writing. 

Body: Give information, news and 

details. 

: Closing: Make closing remarks and sign off. 

3. Wr¡te a f¡rst draft. 

4. Use the checklist to check your work. 

Then write a f¡nal draft. 

CHECKLIST 

/ I followel thz plaw 

for an írforvnal 

e-rvtaí|. 

' I u.sed referewírq córrcttLy. 

I chztkzd3ratwrnar, spellírg and 

P^nLt44tt4W.

T 

SKILLS BOOKING 

A ROOM 

TASK QUESTIONS ] I 

(, t) 

You are going to practise booking a place in a youth hostel. Read the Internet 

adverts and answer the Task Questions below. 

You are planning to go to Ed¡nburgh and are looking for a place to stay. What are some sim¡larities and 

differences between the hostels advert¡sed above? 

Jake calls one of the hostels. Listen to the conversation. which of the follow¡nq do thev discuss? 

1. locat on 3. room tvpe 5. breakfast 7. ockers 

2. room rates 4. bathrooms 6. kltchen 8 nternet 

3. Which hostel did Jake phone? 

4. 

r-l:J¡ Hótels 

L¡sten aga¡n and fill in Jake's ¡nformation on the hostel booking form below. 

]'.. 

T UsE YoUR SKILLS ir 

f 

{:!,'ta lt 

With a partner, choose another hostel from the adverts above. Student A calls the hostel to ask for 

information and make a reservation. Student B is the hostel receptionist. Then choose another hostel 

and switch roles.

I 

t-lonesw 

J 

l. In the Un¡ted States, students at some high schools and univers¡t¡es 

must sign an honour code. Read part of the code from one high school: 

Ié 

- 

2. Which of the points in the honour code do you agree / disagree with? 

I lf your headteacher 

wanted a similar honour code at your schoot, 

would you vote for ¡t? Why or why not? 

l\rB t\rp\ 

r:r 'l 

"r.' ||'"' ,1.,,r.r r,r',r.i'i,, n 'lr, r, i,rrl \r,r,.,l 

., 

: ,:) 

n 

p 

:É

C* READING 

1. word Check: The following words appear 


mean. 

watchful . evolved. speed cameras 

AUTHOR'S PURPOSE 

An author writes for different reasons. for 

example: to inform (news articles, reports), to 

entertain (narratives), to persuade (opinion essays 

and editorials) and to describe (descriptions of 

events, places or people). 

Read the text. What is the author's purpose? 

to persuade people to behave more honestly 

to iell an amusing story about an experirnent 

to give information about an experiment and its 

impiications 

to describe the details ol the way an expenment 

was done 

Complete the sentences. 

ln order to pay for their drinks, people 

in the office ... . 

People paid for their drinks less often when .. . . 

According to f\4elissa Bateson, people wili he p 

us if ... . 

The writer feels that people will be 

more honest ... . 

Thc auerogc person ín 

London ís photographcd 

appro-rinol!:ly 3OO 

limes o dav on CCTV. 

4. Choose the best answer according to 

the text. 

1 According to Melissa Bateson, people reacted to 

iho ñ^

I 

il 

-¿, 

Honesty is the best policy, but as we all But why do we have this reaction when we 

know, we are sometimes not as honest as we know the eyes aren't real? Bateson says, 

should be. According to the results of a recent ¿o"Eyes 

and faces send a strong biological signal 

study at Newcastle Univers¡ty, England, even a that we have evolved to respond to." In other 

s picture of someone watching us is enough to 

make us change our ways. 

words, our brains are programmed to respond 

to eyes and faces - even in a picture. 

The experiment was conducted at an off¡ce The experiment got worldw¡de media 

where staff paid for their own tea and coffee attention. People were excited bythe possibility 

by putting money into a tin. Anyone in this 

i0 situat¡on, of course, would be tempted to take 

that the same principle could be applied to 

other s¡tuat¡ons as well - on the roads, for 

a free drink because no one would know who ¡nstance. Today, road s¡gns warning drivers 

had Daid and who hadn't. The researchers of speed cameras often show a picture of a 

placed a poster above the mugs, showing the camera. But now we know that we're much 

price of each ¡tem. Over a ien-week per¡od, more l¡kely to react if we see a picture of eyes 

15 they alternated the posters weekly, switching or a face. 

between an image of flowers and var¡ous This idea has actually been applied by 

images of watchful eyes. 

The results were astound¡ng. Workers 

the Newcastle police in a new technique to 

combat crime. In 

had paid nearly three times more for their 

zo drinks during the weeks when the posters 

had photographs of eyes. The conclus¡on? 

People behave better when they th¡nk they're 

be¡ng watched. And according to Melissa 

Bateson, the behavioural biologisi who ran the 

25 experiment, it's not just because we're afraid 

of getting caught. 

This reaction dates back to the days of the 

cavemen, when people began to realise that 

co-operating in groups was a better way to 

30 ensure survival than living alone. Th¡s meant 

that people seen as co-operative types enjoyed 

good reputations and were likely to be treated 

well. The same is true today. According to 

Bateson, when we think we're being watched 

35 we behave better, so people see us as cooperative 

and behave the same way towards 

us when we need helo. 

'rough areas where crimes 

tend to take place, they have put up posters 

of watchful eyes with the slogan, "We've got 

our eyes on criminals." They'll be checking 

crime figures to see whether the posters have 

an effect. 

It's a pity that people aren't honest all the 

time, whether or not'someone's watching. But 

if all it takes ¡s a poster to get them to make ihe 

right cho¡ce, then it's def¡nitely a good idea! 

Newcastle Police poster 

'{. 

policy lline 1l means politico noI policío 

co,ducted (line 7) means rcol¡zodo nol conducído 

c¡ime (line 55) means delincuencio not crimen 

figure (line 59) means doto, c¡fronot f¡guro 

¡ Unit I

@ 

VOCABULARY 3. 

', {',.¡., ¡-i;' jr". l 

1. The following sentences do not make sense. 

Make them logical by replacing each word in 

colour w¡th a word in colour from a d¡fferent 

senTence. 

1. Hls f at is cheap, but its in the astounding part 

of town. 

2. The mag cian did some rough tncks. 

3. They say that 5,000 demonstrators carne, but 

the true bra¡n is much larger. 

4. Which poster are you gojng to conduct? 

5. The scientists wil put up an experlment. 

6. We still have a ot to learn about the human 

figure. 

2. Complete the passage with the words and 


answerS. 

likely . ¡1'5ap¡ty . behave . ensure 

tend to . choice . signals 

L,IAT{.S, WATCH OUT! 

Do you feel that otherpeople are often dishonest? 

If you do, you'll want to rcad Never Be L¡ed 

To Again. In this book, psychologist David 

Lieberman describes r........... that will help you 

if you suspect someone is lying. People, 

says Lieberman, ............ alter the way they 

r........... when they are lying. For example, 

liars are I ........... to use a certain type of body 

language and facial expression. Even their 

'........... of words may be different from someone 

who is telling the truth. Liebe¡man claims that 

reading his book will o .......... that you'll never be 

fooled by anyone again. '........... that 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! 

Choose an option and complete each sentence. 


1. Sports events / Teachers' meetings at school 

take olace... . 

2. The staff of a hospital / school ncludes ... . 

3. An example of a worldwide restaurant / clothing 

chain is... . 

4. People are often / rarely tempted to ... . 

ADJECTIVES AND 

PREPOSITIONS 

Many adjectives in English are followed by 

prepositions. Some adjectives can take 

only one preposition;others can have 

several prepositions, but this changes their 

mea n ¡ng. 

l'm sorry obout the mess. (tegret) 

I'm sorry for Bob. He's lost his job. (sympathy) 

4. Make as many combinations of adiect¡ves in I 

and prepositions ¡n ll as you can. Use the list on 

page 143 to help you. 

I 

sorry 

pro ud 

s milar 

gooo 

worried 

preaseo 

late 

Interested 

tl 

of 

wln 

in 

aoout 

to 

tor 

5. Complete the sentences w¡th adiectives and 

prepos¡t¡ons from Exercise 4. Use each adject¡ve 

once. 

1 . The new girl seems so lonely. We all feel .......... her. 

2. Tl'e le¿cher ;,n'r ......... your progress. YoL'll h¿ve to 

worK naroer. 

3. Just tell me the main idea. l'm no1........... the details 

4. On y students who are very ......... basketball will be 

chosen for the team. 

5. The artist's style of painting is........... Van cogh's. 

6. Paul is .......... Julie. 5he should have arrived 

hours ago. 

7. Why were you........... school this morn ng? 

8. Jane has always been.......... her artrstic talent.

Topic Vocabula¡y_ 

HONESTY 

1. Choose the log¡cal continuation for each 

sentence. Pay attent¡on to the words in colour. 

1. She told her fnend a wh¡te lie. 

a. She took her friend's CDs, but said she didn't 

know where they were. 

b. She didn't like her friend's new shirt, but said 

it was pretty. 

2. Several students cheated in the exam. 

a. They knew the material we 

b. They copied the answers from their friends. 

3. I trust him completely. 

a. l'm sure he'll return our money. 

b. Don't believe a word he says! 

4. I promise l'll change my ways. 

a. l'll3top lying and cheat¡ng. 

b. I can't help being the way I am. 

5. The woman stole someone5 wallet. 

a. She used the money to buy things. 

b. She returned it as soon as she found it. 

6. The driver got caught go¡ng through a red light. 

a. He caused an accident. 

b. The polrce saw hrm dorng rt. 


1. Ever¡hing you've said is untrue. You're a 

liar / thief I 

2. Please tell me your real opinion. You can be 

completely frank / guilty. 

3. Many people blame / admit the government 

for the rise in crime. 

4. I know you love another woman. Why have you 

deceived / suspected me? 

5. The man was caught plagiarising / shoplifting 

three pairs of shoes. 

6. The boy was caught throwing stones. 

He got into trouble / 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 mean¡ngs ¡n ll. 

I 

1. He tried to steal the jewellery but they caught 

him red-handed. 

2. A hundred euros for that shirt? What a rip-offl 

3. Don't leave money here. Your guest may have 

sticky fingers. 

tl 

d. d Pf rLc rr rdr 15 ruu l|r9rl 

t-, - A-Ai+ ^{ -+^-li^^ 

v. o rourL ur >rco rg 

c. saw someone doing something wrong 

t¿ 5. Complete the text with the words and 

expressions below Then l¡sten and check your 

answers. 

change my ways . blame . thief . admit 

get into trouble . get away with . stole 

The Repentant Thief 

tr Unit I 

Pan Aiying, a teacher in Shandong, China, was ridjng her bicycle 

when a young man on a motorcycle grabbed her purse and rode 

off. S¡nce the ' now had her mob¡le ohone, she sent h¡m 

an SMS: 

"You must be going through a difficult t¡me. lf so, I w¡ll not 

2 you. Keep the money - but please return lhe other 

th¡ngs." 

He didn't reply, so she sent another message, She said that 

she did not want him to 3........... . She was only asking him t0 

4..... h¡s mistake and be honest. 

After sending 2'1 messages w¡th no response, Pan gave up. She 

dec¡ded t0 g0 t0 the pol¡ce s0 that the man wouldn't r his 

cr¡me. But as she was leaving her flat, she found her purse with 

everything ¡n it! Attached was this note: 

"Dear Pan: I'm sorry. I made a mistake. Please forg¡ve me. 

You are s0 tolerant even though | 6 from you. l'll r and 

be an honest Derson." 


for you. 

1. I can always trust .. . . 

2. When l'm under pressure, I tend to ... . 

3. One thing l'm proud of is ... . 

4. lf I saw a friend shoplifting, l'd ... . 

5. I once got nto trouble when .. . . 

6. 

I think /¡3 a pi¡y that ... .

@ GRAMMAR 

94 

THE PASSTVE iE 

1. Read the examples and answer the questions, 

Reseorchers ploced a poster obove the mugs. {oct¡ve) 

A poster wos ploced obove the mugs. (poss¡ve) 

1. Which sentence stresses the action? 

2. Which stresses the people that do the action? 

2. Read the examples. ldentiÍ the verb tense 

in each sentence. Then choose the correct 

options to complete the rules below. 

o.0ur broins ore progrcmmed to respond to foces. 

b. People behove better when they ore beíng wotched. 

c. The ideo hos been opplied by the police. 

d. The prínciple could be opplíed to other s¡tuotions. 

e. Severol posters were chosen for the experiment. 

1. The main verb is in the base / past participle 

fo rm. 

2. The main / auxiliary verb indicates 

the tense. 

3. Sentences in the passive sometimes / always 

include by + agent. 

4. In the passive, modals are followed by the 

infinitive of the verb to be / the main verb. 

Verbs with Two 0bjects 

Some sentences have got two objects: 

They showed the results [d;rect object) to ihe 

public. [indirect object] 

It's more common to use the indirect object as 

the subject of a passive sentence. 

The publ¡c w0s shown the results. (common) 

The results were shown to the publ¡c. (less common) 

THE CAUSATTVE E 

We use hove / get + object + past participle 

when we refer to an action that is done for us by 

somebody else. There is no difference between 

hove and get, but ge¿ is more informal. 

They hod on honesty box put in the conteen. 

(They didn't put ¡t there themselves.) 

1. 

2. 

3. 

4. 

5. 

6. 


Newborn babies react when they show / 

are shown pictures of faces. 

Office staff who didn't pay for coffee were not 

punished / did not pun¡sh. 

No one knew whether the staff had paid / 

had been paid for the coffee or not. 

They felt as if they were watching / 

were being watched by the eve!. 

This experlment shows that psychology can use / 

can be used for pr¿ct'ca pL'poses. 

Hopeful y, the posters will help / will be 

helped police combat crime. 

Complete the sentences with the correct 

passive form of the verbs below 

not rob . teach . tear 

catch . publ¡sh . count 

The bank........... since they got two more guards. 

........... the results .......... in next week s newspapers? 

Children shou d........... to tell the truth. 

l\o o're spo(e wh e rhe money 

ll-e poh(e poslers by tlê wr'rd last nqhl 

By the time the police arrived, the criminals 

3- Complete the sentences. Use the correct active 

or passive form of the verbs ¡n brackets. 

1. l'm going on the bus because my car........... 

(reparr). 

.2. Beethoven ........ (compose) beautif ul symphonies. 

3. The police ........... (not f nd) the m ss ng child yet. 

4. The baby....... (should / put) tobedan houragol 

5. .......... the invitations ........... (send) yet? 

¿ Deberia ser culpado el gobierno por el incremento 

de la delincuencia? 

Should the govennent be blomed for the rise in 

crine? / 

NOT Should be the qovernment blomed for the rise 

in crine? I

-4 

4. Read the headlines and wr¡te the f¡rst 

sentence of each article. Add deta¡ls say¡ng 

when, where or why. Use at least four 

d¡fferent passive tenses. 

l. 

2. 

3. 

4. 

5. 

BOY IIüNT il BI¡IT IGGIDIÍIT 

A 10 veor-old bov wos hurt ¡n o b¡ke occident 

yesterdoy ofternoon. 

Prct$s0 Pt¡trililG $r0ffi1 

lil$ToilB [t|t10il0$ T0 B[ 0t$IR0YtD 

ill|il0nil$ 0f ¡I0nilfns Ít[tD 

r$r S0urnilMHrT H.tfifll 

5. Rewr¡te the sentences ¡n the passive. 

Omit the agent when possible. 

I My sister had organised the entire party. 

2. The workers could have finished the iob 

yesterday. 

3. Did a famous journalist write this article? 

4. Someone was following us. 

5. Are they going to warn residents about 

the storm? 

6. We shouldn't eat the cake before dinner. 

6. Rewr¡te the sentences in the oassive. 

There are two ways to rewr¡te each sentence. 


1. They gave each student two pens. 

2. They wil tell only two peop e the secret. 

3. A arge company has offered Tom a 1ob. 

4. Fans send the celebrity thousands of letters. 

5. They didn't show us the new flat. 

7. Rewrite the sentences ¡n the act¡ve. 

1. The thief has not been arrested yet. 

2. Fresh salads aren't sold at this 

supermarket. 

3. That song was wntten 

by the Beatles. 

4. The baby wil be fed 

oy Ine nu rse. 

5. s the new f lm going 

to be shown this week? 

6. These letters have to be 

slgned by a lawyer. 

8. comolete the sentences with the correct form 

of the words in brackets. Use the causat¡ve. 

1. Dave........... his bike........... (repair). Now he can ride 

to work. 

2. Where ........... you ........... your dress ........... (make)? 

3. l\,4y parents .......... the kitchen .......... (redo) 

tomorrow. 

4. ........... you . .. the oi and water ........... (check) at 

the garage last week? 

5. I c¿n't talk now - | .... . my harr........... (cut). 

(J 9. Complete the passage w¡th the correct active 

or passive form of the verbs in brackets. Then 

l¡sten and check your answers. 

jeans in a large shop. As she I ........... (try) on a 

pair, she found a large amount of money that 

, ........... (leave) ¡n the pocket. Healy ' ........... (could / 

keep) the money, but she thought that ¡t 4........... 

(may / lose) by someone who really needed it. 

Therefore, she 5 ........... (go) straight to the sales 

assistant. who shouted. "A customer 

6 ........... (look) for this!" Healy refused to accept 

any money as a reward for her honesty, but she 

did accept a box of chocolates that 2........... (give) 

to her by the shop assistant. That n¡ght, she 

opened the box. Inside she found a piece of 

paper which said, "Cong ratu lation s ! You 

&...........0ust w¡n) $ 10,000!" Surprised and happy, 

Healy realised that she had been rewarded 

for her honesty after all. lf she hadn't been 

honest, she e .......... (not win) the prize! 

Grirmnrar Review @ 

10. Rewr¡te the following sentences using the 

words ¡n brackets. Do not change the original 

meaning. 

1. We should have told him the truth about his 

brother (been) 

2. ldon'l have European ciLizenship, so lcan't 

work rn the UK. (unless) 

3. lt wasn't necessary for you to pay her. (needn't) 

4. Are they arranging the furniture? (is) 

5. I didn't take a picture because ldidn't bring my 

camera. (if) 

.. Unit 8 

Q[ rxtra'"1i,?ill,"Íiiilii?ff:ffi E{

t. 

2. 

3. 

4. 

5. 

Read the headlines and write the f¡rst 

sentence of each article. Add details saying 

when, where or why. use at least four 

d¡fferent passive tenses- 

mY [||[T rfi Bflft tcctffilI 

A lA-yeor-old boy wos hurt ¡n o b¡ke occ¡dent 

yesterdoy ofternoon. 

Ptct$$o Pfl ililftE s[0lttl 

il$ilnn Büil.Dtils$ I0 Bt DI$ÍR0Y[D 

[||iltRIDs 0r il0nilm$ Ítn[D 

il[tt E0u[RilM[ilT nIEItD 

5. Rewrite the sentences in the passive. 


1. My sisler had organised tlre entire o¿rty. 

2. The workers could have finished the job 

yesterday. 

3. Did a famous lournalist write this article? 

4. Someone was following us. 

5. Are they going to warn residents about 

the storm? 

6. We shouldn't eat the cake before dinner. 

6. Rewrite the sentences in the passive. 

There are two ways to rewr¡te each sentence. 


1. They gave each student two pens. 

2. They will tell only two people the secret. 

3. A arge company has offered Tom a job. 

4. Fans send the celebrity thousands of letters. 

5. They didn't show us the new flat. 

7. Rewrite the sentences ¡n the active. 

1. The thief has not been arrested yet. 

2. Fresh salads aren't sold at this 

supermarket. 

3. That song was wntten 

by the Beatles. 

4. The baby will be fed 

Dy rne nu rse. 

5. ls the new film going 

to be shown this week? 

6. These letters have to be 

signed by a lawyer. 

Complete the sentences with the correct form 

of the words ¡n brackets. Use the causative. 

1. Dave........... his bike........... (repair). Now he can ride 

to work. 

2. Where ........... you ........... your dress........... (make)? 

3. My parents ........ the kitchen ........... (redo) 

tomorrow. 

4. ...... you ......... the oil and water ........... (check) at 

the garage ast week? 

5. I can't ta k now - 1........... my hair........... (cut). 

(J 9. Complete the passage w¡th the correct active 

or passive form of the verbs ¡n brackets. Then 

listen and check your answers. 

l. Unit 8 

jeansina|argeshop.AssheL''.'.'.'.'.(try)ona 

pair, she found a large amount of money that .ii 

¿........... (leave) in the pocket. Healy 3 ........... (could / 

keep) the money, but she thought that it 4 ........... 

(may / lose) by someone who really needed ¡t. 

Therefore, she 5 ......... (go) straight to the sales 

assistant, who shouted, "A customer 

e........... (look) for th¡s!" Healy refused to accept 

any money as a reward for her honesty, but she 

did accept a box of chocolates that , ........... (give) 

to her by the shop assistant. That night, she 

opened the box. Inside she found a p¡ece of 

paper which said, "Cong ratulation s ! You i 

3 ........... (ust w¡n) $ 10,000!" Surprised and happy, 

Healv realised that she had been rewarded 

for her honesty after all. lf she hadn't been 

honest, she , a 

Kathleen Healy of l\4innesota, USA, went to buy'''r: 

. (not win) the pr¡ze! 

' 

Gralnrnar Revielv @ 

10. Rewr¡te the following gentences using the 


meantng. 

1. We shouid have told him the truth about his 

brother. (been) 

2. ldon't have European citizenship, so Ican't 

work ln the UK. (unless) 

3. It wasn't necessary for you to pay her (needn't) 

4. Are they arranging the furniture? (is) 

5. I didn't take a picture because I didn't bring my 

camera. (if) 

Extra gr¿mmqr

E, SKILLS 

I 

96 

LISTENING 6J 

A RADIO INTERVIEW 

1. Read the home page of the webs¡te below. What experiment was conducted? 

tiH 

2. Listen to the first part of a radio interv¡ew 

about the experiment and answer the 

quesüon5. 

1. Why did Pau conduct th s experiment? 

2. Where in Bellevi e did he drop 

the wallets? 

3. What did he videotape? 

4. How long did he wait for people to 

return the wallets? 

What do you th¡nk? Were most of the people 

¡n the experiment honest or d¡shonest? 

4. L¡sten to the second part of the interv¡ew 

to see whether your predict¡on was correct. 

As you listen, decide whether the following 

statements are true or false. 

1 Daul is optrmr:t c aooJt n'lo\r p"op e s horesty. 

2 N/en were more honest th¿n women. 

3 Paul w¿s not surprlsed by the d fferences 

oelween rnen ano women. 

Older people were the most honest. 

Midd e aged people were the least honest. 

Paul Kinsella of lllinois, USA, 

was wondering how honest people 

are, so he conducted an exper¡ment: 

he left 100 wallets in different 

places around town and waited 

to see if people would return thenr. 

See Paul's website at www.wa lletlesl. com 

5. Listen to the second part aga¡n. Which of the 

two pie charts accurately shows the results for 

young people? 

ffi@r 

A 

roÁ 

D shonest 

I From your own exper¡ence, do you think age 

and gender affect honesty?

. 

SPEAKING 

AGREEING AND DISAGREEING 

'1. 

Read the follow¡ng statements about honesty and decide whether you agree or disagree with 

each one. 

'1 

. You shouldn't be truthful if t wr I hurt 

someoneS feelings. 

5. lf a shop ass stant gives you too much change, 

you should return it. 

2. Teachers should not accept work that has been 

copred from the Internet. 

6. lf your parents won't let you do something, t's 

OK to do it without telling them. 

3. lf you find someone's wallet, its yours. 7. It's nol d'sho1e5t to copy ir ex¿m:. 

4. lt's wrong to download music from the lnternet. 8. You shouldn't buy fake deslgner fashrons. 

2. Form d¡alogues by match¡ng each statement ¡n lwith a suitable response in ll. Then pract¡se the 

dialogues with a partner. 

I 

Statements 

'1 

. As far as l'm concerned, a real friend would never 

copy from you n an exarn. 

2. In my opinion, lts OK to copy inforrration from 

the Internet. Everyone does t. 

3. I don't th¡nk that you should lie to your parents. 

4. I believe that its wrong to download music from 

the Internet. 

5. lf you ask me, itb fine to buy fake des gner fashions. 

3. In pa¡rs, find three statements in Exerc¡se 1 

that are lp]! d¡scussed in Exercise 2" Take turns 

expressing your op¡n¡ons and reacting to your 

partner's op¡n¡ons. Use the words in colour in 

Exercise 2 above. 

Burlington Speeü Trainer, Unit I 

tl 

Responses 

a. I agree. Musicians should be paid for their work. 

b. lthink you're right. They only want whats 

best for us. 

c. You've got a point. A fr end wouldn't want to 

get you into trouble. 

d. I disagree. l've heard that the money is used to 

finance internat¡onal crime. 

e. That's true, but that doesn't make lt right. 


When you want to g¡ve a reason for your views 

and opinions, use the following expressions: 

That's why... 

The reason why ... 

Because of that ... 

'8 un¡t 8

te, 

WRITING 

An O¡rin iorrEssay 

1. Read the opinion essay below. ls the wr¡ter for or aga¡nst buying fake fashions? 

IMITATION 

DESIGNER 

FASHIONS 

... 

Millit¡ns ol corsr.¡¡.crs krray buy irnitation designcf r¿rshions in order to look trendv. some 

pcople say that this is dishonest, and should be s&)ppcd so s not k) harm rhe fiLshi0D 

¡ndustry. Lt nry opinion. howcver. buying fake designer llshion is not wrons. 

First ofall. I belic'e lhal thc high price of designcr. tash i.'s is nor justified. ft docsn.r 

¡'eallv cost 56(X) to trritnuf ¿rctult a ba-q or a pair.of .jeans. so fashiru companies :=> 

makc a huge prolit_ Il thc originals were not so expcnsir,.e. thcre would be no narkcl 

fol fakes. 

ln ¿ddition. tashion c.mpanies stilr make milri.ns of cro ars. For example. a certa¡n Louiri 

Vuitton bag crrneci nnn.c than $j00 million in one yearl Thesc companies arcn,t losing 

customers, sit]cc the pcoplc who buy imitations could nevc¡.aflbrcl the real thing. 

As I see ¡t, consuDlefs shouldn't worry about whethcr il,s right to buy irnitation fushion. 

They should sinply en-ioy ir. 

2. In which paragraph/s of the essay does the 

wnter ... ? 

I supporl lrrs / her opin on with facts and examples 

2. f rst st¿te h s / her opinion 

3 ntrodLrce thc topiL 

4. restate hrs / hcr opinion and surI up 

3. Find two facts and two opinions ¡n the model. 

CONNECTORS 

OF PURPOSE 

Connectors of purpose introduce the reason for an 

action. The connectors in order to, so 0s to and toare 

followed by a verb. The connector so thot is followed 

by a clause (subject + verb + complement/s). 

4. Read the sentences. How do you say the 

connectors in your language? 

1. Tl-r-o po .e lr¿ve pLlt up posters in order to 

ted !ce cÍl1te. 

2 They are cofldUct ng an expertrnent to see how 

peop ,ó w t re.tcl 

3. Let's set th.'alarm c ock so that we,l w¿ke up 

On time 

4 John s takrnq /cssons so as to improve hrs French 

.\\ 

5. Find two connectors of purpose in the model. 

Which one is negat¡ve? How is the negat¡ve 

formed? 

6. Choose the correct connector_ 

1. Look on the lnternet to / so that f nd more 

nformat on. 

2. l've invited a friend in order to / in order 

nol Io go aione. 

Take ¿ photo so that / so as to we'll remember 

tfrs moment. 

''l 

oo,^q io be¡l s¿''¡ so that / so as to get d 

good nrg ht's s eep 

7. Complete the sentences with a connector 

of purpose. There may be more than one 

possible answer. 

1 . The warning s gns are there ..... people won't 

dnve fast. 

2 l'll turn off my mobr e phone .. . m¿ke a norse. 

3. We trained for weeks ... be n goocl shape for 

the match 

4. The teacher has ¿sked us to stay ¿fter the esson 

... she c¿n expl¿ n the rnater al 

5 They tLrrned up the vo ume ........ hear the news.

REVIEW OF CONNECTORS 

8. D¡fferent types of connectors are used to connect ¡deas 

and to show the relationsh¡p between these ideas. 

Copy the chart ¡nto your notebook. Then wr¡te each 

connector ¡n the correct category. 

Addition Controst Couse Resu/t Purpose Sequence 

as a result 

despite 

at first 

a rrno ug n 

for this reason 

in sp te of 

however 

therefore 

50 as to 

in addition 

50 

even though 

also 

as well as 

on the one hand / 

on the other hand 

f u rthermore 

as a result ol 

because of 

so that 

but 

rnoreover 

in order to 

duflng 

oue Io 

neverlnetesS 

th en 

a5 

A^--,,.^ 

since 

finally 


I - he or r es of desrgner sunglasses ¿re very righ. 

Moreover / Consequently / F¡nally, people buy fakes. 

2. He speaks too loudly. However / Furthermore / As a 

re

SKILLS 

'p< 

/r" 

- 

Jl 

(( /) \'¡ 

UNDERSTANDING 

ADVERTS 

Shopping is a typical tourist activity and reading adverts is an important part 

of shopping. Are you a cr¡tical reader? Read each advert and answer the 

Task Questions to find out. 

t(,1 

T TASK QUESTIoNS I 

1. Advert 1: You want to buy jeans at this shop. 

What must you do to get a d¡scount? 

2. Advert 2: What might surprise you when you 

pay for your purchases at this shop? 

3. Advert 3: You are buying groceries at this 

supermarket. What must you do to get a free 

gift? 

Advert 4: You bought an MP4 two weeks ago 

and threw away the box. Now the MP4 ¡sn't 

working properly. Can you return the MP4 to 

the shop? Why or why not? 

5. Advert 5: You're buying a belt at this shop. 

Will you get a discount? 

Advert 6: You are buying a CD for f5 and a DVD 

for f8. How much will you need to pay ¡n total? 

7. Advert 7: You're paying cash for a jacket that 

costs fl00. How much will you pay? 

I usE YouR sKrLLs ; 

É:!) F 

The rules or conditions that appear in many adverts 

are called "small print". Look through magazines 

and newspapers and f¡nd at least two adverts that 

include "small pr¡nt". What condit¡on ¡s conta¡ned 

in each one?

-l-- 

't 

E 

{-\ 

q"i 

ilrq #' 

That's Entertainment! rh a 

'1. 

Study the cartoons below. Match each cartoon to ¡ts message. 

L Rea ity TV dep cts rea fe, bLtt t's not very creat ve of exc t ng 

2. People see so many f lms th¿t th-"y no longer ¿pprecrate rea ty. 

3. Bec¿use of T! we hard y ever d scuss our own ives or thoLrghts 

4. Peop e don't believe f m prorrot ons. 

ffi(rt 

I Do you agree with the messages ¡n the cartoons above? Why or why not? 

!,xi' 

, 

WF.8 t:XTRA 

l-ind oLrr ¡lx)ur lilrn In!¡s(unrs i¡ llrir¡in ar: 

€oLo 

ACAST OF' 

WINNER 

ACADEMY 

É'" 

.s+ 

YOUR LIFE FOR,EVTI 

MAGNIFICENT 

. .fi. 

I 

t ,ti, 

{¿ 

-v 

BREATI.ITAKIN6 

- 

( 

"t\}**' 

._ 

' 

f 

a 

ls,/ 

\r -t 

/+ 

' 

:^ 

f¡ 

'r'- i 

K 

u 

\ 

'( 

'¡-r¿' 

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iÉ91"L''', 

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. 

/-.'y 

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KI READING 

\- 

to2 

'1. 

Word Check: The following words appear 


mean. 

spacecraft . cockp t. hoax 

'l 

4 

5 

REVIEW OF R EA DING STRATEGlES 

2. Look at the title and the pictures. What do 

you think the text is about? 

3. Read the f¡rst sentence of each paragraph. 

In wh¡ch paragraph do you think you'll find 

the following? 

1. a description of ¿n unusual British TV show 

2. a description of the frn¿lists' "space walk" 

3. the reaction of the contest¿n1s to the hoax 

4. Scan the text and find the following 

¡nformat¡on: 

I thA \/o:. Riñ Rt^thü â^)ñ 

2. what Star City is and where rt's located 

3. the amount of prize money g ven to the f nalists 

5. Read the text. Look at the words in colour 

and try to guess the meaning of each one. 

Are the follow¡ng statements true or false? 

Find evidence in the text to support your 

answers. 

-rro 

n . '. ^.r- .h" 

li. 

. 

P.4 B/^rher Were 

unaware of the mportance of their programme. 

Twe ve contest¿fts were chosen to f y 

to outer space 

'L 

e (O tó\tat IS /,/é,p dt^r o d ,'1t g 

base rf Russra. 

Tl o .¡, o, r"'t di I ,, o r\c, or¡ our d 

Cand dates thought they were see ng p anet 

Earth through the sp.r.ecr¿ft s wrfdows. 

Producers had expected the hoax to 

worK peÍecl y. 

7. Answer the quest¡ons. 

I n wh¿t way has television changed since 1999? 

2 How d d the producers make the b¿se seem rke 

Sta r C ity? 

3. How did the contestants find out about the 

hoax? 

/ Why r,rp'e -he psycl'olog ral tes s.-nport"-t fo 

the prog ramnreT 

5. How did the contestants feel after they were 

g ven the pr ze? 

8. Choose the best answer according to the text. 

The writer fee s that ... . 

¿. the hoax should not have been shown 

Decause LI was crue 

b. the prizes given to the contestants were too 

generous 

c the contestants should not compla n about 

the hoax 

d Keri Hassett was not a good cand date for the 

programme 

9. Find words or phrases ¡n the text that mean: 

I cornrnun cated, soci¿lised (p¿r¿gr¿ph 1) 

) r^ó + mó ^ó, ^.1 /^rrrñrr^h I \ 

3 no ionller n use (paragraph 3) 

4. nstead of (paragraph 4) 

5 dece ved, fooled (paraqraph 7) 

ffiw-L 

Sanc p0rt¡(¡lu¡tts o 

rcuIitt,TV shou,s ltut,e ht'tone 

i t¡ I trntr io¡tu I t'/cü¡ilics. 

I Do you think it's acceptable for TV producers 

to tr¡ck people as they did in 5pace Cadets? 


r

In 1999, nine Dutch volunteers took part in the TV real¡ty programme B¡g 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. Liltle did they know that the experirnental programme they were in 

would become an instant hit and begin a new era in te evision. Back then, sitcoms and soap 

5 operas used to be the main form of TV entedainment, but today viewers are used to the fact 

that reality ry takes up most broadcasting time. 

r5 

Of all the reality shows, oneof the most remarkabe was Britain's Space Cadets. The tweve 

candidates selected for thls programme were to d that they were going to Star City, the 

Russian trainlng facllty for cosmonauts near lvloscow. Four among them would have the 

oppodunity of a lifetime: to fly to outer space. 

Bather than Russia, however, the Loftestafts were taken to a disused military base ln the 

south-east of England. In order to make the short flight seem long, producers to d the pilot to 

fly in clrc es over the North Sea for four hours before and ng. The base, ran¡ed by actors, had 

been elaborately d sguised as a Bussian facility, down to details such as Russian light bulbs, 

wall sockets and c garettes. 

After two weeks of train ng, all but four contestants had been k cked off the programme 

and it was tin¡e for the space flight. The excited winners boarded a spacecraft taken from 

a Ho ywood film set. Fake noises and v brations accompanied the "take-off". In place of 

windows, the cockpit had digita screens which projected lmages of outer space, complete 

with beautiful views of planet Earth. lt was the most elaborate hoax in television h story. 

The h gh point of the f ve days in space was to be a spacewalk. The part c pants left the craft 

one by one to step out into space; lnstead, they stepped into a TV studio set, where they were 

greeted by friends and famiy who told them that they had never really left England. 

Even the producers were surprsed at how we the hoax had worked. 

25 One reason may have been the psycho oglcal tests in the 

selection process. These were designed especiaLly to 

pinpoint candidates who were very r¡Lr b e and therefore 

likely to beiieve whatever they were told. 

To soften the b ow, the fina sts were given prlzes 

of 025,000 each and a tr p to the real Star City 

n Russia. Despite this, it was hard for them 

to get used to the dea that they had been 

tricked. When presenters asked twentyjiveyearold 

Keri Hassett if she was upset, she 

adrnitted that she was heartbroken. She 

explained that space travel had always been 

her childhood dream. Was the hoax cruel? 

Perhaps. But anyone volunteering for a 

reality show knows that they may be in for 

some surprises. lt's all paft of the game. 

False fric nd s 

instant ( ine 4) means inmedioto not /nsfonte 

fac¡l¡ty line 9) means ¡nstoloclón noI foc¡lidod 

'* unit 9 

r0_1

C" y-ocABuLARY 

Words from the Text 

f. Replace the words in bold in each sentence 

with a word or words of similar meaning 

below. 

greet . contestant . hoax . high point 

cut off . pinpo¡nt . remarkable . take up 

1. Which partic¡pant won the game? 

2. lt's hard to identify exactly which people will 

be good for the 1ob. 

3. She told us about his amazing paintings. 

4. These tables use too much space. 

5. The BBC once announced that spaghett grows 

on trees, but t was a trick. 

6. They always welcome their guests warmly. 

7. The climax of his career was the concert tour he 

gave in 1994. 

8. They were separated from their famil es during 

rne storm. 

2. For each sentence beginning in l, find the best 

cont¡nuation in ll. Pay attent¡on to the words 

in colour. 

I 

1. He collected his luggage 

2. They served drinks to the passengers 

? Tha i"¡lnac .16.i¡16.1 t^ 

4. He packed al1 his things in boxes 

5. This programme isn't recorded. lt's on 

A Nl^ ^ña rornnni

Top_ic Vocabufary 

ENTERTAINMENT 

1: In your notebooks, wr¡te the words below in 

two groups: words related to f¡lm and words 

related to TV. 

box-office hit . soap opera . v¡ewers 

sequel . to broadcast . to screen 

channel . audience . network. s¡tcom 


Correct the false statements. 

1. The characters are the people in a frlm. 

2. A review is written by someone who has not 

seen the f ilm. 

J. rhe cast of a film rs irs drrector 

4. 5uspenseful films often have a lot of action. 

5. A fi m that is worth seeing is probably a good 

film. 

6. The plot is the story of what happens in a film. 

7. The soundtrack of a film is its dialogue. 

8. A dull fi m is exciting to watch. 

3. write the name of a film or TV programme 

which: 

1 . stars your favour te actor / actress 

2. is set in an unusual place 

3. has got a predictable ending 

4. appeals to children 

5. has got fantastic spec¡al effects 

6. you felt was a let-down 

4. PHRASAL VERBS Match each phrasal verb in 

colour in I to a correct definition ¡n ll. 

I 

1. Around 1.6 million viewers tune in to the 

National Geographic channel each week. 

2. lvly favourite reality show comes on at 5.30. 

3. Tickets to Phantom of the Opera usua ly 

sell out months in advance. 

4. The film Changelíng goes on for over two 

hou rs. 

5. Our drama club rs putt¡ng on a new show. 

tl 

a. performing or organis ng 

b. al the tickets are sold 

c. contrnueS 

d starts to be broadcast 

e. watch or listen 

WEB EXTRA 

Fitrd out.about Welt Disney's l¡fe al: 

-----I--.¡l'! uau.oufkngl0ndook\.c\tI teu p,'tIr, l 

¡. un¡t 9 

(J 5. Complete the passage w¡th the words and phrases 

below. Then listen and check your answers. 

starr¡ng . set in . broadcast . soundtrack 

character . viewers o ¡s1\¡,,6¡k5 e plot 

screened . tune ¡n 

The Wizard 

t /\ 

oI uz 

Just imagine that your favourite film is 

on TV once a year There's no video or DVD 

available, so if you rniss it. you'll have to wait 

till next year! lmpossible? That's the way it was 

for millions of | .......... who loved The Wizard ú O:, 

I .. Judy Garland. This tllm. which was first r ........... 

in the cinenra in 1939. became ¿n all¡ime television 

thvourite during the 1960s. It was r .......... every year by 

CBS, one of the three TV 5 ........... that existed at the time. 

Watching it was a big event. and f'amilies and neighbours 

used to 6 ...... and watch it together The film is 7 ........... 

Kansas. USA. Dorothy. the leading 3 . ...... 

. feels her 

litc is terribly boring. However. when she is suddenly 

transponed to nragical Oz by a tornado. she realises .i 

how much she misses honre. People loved the 

heartwanning e ......... as we ll as the great r') ........... . 

which had songs that everyone knew 

I Complete the sentences. Make them true for 

you. 

1 . The last film I s¿w was se¿ /, .. 

2. lspent somei all of my childhood tn ... . 

3 l'd ||le to be a conteslan¿ on . 

4. lvly favourite sltcom used to be ... . 

5. I was heartbroken when ... . 


E GRAMMAR 

E 

REPORTED SPEECH 

Read the examples and choose the correct 

options to complete the rules. 

Statements and Ouestions 

o. "You orc going to Stor C¡ty tomorrow," they 

told the condidates. (d¡rect speech) 

They told the cond¡dotes thot they were going to 

Stor City the next doy. keported speech) 

b. "Spoce trovel hos olwIys been my dreom," so¡d K¡tty. 

(direct speech) 

Kitty so¡d thot spoce trovel hod olwoys been her 

dreom. (repofted speech) 

c. "4rc you upset?" they osked Keri Hossett. 

fhey osked Keri Hossett ¡fshe wos upset. 

d. "How d¡d it feel to be o victim of this hoox?" 

people wondered. 

People wondered how ¡t hod felt to be o v¡ct¡m of 

thot hoox. 

1. In reported statements, we add / don't add 

the word thol 

2. In reported statements and questions, we 

move / don't move the verb back in time when 

the reporting verb is in the past. 

3. In reported statements and questions, we 

change / don't change pronouns, possessive 

determiners, time expressions and words such 

as here, this, these. 

4. In YesiNo / Wh- questions, we begin the 

reported quest¡on with the words if or 

whether. 

Orders and Suggestions 

o. "Fly ¡n c¡rcles," the producers told the p¡lot. 

The producers told the pilot to fly in círcles. 

b. "Don't tolk to onyone ¡n the show," they ordered us. 

They ordercd us not to tolk to lnyone ¡n the show 

c. "Let's wotch the new reolity show," suggested Any. 

Amy suggested wotching /thot we wotch the new 

reol¡ty show. 

1. In reported orders, we use the Past Simple / 

infinitive. 

2. In negative reported orders, we use not to / 

don't before the main verb. 

3. In reported suggestions, the reporting verb 

can / can't be followed by a gerund or thot + 

subject + base form. 

'jl-' 

ru 


t. "l don't w¿tch reallty ry," claimed my father 

My father claimed that he didn't watch / 

hadn't watched reality TV 

2. "l'm eaving town tomorrow" declared Gary. 

Gary declared that he had left / was leaving 

town the next day. 

3. "You can sit here," the waiter said. 

The w¿lter said that we would sit / could sit 

th ere. 

4. " l've seen both of these f lms, " complained Eve. 

Eve cornplained that she saw / had seen both 

of those f ilms. 

5. " l' I show you how to do your prolect, " said the 

Ieacner. 

The teacher said that she would show / will 

show us how to do our project. 

6. Ronny told me, "There was a good film on 

C hannel 4 Last night." 

Ronny told me that there had been / has been 

a good film on Ch¿nne 4 the n ght before. 

2. In addition to the verb tenses. each sentence 

in Exerc¡se 1 above has got at least one more 

change. F¡nd all the changes. 

ji i : t: When reportlng 

what someone says, we should use reporting verbs 

that reflect the situation and the intention of the 

speaker. For example, comploin, odm¡t, exploin, 

mentton, 0nnounce, worn, order, suggest. 

My porents complo¡ned thot I wotched too much TV. 

3. Change the sentences to reported speech. 

1. "The t ckets are sold out," the casnrer announceo 

The cash¡er announced ... 

2. " l must go home early tonight, " said Grace. 

Grace said ... 

3. "lsaw your o d friend Sally yesterday," said Jrm to 

nls stsler. 

.Jim mentioned ... 

4. Nathan sa d, "lsometrmes cheat in exams." 

Nathan admitted ... 

5. "l' come and see you next week," said my grand 

My grandfather informed us ... 

6. "You're bothering me with this awful music," 

sald his s ster. 

His s ster complained ...

El presentador le pregunto a Keri si el engañ0 había 

sido cruel. 

, The presenter (isked Keri if the hoctx hod becn 

NOT lhe presenfer o sked Ker¡ if hod the hoox 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 llke this kind of film?" his friend asked. 

2. "When did the first shrek film come out?" we 

asKeo. 

3. " Has Keira Knightley acted in any f ilms lately? " 

rasKeo. 

4. "Where is she gorng to live next year?" my 

parenls asKeo. 

5. "Can you help me move these tables now?" 

asked my teacher. 

6. " Did you watch that new programme last 

n¡9ht? " Jon asked. 

Change the following orders and suggestions 

to reported speech. There may be more than 

one correct answer. 

L "Be polrtel" 

My mother warned me ... 

2. " Don't swim here | " 

The lifeguard ordered us ... 

3. "Let's 90 to the cinema. " 

Kevin suggested ... 

4. "Take th s medicine. " 

l\4y doctor insisted ... 

5. "Don't forget the exam tomorrow 

6. 

7. 

8. 

" 

Our teacher reminded us ... 

"Why don't we help Dad with the shopping?" 

l\,{y brother suggested that ... 

"You should go on a d et. " 

My girlf riend advised him ... 

" How about going to Turkey for the summer? " 

Dave suggested ... 

(J 6. Complete the passage with the correct form 

of the verbs ¡n brackets. Then listen and check 

your answers. 

l. Unit 9 

PAUL POTTS, THE NEW TALENT 

Who rvoLrlci havc bclis'ecl that chubby. middle-agecl 

Plul Potts rvoLrld u,in thc lcalit¡, TV courpetition 

Brilain s G)t Ji¡lc'n¡? When hc calne on stage and 

told the judges rhar hc I ..... (sing) opera lbr 

thenl. Ihcy admitted they I ......... (expect) 

a tolal l1op. But tlte''t Paul bcgan to sing 

and thcy rrcre allazed. His I oice rvas 

nla-enil icent ! As hc continuecl. the 

audience wcnt wild: ntany had tears 

in theil eyes. Afier thc shoq,. 

inter\ ie\\ers asked Paul 

r ( tell.) thcm about 

hinrsclf. I{e said 

thar hc r ... . (be ) 

a nrobile phone 

salesnlan with 

llo money and very linle 

conlldence. But that has all 

changed. He has givcn concerts 

all over the world ¡nd sold ovel' 

tu milliur errpic. ol hi' Iew CD. 

In a rccent inten icn. reporters 

asked rvhe(hcr his f inancial 

siturtion 5 (intplove ) since 

winnin-1. He told thctn that thin-ss c........... 

(be ) nruch better. He explained that he 

' ....... {quit)his.job as a salesman and 

x ......... (can) now devote his lit'e 

entirel), to mu\ic. 

Grammar Review @ 

7. Rewrite the following sentences using the 

words ¡n brackets. Do not change the original 

meanrng. 

1. "Do you live in this neighbourhood?" the 

poIceman asked me. (whether) 

2. Perhaps Anne missed the train. (might) 

3. How many candidates wi I the ludges accept? 

(bY) 

4. He'll do the job if we pay him. (unless) 

5. They've a ready collected allthe information. 

(Deen) 

6. " ce ebrated my birthday yesterday, " 

announced the ittle g rl. (that) 

Extra grammar -tLtu,tu.b exe¡cises at: 

l 

ü rli qtottbaoks.cs/ui(trpoints t 1ry7

@.:$LLS 

LISTENTNG (J 

FILM REVIEWS 

1. When you decide on a f¡lm tc¡ 

see' which of the 

influences 

following 

your decision? 

1. friends' recommendations r. : vtewers. comments on the lnternet 

2. f¡lm reviews 

l. posters, adverts ancj trailers 

2. You are go¡ng to hear three film r9¡1iews on 

po¡nts 

the radio. L¡sten 

mentioned and 

in 

tick 

each 

the 

review. What has ¡""" fro. each review? 

"rii"i 

1. The 

Actjnq 

2. Film cenre 

3. The Plot 

4 Audience 

Appeal 

Review B 

The Dark Kni 

Review C 

Chan 

3. Listen to the reviews again. As you listen, take notes of the pos¡t¡ve and negat¡ve points 

in each film. Compare your notes w¡th a partner's. 

I Do you think that film crit¡cs have an effect on whether a film is successful? Why or why not?

,tl 

SKILLS 

LIS IENING (J 

FILM REVIEWS 

1. When you decide on a film to see, which of the following 

influences your dec¡s¡on? 

1. friends' recommendations3. 

vrewers' comments on the lnternet 

2. film reviews 

4. posters, advelrs and tr¿ilers 

You are going to hear three film reviews on the radio. L¡sten and tick the 

ooints ment¡oned ¡n each review. What has been omitted from each review? 

1. The Act¡n9 

2. Film Genre 

3. The Plot 

4. Audience Appeal 

5. Recommendation 

Review A Review B 

KEVIEW L 

Twil The Dark Kniq ht Chanqeli 

:,.'.1 

3. Listen to the rev¡ews again. As you l¡sten, take notes of the positive and negat¡ve po¡nts 

in each film. Compare your notes with a partner's- 

I Do you think that f¡lm cr¡t¡cs have an effect on whether a film is successful? Why or why not?

,.. SPEAKIA/G 

MAKING PLANS 

1. Read the dialogue below. Wh¡ch of the following do the speakers agree 

on ¡mmed¡ately? What do they disagree about at first? 

1. what day to 90 to the cinema 

2. what filrn to see 

3. what time to go 

Larry: Hi, Derek. Do you want to go to a fi m tonight? 

Derek: sorry, I can't make it. l've got an exam tomorrow and l've re¿lly got 

to study. How about tomorrow night? 

Larry: Well, lwas going to ... actually, that would be fine. Wh¿t do you 

feel like seeing ? 

Derek: Well, l'm dying to see Australla. I love Nicole Kidman. 

Larry: Oh, nol You know I can't stand historical films. 

Derek: Then what do you suggest? 

Larry: Let's see ... what good films are on? Oh, I knowl Why don't we see 

The Eye? 

Derek: l'm not really into horror films, but ... 

Larry: Kristen saw it and she loved it. She couldn't stop talking about it. 

Derek: l'd rather see Yes Man. )im Carrey is always fun. 

Larry: Hey, that's a good idea! lwouldn't mind seeing that. When's it 

show ng? 

Derek: Lets see ... it's on at 7.30 and 9.00. How about 9.00? 

Larry: All right. Let's meet at 8.30. 

ñarólz F;ña

@ UBrrrNG 

A Film Review 

1. Read the film review below. What positive things does the reviewer say about the film? 

What negat¡ve th¡ngs does the reviewer say? 

! 

AI]STFALIA 

Australia is a romantic, action-adventure film directed 

by Baz Luhrmann. Set in World War II, it tells the story 

of Lady Sarah Ashley (Nicole Kidman), an aústocratic 

Englishwoman who inherits an Australian cattle ranch, and 

Drover (Hugh Jackman), a rough local cattleman. As they 

struggle to save the ranch, their relationship eventually 

changes from mutual dislike to passionate love. 

This is an epic film which has ever'.thing - history and 

racism, action, war and romance, as well as beautiful 

scenery. Both Kidman and Jackman give brilliant 

performances, but the real star is Brandon Walters, who 

plays the Aboriginal boy that Sarah fights to adopt. On 

the negative side, the film is very long, with stereotyped 

chamcters and a predictable plot. 

Despite its favlfs, Australia is a film well worth seeing. Just 

sit back and relax for this larger-thanJife experience. 

2. A f¡lm rev¡ew can ¡nclude any of the following. Which are ¡ncluded ¡n the review above? In wh¡ch 

paragraph are they mentioned? 

1. names of the main actors and director 5. positive and negative aspects of the f lm 

2. general recommendations 6. compar son to other films by the same director 

3. description of the plot 7. type of film 

4. whatage thefilm is suitabe for 8. qualityof the act ng / special effects / photog raphy / sou n dtrack 

3. You have learned the following writing skills in this book. Read sentences 1-8. Each sentence 

contains one error. Match the error to the writing skill, then correct the error. 

pun€tuation . connectors of sequen(e . word order . ad¡ect¡ve order 

connectors of addition and contrast . connedors of cause and result . feference 

connectors of purpose 

1. The woman in the picture had blue beautiful eyes. 

2. My new job is more interesting than my old one despite the salary is lower. 

3. Our teacher gave to us the results of the test. 

4. These trousers are gorgeous. l'd like to try it on. 

5. We're taking the bus so that to save on petrol. 

6. She got in the car turned the key started the engine and drove off. 

7. lwas disappointed due to I got a low mark for my essay. 

8. He fell asleep several times during he was travelling on the train.

Rewrite the follow¡ng sentences using the words 

¡n brackets. Do not change the original meaning of 

the sentences. 

1. The film had a fantastic cast. Therefore, it was an 

instant hit. (due to) 

A director frnally noticed her acting talent and gave 

her a role. (in the end) 

Please ask Bob and Joe if this CD belongs to 

them. (their) 

Spain is much warmer than England because it s 

farther south. (Consequently) 

Your flat is bigger than ours. In addition, its got 

more light. (also) 

Listen carefully so that you'll remember her 

directions. (so as to) 

N4ost of the time her boy.friend is too tired to go out. 

(often) 

8. Despite the fact that its not your birthday, l'm giving 

you a present. (Nevertheless) 

5. 

Find eight errors in the passage and correct them. 

TOP MARKS FOR HERMIONE 

Everyone knows that Harry Potterb good friend, 

Hermione, is very clever and knows always the answers 

to questions about magic. The news is that Emma 

Watson, the British young actress who plays Hermione, 

is an extremely clever student as well. Now 18 years old, 

people have asked how she did so well in her A-levels? 

When she got her results, she was thrilled as a result of 

her parents and teachers were very proud of her. What's 

amazing s that she has often been unable to attend 

school full-tlme because her acting career. During she 

was in her last year at school, for example, she 

only went to school once a week. Emma is 

determined to continue his education, 

desp te the fact that she certainly 

doesn't need to study for to have 

a career_ 

Emma Watson plays the loice of 

Pri cess Pea ir The Tale ofDespereaux. 

Your Task 

! Write a review of a film you have seen. 

Use 100-150 words. 

WRITING YOUR REVIEW 

1. Brainstorm your review. 

. Th¡nk of a film you have seen and what 

you liked / didn't like about it. 

. Th¡nk about the following questions: 

- What type of film is it? 

j. Unit 9 

- ls the act¡ng good? How good are the actors 

compared w¡th other roles they have played? 

- ls the plot interesting and exciting, or boring 

and predictable? 

- Does the film deal wilh any ¡mportant issues? 

- Did you enjoy the soundtrack? Were there any 

special effects? 

- ls the film an adaptation of a book? 

- What adjectives could describe the film? 

- Who would this film appeal to? 

- Would you recommend the film? 

2. Organ¡se your ideas. Use the model on 


PLAN 

Opening: State the name of the film, the 

type of film, the directo¡ the main 

characters. the leading actor^ and 

lha cattinñ na

11/1 

PRESENT CONTINUOUS 

FORM 

Aflirmative 

lam sing¡ng 

You are singing 

He /She /lt is singing 

We / You / They are singing 

Uses 

An action which is happening now 

A teJ¡porary acl 0n 

A definite plan for the near future 

FORMA 

Afirmativa: sujeto + am I is I are + verbo principal 

terminado en ing, slguiendo las siguientes reglas 

ortoqráfhas según la terminación de la forma base del 

ver00: 

. En -e muda, pierde la e; ride - riding. 

. En -y, la mantiene: poy- poying. 

. En ie, c¿rnbla ie par y: rlie - dying. 

. En vocal + consonante (monosilabo) dob a la 

consonante, excepto w y x: run runnrng, 

show - show¡ng. 

. E'r I o p (b sí abo con acento lano) dobla esa letrá: 

tr0vel - tr0vell¡ng. 

. En vocal + consonante (bisi abo con acento agudo), 

000 d a co1)oT¿rre re'er referring. 

Negat¡va:sujeto + am / is / are + not (o n't) + verbo 

principal terrninado en ¡ng. 

Interrogativa: am / is / are + sujeto + verbo principa 

terr¡ inado ef -¡ng. 

Negative 

lam (l'm) not s¡nging 

You are not (aren't) s¡ng¡ng 

He / 5he / lt is not (isn'tl singing 

We / You / They are not (aren't) s¡n9ing 

i Examples 

USOS 

. Expresar lo que está pasafdo en el momento en el que 

se está habla ndo. 

. Expresar acclones pro ongadas que están ocurriendo 

en un presente más amplio. 

. Expresar o que haremos con toda sequridad en un 

fuluro próxirno porque lo hemos fi.lado de antemano 

r Co' - oo.e biO always n"r" ¡Jero 

"' 

.nd qüe,l 

He ¡s always shoutir,g. (Siempre está gritando.l 

Gtry ¡s reading rillht tlovN 

(Greg está eyendo ahora misrno.l 

lam studying naths tf,is ttrtt. 

(Estoy estudiando rnatemáticas e5te 

semestre.J 

lam meeting n¡r boyfrieüd lot¡trlhl. 

(He quedado con rni novio esta 

n och e.J 

) STATIVE VERBS 

Indican un estado más que una acción y suelen usarse en 

Present 5¡nple. Están relaclonado5 con: 

. las emociones y los sentirnientos (d¡sl¡ke, enjoy, hlte, 

hope, like, love, prefer, wont), 

. e pers"rrierto y la opir or Ibelieye. fo'get, guess. 

knaw, remembe r, th ¡nk, understond), 

. a percepción y los sentidos (feel, heor, see, smell, 

sound, toste, touch), 

. os precios y las medidas (cost, meosure, weigh) y 

. a posesióf lbelong, have, own). 

Algunos indican tanto estado como actividad y pueden 

usarse en Preserf Slmpie y en Presen t Cont¡n uaus. 

Donno th¡nks the book ¡s won(lerful. 

(Donna cree que el libro es estupendo.) [estado] 

He ¡s thinkíng obout gaing to Molto ¡n the sunner. 

(Está pensando en irse a lvlalta en verano.) [actividad] 

El verbo see en Present Cant¡nuous indica una acción 

futu ra fijada de antemano. 

We are seeing Ann ton¡ght. 

lverero, ¿ A rn e5td .oclê.l [Ya "eros qreoado.] 

A PHRASAL VERBS 

lnterrogative 

Am ls¡ng¡ng? 

Are you s¡ng¡ng? 

ls he / she / it sing¡ng? 

Are we / you / they singing? 

Time expressions 

now, right now, at the moment 

thrs year, at present 

today, these days, this month 

this evening, tonight, tomorrow, 

next Friday / week i year 

5on verbos seguidos de una o dos part¡culas 

(preposiciones, adverbios o una combinación de ambosJ 

cor u" . gn ficado di. i. o de qLe cada pdlabtd I ere 

por separado. 

Pueden ser transitivos o intransitivos. 

He d¡dn't get to the oppa¡ntment. 

(E nolegóa acita.) 

He set off on o long journey. 

(Partió a un largo viaje.)

La mayoria de los transitivos permiten rnterca ar el 

comp emento directo entre e verbo y 1a particula:si 

e( ur su\tarl vo puede r er medio o ro, pero si es 

pronombre debe colocarse entre ambos. 

I'm going ta pick up my brother ot the stot¡on. 

(Voy a recoger a mi hermano a 1a estación.) 

l'm going to pick my brcther up 0t the stdtion. 

l'm going to pick him up at the stot¡on 

Sin embargo, algunos transitivos, todos los intransitivos 

y los formados por do-sJ4rtículas son inseparables. 

He is looking for hís keys / then. 

{Está}uscando sus llaves / buscándo as.J 

2. Dan er! 

PAST SIMPLE 

FORM 

l' Grammar Appendix 

A gunos verbos pueden combinarse con diferentes 

particulas para formar distintos phrosol verbs. 

get ocross Ihacer entender) 

g€t by Iarreglárselas, defenderse (idioma)) 

get th raugh (comunica(se)) 

Además, muchos phrosol verbs tienen más de un 

significado: 

get into(entrat I meterse en; aficionarse a) 

turn up (aparecer, presentarse; subir (volumenJ) 

turn down lrechazar', bajar) 

sw i tc h off (apagar (telefono) ; desconecta (se)l 

l\lira a lista de phrosol verbs que hay en las pá9inas 

142-143 pata ver más casos. 

Affirmative Negative Interrogatiye 

| / You fin¡shed I i You did not (didn't) finish Did | / you finish? 

He i She / lt fin¡shed He / She / lt d¡d not (didn't) finish D¡d he / she / it f¡nish? 

We / You / They finished We / You / They d¡d not (didn't) finish Did we / you / they finish? 

Uses Exampl€s Time expressions 

A comp eted action jn A sh0rk attacked Dr R¡ttet lost yeor. 

yesterday, last week / yea¡ two 

(lln tiburón atacó al doctor Ritter el año pasado.) days ago, in 2007, in the 1980s, 

A series of completed actionsFowler 

cl¡mbed the sta¡rs ond followed Ausoble. 

in the 18th century when, then 

In tne past 

IFowler subió as escaleras y siguió a Ausable.) 

FORMA 

Afirmativa: Con los verbos regulares se forma añadiendo 

-ed a su forma base según as siguientes req as 

ortográficas: 

. En -e muda añade soJo la d. prove - proved. 

. En vocal + y añade -ed:stoy - stoyed 

. En consonante + y cambia la y por i antes de añadir 

-ed corry - coff¡ed. 

. En vocal + consonante (monosílabo) dobla a 

consonante excepto w y x: stop - stopped, fix - fixed. 

. En -l o -p (b¡silabo con acento llano) dobla la 

consonante: concel - concelled. 

. En vocal + consonante (bisilabo con acento agudo) 

dobla esta última:prefer - preferred. 

Los verbos irregulares, como puedes ver en 1a lista de las 

p¿gin¿s 44- 45, .¡6 . q.lqr .inq.l'to de e. os proceso'. 

Negat¡va:sujeto + d¡d not (o didn't] + forma base del 

verbo principal. 

Interrogat¡va: did + sujeto + forma base de verbo 

principa L 

USOS 

. Hablar de acciones acabadas que ocurrieron en un 

momento concreto del pasado. 

. Expresar acciones consecutivas del pasado. 

+ Indicar que una acción corta {introducida por when) 

ocurrió cuando otra más larga estaba en proceso. 

He wos going home when the detective called him. 

(Volvia a casa cuando e detective lo llamó.) 

+ Describir o contar córno eran las cosas en el pasado. 

ln the Igth c tury, London was o dongerous city. 

(En el siglo XlX, Londres era una ciudad peligrosa.) 

La expresión temporal ago se pone detrás de periodo de 

tiempo indicado y se traduce por "hace l 

They left two hours ago. (Se fueron hace dos horas.)

PAST CONTINUOUS 

FORM 

Affirmative Negative Interrogative 

I was visiting I was not (wasn't) v¡siting Was I v¡s¡t¡ng? 

You were v¡s¡t¡ng You were not (weren't) visiting Were you vis¡t¡ng? 

He / She / lt was vis¡ting He / She / lt was not {wasn't) visiting Was he / she / it visiting? 

We / You / They were visiting We / You / They were not (weren't) visiting Were we / you / they visiting? 

Uses Examples I lme exDr€sslons 

An incomplete action in progress 

,i ¡

i Grammar Appendix 

f SUFIJOS PARA FORMAR ADJETIVOS 

Los sufijos son terminaciones que añadimos a la raiz o 

En cambio, otros solo admit€n uno: 

homeless 

lexema de las palabras para formar otras nuevas. 

Estos son alqunos de los sufijos que se añaden a nombres 

y verbos para formar adjetivos: 

consr'der(considerar) coilsiderate(consideradol 

- ffi peoeeless - peoceful 

Otros sufijos que añadidos a verbos fornan adjetivos son 

-ed e -ing. 

predict Ipredecir) predictáble (predecible) 

notion (nación) nofional (nacional) 

bore labufi¡) bored (lestar] aburrido) 

boring (lser1 aburrido) 

Cuando el adjetivo termina en -ed significa que la 

persona o cosa a Ia que se refiere experimenta o sufre un 

beougz (be leza) 

poln (do1od 

beoutiful {bonito) 

polnless (indoloro) 

efecto concretO, y cuando acaba en -ing significa que la 

persona o cosa a a que se refiere causa dicho efecto. 

contempt(desprecio) contemptible(despreciablel 

ottroct (atraerJ ottroctive (atractivo) 

donger (peligro) dongerors (pe igroso) 

Con algunos sustantivos se pueden usar varios 

Jock is boring so I'm bored when I go out with him. 

(Jack es aburrido, asi que me aburro cuando salgo con é1.) 

rlP c

Con how long ...? preguntamos cuánto ha durado la 

acción o, si aún continúa, cuánto tiempo ha pasado 

.lP

BE GOING TO 

FORM 

Affirmative Negative Interrogative 

lam going to buy I am not go¡ng to buy Am lgoing to buy? 

You are going to buy You are not (aren't) going to buy Are you going to buy? 

He /she / lt is going to buy He / She / lt is not (¡sn't) go¡ng to buy ls he / she / it going to buy? 

We / You / They are go¡ng to buy We / You / They are not (aren't) go¡ng to buy Are we / you / they going to buy? 

Uses Examples Time expressions 

A planned action for the future We are going to spend aLtr next hal¡doy ¡n Dubli. this evening, later, in 

{Vamos a pasar nuestras próximas vacaciones en Dubai.) an houl at 4 o'clock, 

tomorfow, soon, nexl 

A. act or that ls aboJr to fapper Be c,),elul'\or) are going to fall! 

month / year, in a few 

(¡Ten cuidadoliVas a caertel) 

weeks, on th€ 8th of N¡ay 

FORMA 

Afirmat¡va; sujeto + am / is / are + go¡ng to + forma 

base del verbo principal. 

Negativa:sujeto + am / is / are + not (o n't) going to + 

forma base del verbo principal. 

Interrogat¡va: am / ¡s / are + sujeto + go¡ng to + forma 

base del verbo principa. 

usos 

. Expresar intenciones, planes y decisiones sobre lo que 

harernos en un futuro próximo. 

. Decir que algo está a punto de ocurrir porque hay 

indicios de el o. 

FUTURE PERFECT SIMPLE 

FORM 

FORMA 

Afirmativa:sujeto + will have + participio del verbo 

p rincipa l. 

Negat¡va;sujeto + will not (won't) have + participio del 

verbo principal. 

Interrogat¡va:will + sujeto + have + participio del verbo 

p rin cipa l. 

J. Grammar Appendix 

f EL PRESENI CONI'NUOUs CON 

VALOR DE FUTURO 

Anurcia acciores'ii¿das de afler.ano que ocurrirán 

en el futuro próximo. Se suele reservar para planes 

personales ya concertados. 

No expresa una intención, como be going to, sino algo 

que ha s do progranado con ¿nlelaciór y qJe v¿ a pasar 

con seguridad. Se distingue del Present Cont¡nuous 

normal porque la expresión temporal que va en la frase 

indica un tiernpo futuro y no presente. 

H,e ¡s go¡ng to s¡gn 0 controct next month. 

(El va a firmar un contrato el mes que viene.) 

Iintención] 

H.e is sígning o controct tomorrow. 

(El fima I firmará un contrato mañana.) [plan concertado] 

Afnrmative Negative Interrogaüve 

| / You will have eaten | / You will not (won't) have eaten Will | / you have eaten? 

He / She / lt w¡ll have eaten He / She / lt w¡ll not (won't) have eaten Will he / she / it have eaten? 

We / You / They will have eaten We / You / They will not (won't) have eaten Will we / you / they have eaten? 

A cornpleted By the time Duboi runs out ofoil, toutism w¡ll have become 

dctior aI a cetlah 0 moJat 'ar!ú't,\. 

future time (Para cuando Dubai se quede sin petróleo, el turisrno se 

habrá convertído en una industria nuy importante.) 

by this time next week, by 3 o'clock, 

by the end of ..., by then, by August, 

in four months 

USOS 

. lndicar que una acción habrá acabado en un momento 

determinado del futuro. 

tr1-

120 

FUTURE CONTINUOUS 

FORM 

Affirmative 

l/ You will be travelling 

He / She / lt will be travelling 

FORMA 

Negative 

| / You will not (won't) be travelling 

He / 5he / lt will not (won't) be travelling 

We / You / They will not (won't) be travell¡ng 

Examples 

l'Lt'll be visiting l)r/irlr t/r¡5 iri/r¡rIr. 

(Estarcrnos visitando Dubai este 

ve ra n o.l 

Afirmativa: sujeto + will be + verbo pr ncipal terninado 

en ing. 

Negativa: sujeto + will not (won'tl be + verbo pr ncip¿l 

term lnado en -rn9. 

Interrogat¡va:will + sujeto + be + verbo principal 

terrn Inado en -rng. 

USOS 

. Expresar Io que estará ocurriendo en un mornento 

determinado de futuro. 

5. Speak Out! 

RELATIVE PRONOUNS 

] DEFINING RELATIVE CLAUSES 

I Uses 

who and that refer to people 

which and that refer to objects 

whose reters to possession 

when and that refer to a f¡omeft ir time 

Examples 

Interrogative 

Will | / you be travelling? 

Will he / she / it be travelling? 

Will we / you / they be travelling? 

Time expressions 

at this time tomorrow, at this time next ... , 

on Thursday, in the next decade 

f WANT + INFINITIVO / 

WANT+ OBJETO + lNFlNlTlV0 

. Want + infinitivorexpresa e cleseo de hacer a go. 

Joe wants to forget the terrible food in the restouront. 

[Joe quiere olv dar a horrib e comida del restaurante.] 

. Want + objeto + infinitivo: expresa el deseo de que 

0tra persona naga a go. 

They want tourists to come to Duboi. 

@í 

(0uieren que los turist¿s vengan a Dubai.) 

Recuerda que ef estos casos es necesario utllizar os 

pronor¡bres objeto en vez de os pronombres sujeto. 

Da yau want me to phone for help? 

ffi 

(¿0uierrs que I ame para pedir ayuda?) 

(Tracy es la chlca a la que e efcanta a ldea de Flexpetz.) 

Ilr'.¡rr'1.'i' rrii r;,rlrir", which ,that tlit : t ,¡i :tt . 

(F expetz es una aqencia que a quia perros.) 

iirir'.iirr irr r:r,rr t¡¡hose ¡tcri,, rl'' ri. rt'|)tI i1i||t)|||)|t. 

(Esta es a persona cuyo perro necesita rnás atcnción.) 

tii t)',: Ilrtlt iiliiil t\ when that . . ii i,iitL,1 ¡ir: j:i rit,¡r,l 

(Nunca o vidaré e día en que vimos a nuestro perro por primera vez.) 

where refers to a particu ar p ace 

where 

(F.u1 a parqgq donde sueles pasear.a prrro.) 

NON-DEFINING RELATIVE CLAUSES 

Uses 

that cannot rep ace who or which 

Examples 

' wno 

(Tracy, que tab¡ja rnuchas horas, no tiene tleflpo para un perro.)

Son oraciones subordinadas adjetivas introducidas 

por un pronombre o un adverbio relativo y as hay de 

dos tipos: defining (especificativas) y non-defining 

(explicativas). 

DEFINING REUTIVE CLAUSES 

Aportan información tan esencial sobre su antecedente 

que sin ellas la frase quedaría incompleta. 

. Los pronombres who (personas), wh¡ch (cosas) y 

that (personas y cosas) pueden omitirse si no hacen 

de sujeto. Whose (posesiónl no se puede omitir ni 

sust¡tuir. 

. When (tiernpoj puede omitirse y sustituirse por that. 

. Where no puede sustituirse por that y solo se omite 

en algunas ocasrones. 

+ Whom se usa detrás de las preposiciones, pero se 

suele omitir y pasar la preposición detrás del verbo. 

The ownet ís the person to whom you hove to tolk. 

The ownet ís the person you hove to tolkto. 

(La dueña es la persona con quien tienes que 

hablar.) 

Si el relativo lleva preposición, lo más común es 

omitirlo y poner la preposición detrás del verbo. 

The film in which she appeors wos o greotsuccess. 

The film she oppeors in wos o greot success. 

(La película en la que sale fue un gran éxito.) 

NO N -D EFIN I N G RELATIVE CTAUSES 

Añaden información sobre su antecedente y van entre 

comas. Se forman con who, which, when, where y 

whose, que no se pueden omitir. 

f, ESTRUCTURAS FORMAL E INFORMAL 

Cuando e relativo va preceoido de una preposicion se 

sigue utilizando which si el antecedente es una cosa; 

pero si es una persona, en lugar de who se emplea 

whom. Ese es un uso muy formal. Lo más común en 

ambos casos es poner la preposición al final de la 

oración de relativo y omit¡r el pronombre. 

This ís the agency in which Morleno works. lFormall 

This is the ogency (which) Morleno works in. Ilnforma l] 

(Esta es 1a agencia en la que trabaja lvlarlena.) 

He ¡s the person to whom you hove to tolk [Formal] 

He ¡s the person [who)you hove to tolk to. [lnformal] 

(É es la persona con la que tienes que hablar.) 

f LOS PREFIJOS 

Los prefijos dis-, il-, im-, in- y un- se añaden a 

algunos adjetivos para expresar el significado opuesto. 

sotlsfied(satisfecho/a) dissotisfied(insatisfecho/a) 

legol llegal) 

illeqol(ilegal) 

potlent (pac¡enteJ impotiert (¡mpaciente) 

corr.ect (correcto/a) ,ncorrect Iincorrecto/a) 

pieoson¡fagrad¿ble) unpleosont(desagradabe) 

I Grammar Appendix 

Recuerda que el prefijo in- varía en los siguientes casos: 

. il- delante de adjetivos que empiezan por Ilillogicol). 

. im delanre de adjetivos qi,e empiezan con m- o pl¡mmottol). 

. ¡r- delante de adjetivos que empiezan con r- 

(irregulol. 

Ten en cuenta que a veces no son prefijos sino parte de 

la palabra: d¡sosteL íllus¡on, impressive, understond, etc. 

El prefijo mis- se añade a algunos sutantivos y verbos 

para indicar que algo se hace incorrectamente. 

use tusol 

misuse (mal uso) 

Con en- se forman verbos que describen el paso al 

estado indicado por la palabra a la que se añade este 

prefijo. 

ciose (cerrarJ erc/ose (encerrarl 

I 

I 

Otros prefijos que se agregan a dist¡ntas clases de 

palabras son anti-, bi-, co , ¡nter-, multi-, non-, over-, 

pre -, re- y unoer-. 

sociol fsocial, sociable) antisocloi fartisocialJ 

centerory (centena riol a) bi ce nte no ry (bicentenario/a) 

pllot (piloto) co-pllot {copiloto) 

notionollnacional),nterrotlonol(internaciona 

/oteroi {latera l) mult¡loterollmullilat.'.al) 

smoker (fu mad ori a) non-smoker (no fumadorla) 

octive (activo/a) overoctlye (hiperactivo/a) 

hlstoric(histórico/a) prehlstoric(prehistórico/a) 

wr¡e (escribir) rewrite (reescribir) 

ground (suelo) underground (subterráneo) 

No existen normas específicas en inglés sobre el uso 

de guiones entre los prefijos y las palabras a las que 

preceden. Por lo tanto, encontrarás prefijos seguidos de 

guion, otros integrados en la palabra y otros que pueden 

adoptar ambas formas. 

ll 

I 

l 

I 

I 

I 

II 

I 

Irl

6. Extreme Weather 

LOS MODALES 

Modal Uses 

be able to 

can't 

could 

may / might 

may 

should 

/ ought to 

need to 

have to 

m ust 

m ustn't 

don't have to 

needn't to 

would 

ability 

req uest 

possibi ity 

ability, possibility 

ina bility 

proh ibition 

disbelief 

past 

ability 

po ite request 

possibility 

polite 

suggestion 

possibility 

p0lrte 

request 

advice, opinion 

obligation, 

necessity 

ob lig a tio n, 

necessity 

ob igation, strong 

necessity 

certarnty that 

something is true 

proh ibition 

lack of ob igatlon / 

necessity 

lack of obligation 

/ 

necessity 

forma I request 

offer 

Examples 

Most tórnodo ihosers can aioid dongerouis sítuotions. 

(La mayoria de cazadores de tornados saben evitar las situaciones peligrosas.l 

Can ljoin your group? 

(¿Puedo unirme a vuestro qrupo?J 

I can lend you my cor. 

(Puedo prestarte mi coche.) 

I th¡nk they w¡ll be able to see o tw¡ster. 

(Creo que podrán ver un huracán.) 

I can't (cannot) dr¡ve. 

(No sé conducir.) 

You can't take your chilclren with you. 

(No puedes llevar a tus hijos contigo.) 

fhot can't be Poul. He is in Chino ! 

(Ese no puede ser Paul. iEstá en Chinal) 

She could run very f0st when she wos o chitd. 

(5abía correr muy deprisa cuando era una niña.) 

Could you tell mc mote aboul rhe taut, pleo\e? 

{¿Podrías contarme más cosas sobre el viaje, por favor?l 

fhe weother forecost could be wrong. 

(El pronóstico del tiempo podría ser erróneo.) 

You could come tuith u\ ne\t time. 

(Podrías venir con nosotros la próxima vez.) 

lhe lour¡srs m¡ght be dtsot)pa¡nted ottet the tttp. 

(Puede que l0s turistas estén decepcionados después del viaje.) 

May lborrow yoür Irovelqutde. pteose? 

(¿Puedo tomar prestada tu guía de viaje, por favor?l 

She should / ought to be more concerned obout the dongers of the tr¡p. 

IDebería preocuparse más por los peligros de/ viaje.) 

lneed to know whor the 

"',eothet 

w¡tt be )¡ke tomorro,+. 

(Necesito saber qué tiempo hará mañana.J 

You will have to spend o lot of t¡me ¡n the cor. 

(Deberás pasar mucho tiernpo en el coche.) 

Alt \ludents must evacuate rhe \choal tn co\e ot' tÍe. 

[Todos los estudiantes deben evacuar la escuela en caso de incenclio.) 

He ho'n't \een o sngle tornodo. Hp must be disoppa¡nted. 

(No ha visto ni un solo tornado. Debe de estar decepcionado.) 

You mustn't get toa cto ,e to o totnodo. 

(No debes acercarte demasiado a un tornado.) 

You don't have to worry obout onyth¡ng. 

fNo ie.les qJe preocJpd.te po' .la0d.l 

You needn't bring me o present. 

(No tienes que traerrne un regalo.) 

Would you open the w¡ndow, pleose? 

{¿Podrias abrir la ventana, por favor?) 

Would you like some more wotet? 

(¿Ouieres más agua ?J

FORMA 

Los verbos modales: 

. Son invariables, por lo que t¡enen una m¡sma forma 

para todas las personas y no se conjugan, 

. No necesitan do / does para formar la negativa n¡ la 

Inlerroqattva. 

. Siempre van seguidos de un verbo en la forma base. 

Be able to, have to y need to no comparten todas estas 

características,.pero sÍ algunos de sus usos (habilidad, 

oo 9acton, etc.), 

USOS 

can 

. Expresar habilidad o capacidad 

. Hacer peticiones. dar y pedir permiso 

. Indicar posibilidad 

+ Hacer sugerencias 

You can bring your comero on the toutl 

(Puedes traer tu cámara al viaje.) 

be able to 

. Tiene el mismo significado que can, pero como can 

soro puede emplearse en present Simple, en el resto de 

trempos verbales usamos be able ro. 

can't 

. Es la forma negat¡va de can 

. Expresa,r deducción negativa o ceneza de que algo es 

rm p0stb¡e 

could 

. Expresar habilidad o capac¡dad en et pasado 

. Hacer petic¡ones más educadas que con can 

. Indicar posibilidad más remota que con can 

. Hacer sugerencias menos directas que con can 

LOS MODAIES PERFECTOS 

O Grammar Appen 

may / night 

Expres€n pos¡b¡lidad (más remota cuando se emplea 

might] de que ocuÍa algo. May también se usa para 

hacer pet¡ciones más formales que con can. 

should / ought to 

Los dos se emplean para dar consejo y hacer 

recomendaciones. O-ught to apenas se usa en negat¡va 

nr en Interrogativa. Should es el más común de lós dos. 

need to 

Se puede conjugar y, por Io tanto, puede usarse en todos 

ros trempos verbales. Expresa obligación o neces¡dad. 

have to 

Tiene las.mismas funciones que must aunque la 

ootrgacton que expresa no es tan fuerte. Como must 

solo puede usarse en presen t Slmplq en el resto Je 

trempos verbales usamos havd to. 

must 

Expresa obligación o necesidad, espec¡almente cuando 

ra rmpone ta tey o algu¡en de autor¡dad. Además expresa 

una conclus¡ón Iógica [,deber de", 

,,tener 

que,,). 

mustn't 

lndica prohibición. 

don't have to 

Significa 'no 

tener que" / ,,no 

tener por qué,,, es decir, 

ausenc¡a de obligación y de necesidad (como needn,i). 

needn't 

jlli:: no hay obtigación 

tr. 

o necesidad de hacer atgo 

trguat que don't have to). 

would 

Se utiliza para pedir u ofrecer algo de manera educada. 

Cedainty that something was true b*!.*ry 

lr^?::r,!?ri 

exc¡t¡ns for her to moke thot trip. 

tuebe de haber sido muy emoc¡onante para ella hacer ése 

A guess 

about 

a past action 

Abil¡ty to do someth¡ng ¡n the past 

which in the end was not done 

Certainty 

that somethinq 

did not happen 

Desire to do something ¡n the past 

wh¡ch in fact could not be done 

viaje.) 

,!e \ay / niSh.t have forgotten the meeting. 

tfuede que se le haya olvidado la reunión.i 

It, ,yo:l stupid thinS.to.do. you auld have nurt yoursiti. 

tHa srdo'una tontería hacer eso. Te podrías habir hecho daño.) 

l!,ey coltldn't have predicted the tornodo. lt wos o sunnv dou 

tr\o podr¡an haber pred¡cho el tornado. Hacía un día sóleaáo.) 

I have gone 

,wo,uld with you, but I wos too scored. 

tHaona tdo contigo, pero tenía demasiado miedo.l 

Critic¡sm or r€9ret after an event You,should / ought to have warned me eorlier. 

(ue0enas haberme avisado antes-) 

Critic¡sm or regret after an event I shoutdnT haye teken so much luggoge. 

ttlo renta que habef cogido tanto equipaje.) 

l::^T!:t !"* 

y*ot the tickes. t wos soins ii iiv irÁ ,yntf 

tr\o renras por que comprar los billetes. lba a comprarlos yo.) 

' 

723

must have + part¡c¡p¡o 

. Detrás del complemento ind¡recto de verbos como: 

Expresa una conciusión lógica de un hecho pasado. adv¡se, help, ¡nv¡te, persuade, teach, tell, lvarn, etc. 

may / n¡ght have + part¡c¡pio 

Se usan para hacer una suposición de un hecho pasado. 

could have + participio 

Indica que se pudo haber hecho algo en el pasado, pero 

que finalmente no se hizo. 

He ¡nv¡ted me to jo¡n them. (lvle invitó a unirme a elios.) 

Sin embargo, algunos verbos de percepción (hear, feel, 

see...), make y let van seguidos de 1a forma base (infinitivo 

sin to). 

lletSolly come wlth us. (Dejé a Sally venir con 

nosotros.) 

couldn't have + participio 

Expresa la certeza de que algo no pudo haber ocurrido. 

would have + participio 

Indica que se quiso haber hecho algo en el pasado pero no 

se pudo debido a factores o circunstancias externas. 

should / ought to haye + part¡cip¡o 

Con ambos podemos tanto quejarnos de lo que ocurrió 

cono amentarnos de que no se haya cumplido lo que 

esperabamos. 

VERBOS SEGUIDOS DE GERUNDIO Y DE INFINITIVO 

Verbos como begin, forbid, ¡ntend, propose o start 

pueden ir seguidos de ambas formas verbales sin que su 

significado varie: 

They storted to answer f answering the ietters. 

[Empezaron a contestar as cartas.l 

Los verbos love, like, prefer y hate pueden ir seguidos 

tanto de gerundio como de infinitivo, pero el natiz de su 

significado varia: 

shouldn't have + partic¡p¡o 

Expresa nuestra opinión critica sobre un hecho pasado, 

. Se utiliza love / like / hate / prefer + gerundio cuando 

el significado es genera. 

indicando que no debería haber ocurrido. 

llove dancing. (l\le encanta bailar.) 

needn't have + participio 

. Se utiliza love / like / hate / prefer + infinitivo cuando 

Indica que no habia necesidad de hacer lo que se hizo. se refiere a una situación 0 un tiernp0 en particular. 

f, EL GERUNDIO Y EL INFINITIVO 

I hate to tell you, but Uncle Jin is coming this weekend. 

(0dio decirte esto, pero el tio Jirn viene este fin de 

EL GERUNDIO 

sema na.) 

Es la forma verbal terminada en -ing, que funciona como 

En cambio, otros no significan lo mismo si llevan detrás 

sustantivo en os siguientes casos: 

un gerundio o un infinitivo. A continuación tienes alqunos 

eJ em plos: 

. Cor¡o cornplemento directo de algunos verbos: 

. 

consider, continue, deny, detest, dislike, enjoy, finish, forget + gerundio se emplea en frases negativas para 

hate, like, love, miss, prefer, recommend, suggest, etc. 

indicar la imposibilidad de olvidar algo ocurrido en el 

I enjoy doing sport. (lvle divierto haciendo deporte.) 

pasado. 

I'll never foryet meeting Angelino Jolie. 

. Detrás de as preposiciones. 

(Nunca olvidaré haber conocido a Angelina Jolie.) 

Lucy doesn't like his w0y of playing. 

(A Lucy no le qusta su forma de jugar.) 

. forget + ¡nf¡n¡t¡vo signif¡ca "olvidarse de hacer algo': 

He olwoys forgets to bríng the keys. 

. Detrás de alqunas formas verbales: be used to / get (El siempre se olvida de traer las llaves.) 

used to, can't help, can't stand, don't mind / wouldn't 

. 

m¡nd, fee¡ l¡ke, ¡t's no use, look foward to, etc. 

remembet + gerund¡o s¡gnifica "recordar algo que se 

I feel like go¡ng to the cinemo. (lVe apetece ir al cine.) hizo en el pasado': 

I remember giving them the¡r t¡ckets. 

. Como sujeto de la oración cuando hablamos de acciones (Recuerdo haberles dado sus entradas.) 

o necn05 en genera L 

. 

Taking up o new sport ¡s not eosy. 

remember + ¡nfin¡tivo significa "acordarse de hacer algo': 

(Empezar a practicar un nuevo deporte no es fácil.l Rememóer to close the door before you go. 

(Recuerda cerrar la puerta antes de irte.) 

EL INFINITIVO 

. rcgret + gerund¡o siqnifica " anentar haber hecho algo 

Es a forma verba preced¡da de to y se emplea en estos en el pasado': 

casoS: 

. Como sujeto, hab ando de un hech0 concreto. 

He regrets leaving school at | 6. 

(Se arrepiente de haber dejado e colegio a los 16.) 

To apply for thltjob would be 0 good ¡dej. 

(5olicitar ese trabajo srría una buena idea.) 

. regret + infinitivo significa " amentar lo que se va a 

decir a continuación'i 

. Detrás de verbos como: agree, appear, choose, decide, 

hope, learn, plan, promise, refuse, seem, want, w¡sh, 

I regret to tell you thot you hove foiled the exom. 

{Siento decirte que has suspendido el examen.) 

etc. 

. sfop + gerundio significa "dejar un hábito'l 

He decided to try the coke. fDecidió proba' a tana.) 9ob stopped snoking lost yeor. 

. Detrás de algunos adjetivos y adverbios. 

(Bob dejó de fumar el año pasado.) 

He left eorly to errive on time. 

(Se fue pronto para llegar a tiempo.) 

. sfop + ¡nfin¡tivo significa "dejar de hacer algo para 

hacer otra cosa': 

Con we stop to have o coffee? 

(¿Podemos parar para tomar un café?)

os.) 7 . Travel 

tivo 

VO 

1d. 

lo. 

l0 

LAS ORACIONES CONDICIONALES 

Conditional dause Result clause Examples 

ZERO CONDITIONAL 

¡f 

Present Simple lf I do sport, I feel energetic. 

+ Present s¡mple 

wnen 

(5i hago deporte, me siento lleno de energía.) 

FIRST CONDITIONAL 

¡f 

+ Present 5imple 

untess 

SECOND CONDITIONAL 

if 

+ Past 5imple 

unless 

THIRD CONDITIONAL 

r Past Perfect 

Son oraciones compuestas por una proposición 

subordinada que expresa ia condición (conditional 

clause) y una principal que indica el resuitado (result 

clause). No importa el orden en que se coloquen las 

proposiciones, pero si a condición va primero, se suele 

poner una coma entre ambas. 

lf ¡t rains, the rcods get wet. 

(Si llueve, las carreteras se mojan.l 

The roods get wet if ¡t rc¡ns. 

(Las carreteras se mojan si llueve.) 

EL CONDICIONAL CERO 

Future Simpie 

lmperat¡ve 

Usamos if + Present Simple en la c0ndición y Present 

Simpie en e resultado. Expresa situaciones que se 

repiten siempre que se da una determinada condición. 

A veces podemos usar when en lugar de if sin que el 

significado de la frase varie. 

lf you heat ice, ¡t melts. 

(5i calientas hie o, se derrite.) 

Modal + base form 

would 

+ base form 

could / might 

When I drink too much coffee, I can't sleep. 

(Cuando tomo demasiado café, no puedo dormir.) 

a Grammar Append 

lf people see Ant?rct¡co's beauty, they'll unde/ritend why it's ¡mport1nt. 

(Si la gente ve la belleza de la Antártida, entenderá por qué es 

importante.) 

Call me tonight ifyou want to come on the tip w¡th us. 

(Llámame esta noche si quieres venir al viaje con nosotros.) 

lf the stot¡on is closed, you can buy t¡ckets on the lntemet. 

(Si la estación está cerrada, puedes comprar los billetes por Internet.) 

lf I had enough money, I would trcvel to Austrol¡o ¡n the sunner 

(Si tuviera suficiente dinero, viajaría a Australia en verano.) 

I could / night buy o house by the beoch if I won the lottery. 

(Podría comprarme una casa cerca de la playa si ganara la lotería.) 

would have lf t had totd hen she nouU nare ¡oiiiá ;;. 

+ past partic¡ple{Si 

se lo hubiera dicho, habria venido con nosotros.) 

could / 

He could / might have aftived on time if he had left eorlier. 

m¡ght have 

(PodrÍa haber llegado a t¡empo s¡ hubiera salido antes.) 

EL PRIMER CONDICIONAL 

Usamos if + Present simple en la condición y Future 

Simple en el resultado. Expresa qué ocurrirá si se cumple 

Ia condición señalada. 

Adenás del Future Simple, en el resultado también se 

pueden usar los verbos modales o el imperativo. 

You can'tgo out ifyou don't finish your homework. 

(No puedes salir si no terminas tus deberes.) 

lfyou seerch for infornotion on the lnternet, use Google. 

(Si buscas información en Internet, utiliza Go09ie.) 

Para expresar que algo no ocurrirá si no se cumple la 

condición, la proposición es ¡ntroducida por Ia conjunción 

unless, que equivale a if not ("a no ser que", "a menos 

que"), o se niega el verbo en Present Simple. 

Unless we stop globol wom¡ng, the icebergs will melt. 

lf we don't stop globolworm¡ng, the ¡ceberyswill nelt. 

(A no ser que detengamos / 5i no detenemos el cambio 

climático, los icebergs se derretirán.) 

Ten en cuenta que unless se usa con bastante asidu¡dad 

en el primer condiciona, pero es menos frecuente en el 

segundo condicionaly nunca se emplea en el tercero. 

Ii

7 . Travel 

LAS ORACIONES CONDICIONATES 

Condiüonal dause Result clause Examples 

ZERO CONDITIONAL 

tf 

i Present Simple 

wnen 

FIRST CONDITIONAL 

tr 

r Present s¡mple 

unless 

SECOND CONDITION, \L 

if 

+ Past Simple 

untess 

THIRD CONDITIONAL 

if + Past Perfect 

Son oraciones compuestas por una proposición 

subordinada que expresa la condición (cond¡tional 

clause) y una principal que indica el resultado {result 

clauseJ. No importa el orden en que se coloquen las 

proposiciones, pero si la condición va primero, se suele 

poner una coma entre ambas. 

lf ¡t ra¡ns, the roods get wet. 

(Si llueve, las carreteras se mojan.) 

The roods get wet if ¡t rains. 

[Las carreteras se mojan si lueve.] 

EL CONDICIONAL CERO 

Usamos if + Present 5¡mple en la condición y Present 

5i.np's q¡ .¡ 'e\ult¿do. Ixpresa situac oles que se 

repiten siempre que se da una determinada condición. 

A veces podernos usar when en lugar de if sin que el 

significado de a frase varíe. 

lf you heat ice, ¡t melts. 

(Si ca ientas hielo, se derrite.) 

Present 5¡mp/e lf I do sport, I feel energetic. 

(5i hago deporte, me siento lleno de energía.) 

Future 5imple 

lmperat¡ve 

lVodal + base form 

would 

+ base form 

could / m¡ght 

When I dt¡nk too much coffee, I can't sleep. 

(Cuando tomo demasiado café, no puedo dormir) 

EL PRIMER CONDICIONAL 

3 Grammar Appendix 

l 

I 

lf people see Antorctico's beouty, they'tl undeBtand why it's importont. 

(Si la gente ve la belleza de la Antárt¡da, entenderá por qué es 

im portante.J 

Call me ton¡ght ifyou want to come on the trip with us. 

(Llámame esta noche si quieres venir al viaje con nosotros.) 

lf the stot¡on is closed, you can buy t¡ckets on the lntemet. 

(Si la estación está cerrada, pu€des comprar los billetes por Internet.) 

lf I had enough money, I would trcvel to Austrol¡o ¡n the summet 

(Si tuviera sufic¡ente d¡nero, v¡ajaria a Australia en verano.) 

I could / night buy o house by the beoch if l won the lottery. 

(Podría comprarme una casa cerca de la playa s¡ ganara la lotería.) 

would have 

lf I had told her she would have joined us. 

+ past participle(Si 

se lo hubiera dicho, habría venido con nosotros.) 

could / 

He could / might have arrived on time if he had left eorlier. 

might have 

(Podria haber llegado a tiempo si hubiera salido antes.) 

Usamos if + Present Simple en la condición y Future 

Simple en el resultado. Expresa qué ocurrirá si se cumple 

la condición señalada. 

Además del Future Simple, en el resu tado también se 

pueden usar los verbos modales o el imperat¡vo. 

. You can't go out if you don't finísh your homework. 

(No puedes salir si no terminas tus deberes.) 

lfyou search for ¡nformot¡on on the lntetnet, use 6009le. 

(5i buscas informac¡ón en Internet, utiliza Google.) 

Para expresar que algo no ocurrirá si no se cumple la 

condición, la proposic¡ón es introducida por a conjunción 

unless, que equivale a if not ("a no ser que", "a menos 

que"), o se niega el verbo en Present Simple. 

Unless we stop globol worming, the ¡cebergs w¡ll melt. 

lf we don't stop globol worming, the ¡cebergswill melt. 

(A no ser que detengarnos / 5i no detenemos el cambio 

climático, los icebergs se derretirán.) 

Ten en cuenta que unless se usa con bastante asiduidad 

en el primer condicional, pero es menos frecuente en el 

segundo condicionaly nunca se emplea en el tercero. 

l 

Il 

I 

Il 

Il 

ii 

I 

l 

j 

I 

t

EL SEGUNDO CONDICIONAL 

5e usa if + Past s¡mple en la condición y would + 

el verbo en la forma base en el resultado. Expresa 

condicíones hipotét¡cas referidas al presente, es dec¡r, 

que es poco probable que ocurran; por eso lo traduc¡mos 

como un pretérito imperfecto de subjuntivo. 

He wouldn't travel to Ch¡no unless he had 

o long hol¡doy. 

(No viajaria a China a no ser que tuvtera unas 

vacaciones largas.) 

5i el verbo de la condición es to be, se suele utllizar 

were en todas las personas del singular y del plural. 

lf thot comerc wercn't so expensive, I would buy it. 

(5i esa cámara no fuera tan cara, la compraria.) 

Para dar consejos se emplea la fórmula if I were. 

lf I were you, I would travel bv troin. 

(Yo en tu luga¡ viajaría en tren.) 

En lugar de would podemos usar los modales could 

o m¡ght en el resultado, pero ambos indican que la 

probabil¡dad de que se cumpla la hipótesis es aún menor. 

Equivalen al condicional "podría" o a las expresiones "tal 

uez" | "Tuizás". 

lf plone t¡ckets wete cheoper, it could encourcge her 

to visit you in New York. 

{Si los billetes de avión fuesen más baratos, eso podría 

an¡marla a vis¡tarte en Nueva York.) 

EL TERCER CONDICIONAL 

5e forma con ¡f + Post Perfect en la condic¡ón y would 

have + oarticioio en el resultado. En este caso la 

condic¡ón es totalmente impos¡ble, oues se refiere al 

pasado y ya no puede realizarse. 

Soroh would have learnt French if she had taken 

iessors. 

(Sarah habría aprendido francés si hub¡era recibido 

lecciones.) 

En vez de would have + partlcipio, en el resultado 

podemos emplear could have o m¡ght have + participio. 

lf we had brcught our comero, we might / could have 

taken o picture. 

(5i hubiésemos traído la cámara, habríamos podido 

sacar una foto.) 

f ORACIONES TEMPORALES 

Las referidas alfuturo se forman como las oraciones del 

primer condicional: PresentS¡mple en la subordinada y 

Future Simple en la principal. Lo que cambian son las 

conjunciones, que en este caso son as soon as, by the 

time, the moment (that), when, etc. 

As soon as you get on boord, your guides will explain 

everyth¡ng. 

(Tan pronto como subáis a bordo, vuestros guías os 

explicarán todo.) 

When we get home, I'll give you your present. 

(Cuando lleguemos a casa, te daré tu regalo.) 

f SUFIJOS PARA FORMAR SUSTANTIVOS 

Como ya sabes, los sufijos son term¡naciones que 

añad¡mos a algunas palabras para formar otras nuevas. 

Algunos de los más utilizados para formar nombres a 

part¡r de verbos son -ment, -tion / -sion y -er / -or. 

Estos son algunos ejemplos: 

ogree (acordar) ogreement (acuerdo) 

lryite (invitar) 

lnyltotion (invitación) 

corc/ude (conclu¡d conc/usior (conclusión) 

run lcofiet) 

ru n ner lcorredor) 

soil (navegar) soilor {marinero) 

También se forman sustantivos añad¡endo los sufijos 

-ity, -ship, -ness, -ence / -ance y -th a algunos 

adietivos. sustantivos o verbos. 

personoi (personal) 

friend (amigo) 

persoroliúy (personal idad) 

fr¡endship (amistad) 

ho ppy (felizl 

hoppness (fe¡¡cidad) 

obedient (obed¡€nte) obedrence (obediencia) 

orrol Imolestar) onnoyance (molestia) 

strorg lfuerte) 

strength lfuetza)

Present S¡mple 

Past Simple 

Future Simple 

Present Continuous The police are conduf/.ing on expeñmenL 

Past Continuous 

Pr€sent Perfect 

Simple 

Past Perfect Simple 

Modals 

Modal Perfects 

have to 

be go¡ng 

to 

The police anduct on expe ment. 

The pol¡ce @nduc'ted on experiment. 

The police will conduc't on experiment. 

The police were anducting on expeinent. 

The police have c:onducted on exper¡nent. 

The pol¡ce 

had conducted on experiment. 

The police 

should anduct on experiment. 

The police could haye conducted on 

expe nent. 

The police have to conductsn exper¡nent. 

The police arc going to conduct on 

expennent. 

FORMA 

Af¡rmativa: sujeto + verbo to be + participio del verbo 

orincioal. 

The pointing wes stolen yesterdoy. 

(El cuadro fue robado ayer.) 

Negat¡va: sujeto + verbo to be + not (o n't) + participio 

del verbo principal. Si la frase lleva un modal, un 

verbo en Future Simple o un t¡empo compuesto, lo que 

negamos es el modal, will o have / has. 

The po¡nting wasn't stolen yesterdoy. 

(El cuadro no fue robado ayer.) 

Interrogativa: verbo to be + el sujeto + part¡cipio.5i en 

la pregunta hay un modal, un verbo en Future s¡mple o 

un tiempo compuesto, la frase pas¡va comienza con el 

modal o el verbo auxiliar, igual que en la voz activa. 

Was the po¡nting stolen yestedoy? 

(¿El cuadro fue robado ayer?) 

Las preguntas que llevan partícula interrogativa también 

invierten el orden del verbo auxiliar y del sujeto, menos 

cuando la partícula hace de sujeto. 

Whot strategy has been followed? 

(¿Oué estrategia ha sido seguida / se ha seguido?) 

Who will be chosen as Prine Miníster? 

(¿Quién será elegido Primer lVlinistro?) 

An exper¡ment is @nducÉed by the police. 

O Grammar Append¡ 

An expe ment was @nducted by the police. 

An experiñent will be @ndu(fed by the police. 

An experinent is being c:onducted by the police. 

An experinent was being canducted by the police. 

An experiment has been conducted by the police. 

An exper¡nent had been @nduc¡r.d by the police. 

An experiment should be conducted by the police. 

An experiment could havc been @nducfr.d by the 

Dol¡ce. 

An experinent has to be @nducted by the police. 

An expe mentis going to be @nducted bythe 

pol¡ce. 

¡ CÓMO PASAR UNA oRAcIóN A PASIVA 

Antes de saber cuáles son los pasos que hay que seguir 

para pasar una oración de activa a pasiva, es importante 

que recuerdes que la pas¡va es más frecuente en inglés 

que en castellano, por lo que solemos traducir el verbo 

en activa o en la forma ¡mpersonal. El esquema que 

puedes ver a cont¡nuación explica cómo se pasa una 

oración de forma activa a pasiva. 

fhis frln s¡tic 

(flrbjec't) 

Ihe o,t¡de 

[subject) 

utou 

', 

--.|---- 

V 

,---" 

\'. 

*i"W 

waswrinen W"i|gs,fo" 

(El artículo ha sido escrito por este crítico de cine.) 

. Ponemos como sujeto el complemento que haya detrás 

del verbo en activa, ya sea d¡recto o indirecto, siendo 

el último caso más frecuente y exclusivo del inglés. Si 

el complemento indirecto es un pronombre objeto, se 

camb¡a a la forma de pronombre sujeto. 

The expefts chose them fot the experinent. 

They werc chosen for the expeñment by the experts 

(Fueron elegidos para el experimento por los expertos.)

124 

Ponemos el verbo to be en el mismo tiempo que tenia 

el verbo principal en la voz activa y el verbo principal 

en participio. Los modales y be going to no cambian, 

pues es el verbo que los sigue el que se pone en pasiva. 

The police might catch more crim¡nols thonks to th¡s 

roeo. 

More criminols might be caught by the políce thonks 

to th¡s ¡deo. 

(Más delincuentes podrían ser atrapados por la policía 

gracias a esta idea.) 

They are going to publish a new book obout criminols. 

A new book obout criminols is going to be published, 

(Se va a publicar un nuevo libro sobre delincuentes.) 

Colocamos el sujeto de la act¡va al final, preced¡do 

de by. Recuerda cambiarlo por su correspondiente 

pronombre objeto si es uno p€rsonal. 

0tros ejemplos: 

The políce arrested sone th¡eves. 

Some thíeves werc aftested by the pol¡ce. 

(Algunos ladrones fueron arrestados por la policía.) 

USOS 

. lndicar que la acción es más importante que el 

sujeto que la realiza, bien porque es poco re¡evante, 

desconocido o porque no se quiere nombrar. 

Somebody bought the dionond ring. 

The díonond ring was bought. 

(El anillo de diamantes fue comprado.) 

. Con verbos como say, think, believe, know o report es 

posible utilizar dos formas de pasiva: 

- La primera es una construcción impersonalcon it 

seguida de una oración con that, sujeto y verbo. Se 

traduce como una oración impersonal pero activa: 

"Se dice / Se piensa / 5e cree...";solo el verbo know se 

puede traducir en pasiva. 

It is said thot people behove in o different woy 

when they lie. 

(Dicen / Se dice que la gente se comporta de modo 

diferente cuando miente.) 

It is known thot nobody is honest oll the t¡me. 

(Es sabido que nadie es sincero todo el tiempo.) 

- La segunda se forma con el sujeto + uno de estos 

verbos en pasiva + un infinitivo. Para traducir este 

tipo de pasiva también recurr¡mos al pronombre "se" o 

usamos un sujeto general como "todo el mundo", 

"la gente", etc. 

The new svstem is said to be very successful. 

(Se dice que el nuevo sistema es un éx¡to.) 

El verbo consider solo es posible en el segundo tipo 

de pasiva y tiene una traducción l¡teral: "ser / estar 

considerado'i 

Ihe rewsfstem ri considered to be very successfu¿ 

IEl nuevo sistema está cons¡derado un éxito.) 

3 LOS VERBOS CAUSATIVOS: HAVE I GET + 

SOMETHING + DONE 

Los verbos have / get + un sustantivo + participio de 

pasado expresan accrones que enca19amos a alguren. 

I'm going to have / get my ho¡r cut. 

(Voy a cortarme el pelo.) llo hará otra persona] 

Esta estructura tiene un sentido pasivo, pues el 

sustantivo oue va en medio recibe la acción del verbo 

que va en participio, pero se suele traducir en voz activa. 

My wotch broke, so I had it repoired yesterdoy. 

(5e me estropeó el reloj, así que lo hice aneglar ayer.) 

Aunque ambos se usan ind¡stintamente, get es más 

informal y, por tanto, más común en el inglés hablado. 

I got my house pointed lost week. 

(lvle pintaron la casa / P¡nte mi casa la semana 

pasada.) 

¡ ADJETIVOS SEGUIDOS DE PREPOSICIóN 

Detrás de to be es frecuente encontrar adjetivos 

acompañados de una preposición seguida de un 

sustantivo, un pronombre o un gerundio. Son adjetivos 

en función atribut¡va. 

I wos thrilled by the lost Hotry Potter film. 

(Me encantó la última película de Harry Potter.) 

My nother is woüied about me. 

(Mi madre está preocupada por mí.) 

We ore tired of working. 

(Estamos cansados de trabajar.)

9 . That's Entertainment ! 

EL ESTILO INDIRECTO 

Present Simple 

Past Simple 

Future Simple 

Tense Direct Speech Reported Speech 

We eat heolthy food. she so¡d thot they ate heolthy food. 

We ate heolthy food. She so¡d thot they had eaten heolthy food. 

We will eat heolthy food. 5he so¡d thot thev would eat heolthv food. 

3 Grammar Appendix 

Present Continuous We are eating heolthy food. 'he soid thot they were eat¡ng heolthy food. 

Past Continuous We were eating heolthy food. She soid thot they had been eating heolthy food. 

Present Perfect Simple We have eaten heolthy food. 'he soid thot they had eaten heolthy food. 

Present Perfect Cont¡nuous We have been eating hellthy food. She soid thot they had been eating heolthy food. 

Past Perfect Simpfe We had eaten heolthy food. She sI¡d thot they had eaten heolthy food. 

Past Perfect Cont¡nuous We had been eating heolthy food. Íhe sl¡d thot they had been eating heolthy food. 

CAMBIOS EN LOS MODALES 

Direct Speech Reported Speech 

can could 

may might 

must / have to must / had to 

w¡ll would 

CAMBIOS EN OTRAS PALABRAS Y EXPRESIONES 

Direct Speech Reported Speech 

now 

today 

ton¡9ht 

yesterday 

last week 

a month ago 

TOmOrrow 

next ureek 

nere 

this / these 

El estilo indirecto se utiliza para contar lo que a guien ha 

dicho sin citar exactamente sus palabras. 

REPORTED STATEMENTS 

Podemos contar en presente lo que alguien acaba de 

decir, para l0 cual basta con suprimir las comi la5 y 

cambiar el pronombre sujeto y la persona de verbo. 

"1 om tired." 

He says thot he is tíred. 

(Dice que está cansado.) 

Pero lo normal es que el verbo que introduce la 

subordinada en estilo indirecto (normalrnente say o telll 

vaya en pasado, y entonces el camblo más importante 

es que el verbo de a subordinada da un sa to atrá5 (de 

Present S¡mple a Post S¡nple, de este a Post Perfecl etc.). 

then 

that day 

that night 

the previous 

day / the day before 

the prev¡ous week / the week before 

the prev¡ous month / the month before 

the following day / the day after / the next day 

the following week / the week after 

there 

that / those 

Además de suprimir las c0mi las y cambiar los tiempos 

verbales, tar¡blén es necesario que hagamos algunos 

cambios en os pronombres y en las expresiones de 

trem po y luga r. 

La oración subordinada va introducida por la conjunción 

that, aunque en inglés hablado se suele omitir. 

"l'll tell you ny opin¡on obout the show tomorrow." 

She said (thotl she would tell me her opinion obout 

the show the next day. 

(Dijo que me diría su opinión sobre el programa al dia 

sig u iente.) 

Cuando la frase enuncia una verdad general no hay 

cambio en los tiempos verbales. 

"Críme ¡s pun¡shed by low," she so¡d. 

She said thot cr¡me is punished by low. 

(Dijo que a delincuencia es castigada por la ley.) 

12

Como ya sabes, os verbos más comunes para introducir 

e estiLo indirecto son say y tell. Tell siempre I eva un 

complemento indirecto sin la preposición to. Say puede 

llevar comp emento indirecto o no, pero si lo leva debe ir 

con esa preposición. 

"The police cought the robbtr", he soid. 

He told us thot tht pol¡ce hod cought the robber. 

He said thst the police hod cought the robber 

He said to us thot the police hod cought the robber. 

(Nos dijo que la policia había cogido al ladrón.) 

REPORTED OUESTIONS 

HdV do\ t pos de pregunta. en nglé': 

. Las Yes / No quest¡ons son las que se pueden contestar 

con un "si" o un "no'i Para poner as en esti o indirecto 

empleamos el verbo ask, y a continuación if o whether. 

Ent0nces, como la pregunta de.ja de serl0 y se c0nvierte 

en una frase, no hay inversión sujeto verbo nisigno de 

¡nterrogación, y tam poco comillas. 

"Arc you upset?" they osked the contestont. 

lhey asked the contestont if / whether she was upset. 

(Le preguntaron a la concursante si estaba enfadada.) 

. Las Wh- quest¡ons no se pueden contestar con un "si" 

o un "no'l Son las que comienzan con una particula 

interrogativa (what, who, where, when, why, whose, 

how, how long, etc.) Al pasarlas al estilo indirecto 

ponemos dicha partícula en ugar de if o whether. 

Luego van e sujeto y el verbo, y prescindimos del signo 

de interroqación y de las comillas. 

"Whot ¡s the nome of the new show?" Keri osked. 

Keri asked what the nome of the new show was. 

(Keri preguntó cómo se lamaba el nuevo programa.) 

REPORTED ORDERS 

Para pasar una orden a estllo indirecto cambiamos el 

irnperativo p0r un inf¡nitivo. Pero antes de1 infinitivo 

debernos usar un verbo que exprese mandato, como tell 

u order, sequido del complemento indirecto. Tar¡bién se 

pueden usar os verbos ask o beg para expresar peticiones, 

¡nvite para hacer una invitación o warn para advertir a 

alguien de algo. 

"Fly in circles," the producers told the pílot. 

fhe producers ordered the pilot to fly in circles. 

(Los productores madaron a pi oto vo ar en círcuios.) 

Cuando se trata de una 0ración negativa, ponemos not 

de a nte de to. 

"Don't tell onybody." 

He begged me not to tell onyboo,. 

(lVe sup icó que no se lo dijera a nadie.) 

REPORTED SUGGESI/ONS 

Primero ponemos el sujeto y el verbo suggest en pasado 

y a continuación decimos lo que sugirió esa persona. Las 

sugerencias se pueden pasar al estil0 indirecto de dos 

formas: 

. Usando una oración de complemento drrecto 

introducida por that, con su sujeto y el verbo en la 

forrna base. 

"Let's wotch the new fV show" Tom suggested. 

Tom suggested that we watch the new fV show. 

(Tom sugirió que viéramos el nuevo programa de 

televisión.) 

. lJsando el gerundio, sin especificar ningún sujeto. 

"Let's phone the pol¡ce ímned¡otely!" 

She suggested phon¡ng the pol¡ce ¡mmediotely. 

(Ella sugirió llamar a la policia inmediatamente.) 

A REPORTING VERBS 

Los verbos rrás utilizados para introducir el estilo 

indirecto son say, tell y ask, que transr¡iten el mensaje 

sin añadir más información. Pero si también querernos 

comunicar la intención del hablante o el tono que usó, 

podemos utilizar otros muchos reporting verbs: 

. Afirmaciones: admit, announce, answer, apologise, 

boast, claim, complain, declare, explain, inform, 

¡ns¡st, mention, offer, rem¡nd, reply, state 

. Preguntas: enqu¡re, request, want to know, wonder 

. Órdenes: demand, order, shout, warn 

. Súplicas: beg 

. Suqerencias: adv¡se, ¡nv¡te, recommend, suggest 

"lwillbe hone late." 

She reminded me thot she would be home lote. 

(lVe recordó que lleqaría tarde a casa.) 

"Did you orrive on time?" 

Dove wanted to know if I hod orrived on t¡me. 

(Dave quiso saber si yo había llegado a tiempo.) 

Be coreful!" 

He shouted (otJ me to be coreful. 

(l\,4e gritó que tuviera cuidado.) 

"You should do your homework." 

The teocher advised me to do my homework. 

[La profesora me aconsejó que hic¡era los deberes.) 

A USED TO I BE USED TO I GET USED TO 

5e utilizan para hablar de acciones que eran frecuentes 

en el pasado pero ya no lo son. Suelen acompañarse de 

adverbios y expresiones de tiempo. 

Bob used to dreum obout becom¡ng on octor each 

night. 

(Cada noche, Bob solía soñar / soñaba con I egar a ser 

a ctor.) 

Used to no tiene forma de presente. En negativa e 

interrogativa requiere el auxiliar did y en ambos casos 

pierde la d. 

Did your mothet use to trcvel o lot when she wos 

young? 

{¿Tu madre solía viajar mucho cuando era joven?l 

Be used to significa "estar acostumbrado a", mientras 

que get used to se refiere al proceso de acostumbrarse. 

En ambos casos va seguido de un nombre o un gerundio 

detrás de to. Los verbos que acompañan a used son be y 

get, los cuales se pueden conjugar. 

Fomous oclo6 arc used to lhe popotoz¿í. 

(Los actores famosos están acostumbrados a los 

paparazzi.) 

She is used to going to the gym every ofternoon. 

(Está acostumbrada a ir al qimnasio todas las tardes.J 

He is gelting used to h¡s new rout¡ne. 

(Se está acostumbrando a su nueva rutina.) 

I connot get used to lív¡ng ¡n such a no¡sy strcet. 

(No me acostumbro a vivir en una ca le tan ruidosa.)

:. 

o 

''. 

-f 

PRONUNCIATION PRACTICE 

, Allthe exercises in this sect¡on are recorded on 

the Class Audio CDs. 

Unit I 

PHONETIC ALPHABET 

1. Listen and reoeat the sounds and words in the 

pronunc¡ation key below. 

far', past 

I iather 

cat, brnd fl girl 

kitc. fivc lr Lrat 

moüSe, to\\n .j )es 

bcd, he¡d I king 

play, page I long 

ch¡ir, be¡r rl nrouse 

ln, up r nose 

me. teil l) plnk 

hupp) r led 

lta¡r, dccr \ seven 

not. stlrp I lall 

pnl)nc. Doirt \ \ ery 

drrrr, firur l lvindow 

t1r). enJo) / 1.ebra 

fixrt, grxrd i shop 

ti)od. yoL¡ I tclevision 

pure! clrfr ¡1 sine 

wold. hcr¡d l.l children 

but, cup 0 think 

¡l'raid. mother' ¡ the 

Unit 2 

VERB ENDINGS -ed 

1. L¡sten to the -ed end¡ngs of the words below. 

Which ending is pronounced /d/, which is 

pronounced /t/ and which is pronounced /rd/? 

1. arranged 2. hesrtated 3. finshed 

tt-ryfE An -ed ending is pronounced /rcl/ 

when the verb ends with a /t/ or /cl/ sound. 

2. Copy the chart ¡nto your notebook. Then l¡sten 

and write the words ¡n the correct column. 

L¡sten again and repeat. 

warned . checked. visited . stopped 

s.rp¡ñ.po . . ronp\ted . dea,deo 

trlpped . nvo ved 

Unit 3 

/d/ /t/ hd/ 

VOWEL SOUNDS 

/i:/ /I/ 

1. Listen to the vowel sounds ¡n the words 

below. Which word has got an /i:/ sound? 

Which has got an /r/ sound? 

1. seek l. str 

bed rl3 .iob 

door 

2. Copy the chart into your notebook and write 

the words ¡n the correct column. Then listen 

2. Listen and choose the correct phonet¡c symbol 

from the chart above for the vowel sounds in 

colour below. Then listen again and repeat. 

and check. 

scream . s ng e . disorder. pette 

rel ef. deliver 

1. bossy 

2. plan 

5. nosy 

6. sim 

/i:/ /r/ 

3. petjte 7. curly 

4 chubby 8 d¿rk 3. Look at the letters in colour and find the worq 

in each group with the d¡fferent vowel sound. 

3. Read the following phonetic symbols and 

Then l¡sten and check your answers. Listen 

write the words in your notebook. Then 

aga¡n and repeat' 

listen and check your answers. L¡sten aga¡n 1. win . meet . did . lmbs 

and repeat. 2. defeat. team . soeed . deterrn ned 

1. /'sparki,/ 4. ,/'r¡rcl:¡r'i/ 3. achieve . comDete . declde . beat 

2. / r'er¡'m¿entrk/ 5. /'ti¡bi/ 

3. ../'qr:r13as,/ 6. ,/k[r:/ 

ti

SENTENCE STRESS 

4. Copy the sentences below ¡nto your notebook. 

Then l¡sten and mark the stressed word(s) ¡n 

each sentence, 

1. Did Oscar win the race? 

2. l'm definitely going to take up swimming. 

3. Thls is the best match l've ever watched. 

4. Can you repeat that, please? 

5. He's won three awards srnce he joined the team. 

6. Daves never played football. 

Unit 4 

coNsoNANT SOUNDS al Al lül 

1. Listen to the sounds of the letters in colour in 

the words below. Then match the words to 

the sounds tfu,ltll and ldjl. 

1. architecture 2. major 3. shape 

2. Copy the words_ below ¡nto your notebook 

and write ¡/, lt)l or ldsl next to each word. 

Then listen and check your answers. Listen 

aga¡n and repeat. 

1. bridge 

2. ancient 

3. cash 

4. tich 

5. lellyfish 

Unit 5 

WORD STRESS 

6. nat¡onal 

7. ternperature 

8. construct on 

9. engineer 

'1. 

Look at the syllables in the words below. 

Which syllable do you think is stressed in 

each word? Listen and check vour answers. 

1. a-ni-mal 

2. so-lu-tion 

3. un-fair 

I'ffl N,4any common nouns and adjectives 

wíth two syllables are stressed on the first syllable. 

to-ble, ho-ppy 

Usually, prefixes and suffixes aren't stressed. 

un-sure, slow-ly 

2. Copy the words below into your notebook. 

Listen to the words and underline the stressed 

syllable in each word. Then l¡sten again and 

repear, 

I ¡l.rn-nor-a,,< 5. ha-bi-tat 

2. hec-tic 

6. lo-gi-cal 

3. life-style 

7. con-ser-va-tion 

4. en-dan-gered 8. diff-i-cult 

Unit 6 

SILENT LETTERS 

1. Copy the words below into your notebook. 

Listen and underl¡ne the letters that aren't 

pronounced in each word, 

'1. 

should 

4. might 

5. lightning 

3. limb 

6. knife 

CONTRACTED FORMS 

2. Copy the words below ¡nto your notebook. 

Then listen and circle the words that you hear. 

L¡sten again and repeat. 

1 . should not / shouldn't 

2. do not / don't 

3. need not / needn't 

4. could have / could've 

3. Copy the sentences below into your notebook. 

Then l¡sten and fill in the missing words. 

Wh¡ch sentences have got a contracted form? 

Listen aga¡n and repeat. 

1. You ........... go out in the rain. 

7 Thpv nF'.|ñsé lo ll.é lnrnado 

3. Sam ........... been injuredl 

4. You........... corne with us. 

5. Please ........... tell Julia about the party. 

6. Mrs Brown ........... be able to see you today. 

Unit 7 

VOWEL SOUNDS 

/s.:/ /t/ /o/ 

1. Listen to the vowel sounds in the words below 

Then match the words to the sounds /3o/. /tr:/ 

and /D/. 

1. frost 2. snow 3. shore

ook. 

itressed 

rand 

lok. 

n't 

rox, 

J hear. 

book. 

ofm? 

I 

low. 

b.l 

2. copy the chart into your notebook. Then listen Unit 9 

ili#[:ff,ilTl;inthecorrectcorumn' wEAKFoRMS 

remote . popular . atrport . cold 

road . hostel o l¿yy r 6¿5i¡p o 6¿¡56 

RHYTHM 

t_ | 

/t¿/ /t/ /D/ 

3. Listen and repeat. Pay attention to the rhythm. 

1. l'd like to know what time the trarn leaves. 

2. We s¿w lols o[ snow n Poland 

3. How long is the journey? 

4. There s a list of hotels and hostels in this 

guidebook. 

5. Please stop at the ajrport. 

I¡tr When a word in a sentence beqins 

w¡th a vowel sound, we often connect if to tlie last 

sound of the word before. 

Unit B 

CONSONANT SOUNDS /s/ /z/ 

1. L¡sten to the sounds of the letters ¡n colour in 

the words below' which word has^got a /sl 

sound? which has got a /2/ sound? 

1. honest 

2. signals 

2. Copy the words below into your notebook 

and write lsl or lzl above the letters in colour. 

Then l¡sten and check your answers. Listen 

again and repeat. 

1. suspect 4. trust 

2. present 5. force 

' 

3. plagiarise 6. choose 

3, Look at the letters in colour and find the word 

in each group with a different consonant 

sound. Then listen and check vour answers. 

1. fans . sDorts . eyes . reason 

2. soeed . best . ooster . result 

3. was. oolice. olease. cruise 

O Pronunciat¡on P 

1. L¡sten to the sounds of the words in colour 

in each of the sentences below. Which ¡s the 

weak form? Which is the strong form? 

1. Can you buy the tickets? | can g¡ve you the 

money. 

2. "How was the film?" "lt was greatl" 

3. "Does Sue like horror films?" "Yes, she does." 

IIII In Yes / No ouestions and short 

Yes / No answers, the words in colour above 

have usually got a strong form. In other types of 

sentences, they have got a weak form. 

2, Copy the sentences below into your 

notebook' Then listen and mark the words in 

colour w (weak form) or s (strong form)' 

1. Were there any special effects in the film? 

2. I would rather see a comedy. 

3. Yes, lwould like tickets for the show. 

4. What was your opinion of the acting? 

5. I can meet you outside the cinema. 

6. Have you ever been to a live concert? 

INTONATION 

z. Listen and repeat the senten(es ¡n Exerc¡se z. 

Does the sDeaker's voice rise or fall at the end 

of each sentence? 

IItr 

In statements, the intonation usually falls. 

In Yes / No questions, the intonation usually rises. 

ln questions with who, whot, where, when, 

how and why, the intonation usually falls.

RHYTHM 

3. Listen and repeat. Pay attention to the rhythm. 

1. l'd like to know what time the train leaves. 

2. We saw lots of snow in Poland. 

3. How long is the journey? 

4. There's a list of hotels and hostels in this 

guidebook. 

5. Please stop at the airport. 

Unit 9 

a Pronunc¡ationP 

)ook. : 

stressed 

n and 

: 

2. Copy the chart into your notebook. Then l¡sten 

and write the words in the correct column. 

L¡sten aga¡n and repeat. 

WEAK FORMS 

. 

remote . popular . airport. cold 

road . hostel o l¿¡y o 6¿5i¡6 o 6¿¡5s 

"/l 

L., t /- t , t /s-, t-/ 

: 

1, L¡sten to the sounds of the words in colour 

¡n each of the sentencés below. Wh¡ch is the 

weak form? Which is the strong form? 

1. Can you buy the tickets? | can give you ihe 

money. 

2. "How was the film?" "lt was great!" 

3. "Does Sue like honor films?" "Yes, she does." 

¡ok. 

Int 

ok. 

r hear. 

book. 

0rm? 

IOW. 

hl 

I|l| When a word in a sentence beoins 

with a vowel sound, we often connect it to tñe last 

sound of the word before. 

Unit B 

CONSONANT 

SOUNDS 

/s/ /z/ 

2. Copy the words below ¡nto your notebook 

and write /s/ or /z/ above the letters ¡n colour. 

Then listen and check your answers. Listen 

aga¡n and repeat. 

1. suspect 4. trust 

2. present 5. force 

' 

3. plagiarise 6. choose 

3. Look at the letters ¡n colour and find the word 

in each group w¡th a d¡fferent consonant 

sound. Then listen and check vour answers. 

1. fans . sports . eyes . reason 

2. speed . best. poster. result 

3. was ¡ police. piease. cruise 

I'ffl In Yes / No questions and short 

Yes / No answers, the words in corour aoove 

have usually got a strong form. In other types of 

sentences, they have got a weak form. 

2. Copy the sentences below into your 

notebook. Then listen and mark the wor words ¡n 

colour w (weak form) or s (strong form)' 

1. Were there any special effects in the film? 

2. lwould rather see a comedy. 

3. Yes, lwould like tickets for the show. 

4. What was your opinion of the acting? 

5. I can meet you outside the cinema. 

6. Have you ever been to a live concert? 

INTONATION 

l. Listen to the sounds of the letters in colour in 

the words below which word has got a /s/ 

3. -- Listen and repeat the sentences in Exercise 2. 

sound? which has got a lzl sound? 

'1. Jo"r a¡",o""ker,s vo¡ce rise or fall at the end 

honest 2. signals of each sentence? 

I'ff,r 

In statements, the intonat¡on usually falls. 

In Yes / No questions, the intonation usually rises. 

ln questions with who, whot, where, when, 

how and y/hy, the ¡ntonation usually falls.

GLOSSARY blizzard /'Hrzacl/ venlisca 

" book a ticket / a room /bok r 'rrkrr 

/ J '¡u:m/ reservar 

un b lete / una habltación 

, bossy /'bDsi,/ m¿ndón/on¿ 

A 

able-bodied /rrbl bodr¡l / s¿no/¿, s r drsrap"crdao 

a fish out of water /a 'fil aot ov rvr:tel pez fuera del 

¿gua, fuera de lugar 

accommodation /akome'derJn/ alolamiento 

accomplishment /r'k.\mplrjn¡a¡r/ logro 

according to /r'kr:drrt tal según 

accurate /'¿ek.jrrer/ exacto/a, preciso/a 

achieve a goal /Jr.Ji:! r'9rol/ conseguir un obletivo 

acquaintance 

/e'krvernt:ns/ conoc do/a 

admirable /'irdr¡ereH/ admirab e, digno/a de 

admir¿c ón 

admit /ed'mrr/ admit 

t reconocer 

advance 

/Jd'vo¡s/ avanzar 

advantage /ed'r'o:nrr(h/ ventaja 

airline /'e¡larn,/ compañía / línea aérea 

all in all /r:l rn'r:l/ en gener¿ 

anc¡ent /'crnJrnr/ ¿ntiguo/a 

apartment /e 'po:rm¡n 

r/ piso, apartamento 

appeal to / ¿'p:.l te / interesar / atraer a 

appo¡nt /rbrnr/ citar, f jat señ¿ ¿r 

appo¡ntment /e'prntmrnt/ c ta 

arrange /J'rer¡dj/ planear, programar 

astounding /a'staondt¡/ asombroso/a, pasmoso/a 

audience /'];dirns/ audiencia, púb ico 

avo¡d /r Drd/ evitat dejar de 

award /r'$,r:d/ premio 

aware (of) /a'wea (or')/ consc ente (de) 

B 

behavioural /br'hcrr,jcrel/ conduct sta, de conduct¿ 

belong to /br'lng tc/ pertenecer a, ser de 

(be) better off / (bi) 'bctc ofl (est¿r / ser) rnejor, 

convenir más 

big-headed /brq'hedrd/ engreído/a, creído/a 

billboard /'brlb:r:d/ c¿rtel publ citario 

bitter /'brrr/ gélido/a, 

cort¿nte 

blade /blercl/ hoja 

blame /blerm/ cu pat echar la culpa a 

blin{ /blarnd/ ciego/a 

blink ¡Bua/ parpadear, pestañear 

box office hit,/bDks nfis'hrr,/ éxito de taqu lla 

" boxing /'bDksr!/ boxeo 

, brain /brern/ cerebro 

, break a record /brerk ¿ 'rckr:d/ batir un récord 

breathe /bri:ó/ resp r¿r 

I breathtaking /'blcetcrkrg/ imponente, mpresionante 

I breed /bri:d/ cr ar 

:, bridge /brrdj/ puente 

: broadcast 

/'brrdko:sL/ emitit transrnitir 

; car park /'kcr: po:k/ aparcamiento 

i cast /k

nte 

IOaS 

l¿s 

. conven¡ent /k¡n'vi:nrcnt/ conveniehie, iOOneol", 

práctrco/a 

cop€ (with) /'k:r:p rvró/ poder (con) , hacer frente (¿), 

soluc¡onar 

cosy /' k./ozj / cómodo/a, abrigado/a 

- COurage "k.rrld3z y¿lg¡ Valentt¿, Cor¿le 

crime,/krann/ delincuencia; delito 

cruise,/k¡rr:z/ crucero 

cub /k\b/ cachorro 

curly /'l{3:li/ tizado/a 

customer 

/'k^sr¡m¡,/ cliente/a 

cut off /k,rr 'Dfl aislar 

D 

/ damage /'d¿tn d5/ daño - 

,'dangerous /'derndjorrs/ peligroso/a 

. dark /do:k/ oscuro/a 

a darkness /'do:knrs/ oscur¡dad 

J deadly /'dedli/ mortal, mort¡fero/a 

¿ deal with ,/'cli:l rvró/ ocuparse / encargarse de 

dece¡ve /dr'sir'/ engañar 

- decide /dr'sa¡d/ decidir 

decision /d¡'srjn/ decisión, determjnación 

defeat,/dr'ñr/ derrota 

. degree / dt'gri/ grado 

- delayed /diletd/ con retraso, retrasado/a 

r deliver dr'l¡r¡ entregdl ,lev¿r, repartir 

. departure t¡me /dr'po:t[ tarm/ hora de salida 

descr¡be /dr'skrarb/ describir 

. determ¡ned /cl¡'r3xnrnd/ decidrqo¡a 

devastating /'dc\'rsrerüU/ terrible, devastador/¿ 

differ'drt¡ diferenLiarse,drfe.ir 

. difference,/'d¡fi;¡s,/ diferencla 

. disab¡¡¡ty /drsJ'brl ,z discapacidad, minusvalía 

. disadvantage /drsad'\,o:nodl/ desventaja, 

Inconventente 

. disappo¡nted /drsr'prrnüd,/ decepcionado/a, 

des¡lusionado/a 

. d¡sease / dizi:z/ enfermedad 

. d¡sguise / drs'g:.uz/ disfraz¿r, simular, cambiar 

r disorder /drs'r:d¡l trastorno, dolencia 

- downtown /daoD'raon/ centro de l¿ ciudad 

. dream come true /dri:m krnt ,tru:/ sueño hecho 

realidad 

drought /draot/ sequí¿ 

\ dull /d,\l/ aburrido/a 

E 

educational 

¡.,r¡u'r"rJ"ntl eJuc;;á 

eene / rJri/ espeluznante, 

estremecedor/a 

effective,/r'fckrrr/ efectivo/a, 

efic.rz 

elevator /'elNcrrr/ ascensor 

endangered ,/rn'(lcrrrdjJd,/ en peligro de extinción 

endurance r¡ril jr,rr'.rnr ,es stenc.d 

en9lneer /end3¡'nr e / ingenierc/a 

enhance /rn'ho:ns/ mejorar, 

aumentar 

ensure /rn'Joe/ asegurar 

entertain,/ente'ter¡r/ 

entretener 

envrronmental,/rnvarrun'mentl/ 

ecológico/a, 

med¡oambiental 

env¡ronmental¡st /rnv:rrran'mentahst/ ecologista 

equipment /ikwrpm.ntl equipo 

eventually /r'vcridoa¡i,/ finalmente, al final 

excrtement /rk'sa¡tmJnr,/ emoción, exc¡tación 

ex-pres¡dent /eks'prezrdenr/ ex-pres¡dente/a 

F 

fad / f¡d/ moda 

: 

fail /fetl/ suspender; fallar, fracasar 

fa¡r l¡r jusio/d 

feat /fi¿/ miedo 

fee /fi:/ cuota, matrícula 

fieÍce / tñs/ feroz, lierola 

figure /'t\g¿/ d¿to, cifra 

first floor / hist'fb:/ planta baja (EE. UU.), primera 

plant¿ (Reino Unido) 

flaf / flx:r/ piso, apartamento 

flatmate /'fl¿eune¡r/ compañero/a 

de piso 

flight /flarrl vuelo 

flood / fl¡

convenient /kan'vi:nrent/ conveniente, lcláneo/¿, 

práctico/a 

cope (with) /'kcr:p wó,/ poder (con) , hacer frente (a), 

soluc onar 

cosy /'keazi / cómodo/a, abrigado/a 

courage /'krrrds/ va ot va entía, coraje 

crime /krarm/ del ncuencia, delto 

cru¡se /km:z/ crucero 

cub /k,\b/ cachorro 

curly /'k3:11 / tizado/a 

customer /'k^stam¡/ ciiente/a 

cut off /knt 'Dfl ais ar 

D 

r' damage,/'darnrdS/ daño . 

'-dangerous,/'delnd3rres/ peligroso/¿ 

. dark /do:k/ oscuro/a 

¿_darkness /'do:knrs/ oscur dad 

r deadly /'dedli,/ mortal, mortífero/a 

¿ deal with /'di:l wró/ ocuparse / encargarse de 

deceive /dr'si:v/ engañar 

' dec¡de ,/dr'sald/ decid r 

decision /dr'sr5n/ decisión, determinación 

defeat,/dr'fiI/ derrota 

. degree Llr',ti i: qr¿oo 

. delayed /dilerd/ con retraso, rerrasaoo/a 

' deliver drlr\J elTreod'. levdr rpp¿r I. 

. departure time /dr'p

O Glossary 

.., 

gorgeous /'g¡::d5rs/ guapísrmo/a, precjoso/a 

graph ¡c /'gr-:rhk,/ 

grasp,/g.o:sp/ agarrat ¿srr 

greet /gri:r/ sa udar, recib r 

grornd floor /graulcl 1b:/ plant¿ 

baja 

guest /gest/ invitado/a, huésped 

guilty /'qrlri/ cu pab e 

gullible /'g¡lebl/ crédulo/a, slmp ón/ona 

H 

habitat /'h¿ebrt¿cr/ hábitat 

ha¡lstone / hellsrrc]l/ granizo, p edra de gran zo 

(have a) head start / (h:c\ r) 'hccl stcr:t/ tenef ventaja 

harmless /'hcr:rnics/ inofensivo/¿ 

heartbroken / hcr:tblar:kaD/ desco¡solado/a, 

destrozado/a 

heartwarming /'h(l:t\\'r:¡nrl/ reconfortante, alentador/¿ 

heatwave /'hi:trr:n/ oia de calof 

heavy /'hevi/ fuerte, ntenso/a; pesado/a 

hectic /'hckrrk,/ agitado/a, f renético/a 

helpful /'heDfl/ amable, atento/a, serv cial 

heroic /hJ'rJork/ hero co/a 

hesitate /'hezrtert/ dudar 

high po¡nt /'har plnr/ momento crucial, punto 

cu min¿nte 

high street / har str-i:t/ ca le princ pa 

hire a car /'hare r ko:/ alqu laf un coche 

hit below the belt /hrr brlJo iir 'bclt,/ dar un go pe 

Dajo 

hoax /hruks/ enqaño 

hold your horsesl /hJol(t.j):'h:r:srzl ¡Para el carrol / 

iEspera un momento I 

hopefully,r'hJt,pfcli/ esperemos que, con un poco de 

SUerte 

horse racing ,/ h):s rersrrt/ híp ca, carreras de caba los 

huge /h.ju:d3,r enorme, muy grande 

humidity /hjrr:'rnrdrti/ hu med¿d 

hunt /h.\rr/ cdzar 

hunt¡ng,/ h.\nrr!/ caza 

I 

¡llog ical /rl lDdlrkl/ iógico/a 

impossible /rn'pDsrbl/ imposib e 

impression /rnr preJn/ impres ón 

impulsive ¡'rrn p.rlsrr',/ impu sivo/a 

in captivity,/rn k¿ep rrvrri/ en cautiv dad 

in shape,/rn'Jcrp/ en form¿ 

¡nconven¡ent //rnkr¡ \i:nirnL,/ nopoduno/a, poco 

práctico/a, incómodo/a 

inform,/rn'f¡:rn,r informa¡ avisar 

information rrt¡ rr, rjr ¡ lo'ro, ior 

inher¡t,/m hcfl r/ heredar 

injury .r'¡¡¡¡j¡.¡r' her da, les ón 

international /nrrc'rraln¡l/ nternac ofal 

involve /rn'vDh,/ imp icar, suponer 

¡ron /'alJn/ h erro 

irrelevant /r'rel.:r':nr/ irrelevante, if trascendente 

isolation /ars¡'lcrjn/ ars am ento 

It's a pity ... rr.. ¡,rri [. Lrd pend... 

J 

jo¡n /dJJrn/ unirse a, rneterse / entrar en 

K 

keep in mind ./kirp rn'miuDd/ tener en cuenta / 

presenre 

kick off / krk D|/ expuisar / echar 

_de 

kill two birds w¡th one stone /kd tu: 'b¡:dz 

l'ró \\,rn 

srJUn// matar dos pájaros de un tiro 

kind-hearted /kirnrcl'lrcr:trcl/ bondadoso/a, de buen 

cotazÓn 

L 

land ,/l¿crd,/ aterr zar 

landmark / l:e nclmo:k/ ugar muy conoc do 

landscape / lier)dskerp/ paisaje 

leak (v) /li:k/ tener una fuqa, gotear 

learn the ropes /l::n i5c 

'rccps/ ponerse a tanto 

Ieisure 

/'lejr/ oc o, tiempo I bre 

lengthen 

/'lcuorn/ a argar 

let the cat out of the bag /let óa 'k:ct ¿rcjt Dl iJr bieg/ 

¡ar hrra nríól /

(be) lucky to be al¡ve /(bi)'|.\ki ta bi elan/ (tener) 

suerte de estar v vo/a 

luggage,z'l.rgrd5,/ equipaie 

luxury /'l,rkfcri,z lujo, de lulo 

ma¡n street /'mern srri:r,/ calle principal 

major /'merd3r/ de gran relevancia, muy irnportante 

make sure /¡¡crk'Jr..¡¡/ asegurarse 

mall ,/rD}l/ centro comercial 

man /m¿irn/ atender, cuidar 

marvel /'mo:\]/ maravillarse, asombrarse 

melt /melr/ derreti(se), fundi(se) 

middle-aged /r¡r¡dl'erdjd/ de medi¿na edad 

mild ,¡rna¡ld/ temPlado/a, suave 

miss /¡r¡s/ echar de menos, ¿ñorar 

misunderstand,/mrs,r¡rda'st¿e¡rd/ 

no entender, 

malrnterpretar 

modern "mD.ln .noderno/¿ 

move /mu:r',/ mudarse, trasladarse; move(se) 

movie theater /'muri o¡ata/ cine 

mug /¡¡r,\9,/ taza, Iazón 

muscular 

/'m.\skj¡le/ musculoso/a 

N 

narrow /'nrrJo/ estrecho/a, angosto/¿ 

natural,/'nrrf r¡ll n¿to/¿, n¿tural 

network /'ne6{r:l/ cadena de televisión / radio 

no matter what /Deo 'marr wDr/ no importa lo que / da 

igual lo que 

nosy /' .rrazt / entrometrdo/a 

o 

occupational hazard /okjr:perJenl'h¿ezrd/ riesgo 

labor¿ , qajes del ofic o 

office b¡ock /'ofis Hnk/ bloque / edificio 

de oficinas 

old-f ashioned /.*rld'fieJnd,/ anticuado/a, pasado/a de 

moda 

open-m¡nded /;r-rpan'marndrd/ abielro/a 

de mente, sin prejuicios 

opponent /rJ)¡onanr/ rival, adver5ar o/a, 

oponenle 

ordinary /'rdnri,/ normal, norrnal y.orriente 

original /¡'¡rcljJül/ original 

outer / ¡ur¿/ exter or 

overcast /Jovr'ko:sr/ encapot¿do/a, nublado/a 

overcome /)c\.)'k.\fi/ superat vencer 

overnight /eur'.r' art,/ de una noche 

overpopulated /ccre'popju:lertrd/ superpoblado/a 

overturn /ro\'r'r.l:r/ anUlar 

owner,/'rJnJ/ dueño/a, propietario/a 

P 

parking lot /'pct:ktg lot/ aparcamiento 

passenger /'p€srndSe / p¿sajerc/ a 

path / p.\:0/ camino, sendero 

pavement /'perunent/ acera 

performance /pe'fimans/ represent¿ción, f unctón; 

rendimiento 

peril perrl peligro, riesgo 

Personal /'pl:senl/ personal 

persuade /pa'r$¡e¡d/ convencer, persuadir 

pet¡te /pa'tir/ menuda 

pick up,/prk'.tp,/ recoger, ir a buscar 

pinpoint prnprnr delri'icar,determin¿r 

plagiar¡se 

/'plerdjerarz/ plagiar 

plain (n) /plern/ llanura 

plain (adj.) / plctn/ sencillo/a,llano/a; poco atr¿ct¡vo/a 

plof / plDt/ argumento, trama 

po¡nt (at) /'pr,¡r (ar) / apuntar (¿) 

point out /pr¡¡¡r'aor/ señalar, hacer notar 

poison /'prznl veneno 

policy /'pDlrsi/ política 

poodle /'pu:dll caniche 

possibility 

/pDsa'brl{i/ pos¡bilidad 

possible,/'pDsaH,/ posible 

pour /pa:/ servir, vertel echar 

predator /'p¡edeta/ depredador 

predictable 

/pn'drktáH,/ previsible 

pretend /p¡ftend/ f ngir 

protective /prc'tektn T protector/a 

psychological /sarka'lDd5rkl/ psicológico/a 

purpose /'pi:prsl propósito, objet¡vo 

put on /por'DD/ presentar, 

representar 

put up ,/pot '.\p/ colgar, poner 

0 

queue /kju:/ cola 

R 

tainfall /'rej'nt:tl/ cantidad de liuvia, precipitación 

ra¡se a flag /rene'fkg/ iz¿r una bandera 

raise a question /re¡z a'kwestjn/ formular una 

pregunta 

raise a Salary /rcrz J's{'lJri/ aumentar un sueldo 

raise an issue / retz e¡ 'Jv:/ plantear un problema, 

sacar un tema 

rather 

'rr¡:o¿,)-¡rr 

than 

en vez de 

reach for ,/'ri:rj b/ alargar la mano p¿ra coger 

tealise /'ri:¿lav./ darse cuenta de 

relation /fl'lc n,/ relación 

relationsh¡p,/r¡'lerinjrp,¡ relación 

released 

'li:sr/ 

/ liberado/a, puesto/¿ en libert¿d 

relevant /'rclJvJrrt/ re evante 

rel¡ef ,/rr'li:ry alivio 

O Glossan

O Glossary 

remarkable /r'r'r o:kclí/ extr¿ord n¿rio/¿, sorprendente 

remind /r'r'nr¡Drtl/ recordar (al9o a alguien) 

rent,/renr/ ¿lqu lar 

rental agency,/'reDd erdSonsi/ agencia de alqurler 

rep¡y,/rr'plnr/ contestar, responder 

report /r'r'p.);r/ Inlorme 

request /r'r'k\r. sl/' petición, solicitud 

rescue (v)/'rcsl iu:/ rescatat salvar 

research (n) /fr'srrj/ investigac ón 

resott / r'r',..):r/ comp ejo turístico 

return ticket /r'rtr:n'¡krt/ bi lete de ida y vuelta 

review /ü'\'.jrr:/ crítica, reseñ¿; revis¿t repasar 

reward (v) /¡ r'w):(l/ recompens¿r, premr¿r 

reward (n) r'r'\'.rrl e(orper,d. pre'n o 

rip-off /'rrpol / estafa 

risk his life /r'rsk hrr'l¿rf/ arriesgar su vida 

romantic /r.)o nr¿r'rtrk/ románt co/a 

rough ,/r.\l/ pe igroso/a; agitado/a 

ruler / t1¡lr,/ 9obernante 

run a business / a company /r.\n r 'brznes 

/ 

¡ 'k^mprni/ diriq r / levar un negocio / una empresa 

run after /r,\r'o:fir/ persegu r 

run into /'¡ t¡ ¡¡tlrL:,/ tropezar / encontrarse con 

run off with /r.rrr 'rf rrró/ llevarse, escaparse / fugarse 

con 

run out ./r.\¡) 

'¡ur/ acabarse, agotarse 

S 

sa¡l¡ng /'scrl¡r)/ vela 

scorch¡ng 

/'skrrJr¡/ abrasador/a 

scream 

/skli:r)r/ gr tar, ch ilar 

screen (v)/¡ikli:||/ emitir; proyectar 

screen (n)/skr¡:n/ pantalla 

seasoned / si:2.)n(l/ vetetano/a 

seek /si:k,/ buscar 

selfish ./ sclli],/ e9oíst¿ 

sell out /'s(.1 rcl./ vender todas las entradas, agot¿r ¿s 

ext5tencla5 

sequel \i:lit1.)l ."c¡ela,.ontir¡acior 

seriously injured,/'sreri.rsli rncl5;d/ qravemente herido/a 

set a date /scl .)'(lert/ filar una fecha 

set a precedent /s('r.)'prcsrdJ¡t/ sentar un precedente 

set a record /s(1 .) r'ek¡d/ establecer un récord 

set a table /st.r.r'tcrbl/ poner una mesa 

set an alarm /rcl lerr r'lcr:rn/ poner una a aTma 

set (in) ./scl ('n),/ amb entado/¿ (en 

5evere ./\r'\1,) / fuerte; riguroso/a 

shake 

r'jcrk.'temblar 

share,'Jc¡/ compartir 

shiver ¡'irr'.r,r t r tar, temblar 

shocked /'J¡)kr,/ estupefacto/a, espantado/a, irnpactado/a 

shocking ./'lnkrr¡,r espantoso/a, espel!znante, mpactante 

shop /JDp/ t enda 

shoplift /'JDplrft/ rob¿r en t endas 

shopping centre /i 'Jt)pnl 

scr)t)/ centto comercral 

Shore ,/jr:,/ Or ll¿ 

(be) short of ,/(bi) lrx ¡^/ (estdr) falto/a de, escaso/a de 

short-tempered /f¡:r'rcnrl>¡d/ irritable, de m¿l genio 

shoulder-length 

/ J¡ul(hlcrl0/ a l¿ altur¿ de los 

nomoros 

sidewalk,/'sard$r:k,/ acera 

sign up \¡r', .\t) 'egislr¿rse, Inscnbi'se 

signal (n) /'srgn;l/ señal 

single /'srul/ solo/4, único/a 

sink /sr!k/ hund (se) 

sitcom \|lknllr rorlpda de \tud(ion 

skilled /skrlcir hábil, especial z¿dol¿, experto/¿ 

skinny,/'sklni/ tlaco/a 

skyscraper ./'slar¡ikr ( rl).)/ rasc¿cielos 

slender ,/'slend¡/ de gado/a, esbelto/a 

slim /shm,/ delgado/a, esbelto/a 

slip /shp/ des izarse, resba ar 

slippery /'slrprri/ resbalad zol¿ 

smell a rat /smel .)'r':cr/ haber gato encerrado, estar 

traméndose algo 

snobbish ./'snDbrl/ esnob 

soaking wet ./ s¡r-krrt \< r./ empapado/a, calado/a hasta 

r05 nue505 

soap opera /'srcp ¡)l)'.)/ telenove¿, seflal 

socket / sDkrr/ enchufe, torna de corriente 

soften the blow /'sDIi) ó.) bl.)o/ amortiguar el go pe 

soundtrack 

/'s¡or(lo¿ck/ b¿nda Sonora 

source /s):s/ orgen, fuente, procedencra 

space-age /'sperser

' 

stone /sFon/ piedr¿ 

StOre,/sD:,/ 

tienda 

. storey /'st]:ril piso, planta 

straight /srrerr/ liso/a 

strike,/st¡?Ikl Pegar, golpear 

stroke,/str¡ok/ derraf te cereoral 

struggle /'srr^gll luchat tener dificult¿des 

stubborn /'sL\b¡n/ testarudo/a, 

obstinado/a 

su¡t /su:r/ traje (de chaqueta) 

su¡table /'suxrH/ adecuado/a, apropiado/a 

superhuman /srr:pr'hjurnon,/ sobrehumano/a 

support /se pJx,/ sostener, mantener 

suppose,/sr'Peor/ suponer 

surface \JJrs sr./pprf.( te 

surv¡ve /s)'\'an/ sobrevtvtr 

suspect /sr'spekr/ sospechar de 

suspenseful /sa'spensfl/ de suspense 

sweat /sNct/ sudar 

swift ly /'srvrfrli/ rápidamente 

sw¡tch on /s$,rtj'¡rn/ encender 

T 

take over /terk'acrva/ reemplazar, ¿dquirir, tomar 

take place /rerk blers/ tener lugar 

take up /terk 

take-off ,/'terkDfT despegue 

'¡p/ empez¿r / dedicarse a; ocupar 

talkative /'r):karrv/ hablador/a 

tame /rcrn,/ domesticado/¿, 

m¿nso/d 

tear down /'te¡ d¿r-rn/ 

derrib¿r 

tempt /tclnpt,/ tentar 

tend to /tcüd'rr/ tender a, soler 

the ball's in your court /óc'br:lz rr i¡. kr:r/ te toc¿ a - ti ' 

dar el siguiente p¿so, la pelota ,, ÉiJo--- 

"rt¿.'n 

thick /erk/ espeso/¿, denso/a 

thickness /'orknas/ grosor, espesor 

thief / 9iI/ ladrón/ona 

threatened,/,oret¿nd/ amenazado/a 

threatening/'eretn¡u/amenazador/a, intimidatorio/a 

thrill,/0¡rl,/ emoción 

thrilled,z0r'rkll contentísimo/¿, ilusionado/a 

thr¡lling ,/'{)rrhrJ/ emocionante, apasion¿nte 

throw in the towel /0¡a..¡ rn ó¡'rau)¡,/ tirar la to¿lla 

tin /un/ lata, bote 

trad¡tional /t¡¡'clrJ¡nl/ tradicional 

trag¡c /'trirdlrk/ trágico/a 

tra¡ler /'tr'( rb/ tráiler, avance 

training /'trcrx!/ entrenamiento 

treacherous /'rrerirrrs/ pe igroso/a, traicionero/a 

tr¡ck /tr¡k/'engañ¿r 

trust /ü^srl conf¡¿r en, ft¿rse de 

tune ¡n (to) /rju:n ln (tJ),/ sintonizar (con) 

tw¡ster /'ffrsta,/ huracán 

U 

unattractive /,r¡rr'rrelttv/ poco atractivo/a 

underestimate /^nder'cst¡metr/ subestimar, 

menospreciar 

Unfa¡r /^n'fe¡/ injusto/a 

unusua¡ 

/^n'ju:jorl/ inusual 

useful ,/'jrüsfl/ útil 

V 

valuable /'\,:eljurH / valioso/a 

very quiet /ve¡i 'kwarar/ muy tranquilo/¿, 

muy 

silencioso/¿ 

v¡ewer /'vju:a/ telespectador/a, 

televtoenre 

W 

warn /w,n/ advertir, avtsar 

wat(hful rtDrJfl atento/¿,vrgil¿nte 

w aW /' \¡eNi/ ondulado/a 

weather forecaster'r!cd.) Ir:ko:stJ 

meteorólogo/a 

well-built / wel'bir/ f ot nido/ a 

What were you doing when ... ? /wot $r: ju: 'du:r¡ 

wen/ ¿Qué estabas haciendo cuando...? 

when I heard /wen ar 'hld/ cuando escuché / oí 

wh¡te l¡e /warr'tar/ mentira p¡¿dosa 

w¡ld /warld/ salvaje 

willpower /'n'rlpaoc/ fuerza de voluntad 

w¡n a compet¡tion /wn c kornpa'rrJ¡/ ganar una 

competición 

w¡n a match /wIn I'metJ,/ ganar un partido 

win a medal /.rv¡¡ c'medl/ ganar una medalla 

win a prize rrrn.r'prarz ganar Un premiO 

wrn a war /wm J wr:/ ganar una guerra 

w¡n an.argument /rvln ¿en 

'o:gjoi¡¡ant/ 

ganar una 

ofscusron 

w¡tness /'wIrn¡s/ vet presenciar 

worldwide /'rvrldrvard/ mundial, en todo el mundo 

(to be) worth seeing ,/(t¡ bi) w3:0'siru/ merecer ia 

pen¿ verlo/¿ 

Y 

yañ / .io':

PHRASAI VERBS 

SSF¡r¡J 

En esta lista encontrarás los máscomunes 

traducidos seqún el contexto en que aparecen en este libro. Lo 

phrasal verbs se llaman también ñultiword yerbs porqu¡ van segu¡dos de una preposición, un adverbio , 

ambas cosas. 

back away: retroceder 

block off: cortar (el paso) 

break away: separarse, desprenderse 

break down: averiarse, estropearse 

break into: introducirse / meterse en 

break off: partir 

break out: estallar, producrrse 

break up: sep¿rarse, romper 

bring up: educa¡ criar 

call off: cancelar, suspender, ¿nular 

(or v¡,. Pd)dl 

call up: llamar por teléfono 

carry on: contrnuar 

catch on: ponerse de moda, tener éxito 

check in: facturar (¿eropuerto); registrarse (hotel) 

check out: pagar y marcharse (hotel) 

clean up: limpiar, arreglar 

come across: encontrar, encontrarse con (por casualidad) 

come apart: deshacerse, hacerse pedazos 

come back: regresa¡ volver 

come down: bajar 

come off: desprenderse, soltarse 

come on: empezar (-!: ¡vamos!, ivenga!) 

come up with: proponer, ocunírsele a uno/a (idea) 

count on: conlar con 

cut down: reducir, rebajar 

cut off; aislar 

deal in: comerciar con 

deal with: ocuparse / encargarse de 

dress up: vestir(se) bien / con elegancra 

end up: terrninar, acab¿r 

feel like: apetecer, tener ganas de 

feel up to: sentirse capaz / con fuerzas de 

figure out: comprendet explicarse 

fill ¡n: rellenar (impreso o documento) 

find out: descubri¡ averiguar 

f¡t ¡n: encajar, adaptarse, congeniar 

get ahead; progresar, tener éxito 

get away: escapa(se) 

get away with; salirse con la suya, quedar impune 

get back: volver, regresar 

get by: arreglárselas 

get down: bajarse, ag¿charse 

get hold of: coge(se), agara(se) de 

get ¡nto: entrar / meterse en 

get off: baj¿r(se) / apearse de 

get on: llevarse bien; subi(se)/ montarse 

get out of: escaparse / ||br¿rse de 

9et over: reponerse, superar 

9et together: reuni(se), junta(se) 

get up: levantarse; subir 

give away: revelar; delatar 

give back: devolver 

g¡ve ¡n: rendirse, darse por vencido 

g¡ve out: repartir, distribuir 

g¡ve up: delat renunciar a 

go along: ir con, acompañar a 

go away: rrse, marcharse 

go back: vo ver, regresar 

go down: bajar, descender; gustat tener aceptac¡ón 

go off: marcharse, irse 

go on: ourar; contnuar 

90 OUr: sarrr 

go through with: llevar a cabo, cumplir 

grow up: cnarse, crecer 

hang out: pasar el rato 

hang up: colgar (el teléfono, un ¿dorno) 

hold on: agarrarse 

hold up: levantar; retrasat retener 

keep down: reprimir; oprimir 

keep off: prohibido (pasar, pisar el césped...); aleja(se), 

aparta(se) de 

Keep on: segurr, conlrnuar 

kick off: expulsar / echar de 

leave out: omitir, dejar fuera, excluir 

let down: decepciona¡ fallar, defraudar 

let in: dejar entrat hacer pas¿r 

l¡ve up to: estar a la altura de; vivir de acuerdo con, 

cu m plrr 

lock out: quedarse / dejar fuer¿ con la puert¿ cerada 

look after: cuidar ¿ / de 

look ahead: mirar hac¡a el futuro 

look away: apartar la mirada 

look back (on): mirar hacia atrás, pensar en el pasado 

look for: buscar 

look forward to: esper¿r con ansia, tener muchas ganas 

de, est¿r deseando 

look ¡n on: ir / pasar a ver a alguren 

look ¡nto: investigar, estudiar 

look on: considerar 

look out: tener cuidado 

look over: revisar, repasar 

look through: ignorar, fingir no ver a alguien, mirar a 

arqulen como sr no estuvrer¿ 

look up: buscar; ir a visitar; mejorar 

look up to: admirar, respetar 

make for: ir / dirigirse hacia / a 

make up: componer 

miss out on: des¿p'ovech¿r. desperdicrar, dejar pasar, 

perder 

pay back: rembolsar, devolver (dinero), vengarse 

pay for: pagar; ser castigado 

pay off: saldar, liquidarj merecer la pena 

p¡ck out: elegir, escoger 

nirL tn' r¡nar rara¡a¡ 

po¡nt out: señalar 

put away: 9uardar, poner en su srtro 

put off: aplaz¿r, posponer 

put on: representar; ponerse (ropa) 

put out: apagar (un cigarrillo, la luz) 

pur up: cor9ar, poner 

put up with: aguantar, soportar 

ring off: colgar (el teléfono) 

r¡ng up: llamar (por teléfono) 

run after: perseguir 

run away from: escapar, huir de 

run into: tropezar / encontrarse con 

run off with: llevarse, escaparse con 

run out (of): quedarse (sin)

PHRASAT VERBS 

En esta lista en(ontraráslos 

más comunes traduc¡dos seqún el contextoen 

que aparecen en este libro, Los 

phrasal verbs se llamantamb¡én 

murtíword verbs porqué van 5eguidosde una preposición, un adverb¡o o 

ambas cosa5. 

back away: retroceder 

block off: cortar (el p¿so) 

break away: separarse, desprenderse 

break down: averiarse, estropearse 

break into; introduc rse / meterse en 

break off: partir 

break out: estallar, producirse 

DreaK up: separarse, romper 

br¡ng up: educar, criar 

call off: c¿nce ar, suspender, anu ar 

LdI ur r. Pd5dr 

call up: lamar por teléfono 

carry on: continuar 

catch on: ponerse de moda, tener éxito 

check in: f¿cturar (aeropuerto), reqistrarse (hotel) 

check out: pagar y m¿rcharse (hotel) 

clean up: limpiar, arreglar 

come across: encontrar, encontrarse con (por casualidad) 

come apart; desh¿cerse, hacerse pedazos 

come back: regresar, vo ver 

come oown: Dalar 

come off: desprenderse, soltarse 

come on: empezar (-l: ivamosl, ivengal) 

come up w¡th: proponet ocurrírsele a uno/a (idea) 

counr on: conrar con 

cut down: reducit rebajar 

cut off: ¿islar 

deal in: comerciar con 

deal with: ocuparse / encarg¿rse de 

dress up: vest (se) bien / con elegancra 

end up: terminar, acabar 

feel likei ¿petecer, tener ganas de 

feel up to: sent rse capaz / con fuerz¿s de 

f¡gure out: comprende¡ exp icarse 

f¡ll ¡n: rellenar (impreso o documento) 

find out: descubrit averiguar 

fit in: encajat ¿d¿pt¿rse, congeni¿r 

get ahead: progresat tener éxito 

get away: escapa(se) 

get away with: salirse con la suya, quedar impune 

get back: volver, regresar 

get by: arreglárselas 

get down: bajarse, ¿gach¿rse 

get hold of: coge(se), agarra(se) de 

^ó+ ¡ñ+^.6ñtr:r / m6tór

un over: ¿tropellar 

sell out: vender tod¿s las entradas, agotar las ex stencias 

serve on: ser mremoro oe 

set off / out: sal t ponerse en cam no 

show up: aparecer, presentarse (en un sitio) 

sign up: registrarse, inscrib rse 

stand for: sign f car 

stand out: destacar, sobresalir 

stand up: ponerse de pie, lev¿ntarse 

stand up for: defende¡ respaldar, apoyar 

srop oy: pasarse por 

swit(h off: apagar. desLone -ra / d I .1, d rplp"r\ on. el 

tererono) 

sw¡tch on: encendet poner, conectar (la luz, a 

telev sión, el te éfono) 

take after: p¿recerse a 

take apart: desmontar (un ap¿rato) 

take away: qurtar, leva(se) 

take back: retr¿ct¿rse, retlrar (lo dicho) 

take down: ¿punt¿t anotar 

PREPOSITIONS 

take off: despegar (av ón); quitarse (rop¿) 

take out: sacar 

take over: reemplazar, adqu r r, tomar 

take part in: palricip¿r en 

takeupr empezara hacer; dedicarse a; ocupa¡ lenar 

t¡p over: vo ca(se) 

try on: probarse (ropa) 

tune in: sintonizar 

turn around: da(se) la vuelta 

turn back: volver, regresar 

turn down: bajar (el volurnen); rechazar 

turn ¡nto: convert (se) en 

turn off: ¿pag¿r, desenchufar (un aparato) 

turn on: encender (un aparato) 

turn out: apagar (un ¿par¿to) 

turn over: d¿r la vuelta a (una cosa) 

turn up: subir, poner més fuerte / aito (el volumen); 

llega¡ aparecer 

wake up: desperta(se) 

work out: entender, resolver; hacer ejercicio 

write down: apunt¿r, ¿notar 

VERBS + PREPOSITIONS NOUNS + PREPOSITIONS 

apolog¡se for: disculparse por 

demand for: der¡anda / petic ón de 

apolog¡se to: discu parse con 

disadvantage of: desventala de 

appear In: aparecer en 

effect on: efecto en 

argue about: discutir sobre / por 

end of: final de 

arg ue with: discutir con 

form of: forma de 

o¡,,vr o(. ,

IRREGULAR VERBS 

be /ü:/ 

beat /bir,/ 

become/bik,\m/ 

begin /br'grn,/ 

bend /bend/ 

bet,/bet,/ 

bite,/balt/ 

bleed,/Ui:d/ 

blow /tlro/ 

break /brerk,/ 

br¡ng /brrtJ/ 

bu¡ld /brld/ 

burn /b::n/ 

burst /br:st/ 

buy /bar/ 

catch /k¡ed,/ 

choose /du:2,/ 

COme ,/ K.\n/ 

cost /kDsr,/ 

cut /k.\t/ 

deal /dil/ 

dig / ch!/ 

do /

l¡e /larl (regular verb) 

lighl /l^tt/ 

lose /\tz/ 

make /merk,/ 

mean ,/mi:n/ 

meel /mif/ 

Pay /pet/ 

put /par/ 

(ead /rld,/ 

ride / ratd/ 

ring / rt!/ 

rise / ran/ 

run / | ^n/ 

say / seí 

see /sit/ 

sell /sel/ 

send /send/ 

sel /ser/ 

sew /sJ¿/ 

shake,zjerk,z 

shine /latn/ 

shoot / ltt:t/ 

show /jao/ 

shut /Jn/ 

sing / stD/ 

s¡nk /srrk/ 

sit / sft/ 

sleep /sli:p,/ 

smell /smel,/ 

speak /spift/ 

sPell ,/spel/ 

spend /spend,/ 

5pill ,/sprl/ 

spo¡l 

/sp)l/ 

spread /spred/ 

spnng /spn!,/ 

stand /srarnd/ 

steal /stil/ 

st¡ck /strk/ 

st¡ng,/sr¡U/ 

sweaf /sr{eá/ 

sweep /swi:p/ 

sW¡m /swrm/ 

take /rerk,/ 

teach / i:rl / 

leat /rce/ 

tell / tel/ 

think /er¡k/ 

Ihtow /Ora'o/ 

understand /^nde'srend/ 

wake up /'werk ^p/ 

weaÍ /\\¡e¿/ 

win /wtn/ 

write / r^tt/ 

lied /lat

fie./larl (regular verb) lied /tar¡,/ lied /tañ./ mentir 

light /laft/ tit /ttt/ lit tit /ttt/ /l| / l";";n"'. encender 

l^-^ tl tose /lu:t/ lost /¡Dsl. lost /lDst /lnsr/ / perder âr.tór 

make maKe ,/me¡k/ ,/meú,/ m¡d¡ made , -o,.t z 

made 

./n.'erd/ 

/neÁ/ hacer, fab¡icár 

mean /rri:n/ meanl ,hentl meant /ment,/ signifrcar, querer decir 

pay /per/ paid /peÁ/ paid /peÁ/ pagar 

::: o::1 meer./ñir/ met /mer/ met /met/ ó;:;;;;;;;.;^ 

put./pu/ 

. 

put /pur,/ poner 

reao / :d/ rcad / red/ rcad /rcd,/ leer 

ride / rode 

.raÁ/ 

/raod/ ridden /,ndn/ rnántá|. 

::,:: l:::', 

'-1:! l::?/, 

rune /rnt/ ttamai lportátorono¡ 

rise /.ratz/. tose /teoz/ rireÁ 7;rrorrl erevarse, atzarse 

run /.r^nl ran /ren/ run /r¡a/ corre[ 

say /se\/ sa¡d /sed,/ said /sed/ decir 

see /si: / 

saw /st/ seen /si:n ver 

sett sell /sel/ /'el/ sold old 

_ 

/srrld,/ / se',id/ cotrt sold /set)td/ .,ü,,t,t, 

vónOer 

send /send/ sent /senr,/ sent /sent/ 

set /r.et/ sel /set/ set /yt/ cótócar 

";;;; 

s?w./s¿,,1/ -:,,., *:, sewed 5eweo /s-d/ /se{Jdl ;;;r;*"i sewn /saJn/ #;"' coser 

shake /Jerki shook /Jok,/ ,Jr-,¡

WRITING GIJIDE 

The Writin Process 

STEP 1: BRAINSTORM FOR IDEAS 

. Write down all the ideas you can think of. 

. Don't worry about whether the idea is relevant. 

. Don't worry about grammar or spelling. 

. You can write in your own language. 

SIEP 2: ORGANISE YOUR IDEAS 

. Decide which ideas to keep and cross out 

the others. 

. Group similar ideas together 

. Organise the groups according to a writing plan. 

STEP 3: FOCUS ON LANGUAGE 

. Think of words and expressions you will need in your 

work. 

STEP 4: WRITE A FIRST DRAFT 

. Write your first draft on the computer or by hand. 

lf you are writing by hand, use a pencil. Leave wide 

margins for notes. 

. Leave space between lines for addit¡ons and 

corrections. 

. Write quickly. Don't worry about neatness or accuracy. 

. lf you can't think of a word in English, write it in your 

own language. Look up the word in a dictionary later. 

. lf you can't spell a word, write it any way you can. 

Then check the word in a dictionary or use a 

spellcheck when you have finished. 

TOPIC: Afternoow jobs 

@Caw sav. to b^y són4ethírg yox reaLLy want 

@ 5 ens e af res po w íb íLía¡ 

tatffi-plac

¿, 

STEP 5: CHECK YOUR WORK 

. Use the Writer's Checklist on this Daqe to 

improve vour work. 

STEP 6: WRITE A FINAI DRAFT 

. lf you are wr¡ting by hand: copy your corrected 

work neatly onto a clean sheet of paper. 

. Use a pen and leave a margin on the left-hand side. 

. Make sure your paragraphs are clearly indicated. 

NOTE 

You can ¡ndicate the beginning of a paragraph by: 

'l 

. indenting (moving the first word of the paragraph to the r¡ght). 

2. skipping a line before beginning a new paragraph. Each paragraph begins at the left-hand margin 

Both styles are correct, but be consistent in your writing. The indented style is preferred for informal lerrers. 

WRITER'S CHECKLIST 

A Rq At'J t5 Af lA ^) 

A I orqawsed rny wark accorzlín1 

D I ath paragraph lqr ún¿ tapL.. 

l1 My paragraph.r are cLearly ,, 

D My tdeat art in a Lajíul 

D I a¡ed st|lr,tble .ónne.t|rc tó 

lltlK trlY l6¿¿.t. 

WorkLry duríng aJter-rchtol hturs caw 3íve teznagert 

q¿eLLeAt 

etdkfl life experíewe. Fírst of atl, flILy JqLm a rewe 

o;f re.tpowíbilifl. fhi¡ u bezawe twy wítt tore /E*¡ou 

dont ]n qldít ú'1 

if th¿y yil (owv late ar l¿e¿i¿ "h¿w up. fto, *arktn4 

tezwJer¡ have lett free tínz, u they we 

¿ O^rTEN7 

- My work rc tntere"rting 

an'{ aríqinal 

D I bEan with a ¡îta.bLe 

apeainq 

J¿tlteaLe. 

ü I ¿tded wLth a .ruitable clatínj 

-taúfen(e. 

A i ^Jed (oIne.torJ ta Link ny 

tANquAqE 

E My granwnar is carrezt. 

f7 My ryeLLtng ir .órr¿d. 

D My warcl arder i.r carred. 

lf MY pawtaatíón i¡ carre¿t. 

D I prarc\tcd my Ldca.r tlearLy. 

t) J +rcd capital letterr .órre.tLy. 

Z I twLu,l¿,l only rcltvant ideas. 

t) I wed adiettivet carrettLy. 

U.L l4PParte'l My t,,lcal wrth 

detaíL¡ .and exampltr (apíni.an, 

for an'i agaíwt e.r.ray). 

¡ Writing Guide

148 

- sub¡ect + verb + object + add¡tions 

Writin Skills 

WORD ORDER 

Word order is very important in English. The usual order is: 

Note the following: 

1. lf a sentence has both a direct and an indirect object, there are often two possibiritres: 

I gave you the letter. / 

I g¿ve the letter to you. / 

2. Many time expressions can come at the beginning 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 oblect(s). We cannot say: 

We don't have todáy any homework. X 

4. Adverbs of manner can come in several positions, but !q[ between the verb and the object. 

Carefully, she opened the box. / 

She carefully opened the box. / 

She opened the box carefully. / 

5he opened carefuilV the box. X 

5. Adverbs of frequency come before the main verb. Some can come at the beginning 

and / or the end of a sentence as well. 

We sometimes play football. / 

Somet¡mes we play football. / We play footbal sometimes. / 

We never play footbal . ./ NCVq we play footbail. X 

SUBJECT-VERB AGREEMENT 

The verb is singular or plural, depending on the subject. 

The child loves to p¿int (singular) / The children love to p¿tnt. (p ur¿r) 

Note the following: 

'1 

. Singular nouns that refer to groups can have either singular or prurar veros. 

My family does / do many things together. 

2. Amounts and quantities usually have singular verbs. 

Five thousand doll¿rs was found in the suitcase. 

3. Words like anyone, everybody and nobody have singular verbs. 

Does anyone have any money to lend me? 

Ith nk everybody is here 

Nobody wants to leave yet., 

4. l\./lost uncountable nouns have got singular verbs. 

Your advice was excelient 

The news is very exciting. 

5. Some uncountable nouns have got plural verbs. 

Your clothes ¿re so fashronablel

--- 

USE OF ADJECTIVES 

1. Adjectives come before nouns and after certain verbs. 

a black cat / a cat bl¡ek X He looks upset. / 

2. The adjective form for singular and plural nouns is the same. 

an excellent film / excellent fl ms / excellents filrns X 

3. Adlectives follow a specific order: opinion + size or age + colour + origin + material. 

a fantastic. new JaDanese car / a fantastic. laoanese new car X 

CONNECTORS 

Connectors are linking words which join ideas and show how those ideas are related to one another. 

lvlike got into the b¿sketba team because he's a talented player. (to give a reason) 

f-le wants to improve his game, so he pract ses every day after school. (to describe a result) 

He spends a lot ot time training, but he still gets high marks at school. (to express a contrast) 

They also help us to organise our writing and make it easy for the reader to follow. 

Many people feel that they must always wear expensive, brand-name clothes. First of all, they claim that if they 

don'l, they won't look good or be accepted by other people. In addition, they say that brand-name clothes ¿re 

designed better. However, brand-name clothes have dlsadvantages. For example, the brand name rs often 

printed n large letters on the clothes. As a result, wearing them turns you into a walking advertisernent. 

Study the chart of connectors and phrases below. 

same toprc 

ro express a contr¿st 

also / too / as well as 

but / however / nevertheless / yet / still / although / even if / 

ever though / r so te ofl deso'te 

to describe a cause or reason because (of) / since / due to / as / as a result of / 

one/another reason for .. . is ... 

to descnbe a resu t , so/therefore / consequently/thus/as a result/ as a consequence/ 

for th s reason / that is why 

to make qeneral 

statements 

to I st po nts 

to qrve 

exampleS 

/soasto/sothat/to 

similar y / | kewlse / in the same way 

for example / for instance / such as / like / particularly / in particular / 

espec ¿ ly / lnore) soefl[r( al y 

to ¡ntroduce opposing po nts on the one hand / on the other hand / in contrast / contrary to / it can 

aiso be argued th¿t / but there are people who s¿ylthink (that) 

10 SnOW SeqUenCe 

to show time 

first / at f irst / in the beginning / before / next / then / soon / me¿nwhile / later / 

af ter that / af terwards / at last / eventual y / finally / tn the end / during / when 

when / while / before / ¿fter / until / as soon as / by the time 

to conclude in conclusion / to surn up / ln short / al in all 

trr writing Guide 

lr4q 

t'

WRITING A PARAGRAPH 

A paragraph cons¡sts of several sentences about a certain topic. lt has the following parts: 

1. a top¡c sentence which gives the main idea of the paragraph 

2. supporting sentences which add reasons, details and examples 

3. a concluding sentence which leads on to the next paragraph or summarises the main idea 

APF Ntt'.rG 

BoDy 

C.A i\,t (. L L\5IA ^l 

I thLnk f'm. gettínj taó all ta la an htlílay i^)tth. My par¿atr. Far one tltíng, th¿y e^1ay g0ía4 ta 

wt+¡e,uu¡ qvul laokítq at famaw btiklin4s, b*t I thíak thir ít baríng. I'd rqther reLax at the beacLt 

or 9o thopptn4. 

A¡ a rer4Lt, we often argue v)hen v)e're on )uLilay. Iw attrditía+, I'd Li.k-e tó rtaY at plqcer vJh.re I 

.at't MeLt lther yau,g pupLe. For uanpLe, yóath ho.ttetr are fLtlL of ya*ng havelLert. 

ALL í\. alL, aLthr'lth I lav¿ My pdr¿v¿r, L'd pr+r to tó ow htLíday v'títh rtíen':lr. 

The parts of a paragraph should flow logically. The paragraph must be easy to understand. 

You can accomplish this by: 

1. using pronouns to refer back to the nouns in the text. 

2. using connectors to show the connections between ideas (see the chart on page 149). 

WRITING AN ESSAY 

An essay conslsts of several paragraphs about a topic. There are many different kinds of essays, but they all 

ha\/a thó

,4. DESCRIPTION 

OF A PERSON 

A descript¡on of a person g¡ves an impress¡on of what that person is like or of our 

relationsh¡p w¡th them. lt usually includes details about the person3 appearance, 

¡nterests and personality. Look at the topjc below. Then study the plan and read 

the model. 

TOPIC: 

Wr¡te a descript¡on of someone you like. 

OPENINE 

Basí.c ítfirnatíon" 

íntrodwig thL perrów 

EoDy 

De*ríptí.ow of thz 

pertoni appearawe, 

p ers o nalíty, ínterest,t 

and acúvíher, aktr / 

or your relahowhíp 

cLoSlNE 

CLosítg renark and / 

or yo*r opínuw 

UsEFUL IANGUAGE 

He / She is a bit / very / quite ... 

He / She has got ... 

The best thing about him / her is . 

He / She is a great friend 

... is really ¡mportant ¡n a friend / 

a teacher 

... is one of my favourite people 

I really like him / her a lot 

Scott is a really good friend of mine. We're both in the same crowd and 

we all go out quite often, but sometimes just the two of us get together 

after school. 

Scott's short and well-built. He's got fair, wavy hair with amazing blue 

eyes - girls think he's quite athactive! He works out in the gym three 

times a week and at weekends he likes to go camping. I sometimés 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. 

PhlElcal Appeafatlqe i : ;É&¡,i :, , .,,' ..,:t: Pe15onality 

tall/short/petite 

oossy 

welFbuilt / chubby / slim 

9enerous 

goodlooking / goYgeous /attractive / plain helpful 

straight / wavy / curly / spiky / shoulder-lengtha 

lot of fun 

ha tr 

shy 

fair / dark hair or skin 

sense of humour 

brown / blue / green eyes 

selfish 

stubborn 

considerate 

catm 

O Writing Guide

752 

A NARRATIVE 

A narrat¡ve s a story about a series of events and the people invo ved in them 

Look at th-" top c below. Then study the plan and read the rnod-"i. 

TOPIC: 

Wr te a narrative about a trip you took. 

PLAN: 

t¡i'l.,i.i: 

the naíw characters, 

whzre qatl wh?+ thL 

Jtary tqkeJ pLqc. 

fai)l 

EvetltJ Ltl. the Jtóry, 

hlw the charqcter¡ 

f"k 

LLC j it .,t, 

Tnz endtnl af the 

,ttar'/ 

USEFUL LANGUAGE 

, Time Expressions 

Last weekend / summer / year ... 

Two years ago . .. 

It was a cold / hot / stormy day ... 

It all began when 

One afternoon ... 

Fortunately / Unfortunately/ Luckiry ... 

To my surprise 

The funny thing is that 

Before I knew it . .. 

The Train to London 

Last weekend, nly brother Alan and I decidcd to go to London. 

We wanted to do sorr.re shopping and scc a show. We bought our tickets 

and ran to catch the train. 

There was l big crowd trying to get on, so we lost sight of each other 

and ended up in separ¿te carriages. I walked up and down the train, 

but I couldn't find Alan. An hour later. our train pulled into Waterloo 

statron. 

I got off and stood on the platform. I waited fbr ages, but there was no 

sign ol'Alan. I tried to phone him, but he didn't answer. Shocked, I s¿t 

down on a bench. Where was he? 

About 40 endless minutes later, I saw him. "I fell 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! 

Connectors of Sequence 

at first 

before 

next 

l-+^. 

when 

then 

unlrl 

as soon as 

soon 

sudden ly 

while 

duflng 

eventua y 

n the end 

meanwn e

A BIOGRAPHY 

A biography is a description of a personb life. lt should ¡nclude only ¡mportant events 

and information, leaving out minor details. This information ¡s usually (but not always) 

presented in chronological order. Look at the topic below. Then study the plan and 

read the model. 

TOPIC: 

Write a biography of a person who is important to your country 

OPENINE 

Wht the penon ís anl 

vth4t h./sh. í.r famau,e 

fir 

soDY 

Early Lífz anÁ caret¡ 

Cc,vcbpM.Arr 

cLosrNE 

Srwmary of the 

p crs onk achizvcratxls / 

fulurc plaw 

Tony Blair ; 

Tony Blair served as Prime Minister of Great Britain from 1997 to 

2007. He was a young, charismatic leader who brought the Labour 

Party to victory after many years of Conservative government. 

Blair was bom in 1953 in Edinburgh, Scodand. As a teenager he was a 

rebellious student who disobeyed school rules. While he was studying 

law at Oxford, he also played in a ¡ock band. He became a Member of 

Parliament in 1983 and leader of the Labour Party in 1994. In 1997 he 

became the youngest prime minister in 185 years. 

One of Blair's most important accomplishments as prime minister was 

helping to end the conflict in Northem keland. Towa¡ds the end ofhis 

term, however, he became unpopular due to his support for the war in 

Iraq. 

Blair continues to be poütically active. There is a possibility that he 

may become the first president of the European Council. 

O Witing Guide

A DESCRIPTION 

OF A PLACE 

A description of a place gives an impression of what that place is like. lt usually 

includes physical details such as location, scenery, exterior and interior (in desciiptions 

of a building). lt may also describe the general atmosphere. Look at the topic below. 

Then study the plan and read the modet. 

TOPIC: 

Write about a good place 

for a holiday. 

PLAN: 

aPtt,.it:4,, 

NriM?, kcatjoa, ¡puíql 

Or tntere;rAng detaík 

BODy 

De^rcnpü'tn wíth raore 

,letotil, e

. i'-:' ,I A.FOR AND AGAINST ESSAY 

A fiii and against essay is usually about a controversial issue. lt presents both sides of 

thd issue and then concludes by support¡ng one of the sides. Look at the topic below. 

Tli€n study the plan and read the model. 

TOPIC; 

Write a for and against essay on a topic connected to health. 

PIAN: 

oPENrNq 

Introduttht A fh. 

k.rue 

EoDy 

Argumznü fir one 

sidc of the í.sut, 

with upportí>g 

detaík anl aampkr 

Agnmen* ltr tlw 

othzr sÁe of thc 

ísrue, wít1r uypoúig 

dctaiLr and aamplzs 

closwg 

Swnmary of ístuc 

awt wátcis opíni.ow 

Yes or No to Organic Food 

In the last few decades, organic food has become very popular. ' 

The question is, should everyone sta¡t buying it? 

On the one hand, organic food has many advantages. p61s¡e thing, it 

is 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 farmhg does not use 

chemicals, organic food is better for the envi¡onment. 

On the other hand, shopping for organic food may be quite 

i¡convenient because it is not avalable 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 healü than other foods. 

However, you need to decide whether or not you can afford to spend 

the money and üe time it takes to buy it. 

' 

l\ 

OWrhlngGuldc'

AN OPINION ESSAY 

An op¡nion essay states an opinion and tries to convince the reader that this opinion ¡s 

correct. Look at the topic below Then study the plan and read the model. 

TOPIC: 

Write an opinion essay on a topic connected to safety. 

PLAN: 

OiL, ::t,,, 

Presentation af istrc 

and apinton 

i,': 

Spetífc reasow 

a\.1 fdctr tó .t^ppart 

opíniaw 

. i -. t,''.4-' 

Snwtming up anol 

reJtdt.¡rten t af 

0PLW0 t1. 

Many people think that ... 

In my opinion, howeveq ... 

ldisagree 

In my vrew ... 

I bel¡eve that 

HOWeVer, .. . 

Despite this, ... 

Firstofall,... 

Secondly,... 

In addition, ... 

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 like a good way to save lives, 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 uncomfonable 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 is clear that this is a mistake. Most 

accidents are caused by cars, and it is 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. 

As a result. ... 

It is clear that ... 

In short, 

To sum up, 

In conclusion,

'i 

"! 1 t! 

1 

I 

1,. 

,"1 

A REVIEW 

A review provides the main events in the plot of a book, film or show. lt also gives the 

reviewer's opinion. Look at the topic below. Then study the plan and read the model. 

TOPIC: 

' 

Wr¡te a review of a book you have read or a film you have seen recently. 

PLAN: 

OPEÑIÑE 

the narne and Epe 

of book or fiIw, tht 

authrr/ díreLtor, tha 

mzíw ¿hara¿ter¡ anÁ 

a de*rQtítw of the 

pLot 

EoDY 

Writer! opíni,ow ow 

varitar arpeLtr óf the 

book or fbw, good 

poíws anÁ bad poín* 

cLoSrNE 

QeneraL 

re,commcxlatitn 

USEFUL IANGUAGE 

It tells the story of ... 

Its hero / heroine is .. . 

The film stars .... 

It is set in .., 

blockbuster / básbeller 

charácteÉ 

spec¡al effeab .. 

soundtrack 

The Thirteenth Tale 

The Thirteenth Tale, a suspense novel by Diane Setterfield, is set in 

Yorkshire, England. Its heroine is a young bookseller, Márgaret 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 life. 

There is nothing ordinary or predictable abotrt The Thirteenth Tale . 

Set¡erfield's frightening and fascinating story is about confi¡sed 

identities, lies and love. It is revealed bit by bit, each part leaving the 

reader more mystified than before, right th¡ough to its unexpectec 

conclusion. It is skilfully 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 arc sure to want more books by her - and let's 

hope they come soon. 

surprise ending 

predictable 

disappointing 

YQU won't want to miss ... 

You'll love reading ... 

Well worth seeing / reading 

I highly recommend ... 

Don't bother / waste your time ... 

\ 

a writ¡ng Gu¡de

tL-=r*l 

QUIZ ANSWERS 

AND FACT FILE 

Un¡t f, page 5 

d. Look at the faces below Some are from Group A, sorne 

are from Group B and some are new Nurnber 1-24 in youl 

notebook. For each face, write A (Group a), B (crolp B) or N (¡ew). 

Now check your answers. Score 1 point for e¿ch correct 

a nswer. 

1.8 2.N 3.A 4.8 5.8 6.N 7.A 8.N 9.A 

10. B T1. N 12. N 13. N 14. B 15. A 16. A 

17.N 18.N 19.N 20. B 21.N 22.N 23.A 24. N 

How did you do? 

I 9-2¿ WOW I You ¿lrrost never torget ¿ taie. Be l.appy , 

th¿t you have got th s talent - it's very usefull 

'12-18: 

You have got a normal memory for faces. You 

remember most people you meet, bu1 mdy have some 

trouble if you meet thern ¿g¿in in a different place. 

11 or less: You may have some difficulty remembering 

taces. You c¿n irnprove by practising. Try paying attentlon 

to spec fic detalls that will help you remember. 

Un¡t 2, page 17, Exercise 2 

16- 18: You are perfect spy m¿teriall 

You like danger and excitement, you've got courage and you 

not afraid of pain. You're good at keeping secrets and you 

good at solving problems. You're a great liar - a skill you m 

need for survival. You've got an excellent memory and you 

good ¿t getting information. You'd make a f¿ntastic sec 

aqent I 

12-15: You could try espionage, but t won't be easy. Ther 

a chance you could become a secret agent, but you'll have 

work on a few things. Your memory may not be sharp enou 

and you need to develop your courage. Learn to keep a sec 

and pract¡se lying - these are necessary skills for a spy. Consi 

whether you would really like a life of thrills and danger tf s 

there's still hopel 

6-1 1: Espionage is not for you! Safety ts more important to y( 

than thrills, so you usually stay far away from danger. You'r 

very honest person and you say wh¿t you think. This is a go( 

trait in most people, but not ln a spy. You can't keep a secret ar 

your rnemory isn't the greatest. You may enjoy reading a goc 

spy novel, but you could never be a spy yourselfl 

Unit 3, page 37, Exerc¡se 3 

student B 

Valerie Vili - shot putter 

Early life 

1984 - Born in ' _ 

Secondary school years - teased and bullied becauseof 

her size (now 1 .93 metres, 1 10 kilos) 

Earlv career 

'1998 - '/ 

_ recognised her potent¡al, encourage 

her to take up the sport 

- Broke a 2O-year school record 

Titles / Competitions / Awards 

2001 - World Youth Champion 

- World Junior Champion 

2004 - Athens Olympics - finished eighth because she 

was recovering from an operation 

2004 Broke New Zealand women's record from 5 

2007 - Wo¡ld Champion 

2008 

- Olympic gold medal, Beiling 

- New Zealand Sports Award of the Year 

Future olans 

Continue competing, be world champion again, win 

another gold medal at the next Olymptcs 

Unit 6, page 65, Believe ¡t or not! Quiz Answers 

1. True - Lightning is almost 28,000o C. while the sun3 surfac 

is "only" 6,100' C. 

2. False Clouds contain no gas, only water and ice. 

3. True - You can see the circle if you look at a rainbow 

from above. 

4. True Heavy red rain fell in India frorn July to September 

2001 . 

5. Faise - Antarctica s the world's driest conttnent. 

6. True - The crystal structure of ice is ¿lw¿ys six-s¡ded. 

7. False- The concrete in cities retains the heat, making them 

warmer th¿n the areas around them. 

8. True Trees make the air more humid, which increases 

ra nf¿ll.

Faces

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