VIEWPOINTS 2 SB

[J Burlington Books

VIEWPOINTS For Bachillerato

STUDENT'S

Elizabeth Grant Kevin Payne

BOOK

[) .Burlington Books

VIEWPOINTS For Bachillerato

STUDENT'S

Elizabeth Grant Kevin Payne

BOOK

READING

VOCABULARY

GRAMMAR

Star for a Day

Fame Verb collocations Suffixes

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

The environment Phrasal verbs

Modals Modal perfects

\dioms

should I had bet

Computers Verbs and prepositions Verb collocations

The Passive The Ca usa ·=

The senses

Reported sp==-

Ll

Review 5

page

1

Fame 9

page

2

The G reat Pacific Garbage Patch

Going Green page

3

Predicting content G u essing meaning from context

Reading for general

u nderstanding G uessing meaning from context

21

S m ile- You're on Google Street View

Online World page

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

33

What's That S mell?

4 Sense It -

page 45

5

Families page

57

6 A Good Buy page

i nformation G uessing meaning from context

Idioms

The Kite Run n e r

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

Relative cla uses

Consu merism Col locations Phrasa l verbs

Cond itionals I mperatives, modals and time clauses Wish clauses

Listening Practice

Speaking Practice

Pronoun reference G uessing meaning from context

Exan1 Preparation :�age

Phrasal verbs

Burning of the Brands

69

e·

Scanning for specific

Making inferences G uessing meaning from context

Exa� 0rac 1ce

-

-

Ei

Appendices

•

•

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

•

Pron u nc i a t i o n Practice

•

:a;;e �SS

oage 121

Glossa ry

•

P h r a s a l Verbs

•

page 123

page 130

Prepos i t i o n s

page 131

I rreg u l a r Ver bs

page 132

-

"

AR

LISTENING

SPEAKING

WRITING

A rad i o tal k

Ta l k i ng about a picture

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

A personal statement

A conversation

Reac h i n g a decision

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

PowerPoi nt presentations

A conversation

Personal i nterviews

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

A debate

A report

Comparing pictures

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

British etiquette

Personal accounts

Expressi n g an opinion

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

A job interview

A rad i o progra mme

Role play

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

Phone messages

nti nuo 1fi nitivE

mer

h

dais s

:e

•

eview of Read i n g Strateg i e s

;ge 134

• ."/rit i n g G u id e =ge 135

SKILLS

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

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

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

2. Answer the questions.

1. 2. 3. 4. 5.

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

.

3.

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

•

b ri l l i a nt

n e rvo u s •

l ucky

• •

boring

•

excit i n g

i nterest i n g

•

g reat

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

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2. Choose the correct answer.

GRAMMAR PRESENT TENSES -

IIIJ

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

Wh ich verb a bove describes ... ?

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

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

Could you repeat that? I

3.

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

2. a fut u re p l a n

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

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

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

1.

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

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

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

I

h a d n 't l istened .

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

Which verb/s a bove describe ... ?

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

2. a com p l eted action in the past

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

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

6

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

PRESENT PERFECT SIMPLE AND PAST SIMPLE

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

Which verb above describes ... ?

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

I,_

.H •

.

•

..

.H .

. H .

H

•

.

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

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

1.

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

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

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

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

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

11

H .

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

H

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

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

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

•

HO

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

Wh ich verb i n Exercise

2

1.

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

describes ... ?

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

Grammar Appendix, pages

107-108

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

NI] ITIORE TE XT8001Lt5 i='

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

....

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

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

8

SPEAKING 3.

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

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

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

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

Unit Objective-; fn

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

• What do you think are the advantages and

disadvantages of being famous? WEB EXTRA

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

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

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

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R.ullo le lk I : �>o. DO

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

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

you for up to

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

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

··

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

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

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

I

this new phenomenon a worrying reflection of society's infatuation

·

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

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

False friends excited (line 24) means entusiasmada ot excitada

/

11

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VO CABULARY

VERB COLLOCATIONS

Words from the Text

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

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

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

�

3.

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

---.- see Grammar Appendix, page

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

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

•

overw h e l med

p ressu re f\-T- ::= V -
.., \.J�� .

.

•

.

_

.

6.

1. 2. 3. 4. 5.

6.

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

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

1. 2. 3. 4. 5.

6.

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

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

EXAM FOCUS

REWRITES : ACTIVE AND PASSIVE

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

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

2.

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

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

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

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

Grammar Review IIIJ 9.

1. 2. 3. 4. 5.

6.

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

39

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

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h >\"olice again ,

3

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

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

.. .

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

6 ..

. . . . . . , the police

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

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

statement:

Online socialising has a bad effect

on real communication.

Write 1 00- 1 50 words.

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

CHECKLIST ./ I followed

4.

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

U nit 3

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

./ I

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

. . ... .

... .

.

Improve Your Style The A postro p h e

Choose the correct a nswers.

Apostroph es ca n be used to : • show w he re l etters have been o m i tted i n contractions. it's [it is} time to eave no�t�
sl 4. l 'wel0i/ 5 . l ' :xt;:>grcef/ 2 . I drarvI 3 . l 'e;:>resl

6. l pAb'hs;:>ti/

Unit 3

DIPHTHONGS (1) 1. Listen to the words below, paying attention to the vowel sounds in colour. Then listen again and repeat. 1. /er/ ava i l a b l e ; updated

2 . /;:>u/ cl ose- u p ; dow n l oa d

3 . /a1/ ti dy; d evi ce

4 . /JI/

overjoyed ; bo i l

121

2. Choose the word that does not contain the

sound shown by the phonetic symbol. listen and check your answers.

2.

I er/ play wait ape neig hbour said I 'du/ choke snow toad to toe

3.

/ar/ shy lie a i r kite sigh

1.

each sentence? That's exactly what I t h i n k I 2 . You ea n 't be serious ! 3 . H ow can you say that? 4. That's not the way I see it 5. I know what you mea n .

4

DIPHTHONGS (2)

W e u s u a l ly stress t h e words w i t h t h e m ost i m po rta n t i nfo r m a t i o n i n t h e s e n te n ce.

1 . Listen to the words below, paying attention to the vowel sounds in colour. Then listen again and repeat. 1 . laul south; down 2 . /r'dl wei rd; deer 3. le'dl stare; cha i r 4 . lu'dl tou r; cu re 2. Look at the sentences below. Write the

1. 2. 3.

3. listen and repeat. Which words are stressed i n 1.

4. hr / boy r u i n voice toi l oyster

Unit

SENTENCE STRESS

phonetic symbol for each vowel sound in colour. Then listen and repeat. This beer is dark brown . There's a mouth-watering smell i n the a i r. Don't stare at that poor m a n .

Unit 6 DIFFICULT CONSONANT SOUNDS 1. Listen and choose the correct phonetic symbol that you hear at the beginning of each word. 1 . f I tf 4. e I o b 2. V I 5 . d3 I tf 3.

rlw

6.

jlh

TRIPHTHONGS 2. Listen to the words below, paying attention

PHRASAL VERBS - STRESS 1.

3 . Listen and repeat. 1 . set off 2.

2.

start out 4. bring back 3.

start over

3.

W h e n we p ro n o u n ce p h ra sa l ve rbs, we u s u a l ly stress the seco n d word (the pa rt i c l e) .

3 . Listen and choose the word you hear. 1. 2. 3.

Unit 5 THE LETTER

'o'

1 . Listen and repeat.

/n/

I A/

hu/

/u:/

h/

nod

something

open

lose

op i n i on

2. Complete the table above with the following

words. Then listen and check your answers. overheard • construction • brother who • crops • on ion • lottery to • impol ite

•

odour

to the vowel sounds in colour. Then listen again and repeat. lar'dl bonfi re lau'dl tower ler'dl player

flour I flier layer I lower power I pyre

GL O S SARY

-

oneself in: enfrasca rse e n ,

ensim ismarse con)

a breath of fresh a i r /;:} bre8 ;:}\' fref 'e;c)/ un soplo de

a i re fresco a drop in the ocean j;) drop

rn

O;:} ';)ufnl u n a gota en

el ocea no access ( n ) / ' <ekses/ acceso access (v) / '<ekses/ acceder acco m p l i s h j ;c) ' b m pliJ/ lograr, llevar a cabo accu rate / ' <ekj;:}r;:}t/ exacto/a, preciso/a accuse of j ;c) ' kju:z ;:}\'/ acusar de affa i rs j ;c) ' fe;c)z/ asu ntos affluent / '<eflu;:} n t/ a d i nerado/a, rico/a afford j ;c) ' b:d/ permiti rse

causar furor

b u rg l a r / 'bJ:gl;:}/ ladr6 n/ona b u ry / 'beri/ enterrar (

A

(be) a l l the rage

bri n g up /brr!J ·.,p/ criar(se); pla ntear, sacar a colaci6n brother- i n - l a w / ' brAo;:}m b:/ cunado

1 ( bi : )

J:l O;:} 're1d3/ ser el u ltimo grito,

a m azement j ;c) ' m eizm;c)nt/ asombro, sorpresa a m o u nt j ;c) ' maunt/ cantidad a p pearance j;c)'pi ;:}r;:}ns/ aparici6n; aspecto a p p l y for j ;c) ' plai [;)/ solicitar, pedir a p p l y to j ;c) ' plai t;:}/ echar una sol icitud, solicitar a p p roach j ;c) ' pr;:}ud; hablar con, d i r i g i rse a; acercarse a a rrive at j ;c) ' rarv ;:}t/ l legar a a r rive i n j ;c) ' raiv m/ l legar a a utograph / ' :x t;:}gr<ef/ aut6g rafo ava i l a b l e j ;c) 'verl ;:}bl/ d isponible avoid j ;:} \'::Jid/ evitar, e l u d i r awf u l / ' J:fl/ horrible, terri ble

B b a l a nce / ' b<el;:}ns/ m antener el e q u i l i brio ba n /b<en/ proh i b i r barg a i n / ' ba:g;:}n/ ganga be l ly / ' beli/ barriga bel o n g i n gs /br'lo!J I !Jz/ pertenencias benefit / 'bemfit/ beneficia, ventaja

c

carbon d i ox i d e / ka:b;:}un dar'oksa1d/ d i6xido de

carbo n o carbon foot p r i n t / ka:b;:}un ' futpnnt/ h u e l la de

carbono ca rry / ' k<eri/ tener (en stock); vender catch a b u s / k<etf d 'bAs/ eager u n autobus catch a cold / k<etf

d

'kduld

I coger u n resfriado,

resfria rse catch f i re / k<etf 'far;)/ prenderse fuego, i ncen d i a rse

catch o n e's breath / k<etf wAnz 'bre8/ recobrar el

a l i e nto catch sight of / k<etf 'sait ;:}v/ avistar, d ivisa r, ver catch someone's eye /k<etf sAmwAnz 'a1/ l l a m a r la

atenci6n de a l g u ien c h a rg e a l a ptop ; da:d3 ;) 'l<eptop/ cargar u n

o rdenador portatil c h a rg e a m o b i l e phone / da:d3 ;) m;:}ubaii 'f;c)un/

cargar un telefono m6vil chase / tf eis/ perseg u i r cheer / tji;:}/ aclamar, vitorear c l ose-up / ' kl;c)us.,p/ (en) primer piano come round j k,,m 'raund/ pasar, acercarse come to / ' kAm t;:}/ ascender a, sumar c o m m o n sense / kmn;:}n 'sens/ sentido com u n co m p l a i n a bout / k;c) m ' plem ;:}baut/ quejarse de,

reclamar por com p l a i n of / b m 'plem ;)V/ quejarse de consist of / k;c)n 'SISt ;:}v/ constar de, consistir en construct / b n 'strAkt/ construir constructi o n / k;:}n 'stL\kfn/ construcci6n constructive /k;:}n 'strAktl\'/ constructivo/a consumerism / k;c)n 'sju:m;:}nz;:}m/ consu m ismo contractor / kdn ' tr<ekt;:}/ contratista cont roversi a l / kon tr;c)'VJ:fl/ controvertido/a, polemico/a

bitter / 'bit;)/ a margo/a

co u s i n / ' kAzn/ primo/a

b l e a k / bli:k/ crudo/a, depri mente

crash / kr<ef/ bloquearse, colgarse ( u n ordenador)

b l u r / b b:/ desd i b ujar, hacer borroso/a

crawl / kr:>:l/ gatear; ava nzar lentamente

bodyg u a rd / 'bodiga:d/ g u a rdaespa ldas

creak / kri:k/ cruj i r

bond /bond/ lazo, vincu l o

crew / kru:/ equ i po, cuadrilla

bonfire / 'bonfai;:}/ hoguera

c r o p / krop/ cu ltivo, cosecha

bottle / t;:} 'bot!/ em botellar brand /br<end/ marca break down /bre1 k 'daun/ estropearse, averiarse;

echarse a l lorar; descomponerse break up /breik ·.,p/ separarse, rom per b r i g ht /brait/ vivo/a b r i n g a l o n g / bn!J ;c)'ln!J/ traerse, traer consigo; l l evarse,

llevar consigo bring back /bn!J 'b<ek/ traer a la memoria, recordar

crowd / kraud/ muchedumbre, m u ltitud c u rrently / 'k.\r;:}ntli/ actua l mente, en la actua l i dad cut down / kA t 'dau n / red ucir, recortar

D deafe n i n g / 'defni!J/ ensordecedor/a d e bris / 'debri:/ restos d e bt

I det/ deuda 1 23

" Glossary d e l ete

I dr' li:t/ borra r, e l i m i na r

f i l e / fail/ a rch ivo

d e l i g htfu l / dr ' l aJtfl/ encantador/a

firm /fJ:m/ compa n fa, firma

deny / dr ' n ai / negar

flavo u r / ' flerv;:J/ sabor

depend o n destroy device devote

I d1'pend

on/ depender de; con tar con

I dr'stnr/ destr u i r

f l ee / fli:/ h u i r, fugarse fl eet /fli:t/ flota

I dr'vars/ dispositive, aparato I dr'v;:Jut/ ded ica r(se)

flush /fl AJ/ t i ra r de la cadena folder / ' f;:Ju)d;:J/ carpeta

d i e of / ' dar ;:Jv/ morir de

foo l /fu:l/ enganar

d i m / drm/ aten uarse, a paga rse

forester / ' fonst;:J/ g uarda bosques

d i scount / 'drskaunt/ descuento, rebaja

forward a n attachme ntjbw;:Jd <en ;:J ' t<etfm;:Jnt/

d i sg racef u l /dis'greisfl/ vergonzoso/a d i sg usti ng / drs'gAstiiJ/ desagradable d o b u s i n ess with / du: 'bizn;:Js w1o/ hacer negocios I

negociar con d o m o re harm than good

I du:

m::>: ' ha:m o;:Jn gud/

ser pear el remedio que la enfermedad d o o n e's best

I du: wAnz

'best/ hacer todo l a posible

d o o n e's d uty / du: w,\nz 'dju:ti / c u m p l i r con el deber d o someone a favo u r / du: sAmwAn d 'feiv;:J/ hacer un

favor a a l guien d o the s h o p p i n g

I d u : o ;:J

'fopiiJ/ hacer la compra

down to earth /daun t;:J '3:8/ practico/a, realista, con

Ios pies en la tierra down l oad a f i l m /daun'l;:Jud d film/ descarga r(se) una

pelfcula down l oa d a song / daun'l;:Jud d SDI)/ descargar(se) una

canci6n d rive

(re)enviar un documento adju nto

forward an e m a i l /b:w;:Jd <en 'i:merl/ (re)enviar u n

correo electr6n ico free of c h a rg e / fri: ;:Jv 'tfa:d3/ g ratis, g ratu ito/a free t r i a l /fri: 'trar;:Jl/ muestra gratuita frustrate

I frA'strert/ frustrar(se)

frustrated

I frA 'strei nd/ frustrado/a

frustrati n g

I frA 'streitiiJ/ frustrante

frustration /frA'strerfn/ frustraci6n fuel / ' fju:;:Jl/ com busti ble f u l l - l ength fi l m / fulleiJ8 'film/ largometraje

G gadget / 'g<ed3rt/ art i l ugio, ch isme, aparato gear / gr;:J/ equi po; ropa get a l o n g

I dra1vI empuje, d i n a m ismo

I get

;:J' lDIJ/ l levarse bien

get r i d of /get 'nd DV/ l i bra rse I deshacerse de get to / ' get tu:/ tener la oportu n idad de

E

g i ve out / g1v 'aut/ agotarse, acabarse; reparti r, distri b u i r

e m it / i 'mrt/ emitir, desped i r

g o a b road

e n d l ess / 'endl;:Js/ infin ito/a

go bald

enga ged / m ' ge1d3d/ prometido/a

go b l i n d / g;:Ju 'blamd/ quedarse ciego/a

enter your a g e / 'e n t;:J

go i n one ear a n d out the other /g;:Ju m wAn

enter your password

jJ:

erd3/ i ntrod u c i r tu edad

I en t;:J jJ:

'pa:swJ:d/ i ntrod ucir tu

contrasena enterta i n ment / e n t;:J ' temm;:Jn t/ entreten i m iento,

espectaculo

I g ;:J u

I g;:Ju

;:J'bo:d/ i rse a l extranjero

'b:):ld/ quedarse calvo/a

go m a d

I g;:Ju

'm<ed/ volverse loco/a

g o out of b u s i n ess

e n v i ro n menta l ly friendly / m varr;:J nment;:Jli 'fre n d l i/

g o strong

envision /m'v13n/ prever, i ma g i n a rse eventu a l ly / I'ventf u;:Jli/ final mente, al final exch a n ge excited

I 1ks'tfemd3/ (i nter)ca mbiar

I Ik'saitid/ entusiasmado/a

exh i b it / Ig 'zibit/ exposici6n expose / Ik'sp;:Juz/ exponer, poner a l descubierto

I gdu

aut ov 'bizn;:Js/ quebrar

'stroiJ/ ir viento en papa, marcha r bien

g o wild / g;:Ju 'waild/ enloquecer, ponerse coma loco/a;

desmadrarse goal

I g;:Jul/ m eta, objetivo

goog l e / ' gu:gl/ buscar en Google g ratef u l / 'gre�tfl/ a g radecido/a g reat-gra ndfather

I gren'gr<enfa:o;:J/ bisabuelo

g reen h o use effect / 'gri: n h aus rfekt/ efecto

i nvernadero

I gri:nh aus

'g<es/ gas i nvernadero

g row a p a rt / gr;:Ju ;:J ' pa:t/ distanciarse

fa i nt / fe m t/ d e b i l , a penas perceptible f a k e / feik/ fingir fa s h i o n a b l e / ' f<efn;:Jbl/ a la moda, elega nte fence

I gdu

g reen h o use gas

F

I fen s/ va l la, cerea

;:Jnd

g o m i ss i n g / g;:Ju 'mrsiiJ/ desaparecer, extraviarse

environmental i st / mvair;:Jn'ment;:Jl!st/ ecologista

ecol6g ico/a, respetuoso/a con el media ambiente

I;:)

aut O;:J 'Ao;:J/ entrar por u n ofdo y sal i r por el otro

g row out of

I gr;:Ju

'aut m'/ quedarse pequeno/a

H

h a lfway / h a:fwer/ a medio cam i no

fiancee /fi'Dnser/ prometida

h a rmfu l / ' ha:mfl/ pernicioso/a, d a n i no/a

fight back / fan 'b<ek/ defenderse, contraatacar

harm less / 'ha:ml;:Js/ i n ofensivo/a

G lossary hassle / ' h<esl/ fastidio, molestia

m a k e a m i stake / meik d m i ' steik/ equ ivocarse

hear a bo ut / ' h id dbaut/ enterarse de

m a ke a m o u nta i n out of a m o l e h i l l / m ei k m·

hear from / ' h id frd m / saber I tener noticias de

'mauntdn aut

hear of / ' h i d 1w/ oir hablar I saber de

g rano de arena

h e i ress / ' edres/ heredera

J

d m dul h i i / hacer u n a montana de u n

m a ke a state m e n t / m eik

;>

'steitmdi1l/ prestar I hacer

una declaraci6n m a ke an effort / m eik dl1 'efdt/ hacer u n esfuerzo

I

m a ke an excuse / m eik .:�n 1k' skju:s/ dar I poner u n a

i d o l / 'cudl/ idolo

excusa, buscar u n pretexto

i m p ressive / J m 'presl\/ i m presiona nte (be) in the spotl i g h t

I ( bi : )

1 1 1 Od 'spodart/ estar en el

pu nto de m i ra, ser el centra de atenci6n i nfatuation / mf<etfu'e1fn/ encapricha m iento i n gest / m 'd3est/ ingerir i n h a b i t / m ' h <e b i t/ habitar, vivir en i n he ri t / m ' h ent/ hereda r i ns ist on / m 's1st on/ insistir en i nsta nt / ' mstdnt/ instanta neo/a , i n med iato/a i nterest (n) / ' m trdst/ i nteres i nte rest (v) i nte rested

I 'm trdst/ i nteresar(se) I' m tr;)st J d / i nteresado/a

i nterest i n g / ' mtr;)Sti!J/ i nteresante

1

m a ke friends

1 me1k

'frendz/ hacer amigos/as

m a ke (on e's) way / me1k wAnz 'wei/ abrirse ca m i n o make waves / meik 'we1vz/ agitar las aguas, crear

problemas m a n a g e / ' m ;:emd3/ d i rig i r, gestionar m a n a g e a b l e / ' m <en icl3dbl/ controlable, ma nejable management / ' m<e nicl3 m d n t/ d i recci6n, gesti6n manager / ' m<emcl3d/ d i rector/a, gerente m a r riage / ' m <encl3/ matri monio m a rried / ' m<erid/ casado/a m a rry / ' m<eri/ casar(se) m a rve l l o u s / ' ma:vdlds/ maravi l l oso/a mass m e d i a / m <es ' m i:chd/ med ios de com u n icaci6n de

masas measurement / ' me3dllldnt/ medida

j e a l o u s / ' d3elds/ celoso/a

merch a n d ise / ' mJ:tf dnciais/ mercancfa(s)

j e l lyfish / 'd3elifif/ medusa

m i sera b l e / ' m izrdbl / triste, i nfeliz

K

mood / mu:cl/ h umor

keep in touch / ki:p 111 'tAtf/ mantener el contacto

mouth-wate r i n g / ' m auew:xtnl)/ del icioso/a, que hace

monk sea l / ' m,\l)k si:l/ foca monje

(be in the

-

for: tener ganas de)

la boca agua

L lack ( n ) / l<ek/ escasez, falta lack (v) /l<ek/ carecer l a ndfi l l / ' l <en dfii/ vertedero l a u n ch / b: n tf ; la nzar l avish / ' l<evif/ l ujoso/a, fastuoso/a l e a n o n / ' l i : n on/ apoyarse en l e a n out / ' li:n aut/ asomarse l i ce n ce p l ate / 'laisns pleit/ placa, matricula l itter / 'htd/ basu ra

nag / n <eg/ fastid i a r I dar la lata a nasty / ' na:sti/ desagradable nay / n ei/ no nephew /'nefju:/ sobrino n i ece / n i:s/ sobrina n i g ht m a re / ' nanmed/ pesa d i l l a n o d / n od/ asent i r c o n la cabeza nothing to do with /nA8Il) td 'du: w1o/ nada que ver con (be) notorious (for)

l ive u p to / hv 'Ap Ld/ estar a la a ltu ra de; vivir de

acuerdo con, c u m p l i r l og onto / log 'ontd/ entrar, a b r i r la sesi6n logg i ng / ' l ogq)/ explotaci6n forestal l oo k up to / l uk 'Ap tu:/ a d m i ra r I respetar a l ose / l u:z/ perder

I (bi:)

ndu't:xrids ( fd) I ser conocido/a

(por), tener fama (de)

0 o d o u r / ' ducld/ olor offensive /d'fensiv/ ofensivo/a on sa l e

l oss / I os/ perd ida

1 on

'sed/ rebajado/a, con descuento

o n l i ne / o n ' l a m / en lfnea

lost / l ost/ perdido/a l u x u r i o u s / I A g ' 3udrids/ l ujoso/a

o n ly c h i l d / 'dunli tfaiid/ h ij o/a u n ico/a out of bounds / aut

DY

'baunclz/ zona p ro h i b i da

outfit / 'au tfn/ equipar

M

outlet / ' autlet/ outlet

m a k e a dea l / meik ,) 'di:l/ hacer u n trato m a k e a l iv i n g / me1 k

N

J

' I Ivi!J/ ganarse la vida

outrageous / aut' reicl3ds/ escandaloso/a ove rhear /dUVd ' h id/ oir (por casual idad)

•

G lossary overjoyed /;}U\';) 'cl3::>Icl/ contentfsimo/a, l leno/a de alegrfa overpriced / ;}UV;)' praist/ excesivamente caro/a overwh e l med / ;}UV;} 'welmcl/ a bru mado/a

p

R raise /reiz/ criar

p a l e / peii/ cla ro/a, p a l i do/a

raw mate r i a l / r::>: m J ' ti;}ri;}]/ materia prima

passer-by / pa:s;)'bai/ transeu nte

ready- made / ' redimeicl/ precocinado/a, preparado/a

password / ' pa:swJ:cl/ contrasena

rea l m / relm/ reino, domin io, esfera

past i m e / ' pa:staim/ pasatiempo

receipt / n'si:t/ recibo

pattern / ' pa:tn/ d i bujo, d iseno

referee / ref;} ' ri:/ arbitro/a

pay a debt / pe1 d 'clet/ pagar una deuda

ref u n d / ' ri:fAncl/ reem bolso, devol uci6n

pay a fort u n e / pe1 d 'f::>:tf u:n/ pagar una fortu na

re l ative / 're];}tiv/ pariente, fa m i liar

pay attention / pe1 ;) ' tenfn/ prestar atenci6n

r e l y on / n' l a1 on/ confia r en; depender de; conta r con

pay someone a co m p l i ment / pe1 sAmwAn d 'komplmP n t/ hacer un c u m p l i d o a algu ien

pay someone a visit

1 pe1

sA mwAn d 'vmt/ i r a ver I

hacer una visita a a l g u ien pay the b i l l s /pei ad 'b!lz/ pagar las facturas I Ios recibos pay the price / pe1 Od 'prais/ cargar con I pagar las

consecuencias performa nce / p d 'b:mJns/ actuaci6n, i nterpretaci6n performer / pd'b:m;}/ actor, actriz; i nterprete pick out / pi k ' aut/ eleg i r, escoger pick up /p1k 'Ap/ aprender, a d q u i r i r; recoger; mejorar,

reponerse p i c k l es / ' p ilzlz/ encurtidos p l easant / ' pleznt/ agradable pole / pdulj poste, mastil; pertiga

re m a i n / n 'mem/ seg u i r siendo; q u edarse, perma necer re m i n d a bout / n' mamd Jbaut/ recordar re m i n d of /n'mamcl ;}V/ recordar remove / n' mu:v/ q u ita r, borra r, e l i m i n a r renewa b l e e n ergy / nnj u:;}b] 'endcl3i/ energfa(s)

renova ble(s) restart / ' ri:sra:t/ rei n iciar

I n ' r::>:t/ replicar

retort

rhyt h m / 'nodm/ ritmo road safety / ' r;)ud se1fti/ seg u ridad vial role m o d e l / ' r;)u] modi/ modelo de conducta rough / rAf/ aspero/a, basto/a

s

p o l i t i c i a n / po];}'tifn/ politico/a

savoury / 'seiv;}ri/ sabroso/a; salado/a

pol l ut i o n / pd'Iu:fn/ contam i naci6n, poluci6n

scent

I sent/ fragancia, a roma

p o p u l a r ity / pop ju'l;:er;}ti/ popularidad

search f o r / 'sJ:tf fd/ buscar

porta b l e / ' p::>:t;}blj portatil

see eye to eye / si: a1 t;} 'a1/ estar de acuerdo

post a message / pdust d ' m esicl3/ publicar I postear un

self-centred / selfsent;}d/ egocentrico/a

mensaje post i nform ation / pdust mf;)'medn/ publ icar I postear

i nformaci6n

self-co nfide nce / selfkonfid;}ns/ confia nza en sf

mismo/a self-esteem / selfi'sti:m/ a utoesti ma

prefer / pn'fJ:/ preferir

sensati on / sen'sedn/ sensaci6n

prefera b l e / ' prefrdbl/ preferible

sense / se n s/ sent i r

preference / ' prefrdns/ preferencia

sensible / ' sen s;}blj sensate/a , prudente

preg n a nt / 'pregn;}nt/ embarazada

sensitive / ' sen s;}t!Y/ sensi ble

1 set

press i n g / ' preSil:J/ u rgente

set back

pressu re / ' pref;}/ presi6n

set off / set 'of/ provocar, desencadenar

prevent / pn'vent/ preve n i r; evitar, impedir

set up / set 'Ap/ crear; fundar

price-con scious / ' p raiskonf;}s/ consciente de I

preocupado/a par Ios precios price tag / ' pra1s t<eg/ etiqueta (del precio)

1 26

Q

q u a rr e l / 'kwor;}]/ ren i r, pelea rse

'ba:k/ retrasar

sett l e fo r / ' sed fd/ conforma rse con shop around ;fop ;)'raund/ i r de tienda en tienda

comparando precios

p u b l i c ity / pAb'hs;}ti/ publ icidad

shopkeeper ; ·fopki:pd/ tendero/a, comercia nte

pump / pAmp/ bombear

short cut / 'ht kAt/ atajo

p u rchase (n) / ' pJ:tf;}s/ compra, adq u isici6n

shove

;J,w;

p u rchase (v) / ' pJ:rfds/ compra r, a d q u i ri r

sh red

I h-eel/ pizca

empuj6n

p u rs u e / pJ 'sju:/ perseg u i r

sh uffle ; 'f.,fl/ a rrastrar Ios pies (al a n dar)

push a r o u n d / puf ;)' rauncl/ intim idar

s i b l i n g / ' sibhl:J/ hermano/a

pyre / ' paid/ hoguera, p i ra

s i n g l e /'sil:Jl/ soltero/a

Glossary (g ive somebody a ) taste of his I her own m e d i c i n e

I smu:o/ suave, tersola

smooth

s n a p / sneep/ saca r (fotos) s n a p up / sneep 'Ap/ no dejar escapar

q uedar agotadas, agotarse (las existencias))

soci a l networki n g site /sdu fl 'netwJ:kqJ satt/ pagina I

sitio web de redes sociales s p l u rg e (on) /spb:d3 ( o n ) I derroch a r spo i l t / sp:)[lt/ mimadola, consentidola spouse

/ ( giv sAmbddi ;} ) terst m · h r z I h d ;} U n 'medrsn/ dar a probar la propia medicina, pagar a alguien con la misma moneda

((be) snapped up:

I spaus/ c6nyuge

tasty / ' tei s ti/ sabrosola, apetitosola , ricola tease / ti:z/ b u r l a rse I refrse de, toma r el pelo the sky's the l i m it / 0;} skarz 0;} ' hm n/ n o hay lfmite the t i p of the i ceberg / 0;} up d\ 0;} 'aisbJ:g/ la pu nta '

del iceberg

start out / s ta :t 'aut/ empezar

t h i n k a bout / ' 8r1Jk dbaut/ pensar en

start over / sta:t ';)U\";}/ volver a empezar

t h i n k of /'9qJk ;}V/ pensar de I sabre

start up / sta:t ',\p/ montar (un negocio)

tidy up / tardi ' A p/ ordenar, recoger

state ment / ' stertm;}nt/ declaraci6n

tie / t al/ vinculo, lazo

stay at / 'ster ;}t/ q uedarse en

tough / tAf/ d iffcil, d u rola

ste nch / stentf/ hedor, fetidez

trash / treef/ basura

sti n k /sttl)k/ a pestar, heder

tre n d / trend/ moda, tendencia

st i r /stJ:/ esti m u l a r, despertar

trigger / ' tng;}/ desencadenar; provocar; evocar

stock up o n / stok 'Ap on/ a bastecer(se) de, comprar

t u r n i nto / tJ:n ' m t;}/ convertir(se) en

store / sn:/ gua rdar, a l macenar

t u r n out / tJ:n 'aut/ resulta r, sa l i r

stormy / ' sn:mi/ tormentosola

t u rpent i n e / ' tJ:p;}ntarn/ agua rras

stra i g h t /strett/ d i rectamente

tutorial / tju:' t::>:ri;}l/ tutorial

stroke / str;}uk/ acariciar

u

stro l l

I str;}u]/ paseo

str u g g l e / ' stngl/ l ucha

(be) unaware

I (bi:)

An;) 'we;}/ ig norar

stuff / s tA f/ cosas, bartulos

u pdated

subtle / ' sA!]/ suti l , suave

u p roar / 'Apr::>:/ a lboroto, ja leo

s u p p l y / s;) ' plai/ s u m i n istrar, p roporcionar

u rge (n) / J:cl3/ i m p u lse, deseo

I .\p'dertrd/ actualizado/a

s u rrounded /s;)'raundrd/ rodeadola

u rg e (v) / J:d3/ instar, a n i m a r

sweatshop

use u p

/ swe tfop/ fabrica I taller donde se explota '

a Ios trabajadores

I ( h;}v

(have a ) sweet tooth

d) swi:t ' tu:8/ ser golosola

user-fri e n d ly

',\p/ agotar, gastar

1 ju:dfrendli/ facil de util izar I u sar

V

T

vac u u m up / 'veekjudm Ap/ aspi ra r

ta b l o i d s / ' teebb:dz/ prensa amarilla, peri6d i cos

sensacional istas take a break / t e1 k d 'brerk/ tomarse un respire I

desca nso

take a p h oto / tetk d f;}u t;}u/ saca r una fotograffa '

take advantage of / te1k dd'va:n ucl3 ;}v/ aprovechar;

a p rovecharse de

take after / te i k 'o:ft,) / parecerse I sa l i r a

take charg e / terk ' do:d3/ encargarse, hacerse cargo take for g ra nted / teik fd 'gro:n ud/ dar por sentadola,

asumir t a k e o n / ter k ' o n / enfrentarse a take o ne's t i m e /teik w.\nz

' taun/ tomarse tiempo,

hacer las cosas con calma take pride i n / terk 'prard rn / enorg u l l ecerse de take someone by s u r prise / teik sAmw,\n bar sd'prarz/

eager a a l g u ien por sorpresa, sorprender a a l g u i e n

ta l e n t scout / ' t ee l ;} n t skaut/ cazatalentos

ta n g l e up / ' teengl ,\p/ e n redar, e n maranar tanta l i s i n g / ' teent;}larzilJ / tentadorla tap /teep/ grifo

I ju:z

va n ish i nto th i n a i r j \·eentf m t;} e m e ;} / desaparecer,

esfumarse voyage /'v::>ud3/ viaje por mar

w war-torn / 'w::>:t::>:n/ destrozad ola por la g uerra wealthy / 'wel8i/ ricola, a d i neradola wei rd /wr;}d/ raro/a, extrano/a whack /week/ golpe fuerte w h i ff / WJf/ olorc i llo, tufi l l o w h i sper / 'wiSp;}/ hablar en voz baJa, susu rrar wi dow / 'wtd;}u/ viuda w i l l i n g / 'wrltl)/ d ispuestola wipe out /warp ' aut/ exterminar

wors h i p / 'wJ:ftp/ idolatra r, a dorar

y yelp

I jelp/ g rita r, c h i l l a r

1 1 27

-

. ·-

Glossary

Functional Language Unit 1

Unit 3

TALKING ABOUT A PICTURE

PERSONAL INTERVIEWS How l o n g have you . . . ? /hau 'Iou hcev ju:/ ( C u a nto

This p i ct u re shows . . .

/ois 'p1ktfd f;:luz/ Esta fotograffa

m u estra . . . , En esta fotograffa se ve . . They seem to b e . . .

/ I t b d 'bi: ocet/ Podrfa ser que . .

l t c o u l d b e that . . . I i magine . . .

/oei 'si:m t;:l bi:/ Parecen ser I estar. . .

/ai 1'mced3m/ l m a g i no . . . , Supongo . .

I ' d say that . . .

/aid 'se1 ocet/ Yo d i rfa que . . .

i t l ooks l i ke . . .

/It 'luks la1k/ pa rece que . .

They ' l l probably . . .

/oeii 'pmbdbli/ Probablemente I Es

p robable que e l los/as . . You ca n te l l that

. . . I ju: kcen ' tel ocet/ S e nota I ve

que . . perhaps

/p;:l'hceps/ q u iza(s), tal vez

I s u ppose . . .

/ai s;:l'p;:luz/ S u pongo q u e . . .

T h i s i s a pict u re of . . .

/o1s

1z

d 'p1kt}d ;}V/ Esta es una

fotograffa de . . You ca n see . . .

I ju: kcen 'si: I Puedes ver. . .

I n the bac kgro u nd, th ere is I there a re . . .

/m O;:l 'bcekgraund oed Iz/ oe;:l aJ En el fondo, hay . . .

tiempo has . . I

H ow often do you . . ? .

frecuencia . . . 7

What do you . . . ? Do you ever . . . ?

/hau 'ofn du: ju:/ L Con que

/ 'wot dd ju: 1 ( Q ue . . . I, L E n q u e . .

/

/du: ju: 'ev;:l/ (Aiguna vez . . . ?

/m jJ: ;:l'pmi;:ln/ En tu o p i n i o n , .

In your o p i n i o n, . . . Have you ever . . . ?

What types of . . . ?

/ hcev ju: 'ev;:l/ (Aiguna vez has

( Normal mente c6mo . . . ?

Do you th i n k . . ?

. .

/wot 'ta1ps ;}V/ ( Q ue ti pos de . . . ?

H ow do you us u a l l y . . . ? .

.

?

/ hau du: ju: 'ju:zu:;:lli/

/du: ju: '81\.)k/ ( C rees que . . . ?

What I Who is your favo u r ite . . ?

/wot/hu: 1z jJ: 'feiv;:lnt/ ( C u a l I Quien es tu . . . favorito/a l Where is your favo u r ite . . . ? /wed 1z jJ: 'feiv;:lnt/ .

L D6nde esta tu . . favorito/a 7

What wo u l d you l i ke to . . ?

/wot wud ju: 'la1k t;:l/

What a re your p l a n s for . . . ?

/wot a: jJ: 'plcenz [;:lj

.

L Que te g u starfa . . . ?

L Que p lanes tienes para . . ? .

Unit 2

Unit 4

REACHING A DECISION N ot rea l ly. /not 'n;:lli/ En real idad no.

COMPARING PICTURES

I had n 't thought of that.

/ ai hcedn t '8:x t ;}V ocet/ No

habfa pensado en eso. you've got a p o i nt

I ju:v got d 'pJmt/ en eso I ahf

tienes raz6n Yo u ' re right.

I jud 'rart/ Tienes raz6 n .

Oh, c o m e o n !

/ ;:lu kAm 'on/ i Venga ya !

That's true, but . . .

/ocets 'tru: bdt/ Eso es cierto I

verdad, pero . . I see what you m ea n .

/ai si: wot ju: 'mi:n/ Veo I

E ntiendo lo que q u ieres decir. A l l right t h e n , let's . . .

/ J:l 'rait oen lets/ De acuerdo

entonces, va mos a .. . O K . So we've decided . . .

/ ad tu: 'simdld brkoz/ Las dos fotograffas son

The two p i ct u res a re s i m i l a r because . . .

piktf;:)z

a:

parecidas porq ue . .

/ ;:l'nAO;:l 8r1J oe;:lv got m kom;:ln 1z/ Otra cosa que tienen en

Another th i n g they've got i n c o m m o n i s . . .

com u n es . . H owever, i n some ways they a re very d ifferent.

/hauev;:l m 'sAm we1z oe1 a: veri difr;:ln t/ S i n embargo, en cierto sentid o s o n muy d iferentes. I wo u l d i m a g i n e that the people in pict u re A . . .

/a! wud I 'm;:ed3m ocet 0 ;:) pi:pl Ill plktf;:l A/ l m a g i n a rfa I D i rfa q u e la gente de la fotograffa A. .

/;:l'nAO;:l difr;:lns Iz/ Otra

Another d iffe rence is . . .

d iferencia es . .

/ ;:lukei S;:lU wi:v di'saidid/

Va le. Asf que I Entonces hemos decid ido . . .

Perso n a l ly, I ' d rather . . .

/ 'pJ:s;:ln;:l!i ard ra:o;:l/

Personalmente, preferi rfa . .

/wail m piktf;:l B Its kwart laikli ocet/ mientras (q ue) en la

w h i l e i n p i ct u re B, it's q u ite l i kely that . . .

fotograffa B es bastante proba ble que . whereas i n pict u re B . . .

/we;:lr;:ez

m

prktf;:l B/ m i e ntras

(que) en la fotograffa B . . . For exa m p l e while

/fd Ig'za:mpl/ Por ejemplo

/wail/ m ientras (q ue)

they both show . . .

m uestran . .

/oei 'b;:lu8 f;:lu/ a m bos/as

Glossary

Unit 6

Un it 5 EXPRESSING AN OPINION In my o p i n ion, . . . /m ma1 ;:J'pmj;m / En mi opinion, I t h i n k that . . .

/ai '8I!Jk oxt/ Pienso I C reo q u e .

If you ask me,

000

ROLE PLAY (SHOPPING) . o o

0 0

/ If ju: 'a:sk mi:/ Para m f (q ue) I E n m i

opinion, . . . I b e l i eve that

1 a g ree that

0 0 .

000

/ai b1' li:v o<et/ C reo que . .

/ai ;)'gri: oxt/ Estoy de acuerdo en

que . . .

/o<ets Igz<ektli wot 'a1 81uk/ Eso es exacta mente lo que pienso.

That's exactly what I t h i n k .

I k n ow what you m ea n . /ai n;)U wot ju: ' mi:n/ Se lo q u e q u ieres decir. Yo u 've got a point.

I ju:v got d 'pJmt/ En eso I A h f

tienes razo n . I d i sagree.

You won't be sorry!

/ ju: w;)unt bi: 'sori/ r No te

arrepenti ras !

/aim ;)frerd wi:v O;)Uz/ Me temo q u e (esos/as) se nos han

I ' m afra i d we've r u n out o f those.

rAn 'aut

;)V

agotado.

/du: oe1 'su:t mi:/ ( Me q uedan bien? /ail hdv t;) tfek w1o od ' m<emd3d/ Tendre que consu lta r con el

Do they s u it m e ?

I ' l l have to c h e c k w i t h the m a n a g e r.

encargado.

/ 'k<ef J: kredit ka:d/ (En efectivo

Cash o r cred it card?

o con tarjeta? They're top q u a l i ty.

/ Oe;) 'top kwol;)ti/ Son de la

mejor ca l i d a d .

/ h<evnt ju: got eni8ID 'tfi:pd/ ( NO tienes nada mas barato?

Haven't you g o t a nyth i n g cheaper?

/ai dis;)'gri:/ No estoy de acuerdo. /O<ets not 0 ;) 'pJmt/ No se trata

That's n o t the poi nt.

de eso.

Are these o n sa l e ?

/a: oi:z on 'serl/ ( Estos/as estan

rebajados/as?

That's not the way I see it.

/o<ets not 0;) we1 a1 'si: It/

Yo n o lo veo I entiendo asf. You ca n 't be seri o u s !

I ju: 'ka:nt bi: sldrids/ i NO

p uedes decir eso 7

/ hau k<en ju: 'se1 O<et/ L Como

As far as I ' m concerned,

000

/<ez fa: <ez 'aim k;)nsJ:nd/

Por lo que a mf respecta, . D o n 't you t h i n k that o o . ?

I du: ju: teik 'kredit ka:dz/

(ACeptai s tarjeta(s) de cred ito?

p uedes hablar en seri o ! H ow ca n you say that?

Do you take credit cards? H ow ca n I h e l p you?

/ h au k<en a1 'help ju:/ (Coma I

En q u e puedo ayudarte?

OK, I ' l l

take it.

j;)ukei arl 'teik It/ De acuerdo, me lo

llevo I quedo. I s there a d i scou nt?

/ Iz oed d 'diskaunt/ ( Hay

descuento7

/d;)unt ju: '8I!Jk o<et/ ( NO

crees que . . . ?

Yo u r recei pt's in the bag.

I jJ: n'si:ts

m

0;)

bxg/ Tu

recibo esta en la balsa.

What I mean is

000

/wot a1 'mi:n Iz/ Lo que q u iero decir

es . . .

Can you order one?

/ k<en ju: 'J:dd wAn/ ( Puedes

pedirme I encargarme u n o/a?

Yo u 've got t o a d m it that

000

I ju:v got t;) dd'mn O<et/

Tienes que a d m itir q u e . . I ' d say that

oo.

/ aid 'se1 o<et/ Yo d i rfa q u e . .

I rea l i se that, but

0 0 0

/ai 'ri:;)laiz o<et b;)t/ M e doy

cuenta de eso, pero . . . I t see m s t o m e that

0 0 0

/ I t si:mz t ;) 'mi: oxt/ Me

parece I C reo q u e . . Yo u ' re right.

I jud 'rait/ Tienes razo n .

That's a g o o d i d e a .

/O<ets d gud ai'di;)/ E s a e s u n a

b u e n a idea. I ' m not s u re a bout that.

/ ann not 'fud dbaut O<et/ N o

estoy seg u ro/a de eso.

1 29

PHRASAL VERB S

En esta l i sta encontraras Ios mas comu nes traducidos seg u n el cont � xto en q u e aparec �� en este l i b ro . Los . _ phrasal verbs se llaman ta m b i e n multiword verbs porque van segUidos de una prepos1C1on, un adverb1o o a m bas cosas. break dow n : estropearse, averiarse; echarse a l l o rar;

descom ponerse b rea k up: separarse, romper

bring a l o n g : traerse, traer consigo; l l evarse, l l evar

con si go bring back: traer a la memoria, recordar b r i n g u p : criar(se); plantea r, sacar a colaci6n ca l l back: volver a l l a m a r carry o n : conti n u a r clea n u p : l i mpia r, a rreg lar come back: regresar, volver come i n : entrar come on: e mpezar

(- ! : i Va mos ! , i Venga ! )

come ro u n d : pasar, acercarse come to: ascender a, s u m a r c u t down : red ucir, recortar d e a l with : ocuparse I encargarse de end u p : term i n a r, acabar feel l i ke : apetecer, tener ganas de fight back: defenderse, contraatacar fig u re out: comprender, explicarse fi l l i n : rellenar ( i mpreso o docu mento) find out: descubrir, averiguar fit i n : encaja r, adaptarse; congeniar g e t a h e a d : prog resar, tener exito get a l o n g : llevarse bien get back: volver, regresar get by: a rreg la rselas get off: bajar(se) I a pearse de get on: l levarse bien; subi r(se), montar(se) get over: reponerse, su perar get r i d of: l i brarse I deshacerse d e g e t t o : tener la oportu nidad de get together: reu n i r(se), j u nta r(se) get u p : levanta rse; s u b i r g ive away: revelar; delatar g ive back: devolver g ive out: agotarse, acaba rse; repart i r, distri b u i r g ive u p : dejar, ren u nciar a go away: i rse, m a rc h a rse g o back: volver, regresar go o n : dura r; conti n u a r g o o u t : sa l i r g row a pa rt: d ista nciarse g row i nto: tra nsformarse I convertirse en g row out of: q uedarse pequenola g row u p: criarse, crecer h a n g a r o u n d : j u ntarse I andar con; pasar el rato h a n g o n : esperar hang out: pasar el rato h a n g u p : colgar (el telefono, un adorno) h o l d on: espera r let down : decepcionar, fallar, defraudar l ive u p to: estar a la a ltu ra de; vivir de acuerdo con,

cumplir

l o o k after: cuidar a I d e l o o k aro u n d : m i rar a l rededor look for: buscar

uol

l oo k forward to: espera r con ansia, tener m uchas ganas

de, estar desea ndo

l oo k out: tener c u i dado l oo k up: buscar; i r a visitar; mejorar l oo k up to: a d m i rar I respetar a m a k e u p : componer m i ss out on: desaprovechar, desperd i c i a r, dejar pasar,

perder

m ove away: i rse, m a rcharse, muda rse m ove i nto: trasladarse I m u d a rse a ( u n l ug a r especffico) pass by: pasar pay back: pagar (deuda), devolver (di nero);

vengarse, hacer pagar caro

pay for: pagar; pagar por, ser castigadola pay off: saldar, l iquidar; valer I merecer la pena p i c k out: eleg i r, escoger pick u p : a p render, a d q u i r i r; recoger; mejorar, reponerse p l a y back: volver a reprod ucir p u s h a r o u n d : intimidar put off: aplazar, posponer put on: representar; ponerse (ropa) put up with: aguanta r, soportar run away: escaparse, h u i r r u n o u t (of): quedarse s i n set b a c k : retrasar set off: provocar, desencadenar s e t u p : crear; fundar shop a r o u n d : i r de tienda en tienda comparando precios snap up: no dejar esca par sta nd fo r: sign ificar sta nd out: destacar, sobresal i r sta nd u p : ponerse de pie, levanta rse sta rt out: empeza r sta rt over: volver a e mpezar sta rt up: montar (un negocio) stay away: alejarse; no acercarse stock up o n : a bastecer(se) de, comprar take after: parecerse I sal i r a take back: retractarse, retirar (lo dicho) take o n : enfrenta rse a take out: desqu itarse take over: a d q u i r i r, hacerse cargo de take to: encarinarse con, eager carina a take u p : em pezar (actividad o hobby) ta n g l e u p : e n redar, enmara n a r tear a p a rt: hacer pedazos I trizas th row out: tirar (a la basu ra) tidy up: ordenar, recoger try on: probarse (ropa) t u r n a r o u n d : da r(se) la vuelta turn d own : baj a r (el volumen); rechazar turn i nto: covertir(se) en turn off: apagar, desenchufar (un aparato) t u r n o n : encender ( u n apa rato) t u r n out: resulta r, sal i r use u p : agotar, gastar wi pe out: exterminar

PREPO SITIONS VERBS

+

P R E P O S ITIONS

accuse of: acusar de

NOUNS

+

P R E P O SITIONS

ban o n : prohib ici6n de I sobre

a g ree o n : acordar, estar I ponerse de acuerdo (sobre)

desi re for: deseo I anhelo de

a p p l y for: solicita r, pedir

effect o n : efecto en; i nfl uencia sobre

a p p ly to: echar una solicitud, solicitar

end of: final de

argue a bout: d iscutir sobre I por

escape fro m : h u id a I evasion de

a r g u e with: discutir con

form of: forma de

arrive at: l legar a

g r o u p of: grupo de

arrive i n : l legar a

i ncrease i n : a u mento en I de

beg i n with: em pezar con I por

i nfatuation with: enca pricha m iento con

b e l o n g to: pertenecer a

need for: necesidad de

care a bout: preocu parse I i nteresarse por

p a rt of: parte de

cl i m b up: subir I trepar (por)

p l e nty of: muchola

com p l a i n a bout: q u ej a rse de, reclamar por

reason for: raz6n para

compla i n of: q u ejarse de

sme l l of: olor a

consist of: constar de, consistir en

sol ution to: soluci6n a I de

depend o n : depender de; contar con die of: morir de emerge fro m : salir de e n q u i re a bout: preguntar por, i nformarse de

ADJECTI V E S

f i g ht for: luchar por

(after

gossi p a bout: cotillear I chismorrear sobre hea r a bout: enterarse de hear fro m : saber I tener noticias de hear of: ofr hablar I saber de i n s ist on: insisti r en i ntrod u ce to: dar a conocer; presentar i nvite to: i nvitar a l e a n o n : a poyarse en l e a n out: asomarse l i sten to: escuchar (a) log onto: entrar, abrir la sesi6n part i c i pate i n : practicar (un deporte); participar I tomar

parte en

p o i nt at: senalar p o i nt to: senalar prevent fro m : preve n i r; evitar, i m pedir

protest a g a i nst: protestar contra I sobre I acerca de

protrude fro m : (sobre)sal i r de

refer to: referi rse I a l u d i r a; denominar

re l y o n : confia r en; depender de; contar con re m i n d a bout: recordar re m i n d of: recordar rob of: robar, qu ita r search for: buscar sme l l of: oler a stare at: m i ra r fija mente stay at: q uedarse en

ta l k a bout: hablar de I sobre ta l k to I with: h a b l a r con

t h i n k a bout: opinar (sobre), parecer; pensar en t h i n k of: pensar de I sobre wait for: espera r a wa l k away: i rse, marcharse write a bout: escribir sobre

to

+

PR E P O SITIONS

be)

... ... . . . . . . . . . . . . .... .. . . . . . . . . . . . . . .. . . . . . ... . . . . . .. . . . . .. . .. .. . ........ . . . . . .. ..... ............. . . .. ... • . .. .

dependent o n : dependiente I que depende de d i fferent fro m : d iferente I distintola de free fro m : sin, l i b re de good at: buenola e n I para i nte rested in: i nteresadola en i nvolved in: metidola I i nvolucradola en j e a l o u s of: (tener) envid ia I celos de overjoyed at: contentfsimola de, llenola de a leg rfa por p o l ite to: educadola con proud of: org u l l osola de sensitive to: sensible a s i m i l a r to: similar I parecidola a s u ita b l e for: apropiadola I adecuadola para u n ha p py with: descontentola con

IRREGULAR VERB S be /bi:/ beat /bi:t/

beat /bi:t/

been /bi:n/

ser, estar

beaten / ' bi:tn/

golpear

become/bi'kAm/

beca m e /b!'keim/

become /bi 'kAm/

l legar a ser

beg i n /b1'gm/

began /bi'g<en/

beg u n /bi'gAn/

empeza r

bend /bend/

bent /bent/

bent /bent/

doblar(se)

bet /bet/

bet /bet/

bet /bet/

aposta r

bite /bait/

bit /bit/

bitten / 'bitn/

morder

bleed /bli:d/

bled /bled/

b l e d /bled/

sa ngrar

b l ow /bldu/

b l ew / blu:/

b l own /bldun/

soplar

break /breik/

broke /brduk/

broken / 'brdukn/

rom per

b r i n g /bnu/

brought /bn:t/

brought / bn:t/

traer

b u i l d /bild/

b u i lt /bilt/

b u i lt /bilt/

constru i r

b u rst /bJ:st/

b u rst /bJ:st/

quemar reventa r, esta I la r

burn /bJ:n/ bu rst /bJ:st/

bu rnt I b u rned /bJ:nt/bJ:nd/

b u rnt I burned /bJ:nt/bJ:nd/

b u y /bai/

bought /b::>:t/

bought /b::>:t/

comprar

catch /k<etf/

caught /b:t/

caught /b:t/

eager, atrapar

choose /tf u:z/

chose l tfduz/

chosen / ' tfduzn/

eleg i r

come /k.�m /

came /keim/

come /kAm/

ven i r

cost /kost/

cost /kost/

cost /kost/

costar

cut /kAt/

cut /kAt/

cut /kAt/

cortar

d e a l /di:l/

dealt

dealt /delt/

comerciar, tratar

d i g /dig/

d u g /dAg/

dug /dAg/

cavar

d o /du:/

d i d /did/

done /dAn/

hacer

d raw /dn:/

d rew /dru:/

d rawn /dn:n/

d i buj a r

d rea m /dri:m/

I delt/

d rea mt I d reamed

d reamt I d reamed

I dremt/ dri:md/

sonar

/ dremt/ dri:md/

d r i n k /dnuk/

d ra n k /dr<euk/

d ru n k /drAuk/

beber

d rive /draiv/

d rove / drduv/

d riven /'dnvn/

conducir comer

eat /i:t/

ate /eit/

eaten / 'i:tn/

fa l l /f::>: l/

fe l l /fell

fa l l e n / 'f::>: ln/

caer(se)

feed /fi:d/

fed /fed/

fed /fed/

a l i mentar

fee l /fi:l/

felt /felt/

felt /felt/

senti r(se)

f i g ht /fait/

fought /f::>:t/

fought /f::>:t/

luchar

f i n d /famd/

found /faund/

found /faund/

encontrar

fly /flai/

f l ew /flu:/

fl own /fldun/

volar

forget /fd'get/

forgot /fd'got/

forgotten /fd'gotn/

olvidar

forgive /fd'g1v/

forgave /fd'geiv/

forgiven /fd'givn/

perdonar

freeze /fri:z/

froze /frduz/

frozen / 'frduzn/

congelar(se)

get /get/

got /got/

got /got/

conseg u i r; l legar

g i ve /giv/

gave /geiv/

g iven / 'givn/

dar

g o /gdu/

went /went/

g o n e /gon/

ir

g row /grdu/

g rew /gru:/

g rown /grdun/

crecer; cu ltivar

have /h<ev/

had /h<ed/

had /h<ed/

tener; haber

hear /hid/

heard /hJ:d/

hea rd /hJ:d/

ofr

h i de /haid/

h i d /hid/

h i d d e n / ' hidn/

esconder(se)

h it /h it/

hit /hit/

hit /hit/

golpear, pegar

hold /hduld/

h e l d /held/

held /held/

sujetar

hang /h<eu/

h u n g 1 h a n ged / hAu/h<eud/

h u ng I h a n g ed /hAu/h<eud/

colgar

h u rt / h J:t/

h u rt /hJ:t/

h u rt / hJ:t/

herir, hacer d a n o

k e e p /ki:p/

kept /kept/

kept /kept/

g uardar, mantener

k n ow /ndu/

k n ew /nju:/

known /ndun/

saber, conocer

lay /lei/

l a i d /leid/

l a i d /leid/

poner, extender

lead / li:d/

led /led/

led /led/

g u i a r, con d u c i r

'

lea rnt I learned /b:nt/b:nd/

l e a rnt I lea rned /b:nt/b:nd/ l eft / left/

dejar; i rse, sa l i r

l e n d /lend/

lent /lent/

lent /lent/

prestar

let / let/

let /let/

l et /let/

permitir, dejar

l i e /lai/

lay /lei/

l a i n /!em/

tumbarse, echarse

l e a r n /b:n/ leave / li:v/

1 321

was I were /woz/wJ:/

left / left/

aprender

•

l i e /lar/ (reg u l a r verb)

l i ed /lard/

l i ed / lard/

mentir

l i g ht /!art/

lit / l it/

l it / h t/

encender

lose /lu:z/

lost /lost/

l ost /lost/

perder

m a d e / merd/

made /merd/

hacer, fabricar

mean /mi:n/

m e a nt /ment/

meant /ment/

s i g n ificar, q u erer decir

meet /mi:t/

met /met/

met /met/

conocer a ; reu n i rse con

pay / per/

paid /perd/

paid /perd/

pagar

put / put/

put /put/

put / put/

poner

read /ri:d/

read /red/

read /red/

leer montar

m a ke / merk/

ride /rard/

rode /r;:lud/

ridden / ' ndn/

ring /nu/

rang /r<eu/

r u n g /rAD/

l l a m a r (por telefono)

rise /rarz/

rose /r;:luz/

risen / ' nzn/

elevarse, alzarse

run /rAn/

ran /r<en/

run /rAn/

correr

say /ser/

said /sed/

sa i d /sed/

see /si:/

saw /sJ:/

seen /si:n/

decir ver

se l l /sel/

sold /s;:luld/

so l d /s;:luld/

vender

send /send/

sent /sent/

sent /sent/

enviar

set /set/

set /set/

set /set/

colocar

sew js;:lu/

sewed

sewn /s;:lun/

coser

shake / Jerk/

I s;:lud/

shook / fuk/

s h a ke n / ' ferkn/

shot / fot/

shot / Jot/

shone / fon/

shone / fon/

shine / Jam/

shoot / fu:t/

showed / f;:lud/

show / f;:lu/

s h ut / fAt/

shut / LH/

brillar

shown / f;:lun/

shut

agitar

I fAt/

d isparar mostrar cerrar

sing /sru/

sang /s<e!J/

s u n g /SAD/

s i n k /sruk/

sa n k /s<euk/

s u n k /sA!Jk/

h u ndirse

sit /srt/

sat /s<et/

sat /s<et/

sentarse

sleep /sli:p/

s l ept /slept/

s m e l l /smell

spe l l /spell

smelt I s m e l led

spoke /sp;:luk/

spoken / 'sp;:lukn/

spelt I spe l led

/spelt/speld/

spend /spend/ spi l l /sprl/

spent /spent/

hablar

spelt I spe l l ed

deletrear

spent /spent/

gastar; pasar (tiempo)

I spelt/ speld/

spilt I s p i l led

s po i lt I spoiled

spo i lt I spoiled

/spJ!lt/spJ!ld/

dormir(se) oler

/smelt/smeld;

s p i l t I s p i l led

/sprlt/sprld/

spo i l /spJil/

slept /slept/

smelt I s m e l l ed

/smelt/smeld/

speak /spi:k/

can tar

derram a r(se)

/sprlt/sprld/

I spJ!l t/spJild/

arrui nar, estropear

spread /spred/

spread /spred/

spread /spred/

unta r; d ifundir(se)

spring /spnu/

sprang /spr<eu/

sprung /sprA!J/

sal tar

I stud/

sta n d /st<end/

stood /stud/

stood

steal /sti:l/

sto l e /st;:lul/

sto l e n /'st;:luln/

robar

I suk/ st i ng I suu/

stuck /stAk/

st uck /stAk/

pegar

stu ng /stA!J/

st u n g /stAD/

picar (un i nsecto)

swear /swe;:l/

swore /swJ:/

sworn /swJ:n/

j u rar

sweep /swi:p/

swept /swept/

swept /swept/

ba rrer

swi m /swrm/

swa m /sw<em/

swu m /swAm/

nadar

take /terk/

teach /ti:tf l

took /tuk/

taken / ' terkn/

coger, l levar

ta u g ht / tJ:t/

taught /tJ:t/

ensenar

tear /te;:l/

tore /tJ:/

torn /tJ:n/

rom per, desga rrar

te l l /tell

told /t;:luld/

told / t;:luld/

decir, contar

st ick

estar de pie

t h i n k /6ruk/

t h o u g ht /6J:t/

thought /6J:t/

pensar

th row ; er;:lu/

th rew /6ru:/

th rown /6r;:lun/

a rroj a r, tirar

u n d e rsta n d

I Ande'st<end/

u n d e rstood

I Ande' stud/

u n d e rstood

I Ande' stud/

comprender, entender

wake up / 'werk Ap/

woke up /'w;:luk Ap/

woken up / 'w;:lukn Ap/

wear /we;:l/

wore /wJ:/

worn /wJ:n/

lleva r puesto, ponerse

w i n /wm/

won /wAn/

won /wAn/

ganar

write /rart/

wrote /r;:lut/

written / 'ntn/

escri b i r

despertar(se)

1 1 33

REVIEW OF READING STRATE GIE S Using a variety of rea d i ng strateg ies can help you understa nd a text. This is a revi ew of the readi n g strateg ies you have a l ready learned . When you d o your exams, try to use as m a ny d ifferent rea d i ng strateg ies as you can .

PREDICTING CONTENT Before you read a text, read the title a n d look at the photographs. This w i l l help you pred ict the content of the text.

SCANNING FOR SPECIFIC INFORMATION Sca n n i n g helps you locate specific i nformation in a text. Pay attention to the type of i nformation you a re sea rching for (dates, places, n a m es). Loo k i ng for capital letters and n u m bers can h e l p .

READING FOR THE MAIN IDEA Rea d i n g the fi rst, a n d someti mes the last, sentence of a para g ra p h can help y o u identify the m a i n idea. This w i l l m a k e it easier t o understand the text.

GUESSING THE MEANING OF WORDS When you don't know the mea n i n g of a word , try to g uess. Fi rst, try to identify the part of speech by looki n g at the word 's place i n the sentence a n d its ending. Then look for oth e r words i n the sentence which m ight g ive you c l u es to the mea n i n g .

UNDERSTANDING REFERENCE Texts often conta i n pronouns a n d possessive adj ectives which refer to somet h i n g o r someone that has a l ready been mentioned in the text. When rea d i n g , it's i m porta nt to understa nd who or what these words refer to. The a n swer can usually be found i n the fi rst part of the sentence o r i n the previous sentence.

MAKING INFERENCES M a k i ng i nferences (or rea d i n g between the l i nes) helps you u n dersta n d th i ngs that a ren't act u a l ly written in the text. By loo k i n g f o r certa i n h i nts i n the text, such as the way a person reacts or says someth i n g , you can d raw you r own concl usions.

IDENTIFYING THE AUTHOR'S PURPOSE Texts a re usually written for one of fou r pu rposes: to describe (descriptions of places or people), to enterta i n (na rratives), to expl a i n (i nstructions o r i nformative texts) or t o persuade (opi n i o n essays or for a n d agai nst essays). Knowi ng the author's pu rpose can h e l p you u n dersta nd the text.

WRITING GUIDE The Writing Pro cess STEP 1 : BRAINSTOR M FOR I D EAS • Write down all the ideas you can t h i n k of. • Don't worry about whether the idea is releva nt. • Don 't worry about g rammar or spe l l i n g . • You c a n write i n you r own language. STEP 2: O RGANISE YOUR I D EAS • Decide which ideas to keep and cross out the others. • G roup similar ideas together. • Organ ise the g ro u ps accord i n g to a writi ng p l a n . STEP 3: FOC U S O N LANGUAGE • T h i n k of words and expressions you wi l l need in you r work. STEP 4: W RITE A FIRST DRAFT • Write you r fi rst d raft on the computer or by h a n d . If you are writi ng b y hand, u se a penc i l . Leave wide marg i ns for notes. • Leave space between lines for additions a n d corrections. • Write q u i ckly. Don't worry about neatness or accu racy. • If you can't t h i n k of a word i n English, write it i n you r own language. Look u p the word in a dictionary later. • If you can 't spell a word, write it any way you can . Then check the word i n a dictiona ry o r use a spellcheck when you have finished.

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STEP 5: CHECK YOUR WORK • Use the Writer's C h ecklist on this page to improve your work. COIW't:-J1lel1i' to Live. i�-t- the ce.l-1-tre. of toW�-t-. First of Ci!LL, It i.s very c Lwe. people. wko LJ,ds i�-t- the ce.l-1-tre. Cifre. dose. to diffe.re.l-1-t kiMs of

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STEP 6: WRITE A FINAL D RAFT • If you are writing by hand: copy you r corrected work neatly onto a clean sheet of paper. • Use a pen and leave a margin on the left-hand side. • M a ke sure you r paragraphs are clearly i n dicated . N OTE You can i n dicate the beg i nning of a paragraph by: 1 . i ndenti ng (moving the first word of the paragraph to the right). 2. skipping a l i n e before beg i n n i n g a n ew paragra p h . Each paragraph begins at the left-hand marg i n . Both styles are correct, b u t b e consistent i n you r writ i n g . T h e i n dented style is preferred for informal letters. WRITER'S CHECKLIST I LAN(jlAA(jE

0Rf.JANI5ATION

CONTENT

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Writing G u ide

Writing Skills WORD ORDER Word order is very i m po rtant i n English. The usual order is: s u bject + verb + object + additions Note the follow i n g : 1 . If a sentence h a s both a d i rect and a n indi rect object, there are often two possibil ities: I told Sam a joke . ./ I told a j oke to Sam . ./ 2 . Many time expressions can come at the beg i n n ing or the end of the sentence. I n the even ings, we wa l k our dog . ./ We wal k our dog i n the eve n i n g s . ./ 3 . Never separate the verb from its object(s). We can not say: We wal k in the eveni ngs our dog. X 4. Adverbs of manner can come i n several positions, but not between the verb and the object. Quietly, she closed the door. ./ She q u ietly closed the door ./ She closed the door q uietly . ./ She closed � the door. X 5 . Adverbs of frequency come before the main verb. Some can come at the beg i n n i n g and I or t h e e n d o f a sentence as wel l . W e sometimes eat di nner together. ./ Sometimes we eat di n ner together. ./ We eat dinner together sometimes . ./ Never we eat d1nner together. X We n ever eat d inner together. ./ .

S U BJ E CT-VERB AGR E E M ENT The verb is singular or p l u ral, depend i ng on the subject. The o l d woman walks slowly. (si ngular) I The old women walk slowly. (plu ral) N ote the follow i n g : 1 . Sing u l a r n o u n s that refer t o g roups c a n have either s i n g u l a r o r plural verbs. My fam i ly goes I go on tri ps together.

2 . Amounts and quantities usually have singular verbs. Five h u ndred euros is missi ng . 3 . Words l i ke anyone, everybody and nobody have singular verbs. Does anyone want to watch a fi l m ? I thin k everybody i s hungry. Nobody believes you . 4. Most uncountable nouns have got singular verbs. You r hel p was excel lent. The information is very i nteresting . 5 . Some u ncou ntable nouns have got pl ural verbs. The scissors are very sharp !

U S E OF ADJ ECTIVES 1 . Adjectives come before nouns and after certai n verbs. a tall building ./ a bu i l d i n g 19..U X He looks embarrassed ./ .

2 . The adjective form for sing u l a r and p l u ra l nouns is the sa me. a fun n y story I funny stories ./ fu n n i es stories X 3 . Adjectives fol low a specific order: opinio n + size or age + colou r + origi n + materi a l . a beautiful, new g lass table ./ a beautiful glass new table X

CONN ECTORS Connectors are l i nking words which join ideas and show how those ideas are related to one another. David went to medical school because he wanted to be a doctor. (to g ive a reason) He wants to be a good doctor so he studies very hard . (to descri be a resu lt) He spends a lot of time studyi ng, but he sti l l finds time to have f u n . (to express a contrast) They a lso help us to organise our writing and m a ke it easy for the reader to follow. Many people feel that teenagers spend too much time watching TV. First of all, they claim that teens who watch an excessive amount of television do not have enough opportu nities to develop their social skills. In addition, they say that too much time spent i n front of a TV screen prevents teens from getting enough exercise. However, television viewing also has advantages. For example, there a re many programmes on television which can provide teenagers with val uable i nformation in an i nteresting and sti mulating way. As a res u lt, teenagers are exposed to new ideas and can learn many exciting things.

Study the chart of connectors and p h rases below. Purpose m

m

'

m

,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

to add points on the same topic to express a contrast

m

�

a mples mm m

m•m••••

and I i n addition I f u rthermore I moreover I what's more I besides I a lso I too I as well as

but I however I nevertheless I yet I sti l l I although I even if I even though I i n of I

to describe a cause or reason

because (of) I si nce I due to I as I as a result of I one/another reason for . . . is .

to describe a result

so I therefore I consequently I thus I as a resu l t I as a consequence I for this reason I that is why

to show

to express personal o p i n i ons

i n my opin ion I I (strongly) believe (that) I I think/feel (that) I i n my view I I as I see it it seems to me (that) I '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' m

to i ntroduce facts to make

statements

'''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

I the truth is (that)

to l ist poi nts to g ive examples to introduce opposin g points

on the one h a n d I on the other h a n d I in contrast I contrary to I it can a lso be argued that I but there a re people who (that)

••••· · •· ••·•·························

to show sequence to show time to conclude

1 3 81

first I at fi rst I i n the beg i n n i n g I before I next I then I soon I meanwhile I later I I when I finally I in the end I after that I afterwards I at last I in conclusion I to sum up I in short I all in a l l

Writin g G u id e

WRITIN G A PARAGRAPH A paragraph consists of several sentences about a certain topic. lt has the following parts: 1 . a topic sentence which g ives the main idea of the paragraph 2. supporting sentences wh ich add reasons, deta i l s and exa mples 3 . a concluding sentence which leads on to the next paragraph or summarises the m a i n idea

OPENIN(J

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I would rutlly love. to �ve.

do3. For o� thiVf9, if I �d

"flw"fys je.e.l t�t I �d some.ODY (j i.ves i..-ifO rwu:tti.o Vl lif.M detlif.i.ls

CL05IN(j Closi.11:9 rewu:trks

Dear Sir or Madam,

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In view of the great distress we experienced, I would appreciate a ful l refund of the cost of our stay. I trust that you will deal with this matter promptly and I look forward to your reply. Yours faithfully, Paul Brown

U S E F U L LAN GUAGE Greetings

Opening Remarks

Useful Expressions

Closing Remarks

Signing Off

Dear Sir or Madam,

I am writi ng to complai n about . . .

To make matters worse, . . .

I n view of the . . .

You rs faithfully,

Instead of . . .

I strongly u rge you to . . .

You rs sincerely,

I a m writi ng to express my concern regarding . . .

Dear M r I M rs I Ms . . . , To whom it may concern,

The problem began when . . . I find it u nacceptable that . . . I would like to point out that . . .

I trust that you will . . . I woul d appreciate it if . . . I suggest . . . I look forward to your reply.

AN OPINION E S SAY An opinion essay states a n opinion and tries to convi nce the reader that this opinion is correct. Look at the topic below. Then study the plan and read the model .

TOPIC: Write an opinion essay on a topic con nected to teen d rivers.

PLAN: Adult S upervision for Teen Drivers - Good or Bad? OPENIN(j Pre..sel1i'e1ti.ov. of issue C1M opi.Vci.ov.

�ODY 5puijic ree1sO vtS C1M je1cts to support OpHUOV.

It is well known that teen drivers are often involved i n fatal driving accidents. In order to help deal with this issue, some governments around the world have proposed that new teen drivers should be required to drive with adult supervision for a period of time. While this suggestion may sound l ike a good way to save l ives, in my opinion, i t w i l l not solve the problem. First of all, a person's age doesn't determine their level of responsibility or their driving ability. It's a fact that many accidents have involved experienced adult drivers. Secondly, I believe that the more time a driver spends on the road, the better his or her driving ability will be. By preventing new drivers from driving without adult supervision, new drivers will inevitably gain less driving experience since they will only be able to drive when an adult supervisor is free to accompany them. In short, forcing young drivers to drive with adul t supervision will not reduce the number of teen fatalities. It is only by educating teenagers and adults about the importance of safe driving that we can hope to make a difference.

U S E F U L LAN G UAGE Many people think that . . .

Therefore, . . .

In my opinion, however, . . .

As a result, . . .

I d isagree

lt is clear that . . .

In my view, . . .

I n short, . . .

I bel ieve that . . .

To sum u p, . . .

However, . . .

I n conclusion, . . .

Despite this, . . . First of a l l, . . . Secondly, . . . I n add ition, . . .

1421

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Writing G u ide

A D E S CRIPTI O N OF AN EVENT A description of a n event g ives a clear i m p ression of what the writer experiences. lt usually includes details of the writer's senses and how the writer felt there . Look at the topic below. Then study the plan and read the mode l .

TOPIC: Write about a fam ily event that you have attended .

PLA N : The Wedding OPENIN(j N&�Wte, l.outtiol-1-, tiWte &�vtd writers opi.i1W1-1- of evw

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80DY Desc.riptio�-1- with WUJre det&�i.Lr I wh&it writer sees, �rs, sWtells, t&�stes

Last week, I went to my cousin's wedding. I hadn't seen my cousin for many years and I didn' t know many of the other guests, so I wasn't expecting to enjoy myself. In the end, I had a great time. When I arrived, the wedding hall was already ful l of people. People were standing around talking excitedly and there was a real buzz in the air. The room was beautifully decorated with flowers and balloons and the sweet smell of the flowers hung in the air. I couldn 't help but fee l excited. It felt a s if something very special was about to happen. Suddenly the musicians began to play. Everyone stopped talking at once and turned to face the door. As the bride entered, many of the guests had tears in their eyes. I felt so moved.

CL05IN(j Covu.l�-tdi.I1!J se.l-1-te.vu.e. &�vtd opi.l-'ti.o�-1-

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U S E F U L LAN G UA G E

Last week . . . When . . . Suddenly . . . I felt . . . I hea rd . . . lt seemed . . . The atmosphere was . . . The crowd I people were . . . lt tu rned out to be . . . All i n a l l , . . . I n the end, . . .

As she walked past in her beautiful white dress, my cousin turned and smiled at me. She looked so happy. I realised that I wouldn 't have missed this occasion for the world !

A NARRATIVE A narrative is a story about a series of events and the people i nvolved i n them . Look at the topic below. Then study the plan and read the model. TOPIC:

Write a na rrative about a m isu nderstanding you once had . PLA N :

Jumping to the Wrong Conclusion OPENIN(g The YIM!i.�-t c./.utrl/fc.te.rs, wMe-re. 1/!M wMe-�-t tMe­ story tl/!ku pll/!c.e.

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Last Saturday I visited my grandmother, who lives on the other side of London. I had not seen her for ages and I was looking forward to eating a piece of her delicious cake. It was a cold day, so I dressed warmly in a hat and scarf. I got onto the train and looked for a place to sit. I walked up and down the aisles for some time until I found an empty seat next to an elderly man who was reading a newspaper. Relieved, I sat down and took out my book. As soon as I had begun reading, I fel t that the man was watching me. I felt very uncomfortable. I wanted to move but there were no empty seats. Finally, the train pulled into Kings Cross station. I rushed off the train, eager to escape the stare of the old man.

E>ODY Eve.vr.ts 1/!M proble.wt.s i.�-t tMe- story, how tMe­ c./.utrl/!c.te.r je.e.Ls 1/!M tri.e.s to solve. problem

I left the station and began walking towards my grandmother's house. After a few moments, I had a strange feeling that someone was fol lowing me. I turned round. To my surprise, the elderly man who had sat next to me on the train was running towards me. I started to run. I coul d hear the man coming up behind me. In a minute he would catch up with me . . .

CL05IN(g The e.ftdi.� of tMe­ sto ry, how tMe­ proble.m i.s resolved

U SEFU L LAN G U AG E

[

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

"Wait ! " he shouted. I stopped. The man stretched out his hand and I could see that he was holding something. "Your hat," he said. "You l eft it on the train." At that moment I realised that I had j umped to the wrong conclusion.

····· ····· .... ......... .... .................. ........... .....

Time Expressions

m ...

m

m

: Connectors of Seq uence

Last weekend I s u m mer I yea r, . . .

at first

as soon as

Two years ago, . . .

before

soon

it was a cold I hot I stormy day . . .

after

suddenly

it a l l began when . . .

next

while

One afternoon . . .

later

during

Fortunately, I U nfortunately, I Lucki ly, . . . To my su rprise, . . .

when

eventually

then

in the end

I

u ntil

mea nwhile

felt . . .

The funny t h i n g is that . . . Before I knew it . . .

Writing G u ide

A SUMMARY A summary provides the reader with the m a i n poi nts of an a rticle in as few words as possible. A summary usually does not include the writer's opinion and it is written i n h i s o r her own words where possible. Look at the topic below. Then read the orig inal article and the model summary. TOPIC:

Write a summary of the a rticle, using 50-70 words.

Baby Einstein DVDs: Educational or Not? Baby Einstein DYDs are specifical l y aimed at babies and toddlers. These popular DYDs feature classical music, and babies seem to love watching them. Not only do the DYDs provide busy parents with a break from having to care for their infant, they are also said to have educational benefits. Yet recent research suggests that these DYDs may not be as beneficial to children as parents may like to believe. In fact, there is evidence to suggest that television viewing between the ages of 1 and 3 could in fact be harmfu l to them. Research at the University of Washington found that babies who had watched baby videos scored about 1 0% lower on language skills than those who had not. In addition, experts have shown that baby videos may also be associated with attention problems later on. They claim that the more television children watch in their early years, the shorter their attention spans later in l ife. The Campaign for a Commercial-Free Childhood is a group which has been fighting baby media companies for some time in an attempt to get them to admit that baby videos are not educational. They clai m that the entire marketing strategy of companies like Baby Einstein is based on false and misleading c laims that the videos are educational. Recently, the B aby Einstein company announced that they would give a ful l refund to anyone who had bought one of the DYDs in the last five years and wished to return it. The campaigners see the recent announcement as an unspoken admission that they did mislead the public and that the DYDs have no educational value. Yet it will be interesting to see how many parents will actually c laim the refund and return the DYDs to the company. Although the videos may not turn their children into geniuses, as they might have hoped, they continue to keep them occupied and stimulated, without the need for parental involvement. That may well be something that parents are not willing to give up.

DYDs designed specifically for babies and toddlers are very popular. Yet recent research has suggested that they may i n fact be harmful to children's development. In view of these findings, a recent campaign has accused media companies of deliberately misleading parents by implying that these products have educational value. Consequently, the Baby Einstein company has agreed to give a refund to parents wishing to return the DYDs, although it is uncertain how many parents will accept their offer.

lf'U.Ludu o�y i.mport(!fvtl i.Mjo rwt(!fti.o �-t 0 1'3(ifvWed i.vtlo o 11.e c.ohesi.ve p(!fr(!f_Jr(!fph TIP:

Leave out less i m portant examples and deta ils. Shorten or combine sentences and try to use your own words. U S E F U L LANG UAGE Being Concise

Apparently, .. .

Finally, .. .

If

C learly, . . .

Consequently, . . .

I n short, . . .

Presently, . . .

although

J

A CURRI CULUM VITAE When applying for a job, you w i l l often have to s u p p ly the em ploye r with yo u r perso n a l deta i ls, as well as you r ed ucatio n a l q u a l ifications a n d work experience. Be low i s a n exa m p l e of a CV which ca n be used as a model for you r own .

PERSONAL INFORMATION Name Address Telephone no. E-mail Nationality Da te of birth

Ana Rodrfguez Val lejo Cl Salvador de Madariaga, 5, 3°-C, Madrid 635423 1 79 anarodvallej o @ hotmail .com Spanish 8th April , 1 992

WORK EXPERIENCE Da tes Name o f employer Occupa tion or position held Main activities and responsibilities

2008-20 1 0 Hard Rock Cafe Waitress (part-time) Preparation and service of food, wine and beverages

EDUCATION AND TRAINING Da tes Name of school Principal subjects covered Title of qualifica tion awarded

2008-20 1 0 IES Juan De La Cierva English l anguage, history, literature Secondary School Graduate - B achillerato

PERSONAL SKILLS AND ABILITIES LANG UAG ES Mother tongue Other languages

Spanish English (good level written and spoken) French (fluent)

COMPUTER S K I LLS General Graphics or multimedia Programming

OTH E R SKI LLS AND ExPERIE NCE D RIVI NG LICENCE

M icrosoft Word, Excel, PowerPoint Photoshop, InDesign Visual B asic 2007-2009: school theatre group Licence for 1 25cc motorbike

QUIZ ANSWERS Unit 3, page 3 3 1 .c 2.a 3.c 4.b

S.a

6.a

7.b

8.b

7-8 correct answers:

You know q u ite a lot about computers. Keep up the good work, but remember: there is l ife beyond the computer screen . Maybe do some sport as wel l ! 4-6 correct answers: You use a computer, but it's not the centre of you r l ife. You 've found a good balance, but pay attention to what's going on in the computer wor l d . Tech nology can be useful ! 0-3 correct a n swers: You obviously have other interests besides computers. That's g reat, but try to keep up with the

ti mes. Remember - this is the 2 1 st century l

Unit 4,

page

45

1 . False. Red , because it signals danger, actua l ly makes people more awa re a n d alert. 2 . True. Special cel ls in the nose respond to chem ical signals g iven by other people who feel danger. 3 . True. Touch sti m u lates the b ra i n to produce endorphins, which are the hormones that i n h i bit pa i n . 4 . True . O u r sense o f balance i s centred i n our ears, but we rely on o u r sense o f vision for balance as wel l . Try i t ! 5 . False. Wom e n 's sense o f s m e l l and taste is more sensitive than m e n 's . 6 . True . There is a n a rea on t h e retina that does n o t respond t o l i g h t . An image that falls on that area w i l l not be seen . Try this test:

+

•

Hold the i mage a bout 50 centi m etres away. C lose your right eye, With you r left eye, look at the + Slowly bring the i mage closer while looking at the +. At a certa i n d istance, the dot will d isappear ! This i s when it fa l l s on the b l i n d spot. 7. False. People who suffer from a rare genetic d isease cal led C I PA a re unable to feel pa i n . 8. True. People with a cond ition ca lled synesthesia m i x together senses which are normally separate. 9 . False. The seashell captures the noise a ro u n d you, which resonates in the shel l .

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1 47

VIEWPOINTS fo r by Elizabeth G rant and Kevin Payne

B a c h i l l e rato 2

B u rlington Books P. O . Box 544 1 1 372 1 Limassol Cyprus B u rlington Books is an i mprint of Danos Books Ltd . Material C u rricular para Bac h i l lerato, curso segundo, a rea de lenguas extranjeras: ingles, registrado en todas las Comunidades Aut6nomas que tienen com petencias en materia educativa y que asf lo requ iere n . Acknow l ed g e m e nts:

The publisher g ratefu l ly acknowledges the follow i n g for perm ission to use copyright materi a l : " So You Want t o Be a Rock ' n ' R o l l Sta r " (page 9) - Words a n d m usic b y J i m McG u i n n and C h ris H i l l ma n © T R O Essex M usic Lim ited . Edici6n a utorizada a TRO M usica Espana S . L . ; " ( at's in the C ra d l e " (page 57) - Words and music by Ha rry C ha p i n anc Sandy C ha p i n © Story Songs, Ltd (ASCAP). All rig hts a d m i n istered by WB Music Corp. Used by permission; Extracts from " Th E Kite Runner" (page 59) - by K haled Hossei n i © 2003 by Kha led Hosse i n i . Used by permission of Riverhead Books, a n i m print c Pen g u i n G roup (USA) Inc. The publisher g ratefu lly acknowledges the followi n g for providing p h otographs: Cover M . C . Escher Company; Alamy: page 2 4 , 3 5 (Google Street View car), 69 (Apple), 7 3 , 76; AP: page 69 (Nike, Sony Ericsson New Balance, McDonalds), 74 (All Star sneaker); ASAP/Rex Features: pages 1 2 (M ichael Jackson), 1 3 (Paris H i lton), 1 6 (Susan BoyiE 1 7 (Sylvester Stallone), 28 (chickens), 69 (Cha nel); Cartoon Stock: page 2 1 (cartoons 2 and 3 ) ; Everett Collection: pages 58, 59, 6C (The Kite Run ner); Facebook.com: page 40 (Facebook page); Freeimages.co . u k : page 2 1 (leaf); Getty l mages/Photodisc: pages 23 (ocea n), 35 (two small street scenes), 49 (garlic), 78 (phone, hamper and kettle), 1 0 1 (cafe pictu res), 1 3 5 ; Green peace Org: page 27; Image Bank!Getty I mages: page 1 7 (queue), 51 (John Cage and M i ke Batt), 62 (the B rowns); Mark Pa risi : page 2 1 (cartoon 1 ) ; Matt Harding: page 1 6; M IT Media Lab: page 3 7 ; Myspace.com: page 40 (Myspace page); Neil Boorm a n : page 7 1 ; Photos.com I J u p iter I mages: pages 44 (both teens), 49 (ice cream), 98, 1 0 1 (market); Reuters page 93; Shutterstock: pages 5, 6, 7, 8, 9, 1 0, 1 1 , 1 4, 1 5 (money), 1 7 (festival), 1 8 (fi l m strip), 20, 2 1 (leaf texture), 2 2 , 24 ( H u m boldt squ id), 25 (4x4), 28 (deforestation), 3 1 , 3 2 (whiteboards), 3 3 , 34, 4 1 (icon), 42, 44 (podi u ms), 45, 46, 47, 48, 52, 5 3 (all but bottom right), 54, 57, 59 (kites), 60 (footbal and grass), 6 1 , 62 (piano keys), 64, 6 5 , 66, 69 (shelves and barcodes), 7 1 (flames), 7 2 , 74 (orange sneaker), 7 5 , 7 7 , 78 (all but phone, hamper and kettle), 80, 9 1 , 92, 94, 95, 96, 1 0 1 (top left); Wikimedia Commons/Taty 2007: page 1 2 ( Michael Jackson Star Wikipedia.org: page 39 Agradecimientos: • •

a l profesor J u a n M a n u e l R u b i o Santana - Colegio Portace l i (Jesu itas), Sevi lla - por su val iosa labor como asesor de este p royecto a Ios s i g u i entes profesores por su colaboraci6n al revisar y p i l ota r Ios materiales de n uestro curso: Crist i na H o l m IES J a u m e Balmes, B a rcelona; M • A n g e l e s L6pez M a rt i n ; M • Crist i n a G u errero G a rcfa; Pedro Pa b l o H e rra n Perez Colegio Sagrado C oraz6n de Vitoria, Vitoria; N u r i a Vivas R i po l l es C o l · legi Leston nac, Barcelona; Jose A ngel G a rcfa B a rq u i n HH C o razonistas, Zaragoza; A ngela S i les S u a rez IES Prado Santo Domi ngo, Alcorc6n (Mad rid)

This series is compatible with the recommendatio ns, g u ideli nes and objectives of the Common E u ropean Framewor of Reference for La ng uages.

STU D E NTS S H O U LD N OTE THAT TH EY M U ST N OT W R ITE IN TH I S B O O K.

The publisher has made every effort to contact the owners of copyright material which appears in this book, and will be p leased to hear from any copyright holder who could not be located . All rig hts reserved by the p u b l isher. No part of this publ ication may be reproduced, stored in a retrieval system or transmitted in a ny form or by any means - electron ic, mechanica l , photocopying or otherwise - without perm ission in writing from the p u b l isher. ISBN 978-9963-47-975-7 Copyrig ht © 2 0 1 0 Burl ington Books 1 0 09 08 07 06 0 5 04 03 02 0 1 19

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