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Canada Australia New Zealand | |
NAME: ……………………………………………………………………
NUMBER: ……… GROUP: 4º …
INTRODUCTION UNIT
LANGUAGE BUILDER
|GEOGRAPHY |
|bank | |island | |
|bridge | |mountain | |
|cave | |north | |
|cliff | |river | |
|coast | |south | |
|east | |west | |
|CLOTHES AND ACCESSORIES |
|blouse | |hood | |
|boots | |jeans | |
|bracelet | |mini-skirt | |
|cap | |necklace | |
|dress | |ring | |
|earrings | |shoes | |
|flip-flops | |trousers | |
|high heels | |
|FOOD AND ADJECTIVES |
|beef | |cooked | |
|biscuit | |fattening | |
|butter | |fried | |
|carrot | |frozen | |
|crisps | |oily | |
|eggs | |raw | |
|fish | |salty | |
|ice cream | |sour | |
|popcorn | |spicy | |
|rice | |sweet | |
|ADJECTIVES FOR FASHION |
|casual | |old-fashioned | |
|fashionable | |practical | |
|formal | |sensible | |
|modern | |trendy | |
| |
| |
| |
| |
|EXCHANGING PERSONAL INFORMATION |
|What year are you in at school? | |
|How do you feel about school? | |
|Have you got any interesting hobbies? | |
|What’s your favourite sport? | |
|What type of person are you? | |
|Can you tell me something else about yourself? | |
|CLASSROOM LANGUAGE |
|What’s this word in English? | |
|How do you pronounce …? | |
|How much time have we got? | |
|What page is it on? | |
|Can you explain this, please? | |
|Can you repeat that, please? | |
|Can I borrow your …, please? | |
|When is the project / this homework due? | |
|What time is break? | |
INTRODUCTION UNIT Grammar Notes
|PRESENT SIMPLE |
|Affirmative Form: |Negative Form: |Interrogative Form: |
|I/we/you/they + Infinitive verb | |Q. A. S. I. |
|▪ Inf verb -s |I/we/you/they + DON’T + Inf v |Question auxiliary subject Infinitive |
|(general rule) | |Word of the verb |
|▪ Inf verb -es |*He/she/it + DOESN’T + Inf v |what |
|*He/she/it + (when the verb | |which |
|finishes in: -s, | |who |
|-sh, -ch, -x, -o, | |when + DO + I/we/you/they + Inf.v.? |
|or in cons +y) | |where + DOES + *he/she/it + Inf.v.? |
| | |how |
| | |why |
| | |whose |
|Short answers: | |
|Yes, I/we/you/they DO No, I/we/you/they DON’T | |
|Yes, *he/she/it DOES No, *he/she/it DOESN’T | |
| |ADVERBS: |
|USE: |- Frequency adverbs: always, often, usually, sometimes, seldom, never. |
|- Habits, routines |- Expressions of frequency: every day / week / month / year, once / twice / three times / four |
|- Facts, permanent states |times a day / week / month / year, in the morning, at night, at weekends, … |
|- General truths | |
|PRESENT CONTINUOUS |
|Affirmative Form: |Negative Form: |Interrogative Form: |
|I am |I ‘m not |Am I |
|He/she/it is + verb -ING |He/she/it isn’t + verb -ING |(Q) Is he/she/it + verb -ING…? |
|We/you/they are |We/you/they aren’t |Are we/you/they |
|Spelling changes: when the verb finishes in |
|-e: v. -e +ING |
|-1 vowel + 1 cons.: v. -2xcons +ING |
|-ie: v –y +ING |
|USE: |ADVERBS: |Short answers: |
|- Actions at the same time of |- Now, at present, right now, at the moment |Yes, I am. |
|speaking |- this week / month / year… |Yes, he / she / it is. |
|- Temporary actions |- Tomorrow, next week / year / month / summer |Yes, we / you / they are. |
|- Future plans | | |
| | |No, I’m not. |
| | |No, he / she / it isn’t. |
| | |No, we / you / they aren’t |
|PAST SIMPLE |
| | |
|Affirmative Form: |Interrogative Form: |
| |Q. A. S. I. |
|Suj + Inf. Regular V. –ed |Question auxiliary subject Infinitive |
|• Spelling changes: when the verb finishes in |Word of the verb |
|-e: v. -e + d | |
|-1 vowel + 1 cons.: v. -2xcons + ed |(Q) + DID + suj + Inf.v.? |
|- consonante+y: v. -i + ed | |
|Negative Form: |Short answers: |
| |Yes, I/he/she/it/we/you/they DID |
|Suj. + DIDN’T + Inf v |No, I/he/she/it/we/you/they DIDN’T |
| |ADVERBS: |
|USE: |yesterday (ayer), the day before yesterday (anteayer), last night (anoche), |
|Finished actions in the |last week (la semana pasada), last month (el mes pasado), last year (el año pasado), last weekend (el fin de semana |
|past |pasado), …… ago (hace …), in …… (+ past date), |
| |when I was young (cuando era joven) |
|PAST CONTINUOUS |
| | | |
|Affirmative Form: |Negative Form: |Interrogative Form: |
|I/he/she/it was |I/he/she/it wasn’t |Was I/he/she/it |
|+ verb -ING |+ verb -ING |(Q) + verb -ING? |
|We/you/they were |We/you/they weren’t |Were we/you/they |
| |
|Spelling changes: when the verb finishes in |
|-e: v. -e +ING |
|-1 vowel + 1 cons.: v. -2xcons +ING |
|-ie: v –y +ING |
|USE: | |Short answers: |
|- Unfinished actions in the past |ADVERBS: |Yes, I / he / she / it was. |
|- Long simultaneous actions in the past |- at … (time) yesterday / last night / last |Yes, we / you / they were. |
|(WHILE / AS) |week / last month / last year | |
| |- oraciones temporales precedidas por while |No, I / he / she / it wasn’t. |
| |(mientras) |No, we / you / they weren’t. |
WAYS OF EXPRESSING THE FUTURE
| |PRESENT CONTINUOUS |BE GOING TO DO STH. |SIMPLE FUTURE |
|FORMA |+ | am | am |Suj. + will + Inf. v. |
| | |Suj. + is + verb-ING |Suj. + is + going to + Inf. v. |(`ll) |
| | |are |are | |
| |- | ‘m not | ‘ m not |Suj. + won’t + Inf. v. |
| | |Suj. + isn’t + verb-ING |Suj. + isn’t + going to + Inf. v. | |
| | |aren’t |aren’t | |
| |? | Am |Am |Will + suj. + Inf. v. …? |
| | |Is + suj. + verb-ING …? |Is + suj. + going to + Inf. v. … ? | |
| | |Are |Are | |
| |√ |Yes, suj. + am / is / are |Yes, suj. + am / is / are |Yes, suj. + will |
| |X |No, suj. + ‘m not / isn’t / aren’t |No, suj. + ‘m not / isn’t / aren’t |No, suj. + won’t |
|USO | Planes personales ya organizados (ej. |Intenciones, planes o decisiones: ya has |Predicciones futuras (weather |
| |quedar con amigos, ir al médico o a la |decidido hacer algo pero puede que aún no lo |forecasts, horoscopes, …), con |
| |peluquería) –anotados en las agendas |hayas organizado |expresiones como |
| | |Predicciones inmediatas cuando es muy evidente|I think / believe / expect / wonder, |
| | |que algo va a suceder |I’m sure, perhaps y probably, y |
| | | |decisiones repentinas |
|ejemplos |What are you doing at the weekend? |I’m going to buy a new pair of shoes tomorrow.|Tomorrow it will be sunny in |
| |I’m not going out tonight. |Are you going to invite John to the party? |Alicante. |
| | |Look at the clouds! It’s going to rain. |I think Diana will pass the exam. |
| | | |We’ll probably go out this evening. |
|ADVERBIOS DE TIEMPO: (pueden ir al principio o al final de la frase) |
| |
|TOMORROW (mañana), NEXT MONTH (el mes próximo), NEXT WEEK (la semana que viene), NEXT YEAR (el año que viene), IN ... (+ a future date), LATER |
|(más tarde), SOON(pronto), IN AN HOUR (dentro de una hora), IN THE FUTURE |
DETERMINERS AND QUANTIFIERS
|DETERMINERS |
|a / an + n. en singular (+,-,?) uno, una |some + n. incontable (+) algo de |
|some + n. en plural (+) algunos, -as |any + n. incontable (-, ?) “ |
|any + n. en plural (-, ?) “ | |
|QUANTIFIERS |
|How many + n. plural (?) cuántos, -as |How much + n. incontable (?) cuánto, -a |
| | |
|a few pocos, as |a little poco, a |
|a lot of / many muchos, as + n. plural (+) |a lot of mucho, a + n. incontable (+) |
|too many demasiados, -as |too much demasiado, -a |
| | |
|many + n. plural (-, ?) |much + n. incontable (-, ?) mucho, a |
| | |
|enough + n. plural suficientes |enough + n. incontable suficiente |
THE COMPARISON IN ENGLISH
|= |COMPARATIVE ADJECTIVES |SUPERLATIVE |
|(COMPARATIVO DE SUPERIORIDAD) |(+ THAN) |ADJECTIVES |
| |más … que |(+ IN / OF) |
| | |el/la/los/las más … de … |
| SHORT ADJECTIVES | | |
|General rule tall |Adj. + -er taller |The adj. + -est the tallest |
|Exceptions: | | |
|• 1-syllable adjectives ending in | | |
|-e |Adj. + -r nicer |The adj. + -st the nicest |
|nice |Adj. + 2xcons + -er bigger |The adj. + 2xcons + -est the biggest |
|- a vowel and a consonant big | | |
|• 1 or 2-syllable adjectives ending in |Adj. (-y) + -ier drier |The adj. (-y) + -iest the driest |
|consonant + -y dry |happier |the happiest |
|happy | | |
| LONG ADJECTIVES |more + adj. more expensive |The most + adj. the most expensive |
|• 2 or more syllable adjectives expensive | | |
| IRREGULAR ADJECTIVES | |The best |
|Good |Better |The worst |
|Bad |Worse |The farthest / furthest |
|Far |Farther / further | |
= (COMPARATIVO DE IGUALDAD)
(NOT) AS + adjective + AS (tan … como)
John is as tall as Tim.
Tim isn’t as tall as John
Vocabulary
1 Complete the chart with the words below:
baseball bat • theatre • playground • surgeon • hockey stick • engineer
tennis racket • office • shop assistant • power station • hairdresser • wrist guard
|Places |Sports |Jobs |
| |Equipment | |
| | | |
| | | |
| | | |
| | | |
2 Complete the words below:
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b … … … … … … s n … … … … … … e s … … … … … r b … … … … e
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s … … … … … … … … s m … … … … e f … … … … d … … … … h … … … … t
3 Choose the correct answer:
a) Our class is going to plant / prepare / develop some trees in the forest next week.
b) My brother damaged / destroyed / discovered my phone, but it still works.
c) Calvin Klein and Giorgio Armani develop / plan / design clothes.
d) Cacao and sugar are used to produce / display / construct chocolate.
e) Please interrupt / turn off / repeat that. I didn’t hear you.
4 Match the products in A to the materials they are made from in B:
A B
a) ice cream cloth
b) textbook glass or plastic
c) can paper
d) blouse milk
e) bottle metal
5 Circle seven adjectives in the puzzle and write them next to their synonyms:
|e |
T F
a) The original T-shirts were colourful. …… ……
b) Men liked wearing T-shirts at home. …… ……
c) Elvis Presley and Marlon Brando had an influence on fashion. …… ……
d) In the 1950s, many parents began wearing T-shirts in public places. …… ……
e) Today, some T-shirts are cheap and others are expensive. …… ……
13 Answer the questions:
a) Why didn’t people wear T-shirts in public places before the 1950s?
………………………………………………………………………………………………………
b) Why did teenagers like wearing T-shirts outside the house?
………………………………………………………………………………………………………
c) What are two ways T-shirts changed in the ’60s and ’70s?
………………………………………………………………………………………………………
d) Who wears T-shirts today?
………………………………………………………………………………………………………
Writing
|WORD ORDER |
|SUBJECT+(ADVERB OF FREQUENCY)+VERB+COMPLEMENTS (MANNER+PLACE+TIME) |
14 Write the words in the correct order to make sentences. Remember to add capital letters:
a) beautiful / week / a / coat / Susan / last / red / bought /.
…………………………………………………………………………………………….
b) because / has / book / David / lost / his / is / he / upset /.
…………………………………………………………………………………………….
c) abroad / parents / just / have / Ellen’s / gone.
…………………………………………………………………………………………….
d) you / my / where / put / did / phone /?
…………………………………………………………………………………………….
e) the / TV / in / this / is / best / shop / the /?
…………………………………………………………………………………………….
f) buys / first-class / always / he / tickets /.
…………………………………………………………………………………………….
g) lost / we / last year / luggage / our /.
…………………………………………………………………………………………….
h) platform / walked / we / quickly / the / to / .
…………………………………………………………………………………………….
i) travelled / you / recently / where / have / ?
…………………………………………………………………………………………….
j) the / midnight / they / at / arrived / hotel / at /.
…………………………………………………………………………………………….
UNIT 1
LANGUAGE BUILDER
|TRAVEL |
|accommodation | |high-speed train | |
|airline | |journey | |
|airport | |luggage | |
|convenient | |mobile home | |
|countryside | |passengers | |
|fare | |station | |
|flight | |trip | |
|TRAVEL ARRANGEMENTS |
|catch a train | |return ticket | |
|coach | |route | |
|first class | |single ticket | |
|miss a train | |standard class | |
|platform | |timetable | |
|MAKING TRAVEL ARRANGEMENTS |
|Do you want single or return tickets? | |
|What time does it leave / arrive? | |
|How long does it take to get there? | |
|How often does the train leave? | |
|Would you like first or standard class? | |
|What time would you like to leave / get there? | |
|How many tickets do you want? | |
|Which platform does it leave from? | |
|Is it a direct route? | |
|ON THE UNDERGROUND |
|How do I get to …? | |
|Take the … Line to … | |
|Then change to the … Line | |
|How many stops is it from …? | |
|Only …stops. You can’t go wrong. | |
|DIALOGUE: AT A TRAVEL AGENCY |
|A: Me gustaría comprar billetes de avión a |A: ………………………………………………… |
|París. |………………………………………………… |
|B: ¿Qué día le gustaría irse? |B: ………………………………………………… |
|A: Me gustaría irme el lunes, 1 de agosto, |A: ………………………………………………… |
|y volver el lunes, 8 de agosto. |………………………………………………… |
|B: ¿Querría un billete de primera clase o |B: ………………………………………………… |
|de clase turista? |………………………………………………… |
|A: Querría un billete de primera clase |A: ………………………………………………… |
|¿Cuánto es? |………………………………………………… |
|B: El billete vale 500€. |B: ………………………………………………… |
UNIT 1 Grammar Notes
PRESENT PERFECT
USO:
- Acciones pasadas sin especificar el momento exacto en que se produjeron (no lo conocemos o no nos interesa ).
She’s seen that film.
- Acciones pasadas que afectan al presente o tienen consecuencias en el momento actual.
I’ve been here for 10 minutes.
- Acciones que empezaron en el pasado y aún continúan.
I’ve known my best friend for all my life.
- Para dar información nueva o para contar un suceso reciente.
Ow! I’ve cut my finger.
The road is closed. There’s just been an accident.
FORMA:
|+ |I / we / you / they |+ HAVE | |Past Participle of the main verb: |
| |He / she / it |+ HAS |+ |- Inf. of Regular verb –ed |
| | | | |- 3rd column in the list of Irregular verbs |
|- |I / we / you / they |+ HAVEN’T | |Past Participle of the main verb: |
| |He / she / it |+ HASN’T |+ |- Inf. of Regular verb –ed |
| | | | |- 3rd column in the list of Irregular verbs |
|? |HAVE |+ |I / we / you / they | |Past Participle of the main verb: |
| |HAS |+ |He / she / it | |- Inf. of Regular verb –ed |
| | | | |+ |- 3rd column in the list of Irregular verbs |
|Short | √ |Yes, I / we / you / they + HAVE | X |No, I / we / you / they + HAVEN’T |
|answer | |Yes, he / she / it + HAS | |No, he / she / it + HASN’T |
ADVERBS: hay diferentes posiciones en la frase
▪ Delante del past participle:
Ever (alguna vez) (?) Have you ever been to France?
(en la vida) (+) This is the most boring film I’ve ever seen.
(nunca, jamás) (-) I haven’t ever worked so much.
Never (nunca) I’ve never been to France.
Just (acabar de hacer algo) She’s just had breakfast.
Already (ya) (+) We have already studied.
Al final de la frase:
Yet (ya) (?) Has he done his homework yet?
(todavía) (-) I haven’t done my homework yet.
For + periods of time (durante, desde hace) I’ve had my car for 5 years.
Since + point in time (desde) We’ve been married since 2008.
Today / This week / month / year / season / term (cuando estos periodos no han acabado en ese momento) He hasn’t worked very hard this term.
Recently (recientemente) Have you heard from George recently?
Lately (últimamente) I haven’t seen him lately.
So far (hasta ahora/el momento) We haven’t had any problems so far.
Several times (varias veces) They have worked for us several times.
▪ Al principio de una pregunta:
How long (cuánto tiempo hace) (?) How long have you lived here?
PRESENT PERFECT ≠ SIMPLE PAST
|It is a present tense: it always tells us something about now. |It tells us only about the past: we are only interested in the |
|We are interested in the present result of the action. |action in the past |
|Tom has lost his key. |Tom lost his key |
|(=he doesn’t have his key now) |(=we don’t know if he has it now or not) |
|Things that happened in the past, but the time still continues |Things that happened a long time ago, in a finished time in the|
|to the present |past: |
|My sister is a writer. She has written many books (= she stills|Shakespeare wrote many plays. |
|writes books) |(=he is dead, so he can’t write now) |
|To give new information |If we go on talking about this new information |
|Ow! I’ve burnt myself |How did you do that? |
| |I picked up a hot dish. |
Vocabulary
1 Find ten travel words in the word search:
|a |v |
|[pic] |[pic] |
a) Sally . (live / in the countryside)
b) Sally and her friends . (walk / to school)
c) Sally’s parents . (have / a big car)
d) Sally . (play / a guitar)
10 Complete the text with the verbs in brackets. Use the Present Perfect Simple or Past Simple:
I 1…………………… (want) to be a pilot all my life. When I 2…………………… (be) a child, I 3…………………… (live) near an airport and I used to watch the planes as they 4…………………… (fly) over my house. My mother 5…………………… (not like) the loud noise but I 6…………………… (love) hearing and seeing the planes. Today I’m a pilot. I 7…………………… (work) for many airlines since 1990 and I 8…………………… (travel) around the world. However, I 9…………………… (never fly) over my own house!
Reading
11 Read the text. Then answer the questions:
|The Lonely Planet Traveller |
|In 1972, Maureen and Tony Wheeler travelled across Asia. It wasn’t easy. They didn’t have a lot of money, they drove an |
|old car, but they had a sense of adventure. When they returned, they wrote a book about their travel experiences. The |
|book was completed in 1973 and it was a huge success. The Wheelers realised that many other people with only a small |
|amount of money wanted to travel around the world, and they needed guidebooks to make it easier for them to do it. This |
|is how the Lonely Planet guidebook series began. |
|Since those early days, Lonely Planet guidebooks have become the most popular travel guides in the world. Today, there |
|are over 500 different Lonely Planet travel guides in eight different languages. Maureen and Tony have got hundreds of |
|travel writers. |
|Lonely Planet guidebooks used to be for young travellers without money, but things have changed in the last 30 years. |
|Today, the Lonely Planet company has got photography books, food guides, a monthly magazine and a popular website for |
|travellers. |
|Some people are critical of the guidebooks. They feel that Lonely Planet guides are destroying many beautiful places in |
|the world. They say that if a place is written about in a Lonely Planet guidebook, many travellers will probably go |
|there. As a result, quiet and beautiful places do not stay quiet and beautiful. |
|Although the Lonely Planet guidebooks have caused certain places to change, the company is also trying to make a positive|
|difference to the world. It donates 5% of its profits to organisations in poor countries. No one can be critical of that!|
a) How did the Wheelers’ first guidebook help travellers?
……………………………………………………………………………………………………
b) Why do hundreds of travel writers work for the Wheelers?
……………………………………………………………………………………………………
c) Why do some people criticise the Lonely Planet books?
……………………………………………………………………………………………………
d) How does the Lonely Planet company help the world?
……………………………………………………………………………………………………
12 Write questions with the words below. Use the Present Perfect Simple. Then answer the questions according to the information in the text:
a) how long / the Lonely Planet company / exist
……………………………………………………………………………………………………
b) how / the Lonely Planet company / change / over the years
……………………………………………………………………………………………………
c) how / Lonely Planet guidebooks / affect / places around the world
……………………………………………………………………………………………………
Writing
13 Imagine you are a Lonely Planet travel guide writer. Write an entry for the website describing how to travel in your area without a lot of money. Think of where to go to eat and sleep:
COMPOSITION 1
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14 Write the words in the correct order to make sentences, after writing the verbs in the correct verbal tense:
a) see / anyone / yesterday evening / Mr Thomas / ?
…………………………………………………………………………………………….
b) in London / 2001 / the children / live / since /.
…………………………………………………………………………………………….
c) every year / visit / Anna / where / the city / grow up / her parents /.
…………………………………………………………………………………………….
d) at 11 o’clock / the baby / last night / sleep / ?
…………………………………………………………………………………………….
e) start / the party / Beth / by the time / arrive / ?
…………………………………………………………………………………………….
f) this / read / last week / which / I / be / the book /.
…………………………………………………………………………………………….
15 Correct the following sentences:
a) My friends studied yesterday quietly in the library.
…………………………………………………………………………………………….
b) Studied all afternoon and his sister too.
…………………………………………………………………………………………….
c) My neighbours help me always whenever I need it.
…………………………………………………………………………………………….
d) He always is angry with everybody.
…………………………………………………………………………………………….
16 Translate the composition into English:
Useful vocabulary:
HAVE A JOURNEY: hacer un viaje
TO TRAVEL ON A TRAIN: viajar en tren
Nunca he hecho un viaje como el que hice en la India. Estaba viajando en el tren hacia la ciudad de Mumbai. Junto a mí estaba un grupo de mujeres en saris, un tipo de vestido hindú. Eran de preciosos colores brillantes. Durante el viaje, un niño pequeño empezó a hablar conmigo. Me habló de sus dos comidas favoritas: kebabs de ternera y el helado de chocolate de McDonalds. ¡Qué divertido! Lo sentí cuando llegamos a la estación.
He estado en trenes antes. Mi hermano y yo solíamos viajar en tren todos los días. Pero en Londres todos se sientan y no hablan. Viajar en tren en la India es mucho más divertido.
COMPOSITION 2
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17 Read the chart about Ruth’s diary entry:
|DATE: Last summer (the beginning of August) |
|PLACE: Paris |
|PEOPLE YOU WERE WITH: My parents |
|WHAT YOU DID: Visit museums, go to a theme park, |
|go sightseeing, take photographs |
|WHAT HAPPENED: At the station, a boy dressed like a clown, |
|throwing balls in the air, a girl sitting down next to |
|dad. When on the train, camera gone |
|THINGS YOU WANTED TO DO BUT COULDN’T see a musical, go shopping |
|YOUR FEELINGS: Happy, excited, but upset and disappointed |
18 Now use the information in the chart to write a blog entry about the trip. Organise your ideas into paragraphs. Here you have got some tips:
PARAGRAPH 1 (Give the date and place, and some general information).
• Useful language:
It was (date) and I/we were in …
I wanted …
PARAGRAPH 2 (Give details about events and feelings)
• Useful language:
I got …
There was / were…
PARAGRAPH 3 (Sum up the event).
• Useful language:
It was a … day
COMPOSITION 3
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19 Think about a trip (real or imaginary). Then complete the chart below:
|DATE: ………………………………………………………… |
|PLACE: ………………………………………………………… |
|PEOPLE YOU WERE WITH: ………………………………………………………… |
|WHAT YOU DID: ………………………………………………………… |
|THINGS YOU WANTED TO DO BUT COULDN’T …………………………………………… |
|YOUR FEELINGS: ………………………………………………………… |
20 Now use the information in your chart to write a blog entry about the trip. Organise your ideas into paragraphs. Here you have got some tips:
PARAGRAPH 1 (Give the date and place, and some general information).
• Useful words: visit museums, go for a boat ride, go for a walk, go to a
concert, see exhibitions, go camping, go hiking (dar una caminata), go
sightseeing (visitar lugares de interés), plan (organizar), sunbathe
(tomar el sol), take photographs, go to a theme park …
• Useful language:
It was (date) and I/we were in …
Today was … I wanted …
PARAGRAPH 2 (Give details about events and feelings)
• Useful words: Adjectives to describe feelings: to be afraid of/ sad about/ happy about/ scared of/ delighted about/ excited about/ upset about / relieved / disappointed…)
• Useful language:
I got … There was / were…
PARAGRAPH 3 (Sum up the event).
• Useful language:
It’s been a … day
COMPOSITION 4
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UNIT 2
LANGUAGE BUILDER
|NATURAL DISASTERS |
|ash | |predict | |
|collapsed | |rocks | |
|dangerous | |safe | |
|earthquake | |strike | |
|eruption | |survivor | |
|flood | |trapped | |
|injured | |volcano | |
|landslide | |warned | |
|mud | | | |
|EMERGENCIES |
|aid | |missing | |
|break out | |put out | |
|burn | |search | |
|drown | |shelter | |
|flames | |smoke | |
|hit | |tragedy | |
|homeless | | | |
|DESCRIBING A SCENE |
|What can you see? | |
|What has happened? | |
|What’s happening now? | |
|How do you think the people feel? | |
|What’s going to happen next, in your opinion? | |
|It looks like … | |
|They are probably … | |
|The … will probably … | |
|I can see … | |
|EMERGENCY PHONE CALLS |
|Which service do you need? | |
|What’s the emergency? | |
|An emergency vehicle is on its way. | |
|Please stay on the line. | |
|DIALOGUE: ABOUT A PHOTO IN A NEWSPAPER |
|A: ¿Qué puedes ver en la foto, Mike? |A: ………………………………………………… |
|B: Puedo ver a algunas personas huyendo |B: ………………………………………………… |
|de un volcán. |………………………………………………… |
|A: ¿Qué ha ocurrido? |A: ………………………………………………… |
|B: Parece que el volcán ha empezado a |B: ………………………………………………… |
|entrar en erupción. |………………………………………………… |
|A: ¿Cómo crees que se siente la gente de |A: ………………………………………………… |
|la foto? |………………………………………………… |
|B: Probablemente estén aterrorizados. |B: ………………………………………………… |
UNIT 2 Grammar Notes
RELATIVE CLAUSES
▪ DEFINING RELATIVE CLAUSES (Oraciones adjetivas especificativas)
They give necessary information.
Ex: The soldiers who were in the front died. (only the soldiers being in the front, the rest of them didn’t die)
DEFINING RELATIVES:
|ANTECEDENT |RELATIVE |
|People |WHO / THAT |WHO / THAT / ---- |WHOSE |
| |(= he/she/they) |(= him/her/them) |(=his/her/its/them) |
| |subject (1) |complement (3) |possession (5) |
| |“que” |“que” |“cuyo” |
|Things |WHICH / THAT |WHICH / THAT / ---- | |
| |(= it/they) |(= it/them) | |
| |subject (2) |complement (4) | |
| |“que” |“que” | |
|Places |WHERE (= there) (6) |
|Time |WHEN / THAT / ---- (7) |
Examples:
1. The woman is a doctor. The woman lives next door.
Subj. (= she)
The woman who / that lives next door is a doctor.
2. Where is the cheese? The cheese was in the fridge.
Subj. (= it)
Where is the cheese which / that was in the fridge?
3. Do you know the woman? Tom is talking to the woman.
Object (= her)
Do you know the woman who / that / ---- Tom is talking to? *
4. Have you found the keys? You lost the keys.
Object (= them)
Have you found the keys which / that / ---- you lost?
5. I met a man. The man’s sister knows you.
Possession (= his)
I met a man whose sister knows you.
6. The hotel wasn’t very clean. We stayed in that hotel.
Place (= there)
The hotel where we stayed wasn’t very clean.
7. It was last year. Frank went up north that year..
It was last year when / that / ---- Frank went up north.
* When there is a preposition after the verb: prep + WHOM / WHICH
WHO / WHICH / THAT / ---- + …… + prep
▪ NON-DEFINING RELATIVE CLAUSES (Oraciones adjetivas explicativas)
They give extra information and are between commas.
The soldiers, who were in the front, died. (all the soldiers died)
NON-DEFINING RELATIVES:
We can use WHO, WHICH, WHOSE, WHERE and WHEN, but we can’t use the relative pronoun THAT. The relative pronoun is never omitted.
INDEFINITE PRONOUNS
SOME-compounds: ANY-compounds:
In affirmative sentences In negative sentences / questions
Someone / somebody: alguien Anyone / anybody: nadie / alguien
Something: algo Anything: nada / algo
Somewhere: a/en algún sitio Anywhere: en ningún / algún sitio
Vocabulary
1 Complete the sentences with the words below:
survivors • mud • flood • dangerous • predict • volcano •
earthquake • safe • rocks • warned • trapped • collapsed
a) The building moved during the …………………… .
b) Luckily, there were many …………………… of the accident.
c) Can you …………………… what the weather will be next week?
d) It’s not …………………… to swim in the sea at night.
e) Don’t walk barefoot here because there are many …………………… .
f) It rained a lot so there is …………………… on the ground.
g) He …………………… them but they didn’t listen to him.
h) They rescued people in boats during the …………………… .
i) It’s …………………… to go skateboarding without a helmet.
j) He was …………………… under the house for two days.
k) We hope there are no people in the …………………… building.
l) People used to climb this …………………… before it erupted.
Grammar
2 Choose the correct relative pronouns:
a) That’s the boy which / who / where rescued my cat.
b) The village which / that / where my parents were born is a large town today.
c) I’ll never forget the moment which / when / where my house started to shake.
d) I watched a documentary on TV which / when / who was about natural disasters.
3 Match A to B and add a relative pronoun to form sentences. Write the sentences below:
A B
a) 2005 was the year … there was an earthquake last year.
b) Did you hear about the volcano … were trapped on the train.
c) We spoke to the passengers … Hurricane Katrina destroyed parts of the USA.
d) This is the village … erupted in Iceland?
a) .
b) .
c) .
d) .
4 Join the sentences with the relative pronouns in brackets. Make any necessary changes:
a) Earthquakes are natural disasters. They are usually devastating. (that)
…………………………………………………………………………………………………………
b) Haiti is a poor country. More than 250,000 people died in the 2010 earthquake. (where)
…………………………………………………………………………………………………………
c) There was a fire last night. It caused a lot of damage. (which)
…………………………………………………………………………………………………………
d) Dr Morton is a scientist. He studies volcanoes. (who)
…………………………………………………………………………………………………………
e) I was in Thailand in 2006. There was a tsunami then. (when)
…………………………………………………………………………………………………………
Vocabulary
5 Match the beginnings in A to a logical continuation in B. Pay attention to the words in bold:
A B
a) The boy has been missing for three days and … to the earthquake victims.
b) There are many homeless people … get out of the rain.
c) We need to find shelter and … in the swimming pool.
d) Many countries are sending aid … I couldn’t breathe.
e) It took over two hours to put out … his parents are very worried.
f) The little girl almost drowned … I couldn’t find my keys.
g) There was a lot of smoke in the room so … after a natural disaster
happens.
h) I searched for hours but … the fire.
Grammar
6 Complete the text with who, which, when or where:
Pompeii was a big and busy city in the year 79 AD. That was also the year 1…………………… a volcano erupted and destroyed it. Pompeii was completely covered in ash and was only discovered in the 1700s by archeologists 2…………………… wanted to find out more about the volcano. Before it was destroyed, Pompeii was a port city 3…………………… was located on the Bay of Naples. The ships brought items from all over the world, so it was a place 4…………………… people could buy almost anything they wanted. For this reason, archeologists have found many interesting objects at Pompeii.
7 Join the sentences using relative pronouns. Make any necessary changes:
a) John Owens is a firefighter. He has saved many people.
………………………………………………………………………………………………………
b) He was watching television that evening. He felt the earth move then.
………………………………………………………………………………………………………
c) Rescue workers are still searching for survivors. They are trapped under the rocks.
………………………………………………………………………………………………………
d) I ran to find shelter. I would be warm there.
………………………………………………………………………………………………………
e) This was a tragedy. It must not happen again.
………………………………………………………………………………………………………
8 Choose the correct answer:
a) I can’t find my keys somewhere / anywhere.
b) I need anyone / someone to help me.
c) Can he stay with you tonight? He needs somewhere / something to sleep.
d) I don’t know anyone / someone who lives here.
e) I must tell you something / someone.
f) Is there anything / anyone I can do to help?
9 Complete the answers to the questions. Use some or any compounds:
a) What did she say?
She didn’t say …………………… , not one word.
b) Where is he?
I think he’s …………………… over there.
c) What are you doing tomorrow?
I’m not doing …………………… special.
d) Who’s in the house?
There isn’t …………………… in the house.
e) Are you hungry?
No, I’m not. I just ate …………………… .
Reading
10 Read the text. Then complete the sentences below with the correct relative pronouns. There may be more than one correct answer. Then tick ([pic]) the sentences T (true) or F (false):
|The Mount St Helens Disaster |
|Mount St Helens is a volcano in the northwest of the USA. Until 1980, the countryside around the mountain had magnificent|
|forests and lakes, which were home to many animals and fish. Thousands of visitors came to Mount St Helens to enjoy its |
|natural beauty. All that changed on 18th May, 1980. When the side of the mountain collapsed, Mount St Helens erupted with|
|the energy of a nuclear explosion. |
|The eruption did not come as a surprise to the experts. In 1980, there were many events which indicated something |
|terrible was going to happen. On 15th March, there was an earthquake under the mountain. A week later, an eruption |
|occurred, and a gigantic crater opened on the top of the mountain. From then until May, there were more earthquakes and |
|more eruptions. The situation was so dangerous that the authorities warned people to stay away from the region near the |
|volcano. |
|Fifty-seven people died on 18th May and hundreds of people became homeless. Tragically, many of them were in areas that |
|were considered safe! |
|Forests burned to the ground within minutes, and more than 7,000 bears, deer and other animals were killed. Millions of |
|fish also died, but many frogs survived! The beautiful mountain region now resembled the moon – it was all grey stone. |
|More than 30 years have passed since that terrible day, and nature is slowly returning to Mount St Helens. Visitors can |
|see some trees and other plants and deer. And what will happen in the future? By the year 2200, the region will again |
|have beautiful forests filled with all kinds of animals, unless there is another terrible eruption. |
T F
a) 1980 was the year …………………… there was a nuclear explosion
on Mount St Helens. …… ……
b) There were hundreds of people …………………… were left without
a home. …… ……
c) All the people …………………… died were in dangerous areas. …… ……
d) Today, Mount St Helens is a place …………………… there aren’t any
animals. …… ……
11 Describe an event that happened for each date below:
|15th March 1980 | |
|March-May 1980 | |
|18th May 1980 | |
12 Complete the sentences:
a) The region of Mount St Helens used to have .
b) From March to early May, people couldn’t .
c) Almost all the animals and fish in the region were killed, but .
Writing
13 It’s the year 2200. Write a travel advert about Mount St Helens. Describe its past and what you can see and do there today:
COMPOSITION 1
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|CONNECTORS OF SEQUENCE |
|- AT FIRST: al principio |
|- FIRST OF ALL: en primer lugar |
|- BEFORE (THAT): antes |
|- AFTER (THAT): después |
|- BY THE TIME: para cuando |
|- THEN / NEXT : entonces, después, a continuación |
|- AS SOON AS: tan pronto como |
|- EVENTUALLY: finalmente (después de muchas dificultades) |
|- FINALLY: finalmente |
|- AT LAST: finalmente, por fin |
|- IN THE END: al final |
14 Choose the correct connectors of sequence to complete the narrative:
AT FIRST/ BEFORE, I smelled smoke. THEN/AFTER, when I looked out of the window, I saw many firefighters. It seemed like hours but EVENTUALLY/BY THE TIME, someone came to rescue me. AS SOON AS/ FIRST OF ALL I got out of the building, I started to cry. It was a terrible experience but FINALLY/ NEXT, I was safe.
15 Complete the narrative with suitable connectors of sequence below. There are more connectors than you need. There are TWO EXTRA connectors:
AT FIRST BEFORE THEN EVENTUALLY AFTER
AS SOON AS FINALLY BY THE TIME
a) …………………………… we were bored but then we started to enjoy the film.
b) …………………………… we arrived, everyone had left.
c) …………………………… I got home, I called my friend.
d) …………………………… the police arrived, the thieves had already gone.
e) I got up, had breakfast and …………………………… I left home.
f) …………………………… he came, I tidied my room.
16 Join the sentences with the connectors given:
a) We were listening to the strong wind. It stopped. (EVENTUALLY)
……………………………………………………………………………………………
b) The helicopter came. We were hungry and scared. (FINALLY)
……………………………………………………………………………………………
c) I arrived home and I watched TV immediately. (AS SOON AS)
……………………………………………………………………………………………
d) The student came in. He handed in his homework .(THEN)
……………………………………………………………………………………………
e) The police arrested the thief and he was taken to prison. (NEXT)
……………………………………………………………………………………………
17 Imagine that a natural disaster has hit your town. Now complete the chart with your ideas:
|DATE: ………………………………………………………… |
|PLACE: ………………………………………………………… |
|PEOPLE AFFECTED: ………………………………………………………… |
|EVENT: ………………………………………………………… |
|WHAT HAPPENED: ………………………………………………………… |
|PEOPLE’S FEELINGS: ………………………………………………………… |
|END OF THE STORY: …………………………………………………………. |
|CONSEQUENCES OF THE STORY: ………………………………………………………… |
|……………………………………………………….. |
18 Now use the information in your chart to write a narrative about the event. Organise your ideas into paragraphs. Here you have got some tips:
PARAGRAPH 1 (Introduce the people, the place, the event and the time).
On … I was/we were … ing in … when …
PARAGRAPH 2 (Write what happened in the story. Describe the characters’ feelings)
At first, then, suddenly, out of the blue /the next moment/as soon as
I was happy/sad that )
PARAGRAPH 3 (Write how the story ends)
Finally…
Useful words: to cause damage –causar daños-, to erupt –entrar en erupción-, to shake –sacudir-, to rise –subir, ex river-, to hit –golpear, sacudir ex a storm hit the city ….
to blow away –volar-, to fall down –caerse-, to tear off-arrancar-, to pour down –llover con fuerza, to experience a natural disaster, frightened, to be afraid of …
COMPOSITION 2
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19 Imagine that a thief comes into your house while you are at home. Now complete the chart with your ideas:
|DATE: ………………………………………………………… |
|PLACE: ………………………………………………………… |
|PEOPLE AFFECTED: ………………………………………………………… |
|EVENT: ………………………………………………………… |
|WHAT HAPPENED: ………………………………………………………… |
|PEOPLE’S FEELINGS: ………………………………………………………… |
|END OF THE STORY: …………………………………………………………. |
20 Now use the information in your chart to write a narrative about the event. Say who was with you, what happened, how you felt and how the event ended. Organise your ideas into paragraphs. Here you have got some tips:
PARAGRAPH 1 (Introduce the people, the place, the event and the time).
On … I was/we were … ing in … when …
PARAGRAPH 2 (Write what happened in the story. Describe the characters’ feelings)
At first, then, suddenly, out of the blue /the next moment/as soon as
I was happy/sad that )
PARAGRAPH 3 (Write how the story ends)
Finally…
Useful words: break into (irrumpir, entrar por la fuerza), shoot at (apuntar), pull out (sacar ex un arma), shoot somebody (disparar a alguien),to force somebody to do something (forzar a alguien a hacer algo),hit somebody (golpear a alguien), run off (huir)…
COMPOSITION 3
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UNIT 3
LANGUAGE BUILDER
|CRIME |
|arrest | |punish | |
|break the law | |rob | |
|burglar | |shoot | |
|gang | |steal | |
|hijack | |surrender | |
|investigate | |suspect | |
|mug | |thief | |
|murder | |witness | |
|TELEVISION |
|advert | |documentary | |
|cartoon | |reality TV | |
|chat show | |sitcom | |
|crime drama | |soap opera | |
|current affairs programme | |
|DOING A SURVEY |
|I don’t think that … are very interesting. | |
|To me, the silliest type of programme is … | |
|If you ask me, the most boring programme on TV is … | |
|I think that … are a waste of time. | |
|It seems to me that the best programme is … | |
|THINGS WE LIKE |
|It’s / They’re my favourite. | |
|It’s / They’re nothing special. | |
|I’m not crazy about it / them. | |
|I don’t like it / them at all. | |
|I really hate it / them. | |
|I’m not very interested in it / them. | |
|It’s / They’re quite enjoyable. | |
|DIALOGUE: ABOUT A TV PROGRAMME |
|A: Creo que los programas de telerrealidad |A: ………………………………………………… |
|no son interesantes. |………………………………………………… |
|B: ¿Qué opinas de las telenovelas, Claire? |B: ………………………………………………… |
|A: En mi opinión, las telenovelas son los |A: ………………………………………………… |
|programas más tontos de la tele. |………………………………………………… |
|B: Para mí, las telenovelas son muy |B: ………………………………………………… |
|interesantes. |………………………………………………… |
|A: Las comedias de situación son muy |A: ………………………………………………… |
|buenas. |………………………………………………… |
|B: Yo también pienso que las comedias de |B: ………………………………………………… |
|situación son divertidas. | |
UNIT 3 Grammar Notes
PAST PERFECT
USO:
Acción ocurrida antes que otra en el pasado .
When I arrived, the police had arrested the suspect..
FORMA:
|+ |I | + HAD | |Past Participle of the main verb: |
| |He / she / it | |+ |- Inf. of Regular verb –ed |
| |We / you / they | | |- 3rd column in the list of Irregular verbs |
|- |I |+ HADN’T | |Past Participle of the main verb: |
| |He / she / it | |+ |- Inf. of Regular verb –ed |
| |We / you / they | | |- 3rd column in the list of Irregular verbs |
|? |HAD |+ |I | |Past Participle of the main verb: |
| | | |He / she / it | |- Inf. of Regular verb –ed |
| | | |We / you / they |+ |- 3rd column in the list of Irregular verbs |
|Short |√ |Yes, I / he / she / it / we / you / they + HAD |
|answer |X |No, I / he / she / it / we / you / they + HADN’T |
ADVERBS:
Before (antes) I had cleaned the car before I went to the party
After (después) He ate an ice cream after he had finished lunch.
As soon as (tan pronto como) As soon as I had got up, I had a shower.
By the time (para cuando) By the time he was five, he had read many books.
Until (hasta que) Until I went to Italy, I hadn’t eaten real Italian food.
When (cuando) Tom had finished his homework when I arrived.
Already (ya, +) We had already studied when he came to visit us..
Yet (ya -; todavía ?) It was 3 am and the pub hadn’t closed yet.
When he arrived there, had the train left yet?
PAST PERFECT ≠ SIMPLE PAST
|Una acción que había ocurrido antes que otra en el pasado. |Una acción que ocurrió en el pasado. |
|Bob had read the text before he answered the questions. |
|Para explicar el motivo por el que ocurrió algo en el pasado: |Oración principal que acompaña a la oración subordinada de |
|oración subordinada introducida por because |causa. |
|He was angry because he had failed the exam. |
|*Pero si dos acciones ocurren casi de manera simultánea en el pasado y la segunda es consecuencia directa de la primera, ambas |
|van en SIMPLE PAST: |
|When he heard the news, he cried. |
Vocabulary
1 Complete the newspaper articles with the words below:
suspects • investigate • arrested • murder • surrendered • gang
break the law • mugged • punish • thieves • shot • witnesses
[pic]
[pic]
[pic]
[pic]
Grammar
2 Match A to B to form sentences:
A B
a) David had already seen the film … because he hadn’t changed in years.
b) The teacher was angry with Sue … the train had already left.
c) It was easy for me to recognise John … after someone had broken into the house.
d) We arrived home … so he didn’t come with us to the cinema.
e) By the time I arrived at the station, … who had forgotten to do her homework.
3 Choose the correct answer:
a) The police had arrested / arrested the thief because he broke / had broken the law.
b) By the time the police had arrived / arrived, the man surrendered / had surrendered.
c) The police investigated / had investigated the woman who robbed / had robbed the bank.
d) The witnesses had identified / identified the suspect after they had seen / saw the murder.
4 Write sentences with the words below. Use the Past Perfect Simple and Past Simple:
a) by the time / we / arrive home / the burglars / run away / .
………………………………………………………………………………………………………
b) I / not leave / the party / until / my friends / go / .
………………………………………………………………………………………………………
c) Sally / already / book a ticket / when / she / cancel / her trip / .
………………………………………………………………………………………………………
d) you / already / see the film / before / you / read the book / ?
………………………………………………………………………………………………………
Vocabulary
5 Tick tick ([pic]) the sentences true (T) or false (F). Then correct the false sentences:
T F
a) There is often violence in crime dramas. …… ……
b) A current affairs programme tells you what happened in the world. …… ……
c) Documentaries are true stories. …… ……
d) Today, there are many channels on television. …… ……
e) Cartoons are usually sad. …… ……
f) There is a lot of romance in soap operas. …… ……
g) Adverts try to get people to buy things. …… ……
h) A sitcom is a serious TV programme. …… ……
Grammar
6 Answer the questions. Use the Past Perfect Simple:
a) John lied to his mother. When she found out the truth, she was very angry.
Why was John’s mother angry?
b) Jason ate all the ice cream. When Laura opened the fridge, there was none left.
Why didn’t Laura have any ice cream?
c) Paul forgot to send Debby an invitation to his party. Debby missed the party.
Why did Debby miss Paul’s party?
d) Lisa’s parents went to bed early. They were sleeping when she got home.
Why was the house quiet when Lisa got home?
7 Complete the sentences using the verbs in brackets. Use the Past Perfect Simple
or Past Simple:
a) My friends …………………… (eat) before I …………………… (arrive).
b) Tom …………………… (not pass) the test because he …………………… (not study).
c) There …………………… (be) a lot of mud outside because it …………………… (rain) earlier
in the day.
d) I …………………… (go) to bed after I …………………… (watch) my favourite show.
e) By the time I …………………… (get) to the party, everyone …………………… (begin) dancing.
8 Complete the text using the verbs in brackets. Use the Past Perfect Simple or Past Simple:
On 10th December, 1968, a car filled with a large amount of money was on its way to a Japanese bank. A young policeman on a police motorbike 1…………………… (stop) the car. He 2…………………… (tell) the bank workers in the car that someone 3…………………… (put) a bomb under the car. The four workers 4…………………… (get out) of the car and the policeman 5…………………… (go) under it to look for the bomb. A few minutes later, the workers 6…………………… (notice) smoke and flames under the car. They 7…………………… (not realise) that the police officer 8…………………… (be) really a thief. He 9…………………… (start) the fire before he 10…………………… (appear) from under the car. After the workers 11…………………… (run) far away, the “policeman” quickly 12…………………… (put out) the fire. He 13…………………… (get) into the car and 14…………………… (drive) away with all the money. By the time the “real” policemen 15…………………… (arrive), the thief 16…………………… (disappear). He was never arrested.
Reading
9 The words below appear in the text in Exercise 10. Find the words and guess their meanings in your own language. Use a dictionary to check your guesses:
1. ransom money …………………… 4. suspicious ……………………
2. parachuted …………………… 5. jets ……………………
3. boarded …………………… 6. trace ……………………
10 Read the text. Then answer the questions:
|The Perfect Crime? |
|DB Cooper hijacked an aeroplane in the United States on 24th November, 1971. He received $200,000 in ransom money and |
|parachuted from the plane. He was never arrested. In fact, he was never found, and neither was most of the money. The FBI|
|continued to investigate the incident for many years. They investigated more than a thousand suspects. In the end, they |
|decided that Cooper hadn’t survived the jump, but many people believe that Cooper managed to escape. They would like to |
|know what happened to him. |
|Cooper boarded the aeroplane in Seattle. Witnesses said that he didn’t look suspicious in any way. After the plane had |
|taken off, he handed a note to a flight attendant. The note said: “I have a bomb.” It also demanded $200,000 in cash and |
|some parachutes. |
|The pilot didn’t take any chances. He quickly landed at Seattle International Airport, where Cooper was given $200,000 |
|and the parachutes that he had asked for. Cooper then ordered the flight crew to take the plane back into the air. Once |
|the plane was back in the air, Cooper attached something to his body. He ran to the door of the plane, opened it and |
|jumped out. He was never seen again. |
|At the time Cooper jumped, the plane was flying through a heavy rainstorm and it was very difficult to see anything. That|
|is why the jets that were instructed to follow the plane didn’t notice him when he jumped. Although the FBI carefully |
|searched the area, no trace of Cooper or his parachute was ever found. Did he die or did he commit the perfect crime and |
|escape? It seems we will never know. |
a) What does the FBI think happened to Cooper?
b) Why did the pilot quickly land the aeroplane?
c) How did the weather help Cooper?
11 Complete the sentences according to the information in the text. Use the Past Perfect Simple:
a) Cooper didn’t give the ransom note to the flight attendant until
.
b) Cooper jumped out of the plane after he .
c) Some people believe that before the FBI arrived to search the area, Cooper
.
Writing
12. Imagine you were one of the passengers on the plane that Cooper hijacked. Describe what happened on that day:
COMPOSITION 1
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|CONNECTORS OF CONTRAST |
|- ON THE ONE HAND / ON THE OTHER HAND: por un lado/ por otro lado |
|On the one hand, travelling is interesting but on the other hand it is very expensive. |
|- BUT: pero |
|She is very friendly but she has got a very strong personality. |
|- HOWEVER (+ sentence): sin embargo |
|He is very good at maths, however he failed the test. |
|- ALTHOUGH: (+ sentence): aunque |
|Although he was late, he stopped to have a sandwich. |
13. Choose the correct answers:
a) ALTHOUGH/ HOWEVER there were many witnesses, the police couldn’t solve the crime.
b) I don’t watch a lot of reality TV, ON THE OTHER HAND/ BUT I love soap operas.
c) Adverts are often entertaining. ON THE ONE HAND/ ON THE OTHER HAND, they can have serious messages.
d) I enjoy watching Crimewatch. ON THE ONE HAND/ HOWEVER, I seldom have time watch TV.
e) ALTHOUGH/ BUT someone tried to rob the bank, this neighbourhood is usually safe.
14 Rewrite the following sentences with the connectors given:
a) The suit was very cheap. I bought it. (ALTHOUGH)
……………………………………………………………………………………………
b) Their car broke down. They managed to get to the garage. (HOWEVER)
…………………………………………………………………………………………….
c) She failed the test. She studied a lot for the exam. (BUT)
…………………………………………………………………………………………….
d) I still went to the party. I was tired. (ALTHOUGH)
…………………………………………………………………………………………….
15 Complete the sentences. Each time use ALTHOUGH + a sentence from the box:
|I didn’t speak the language We don’t like her very much |
|I had never seen him before He had promised to be on time. |
|It was quite cold He has a very responsible job. |
1) …………………………………………………………..,he isn’t particularly well-paid.
2) …………...……………………………………….., I recognized him from a photograph.
3) I didn’t wear a coat …………………………………………………………………….
4) We thought we’d better invite her to the party ………………………………………
5) ……………………………………………………., I managed to make myself understood.
6) He was late ……………………………………………………………………………...
16 Complete the chart about Big Brother, the famous TV programme:
|NAME OF THE PROGRAMME: ………………………………………………………… |
|TYPE OF PROGRAMME: ………………………………………………………… |
|WHAT IT IS ABOUT: ………………………………………………………… |
|PEOPLE PLAYING IT: ………………………………………………………… |
|WRITER’S OPINION: ………………………………………………………… |
|RECOMMENDATION: ………………………………………………………… |
17 Now use the information in your chart to write a review of Big Brother. Organise your ideas into paragraphs. Here you have got some tips:
PARAGRAPH 1 (Introduce the programme. Include its name and type. State your opinion).
(Name of the programme) shows … /is about …
The show is a combination of ….
PARAGRAPH 2 (Give more details: the main characters, what the programme is about and
what you like/don’t like about it).
I enjoy/don’t like watching X because …
PARAGRAPH 3 (Say why you think readers will enjoy/won’t enjoy the programme)
I feel/ I think you will enjoy the drama/romance/action/humour in this show …
COMPOSITION 2
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18 Complete the chart about your favourite TV programme:
|NAME OF THE PROGRAMME: ………………………………………………………… |
|TYPE OF PROGRAMME: ………………………………………………………… |
|WHAT IT IS ABOUT: ………………………………………………………… |
|PEOPLE PLAYING IT: ………………………………………………………… |
|WRITER’S OPINION: ………………………………………………………… |
|RECOMMENDATION: ………………………………………………………… |
19 Now use the information in your chart to write a review of your favourite TV programme. Organise your ideas into paragraphs. Here you have got some tips:
PARAGRAPH 1 (Introduce the programme. Include its name and type. State your opinion).
(Name of the programme) shows … /is about …
The show is a combination of ….
PARAGRAPH 2 (Give more details: the main characters, what the programme is about and
what you like/don’t like about it).
Name of character) is played by (name of actor
/I enjoy/don’t like watching X because …
PARAGRAPH 3 (Say why you think readers will enjoy/won’t enjoy the programme)
I feel/ I think you will enjoy the drama/romance/action/humour in this show …
I highly recommend it …
Useful words: sports programme, game show, quiz show, cookery programme, educational programme, wildlife programme, to broadcast –retransmitir-, to broadcast live –retransmitir en directo, quality, past-time -pasatiempos, well-known –conocido, popular-, entertaining, funny, touching –conmovedor-, contestant –participante..
COMPOSITION 3
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UNIT 4
LANGUAGE BUILDER
|TECHNOLOGY VERBS |
|browse | |scroll | |
|click | |search for | |
|delete | |send | |
|drag | |store | |
|insert | |transmit | |
|post | |type | |
|record | | | |
|VERBS |
|hide | |portray | |
|identify | |preserve | |
|imagine | |represent | |
|include | |sign | |
|make sense of | |wonder | |
|REACHING AN AGREEMENT |
|Let’s … | |
|I don’t mind …-ing … | |
|How about some …? | |
|I don’t think so. | |
|That’s a great idea. | |
|Why don’t we …? | |
|Maybe we shoud … | |
|I’d rather not. | |
|GIVING INSTRUCTIONS |
|Excuse me. How do …? | |
|First of all, … | |
|The next step is to … | |
|Well, after that, … | |
|Well, … and then … | |
|DIALOGUE: ABOUT A SCHOOL PROJECT |
|A: Liam, quizás deberíamos escribir sobre |A: ………………………………………………… |
|la televisión. |………………………………………………… |
|B: No pienso que eso sea una buena idea. |B: ………………………………………………… |
|A: ¿Qué te parece escribir sobre el |A: ………………………………………………… |
|teléfono? |………………………………………………… |
|B: ¿Por qué quieres escribir sobre eso, |B: ………………………………………………… |
|Cathy? Eso es una idea horrible. |………………………………………………… |
|A: Podemos escribir sobre el coche. |A: ………………………………………………… |
|B: Eso es una idea muy buena. |B: ………………………………………………… |
UNIT 4 Grammar Notes
CONDITIONAL SENTENCES
|TYPE |Conditional clause |Main clause |
|1st Conditional: |IF + Present Simple |Future Simple |
| | |(WILL / WON’T + Inf.) |
|POSSIBLE situations and their | | |
|consequences | | |
| |If it rains, I won’t go out. |
| |She’ll have a present if she passes all her exams. |
|2nd Conditional: |IF + Past Simple |Conditional Simple |
| | |(WOULD / WOULDN’T + Inf.) |
|IMPROBABLE or imaginary situations | | |
|and their consequences | | |
| |If I won the lottery, I’d buy a wonderful house. |
| |If I were you, I would tell the truth. |
| |She would live in England if she didn’t have a Spanish boyfriend. |
|3rd Conditional: |IF + Past Perfect |Conditional Perfect |
| |(HAD + Past Participle ) |(WOULD / WOULDN’T + HAVE + Past Participle) |
|IMPOSSIBLE situations that will | | |
|never happen | | |
|(they are referring to the past) | | |
| |If we had known your problem, we would have helped you. |
| |They wouldn’t have stayed at home if you had invited them to your party. |
IF (si)
UNLESS = IF NOT (si no, a no ser que, a menos que)
If he doesn’t finish this, he will stay in the office.
Unless he finishes this, he will stay in the office.
Vocabulary
1 Complete the sentences with suitable verbs to solve the puzzle:
| |
11 Answer the questions:
a) Why did Dr Jacobs create the time capsule?
b) Why are the Bible and the Koran mentioned?
c) How did Dr Jacobs try to make sure that the room would remain locked for 6,000 years?
d) What are some problems of the time capsule?
12 Complete the sentences according to the text. Use conditionals in your answers:
a) If someone opened the time capsule,
b) Dr Jacobs wouldn’t have been disturbed if
.
c) Dr Jacobs wouldn’t have put a sign over the room if
.
d) Unless people make sense of the items, .
Writing
14. Imagine that it’s the year 8113 and the time capsule is opened. Write a news article describing this event. Use information from the text to help you:
COMPOSITION 1
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|CONNECTORS OF ADDITION |
|- AND: y |
|Susan came in 1994 and has lived here ever since. |
|- ALSO: también. |
|Puede tener diferentes posiciones: |
|(1) Después del verbo “to be”. He was also at the stadium |
|(2) Antes de los verbos simples. They also like reading the classics |
|(3) Entre el auxiliar y el verbo principal. I have also been to Europe. |
|- IN ADDITION: además |
|In addition, there were meetings with the children’s parents. |
|- IN ADDITION TO (+ n / v-ing): además de |
|In addition to being beautiful, she is talented. |
|- AS WELL AS: al igual que, también |
|He likes vegetables as well as fruit. |
15. Choose the correct answer. There is sometimes more than one answer:
a) Press start AND/ALSO/AS WELL AS it will work.
b) It’s got a camera AS WELL AS/ IN ADDITION/ALSO an MP4 player.
c) The film was boring. IN ADDITION/ AS WELL AS/ AND it was too long.
d) It’s an amazing device to have. It’s ALSO/ AS WELL AS/ IN ADDITION not too expensive.
e) We’re bringing the salad AND/ IN ADDITION/ AS WELL AS the dessert.
16. Translate the following sentences:
a) Tengo un portátil y también un reproductor de MP4.
…………………………………………………………………………………………….
b) Además de ser un excelente abogado, es una gran persona.
……………………………………………………………………………………………
c) Tiene 17 años y es mi mejor amiga.
……………………………………………………………………………………………
d) Peter es también muy inteligente.
…………………………………………………………………………………………….
e) A mis padres les gusta ver la televisión y también caminar.
……………………………………………………………………………………………
17. Use the information given to complete the sentences with the connectors of addition in brackets:
a) Mary bought a new computer. She bought a mouse. / AND
Mary bought ………………………………………………………………… mouse.
b) The class put a mobile phone in the time capsule. They put earphones there, too. / AS WELL AS
The class put …………………………………………………in the time capsule.
c) Greg plays the electric guitar. He writes music, too. /ALSO
Greg plays …………………………………………………………………music.
d) They need a screen for the next meeting. They need a laptop computer, too. / IN ADDITION
They need ……………………………………………………….laptop computer.
18. Complete the chart about one of the latest inventions: the e-book:
|INVENTION: ……………………………………… |
|OPINION: …………………………………………………………………………………… |
|…………………………………………………………………………………… |
|FACTS AND EXAMPLES TO SUPPORT OPINIONS: |
|………………………………………………………………………………….. |
|………………………………………………………………………………….. |
19 Now use the information in your chart to write an opinion essay about the e-book. Organise your ideas into paragraphs. Here you have got some tips:
PARAGRAPH 1 (Identify the invention you’ve chosen and state your opinion)
There have been many (adjective) inventions in the last one hundred years.
In my opinion, the most important/one of the most important inventions of all is …
PARAGRAPH 2 (Give facts and examples to support your opinion).
Thanks to … you can … (gracias a … tú puedes)
You can also … In addition, you can use the … to …
PARAGRAPH 3 (Restate your opinion. Use connectors of addition to connect your facts
and opinion)
No other invention has had such a great effect on people. If someone hadn’t
invented this invention …
And, also, in addition,, as well as …
Useful words: companies, to sell (vender), paper books, convenient (cómodo), to store (almacenar), reader (lector)
COMPOSITION 2
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20 Complete the chart about another important invention:
|INVENTION: ……………………………………… |
|OPINION: …………………………………………………………………………………… |
|…………………………………………………………………………………… |
|FACTS AND EXAMPLES TO SUPPORT OPINIONS: |
|………………………………………………………………………………….. |
|………………………………………………………………………………….. |
21 Now use the information in your chart to write an opinion essay about that important invention. Organise your ideas into paragraphs. Here you have got some tips:
PARAGRAPH 1 (Identify the invention you’ve chosen and state your opinion)
There have been many (adjective) inventions in the last one hundred years.
In my opinion, the most important invention of all is the …
PARAGRAPH 2 (Give facts and examples to support your opinion).
Thanks to … you can … (gracias a … tú puedes)
You can also … In addition, you can use the … to …
PARAGRAPH 3 (Restate your opinion. Use connectors of addition to connect your facts and opinion)
No other invention has had such a great effect on people.
If someone hadn’t invented this …
And, also, in addition,, as well as …
Useful words:3D films, anti-virus software, e-mail, air-conditioning, instant messaging, laptops, penicillin, internet, telephone, computer word processor, to have a great impact on something
COMPOSITION 3
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UNIT 5
LANGUAGE BUILDER
|ART |
|abstract | |masterpiece | |
|charcoal | |oil | |
|day | |portrait | |
|drawing | |realistic | |
|exhibition | |sculpture | |
|ink | |sketch | |
|landscape | |watercolour | |
|ADJECTIVES |
|cheerful | |rough | |
|complex | |shiny | |
|curved | |simple | |
|flat | |smooth | |
|lovely | |three-dimensional | |
|COMPARING AND CONTRASTING |
|These sculptures are similar because they both represent … | |
|It looks like both sculptures are made of… | |
|The sculptures are different because sculpture A is … but | |
|sculpture B is… | |
|In sculpture B you can see …, but in sculpture A you can’t. | |
|Sculpture A looks …, but sculpture B has got a … texture. | |
|AT THE ART GALLERY |
|Please don’t touch … | |
|Can I take photos of …? | |
|No, it isn’t permitted / allowed. | |
|Is it possible to …? | |
|There is a … on the … floor. | |
|Can I help you? | |
|Yes, I need some information about … | |
|DIALOGUE: AT AN ART MUSEUM |
|A: Este cuadro de Picasso es parecido a |A: ………………………………………………… |
|este cuadro de Van Gogh porque ambos |………………………………………………… |
|tienen colores vivos.. |………………………………………………… |
|B: Los cuadros son diferentes porque el |B: ………………………………………………… |
|Picasso es más abstracto que el Van |………………………………………………… |
|Gogh. . |………………………………………………… |
|A: El cuadro de Van Gogh es más realista |A: ………………………………………………… |
|que el Picasso. |………………………………………………… |
|B: Se puede ver gente en ambos cuadros. |B: ………………………………………………… |
|A: Parece que ambos cuadros no son |A: ………………………………………………… |
|cuadros tradicionales. |………………………………………………… |
|B: El cuadro de Picasso es más complejo, |B: ………………………………………………… |
|pero el cuadro de Van Gogh es bastante |………………………………………………… |
|sencillo. |………………………………………………… |
UNIT 5 Grammar Notes
THE PASSIVE VOICE
ACTIVE SENTENCE Active Subject + Active verb + DO *
PASSIVE SENTENCE Passive Subject + Passive verb + BY Agent
BE+ Past
Participle
|VERBAL TENSE |ACTIVE SENTENCE |PASSIVE SENTENCE |
|PRESENT SIMPLE | |AM / IS / ARE + past participle |
|… es hecho… |My mum cleans my room |My room is cleaned by my mum |
|PAST SIMPLE | |WAS / WERE + past participle |
|… fue hecho … |My mum cleaned my room |My room was cleaned by my mum |
En inglés se utiliza mucho más la pasiva que en castellano, para destacar la acción y no el sujeto que la realiza, y cuando el sujeto de la acción es muy obvio, desconocido o no se quiere nombrar. Se suele traducir el verbo en la forma impersonal o en la voz activa:
This tower is used as a museum = esta torre se usa como museo
Cuando el verbo principal de la oración rige una preposición, ésta se pone al final de una pregunta:
What is Goya known for?
También hay una peculiaridad en inglés que no se utiliza en castellano: si hay dos complementos (Direct Object o Indirect Object) el pronombre personal (IO) se convierte en el sujeto de la oración pasiva:
Paul told me all his plans. I was told all his plans.
IO DO
Vocabulary
1 Unscramble the words below and then match them to each definition:
a) ylac: …………………… … a liquid that is found in pens
b) apcesandl: …………………… … a painting or picture of a person
c) nik: …………………… … material that is used to make flower pots
d) tdelneat: …………………… … a display of art in a gallery or museum
e) rtecepeiams: …………………… … a painting of the countryside
f) tropatir: …………………… … to be very good at something
g) ntoihixebi: …………………… … a picture without paint
h) ignwrda: …………………… … an excellent work of art
Grammar
2 Choose the correct answers:
The statue of David is one of the most famous sculptures in the world. In 1501, the artist Michelangelo 1 gave / was given a block of marble. He 2 told / was told to make a sculpture to decorate the cathedral in Florence. The sculpture is a masterpiece. Michelangelo 3 portrayed / was portrayed the Biblical character David in a very different way to artists before him. Goliath
4 doesn’t include / isn’t included in the sculpture, so art experts 5 think / are thought that the sculpture 6 shows / is shown David before his battle with the giant. After the sculpture 7 finished / was finished, a committee of artists 8 decided / were decided to put it in the main square of the town. It was the first time that a sculpture of a naked person 9 exhibited / was exhibited in a public place since ancient times.
3 Write questions with the words below, and complete the answers. Use the Present Simple Passive, affirmative or negative:
a) this sculpture / make of / clay
No, ……………………………… . It ……………………………… of wood.
b) where / the Mona Lisa / keep
It ……………………………… in the Louvre, in Paris.
c) the / exhibition / close / on Sundays
No, ……………………………… . It ……………………………… on Saturdays.
d) these / portraits / paint / with watercolours
No, ……………………………… . They ……………………………… with oils.
e) cars / drive / on the right-hand side of the road / in England
No, ……………………………… . They ……………………………… on the left-hand
side.
4 Complete the sentences with the words below. Use the Past Simple Passive, affirmative or negative:
send • damage • steal • take • show
a) Some masterpieces …………………… from the museum yesterday.
b) This photograph …………………… when we were on holiday in London.
c) His paintings …………………… to art critics at an exhibition last week. Everyone loved his work.
d) Luckily, his drawings …………………… in yesterday’s fire.
e) In the past, letters …………………… online.
Vocabulary
5 Choose the correct adjective:
a) I don’t like modern furniture. I prefer cheerful / rough / traditional furniture.
b) This painting is hard to understand because it’s lovely / complex / simple.
c) This painting has got pieces of metal in it, so it’s three-dimensional / shiny / curved.
d) This material is comfortable to wear because it’s smooth / cheerful / traditional.
e) I can’t write on this table. It’s not rough / flat / complex.
Grammar
6 Complete the sentences. Use the Present Simple Passive or Past Simple Passive:
a) The project ……………………………… (not finish) yesterday.
b) Penicillin ……………………………… (discover) by Alexander Fleming.
c) English ……………………………… (speak) all over the world.
d) The Internet ……………………………… (use) for many things.
e) I ……………………………… (not teach) to swim until I was a teenager.
f) The library ……………………………… (open) on Saturdays.
g) Which materials ……………………………… (use) to make this ancient sculpture?
h) …………………… their pictures …………………… (take) yesterday?
7 Complete the answers to the questions with the verbs below. Use the Past Simple Passive or Present Simple Passive affirmative or negative:
make • advertise • keep • invite • announce
a) Where is the chocolate?
It ……………………………… in the fridge.
b) Why didn’t David come to the party?
Because he ……………………………… .
c) When will you know if you passed your exam?
I already know. The results ……………………………… last week.
d) How did you hear about the exhibition?
It ……………………………… in the newspaper.
e) Will this cup break if I drop it?
No, it ……………………………… of glass.
8 Complete the text with the verbs in brackets. Use the Present Simple or Past Simple active or passive:
The Taj Mahal 1…………………… (build) in 1631 by Shah Jahan. He 2…………………… (dedicate) it to his wife, who had died. A thousand elephants 3…………………… (use) to carry the materials that 4…………………… (need) to complete the building. To this day, the Taj Mahal 5…………………… (consider) to be one of the most beautiful buildings in the world. The white walls of the monument 6…………………… (cover) with precious stones. It 7…………………… (visit) by four million people every year. Some people are worried that air pollution will damage the Taj Mahal one day. They are looking for ways to protect the famous monument.
Reading
9 The words below appear in the text in Exercise 10. Find the words and guess their meanings in your own language. Use a dictionary to check your guesses:
a) sunset …………………… c) dust ……………………
b) evidence …………………… d) bright ……………………
10 Read the text. Then answer the questions:
|Beautiful Landscapes – More Than Just a Painting |
|When most people look at a painting of a sunset, they see a beautiful work of art. When Professor Christos Zerefos looks |
|at a painting of a sunset, he sees valuable scientific evidence. He believes that these paintings contain important |
|information about the effect of volcanoes on the climate. |
|Scientists know that after a volcanic eruption, sunsets are very red. This is caused from the dust and ash that is sent |
|into the sky. Volcanoes also lower the temperature of the Earth. |
|Professor Zerefos and his team decided to study paintings of sunsets before and after volcanic eruptions. They wanted to |
|use the paintings to measure how the volcanoes had affected the climate in the past. |
|The team studied 554 watercolours and oils of sunsets that were painted between 1500 and 1900. The scientists used a |
|computer to calculate the amount of red in each picture. They found that the sunsets that were painted after a volcanic |
|eruption were bright red. |
|Many scientists are not convinced by this theory. According to them, it is impossible to make scientific conclusions |
|based on art that was painted so long ago, because it is possible that the colours have changed since they were |
|originally painted. What is more, artists often try to make something look very impressive when they paint. As a result, |
|they may not always paint an accurate picture of nature. |
|Professor Zerefos disagrees. He is certain that artists accurately copy the actual colours of the sunsets they see. He is|
|now studying paintings that were painted in the 20th century. |
|So the next time you look at a painting of a beautiful sunset, examine the colours more carefully. |
a) Why did Professor Zerefos decide to study paintings of sunsets?
b) Why are sunsets very red after a volcanic eruption?
c) Why do some scientists disagree with this study?
d) Explain the meaning of the title.
11 Complete the first part of the sentences using the appropriate passive form of the verb in brackets. Then complete the second part of the sentences according to the information found in the text:
1. The Earth’s temperature (lower) by .
2. In the past, bright red sunsets (paint) .
3. In the study, a computer (use) to .
4. According to some scientists, nature (not copy) .
Writing
|ADJECTIVE ORDER |
|OPINION + SIZE+ AGE+ SHAPE+ COLOUR |
|He is looking at a small, old grey house on the hill. |
12 Complete the sentences. Add the adjectives in brackets in the correct order:
a) I’m looking for a ………………………................ table for my new flat. (BROWN, SMALL)
b) The artist uses a lot of ………………………………………glass. (BEAUTIFUL, ANCIENT)
c) We drove along a …………………………………… road. (LONG, MODERN)
d) It’s a painting of a …………………………………………… landscape. (FLAT, GREY, DULL)
e) She’s got a lot of ……………………………………………… pieces of furniture. (LARGE, OLD, UNUSUAL)
13 Correct the mistakes in the following sentences:
a) The princess wore a white long dress. .
……………………………………………………………………………………………………
b) The missing child has got brown short hair.
……………………………………………………………………………………………………
c) She bought a round brown small table.
……………………………………………………………………………………………………
14 Write the ADJECTIVES in the correct order to describe the people or things:
a) An …………………………… OLD / ELEGANT lady.
b) A …………………………… YOUNG / TALENTED artist
c) A …………………………… ROUND / BLUE / LOVELY / MODERN sculpture.
d) A …………………………… HUGE / NEW / CURVED / BLACK / PLAIN bridge.
e) A …………………………... PINK / LONG / LARGE / PRETTY pair of trousers.
f) A ………………………….. LOVELY / MODERN painting.
g) ……………………………… BLACK / THICK lines.
h) …………………………….. FLAT / STRANGE / BRIGHT shapes.
i) An …………………………… ORANGE / OLD / BIG / UGLY armchair.
j) A …………………………….. SQUARE / RED / CHEAP / SMALL table.
15 Write 6 sentences following the structure below:
|SUBJECT+ VERB+ COMPLEMENT ( ADJECTIVES :SIZE+ AGE+ SHAPE+ COLOUR + NOUN) + ADVERB |
a) ……………………………………………………………………………………………
b) ……………………………………………………………………………………………
c) ……………………………………………………………………………………………
d) ……………………………………………………………………………………………
e) ……………………………………………………………………………………………
f) ……………………………………………………………………………………………
16 Complete the chart about a painting by Pablo Picasso. Use the information given in the chart and complete the rest of it:
| |
|NAME: SELF PORTRAIT |
|DATE OF WORK OF ART: 1907 |
|NAME OF ARTIST: PABLO PICASSO |
|STYLE: CUBIST PAINTING |
|OBJECTS AND PEOPLE (IF ANY): ……………………………………… |
|……………………………………… |
|SHAPES AND COLOURS: ……………………………………… |
|WHAT THE ARTIST WANTED TO EXPRESS: ………………………… |
|WRITER’S OPINION: ……………………………………… |
17 Write the description of the painting by Pablo Picasso. Use the information in the chart and organize your ideas into paragraphs:
PARAGRAPH 1 (Introduce the work of art: name/ date/ style/objects/people)
This painting was drawn by X in PLACE in DATE
It is called X
It shows …
PARAGRAPH 2 (More details about the painting: physical appearance, clothes , place…
PARAGRAPH 3 (Write what you think the artist was trying to express. Give your opinion)
In my opinion, the painting presents …
COMPOSITION 1
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
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…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
18 Complete the chart about a work of art, the one you like the most in the world:
|NAME: ………………………………………………………………….. |
|DATE OF WORK OF ART: ………………………………………………………………….. |
|NAME OF ARTIST: ………………………………………………………………….. |
|STYLE: ………………………………………………………………….. |
|OBJECTS AND PEOPLE (IF ANY): …………………………………………………………… |
|SHAPES AND COLOURS: ………………………………………………………………….. |
|WHAT THE ARTIST WANTED TO EXPRESS: ………………………………………………… |
|………………………………………………………………….. |
|WRITER’S OPINION: ………………………………………………………………….. |
19 Write the description of the work of art you have chosen. Use the information in the chart and organize your ideas into paragraphs:
PARAGRAPH 1 (Introduce the work of art: name/ date/ style/objects/people)
(Name of work of art) was drawn/ painted / sculpted by X in PLACE in DATE
It is called X
It shows …
PARAGRAPH 2 (More details about the painting: physical appearance, clothes , place… )
The shapes are …
The …. Is painted in (colours)
It looks like (+ A NOUN)
PARAGRAPH 3 (Write what you think the artist was trying to express. Give your opinion)
The artist shows …
In my opinion, the painting presents …
I like it because … and it makes me feel …
Useful words: art movement, scene, seascape, colours (bright, cheerful, warm, dull…), moving, tragic, expressive, elegant, abstract,…
COMPOSITION 2
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
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UNIT 6
LANGUAGE BUILDER
|ADJECTIVES |
|abandoned | |neglected | |
|considerate | |shocking | |
|cruel | |thoughtless | |
|exotic | |tough | |
|extraordinary | |uninformed | |
|irresponsible | |unwanted | |
|mistreated | |well-meaning | |
|REPORTING VERBS |
|admit | |mention | |
|agree | |promise | |
|announce | |report | |
|complain | |shout | |
|explain | |warn | |
|REPORTING THE NEWS |
|It seems that … | |
|She announced that … | |
|Apparently, … | |
|He asked … | |
|It looks like … | |
|He admitted that … | |
|According to the news, … | |
|IN THE NEWS |
|Do you ever read the newspaper? | |
|Which one? | |
|What is your favourite section of the newspaper? | |
|Why do you like that section? | |
|DIALOGUE: ABOUT THE NEWS |
|A: Julia, ayer leí un artículo interesante en |A: ………………………………………………… |
|el periódico. |………………………………………………… |
|B: ¿De qué trataba el artículo?. |B: ………………………………………………… |
|A: Por lo visto hubo un gran incendio en el |A: ………………………………………………… |
|bosque y murieron algunos animales. |………………………………………………… |
|B: ¿Qué pasó? |B: ………………………………………………… |
|A: Parece que algunos campistas |A: ………………………………………………… |
|encendieron un fuego en el bosque.. |………………………………………………… |
|B: Eso es una historia terrible. |B: ………………………………………………… |
UNIT 6 Grammar Notes
REPORTED SPEECH
❑ DIRECT SPEECH: We repeat the original speaker’s words. The speaker’s words are always between inverted commas (‘…’ / “…”)
Subj. + SAID + (to SB.), ‘ ……’: John said, ‘I like playing tennis’.
❑ INDIRECT OR REPORTED SPEECH: We give the exact meaning of a remark without necessarily using the speaker’s words.
Subj. + SAID + (THAT) + ……: John said (that) he liked playing tennis.
• When we turn Direct Speech into Reported Speech in statements , some changes are usually necessary:
- Reporting verbs: SAY (to SB.) / TELL SB.
ADMIT, ANNOUNCE, COMPLAIN, EXPLAIN, INSIST, REMIND, AGREE, CONVINCE, REPLY, HEAR, READ
- THAT (= que) can be omitted.
- No inverted commas in the speaker’s words.
- Verbal tenses (when the reporting verb is in the past tense).
- Personal pronouns and possessives (when the speaker doesn’t report his/her own words).
- Time expressions and other words.
- Ex.: He said, ‘She’s coming this week’ ( He said she was coming that week.
She said, ‘I go to school here’ ( She said she went to school there.
• When we turn Direct Speech into Reported Speech in questions , some changes are usually necessary:
- Reporting verbs: ASK SB., WANT TO KNOW, WONDER.
- In Wh-questions: WHAT/WHO/WHEN/WHERE/HOW/WHY/WHOSE, …
- In Yes/No-questions: IF / WHETHER
- No inverted commas nor question marks in the speaker’s words.
- The question form becomes affirmative.
- Verbal tenses (when the reporting verb is in the past tense)
- Personal pronouns and possessives (when the speaker doesn’t report his/her own words)
- Time expressions and other words.
- Ex.: He asked, ‘What do you want?’ ( He asked me what I wanted.
She asked, ‘Do you know Bill?’ ( She asked if I knew Bill.
General Changes:
1. Personal pronouns and possessives:
When the speaker doesn’t report his/her own words, the personal pronouns and possessives referring to the 1st and 2nd person change into the 3rd person.
I said, ‘I like my own house’ ( I said I liked my own house. (NO CHANGE)
He said, ‘I like my own house’ ( He said he liked his own house. (CHANGE)
2. Time expressions:
Today / tonight ( That day / night
This week / month / year ( That week / month / year
Now ( Then
Yesterday ( The day before / the previous day
Last night / week / month / year ( The night / week / month / year before
The previous night / week / month / year
A week ago ( A week before
Tomorrow ( The next / following day
Next week / month / year ( The following week / month / year
3. Other words:
This / These ( that / those
*This / that / these / those + n. ( the + n.
She said, ‘I bought these pearls for my mum’ She said that she had bought the pearls for
her mum.
*This / these (pronouns) ( it / they, them
She said to the shop assistant, ‘I like this’ She said to him she liked it.
Here ( there
4. Verbal tenses:
Present Simple ( Past Simple
She said, ‘I often go to the cinema’. She said that she often went to the cinema.
Present Continuous ( Past Continuous
He said, ‘I’m waiting for Ann’. He said that he was waiting for Ann.
Present Perfect ( Past Perfect
She said, ‘I have found a flat’. She said that she had found a flat.
Past Simple ( Past Simple / Past Perfect
He said, ‘I saw Ann yesterday’. She said that he saw/had seen Ann the day before.
Past Continuous ( Past Continuous
He said, ‘I was waiting for Ann’. He said that he was waiting for Ann.
Future Simple ( Conditional Simple
She said, ‘I will be in Paris in May’. She said that she would be in Paris in May.
Modal CAN ( Modal COULD
She said, ‘I can drive’. She said that she could drive.
Modal MUST ( Modal HAD TO
She said, ‘You must study’. She said that I had to study.
Vocabulary
1 The adjectives in bold are in the wrong sentences. Write them next to the correct sentences:
a) The photographs from the earthquake were abandoned. I couldn’t look at them. ……………………
b) I don’t trust Tom. He is considerate. ……………………
c) Many people don’t know about the dangers of global warming. They are exotic. ……………………
d) It was cruel of you to call and ask how I was feeling. ……………………
e) The car was shocking under the bridge. ……………………
f) I would like to go on holiday to an irresponsible location. ……………………
g) I think it’s tough to keep animals in cages. ……………………
h) Bob is uninformed. He will survive. ……………………
2 Choose the correct answer. Pay attention to the adjectives in italics:
a) These animals are unwanted because they make good / bad pets.
b) It was well-meaning of Tom to insult / help me.
c) That was an extraordinary day. I’ll never forget / remember it.
d) It was thoughtless of you to say those terrible / wonderful things about me.
e) When people mistreat animals, I feel happy / sad.
Grammar
3 Complete the reported sentences:
a) “It’s raining now,” Anna said.
Anna said that it ……………………………… then.
b) “I’ll call you tomorrow,” James said.
James said that he ……………………………… me the next day.
c) “I saw Henry last night,” said Diane.
Diane told us that she ……………………………… Henry the night before.
d) “I’m afraid of dogs,” said Susan.
Susan said that she ……………………………… of dogs.
e) ”I’ve never eaten here,” Amy said.
Amy said that she ……………………………… there.
f) ”I can’t hear them,” Sally said.
Sally said that she ……………………………… them.
4 Write the direct speech sentences and questions in reported speech. Make any necessary changes:
a) “I passed my driving test yesterday,” Sarah said.
b) “Will Tim be at the party tomorrow?” Lucy asked.
c) “I’m working now,” Monica said.
d) “I must finish my homework today,” Jason said.
e) “I have looked everywhere, but I can’t find my dog,” Jill said.
f) “We can’t come to the party tonight,” my cousins said.
Vocabulary
5 Read the sentences and choose a suitable verb that describes each one:
admit • complain • explain • announce • warn • promise • shout • mention • agree
a) “The exhibition ended last night.” ……………………
b) ”Can you hear me now?” ……………………
c) “Yes, I think that’s a good idea.” ……………………
d) ”I forgot to feed the dog today.” ……………………
e) “I’ll help you find a home for these puppies.” ……………………
f) ”Rescue Ink is an organisation that helps animals.” ……………………
g) ”Don’t touch the dog.” ……………………
h) ”I saw Pam at the shopping centre.” ……………………
i) “The food isn’t hot enough.” ……………………
Grammar
6 Complete the mini-dialogues with the correct form of the verbs in brackets.
Use reported speech:
a) A: The zoo will be open tomorrow.
B: Tomorrow? But you said that it …………………… (be) closed until September.
b) A: I’m reading a book about lions.
B: Lions? You said that you …………………… (study) elephants.
c) A: We saw The Lion King on television last night.
B: Really? But you told me that you …………………… (not like) cartoons.
d) A: My dog can open the door with his mouth.
B: Oh, come on! Last week you told me that he …………………… (do) it with his
feet.
e) A: There’s Susan’s cat.
B: What? She told me that she …………………… (be) allergic to cats.
7 Read Andrea’s e-mail. Then complete the phone conversation below in reported speech:
[pic]
Andrea said that she 1…………………… back from Kenya 2…………………… . She said that she 3…………………… stop thinking about 4…………………… trip, and that she 5…………………… to tell 6…………………… about it. She told us that they 7…………………… rhinoceroses, elephants, leopards, zebras and giraffes in the wild. She said that every night, they 8…………………… in tents, and that they 9…………………… lions and hyenas all night long. She said that she 10…………………… such an exciting experience. She told us that she 11…………………… back there again one day, so she 12…………………… money for another trip. She said that maybe she 13…………………… at an animal reserve.
Reading
8 Read the text and decide if the following statements are T (true) or F (false). Then find evidence in the text to support your answers:
|a Tough Dog |
|In November 2009, Jan and Dave Griffith decided to take their dog, Sophie, on a sailing trip off the coast of Queensland, |
|Australia. They weren’t watching Sophie, and suddenly she was gone. She had fallen into the water. They began to search the |
|area but there was no sign of the dog. “We didn’t find her because it was such a grey day,” said Mrs Griffith. |
|The Griffiths were sure that Sophie had drowned. They were very upset and decided to return home without their dog. But four|
|months later, they received some good news. Sophie had not drowned. She was alive. |
|After she had fallen off the ship, Sophie continued to swim. She swam about 10 kilometres through a rough sea. She arrived |
|at a small island where she survived for more than four months by killing baby goats and other animals. |
|The people who were living on the island saw a dog running around, and thought that it must be a wild dog. When they saw |
|that there were many dead goats on the island, they called animal rescue workers to come and investigate. |
|When the Griffiths heard that the animal rescue workers had caught a dog on an island, they wondered if it could be Sophie. |
|As soon as Sophie saw the Griffiths, she immediately recognised them. |
|“We called her name and she got really excited. She began to bark and banged on the cage. They opened the cage and she ran |
|over to us. It was wonderful!” Mrs Griffith said. |
|Sophie’s story really is extraordinary and she is very lucky to be alive. |
|“There are a lot of dangerous animals in the sea,” said a local fisherman. “It’s amazing that they didn’t attack Sophie.” |
T F
a) The Griffiths didn’t see Sophie fall off the boat. …… ……
b) The Griffiths always believed that Sophie was alive. …… ……
c) People on the island gave Sophie food. …… ……
d) Sophie remembered the Griffiths. …… ……
9 Choose the correct answer. Then complete the sentence according to the information found in the text. Use reported speech:
a) The rescue workers / weather conditions made it difficult for the Griffiths to find Sophie. We know this because Mrs Griffith said that …………………………………..
………………………………………………………………………………………………...
b) The fisherman was / wasn’t surprised that the sharks didn’t attack Sophie. We know this because the fisherman said that ……………………………………………...
………………………………………………………………………………………………...
Writing
10 You are a reporter who is interviewing one of the local people who found Sophie. Write your questions to him and his answers in direct speech. Then write a report of what he told you using reported speech:
COMPOSITION 1
INTERVIEW IN DIRECT SPEECH:
A: ………………………………………………………………………………………………………
B: ………………………………………………………………………………………………………
A: ………………………………………………………………………………………………………
B: ………………………………………………………………………………………………………
A: ………………………………………………………………………………………………………
B: ………………………………………………………………………………………………………
A: ………………………………………………………………………………………………………
B: ………………………………………………………………………………………………………
A: ………………………………………………………………………………………………………
B: ………………………………………………………………………………………………………
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|CONNECTORS OF CAUSE AND EFFECT |
|- BECAUSE:+ clause |
|I couldn’t go out bec8use it was raining heavily. |
|- BECAUSE OF: + noun/ pronoun/ -ing |
|The party was cancelled because of the storm. |
|- SINCE:+ clause |
|The bake was successful since the cakes were delicious. |
|- DUE TO: + noun/ pronoun/ -ing |
|Due to the storm, many trains and buses stopped working. |
|- AS A RESULT OF: + noun/ pronoun/ -ing |
|As a result of the storm, a number of trees fell. |
|- SO: + clause |
|I mustn’t eat a lot of sugar, so I didn’t buy anything at the bake sale. |
|- THEREFORE: + clause |
|Many people bought cakes and biscuits. Therefore, the profits were good. |
11 Choose the correct answers:
a) AS A RESULT OF/ THEREFORE her excellent work, she received an award.
b) Her cat was ill SO/ BECAUSE it had eaten bad food.
c) DUE TO / SINCE the snow, they stayed home.
d) I returned the rabbit BECAUSE OF/ SINCE you didn’t clean its cage.
e) The water was polluted, SO/ BECAUSE the fish died.
12 Complete the sentences with the connectors of CAUSE and EFFECT:
a) DUE TO/ AS A RESULT
A. The game was cancelled ……………………………………….. bad weather.
B. The weather was bad and …………………………….., the game was cancelled.
b) THEREFORE/ SINCE
A. Barry took the dog to a shelter ………………………. he couldn’t take care of it.
B. Barry couldn’t take care of the dog. ……………………, he took it to a shelter.
c) SO/ BECAUSE OF
A. Susan’s dog can’t climb stairs ………………………………….. an injury.
B. Susan’s dog was injured, ……………………………… it can’t climb stairs.
13 Complete the sentences with the connectors below:
|because therefore because of so due to |
a) There are many homeless animals …………….. last month’s storm.
b) Sam is sad …………………… his dog has just died.
c) Their flat is very small. ………………………… they are looking for a small dog to own.
d) The animal shelter is closed ………………………….. the terrible conditions.
e) It was raining …………………………….we decided to cancel the beach party.
14 Look at the chart about the SAVE THE FOREST DAY:
|- REASON FOR EVENT: ANIMALS HAVEN’T GOT ENOUGH FOOD BECAUSE HOUSES ARE BUILT ON LAND FROM THE FOREST. |
|- WHEN AND WHERE IT TOOK PLACE: LAST MONDAY / OUR CITY |
|- WHO WAS THERE: STUDENTS IN YEAR 11 |
|- WHAT THEY DID: GO ON BIKES IN THE FOREST TO KNOW ABOUT ANIMALS AND PLANTS / TALK TO THE MAYOR TO FIND A SOLUTION |
|- THE RESULT: THE CITY WILL PLANT TREES ON 100 ACRES OF LAND NEXT TO THE FOREST. |
15 Write a news report about that event. Use the information in the chart and organize your ideas into paragraphs. Here you have got some tips:
PARAGRAPH 1 (Give the background to the event: what’s the problem?)
PARAGRAPH 2 (Describe when and where the event took place and who was involved)
PARAGRAPH 3 (Describe the result)
As a result of the … ‘s hard work, it was a great success
COMPOSITION 2
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
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16 Have a look at a newspaper or watch the news today and choose a shocking event for you. Then complete the chart about the information:
|REASON FOR EVENT: ...…………………………………………………… |
|WHEN AND WHERE IT TOOK PLACE: ...…………………………………………………… |
|WHO WAS THERE: ...…………………………………………………… |
|WHAT THEY DID: ...…………………………………………………… |
|THE RESULT: ...…………………………………………………… |
17 Write a news report about that event. Use the information in the chart and organize your ideas into paragraphs. Here you have got some tips:
PARAGRAPH 1 (Give the background to the event: what’s the problem?)
PARAGRAPH 2 (Describe when and where the event took place and who was involved)
PARAGRAPH 3 (Describe the result)
As a result of the … ‘s hard work, it was a great success
COMPOSITION 3
…………………………………………………………………………………………………………
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UNIT 7
LANGUAGE BUILDER
|HEALTH |
|allergic reaction | |rash | |
|breathe | |runny nose | |
|broken foot | |severe pain | |
|cough | |sore throat | |
|flu | |stomach ache | |
|headache | |swollen | |
|injection | |symptoms | |
|itchy | |treatment | |
|pills | | | |
|KEEPING FIT |
|achieve your goals | |personal trainer | |
|get fit | |put on weight | |
|get in shape | |relax | |
|lifestyle | |stretching | |
|lose weight | |work out | |
|AGREEING AND DISAGREEING |
|That’s true, but … | |
|I suppose you are right | |
|That’s not how I see it. | |
|You’ve got a point. | |
|Exactly! | |
|I’m sorry, but I disagree. | |
|You’re wrong. | |
|I agree with you. | |
| |
|I recommend … | |
|Lie down and I’ll examine you. | |
|Sorry, you must have a prescription for that. | |
|Can I help you? | |
|Does it hurt here? | |
|I want you to have an X-ray. | |
|DIALOGUE: ABOUT PLANNING A CLUB FOR STUDENTS |
|A: Janet, deberíamos hacer ejercicio por la |A: ………………………………………………… |
|mañana antes del colegio. |………………………………………………… |
|B: Lo siento, pero no estoy de acuerdo. |B: ………………………………………………… |
|Todo el mundo estará demasiado |………………………………………………… |
|cansado por la mañana. |………………………………………………… |
|A: Supongo que tienes razón, pero todo el |A: ………………………………………………… |
|mundo está ocupado después del |………………………………………………… |
|colegio. |………………………………………………… |
|B: Tienes razón, Mike. Puede que sea |B: ………………………………………………… |
|mejor los fines de semana. |………………………………………………… |
|A: Así no es como lo veo yo. Un club |A: ………………………………………………… |
|escolar debería reunirse los días de |………………………………………………… |
|colegio. |………………………………………………… |
|B: Eso es cierto, pero no tenemos |B: ………………………………………………… |
|elección. |………………………………………………… |
UNIT 7 Grammar Notes
MODAL VERBS
|Request (petición) (?) |CAN |Can you lend me your pencil, please? |
| |MAY |May I use your pencil? |
|Permission |CAN/CAN’T (informal) |Can I go out, Mum? No, you can’t |
|(PODER) |COULD/COULDN’T (polite) |Could I go to the toilet, please? |
| |MAY (polite) |You may use my camera, but don’t break it. |
|Ability/capacity |CAN/ CAN’T (present ability) |I can swim, but I can’t play the piano. |
|(SABER, PODER) |COULD/COULDN’T (past ability) |When I was 3, I could speak but I couldn’t read. |
| |BE ABLE TO (other tenses) |If you study hard, you will be able to pass all |
| | |your exams |
|Obligation |MUST (usado por personas con autoridad: profesores, |You must study harder. |
|(DEBER, TENER QUE) |medicos, padres, …) |He has to keep his room tidy. |
| |HAS/HAVE TO, HAD TO |I had to go to the bank yesterday. |
|Absence of obligation |DON’T/DOESN’T HAVE TO |I’m not working tomorrow, so I don’t have to get |
|(NO TENER POR QUÉ, |DIDN’T HAVE TO |up early. |
|NO SER NECESARIO) |WON’T HAVE TO |We didn’t have to wait very long, as the bus soon |
| | |came. |
| | |I passed all my exams, so I won’t have to do them |
| | |again. |
|Prohibition |MUSTN’T |You mustn’t smoke. |
|(NO DEBER, NO TENER QUE) | | |
|Advice |SHOULD/SHOULDN’T |You should eat more vegetables and fruit to lose |
|(DEBERÍA / NO DEBERÍA) | |weight. |
| | |You shouldn’t go out tonight when you are ill. |
|Possibility |De mayor a menor grado de probabilidad: |He’s got a very expensive car. He must be rich. |
|(PROBABILIDAD) |MUST MAY MIGHT |They go to the cinema every week. They must love |
| |CAN’T |films. |
| |90% 50% 40% |She hasn’t got any books. She can’t enjoy reading.|
| | |He’s never won a race. He can’t be very fast. |
| | |Her name is María. She may / might be Spanish or |
| | |South-American. |
Los verbos modales no utilizan auxiliares para formar oraciones negativas y preguntas, excepto la forma HAVE TO*
Can I go to the toilet, please?
You can go to the toilet when you are at home.
You can’t go to the toilet during the lesson.
Vocabulary
1 Write the words below the correct pictures:
runny nose • cough • sore throat • broken foot • stomach ache • rash
|[pic] |[pic] |[pic] |
|1. …………………… |2. …………………… |3. …………………… |
|[pic] |[pic] |[pic] |
|4. …………………… |5. …………………… |6. …………………… |
2 The words in bold are in the wrong sentences. Write them next to the correct sentences:
a) His injection isn’t very healthy. ……………………
b) He was given a painful pill in his arm. ……………………
c) You must take one pain twice a day. ……………………
d) He has got a headache. The lifestyle in his head is very bad. ……………………
Grammar
3 Complete the sentences. Use a modal below:
doesn’t have to • mustn’t • can’t • could • should • must • might
a) He’s having trouble breathing. We …………………… call a doctor right away.
b) He’s got a stomach ache. Perhaps he …………………… stay home today.
c) I‘m busy. …………………… I call you later?
d) He’s allergic to nuts. He …………………… eat them or he’ll have a bad reaction.
e) My hand is swollen. I …………………… write.
f) I’m not sure what’s the matter with Andy. He …………………… have the flu.
g) His arm isn’t broken. He …………………… go to hospital.
4 The modals in bold are in the wrong sentences. Write them next to the correct sentences:
a) You might not talk a lot today. You’ve got a sore throat. ……………………
b) You shouldn’t read the instructions before you take these tablets. ……………………
c) We might go to school today because it’s a holiday. ……………………
d) People don’t have to drive and talk on their mobile phones. It’s dangerous. ……………………
e) I mustn’t go to the party tomorrow. If I do, I’ll call you. ……………………
f) It must rain tomorrow, but it’s a good idea to take an umbrella. ……………………
5 Complete the sentences for each of the signs below. Use modals:
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a) You …………………… feed the animals.
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b) You …………………… park here.
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c) It …………………… rain tomorrow.
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d) You …………………… wear a seatbelt.
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e) You …………………… take a jacket.
Vocabulary
6 Choose the correct answer. Pay attention to the words in italics:
a) I’m going to hire a personal trainer to help me study for the exam / train for the marathon.
b) You will put on weight if you eat too much / exercise every day.
c) Stretching is good for your muscles / weight.
d) John should relax. He sleeps / works all the time.
e) I hope to get in shape before the exam / race.
f) I work out at the new supermarket / sports club in my neighbourhood.
7 Complete the sentences to show that you have understood the meaning of the words in bold:
a) People go to the gym to .
b) You should to lose weight.
c) You will get fit if you .
d) People change their lifestyle when they .
e) If you achieve your goals, you will feel .
Grammar
8 Choose the correct answers:
Dear Mary,
I’m so sorry, but I 1 must / can’t meet you tomorrow. I have got a runny nose and I 2 can’t / don’t have to breathe so I 3 have to / can go to the doctor. He 4 must / may tell me that I 5 should / mustn’t take some medicine and stay in bed. He 6 has to / might also tell me that I 7 should / can stay away from other people because they 8 have to / might catch my illness.
Anyway, I’ll call you next week when I’m feeling better. I have so much to tell you.
Speak soon,
Amy
9 Complete the sentences so they are true for you:
a) When I’m older, I might .
b) At our school, the students have to .
c) People my age can’t .
d) I’m lucky because I can .
e) This year at school, I don’t have to .
f) There was a time when I couldn’t .
g) Tomorrow, I might not .
h) I think my best friend should .
10 What would you say in the following situations? Use a suitable modal in each sentence:
a) You ask your teacher permission to leave the room.
b) You tell your friend that you need to leave the party or you will miss the bus home.
c) Your sister asks permission to use your camera and you agree.
d) Your sister is playing her music very loudly and it is bothering you.
e) You think your best friend is too thin.
f) You are invited to a swimming party, but you don’t know how to swim.
Reading
11 The words below appear in the text in Exercise 12. Find the words and guess their meanings in your own language. Use a dictionary to check your guesses:
a) lifts …………………… c) spread ……………………
b) air conditioning …………………… d) fireproof ……………………
1 2 Read the text. Then answer the questions:
|Climb Those Stairs! |
|According to fitness experts, climbing stairs is a good way to work out, because you don’t need to climb for a long time |
|to see positive results. At the gym, step machines are very popular, but in many buildings where people work and live, |
|the stairs are not used. Instead, people use lifts to move from one floor to the next. |
|According to researchers, people don’t use the stairs in buildings because they are often not convenient. First of all, |
|stairs are often in areas that are hard to find. In addition, the lighting is not bright and there is no air conditioning|
|there. Most importantly, people generally think of stairs as a way to leave a building when there is a fire, because that|
|is what people are supposed to do. Not surprisingly, the stairs are designed for this possibility. Stairs are usually |
|found behind very heavy doors, which people must shut behind them during a fire. The stairs are also not covered with |
|carpets, so that a fire will not spread quickly. |
|The researchers believe that designers need to design stairs in a way that will motivate people to use them but still be |
|safe during emergencies. They also recommend that employers begin to make improvements to stairs in older buildings. They|
|can add fireproof carpets to the stairs, paint walls in lovely colours, put up artwork and even play music in and around |
|the stairs. In this way, people will be more likely to use the stairs. |
|Most buildings where people live and work haven’t got a gym, but using the stairs is a cheap and simple way that could |
|help people to get in shape in the place where they spend a lot of their time. |
a) Why is stair climbing a good choice to keep fit?
b) Why is it often not convenient to use stairs in a building?
c) How can employers make improvements in older office buildings?
1 3 Complete the sentences according to the text using suitable modals:
a) In most buildings, people …………………… reach the stairs very easily.
b) People …………………… use the stairs when there is a fire, but they ……………………
use the lift.
c) Researchers believe that designers …………………… just focus on the safety features of
the stairs in new buildings.
d) Researchers believe that employers …………………… improve the stairs in old buildings.
Writing
1 4 Write a letter to your headmaster and suggest ways that he / she could help raise the fitness levels of the students at the school:
COMPOSITION 1
…………………………………………………………………………………………………………
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…………………………………………………………………………………………………………
REFERENCING
15 Write pronouns or possessive adjectives to replace the nouns in CAPITAL LETTERS:
Sharon went to Dr Dave Milestone’s clinic. 1) DR MILESTONE examined 2) SHARON’s leg. Then 3) DR MILESTONE gave 4) SHARON treatment. 5) SHARON asked 6) DR MILESTONE many questions and 7) DR MILESTONE answered 8) THE QUESTIONS. 9)SHARON thanked 10) DR MILESTONE for 11) DR MILESTONE’S patience.
1)………………………… 2) ………………………… 3) ……………………………
4) …………………………… 5) …………………………… 6) ……………………………
7) …………………………… 8) …………………………… 9) ……………………………
10) …………………………… 11) ……………………………
16 Read the text and write the nouns that the pronouns and possessive adjective in bold refer to:
Hal was in the emergency room yesterday. 1) IT was very crowded. Has was there because he had hurt 2) HIS arm while he was playing basketball and 3) IT was very swollen. When he finally saw a doctor, 4) SHE told 5) HIM it was broken.
1) …………………………… 2) …………………………… 3) ……………………………
4) …………………………… 5) ……………………………
17 Improve the sentences by using pronouns or possessive adjectives to replace the nouns in CAPITAL LETTERS:
a) Jim has got a broken foot. I saw JIM in the emergency room.
………………………………………………………………………………………
b) Many people are excited about the exercise pill but not everyone believes THE EXERCISE PILL is safe.
………………………………………………………………………………………………………………………………………………………………………………
c) Diabetics take insulin to reduce DIABETICS’ blood sugar.
………………………………………………………………………………………
d) We met our new neighbours yesterday. OUR NEW NEIGHBOURS are both personal trainers.
………………………………………………………………………………………………………………………………………………………………………………
e) I suffer from allergies so I take pills to help me cope with MY ALLERGIES.
………………………………………………………………………………………
18 Look at the chart about an important medical discovery - the POLIO VACCINATION:
|- NAME OF DISCOVERY: polio vaccination |
|- WHO DISCOVERED IT: Jonas Salk, medical researcher |
|- WHEN IT WAS DISCOVERED: 1952 |
|- HOW IT WORKS: The body is injected with the virus, so it can fight illness |
|- WHY THE DISCOVERY IS IMPORTANT: Polio caused death and paralysis in many people. Vaccination helps prevent polio |
|- THE DANGERS OF USING IT: allergic reaction |
19 Write an informative essay about the POLIO VACCINATION. Use the information in the chart and organize your ideas into paragraphs. Here you have got some tips:
PARAGRAPH 1 (Introduce the discovery. Write what it is and why it is important)
PARAGRAPH 2 (Give facts and information about the discovery)
X was/were discovered in … by …
PARAGRAPH 3 (Sum up and repeat the main ideas)
X is/are used today to …/ … is/are one of the most …
COMPOSITION 2
…………………………………………………………………………………………………………
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20 Look at the chart about SPINNING BIKES:
|- NAME OF DISCOVERY: spinning bikes |
|- WHO DISCOVERED IT: Jonathan Goldberg |
|- WHEN IT WAS DISCOVERED: 1987 |
|- HOW IT WORKS: sit in a frame, don’t go anywhere |
|- WHY THE DISCOVERY IS IMPORTANT: to stay in shape all year |
21 Write an informative essay about SPINNING BIKES. Use the information in the chart and organize your ideas into paragraphs. Here you have got some tips:
PARAGRAPH 1 (Introduce the discovery. Write what it is and why it is important)
PARAGRAPH 2 (Give facts and information about the discovery)
X was/were discovered in … by …
PARAGRAPH 3 (Sum up and repeat the main ideas)
X is/are used today to …/ … is/are one of the most … / … is/are a great way to …
COMPOSITION 3
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A young man was 1…………………… by police yesterday after a bank robbery in the centre of London. The man is cooperating with police. He 2…………………… without
a fight when police took him from his home. The police have also begun to 3…………………… several other 4…………………… who are connected to the robbery.
The Prime Minister wants tougher punishments for young criminals. He said: “Society must 5…………………… young people who 6…………………… .”
Eighty-year-old Marge Stacey was attacked and 7…………………… outside her home yesterday evening. The attackers stole Stacey’s bag and ran away. Police believe that the 8…………………… are members of
a local 9…………………… . Unfortunately, there were
no 10…………………… to the crime, so it will be difficult to identify the attackers.
A policeman died in hospital yesterday after he was 11…………………… by a bank robber. The robber had
a gun and injured the policeman while he was trying to
arrest him. The policeman died from his injuries so the
robber will be charged with 12…………………… .
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Hi, everybody!
I got back from Kenya this morning. I can’t stop thinking about my trip, and I want to tell you about it.
We saw rhinoceroses, elephants, leopards, zebras and giraffes in the wild. Every night, we slept in tents, and we heard lions and hyenas all night long. I’ve never had such an exciting experience!
I must go back there again one day, so I’m saving money for another trip. Maybe I’ll volunteer at an animal reserve.
C U,
Andrea
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