THAT’S ENGLISH! Autores Nigel Barnsley; Caroline Cooke; Anna Cowper; Susan Lea-Wilson; Margie Lemmens; Denise O’Brien; Meryl Wilford; Alejandro Zarzalejos Edición Gregory Backes; Valerie Clark; Sarah Jackson; Esther Lema; Verónica Moro Corrección y traducción Nicola Gooch; Michelle Armstrong
Grabación EFS Motivation Sound Studios Edición gráfica Fidel Puerta Maquetación Maritxu Eizaguirre, Ana Martínez Lasala Coordinación técnica y de diseño Maritxu Eizaguirre Dirección del proyecto Vicki Caballero Anderson
Ilustración Chema García
Fotografía ARCHIVO SM; ALAMY IMAGES. ARCHIVO SM; David Toase / PHOTODISC; David Graves / REX; EFE; LATINSTOCK; DIGITAL VISION; CORBIS; ALAMY IMAGES; PHOTONONSTOP; PHOVOIR; PHOTOLINK; THINKSTOCK; COMSTOCK IMAGES; 123RF; SHUTTERSTOCK; GETTY IMAGES; AGE FOTOSTOCK; ALBUM.
Fuentes P. 25: The Atlantic, New York Times, Buzzle (04/03/14); P. 42: The Telegraph (28/02/14); P. 61: The Guardian (30/03/14); P. 76: BBC, Daily Mail (26/05/14); P. 79: The Telegraph (26/05/14); P. 89: Wikipedia (16/04/14); P. 101: www.oprah.com (18/04/14); P. 109: www.wanttoknow.info (02/05/14) Diseño curricular y seguimiento técnico del proceso de elaboración de los materiales didácticos de Inglés a Distancia desde el CIDEAD realizado por: Rocío Arias Bejarano Silvia Ávila Duez Nuria Cambronero Sicilia Rafael Fernández Alonso María Ángeles Fernández Melón Ana Mª García Romero Karen Ludlow Cleo Merino de Diego Ángel Nieto Serrano Marta Puras Tellaeche María Jesús Sierra Delgado Elena Terán Herranz
Este material se ha elaborado con papel certificado por la cadena de custodia PEFC (Programme for the Endorsement of Forest Certification), procedente de plantaciones forestales, totalmente libre de cloro (TCF – Totally Chlorine Free) y cumpliendo la ISO14001, siguiendo lo estipulado en la Orden PRE/116/2008, de 21 de enero.
MINISTERIO DE EDUCACIÓN, CULTURA Y DEPORTE SECRETARÍA DE ESTADO DE EDUCACIÓN, FORMACIÓN PROFESIONAL Y ES Centro para la Innovación y Desarrollo de la Educación a Distancia (CIDEAD) Edita: © SECRETARÍA GENERAL TÉCNICA Subdirección General de Publicaciones y Documentación Catálogo de publicaciones del Ministerio de Educación, Cultura y Deporte: http://www.educacion.es Catálogo general de publicaciones oficiales: www.060.es Fecha de edición: Agosto 2014 NIPO: 030-14-103-5 ISBN: 978-84-369-5569-9 Depósito legal: M-17666-2014 Impreso en la UE - Printed in EU Imprime: Reyper, S.L.
THAT’S ENGLISH! Contents
4
Introduction
6
Unit 1
10
Time goes by Unit 2
20
Getting on well Unit 3
30
East, west, home is best Unit 4
40
Mind your language Revision 1
50
Unit 5
54
Fish for a compliment Unit 6
64
As nice as pie Unit 7
74
The future looks bright Unit 8
84
Live to tell the tale Unit 9
94
Beauty is only skin-deep Revision 2
104
Unit 10 Exam Strategies
108
Self Tests (Units 1-9)
114
Reference Section
123
Pronunciation Guide
148
List of Irregular verbs
149
Audio Scripts
151
Answer Key
165 3
Contents UNIT UNIT UNIT UNIT
UNIT UNIT UNIT UNIT UNIT
UNIT 4
1 2 3 4 5 6 7 8 9
10
FUNCTIONS
GRAMMAR
s .ARRATING s %XPRESSING LACK OF PREFERENCE
s It’s (about / high) time s 0AST TENSES s4IME CLAUSES IN THE PAST s Wh- ever WORDS s !DJECTIVES ADVERBS AND -ing FORMS
s %XPRESSING POSSESSION s -AKING REFERENCE TO KNOWN THINGS s $ESCRIBING s %XPRESSING SYMPATHY
s 0OSSESSION SAXON GENITIVE s $ElNITE ARTICLE s !DJECTIVES TO INlNITIVE
s -AKING COMPARISONS s $ESCRIBING
s #OMPARATIVES AND SUPERLATIVES s #ONDITIONAL SENTENCES s -ODIlCATION OF ADVERBS AND PREPOSITIONS s #ONTRASTING CONNECTORS
s %XPRESSING POSSIBILITY AND CERTAINTY s 'REETING SAYING GOODBYE WELCOMING
s 0HRASAL VERBS s 0OSSIBILITY AND CERTAINTY MODAL VERBS s It FOR GENERAL REFERENCE s &ORMAL INFORMAL LANGUAGE
s 'IVING COMPLIMENTS s 7ARNINGS ORDERS AND ADVICE s %XPRESSING PURPOSE
s )MPERATIVE SENTENCES s -ODAL VERBS ADVICE s 0URPOSE CLAUSES
s %XPRESSING QUANTITY s $ESCRIBING s 'IVING OPINIONS
s 1UANTIlERS s 2ELATIVE SENTENCES s /RDER OF ADJECTIVES s %XPRESSING AN OPINION AND SURPRISE
s %XPRESSING HOPE s4ALKING ABOUT THE FUTURE
s &UTURE TENSES s 2EmEXIVE PRONOUNS s Hope (not) to, hope that s #ONNECTORS OF OPINION ATTITUDE AND EMPHASIS
Live to tell the tale
s4ALKING ABOUT EXPERIENCES s %XPRESSING OBJECTION s %XPRESSING INTEREST AND DISINTEREST
s 0RESENT PERFECT AND PAST SIMPLE s Would s Object to / (Dis)approve of / (Dis)agree with s 7ORD FORMATION ADJECTIVES
Beauty is only skin-deep
s $ESCRIBING s %XPRESSING DISAPPROVAL s %XPRESSING APPRECIATION
s 7ISH CLAUSES s Wh- QUESTIONS WITH like s As though / as if s #OMPOUND ADJECTIVES s #ONNECTORS OF ADDITION
Time goes by Getting on well East, west, home is best Mind your language REVISION 1 Fish for a compliment As nice as pie The future looks bright
REVISION 2 EXAM STRATEGIES THAT’S ENGLISH!
PHONETICS
VOCABULARY
SOCIOLINGUISTICS
WRITING / SPEAKING
s -ed ENDINGS s 7EAK FORMS OF was AND were
s %XPRESSIONS WITH TIME s $IFFERENT STAGES IN LIFE
s (OW DIFFERENT CULTURES VIEW TIME
s s z ɪz s )NTONATION FOR EXPRESSING SYMPATHY AND CONCERN
s 2ELATIONSHIPS
s (OW PERSONAL AND FAMILY RELATIONSHIPS VARY IN DIFFERENT CULTURES
s )NTERACTION EXPRESSING CONCERN AND SYMPATHY
s 7ORD STRESS ON COMPOUND NOUNS s 7EAK FORMS IN COMPARATIVES AND SUPERLATIVES
s #ITY FACILITIES
s 7HAT CRITERIA ARE USED TO RATE CITIES AS ATTRACTIVE TO LIVE IN AND TO MEASURE QUALITY OF LIFE IN THEM
s 7RITING A DESCRIPTION OF A PLACE
s 3ILENT LETTERS s )NTONATION FOR EXPRESSING INTEREST AND LACK OF INTEREST
s "ODY LANGUAGE s &ORMAL AND INFORMAL LANGUAGE
s &ORMAL INFORMAL REGISTER s (OW DIFFERENT GESTURES HAVE DIFFERENT MEANINGS IN DIFFERENT CULTURES
s "ODY AND HEALTH
s $IFFERENCES IN GENDER COMPLIMENTS s +EEPING HEALTHY AND YOUR RELATIONSHIP WITH YOUR BODY
s 7EAK FORMS ə əv s 6OWELS eɪ
s #LOTHES AND FOOD
s4HE CONCEPT OF TASTE IN DIFFERENT COUNTRIES REGARDING FOOD AND CLOTHES
s )NTERACTION DESCRIBING TASTE
s #ONTRACTIONS OF will s 6OWEL SOUNDS əʊ ɔː
s (OPES AND EXPECTATIONS
s (OW OUR HOPES CHANGE AND EVOLVE DEPENDING ON AGE
s 7RITING AN ARTICLE
s 2ISING INTONATION IN yes no QUESTIONS s #ONTRACTIONS WITH would
s %XTREME SPORTS RISKS AND DANGEROUS JOBS
s (OW WE DEAL WITH DIFlCULT RISKY SITUATIONS IN LIFE
s )NTONATION OF wh- QUESTIONS s )NTONATION FOR EXPRESSING APPROVAL DISAPPROVAL
s 0HYSICAL APPEARANCE AND PERSONALITY s 0ARTS OF THE BODY AND SOME COLLOCATIONS TO DESCRIBE PEOPLE s #OLLOQUIAL NAMES FOR KINDS OF PEOPLE
s4HE IMPORTANCE GIVEN TO PHYSICAL APPEARANCE AND THE EXTENDED USE OF COSMETIC SURGERY
s 3TRESS ON EMPHATIC AUXILIARY
THAT’S ENGLISH!
s 7RITING A STORY
s -ONOLOGUE USING FORMAL AND INFORMAL LANGUAGE
s 7RITING A FORMAL EMAIL
s -ONOLOGUE GIVING A PRESENTATION
s 7RITING A PROlLE
5
Introduction Bienvenido al módulo nueve del curso That’s English! con el que comenzamos el nivel avanzado. En esta introducción queremos ofrecerte varias sugerencias para seguir cómodamente y con éxito los nuevos módulos de That’s English! que constan de 9 unidades, 2 unidades de revisión y 1 unidad de preparación para el examen de fin de módulo. A continuación se detalla la estructura de la unidad página por página.
Programa de vídeo A (páginas 1 y 2) Todos los materiales de cada unidad giran en torno a un tema diferente. Antes de ver el programa correspondiente a una unidad, te ayudará consultar la tabla de contenidos al principio del libro donde verás recogidas las funciones, estructuras, vocabulario, etcétera, que la configuran. Después, echa un vistazo a la primera página de la sección A. En ella podrás ver los Objetivos que se espera que hayas conseguido al finalizar el estudio de la unidad. Puedes volver a ellos entonces y comprobar si los has conseguido. Los encabezamientos Before you watch, While you watch y After you watch te indican qué actividades debes hacer en cada momento. Before you watch presenta el vocabulario y las frases clave del programa. Debes, por tanto, leerlas atentamente y buscar en el diccionario cualquier palabra que desconozcas. While you watch contiene las preguntas que los presentadores hacen al comienzo del programa; sirven para que te hagas una idea del contenido del episodio correspondiente de la serie 12, Penn Road y para que centres tu atención en sus aspectos esenciales. Los presentadores te darán las respuestas al final del mismo. Este apartado debes prepararlo cuidadosamente antes de ver el programa, pues te servirá para su mejor comprensión y aprovechamiento. Mientras ves el programa, intenta responder a las preguntas hechas por los presentadores, pero recuerda que lo más importante es seguir el hilo general de la trama, y que no debes preocuparte si hay algunas palabras o expresiones que desconoces. Muy probablemente las tendrás en cualquiera de los demás materiales de la unidad. Es conveniente que tengas papel y lápiz a mano, pues puede haber palabras o explicaciones de los presentadores que te interese anotar. En cualquier caso, observarás que la segunda vez que veas el programa entenderás mucho más que la primera. Y si lo ves una tercera vez, aún mejor. Nada más terminar el programa, conviene que hagas la sección After you watch. Con estas actividades, puedes comprobar tu grado de comprensión del 6
programa. Si te resultara muy difícil realizar las actividades de esta sección, deberías volver a ver el programa e intentar hacerlas de nuevo. En la sección Now you! se te pide que relaciones el tema del programa con tus propias vivencias y opiniones. Por eso conviene que hagas esta actividad nada más ver el programa. Es una excelente manera de repasarlo e interiorizarlo. La segunda página consta de tres secciones: Street Interviews, Activate your English and Now You, y en ella se trabajan y practican ciertos aspectos de la lengua utilizada por las personas entrevistadas en la calle.
Reading (páginas 3 y 4) Así como las dos primeras páginas se centran en el desarrollo de la comprensión auditiva, las páginas 3 y 4 de cada unidad están dedicadas al desarrollo de la capacidad lectora, fundamental, junto con aquella, para el aprendizaje y dominio de una lengua. Bajo el encabezamiento Reading, se encuentra un texto relacionado con el tema de la unidad. Léelo las veces que lo consideres necesario para realizar las actividades relacionadas con él. Recuerda que lo importante no es la comprensión de todas y cada una de las palabras, sino de lo esencial del texto, ya sea hablado o escrito.
Language Study (páginas 5 y 6) Estas páginas están dedicadas al desarrollo de los siguientes aspectos: Pronunciation Los ejercicios de pronunciación se centran en los diversos aspectos de la fonética: sonidos, acento, ritmo y entonación, tratados desde el punto de vista de las dificultades que presentan habitualmente para el hablante español. Estos ejercicios son fundamentales para mejorar tu pronunciación. Para hacerlos, deberás usar el CD de audio. Conviene que grabes tu propia voz y la compares con el modelo del CD. Para conseguir una pronunciación aceptable, necesitarás repetir muchas veces, pero el esfuerzo merece la pena. Listening Estas actividades sirven no solo para desarrollar la importantísima destreza de comprender la palabra hablada, sino también para reforzar el vocabulario, las estructuras y funciones estudiadas. Para ello, escucha el CD de audio con atención: no escribas nada. Vuelve a escuchar el CD e intenta completar los ejercicios cuantas veces sea necesario. Finalmente, escucha el CD de nuevo siguiendo el texto y comprueba que todas las respuestas son correctas.
THAT’S ENGLISH!
Vocabulary Se presenta y practica vocabulario tanto en el programa de vídeo A como en las páginas de Reading, Language Study, Speaking y Writing. Las actividades de vocabulario tienen como objetivo practicar el vocabulario ya presentado en el vídeo, en el texto de Reading o presentar vocabulario nuevo de forma contextualizada. Grammar La gramática juega un papel importante, pero no esencial en el aprendizaje de una lengua. El conocimiento de las reglas no lleva automáticamente a aplicarlas bien a la hora de hablar o escribir; por tanto, no debes obsesionarte con la gramática. Es más importante ser capaz de participar en una conversación, leer un libro o escribir un correo que saber todas las reglas de la lengua. Conviene buscar un equilibrio. El conocimiento de las reglas gramaticales te ayudará a entender ciertas estructuras complejas o simplemente distintas a las españolas. También te permitirá corregir tus propias producciones, probablemente a posteriori, y te dará una cierta sensación de confianza. Recuerda, sin embargo, que se pueden saber todas las reglas de una lengua y ser incapaz de expresarse en la misma, así como también es posible expresarse con toda fluidez y corrección sin conocer las reglas. En este nivel avanzado las estructuras gramaticales nuevas se presentan a traves de help boxes inductivas para poder inferir las reglas gramaticales, de color morado, y con otras de carácter informativo de color verde. En ambas se proporcionan llamadas de referencia para acudir a Reference section donde se proporciona una explicación más detallada de las estructuras presentadas. Así pues, conviene que estudies los recuadros de explicaciones gramaticales, que comprendas bien los ejemplos y que hagas los ejercicios correspondientes. Speaking Hay dos clases de actividades de speaking: de producción y de interacción, señalizadas con sus correspondientes iconos. Las actividades de producción las puedes hacer solo. Sin embargo, para las actividades de interacción necesitas a alguien con quien interactuar. Si conoces a alguien que también esté estudiando inglés, sería muy útil que pudieras hacer estas actividades con esta persona. Siempre tienes, por supuesto, la sesión de tutoría, donde podrás realizar estas actividades con tus compañeros de clase. Un consejo: no seas tímido. Lánzate a hablar. No te preocupes por los errores que puedas cometer. No hay nada más que una forma de aprender a hablar y es... hablando.
THAT’S ENGLISH!
Writing Para muchos de los ejercicios de expresión escrita de estas páginas no hay una solución correcta única. Esto no debe preocuparte. No es necesario que todo lo que escribas sea absolutamente correcto. Escribe sin miedo, echa mano de tus fuentes de consulta: diccionarios, gramáticas, amigos, internet; de nuevo, no tengas miedo de cometer errores, y piensa que es a base de práctica como se aprende a escribir.
Programa de vídeo B (página 7) La sesión B del libro, que se corresponde con el segundo programa de vídeo, tiene por objeto ampliar la lengua presentada en la sesión anterior de forma menos controlada y más natural. El segundo programa está compuesto por diversos elementos que abordan el tema general introducido en la sesión anterior desde muy distintos puntos de vista: s Documentary: donde podrás ver un documental sobre algún aspecto relacionado con el tema de la unidad. s Same language, different lives: en esta sección tendrás oportunidad de ver a varias personas de diferentes países de habla inglesa respondiendo a preguntas relacionadas con el tema de la unidad. De esta manera, además de oír diferentes formas de hablar inglés, podrás aprender cómo es la vida en estos países y contrastarla con la tuya. s That’s Britain: es una sección con la que podrás disfrutar de un viaje cultural por diferentes zonas del Reino Unido. En este módulo visitaremos el norte de Inglaterra. En cada episodio nuestra presentadora, Alex, visita alguna ciudad o lugar de interés turístico y conversará con las personas que vaya encontrando. Esta sección te ayudará a mejorar tu comprensión auditiva y a conocer de cerca interesantes aspectos de la cultura británica. Pues bien, antes de ver el segundo programa, es muy conveniente que leas todas las actividades que debes hacer porque te resultará motivador y te ayudará a comprender lo que vas a ver. Realiza las primeras actividades de cada sección antes de ver el programa B: muchas de ellas están encaminadas a familiarizarte con el lenguaje que se va a usar y, en ocasiones, a predecirlo. A continuación realiza las actividades de comprensión de cada sección después de ver el programa. Estas tienen por misión medir tu comprensión de los diversos elementos. Un consejo que deberías tener muy en cuenta: no te preocupes si no entiendes todas y cada una de las palabras que oigas o leas. Lo importante es captar el mensaje esencial de cada uno de sus episodios. 7
Introduction Skills Work (página 8) Esta página está reservada para trabajar las distintas destrezas de listening, reading, speaking y writing de forma integrada y con temas alusivos al tópico de la unidad. Algunas de estas actividades pueden ser más abiertas y menos controladas que las de las sesiones A y B. No debes preocuparte si no sabes si has resuelto bien la actividad o no. El mismo hecho de realizarla te ha servido para mucho. Como muchas otras cosas de la vida, una lengua se aprende practicándola y cometiendo errores. No obstante, la tutoría presencial puede ser un buen momento para preguntar tus dudas y practicar las actividades orales de esta sección con tus compañeros.
Writing / Speaking (páginas 9 y 10) En estos módulos del nivel avanzado se alternan cada dos unidades dos páginas dedicadas a las destrezas de writing o speaking. En ellas se incluirán actividades para analizar textos escritos u orales (forma y estructura) y el lenguaje y funciones utilizados en ellos. Al final de cada sección el alumno tendrá que producir o bien un texto escrito basado en el tipo de texto trabajado en la sección o bien un texto oral que será un monólogo o un diálogo. Al final del libro se podrá consultar la sección de Writing Reference, que incluirá los distintos tipos de textos trabajados en las unidades dedicadas a writing. En la sección de Answer Key se proporcionarán modelos para orientar en las producciones orales y escritas.
Unit 10 Exams Al final del libro también se incluye una unidad de examen destinada a preparar el examen de final de módulo. Plantea un modelo de examen por destrezas similar al que se propone en las Escuelas de Idiomas de algunas Comunidades Autónomas. En esta unidad, además de trabajar las cuatro destrezas, se proporcionan actividades y consejos que ayudan a desarrollar estrategias para mejor enfrentar las distintas partes del examen.
Reference Section En este nivel avanzado también se incluye una sección completa al final del libro que se llama Reference Section. En ella puedes encontrar los Self Tests correspondientes a cada una de las unidades, breves explicaciones de gramática, una sección de Writing con modelos de los distintos tipos de textos trabajados en las unidades, una breve guía de pronunciación y la lista de verbos irregulares. Finalmente, la sección de Answer Key te puede ayudar para autocorregirte las actividades de las unidades. Todos estos elementos están pensados para proporcionarte la ayuda necesaria con las estructuras y el vocabulario de cada unidad. Por último, un consejo muy importante para que puedas tener éxito con el curso That’s English!: asiste a las sesiones de tutoría con regularidad. Son fundamentales para el desarrollo de tu competencia comunicativa.
Self Tests Al final del libro se incluyen los Self Tests correspondientes a cada una de las unidades. Estas páginas te dan la oportunidad de que te autoevalúes y repases los contenidos fundamentales de la unidad a través de distintos tipos de actividades.
Revision units En este módulo se han elaborado dos unidades de revisión. Revision Unit 1, después de la unidad 4, revisa los contenidos de las cuatro primeras unidades. Revision Unit 2, después de la unidad 9, revisa las cinco restantes. Constan de cuatro páginas para repasar y consolidar los contenidos principales del módulo. Incluyen actividades de gramática, vocabulario y pronunciación, y práctica de las 4 destrezas.
8
THAT’S ENGLISH!
1
Time goes by OBJECTIVES
UNIT
s4O TELL A PERSONAL STORY s4O REFLECT ON DIFFERENT TIME CONCEPTS
A Time flies, when you’re having fun! BEFORE YOU WATCH 1
4
Read the sentences and tick (3) the ones you agree with.
1 Anthony had a dream where people were giving him cakes. 2 By the time Danny got to the pub, his friends had left. 3 Karen finished work at seven o’clock and then went home. 4 The clocks went back on Saturday night. 5 Chris’s flight has been cancelled and the presentation rescheduled for tomorrow. 6 Karen thinks that Danny has been lucky this time.
If you don’t wear a watch, you can lose track of time. I usually feel tired for a few days when the clocks go forward. I don’t think that memorising long lists of verbs is a waste of time.
WHILE YOU WATCH 2
Answer the questions.
Decide if the following sentences are true (3) or false (x). Correct the false ones.
5
Match the expressions in bold (1-4) to the meanings (a-d). I didn’t get home till five o’clock this morning. I was at a conference on creative desserts last night. When the conference finished, I went to the reception. I lost track of time1. I’ve got a deadline2 for this campaign for Trend watches. What do you think of this? ‘Time is running out3. Buy a Trend before it’s too late.’ Chris! I don’t have time for a time management course4!
1 Why is Danny under pressure at work?
a There is almost no time left to do something. b I didn’t realise how late it was getting. c Learn how to use your time better. d Time when something is due. 2 Why does Danny start to panic when he realises what time it is?
AFTER YOU WATCH 3
Answer the questions. 1 Why did Anthony get home at five o’clock in the morning? 2 When does Danny think that time flies? 3 What does Danny think of Anthony’s meditation class? 4 What campaign does Danny have a deadline for? 5 What does Danny have at 9:30 on Monday morning? 6 Why can’t Danny do the time management course in Glasgow?
10
NOW YOU! 6
Think about the answers to the questions. 1 When do you lose track of time?
2 Do you ever feel that time is running out?
I lose track of time when I’m with my friends. I enjoy myself so much that I forget to look at my watch… When I’m doing exams, I always feel that time’s running out. I start to get really nervous and…
3 What do you think you would learn on a time management course? Have you ever done one?
I think you’d learn…
THAT’S ENGLISH!
STREET INTERVIEWS 7
The speakers below were asked the following questions: When does time fly for you? When does it go really slowly? 1 Think of two things you think they will talk about for each question. 2 Watch the video to see if any of your ideas were mentioned.
Jude
Lauren
Karen
Ruth
Andy
Lesley
Ian
Ernest
8a Circle the two things which the speakers in activity 7 did not mention for when time flies.
1 Time off work always goes quickly. 2 When I’m having a bath. 3 When I’m having fun, enjoying time with my friends and my family and doing things that I love doing. 4 When I’m lying in my bed. 5 When I’m on holiday and I’m at home, relaxing. 6 All the time..., because I’m getting older. 7 Time doesn’t stand still because I have such a busy life. 8b Listen to the speakers talking about when time goes more slowly. Complete the sentences with
one word in each gap.
When I’m at work, I’m clock-1w... . When I was in my old job, 2s... behind an office desk all day, 3t... away. Time 4d... for me when there’s nothing to do. When I’m maybe sitting at home, not 5s... , not got anywhere to go. In class, so 6s... , so bored.
ACTIVATE YOUR ENGLISH! 9a Read some of the answers in the Street
Interviews. Underline the expressions that refer to time. 1 Time drags for me when I’m doing nothing. 2 Time flies for me when I’m on holiday. 3 Time doesn’t stand still because I have such a busy life. 4 Time off work always goes quickly. 5 When I’m at work, I’m clock-watching. 6 There’s never a time when time doesn’t fly.
9b Use some of the expressions in activity 9a to fill
the gaps (1-6).
Jack started working in an office a few months ago. The job is really boring and it feels like time 1... on and on. Jack never has anything interesting to do, so he spends most of his time 2... watching. However, at the weekends, when he is off work, Jack feels that time 3... . He has such a busy life with his family and friends that time always 4... .There is never a weekend or holiday when time 5... fly. Sometimes he wishes that time would 6... still.
THAT’S ENGLISH!
NOW YOU! 10 Discuss with your partner ... .
1 in which situations you feel that time drags on and on Time drags on and on for me when I’m in some of my classes at university. There are some teachers who talk and talk... 2 when you would like time to just stand still I’d like time to stand still when I have an exam the next day and I know I haven’t studied enough…
3 in which situations time flies for you Time flies for me when I’m really enjoying myself, usually when I’m out with my friends on a Saturday night…
11
Time goes by
READING 1
WHY AND WHEN DOES TIME FLY?
Do you think any of these activities are a waste of time? What do you prefer to do with your time? 1
3
a Why is it that when we’re younger
2
time passes slowly, but as we get older, the years seem to fly by? One theory is that our perception of time changes depending on the number of years we have lived: so for a ten-year-old child, one year equals 10% of their whole life, but for a 50-year-old, it’s actually only equal to 2%. Obviously this means that a year is relatively much more important when we’re younger.
4
5
10
b Another theory about how we experience the
passage of time is that having new experiences actually slows down our perception of how quickly time passes. While adults rarely have many completely new experiences, children, on the other hand, are constantly learning fascinating new things about their world. So, children’s memories of events are always extremely vivid and unforgettable. That’s why time passes much more slowly for children than for adults: if your daily routine is always the same and you know what to expect, then nothing special ever stands out in your memory, so time really does seem to pass by more quickly. Just compare your daily, boring commute home with an exciting trip to a new destination: unless you’re stuck in a traffic jam, your commute simply flies by, but a journey through new towns and villages seems to last much, much longer for both adults and children.
2a Listen and match the dialogues (1-3) to the 1
situations (a-c).
a Someone is annoyed. b Someone is surprised. c Someone approves of a decision.
2b Listen again and match the time expressions 1
(1-3) to their meanings (a-c). 1 it’s high time 2 time flies 3 a complete waste of time
a I think it should be done now. b Time that is not spent well. c It seems that the hours are shorter. 3
Now complete these sentences with time expressions from activity 2b.
Read the text and answer the questions. 1 Where would you find this text? a in a scientific journal b in a women’s magazine c in a newspaper
12
20
25
2 What is the text about? a saving time b impressions of time c memory techniques
1 I hate waiting in queues. It’s annoying and … . 2 The children are exhausted. … they went to bed. 3 I can’t believe the holidays are nearly over. … , doesn’t it? 4
15
5
Match the summaries (1-4) to the paragraphs (a-d). 1 Memories of new events make time seem to pass more slowly. 2 Time seems to go faster as we get older. 3 The way we perceive time is related to the number of years we have lived. 4 The writer recommends actions to change our perception that time passes too quickly.
THAT’S ENGLISH!
UNIT
c We
spoke to Maggie, a grandmother, about her childhood memories: ‘I remember always excitedly waiting for Christmas. As soon as the autumn school term started, I was already wondering what Santa was going to bring. But the days went by really slowly! When I was older and had young children, the months before Christmas seemed to fly by. Suddenly, it was mid-December and I still hadn’t sent any cards or bought any presents. Once I’d retired, time went by even faster. Last year, by the time I put away the decorations, my children had already begun to plan next year’s festivities. I don’t want my life to go by so quickly!’
6 What does the writer recommend doing to stop life going by too quickly?
30
7
Choose the correct option. Look for the expression in the text. 1 Time passes slow / slowly when you are bored. (paragraph a) 2 When you are having fun, time runs / passes very quickly. (paragraph a) 3 It can’t already be ten years since I left university! The years seem to go / fly by. (paragraph a) 4 If you are waiting impatiently in a queue, time seems to slow down / up. (paragraph b) 5 As the weeks went through / by, I began to feel more confident in my job. (paragraph c) 6 For / By the time I got home, Joe had eaten his dinner and cleaned the kitchen. (paragraph c) 7 Joe, look at this mess! It’s soon / high time you tidied your bedroom! (paragraph d) 8 I try to do / make the most of my day by getting up early so I have time to do everything I want. (paragraph d)
35
40
8
Complete the sentences with the correct form of the verbs from the box.
have
45
TRACK 2
6
Read the article again and answer the questions. 1 According to the first theory, would a 30-year-old or a 12-year-old feel time passing more quickly? 2 Why do children have more detailed memories of events? 3 According to the second theory, do routine activities make time seem to pass more slowly or quickly? 4 What kind of journey often seems to take a short time? 5 What did Maggie look forward to when she was a child?
THAT’S ENGLISH!
make
spend
take
waste
1 It … me a long time to get to work. 2 Don’t rush, just … your time. 3 Even if you are very busy, you’ll have to … time to see your grandmother. 4 My son’s a dedicated student. He … a lot of time researching his projects. 5 Don’t … your time going to that shop. It doesn’t have any good clothes. 6 We … a great time at the party last Saturday. 7 When I’m on holiday, I love … time lying on the beach. 8 I have too much to do so I never seem to … time to organise my life.
d If, like Maggie, you feel that life is passing too
quickly, it’s high time you did something about it. You should make the most of your time by taking up a new hobby, visiting a new place or meeting new people. Whatever you choose to do, the activity stimulates your brain. Afterwards, the days seem longer and more interesting.
1
9
Answer the questions. Give reasons for your answers. Do you think time passes more quickly or slowly when … ? 1 you are a child 2 you are middle-aged 3 you are waiting in a queue 4 you are on holiday 5 you have a lot of work to do
13
Time goes by
LANGUAGE STUDY 1a Listen and say what the speakers’ relationship is. 3
a work colleagues
b friends
4
1 It’s high time I bought a decent diary. 2 It’s time we bought a new car. 3 It’s about time you took some time off.
c family
1b Listen again and complete the sentences. 3
2
1 Sue says that she can’t talk long because she’s a bit ... of time. 2 Sue asks Kate if they can … the tennis match until the following week. 3 Sue feels that everything in her life seems to happen at the … . 4 Kate thinks that Sue needs some time … and to have a break from work. 5 Sue must get to the meeting … time. 6 Sue says she’ll talk to Kate again … . Rewrite the expressions in expressions from activity 1b.
bold
a We’ve had ours nearly four years now. b You haven’t had a holiday for ages! c I really need a new one! It’s time / It’s about time / It’s high time
▶ Complete the rules: After It’s time, It’s about time, It’s high time we use the ... tense. It’s high time and It’s about time are more / less emphatic than It’s time.
using
1 I have very little time. I’m short of time.
page 123
5
2 Can we postpone the conference? 3 Everything seems to happen at once. 4 You need to have a break from work. 5 I’ll see you at another time. 6 The train arrived at the correct time.
Sue arrived on time. She was even in time to get a coffee.
1 He’s still in bed and it’s lunch time… 2 You’ve been ill for a month… 3 My neighbours are having a noisy party and it’s now 3 a.m.… 6a Listen to the following sentences and repeat. 4
Match the expressions (1-2) to the meanings (a-b). 2 on time
a at the planned time: not early, not late b with enough time to do something 3b Complete the sentences with on or in.
1 I got to the station just … time to catch the last train, which left … time for once. 2 The show always starts … time, and no one is admitted after it starts. I hope we make it to the theatre … time.
Continue the sentences using It’s time, It’s high time or It’s about time. I ate too much at Christmas! It’s time I started a diet.
3a Look at the use of in time and on time.
1 in time
Match the sentences 1-3 to a-c.
1 I started a new job last month, but I’ve had a few problems. 2 I noticed Jenny was on the bus while I was going to work. 3 As soon as she’d passed her exams, she booked a holiday. 4 Robert hurried into the bank two minutes before it closed. 5 The doctor checked my eyes after he’d washed his hands. 6 The detectives were following him slowly when he suddenly turned left.
6b Listen again and answer the questions. 4
1 Why do the verbs ending in -ed sound different? 2 Why is it so difficult to hear was / were in sentences 2 and 6? Pronunciation Guide page 147
14
THAT’S ENGLISH!
1
UNIT
7
Complete the text with the verb in brackets in the correct past tense form. I 1… (travel) to Oxford on the express train when I suddenly 2… (see) a young man. He 3… (carry) a knife and 4… (run) along the corridor. As soon as he 5… (go) past me, I 6… (call) the police but by the time the train 7… (get) into the station, the man 8… (jump) off. He 9… (run) towards the city centre when the police 10… (catch) him. Review of past tenses page 123
8
Choose the correct option. Gary’s parents went away last Saturday, so Gary decided to have a party. 1As soon as / While his parents had left, Gary sent messages to his friends to invite them to the party. 2When / Until he had finished sending messages, Gary went to buy some drinks. 3Until / After he had prepared the food and drink, he put on some loud music. 4While / Before Gary and his friends were dancing and having a great time, the neighbours called the police. 5After / By the time the police arrived, luckily they had already turned down the music. Gary didn’t go to bed 6by the time / until everyone had left. 7Before / After his parents got home, Gary had cleaned up most of the mess.
3 She / do her homework. She / turn on the TV. (when) 4 She / go out. Her son / turn on the TV. (as soon as) 5 The students / finish their exams. They / go out to celebrate. (after) 10 Choose the correct option.
1 You can come to my house wherever / whenever you like, I don’t mind. 2 I’ll listen to whatever / whoever music you want; it’s all the same to me. 3 We can go wherever / however you want, it doesn’t matter. 4 Whoever / However broke the vase, can you please replace it? Expressing lack of preference
▶ Choose the correct answer. We use wh–ever words to show that time, place, manner, etc. matters / doesn’t matter. whenever fi time = I don’t mind when you come wherever fi place = it doesn’t matter where page 124
11 Complete the sentences with wh–ever words.
1 … you live, you’ll be comfortable. 2 … you go, I’ll go with you. I don’t mind if it’s late. 3 … you buy, I’m sure he’ll like it. 4 … came to visit, they were welcome. 5 You can dress ... you like for the party. It’s not formal 12 Complete the text.
Time clauses in the past To connect two events in the past we use adverbs of time e.g. before, until, as soon as, by the time, when… We use the past simple, past continuous and past perfect to refer to events in the past. page 123
9
Write sentences in the past joining the ideas. Use the words in brackets. 1 He / go home. He / buy some milk. (before) 2 The children / play in the garden. I / prepare dinner. (while)
THAT’S ENGLISH!
Last week I had a job interview in London. It was the first time I 1had ever been there so, 2… I left, I planned my journey. I took two days 3… work to make 4… most of the visit. What a disaster! It 5… me an hour to get to the train station, so I missed my train. However, I arrived at 7:40 so I was 6… time to catch the eight o’clock train. 7… the time I got to London, it was already 12:20 and my interview was at 12:30, so I decided not to 8… time and take a taxi. Half an hour later, I 9… still sitting in the taxi. I hadn’t realised that London traffic was so bad! Finally, I got to the office but 10… I walked in, the receptionist said, ‘Sorry, the manager is ill today so we have to put 11… the interviews until next week. Can you come back next Tuesday?’ 15
Time goes by
B Clock-watching DOCUMENTARY 1
Match the pictures (1-3) to the words (a-c). 1
2
Welcome to Liverpool, at one time one of the biggest 1... in Europe. Take a ferry on the Mersey River to get the best view of the 2... and the three famous buildings known as The Three 3… . After this you can visit the Albert Dock, which has been completely 4... and is one of the biggest tourist attractions in the country. Next, the Merseyside Maritime Museum is a great place to learn about the city’s 5... past. Then go to the cultural 6... , where you will see a number of landmarks and public buildings. Finally, no trip to Liverpool would be complete without visiting the 7... Cavern Club, where the Beatles played live almost 8... times.
3
a a sandglass b a pendulum c a sundial 2
Watch the documentary and correct sentences by replacing the words in bold.
the
1 A good place to start the exploration of time is in Greenwich, the place of Greenwich Mean Time or GMT. 2 GMT is time found on the meridian using eyeglasses. 3 After the railways were invented, the need for a standardised measurement of time became really necessary. 4 Before clocks were invented, people used sundials, which didn’t work at all at night or when the weather was bad. 5 Galileo noticed a light swinging back and forth and this gave him the idea for the pendulum. 6 The problem of how to measure longitude led to the invention of machines that were accurate at sea. 7 The digital watch was invented in the 1980s. 8 Over the past 30 years, clockmakers have developed the technology of radioactive timekeeping.
SAME LANGUAGE, DIFFERENT LIVES 5
1 A person who likes to look at clocks. 2 A person who pays too much attention to the time. 6
4
Alex is visiting the city of Liverpool on the River Mersey. Can you think of anything that Liverpool is famous for? Complete the tourist information leaflet.
Listen again and answer the questions. 1 What are the clock-watching New Zealanders always aware of? 2 When is there no option but to be unpunctual in South Africa? 3 When is it not important to be punctual in Australia? 4 What does the speaker think is the most important thing for Jamaicans? 5 What do the English think about people who are late?
THAT’S BRITAIN 3
Listen to the speakers talking about the importance of being punctual in their country. What is a clock-watcher? Choose the correct definition.
NOW YOU! 7
Are people from your country clock-watchers? Is it important to be punctual? Spanish people are clockwatchers. We’re always looking at our watches or mobile phones to see what time it is, but that doesn’t mean we are punctual. We usually arrive a bit late, maybe ten minutes or even more!
16
THAT’S ENGLISH!
UNIT
1
SKILLS WORK 1
We can make, spend, waste, take and have more or less time, but why does time exist? Complete this quote with the words everything, time and once. ‘The only reason for … is so that … doesn’t happen at … .’ Albert Einstein. Now do the quiz to find out if you waste time. Do you ever feel that there just aren’t enough hours in the day? Whatever you do — work in a busy office, study, or organise a family — managing your time is a skill that can and should be learnt. We at People Training Services specialise in teaching time management skills, and we offer a wide range of courses for everyone, whoever you are! So, try our quiz and find out just how good you are at managing your time!
1 When you are working on something important, do you … ? a often let other people b only allow interruptions for
c not talk to anyone until you’ve
2 During a normal busy day, do you … ? a take regular breaks b take time off for social activities,
c never have time to exercise
interrupt you
essential matters
e.g. the cinema
finished
3 When you have an important presentation to give, what do you do the night before? a start preparing your b read carefully through your c quickly go over your summary presentation
4 Is your email inbox … ? a always full of unread messages
previously prepared presentation
b logically organised into files and subfiles
notes
c empty
5 When you have an important appointment or meeting, do you … ? a arrive late with an excuse b always arrive exactly on time c arrive in time to have a coffee beforehand
another activity
c do it immediately (online source)
6 If you have to do something boring or difficult, do you … ? a put it off until later b start it but soon change to
Now that you’ve done our quiz, why not sign up for one of our courses so we can help you improve your time management at work and at home? Find out more on our website
[email protected].
TRACK 5
Mostly c: You manage your time well, but there’s always room for improvement!
3
Mostly b: Not bad, but do you really make the most of your time?
6
Mostly a: You definitely need help! Call us now if you have enough time!
2
Listen to people talking about the PTS time management course and complete the table. Name
Reason for doing the course
Reason why he / she has problems managing time
Ken
has no time for …
has too much …
Jackie
has no time for …
has … and …
Oliver
is always …
can’t organise …
Talk to your partner about your answers to the quiz questions. How do you manage your time now and what could you do to manage it better? I don’t let anyone interrupt me too often, except of course, my boss!
THAT’S ENGLISH!
But it’s hard to ignore a colleague, especially if she / he needs help. 17
Time goes by
WRITING 1
Read the two stories and answer the questions.
A Larry’s Novel Larry wanted to write a novel, so he went to live in a village. One day he was writing in the living room and he heard a strange noise. The noise got louder. Words appeared on his computer screen, ‘You are running out of time.’ And there was a picture of a skeleton. Larry was frightened and ran to the door. The door was locked. Then the noise stopped and Larry opened the door. A man was there. The man said, ‘I have a parcel for you.’ It was the postman. Larry smiled and took the parcel. When he opened the parcel a human bone fell out. The postman laughed and Larry screamed.
B The Postman Never Knocks Once Larry Perkins was living in a pretty cottage at the end of the village and trying to finish writing his novel. One day, while he was sitting in the living room writing the final chapter of what he hoped to be a best-seller, he heard a strange noise. Suddenly, out of nowhere, terrifying words appeared on his computer screen. Meanwhile, the awful noise was getting louder and louder. Scared and shaking, Larry read these words, ‘You are running out of time’ and a horrific picture of a skeleton appeared. Feeling terribly frightened, Larry ran to the door, but it was locked. By the time he managed to open the door, the noise had stopped. A tall, dark man was standing outside on the path. Before Larry could do or say anything, the man said, ‘I’ve got a parcel for you, Mr. Perkins.’ It was just the postman! Relieved, Larry smiled nervously and took the parcel. Anxiously, he opened the parcel but as he tore the paper a human bone fell out. Larry looked inside the parcel and saw that it was full of bones. When the postman started laughing wickedly, Larry began to scream.
1 Which story has the best title? 2 Which text is more interesting? 3 What adjectives and adverbs are used in text B? Where do they occur in the sentence? 4 What other kinds of words are used to start a sentence effectively in text B? 5 Underline the connectors and linking words used in text B. 6 Which verb tenses are used in text A? And in text B?
Writing stories 1 … but … , he went home thinking that life was good. 2 … and … , they admitted they were wrong. 3 … and … , George left the party because it was no fun at all. 4 … but … , his mother watched him perform in his first competition.
Adjectives or adverbs Adjectives or adverbs can be used at the beginning of a sentence. Surprised and amazed, I walked towards the strange spacecraft. Quietly, he walked towards the closed door. page 124
2
Complete the sentences with the adjectives from the box.
anxious annoyed happy tired bored excited embarrassed ashamed
18
3
Complete the sentences with an appropriate adverb. 1 Sadly / Happily, Larry lived in a pretty cottage at the end of a peaceful village. 2 Quietly / Anxiously, Larry opened the mysterious parcel. 3 Nervously / Shyly, Larry read the words, ‘You are not alone.’
THAT’S ENGLISH!
UNIT
6
–ing form You can use the –ing form of a verb to start a sentence. Thinking about what he had to do, John didn’t notice that it was already dark. page 124
4
Match to make sentences. 1 Wondering where he was, 2 Sitting peacefully in the garden, 3 Running as fast as he could, 4 Screaming with terror, 5 Shivering with cold, 6 Feeling embarrassed, a we finally got to the mountain refuge. b Sam managed to escape the lion. c the girl ran out of the house. d the man looked at the map again. e Harry apologised for using the wrong name. f Jenny enjoyed the summer sun.
5
1
Complete the text with time connectors in the Help Box. 1…
Jack had managed to swim to the island, he lay down exhausted. He was hungry, thirsty and totally alone. Two days 2… , his ship had left port in sunny weather, but a sudden, heavy storm had driven it crashing onto some rocks. 3… , the ship had sunk, and only Jack had survived. Jack knew he should look for food and water, but 4… , the midday sun was getting hotter and hotter. So 5… he started to look for something to eat and drink, he decided to build a shelter. Jack left the beach and went into the thick bushes to find some wood. 6… he was fighting his way through the dense jungle, he came across a small stream. The water looked clean and pure, and 7… Jack had drunk as much as he could, he continued on his way.
Choose the correct option. 1 Afterwards / After he left the room, he took the lift to the ground floor. 2 He left the room. After / Afterwards, he took the lift to the ground floor. 3 Before / Beforehand the doctor arrived, the patient had died. 4 The doctor arrived. Before / Beforehand, the patient had died. 5 Meanwhile / While I was talking on the phone, my supper got cold. 6 I was talking on the phone. While / Meanwhile, my supper got cold. 7 He lived in York. Previously / Afterwards, he had lived in New York and London. 8 Once / Until he had found his brother, he could stop worrying. Time connectors
▶ Match the two halves of the explanations: 1 once, before, after and while 2 beforehand, previously, afterwards and meanwhile
7a Write a story (175 words) about a strange or
unusual experience you or another person has had. Include the following information: s When and where it happened: describe the setting. s Who was involved: describe what they did and how they felt. s How it ended.
7b Use this checklist to improve your writing.
Make sure: s Your story has a good title. 4 s It has a strong beginning and end. 4 s There is a variety of adjectives and adverbs to describe people, places and events. 4 s There are connectors. 4 s There are no spelling or punctuation mistakes. 4
a connect two separate sentences Writing Reference page 142
b connect two clauses in one sentence page 124
THAT’S ENGLISH!
19
SELF TEST 1
Complete the dialogue with the expressions from the box.
UNIT 5
Ian:
2
6
Complete the sentences with one preposition in each gap.
Complete the answers with a wh- ever word. 1 ‘Where do you want to go on holiday?’ ‘… it’s hot. I really don’t mind.’ 2 ‘What time shall we leave?’ ‘… you are ready.’ 3 ‘Which teacher do you like best?’ ‘… doesn’t give me too much homework.’
4 7
114
Choose the correct option. I was on my dream holiday: Paris to Venice on the Orient Express. I 1won / had won the trip a month 2previously / later in a newspaper competition and 3finally / lastly we 4were waiting / waited for the train in the station. The train arrived and we got on. 5While / Meanwhile, a porter took our bags to our private compartment.The journey was fantastic! 6As soon as / Before the train left the station, we looked out of the window at the suburbs of Paris flying past. Time 7flew / had flown as we watched the changing scenery. The trip took us through mountains and plains 8after / until we arrived at our destination.
1 I got to the airport … time to have a coffee and the plane left … time. 2 You need to get up … time to have a shower … you go out. 3 I didn’t see the cyclist … it was too late, so I knocked him off his bike. 4 He always arrives … time for work, at 9 o’clock exactly. 5 You need to make the most … the quiet period in the shop to take some time … and have a holiday. 3
Write complete sentences with these words. Use the correct verb tense. 1 I drive / home, see / accident (while) 2 Mary have / shower, put on / make-up (once) 3 Jeff get / home, family already / eat (when) 4 Mark’s parents / leave home, Mark / call friends to watch match (as soon as) 5 We get / to the theatre, the play / start (by the time)
make the most it’s high time time flies by the time waste time We need to change our company image. What about the office furniture? Janet: Well, I think 1… we threw out those horrible paintings. Ian: Of course! But we can 2… of the desks we bought last year – we don’t need to change those. Janet: Are they already a year old? 3… , doesn’t it? Ian: Yes, it certainly does. 4… you get used to something new, it becomes obsolete! Janet: OK. Let’s not 5… talking. Let’s make a list of what we need to do.
1
Listen to James talking about his experience in an airport and answer the questions. 1 Why was James at the airport? 2 What did the police ask him to do? 3 What mistake had James made? 4 What did the police find in his case? 5 How did James feel? 6 Did time pass slowly or quickly for him?
7
Complete the text with the adjectives and adverbs from the box.
carefully sadly
feeling heavily immediately shocked suddenly trying
The snow was falling 1… when I left the house. 2… , I walked along the road to the corner. There was nobody in sight, only a cat. 3… happy at the thought of meeting my friend again, I crossed the street. 4… , I heard an enormous crash behind me and saw a car sliding into the butcher’s shop window! 5… , I tried to run over to the vehicle but slipped and fell. 6… hard to stand up, my leg collapsed under me. I 7… realised I had broken my leg. Meanwhile, the driver of the car was fine, but 8… my date had gone home!
THAT’S ENGLISH!
Grammar Reference
Unit 1
1 IT’S (ABOUT / HIGH) TIME It’s (about / high) time + subject + past simple
!
s We use this expression to say that something we consider important or necessary is not happening.
it’s time + to + infinitive it’s time for + subject + to + infinitive
s It expresses complaint or criticism.
s These are also correct but we lose the idea of criticism:
s We use the past simple but this expression refers to the present: It’s time you started studying for your exam (you’re not studying but you should).
It’s time to wake up (you need to wake up now).
s It’s about time and it’s high time are more formal and emphatic: It’s about time we took a holiday (we haven’t taken a holiday in a long time but we should).
It’s time for her to retire (she is old enough or she deserves it).
It’s high time you started studying for your final exams (you should start studying).
2 REVISION OF PAST TENSES Past simple she took / she didn’t take / did she take? s For actions that finished in the past (the time is usually mentioned or implicit): What did you eat last night? I didn’t eat much but I drank a lot.
Past continuous I was taking / they weren’t taking / were you taking?
Past perfect he had taken / we hadn’t taken / had you taken?
s For actions in progress at a s To indicate that an action specific point in the past: finished before another action in the past: What was she doing when you phoned her?
She was watching a film on TV. s To describe the setting of a story in the past: He was sitting in the living room when suddenly he heard a noise.
When we arrived home, the children had already cooked dinner.
He couldn’t answer the teacher’s questions because he hadn’t finished reading the book.
3 TIME CLAUSES IN THE PAST when, once, as soon as, before, until / till, after, by the time, the moment + past simple When / After / Once / As soon as / The moment he finished his studies, he moved abroad. Before / Until I moved to Canada, I lived in the US for five years. We didn’t start watching the film until Paul arrived. s We can use -ing with before and after: Before / After spending a few days (before / after we spent a few days) in Rome, we visited Florence.
while, when + past continuous s Parallel actions: While I was getting the food ready, the children were playing in the garden. s An action in the main clause is interrupted by another action: They found some ancient ruins when they were building the new road. s The subject and the verb be can be omitted in clauses with when and while if the subject of the main clause is the same: While (she was) living in London, she met her future husband. We came across a very nice restaurant when (we were) trying to find the museum.
THAT’S ENGLISH!
123
Grammar Reference
Unit 1
by the time, when, once, as soon as, before, until / till, after + past perfect Once we had finished cooking (we waited until we finished), we opened the wine. The teacher didn’t start the lesson until all the students had stopped talking.
Uses s We use before, after, when, while, until, till, s We use beforehand, afterwards, previously and meanwhile to connect two independent once and by the time to connect two clauses*: sentences*: They cleared the table before they left. Once the play had started, they didn’t allow anyone in. While they were away, someone broke into their house.
We went for a walk with our friends. Afterwards, they invited us to have dinner at their place. They did all the cooking. Beforehand / Previously, they had set out all the ingredients and done all the peeling and chopping. Then they put the meat in the oven to roast. Meanwhile, they made the dessert.
*Clause: a group of words that functions together and has a subject and a verb (e.g. When I wake up in the morning / Although I usually get up at eight, ...). *Sentence: a group of clauses that functions together to express a complete idea (e.g. Time flies when you are having fun).
4 EXPRESSING LACK OF PREFERENCE Wh- word + ever = It doesn’t matter what, when, where, which, who or how whatever:
I am totally free to do whatever I want. My boss is very flexible.
wherever:
The hotel is really beautiful. You will find designer furniture wherever you look.
whichever:
You can come on Tuesday or on Wednesday. Whichever day you choose will be fine with me.
whoever:
Whoever told you that I cheated in the exam lied.
however:
I need to have that car, however expensive it may be!
whenever:
I am ready to go. We can leave whenever you want.
5 ADJECTIVES, ADVERBS AND -ING FORMS Adjectives and adverbs s We usually add adjectives and adverbs to make a piece of writing more interesting: The stars were shining bright in the black sky. They drove carelessly and crashed violently.
Adjectives, adverbs and -ing forms to begin a sentence s Adjectives, adverbs and -ing forms can be used to start sentences when writing in a formal register: Exhausted after the long run, he reached the finish line. Slowly he turned around to see where the noise was coming from. Knowing that she was right, she dared to question the teacher. 124
THAT’S ENGLISH!
Writing Reference
Unit 1
Writing a story When you write a story, you need to pay attention to the order of the events. You can make your story interesting by using adjectives and adverbs.
A Lucky Escape When I was 17, I studied in Vermont for a year. One day, a friend of mine suggested spending the day in Canada. I couldn’t leave the country without special permission, but my friends insisted they had been to Canada many times and they had never been stopped at the border. Thrilled by the chance to visit another country, I decided to take the risk.
Introduction:
After spending a wonderful day in Montreal, we arrived at the border and the guard asked us to stop. He looked at us and asked where we were going. My friend Andy, who was driving, told him we were a group of friends who had just driven to Canada for the day. Unexpectedly, the officer asked, ‘Are you all American?’ Andy didn’t hesitate and said, ‘Yes.’ What if he asked for IDs? I panicked. Slowly, the officer asked each person whether he was American. When it was my turn to answer, I just said, ‘Uh huh’ and then the guard said we could proceed.
Development:
As soon as we crossed the border, we burst out laughing. By the time I realised the enormous risk I had run, we had arrived home safe and sound.
Conclusion:
Describe when, where and why the story took place.
Describe who was involved, what they did and / or what happened to them.
How did the story end? How did the people involved feel?
Writing tips: ‹ Plan your story before you start writing: think of who, what, where and when. Divide your ideas into paragraphs. ‹ Start some of your sentences with an adjective, an adverb or an –ing form to make them more dramatic (see Grammar Reference page 124). ‹ Use a variety of connectors and time clauses with the appropriate tenses to tell the story (see Grammar Reference page 123). ‹ Personalise the story with specific details.
142
THAT’S ENGLISH!
Pronunciation Guide
CONSONANTS
VOWELS
PHONEMIC CHART i: cheap
ɪ chip
ʊ put
u: you
DIPTHTHONGS ɪə eɪ here wait
e bed
ə teacher
ɜ: bird
ɔ: door
ʊə tour
ɔɪ boy
əʊ show
æ cat
ʌ up
ɑ: far
ɒ on
eə hair
aɪ my
aʊ cow
p pea
t tea
f fly
θ think
tʃ cheese
s say
ʃ shoe
k car
b boat
d dog
v video
ð this
dʒ June
z zoo
ʒ vision
g go
m man
n now
ŋ sing
h hat
l love
r red
w wet
j yellow
voiced sounds: vocal cords vibrate unvoiced sounds: vocal cords don’t vibrate
Present simple s, possessive ‘s and plural s
!
Final /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/ + [es] = /ɪz/
Rest of voiced sounds + [s] = /z/
Rest of unvoiced sounds + [s] = /s/
loses /ˈluːzɪz/ churches /ˈtʃɜːtʃɪz/ Alice’s /ˈælɪsɪz/
lends /ˈlendz/ arms /ˈɑːmz/ John’s /ˈdʒɒnz/
puts /ˈpʊts/ cats /ˈkæts/ Jack’s /ˈdʒæks/
s For words ending in s, we normally add ‘s. Doris’s /ˈdɒrɪsɪz/ s We can sometimes use ‘ but still pronounce it /iz/. Mr Jones’ or Jones’s car /ˈdʒəʊnzɪz/
Pronunciation of -ed forms Infinitive ending in /t/ or /d/: /tɪd/ /dɪd/
Infinitive ending in voiced sound
Infinitive ending in unvoiced sound
wanted /ˈwɒntɪd/ decided /dɪˈsaɪdɪd/
called /ˈkɔːld/ phoned /ˈfəʊnd/
talked /ˈtɔːkt/ stopped /ˈstɒpt/
THAT’S ENGLISH!
SENTENCE STRESS AND WEAK FORMS In a sentence, the words that carry more meaning are usually stressed; grammar words (e.g. auxiliary verbs, prepositions and articles) are usually unstressed. How long have you been living here? Most unstressed words are weakened in connected speech. This is what we call weak forms. In weak forms, most sounds tend to become a /ə/ or almost disappear.
weak forms a
/ə/
had
/həd/
an
/ən/
has
/həz/
and
/ənd/ /ən/
have /həv/
are
/ə(r)/
her
as
/əz/
must /məst/
at
/ət/
of
/əv/
be
/bi/
our
/aʊə(r)/
/hə(r)/
been /bɪn/
some /səm/
but
/bət/
than
/ðən/
can
/kən/
the
/ðə/
could /kəd/
to
/tə/
do
us
/əs/
does /dəz/
was
/wəz/
for
were /wə(r)/
/də/ /fə(r)/
from /frəm/
you
/jə/
147
List List of of Irregular IrregularVerbs Verbs Infinitive
Past simple
Past participle
Infinitive
Past simple
Past participle
mean /miːn/
meant /ment/
meant /ment/
speak /spiːk/
spoke /spəʊk/
spoken /spəʊkən/
meet /miːt/
met /met/
met /met/
spend /spend/
spent /spent/
spent /spent/
pay /peɪ/
paid /peɪd/
paid /peɪd/
prove /pruːv/
proved /pruːvd/
proved proven /pruːvd/ /ˈpruːv(ə)n/
spill /spɪl/
spilled spilt /spɪld/ /spɪlt/
spilled spilt /spɪld/ /spɪlt/
spit /spɪt/
spat /spæt/
spat /spæt/
put /pʊt/
put /pʊt/
put /pʊt/
quit /kwɪt/
quit /kwɪt/
quit /kwɪt/
spoil /spɔɪl/
spoiled spoilt /spɔɪld/ /spɔɪlt/
spoiled spoilt /spɔɪld/ /spɔɪlt/
read /riːd/
read /red/
read /red/
spread /spred/
spread /spred/
spread /spred/
ride /raɪd/
rode /rəʊd/
ridden /ˈrɪd(ə)n/
stand /stænd/
stood /stʊd/
stood /stʊd/
ring /rɪŋ/
rang /ræŋ/
rung /rʌŋ/
steal /stiːl/
stole /stəʊl/
stolen /ˈstəʊl(ə)n/
rise /raɪz/
rose /rəʊz/
risen /ˈrɪz(ə)n/
stick /stɪk/
stuck /stʌk/
stuck /stʌk/
run /rʌn/
ran /ræn/
run /rʌn/
strike /straɪk/
struck /strʌk/
struck stricken /strʌk/ /ˈstrɪkən/
say /seɪ/
said /sed/
said /sed/
swear /sweə(r)/
swore /swɔː(r)/
sworn /swɔː(r)n/
see /siː/
saw /sɔː/
seen /siːn/
swim /swɪm/
swam /swæm/
swum /swʌm/
sell /sel/
sold /səʊld/
sold /səʊld/
swing /swɪŋ/
swung /swʌŋ/
swung /swʌŋ/
send /send/
sent /sent/
sent /sent/
tear /teə(r)/
tore /tɔː(r)/
torn /tɔː(r)n/
set /set/
set /set/
set /set/
take /teɪk/
took /tʊk/
taken /ˈteɪkən/
sew /səʊ/
sewed /səʊd/
sewed sewn /səʊd/ /səʊn/
teach /tiːtʃ/
taught /tɔːt/
taught /tɔːt/
shake /ʃeɪk/
shook /ʃʊk/
shaken /ˈʃeɪkən/
tell /tel/
told /təʊld/
told /təʊld/
shine /ʃaɪn/
shined shone /ʃaɪnd/ /ʃɒn/
shined shone /ʃaɪnd/ /ʃɒn/
think /θɪŋk/
thought /θɔːt/
thought /θɔːt/
throw /θrəʊ/
threw /θruː/
thrown /θrəʊn/
shoot /ʃuːt/
shot /ʃɒt/
shot /ʃɒt/
show /ʃəʊ/
showed /ʃəʊd/
shown showed /ʃəʊn/ /ʃəʊd/
understand /ˌʌndə(r)ˈstænd/
understood /ˌʌndə(r)ˈstʊd/
understood /ˌʌndə(r)ˈstʊd/
wake /weɪk/
woke /wəʊk/
woken /ˈwəʊkən/
shrink /ʃrɪŋk/
shrank /ʃrænk/
shrunk /ʃrʌŋk/
wear /weə(r)/
wore /wɔː(r)/
worn /wɔː(r)n/
shut /ʃʌt/
shut /ʃʌt/
shut /ʃʌt/
win /wɪn/
won /wʌn/
won /wʌn/
sing /sɪŋ/
sang /sæŋ/
sung /sʌŋ/
write /raɪt/
wrote /rəʊt/
written /ˈrɪt(ə)n/
sink /sɪŋk/
sank /sæŋk/
sunk /sʌŋk/
sit /sɪt/
sat /sæt/
sat /sæt/
sleep /sliːp/
slept /slept/
slept /slept/
smell /smel/
smelled smelt /smeld/ /smelt/
smelled smelt /smeld/ /smelt/
150
THAT’S ENGLISH!
Audio Scripts Audio Scripts UNIT 1. TIME GOES BY READING (page 12) Activities 2a and 2b 1
1 Woman 1: Have you heard the latest? Woman 2: No, what about? Woman 1: They’re going to build a pedestrian bridge over the main road in the High Street. Woman 2: Really? Well, that’s good news. It’s high time they did something about that road – it’s really dangerous, there have been far too many accidents there. Only last week an old lady was knocked down… 2 Woman: Wow! Look at the time! Is it midnight already? Man: Oh yes, it is! Time flies when you’re having fun! Woman: I’ve had such a good evening!
Ken:
Trainer: Jackie:
3 Woman: I don’t believe it! I’ve just spent half an hour washing the kitchen floor, but now it’s raining and the children have come home with dirty boots. There’s mud everywhere! So that was a complete waste of time.
Trainer:
LANGUAGE STUDY (page 14)
Oliver:
Activities 1a and 1b 3
Kate: Hi Sue, can you talk? Sue: Hi there, Kate. Well, I’m a bit short of time right now. I’ve got a meeting in five minutes. Is it important? Kate: OK, I’ll be quick then. I just wanted to check we’re still playing tennis next Monday. Sue: Oh no, I’d completely forgotten about that! I can’t. I’ve got to go to Barcelona for a conference. Can we put off the match until the week after? Kate: OK, that’s fine. I’ll contact the others and tell them we have to change the date. Sue: I’m really sorry! It’s just that I’m so busy, and everything seems to happen at the same time nowadays! It really is high time I bought myself a diary and wrote down all my appointments! Kate: Yes. You know, it’s about time you took some time off too. You work much too hard. When will you have some free time? Sue: Who knows? Whenever my boss stops asking me to do so much work. Sorry, I have to go. I have to be on time for the meeting or I‘ll get into trouble. Talk to you later. Bye. Kate: Bye.
SKILLS WORK (page 17) Activity 2 6
Trainer: Welcome everybody to today’s course! I’m John and I’m your time management trainer for the day. Ok, let me tell you about what we have planned
THAT’S ENGLISH!
for you all today. Firstly, I’d like to know what your time management problems actually are, when and where you have problems managing your time effectively. Later on, we’ll discuss solutions and ways of dealing with these problems. So, let’s get started. How about you, sir? Perhaps you could introduce yourself and say why you’ve decided to come on this course. Hello. My name’s Ken. I’m an accountant and I have to work from 9 to 5, but I never seem to get everything finished on time, so I have to take work home. I’ve got a pile of papers on my desk that never seems to get smaller. Whenever I finish one job, there’re always ten more things to do and my colleagues are always interrupting me. I often have to go to the office on Saturdays too, so it’s only on Sundays that I can take a few hours off. My wife is always complaining that I have no time for the family. Thank you very much for that, Ken. Now what about you, the lady in red sitting next to Ken? Hello everyone. My name’s Jackie. I’ve got three children and a part-time job in a school kitchen. I spend all day running round from one place to another. I get up before the rest of the family and try to make the most of the early morning before the kids go to school. I’m really a morning person, you know, but my main problem is that I have no time for myself to enjoy life. I never go out socially and rarely have time even for a cup of tea! Well, that does sound difficult, doesn’t it? Er, and what about you, sir? What’s your name? Good morning. I’m Oliver. My problem is that I’m never on time. Something always happens that makes me late. I always try to leave the house in time to get wherever I need to go but, I don’t know why, I always seem to have a disaster on the way: someone phones just as I’m leaving the house, I forget my wallet or my car runs out of petrol. My partner says it’s about time I organised my life better, so I’m here to learn whatever I can!
SELF TEST (page 114) Activity 4 7
James: Well, I certainly remember one of the worst days of my life. I was travelling to Chicago from Miami on a business trip. After the plane had landed, I collected my suitcase and went through customs. As I was walking out, suddenly three huge police officers came up to me and one said, ‘Come with us’. They took me into a small room and asked me to open my suitcase, which I happily did. It was then that I realised that I’d picked up the wrong one! The police officers carefully searched the suitcase. They took out everything, and then they found several packets of what seemed to be drugs! I was terrified and started to insist that the case wasn’t mine. Meanwhile, the officers looked in the front compartment of the suitcase and found a driving licence and credit cards, which also weren’t mine, of course! Luckily, after about 15 minutes a woman appeared. I think she was a detective and said, ’Boys, I think we’ve got the wrong person. There’s another man out here looking for his suitcase’. I recognised him immediately because it was his face on the 151
Answer Key need and set a time limit for responses. Wait for people to respond.
Plucking up courage (pages 84-85)
Activity 3a 34 54 Activity 3b 14 2 7 The shop will sell tea, bread and fish. 3 7 Her son is hoping to be a doctor. 4 7 Trevor’s friend is a chef at a high-class restaurant. 5 7 They have to raise about £30,000.
WRITING (pages 82-83)
Activity 2a 1 d, 2 a, 3 e, 4 b, 5 c Activity 2b 2 a, 4 b, 5 c, 1 d, 3 e 6 moderate 7 successful 8 dangerous and pitiful
Activity 4 1 e, 2 a, 3 c, 4 f, 5 d, 6 b Help box – Connectors: attitude and emphasis strengthen 3 Surprisingly 4 Undeniably
5 in particular 6 Admittedly
Activity 6a Student’s own answers. Activity 6b Suggested answer: How can young people achieve their dreams? In my view, they need to decide what degree to study and possible professions to follow. When I was 15, I decided that I wanted to pursue a degree in computer engineering. At the same time, I set a goal to start up my first online business after graduating from university. Surprisingly, I was able to accomplish both goals. I graduated from university with a degree in computer engineering at the age of 21 and opened an online company six months later. Sadly, my first online company failed after five months. Admittedly, I was frightened and scared, but I didn’t give up. I set new, more exciting and tougher goals and learned from my past failure. In fact, after only a few months my new company was doing very well. Since then, I have set up five very successful online businesses. I am convinced that the best advice that I can give to young people is to decide what they really want to study, establish a dream that they can fulfil and never give up. As my grandfather told me many years ago, ‘A quitter never wins and a winner never quits.’ 182
Activity 2 1 Because Anthony makes a mess in the kitchen and doesn’t clean up as often as he should. 2 Anthony was defensive at first, but then he was more understanding. 3 courage 4 advice
5 risk 6 volunteer
7 interesting
Activity 4 14 2 7 She has only been genuinely scared once. 3 7 A girl was drowning in a river. 44 5 7 She told Anthony she had spent two hours cleaning up the kitchen after he’d cooked dinner. 6 4 Anthony thanked Karen for being honest and saying how she felt.
Activity 1 2
Activity 5 1 in fact 2 Undoubtedly
Activity 1 Student’s own answers.
Activity 3 1 tidying up 2 share
Activity 4 Student’s own answers.
Activity 3 2 friendly 3 undignified 4 unfriendly 5 frozen
UNIT 8. LIVE TO TELL THE TALE
Activity 5 1 c, 2 a, 3 b Activity 6 Student’s own answers. Activity 7 Student’s own answers. Activity 8a 1 Ian 3 Peter 2 Alan 4 Jude
5 Karen 6 Nip
Activity 8b 1 right 2 between
3 obstacles
7 Rosie 8 Jo 4 branches
5 scary
Activity 9a Student’s own answers. Activity 9b 1 absolutely 2 cold
3 froze 4 exhilaration
5 excitement 6 dangerous
7 good 8 pleased
Activity 10 Student’s own answers.
READING (pages 86-87) Activity 1a 1 e, 2 a, 3 g, 4 b, 5 f, 6 d, 7 c Activity 1b Student’s own answers. Activity 2a 1 skydiving, whitewater rafting and highwire walking 2 Alex is in favour of and Lisa is against risky activities. Activity 2b 1 reckless 2 courageous
3 hazardous 4 bravery
5 fearful 6 daring
Activity 3a 1 c, 2 d, 3 a, 4 b
THAT’S ENGLISH!