Inglés

C1
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 Inglés NIVEL C1

INDICE C1
Grammar

Present perfect review

To have / get something done

Vocabulary

Around London. language related to sightseeing & travelling

Move and Learn

Activities

Listening Comprehension

Make it count

Grammar

Passive voice

Vocabulary

Verbs we commonly use with the passive

Words that only occur in the plural

Activities

Reading comprehension

Grammar

The emphatic 'do'

Impersonal pronouns: 'it' and 'there'

One

Anaphoric 'to'

1
 Vocabulary

Correspondence

Computers

Activities

Listening comprehension

English is gr8 and ez

Grammar

Used to

Should / Ought to

Had better

Vocabulary

Challenges. It´s up to you!

Making things easier + Difficulty - collocations

Activities

Reading comprehension

One Week Job- quite challanging, don´t you think?

My shoes

Grammar

Reporting people´s words and thoughts

Verb + to-infinitive clause

Vocabulary

American vs. British English

Idioms

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 Inglés NIVEL C1

Activities

Writing exercises

Grammar

As if / As though

If only / I wish

Vocabulary

Ready, steady, go! - Sports

Activities

Sports and business metaphors

Grammar

Plurals and their mysteries

Vocabulary

Food - language related to food, food processes, diets, eating habits, food industry

Activities

Eat

What´s cookin?

Grammar

Turning verbs into nouns

Reflexive pronouns

Vocabulary

Important aspects for a job interview

Slang vs. standard English

3
 Grammar

Neither

Next and the next; nearest

Vocabulary

Language related to photography and cinema

Activity

Charades

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Unit 1
C1
 Inglés NIVEL C1

C1 – UNIT 1

PRESENT PERFECT REVIEW

Present perfect – form

◙ Presente simple del verbo to have + el participio pasado del verbo principal.

I have spoken
They have not spoken
Has she spoken?
Esta forma se construye con el presente del verbo to have y el participio pasado del
verbo que se conjuga, que en los verbos regulares termina en ed. En cuanto los verbos
irregulares podemos encontrarnos con aquellos casos en los que coincide el past simple
y el participio pasado, lo que simplifica su estudio; pero también hay casos que son
distintos.

Affirmative

Subject to have past participle

She has visited
Negative

Subject to have + not past participle

She hasn't visited
Interrogative

to have subject past participle

Has she visited..?
Interrogative negative

to have + not subject past participle

Hasn't she visited...?

Example: to walk, present perfect

Affirmative Negative Interrogative

I have walked I haven't walked Have I walked?
You have walked You haven't walked Have you walked?

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 He, she, it has walked He, she, it hasn't walked Has he,she,it walked
We have walked We haven't walked Have we walked?
You have walked You haven't walked Have you walked?
They have walked They haven't walked Have they walked?
Present perfect - function

◙ Se usa para hablar de acciones pasadas que tienen importancia en el presente:

a) Acciones que ocurrieron recientemente en el pasado sin especificar el momento

concreto:
I‘ve found a book in the street. (Me he encontrado un libro en la calle).

b) Con el adverbio just para expresar acciones que acaban de ocurrir:

We’ve just meet your friends. (Acabamos de ver a tus amigos).

c) Acciones que comenzaron en el pasado y que duran hasta el presente.

Normalmente se usan con la preposición for (durante), seguida de un periodo de
tiempo, o con since (desde) seguida de un punto en el tiempo:
I live in Málaga for six years. (Vivo en Málaga desde hace seis año).
We haven’t met since 2006. (No hemos quedado desde el 2006).

d) Para hablar de acciones que hemos o no hemos realizado alguna vez. Aquí
usamos os adverbios already y yet:
I have already done it. (Ya lo he hecho).
I haven’t done it yet. (No lo he hecho todavía).

e) Con el superlativo:
He’s the tallest man I’ve ever seen. (Es el hombre más alto que jamás he visto).

f) Con las expresiones: It’s the first/ second/ third time…

It’s the first time I’ve been here with you.
(Es la primera vez que es estoy aquí contigo).

g) Con expresiones de tiempo que indican un periodo que aún no ha terminado:

today, this week, this month, this year, this morning…
I haven’t gone to the supermarket this morning.
(No he ido al supermercado esta mañana) > [La mañana aún no ha acabado].

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 Inglés NIVEL C1

Examples:
1. Actions started in the past and continuing in the present.
a. They haven't lived here for years.
b. She has worked in the bank for five years.
c. We have had the same car for ten years.
d. Have you played the piano since you were a child?
2. When the time period referred to has not finished.
a. I have worked hard this week.
b. It has rained a lot this year.
c. We haven't seen her today.
3. Actions repeated in an unspecified period between the past and now.
a. They have seen that film six times.
b. It has happened several times already.
c. She has visited them frequently.
d. We have eaten at that restaurant many times.

4. Actions completed in the very recent past (+just).

a. Have you just finished work?
b. I have just eaten.
c. We have just seen her.
d. Has he just left?

5. When the precise time of the action is not important or not known.
a. Someone has eaten my soup!
b. Have you seen 'Gone with the Wind'?
c. She's studied Japanese, Russian and English.

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EJERCICIO

Edinburgh is the capital of Scotland. It has a beautiful old city centre and a castle that
lies on a hill above the city.

Choose the correct words.

1 They’ve already / yet visited Venice.

2 Have you ever / never seen a ghost?
3 Has she finished work just / yet?
4 They’ve been married for / since October.
5 Lucy has worked in the circus since / for she was a child.
David has just / yet got back from holiday.

Complete the newspaper extracts. Use the correct form of the present perfect
simple or past simple.

Last night a massive tidal wave 1……………… (hit

/ was hitting) the coast of Mexico. Over 5,000
people
2
……………… (already lost/ have already lost)
their homes.

Yesterday a girl 3……………… (Has handed in /

handed in) a
briefcase containing £100,000 to the police.
The girl found the briefcase at Euston
railway station.

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 Inglés NIVEL C1

The cost of living in Britain 4………………

(just rose / has just risen) again. Last year prices
in British
supermarkets 5……………… (have already
increased /
have still increased) by
more than five per cent.

Completa el texto con la palabra adecuada para cada hueco:

Have you …………… (ever / never) dreamed of being a film star? Leonardo DiCaprio
was only five years old when he ………….…(starred / has starred) in his first TV show,
and just thirteen when he 3……………… (appeared / was appeairing) in his first film.
4
(Since / For) then he hasn´t stopped working. He 5……………… (be) in over fifteen
films and he has 6………………(yet / already) worked with stars such as Robert De Niro
and Johnny Depp.
Leonardo 7……………… (was / has just been) born in Los Angeles in 1974. After
appearing in TV shows, he 8……………… (get / got) his first film role in Critters 3, then he
starred in Romeo and Juliet.

But it 9……………… (has not been / was not) until Titanic that he 10………………
(became / become) a world-famous teen idol. It was then that Leonardo 11………………
(began / has begun) to appear on magazine covers around the world.
12
….......(For / Since) Titanic, Leonardo 13……………… (has been / was) very busy. He
13
……………… (has already made/ has still made) three more films and 14……………
(has just started / has started yet) work on another.

Exercise . Use since or for:

I’ve lived in Valencia ________ five years.

Angeles and I have known each other ________ 1998.
I haven’t eaten anything ________ breakfast.
My parents have been married ________ more than fifty years.
Israel has been an independent country ________ 1948.
I’ve been really busy. I haven’t been out ________ about two weeks.
We haven’t seen Luis and Manoli ________ last Tuesday.
Graham has had his Porsche ________ nearly a year.
Danny has been in Michigan ________ two years.
I haven’t had a good steak________ ages.

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Elige entre ‘FOR HOW LONG…’ and ‘SINCE WHEN…’ para completar las preguntas y
entre FOR y SINCE para las respuestas:

• _________For how long / Since when______________________?

She’s been working here _for/since___ 9 years.

• ______ For how long / Since when _________________________?

It has been raining _ for/since ____yesterday.

• ____ For how long / Since when __________________________ ?

Tom has been studying Japanese _ for/since ____ he was 9 years old.

• ____ For how long / Since when ___________________________?

I’ been cooking the omelette __ for/since ___ half an hour.

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 Inglés NIVEL C1

TO HAVE / GET SOMETHING DONE

En español cuando te cortas el pelo dices: “Me he cortado el pelo” o “Me corté el pelo”.
Si te fijas parece como si tú mismo hubieses realizado la acción de cortarte pelo, cuando
lo cierto es que un peluquero te corta el pelo, por tanto, se presupone que ha sido otra
persona.
Pero en inglés no es así, indicamos que la acción la ha realizado otra persona para
nosotros:
¿Cómo? Utilizando la fórmula siguiente:

Verbo “have/had” + objeto + participio

pasado

Por ejemplo. I had my hair cut. Me corté el pelo.

Nota: También puedo decir: I got a haircut.

Con el verbo comodín “got” consigo expresar que “alguien me cortó el pelo”
(literalmente; Obtuve un corte de pelo).
Utilizando el verbo “have/had” hacemos énfasis en que otra persona hizo el trabajo para
nosotros.
La fórmula es muy sencilla, pero hay que saberse bien los participios pasados de los
verbos.

Veamos más ejemplos:

have/had object past traducción

participle
I had my nails polished. Me hice (pintaron) las
uñas.
I need to my car painted Necesito pintar mi
have coche.
They are the school repaired. Están arreglando el
having colegio.
She had her carpet cleaned. Ella mandó a limpiar la
alfombra.
Where did that taken? ¿Dónde te tomaron esa
you have photograph foto?
They had an extra built. Les hicieron una
room habitación adicional.

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Recuerda: También existe una forma informal para expresar la idea de que “alguien
hace algo para tí”. Se trata de una fórmula con el verbo “get”.
Por ejemplo: “I got my car repaired” es igual a decir: “I had my car repaired”. Me
arreglaron el coche. Todo lo que tengo que hacer es sustituir “have/had” por “get/got”
(u otros tiempos verbales).

KEY POINTS...
1. If you 'have something done', you get somebody else to do something for you.
I'm going to have my hair cut.
She's having her house redecorated.
I'm having a copy of the report sent to you

2. In informal English, we can replace 'have' by 'get'.

We're getting a new telephone system installed.
They will be getting the system repaired as quickly as they can.
I got the bill sent direct to the company.

3.We can also use 'have/got something done' in situations where something bad has
happened to people or their possessions. This is not something they wanted to happen.
John had all his money stolen from his hotel bedroom.
We had our car damaged by a falling tree.
I got my nose broken playing rugby.

EJERCICIOS

1. Fill the gaps with have and the verb in brackets in their correct forms.
1 We ___________ the roof ___________ last year. It cost us a packet. (repair)

2 Anne ___________ her hair ___________ every Friday afternoon. (do)

3 I ___________ the brakes ___________ three times a year. (check)

4 The government ___________ the whole town ___________ yesterday. (evacuate)

5 I ___________ my hard drive ___________ for a bigger one last week. (change)

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 Inglés NIVEL C1

6 When did you last ___________ the airconditioning ___________ ? (service)

7 You don't think Liv Tyler's beautiful?! You should ___________ your eyes
___________ . (test)

8 After the plague of fleas, the boss ___________ the office ___________ . (disinfect)

9 Your cat's coughing. You need to ___________ him ___________ for parasites.
(treat)

10 Daphne ___________ her legs ___________ once a fortnight. (do)

11 I normally ___________ my suit dry ___________ before a wedding. (clean)

12 The headmaster ___________ all the lockers ___________ for the missing footballs
yesterday. (search)

13 Have you ___________ your house ___________ ? (double-glaze)

14 Have you ___________ that poster I bought you ___________ yet? (frame)

15 The house is in chaos. We're ___________ a new kitchen ___________ in. (put)

2. Completa las frases usando la estructura “HAVE SOMETHING DONE”:

1.Yesterday, (I / cut / my hair) .

2.Every Friday, (Joe / wash / his car) .
3.Tomorrow, (she / repair / her shower) .
4.Each Saturday, (we / deliver / a pizza) to our home.
5.Last year, (Bob / clean / his house) by a charwoman.
6.As Phil had a broken arm, (he / type / his texts) by his secretary.
7.(I / pick up / the goods) tomorrow in the afternoon.
8.(we / redecorate / our walls) last summer.
9.Whenever Clara is staying at this hotel, (she / carry / her bags) into her room.
10.(we / organise / our last party) by professionals.

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VOCABULARY

LONDON

Write down as many places and things that London is famous for and then answer the
following questions:

 If you’ve been to London, what did you like about it?

 If you haven’t been to London, what would you like to do there?

Now, you are going to watch a short film in which you will see footage from London in
1927 and 2013. As you watch you should notice how London has stayed the same or has
changed.

http://vimeo.com/81368735

Can you identify ways in which London has stayed the same and in which it has
changed?

 How has your home town changed from 1927 to the present day?
 What has changed for the better?
 What has changed for the worse?
 What would you change about your home town to make it a better place to live
in?

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 Inglés NIVEL C1

LANDSCAPES

¨From my room I look out over the surrounding countryside. It's very
different from the familiar landscape I see from the windows at home.
At home it's a gentle landscape' with open fields 2 . Here it's a bleak
landscape with rocky mountains in the distance.¨

1.a landscape with nothing extreme or threatening about it

2
fields uninterrupted by woods or houses

¨Yesterday we followed a path down to the Iake. As we turned a comer, we caught a

glimpse of3 a kingfisher standing in the water. John tried to take a picture4 of it but it
caught sight of us and flew off. A little further on we rounded a bends and St John's
Abbey carne into view.The Abbey fell into ruin6 about three hundred years ago.
Although it lies in ruins, it is well worth seeing as it stands in a dramatic setting on a
steep slope beside a fast-flowing river with mountains towering7 above it.¨

3.saw for a moment 5. turned a corner

6
4.take a photo became a ruin 7.mountains rising

¨The cottage is in some wonderful unspoilt countryside8 on the edge of a dense forest9.
Unfortunately the trees block the view of the snow-covered mountains. It has a little garden
with a stream at the end of it.The stream winds(10) through the forest. They wanted to build
a timber factory here but the local people said that it would destroy the countryside and,
fortunately, their campaign to protect the environment succeeded.¨

8.countryside that has not been changed by industry or modern buildings

9.thick forest
10
makes Iots of bends, doesn't flow in a straight line

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The language of tourism

COLLOCATIONS

Uninterrupted views
From most rooms there are uninterrupted views of the castle. [nothing blocks the
views of the castle]

Panoramic views
From the top floor restaurant diners have a panoramic view of the countryside. [view over
a very wide area]

Spectacular view
From the balcony there is a spectacular view of the mountains. [very dramatic view]

Enjoy / admire a view - We stopped for a few minutes to admire the view.

Breathtaking scenery - The area has some breathtaking scenery — mountains, cliffs,
lakes. [extremely striking and beautiful views]

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 Inglés NIVEL C1

Dominate the landscape - The castle dominates the landscape for miles
around. [can be seen from a long way away]

Beach stretches - A beautiful beach stretches for miles along the coast.

Sandy beach - The hotel has its own sandy beach

Golden sands - You can wander for miles along the golden sands.

Secluded beaches - You´ll love the secluded beaches (without many people)

EXERCISE:

1 Choose the correct collocation.

1 We made / took / put a lot of photographs because it was such a

beautiful day.

2 As I returned / turned the corner I made / caught / took a glimpse

of the house through the trees.

3 A long sanded / sandy beach reached / ran / stretched for miles in

front of us.

4 Unfortunately, the new hotel blocks / jams / stops the view of the
castle.

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MOVE AND LEARN

Speaking:

 If you could travel to 11 countries in 44 days, which countries would you visit?
 What would you do in each country?

You are going to watch a short one-minute called MOVE which shows clips of 11
countries visited by Andrew Lees in 44 days. You should watch the film and try to name
as many of the countries as possible. The clips are very fast, so it will be necessary to
watch the film at least twice.

http://vimeo.com/27246366

*If you haven´t identified them, the countries are: Portugal, Spain, France, Italy,
Argentina, Peru, Chile, Brazil, USA, Burma, and Thailand.*

 Have you been to any of these countries?

 Would you like to go to any of these countries?
 What are they famous for?

Now, you are going to watch the second film LEARN in which Andrew learns different
things in each country. You should watch the film and spot which things he learns, and
then compare them with your answers in the previous step.

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 Inglés NIVEL C1

http://vimeo.com/27244727

ACTIVITY

MAKE IT COUNT

You are going to watch a short film in which the 10 quotes appear. As you watch the film
you should consider the following questions:

 What is the story of how the film came to be made?

 Which countries did the men visit?
 How do the quotes relate to the narrative of the film?
 Could you explain what does ¨make it count¨ mean?
 How can you make the most of your life / this year / this week / today / this class /
this moment?

http://vimeo.com/40004005

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LA PASIVA

A GRANDES RASGOS…

1. Se dice que una oración está en VOZ ACTIVA cuando la significación del verbo es
producida por la persona gramatical a quien aquél se refiere:

Pedro de Mendoza founded Buenos Aires.

(Pedro de Mendoza fundó Buenos Aires).

2. Se dice que una oración está en VOZ PASIVA cuando la significación del verbo es
recibida por la persona gramatical a quien aquél se refiere:

Buenos Aires was founded by Pedro de Mendoza.

(Buenos Aires fue fundada por Pedro de Mendoza).

3. Se forma con el auxiliar del verbo to be y el participio pasado del verbo que se
conjuga.

4. El complemento de la oración activa pasa a sujeto de la pasiva. Como en castellano,

el sujeto de la activa se puede conservar como sujeto agente.

5. Cuando un verbo tiene dos complementos se pueden hacer dos estructuras de

pasiva:

a) A book was sent to Tom by Mr. Smith, Un libro fue enviado a Tom por Mr. Smith.
b) Tom was sent a book by Mr. Smith (pasiva idiomática). Esta estructura no es posible
en castellano.

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 Inglés NIVEL C1

ESTRUCTURA Y USOS

◙ La voz activa se emplea cuando el sujeto del verbo hace referencia a la persona o
cosa que realiza la acción significada por el verbo. Por el contrario, la voz pasiva se
emplea cuando el sujeto del verbo hace referencia a la persona o cosa que “sufre”, que
recibe, la acción significada por el verbo.

◙ Sólo pueden usarse en voz pasiva aquellos verbos que puedan llevar objeto.

The ball was struck by the boy.

Gold has been found by the explorers.

◙ La voz pasiva en la forma del indicativo se forma con el verbo to be + participio

pasado del verbo principal. A continuación mostramos un cuadro con los diferentes
tiempos verbales:

a. El presente simple de indicativo

Ejemplo de conjugación con el verbo To show:

Simple Present Indicative of To Be Simple Present Indicative of Passive Voice of
To Show

I am I am shown

you are you are shown

he is he is shown

b. Los demás tiempos del indicativo

El verbo To Be comparado con la voz pasiva del verbo To Show

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Present Continuous Present Continuous

I am being I am being shown

you are being you are being shown

he is being he is being shown

Present Perfect Present Perfect

I have been I have been shown

you have been you have been shown

he has been he has been shown

Present Perfect Continuous Present Perfect Continuous

I have been being I have been being shown

you have been being you have been being shown

he has been being he has been being shown

Simple Past Simple Past

I was I was shown

you were you were shown

he was he was shown

Past Continuous Past Continuous

I was being I was being shown

you were being you were being shown

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 Inglés NIVEL C1

he was being he was being shown

Past Perfect Past Perfect

I had been I had been shown

you had been you had been shown

he had been he had been shown

Past Perfect Continuous Past Perfect Continuous

I had been being I had been being shown

you had been being you had been being shown

he had been being he had been being shown

Simple Future Simple Future

I will (shall) be I will (shall) be shown

you will be you will be shown

he will be he will be shown

Future Continuous Future Continuous

I will (shall) be being I will (shall) be being shown

you will be being you will be being shown

he will be being he will be being shown

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Future Perfect Future Perfect

I will (shall) have been I will (shall) have been shown

you will have been you will have been shown

he will have been he will have been shown

Future Perfect Continuous Future Perfect Continuous

I will (shall) have been being I will (shall) have been being shown

you will have been being you will have been being shown

he will have been being he will have been being shown

◙ Los tiempos Present Perfect Continuous, Past Continuous, Future Continuous y Future
Perfect Continuous de la voz pasiva se hacen muy largos e incómodos, por lo que se
usan muy poco.

◙ Oraciones interrogativas y negativas:

 Interrogativas:

(You were shown the sights) Were you shown the sights?

(She is being shown the sights) Is she being shown the sights?

(He will have been shown the sights) Will he have been shown the sights?

(We should be shown the sights) Should we be shown the sights?

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 Inglés NIVEL C1

 Negativas:

You were not shown the sights.

She is not being shown the sights.

He will not have been shown the sights.

We should not be shown the sights.

◙ Cambios de voz:

a) Cambio de voz del verbo:

◙ Normalmente, cuando se pasa una frase de activa a pasiva, cambiando sólo la voz del
verbo y dejando el resto de las palabras de la oración tal como están en la frase activa,
se produce un cambio en el significado.

Active Voice: He is driving to the airport.

Passive Voice: He is being driven to the airport.

[La persona a la que se refiere el sujeto de la primera frase se comporta activamente:

está ejerciendo la acción de conducir.
La persona a la que se refiere el sujeto de la segunda frase está actuando de forma
pasiva: él o ella no conduce sino que alguien le está llevando al aeropuerto].

b) Cambio de voz del verbo manteniendo el significado de la oración:

◙ Para mantener el significado de una oración cuando se altera la voz del verbo, es
necesario alterar el orden de las palabras de la oración.

- Cambio de activa a pasiva > Cuando un verbo que lleva objeto se cambia de activa a
pasiva, para mantener el significado de la frase, dicho objeto se ha de convertir en el
sujeto del verbo y el que en la frase activa es sujeto puede situarse después del verbo
acompañado de la preposición by pasando a ser agente.

The wind is rippling the water.

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[el verbo is rippling tiene como sujeto wind y como objeto water. Cuando el verbo pasa
a pasiva y se mantiene el significado de la frase, lo que antes era objeto, water, se
convierte en el sujeto del verbo y lo que antes era sujeto, wind, se convierte en el
agente (objeto de la preposición by)].

The water is being rippled by the wind.

Active: The squirrel ate the nut.

Passive: The nut was eaten by the squirrel.

Active: The child will open the parcel.

Passive: The parcel will be opened by the child.

◙ Cuando se cambia la voz del verbo en una frase manteniendo el significado de la

misma, es necesario asegurarse de que el verbo concuerde con el nuevo sujeto.

Active: The boys are mowing the lawn.

Passive: The lawn is being mowed by the boys.

[En la primera frase, el sujeto boys es plural; por tanto, debe usarse el auxiliar are; en la
segunda frase, el sujeto lawn es singular; por tanto, se emplea el auxiliar is].

- Cambio de pasiva a activa > Cuando un verbo pasa de pasiva a activa, para mantener
el significado de la frase, el que es el sujeto pasa a ser el objeto del verbo y, si la frase
incluye una proposición introducida por la preposición by, el que es objeto de la
preposición pasa a ser el sujeto del verbo.

Passive: The clover is being eaten by the cow.

Active: The cow is eating the clover.

Passive: The wine was ordered by the dealer.

Active: The dealer ordered the wine.

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 Inglés NIVEL C1

Passive: The deer could have been killed by the poacher.

Active: The poacher could have killed the deer.

c) Cambio de voz de un verbo que lleva tanto objeto directo como indirecto:

◙ Cuando un verbo en voz activa lleva tanto objeto directo como objeto indirecto,
cualquiera de ellos puede convertirse en el sujeto del verbo al pasarse la oración a
pasiva, manteniéndose el significado de la misma.
El objeto que no pasa a ser sujeto queda como objeto. Cuando un verbo en pasiva lleva
objeto indirecto, éste va normalmente precedido por una preposición.

Active: The guide will show you the museum.

Passive: You will be shown the museum by the guide.

Passive: The museum will be shown to you by the guide.

[En la primera frase (Avtive) el verbo will show lleva el objeto directo museum, y el
objeto indirecto you. En las frases segunda y tercera el verbo will be shown está en
pasiva, y el significado se ha mantenido al alterar el orden de las palabras y usar la
preposición by. En la segunda frase, el que era objeto indirecto, you, es ahora el sujeto
del verbo, y el que era el objeto directo, museum, se mantiene como objeto directo.

En la tercera frase, el que era objeto directo, museum, ha pasado a ser el sujeto del
verbo, y el que era objeto indirecto, you, ahora va precedido de la preposición to].

Active: The policeman gave you a medal.

Passive: You were given a medal by the policeman.

Passive: A medal was given to you by the policeman.

27
◙ La voz pasiva en la forma del subjuntivo se forma de la misma manera que el
indicativo. A continuación mostramos un cuadro los siguientes tiempos verbales:

Simple Present Simple Past

I be shown I were shown

you be shown you were shown

he be shown he were shown

Present Continuous Past Continuous

I be being shown I were being shown

you be being shown you were being shown

he be being shown he were being shown

Present Perfect Past Perfect

I have been shown I had been shown

you have been shown you had been shown

he have been shown he had been shown

Present Perfect Continuous Past Perfect Continuous

I have been being shown I had been being shown

you have been being shown you had been being shown

he have been being shown he had been being shown

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 Inglés NIVEL C1

a) Presente simple del subjuntivo > se emplea normalmente en cláusulas

subordinadas que empiezan con that en frases que contienen órdenes o
solicitudes formales.

I request that he be invited to speak.

We asked that our suggestions be considered.

They will insist that their colleague be admitted to the association.

b) Formas del pasado del subjuntivo > se emplea para expresar deseos y
condiciones falsas o improbables.

I wish he were allowed to come. (deseo)

It would have been better if they had been invited. (falsa condición o premisa)

RECUERDA...

Usos de la voz pasiva

- Usamos la voz pasiva cuando queremos dar importancia a "lo que pasó" más que a
quién hizo la acción. Ejemplo:

Her money was stolen. (su dinero fue robado)

- También usamos la voz pasiva para mantener un mismo sujeto en varias frases.
Ejemplo:

I met that woman. I was surprised at how attractive she was... (Me encontré con esa
mujer. Me quedé sorprendido de lo hermosa que era.)

En este ejemplo la persona se mantiene ella misma como sujeto.

También usamos la voz pasiva para describir procesos científicos. Ejemplo:

The water is heated to a temperature of from 60° to 80° C. (El agua es hervida a una
temperatura de entre 60 a 80 grados)

29
 activa pasiva

Tom writes a letter A letter is written by Tom

Tom is writing a letter A letter is being written by Tom

Tom was writing a letter A letter was being written by Tom

Tom wrote a letter A letter was written by Tom

Tom has written a letter A letter has been written by Tom

Tom had written a letter A letter had been written by Tom

Tom will write a letter A letter will be written by Tom

Tom is going to write a letter A letter is going to be written by Tom

Tom can write a letter A letter can be written by Tom

Tom could write a letter A letter could be written by Tom

Tom must write a letter A letter must be written by Tom

Tom may write a letter A letter may be written...

Tom might write a letter A letter might be written...

I have to write a letter The letter has to be written

I should write a letter The letter should be written

EJERCICIOS

1. Write the verbs in brackets in the right tense in the passive form:

1. The childen __________________ (take) to the zoo lst month. Were taken
2. She ______________ (wake) by s loud noise. Was awoken
3. Those flats ______________ (build) in 1990. Were built
4. This theatre _____________ (open) last week. Was opened

30
 Inglés NIVEL C1

5. He ___________ (offered) the job, but he refused. Was offered

6. The exams ______________ (correct) by a different teacher. Were corrected
7. Romeo and Juliet _____________ (write) by Shakespeare. Was written
8. My wallet ________________ (find) in the streets last Sunday. Was found

2. Rewrite these sentences in the active or passive voice:

1. My father will buy a new car next year.

2. She was shocked by the accident.
3. Tourists are paying a lot of money.
4. Parents always love their children.
5. The film was produced by Spielberg.

3. Rewrite these sentences. Write a passive sentence instead of using

¨somebody¨, ¨they¨ or ¨people¨. E.g. They cancelled our flight because of the
storm > Our flights were cancelled because of the storm.

1. Somebody asked me the way to the bus station.

2. People warned us about pickpockets.
3. In Mexico, they cook meat very hot.
4. Someone sold the car to Tom.
5. Someone told the story to me.
6. Someone has reported the theft to the police.
7. They have given me three tickets.
8. Someone mentioned the problem to me.
9. They will arrest him sooner or later.
10. Someone was offering drinks to guests

4. Rewrite these sentences beginning with The + noun formed from the
underlined verb + passive verb. Choose an appropriate verb tense and
make any other necessary changes.
E.g. They will consider the issue at next week’s meeting. Consideration will be given to
the issue at the next meeting.

1. The eventually permitted the site to be used for a festival.

2. They have transferred the money to my bank account.
3. They will present the trophy after the speeches.
4. The will not announce the findings until next week.
5. They will produce a new car in that factory.

31
Verbs we commonly use with the passive form

Pattern 1: It + passive verb + that-clause

 It is reported that the finance minister is to resign

It can be seen that prices went down sharply in December

Verbs that can be used in this pattern

agree
allege
announce
assume
calculate
claim
consider
decide
declare
discover
estimate
expect
feel
find
know
mention
propose
recommend
say
show
suggest
suppose
think
understand

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 Inglés NIVEL C1

Pattern 2: It + passive verb + to-infinitive

(although they can also be used in pattern 1)

 It was agreed to postpone the wedding. (= it was agreed that the wedding would be
postponed).

Verbs that can be used in this pattern

agree
decide
forbid
hope
plan
propose

Pattern 3: An alternative to pattern 1 is subject + passive verb + to be

 It was expected that the damage would be extensive = the damage was expected to
be extensive

Most of the verbs in pattern 1 can also be used in this pattern except:

agree
announce
decide
mention
propose
recommend
suggest

We can only use tell in this pattern when it means order I was told to finish on time
*but not The accident was told to have happened aftr midnight

Correcto: the accident was said to have happened after midnight.

33
EXERCISES

1. Rewrite these newspapers headlines as passive sentences. Begin each

sentence with It has been … that … If it is not possible, write X after the
headline:

DISCOVERY THAT ASPIRIN CAN HELP FIGHT CANCER

e.g. It has been discovered that aspirin can help fight cancer

a. AGREEMENT THAT UN WILL SEND IN TROOPS

b. AID WORKERS TELL OF MASSACRE

c.¨EARTH SHRINKING BY TEN METRES EACH YEAR¨ CLAIM SCIENTISTS

d. EARTHQUAKE CALCULATED TO HAVE COST $3 BILLION

e. YOUNG PEOPLE ENCOURAGED TO APPLY FOR GOVERNMENT GRANTS

f. REPORTS OF REBEL TROOPS ENTERING CAPITAL

34
 Inglés NIVEL C1

Words that only occur in the plural

TOOLS, INSTRUMENTS, Scissors

PIECES OF EQUIPMENT Binoculars
Pliers
Scales
Pincers
Handcuffs
Tweezers
Shears
Tongs
Glasses

THINGS WE WEAR Clothes

Pyjamas
Shorts
Jeans
Knickers/underpants
Trousers
Braces
Tights
Leggings
Trunks
Jodhpurs

35
OTHER USEFUL WORDS Before you move to another country, you
need to find lodgings.
When will the goods be delivered?
The military authorities have announced
that UN will send in troops.
The acoustics in the new theatre are
perfect!
The contents of the house will be sold .
The architect inspected the house
foundations.
I don’t live in the city centre, I live on the
outskirts.
My boss has just bought some premises.
The FBI have established their
headquarters in New York.
Looks are less important than personality

EXERCISE

In this little story, there are some nouns that should be plural but are not. Change
the text where appropriate.

I decided that if I wanted to be a pop star I would have to leave home and get lodging in
London. I finally got a room, but it was on the outskirt of the city. The owner didn’t live on
the presmise, so I could make as much noise as I liked. The acoustics in the bathroom
was fantastic, so I practised there. I made so much noise I almost shook the foundation! I
went to the headquarter of Musicians’ Union, but a guy there said I just didn’t have a
good enough looks to be famous. Oh well, never mind!

Lodgings, outskirts, premises, foundations, headquarters

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 Inglés NIVEL C1

A) ‘DO’ ENFÁTICO

TIPOS Y USOS MÁS FRECUENTES

PRESENTE ENFÁTICO
Esta forma se usa cuando se quiere enfatizar o recalcar a una afirmación. La forma
enfática se obtiene mediante el auxiliar 'do'. Su construcción es:
sujeto + auxiliar + forma básica

I do study / ¡Yo estudio! (realmente estudio, de verdad que estudio)

IMPERATIVO ENFÁTICO

Podemos utilizar 'do' precediendo al imperativo. Es una

forma enfática de expresión (la construcción de imperativo

con 'do' le da una mayor firmeza). PERO ES POCO USADO!

Do enjoy yourselves! / ¡Divertíos!

Do be quiet! / ¡Quietos!

PASADO SIMPLE

El verbo en este caso se quedará en infinitivo sin to!!!

el “did” forma el pasado.

I did go to school  (“I went to school” sería la forma no enfática, la más habitual
cuando nos referimos al pasado).

37
OTROS USOS

 Para dar enfasis a un adverbio de frecuencia:

"He never did understand his father."

"She always does manage to hurt her mother's feelings."

 Para contradecir una frase negativa:

"You didn't do your homework, did you?" "Oh, but I did finish it."

 To ask a clarifying question about a previous negative statement:

"Ridwell didn't take the tools." "Then who did take the tools?"

 Para indicar una concesióm:

"Although the Clintons denied any wrong-doing, they did return some of the
gifts."

EXERCISE: Rewrite the following sentences using the ´emphatic do´

1.Paul has a new girlfriend.

2. My parents missed their flight.

3.My best buddy sings in a choir.

4. You got into serious trouble.

5. HAVE ANOTHER GLASS OF WATER.

6 YOU KNEW A LOT ABOUT PETS.

7. COME IN.

8. SHE THINKS YOU ARE WRONG.

9. YOUR BROTHER NEEDS A NEW CAR.

11. BE KIND TO GRANDMA AND GRANDAD!

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 Inglés NIVEL C1

LOS VERBOS IMPERSONALES

Hay verbos en inglés que no pueden tomar sujetos personales porque su función es
solamente expresar condiciones atmosféricas o fenómenos que ocurren en ella.

it rains llueve.

it thunders truena.

it freezes hiela.

it hails graniza.

it snows nieva.

it lightens relampaguea.

Observe como en los casos anteriores IT no tiene traducción, sin embargo, es

imprescindible que se ponga en la frase, aún cuando se trate de las demás
conjugaciones. Por ejemplo:

it is raining - está lloviendo.

it was raining - estuvo lloviendo.

it has rained - ha llovido.

it had rained - había llovido.

it will rain - lloverá.

it would rain - llovería (podría llover).

39
IMPERSONAL IT

In many kinds of English sentences, you will find the word "it" or the word "there" in the
subject position. These are usually "impersonal" sentences -- sentences where there is
no natural subject. This introduction will help you to understand when to use "it" and
when to use "there".

Impersonal "it"

When to use it Examples

It's raining.
Talking about weather It's cold.
It was sunny yesterday.

"Who is it?"
"It's me."
Identifying something
"What is it?"
"It's a cat."

"What time is it?"

"It's five o'clock."
Talking about time
"What day is it?"
"It's Thursday."

"How far is it to Toronto?"

Talking about distance
"It's 4000 kilometers."

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 Inglés NIVEL C1

IMPERSONAL "THERE"

Impersonal "there" is used to say that something exists in a particular place:

Singular There is a book on the table.

Plural There are three men in the car.

ONE

Usos más importantes

- “One” en lugar del sustantivo

Usualmente se utiliza “one” en lugar de repetir un sustantivo singular contable.

‘Which is your boy?’. ‘The one in the blue coat.’

¿Cuál es tu hijo?. El que lleva un abrigo azul

I’d like a cake. A big one with lots of cream.

Me gustaría un pastel. El grande con mucha crema!

- El plural de “one” es “ones”

Green apples often taste better than red ones.

Las manzanas verdes a menudo saben mejor que las rojas

‘What sort of sweets do you like?’ ‘Ones with chocolate inside.’

¿Qué clase de caramelos te gustan? Los que llevan chocolate.

41
- One y it

Para referir a una cosa ya identificada utilizamos it, no one. Compara:

‘Can you lend me a pen?’ ‘Sorry, I haven’t got one’

(no ‘Sorry, I haven’t got it’)

Me puedes prestar un bolígrafo. Perdona no tengo

‘Can I borrow your pen?’ ‘Sorry, I need it’

(no ‘Sorry I need one’)

Me puedes prestar tu boli. Perdona, lo necesito

- One:

Equivale a las oraciones impersonales que en español se construyen con uno/a.

One never knows what to wear. (Uno/a nunca sabe qué ponerse).

EXERCISE

Fill in the gaps with (the) one / ones:

Are these ________ you want? The ones

Those are lovely scarves. I think I'll buy ______. One
_________ is hardly enough. One
________ is purple, the other green. One
The three brothers get along quite well; in fact they adore ______ another. One
_______ of the senators will lead the group to the front of the capitol. One
The yellow car is fast, but I think the blue _____ will win. One
Do you want these _____ ? Ones
If _____ fails, then _____ must try harder next time. One / One

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 Inglés NIVEL C1

D) ‘TO’ ANAFÓRICO

◙ Los principales usos de la partícula to junto a un verbo son:

- Formar el infinitivo de un verbo.

to wrap (envolver), to spoil (estropear, consentir), to lend (prestar).

- Actuar como preposición.

I’ll go to the meeting. (Iré a la reunión.)

- Sustituir un verbo o una oración – este uso es conocido como ‘to anafórico’ y
presenta características detalladas a continuación –.

◙ El ‘to anafórico’ recibe este nombre porque su uso implica referencias a

elementos, aspectos, situaciones o personajes ya mencionados previamente.

La anáfora producida por to se da en tres ocasiones principalmente:

a. Cuando usamos un verbo seguido de un infinitivo.

I don’t know whether he’s going to Lisbon, but I think he’s planning to.

(to = to go to Lisbon)

Don’t worry about passing the test; I know you’ll manage to.

(to = to pass the test)

Recuerda que hay una lista de verbos que van seguidos de un verbo en infinitivo con
to, entre los cuales destacan:

afford – learn – expect – pretend – agree – manage – fail – forget – propose –attempt –
refuse – be able – hope – plan – decide – seem – prepare – want.

43
b. Cuando usamos una oración de infinitivo (subject + to + verb)

Can you tell the teacher to send me more examples? Yes, I’ll tell him to.

(to = to send you more examples).

- Are you sure you would like her to tell you the truth?

- Of course I’d like her to!

(to = to tell me the truth)

c. Cuando usamos los siguientes auxiliares:

- Used to.

Imagine that Charles used to smoke a packet of cigarettes a day last year.
This year, he smokes 10 cigarettes per day. We can say:

Charles doesn’t smoke as he used to. (to = to smoke)

- Ought to

Now imagine that Charles’ girlfriend always asks him to give up smoking.
However, he refuses to do so. We can say:

Charles doesn’t want to give up smoking, but his girlfriend thinks that he

ought to. (to = to give up smoking)

- Have to.

Eventually, Charles goes to the doctor’s. He tells Charles that he must give

up smoking in order not to have serious health problems. We can say:

Charles doesn’t want to give up smoking; nevertheless, the doctor tells

him that he has to. (to = to give up smoking)

RECUERDA...

To anafórico:

Para no volver a repetir un verbo ya utilizado en la oración podemos sólo utilizar la

preposición “to”.

44
 Inglés NIVEL C1

_ con used to (soler)

_ con ought to (deber)

_ have to (tener que)

I don´t want to eat these vegetables, you will have to.

_ con todos los verbos que piden un inf con to (ver lista en la primera parte de la ficha)

_ con las oraciones de infinitivos.

EXERCISE

1. Write the sentences using the appropriate verb and construct an anaphoric sentence
at the end:
force used love afford expect

ought refuse have tell plan like

e.g. Would you like to come to the house-warming party? I’d like to.
1. Nancy says that you don’t need to buy her anything, but I think you …

2. Frank doesn’t want to go to work, but he …..

3. Mum! Could you tell my sister to call me? Yes, I will…….

4. She had to wear veil because she…

5. Will you marry me? I will ….

6. I don’t know whether he’s going to Lisbon, but I think he’s ……..

7. I was about to buy the house, but I couldn’t ……..

8. He is a very rude guy now. He is not the same he……

9. Surprisingly, I did pass the exam but I didn’t ……..

10. He was offered a better job in the company. He didn’t want to move to another city
that’s why he ……

45
VOCABULARY

CORRESPONDANCE

1.LETTERS

Each culture has its own way of organizing a letter and arranging it on a page.
English-speaking people generally observe the following rules.

a)Put your own address at the top on the right. Addresses generally follow the rule of
¨smallest first¨: house number, then street, then town. Postcode comes last. DON´T PUT
YOUR NAME WITH THE ADDRESS!

b)Put the date directly under the address. A common way to write the date is to put the
number of the day, followed by the month and year: 17 May 2005

c)In formal letters and business letters, put the name and address of the person you are
writing to on the left side of the page, starting on the same level as the date or slightly
below

d)Begin the letter (Dear X) on the left. Common ways of addressing people are:

 by first name (informal) Dear Penny

 by title and surname (more formal): Dear Mr. Hopkins
 Dear Sir(s) , Dear Sir or Madam, Dear Madam (especially to somebody whose
name is not known)

e)In informal letters, afterthoughts that are added after the signature, are usually
introduced by PS (Latin: Post Scriptum)

Examples of letters:

46
 Inglés NIVEL C1

Formal:

14 Plowden Roadç
Torquay
Devon
TQ6 1RS
Tel 074206538

The Secretary 16 June 2005

Hall School of Design
39 Beaumont Street
London
W4 4LJ

Dear Sir or Madam

I should be grateful if you would send me the information about the regulations for
admission to the Hall School of Design. Could you also tell me whether the School
arranges accommodation for students?

Yours faithfully

Keith Parker

Keith Parker

Informal

22 Green Street
London
W1B 6DH
Phone 071066429
19 March

Dear Keith and Ann,

Thanks a lot for a great weekend! We really enjoyed ourselves!

Bill and I were thinking about the holidays. We thought it might be nice to go
camping to Scotland for a couple of weeks! Are you interested? Let me know if
you are, and we can talk about dates, etc.

See you soon, I hope! Thanks again!

Love,
Cathy

PS.: Did I leave a pair of jeans behind in the bedroom? If so, do you think you
could send them on?

47
2.TXT MSG (TEXT MESSAGES)

Text messages (sent for example by mobile phones) use a large number of abbreviations
to save time and space. Letters and numbers are used instead of words.

Here are some typical examples:

- C u l8r – See you later

- R u cumin 2day? – Are you coming today?

- Tx 4 a gr8 party – Thanks for a great party

- Just 2 let u no – Just to let you know

- RUOK? – Are you ok?

- Got ur msg – Got your message

- Wil be @ bbq @ 9 – Will be at barbeque at nine

- 2bsy atm, tlk l8r – Too busy at the moment, talk later

48
Inglés NIVEL C1

49
COMPUTERS

A.E-MAIL AND THE INTERNET

Look at these conversations where people are asking for assistance at an Internet café.

Customer: How do I go online?

Assistant: You´re already connected to the internet. Do you want to send an e-mail?

Customer: No, I just want to browse the web for a while.

Assistant: Ok, just open the search engine or enter the web address and press ¨enter¨

Customer: I can´t access my company´s website. Can you help me?

Assistant: Have you put in the correct address?

Customer: Yes, I´m sure I have.

Customer: How do I reply to this e-mail? Sorry, I´m not very good with computers.

Assistant: That´s ok. Just hit ¨reply¨, then compose your message, then press ¨send¨

Customer: Then can I forward the message to myself at my home address?

Assistant: Yes. Make sure you enter the right address, or the e-mail will bounce (come
back). Let me know if you would like a hard copy of your e-mail and I´ll show you how
to print out your work. (a copy on paper)

*E-mails are similar in style to letters.

*E-mail addresses are read as it follows:

[email protected] - ¨j dot harris at funbiz dot co dot u k¨

[email protected] - ¨mary at log dash farm dot com¨

[email protected] - ¨the underline rabbit at coolmail dot com¨

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 Inglés NIVEL C1

NOTE:

@ (at)

. (dot)

(-) dash

(_) underscore

(/) forward slash

(\) backslash

(:) colon

SOME ADVANTAGES AND DISATVANTAGES OF COMPUTERS TODAY

+ On the web you can access information on any subject you want to.
— As well as getting useful e-mails, you also receive a lot of spam. [junk e-
mails]
+ Good web design is making it easier to navigate websites. [find your way
round]
— Computer criminals are getting better at hacking into other
people's computers. [illegally going into other people's
computer files]
+ People are maintaining their web pages better, so information is kept up-
to-date.
— Computers still crash and you have to waste time re-installing your
programs.
+ Broadband connections are widely available now. This makes online
shopping much easier.
— Whenever you need to do something really important at work, the
computers seem to be down. [not be working]
+ Burning a CD is a quick and easy way to back up your work.
— It is very easy to accidentally delete or erase a file. [get rid of / destroy a
file]
+ Being able to hold records on computer makes it much easier for
businesses to keep track of customers and of orders.

C Mobile phone technology

My new mobile's great. I love using predictive text now. The screen is small
but it displays images brilliantly. I've got some fantastic ring tones. I can

51
 record short video clips and send them to my friends and I can access my e-
mails on it. I've downloaded some new games with great graphics on it. I use
it all the time but I hardly ever make calls on

EXERCISES

1 Look at the vocabulary in the text above. Match the words on the left with
their collocations on the right.

1 browse a file

2 be connected online

3 enter to the Internet

4 access a chat room

5 compose the web

6 attach a website

7 go an option

8 visit the web address

9 select a message

2 Choose the correct collocation.

1 It is very important for websites to be maintained / hacked into.

2 Sam spends hours every evening accessed / connected to the Internet.

3 I don't crash / receive as much spam as I used to.

4 Is it an easy website to navigate / reinstall?

5 How can I burn / enter a CD on this computer?

6 It's a good idea to keep a hand / fast copy of all important documents.

7 Be very careful not to select / delete your work.

8 Do you do a lot of computer / online shopping?

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 Inglés NIVEL C1

3 Answer this computer quiz using collocations from the opposite page.

1 What may you have to do with your computer programs if your

computer crashes?

2 What must you do regularly so you don't lose the document you are
working on?

3 What must you be careful not to do accidentally?

4 What should you check if you're not able to access a web page you
want to look at?

5 What is Google?

6 If you don't put the right address on an e-mail, what will happen?

7 How do you reply to an e-mail that you have received?

8 If you want to get a picture from the Internet and cave it to your own
computer, what do you have to do?

9 If you want to send a message you have received on to someone else,

what do you do?

10 If you want to e-mail a document to someone, what do you normally

do?

11 If you want to work on a document at home, where will you e-mail the
document?

12 What feature on a mobile phone allows you to text someone more

rapidly?

53
 4 Complete these sentences.

1 Her phone has got a very irritating............................... tone.

2 Has your computer got a broadband .............................. ?

3 Some people think that too many records about us are…..on computer
these days.

4 Did you read about that teenager who.............................. into the Pentagon's
main computer?

5 I want a mobile phone that will let me ............................. my e-mails when I

am away from home.

6 My sister e-mailed me this wonderful video ................................ of her new

baby.

7 This computer screen has great resolution and so displays…..very well.

8 In this computer exercise you have to ............................ the right answer, A,

B, C or D

ENGLISH IS GR8 AND EZ

Write the following ´messages´ in correct English:

B4

RUOK?

EZ

W8 4 ME, I´M L8

DID UC?

PLZ

OIC

GR8

NE

NE1

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Unit 2
C1
 Inglés NIVEL C1

C1 – UNIT 2

USED TO’

1. TO GET + USED + TO + -ING

◙ Utilizamos el verbo TO GET antes de la expresión USED TO para referirnos al

proceso de acostumbrarse a algo.

To get+ used + to + driving on the left. (Acostumbrarse a conducir por la izquierda).

◙ Una vez conocemos los elementos de esta estructura y su posición, debemos

tener en cuenta que para formar una oración debemos utilizar obligatoriamente un
sujeto y asegurarnos que el verbo to get está conjugado en el tiempo verbal
adecuado.

I got used to driving on the left. (Me acostumbré a conducir por la izquierda).

[En este ejemplo utilizamos el sujeto de primera persona singular (I) y el verbo to get
está conjugado en pasado, ya que explicamos algo que ocurrió en tiempo pasado].

◙ Para darle sentido negativo o interrogativo a una oración, debe modificarse el

verbo TO GET siguiendo las reglas del tiempo verbal utilizado.

I didn’t get used to driving on the left.

(No me acostumbré a conducir por la izquierda).

Did you get used to driving on the left?

(¿Te acostumbraste a conducir por la izquierda?).

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[En estos ejemplos se utiliza la estructura con el pasado simple, por lo tanto el verbo
GET sufre las modificaciones establecidas por dicho tiempo verbal].

2. TO BE + USED + TO + -ING

◙ Utilizamos el verbo TO BE antes de la expresión USED TO para referirnos al

hecho de estar acostumbrado a algo.

To be + used + to + driving on the left.

(Estar acostumbrado a conducir por la izquierda).

◙ Al igual que con la estructura anterior, debemos tener en cuenta que para formar
una oración debemos utilizar obligatoriamente un sujeto y asegurarnos que el
verbo to be está conjugado en el tiempo verbal adecuado.

I am used to driving on the left. (Estoy acostumbrado a conducir por la izquierda).

[En este ejemplo utilizamos el sujeto de primera persona singular (I) con su
correspondiente forma del verbo to be en presente simple, puesto que es el tiempo
verbal que utilizamos para hablar de hábitos en ese momento].

◙ Para darle sentido negativo o interrogativo a una oración, debe modificarse el

verbo TO BE siguiendo las reglas del tiempo verbal utilizado.

I wasn’t used to driving on the left.

(No estaba acostumbrado a conducir por la izquierda).

Were you used to driving on the left?

(¿Estabas acostumbrado a conducir por la izquierda?)

[En estos ejemplos se utiliza la estructura con el pasado simple, por lo tanto el verbo TO
BE sufre las modificaciones establecidas por dicho tiempo verbal].

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 Inglés NIVEL C1

3. USED TO + VERBO INFINITIVO

◙ Utilizamos la expresión USED TO para referirnos siempre a un estado o hábito

del hablante que se desarrollaba en un tiempo pasado y ya ha finalizado.

Hábito: I used to play the guitar when I was a child.

(Solía tocar la guitarra cuando era pequeño).

Estado: I used to live in London.

(Vivía en Londres [pero ya no vivo allí]).

◙ Para darle sentido negativo o interrogativo a una oración, la estructura debe

incluir los elementos de negación e interrogación del pasado simple.

I didn’t used to play the guitar when I was a child.

(No solía tocar la guitarra cuando era pequeño).

Did you used to live in London?

(¿Estabas acostumbrado a conducir por la izquierda?)

[En estos ejemplos se utiliza la estructura con el pasado simple, por lo tanto el verbo TO
BE sufre las modificaciones establecidas por dicho tiempo verbal].

◙ En las estructuras 2.1 y 2.2, el verbo terminado en –ing viene introducido por la
preposición to, que equivale a la preposición en español a. No hay que confundir
la partícula to de infinitivo (to eat: comer) con la preposición a, la cual requiere un
verbo terminado en –ing.

To eat (comer) : to = marca de infinitivo

To get used to eating (Acostumbrarse a comer): to = preposición a.

To be used to eating (Estar acostumbrado a comer): to = preposición a.

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¡Recuerda!

TO GET USED TO + V-ing = Acostumbrarse a algo.

TO BE USED TO + V-ing = Estar acostumbrado a algo.

USED TO + V-inf = Soler hacer algo (pasado).

· Las oraciones requieren un sujeto obligatoriamente.

· El verbo debe conjugarse según el sujeto y el tiempo verbal usados.

SHOULD / OUGHT TO

We can use should or ought to with little difference.

A. Should y ought to  obligation, probability

Obligation (giving advice, resposability or duty)

You ought to do what you can.

You should go and see that film. It's really good.

The soup is too salty. You should send it back.

Note: When we say what an outside authority recommends, we prefer to use should.
The Manual says that the computer should be disconnected.

Probability

Have you got a pencil? Yes, there should / ought to be one on my desk.
I enjoyed the first novel, so the second one should / ought to be good.

Note: We use should (or would) and not ought to when we give advice with I.
I should leave early tomorrow, if I were you (I would leave , I’d leave)

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 Inglés NIVEL C1

B. Should / ought to + have + past participle  obligation in the past

María should have done it / ought to have done it.

He should have / ought to have finished it before.

I should have / ought to have paid the bill.

We also use should / ought to + have + past participle to talk about an expectation that
something happened, has happened or will happen.

If the flight was on time, he should / ought to have arrived in Jakarta early this morning.

The builders should / ought to have finished this by the end of this week.

Note: for logical conclusions from some situation or activity, we use must not should or
ought to.

It’s the third piece of cake she takes, she must really like it!

We can use supposed to instead of should / ought to to talk about an obligation to do

something. It is commonly used in spoken English to express a less strong obligation.

I am supposed to be there at 10. You were supposed to start work today.

HAD BETTER

We can use had better instead of should / ought to, especially in spoken English, to say
that we think it would be sensible or advisable to do something. However, we do not use
it to talk about the past or to make general comments.

If you are not too well, you should / ought to ask Ann instead. (or you’d better ask)

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You should / ought to have caught a later train. (not had better)
I don’t think parents should / ought to give their children sweets. (not had better)

EXERCISES

1. Choose the right option:

A. I'm not used to ____ up this early.

get
getting

B. I used to ____ novels.

read
reading

C. You'll have to get used to ____ carefully when you have the baby.
drive
driving

D. I didn't use to ____ it and I still don’t like it.

like
liking

E. I found it hard to get used to ____ in such a cold country.

live
living

F. It took me a while to get used to ____ Japanese.

speak
speaking

G. I used to ____ very hard in my previous job.

work
working

H. Have you got used to ____ it yet?

do
doing

I. I'm not used to ____ so much coffee.

drink
drinking

2. Complete these sentences with use(d) to ........ + a suitable verb.

1. Dennis gave up smoking two years ago. .......... 40 cigarettes

a day.

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 Inglés NIVEL C1

2. Liz ............ a motorbike, but last year she sold it and bought a car.

3. We came to live in Manchester a few years ago. We ................. in

Nottingham.

4. I rarely eat ice cream now but I .............. it when I was a child.

5. Jim ............... my best friend but we aren´t friends any longer.

6. It only takes me about 40 minutes to get to work since the new road was
opened. It ...................... me more than an hour.

7. There .................. a hotel opposite the station but it closed a long

time ago.

8. When you lived in London, ................. to the theatre very often?

3. Complete the sentences with should / ought to + to infinitive or with should /

ought to + have + past participle using one of the verbs. In which one is ought to
not possible? Are there any in which should is more likely?

Check / include / keep / listen / meet / plan / receive / refrigerate / stay

1. You _________________________ my reply by now. (should / ought to have

received)

2. This medicine ___________________ in a cool place (from a medicine bottle).

(should / ought to be kept, should is more likely)

3. Here is someone you really _________________. (should / ought to meet)

4. If you’re feeling ill, I ________________ at home. (should stay, ought to is not

possible)

5. To have got a better mark, you ______________ your answers more thoroughly.
(should have checked)

6. According to the label, the jam __________________ after opening. (should be /

ought to be refrigerated, should is more likely)

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 7. I think you _____________________ to him. He knew what he was talking about.
(should have listened / ought to have listened)

8. The results were completely wrong. As a scientist she _______________ the

experiment more carefully. (should have / ought to have planned )

9. The information you send ____________________ details of courses taken at

university (from a job application form). (should / ought to include, should is more
likely)

4. Correct these sentences when necessary.

1. Business letters has better be brief and to the point. (should / ought to)
2. It’s cold outside, so you’d better pot on a warm coat. (correct)
3. I think children had better learn to cook at an early stage. (should / ought to)
4. You’d better not to go out tonight. It’s raining. (you’d better not to go)
5. As you are feeling ill, you’d better not go to work. (correct)
6. Some plants had better not be grown in direct sunlight. It will damage their leaves.
(shouldn’t be grown / ought not to be grown)

5. In which sentences can you put should or must and in which can you only put
must?

1. A timetable should / must be set for withdrawing the army. (should / must)
2. Les isn’t home yet. He must / should have been held up at work. (must,
conclusion)
3. I wonder how old Mike is. Well, he went to school with my sister, so he must /
should be over 28. (must)
4. If you smell gas, you must / should phone the emergency number. (must / should)
You should / must visit Nepal. It’s a wonderful

VOCABULARY

CHALLENGES – IT´S UP TO YOU

I.The text below is about boxing. What parts of the body do you expect to be mention in
it? Make a list of them!

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He was a quiet child, a friendly child, uncomplaining and perhaps even shy, showing
none of the emotions that welled up in him - hurt, anger , shame – when people
stared. In his wheelchair at the Golden Gloves Tournament, he told himself he would
be a boxer; he told himself at the end of the first three-round match, when a panting,
grinning boy was declared the winner of the match. What must it be to be that boy! –
to stand in his place….

He began to train, he worked out every day after school and on Sunday mornings; by
the age of 16, he could run ten, twelve, fifteen miles, without tiring. He was quick, light,
shrewd, he was good at boxing. He knew he was good, everyone acknowledged it,
everyone watched him with interest.

He concentrated a good deal on the feel of his body, building up his muscles,
strengthening his stomach, his neck, learning not to wince at pain, not to show pain at
all. He loved the sinewy springiness of his legs and feet, the tension in the shoulders,
he loved the way his body came to life, moving; it seemed, of its own will, knowing by
instinct how to strike his opponent, how to get through his opponent´s guard, how to
hurt him, and hurt him again and make it last. His clenched fists inside the shiny
gloves. His teeth in the mouthpiece. Eyes norrowed and shifting behind the hot lids as
if they weren´t his own eyes, but those belonging to someone he didn´t yet know, an
adult man, a man for whom all things were possible. He was ready! He couldn´t be
stopped!

But sometimes he woke in the night in his bed, not knowing at first were he was, was
he in the gym, in the ring…he lay shivering, his heart racing, his bedclothes damp with
sweat. His fists when he woke would be so clenched so hard his fingernails would be

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cutting into his palms. (Joyce Carol Oates – Golden Gloves)

*Check out the words in bold and try to figure out their meaning from the context. If not,
use a dictionary.

1.Have a look at the adjective in the box below. Identify those referring to the boy before
and after taking up boxing. Write them down in two columns in a notebook.

Bitter / determined / quick / light / friendly / sensitive / ambitious / quiet / tense / shy /
weak / shrewd / aggressive / uncomplaining / touchy / persevering

SPEAKING: Do you happen to know or have read about people who overcame their
handicaps by taking up sports? What can you say about the people in the picture below?

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 Inglés NIVEL C1

Nothing better for this lesson than the challenging experience of some idioms:

- To take something to heart - to consider that some comment is significant to

oneself.

- To pay through the nose for something - to pay too much for something

- To trade on toes - to offend or insult someone, as if causing physical pain.

- To keep your fingers crossed for someone / something - to wish for luck for
someone or something, sometimes by actually crossing one's fingers; to hope for
a good outcome for someone or something

- To be a pain in the neck - to be very annoying

- To be up to your eyes in something – to be extremely busy

- To rub shoulders with someone - to associate with someone; to work closely

with someone. (No physical contact is involved.)

- To have butterflies in your stomach – to feel very nervous

IDIOMS EXERCISE:

Fill the blanks in the sentences below with the right part of the body to obtain an idiomatic
English phrase. Choose from: neck, toes, stomach, shoulders, fingers, nose, heart, eyes.

1.They are trying to force us out because it seems we are trading on a few…..

2.I´m not pleased with my new car at all and I paid through the ……for it.

3.Sally said she couldn´t come. She was up to her…..in work.

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4.I´m going for an important interview this afternoon; keep your……crossed for me.

5.Don´t take it to…..! I´m sure he didn´t mean what he said.

6. It was a rare opportunity for me to rub……with the rich and the famous!

7.I always have butterflies in my……..whenever I go to the dentist.

8.Its´s a paint in the ……….having to listen to his old jokes over and over again.

EXERCISE 2:

Have you ever heard the phrase: PUT YOURSELF IN SOMEONE ELSE´S SHOES? It
means ¨try to understand something from a different point of view¨ . Put yourself in one of
the following positions and write a short paragraph starting with: ¨If I were….¨

- A well known gymnast

- A famous tennis player

- The coach of a Spanish football team

- A defeated boxer

MAKING THINGS EASIER

Choosing your approach

COMPLETING A TASK – HOW TO DO IT

When you need to work out the easiest way to do something, you have to explore
different ways of approaching the task. Sometimes there will be many feasible'
alternatives to consider and sometimes there will only be one or two viable2
options.You need to enlist the help of people to give you advice before you decide
on which method to adopt.
The best advice is to take a step-by-step approach: break the task down into
stages, so that you are dealing with small manageable chunks.This way you will soon
find that something you thought was hard is in fact simplicity itself3. But be careful,
don't always take what looks like the easy option. Think first. At the end, you can feel
proud that you didn't just take the easy way out4.

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 Inglés NIVEL C1

VOCABULARY:

1.possible
2
workable
3
extremely simple
4
do what is easiest but not what is best — which may mean avoiding doing anything at
all

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 EXERCISES

1 Answer these questions about the text in A.

1 Which alternatives is it best to focus on when considering ways of doing something?

2 What sort of options are those that could work well?

3 Which option is not always the best one to take?

4 What sort of approach can one take to make a big task more manageable?

2. Choose the correct collocation.

1 I always use mnemonics to help me recall important............of information.

A spots B objects C items D stuff

2 We ................ all the different ways of getting home before eventually deciding to fly.

A exploded B exploited C explicated D explored

3 The system works in a ............. way.

A straightforward B strong C straight D forthright

4 It's a good idea to divide a task up into .............. chunks.

A portable B manageable C edible D thinkable

5 All memory systems work on the same basic ............

A promotion B prime C principal D principle

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DIFFICULTY

A Adjective + noun collocations

Life seems to have been a constant struggle for her ever since she left home.
When the electricity went off everyone was rushing about in a state of confusion.
Losing the job she loved so much was a severe blow for Anna. She took it very badly.
Our plane was cancelled because of adverse weather conditions.
Unfortunately, after the widespread flooding carne widespread looting of the properties that
had been abandoned. Meanwhile, many families remained in grave danger as the flood
waters showed little sign of abating.
If you continue to smoke there is a high risk of your developing a number of serious diseases.
Jasmine's birthday party was a complete
disaster. She decided to invite all of her own and her sisters' ex-boyfriends — with
catastrophic results.

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B Verb + noun collocations

collocation example

Face a problem My grandmother faced many problems in her lb.

address a problem How do you think we should address the traffic problems
in our city?
tackle a problem More must be done to tackle the AIDS problem.

pose a threat Nuclear weapons pose a threat to the whole world.

carry a risk Most things that we do in life carry some degree of risk.

minimise a risk Not smoking minimices the risk of getting a whole range of
illnesses.
relish a challenge Rob relishes the challenge of a new project,

hinder progress Our party believes that this country's complex tax laws
mainly serve to hinder progress.

spot an error Terry spotted an error in the email he was about to send.

encounter difficulties Any new business is bound to encounter some initial

difficulties.
overcome hurdies
As she was born blind she has had to overcome many
extra hurdies in her life.

fight for survival Poor people in this drought-ridden country fight for
survival.
respond to an The international community responded rapidly to the
emergency emergency.
disaster strikes Disaster struck the province last June, when
torrential rains caused mudslides in many areas.

*** Remember that we make mistakes, NOT do mistakes, we usually have problems or
experience problems, just as we usually also have/experience difficulties, NOT get problemsl /
difficulties.We attempt to find a solution, NOT give a solution. Problems arise or occur, NOT
happen and difficulties arise, NOT appear.

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 Inglés NIVEL C1

EXERCISES

1 Find a collocation in A that has the opposite meaning of these

collocations ...

1 favourable weather conditions 4 isolated flooding

2 a magnificent success 5 slight danger

3 an easy ride

... and the same meaning as these collocations.

6 total confusion 9 a terrible shock

7 disastrous results 10 a total disaster

8 serious risk

2 Complete each sentence using a verb from the box in the appropriate
form.
carry face fight hinder pose respond spot
strike tackle

1 The government is doing all it can to ...................... the drug problem in our
cities.

2 We had only just set off on our holiday when disaster .....................

3 Can you ........................ the six deliberate errors in this story?

4 The international community does not always...................... as promptly

as would be
desirable to an emergency.

5 Any new enterprise ....................... some risk of failure but that should not
deter you.

6 I am afraid that Sandy's problems at borne may be ................ his progress at school.

7 If we ......................... the problems together we should find it easier to tackle

them.

8 By the end of the expedition the climbers were .................... for their very
survival.

9 A man like that in a position of power ..................... a serious threat to world security.

3 Match each question (1-6) with its response (a—f).

1 Is Roy enjoying the challenge of his new post?

2 What can I do to minimise the risk of falling ill?

3 What made them decide to postpone the match?

71
71
 4 What happened alter the earthquake?

5 How can we address the climate change problem?

6 What was the hardest hurdle to overcome in your job?

a By reducing our carbon footprint.

b Widespread looting.

c Eat healthily.

d He's relishing it.

e Gender stereotyping, probably.

f Adverse weather conditions.

4 Correct the collocation errors in these sentences.

1 We are getting a number of problems with our new car.

2 Some problems happened when we tried to follow your instructions.

3 Somehow our society must give a solution to the problem of child

poverty.

4 A difficulty has appeared with regard to a member of our project

team.

5 Even advanced students sometimes do mistakes with this type of

collocation.

6 I've always found a lot of difficulties with English spelling.

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ACTIVITY 1

ONE WEEK JOB

You are going to watch the trailer for a documentary in which a young man decides
what he wants to follow in an unusual way.

Answer the following question as you watch the trailer:

- How is he going to decide what he’s going to do?

- How do his parents react?

http://www.youtube.com/watch?v=CgLlh89YAS8&feature=player_embedded

SPEAKING:

- How is it possible to discover your passion?

- Would you do the same as Sean?
- Would you have done the same as Sean when you were younger?

ACTIVITY 2

You are going to watch a short film with the title ¨My shoes¨. What do you think the film
will be about?

http://www.youtube.com/watch?v=SolGBZ2f6L0&feature=player_embedded

My Shoes has got almost 1,000 comments. These are some contrasting comments
about the film:

“Too simple….too easy….too “commonplace”, what kind of message is this? It’s like:
“Eat your dinner ’cause you know that in Africa there are children dying of hunger….”
Ok….and so? Is that all…is this the message? And you need to make a movie about
that?”

73
“First Lesson: You can’t really have everything in life. Some people may seem to have
MOST of it but NOT everything.

Second: Be grateful for all the things you have. Do not compare your life with others.
You don’t know the story behind theirs and what they are going through.

Third: Sometimes, we tend to think that others have it better than us, not realizing how
much more we are really blessed compared to them.

Which one do you agree with?

Now try and work out the meaning of each proverb and idiomatic expression below.
You can use a dictionary if necessary.

 The grass is always greener on the other side.

 Walk a mile in someone else’s shoes.
 Put yourself in someone else’s shoes.
 Don’t judge a book by its cover.
 Count your blessings.

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 Inglés NIVEL C1

Reporting people’s words and thoughts

It is very common, especially in speech, that people report in their own words what
people think or what they have said. When we do this we can use sentences that have
a reporting clause and a reported clause:

Reporting clause Reported clause

She explained (that) she arrived late because her car broke down.

If we want to report a negative sentence, then we normally report this in the reported
clause:

‘You are right, we should have left earlier’  He agreed that we should have left earlier.

However, with some verbs, to report a negative sentence we make the verb in the
reporting clause negative instead:

‘I’m sure it’s not dangerous’ He didn’t think it was dangerous (rather than he thought it
wasn’t dangerous).

Other verbs like this include believe, expect, feel, intend, plan, propose, suppose,
want.

THAT-clauses
- When we report statements, we often use a that-clause in the reported clause.

He said (that) he would start work the following week.

My husband mentioned (that) he had talked to you the other day.

- Some reporting verbs which are followed by a that-clause have an alternative with an
object + to-infinitive, although the alternatives are rather formal.

I felt that the results were satisfactory - I felt the results to be satisfactory.

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- If we use a that-clause after these verbs, we must use an object between the verb
and the that-clause: notify, assure, convince, inform, persuade, reassure, remind,
tell.

We notified the bank that I had changed my address.

Object *

*The object cannot be a prepositional object (to me, for me, wtih you...)

They convinced her to become part of the group.

She told him to start dinner without them.

With advise, promise, show, teach and warn we sometimes put an object before a that-
clause.

They promised (me) that they would come to see me last weekend.

He has showed (me) that English doesn’t have to be difficult.

 After admit, agree and beg we can use a that-clause with or without an object
before the that-clause. However, if we do include an object, we put a
preposition before it.

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 Inglés NIVEL C1

Reporting offers, suggestions, orders, intentions, etc.

1. Verb + Object + TO-infinitive

Some verbs are followed by an object + TO-infinitive. The object usually referes to the
person who the offer is made to:

‘You She encouraged Frank to take theshould take the job, Frank’ job.

‘It Dr. Baker called on themust be a peaceful demonstration’ crowds to

demonstrate peacefully.

Other verbs like this include:

advise, ask, command, compel, expect, instruct, invite, order, persuade,

recommend, remind, request, tell, urge, warn.

2. Verb + TO-infinitive clause

Some verbs cannot be followed by an object before a TO-infinitive clause.

‘I will take you to town’ She offered to take me to towm (incorrect: she offered me to
take...)

The They propose to buildtheatre will be built next to the town hall the theatre next to
the town hall (incorrect: they propose them to build...)

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Other verbs like this include:

agree, demand, Guarantee, hope, promise, swear, threaten, volunteer, vow

NOTE: Ask is used without an object when we ask someone’s permission to allow us
to do soemthing. E.g. I asked to see his identification before I let him into the house

3. Verb + THAT-clause or verb + to-infinitive clause

After some verbs we can use a THAT-clause instead of a TO-infinitive clause.

He claimed to be innocent or He claimed that he was innocent.

Verbs like this include:

agree, demand, expect, guarantee, hope, promise, propose, request, vow

4. Verb + THAT-clause

After verbs such as advise, insist, order, say and suggest we use THAT-clause but
not a TO-infinitive clause. Notice that advise and order can be used with object + TO-
infinitive clause:

The team captain said that I had to play in goal (not... said to play).

There were cheers when he suggested that we went home earlier (not...suggested to
go home earlier)

However, in informal spoken English we can use say with a to-infinitive clause. E.g.
Tim said to put the box on the table.

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 Inglés NIVEL C1

5. Verb + TO-infinitive clause

After some verbs we use a TO-infinitive but not a THAT-clause:

Carol intends to return to England after a year in Canada. (not... intends that...)
The children wanted to come with us to the cinema. (not...wanted that...)

Other verbs like this include:

long, offer, plan, refuse, volunteer

When we report what someone has suggested doing, either what they should do
themselves, or what someone else should do, we use a reporting clause with advise,
propose, recommend or suggest followed by an –ing clause:

The government proposed closing a number of primary schools.

The lecturer recommended reading a number of books before the exam.

EXERCISES

1. If possible, rewrite these sentences with a that-clause. If it’s not possible

to rewrite the sentence , put a X

I understood the findings to be preliminary I understood that the findings were (are)
preliminary.

A. My French teacher encouraged me to spend some time in France.

B. They believed the mine to contain huge deposits of gold.
C. They wanted us to pay now.
D. Most people consider her to be the best tennis player in the world today.

2. Underline the correct verb. If both are possible, underline them both:

1. She reassured / promised that she would pick me up at 5.00

2. She reminded / warned me that it was Tim’s birthday in two days’ time.

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 3. My doctor advised / told that I should cut down on cakes and biscuits.
4. My neighbour informed / told me that there was a crack in the wall.
5. Amy warned / told that I should be more careful.
6. The experience convinced / taught me that I needed to practise the violin more.
7. Bob convinced / advised that I should take a holiday.

3. Complete the sentences with either said or told.

1. He ____________ that the grass needed cutting.

2. We have finally ________ Don’s parents that we are getting married.
3. My brother _________ to me that she thought I was looking unwell.
4. Ann ___________ me that you are moving to Canada.
5. When David came back, he __________ us all about his holiday.
6. On the news, they _________ that there had been a big earthquake in
Indonesia.
7. Mr. Picker ___________ to the press that he was selling his company, but I
don’t believe him.
8. My mother _________ me about the time she worked in a chocolate factory.

4. Complete the sentences to report what was said using one of the verbs
below and a TO-infinitive clause. You may need to use a verb more than
once. If necessary, add an appropriate object after the verb.

Ask / demand / invite / remind / threaten / volunteer / warn

1. ‘Would you like to come on a picnic with us?’

2. If you don’t give me a pay rise, I will resign.’
3. Can I borrow your pencil?’
4. I must know your decision soon.’
5. Don’t forget to go to the supermarket after work.’
6. Can you give me a lift to the station?’
7. ‘Stay away from me!’
8. ‘If you can’t find anyone else, I will drive you to the airport.

5. Complete the sentences in any appropriate way using a clause beginning

with an –ing form of a verb.

1. To help us prepare for the exam, the teacher suggested ...

2. Because I was overweight, my doctor advised ...
3. To raise more money, the government proposed ...
4. To improve my English pronunciation, the teacher recommended ...

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1. Put the following sentences into reported speech. Pay particular attention
to the type of reporting verb (avoid said).

E.g. ‘That’s correct. The new ringroad will be built through the wood.’
The Government confirmed that the new ringroad would be built through the wood.

1. Don’t worry. I will repair the back door this weekend.’  Colin ...

2. Alright, it’s true. It was me who scratched the car.’  Karen ...

3. If you don’t give me the money, I’m going to tell the police all about it.’ Maurice
...

4. You must come to Dave’s party with me on Saturday.’  Hilary ...

5. Oh, by the way, Terry’s house is still for sale.’ Silvia ...

6. Honest to God, I’ve never seen this money before in my life.’  Mr. Penfold ...

7. Don’t go walking in the fog, it can be very dangerous.’  The mountain guide ...

8. Well, I’d like you all to know Nina and I are getting married next year.’ Julian
...

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VOCABULARY

American / British English

English in USA differs considerably from British English. Pronunciation is the most
striking difference but there are also a number of differences in vocabulary and spelling
as well as slight differences in grammar. On the whole, British people are exposed to a
lot of American English on TV, in films and so on and they will usually understand most
American vocabulary.

American spelling is usually simpler. For example, British English words ending in –our
and –re, end in –or and –er in American English. E.g. colour / color, centre / center.
There are differences in individual words too, e.g. plough / plow. The American
spelling usually tries to correspond more closely to pronunciation.

American British

Soda / soft drink Pop / fizzy drink

Pants Trousers

Elevator Lift

Fall Autumn

Cookies Biscuits

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Truck Lorry

Trunk Boot

Hood Bonet

Soccer Football

Wrench Spanner

Jelly Jam

Jello Jelly

Flashlight Torch

Intersection Crossroads

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 Frech fries Chips

Diaper Nappy

Cotton candy Candy floss / Fairy floss

Sidewalk Pavement

Pacifier Dummy

Line Queue

Drug Store Chemist’s (shop) /

Pharmacy

Pocket money Allowance

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Gas / Gasoline Petrol

Toilet / loo Bathroom

Eraser Rubber

Apartment Flat

Friend Mate

Vacation Holiday

Deck of cards Pack of cards

Candy Store Sweet shop / Lolly Shop

Trailer Caravan

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 Sweater Jumper

Blow-out Puncture

Closet Wardrobe

Drapes Curtains

Faucet Tap

Other varieties of English

Australian English is particularly interesting for its rich store of highly colloquial words
and expressions. Australian colloquialisms often involve shortening a word. Sometimes
the ending ‘-ie’ or ‘-o’ is then added, e.g.a smoko (from smoking), is a tea or coffee
break and a milko delivers the milk; beaut, short for ‘beautiful’ means ‘great’. Because
of the current popularity of Australian TV programmes and films , some of these words
are now being used by British people too.

Indian English is characterised by sounding more formal than British English. It has
retained in everyday usage words that are found more in the classics of nineteenth
century literature than in contemporary TV programmes from London, e.g. They
bereaved are condoled; the Prime Minister is felicitated on his or her birthday. An
Indian might complain of a pain in his bosom (rather than his chest) and an Indian
bandit is referred to as a miscreant.

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Scottish English uses a number of special dialect words. Some of the more common
of these are worth learning.

Aye: yes
Ben: mountain
Brae: bank (river)
Dram: drink (usually whisky)
Glen: valley
Kirk: hurch
Loch: lake
To mind: to remember
Bairn: child
Bonny: beautiful
Burn: stream
Stay: live
Dreich: dull
Janitor: caretaker
Lassie: girl
Outwith: outside
Wee: small
Ken: know

Black English is the term used to refer to the English which originated in the
Caribbean islands and has now spread to many parts of the UK, Canada and the USA.
Listed below are some words which are characteristic of Black English but are also
used in other varieties of English. Many are particularly associated with the music
world:

Dreadlocks: Rastafarian hairstyle

Chick: girl
Jam: improvise
Rap: street-talk
Beat: exhausted
Dig: understand
Pad: bed
Square: dull

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EXERCISES

Place these expressions in the right column:

1. Are you coming, Jim? Aye

2. We got terribly bitten my mozzies at the barbie.
3. They have a wonderful view of the loch from their window.
4. He will not get rid of his dreadlocks.
5. What are you doing this arvo?
6. It’s a bit dreich today.
7. Dae ye ken him?
8. Would you like a wee dram?

Australian English Black English Scottish English

IDIOMS

Take on = hire someone: "They're taking on more than 500 people at the canning
factory."

get the boot = be fired: "She got the boot for being lazy."

give someone the sack = fire someone: "He was given the sack for stealing."

give someone their marching orders = fire someone: "After the argument, he was
given his marching orders."

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How do you work?

get your feet under the table = get settled in: "It only took him a week to get his feet
under the table, then he started to make changes."

burn the candle at both ends = work day and night at something: "He's been burning
the candle at both ends to finish this project."

knuckle under = stop wasting time and start working: "The sooner you knuckle under
and start work, the better."

put pen to paper = start writing: "She finally put pen to paper and wrote the letter."

work all the hours that God sends = work as much as possible: "She works all the
hours that God sends to support her family."

work your fingers to the bone = work very hard: "I work my fingers to the bone for
you."

go the extra mile = do more than is expected of you: "She's a hard worker and always
goes the extra mile."

pull your weight = do your fair share of the work: "He's a good team worker and
always pulls his weight."

pull your socks up = make a better effort: "You'll have to pull your socks up and work
harder if you want to impress the boss!"

put your feet up = relax: "At last that's over – now I can put my feet up for a while."

Office politics and relationships

get on the wrong side of someone = make someone dislike you: "Don't get on the
wrong side of him. He's got friends in high places!"

butter someone up = be very nice to someone because you want something: "If you
want a pay rise, you should butter up the boss."

the blue-eyed boy = a person who can do nothing wrong: "John is the blue-eyed boy
at the moment – he's making the most of it!"

get off on the wrong foot = start off badly with someone: "You got off on the wrong
foot with him – he hates discussing office politics."

be in someone's good (or bad) books = be in favour (or disfavour) with someone:
"I'm not in her good books today – I messed up her report."

a mover and shaker = someone whose opinion is respected: "He's a mover and
shaker in the publishing world."

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pull a few strings = use your influence for something: "I had to pull a few strings to get
this assignment."

take the rap for something = take the blame for something: "They made a mistake,
but we had to take the rap for it."

call in a favour = ask someone to return a favour: "I need a holiday – I'm going to call
in a few favours and ask the others to cover for me."

put your cards on the table = tell people what you want: "You have to put your cards
on the table and tell her that you want a pay rise!"

beat around the bush = not say exactly what you want: "Tell me – don't beat around
the bush!"

sit on the fence = be unable to decide about something: "When there are arguments,
she just sits on the fence and says nothing."

pass the buck = pass on responsibility to someone else: "The CEO doesn't pass the
buck. In fact, he often says "the buck stops here!"

take someone under your wing = look after someone: "When he was taken on,
Sarah took him under her wing."

show someone the ropes = show someone how things are done: "My predecessor
showed me the ropes, so I felt quite confident."

be thrown in at the deep end = not get any advice or support: "He was thrown in at
the deep end with his new job. No-one helped him at all."

a them and us situation = when you (us) are opposed to "them": "The atmosphere
between the two departments is terrible. There's a real them and us situation."

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AS IF / AS THOUGH

1.Meaning:

¨As if¨ and ¨as though¨ are both used to say what a situation seems like. They can
refer to something that we think may be true.

 It looks as if / as though it´s going to rain.

 It sounds as if / as though John´s going to change his job!

They can also be used to talk about things which we know are not true.

 I feel as if / as though I am dying.

 She was acting as if / as though she was in charge.

2.Tenses

When we talk about things which we know are not true, we can use a past tense with a
present meaning after as if/ as though. This emphasizes the meaning of unreality.
Compare:

 She looks as if she is rich. (Perhaps she is)

 He talks as if she was rich. (but he is definitely not)

 You look as though you know each other.

 Why is he looking at me as though he knew me. I´ve never seen him before.

In a formal style, were can be used instead of was in an unreal comparison.

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This is common in American English:

He talks as if he were rich!

3.Like meaning as if / as though

Like is often used in the same way as ¨as if / as though¨ , especially in an informal
style. This used to be typically American English, but is now common in British English
as well!

 It seems like it´s going to rain!

 He sat there smiling like it was his birthday!

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IF ONLY / I WISH

IF ONLY

We can use ¨if only…!¨ to say that we would like things to be different. It means the
same as ¨I wish¨ but is more emphatic. The clause with ¨if only¨ often stands alone,
without a main clause. Tense use is as it follows:

a) Past to talk about the present

 If only I knew more people!

 If only I was better-looking!

b) Would + infinitive (without to) to talk about the future

 If only it would stop raining, we could go out!

 If only somebody would smile!

c) Past perfect to talk about the past

 If only she hadn´t told the police, everything would have been all
right!

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I WISH

We can also use ¨wish¨ with a ¨that clause¨ (¨that¨ can be dropped in an informal
style). In this case, ¨wish¨ does not mean ¨want¨. It expresses regret that things are not
different, and refers to situations that are unreal, impossible or unlikely. Tenses are
similar to those used with ¨if¨.

 I wish (that) I was better looking.

 Don´t you wish (that) you could fly?

 We all wish (that) the snow would stay forever.

WHISH + THAT CLAUSE is not generally used for wishes about things that seem
possible in the future. We often use ¨hope¨ in this sense:

 I hope you pass your exams! (Not: I wish you would pass your exams)

 I hope you feel better tomorrow! (NOT: I wish you felt better tomorrow)

WISH + THAT CLAUSE: TENSES

In a ¨that clause¨ after wish, we generally use the same tenses as we would use, for
instance, after ¨It would be nice if…..¨. Past tenses are used with a present or future
meaning.

 I wish I spoke French! (It would be nice if I spoke French)

 I wish I had a yacht!

 All the stuff wish you weren´t leaving so soon.

 Do you ever wish you lived somewhere else?

¨Were¨ can be used instead of ¨was¨ in this structure, especially in a formal style.

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 I wish that I were better looking.

Past perfect tenses are used for wishes about the past:

 I wish you hadn´t said that!

 Now she wishes she had gone to university.

WISH …..WOULD

¨Would¨ is very common in ¨that clauses¨ after ¨wish¨ .

Sentences with ¨wish….would¨ express regret or annoyance that something will

not happen!

 Everybody wishes you would go home. (Why won´t you go home?)

 I wish you would stop smoking! (Why won´t you stop smoking?)

 I wish it would stop raining. (But it looks as if it won´t)

 Don´t you wish that this English course would last forever?

Sentences with ¨wish….wouldn´t ¨refer to things that do or will happen:

 I wish you wouldn´t keep making that stupid noise. (but you will keep making it)

¨Wish ….wouldn´t¨ can be like an order or a critical request.

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Compare:

a)I wish you wouldn´t drive so fast! (similar to ¨Please don´t drive so fast!¨)

b)I wish you didn´t drive so fast! (More like: I am sorry you drive so fast.)

a)I wish you wouldn´t work on Sundays. (Why don´t you stop?)

b)I wish you didn´t work on Sundays. (it´s a pity you work on Sundays)

EXERCISE 1:

Look at the pictures below. What do you think these people are saying to themselves?

I wish…..

If only….

If only…..

I wish…..

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EXERCISE 2:

Write wishes with ¨if only¨ / ¨I wish¨ for the following situations:

1.Your friends are going swimming; you´d like to join them but you can´t swim.

2.You want to buy a new bike but it is too expensive.

3.You want to take your friend out for a walk, but it´s raining heavily.

4.You are trying to get some sleep while some kids are playing right under your
window.

5.I had warned you to study more, but you wouldn´t listen.

6.I am terribly sorry I behaved so foolishly!

EXERCISE 3:

REMEMBER:

As if / as though are
interchangeable. They
are used in comparisons
and also imply an
element of condition.

Now match sentences 1 to 7 to sentences a to g.

1.The player looked a)as if my legs were stuck to the ground

2.the child was crying b)as if to hypnotize him

3.When the whistle was blown I felt c)as though he had lost any hope of
winning
4.She was shivering
d)as if in pain
5.He laid both his hands on his chest
e)as if she were cold
6.You are already acting
f)as though to demonstrate his sincerity
7.Muhammad Ali was looking at his
opponent g)as if you were a star

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VOCABULARY

SPORTS

Ready, steady, GO!

SPEAKING:

1.What sports do you enjoy practicing / watching?

2.Have you given up a sport in recent years? If so, why? (eg.: too expensive, not
enough time, no partner, health reason, lack of facilities)

3.Do you ever go in for competitions and championships?

4.Do you know anyone who is into an unusual kind of sport? (ex.: deep-see diving, ski
jumping, etc)

A friend of yours invites you to try one of the following sports: skateboarding, diving,
roller-skating, horse riding, cycling.

 If you want to try it – how many good reasons can you think of?

 If you don´t want to try it – how many excuses can you find?

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THE OLYMPIC GAMES

Discussion points:

A.

1.Why are they called ¨The Olympic Games¨?

2.What are the aims of the Olympic movement? (promote sports, create a more
friendly, peaceful world)

3.What do the five circles of the Olympic flag represent?

B.

You have been invited to take part in a debate: ¨The Olympics – A Waste of
Money?¨Prepare some arguments for or against. Refer to: costs, effort of athletes and
organizers, grandeur of the show, promotion of values, impact on tourism. You will
need to make careful notes. The language in the box may help you:

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USEFUL LANGUAGE

As far as…..goes…..

As far as I know….

As I said / As you can see….

As it happens…..

As you know / As you´d expect….

Didn´t you know / Haven´t you heard….?

To be honest…

I assure you…..

On the whole…..

Well, I´ll tell you one thing….

You know what I mean….

The point is / The main reason is that ….

To a certain extent…./ Up to a point…..

Personally, I tend to….

That´s one way of looking at it, but…..

I can´t agree / I can´t help thinking…..

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Sports and business metaphors

Reading and Vocabulary

Read the dialogue below and find the meanings for the underlined sports idioms. Write
the letters of the underlined phrases next to the meanings below.

A. Good morning, glad you had time to update me today. Shall we (A) kick off the
meeting then? We’ve got a lot to discuss.

B. Fine with me. It looks like we are pretty much (B) on target with this project so
this meeting should run pretty smoothly.

C. Glad to hear it. I know we have a great team whose work is really(C) up to
scratch and I’ve been delighted with the way everything is going.

D. That’s true. I have to say that the people working on this are all experts who
really (D) know the ropes and have all made excellent contributions.

E. I have to agree with you there. Have you got a (E) ballpark figure for me on the
total costs yet?

F. Not yet. We still have some costs to factor in and I don’t want to (F) jump the
gun.

G. We will need to submit the final budget soon, you know. At the moment we are
still (G) in pole position in the market, but that situation can change at any time.

H. Right. I remember last year when we were (H) neck and neck with one of our
competitors and the work we put in to maintain our market share. That was
really stressful for all involved.

I. It certainly was, but we need to make sure that we keep (I) the ball in our court.

J. OK, I’ll check with my team and make sure they get all the information to me as
soon as possible. We really don’t want to (J) take our eye off the ball on this
one as I think the product is going to be a real winner for us. You’ll hear from
me by the end of the week.

1. to be of a good standard

2. to be in a position to make the next step

3. to be in the best possible position

4. to start

5. a rough estimate

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 6. to have the same chance of winning as someone else

7. making good progress and likely to achieve what has been planned

8. to make a mistake, especially by doing something carelessly

9. to be able to do something well

10. to do something too soon, especially without thinking about it carefully first

Origins
Look at the idioms and decide which of these areas of sports they come from.
Write the letters next to the sports:

 track and field

 horse racing
 archery
 baseball
 sailing
 football
 motor racing

Using the idioms

Work in pairs. Discuss the idioms below and their meanings. Then choose one
of the situations. Write a dialogue using suitable idioms and read it to the class.
Be prepared to explain the meanings of the idioms you used.

at this stage of the game at this point (from any sport or game)

game plan a strategy (from any sport or game)

team player someone who works well on a team (from any team sport)
to take sides to divide a group into two opposing teams (from any team sport)
a level playing field a field which is flat so that neither side has an advantage over the
other (from any sport which is played on a field)
to take a shot at to try something (from basketball)
something
slam dunk something that is easy to do (from basketball)
to take the wind out of to stop someone or slow them down (from sailing)
someone’s sails
to bail out to help or save someone or something (often with money)
(from sailing)

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to go against the tide to do something very difficult (swimming)

to have a head start to have an advantage (from track and field)
(to start) from scratch to start all over at the beginning again (from horse racing)
bull’s eye goal or objective (from archery)
open a can of worms to do something that will uncover a number of problems (from
fishing)
heavyweight to be important (from boxing)
to hit someone below the to hurt someone unnecessarily (from boxing)
belt
to throw in the towel to give up (from boxing)
a hole in one to succeed the first time (from golf)
par for the course normal (from golf)
nose dive to fall rapidly (from flying)

The situations
1. A staff member is not doing a very good job at the moment and discusses the
problem with his or her boss.

2. A new product is being launched and marketing ideas needs to be discussed.

3. Sales are falling and strategies should be found to improve them.

4. You are considering market entry strategies into a completely new

geographical area and have to talk about ideas for this.

5. Your company is going to be restructured and everyone has been asked for
their point of view.

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C1 – UNIT 3

GRAMMAR

1.PLURAL SAME AS SINGULAR

Some words ending in ¨-s¨ do not change in the plural. Common examples:

SINGULAR PLURAL

Barracks Barracks

Series Series

Crossroads Crossroads

Species Species

Headquarters Headquarters

Works (= factory) Works (= factory)

Means (of transport) Means (of transport)

Swiss Swiss

*Note that some singular uncountable nouns end in ¨-s¨. These have no plurals.
Examples are : news, billards, draughts (and some other names of games ending in ¨-
s¨), measles (and other illnesses)

*Most words ending in ¨ -ics¨ (e.g. Mathematics, Physics, Athletics) are normally
singular uncountable and have no plural use.

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  Too much Mathematics is usually taught in schools. (NOT: Too many
Mathematics are….)

*Some words ending in ¨ -ics¨ (e.g. politics, statistics) can also have plural uses.

 Politics is a complicated business. (BUT: What are your politics?)

 Statistics is useful in language testing. (BUT: The unemployment statistics are

disturbing)

2.Compound nouns

In noun+adverb combinations, the plural ¨-s¨ is usually added to the noun.

SINGULAR PLURAL

Passer-by Passers-by

Runner-up Runners-up

3.Plurals with no singular forms

Cattle is a plural word used to talk collectively about bulls, cows and calves; It has no
singular and cannot be used for counting individual animals (one cannot say, for
instance, ¨three cattle¨)

 Many cattle are suffering from a disease. (NOT: Much cattle is ….)

Police, staff and crew are generally used in the same way.

 The police are looking for a fair-haired man in his twenties. (NOT: The police is
looking for…..)

 The staff are on strike. (NOT: The staff is on strike.)

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The expressions ¨the British¨, ¨the Dutch¨, ¨the English¨, ¨the French¨ , ¨the Irish¨, ¨the
Spanish¨ are also plurals, with no singular forms.

 In 1581 the Dutch declared their independence from Spain. (BUT: A Dutchman
came into the shop. NOT: A Dutch….)

¨Trousers, jeans, pyjamas, pants, scales, scissors, glasses, pliers¨ and the names of
many other divided objects are plural and have no singular form.

 Your jeans are too tight. (NOT: Your jeans is….)

 Where are my glasses? (NOT: Where is my glasses?)

To talk about individual items, we can use ¨a pair of¨

 Have you got a pair of nail-scissors?

Other common words which are normally plural and uncountable include:

Arms / clothes / congratulatios / contents / customs (at a frontier) / funds

(money), goods / groceries / manners (social behaviour) / the Middle Ages (a
period in history) / odds (chances) regards / outskirts / savings / surroundings /
thanks / troops.

 Congratulations on your new job! (NOT: Congratulation….)

 She lives on the outskirts of Cambridge. (NOT: ….. outskirt….)

4.Singular nouns with plural verbs

a)Groups of people: The team is/are

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In British English, singular words like ¨ family, government, team¨ which refer to groups
of people, can have either singular or plural verbs and pronouns.

 The team is/are going to lose.

Plural forms are common when the group is seen as a collection of people doing
personal things like deciding, hoping or wanting. Singular forms are common when the
group is seen as an impersonal unit. Compare:

1.-My family have decided to move to York. They´re going in April.

- The average family has 3.6 members. It is smaller than 50 years ago.

2.-My firm are wonderful. They do all they can for me.

-My firm was founded in the 18th century.

5.A number of people have…..

Many singular quantifying expressions can be used with plural nouns and pronouns;
plural verbs are normally used in this case.

 A number of people have tried to find the treasure, but they have all failed.

 A group of us are going to take the boat through the French canals.

 A couple of my friends plan to open a travel agency! (NOT: A couple of my

friends plans)

A lot of social problems are caused by unemployment. (NOT: ……is caused…..)

 The majority of criminals are non-violent.

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6.Plural expressions with singular verbs

a)amounts
When we talk about amounts and quantities we usually use singular determiners,
verbs and pronouns, even if the noun is plural.

 Where is that five pounds I lent you? (NOT: Where are those five pounds I lent
you?)

 Twenty kilometers is a long way to walk.

 We´ve only got 5 liters of petrol left. That isn´t enough.

b)calculations

Singular verbs are often possible after plural number subject in spoken calculations.

 Two and two is/are four.

 Ten times five is fifty.

c)more than one

¨More than one¨ is generally used with a singular noun and verb.

 More than one person is going to find a new job.

d)one of….

Expressions beginning ¨one of¨ normally have a plural noun and singular verb.

 One of my friends is getting married. (NOT: One of my friends are….)

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7.And

Some expressions joined by ¨and¨ have singular determiners, verbs and pronouns.
This happens when the two nouns are used together so often that we think of them as
a single idea.

 The gin and tonic isn´t very strong, is it?

 Your toast and marmalade is on the table.

8.Singular ¨they¨

a)Somebody left THEIR umbrella

They/them/there is often used to refer to a singular indefinite person. This is common

after a person, anybody, anyone, somebody, someone, nobody, no one, whoever,
each, every, either, neither and no. ¨They¨ has a plural verb in this case.

 If a person doesn´t want to go on living, they are often very difficult to help.

 If anybody calls, take their name and ask them to call again later.

 Somebody left their umbrella in the office. Would they please collect it?

 Nobody was late, were they?

 Whoever comes, tell them I´m not in.

 Tell each person to help themselves to what they want.

 Every individual thinks they´re different from everybody else.

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VOCABULARY

FOOD

INFO BOX

B&B

Britain is world famous for a form of holiday accommodation called ¨Bed and
breakfast¨ or ¨B&B¨.

Travelers are given the opportunity to stay in private houses in one of the spare
bedrooms or in a small guest house. The owner who usually lives on the premises will
welcome her guests in a warm and friendly way. Thus they are given the chance to
make friends but if they wish, their privacy will be respected and they can have all their
meals in a separate dining-room. It´s just like having a home away from home. In
addition to a comfortable bed the hostess will prepare her guests a traditional English
breakfast of bacon and eggs.

Read the following text in order to:

1.find the main idea

2. learn new vocabulary related to food

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Success story: Wayne´s half the man

I wish I had known sooner that it was possible. For years and years I longed to be slim
and felt frustrated that there was nothing I could do.

I began putting on weight when I gave up my childhood love of playing sports. I

started each

day with two hunks of bread thickly spread with butter and jam, a bowl of cereal with
plenty of sugar and a couple of cups of tea with full cream milk. For elevenses, I´d
have a mug of coffee and half a packet of biscuits or a wedge of cake. Lunch was
huge amounts of meat, potatoes and vegetables and a pudding.

Cream cakes, doughnuts, biscuits and sausage rolls saw me through to tea-time,
which consisted of a fry-up with bread and butter. Supper was stacks of crackers with
butter and cheese and hot chocolate. If I was still hungry, I´d eat more biscuits. The
weight piled on. I walked around on in tent-like T-shirts and baggy trousers fastened
with a belt which had to be made especially for me. One evening when I had to walk
home from a party, I had gone only twenty yards before I had to sit on a wall to
recover. My body was horribly fat. My stomach was so huge I could barely get my
arms around it. I was a physical mess. Yet, somehow, I managed to convince myself
that I didn´t look too bad.

But when you´re twenty-three, life is full of humiliations. Wherever I went, people
stared at me. Simply travelling on a bus or train was an ordeal. I hated buying clothes
and hearing the salesmen´s sneers of ¨we don´t do your size¨. Then, one day, a friend
tricked me into visiting a new club. I imagined a bar and I was horrified when I walked
into a room with a lot of women and a weighting machine. But I felt too embarrassed to
leave and thus I learnt about the ¨Fit for Life¨ programme. For the first time I was told
that I could eat and lose weight. From that day on, everything in my life changed. Of
course I was put on a diet at the beginning. But it was easy to change it into a good
habit. I started exercising and I began to develop muscles and stamina together with
my self-confidence. It made me smile when I remembered there were times when I
could barely lift the teapot. After six months I bought my first pair of jeans. I felt terrific;
there was no going back.

Now I know: you don´t have to feel trapped and defeated; the power to transform
everything is in your hands.

¨Slimming Magazine¨

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Vocabulary review:

Hunk – trozo, pedazo

Wedge- porción, pedazo grande

Doughnut- donut

Stack- pila, montón

Ordeal – prueba, dura experiencia

Sneer – burlarse, hacer muecas

Stamina – Fortaleza, resistencia

Elevenses – comida ligerita que se toma sobre las 11.00 horas

Phrasal verbs:

Put on weight – coger peso

To lose weight – perder peso

To give up – rendirse

To pile on – amontonar

To stare at – mirar fijamente

EXERCISE 1:

Now, read the text again paying attention to the details.

The antonyms of all these words are in the text. Find them:

a)slim

b)little

c)content

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d)thinly

e)few

f)to look well

g)to love

h)to forget

i)to drop

j)to take up

EXERCISE 2:

Fill in the following table referring to Wayne´s former eating habits. Then, describe
yours.

MEALS WAYNE YOU

Breakfast

Elevenses

Lunch

Snack

Tea

Supper

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EXERCISE 3:

Write down words from the text that Wayne uses to describe his feelings. You should
be able to come up with 9 of them.

EXERCISE 4:

Put the words below into the correct column. Use the dictionary for any words you
don´t know.

Heavy / skinny / massive / overweight / underweight / corpulent / plump / dumpy /

slender / slim / obese / stout / bulky / solid

FAT THIN

FIT FOR LIFE

1.How much do you know about healthy eating? Quiz:

a)What does healthy eating refer to:

-a permanent diet to lose weight

-a varied and balanced food programme

-eating only what we like

b)What foods do you think are important for healthy eating:

-foods rich in vitamins

-foods containing lots of sugar

-foods rich in starch and fiber

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c)What foods would you eliminate from a healthy programme

-dairy products

-sweets

-foods rich in fats

Cooking instruments:

Kettle Casserole Frying pan Microwave Grill Cooking pan

oven

Ways of cooking:

To steam – cocinar al vapor

To fry - Freir

To poach - cocer

To grill – a la plancha

To boil - hervir

To heat - calentar

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EXERCISE 6:

You´re expecting a British or American guest. Draw up a menu including some

specifically Spanish dishes which you think he / she would like. How would you cook it
and what cooking instruments do you need?

Read the dialogues above and pay close attention to the vocabulary used:

Dialogue 1:

Alan: Do you fancy some cheese to finish off with, Dave?

Dave: O.K. I´ll have some if you join me. What´s your favourite sort?

Alan: I like blue cheese best, especially stilton. It has such a rich texture and a nutty
taste. I like cottage cheese too. How about you?

Dave: Oh, Stilton´s not my cup of tea and I´m not to keen on cottage cheese either.
It´s too soft and sour. I´d rather have Cheddar. It´s not too strong and it´s nice with
biscuits.

Alan: I like it too. There´s nothing finer to finish a meal than cheese and biscuits with a
glass of good wine. Let´s see what´s on the cheesboard tonight.

Dave: Oh, they´ve got that smelly French stuff. What do they call it?

Alan: You mean Camembert. I can´t stand it either. Thank goodness there´s a nice
piece of Cheddar!

USEFUL VOCABULARY:

Do you fancy….?

What´s your favourite…?

I´m (not) keen on…

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It´s (not) my cup of tea.

I can´t stand it.

I don´t like it either.

I love it, too.

Dialogues 2:

Sally: Joan, I´d like you to try my home-made apple-pie.

Joan: Oh, it´s delicious!

Jim: Will you have another cup of tea?

Ann: No, thank you, I´ve already had too many cups today!

Jack: May I offer you this box of chocolates. I can´t tell you how grateful I am for your
help!

Prue: Thank you! They´re my favourites. You shouldn´t bother, though. It was my
pleasure.

USEFUL VOCABULARY:

I´d like you to try…..

Will you have…?

Help yourself to….

May I offer you….?

Yes, please!

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No, thank you!

BIG MAC

Read the text below and then answer the questions:

Big Mac – It´s a bargain!

When Sarah woke up that morning, she felt rather depressed! Again, there were no
bright prospects for that day´s lunch and dinner. But Jake said he had a brilliant idea,
and after quickly pulling on his trousers and buttoning his shirt, he left the house in a
rush!

He got off the bus at the other end of the town and rang the bell of a neat-looking
house near the station. A woman in her mid-forties opened the door.

¨Mrs. Gordon? ¨ Jake asked after glancing quickly at the name next to the bell.

¨Yes¨, the woman said expectantly having been interrupted while doing her
housework.

¨It´s a rather unpleasant situation, you see. Have you bought any meat at Presco´s
today? ¨

¨Yes, one medium sized chicken and half of pound of fish. ¨

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¨Oh, I´m sorry Mrs. Gordon, but I´ve got some bad news. We´ve just received some
information about a salmonella infection in today´s meat supply. My advice to you is
that you give me the meat. I´ll take it back and tomorrow, first thing in the morning the
company will send you something, by way of compensation.¨

The woman left without saying a word and was back in a minute with two packs in her
hands.

At twelve a o´clock, Jake, carrying two heavy bags was heading towards the market to
buy some potatoes and some strawberries with the little money that was in his pocket
for the whole week´s expenses.

Questions:

¨trousers¨ - Is this noun singular or plural?

¨woman¨- Can you name some others irregular nouns? What is the plural of this one?

¨fish¨ - What is the plural of this noun?

¨news¨ - What is the singular of this noun?

¨money¨ - Why ¨was¨ used with this noun instead of ¨were¨?

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INFO BOX

EGGS ARE GREAT FOR COOKING

Eggs can be used for:

 Thicken soups, puddings and sauces such as mayonnaise

 Set food such as egg custard, etc

Eggs can be:

BOILED:

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BAKED:

FRIED:

POACHED:

SCRAMBLED:

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SPEAKING:

1.My ideal dinner

2.The advantages of supermarkets over small, specialized shops

3.Are some types of foods healthier than others?

INFO BOX

JUNK FOOD

¨Junk Food¨ is food that tastes great but offer little body – building nutrition. The word
¨junk¨ comes from the Portuguese language. Five-hundred years ago it meant old
pieces of rope. Later it came to mean any kind of waste material that somehow could
be put to use. Finally people used it to describe anything with no value. Americans
love junk food: potato chips, corn chips, sausages and hamburgers, cheeseburgers
and cookies. Scientists and doctors warn that people should eat less junk food and
more good food: fish, vegetables, meat and fruit. It is easier however, to criticize junk
food than to stop eating it.

As food is essential to life, many idiomatic expressions derive from food and cooking
processes. Choose the correct idiom in each of these situations. Can you think of
equivalents in Spanish?

1.Everyday my neighbor’s dog wakes me up at 4:00 am.

a)It gives me food for thought!

b)I´m fed up!

c)I´m spilling the beans

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2. Her children´s constant fighting …….on their mother´s nerves.

a)garted

b)boiled

c)sifted

3.The band was……….enthusiasm for the football team.

a)melting down

b)whipping up

c)dampering

4.The little boy said ¨I´m sorry mother¨. Mother´s anger………

a)buttered

b)melted

c)peeled

5.He was the……of his mother´s eye.

a)pear

b)apple

c)banana

6.The committee voted to delay to delay the project until next year.

a) They put it on the back burner.

b)They burned it

c)They put it on a high boil.

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7.He sat on the bus…..between two young ladies.

a)sandwiched

b)toasted

c)fried

8.Leslie´s wallet was stolen. He had a lot of money in it. He was……

a)sugary sweet

b)buttered up

c)boiling mad

9.Mathematics? Oh, that´s not my….

a)cup of tea

b)glass of wine

c)piece of cake

10.¨You haven´t touched my apple-pie¨!!

¨Oh, I´m just not…….

a)sugar-minded

b)sweet-toothed

c)sweet-eyed

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DESCRIBING FOOD PRODUCTS

SHAPE

Conical

Semi-circular

Bell-shaped

Egg-shaped

Pear-shaped

Wedge-shaped

SMELLS

An orange has a strong Scent/smell

Wine smells Fruity

Coffee smells Aromatic

Bacon sometimes smells Smoky

Milk forgotten on the cooker smells Burnt

Old eggs smell Bad

TASTES

An apple is sour When it´s green

sweet When it´s ripe

Almonds are bitter

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Food can be salty Or artificially Salted

Peppery Peppered

Spicy Spiced

TEXTURE

Read the following text:

Fruit and vegetables that are crisp and fresh and have a firm texture so that when you
bite them they are hard and crunchy. e.g. He bought nice crisp apples at the market.

Cooked food that is crisp has been fried or toasted until it is hard, dry and crunchy.
Crunchy food makes a noise when you eat it. e.g. He helped himself to some hot crisp
rolls. I can feel the crisp frosty snow crunching under my feet. / It´s the nuts that make
this cake so crunchy!

COOKERY BOOK

(…..they spoil the broth)

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The English speaking competition will take place in two weeks´ time. It will have the
general theme: ¨Eating to live or Living to eat¨. You are one of the participants and
you´ve started preparing for it. You think one of the questions the jury will ask you is

connected with FOOD PROVERBS.

Match the two halves of each proverb correctly:

a)Appetite 1.in an old pot

b)An apple a day 2.in one basket

c)Good broth may be made 3.over spilt milk

d)The proof of the pudding is 4.comes with eating

e)Don´t pull all your eggs 5.keeps the doctor away

f)You can´t have your cake 6.without breaking of eggs

g) Eating an apple going to bed 7.another man´s poison

h)Too many cooks spoil 8.doesn´t make a garland

i)Omelettes are not made 9.in the eating

j)Half a loaf is 10.the broth

k)One flower 11.better than none

l)It´s no use crying 12.and eat it

m)One man´s meat is 13.makes the doctor beg his bread

*One of the proverbs does not belong here. Which one is it?

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*Explain the meaning of each proverb.

ACTIVITY 1

EAT

You are going to watch a film called EAT in which Andrew tries typical dishes in each
country. Try to identify as many dishes and ingredients as possible.

http://vimeo.com/27243869

ACTIVITY 2

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WHAT´S COOKIN´?

Do you know what ¨food rap¨ is?

If the answer is ¨no¨ watch the video and you should be able to figure it out.

http://vimeo.com/40868107

Now try to identify the food shown and put it into the following categories:

Fruit:

Vegetables:

Meat:

Fish and seafood:

Desserts:

*What food in What’s Cookin’? is normally served in a fast food restaurant?

Further on, you will watch another video called Happy Food which is set in a fast food
restaurant. Identify the fast food served in the restaurant.

http://vimeo.com/42411918

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TURNING VERBS INTO NOUNS

1.Using nouns for actions

It is very common to refer to an action by using a noun instead of a verb. Nouns of this
kind often have the sane form as the related verbs. The structure is especially
common in informal style.

 There was a loud crash.

 Did I hear a cough?

 I need a wash!

 Let´s have a talk about your plans!

 Let your sister have a go on the swing.

 Just take a look at yourself!

 Would you like a taste?

 What about a drink?

 Come one – one more try!

2.Common structures

Nouns of this kind are often introduced by ¨general-purpose¨ verbs such as ¨have¨,
¨take¨, ¨give¨, ¨make¨, go for¨.

 I´ll have a think and let you know what I decide.

 I like to have / take a bath before I go to bed!

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  If it won´t start, let´s give it a push!

 I don´t know the answer, but I am going to make a guess.

 I try to go for a run every day!

We can use ¨-ing¨ forms in a similar way after ¨do¨

 She does a bit of a painting, but she doesn´t like to show people.

These structures are very common, when we talk about casual, unplanned or
unsystematic recreational activity. Compare:

 Let´s have a swim (More natural than : Let´s swim!)

 Do you do any sport? – Yes, I swim!

REFLEXIVE PRONOUNS

1.What are reflexive pronouns?

Reflexive pronouns are: myself, yourself, himself, herself, itself, oneself, ourselves,
yourselves, themselves.

2.use: I cut myself shaving

A common use of reflexive pronouns is to talk about actins where the subject and
object are the same person.

I cut myself shaving this morning. (NOT: I cut me…)

We got out of the water and dried ourselves! (NOT: …….dried us)

I´m going to the shops to get myself some tennis shoes.

Talking to oneself is the first sign of madness.

I look at myself in the mirror every morning before going to work!

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3.After prepositions: She took her dog with her

After prepositions of place, we often use a personal pronoun (me, you, etc) if the
meaning is clear without using a reflexive. Compare:

 She took her dog with her (NOT….with herself.- She could hardly take her dog
with somebody else)

 She´s very pleased with herself. (she could be pleased with somebody else)

Other examples:

 Close the door behind you!

 He was pulling a small cart behind him!

4.Emphatic do: Do it yourself!

We can use reflexives as emphasisers, to mean mean ¨that person/thing and

nobody/nothing else. ¨

 It´s quicker if you do it yourself!

 My mother spoke to me herself!

 The house itself is very nice, but the garden´s very small!

 I´ll go and see the President himself if I have to!

5.By oneself

By myself, etc. means ¨alone¨ without company¨ or ¨without help¨.

 I often like to spend time by myself!

 Do you need help? – No, thanks I can do it by myself!

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6.-selves and each other / one another

Note the difference between – selves and each other / one another.

 They talk to themselves a lot (each of them talks to him/herself)

 They talk to each other a lot. (Each of them talks to the other)

7.reflexives not used

Certain verbs (e.g wash, dress, shave) have reflexive pronouns in some languages but
not in English.

Do you shave on Sundays? (NOT: Do you shave yourself on Sundays?)

However, reflexives can be used if it is necessary to make it clear who does the action!

 She´s old enough to dress herself now.

 The barber shaves all the people in the town who don´t shave themselves .

 So, does he shave himself or not?

Some other verbs which do not normally have reflexive pronouns:

 Suddenly, the door opened. (NOT: Suddenly the door open itself.)

 His book´s selling well. (NOT: His book´s selling itself well)

 Try to concentrate / focus. (NOT: Try to concentrate / focus yourself)

 I feel strange (NOT: I feel myself strange)

 Hurry! (NOT: Hurry yourself)

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VOCABULARY

IMPORTANT ASPECTS FOR A JOB INTERVIEW

Carta de presentación Cover letter

Curriculum Vitae (Reino Unido) C.V

Curriculum Vitae (EEUU) Résumé

Antecedentes Background

Formación Educational background

Experiencia Experience

Solicitud de empleo Application form

Referencias References

Preferencias laborales Work preferences

Permiso de trabajo Work visa

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 WORKING LIFE

In my mid-twenties I joined the staff of a language school. The pay wasn't brilliant but I
could make a living' and there were many aspects of the job that I enjoyed. The other
members of staff were nice and I enjoyed teaching the students. A few years later,
after returning from maternity leave, I decided to go part-time. Luckily I was able to
do a job-share2 with another woman who had a small child. Then the school began to
go through a difficult period and had to lay off staff3. I decided to go freelance4. I had
managed to build up a network of contacts and this gave me a good stars. I soon had a
substantial volume of work — private students and marking exams — and was able to earn
a good living.

1. earn enough to live (can also be used just to refer to one's job and how one earns one's
money: She makes a living as a hairdresser)
2
situation where two people share equal parts of the same job dismiss staff because there
is no work for them to do
4
work for several different organisations rather than working full-time for one organization

***People usually do work, NOT make work. If we talk about people making work, it means that
they create work for other people to do, e.g. A baby makes a lot of work for its parents — but
it's worth

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1 Bill:
After graduating, I practised medicine' for a number of years in London. I
managed to carve a niche for myself2 as a specialist in dermatology. •
Then I realized I needed some fresh challenges and so I did a job swap for
a year with my opposite number3 in a clinic in Vancouver. When 1
returned, 1 went back to my old job and also took up the post4 of editor of
a leading medical journal I held that position for a number of years. I'm
now hoping to go abroad again and so am letting everyone know that I am
open to offers.
3
1.worked as a doctor someone doing the same job in a different location
2.make a special position for myself 4 started work

¨After graduating in economics, I did the usual thing of putting together my CV' and applying
for jobs. I got a very tempting offer from an investment bank and accepted it. It was a high
pressure environment but I felt motivated and I did very well. I was put on a fast-track
scheme2 and was moving up the ladder3 fast. However, one day I had a change of
heart4. I realized I'd stopped enjoying the excitement. I felt I needed to get my priorities
right'. I decided that other aspects of my life should take priority over6 my work. I handed in
my resignation and moved to the country¨

CV = curriculum vitae, a written description of your education, qualifications, skills and

career system for rapid training and promotion of talented staff

***We say someone is under a lot of / considerable pressure, NOT under high pressure.

1.give importance to the right aspects of life

2.system for rapid training and promotion of talented stuff
3
being promoted
4 my attitude or mood changed
5.be more important to me than

137
 Exercises

1.Match the beginning of each sentence with its ending. (a - j)

1 My husband and I do a)of contacts.

2 Circulate the report to all members b)the staff in our company.

3 Kazuki has been happier since he went c)of work this month.

4 I hope it won't be necessary to lay d)of staff.

5 It's not easy to make e)part-time.

6 Meeting people is the best aspect f)a job-share.

7 Marian was the last person to join g)off many of our staff.

8 Arma will be going on maternity h)of the job.

9 Try to build up a good network i)a living as an actor.

10 We've had a ridiculous volume j)leave next month.

2. Complete the conversation using words from the previous page.

Meg: Did you know my son's in Australia at the moment? He's doing a job swap with his

opposite (1) ............................................. , the person who (2) ................... a similar position
to his in the company's Sydney office.

José: Wow, that's good! But I thought he wanted to go to the States this year?

Meg: Well, yes. He did have a very tempting (3) ................................. from a company in New

York and he was about to accept, but then he had a (4) ....................................... of heart.

José: So, have you met the exchange person from Sydney?

Meg: Yes, he's been to dinner a couple of times. He'd like to settle here in fact and has asked
us to tell everyone he's (5) to offers from any companies that
might be interested. Maybe your firm might be interested?

José: Perhaps. We could do with someone with good Australian contacts. But we could
really do with someone who could (6) a post before the end of the year.

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 Inglés NIVEL C1

Meg: That could work out perhaps. He certainly seems very nice. And he'd be motivated to
do well for you because he's so keen to stay here.

José: And do you think your son will stay in Australia?

Meg: I hope not. I've told him to get his priorities (7) ................................... Being near his

mum should (8) ......................................... priority over Australian beaches and sunshine!

3 Rewrite each sentence using the word in brackets.

1 The recession meant that the company had to make some workers redundant. (LAY)

2 Your family should really be more important to you than your work. (PROLETARY)

3 Nita soon gained several promotions at work. (LADDER)

4 Bill hates his new boss so much that I think he'll soon leave. (RESIGNATION)

5 I need to write down all my qualifications and experience before I apply for jobs. (CV)

7 My father always wanted to work as a doctor in a rural community. (PRACTISE)

4 Correct the seven collocation errors in this paragraph.

George makes a life as a sports reporter on a local newspaper but he is under high pressure
at work at the moment. He's had far too much work to make recently. He's been put on a fast-
train scheme for promotion and they're really pushing him. It's so hard that he's thinking of
handing over his resignation and going freelancing. It wouldn't be easy but I'm sure he'd soon
work a niche for himself as a sports journalist.

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 New employment

 A Discussing job applicants

Guy: So which of these applicants do you think we should interview? They all seem to fit
the job description quite well to me. It's quite a daunting task to narrow the list down
to just one person.

Julia: I agree. So, let´s start by taking up references for these ten people.

Guy: OK. So why did you pick these ten out of the fifty who applied?

Julia: Well, these ten all seem to be people who realise the importance of working as
a team. They've all shown that they are capable of mastering new skills. And they're all
clearly comfortable with taking on responsibility.

Guy: Did you automatically eliminate the two who'd previously taken industrial
action1?

Julia: One of them — I'd also heard rumours about his involvement in a professional
misconduct case. He was certainly relieved of his duties2 at ARG under mysterious
circumstances. But the other was standing up for a woman who'd been wrongfully
dismissed3, even though he knew he might lose his own job. So he sounded good to
me.

Guy: Fair enough. He must have strength of character to risk losing his own
livelihood.

Julia: That's right. So could we pencil in a meeting for considering the references?
And then I'd better leave you and go and clear my desk4 before I go borne.

Guy: Yes, sure. How about Friday at 10?

VOCABULARY:

1 -gone on strike
2
(formal) dismissed

3. (formal, legal) unfairly dismissed

4.deal with the papers on one´s desk
5.pencil in a meeting – establish a meeting

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If workers refuse to work, they go on strike or stage a

strike, NOT take a strike.

B Conversation about a new job

Jenny: I hear your brother's landed a fantastic new job'.

Ali: Actually it's not as good as he hoped. He's got a terribly heavy workload and that means
working some very unsocial hours. He also complains about having to do lots of menial tasks
around the office, running errands for his boss.

Jenny: But he's paid well?

Ali: Not really. He just about gets a living wage2. And all the overtime is unpaid.

Jenny: He'll just have to throw a sickie3 from time to time.

Ali: Yes, I suggested he did that too, but he says he's afraid of getting the sack4 if he does.
He feels there might be some prospects for him there eventually, even if he is just being
used as sweated labours at the moment.

Jenny: Well, with any luck he'll eventually find that he can realise his potential6 there.

Ali: I hope so. But they have a very high turnover of staff and it won't be easy for him to stay
the course7.

Jenny: No, but he's very determined, isn't he? So let's hope it all works out.

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HELPFUL VOCABULARY:

1.(informal) got a new (and usually a good) job

2
enough money to live on
3
(informal) take a day off work pretending to be sick
4
(informal) being dismissed

5. workers who are paid very hale and work in very bad
conditions

6. achieve all that he is capable of

7. remain there until he is successful

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Exercises

1.Find a collocation in A that matches each definition.

1 to make a provisional date for a meeting 6 unfairly sacked

2 an alarmingly difficult task 7 to be deprived of your source of

income

3 to become skilled at doing new things 8 unacceptable behavior for

someone in

4 to request statements from referees a particular job

5 to have the skills required for a job

5 A: I hope the workers don't decide to go on strike.

B: Yes, it would be very unfortunate if they decide to ..................................................

6 A: It's going to be hard to decide which of the job applicants to shortlist.

B: Yes, I don't know how we are going to .....................................................

2. Answer these questions about your own work or ask someone else these
questions and write down the answers.

1 What kind of menial tasks does your job involve?

2 Do you think this job will allow you to realise your potential?

3 Do you ever have to work unsocial hours? If so, why? If not, why not?

4 Does there tend to be a high turnover of staff at your workplace?

5 If you do overtime, is it paid or unpaid?

6 Have you ever thrown a sickie? If so, why? If not, why not?

7 Have you ever taken or would you ever consider taking industrial action?

8 In your job is it necessary to work as a team?

9 Do you have a heavy workload?

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SLANG VS. STANDARD ENGLISH

What is slang?

Slang is a very informal kind of vocabulary, used mostly in speech by people who know
each other well!

Example:

 Can you lend me some cash? (money)

 Let´s chill out. (relax)

 These boots are real cool. (fashionable)

 How are the kids? (children)

*Slang expressions are not usually written, and not used in formal kinds of
communication.

More examples:

 To set off – to start a journey

 Spud – potato

 Great – splendid

 Come off it! – stop lying or pretending

 Old boy – used as a form of address to a male friend

EXERCISE:

Change the following formal sentences to informal ones:

a)Do you call these potatoes a decent meal?

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b)How are you my dear friend?

c)The film was absolutely wonderful!

d)Stop lying! I saw you!

e)Just as I was starting to school, the postman brought a letter for me.

SLANG SHOWING STRONG FEELING

Many English slang expressions relate to things that people feel strongly about. (family
and emotional relationships, drink, drugs, conflict between social groups, work,
physical and mental illness, death)

 At spent the weekend at my gran´s. (grandmother)

 God, we got smashed last night. (drunk)

 Prods out! (Protestants)

 I´ve got some sort of bug! (illness)

 He´s lost his marbles! (gone mad)

 When I kick the bucket, I want you all to have a big party! (die)

GRAMMAR

NEITHER (OF): DETERMINER

1.Neither + singular noun

We use ¨neither¨ before a singular noun to mean ¨not one and not the other (of two)¨

 Can you come on Monday or Tuesday? - I am afraid neither day is possible.

2.neither of + plurals

We use neither of before a determiner (for example: the, my, these) and before a
pronoun. The noun or pronouns is plural.

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  Neither of my brothers can sing. (NOT: Neither my brothers can sing)

 Neither of us saw it happen.

After ¨neither of¨ + noun/pronoun, we use a singular verb in a formal style.

 Neither of my sisters is married.

In an informal style a plural verb is possible

 Neither of my sisters are married.

3.neither used alone

We can use ¨neither¨ without a noun or pronoun, if the meaning is clear!

Which one do you want? – Neither!

4.neither …..nor

This structure is used to join two negative ideas.

 The film was neither well made nor well acted.

Sometimes more than two ideas are connected by neither…nor

 He neither smiled, spoke, nor looked at me.

5.Neither, nor and not…..either

a)neither and nor

We can use neither and nor as adverbs to mean ¨also not¨. Neither and nor, come at
the beginning of a clause, and are followed by inverted word order: auxiliary verb +
subject

 I can´t swim. – Neither/ nor can I. (NOT: I also can´t)

 Ruth didn´t turn up, and neither/nor did Kate. (NOT: …and Kate didn´t too)

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b)not either

We can also use ¨not…either¨ with the same meaning and normal word order.

 I can´t swim. I can´t either.

 Ruth didn´t turn up and Kate didn´t either.

*In very informal speech:¨ me neither¨

 I can´t swim. - Me neither

NEXT AND THE NEXT; NEAREST

1.NEXT WEEK, MONTH ETC. / THE NEXT WEEK, MONTH, ETC

*Next week, month etc (without ¨the ¨) is the week, month etc just after this one. If I am
speaking in July, ¨next month¨ is August! In 2014, ¨next year¨ is 2015.

*The next week, month, etc is the period of seven / thirty / etc days starting at the
moment of speaking. On July 15th 2014, the next month is the period from July 15th to
August 15th. The next year is the period from July 2014 to July 2015.

Compare:

a)Goodbye, see you next week! (NOT: ….see you the next week!)

b)I´ll be busy for the next week (= the seven days starting today)

a)Next year will be difficult. (= the year starting next January)

b)The next year will be difficult. (= the twelve months starting now)

2.The next three…etc

Note the word order in the expressions with numbers

 I´ll be at college for the next three years. (NOT: …. The three next years)

 We generally say ¨the next few days¨ , not the next days

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3.Place: next and nearest

¨The nearest¨ is generally preferred for place – it means ¨most near in space¨

 Excuse me! Where´s the nearest tube station? (NOT: …..the next tube station)

 If you want to find Alan, just look in the nearest pub!

¨The next¨ can be used for place if we are talking about movement or direction. It
means ¨after this/that one¨

 We get off at the next station!

 It´s not on this shelf; it´s on the next shelf up.

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VOCABULARY

LIGHTS, CAMERA, ACTION!!!

CINEMA AND IMAGES

LESSON 1 – IMAGES

Look at the picture below and answer the question: What does the girl´s face express?
Choose from the following: shyness, surprise, joy, embarrassment, playfulness.

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Read the text below. What do you think the words in italics mean? Even if you do
not know them, try to guess the meaning by looking at the words next to them,
by considering their roots etc.

Photographs have an almost magical way of conjuring up the past. More than two
million times each day, a camera shutter clicks somewhere in the world to take a
photograph. There are family snapshots capturing happy memories, dramatic news
pictures, advertising and fashion shots, identity photographs, pictures of the planet
beamed back from satellites in space and much more.

EXERCISE 1

Here are some dictionary definitions. Work in pairs to find the missing words.

1. The viewfinder shows……of the subject will appear in the picture.

2. Zoom lens is a photographic lens (curved glass) that can move in

form a distance to a……while keeping what is being
photographed in clear.

3. Exposure shows …….that must be exposed to take one

photograph.

4. A snapshot is….taken with a hand-held camera.

5. To be in(to) / out of focus means (not) having, giving, or being…..

6. A shutter is a part of camera which ….for an exact, usually very

short, time to let light fall on the film.

7. A flash-light is a bright light for taking photographs.

8. An infrared beam is an infrared…….

a)line of light

b)how much

c)opens

d)the amount of film

e)in the dark

f)an informal photograph

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g)a clear picture

h)close view

EXERCISE 2:

Read the sentences below, trying to deduce the meaning in context. Then match the
explanation with the idiom.

a)They found it difficult to live in the same house because they don´t see eye to eye.

b)Although I haven´t seen her for a very long time, in my mind´s eye I can still see her
shy, spectacled face.

c)When you discuss problems of generation gap you should look at them through the
eye of your opponent as well!

d)You should have opened his eyes to his friends falseness a long time ago.

e)They contacted the police but they also hired a private eye for that theft.

f)My old school mate was so changed that I could hardly believe my eyes.

g)The actress was so beautiful that the spectators were all eyes.

IDIOM:

1.To see eye to eye

2.in one´s mind eye

3.through the eyes of

4.to open the eyes to

5.a private eye

6.not to believe one´s eyes

7.to be all eyes

8.to throw dust in someone´s eyes

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EXPLANATION

a)a private detective

b)to make someone aware of a truth

c)to be in agreement with someone

d)in one´s imagination

e)from the point of view of

f)to mislead or deceive someone

g)to doubt the reality of what one has seen

h)to be very attentive

VIDEO: BACK TO THE FUTURE

Discuss the following questions.

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 How are the photos similar?

 How are the photos different?
 How did the second photo come to be taken?

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You are now going to watch a short film which shows how the photos came to be
recreated. As you watch the film you should answer the following questions:

 Who is the photographer?

 How did the project start?

http://vimeo.com/28051776

Now watch the film a second time and as you watch it you should answer the following
questions:

 How did the project get bigger?

 How many pictures does she work on at a time?

 What sort of a budget does she have for her project?

Additional activity:

In the next class you have to describe a photo of yours, explain how you were feeling
when the photo was taken, what emotions it brings to mind when you look at it now and
why the photo is important to you.

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LESSON 2

MOVIES

I. Discussion points:

*You have received three invitations for three different film premiers, running on the
same night. The titles are:

¨GRAVITY¨

¨AUGUST¨

¨JUNE IN JANUARY¨

Decide which invitation you accept. Consider:

 What kind of movie it is (a romance, a detective film, a thriller, a S.F movie, etc)

 Who the main character is

Read the sentences below and translate the underlined words into Spanish.
Check the meanings of the words in the explanations given at the end of the
exercise.

1.¨Gone with the wind¨, the ¨longest film ever made¨, has its script based on Margaret
Mitchell´s best-selling novel.Special sets reconstructed the American Civil War!

2.The classic musical ¨The Wizzard of Oz¨(1939) was a hit with cinema audiences from
the start. Before that, the book had already been shot in two versions.

3.Some of the most amazing special-effects, as well as breath-taking scenes

performed by stunt artists were included in the space adventure movie ¨Star Wars¨ .

4.Peter O´ Toole and Omar Sharif starred in director David Lean´s movie, ¨Lawrence of
Arabia¨, produced in 1962.

In 1989, a longer, re-edited version of the film was released with even greater success.

Script=the written version of a play, film or television programme

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Set=the furniture or scenery on the stage or in the studio

Hit=a record play or film that is very popular and successful

To re-edit a film or a TV programme=to choose some of the material that has been
filmed or recorded and arrange it in a particular order

To release a film, a record or video=to let people see it or buy it

INFO BOX:

Oscars, or Academy Rewards were presented in 1927. The ¨nickname¨ was invented
when a Hollywood secretary looked at one of the statuettes and said: ¨It reminds me of
my uncle Oscar¨

VIDEO: FAVOURITE FILMS

*Genre - a formal way of saying type when referring to a film or book. For example a
thriller is a genre of film.

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Now you should come up with at least 10 more genres of film. If you run out of ideas
here´s some vocabulary that might come in handy!

9 more genres of movies:

*Western / horror / documentary / cartoon / comedy / SF / romance / soap opera /

detective films

 Can you come up with an example for each of these genres?

You are now going to watch a short animation in which 35 famous films are
represented in just 2 minutes. We have to warn you that it’s very difficult and that you
should identify any films they recognise. (As they are quite difficult you can use
Encourage language of deduction and speculation such as

It may be …

It might be …

It could be …

It can’t be …

It must be …)

The following video is a response to the original film in which we see the answers
which a viewer gives. Play the video through the first time without stopping. Do you
agree with this viewer’s answers?

http://vimeo.com/13340102

HOMEWORK:

Write about 3 of your favourite films of all time. You should mention the following
things: main actors, plot, genre, soundtrack and reasons why they like the film so
much.

What are the steps involved in making a film. Try to put them in chronological
order.

a)preparing the script

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b)pre-production (casting, finding location, building sets, making costumes)

c)filming/shooting

d)adding the soundtrack; dubbing (doblar) / sub-titling for international release

e)publicity and advertisement

VIDEO + SPEAKING

TELEVISION

You are going to watch a short film which is inspired by a poem called Television. Do
you agree with the message? Do you like watching movies on TV or do you normally
go to the cinema?

http://vimeo.com/10857606

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ACTIVITY: CHARADES

Do you know what charades is? It is a game in which a person has the title of a film or
book and then has to explain what the title is using mime.

One can also play charades with the lyrics of songs, but that, obviously, is much more
difficult. But we know you can do it!

You are going to watch a video of a man miming the lyrics to a well-known song. YOU
MUST FIRST WATCH IT WITH THE SOUND OFF, and then have to try to guess the
title of the song.

http://www.youtube.com/watch?feature=player_embedded&v=bkzsoJf-UsA

Could you guess what song it was? You can now watch the video again , this time with
the volume turned on!

Here you have a video with the lyrics of Don’t Stop Me Now: (I recommend you to
choose Beginner mode and play the video.)

http://lyricstraining.com/play/queen/dont_stop_me_now_doodle/HUHg21SU7U

If you are really into the movies and want to play this game with your family at home,
here are some tips to help you mime better and also the names of some movies:

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Movies:

 Titanic

 Four Weddings and a Funeral

 Spiderman
 Star Wars
 Antz
 Up
 The Full Monty
 Matrix
 The Bride of
 Frankenstein
 Psycho
 The Wizard of Oz
 King Kong
 Bambi
 E.T.
 Juarassic Park
 Lord of the Rings

MIMING RULES:

 To indicate a book title, put your hands together as if you are praying, then
unfold them flat.
 To indicate a film title, form an O with one hand to mime a lens while cranking
the other hand as if you are operating an old-fashioned movie camera.
 Hold up fingers to indicate the number of words in the title.
 Hold up a number of fingers again to indicate which word you want your
teammates to guess.
 Hold fingers against your arm to indicate the number of syllables in a particular
word.
 Pinch your thumb and forefinger or open them up to indicate a short or long
Word.
 Pull on your ear to indicate that the word being guessed sounds like another
word.
 Confirm that your partners have guessed a word correctly by tapping your index
finger on your nose and pointing to the person or persons who made the correct
guess.
 Wipe your hand across your forehead to let your teammates know that they are
getting hot (they are close to guessing the word).
 Cross your arms and shiver to let them know that they are getting cold (they are
nowhere near to guessing the word).

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