student’s companion para aprovechar al máximo el tiempo que dedicas al estudio, asegúrate de...

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Student’s Companion

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Cómo funciona este libro

Recomendaciones para el estudio

Contents

85

86

End-of-year self-assessment

Irregular verb list

Welcome

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

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12

20

28

36

44

52

60

68

76

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Este Student’s Companion es un libro y un cuaderno de referencia que podrás utilizar tanto en clase como en casa. Incluye toda la gramática y el vocabulario del libro de texto que necesitarás manejar para preparar tanto los Unit Tests como los Progress Tests.

Gracias a su formato, podrás utilizarlo junto con tu cuaderno durante las clases de inglés. Además, podrás llevártelo de un lado para otro, y consultarlo en cualquier momento.

Material de referencia El Companion ofrece explicaciones claras que facilitan el aprendizaje autónomo. También incluye, al final de cada unidad, una página de autoevaluación que te permitirá evaluar tu progreso.

Grammar reference Repasa la forma y el uso de las estructuras gramaticales que has estudiado en clase mediante:• tablas ilustrativas• ejemplos de los aspectos gramaticales y

su uso en contexto• explicaciones en castellano.

Words and expressions to learnRecuerda el vocabulario y las expresiones que has aprendido en cada unidad.• todo el vocabulario está agrupado por

temas• todas las expresiones clave se agrupan

según su función comunicativa• se ofrece espacio para escribir el

significado en tu propia lengua, y así facilitar el aprendizaje.

NotasAl final de cada sección se incluye suficiente espacio para que añadas tus propias notas. Léelas con regularidad, sobre todo antes de un examen.

My grammar notes• Utiliza este espacio para añadir

cualquier explicación gramatical que haya dado tu profesor, u otras que haya descubierto tú mismo.

• Toma nota de cualquier error gramatical que cometas. Escribe la frase correctamente, junto a la regla gramatical que debes recordar.

My extra vocabulary• Anota palabras nuevas que hayas

aprendido en clase, o en otro lugar, y quieras volver a utilizar.

• Anota información útil junto a cada palabra nueva: categoría gramatical (sustantivo, verbo, adjetivo), pronunciación, definición, traducción y frase de ejemplo. También puedes añadir un dibujo o una imagen que te ayude a recordar con más facilidad.

My notes• Utiliza este espacio para anotar aspectos

relativos a los contenidos que has adquirido y las tareas que has realizado en cada unidad: estrategias de lectura, pistas de pronunciación, sitios web útiles, notas culturales, conectores, etc.

Cómo funciona este libro

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Para aprovechar al máximo el tiempo que dedicas al estudio, asegúrate de leer y repasar con regularidad las notas que tomas en clase. Si repasas la gramática, el vocabulario y las destrezas, tu nivel de inglés mejorará.

Repasar de forma efectiva• Tómate tu tiempo todos los días para

consultar y repasar los apuntes. Es mejor dedicar veinte minutos al día que dos horas una vez por semana.

• Haz una lista de los aspectos concretos que necesitas repasar.

• Intenta aplicar técnicas de repaso variadas. Hay personas a las que les gusta repasar en una habitación en silencio o en la biblioteca. Otras, en cambio, prefieren repasar mientras escuchan música de fondo. Si no quieres repasar siempre solo, pídele a un amigo que te acompañe de vez en cuando.

Repasar la gramática• La mejor forma de repasar la gramática

es practicar siempre que sea posible. Asegúrate de que respondes a todas las preguntas sobre gramática que se incluyen en el Student’s Book y el Workbook.

• Comprueba tus respuestas y corrige las que sean incorrectas.

• Consulta el apartado Grammar Reference para entender mejor tus propios errores, y así evitar cometerlos la próxima vez.

• Lee las notas que has escrito en tu Companion.

Repasar el vocabulario• No aprendas demasiadas palabras a la

vez. Establece un máximo, por ejemplo, entre 5 y 10 palabras al día. Apréndelas por la mañana y comprueba si las recuerdas en otro momento del día.

• Prepara tarjetas de repaso de vocabulario. Anota el nombre del grupo léxico en un lado de la tarjeta. En el otro lado, escribe todas las palabras que componen ese grupo. Comprueba que las recuerdas mientras viajas en autobús, o cuando tengas unos minutos libres.

• Asegúrate de que sabes pronunciar las palabras, consultando su transcripción fonética en la lista del vocabulario. Así, entenderás mejor cómo funciona el inglés oral, y eso te ayudará a expresarte con más claridad.

• Si dices las palabras en voz alta de vez en cuando, las aprenderás con rapidez, y las incorporarás a tu memoria de larga duración.

Repasar el trabajo de destrezas• Vuelve a consultar las páginas de

destrezas del Student’s Book y el Workbook.

• Anota en tu Companion cualquier cosa que necesites recordar, incluyendo recomendaciones y estrategias que has ido adquiriendo.

• Asegúrate de que has completado todas las tareas del Workbook, y cualquier otra que haya propuesto tu profesor.

Recomendaciones para el estudio

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Welcome

6

Grammar referencecan / can’tLa forma can es la misma para todas las personas: I can, you can, he / she / it can, we can, you can, they can.

Forma afirmativa: sujeto + can + infinitivo del verbo sin to.

I can play the piano. Yo sé tocar el piano.

Forma negativa: sujeto + can’t + infinitivo del verbo sin to.

En la negativa es más normal utilizar la forma contracta.

I can’t meet you tonight. No puedo quedar contigo esta noche.

Forma interrogativa: Can + sujeto + infinitivo del verbo sin to.

Can you ski? ¿Sabes esquiar?

Con el verbo can nunca se utiliza un auxiliar para formar la negativa o la interrogativa.

I can’t ride a bike. (NO I don’t ride a bike.) No sé andar en bici.

Can he cook? (NO Does he can cook?) ¿Sabe cocinar?

En las respuestas breves negativas se suele utilizar la forma contracta.

‘Can your brother play chess?’ ‘Yes, he can.’ / ‘No, he can’t.’ “¿Tu hermano sabe jugar al ajedrez?” “Sí.” / “No.”

UsosCan se utiliza para expresar capacidades, posibilidades y habilidades. Se traduce por “poder” o “saber”.

I can’t open the window! ¡No puedo abrir la ventana!

Can he play football? ¿Sabe jugar al fútbol?

En frases interrogativas y respuestas breves, can también se utiliza para pedir y dar permiso.

‘Can I use your mobile phone?’ ‘Yes, you can.’ / ‘No, you can’t.’ “¿Puedo usar tu teléfono móvil?” “Sí.” / “No.”

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7Welcome

Present continuousAfirmativa Formas contractas

I am reading I’m reading

he / she / it is reading he’s / she’s / it’s reading

you / we / they are reading you’re / we’re / they’re reading

Forma afirmativa: sujeto + present simple del verbo be + forma en -ing del verbo principal.

I’m eating a banana. Estoy comiendo un plátano.

Negativa Formas contractas

I am not reading I’m not reading

he / she / it is not reading he’s / she’s / it’s not reading

you / we / they are not reading you / we / they aren’t reading

Forma negativa: sujeto + negativa del verbo be + forma en -ing del verbo principal.

Hay dos contracciones posibles. Ambas se utilizan indistintamente.

She isn’t reading her magazine. She’s not reading her magazine. No está leyendo su revista.

Interrogativa

Am I reading?

Is he / she / it reading?

Are you / we / they reading?

Forma interrogativa: Am / Is / Are + sujeto + forma en -ing del verbo principal.

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Respuestas breves

Afirmativa Negativa

Yes, I am. No, I’m not.

Yes, he / she / it is. No, he / she / it isn’t.

Yes, you / we / they are. No, you / we / they aren’t.

En las respuestas breves afirmativas no se utilizan las formas contractas.

‘Are you studying?’ ‘Yes, I am.’ (NO ‘Yes, I’m.’) “¿Estás estudiando?” “Sí.”

En la forma negativa de las respuestas breves se pueden utilizar ambas contracciones indistintamente. ‘Is he playing basketball?’ ‘No, he isn’t. / No, he’s not.’ “¿Está jugando al baloncesto?” “No.”

En la forma I am no se puede utilizar la contracción con -n’t.

I’m not playing. (NO I amn’t playing.) No estoy jugando.

Spelling rules: -ing form1 Con la mayoría de los verbos, se añade -ing al infinitivo sin to.

eat / eating speak / speaking

2 Los verbos acabados en una -e muda pierden la -e antes de añadir -ing.write / writing dance / dancing

3 En los monosílabos acabados en una consonante precedida de una sola vocal, la consonante se duplica y se añade -ing.run / running chat / chatting

4 Los verbos que terminan en -y no duplican la consonante final.play / playing

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9Welcome

Words to learnTranslate the words.

Fun activities

play basketball

go skateboarding

play the guitar

do crafts

go bowling

read comics

play board games

Jobs

doctor

scientist

hairdresser

lifeguard

waiter

construction worker

businesswoman

police officer

postal worker

shop assistant

taxi driver

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Vehicles

bus

ferry

lorry

train

tram

Geographical features

beach

coast

lake

valley

waterfall

Electronic devices

digital camera

remote control

camcorder

MP3 player

netbook

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11Welcome

My extra vocabulary

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Unit 1 Relax!

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Grammar referencePresent simpleAfirmativa

I / you / we / they play

he /she / it plays

Forma afirmativa: sujeto + verbo.

I like sport. Me gusta el deporte.


I / you / we / they do not watch I / you / we / they don’t watch

he / she / it does not watch he / she / it doesn’t watch

Forma negativa: sujeto + don’t / doesn’t + infinitivo sin to.

Robert doesn’t play basketball. Robert no juega al baloncesto.

Interrogativa

Do I / you / we / they teach?

Does he / she / it teach?

Forma interrogativa: Do / Does + sujeto + infinitivo sin to.

Does Lisa like chess? ¿A Lisa le gusta el ajedrez?

Respuestas breves

Afirmativa Negativa

Yes, I / you / we / they do. No, I / you / we / they don’t.

Yes, he / she / it does. No, he / she / it doesn’t.

En las respuestas breves afirmativas, do / does sigue al pronombre sujeto.

En la negativa se utilizan las formas contractas don’t / doesn’t.

‘Do you listen to music every day?’ ‘Yes, I do.’ / ‘No, I don’t.’ “¿Escuchas música todos los días?” “Sí.” / “No.”

En las formas negativa e interrogativa, el verbo principal no lleva -s en la 3ª persona del singular.

Tom doesn’t play tennis. (NO Tom doesn’t plays tennis.) Tom no juega al tenis.

¡Ojo!!

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13Unit 1

Spelling rules: 3rd person singular1 La forma de la 3ª persona del singular (he / she / it) siempre termina en -s.

He plays football. Juega al fútbol.2 Los verbos que terminan en consonante + -y cambian la -y por -ies.

She studies French. Estudia francés. Si el verbo termina en vocal + -y, solo se añade -s.

play / plays buy / buys3 Si el verbo termina en -s, -ch, -sh, -x, -o, -z, se añade -es.

watch / watches go / goes4 El verbo have es un verbo irregular.

Kelly has a good camera. Kelly tiene una cámara de fotos buena.

UsosExplicar cosas que suceden habitualmente y describir rutinas de todos los días, todas las semanas, etc.

I watch TV every day. Veo la tele a diario.

Expresar verdades generales y definiciones.

Paris is the capital of France. París es la capital de Francia.

Indicar gustos, opiniones y sentimientos.

I like photography. Me gusta la fotografía.

Adverbs of frequency

UsosLos adverbios de frecuencia se colocan delante del verbo principal.

We usually go to the shopping centre on Saturday. Normalmente vamos al centro comercial los sábados.

He doesn’t always walk to school. No siempre va andando al colegio.

Do you often go out with friends? ¿Salís a menudo con amigos?

En el caso del verbo be, se colocan detrás.

My sister is never at home. Mi hermana nunca está en casa.

0% never

hardly ever sometimes often usually 100% always

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Present tense contrastEl present continuous indica que una acción está ocurriendo mientras se habla. A menudo va acompañado de expresiones como now (ahora), at the moment (en este momento) y today (hoy).

‘What are you doing?’ ‘I’m reading a magazine.’ (NO ‘What do you do?’) “¿Qué haces?” “Estoy leyendo una revista.”

At the moment, I’m drawing. En este momento estoy dibujando.

El present simple indica que una acción ocurre habitualmente o con regularidad.

It often rains in September. A menudo llueve en septiembre.

Los verbos que expresan sentimientos y procesos mentales se suelen utilizar en la forma simple, no en la forma continua.

Son verbos como understand (entender), know (saber), remember (recordar), like (gustar), love (amar), hate (odiar) y want (querer).

I hate dogs. (NO I’m hating dogs.) Odio los perros.

I don’t know. (NO I’m not knowing.) No lo sé.

My grammar notes

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15Unit 1

Words and phrases to learnVocabularyTranslate the words.

Leisure activities

chess

computer games

cooking

cycling

dancing

drawing

fashion

films

keeping fit

magazines

music

photography

sport

the Internet

Vocabulary extension

drama

hiking

horse riding

juggling

knitting

pottery

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singing

yoga

Noun endings

activity

argument

collection

entertainment

location

possibility

quality

reaction

situation

treatment

Verb + noun collocation

take photos

send texts

meet friends

do aerobics

visit chat rooms

have a meal out

play basketball

go jogging

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17Unit 1

PhrasesI’m a big fan of …

I’m mad about …

I’m quite interested in …

I’m (not) really into …

I’m very keen on …

My extra vocabulary

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18

Student self-assessment checklist

Unit 1

1 Complete the self-evaluation by ticking the boxes that best refer to your ability.

!! I need to try this again. ! I could do this better. * I am satisfied. ** I can do this very well.

!! ! * **

Speaking

Page 10: 5I can talk about leisure activities.

Reading

Page 11: 1I can read a text quickly to find specific information.

Listening

Page 16: 1I can listen in detail to hear specific information.

Dialogue

Page 16: 7I can make arrangements.

Writing

Page 17: 5I can write an internet profile of myself.

2 Complete the form.

What I remember:A useful question

A useful expression

Some useful words

Objectives:One thing which I need to improve

How can I improve?

Learning strategy:Do you use new words to give your own opinion or talk about yourself?

Yes / No

What did you do in English outside class?

Do homework

Learn new words

Revise before a test

Listen to music

Read a reader

Watch a TV programme, video or DVD

Write an email or chat

Look at web pages

Write a letter

Read a magazine

Other activities:

Unit 2



!! ! * **

Speaking

Page 20: 1I can talk about feelings.

Reading

Page 24: 3I can read a story and understand the order of events.

Listening

Page 26: 3I can listen and complete extracts from a dialogue.

Dialogue

Page 26: 6I can talk on the phone.

Writing

Page 27: 6I can write about a good or bad weekend.



A useful expression

Some useful words


How can I improve?

Learning strategy:Do you test yourself to memorize irregular verb forms?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

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19Unit 1

My notes

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Unit 2 Happy endings?

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Grammar referencePast simpleAfirmativa

I / you / he / she / it / we / you / they watched

Forma afirmativa: sujeto + infinitivo del verbo sin to + ed.

Algunos verbos tienen formas regulares de pasado, y otros tienen formas irregulares. La forma afirmativa del pasado regular es la misma para todas las personas.

Los verbos irregulares no siguen reglas ortográficas establecidas. Tendrás que aprendértelos de memoria en el apartado de verbos irregulares que aparece al final del libro.

go / went see / saw drink / drank have / had

Recuerda que la forma verbal de los verbos irregulares también es la misma para las distintas personas del verbo: I went, you went, he / she / it went, we went, you went, they went.


I / you / he / she / it / we / you / they did not go

I / you / he / she / it / we / you / they didn’t go

Forma negativa: sujeto + didn’t + infinitivo del verbo sin to.

En las frases negativas se suele utilizar la forma contracta.

He didn’t finish his breakfast. No acabó de desayunar.

Interrogativa Respuestas breves

Afirmativa Negativa

Did I / you / he / she / it / we / you / they leave?

Yes, I / you / he / she / it / we / you / they did.

No, I / you / he / she / it / we / you / they didn’t.

Forma interrogativa: Did + sujeto + infinitivo del verbo sin to.

Did Greg phone you? ¿Greg te llamó?

En la forma negativa de las respuestas breves se suele utilizar la forma contracta.

‘Did you send an email to Melissa?’ ‘Yes, I did.’ ‘No, I didn’t.’ “¿Le enviaste un email a Melissa?” “Sí.” / “No.”

Recuerda que en las frases negativas e interrogativas, y también en las respuestas breves, el verbo auxiliar es el mismo para todas las personas (did / didn’t).

Además, en las frases negativas e interrogativas, el infinitivo del verbo sin to se mantiene invariable, tanto en los verbos regulares como en los irregulares.

We didn’t eat at the party. No comimos en la fiesta.Did she go late? ¿Se marchó tarde?

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21Unit 2

Spelling rules: past simple (regular verbs)1 Con la mayoría de los verbos, se añade -ed al infinitivo del verbo sin to.

listen / listened work / worked

2 Si el verbo acaba en una -e muda, se añade -d.like / liked arrive / arrived

3 Si acaba en consonante + y, la y se transforma en i y se añade -ed. worry / worried study / studied

4 Si el verbo acaba en una vocal y una consonante, la consonante final se duplica y se añade -ed.stop / stopped chat / chatted

5 Los verbos que terminan en -y no duplican la consonante final. play / played

UsosEl past simple se utiliza para hablar de acciones que ocurrieron en un momento determinado del pasado. Las expresiones de tiempo fijan la acción en un momento concreto.

could / couldn’tLa forma could es la misma para todas las personas: I / you / he / she / it / we / you / they could.

Forma afirmativa: sujeto + could + infinitivo del verbo sin to.

I could read when I was three. A los tres años ya sabía leer.

Forma negativa: sujeto + couldn’t + infinitivo del verbo sin to.

En la negativa es más frecuente utilizar las formas contractas.

Sarah couldn’t go to the party. Sarah no pudo ir a la fiesta.

Forma interrogativa: Could + sujeto + infinitivo del verbo sin to.

Las respuestas breves afirmativas se forman con el pronombre sujeto seguido de could.

En la forma negativa se utiliza el pronombre sujeto seguido de couldn’t.

‘Could you talk when you were two?’ ‘Yes, I could.’ / ‘No, I couldn’t.’ “¿Sabías hablar a los dos años?” “Sí.” / “No.”

UsosCould y couldn’t son las formas de pasado de can y can’t. Expresan la capacidad de hacer algo en el pasado, y se traducen por “poder / no poder” o “saber / no saber”.

I could swim when I was two. Con dos años ya sabía nadar.I couldn’t sleep yesterday. Ayer no pude dormir.

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22

Past simple of be: was / wereAfirmativa

I / he / she / it was

we / you / they were

Forma afirmativa: sujeto + was / were.

I was at home last night. Anoche estuve en casa.

Negativa Forma contracta

I / he / she / it was not I / he / she / it wasn’t

we / you / they were not we / you / they weren’t

Forma negativa: sujeto + was / were + not.

I wasn’t at school. No estaba en el colegio.


Afirmativa Negativa

Was I / he / she / it…?

Yes, I / he / she / it was.

No, I / he / she / it wasn’t.

Were we / you / they…?

Yes, we / you / they were.

No, we / you / they weren’t.

Forma interrogativa: Was / Were + sujeto. Were you nervous? ¿Estabas nerviosa?

En las respuestas breves negativas se suelen utilizar las formas contractas.

‘Were you tired?’ ‘Yes, I was.’ / ‘No, I wasn’t.’ “¿Estabas cansada?” “Sí.” / “No.”

UsosWas y were son las formas de pasado del verbo be.

Kevin was in Manchester. Kevin estaba en Manchester.We were thirsty. Teníamos sed.

My grammar notes

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23Unit 2


Describing feelings

confused

cross

delighted

embarrassed

exhausted

relaxed

scared

surprised

upset

disappointed

excited

fed up

irritated

jealous

lonely

nervous

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24


amazed

annoyed

miserable

shocked

stressed

worried

Verbs of movement

dive

climb

crawl

fall

jump

run

walk

wander

Prepositions of movement

along

away from

into

off

onto

out of

past

round

towards

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25Unit 2

PhrasesDid you have a good weekend?

What did you do?

It was(n’t) great.

My extra vocabulary

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26


Unit 1



!! ! * **

Speaking

Page 10: 5I can talk about leisure activities.

Reading

Page 11: 1I can read a text quickly to find specific information.

Listening

Page 16: 1I can listen in detail to hear specific information.

Dialogue

Page 16: 7I can make arrangements.

Writing

Page 17: 5I can write an internet profile of myself.



A useful expression

Some useful words


How can I improve?

Learning strategy:Do you use new words to give your own opinion or talk about yourself?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

Unit 2



!! ! * **

Speaking

Page 20: 1I can talk about feelings.

Reading

Page 24: 3I can read a story and understand the order of events.

Listening

: 3I can listen and complete extracts from a dialogue.

Dialogue

Page 26: 6I can talk on the phone.

Writing

Page 27: 6I can write about a good or bad weekend.



A useful expression

Some useful words


How can I improve?

Learning strategy:Do you test yourself to memorize irregular verb forms?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

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27Unit 2

My notes

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Unit 3 Right or wrong?

28

Grammar referencePast continuousAfirmativa

I was laughing

he / she / it was laughing

we / you / they were laughing

Forma afirmativa: sujeto + was / were + forma en -ing del verbo principal.

Last night I was reading a book. Anoche estuve leyendo un libro.


I was not laughing

I wasn’t laughing

he /she / it was not laughing

he / she / it wasn’t laughing

we / you / they were not laughing

we / you / they weren’t laughing

Forma negativa: sujeto + was / were + not + forma en -ing del verbo principal.

I wasn’t sleeping. No estaba durmiendo.


Afirmativa Negativa

Was I laughing? Yes, I was. No, I wasn’t.

Was he / she / it laughing? Yes, he / she / it was.

No, he / she / it wasn’t.

Were we / you / they laughing?

Yes, we / you / they were.

No, we / you / they weren’t.

Forma interrogativa: Was / Were + sujeto + forma en -ing del verbo principal.

Were you watching a film ? ¿Estabas viendo una película?


‘Were you laughing?’ ‘Yes, I was.’ / ‘No, I wasn’t.’ “¿Te estabas riendo?” “Sí.” / “No.”

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29Unit 3

UsosEl past continuous se utiliza para hablar de algo que estaba ocurriendo en un momento determinado del pasado.

At eight o’clock yesterday evening I was listening to music. Ayer a las ocho de la tarde estaba escuchando música.

Este tiempo verbal también se utiliza para referirse a una acción prolongada que tuvo lugar en el pasado.

I was studying all day on Sunday. El domingo me pasé todo el día estudiando.

Past simple and past continuous A menudo utilizamos el past simple con el past continuous para describir una acción breve que sucedió mientras se estaba desarrollando otra más larga.

I was looking at the magazines when I saw Helen. Estaba mirando las revistas cuando vi a Helen.As we were going home, I looked at Helen. Mientras íbamos para casa, miré a Helen.

AdverbsLa mayoría de los adverbios se forman añadiendo -ly al adjetivo:

quick / quickly bad / badly slow / slowly careful / carefully

Los adjetivos que terminan en -y cambian la -y por -i.

noisy / noisily funny / funnily pretty / prettily happy / happily

El adverbio derivado de good es well.

He sings very well. Canta muy bien.

Algunos adjetivos y adverbios presentan formas idénticas.

late / late early / early fast / fast

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30

My grammar notes

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31Unit 3


Crime

arson

burglary

drug dealing

hacking

joyriding

murder

shoplifting

theft

vandalism

speeding


cell

court

handcuffs

judge

jury

prison

prisoner

witness

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32

Adjective endings

rainy

beautiful

optional

famous

dangerous

cloudy

powerful

national

mysterious

healthy

careful

musical

colourful

dirty

juicy

natural

tasty

PhrasesHow about (read)ing?

What about (read)ing?

Why don’t you / we (read)?

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33Unit 3

My extra vocabulary

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34


Unit 3



!! ! * **

Speaking

Page 30: 5I can talk about crime.

Reading

Page 31: 1I can use the title of a text and the illustrations to predict what the text will be about.

Listening

Page 36: 2I can listen carefully for specific information.

Dialogue

Page 36: 8I can make suggestions.

Writing

Page 37: 6I can write a description of a town.



A useful expression

Some useful words


How can I improve?

Learning strategy:

Do you write translations of words in your vocabulary notebook?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

Unit 4



!! ! * **

Speaking

Page 46: 4I can talk about household tasks.

Reading

Page 50: 3I can read a text and answer questions about it.

Listening

Page 52: 1I can listen for general gist.

Dialogue

Page 52: 6I can give and accept invitations.

Writing

Page 53: 5I can write a description of my ideal bedroom.



A useful expression

Some useful words


How can I improve?

Learning strategy:

When you read a text, do you choose some new words and learn them?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

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35Unit 3

My notes

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Unit 4 Home sweet home!

36

Grammar referencehave toAfirmativa

I / you / we / they have to help

he / she / it has to help

Forma afirmativa: sujeto + have / has to + infinitivo.Ed has to help his mother. Ed tiene que ayudar a su madre.

Negativa

I / you / we / they don’t have to help

he / she / it doesn’t have to help

Forma negativa: sujeto + don’t / doesn’t + have to + infinitivo.Charlie doesn’t have to do the ironing. Charlie no tiene que planchar.


Afirmativa Negativa

Do I / we / you / they have to help?

Yes, I / we / you / they do.

No, I / we / you / they don’t.

Does he / she / it have to help?

Yes, he / she / it does.

No, he / she / it doesn’t.

Forma interrogativa: Do / Does + sujeto + have to + infinitivo.Do you have to help with the housework? ¿Tienes que ayudar con las tareas de la casa?En las respuestas breves negativas se suelen utilizar las formas contractas.‘Does he have to leave?’ ‘Yes, he does.’ / ‘No, he doesn’t.’ “¿Tiene que irse?” “Sí.” / “No.”

UsosHave to expresa la obligación o la necesidad de hacer algo.I have to look after my sister tonight. Esta noche tengo que cuidar a mi hermana.Don’t have to indica que no hay obligación de hacer algo. I don’t have to get up for school tomorrow. Mañana no tengo que levantarme para ir al instituto.Charlie doesn’t have to make his bed. Charlie no tiene que hacer su cama.

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37Unit 4

some and anySome y any se utilizan con sustantivos tanto contables como incontables.There’s some fish for dinner. Hay pescado para cenar.There aren’t any pens. No hay ningún bolígrafo.Some se utiliza en frases afirmativas.I’ve got some bananas. Tengo unos plátanos.Con los sustantivos en plural, some se traduce por “unos / unas / algunos / algunas”, mientras que su traducción es “un poco de / algo de” con los sustantivos incontables.She’s got some books. Tiene unos / algunos libros.Is there any lemonade? ¿Hay (algo de) limonada?

Sustantivos incontables Sustantivos contables

There’s some milk. There are some biscuits.

There isn’t any milk There aren’t any biscuits

Is there any milk? Are there any biscuits?

En las oraciones negativas e interrogativas se utiliza any.En las oraciones negativas, any acompaña a sustantivos contables en plural y a sustantivos incontables. Se traduce por “ningún / ninguna” o “nada de”.We haven’t got any potatoes. No tenemos patatas / ninguna patata.There isn’t any tea. No hay (nada de) té.En las oraciones interrogativas, any acompaña a sustantivos contables en plural y a sustantivos incontables. Su traducción es “algunos / algunas” o “algo de”.Are there any chairs? ¿Hay alguna silla?Is there any butter? ¿Hay (algo de) mantequilla?

En las oraciones interrogativas se utilizar any, pero cuando se ofrece o se pide algo también se puede utilizar some.

Do you want some strawberries? ¿Queréis unas fresas?Would you like some coffee? ¿Le apetece un (poco de) café?Can I have some popcorn, please? ¿Me pones unas palomitas, por favor?

¡Ojo!!

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38

much, many, a lot ofCountable and uncountable nounsLos sustantivos contables tienen una forma para el singular y otra para el plural, y el verbo de la frase concuerda con ellos en número.The pencil is in my bag. El lápiz está en mi bolsa.The apples are in the fridge. Las manzanas están en la nevera.Delante de los sustantivos contables se utilizan los artículos a / an y the, o bien un número.an orange the orange two oranges Los sustantivos incontables no tienen forma de plural. El verbo que los acompaña siempre va en singular.cheese NO two cheesesThe cheese is on the table. El queso está encima de la mesa.Los sustantivos incontables no pueden ir precedidos del artículo a / an, ni tampoco de un número.milk NO one milkThere is (“hay”) se utiliza con los sustantivos incontables.There’s some water in the bottle. Hay un poco de agua en la botella.

much, many, a lot ofMuch significa “mucho / mucha”. Se utiliza con sustantivos incontables en frases negativas o interrogativas.‘Is there much coffee?’ ‘Yes, but there isn’t much milk.’“¿Hay mucho café?” “Sí, pero no hay mucha leche.”Many significa “muchos / muchas”. Se utiliza con sustantivos contables en plural dentro de frases negativas o interrogativas.‘Are there many hamburgers?’ ‘No, and there aren’t many sandwiches either.’ “¿Hay muchas hamburguesas?” “No, y tampoco hay muchos sándwiches.”A lot of significa “mucho / mucha” y “muchos / muchas”. Se utiliza con sustantivos contables e incontables en afirmativa.There’s a lot of washing. There are a lot of dirty glasses.Hay mucha ropa para lavar. Hay muchos vasos sucios.

How much …? / How many …?How much? significa “¿Cuánto / Cuánta?”. Sólo se utiliza con los sustantivos incontables.How much money have you got? ¿Cuánto dinero tienes?How many? significa “¿Cuántos / Cuantas?”. Sólo se utiliza con los sustantivos contables en plural.How many books did she buy? ¿Cuántos libros compró?

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39Unit 4


Household tasks

cooker

dustbin

ironing board

vacuum cleaner

washing machine

do the hoovering

do the cooking

make your bed

put the rubbish out

tidy up

do the washing

clean the floor

do the ironing

wash up

do the dusting

do the shopping

do the gardening

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40

do, have, make

have a bath

make a cup of coffee

make dinner

have a drink

do the gardening

do homework

do the housework

make a phone call

have a rest

have an argument

make friends

have a good / terrible time

make a mistake

do somebody a favour

do some work

In the garden

fence

flower bed

hedge

hose

lawn

lawnmower

pond

tools

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41Unit 4

PhrasesWould you like to (come to my party)?

Would you like (a drink)?

Yes, I’d love to.

I’m afraid I can’t.

Sorry, but I won’t be able to make it.

Yes, that sounds great.

My extra vocabulary

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42


Unit 3



!! ! * **

Speaking

Page 30: 5I can talk about crime.

Reading

Page 31: 1I can use the title of a text and the illustrations to predict what the text will be about.

Listening

Page 36: 2I can listen carefully for specific information.

Dialogue

Page 36: 8I can make suggestions.

Writing

Page 37: 6I can write a description of a town.



A useful expression

Some useful words


How can I improve?

Learning strategy:

Do you write translations of words in your vocabulary notebook?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

Unit 4



!! ! * **

Speaking

Page 46: 4I can talk about household tasks.

Reading

Page 50: 3I can read a text and answer questions about it.

Listening

Page 52: 1I can listen for general gist.

Dialogue

Page 52: 6I can give and accept invitations.

Writing

Page 53: 5I can write a description of my ideal bedroom.



A useful expression

Some useful words


How can I improve?

Learning strategy:

When you read a text, do you choose some new words and learn them?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

4850957 Switch3GC.indb 42 15/09/2011 09:49

43Unit 4

My notes

4850957 Switch3GC.indb 43 15/09/2011 09:49

Unit 5 Characters

44

Grammar referenceComparative and superlative adjectivesSpelling rules: comparative adjectives1 Si el adjetivo tiene una sola sílaba (short adjective), se añade -er.

long / longer

2 Si acaba en una -e muda, se añade -r.nice / nicer

3 Si acaba en una vocal y una consonante, la consonante final se duplica y se añade -er.hot / hotter

4 Si acaba en consonante + -y, la y se transforma en i y se añade -er.pretty / prettier

5 Si tiene dos o más sílabas (long adjective), se coloca more delante del adjetivo.dangerous / more dangerous

Algunos adjetivos tienen formas irregulares en el grado comparativo.

Formas irregulares

Adjetivo Comparativo

good better

bad worse

far further

UsosLos adjetivos en grado comparativo se utilizan para comparar dos cosas o personas entre sí.

Valencia is big, but Madrid is bigger. Valencia es grande, pero Madrid es aún más grande.

Cuando se quieren comparar distintos grados de una cualidad, se utiliza than detrás del adjetivo en grado comparativo.

Ann is prettier than Beth. NO Ann is prettier that Beth. Ann es más guapa que Beth.

¡Ojo!!

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45Unit 5

Spelling rules: superlative adjectives1 Si el adjetivo tiene una sola sílaba (short adjective), se añade -est.

long / longest

2 Si acaba en una -e muda, se añade -st.nice / nicest

3 Si acaba en una vocal y una consonante, la consonante final se duplica y se añade -est.hot / hottest

4 Si acaba en consonante + -y, la y se transforma en i y se añade -est.pretty / prettiest

5 Si tiene dos o más sílabas (long adjective), se coloca most delante del adjetivo.dangerous / most dangerous

El superlativo exige colocar el artículo the delante del adjetivo.

nice / the nicesthot / the hottestimportant / the most important

Los adjetivos en grado superlativo se utilizan para comparar tres o más cosas o personas entre sí, cuando se quiere indicar que una es superior a las demás.

June 21st is the longest day of the year. El 21 de junio es el día más largo del año.I think chemistry is the most difficult subject. Yo creo que la química es la asignatura más difícil.

Los adjetivos que tienen formas irregulares de comparativo también son irregulares en el superlativo.

Adjetivo Comparativo Superlativo

good better best

bad worse worst

far further furthest

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46

En el superlativo se pueden construir preguntas con What’s? / Which is? o Who’s? ¿Cuál es? / ¿Quién es?What’s the most famous monument in France? ¿Cuál es el monumento más famoso de Francia?Which is the biggest city in Europe? ¿Cuál es la ciudad más grande de Europa?Who’s the best actress on TV? ¿Quién es la mejor actriz de la tele?

too and enoughToo + adjetivo significa “demasiado”.

She didn’t speak to Daniel. She felt too nervous. No habló con Daniel. Estaba demasiado nerviosa.

Adjetivo + enough significa “lo bastante, lo suficientemente”.

I can’t reach that shelf. I’m not tall enough. No llego a esa estantería. No soy lo bastante alto.

My grammar notes

46

La preposición in se utiliza con el adjetivo en grado superlativo para destacar a un miembro del grupo.

China is the biggest country in the world.NO China is the biggest country of the world.China es el país más grande del mundo.

¡Ojo!!

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47Unit 5


Describing personality

ambitious

bad-tempered

big-headed

brave

cheerful

hard-working

selfish

shy

talkative

modest

outgoing

lazy

quiet

miserable

Compound adjectives

long-legged

dark-skinned

broad-shouldered

thin-lipped

kind-hearted

quick-witted

loud-mouthed

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48

blue-eyed

high-ceilinged

fair-haired

long-sleeved

high-heeled

high-backed

thin-lipped

long-haired

green-skinned

Describing people

adventurous

clumsy

dishonest

graceful

intelligent

rude

Phrasesnot at all (bad-tempered)

not very (bad-tempered)

quite (bad-tempered)

very (bad-tempered)

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49Unit 5

My extra vocabulary

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50


Unit 5



!! ! * **

Speaking

Page 56: 6I can describe my personality.

Reading

Page 57: 1I can use key vocabulary to predict what a text will be about.

Listening

Page 62: 1I can listen to descriptions of people and match the descriptions to pictures.

Dialogue

Page 62: 6I can describe people.

Writing

Page 63: 6I can write a description of a character from a film or TV show.



A useful expression

Some useful words


How can I improve?

Learning strategy:

Do you try to learn opposite adjectives together, to help you remember the meaning?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

Unit 6



!! ! * **

Speaking

Page 66: 5I can talk about adventure sports.

Reading

Page 67: 2I can read a text and answer true/false questions.

Listening

Page 72: 1I can listen in detail for key words.

Dialogue

Page 72: 6I can talk about experiences.

Writing

Page 73: 6I can write a postcard to a friend or family member.



A useful expression

Some useful words


How can I improve?

Learning strategy:

Do you look up words with more than one meaning in a dictionary, and choose the correct definition?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

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51Unit 5

My notes

4850957 Switch3GC.indb 51 15/09/2011 09:49

Unit 6 Danger!

52

Grammar referencePresent perfect affirmative and negativeAfirmativa Formas contractas

I have finished I’ve finished

you have finished you’ve finished

he has finished he’s finished

she has finished she’s finished

it has finished it’s finished

we have finished we’ve finished

you have finished you’ve finished

they have finished they’ve finished

Forma afirmativa: sujeto + have / has + participio pasado del verbo principal.

Toni has finished his book. Toni ha acabado su libro.

La forma del participio pasado de los verbos regulares es igual que la forma del past simple: el infinitivo del verbo + -ed.

work / worked listen / listened

La forma del participio pasado de los verbos irregulares suele ser diferente a la forma del past simple. Los verbos irregulares no siguen reglas ortográficas establecidas. Tendrás que aprendértelos de memoria en el apartado de verbos irregulares que aparece al final del libro.

go / went / been / gonesee / saw / seendrink / drank / drunk have / had / had

La forma been se suele utilizar como participio pasado del verbo go.

We’ve been skateboarding. Hemos estado andando en monopatín.

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53Unit 6


I have not finished I haven’t finished

you have not finished you haven’t finished

he has not finished he hasn’t finished

she has not finished she hasn’t finished

it has not finished it hasn’t finished

we have not finished we haven’t finished

you have not finished you haven’t finished

they have not finished they haven’t finished

Forma negativa: sujeto + negativa de have / has + participio pasado del verbo principal.

I haven’t done my homework. No he hecho los deberes.

Spelling rules: past participle (regular verbs)1 Con la mayoría de los verbos, se añade -ed al infinitivo del verbo sin to.

listen / listened work / worked

2 Si el verbo acaba en una -e muda, se añade -d.like / liked arrive / arrived

3 Si acaba en consonante + y, la y se transforma en i y se añade -ed.worry / worried study / studied

4 Si el verbo acaba en una vocal y una consonante, la consonante final se duplica y se añade -ed.stop / stopped chat / chatted

5 Los verbos que terminan en -y no duplican la consonante final.play / played

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54

UsosEl present perfect se utiliza para hablar de un estado o de una acción que se inició en el pasado y continúa en este momento. También se utiliza para describir una experiencia del pasado.

I’ve lost my camera. He perdido la cámara de fotos. La perdí en el pasado y aún no la he encontrado.She’s always lived in Seville. Siempre ha vivido en Sevilla. Nació allí y sigue viviendo allí.My sister has been snorkelling. Mi hermana ha practicado buceo con tubo.

El present perfect nunca se utiliza con expresiones de tiempo que se refieren a un momento concreto del pasado, aunque este sea muy reciente. Se utiliza cuando no importa o no sabemos exactamente cuándo ocurrió la acción.

We had dinner at nine o’clock. NO We’ve had dinner at two o’clock. Hemos cenado a las nueve.We’ve had dinner. Ya hemos cenado. No importa la hora exacta.

Present perfect with justEl present perfect con just se utiliza para hablar de una acción que acaba de producirse.

Forma afirmativa: sujeto + have / has + just + participio pasado del verbo principal.

I’ve just sent him a text message. Acabo de mandarle un mensaje de texto.

My grammar notes

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55Unit 6


Adventure sports

BASE jumping

bungee jumping

caving

free running

hang-gliding

kayaking

kite surfing

rock climbing

skydiving

snorkelling

waterskiing

windsurfing

Adjective opposites

light

dark

heavy

quiet

loud

blunt

sharp

dirty

clean

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56

dry

wet

high

low

rough

smooth

shallow

deep

soft

hard

strong

weak

wide

narrow

First aid

ambulance

bandage

broken arm

compress

first-aid kit

paramedics

plaster

stretcher

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57Unit 6

PhrasesI’ve just (had lunch).

be broke

Have you ever (been windsurfing)?

My extra vocabulary

4850957 Switch3GC.indb 57 15/09/2011 09:49

58


Unit 5



!! ! * **

Speaking

Page 56: 6I can describe my personality.

Reading

Page 57: 1I can use key vocabulary to predict what a text will be about.

Listening

Page 62: 1I can listen to descriptions of people and match the descriptions to pictures.

Dialogue

Page 62: 6I can describe people.

Writing

Page 63: 6I can write a description of a character from a film or TV show.



A useful expression

Some useful words


How can I improve?

Learning strategy:

Do you try to learn opposite adjectives together, to help you remember the meaning?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

Unit 6



!! ! * **

Speaking

Page 66: 5I can talk about adventure sports.

Reading

Page 67: 2I can read a text and answer true/false questions.

Listening

Page 72: 1I can listen in detail for key words.

Dialogue

Page 72: 6I can talk about experiences.

Writing

Page 73: 6I can write a postcard to a friend or family member.



A useful expression

Some useful words


How can I improve?

Learning strategy:

Do you look up words with more than one meaning in a dictionary, and choose the correct definition?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

4850957 Switch3GC.indb 58 15/09/2011 09:49

59Unit 6

My notes

4850957 Switch3GC.indb 59 15/09/2011 09:49

Unit 7 Out and about

60

Grammar referencePresent perfect interrogativeInterrogativa Respuestas breves

Afirmativa Negativa

Have I finished? Yes, I have. No, I haven’t.

Have you finished? Yes, you have. No, you haven’t.

Has he finished? Yes, he has. No, he hasn’t.

Has she finished? Yes, she has. No, she hasn’t.

Has it finished? Yes, it has. No, it hasn’t.

Have we finished? Yes, we have. No, we haven’t.

Have you finished? Yes, you have. No, you haven’t.

Have they finished? Yes, they have. No, they haven’t.

Forma interrogativa: Have / Has + sujeto + participio pasado del verbo principal.

Have you met the new teacher? ¿Has tenido ocasión de conocer al nuevo profesor?

En las respuestas breves afirmativas no se utilizan las formas contractas; por el contrario, en las respuestas breves negativas es más frecuente utilizar las formas contractas.

‘Have you sent an email to Peter?’ ‘Yes, I have.’ NO ‘Yes, I’ve.’ “¿Has enviado un email a Peter?” “Sí.”

El present perfect se utiliza a menudo para preguntar por acciones y experiencias que se han realizado recientemente.

‘Have you bought any new CDs recently?‘ ‘Yes, I have. / No, I haven’t.’ “¿Has comprado algún CD nuevo últimamente?” “Sí. / No.”

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61Unit 7

How long …?; for and sinceSe utilizan for y since con el present perfect para hablar de la duración de una situación o acción que comenzó en el pasado y continúa en la actualidad.

Se utiliza for para referirse a la duración de la acción o la situación.

I’ve been at this school for three and a half years. Llevo tres años y medio en este instituto.Tom has known Adela for seven months. Hace siete meses que Tom conoce a Adela.

Se utiliza since para referirse al momento en el que se inició la acción o la situación.

I’ve been at this school since 2005. Llevo en este instituto desde el año 2005.Tom has known Adela since November. Tom conoce a Adela desde noviembre.

How long …? se utiliza con el present perfect para preguntar cuánto tiempo ha durado una situación o acción que comenzó en el pasado y continúa en este momento.

‘How long have you lived here?’ NO ‘How long do you live here?’ ‘We’ve lived here for eight months / since July.’ “¿Cuánto tiempo lleváis viviendo aquí?” “Vivimos aquí desde hace ocho meses / desde julio.”

Cuando hablamos de una acción que se inició en el pasado y continúa en este momento, debemos utilizar el present perfect, nunca el present simple.

Tom has known Adela for seven months. NO Tom knows Adela for seven months. Hace siete meses que Tom conoce a Adela.)I have studied English since 1996. NO I study English since 1996. Estudio inglés desde 1996.

¡Ojo!!

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62

My grammar notes

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63Unit 7


In the high street

baker’s

bank

bookshop

butcher’s

chemist’s

clothes shop

electrical store

estate agent’s

florist’s

hairdresser’s

newsagent’s

post office

takeaway

travel agent’s

At the shops

basket

carrier bag

cashier

check-out

counter

discount

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64

receipt

trolley

Synonyms and antonyms

begin / start

blunt / sharp

difficult / hard / easy

dry / wet

frightened / scared

shop / store

difficulties / problems

extremely / incredibly

correct / right

attractive / beautiful / ugly

quick / fast / slow

loud / noisy / quiet

False friends

sensible

fabric

exit

carpet

blank

absolutely

parents

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65Unit 7

PhrasesHow long (have you been a student)?

I’m going to (travel around the world).

Are you going to (travel to England)?

My extra vocabulary

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66


Unit 7



!! ! * **

Speaking

Page 82: 5I can talk about shops in the High Street.

Reading

Page 86: 2I can read a text and choose the best summary of it.

Listening

Page 88: 2I can listen carefully to hear different verb forms.

Dialogue

Page 88: 6I can make plans.

Writing

Page 89: 6I can write an informal letter.



A useful expression

Some useful words


How can I improve?

Learning strategy:Do you know any words which are false friends?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

Unit 8



!! ! * **

Speaking

Page 92: 6I can talk about high-tech gadgets that I use.

Reading

Page 96: 3I can read and understand predictions in a text.

Listening

Page 98: 2I can listen to a conversation and understand what advice someone gives.

Dialogue

Page 98: 6I can give advice.

Writing

Page 99: 5I can write an essay about global warming.



A useful expression

Some useful words


How can I improve?

Learning strategy:

Do you look up phrasal verbs in your dictionary?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

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67Unit 7

My notes

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Unit 8 Into the future

68

Grammar referencewillAfirmativa Forma contracta

I / you / he / she / it / we / you / they will go

I’ll / you’ll / he’ll / she’ll / it’ll / we’ll / you’ll / they’ll go

Forma afirmativa: sujeto + will + infinitivo del verbo sin to.

I’ll phone you tonight. Te llamaré esta noche. / Esta noche te llamo.


I / you / he / she / it / we / you / they will not go

I / you / he / she / it / we / you / they won’t go

Forma negativa: sujeto + won’t + infinitivo del verbo sin to. En las frases negativas se suele utilizar la forma contracta.

She won’t be at the party today – she’s ill. Hoy no irá a la fiesta. Está enferma.


Afirmativa Negativa

Will I / you / he / she / it / we / you / they go?

Yes, I / you / he / she / it / we / you / they will.

No, I / you / he / she / it / we / you / they won’t.

Forma interrogativa: Will + sujeto + infinitivo del verbo sin to.

Will you come before ten o’clock? ¿Vendrás antes de las diez?

En las respuestas breves negativas se suele utilizar la forma contracta.

‘Will Susie help us?’ ‘Yes, she will.’ / ‘No, she won’t.’ “¿Nos ayudará Susie?” “Sí.” / “No.”

En las respuestas breves no se utiliza la contracción “sujeto + ’ll”.

Yes, he will. / No, he won’t. NO Yes, he’ll. / No, he’ll not.

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69Unit 8

UsosWill y won’t se utilizan para hablar del futuro en general, y también para hacer una predicción.

I’ll text you tonight. Esta noche te mandaré/mando un mensaje.Next year Cristiano Ronaldo will move to another team. Cristiano Ronaldo cambiará de equipo el año que viene.

Es frecuente que will / won’t aparezcan detrás del verbo think.

I think I’ll live in another country. Creo que viviré en otro país.I don’t think I’ll pass my science exam. No creo que apruebe el examen de ciencias.

También se utiliza will para expresar decisiones que se toman mientras se habla.

‘Who’s next?’ ‘I’ll have a go.’ “¿Quién va ahora?” “Ya lo intento yo.”

First conditionalAfirmativa Forma contracta

If you win, we will go to the café. If you win, we’ll go to the café.

Forma afirmativa: If + sujeto + present simple, sujeto + will + infinitivo del verbo sin to.


If it rains, we will not go to the park.

If it rains, we won’t go to the park.

Forma negativa: If + sujeto + present simple, sujeto + won’t + infinitivo del verbo sin to.

Es más frecuente utilizar las formas contractas:

sujeto + ’ll / sujeto + won’t.

Cuando la proposición condicional encabeza la frase, va seguida de una coma. Sin embargo, la coma no es necesaria si la condicional aparece detrás de la proposición principal.

If you win, we’ll go to the disco with you. / We’ll go to the disco with you if you win. Si ganáis vosotros, os acompañaremos a la discoteca.

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70

UsosEl condicional de primer grado o first conditional se utiliza para hablar de una situación que puede ocurrir, y es probable que ocurra, en el presente o en el futuro.

Las oraciones condicionales de primer grado constan de dos elementos:

La proposición condicional, encabezada por If, lleva el verbo en present simple, y expresa la condición necesaria para que una acción se cumpla.

La proposición principal, que incluye will + el infinitivo del verbo sin to, describe el resultado de la acción.

If you give me the pen, I’ll show you how to do it. Si me das el bolígrafo, te enseñaré cómo hacerlo.

Para construir la forma negativa, se debe decidir cuál de los verbos de la frase tendrá que ir en negativa.

If he doesn’t arrive soon, I’ll miss the bus. Si no llega pronto, perderé el autobús.If I watch the film at 10 p.m., I won’t get up early tomorrow. Si veo la película de las 10 de la noche, no me levantaré temprano mañana.If we don’t study, we won’t pass our exams. Si no estudiamos, no aprobaremos los exámenes.

My grammar notes

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71Unit 8


High-tech gadgets

Blu-ray player

camcorder

digital photo frame

games console

sat nav

wireless headset

DAB radio

MP3 player

SCART cable

USB hub

Phrasal verbs

turn on

turn off

pick up

put down

take off

put on

give in

give out

give away

give back

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72

give up

give (something) up

Technology

disc drive

hard drive

memory stick

mobile phone charger

portable hard drive

projector

remote control

PhrasesI think (Eric) will (go to the cinema).

I don’t think (Sophie) will (go to the cinema).

I think you should (tell her).

I don’t think you should (tell her).

You must (tell her).

On the one hand, …

Furthermore, …

On the other hand, …

What is more, …

I believe ...

In my opinion, …

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73Unit 8

My extra vocabulary

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74


Unit 7



!! ! * **

Speaking

Page 82: 5I can talk about shops in the High Street.

Reading

Page 86: 2I can read a text and choose the best summary of it.

Listening

Page 88: 2I can listen carefully to hear different verb forms.

Dialogue

Page 88: 6I can make plans.

Writing

Page 89: 6I can write an informal letter.



A useful expression

Some useful words


How can I improve?

Learning strategy:Do you know any words which are false friends?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

Unit 8



!! ! * **

Speaking

Page 92: 6I can talk about high-tech gadgets that I use.

Reading

Page 96: 3I can read and understand predictions in a text.

Listening

Page 98: 2I can listen to a conversation and understand what advice someone gives.

Dialogue

Page 98: 6I can give advice.

Writing

Page 99: 5I can write an essay about global warming.



A useful expression

Some useful words


How can I improve?

Learning strategy:

Do you look up phrasal verbs in your dictionary?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

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75Unit 8

My notes

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Unit 9 Food and drink

76

Grammar referencePresent passive affirmative, negative and interrogativeAfirmativa Formas contractas

I am invited I’m invited

you are invited you’re invited

he is invited he’s invited

she is invited she’s invited

it is invited it’s invited

we are invited we’re invited

you are invited you’re invited

they are invited they’re invited

Forma afirmativa: sujeto + verbo be + participio pasado.

We’re all invited to the party. Todos estamos invitados a la fiesta.Ice cream is made with milk. El helado se hace con leche.


I am not invited I’m not invited

you are not invited you aren’t invited

he is not invited he isn’t invited

she is not invited she isn’t invited

it is not invited it isn’t invited

we are not invited we aren’t invited

you are not invited you aren’t invited

they are not invited they aren’t invited

Forma negativa: sujeto + negativa del verbo be + participio pasado.

Oranges aren’t grown in Russia. Las naranjas no se cultivan en Rusia.

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77Unit 9


Afirmativa Negativa

Am I invited? Yes, I am. No, I’m not.

Are you invited? Yes, you are. No, you aren’t.

Is he invited? Yes, he is. No, he isn’t.

Is she invited? Yes, she is. No, she isn’t.

Is it invited? Yes, it is. No, it isn’t.

Are we invited? Yes, we are. No, we aren’t.

Are you invited? Yes, you are. No, you aren’t.

Are they invited? Yes, they are. No, they aren’t.

Forma interrogativa: Am / Are / Is + sujeto + participio pasado.

Are the eggs fried? ¿Se fríen los huevos?


‘Is tea grown in Ireland?’ ‘No, it isn’t.’ “¿El té se cultiva en Irlanda?” “No.”

El objeto de una oración activa se corresponde con el sujeto de una oración pasiva.

They make Rolls Royce cars in Britain.Rolls Royce cars are made in Britain.Los coches Rolls Royce se hacen en Gran Bretaña.

UsosLa voz pasiva se utiliza cuando no se sabe o no importa quién realiza la acción.

Tea is imported from India. El té se importa de la India.Waiters are paid £25. Los camareros cobran 25 libras.

La forma del participio pasado no varía nunca.

Of course he’s invited to the disco. We’re all invited.NO We’re all inviteds. Por supuesto que él está invitado a la discoteca. Todos estamos invitados.

¡Ojo!!

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78

My grammar notes

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79Unit 9


Food

beef

carrots

cheese

chicken

green beans

ham

mushrooms

olives

peas

peppers

potatoes

prawns

rice

tomato

cous cous

curry

fish and chips

haggis

moussaka

pasta

sushi

tortillas

protein

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80

carbohydrates

fat

Partitives

a packet of biscuits

a bottle of wine

a carton of orange juice

a box of matches

a jar of jam

a bag of sweets

a tube of toothpaste

a can of cola

a carton of milk

a tube of glue

a bottle of water

a bag of shopping

a jar of green olives

a packet of chewing gum

a box of chocolates

a can of lemonade

a can / tube of paint

a bottle / carton / can of tomato juice

a packet / bag / box of pasta

a bag / box of oranges

a slice of bread / cheese

a piece of cake / chewing gum

a cup of coffee / tea

a spoonful of sugar / honey

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81Unit 9

a piece of chocolate

a spoonful of jam

a slice of meat

At the shops

cooked (fish)

fatty (meat)

fresh (peas)

frozen (peas)

lean (meat)

raw (fish)

ripe (banana)

unripe (banana)

PhrasesI’d like (a can of cola), please.

Could I have (a can of cola), please?

My extra vocabulary

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82


Unit 9



!! ! * **

Speaking

Page 102: 6I can talk about different foods I have tried.

Reading

Page 103: 2I can read a text and understand different opinions that are expressed.

Listening

Page 108: 3I can listen carefully to hear prices.

Dialogue

Page 108: 7I can order food and drink in a café.

Writing

Page 109: 5I can write a description of a meal.



A useful expression

Some useful words


How can I improve?

Learning strategy:

Do you use English internet sites or books to find information?

Yes / No


Do homework

Learn new words


Listen to music

Read a reader



Look at web pages

Write a letter

Read a magazine

Other activities:

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83Unit 9

My notes

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85

End-of-year self-assessment

A1 A2 B1

Listening I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.

I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

Reading I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.

I can understand texts that consist mainly of high frequency everyday or job related language. I can understand the description of events, feelings and wishes in personal letters.

Conversation

(Oral interaction)

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself.

I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

Speaking

(Oral production)

I can use simple phrases and sentences to describe where I live and people I know.

I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.

I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.

Writing I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something.

I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.

A1 A2 B1

Listening

Reading

Conversation

Speaking

Writing

Evaluate your language ability in each skill area. Read the descriptions of language skills for levels A1, A2 and B1. Then put ticks (✓) or crosses (✗) in the table.

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86

Irregular Verbs

Base form Past simple Past participle Translation

be /bi:, bI/ was were

/wQz, w@z/

/w3:(r),

w@(r)/

been /bi:n/ ser / estar

become /bI"kVm/ became /bI"keIm/ become /bI"kVm/ llegar a ser

begin /bI"gIn/ began /bI"g&n/ begun /bI"gVn/ empezar

break /breIk/ broke /br@Uk/ broken /br@Uk@n/ romper

bring /brIN/ brought /brO:t/ brought /brO:t/ traer

build /bIld/ built /bIlt/ built /bIlt/ construir

buy /baI/ bought /bO:t/ bought /bO:t/ comprar

can /k&n/ could /kUd/ poder

come /kVm/ came /keIm/ come /kVm/ venir

cost /kQst/ cost /kQst/ cost /kQst/ costar

do /du:/ did /dId/ done /dVn/ hacer

draw /drO:/ drew /dru:/ drawn /drO:n/ dibujar

drink /drINk/ drank /dr&Nk/ drunk /drVNk/ beber

drive /draIv/ drove /dr@Uv/ driven /drIvn/ conducir

fall /fO:l/ fell /fel/ fallen /fO:l@n/ caer

feel /fi:l/ felt /felt/ felt /felt/ sentir

fight /faIt/ fought /fO:t/ fought /fO:t/ pelear

find /faInd/ found /faUnd/ found /faUnd/ encontrar

fly /flaI/ flew /flu:/ flown /fl@Un/ volar

forget /f@"get/ forgot /f@"gQt/ forgotten /f@"gQtn/ olvidar

get /get/ got /gQt/ got /gQt/ conseguir

get up /%get "Vp/ got up /%gQt "Vp/ got up /%gQt "Vp/ levantarse

give /gIv/ gave /geIv/ given /gIvn/ dar

go /g@U/ went /went/ gone /gQn/ ir

have /h&v/ had /h&d/ had /h&d/ tener

hear /hI@(r)/ heard /h3:d/ heard /h3:d/ oír

hit /hIt/ hit /hIt/ hit /hIt/ golpear

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87

Base form Past simple Past participle Translation

know /n@U/ knew /nju:/ known /n@Un/ saber

leave /li:v/ left /left/ left /left/ irse

let /let/ let /let/ let /let/ dejar, consentir

make /meIk/ made /meId/ made /meId/ hacer

meet /mi:t/ met /met/ met /met/ encontrar

must /mVst/ had to /"h&d tu:/ had to /"h&d tu:/ tener que

read /ri:d/ read /red/ read /red/ leer

ride /raId/ rode /r@Ud/ ridden /rIdn/ montar (a caballo, en bicicleta)

run /rVn/ ran /r&n/ run /rVn/ correr

sing /sIN/ sang /s&N/ sung /sVN/ cantar

sink /sINk/ sank /s&Nk/ sunk /sVNk/ hundirse

sleep /sli:p/ slept /slept/ slept /slept/ dormir

speak /spi:k/ spoke /sp@Uk/ spoken /sp@Uk@n/ hablar

spend /spend/ spent /spent/ spent /spent/ gastar

swim /swIm/ swam /sw&m/ swum /swVm/ nadar

take /teIk/ took /tUk/ taken /teIk@n/ coger

tell /tel/ told /t@Uld/ told /t@Uld/ decir

think /TINk/ thought /TO:t/ thought /TO:t/ pensar

wear /we@(r)/ wore /wO:(r)/ worn /wO:n/ llevar puesto

write /raIt/ wrote /r@Ut/ written /rItn/ escribir

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