3 eso digital text book

ENGLISH 3ESO

DIGITAL

TEXT 2011 2012

WELCOME TO OUR FLAT

ENGLISH 3 | Unit 1 | Summary


WELCOME TO OUR FLAT | 1

UNIT 1. WELCOME TO OUR FLAT

Flat buddies

REAdING: WELCOME TO OUR FLAT

Suzanne: Hello everyone! Welcome to our flat. I don’t like formal introductions, so why don’t you join me and my flatmates for dinner? They’re really nice people. Their names are Abby, Matthew and Jeff. Oh, and before I forget, I’m Suzanne!

Jeff: Hello everyone! I’m home!

Matthew: Hello Jeff.

Abby: Hey! How’s it going, Jeff?

Suzanne: What’s up, Jeff? You’re here just on time to set the table for dinner.

Jeff: OK, let me just drop my bag in my room.

Matthew: Here’s dinner. Chicken á la Matt.

Suzanne: It looks delicious. You always cook delicious meals, Matt.

Matthew: Thank you, Suzanne.

Jeff: It’s good, but not as good as the chicken I cook.

Abby: What are you talking about? We can never eat your chicken; it’s always burnt!

Jeff: That’s not true. I’m a great cook, and all my meals are excellent.

Suzanne: Let me ask you a question, Jeff. How often do you go to the gym?

Jeff: It depends on the amount of work I have at school. But I usually go to the gym twice a week. Why?

Suzanne: Because I’ve got this special discount coupon to become a member of your gym, and I want to go. But I don’t like going by myself.

Jeff: Really? That’s great! We can go together if you want.

Suzanne: OK. I’ll become a member then.

Jeff: You should become a member too, Matthew. You need to exercise more.

Matthew: I don’t like going to the gym. But we can play basketball sometime next week if you want. I really like team sports.

Jeff: OK. I play basketball once a week, and you can come whenever you want.

Abby: Well, I’m sleepy. I’m going to bed.

Matthew: I’ve got an essay to write. I’ll be in my room.

Jeff: I’m going out. I’ve got a date with a girl from my class.

Suzanne: OK, have fun Jeff. Alright guys, goodnight!



REAdING VOCABULARY

formal introduction

flatmate

how’s it going

on time

(to) set the table

(to) drop

discount coupon

by myself

whenever

GIVING YOUR OpINION

team sport

exercise

gym

by myself

entertaining

boring

Vocabulary

pLACES IN A TOWN

school train station

café hospital



MAMUD DASCHKIN

sports centre shopping centre

cinema

Adjectivesangry excited

frightened surprised

bored ecstatic

delighted terrific

worried

Grammar Review

Present simPle – ‘to be’

We use to be with the name of a job to express what a person does.

He • is a doctor.

We • are students.

We use to be with adjectives to describe people and things.

George • is tall.

Valerie and her sister • are shy.

The floor • is dirty.



AFFIRMATIVE

I am tall.

You are tall.

He/She/It is tall.

We are tall.

You are tall.

They are tall.

NEGATIVE

I am not tall.

You aren’t tall.

He/She/It isn’t tall.

We aren’t tall.

You aren’t tall.

They aren’t tall.

QUESTIONS

Am I tall?

Are you tall?

Is he/she/it tall?

Are we tall?

Are you tall?

Are they tall?

SHORT ANSWERS

AFFIRMATIVE

Yes, I am.

Yes, you are.

Yes, he/she/it is.

Yes, we are.



Yes, you are.

Yes, they are.

NEGATIVE

No, I’m not.

No, you’re not.

No, he/she/it isn’t.

No, we aren’t.

No, you aren’t.

No, they aren’t.

Present simPle – ‘have got’

We use have got to talk about posession or ownership. Be careful, we never use got in short answers.

AFFIRMATIVE

I have got an mp3 player.

You have got an mp3 player.

He/She/It has got an mp3 player.

We have got an mp3 player.

You have got an mp3 player.

They have got an mp3 player.

NEGATIVE

I haven’t got an mp3 player.

You haven’t got an mp3 player.

He/She/It hasn’t got an mp3 player.

We haven’t got an mp3 player.

You haven’t got an mp3 player.

They haven’t got an mp3 player.



QUESTIONS

Have I got an mp3 player?

Have you got an mp3 player?

Has he/she/it got an mp3 player?

Have we got an mp3 player?

Have you got an mp3 player?

Have they got an mp3 player?

SHORT ANSWERS

AFFIRMATIVE

Yes, I have.

Yes, you have.

Yes, he/she/it has.

Yes, we have.

Yes, you have.

Yes, they have.

NEGATIVE

No, I haven’t.

No, you haven’t.

No, he/she/it hasn’t.

No, we haven’t.

No, you haven’t.

No, they haven’t.

adverbs of frequency

We use adverbs of frequency to talk about how often we do things. The adverb of frequency goes after the verb to be.

The following list presents the most commonly used adverbs of frequency in order from less frequent to more frequent:

never sometimes often usually always

Adverbs of frequency usually go between the subject and the main verb.



Daniel usually does his homework.

subject adverb of frequency main verb object

But when we use the verb to be, this structure changes,

Daniel is never upset.

subject verb to be adverb of frequency adjective

ExpRESSIONS OF FREqUENCY

We use how often to ask how frequently an activity takes place.

Pay attention to the following example:

How often• do you go to the theatre?

To answer questions with how often, we use adverbs of frequency or the expressions once, twice, three times, etc. We can also use

I go to the theatre • once a month.

She goes to the theatre • twice a year.

We go to the theatre • three times a week.

LET’S RENT A ROOM



LET’S RENT A ROOM | 1

LET’S RENT A ROOM

Flat buddies

READING: LET’S RENT A ROOM

Jeff: Good morning, Matthew.

Matthew: As a matter of fact it is not morning anymore. It is exactly one minute past twelve.

Jeff: Yaaaaaaawn…Is it? Anyway, what are you doing?.

Matthew: I’m working on my laptop computer.

Jeff: Don’t you have class today?

Matthew: Today’s Monday. I never have class on Mondays.

Jeff: Hold on, my phone is ringing. It’s my mum.

Jeff: Hi mum!

Jeff’s mother: Hello Jeff. What are you doing?

Jeff: I’m having breakfast.

Jeff’s mother: Are you coming over for lunch?

Jeff: I have class today.

Jeff’s mother: I’m worried about your grades. Do you study every day?

Jeff: Yes, of course I do. I have to go now mum.

Jeff’s mother: Phone me later tonight. I have something to tell you.

Jeff: Bye mum!

Jeff: Where are Abby and Suzanne?

Matthew: Suzanne is having a shower, and Abby is at the library. She always goes to the library in the morning.

Jeff: Oh no…Suzanne always spends a long time in the bathroom. I’m already late for class…

Matthew: That’s what you get for waking up late.

Jeff: Alright, mum. Listen, I have to think of something. I don’t have enough money to pay the rent.

Matthew: That’s because you spend too much money.

Jeff: You’re not helping me, Matthew. Well, I’m leaving. See you later.

Matthew: Bye bye.

Jeff: Listen up, everybody. I have an idea. We have an empty room in the flat. Why don’t we rent it to someone?

Abby: That’s a brilliant idea!



Suzanne: Great, more people in the flat…that’s just what we need…

Jeff: Listen, Suzanne, this is a good way to save money and a great opportunity to meet new people.

Matthew: A friend of mine is looking for a room.

Abby: Erm…why don’t we post an advertisement on the Internet?

Suzanne: I don’t know, guys. I don’t want any strangers in the flat; it is dirty and noisy enough as it is!

Jeff: We were all strangers when we first moved in. But now we’re becoming very good friends.

Suzanne: Let’s vote then. Who wants to rent the room?

Jeff: I do!

Abby: Me too!

Jeff: Sorry Suzanne. It’s three votes against one.

Suzanne: Fine, let’s do it then…

Abby: Let’s write the advertisement right now.

Flatmate wanted

Large room for rent in the city centre. The flat is cosy, clean and comfortable, and the people are friendly. The price is £450 a month, all bills included. We have wire-less Internet connection, a microwave, a washing machine and a clothes dryer, but we don’t have a dishwasher. No smokers and no pets allowed. If you are interested e-mail me at [email protected].

READING VOCABULARYlaptop computer

grades

rent

flat

post

advertisement

wireless

Word lab

ADVERBS

Most adverbs are formed by adding –ly to an adjective.

bad-badly careful-carefully quiet-quietly

However, there are some exceptions. For example, when an adjective ends in –y, we replace this letter with –i and add –ly.

easy-easily busy-busily



Many word endings have their equivalent in other languages. Can you guess how the –ly adverb ending translates in your language?

Giving your opinion

VOCABULARY

bills

loud music

bedroom

flatmate

Vocabulary

HOME APPLIANCES

dishwasher clothes dryer washing machine refrigerator

cooker air conditioner microwave oven freezer

HOUSEWORK

make the bed set the table wash the clothes water the plants

take the rubbish out wash the dishes vacuum the floor do the shopping



Grammar 1

‘HAVE TO’ AND ‘DON’T HAVE TO’

We use ‘have to’ to express obligation.

You have to turn off your mobile phone before the film starts.

We use ‘don’t have to’ to express that there is no obligation to do something, but we can do it if we want. In other words, ‘don’t have to’ expresses that an activity is optional.

You don’t have to vacuum the floor. It’s my turn to do it.

When we create questions with ‘have to’, we use the following structure:

Do you have to study?

Do/does subject have to infinitive

Affirmative

I have to get up early

You have to get up early

He/She/It has to get up early

We have to get up early

You have to get up early

They have to get up early

Negative

I don’t have to get up early

You don’t have to get up early

He/She/It doesn’t have to get up early

We don’t have to get up early

You don’t have to get up early

They don’t have to get up early

Questions

Do I have to get up early?

Do you have to get up early?

Does he/she/it have to get up early?

Do we have to get up early?

Do you have to get up early?

Do they have to get up early?



Short answers

AFFIRMATIVE

Yes, I do.

Yes, you do.

Yes, he/she/it does.

Yes, we do.

Yes, you do.

Yes, they do.

NEGATIVE

No, I don’t.

No, you don’t.

No, he/she/it doesn’t.

No, we don’t.

No, you don’t.

No, they don’t.

Cultural corner

READING: PIXAR ANIMATION STUDIOS

When Matthew saw Toy Story for the first time, he immediately became a huge fan of Pixar Animation Studios. And it’s no wonder! Their films are among the best animation films of all times. This studio is located in Emeryville, California, and its filmography in-cludes many popular titles such as UP, Ratatouille and A Bug’s Life. Let’s take a look at how Pixar creates such masterpieces.

First of all, Pixar presents the main idea of the story to a team of people. This team cre-ates a summary of the story, and then they draw something called a storyboard. This storyboard is a series of drawings which show the action in the film.

After this first step, several Pixar artists record the voices of the characters in the story. Later on, when the process is more advanced, professional actors begin recording the voices. Finally, the editing team makes a video of the storyboard.

When the video is ready, the artists watch it and they create a whole world inspired by it. Oddly enough, Pixar Animation Studios uses many traditional art techniques. For exam-ple, a team of artists makes sculptures, which are then scanned three-dimensionally.

The next step is to create the sets for the film in 3D, and to add different elements to these sets. When these sets are ready, the animation process begins. The animators at Pixar bring the characters to life with the help of their computers.

Finally, all the shots created up to this point undergo a process called ‘rendering’, which adds all the information in a shot into one frame of film. There are 24 frames in one sec-ond of film, and the rendering of each frame takes six hours!

After this long process, the film is ready to entertain kids and adults all around the globe!



READING VOCABULARY

summary set

storyboard (to) undergo

computer-generated shot

(to) scan frame

Grammar 2

PRESENT TENSE CONTRAST

We use continuous tenses to talk about things which are happening while we speak. On the other hand, we use simple tenses to talk about things which happen regu-larly, such as routines and habits.

These are the main uses of these tenses, but there are also other occasions in which we use them. Take a look at the list below and pay attention to the examples:

We use the Present Simple to… We use the Present Continuous to…

talk about repeated actions, •habits and routines.

I eat fruit and vegetables every day.

talk about actions which are happening at the •time of speaking.

We are watching a film.

talk about facts.•

Asia is the largest continent in the world.

talk about long actions which are happening •around now, but not necessarily while we are speaking.

He is working at the university.

talk about scheduled events in •the near future.

The concert is at eight o’clock tomorrow night.

talk about activities planned or scheduled for •the near future.

We are meeting for lunch on Friday.

talk about likes and dislikes•

I like chocolate ice cream.

PRESENT SIMPLE

Affirmative

I speak German.

You speak German.

He/She/It speaks German.

We speak German.

You speak German.

They speak German.



Negative

I don’t speak German.

You don’t speak German.

He/She/It doesn’t speak German.

We don’t speak German.

You don’t speak German.

They don’t speak German.

Questions

Do I speak German?

Do you speak German?

Does he/she/it speak German?

Do we speak German?

Do you speak German?

Do they speak German?

Short answers

AFFIRMATIVE

Yes, I do.

Yes, you do.

Yes, he/she/it does.

Yes, we do.

Yes, you do.

Yes, they do.

NEGATIVE

No, I don’t.

No, you don’t.

No, he/she/it doesn’t.

No, we don’t.

No, you don’t.

No, they don’t.



PRESENT CONTINUOUS

Affirmative

I am washing the dishes.

You are washing the dishes.

He/She/It is washing the dishes.

We are washing the dishes.

You are washing the dishes.

They are washing the dishes.

Negative

I ‘m not washing the dishes.

You aren’t washing the dishes.

He/She/It isn’t washing the dishes.

We aren’t washing the dishes.

You aren’t washing the dishes.

They aren’t washing the dishes.

Short answers

AFFIRMATIVE

Yes, I am.

Yes, you are.

Yes, he/she/it is.

Yes, we are.

Yes, you are.

Yes, they are.

NEGATIVE

No, I’m not.

No, you’re not.


No, we aren’t.

No, you aren’t.

No, they aren’t.



Developing abilities

READING: TWO BROTHERS WHO MADE IT TO THE TOPPau and Marc Gasol are two brothers from Sant Boi de Llobregat, in Spain. Both of them started playing basketball when they were very young, and just like many other boys, they had a dream: playing in the NBA – the best basketball league in the world. The amazing part of their story is that this dream came true for both of them. Currently, Marc is playing for the Memphis Grizzlies, and his older brother Pau is playing for the Los Angeles Lakers.

Both brothers worked really hard to get to the NBA. Pau started his basketball carreer in Spain, where he played in his school team. At age 16, Pau joined FC Barcelona, and during the three years that he spent in the team, he won the Spanish league twice. In 2001, he left FC Barcelona and moved to Memphis, a city in the Southeastern United States, where he played for the Grizzlies during seven seasons. With his help, the Grizzlies reached the NBA play-offs three times. However, this wasn’t enough for Pau.

He wanted to win the championship, and he knew this was very difficult to accomplish with the Memphis Grizzlies. That’s why in 2008, Pau left the Grizzlies and joined the Los Angeles Lakers. In his first season with them, he won the NBA championship.

Pau’s younger brother, Marc, followed his footsteps. He started playing basketball in his school in Memphis, and later on he joined FC Barcelona. After winning several titles with this team, Marc joined the Memphis Grizzlies in 2008.

One of the most exciting moments in the careers of these two young players was when they won the 2009 Fiba European Championship with the Spanish national team. Both Pau and Marc played in the same team throughout the tournament. However, Pau was injured in the semifinals of the competition, and he did not play the final match against Serbia.

READING VOCABULARY

career footstep

twice tournament

season injured

reach match

Writing

DESCRIBING A FLAT

Part of the text Our flat

Introduction: It gives a clear idea of the topic of the text

I live in a large flat. The flat is on the fourth floor of an old building. The building is very nice, and it is right in the city centre. There are four of us living together in the flat.



Part of the text Our flat

Body paragraph/s: They include most of the information in the text. Each paragraph talks about one topic.

There are five bedrooms. Each room has a single bed. There is also a living room with a television set and two couches. From the living room you can walk out to the terrace. On the terrace there is a table with four chairs. The kitchen is very small, but it is fully equipped. At the end of the corridor there is a laundry room with a washing machine and a clothes dryer.

Conclusion: Closes the text with a final comment on the topic.

I really like my flat. But there are two things I don’t like about it: my room is too small, and there isn’t a lift. I hate walking up and down the stairs!

The inTerview

enGLiSh 3 | Unit 3 | Summary


The inTerview | 1

The inTerview

Flat buddies

reading: The inTerview

Candidate #1: Hello, my name’s Bill. I saw your advertisement on the Internet. I’m inter-ested in the room.

Suzanne: What do you think?

Jeff: He’s too old to live with us. He’s older than my parents! And he doesn’t look very clean…

Candidate #2: Hi! My name’s Jennifer, but all my friends call me Jen. You can call me Jen. I just love your flat. I was worried I wouldn’t like you guys, but you’re all adorable. I’m sure I’ll get on well with all of you. So, when can I move in?

Abby: Did you like her?

Matthew: She talked too much.

Suzanne: He’s too scary.

Candidate #4: Hmph hmph hpmh hpmh… hpmh hpmh

Jeff: I didn’t understand a word he said.

Abby: Maybe Suzanne was right. Maybe it’s not such a great idea to rent the room to a complete stranger.

Matthew: There’s still one candidate left. His name is Chris.

Jeff: It’s too late. He probably forgot to come.

Suzanne: Hold on! There’s someone at the door. Maybe it’s him.

Candidate #5: Hi there! I’m sorry I’m late. I’m new in town, and the tube is too confusing for me. My name’s Chris. I’m studying to become a sound engineer. I arrived in town last night, and I’m here to see the room.

Suzanne: Nice to meet you, Chris. The room is right here.

Suzanne: Oops…

Abby: Jeff! We told you to clean the room last night. It’s always the same with you. You’re not responsible enough.

Jeff: I’m sorry. I forgot… I was at the cinema last night.

Chris: It’s not a problem. We can do it tomorrow. I like the flat and the neighbourhood.


The inTerview | 2

I’m moving in tomorrow if it’s OK with you.

Matthew: Let us talk for a minute, please.

Chris: Of course.

Jeff: He’s perfect!

Suzanne: I really like him.

Abby: Me too. He’s friendly.

Jeff: Yes, he is. What do you think, Matthew?

Matthew: I think we have a new flatmate!

reADinG vOCABULArYscary

(to) move in

(to) get along (with someone)

tube

neighbourhood

giving your opinion: appearance and personality

vOCABULArYpersonality

physical appearance

clothing

look

word lab: Phrasal verbs

A phrasal verb is a combination of a verb and an adverb or preposition. This combination changes the meaning of the verb. Phrasal verbs are very common

in English

hang up the phone

switch off the light

switch on the light get on the bus get off the bus


The inTerview | 3

vocabulary

adjecTives To describe Things

modern old-fashioned

dirty clean

cheap expensive

heavy light

new old

grammar 1

comParaTives and suPerlaTives

We use comparative adjectives to compare two people, places or objects. On the other hand, when we compare three or more objects, animals or persons, we use

superlative adjectives.

We use than after comparative adjectives.

Suzanne is older than Chris.•

Jeff is taller than Matthew.•

We use in after superlative adjectives.

The Thames is the longest river in England.•

We form comparative adjectives with the following rules.

One syllable adjectives add –er.•

old-older•

One syllable adjectives that end in –e add –r.•

nice-nicer•

Adjectives that end in –y change the –y to –i and add –er.•

pretty-prettier•

One syllable adjectives that end in vowel + consonant double the consonant and •add –er.

thin-thinner•

Some adjectives are irregular.•

good-better •

bad-worse•

far-further•

Longer adjectives form the comparative adding more before the adjective.•

more expensive•


The inTerview | 4

We form superlative adjectives with the following rules:

One syllable adjectives add –est. •

old-oldest •

One syllable adjectives that end in –e add –st. •

nice-nicest•

Adjectives that end in –y change the –y to –i and add –est.•

pretty-prettiest•

One syllable adjectives that end in consonant preceeded by one vowel double the •consonant and add –est.

thin-thinnest•

Irregular adjectives. •

good-best•

far-furthest•

Longer adjectives form the superlative adding more before the adjective. •

the most expensive•

‘Too’ and ‘noT enough’

We use ‘too’ to describe that something is excessive. ‘Too’ goes before the adjective.

These shoes don’t fit me. They’re too big.•

We use ‘not enough’ to describe an insufficiency of something. The adjective goes be-tween ‘not’ and ‘enough’.

My bag isn’t big enough. I can’t put my books in it.•

cultural corner

reading: The sTolen generaTions

In 1606, a group of Dutch explorers discovered the Australian continent. Over a century later, in 1770, the famous British explorer James Cook created a map of the East Coast of Australia. He named this territory New South Wales. In 1788, New South Wales became a British penal colony: on 26 January, 11 ships with the first prisoners arrived at Port Jack-son, in Sydney. The first European settlement in Australia was established.

However, Australia was already populated when the British arrived: 350,000 Indigenous Australians lived in the continent. In the following years, the British population in Aus-tralia increased, while thousands of Indigenous people died, and the Indigenous popu-lation steadily decreased. A lot of Indigenous Australians died from infectious disease, but many others died at the hands of the British.

Up until 1969, the authorities took Aboriginal children from their parents and sent them to different institutions. These children were educated to form part of white Austral-ian society. However, when they grew up they found that white Australia discriminated against them. We call these children “the Stolen Generations”.


The inTerview | 5

In 2008, after years of silence on the matter, Australian Prime Minister Kevin Rudd apolo-gised to the Indigenous Australian community for the Stolen Generations. In his apol-ogy, the Prime Minister also talked about the need to improve the health, education and living conditions of Indigenous Australians. This apology was the first step towards the acceptance of Aboriginal culture as part of Australia. However, Australian society still has a long way to go.

reADinG vOCABULArYDutch

century

penal colony

settlement

indigenous

disease

(to) improve

grammar 2

PasT simPle oF ‘To be’

We use the Past Simple of the verb ‘to be’ to talk about finished actions. When the subject is ‘I’, ‘he’, ‘she’ or ‘it’, we use ‘was’ or ‘wasn’t’. On the other hand, when the

subject is not one of the forms above, we use ‘were’ and ‘weren’t.

Pay attention to the following examples.

I • was at school.

Chris • was tired.

You • were very happy.

We • were at a party.

You • were on the phone with your sister.

They • were here last night.

PasT simPle

The past simple tense is used to talk about actions and events which happened in the past. It is generally used with expressions of time like yesterday, last night, last year, last week, etc. Both regular and irregular verbs in the past use the same

form for each subject.

Rules for regular verbs.

Most regular verbs only add • –ed to form the past simple.

talk – talk• ed

Verbs that end in • –e only add –d.

phone – phon• ed

Verbs that end in • vowel + y add –ed.

play – play• ed


The inTerview | 6

Verbs that end in consonant + • y change the –y to an i and add –ed.

study – studi• ed

One syllable verbs which end in • consonant + vowel + consonant, double the final consonan.t

stop - stopp• ed

Irregular verbs don’t follow rules. For a list of irregular verbs, click on the documents but-ton at the top of the screen, and then click on ‘Irregular verbs’.

go – went•

give – gave•

write – wrote•

sing – sang •

In questions and negative sentences we use the past form of the auxiliary verb to do and the main verb in the infinitive form:

Did• Aisha play volleyball yesterday?

Aisha • didn’t play volleyball yesterday.

However, this does not happen with the past simple of the verb ‘to be’. With this verb, we do not use the auxiliary verb to do in quesitons or negative sentences:

was• Frank in London last night?

Frank • wasn’t in London last night.

We can also make questions in Past Simple adding a wh- question word at the begin-ning:

what• did you do yesterday?

where• did you go on Saturday night?

when• did you see Mandy?

Questions in which who is the subject do not follow the structure of other questions:

who wrote• you a letter?

who phoned• Aisha?

who saw• you at the sports centre this morning?

AFFirMATive

I cooked dinner.

You cooked dinner.

He/She/It cooked dinner.

We cooked dinner.

You cooked dinner.

They cooked dinner.


The inTerview | 7

neGATive

I didn’t cook dinner.

You didn’t cook dinner.

He/She/It didn’t cook dinner.

We didn’t cook dinner.

You didn’t cook dinner.

They didn’t cook dinner.

QUeSTiOnS

Did I cook dinner?

Did you cook dinner?

Did he/she/it cook dinner?

Did we cook dinner?

Did you cook dinner?

Did they cook dinner?

ShOrT AnSwerS

AFFIRMATIVE

Yes, I did.

Yes, you did.

Yes, he/she/it did.

Yes, we did.

Yes, you did.

Yes, they did.

NEGATIVE

No, I didn’t.

No, you didn’t.

No, he/she/it didn’t .

No, we didn’t.

No, you didn’t.

No, they didn’t.


The inTerview | 8

developing abilities

reading: a leTTer From a Friend

Hi Suzanne,

How are you? I hope everything is fine back home. I am very busy here in Sydney. I ar-rived three weeks ago, and my classes started last week.

I am staying at a hall of residence. It’s really close to the university: it only takes me five minutes to walk to class in the morning. I share my room with a roommate. Her name is Laura, and she is from Spain. She’s a really nice girl, and she is teaching me a little bit of Spanish.

There are lots of things to see here in Sydney. Last week we visited the Sydney Opera House and the Royal Botanic Gardens. We also visited the Sydney Aquarium. We spent a whole day at the aquarium: it’s one of the biggest in the world! At the weekend, I was in a neighbourhood called Newtown. It’s a lovely place: it’s full of shops and restaurants from different countries. Laura and I had lunch in a Vietnamese restaurant, and the food was delicious.

How is everything back home? I hope everyone is well. Tell Jeff, Matthew and Abby I said hello. I’m having lots of fun here in Australia, but I miss you all very much. I hope you can come and visit me some day.

Well, right now I have to go to a welcome party for all the international students. Take care and write back soon!

Love

Janet

reADinG vOCABULArYbusy

roommate

hall of residence

to miss (someone)

JEFF GETS A JOB



JEFF GETS A JOB | 1

Jeff gets a Job

flat buddies

Reading: Jeff gets a Job

Jeff: Hello Al.

Al: Hi Jeff. How are you?

Jeff: Great, thanks. Listen, Al, I want to ask you something.

Al: What is it?

Jeff: I’m looking for a job. Do you need someone to help you around here?

Al: Maybe. How many hours can you work?

Jeff: I get out of class at 2 o’clock. I can work every day from 3 to 6 in the afternoon. Is that OK?

Al: That’s exactly what I need. Congratulations: you’ve got a job. The salary is £7 an hour.

Suzanne: I have an idea. Why don’t we organise a welcome dinner for Chris? We can invite Kelly and Steve.

Abby: How funny. I was thinking the same thing. Maybe we can eat dinner at the café.

Suzanne: Sounds like a plan.

Abby: Where were you? We were worried about you.

Jeff: I was working. Al gave me a job at the café.

Abby: I’m so proud of you, Jeff! How was your first day?

Jeff: It was good, but I’m really tired. Something embarassing happened to me. I was serving a customer when I spilled a cup of tea on him.

Abby: Hahahaha. Are you serious? What did you do?

Jeff: I apologised and then I gave him a paper napkin. I thought he would get upset, but he didn’t.

Suzanne: Oh, by the way, Abby and I were talking about organising a welcome dinner for Chris.

Jeff: A dinner? That’s a great idea. When and where?

Abby: Tomorrow at Al’s café at five o’clock in the afternoon.

Jeff: What? But I work from three to six in the afternoon.

Suzanne: Great! You can help us organise everything.

Suzanne: Chris, this is Kelly, and this is Steve. They’re good friends of ours.

Kelly: Hi Chris!

Chris: Nice to meet you guys.

Kelly: Suzanne told us you’re studying to become a sound engineer.


JEFF GETS A JOB | 2

Chris: Yes, I am. Yesterday was my first day of class.

Kelly: How interesting.

Chris: I didn’t know you worked here, Jeff. This place is really nice.

Jeff: I started working here yesterday. I went to class in the morning and then I worked in the afternoon.

Chris: I have to get a part-time job too. I need money to buy a new guitar.

Jeff: Well, I prepared a special dinner for you all. Sit down and enjoy yourselves.

Everyone: Thank you Jeff!

READING VOCABULARY

congratulations spill

salary napkin

proud upset

embarassing part-time job

customer

giving youR opinion: paRt-time Job

responsibility

free time

part-time job

salary

vocabulary

things in a classRoom

computer pen pencil bag

book paper desk notebook


JEFF GETS A JOB | 3

FALTA IMATGE

rubber digital whiteboard

grammar 1

past continuous

We use the Past Continuous tense to talk about an action that happened at a specific time in the past. To form the Past Continuous we use the past form of

the verb ‘to be’, and we add –ing to the main verb.

AFFIRMATIVE

Jeff was serving soft drinks.

subject past of the verb ‘to be’ main verb + -ing object

Matt and Abby were decorating the café.


NEGATIVE

Suzanne wasn’t dancing

subject past of the verb to be main verb + -ing

Matt and Abby weren’t eating a sandwich.


QUESTIONSTo make a question in the Past Continuous tense, we change the order in the following way:

Was Chris reading?

past of the verb ‘to be’ subject main verb + -ing

We can also make questions using wh- question words.

What was Chris doing?

wh- word past of the verb ‘to be’ subject main verb + -ing


JEFF GETS A JOB | 4

cultural corner

Reading: ReveRend maRtin lutheR King, JR.

Every year, on the third Monday in January, the American citizens celebrate Martin Luther King, Jr. Day. But who was this man, and why does he have a national holiday to his name?

Reverend Martin Luther King, Jr. was one of the most important leaders of the Civil Rights Movement in the United States. King was a great follower of Gandhi, and he strongly be-lieved in civil disobedience – a non-violent form of protest. Reverend King spent most of his life fighting against racial discrimination and segregation in his country, and he was the youngest person to win the Nobel Peace Prize.

One of the most important moments in Martin Luther King’s career as an activist hap-pened in 1955, during the Montgomery Bus Boycott. Back then, some states had segre-gation laws. This meant that all public facilities –including buses– had separate spaces for African American people and white people. In protest against racial segregation laws, reverend King led a boycott against the use of buses. The boycott was really successful: it lasted 381 days, and it had a great impact on the Civil Rights movement. The boycott also established Reverend King as a public figure and one of the main leaders of the Civil Rights movement.

In 1968, Martin Luther King was in Memphis, Tennessee. He was helping a group of black workers who were on strike. On April 4, a white segregationist shot Reverend King, who died about an hour later. The assassination of King shook the whole nation, and it stirred racial riots all across the United States.

Martin Luther King set an excellent example of dedication to the Civil Rights Movement, and his words and actions still inspire activists around the world. Martin Luther King is, without a doubt, one of the most influential public figures of the 20th century.

READING VOCABULARY

civil rights (to) shake

(to) lead segregation

follower riot

(to) stir effort

racial discrimination

grammar 2

past simple and past continuous

We use the Past Continuous and the Past Simple in the same sentence to indicate that a short action interrupted a longer action in the past. The Past Continuous describes the longer action, while the Past Simple describes the shorter action

that interrupts it.


JEFF GETS A JOB | 5

Pay attention to the following examples:

Suzanne was sleeping when someone knocked on her door.•

Matt was walking down the stairs when he fell.•

Chris was having dinner when his phone rang.•

Abby was cooking dinner when when Matt walked into the kitchen.•

Jeff was serving a meal when he dropped the plate.•


Reading: local heRo saves cat fRom fiRe

On Monday night there was a fire at 58 Maple Street. The inhabitant of the house, an elderly woman who lived by herself, was cooking dinner when the cooker caught fire. The flames spread through the kitchen and the living room.

The woman ran out of the house and started screaming for help. Her cat was inside the house when the fire started, but she could not find him. A young man named Matthew was walking home from class when he heard the old lady screaming. Matthew phoned the fire brigade right away.

However, the woman was really worried about her pet, so Matthew decided to go into the house and rescue the cat. He ran past the flames and into the living room, where he heard the animal. Jin, a three year old Siamese cat, was hiding under the sofa. The young hero grabbed the terrified animal and ran back outside, where a group of curious neighbours received him with enthusiastic applause.

Matthew gave the cat to her owner. Immediately after, the fire brigade arrived at the scene of the fire. The fire fighters put out the fire in half an hour, and even though most of the house was ruined, the old lady was happy: her cat was safe and sound in her arms.

Matthew immediately became a local hero, and the fire brigade decided to award him with an honorific medal.

READING VOCABULARYinhabitant

(to) catch fire

(to) spread

fire brigade

(to) rescue

(to) grab

owner

(to) put out

(to) award

KELLY’S EXHIBIT



KELLY’S EXHIBIT | 1

Kelly’s exhibit

Flat buddies

Reading: Kelly’s exhibit

Chris: Hi Kelly!

Kelly: Hello Chris! I’m a little late. I’m sorry, I couldn’t find my keys.

Chris: It’s OK, it happens to me all the time.

Kelly: So, where do you want to go?

Chris: Let’s go to the café.

Kelly: Good idea.

Chris: So tell me about yourself, Kelly. What do you like to do?

Kelly: I love painting and drawing.

Chris: Really? Can you show me some of your drawings?

Kelly: Yes, of course. Here, take a look at my sketchbook.

Chris: Let me see.

Chris: These drawings are really good.

Kelly: You think so? Thanks!

Chris: Do you paint too?

Kelly: Sometimes. Actually, my friend and I organise an exhibit every two months. We put up some of our paintings at our university and try to sell them.

Chris: And when is the exhibit?

Kelly: It’s this Friday at five o’clock in the afternoon. Why don’t you and the guys come?

Chris: OK, it’ll be fun.

Chris: Hi Kelly!

Kelly: Hey, you’re here! Thanks for coming, guys. Where are Jeff and Abby?

Suzanne: Jeff couldn’t come because he had to work, and Abby couldn’t come because she had to write an essay.

Kelly: Oh well, maybe they’ll come to the next one.

Chris: Did you sell any paintings?

Kelly: Not really. A man bought one, but that’s it. We never sell many paintings, but we have fun organising the exhibit.

Chris: That’s what counts!

Matthew: I don’t understand this. Why is this art? I could paint something like this when I was five years old.



Kelly’s friend: Really? So you don’t like it?

Matthew: No, I don’t. I think it’s stupid. I don’t know what the painter was thinking when he painted it.

Kelly’s friend: Well, why don’t you ask him?

Matthew: Where is he?

Kelly’s friend: You’re talking to him.

Matthew: Erm...yeah...well, I’m sorry. I have to go talk to my friends.

READING VOCABULARYessay

drawing

painting

sketchbook

exhibit

giving youR opinion: What is aRt?

museum

beauty

sculpture

painting

cinema

music

comic books

vocabulary

natuRal disasteRs

earthquake hurricane tornado

volcanic eruption flood fire



grammar 1

‘Can’ and ‘Could’

We use ‘can’ and ‘can’t’ to talk about abilities and possibilities in the present.

AFFIRMATIVE

I can play football.

You can play football.

He/She/It can play football.

We can play football.

You can play football.

They can play football.

NEGATIVE

I can’t play football.

You can’t play football.

He/She/It can’t play football.

We can’t play football.

You can’t play football.

They can’t play football.

QUESTIONS

Can I play football?

Can you play football?

Can he/she/it play football?

Can we play football?

Can you play football?

Can they play football?

SHORT ANSWERS

AFFIRMATIVE

Yes, I can.

Yes, you can.

Yes, he/she/it can.

Yes, we can.

Yes, you can.

Yes, they can.



NEGATIVE

No, I can’t.

No, you can’t.

No, he/she/it can’t.

No, we can’t.

No, you can’t.

No, they can’t.

We use ‘could’ and ‘couldn’t’ to talk about abilities and possibilities in the past. We also use ‘could’ when we want to ask for something politely.

AFFIRMATIVE

I could play football.

You could play football.

He/She/It could play football.

We could play football.

You could play football.

They could play football.

NEGATIVE

I couldn’t play football.

You couldn’t play football.

He/She/It couldn’t play football.

We couldn’t play football.

You couldn’t play football.

They couldn’t play football.

QUESTIONS

Could I play football?

Could you play football?

Could he/she/it play football?

Could we play football?

Could you play football?

Could they play football?



SHORT ANSWERS

AFFIRMATIVE

Yes, I could.

Yes, you could.

Yes, he/she/it could.

Yes, we could.

Yes, you could.

Yes, they could.

NEGATIVE

No, I couldn’t.

No, you couldn’t.

No, he/she/it couldn’t.

No, we couldn’t.

No, you couldn’t.

No, they couldn’t.

Cultural corner

Reading: haiti eaRthquaKe

On January 12, 2010, an earthquake struck 25 kilometres outside of Port-au-prince, the capital of Haiti. This natural disaster affected millions of people, and it damaged hun-dreds of thousands of buildings. After the catastrophic earthquake, there were another 50 smaller earthquakes which made the rescue tasks even harder.

Before the earthquake, Haiti was already the poorest nation in the American continent, and one of the poorest in the world.. This disaster caused a lot of damage to the infra-structure of the country. All of the hospitals in Port-au-prince were destroyed or dam-aged, and the same happened to schools and government buildings in the capital. To make matters worse, the communication systems were also damaged, and transporta-tion became very difficult.

In response to this natural disaster, many national governments and non-governmental organisations set up different programmes of humanitarian aid to help the people of Haiti. The United Kingdom, Brazil and the United States, among other countries, sent groups of doctors and rescue teams. Other governments and organisations raised funds for the cause, and so did many private companies. Even celebrities such as Leonardo DiCaprio and John Travolta gave money to help the Haitians.

Immediately after the earthquake, rescue teams started looking for survivors. This proc-ess lasted for many days: on February 8th a rescue team found the last survivor of the catastrophe. Now the focus has shifted to the most difficult and challenging task of all: the recovery of a nation devastated by a massive earthquake.



READING VOCABULARY(to) strike

natural disaster

(to) damage

(to) rescue

(to) set up

humanitarian aid

(to) raise funds

rescue team

devastated

grammar 2

‘a’, ‘an’, ‘some’ and ‘any’

We use ‘some’ and ‘any’ with both countable and uncountable nouns.

We use ‘some’ in affirmative sentences.

We use ‘any’ in negative sentences and in questions.

In negative sentences, ‘any’ goes before uncountable nouns and countable nouns in plural.

There are • some magazines on the table.

There are • some apples on the table.

There isn’t • any orange juice in the refrigerator.

There aren’t • any cars on the road.

Generally speaking, we use ‘an’ before vowels and ‘a’ before consonants.

There is • a computer on the desk.

There is • an almond on the cake.

‘muCh’, ‘many’ and ‘a lot oF’

We use ‘much’ with uncountable nouns. We usually use it in questions and negative sentences. We also use it in questions with ‘how’.

There isn’t • much paper in the printer.

Is there • much coffee in the cup?

How • much does this DVD cost?

We use ‘many’ with countable nouns in plural. We usually use it in questions and nega-tive sentences. We also use it in questions with ‘how’.

There aren’t • many people at the party.

Are there • many students in your classroom?

How • many brothers do you have?

We use ‘a lot of’ in affirmative sentences.

There are • a lot of different languages in Africa.




Reading: healthy habits

It’s four o’clock in the afternoon. You ate lunch several hours ago, and dinner is still hours away. You’re hungry and you want a snack, so you walk to the kitchen and you open your refrigerator. On the top shelf there’s some chocolate ice cream, and on the bottom shelf there’s a fresh carrot. Will you choose the ice cream, or will you choose the healthy snack?

This small choice, along with other choices you make throughout the day, can improve your health. They can help your memory, your ability to study, and even affect the way you feel emotionally. Let’s go over some habits that can help you improve your life.

First of all, it is very important to eat breakfast every day. People who eat breakfast take in more vitamins and less fat. They are also less hungry later in the day, and they usually have lower cholesterol levels.

Drinking water can also help you feel a lot better. A lot of people do not drink enough water, but the fact is that our organs need water to work properly. Experts say that we should drink approximately two litres of water a day.

Another healthy habit that can help you feel better has to do with sleep. Not sleeping enough obviously makes you tired, but it also affects your learning abilities and your memory. So if you want to get good marks, make sure you get at least 8 hours of sleep every night!

Believe it or not, people who have at least one hobby are healthier than people who don’t. Hobbies help you relax and avoid stress, and they also improve your concentra-tion and your social life, which is another key factor to your good health.

These few habits, along with a healthy diet and plenty of exercise, can help you be healthier and happier. They can also help you get better marks at school and feel better in general. Now that you know the facts, the choice is yours!

READING VOCABULARYhealth

choice

(to) improve

properly

habit

good marks

(to) avoid

(to) improve

key factor

AN ACCIDENT



AN ACCIDENT | 1

an accident

Flat buddies

Reading: an accident

Matthew: Hello everyone! There’s nobody home.

Matthew: What is this? What has happened here? Someone has left the faucet on!

Kelly: Hi Jeff.

Jeff: Hello, Kelly. How are you?

Kelly: I’m fine, thanks.

Jeff: Is that a sketchbook? What are you drawing?

Kelly: I have just started a school project.

Jeff: Really? Tell me about it.

Kelly: The topic of the project is work and free time. The teacher has asked us to draw people while they are working and while they are practising their hobbies.

Jeff: How interesting. Hey, I’m working right now. Why don’t you draw me?

Kelly: OK.

Jeff: I have lost my mobile phone!

Kelly: When?

Jeff: I don’t know. I have just arrived at work.

Kelly: Have you used your phone since you arrived?

Jeff: No, I haven’t.

Kelly: How strange…

Matthew: I know what has happened. Jeff has walked into the bathroom. Then he has turned on the faucet, and he has brushed his teeth. After that, he has dropped his mobile phone in the sink, and the mobile phone has clogged the drain. He has left the faucet on, and the water has flooded the bathroom. I have solved the mystery! I’m a genius!

Jeff: I have probably left it at home.

Kelly: Probably. Well, I better start working on my project.

Jeff: OK, I have a lot of work to do. Here, have a cup of tea. It’s on the house.

Kelly: Thanks, Jeff.


AN ACCIDENT | 2

READING VOCABULARYproject

faucet

drain

sink

giving youR opinion: caRelessness oR accident?

responsibility

care

carelessness

accident

negligence

dangerous

vocabulary

Hobbies

listen to music ride your bicycle play computer games

play chess keep a blog practise sport

grammar 1

pResent peRFect

We use the Present Perfect to talk about actions in the past that ended recently or that are connected with the present in some way. When we use the Present

Perfect, we don’t emphasise the moment when the action took place.

We form sentences in the Present Perfect with the auxiliary verb have and the past participle of the main verb.


AN ACCIDENT | 3

You have met my friends.

subject auxiliary verb main verb object

To form questions, we invert the order of the subject and the auxiliary verb.

Have you met my friends?

auxiliary verb subject main verb object

Remember, we use the Present Perfect to talk about things that happened at an indefi-nite time in the past, so we use it with time expressions such as just, ever, and never, but never with specific time expressions such as yesterday or last week.

I have never been to Munich.•

I have just seen your brother.•

I have been to Munich last week• .

I have seen your brother yesterday• .

AFFIRMATIVE

I have seen your brother

You have seen your brother

He/She/It has seen your brother

We have seen your brother

You have seen your brother

They have seen your brother

NEGATIVE

I haven’t seen your brother

You haven’t seen your brother

He/She/It hasn’t seen your brother

We haven’t seen your brother

You haven’t seen your brother

They haven’t seen your brother

QUESTIONS

Have I played football?

Have you played football?

Has he/she/it played football?

Have we played football?

Have you played football?

Have they played football?


AN ACCIDENT | 4

SHORT ANSWERS

AFFIRMATIVE

Yes, I have.

Yes, you have.

Yes, he /she/it has.

Yes, we have.

Yes, you have.

Yes, they have.

NEGATIVE

No, I haven’t.

No, haven’t.

No, he/she/it hasn’t.

No, we haven’t.

No, you haven’t.

No, they haven’t.

cultural corner

Reading: englisH á la caRte, FRencH on tHe menu

English is one of the most spoken languages in the world, and there are English speak-ers all over the planet. As a result, English has influenced many languages, and many languages have influenced English.

1066 was a decisive year in the history of English. It was then that William the Con-queror invaded the British Isles. Many changes took place with the invasion, and these changes also affected the English language. The invaders spoke a French dialect called Anglo-Norman. This dialect became the language of the court, and it also became the language of culture. All educated people in England spoke Anglo-Norman, and Old Eng-lish became the language of common people.

In the long run, the Saxons, who had lived in England since before the Norman invasion, accepted their Norman conquerors. This also influenced the language: English began to change. Many thousands of new words have entered English since the 15th century. These words have come from languages such as Greek, Latin, and also from French. Some examples of the influence French has had on English include words such as ‘ba-con’, ‘minuscule’, ‘aubergine’ and ‘rectangle’, and expressions such as ‘avant-garde’, ‘on the menu’, ‘c’est la vie’ or ‘bon voyage’.

As you can see, English and French have more in common than most people think. The influence of French on English is so great that almost a third of the words in today’s Eng-lish come from the French language.


AN ACCIDENT | 5

READING VOCABULARY

(to) invade a third

dialect c’est la vie

court educated

in the long run

grammar 2

pResent peRFect witH ‘just’

We use the Present Perfect with different adverbs. When we want to talk about things that happened recently, we use the Present Perfect with the adverb just.

When we use the Present Perfect with just, this adverb goes before the past participle of the main verb:

I have • just watched a film.

pResent peRFect witH ‘FoR’ and ‘since’

When we want to talk about things that started in the past and are still happening in the present, we use the Present Perfect with for and since.

We use for to indicate that the period of time during which the action happened.

I have drawn • for 17 years.

We use since to talk about the specific moment when the action started.

I have drawn • since I was 3 years old.

pResent peRFect questions witH ‘How long’

When we want to ask a question about the duration of something, we use the Present Perfect tense with how long.

Since we are using the Present Perfect tense and talking about the duration of an event in the past, we answer these questions in the Present Perfect with for or since.

How long • have you lived in this flat?

I have lived in this flat • for five years.


Reading: lewis Hamilton

A childhood dreamLewis Hamilton has wanted to become one of the best F1 drivers in the world since he was a little kid. Lewis’ passion started in 1991, when his father bought him a radio-controlled car. The next year, Lewis won the British Radio Car Association championship. This was the first of the many titles Hamilton has won since he started racing.


AN ACCIDENT | 6

From toy cars to go-kartsAfter the toy cars came the karts. When Lewis was eight years old, his father bought him a kart for Christmas. Hamilton won several titles racing his kart. It was then that he met Ron Dennis, the McLaren team boss. In 1998, Hamilton joined McLaren’s young driver development programme.

From go-karts to F1In 2001 Lewis left radio-controlled cars and karts behind and began his racing career. Hamilton hasn’t stopped winning titles since then, and his childhood dream has come true: he is now one of the best F1 drivers in the world.

2008 World ChampionshipDuring the 2008 Championship, Hamilton was in a very good position. By the time the last race –the Brazilian Grand Prix– started, Hamilton needed to finish at least 5th to win the World Championship. In the last laps of the race, Sebastian Vettel passed Hamilton and took the 5th position. To make matters worse, it started raining. However, in the last lap, Hamilton and Vettel passed Timo Glock of the Toyota team. At the last minute, Lewis Hamilton became the youngest F1 World Championship in history!

READING VOCABULARYradio-controlled car

title

go-kart

(to) race

at least

lap

COMPUTER PROBLEMS

ENGLISH 3 | Unit 7 | Printed edition


COMPUTER PROBLEMS | 117

COMPUTER PROBLEMS

Flat buddies

REadING: COMPUTER PROBLEMSJeff: There are no more crisps. I’ll go to the kitchen and get some.

Chris: I’ll help you.

Kelly: Can you bring a soft drink for me please?

Chris: Sure, no problem.

Suzanne: Be careful, Chris!

Chris: Oh no! I have spilled a soft drink on Matt’s computer.

Suzanne: I’ll get a cloth from the kitchen.

Chris: If the computer breaks, Matt will get upset.

Jeff: You have to turn it off until it dries.

Chris: OK, I’ll turn it off.

abby: Matt’s coming…

Matthew: What are you doing? What has happened to my computer?

Matthew: Noooooooo!

Chris: I can explain. I was serving the crisps when I hit the soft drink, and it spilled on your computer.

Matthew: What?

Chris: I’m sorry, Matthew. If the computer breaks, I’ll buy you a new one.

Matthew: But I had so many files in this computer! And I need to get online. I can’t live without Internet access…

Chris: I turned it off. Maybe it will still work.

Matthew: I hope so. I’ll be in my room if any of you need me.

abby: Let’s clean this up.

Suzanne: I’ll grab the plates and the bowls.

abby: I’ll pick up the glasses.

Jeff: I’ll take the crisps to the kitchen.

Chris: I’ll throw out the cans. Listen, guys. Do you think Matthew is upset?

Jeff: Are you kidding me? Of course he is upset.

Chris: I’ll go talk to him.



Chris: Matthew, I’m really sorry for what happened. I didn’t do it on purpose. You can use my computer for as long as you need.

Matthew: It’s OK, it was an accident. But if the computer breaks, I’ll lose a lot of my work.

Chris: I’ll help you do it again.

Matthew: Thank you, Chris.

Chris: It’s the least I can do.

Reading vocabularycloth (to) get upset

bowl are you kidding me?

file (to) do something on purpose

plate the least I can do

GIvING yOUR OPINIONprivacy

identity theft

personal information

profile

settings

vocabulary

SOCIaL EvENTS

concert match play

party fair firework display



Grammar 1

‘WILL’ aNd ‘WON’T’

We use the future tense with will and won’t to make predictions about facts in the future.

The verb which goes after will or won’t is always an infinitive without to.

When we make predictions with will and won’t, we often use I think and I don’t think.

AFFIRMATIVE

I will pass the exam.

You will pass the exam.

He/She/It will pass the exam.

We will pass the exam.

You will pass the exam.

They will pass the exam.

NEGATIVE

I won’t pass the exam.

You won’t pass the exam.

He/She/It won’t pass the exam.

We won’t pass the exam.

You won’t pass the exam.

They won’t pass the exam.

QUESTIONS

Will I pass the exam?

Will you pass the exam?

Will he/she/it pass the exam?

Will we pass the exam?

Will you pass the exam?

Will they pass the exam?



Short answers

AFFIRMATIVE

Yes, I will.

Yes, you will.

Yes, he/she/it will.

Yes, we will.

Yes, you will.

Yes, they will.

NEGATIVE

No, I won’t.

No, you won’t.

No, he/she/it won’t.

No, we won’t.

No, you won’t.

No, they won’t.

‘WILL’ – OFFERING HELP

When we decide to offer help or do something in the future, we use will. This decision is spontaneous, and we make it at the time of speaking.

A: I have to buy a present for my mother.•

B: Don’t worry, I’ll help you choose it.

A: I have to go to the supermarket.•

B: I’ll come with you. I need to buy some milk.

Cultural corner

REadING: NaTURaL RESOURCESIn our every day lives, we depend on many natural resources: while cooking, while driv-ing in our cars and motorcycles and while having a shower. Some of these resources, such as sunlight and wind, are constantly available. Other natural resources, such as fruit and vegetables, are renewed in a short period of time. On the other hand, many natu-ral resources are non-renewable, which means that their renovation takes an extremly long time. Some of the resources which are an important part of our lifestyles are non-renewable. Such is the case of natural gas, coal and petrol.

The question is the following: what can we do to prevent these resources from running out? One of the methods has to do with recycling. We can recycle some materials, such as minerals, while others, such as petroleum, cannot be recycled. A possible solution to the preservation of these resources is what we call sustainable development. The main idea behind sustainable development is to maintain a balance; to meet the needs of humans and at the same time preserve the environment.



In 1983, the United Nations created the Brundtland Commission in an attempt to face the rate at which non-renewable natural resources were being extinguished. This com-mission defined sustainable development as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.“ An example of sustainable development are biofuels. Since petrol is one of the most important resources in economy, scientists have developed many fuels derived from biomass.

Now that you know some of the facts, what will you do to contribute to sustainable de-velopment? You can make a difference with simple things such as recycling at home or bringing a shopping bag from home when you go to the supermarket. If you care about the future generations, start acting now!

Reading vocabulary

sunlight sustainable development

available attempt

coal (to) face

petrol rate

(to) run out of (something) need

preservation

Grammar 2

FIRST CONdITIONaL

We use the first conditional to talk about a possible situation in the future and its probable consequence.

First conditional sentences have an if clause and a main clause, and their structure is the following.

If Suzanne goes to bed late, she will be tired in the morning.

if + subject + Present Simple subject + will + infinitive without ‘to’

if clause main clause

We can also write the main clause before the if clause. In this case, we do not use a comma to separate the clauses.

Suzanne will be tired in the morning if she goes to bed late.

subject + will + infinitive without ‘to’ if + subject + Present Simple

main clause if clause




REadING: SOCIaL NETWORKING SITESMost of you probably have a Facebook account, and use this social networking website or other ones to keep in touch with your friends and socialize. However, this Internet phenomenon is quite new, and many adults – maybe even your parents – aren’t too familiar with it. Everyone is talking about them, but what exactly are social networks?

These websites are used to create and reflect social connections between people. Some-times these people know each other in the real world. Other times they share common interests and only know each other online. However, the more these websites become a part of our lives and a common element in our society, the more the online world and the real world merge into one.

The users of social network websites are usually represented by a profile. In this profile, the user can include his or her interests, and can also include multimedia files such as videos, pictures and music. However, not all social network users join these websites for the same reason. Companies also use Facebook, Twitter and similar websites to pro-mote their products and to build their brand image. Musicians also use these websites to make their music available to the whole world, and even teachers and students use them to communicate.

However, most people use these websites to keep in touch with friends, to meet new people, and to find information about their interests. If used thoughtfully, these web-sites can be very useful. They allow you to present yourself to the world and share your interests, your pictures, your music, etc. However, some people are concerned about online privacy, and others, such as Lady Greenfield, a professor at Lincoln College, Ox-ford, are against social networking websites because they believe these services make people socially immature.

As you can see, social networks can be used for many different things, and people have different opinions about them. The fact is they are here to stay and have quickly become a central element in the social life of 21st century.

vocabularyaccount

social network

share

profile

promote

brand

thoughtfully

immature

A FOOTBALL MATCH



A FOOTBALL MATCH | 133

A FOOTBALL MATCH

Flat buddies

REAdING: A FOOTBALL MATCHJeff: Tomorrow we’re going to play a football match. Who wants to come cheer for us?

Chris: I’ll come.

Suzanne: I’ll be there too.

Matthew: Let’s all go!

Abby: OK, I’ll come support you too!

Chris: Go Jeff! Go Jeff!

Suzanne: Come on! Be careful, Jeff!

Jeff, Suzanne, Abby & Matthew: Goaaaaaaaal!

Suzanne: We’re going to have dinner at Al’s café after the match. Why don’t you call Kelly and ask her to come with us?

Chris: Good idea, I’ll call her right now.

Matthew: Oh no! I think Jeff’s hurt.

Abby: You’re right!

Jeff: Ouch! I think I broke my ankle!

doctor: Let’s see. You didn’t break it. You sprained it.

Jeff: Are you sure?

doctor: Yes, I am.

Jeff: When will I be able to play again?

doctor: Hahaha, you’ll have to be patient. Let’s take you to the hospital for an X-ray.

Jeff: OK.

doctor: As I said, you have sprained your ankle. Come back in 2 weeks for another X-ray. In the meantime, don’t play any sports and take these pills once a day.

Jeff: OK. Thanks a lot for your attention.

doctor: You’re welcome. See you in two weeks.

Jeff: Bye bye.

Jeff: I can’t go to work. I’m going to call Al and tell him what happened.

Suzanne: I’ll bring you the phone.

Jeff: I can get it myself, don’t worry.



Suzanne: You have to rest. We’ll take care of you.

Jeff: I only sprained my ankle. I can take care of myself, really.

Chris: We’re here to help you, Jeff.

Jeff: OK…

Reading vocabulary(to) cheer (for someone)

(to) support (someone)

hurt

(to) sprain (your ankle)

(to) break (your ankle)

(to) take care (of someone)

GIvING yOUR OPINIONoverwhelmed

independent

caring

(to) pay attention

injured

sick

vocabulary

SPORTS

cricket rugby



American football sailing

athletics lacrosse

baseball ice hockey



Grammar 1

‘GOING TO’

We use going to when we talk about future plans and intentions..

We use the following structure to write sentences with going to:

I am going to watch a film.

Subject be going to main verb

AFFIRMATIVE

I am going to travel to Japan.

You are going to travel to Japan.

He/She/It is going to travel to Japan.

We are going to travel to Japan.

You are going to travel to Japan.

They are going to travel to Japan.

NEGATIVE

I ‘m not going to travel to Japan.

You ‘re not going to travel to Japan.

He/She/It isn’t going to travel to Japan.

We aren’t going to travel to Japan.

You aren’t going to travel to Japan.

They aren’t going to travel to Japan.

QUESTIONS

Am I going to travel to Japan.

Are you going to travel to Japan.

Is he/she/it going to travel to Japan.

Are we going to travel to Japan.

Are you going to travel to Japan.

Are they going to travel to Japan.



Short answers

AFFIRMATIVE

Yes, I am.

Yes, you are.

Yes, he/she/it is.

Yes, we are.

Yes, you are.

Yes, they are.

NEGATIVE

No, I’m not.

No, you’re not.


No, we aren’t.

No, you aren’t.

No, they aren’t.

Cultural corner

REAdING: THE ORIGINS OF FOOTBALLFootball is one of the most popular sports in the world. Approximately 280 million people from many different countries practise it on a regular basis. Nowadays, it is a standardised sport. However, back in ancient times there were many games similar to modern day foot-ball.

Back in ancient Greece and Rome, people already played different ball games. In some of these games, the players kicked the ball. Further East, in China, soldiers played a game called Cuju, which was also quite similar to football. This game was later spread to Korea and Japan. Also, indigenous people from several different places on Earth played similar games. There is evidence of Greenland, North America, Australia and New Zealand na-tives who practised football-like sports.

Later on, in the Middle Ages, football games became very popular, especially in England and the rest of Europe. Whole neighbourhoods played football games with different rules, such as, for example, kicking the ball to the opposite team’s church. In the 16th century, young aristocrats from Florence dressed up in costumes and played a game we now call Calcio Storico. This game was much more violent than today’s football: players could punch and kick each other.

Football has been a controversial sport right from its origins. In England, many local and royal laws banned football for a long time. It was considered an aggressive and noisy sport. It wasn’t until later that rules were established for this pastime. English public schools turned



football into an organised sport, and came up with the modern codes we use nowadays.

Reading vocabularyon a regular basis

standardised

ancient times

football-like

costumes

(to) punch

(to) kick

(to) ban

pastime

English public schools

code

Grammar 2

PRESENT CONTINUOUS FOR THE FUTURE

We use the Present Continuous to talk about planned activities in the near future. We use it together with expressions of time such as ‘tomorrow’, ‘next week’, ‘next month’, etc.

Next week we are travelling to the United Kingdom.

Tomorrow• I am having dinner with some friends.

Next month • I am starting classes at my new school.


REAdING: LIvING ABROAdAbby doesn’t exactly know what she wants to do when she is older, but there’s one thing Abby knows for sure: she wants to work abroad. This past week she has talked to two of her friends who have lived abroad in the past, and they have shared their experience with her. Let’s see what they have said.

Brett

When I was younger, I lived in South Africa for two years. I went to university in Cape Town, which is a beautiful city. Most people in Cape Town speak English, so I didn’t have a problem communicating with others. However, the first two months I spent in South Africa were hard. I didn’t know anyone in Cape Town, and I got really homesick: I missed my friends and family. Soon after I met a lot of people from my university and I made new friends. After my first year I enjoyed it so much that I decided to stay for another year. I specially enjoyed learning about



the history of South Africa and trying to understand some of the problems in the country. I still talk to my friends in Cape Town, and I’m going to visit them next summer.

Sally

I spent five years in a little village in Peru called Yurimaguas. I’m a doctor, so I helped out at the local hospital. I had a great time helping the people who needed it most, and I also made a lot of friends among them. The people I helped were all very grateful, and they always brought me presents at the hospital. I’ve been back home for some time, but the experience was so enriching that I decided to live abroad again. This time I’m going to go to Haiti!

vocabularyabroad

(to) share

homesick

(to) miss

village

among

grateful

enriching

NEW NEIGHBOURS



NEW NEIGHBOURS | 151

NEW NEIGHBOURS

Flat buddies

REadING: NEW NEIGHBOURSabby: Hello everyone! Guess what? I have just met our new neighbours.

Jeff: We’ve got new neighbours? What are they like?

abby: They’re a young couple, and they have a cute dog!

Suzanne: I hope the dog doesn’t bark too much.

Jeff: I want to meet them. Are they still outside?

abby: I think the girl’s outside, but her boyfriend is painting their flat.

Suzanne: Let’s go meet them.

Lucy: Hello! I’m your new neighbour. My name’s Lucy. I’ve already met Abby, but I haven’t met you two.

Jeff: I’m Jeff. Nice to meet you.

Suzanne: And I’m Suzanne. A pleasure.

Lucy: We’ve just moved into the flat downstairs. We’re remodelling it. Why don’t you come in and take a look around?

Suzanne: Sure, why not!

Joanna: Woof! Woof!

Lucy: Oh, sorry. I haven’t introduced you to Joanna, our dog. Isn’t she cute?

Lucy: Welcome to our new home! This is my boyfriend Michael. Michael, these guys are our new neighbours. Suzanne, Abby and Jeff.

Michael: Hello everyone. I’m sorry, we can’t offer you a drink. We still don’t have a fridge.

Jeff: Don’t worry. You can come upstairs and have a snack with us if you want.

Michael: Thanks, I’ll come up as soon as I finish working on this wall.

Jeff: There was wallpaper on this wall, wasn’t there?

Michael: Yes! And lots of holes.

Jeff: Can I help you with this?

Michael: Sure. Here, I’ll teach you how to do it.

Michael: First of all, the wallpaper is scraped off the wall. This is the hardest part.

Jeff: I see.

Michael: Then this mixture is applied on the holes.

Jeff: OK.

Michael: And once the mixture is dry, the wall is painted.



Jeff: OK, let’s get to work then!

Suzanne: Jeff! What are you doing? You can’t paint a wall with your ankle like this.

Jeff: Calm down, Suzanne. I’m fine.

Suzanne: No, you’re not. You need to rest. Sit down right now!

Jeff: Fine, I’ll sit down.

REadING VOCaBULaRYneighbour

couple

cute

(to) bark

(to) remodel

(to) scrape off

GIVING YOUR OPINION(to) get along well

(to) introduce yourself

polite

impolite

Vocabulary

PLaCES IN tHE NEIGHBOURHOOd

bakery news stand

$£

€

post office bank



bus stop grocery store

Grammar 1

PRESENt SIMPLE PaSSIVE

We use the Present Simple passive when we want to talk about processes. We use it when we want to focus on the action instead of the person who does the action. We also use it when we don’t know who does the action.

Compare the structure of active and passive sentences:

active They grow oranges in Valencia.

Passive Oranges are grown in Valencia

Cultural corner

REadING: GLOBaLISatIONa familiar term

You have probably heard the word globalisation many times: on the news, in conver-sations, in some of your classes at school. But what is globalisation? Is it an economic matter? Is it also a cultural phenomenon? How does it affect your everyday life and eve-rything around you?

What is globalisation?

Globalisation is a process which has connected local economies, cultures and societies into a network. This reality has its positive and its negative aspects. On the one hand, ideas are easily shared throughout the world. On the other hand, some people argue that local culture is rapidly being replaced by a global culture. This global culture is, of course, shaped by the strongest economies, such as the United States. Another aspect of globalisation has to do with the economy. Nowadays, if there is an economic crisis in a certain country, it rapidly spreads throughout the globalised world. A good example of this is the ongoing global economic crisis, which started in the real estate market and banks of the United States and spread throughout the world.

How and when did this tendency start?

Globalisation, as we understand it today, started towards the end of WWII. In 1944, the allies planned to make trade between countries easier. They did this in an attempt to prevent another war from taking place. Their plan included the creation of the World Bank and the International Monetary Fund. These two international institutions were



created in an attempt to improve economic stability around the world. However, many people are against these two institutions because they think that they only look after their own interests. The clearest example of this opposition is in the anti-globalisation movement, also known as the alter-globalisation movement.

Globalisation as a reality

As we said before, it is obvious that globalisation has its positive aspects and its negative ones. However, it is not a process which can be stopped. We can think of better ways of doing things in a globalised world, but we can’t go back to the world as it was before globalisation.

Reading vocabularymatter

phenomenon

network

ongoing

real estate market

trade

Grammar 2

PaSSIVE WItH ‘BY’

We use by + agent to say who or what has done something in passive sentences.

active Michael paints the wall.

Passive The wall is painted by Michael.


REadING: a tRadItIONaL PROCESSIt’s a hot summer day. You’re walking back home from the beach. You’ve had lunch, but you’re still a little bit hungry. You walk by an ice cream store and you see dozens of differ-ent flavours, and they’re so colourful and delicious looking that you can’t help yourself, so you order one.

Most people love ice cream. It’s one of the most popular frozen desserts. And when one thinks about ice cream, it’s impossible not to think about Italy. Italians did not invent ice cream, but they make some of the best ice cream in the world. They call it gelato, and although the traditional process to make gelato has evolved through the years, some artisans still follow the traditional method. Let’s take a look at how they make this deli-cious dessert.

Sugar and milk are mixed with egg yolks. These ingredients are then heated in a •bowl.

After heating, the mixture is chilled. •

When the mixture has already been chilled, the flavourings are added. Artisan • gelato



is made with different fresh fruits, nuts, cocoa or vanilla.

The next step in this process is called batching. The • gelato is frozen, and air is inclu-ded. The air gives the gelato its texture.

If you’re an ice cream fanatic and you love spending time in your kitchen, you can try making gelato in the traditional way. There are hundreds of recipes on the Internet which can help you make delicious gelato. Just bear in mind that artisan gelato goes bad within days; you’ll have to eat it all in a short period of time. On the other hand, if you love ice cream but you don’t enjoy preparing it, you can always go down to your closest Gelat-eria and buy a delicious Italian ice cream cone!

Vocabularyfrozen dessert

artisan

egg yolk

nuts

recipe

bear in mind

go bad

enjoy

ENGLISH 3 | Irregular verbs

Irregular verbs | 1

INFINITIVE PAST SIMPLE PAST PARTICIPLE

be was, were beenbeat beat beat

become became becomebegin began begun

bet bet betbite bit bitten

blow blew blownbreak broke brokenbring brought broughtbuild built builtburn burned/burnt burned/burntbuy bought bought

catch caught caughtchoose chose chosencome came comecost cost costcut cut cutdo did done

draw drew drawndrive drove drivendrink drank drunkeat ate eatenfall fell fallen

feed fed fedfeel felt felt

fight fought foughtfind found foundfly flew flown

forbid forbade forbiddenforget forgot forgottenforgive forgave forgivenfreeze froze frozen

get got gottengive gave givengo went gone

grow grew grownhear heard heardhide hid hiddenhit hit hit

hold held held

ENGLISH 3 | Irregular verbs

Irregular verbs | 2

INFINITIVE PAST SIMPLE PAST PARTICIPLEhurt hurt hurtkeep kept keptknow knew knownleave left leftlend lent lentlet let let

lose lost lostmake made mademean meant meantmeet met metpay paid paidput put putread read readride rode riddenring rang rungrun ran runsay said saidsee saw seensell sold sold

send sent sentshrink shrank shrunkshut shut shutsing sang sungsink sank sunksit sat sat

sleep slept sleptspeak spoke spokenspend spent spentstand stood stoodsteal stole stolenswim swam swumtake took taken

teach taught taughttell told told

think thought thoughtthrow threw thrown

understand understood understoodwake woke wokenwear wore wornwin won won

write wrote written

ENGLISH 3 | Phonemes

phonemes | 1

3 eso digital text book

Documents

hesheit tall

hesheit isnt tall

fun jeff

im suzanne

im home

im sleepy

great cook

delicious meals