ENGLISH 4ESO DIGITAL TEXT

ENGLISH 4ESO 4ESO DIGITAL TEXT 2012-2013

ENGLISH 4 | Chapter 1 | Summary

GETTING READY

ENGLISH 4 | Chapter 1 | Summary

GETTING READY Travel Journal Reading: Two friends Frank: Aisha! Are you there?

Aisha: Hi Frank!

Frank: Are you packing your bag?

Aisha: Well… not really. And you?

Frank: I packed it this morning. You have to start packing right now! Our train leaves tomorrow at 9 a.m.

Aisha: I know, I know. You worry too much Frank. Take it easy.

Frank: Well, see you at the train station Aisha.

Aisha: See you tomorrow Frank.

Frank: Bye bye.

My mother always says that birds of a feather flock together. This is not the case for Frank and me. We are good friends, but we are very different. Frank is quiet and a little bit shy; I am the complete opposite. I am very sociable and I talk a lot – sometimes even too much. Our interests are also different: Frank likes reading, watching movies and drawing. I love sports, dancing and going out with my friends.

There is one thing we have in common: we both love travelling. Right now we are planning a trip around the United Kingdom and Ireland. It is our first trip without our parents; they are a little bit worried, but we are very excited.

READING VOCABULARY PACK

ITINERARY

QUIET

MAGNIFYING LENS

SHY

BOTTOM

SOCIABLE

SCREEN

Giving your opinion There are different ways of starting a sentence to express your opinion: IN MY OPINION...

FROM MY POINT OF VIEW...

I DON’T THINK THAT...

I AM / AM NOT CONVINCED THAT...

I AM / AM NOT SURE THAT...

GETTING READY | 1

ENGLISH 4 | Chapter 1 | Summary

If you want to ask someone their opinion, you can use the following questions: WHAT DO YOU THINK? WHAT’S YOUR OPINION?

Vocabulary Packing up: toiletries

BATH SPONGE

SHAMPOO

SOAP

COMB

RAZOR

TOILET PAPER

TOOTHBRUSH

TOOTHPASTE

HAIRBRUSH

TOWEL

Packing up: Clothing

JUMPER

SKIRT

SOCKS

BOOTS

SHOES

DRESS

JACKET

UNDERWEAR

JEANS

TRAINERS

TRACKSUIT

SWIMSUIT

T-SHIRT

GETTING READY | 2

ENGLISH 4 | Chapter 1 | Summary

Phrasal verbs A phrasal verb is a verb followed by a preposition or an adverb which give it a new meaning.

Phrasal verbs tend to have a completely different meaning than the original verb. e.g. blow - blow up e.g. speak - speak up

Grammar review PRESENT SIMPLE The Present Simple is used to: - Talk about repeated actions, habits and routines. e.g. She does her homework in the evening.

- Talk about facts. e.g. Water boils at 100º C. - Talk about scheduled events in the near future. e.g. Their train leaves at 9:00 a.m.

- Express opinions and feelings. e.g. I like computers.

AFFIRMATIVE

NEGATIVE

I

play

don’t play the saxophone

You

play

don’t play the saxophone

He / she / (it)

plays

doesn’t play the saxophone

We

play

don’t play the saxophone

You

play

don’t play the saxophone

They

play

don’t play the saxophone

PRESENT SIMPLE: QUESTIONS AND SHORT ANSWERS This is the formula to make questions: Do + subject (I / you / we / they) + verb + object?

Does + subject (he / she / it) + verb + object?

GETTING READY | 3

ENGLISH 4 | Chapter 1 | Summary

INTERROGATIVE Do I play

the saxophone?

Do you

the saxophone?

Does (he / she) play

the saxophone?

Do we play the

the saxophone?

Do you play

the saxophone?

Do they play

the saxophone?

Do / does is the auxiliary verb used to make questions. An auxiliary verb is a verb which is used to express tense (present, past or future).

This is the way to answer a question: Affirmative answer= Yes, subject ( I / you / we / they) + do.

Affirmative answer= Yes, subject (he / she / it) + does. e.g. Yes, I do / Yes, he does.

Negative answer= No, subject + don’t Negative answer= No, subject (he / she / it) doesn’t. e.g. No, I don’t / No, she doesn’t.

It’s possible to make questions with ’wh-’ question words at the beginning of the sentence. e.g. Where do you play the guitar?

PRESENT CONTINUOUS It is used to: - Talk about actions that are happening at the moment of speaking. e.g. Frank is sleeping.

- Talk about actions that are happening around now (but not necessarily right now). e.g. Frank is studying French.

- Talk about scheduled or arranged activities for the near future. e.g. He is moving to London tomorrow.

Affirmative I

am

watching

a movie

You

are

watching

a movie

He / she / it

is

watching

a movie

We / you / they

are

watching

a movie

GETTING READY | 4

ENGLISH 4 | Chapter 1 | Summary

Negative I

‘m not

watching

a movie

You

aren’t

watching

a movie

He / she / it

isn’t

watching

a movie

We / you / they

aren’t

watching

a movie

Interrogative Am

I

watching

a movie?

Are

you

watching

a movie?

Is

he / she / it

watching

a movie?

Are

we / you / they

watching

a movie?

Short Answers AFFIRMATIVE SHORT ANSWER Yes,

I

am

Yes,

you

are

Yes,

he / she / it

is

Yes,

we / you / they

are

NEGATIVE SHORT ANSWER No,

I

am not

No,

you

aren’t

No,

he / she / it

isn’t

No,

we / you / they

aren’t

WH- Questions Wh- question + to be + subject + verb (-ing)? e.g. Where is he sunbathing? At the beach. e.g. What are you carrying? A surfboard. e.g. Who are they phoning? Some friends.

GETTING READY | 5

ENGLISH 4 | Chapter 1 | Summary

LOOK! Questions with who as the subject of the sentence are always made with is, even when the answer is in plural. e.g. Who is going to the vet’s? Emma and David.

When who refers to the object, the question can be made using is or are. e.g. Who is she calling? e.g. Who are they visiting?

LOOK! Sometimes, when we add –ing the verb changes.

When a monosyllable verb ends in consonant + vowel + consonant, the verb doubles the final consonant. e.g. I love swimming.

When the verb ends in –e, this final letter disappears and –ing is added. e.g. I like cycling.

Verbs which end in -y do not change this consonant. We only have to add –ing to the infinitive form. e.g. I am carrying a surfboard.

Verbs which end in -w do not double the last consonant. They keep it and add -ing. e.g. draw - drawing

LIKE / LOVE / HATE + VERB (-ING) These are verbs used to talk about likes and dislikes.

They can be followed by a noun or by an verb ending in -ing. e.g. I like watching movies. e.g. I like movies.

GETTING READY | 6

ENGLISH 4 | Chapter 1 | Summary

A gerund is a verb form which functions as a noun. e.g. Frank loves drawing.

COMPARATIVE AND SUPERLATIVE ADJECTIVES COMPARATIVE (They are used to compare two objects, animals or persons)

SUPERLATIVE (They are used to compare three or more objects, animals or persons)

one-syllable adjectives

-er Old - older

-est Old - oldest

one-syllable adjectives ending in-e

-r Nice - nicer

-st Nice - nicest

Adjectives ending in –y

Change ‘y’ for ‘i’ And add –er.

Pretty - prettier

Change ‘y’ for ‘i’ And add –est.

Pretty - prettiest

one-syllable adjective ending in A single consonant

Double the final consonant and add –er.

Thin - thinner

Double the final consonant and add –est.

Thin- thinnest

Irregular adjectives

Good - better Bad - worse Far – farther / further

Good - the best Bad - the worst Far - the farthest / the furthest

Most two-syllable adjectives and adjectives with 3 syllables or more

More + adjective Difficult - more difficult

The most + adjective Difficult - the most difficult

Adjectives that accept the two forms

Clever - cleverer / more clever Narrow - narrower / more narrow Quiet - quieter / more quiet Simple - simpler - more simple

Clever - cleverest / the most clever Narrow - narrowest / the most narrow Quiet - quietest / the most quiet Simple - simplest / the most simple

Old

Old - older When it is used to compare two members of the same family, ‘elder’ is commonly used. e.g. My brother is elder than me.

Old - oldest When it is used to compare different members of the same family, it is commonly used ‘eldest’. e.g. My grandmother is the eldest in my family.

We use than after the adjective when we compare two objects, animals or things. e.g. I’m taller than my mother.

When we compare three or more objects, animals or persons we add the in front of the superlative adjective. e.g. Tokyo is the largest city in Japan.

GETTING READY | 7

ENGLISH 4 | Chapter 1 | Summary

HAVE TO AND DON’T HAVE TO It expresses obligation.

Have to / has to

e.g. You have to do your homework.

It expresses lack of obligation.

You can do an activity optionally.

Don’t have to / Doesn’t have to

e.g. You don’t have to wash the dishes.

Must and have to have a similar meaning.

Must is used to express something that someone thinks is necessary. e.g. You must do your homework.

Have to is used to express a rule or obligation which is imposed by someone or something else. e.g. As a citizen you have to pay your taxes..

Vocabulary

WASH THE DISHES

TIDY UP THE ROOM

WASH THE CLOTHES WATER THE PLANTS

VACUUM THE FLOOR

SET THE TABLE

MOW THE LAWN

MAKE THE BED

MUCH, MANY AND A LOT OF These words are used to talk about indefinite quantities. e.g. You have a lot of food in your plate.

GETTING READY | 8

ENGLISH 4 | Chapter 1 | Summary

Much is not used in affirmative sentences.

A lot of is not used in negative sentences.

A similar word to mean a lot of is plenty of or lots of. e.g. Mary has got lots of / plenty of friends.

Affirmative COUNTABLE

UNCOUNTABLE

e.g. There are a lot of cars.

e.g. There is a lot of traffic.

Negative COUNTABLE

UNCOUNTABLE

e.g. There aren’t any cars.

e.g. There isn’t much traffic.

Interrogative COUNTABLE

UNCOUNTABLE

e.g. How many cars are there?

e.g. How much traffic is there?

Short Answers COUNTABLE

UNCOUNTABLE

AFFIRMATIVE

e.g. There are a lot.

e.g. There is a lot.

NEGATIVE

e.g. There aren’t many.

e.g. There isn’t much.

GETTING READY | 9

ENGLISH 4 | Chapter 2 | Summary

FIRST STOP: LONDON

ENGLISH 4 | Chapter 2 | Summary

FIRST STOP: LONDON Travel journal READING: FIRST STOP: LONDON Frank: Let’s go, Aisha. Our train leaves in 5 minutes.

Aisha: Ok, one second. I need to find our tickets.

Frank: But you have them, don’t you?

Aisha: Yes, of course I do.

Frank: Then let me see them.

Aisha: Here you are.

Frank: Great! Let’s get on the train.

Aisha: Hello! My friend Frank and I are from Dartford. We are just beginning our holiday, and we’re very excited.

Mandy: Nice to meet you. My name is Mandy.

Rachel: And I’m Rachel.

Aisha: Are you on holiday?

Mandy: Yes, but right now we’re going back home.

Aisha: Where are you from?

Rachel: We’re from London.

Aisha: Excuse my friend, he’s a little bit shy. Frank! Take off your headphones, please.

Don’t you know it’s impolite to listen to music when you are with other people?

Frank: Sorry, Aisha. Don’t get so upset.

Aisha: That’s better. I want you to meet my new friends, Rachel and Mandy. They are from London, and they are going back home after their holiday.

Frank: Hi Rachel. Hello Mandy. Nice to meet you.

Rachel and Mandy: Hello Frank. Nice to meet you too.

Ticket collector: Have your tickets ready, please.

Aisha: Here you are.

Ticket collector: Thank you and enjoy your ride.

Frank: Thank you, sir.

Aisha: Are we already in London?

Frank: I think so.

P.A. system: Next stop, Victoria Station.

Aisha: Great. Let’s get off the train.

Frank: Let’s go.

FIRST STOP: LONDON | 1

ENGLISH 4 | Chapter 2 | Summary

Mandy: Where are you staying in London?

Frank: We are staying at a hostel near Victoria Station.

Aisha: Check-in time starts at 11.00, and it’s only 10.15. Let’s go have breakfast, I’m very hungry.

Rachel: We’re going home. I want to take a shower and sleep. But if you want, we can meet tomorrow in the afternoon.

Aisha: That sounds great. Let me give you my phone number. Here you are.

Rachel and Mandy: Thank you! See you tomorrow.

READING VOCABULARY SHY

GET OFF

LISTEN TO

IMPOLITE

HEADPHONES

A LITTLE BIT

UPSET

GET ON

MEET

GET OFF

GO BACK

HOSTEL

ENJOY A RIDE

HOLIDAY

I THINK SO

EXCITED

Giving your opinion Vocabulary ADVENTUROUS

CHEAP

BACKPACKING

EXPENSIVE

LOW

COMFORTABLE

BUDGET

EXCITING

COMFORT

BORING

PROS AND CONS

DIRTY

TOPIC

CLEAN

FIRST STOP: LONDON | 2

ENGLISH 4 | Chapter 2 | Summary

Vocabulary MEANS OF TRANSPORT

TRAIN

AIRPLANE

UNDERGROUND

BUS

CAR

TAXI

MOTORCYCLE

MOPED

BICYCLE

BOAT

Leisure

STADIUM

PARK

MUSEUM

CINEMA

LIBRARY

THEATRE

ADVERBS OF FREQUENCY ALWAYS USUALLY OFTEN SOMETIMES SELDOM NEVER ONCE A DAY / A WEEK / A YEAR

FIRST STOP: LONDON | 3

ENGLISH 4 | Chapter 2 | Summary

+

–

Always

Usually

Often

Sometimes

Seldom

Never

Grammar 1 Present simple vs Present continuous PRESENT SIMPLE The present simple is used to: - Talk about repeated actions, habits and routines. e.g. She does her homework in the evening.

- Talk about facts. e.g. Water boils at 100º C. - Talk about scheduled events in the near future. e.g. Their train leaves at 9:00 a.m.

- Express opinions and feelings. e.g. I like computers.

The present simple usually carries some expressions of frequency to indicate routine. e.g. He always plays football at the weekend. e.g. She never does her homework.

Time expressions such as ‘at the time’ and ‘right now’ are used in the present continuous tense. e.g. Right now Aisha is packing her bag. e.g. At the time, Frank is listening to music.

Affirmative I

play

You

play

He/She/(It)

plays

We

play

You

play

They

play

the saxophone.

FIRST STOP: LONDON | 4

ENGLISH 4 | Chapter 2 | Summary

Negative I

don’t play

You

don’t play

He/She/(It)

doesn’t play

We

don’t play

You

don’t play

They

don’t play

the saxophone.

Questions The formula to make questions in the present simple is: Do + subject (I/you/we/they) + verb + object?

Does + subject (he/she/it) + verb + object?

Do

I

the saxophone?

Do

you

the saxophone?

Does

(he/she)

Do

we

Do

you

the saxophone?

Do

they

the saxophone?

the saxophone?

play

the saxophone?

Do/does is the auxiliary verb used to make questions. An auxiliary verb is a verb which is used to express tense (present, past or future).

Short Answers This is the way to reply to questions: AFFIRMATIVE SHORT ANSWER Affirmative answer = Yes, subject (I / you / we / they) + do.

Affirmative answer = Yes, subject (he / she /it) + does.

e.g. Yes, I do / Yes, he does.

Yes,

I

do.

Yes,

you

do.

Yes,

he/she/it

does.

Yes,

we/you/they

do.

NEGATIVE SHORT ANSWER Negative answer = No, subject + don’t.

Negative answer = No, (he/she/it) doesn’t. e.g. No, I don’t / No, she doesn’t.

FIRST STOP: LONDON | 5

ENGLISH 4 | Chapter 2 | Summary

No,

I

do not. don’t.

No,

you

do not. don’t.

No,

he/she/it

does not. doesn’t.

No,

we/you/they

do not. don’t.

WH- Questions It’s possible to make questions with ‘wh-’ question words at the beginning of a sentence. e.g. Where do you play the guitar?

PRESENT CONTINUOUS It is used to: - Talk about actions that are happening at the moment of speaking. e.g. Frank is sleeping.

- Talk about actions that are happening around now (but not necessarily right now). e.g. Frank is studying French.

- Talk about scheduled or arranged activities for the near future. e.g. We’re moving to London soon.

Affirmative I

am

watching

a movie.

You

are

watching

a movie.

He/She/It

is

watching

a movie.

We/You/They

are

watching

a movie.

Negative I You He/She/It We/You/They

am not ‘m not are not aren’t is not isn’t are not aren’t

watching

a movie.

watching

a movie.

watching

a movie.

watching

a movie.

FIRST STOP: LONDON | 6

ENGLISH 4 | Chapter 2 | Summary

Questions Am

I

watching

a movie?

Are

you

watching

a movie?

Is

he/she/it

watching

a movie?

Are

we/you/they

watching

a movie?

Short Answers AFFIRMATIVE SHORT ANSWER Yes,

I

am.

Yes,

you

are.

Yes,

he/she/it

is.

Yes,

we/you/they

are.

NEGATIVE SHORT ANSWER No,

I

am not. ‘m not.

No,

you

are not. aren’t.

No,

he/she/it

is not. isn’t.

No,

we/you/they

are not. aren’t.

WH- Questions Wh- + to be + subject + verb (-ing)? e.g. Where is he sunbathing? At the beach. e.g. What are you carrying? A surfboard. e.g. Who are they phoning? Some friends.

LOOK! uestions with who as the subject of the sentence always are made with is, even when the answer is in plural. e.g. Who is going to the vet’s? Emma and David.

When who refers to the object, the question can be made using is or are. e.g. Who is she calling? e.g. Who are they visiting?

FIRST STOP: LONDON | 7

ENGLISH 4 | Chapter 2 | Summary

REMEMBER: Some verbs tend to be used in the present simple, but not in the present continuous: feel, love, hate, like, dislike, understand, own, belong The present simple is usually expressed using adverbs of frequency: e.g. He always plays football at the weekend. e.g. She never does her homework.

On the other hand, the present continuous has a more limited use of adverbs of frequency (at the time; right now). e.g. Right now Aisha is packing her bag. e.g. At the time, Frank is listening to music.

Out in the real world Asking for directions Vocabulary: City landscape

AVENUE

BRIDGE

SIDEWALK

SQUARE

STREET

BUILDING

PEDESTRIAN

JUNCTION

CORNER

TRAFFIC LIGHT

ROUNDABOUT

ZEBRA CROSSING

FIRST STOP: LONDON | 8

ENGLISH 4 | Chapter 2 | Summary

Vocabulary: Asking for directions TURN LEFT

IT’S BETWEEN...

TURN RIGHT

IT’S IN FRONT OF...

ON THE CORNER

IT’S BEHIND...

GO STRAIGHT

TAKE A LEFT

CROSS THE STREET

YOU’RE WELCOME

EXCUSE ME SIR, HOW DO I GET TO...?

THANK YOU VERY MUCH

IT’S NEXT TO...

Pronunciation Remember that a stressed syllable is the accented syllable in a word. e.g. mu·se·um or foot·ball.

Cultural corner READING: Stephenie Meyers and the twilight series On the night from 1 June to 2 June, 2003, Stephenie Meyer had a very special dream about two people who were in love: a girl and a beautiful vampire.

Stephenie became obsessed with this dream, and inspired by it, she wrote the novel Twilight.

In this novel, she named the girl Bella Swan, and gave her vampire lover the name of Edward Cullen.

Stephenie published her novel in 2005, and shortly after its publication, it became a best-seller and a favourite among young readers around the world.

In the following years, Twilight became a cultural phenomenon. The novel received praises from many prestigious publications such as The New York Times and Publisher’s Weekly. Encouraged by this tremendous success, Stephenie wrote three sequels to the novel: New Moon, Eclipse and Breaking Dawn. In 2008, Catherine Hardwicke directed a movie about the first novel in the series. Right now, Stephenie is working on the fifth novel in the series, titled Midnight Sun. Twilight is by no means the first example of a vampire story. These blood-sucking creatures appear in the folklore of many cultures, and are present in novels such as Bram Stoker’s Dracula, classic movies such as F.W. Murnau’s Nosferatu and TV series such as Buffy, the Vampire Slayer. One thing which all these works have in common is their success; audiences are fascinated by these creatures of the night. So if you like vampires, pick up a book and some garlic at the store and start reading!

FIRST STOP: LONDON | 9

ENGLISH 4 | Chapter 2 | Summary

Grammar 2 Past simple The past simple tense is used to talk about completed actions or events in the past.

It’s commonly used with time expressions such as ’yesterday’, ‘last night’, ‘last year’, ‘last week’, etc.

Both regular and irregular verbs use the same form of the verb for all persons.

Most regular verbs

add –ed

talk - talked

Verbs that end in – e

add –d

phone - phoned

Verbs that end in vowel + y

add –ed

play - played

Verbs that end in consonant + y

change ‘y’ to ‘i’ and add –ed

study - studied

Verbs that end in consonant + vowel + consonant

double the final consonant and add –ed

stop - stopped

Affirmative I

was

You

were

He/She/It

was

We/You/They

were

at home.

Negative I

was not wasn’t

You

were not weren’t

He/She/It

was not wasn’t

We/You/They

were not weren’t

at home.

Questions To make questions in the past simple tense, the auxiliary verb ‘to do’ uses its past form at the beginning of the question and the main verb is left in the infinitive form. e.g. Did Aisha play volleyball yesterday?

When the main verb is ‘to be’, it is used at the beginning of the sentence in the past simple tense form as an auxiliary verb. e.g. Was Frank in London last night?

FIRST STOP: LONDON | 10

ENGLISH 4 | Chapter 2 | Summary

Was

I

at home?

Were

you

at home?

Was

he/she/it

at home?

Were

we/you/ they

at home?

Short Answers AFFIRMATIVE SHORT ANSWERS Yes,

I

was.

Yes,

you

were.

Yes,

he/she/it

was.

Yes,

we/you/they

were.

NEGATIVE SHORT ANSWERS No,

I

wasn’t.

No,

you

weren’t.

No,

he/she/it

wasn’t.

No,

we/you/ they

weren’t.

WH- Questions It’s possible to make ‘wh-’ questions. The ‘wh’- question word is at the beginning of the sentence. e.g. Who wrote you a letter?

Irregular verbs are slowly but steadily disappearing. There are some irregular verbs that have both an regular and irregular form of the same verb. e.g. Dream - dreamed / dreamt.

Developing abilities READING: Arsenal Football Club History Sometime in 1886, a group of workers from an armament factory in Woolwich, southeast London, got together and formed a football team. Inspired by the sundial at the entrance of their workplace, they named themselves Dial Square. Their small and humble team grew bigger and bigger, and it eventually became one of the most popular and successful teams in England’s Premier League: Arsenal Football Club, also known as The Gunners.

Rise to the top As the years passed, Arsenal accumulated more and more trophies. Right now, the club holds 10 FA Cups and 13 First Division and Premier League titles. Despite its modest beginnings, Arsenal is one of the richest clubs in England. Some of its best players include Cesc Fàbregas –who was the youngest person to play with Arsenal ever–, Emmanuel Adebayor and Theo Walcott.

FIRST STOP: LONDON | 11

ENGLISH 4 | Chapter 2 | Summary

Emirates Stadium For most of the twentieth century, Arsenal’s stadium was in Highbury, in north-eastern London. However, this stadium was too small, and in 2006, Arsenal Football Club moved to Emirates Stadium. With a seating capacity of approximately 60,300 people, Emirates Stadium is among the biggest football stadiums in the United Kingdom.

A city with many great teams Arsenal is one of the most important football teams in London and in all of the United Kingdom. However, it is not the only team from London playing in the Premier League.

These other teams are West Ham United, Tottenham Hotspur, Fulham and Chelsea.

READING VOCABULARY GROW

MODEST

EVENTUALLY

SUNDIAL

SUCCESSFUL

HUMBLE

ACCUMULATE

POPULAR

TROPHY

PROVIDE

MOVE TO SOMEWHERE

RESOURCE

FACTORY

IMPROVE

WORKPLACE

WIDEN

FIRST STOP: LONDON | 12

ENGLISH 4 | Chapter 3 | Summary

A CHANGE OF APPEARANCE

ENGLISH 4 | Chapter 3 | Summary

A CHANGE OF APPEARANCE Travel journal READING: A CHANGE OF APPEARANCE David is my ex-boyfriend. He used to live in Dartford, but now he lives in Oxford, and he’s a Physics student at The Queen’s College of Oxford University. We broke up after he moved, but we still phone each other all the time. Frank and I are staying at his house for a couple of days.

Frank: Zzzzz…

Aisha: Come on, David… answer, please… What!? Oh no, the phone battery is dead.

Frank: Zzzzz…

Aisha: Fraaaank!

Frank: What do you want?

Aisha: I was calling David when the phone battery died.

Frank: Great.

Frank: Zzzzz…

Aisha: Let’s see…where is the battery charger? Fraaaank! Wake up!

Frank: What’s going on? I was sleeping.

Aisha: My phone battery is dead and I lost my battery charger. We are stuck in the bus station because I can’t call David.

Frank: Relax, Aisha. We can phone him from a telephone box. I have some change in my pocket.

Aisha: No, we can’t. I don’t know his phone number by heart.

Frank: Well… let’s just sleep here for a couple of hours…

Aisha: No! I want a bed. I don’t want to sleep in this dirty bus station.

Frank: Come on, Aisha… I’m sleepy.

Aisha: No way. We’re walking to his house.

Frank: Fine… Do you know where it is?

Aisha: I printed a map from the Internet…it’s in my bag.

Frank: Is this it?

Aisha: I think so. It’s six o’clock, but I’m pretty sure he’s awake. When we were going out he used to wake up very early. Let’s ring the doorbell.

Frank: Ok, you’re the boss. By the way, when was the last time you saw David?

Aisha: Two years ago. I’m sure he looks just the same.

A CHANGE OF APPEARANCE | 1

ENGLISH 4 | Chapter 3 | Summary

Aisha: Ahhh!

David: Hello Aisha! I was sleeping when you phoned me. I picked up the phone, but you hung up. What’s the matter? You’re pale.

Aisha: David? What happened to you?

David: What do you mean?

Aisha: I mean…all those tattoos and piercings… You used to look…different.

David: Hehehehe. Well, I changed my looks a little bit.

Aisha: A little bit?

David: Hello Frank. How are you?

Frank: I’m fine, thanks.

David: Well, don’t just stand there, come into the house.

David: I was having breakfast when you rang the doorbell. Do you want something to eat?

Aisha: I don’t know if I can eat right now…

Frank: I’m starving. Can I have some cereal?

David: Sure, help yourself.

Frank: Thank you, David.

READING VOCABULARY TO BE STUCK SOMEWHERE

HUNG UP

POCKET

PALE

TO KNOW SOMETHING BY HEART

THE LOOK

SLEEPY

TO BE STARVING

TO BE PRETTY SURE

HELP YOURSELF!

PICK UP THE PHONE

BATTERY CHARGER

TELEPHONE BOX

DOORBELL

CHANGE

A CHANGE OF APPEARANCE | 2

ENGLISH 4 | Chapter 3 | Summary

Vocabulary APPEARANCE

BRAID

DREADLOCKS

BEARD

EARRING

GOATEE

TATTOO

PIERCING

NECKLACE

BRACELET

MOUSTACHE

PERSONALITY ROMANTIC RESPONSIBLE FUNNY GENEROUS OUTGOING FRIENDLY

Grammar 1 We use this tense to talk about actions which happened during a certain period of time in the past.

To form the Past Continuous we use the Past Simple form of the verb ‘to be’ and add ‘-ing’ to the main verb, which indicates the action. e.g. You stayed up late last night. What were you doing?

I was writing an essay for my Physics class.

PAST CONTINUOUS Affirmative Subject + past tense (to be) + main verb (-ing) e.g. They were reading.

A CHANGE OF APPEARANCE | 3

ENGLISH 4 | Chapter 3 | Summary

I

was

taking a photo

You

were

taking a photo

He / she / it

was

taking a photo

We / you / they

were

taking a photo

Negative Subject + past tense (to be) negative + main verb (-ing) e.g. They weren´t reading.

I

was not / wasn´t

taking a photo

You

were not / weren´t

taking a photo

He / she / it

was not / wasn´t

taking a photo

We / you / they

were not / weren´t

taking a photo

Interrogative Past tense (to be) + subject + main verb (-ing)? e.g. Were they reading?

Was

I

taking a photo?

Were

you

taking a photo?

Was

he / she / it

taking a photo?

Were

we / you / they

taking a photo?

It’s possible to make questions with a ’Wh-‘ question word at the beginning of a sentence. e.g. What was Frank doing at three? e.g. Where was Aisha sitting at the concert? e.g. Who were Aisha and Frank talking to at the party? e.g. When was Frank reading?

When who refers to the object, we can use was or were in the question: e.g. Who was she dating? e.g. Who were they visiting?

When who refers to the subject, we always use was in the question: Who was singing? BUT Who were singing?

We also use the Past Continuous with while to talk about two simultaneous actions that were happening during a certain time in the past.

e.g. David was cooking dinner while Aisha was writing an email. e.g. Frank was drawing while Rachel was dancing.

A CHANGE OF APPEARANCE | 4

ENGLISH 4 | Chapter 3 | Summary

Both of the examples above describe actions which were taking place at exactly the same time.

Vocabulary TAKE AN EXAM GO TO CLASS STUDY FOR AN EXAM WRITE AN ESSAY TAKE NOTES TAKE OUT A BOOK RETURN A BOOK STAY UP LATE PAST CONTINUOUS AND PAST SIMPLE We use the Past Continuous to talk about a long action that was happening during a certain period of time in the past. We use the Past Simple to talk about a short action which happened in the past. We use these two tenses with ‘when’ to express that the short action interrupted the long one. e.g. I was sleeping when the phone rang.

Out in the real world At the store Vocabulary HOW CAN I HELP YOU? HOW MUCH IS IT? CASH CREDIT CARD MOBILE PHONE HERE YOU ARE

Pronunciation Sentence stress Nouns, main verbs and adjectives are stressed words. These words are stressed because they carry meaning. e.g. David works at a restaurant.

On the other hand, prepositions, pronouns and auxiliary verbs are unstressed: they don’t carry meaning; they only carry grammatical information. e.g. We were listening to music.

A CHANGE OF APPEARANCE | 5

ENGLISH 4 | Chapter 3 | Summary

Cultural corner READING: The boat race Every year in early spring the members of the boat clubs of the two best universities in England — Oxford and Cambridge — race each other on the river Thames.

The course of the boat race is 4 miles and 375 yards long (almost 7 kilometres). There are 9 people in each boat; 8 of them row and the 9th steers. The preparation for the competition is intense: the rowers train 6 days a week during 6 months before the race.

This race is one of the most important rowing events in the world. It is followed by thousands of people who watch it from the shores of the river, and millions of others who watch it on television from their living rooms around the world.

The tradition started in March 1829, when Charles Merivale and Charles Wordsworth, two young men who studied at Cambridge and Oxford, decided to organise a race between the two universities. Cambridge challenged Oxford, who won the first boat race.

The race was very successful, and from 1856 onwards it became an annual tradition.

However, during World War I and World War II, the race did not take place.

The total score is very close: Cambridge leads by 75-79, but the University of Oxford Boat Club won the last two races. The next race takes place on 3rd April, 2010, and with such a close score the excitement is guaranteed. Don’t miss it!

READING VOCABULARY ROW

TO LEAD

STEER

TO GUARANTEE

SHORE

SCORE

ONWARDS

Grammar 2 Used to We use used to to talk about a past habit that does not continue in the present.

Used to is followed by an infinitive and is always in the past tense form. e.g. Aisha used to wear glasses, but now she wears contact lenses.

Vocabulary

BRACES

CONTACT LENSES

GLASSES

SHORT HAIR

LONG HAIR

A CHANGE OF APPEARANCE | 6

ENGLISH 4 | Chapter 3 | Summary

Developing abilities READING: 20th anniversary of the World Wide Web Hypertext In 1980, Tim Berners Lee, a Physics graduate from the University of Oxford, was working on a project to make it easier for researchers to share information. This project was based on the idea of hypertext — links that connect different texts.

The birth of the World Wide Web Almost a decade after, Berners Lee was working at CERN (the European Organisation for Nuclear Research) when he had a brilliant idea: combining his hypertext project with Internet technology. The result of this project was the World Wide Web — a network of hypertext documents linked to one another.

The web’s first steps All this happened twenty years ago. In late 1990, Berners Lee designed the first web server, the first web browser and the first web pages. Finally, on 6th August, 1991 the Web became a public service. During its first decade the Web was a service which allowed the user to look for information.

Evolution Towards the end of the 1990s and the beginning of the new millennium the WWW evolved into a more interactive service. New web designs such as wikis, blogs and video webs allow users to upload their files on to the web.

The web is here to stay In a short period of time, the web changed most of our habits. Two decades later, it is now part of our everyday lives. It is our window to the world: we use it to shop, meet people, work, read the news, play computer games and many other things. It is hard for us to imagine a life without the World Wide Web. READING VOCABULARY HYPERTEXT NETWORK SHARE GRADUATE

A CHANGE OF APPEARANCE | 7

ENGLISH 4 | Chapter 4 | Summary

UN UNUSUAL SUSPECT

ENGLISH 4 | Chapter 4 | Summary

UN UNUSUAL SUSPECT Travel journal READING: AN UNSUAL SUSPECT Frank: We’ve had lots of fun in Oxford. Thank you so much, David.

David: You’re welcome. I’ve had a great time too. You can come back whenever you want.

Aisha: You haven’t changed much after all…

David: Hahahaha… Alright, time to get on the bus.

Frank and Aisha: Goodbye, David.

David: Goodbye. Have fun in Cardiff!

Aisha and Frank take the bus from Oxford to Cardiff…

Aisha: Hi! It looks like we’re going to be roommates for the next couple of days. I’m Aisha, and this is my friend Frank.

Pamela: Nice to meet you, guys. My name’s Pamela, and I have just arrived in Cardiff.

Aisha: Great. Frank and I have just arrived from Oxford.

Pamela: Really? I’ve never been there. Is it nice?

Frank: Yes, it’s a beautiful place. By the way, have you met our other roommate?

Pamela: No, I haven’t.

Aisha: Listen, we don’t know anyone in Cardiff, and we want to go visit the city. Do you want to come with us?

Pamela: Sure, I’d love to.

Aisha: Awesome. Let’s leave our bags here and go for a walk.

Frank: Where do you want to go?

Pamela: Cardiff bay is not far from here. Why don’t we go there and visit the Wales Millennium Centre?

Frank: Good idea. Let’s go.

Frank: What’s in the building?

Pamela: It hosts all kinds of cultural activities: ballet, opera, musicals, etc.

Aisha: It’s a weird building.

Pamela: People in Cardiff call it the Armadillo.

Aisha: Wow! It does look like an armadillo.

Frank: I don’t feel so good… I have a stomach ache. Why don’t we go back to our room and rest for a while?

Pamela: Sure. Let’s go back.

UN UNUSUAL SUSPECT | 1

ENGLISH 4 | Chapter 4 | Summary

Aisha: Our bags! Someone has stolen our bags…

Frank: Oh no! My saxophone.

Aisha: And my clothes… But look, Pamela’s bags are still here.

Frank: Let’s go to the front desk.

Aisha: Shhhhh…someone’s coming…

Mike: Hi, I’m Mike. I’m your roommate. Do you know where I can plug this in?

Aisha: Frank, I need to talk to you…

Frank: I have to go to the doctor, my stomach ache is getting worse...

READING VOCABULARY ROOMMATE

FRONT DESK

AWESOME

EVIDENCE

GO FOR A WALK

POLICE STATION

HOST

ACCUSE

REST

BATTERY CHARGER

PLUG SOMETHING IN

RUN AWAY

BAY

CLASSMATE

WEIRD

Vocabulary CRIME PICKPOCKET

JAIL

BURGLAR

THIEF

SHOPLIFTER

VICTIM

GUILTY

WITNESS

EVIDENCE

ACCUSATION

INNOCENT

UN UNUSUAL SUSPECT | 2

ENGLISH 4 | Chapter 4 | Summary

HEALTH PROBLEMS

STOMACH ACHE

HEADACHE

COUGH

CHICKENPOX

SORE THROAT

TOOTHACHE

FLU

Grammar 1 Present Perfect We use the Present Perfect to talk about an action which started in the past and is still happening right now or ended recently. In both cases, the action in the past is linked to the present.

The Present Perfect does not emphasise the specific time when an action took place.

The Present Perfect is commonly used with the following adverbs: EVER / NEVER JUST ALREADY / YET FOR / SINCE The Present Perfect is formed with the auxiliary verb have followed by the past participle form of the main verb.

Affirmative I

have been / ‘ve been

to Paris.

You

have been / ‘ve been

to Paris.

He / She / It

has been / ‘s been

to Paris.

We / You / They

have been / ‘ve been

to Paris.

UN UNUSUAL SUSPECT | 3

ENGLISH 4 | Chapter 4 | Summary

Negative I

have not been / haven’t been

to Paris.

You

have not been / haven’t been

to Paris.

He / She / It

has not been / hasn’t been

to Paris.

We / You / They

have not been / haven’t been

to Paris.

Interrogative Have

I

been

to Paris?

Have

you

been

to Paris?

Has

he / she / it

been

to Paris?

Have

we / you / they

been

to Paris?

Short Answers Affirmative Yes,

I

have.

Yes,

you

have.

Yes,

he / she / it

has.

Yes,

we / you / they

have.

Negative No,

I

have not / haven’t.

No,

you

have not / haven’t.

No,

he / she / it

has not / hasn’t.

No,

we / you / they

have not / haven’t.

Vocabulary POSTCARD BUSY UNFORTUNATE JUST IN CASE HAVE LOTS OF FUN PRESENT PERFECT WITH ‘EVER’ AND ‘NEVER’ We use the Present Perfect tense with the adverbs ever and never to talk about whether we have or haven’t done something during all of our lives. We usually use ever when we ask someone if they have done something during all of their life. On the other hand, we usually use never when we say that we haven’t done something during all of our lives.

EVER We use ever in questions, and we place it between the subject and the past participle of the main verb. e.g. Have you ever been to London?

UN UNUSUAL SUSPECT | 4

ENGLISH 4 | Chapter 4 | Summary

NEVER We place never between the auxiliary verb have and the past participle of the main verb. e.g. I have never been to Cardiff Vocabulary

SKATEBOARD

WINDSURF

ROCK CLIMBING

SNOWBOARD

PAINTBALL

SURF

WATER SKI

MOTOCROSS

Out in the real world At the doctor’s Vocabulary DIZZY

LAY DOWN

FEVER

EXAMINATION BED

FEEL BETTER / FEEL WORSE

PRESCRIBE A MEDICINE

TAKE A PILL

TAKE A MEDICINE FOR SOME TIME

TAKE A LOOK AT SOMEBODY

Pronunciation Vowel contrast / Ⅰ / IT / ⅰ:/ EAT English pronunciation has 12 vowels. A lot of these vowels probably sound very similar to you, but if you listen to them closely you will hear that they are different. Sometimes the use of one vowel or another can make a great difference. In the case we have just seen (eat and it) the vowel is the only different sound between these two words.

UN UNUSUAL SUSPECT | 5

ENGLISH 4 | Chapter 4 | Summary

VOWEL SOUNDS / ⅰ:/ feel

/ ɔ: / four

/ Ⅰ / rich

/ ʊ / put

/ e / bed

/ u: / too

/ӕ / man

/ Ʌ / cut

/ a: / car

/ з: / bird

/ ɒ / stop

/ Ə / user

Cultural corner READING: The United Kingdom of Great Britain and Northern Ireland One state, four countries The United Kingdom is a state made up of four different countries: Wales, Northern Ireland, England and Scotland.

The main government of the United Kingdom is in its capital, London. Wales, Northern Ireland and Scotland also have their own governments, but their power is limited. The respective capitals of these countries are Cardiff, Belfast, and Edinburgh.

Creation The United Kingdom of Great Britain was created on 1 May 1707, with the union of the Kingdoms of Scotland and England. Back then, Wales was part of the Kingdom of England.

Later on, in 1800, Ireland entered the United Kingdom. Over a century later, in 1921, the island of Ireland was divided after a war of independence. In 1922, the Irish Free State became independent from the United Kingdom.

Industrial revolution and the British Empire At the beginning of the 20th century, the territory of the British Empire spanned about one quarter of the land on Earth. It has been the largest empire in history, and its cultural impact has been tremendous: nowadays there are about 1,500 millions English speakers around the world.

But how did the British Empire grow so big? For the most part it was because of the Industrial Revolution, which started in the United Kingdom and later on spread to most of Europe and North America.

Diversity of cultures There are other languages in the United Kingdom besides English. These include Scottish Gaelic, Irish Gaelic, Cornish, Welsh and Scots. The variety of languages is only one aspect of the great diversity of cultures present in the United Kingdom and in the British Isles in general.

UN UNUSUAL SUSPECT | 6

ENGLISH 4 | Chapter 4 | Summary

Countries in the United Kingdom

WALES

NORTHERN IRELAND

SCOTLAND

ENGLAND

Languages in the UK ENGLISH

CORNISH

SCOTTISH GAELIC

WELSH

IRISH GAELIC

SCOTS

Vocabulary SPAN

SPREAD TO

TREMENDOUS

FASCINATING

NOWADAYS

WEBQUEST

Grammar 2 Present Perfect with ‘just’ We use the Present Perfect with the adverb just to emphasise that the action we’re talking about happened very recently. The adverb just always goes between the auxiliary verb and the past participle of the main verb.

Subject + auxiliary verb + adverb + past participle of the main verb + object e.g. I have just had lunch Vocabulary

HAVE A SHOWER

BRUSH YOUR TEETH

SHAVE

UN UNUSUAL SUSPECT | 7

ENGLISH 4 | Chapter 4 | Summary

WAX YOUR LEGS

BRUSH YOUR HAIR

WASH YOUR HANDS

Developing activities: Fresh news READING: A ROBBERY GONE BAD Five burglars steal a diamond, one leaves his ID card behind.

Early this morning five individuals broke into a jewellery store and stole a blue diamond worth 5.5 million £. They shattered the glass at the front entrance and blew up the safe deposit box with TNT to steal the diamond.

A neighbour has heard the explosion and has called the police. However, there haven’t been witnesses to the burglary. The cameras have caught the burglars, but they were all wearing masks to cover their faces.

However, their plan has not been entirely successful: one of the criminals has left his wallet at the crime scene. It seems he has dropped it on the floor and he hasn’t noticed it. The alarm has gone off after the burglars have left the jewellery store. When the police have arrived they have found the wallet with the burglar’s identification card in it.

Right now the police are looking for the suspect and owner of the wallet. His name is John Silverman, and he is a 24 year-old male from Liverpool.

The police have gone to his flat but have not found him there. If anyone has seen this man, please contact the Cardiff Police Department as soon as possible. We have included a picture of the suspect with this news article.

READING VOCABULARY ID CARD

BLOW UP

DROP

BREAK INTO

SAFE DEPOSIT BOX

NOTICE

JEWELLERY STORE

SUCCESSFUL

LOOK FOR

SHATTER

WALLET

GUESS

ENTRANCE

CRIME SCENE

GO OFF (ALARM)

LISTENING To improve your listening abilities, it is better to: • Relax and try to fous on the general idea.

• After understanding the general information, you can try to understand other details.

UN UNUSUAL SUSPECT | 8

ENGLISH 4 | Chapter 4 | Summary

WRITING News articles have three main parts: • Headline: The title at the top of the article.

• Lead: The first sentence of the article.

• Body paragraph: Details and more information on the story.

WRITING VOCABULARY APOLOGISE FOR SOMETHING GET DRESSED TO BE GLAD SOLVE A PROBLEM TO BE REALLY SORRY MAKE SOMETHING UP RUDE REMEMBER: Sentences end with a full stop.

In English, question marks go only at the end of an interrogative sentence..

UN UNUSUAL SUSPECT | 9

ENGLISH 4 | Chapter 5 | Summary

A CHEF FROM DUBLIN

ENGLISH 4 | Chapter 5 | Summary

A CHEF FROM DUBLIN Travel Journal READING: A chef from Dublin Frank: Well, we’re finally in Ireland.

Aisha: Isn’t it exciting?

Frank: Yes, it is. I’m really enjoying our trip.

Aisha: Me too. It’s been great.

Frank: Let’s get a taxi to our hostel.

Aisha: OK. At the hostel…

Frank: Wow! This hostel has a kitchen. We should get some food from the supermarket and cook dinner.

Aisha: Great idea! It’ll be cheaper than eating out.

Frank: Maybe someone can help us cook a traditional Irish meal.

Aisha: I can do it. I’m a very good cook.

Frank: Yeah, sure…

Frank: Hello. My name’s Frank and this is my friend Aisha.

Ryan: Hi, my name’s Ryan.

Frank: Are you a cook?

Ryan: Yes, I’m the cook here at the hostel. I have been a cook for three years.

Frank: Great! We are looking for someone who can help us cook a traditional Irish meal.

Ryan: You have found the right person, I love cooking. Have you had dinner already?

Frank: No, we haven’t eaten yet.

Ryan: Let’s see. What could we have? I got it! We could make a dish of Potato Farl. Have you ever tried it?

Aisha: I don’t think so. What is it?

Ryan: It’s a traditional dish from Northern Ireland. It’s very simple and very good. We need the following ingredients: 2 lb of potatoes, 4 oz of flour, 2 tablespoons of butter, and salt. Wait! I don’t have any butter. Can you go to the store and buy some please?

Aisha: Sure, let’s go Frank.

A CHEF FROM DUBLIN | 1

ENGLISH 4 | Chapter 5 | Summary

Frank: What a nice supermarket. Here’s the butter. Do we need anything else?

Aisha: I don’t think so.

Frank: Let’s pay for this and go back to the hostel.

Ryan: Have you already bought the butter?

Aisha: Yes, we have. Here it is.

Ryan: Great, now we have everything we need. Let’s get started. First of all we have to melt the butter and mix it with the potatoes and the salt.

Aisha: OK. Ryan: After that Aisha will add the flour and knead the mixture. Then Frank will cut it in two and spread it on a board, and I’ll cut it into quarters and cook it on a frying pan for three minutes.

Ryan: It looks like you’re having some trouble Aisha.

Aisha: Can you help me, please?

Ryan: Sure. This is how you do it.

Frank: Ehem…I think I need some help too.

Ryan: Here you go, all we have to do now is cook it on the frying pan.

Aisha: Thank you Ryan. You’re an excellent cook.

READING VOCABULARY COOK

MELT

BUTTER

MEAL

MIX

FRYING PAN

KNEAD

DISH

FLOUR

Vocabulary FOOD FRUITS

PEACH

STRAWBERRY

PEAR

GRAPE

MELON

A CHEF FROM DUBLIN | 2

ENGLISH 4 | Chapter 5 | Summary

FRUITS

KIWI

APPLE

ORANGE

BANANA

MANGO

VEGETABLES

SWEETCORN

GREEN PEPPER

CABBAGE

CARROT

CUCUMBER

ASPARAGUS

TOMATO

BROCCOLI

RED PEPPER

LETTUCE

PORK

TURKEY

MEAT

CHICKEN

BEEF

LAMB

KITCHEN UTENSILS

CUP

BOWL

FRYING PAN

A CHEF FROM DUBLIN | 3

ENGLISH 4 | Chapter 5 | Summary

SAUCEPAN

JAR

PLATE

TABLESPOON

FORK

KNIFE

SPOON

TEASPOON

Grammar 1 Present Perfect with ‘yet’ and ‘already’ The Present Perfect tense is frequently used with the adverbs ‘yet’ and ‘already’. We use the adverb ‘yet’ when we want to talk about something that hasn’t happened but we expect will happen in the future. We use the adverb ‘already’ to talk about something that has happened before we expected. e.g. Have you already spread butter on your slice of bread?

No, I haven’t yet. Go ahead, you can go first.

Vocabulary BOIL

SLICE

GRILL

BAKE

FRY

SPREAD

PEEL

SEASON

SERVE

PRESENT PERFECT WITH ‘FOR’ AND ‘SINCE’ We use the Present Perfect with the adverbs ‘for’ and ‘since’ to talk about the duration of actions that started in the past and continue up to the present. e.g. I’ve been a cook since I was 18. Now, I’m 21.

Wow! So, you have been a cook for three years.

A CHEF FROM DUBLIN | 4

ENGLISH 4 | Chapter 5 | Summary

Out in the Real World At a restaurant Vocabulary A TABLE FOR TWO

DRINK

CORRIDOR

MENU

LEMONADE

REHEAT

HERE YOU ARE

TOILETS

BILL

Pronunciation ‘-ed’ form The Past Participle and the Past Simple form of regular verbs end in –ed. However, the pronunciation of this –ed form is not always the same. There are three ways of pronouncing the –ed form. /d/

/t/

/ɪd/

moved

looked

ended

Cultural Corner READING: The World’s Youngest Chef The World’s Youngest Chef His name is Justin Miller and he’s only nineteen years old, but he has been cooking since he was one and a half years old. Back then he was the World’s Youngest Chef! Justin has already published some books such as Cooking with Justin, which includes many recipes for kids, and Cooking for Dormies, a cookbook for university students.

Cooking healthy food Justin uses his skills to teach children how to cook and eat healthily. Although he is very young, he already holds two Guiness World Records, and he has been on television over 200 times.

His first time on television was in 1995, when he was a guest on a popular American show: The Late Show With David Letterman. Since then Justin has been in many other different shows in the United States and Europe, and he has appeared in many newspapers and magazines across the world.

From chef to clothes designer Justin Miller is a very active teenager. Besides being a chef and writing his own recipe books he also finds time for other activities. The world’s youngest chef designs his own chef clothes for a fashion company in Los Angeles.

An inspiration to cooks around the world Ryan is from Ireland, but he has followed Justin’s career since he was a little kid. Justin inspired Ryan to follow his dream and become a chef. Even if you don’t want to become a chef, you can check out some of Justin’s recipes on the Internet and start cooking!

A CHEF FROM DUBLIN | 5

ENGLISH 4 | Chapter 5 | Summary

READING VOCABULARY COOKBOOK

SKILLS

HOLD

GUEST

RECIPE

FASHION

PUBLISH

CAREER

Grammar 2 Present Perfect and Past Simple Both the Present Perfect tense and the Past Simple tense are used to talk about actions which happened in the past. The main difference between these two tenses has to do with whether the action is finished or not. We use the Present Perfect to talk about actions that started in the past and continue in the present. We also use it when we want to talk about an action that happened in the past but we don’t want to specify exactly when it happened because it is not important. On the other hand, we use the Past Simple to talk about finished actions in the past that happened at a specific time. e.g. Frank has had a stomach ache all day. e.g. Yesterday Frank had a stomach ache.

REMEMBER: We use the Present Perfect and the Past Simple to talk about actions in the past.

When we talk about finished actions in the past we use the Past Simple; when we talk about actions in the past that continue in the present we use the Present Perfect. We also use the Present Perfect when we talk about actions which happened in the past but it is not important when they happened.

Affirmative PAST SIMPLE I

was

in Paris

You

were

in Paris

He / she / it

was

in Paris

We / you / they

were

in Paris

PRESENT PERFECT I

have been (‘ve been)

in Paris

You

have been (‘ve been)

in Paris

He / she / it

has been (‘s been)

in Paris

We / you / they

have been (‘ve been)

in Paris

A CHEF FROM DUBLIN | 6

ENGLISH 4 | Chapter 5 | Summary

Negative PAST SIMPLE I

wasn’t

in Paris

You

weren’t

in Paris

He / she / it

wasn’t

in Paris

We / you / they

weren’t

in Paris

PRESENT PERFECT I

have not been (haven’t been)

in Paris

You

have not been (haven’t been)

in Paris

He / she / it

has not been (hasn’t been)

in Paris

We / you / they

have not been (haven’t been)

in Paris

Interrogative PAST SIMPLE Was

I

in Paris?

Were

you

in Paris?

Was

he / she / it

in Paris?

Were

we / you / they

in Paris?

PRESENT PERFECT Have

I

been

in Paris?

Have

you

been

in Paris?

Has

he / she / it

been

in Paris?

Have

we / you / they

been

in Paris?

Short Answers AFFIRMATIVE SHORT ANSWER PAST SIMPLE Yes,

I

was

Yes,

y

were

Yes,

he / she / it

was

Yes,

we / you / they

were

PRESENT PERFECT Yes,

I

have

Yes,

y

have

Yes,

he / she / it

has

Yes,

we / you / they

have

A CHEF FROM DUBLIN | 7

ENGLISH 4 | Chapter 5 | Summary

NEGATIVE SHORT ANSWER PAST SIMPLE No,

I

wasn’t

No,

you

weren’t

No,

he / she / it

wasn’t

No,

we / you / they

weren’t

PRESENT PERFECT No,

I

haven’t

No,

you

haven’t

No,

he / she / it

hasn’t

No,

we / you / they

haven’t

Developing Abilities reading: A comic book

A CHEF FROM DUBLIN | 8

ENGLISH 4 | Chapter 5 | Summary

WRITING: VOCABULARY BRAINSTORM

CONCLUSION

STORY

SOLVE

SPONTANEOUSLY

STORYBOARD

INTRODUCTION

VIGNETTE

CHARACTER

BALLOON

DEVELOPMENT

COVER PAGE

ACTION

TITLE

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ENGLISH 4 | Chapter 6 | Summary

A RAINY DAY IN CORK

ENGLISH 4 | Chapter 6 | Summary

A RAINY DAY IN CORK Travel journal Reading: A rainy day in Cork Aisha: There are many tourists around here.

Frank: Cork is visited by people from all around the world. There are lots of things to see here. A very important jazz festival is held every year.

Aisha: Really? When?

Frank: In October.

Aisha: But now it’s August. That’s too bad.

Frank: Oh well, maybe I’ll come back to see it.

Mary: Good morning. Do you have a minute?

Frank: Sure.

Mary: Do you know anything about global warming?

Aisha: Not really.

Mary: Well, we can solve that. This afternoon, a lecture on global warming is held in front of the sports centre.

Frank: How interesting. Who’s giving the lecture?

Mary: I am.

Aisha: We’ll be there.

Mary: Great! See you there.

Frank: The lecture starts at 4 o’clock. Right now it’s 2 o’clock. What do you want to do?

Aisha: Let’s walk around for a little while. It’s sunny outside.

Frank: You’re right, it’s a very nice day.

Aisha: What do you think about the girl who gave us the leaflet?

Frank: She seems nice. I want to attend her lecture.

Aisha: Me too.

Frank: It’s very cloudy. I think it’s going to rain.

Aisha: You’re right. Hey! There’s a man who sells umbrellas at the entrance to the park.

Frank: Let’s go buy one just in case. Did you hear that? It’s a storm. It’s starting to rain.

Aisha: I’m getting all wet. Let’s run!

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ENGLISH 4 | Chapter 6 | Summary

Mary: Hello again. The lecture is cancelled. It’s raining too hard. By the way, let me introduce myself. My name’s Mary.

Aisha: Nice to meet you, Mary. My name’s Aisha and this is my friend Frank.

Frank: Hello Mary.

Mary: You’re all wet… If you want you can come over to my flat for a cup of tea.

Aisha: That would be great!

Mary: I live right across the street, in that building over there.

Frank: It’s a very nice flat.

Mary: Thank you. It’s nice, but it’s a little old. The building was built in 1955.

I’m sorry… My flat’s a mess right now. I moved in last week, and there’s still a lot of work to do.

Frank: Hahaha, don’t worry, I don’t mind, and Aisha is used to it: her room is always a mess!

Aisha: Shhhhhh… Frank…

Frank: That’s too bad the lecture was cancelled. When will you give it?

Mary: Tomorrow I teach class at the university, but I’ll probably give it on the day after tomorrow.

Frank: Great! We’ll still be here.

Aisha: I hope it doesn’t rain.

Mary: You never know... It rains a lot in Cork.

READING VOCABULARY THAT’S TOO BAD UMBRELLA SOLVE LEAFLET LECTURE

Giving your opinion A rainy day in Cork Vocabulary GLOBAL WARMING TEMPERATURE ENVIRONMENT ATMOSPHERE GREENHOUSE EFFECT

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ENGLISH 4 | Chapter 6 | Summary

Vocabulary The weather

RAIN

SNOW

CLOUD

WIND

FREEZING

SUNNY

HOT

LIGHTNING

THUNDERCLAP

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ENGLISH 4 | Chapter 6 | Summary

Shopping

Grammar 1. Passive voice Present Simple Mary paints the wall.

In this sentence, the subject ‘Mary’ performs the action, whereas the object ‘the wall’ receives the action. Therefore, the subject is the ‘agent’, and the object is the ‘patient’.

Mary

paints

the wall.

subject agent

verb

object patient

In the passive voice, the focus is inverted and falls on the patient, the object affected by the action. The patient becomes the subject, and the agent becomes the object.

The wall

is painted

(by Mary).

subject patient

verb

object agent

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ENGLISH 4 | Chapter 6 | Summary

When the agent is important in the sentence, whether it is a person or thing that does the action, we use ‘by’. If it’s not, the agent does not have to be used. e.g. Modern cars are equipped with the latest

technology.

Forming the passive voice: The wall

is

painted

(by Mary).

Subject (patient)

Present Simple of verb ‘to be’

Past Participle of main verb

object (agent)

Vocabulary: Recycling

SORT

MIX

WASH

MANUFACTURE

MELT

Past Simple We use the passive voice in the Past Simple when we refer to events that occur within a time span prior to the present time: The building was designed by an Irish architect. (1998) The building was built. (2000) The shopping centre was inaugurated. (2002) The building was remodelled. (2006) (Now, 2010).

We create passive sentences in the Past Simple tense with the past form of the verb to be and the past participle of the main verb. Take a look at the following example: The house

was

built

Subject

past of the verb ‘to be’

past participle of main verb

in 1998.

Out in the real world Shopping for clothes Aisha: Excuse me. Do you have this dress in a size 10?

Shop assistant: I think so. I’ll look in the warehouse. Do you want this same colour?

Aisha: I’d like to try on a black one and a red one.

Shop assistant: Both of them are really nice. I’ll be back in a minute.

Aisha: Thanks.

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ENGLISH 4 | Chapter 6 | Summary

Shop assistant: Here you are.

Aisha: OK. Where are the changing rooms?

Shop assistant: Right next to the toilets.

Aisha: Great. I’ll try them on right now.

Shop assistant: OK. Let me know if you need anything else.

Aisha: Thank you.

Pronunciation The schwa sound chwa /ə/ is the most common vocalic sound in the English language. It can appear in any position within a word and it can be spelt in different ways. In fact, any vowel can have the schwa sound. The following are examples of this: about

pencil

evidence

journalist

father

taken

water

famous

Cultural corner Reading: Global warming The average temperature on Earth has increased in the past century. Some people believe that this is only a natural process, but most scientists think that our habits are contributing to this change in the Earth’s climate. This rise in temperature is called ‘global warming’, and it has become an international issue of concern in the past years.

To understand why this has happened we must talk about a very important process which helps regulate the temperature of the Earth: the greenhouse effect. The greenhouse effect takes place when certain gases (such as water vapour, carbon dioxide, methane and ozone) accumulate in the atmosphere. These gases, which are called greenhouse gases, trap energy from the sun and contribute to rising the temperature on our planet. However, this is not a bad thing. In fact, it is necessary: without these gases the Earth would be too cold for us to live in. The problem starts when the amount of greenhouse gases in the atmosphere is too high.

Around the beginnings of the 20th century the Industrial Revolution was at its peak. The beginning of this process of industrialisation coincides with the beginning of the rise in temperature on planet Earth – a rise which hasn’t stopped yet. Due to continued deforestation and the burning of fossil fuels. Trees take in carbon dioxide and turn it into oxygen and different organic compounds such as sugar. If we cut down a lot of trees, there will be more carbon dioxide in the atmosphere. The burning of fossil fuels such as natural gas and petroleum releases a high amount of carbon dioxide into the atmosphere.

In short: if we don’t reduce deforestation and decrease our use of fossil fuels, the consequences of our habits could be fatal for us and for our planet. The question we should ask ourselves is the following: what can we do to prevent global warming?

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ENGLISH 4 | Chapter 6 | Summary

READING VOCABULARY CONCERN

NCREASE

GREENHOUSE EFFECT

DECREASE

PEAK

GLOBAL WARMING

RISE

ISSUE

DEFORESTATION

FOSSIL FUELS

AVERAGE TEMPERATURE IGrammar 2 Relative pronouns and relative clauses Relative pronouns act as subject or object of a verb and are used to join two clauses together.

‘Which’, ‘where’ and ‘who’ are relative pronouns, and they introduce relative clauses.

‘Which’ is used for things, ‘where’ is used for places and ‘who’ is used for people. ‘That’ can replace both ‘who’ and ‘which’. e.g. This is the dress which I bought yesterday.

This is the dress that I bought yesterday.

e.g. This is the man who teaches English.

This is the man that teaches English.

Clauses: This is the dress. I bought it yesterday.

‘Which’ joins the clauses by acting as the subject. It replaces ‘the dress’. e.g. She’s the shopping assistant who sold me the dress.

Clauses: She’s the shopping assistant. She sold me the dress.

‘Who’ joins the two clauses and replaces ‘the shopping assistant’ in the sentence. e.g. This is the shopping centre where I bought the dress.

Clauses: This is the shopping centre. I bought the dress there.

‘Where’ joins the two clauses and replaces ‘the shopping centre’ in the sentence.

Developing abilities READING: A war correspondent Have you ever wondered about the journalists who report on armed conflicts? What do they feel when they are in the middle of a war? Why did they choose this job? You can find an answer to all of these questions and many more in the work of Peter Beaumont.

Peter Beaumont is the foreign affairs editor of a British Sunday newspaper: the Observer.

He has reported on many different war zones all around the world such as Afghanistan, Iraq and Kosovo. Beaumont was awarded the 2006 Orwell Prize for journalism. This prize is named after George Orwell, the author of classic books such as Animal Farm and 1984, and it is given to two political writers every year.

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ENGLISH 4 | Chapter 6 | Summary

Human rights; how war affects civilians; why war happens... These topics and many others are discussed by Beaumont. When he was interviewed about his book The Secret Life of War, the British journalist said the following about armed conflicts: “To understand conflicts you have to make a choice. It requires that you put yourself in danger because without the sense of peril, without the fear and uncertainty about yourself, you cannot get to the heart of it.”

Beaumont is one example of the many journalists who risk their lives to inform us about what goes on around the world. Instead of writing about war from far away, he chooses to be as close to the conflict as possible, because he thinks that’s the only way to understand it. So the next time you watch the news or read the newspaper, stop and think about the professional behind the story.

READING VOCABULARY HUMAN RIGHTS

REPORT

TOPIC

ARMED CONFLICT

JOURNALIST

FOREIGN AFFAIRS

CHOICE

SUNDAY NEWSPAPER

DANGER

WAR ZONE

PERIL

AWARD

FEAR Writing: Linking words The following linkers are used to express contrast: although, however, but, nevertheless.

If we want to contrast information in a sentence, we use ‘although’ or ‘but’. These words usually go after a comma. e.g. Chocolate ice cream is good, but vanilla ice cream is better. e.g. I really like spaghetti, although I prefer lasagne.

If we want to contrast information between two different sentences, we use ‘however’ or ‘nevertheless’. These words usually go at the beginning of a sentence, and are followed by a comma. e.g. I like both flavours. However, my favourite ice cream flavour is strawberry. e.g. I love cheese cake. Nevertheless, I don’t eat too much of it because it is unhealthy.

Speaking: Inviting someone to a party Mary: Hi, Aisha! This is Mary.

Aisha: Hello Mary! How are you?

Mary: I’m great, thanks. Listen, I’m organising a party at my house tomorrow night.

I wanted to know if you and Frank would like to come.

Aisha: That sounds great! We’ll be there! At what time does the party start?

Mary: The party starts at nine o’clock. Try to be on time!

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ENGLISH 4 | Chapter 6 | Summary

Aisha: Ok. If you need help organising everything you can count on me.

Mary: Thank you, but I’ll do it myself. I love organising parties!

Aisha: Ok. And who else is coming to the party?

Mary: Two of my students, a teacher, my next door neighbours and you and Frank.

Aisha: Perfect! I can’t wait.

Mary: It’ll be lots of fun, you’ll see. See you tomorrow then!

Aisha: Bye bye Mary!

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ENGLISH 4 | Chapter 7 | Summary

MY FAMILY IN BELFAST

ENGLISH 4 | Chapter 7 | Summary

MY FAMILY IN BELFAST Travel journal Reading: My family in Belfast Voice-over: Please remain in your seats with your seat belts securely fastened.

Frank: I’m really tired.

Aisha: Me too. Mary’s party was lots of fun.

Frank: Yes, it was. But we should have gone to bed earlier.

Aisha: We’ll sleep when we get to my uncle’s house.

Frank: I think I’ll sleep right now… yaaaaaaawn.

Aisha: I can’t sleep on airplanes.

Voice-over: We should be landing on Belfast in 20 minutes. Please remain in your seats with your seat belts securely fastened.

Frank: I’m excited about meeting your family. What does your uncle do for a living?

Aisha: He’s a scientist. He used to work for the European Space Agency in Paris, but now he works at Queen’s University in Belfast.

Frank: Really? How interesting!

Shannon: Hey, Aisha! We’re here!

Aisha: Hello, auntie! Hi Liam! Where’s uncle Jack?

Shannon: He’s working.

Aisha: What’s the matter Liam? You don’t want to say hello to your cousin Aisha?

Shannon: He’s sad because he lost his teddy bear.

Aisha: Well, what a coincidence! I bought you a present from Cork. Do you want it?

Liam: Yes. Aisha: Here you are.

Shannon: Wow! What a nice teddy bear. Are you happy Liam?

Liam: Yes! Aisha: This is my friend Frank.

Shannon: Hello Frank. Nice to meet you. Aisha talks a lot about you.

Frank: Nice to meet you too.

Shannon: Let’s go home. You can have a shower, change your clothes and rest for a while. Uncle Jack should be home soon.

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ENGLISH 4 | Chapter 7 | Summary

Shannon: Here’s your tea.

Frank: Thank you.

Aisha: Thanks aunt Shannon.

Shannon: You’re welcome. You should drink it while it’s hot.

Jack: Hello everybody!

Aisha: Uncle Jack!

READING VOCABULARY LANDING TO FASTEN TAKE OFF SEAT BELT TEDDY BEAR

Giving your opinion Travelling Vocabulary

BY CAR

BY BICYCLE

BY PLANE

BY BUS

BY MOTORCYCLE

Vocabulary Occupations

LIBRARIAN

POSTMAN

SINGER

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ENGLISH 4 | Chapter 7 | Summary

TAXI DRIVER

PHOTOGRAPHER

WAITER/WAITRESS

MECHANIC

VET

FIREMAN

ENGINEER

POLICEMAN

Emotions

HAPPY

EXCITED

SAD

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ENGLISH 4 | Chapter 7 | Summary

BORED

ANGRY

WORRIED

SURPRISED

SCARED

Grammar 1 Indeterminate pronouns Indeterminate pronouns are used to talk about indefinite people, things and places.

We normally use ‘some’ in affirmative sentences and ‘any’ in negative sentences and questions.

Somebody: There’s somebody outside. (People) Something:

I want something to eat. (Things)

Somewhere: The scissors are somewhere in the kitchen. (Places) Anybody: Anything:

Is there anybody in the house? (People) There isn’t anything to eat. (Things)

Anywhere: There isn’t anywhere to park my car. (Places) All of these indeterminate pronouns are singular words.

Modal verbs: Should We use the modal verb ‘should’ in the following situations: a) When we give advice or ask for it.

e.g. You should read this book. It’s great.

b) When we want to talk about something which is likely to happen.

e.g. It should rain today.

c) When we want to talk about things that we didn’t expect.

e.g. This car shouldn’t be parked here.

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ENGLISH 4 | Chapter 7 | Summary

d) When we want to say that someone did something wrong. In this case we use ‘should’ with past tenses.

e.g. You should have taken your umbrella.

She

should

sleep

eight hours.

Subject

Modal verb

Infinitive of main verb (without ‘to’)

Phrase/ Complement/ Object

I You He/She/It We You They

should

go

to bed early.

Subject

Modal verb

Infinitive of main verb

Phrase

shouldn’t / should not

go

to bed early.

I you he/she/it we you they

go

to bed early?

Affirmative

Negative I You He/She/It We You They Interrogative

Should/ Shouldn’t

Short Answers

Yes,

I you he/she/it we you they

should.

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ENGLISH 4 | Chapter 7 | Summary

No,

I you he/she/it we you they

shouldn’t / should not.

Out in the real world Formal introductions Aisha: Hello uncle Jack. How are you?

Jack: I’m alright. It’s been a long time since I last saw you. You’ve grown so much!

Aisha: There’s someone I would like you to meet. This is my friend Frank.

Jack: Well well. Young Aisha has a boyfriend.

Aisha: No! I said ‘friend’.

Jack: Sure... Hello, young man.

Frank: It’s a pleasure to meet you, sir.

Jack: The pleasure is mine.

Frank: Aisha has told me a lot about you and your family.

Jack: Has she told you anything good about us?

Frank: Hahahaha, yes, of course.

Pronunciation Consonant clusters Many English words start with a group of two or three consecutive consonants. We call these groups ‘consonant clusters’. Within a word, consonant clusters can appear also in intervocalic and final position.

Many Spanish speakers have problems pronouncing words that start with an ‘–s’ + one or two consonants. They usually pronounce an e sound before the ‘–s’. But as you know, it is incorrect to pronounce this ‘e’ sound.

STReet

SPain

SCRatch

SKill

SPRead

SChool

STain

SLow

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ENGLISH 4 | Chapter 7 | Summary

Cultural corner READING: Cultural gestures When we learn a new language we study its grammar, vocabulary and pronunciation.

However, there is another important aspect of communication which we usually overlook: body language. But if we want to learn to communicate in a foreign language, we should also learn its gestures and what they mean.

Different cultures have different gestures or ways to express things with the body. Some of these gestures are universal, while others are specific to every culture according to its values. For example, it is very common for us to maintain direct eye contact while speaking, but in some Asian countries it can be considered rude. It isn’t hard to imagine how these differences can cause misunderstandings.

An important difference between European and North American body language has to do with the distance we keep from each other when we talk. Europeans stand close to each other when they speak, while North American speakers keep a greater distance between one another. Argentinians and the Chinese, on the other hand, stand even closer than Europeans do while speaking.

In many cultures, it is common for people to greet each other with a handshake. However, there are some differences. In the United States, for example, people greet each other with firm handshakes. In Mexico and France, on the other hand, people greet each other with a soft handshake.

There are two things that you should keep in mind: when you interact with people from a different culture, make sure you are aware of which gestures are polite and which aren’t. If you aren’t, people might think you have bad manners. But remember, there is a universal gesture which will always help you in the communication process: a smile.

READING VOCABULARY OVERLOOK

MANNERS

VALUES

MISUNDERSTANDING

HANDSHAKE

EYE CONTACT

RUDE

STARE

Grammar 2 ‘Will’ and ‘going to’ We use ‘will’ and ‘going to’ when we want to talk about actions in the future and when we want to predict future events. a) When we want to talk about actions in the future that we have just decided while speaking, we use ‘will’.

Aisha: I need to print my essay and I don’t have any paper.

Frank: I’ll buy some from the store.

Frank uses ‘will’ because he has just decided to go to the store and buy some paper for Aisha.

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ENGLISH 4 | Chapter 7 | Summary

b) When we want to talk about actions in the future that we have decided before, we use ‘going to’.

Frank: What are you doing this afternoon?

Aisha: I’m going to study for tomorrow’s exam.

Frank uses ‘going to’ because she has decided to study for tomorrow’s exam before talking to Aisha. c) When we want to predict future events and we have evidence, we use ‘going to’.

Aisha: It’s already half past five and the film starts at six o’clock.

Frank: We’re going to be late!

Frank uses ‘going to’ because he has evidence that indicates they’re going to be late: it’s already half past five. d) When we want to talk about actions in the future but we don’t have any evidence, we use ‘will’.

Aisha: You will like my uncle.

Frank: I’m sure I will.

Aisha uses ‘will’ because she has no evidence that Frank will like her uncle, but she believes he will.

Developing abilities Reading: Space tourism In the 1950s, space tourism was only possible in movies and science fiction novels. Writers fantasised about people travelling to the moon and beyond. In the past few years, however, space tourism has become a reality.

Dennis Tito, a multimillionaire from California, was the first space tourist in history. He spent 7 days on the International Space Station, and he also contributed to a scientific experiment during this time. Several wealthy individuals have followed Dennis’s footsteps, paying their way into outer space, and many others are on a waiting list. However, so far this reality is only possible for a few people, since travelling to outer space costs around $25 million, and not many people can afford this quantity of money.

However, there are many people who aren’t multimillionaires but really wish to experience the feeling of being in space. That’s why several companies are planning on setting up suborbital flights which will cost around $200,000. On these flights, costumers will be able to experience zero gravity.

While nowadays space tourism is too expensive for most average citizens, many companies want to make it available to the middle classes in the future. One of the goals of these companies is to build space hotels for future tourists. But the growth of space tourism is a very slow process, and it might take a long time for all this to happen.

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ENGLISH 4 | Chapter 7 | Summary

READING VOCABULARY WEALTHY WAITING LIST AVERAGE CITIZEN ZERO GRAVITY AFFORD Writing: Correlative conjunctions Some conjunctions, called correlative conjunctions, are used in pairs. There are different types, but the coordinating type is the most commonly used. Here are a few examples: Both Aisha and Frank have been wonderful guests at our house. Frank is a very respectful young man, and he got along with Liam really well. Our son won’t be very happy when they leave, but hopefully they’ll come back and visit us again.

Neither my wife Shannon nor I have been to Dartford in a long time, so we might go there soon and pay our niece a visit. Both Shannon and I love travelling, but we haven’t left Belfast since we moved back from Paris. I’m sure Liam will be very excited to visit his cousin, and he’ll also be very happy to visit London. He’s never been there, and he keeps saying he wants to go on the London Eye. Neither my wife nor I will go on it; we are scared of heights! But I’m sure both Frank and Aisha will love to go along with Liam.

Speaking: Saying thank you Frank: Goodbye Shannon. I’ve had a great time here in Belfast.

Shannon: I’m glad you enjoyed your stay.

Frank: I want to thank you and Jack for letting me stay at your house.

Shannon: You’re welcome. You can come back and visit any time.

Frank: I bought a present for you guys. Here you are.

Shannon: Oh, a box of chocolates! You didn’t have to.

Frank: I hope you like them.

Shannon: I love chocolates, and Jack loves them too.

Frank: Well, thank you once again Shannon.

Shannon: It’s been a pleasure having you here.

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ENGLISH 4 | Chapter 8 | Summary

WE’VE MET AN ACTOR!

ENGLISH 4 | Chapter 8 | Summary

WE’VE MET AN ACTOR! TRAVEL JOURNAL Reading: We’ve met an actor!

Frank: There are so many things to see at the Edinburgh International Festival!

Aisha: And there are so many people in Edinburgh. It’s great!

Frank: We don’t have much money left. I want to go see a play, but the tickets cost £20.

If we spend £20, we won’t have enough money to see any other play.

Aisha: That’s fine with me. One play is more than enough.

Ben: Hello there. I’m Ben. I was listening to your conversation and I think I can help you.

What play do you want to see?

Frank: I want to see Faust.

Ben: Interesting. I’m a student at Edinburgh Acting School, and I can get you into the play for free.

Frank: Really? That’s great. By the way, I’m Frank.

Aisha: And I’m Aisha.

Ben: Nice to meet you guys. As I said, I can get you into the play for free, but you’ll have to help me. I need two actors for a street performance. If you help me, I’ll get you tickets for Faust.

Aisha: Awesome! I’ve always wanted to act!

Frank: But I can’t act.

Ben: Don’t worry, you’ll do great. I’ll explain everything to you.

Ben: We’re going to perform a play I’ve written.

Frank: What’s it about?

Ben: The story goes like this: James is a young musician, and he’s in love with a young girl named Heather. One day, the devil makes an offer to James. He says: ‘If you sell me your soul, I’ll make you a great musician.’

Frank: And does James accept the offer?

Ben: Yes, he does. He becomes an excellent musician, but there’s one little problem: he can’t love Heather because he doesn’t have a soul.

Aisha: That’s a very sad story. Who is going to be the musician?

Ben: Frank will be James. Aisha, you’ll be Heather. I’ll be the devil. Hahahaha.

Aisha: OK. Frank: Who are you?

Ben: I am the devil.

Frank: And what do you want?

Ben: I want to make you an offer. If you sell me your soul, I’ll make you a great musician.

Frank: Can you do that?

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ENGLISH 4 | Chapter 8 | Summary

Ben: Of course! I am the devil. Do you want to become a great musician or not?

Frank: Yes, I do.

Ben: Enough said. It’s been a pleasure making business with you. See you in hell, my friend.

Frank: What?

Aisha: What’s wrong, James? Why aren’t you listening to me?

Frank: Get out, Heather!

Aisha: Don’t you love me anymore?

Frank: No, of course I don’t! I only have time for my guitar!

Aisha: If I leave now, I’ll never come back.

Frank: That’s exactly what I want.

Aisha: Fine. Goodbye James.

Frank: Close the door on your way out.

Ben: That was great!

Aisha: I had lots of fun!

Frank: Acting isn’t so bad after all.

Ben: If you guys don’t have any plans, we’ll do it again tomorrow.

Aisha: Awesome!

READING VOCABULARY THAT’S FINE WITH ME PERFORMANCE MORE THAN ENOUGH ON YOUR WAY OUT

BY THE WAY

Giving your opinion We’ve met an actor!

Vocabulary PLAY FILM BORING FUN AUDIENCE ACTORS LIVE

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ENGLISH 4 | Chapter 8 | Summary

Vocabulary Money and money verbs PAY

EARN

LEND

SPEND

BORROW

SAVE

COST

OWE

MONEY

COIN

CASH POINT

CREDIT CARD

WALLET

CHEQUEBOOK

Theatre STAGE

PLAY

AISLE

SEATING

AUDIENCE

CAST

BALCONY

CURTAIN

ROW

ACTOR

Grammar 1 First conditional We use the First Conditional to talk about possible events in the future and their consequences.

First Conditional sentences have two clauses: an ‘if’ clause and a main clause. A clause is a group of words with a subject and a predicate.

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ENGLISH 4 | Chapter 8 | Summary

e.g. If I take the train at nine o’clock,

I’ll arrive in London at half past nine.

e.g. If you come to my house, I’ll cook dinner.

The ‘if’ clause can go before the main clause. In this case, there is a comma after the ‘if’ clause.

If he studies hard,

he will get a good mark.

‘if’ clause

main clause

The ‘if’ clause can also go after the main clause. If this is the case, we do not need a comma. This alternative order does not change the meaning of the sentence.

He will get a good mark

if he studies hard.

main clause

‘if’ clause

The ‘if’ clause talks about a possible event in the future. This event is a condition: if this event finally happens, the consequences expressed in the main clause will also happen. e.g. If we eat too many sweets, ...

The verb in the ‘if’ clause is in the Present Simple tense.

The main clause talks about the consequence of the event expressed in the ‘if’ clause. ... we will feel sick.

The main clause is in Future Simple and includes ‘will’ and the bare infinitive of the main verb. A ‘bare’ infinitive is the infinitive form of a verb without ‘to’.

Forming the First Conditional: If

I

study,

I

will pass

the exam.

If

Subject

Present Simple

Subject

Future Simple of main verb

object, complement, etc.

Out in the real world Making plans for the weekend Ben: The performance was a success. Thanks a lot for everything.

Frank: We’ve had lots of fun.

Ben: By the way, what are your plans for this weekend?

Frank: We haven’t made any plans yet. We’re leaving on Monday, so we are going to be in Edinburgh for the whole weekend.

Ben: Some of my classmates from acting school have organised a party, and it would be great if you and Aisha could come.

Frank: That sounds great. When is the party?

Ben: It’s on Friday night at ten o’clock. If you want, we can meet at nine thirty and go to the party together.

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ENGLISH 4 | Chapter 8 | Summary

Frank: Perfect. Let’s meet at nine thirty in front of Edinburgh castle.

Ben: I’ll be there. See you then, Frank.

Frank: Goodbye, Ben.

Pronunciation Irregular verb endings As you know, the Past Simple and Past Participle forms of irregular verbs have many different endings. That’s why they’re called irregular verbs.

Infinitive

Past Participle

read

read

bring

brought

write

written

sleep

slept

buy

bought

eat

eaten

teach

taught

begin

begun

Cultural corner Reading: Edinburgh International Festival Every year in August, the city of Edinburgh becomes the seat of one of the most important festivals in the world of performing arts: the Edinburgh International Festival. Six of the main theatres in the city, together with other smaller ones, hold performances of different kinds: theatre, dance, opera, classical music and visual arts.

All these performances are at the heart of the festival, but its influence does not stay within the walls of the theatre buildings. The festival transforms the city, and creativity is present in every corner of Edinburgh. Visitors from all around the world fill the capital of Scotland, and street performers are everywhere. At the same time, other minor festivals take place, adding to the festive atmosphere in the city.

The Edinburgh International Festival started in 1947. At the time, World War II had just ended, and the United Kingdom was still in a state of shock. It was in this post-war context that a group of people decided to organise a festival that, in their own words, attempted to ‘provide a platform for the flowering of the human spirit’. The philosophy behind the first edition of the festival is still present today.

However, not everyone who wanted to participate in this first edition of the festival was invited. There were 8 theatre groups which were not accepted by the organisation of the festival. These 8 groups decided not to stand there with their arms crossed and they started what today is known as The Edinburgh Festival Fringe: a festival which started as a minor and secondary event, but eventually became the largest arts festival in the world.

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ENGLISH 4 | Chapter 8 | Summary

In short, the festival and all the activities that take place around it are interesting and fun not only to theatre and performing arts lovers, but also to anyone who enjoys being in a beautiful city with a colourful atmosphere. If I were you, I would check it out!

READING VOCABULARY PERFORMING ARTS STREET PERFORMER POST-WAR

Grammar 2 Second Conditional We use the Second Conditional to talk about imaginary or improbable events in the future and their consequences. e.g. If I were an adult, I would drive a car.

Second Conditional sentences also have two clauses: an ‘if’ clause and a main clause.

The ‘if’ clause can also go before the main clause. In this case there is a comma after the ‘if’ clause.

The ‘if’ clause can also go after the main clause. If this is the case, we do not need a comma. Like with the First Conditional, this alternative order does not change the meaning of the sentence.

The ‘if’ clause talks about an imaginary or improbable event. This event is a condition: if this event happened, the consequences expressed in the main clause would also happen. The verb in the ‘if’ clause is in the Past Simple tense. e.g. If I didn’t work, ...

The main clause talks about the consequence of the event expressed in the ‘if’ clause.

The main clause includes would and the bare infinitive of the main verb. ... I would wake up late.

When asking about imaginary situations, the Second Conditional is used this way: e.g. What would you do if ... ... you were a millionaire? ... you were the mayor of your town?

Developing abilities Reading: If I could travel anywhere in the world By now we all know that Frank and Aisha love to travel. But where do you think they’d like to go? Read the text to learn about their favourite destinations.

Frank: Japan If I could travel anywhere in the world, I would visit Japan. I have always been interested in Japanese culture, and I love their food: I’m a big fan of sushi. I really want to visit Tokyo, but I would never live there. It must be very stressful!

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Aisha: Australia If I could travel anywhere in the world, I would go to Australia. I love its exotic animals and its beautiful landscapes. If I were in Australia, I would learn to surf: its beaches are perfect for surfing! But I would have to be very careful, because there are lots of sharks in the water. I would also like to go scuba diving, and I would love to see the Great Barrier Reef, which is the largest coral reef in the world.

Ben: Russia If I could travel anywhere in the world, I would choose Russia. I really like Russian culture, especially its theatre. I think Moscow is a really interesting city, but there are many other cities worth visiting in Russia. It is such a large country that I would have to spend at least a month visiting it.

Writing: Structure of a paragraph The structure of a paragraph is similar to that of an essay. The information we find in a paragraph is structured in three parts: introduction, body and conclusion.

Speaking: Giving advice Aisha: I’m a little confused. I thought I wanted to study Business, but I have had so much fun acting with you and Frank that I’m not so sure anymore.

Ben: If I were you, I would wait before enrolling at an Acting School. You need more time to think about it.

Aisha: I guess you’re right. I still have a month before classes start.

Ben: Just remember that you can always change your mind and start studying Business a year later.

Aisha: Well, I’ll think about it for a couple of weeks.

Ben: Yes, you should. And if you finally choose to study Business, you can always join an amateur theatre group.

Aisha: You’re right! I hadn’t thought of that. Thanks a lot for your advice, Ben.

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ENGLISH 4 | Chapter 9 | Summary

LET’S WATCH A FILM!

ENGLISH 4 | Chapter 9 | Summary

LET’S WATCH A FILM! Travel journal Reading: Let’s watch a film!

Frank: I’m sure Liverpool is a great city, but I’m really tired and I don’t feel like walking around tonight.

Aisha: Don’t worry. We don’t have go out right now if we don’t want to. We can do it tomorrow. How about renting a film and watching it here at the hostel? The desk clerk said there was a common room with a widescreen television and a DVD player.

Frank: That sounds great! We can buy some popcorn too. I think there’s a microwave in the hostel kitchen.

Frank: What kind of film do you want to rent?

Aisha: Let’s rent a romantic film!

Frank: Why don’t we rent something we both like?

Aisha: OK, but it has to be in colour and in English.

Frank: Hahahaha. Let’s rent this one then. It’s a comedy. My mother said it was very good.

Aisha: Good idea, I like comedies. Let’s rent it.

Aisha: This is a great hostel. There aren’t many people around right now, but the clerk said there were a couple of guests on our floor.

Frank: I haven’t seen anyone around yet.

Aisha: It’s a little cold. The clerk said there were blankets in the room. I’ll go and get one.

Frank: Good idea. I’m a little cold too.

Frank: This popcorn smells delicious.

Aisha: Let’s eat it before it gets cold. I’ll put the DVD in the DVD player.

Aisha: There’s something I want to ask you, Frank.

Frank: What is it?

Aisha: I’ve been thinking about our friendship lately, and I want to know how you feel about us.

Frank: Well, we’re really good friends. I like spending time with you, and this trip has been wonderful.

Aisha: I’m glad to hear that.

Richard: The hostel clerk said someone was watching a film in the common room, so I came right away. I love this film. I’ll watch it with you.

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ENGLISH 4 | Chapter 9 | Summary

Frank: Ehem… alright.

Aisha: What?

Richard: The director said this wasn’t his best film. But he’s wrong.

Aisha: Sure.

Frank: Well, Richard… the hostel clerk told us to be quiet after 10 o’clock. We should go to our room.

Richard: We can go out and keep talking about the film.

Aisha: We’re a little tired. Thanks for the offer, but we need to rest.

Richard: Fine. See you around!

READING VOCABULARY RENT A FILM COMMON ROOM BLANKET I’M GLAD REST

Giving your opinion Downloads Vocabulary DOWNLOAD LEAK FILE SHARING PEER TO PEER TORRENT COPYRIGHT

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ENGLISH 4 | Chapter 9 | Summary

Vocabulary Home entertainment

speakers

widescreen television stereo console DVD player

DVDs CDs

mp3 player

headphones

remote control

Cinema horror film

sci-fi film

romantic film

action film

comedy

Grammar 1 Reported speech: Present Simple We use reported speech when we want to tell someone about what someone else said.

When we use reported speech, we change the verbs into their past forms. This is because we usually use reported speech to talk about the past. e.g.

Direct speech: Frank said ‘I want to buy a new saxophone’.

Reported speech: Frank said (that) he wanted to buy a new saxophone.

Direct speech: Aisha said ‘I need to phone my mother’.

Reported speech: Aisha said (that) she needed to phone her mother.

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ENGLISH 4 | Chapter 9 | Summary

Direct speech: Mary said ‘I am late for class’.

Reported speech: Mary said (that) she was late for class.

Note: The word ‘that’ is in brackets because it is optional.

Reported speech: Present Continuous As we said before, when we use reported speech, we change the verbs into their past form. This is because we normally use reported speech to talk about the past. So if a sentence is said in Present Continuous, we will use the Past Continuous in reported speech. e.g.

Direct speech: Frank said ‘I am writing’.

Reported speech: Frank said that he was writing.

Direct speech: Ryan said ‘I am reading a comic book’.

Reported speech: Ryan said (that) he was reading a comic book.

Note: The word that is in brackets because it is optional.

Out in the real world At the airport Check-in worker: Hello. What is your destination?

Aisha: I’m flying to London.

Check-in worker: Are you going back home?

Aisha: Yes. Check-in worker: Can I see your ticket, please?

Aisha: Here you are.

Check-in worker: Thanks. Would you like a window seat or an aisle seat?

Aisha: I’d like an aisle seat, please.

Check-in worker: Ok. Did you pack all your bags yourself?

Aisha: Yes, I did.

Check-in worker: Are there any sharp or cutting objects in the bags?

Aisha: No, there aren’t.

Check-in worker: Perfect. Here’s your boarding pass. Please go to gate 11 as soon as possible.

Aisha: Thank you very much.

Check-in worker: Thank you for flying with us. I hope you enjoy your flight.

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ENGLISH 4 | Chapter 9 | Summary

Pronunciation Intonation When we say something, our voice rises and falls. This is called intonation. Intonation is different in every language.

We learn the intonation of our native language when we learn to speak, so it’s difficult for us to learn the intonation of a second language. However, let’s try to learn about the intonation of questions and exclamations in English.

The first sentence is a question, and the second is an exclamation. Questions end with a rise ( ˏ ) on the last word, and exclamations end with a fall ( ˋ ) on the last word.

Cultural corner READING: The origins of cinema They say that a picture is worth a thousand words. But what if instead of one picture we have many pictures – one after another – and these pictures actually move? This is what we call a ‘motion picture,’ and it has been part of our culture for well over a century. But who invented it and why? Let’s find out!

The year was 1872. Leland Stamford, an American politician and multimillionaire, spent most of his time watching his race horses. Stamford had a theory: he said that, at one point, horses had all their feet off the ground at once when they galloped. People said that this wasn’t possible, so in order to prove his theory, Stamford got in touch with a renowned British photographer named Eadweard Muybridge. Stamford wanted Eadweard to prove his theory with pictures.

Muybridge accepted Stamford’s job offer, and he got to work right away. After several failed attempts, Muybridge finally succeeded in his task. He set up a series of 24 cameras that captured pictures of Stamford’s horse while galloping. These pictures proved that Stamford’s theory was correct, but they achieved something much more important: they became the first example of a motion picture in history.

After the success of his experiment, Muybridge kept attempting to capture the movement of both animals and humans. The British photographer invented the zoopraxiscope, or in other words, the first movie projector in history. The zoopraxiscope spinned glass disks at a great speed. These glass disks had images drawn on them, and these images were projected, creating the illusion of movement.

Many scientists, inventors, and artists have been influenced by Muybridge’s work. His contribution was the first in a series of steps which led to the creation of cinema as we know it today – and it all started with a discussion on how horses galloped!

READING VOCABULARY SPIN GALLOP MOTION PICTURE ATTEMPT RACE HORSE RENOWN

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ENGLISH 4 | Chapter 9 | Summary

Grammar 2 Reported questions Note that when we report questions, we don’t use a question mark.

• If we report a yes or no question, we use the following structure: Question: Do you want to go to the cinema?

Reported question: He asked if she wanted to go to the cinema.

He wanted to know if she wanted to go to the cinema.

He wondered if she wanted to go to the cinema.

• If we report a wh- question, we use the following structure: Question: What do you want to drink?

Reported question: He asked her what she wanted to drink.

He wanted to know what she wanted to drink.

He wondered what she wanted to drink.

Developing abilities Reading: Lost, beyond a TV show The names of Jack, Kate, Hugo and Sawyer might not be familiar to some of you, but to others they probably mean a lot. These are some of the characters in the popular TV show ‘Lost’. But ‘Lost’ is more than a TV show; in the past years, this series has reached beyond the boundaries of television and it has become the first example of a new way of experiencing television. Let’s take some time to examine this phenomenon.

On 22 September, 2004, ABC, an American television network, aired the pilot episode of ‘Lost’. In this episode, an airplane crashed in an apparently deserted island, and some of the passengers survived the crash. This first episode raised a lot of questions among viewers. The viewers asked themselves who these survivors were. They also asked themselves where the island they crashed was. These two enigmas were the beginning of a long series of questions that have kept ‘Lost’ fans with their eyes glued to their TV sets for five seasons.

The uncertainty of almost every element of the plot explains part of the show’s success, but there’s much more to ‘Lost’ than this. Any true ‘Lost’ fan knows that the show is just the central part of the ‘Lost’ phenomenon. ‘Lost’ has a large and very loyal fan community which discusses all of these mysteries and speculates about the direction of the plot on the Internet. There are many ‘Lost’ websites on the Internet, and there is even a ‘Lostpedia’ – an entire encyclopaedia devoted to the show!

Taking this into account, it’s easy to see that ‘Lost’ is not just another show, but a groundbreaking phenomenon.

Whether you are already a ‘Lost’ fan or you are just curious about this show, you can use it as a fun way to learn English. Just watch some of your favourite episodes in English – with or without subtitles, depending on your level.

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ENGLISH 4 | Chapter 9 | Summary

READING VOCABULARY CHARACTER VIEWERS TV SHOW NETWORK BOUNDARY GROUNDBREAKING Speaking: Talking about films Ben: Have you ever seen The Dark Knight?

Frank: Yes, I have. I really liked it.

Ben: So did I. I usually don’t watch Hollywood films, but The Dark Knight was really good. Christian Bale did a great acting job.

Frank: I like most Batman movies, but my favourite is the one from 1989.

Ben: I liked that one too. Tim Burton is a really good director.

Frank: I agree. His movies are really interesting. I have never seen Sleepy Hollow, but I want to see it.

Ben: It’s a great story, and Johnny Depp is fantastic in it. We can rent it and watch it later if you want.

Frank: Thank you, but I want to spend some time with Aisha. Maybe tomorrow, ok?

Ben: Sure.

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ENGLISH 4 | Chapter 10 | Summary

HOMECOMING

ENGLISH 4 | Chapter 10 | Summary

HOMECOMING Travel journal Reading: Homecoming Hello again! This trip has flown by, hasn’t it? We’ve had some good moments and some bad ones too. Remember when I thought David had stolen our bags? Oh my gosh, I was so embarassed when I realised it wasn’t true! And when we acted on the streets of Edinburgh. It was so much fun! We have met a lot of people, and some of them might turn out to be very good friends in the long run.

Now it’s time to start all over again. There are going to be a lot of changes for Frank and I. The school year is about to begin. We’re both going to university soon, and I still haven’t made up my mind about what I should study. I might stick to studying Business, but I have to think about it a little bit more. Frank is going to study Graphic Design, and I think he’ll do great. He’s a born artist, and he can’t fail!

I could be wrong, but I feel that Frank and I make a good couple. We’ll see what happens.

On top of all this, I’m very excited about playing volleyball again. Even though I will be studying in London next year, I will keep playing with the Dartfort team: I can’t leave my girls behind! We might win or we might lose, but we’ll definitely have a great time.

Well everybody, thanks a lot for reading our travel journal. I hope you have all enjoyed it as much as we have enjoyed our trip. One last tip: try and speak English as much as you can, even if you don’t travel to an English speaking country. And if you think your English is not good enough, don’t be embarassed and speak it anyway; if you do so, you will improve with time. It might be difficult at first, but you will make lots of new friends and learn a lot. So don’t give up!

READING VOCABULARY FLY BY IN THE LONG RUN A BORN ARTIST OH MY GOSH MAKE UP (MY) MIND GIVE UP

Giving your opinion What should I study?

Vocabulary JOB OPPORTUNITIES SALARY STABLE JOB PERSONAL FULFILLMENT

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ENGLISH 4 | Chapter 10 | Summary

Vocabulary Music

AMPLIFIER

ACOUSTIC GUITAR

ELECTRIC GUITAR

KEYBOARD

MICROPHONE

BASS GUITAR

DRUMS

Books A textbook is a book used to study a subject.

A novel is a long invented narrative.

A short story is a short invented narrative.

A dictionary is a book containing words and their definitions.

A bookseller is a person who sells books.

A travel guide is a book for tourists or travellers which contains information about a country.

A biography is a book which contains details about the life of a specific person.

Fiction is literature which is invented.

Non-fiction is literature based on true events.

A hardcover edition is an expensive edition of a book which is bound in hard covers.

A paperback edition is a cheap edition of a book which is bound in soft covers.

Grammar 1 Modal verbs of probability We use ‘must’, ‘may’, ‘might’, and ‘can’t’ to express probability.

• We use ‘must’ when we are almost certain that something is true. e.g. You must be very tired from your trip.

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• We use ‘may’ or ‘might’ when there is approximately a 50% probability of something being true. e.g. My computer doesn’t work. It might be broken.

• We use ‘can’t’ when we are sure that something is not true. e.g. Frank’s dad: There’s a dog barking outside.

Frank: It can’t be Bird. He’s in my room.

Out in the real world At the bookshop Frank: Good evening.

Bookseller: Good evening young man. How may I help you?

Frank: I’m here to buy some Graphic Design books.

Bookseller: Are you a student?

Frank: I will be very soon.

Bookseller: What school will you attend?

Frank: Central Saint Martins College of Art & Design.

Bookseller: Good choice. The coursebooks for your school are on the second floor. Let me know if you have problems finding something.

Frank: Thank you very much.

Bookseller: Did you find everything you were looking for?

Frank: Yes, I did. Here you are.

Bookseller: Let’s see... It’ll be £210.

Frank: What?!

Bookseller: Welcome to higher education, my young friend. Hahahaha.

Pronunciation One language, different accents Just like any other language, English has many different varieties. In this chapter we will focus on the main difference between British English and American English, and we will learn to distinguish between these two varieties.

One of the main differences between these two varieties of English has to do with the pronunciation of the sound /r/. Most speakers in the United States pronounce this sound, while most speakers in Britain do not. Therefore, we say that American English is rhotic, while British English is non-rhotic.

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Cultural corner READING: British music through the decades Popular music in Britain has been shaped through its close relationship with the United States. The two musical traditions have constanly influenced each other over the last 50 years.

In the 1950s, popular music in Britain started to emulate a wide range of new, exciting musical movements that were appearing on the other side of the Atlantic ocean, like the orchestrated American ballads that dominated music sales and charts in the UK. By the mid 50s, a new wave of British folk music mirrored a folk revival in the States led by solo artists such as Woody Guthrie and Bob Dylan.

It comes as no surprise then that the emergence of rock and roll was also going to be influential. However, it was nothing compared to the effect that Beatlemania had on popular music in the States.

Popular music in the 1960s took a new turn with the Beatles: the ‘British Invasion’ was present in every aspect of pop culture – fashion, haircuts and the attitude towards life changed on both sides of the Atlantic.

In the 1970s, a progressive form of pop music known as psychedelic rock appeared. It was spearheaded by bands such as Cream or Pink Floyd. This style developed in the 70s, alongside other sub-genres of rock music such as electric folk, blues rock, glam rock, and early forms of heavy metal music. In the late 70s, raw punk acts such as The Sex Pistols positioned themselves in relation to a series of social inequalities in the UK. Later on, in the 80s and 90s, indie rock music emerged as a response to the conservative attitude of the music scene. A famous sub-genre in the UK was known as Brit Pop, a style influenced by the British pop music of the 1960s and 1970s. This music enjoyed huge commercial success overseas (through groups such as Oasis and Blur).

The first decade of the 21st century was not so much an exploration as it was a revival of different styles, all of them having an impact on the charts: indie rock bands such as Radiohead, boybands and girl groups such as Take That and the Spice Girls, dance acts such as the Chemical Bros, etc.

READING VOCABULARY EMULATE

HAIRCUT

WIDE RANGE

RAW

A NEW TURN

SOCIAL INEQUALITIES

REVIVAL

Cultural corner Reading: Bearlin Some people wake up grumbling; others wake up humming a tune. Such is the case of Jordi Rabascall and Ignasi Calvo, the members of Bearlin –a very special electropop band from Barcelona who have cheered and surprised audiences from the stage for the past 5 years.

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Being good musicians, they are highly influenced by the music they like, and this influence (of bands such as Depeche Mode, Tears for Fears, U2, Pink Floyd...) is visible in their compositions. However, Bearlin stand out for their live performances, making magic happen on stage at every show. Ignasi turns into the king of keyboards, and Jordi turns into a hurricane of energy with the ability to awaken rhythm in even the most unrhythmic person on the planet.

We suggest you check them out at www.bearlin.net or at www.myspace.com/bearlin!

READING VOCABULARY grumble stage hum a tune cheer composition live performance

Grammar 2: Review Present Simple vs Present Continuous Continuous tenses are generally used to talk about things happening at the time of speaking. Simple tenses, on the other hand, are used to talk about things which happen repeatedly, such as habits and routines.

We use the Present Simple to…

We use the Present Continuous to…

• talk about repeated actions, habits and • talk about actions which are happening routines. right now. e.g. I go to the cinema every weekend.

• talk about facts e.g. The Earth is round.

e.g. He is using the computer.

• talk about long actions which are happening around now, but not necessarily right now.

• talk about scheduled events in the near future.

e.g. He is saving money.

e.g. The football match starts at 9.

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

• express opinions and feelings.

e.g. We are moving to London next year.

e.g. I like cheesecake.

There are some verbs which we normally use with the Present Simple, but not with the Present Continuous: feel, love, hate, like, dislike, understand, own, belong The Present Simple usually goes together with expressions of frequency: e.g. He always plays football at the weekend. e.g. She never does her homework.

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The Present Continuous, on the other hand, usually goes together with time expressions such as ‘at the time’ and ‘right now’. e.g. Right now Aisha is packing her bag. e.g. At the time, Frank is listening to music.

PRESENT SIMPLE Affirmative I

was

in Paris

You

were

in Paris

He/She/It

was

in Paris

We/You /They

were

in Paris

I/You

do not/don’t

play the saxophone

He/She/It

does not/doesn’t

play the saxophone

We/You/They

do not/don’t

play the saxophone

Do

I/you

play the saxophone?

Does

he/she/it

play the saxophone?

Do

we/you/they

play the saxophone?

No,

I/you

don’t.

No,

he/she/it

doesn’t.

No,

we/you/they

don’t.

Yes,

I/you

do.

Yes,

he/she/it

does.

Yes,

we/you/they

do.

Negative

Interrogative

Short answers

PRESENT CONTINUOUS Affirmative I

am/’m

watching a film

You

are/’re

watching a film

He/She/It

is/’s

watching a film

We/You/They

are/’re

watching a film

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Negative I

am not/ ‘m not

watching a film

You

are not/aren’t

watching a film

He/She/It

is not/isn’t

watching a film

We/You/They

aren’t/are not

watching a film

Am

I

watching a film?

Are

you

watching a film?

Is

he/she/it

watching a film?

Are

we/you/they

watching a film?

Yes,

I

am

Yes,

you

are

Yes,

he/she/it

is

Yes,

we/you/they

are

No,

I

‘m not

No,

you

aren’t

No,

he/she/it

isn’t

No,

we/you/they

aren’t

Interrogative

Short answers

pAST Simple AND PAST Continuous We use the Past Continuous to talk about a long action which was happening during a certain period of time in the past. We use the Past Simple to talk about a short action which happened in the past. We use these two tenses with ‘when’ to express that the short action interrupted the long one. e.g. I was sleeping when the phone rang.

Present Perfect We use the Present Perfect to talk about an action which started in the past and is still happening right now or ended recently. In both cases, the action in the past is linked to the present.

When we use the Present Perfect we don’t emphasise the specific time when an action took place.

We use the Present Perfect with the following adverbs: ever

already and yet

just

for and since

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ENGLISH 4 | Chapter 10 | Summary

We form the Present Perfect with the auxiliary verb ‘have’ followed by the past participle of the main verb: You

have

been

sick.

subject

auxiliary

past participle

adjective

In the case of questions, we change the order of the subject and the auxiliary verb: Have

you

been

sick?

auxiliary

subject

past participle

adjective

Affirmative I

have been

to Paris

You

have been

to Paris

He/She/It

has been

to Paris

We/You/They

have been

to Paris

I

have not been

to Paris

You

have not been

to Paris

He/She/It

has not been

to Paris

We/You/They

have not been

to Paris

Have

I

been to Paris?

Have

you

been to Paris?

Has

he/she/it

been to Paris?

Have

we/you/they

been to Paris?

Yes,

I

have

Yes,

you

have

Yes,

he/she/it

have

Yes,

we/you/they

have

No,

I

haven’t

No,

you

haven’t

No,

he/she/it

haven’t

No,

we/you/they

haven’t

Negative

Interrogative

Short answers

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ENGLISH 4 | Chapter 10 | Summary

Passive In the sentence ‘Mary paints the wall,’ Mary performs the action; she paints the wall. We say that Mary is the agent, while the wall is the patient. In this sentence, the agent (Mary) is the subject and the patient (the wall) is the object.

When we use the passive voice we focus on the patient – the object or person affected by the action. In the sentence ‘The wall is painted by Mary,’ the patient (the wall) is the subject of the sentence, and the agent is the object.

The wall

is painted

subject

(by Mary). object

verb

patient

(agent)

Modal verbs: should We use the modal verb should in the following situations: • When we give advice or ask for it. e.g. You should read this book. It’s great.

• When we want to talk about something which is likely to happen. e.g. It should rain today.

• When we want to talk about things that we didn’t expect. e.g. This car shouldn’t be parked here.

• When we want to say that someone did something wrong. In this case we use ‘should’ with past tenses. e.g. You should have taken your umbrella.

Affirmative I

should

go to bed early

You

should

go to bed early

He/She/It

should

go to bed early

We/You/They

should

go to bed early

I

shouldn’t

go to bed early

You

shouldn’t

go to bed early

He/She/It

shouldn’t

go to bed early

We/You/They

shouldn’t

go to bed early

Should

I

go to bed early?

Should

you

go to bed early?

Should

he/she/it

go to bed early?

Should

we/you/they

go to bed early?

Negative

Interrogative

HOMECOMING | 9

ENGLISH 4 | Chapter 10 | Summary

Short answers Yes,

I

should

Yes,

you

should

Yes,

he/she/it

should

Yes,

we/you/they

should

No,

I

shouldn’t

No,

you

shouldn’t

No,

he/she/it

shouldn’t

No,

we/you/they

shouldn’t

Developing abilities Reading: The video game industry In 1947, Thomas T. Goldsmith and Estle Mann Ray used radar technology to create the first videogame in history. The game was called ‘Cathode Ray Amusement Device,’ and it was a missile simulator. Little did these video game pioneers know that with their amusing little game they laid the foundation stone of what would one day become a billion dollar industry.

In the next decade, video games remained practically unknown to the public. However, in the 1970s they made their way into arcades, and coin operated video game machines quickly became popular among the youth. Later on, in the 1980s, as personal computers started becoming available, video games conquered households all over the globe.

Many companies went into the video game business and the industry started to grow.

As the American videogame industry consolidated, the Japanese video game industry emerged and grew in importance. By this time video games were present both in arcades and many private homes.

In the 1990s, as consoles became cheaper and the quality of games improved, arcades all around the world started closing their doors. Nonetheless, interactive entertainment was here to stay; it had already changed our culture in many ways.

READING VOCABULARY PIONEER FOUNDATION STONE AMUSING HOUSEHOLD ARCADE PROFITABLE INTERACTIVE ENTERTAINMENT

HOMECOMING | 10

ENGLISH 4 | Chapter 10 | Summary

Speaking: Talking about a trip Mary: You have to tell me everything about the trip.

Frank: It’s been wonderful. I have learned a lot and I have met a lot of people from all over.

Mary: What was your favourite place?

Frank: I think I liked Edinburgh the best. I’d never been there before, and it’s a beautiful place. There are lots of things to do there.

Mary: I’d like to go.

Frank: We can go together when you’re a little bit older.

Mary: Hooray! What about the people you have met? Any interesting girls?

Frank: Well... there was Rachel. She’s a student from London.

Mary: Tell me all about it! Did anything happen?

Frank: No, she wasn’t my type.

Mary: Oh well.

Frank: But there is something else.

Aisha and I have talked...

Mary: I knew it! I knew it!

HOMECOMING | 11

ENGLISH 4 | Irregular verbs

INFINITIVE be beat become begin bet bite blow break bring build burn buy catch choose come cost cut do draw drive drink eat fall feed feel fight find fly forbid forget forgive freeze get give go grow hear hide hit hold

PAST SIMPLE was, were beat became began bet bit blew broke brought built burned/burnt bought caught chose came cost cut did drew drove drank ate fell fed felt fought found flew forbade forgot forgave froze got gave went grew heard hid hit held

PAST PARTICIPLE been beat become begun bet bitten blown broken brought built burned/burnt bought caught chosen come cost cut done drawn driven drunk eaten fallen fed felt fought found flown forbidden forgotten forgiven frozen gotten given gone grown heard hidden hit held

Irregular verbs | 1

ENGLISH 4 | Irregular verbs

INFINITIVE hurt keep know leave lend let lose make mean meet pay put read ride ring run say see sell send shrink shut sing sink sit sleep speak spend stand steal swim take teach tell think throw understand wake wear win write

PAST SIMPLE hurt kept knew left lent let lost made meant met paid put read rode rang ran said saw sold sent shrank shut sang sank sat slept spoke spent stood stole swam took taught told thought threw understood woke wore won wrote

PAST PARTICIPLE hurt kept known left lent let lost made meant met paid put read ridden rung run said seen sold sent shrunk shut sung sunk sat slept spoken spent stood stolen swum taken taught told thought thrown understood woken worn won written Irregular verbs | 2