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