Digitaltext book 2

ENGLISH 2 | CHAPTER 1 | Printed edition

RemembeR this?


iNtRODUCtiONs

Vocabulary

What’s your name? my name is...

Where are you from? i’m from...

What’s your address? my address is...

hoW old are you? i’m... (years old).

What’s your phone number? my phone number is...

to be

AFFIRMATIVE

i am (‘m) a student

you are ( ‘re) a student

he/she/it is (‘s) a student

We/you/they are (‘re) students

NEGATIVE

i am not (‘m not) a student

you are not (aren’t) a student

he/she/it is not (isn’t) a student

We/you/they are not (aren’t) students

INTERROGATIVE

am i a student?

are you a student?

is he/she/it a student?

are we/you/they students?

Remember this? | 3


to be + jobs

e.g. I’m a student.

LOOK OUt!

don’t forget to write the article a(n) before the name of a job when the subject is in singular.

e.g. What do you do / What is your job?

I’m a teacher / I’m an artist.

We cannot say: We’re a students.

We say: We’re students.

An is used when the next word begins with a vowel, a voiceless ‘h’ or the vowel ‘u’ pronounced /Ʌ/.

don’t forget to write the article a(n) before the name of a job when the subject is in singular.

e.g. An umbrella.

to be + adjective‘to be’ is used with adjectives to describe people.

e.g. I am tall / I’m tall.

RemembeR:

adjectives don’t have a plural form.

We cannot say: They are talls.

short answers

AFFIRMATIVE SHORT ANSWERS

yes, i am

yes, you are

yes, he/she/it is

yes, we/you/they are

NEGATIVE SHORT ANSWERS

no, i am not (i’m not)

no, you are not (aren’t)

no, he/she/it is not (isn’t)

no, we/you/they are not (aren’t)

Remember this? | 4


LOOK!

Contracted forms are very common and more informal than complete forms.

school subjects

When we talk about a school timetable the following formula is commonly used:

Subject + have/has + thing or activity + at + the time

e.g. I have maths on Monday at 10:30.

Vocabulary: school subjects

pe (physical education)

maths

enGlish

art

GeoGraphy

frenCh

sCienCe

it (information technology)

history

musiC

timetable

breaK

lunCh

RemembeR:

days of the week:

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

they begin with a capital letter!

Remember this? | 5


Vocabulary: Clothes

Jumper hat JaCKet trousers t-shirt

shirt sKirt shoes Jeans dress

Possessions

they can be expressed in different ways:

Have got = Subject + have got/has got + the thing possessed

e.g. Nigel’s got a football.

Saxon Genitive = Owner (person or animal) + ( ’s) + the thing possessed

e.g. Nigel’s football.

the first phrase is the contracted form of have got, whereas the second denotes possession of a person or animal. (i.e. The football that belongs to Nigel).

I have/(‘ve) gotYou have/(‘ve) gotHe/She/It has/(‘s) gotWe/You/They have/(‘ve) got

AFFIRMATIVE FORMSubject + have/has + got + object

e.g. I have got a guitar (I’ve got a guitar).

NEGATIVE FORMSubject + haven’t/hasn’t + got + object

e.g. I haven’t got a guitar.

INTERROGATIVE FORMHave/Has + subject + got + object?

e.g. Has Nigel got a guitar?

Remember this? | 6


Possessive adjectives

my age is 12

your age is 12

his/her/its age is 12

our age is 12

your age is 12

their age is 12

Vocabulary

notebooK basKetball biKe

Cd baG shoes

Places in a town

theRe is / theRe ARe

We use there is / there are to express amounts in singular or plural.

the affirmative structure is:

There is a/an + object (singular)

There are + amount + objects (plural)

the negative structure is:

There isn’t / There aren’t + any + object/s + complement

e.g. There isn’t any sports centre in my city.

the interrogative structure is:

Remember this? | 7


Remember this? | 8

Is there a/an / are there any + object/s + complement?

e.g. Are there any sports centre in your city?

shORt ANsWeRs

in english, the answer to questions with ‘there is / there are’ is formed by:

affirmatiVe ansWer: Yes, there is / are.

neGatiVe ansWer: No, there isn’t / aren’t.

Vocabulary: Places in a town

sChool Cinema shoppinG Center CafÉ

hospital train station sports Center

Prepositions of place

in front of behind

neXt to on


in betWeen

Collocations with time expressions

in

the morning

the afternoon

the evening

on monday/mondays

at

night

the weekend

half past nine

Remember this? | 9


JACK IS FAMOUS!

School news

READING: JACK IS FAMOUS!

Woman: The winner of the School Dart Championship is Supermind School, from London!

Nigel: Thank you! Much appreciated!!

Dr Miyagi: Congratulations, Nigel! You’re a brilliant captain.

Nigel: Thanks, Dr Miyagi! You’re a great coach!

Reporter: Excuse me. I’m a reporter from the local newspaper. I want to take a photo of Nigel.

Cassie: Oh yes, he’s with the team.

Reporter: Has he got dark hair?

Cassie: No, that’s Jack. Nigel’s got fair hair.

Reporter: Oh, OK. Thanks.

Reporter: Nigel, can I take a photo of you?

Jack: Of me? Eh... yes, of course!!

Reporter: Smile, please! Perfect! Look for your photo in the newspaper tomorrow.

Ton: That’s fantastic, Jack! You’re famous!

Son: Look at Nigel! He’s really angry.

Flyona: I’m not surprised! He is the real sports star!

Son: It’s true, but Jack is famous!

Cassie: It’s a big mistake!

Jack: Psst! Be quiet!

VOCABULARY

WINNER SURPRISED

COACH REPORTER

MUCH APPRECIATED! TAKE A PHOTO OF

CONGRATULATIONS TEAM

BRILLIANT HOWEVER

GREAT MAKE A MISTAKE

FANTASTIC LOOK FOR SOMEBODY/SOMETHING

FAMOUS LOOK AT SOMEBODY

ANGRY CHAMPIONSHIP

Jack is famous! | 1


VOCABULARY

SPIKY HAIR CURLY HAIR DARK HAIR LONG HAIR

WAVY HAIR STRAIGHT HAIR SHORT HAIR MEDIUM-LENGTH HAIR

FAIR HAIR BLUE EYES BROWN EYES

REMEMBER!

Have got is a verb used to describe the appearance of people or things.

e.g. You’ve got beautiful, spiky hair.

LOOK!

Sentence stress: Adjectives

Adjectives, nouns, verbs and adverbs are content words.

These words carry information in the sentence. They are stressed and sound louder as we speak, to give importance to the information they contain.


Jack is famous! | 2

Language focus A. Describing people and things

VOCABULARY

GUITAR SKATEBOARD TORCH UMBRELLA

HEADPHONES MP3 PLAYER ALARM CLOCK COMPUTER

ROLLERBLADES

HAVE GOT

Have got + nounThis verb is used to express possession or property.

e.g. I have got a computer.

e.g. She has got a computer.

e.g. Have they got a computer?

Subject + have/has got + object

e.g. Nigel has got a guitar.

The have got form can be contracted:

e.g. Nigel’s got a guitar.

e.g. I’ve got a computer.

Affirmative formSubject + have/has got + object

e.g. He/She/It has got an alarm clock.

e.g. I/You/We/They have got a new computer.


Jack is famous! | 3

Negative formSubject + haven’t/hasn’t got + object

e.g. Nigel hasn’t got a guitar.

Questions and short answers

Have I/you/we/they got a bag?Has he/she got a bag?

Have/Has + subject + got + object?

e.g. Have you got a guitar?

The Yes/No answers are as follows::

Affirmative short answer

Yes, I/you/we/they have.Yes, he/she/it has.

Yes, subject + have/has.

e.g. Yes, he has.

Negative short answer

No, I/you/we/they hasn’t..

No, he/she/it hasn’t

No, subject + haven’t/hasn’t.

e.g. No, he hasn’t.

USING ADJECTIVESHave got + adjective

We can also use adjectives with have got. We always place the adjective before the noun.

e.g. I’ve got a new computer.

e.g. Has he got a new computer?

e.g. He hasn’t got a new computer.

We can use adjectives after the verb to be or before a noun.

e.g. It’s new.

e.g. It’s a new bike.

VOCABULARY

SMALL OLD

NICE LONG

HORRIBLE NEW

CHEAP SHORT

BIG EXPENSIVE


Jack is famous! | 4

School news

READING: JACK IS FAMOUS!

Nigel: Dr Miyagi, we want to celebrate and have a barbecue in the backyard on Sunday.

Miyagi: That’s a good idea! What time at?

Nigel: About 5 o’clock.

Miyagi: Great! I can’t wait!

Jack: Hey, you. Nigel, the famous darts player. Can you do fifty press-ups?

Nigel: Mm, I don’t know.

Jack: I can do fifty press-ups. Let’s have a competition!

Flyona: Ignore him, Nigel. He’s jealous.

Natasha: ...forty-eight, forty-nine, fifty! Jack: You’re a cheat, Nigel. I am the champion athlete at this school!

Nigel: Well, good for you. I’m the captain of the darts team, not you. Sorry, Jack.

Jack: I don’t like you, Nigel. I don’t like you at all.

VOCABULARY

CELEBRATE BACKYARD

ORGANISE JEALOUS

BARBECUE PRESS-UP

Language focus B. Talking about abilities

VOCABULARY

SEE SMELL TASTE

HEAR FEEL


Jack is famous! | 5

TALKING ABOUT ABILITIES: Can/can’t

This modal verb expresses ability or lack of ability to do something.

As a modal verb:

• Its infinitive form is never preceded by to.

e.g. Can (NOT: To can).

• When conjugated, its form doesn’t change.

e.g. I can/He can. (NOT: He cans sing).

• The interrogative and negative forms don’t require an auxiliary verb. The verb can itself function as one.

e.g. I can’t sing. (NOT: I don’t can sing).

e.g. I can’t drive a car.

e.g. I can play the piano.

Affirmative = Subject + can + verb + (complement)e.g. I can swim.

Negative = Subject + can’t (cannot) + verb + (complement)e.g. I can’t swim.

Interrogative = Can/Can’t + subject + verb + (complement)e.g. Can you swim?

Short answers with can/can’t

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

School news

READING: GAME SHOW QUEEN

Do you know who Anne Robinson is? She’s the presenter of a very popular game show on BBC television in Britain. The name of the show is The Weakest Link, El Rival Más Débil on Spanish television.

Anne Robinson is tall and has got red hair. She wears black clothes. She isn’t a typical TV presenter. She isn’t friendly to the contestants. In fact, people think she’s very rude!

Now you can watch The Weakest Link all over the world. You can watch Le Maillon Fable in France. The presenter is Laurence Boccolini. In Italy, the presenter is a man, Enrico Papi. In the United States, Anne is also the presenter of the show. The prizes in the American show are enormous. The contestant can win a hundred thousand dollars!


Jack is famous! | 6

VOCABULARY

FRIENDLY WEAR

PRIZE ALL OVER

RUDE CONTENDER

CONTESTANT PRESENTER

LOOK OUT!

Word order is very important in English.

Don’t forget to follow the following word order:

Adjectives go before the noun.

e.g. He’s got brown hair.

The subject goes before the verb in affirmative sentences.

e.g. He’s the presenter.

Language plus. Asking for/giving permission

Can I + verb + (complement) ?e.g. Can I go to Jack’s party?

Can I + not + verb + (complement) ?e.g. Can I not open your letter?

This is the formula used to ask for permission to do something.

To give and deny permission the formula is the following:

Yes, you can.

No, you can’t.


Jack is famous! | 7

AN iNteRVieW ON the RADiO

English 2 | unit 3 | Printed edition

An interview on the radio | 41


an intERViEw On thE RadiO

school news

REading: an intERViEw On thE RadiOCole: Dr Miyagi? I’m Cole Watson from Radio StarStream. I want to interview Nigel on the radio.

Jack: Ok, but he isn’t here. He washes cars on Saturday morning.

Cole: Does he wash cars in the afternoon?

Jack: No, he doesn’t. But he usually plays a darts match.

Cole: What about Sunday morning?

Jack: That’s OK. He doesn’t work on Sunday morning.

Cole: Great!

Jack: Hey, listen to Radio StarStream at nine o’clock tomorrow! It’s my interview!

Flyona: That’s great, Jack! What is the interview about?

Jack: Well, wait until tomorrow, it’s a surprise!

Flyona & Ton: I can’t wait!

Cole: Tell me about the darts team, Nigel.

Jack: Well, we train every afternoon from Monday to Friday.

Cole: Do you play matches at the weekend?

Jack: Yes, we usually play a match on Saturday. We don’t play matches on Sunday.

Cole: You’re very busy!

Jack: Yes, the captain is always very busy!

Flyona: I can’t believe it!

Nigel: Grrr, Jack!I don’t like that guy! I hate him!!

REading VOcaBulaRyto be a big head

what is it about?

wait

every time

play a match

I can’t believe it

intOnatiOn: quEstiOns

Does he listen to the radio?



language focus a. talking about habits and routines

PREsEnt siMPlE We use the Present Simple to talk about routine actions.

AFFIRMATIVE

I/You read books.

He/She/It reads books.

We/You/They read books.

NEGATIVE

I/You don’t read books.

He/She/It doesn’t read books.

We/You/They don’t read books.

INTERROGATIVE

Do I/you read books?

Does he/she/it read books?

Do we/you/they read books?

RemembeR

do/does is the auxiliary verb used to make questions.

An auxiliary verb is a verb which gives extra information about the main verb in a sentence.

shORt answERs

AFFIRMATIVE AND SHORT ANSWERS

Yes, I/you do.

Yes, he/she/it does.

Yes, we/you/they do.

NEGATIVE SHORT ANSWERS

No, I/you don’t.

No, he/she/it doesn’t.

No, we/you/they don’t.



wh- questions and answers

where?Where do you play tennis? At the sports centre.•

when?When does she go out? On Saturday.•

what?What do they eat for lunch? Sandwiches.•

in / atThe answer to questions referring to time requires in with parts of the day.

morning•

afternoon•

evening•

The answer to questions referring to time requires at when telling the time and also when followed by night, midday and midnight.

What time do you get up? At 8 o’clock.•

What time do you come home? At midday.•

LOOK!

In English, some parts of the day correspond to different times in Spanish:

In the afternoon: between 12 (midday) and 5 pm.

In the evening: between 5 pm and 8 pm.

In addition,

a.m. means after meridian (morning, before 12.00).

p.m. means post meridian (afternoon, evening, night).

The Greenwich time is used as a basis for calculating time in most places around the world.



adverbs of frequency

never sometimes often usually always

We use adverbs of frequency to talk about how often we do activities that are part of our everyday life.

The Present Simple tense normally uses these adverbs to express the sense of routine and frequency.

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

I usually get up early.•

I always surf the Internet on Saturday.•

But in some cases these adverbs are placed after the verb. For example, after the verb ‘to be’:

He’s often at the gym.•

school news

REading: jack’s a Big-hEad!Jack: Hi, Son! Look at this! It’s from the Bull’s Eye Darts team.

Son: A dartboard? What’s so special about that?

Jack: It’s got the signatures of the players! They’re the best team from London!

Son: Oh, great. Come on, I want to go out.

Jack: But I want to watch the darts game on television! It’s the semifinal of the national championship!

Son: I hate watching darts competitions on television!

Jack: Well, you know darts is very important to me!

Son: You think you’re the centre of the world!

Jack: I don’t understand.

Son: What about me? I like going to parties and...

Jack: We’ve got the barbecue this afternoon.

Son: Oh, the barbecue. Huh! More darts!!

Jack: What’s your problem, Son?

Son: You’ve got a problem, Jack, not me. The “famous” Jack. You’re a fake and a big-head!



REading VOcaBulaRy

dart dartboard signature

language focus B. talking about likes and dislikes

likE/dislikE/hatE/lOVE + (VERB –ing)

hate not like like love

I hate homework.•

I don’t like computer games.•

I like hamburgers.•

I love rock music.•

These verbs are useful to indicate personal preferences or inclinations.

subject + verb + nounI hate chicken.•

The structure of the verb changes when we talk about actions.

subject + preference or inclination verb + verb (-ing)I love watch• ing TV.

short answers

AFFIRMATIVE

Yes, Subject do/does.

NEGATIVE

No, Subject don’t/doesn’t.



VOcaBulaRytext messages

computer games

picnics

stories

parties

football

tennis

headaches

email

skills

REading: what’s a sPOnsOREd Run?A sponsored run is a popular event in many schools around the world. The objective is to raise money for charity. First, the students decide the distance of the run. Then, they look for sponsors. Sponsors promise to give money to the charity. Sponsors decide the amount of money per mile and they write their name on a sponsor form. After the run, the students collect the money from the sponsors.

Supermind School’s Sponsored Run for Oxfam, 18th June.

Oxfam is one of the most important charities in Britain. It helps poor people in develop-ing countries. It organises projects in every continent. The main office is in Oxford. More than a thousand people work for Oxfam in Britain.

REading VOcaBulaRyraise

charity

step

to follow

organise

collect

cognate

popular

objective

decide

distance

event

look for

amount



language plus. Expressions of frequency

To ask questions about frequency, we use the wh- question how often:

how often• do I teach my students?

quEstiOns

How often do I/you go out?

How often does he/she/it go out?

How often do we/you/they go out?

answERs

Once (1) A week/a month/a year

Twice (2) A week/a month/a year

Three times A week/a month/a year

… A week/a month/a year

THE BARBECUE


School news

READING: THE BARBECUE

Son: Hi, Stella! What are you doing?

Stella: I’m cooking sausages, and Cassie’s making a big salad.

Son: Great. Where’s Jack?

Stella: I don’t know. He isn’t here.

Ton: What are you doing, Son?

Son: I’m phoning Jack. He isn’t helping, for a change. He’s late again.

Son: Jack! We’re all in the backyard. Where are you? And the drinks?

Jack: Oh, I’m at the shopping centre. I’m buying a new T-shirt for the barbecue.

Son: But the guests are arriving, and we are doing all the work!

Jack: OK, OK, see you in a minute.

Son: Stella, this is ridiculous! Everyone’s helping with the barbecue except Jack. It’s not fair.

Stella: Well, he’s the radio celebrity now, you see...

Cassie: Look Son, here’s Jack.

Jack: Hi, everyone! Hey, great barbecue!

Son: Look at him, he thinks he’s fantastic.

Stella: Are you angry with him?

Son: Yes, I am. I’m very angry with him.

USEFUL EXPRESSIONS

To be + verb (-ing ) + somethingThis is the grammatical structure used to express that somebody is doing an activity at the moment of speaking.

e.g. Stella is eating sausages.

VOCABULARY

TO BE LATE

TO BE ON TIME

SEE YOU IN A MINUTE

TO BE RIDICULOUS

TO BE FAIR

CELEBRITY

ANGRY

The barbecue | 1


The barbecue | 2


VOCABULARY

ARRIVE

LEAVE

SIT

DANCE

TALK

COOK

MAKE A SALAD

PHONE

BUY CLOTHES

WEAR A T-SHIRT

INTONATION LINE

Intonation adds meaning to sentences. Intonation shows the speaker’s emotional intention.

The common intonation in questions with –ing verbs (Present Continuous tense) is:

e.g. What are you doing?

Language focus A. Talking about what people are doing now

VOCABULARY

SWIM

SUNBATHE

EXPLORE

THROW A BALL

CARRY A SURFBOARD

GRAMMAR: Present Continuous

Affirmative

I am carrying a surfboard.

You are carrying a surfboard.

He/She/It is carrying a surfboard.

We/You/They are carrying a surfboard.

The barbecue | 3


Negative

I ‘m not carrying a surfboard.

You aren’t carrying a surfboard.

He/She/It isn’t carrying a surfboard.

We/You/They aren’t carrying a surfboard.

Interrogative

Am I carrying a surfboard?

Are you carrying a surfboard?

Is he/she/it carrying a surfboard?

Are we/you/they carrying a surfboard?

SHORT ANSWERS

Affirmative short answers

Yes, I am.

Yes, you are.

Yes, he/she/it is.

Yes, we/you/they are.

Negative short answers

No, I am not.

No, you aren’t.

No, he/she/it isn’t.

No, we/you/they 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!

Questions with who as the subject of the sentence are always made with ‘is’, even when the answer is a plural thing.

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?

The barbecue | 4


VOCABULARY

TOWEL SHARK SAND SEA

ICE CREAM OCTOPUS ROCKS SWIMMING SUIT

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 drops and –ing is added.

e.g. I like cycling.

When the verb ends in ‘y’, there is no change. We only have to add –ing to the infinitive form.

e.g. I am carrying a surfboard.

VOCABULARY

LISTEN TO

PLAY

SLEEP

CHEAT

DRAW

READ

WRITE

TALK

EXPLAIN

PAY ATTENTION

STUDY

DO AN EXERCISE

ADORABLE

CAREFULLY

The barbecue | 5


VOCABULARY

LET’S + VERB

CAPTAIN

FINE

COOL!

AT THE MOMENT

COME ON

School news

READING: TEAM SPIRIT?

Jack: Hey, Ton! Look at this!

Ton: A sponsored run! Let’s make a team!

Jack: Good idea. Nigel, do you want to be in the team?

Nigel: Yes, I do. But this time, there’s no captain in the team.

Jack: Fine, it’s a deal!

Nigel: We can run five miles!

Jack: Of course. But first we need to get the sponsors.

Jack: I can put a poster in my dad’s office.

Ton: And I can put a poster at the sports centre. I’m sure I can get a lot of sponsors there! Nigel: Cool!

Nigel: Let’s make the posters now. Jack, is there any paper in your bag?

Jack: Yes, there is. And there are some pens in my pencil case.

Ton: Hey, let’s ask the girls to be in our team.

Jack: Er... That’s not a very good idea. Your sister is not very happy with me at the moment

Ton: Oh... OK. Come on, let’s make the posters.

Language focus B. Talking about quantities

PLURAL FORM OF NOUNS

In English, the plural of most countable nouns is formed by adding ‘–s’.

e.g. Two carrots.

Nouns ending in ‘–s’, ‘-sh’, ‘-ch’, ‘-x’ and ‘-o’ add ‘–es’.

e.g. Two buses.

Nouns ending in consonant + ‘-y’ form the plural changing ‘–y’ to ‘ –i’ and adding ‘–es’.

e.g. Two dictionaries.

Nouns ending in ‘-f’ or ‘-fe’ change the ‘-f’ to ‘-v’ and add ‘-es’.

e.g. Two lives.

The barbecue | 6


IRREGULAR PLURALS

man men

woman women

child children

foot feet

mouse mice

tooth teeth

VOCABULARY

PEN PENCIL GLUE PAPER

COLOURING PENCILS RULER NOTEBOOK STICKY TAPE

STICKERS RUBBER PENCIL CASE PENCIL SHARPENER

NEAT MESSY

THERE IS/THERE ARE

We use there is/are to express amounts in singular and plural. But it is necessary in English to pay attention to the noun to see whether it is singular or uncountable or whether it is a plural noun.

e.g. There is an orange / There are some oranges.

The barbecue | 7


A (AN)/SOME/ANYWe use them together with there is/are to express amounts.

A (AN)This article precedes countable nouns in singular.

e.g. There is an apple.

e.g. Is there an apple in the fridge?

e.g. There isn’t an apple.

COUNTABLE AND UNCOUNTABLE NOUNSCountable nouns are nouns that can be counted. They have a plural form.

Uncountable nouns cannot be counted and have no plural form.

SOMEIt is used in affirmative sentences before countable nouns in plural or before uncountable nouns.

e.g. There are some biscuits.

e.g. There is some bread.

‘Some’ is also used in interrogative sentences when we are offering something.

e.g. Would you like some biscuits?

ANYIt is used in negative and interrogative sentences in front of countable nouns in plural or in front of uncountable nouns.

e.g. There aren’t any drinks.

e.g. Is there any cheese?

COUNTABLE NOUNS (SINGULAR) e.g. There is a pencil.

e.g. There isn’t a pencil.

e.g. Is there a pencil?

Short answer: Yes, there is/No, there isn’t.

COUNTABLE NOUNS (PLURAL)e.g. There are some pencils.

e.g. There aren’t any pencils.

e.g. Are there any pencils?

Short answer: Yes, there are/No, there aren’t.

UNCOUNTABLE NOUNSe.g. There is some paper.

e.g. There isn’t any paper.

The barbecue | 8


e.g. Is there any paper?

Short answer: Yes, there is/No, there isn’t.

Skills

READING: SATURDAY JOBS

Some secondary school students in Britain work at the weekend. It’s a great way to make extra money!

Ton works in a supermarket on Saturday morning. At the moment, he’s working at the checkout. He’s scanning shopping. He likes talking to the customers, but he doesn’t like wearing a uniform.

“Hi, I’m Cassie. I work in a fast food restaurant from 10.00 am to 4.00 pm. At the moment, I’m putting chips in a container. Oh, the fun! I don’t really like my job because I get extremely tired, but I love eating hamburgers and chips! There are a lot of French tourists in the town in July and August. I love speaking French to them, it’s a bit like being in France!”

Jack washes cars on Saturday morning. At the moment, he’s washing his neighbour’s car. He likes his job because he loves cars. “Some of my customers have got classy cars”, he says. “This one’s amazing! It’s so, so cool!”

VOCABULARY

SUPERMARKET CHECKOUT FAST FOOD RESTAURANT

REMEMBER:

DICTIONARIES:

They are useful. They tell us the meaning of words and word types.

The words are organised alphabetically.

CONTAINER

TO BE A BIT LIKE

WASH

AMAZING

CLASSY

PAW


The barbecue | 9

WRITING TIP

REMEMBER:

PUNCTUATION

• Full stops appear at the end of sentences.

CAPITAL LETTERS

Capital letters are used for:

• Names of people, places, shops…

• Nationalities, countries and languages.

• Days and months.

• The first word of a sentence.

• The pronoun ‘I’ (first person singular).

Language plus. Talking about future plans (I)

PRESENT CONTINUOUS: FUTURE PLANS

This tense is useful to talk about activities happening at the moment of speaking (now).

e.g. I’m having a drink with my friends.

We can also use this tense to talk about actions in the near future (arranged plans).

e.g. I’m having a drink with my friends on Tuesday.

LOOK!

We can’t use the Present Simple to talk about future arrangements.

e.g. I meet my friends at 7 o’clock.

VOCABULARY

STUDY FOR MY EXAMS

TIDY MY ROOM

GO SHOPPING

HAVE LUNCH

MEET MY FRIENDS

TRAIN AT THE GYM

CLASSMATE

A TINY ACCIDENT

ENGLISH 2 | uNIt 5 | Printed edition

A tiny accident | 79


A tINy AccIdENt

School news

REAdING: A tINy AccIdENtMr Mccullen: Do you like my new van, boys?

Jack: It’s really nice, Mr McCullen. Just one thing...

Mr Mccullen: What is it Jack?

Jack: Well, it is a big car, and we charge a little more for big cars. The price for bigger cars is five pounds.

Mr Mccullen: No problem. See you in half an hour!

Jack: Come on, let’s get down to business. We’ve got three cars to wash this morning.

Nigel: OK, here are the brushes.

Jack: And I’ve got the hot water.

Nigel: Use this brush. It’s better than the white brush.

Jack: Thanks.

Nigel: Oh, I can’t wash the top of the van.

Jack: I can do it. I’m taller than you.

Nigel: Cheers.

Nigel: Be careful Jack!

Jack: Oh no!

Nigel: That’s a really bad scratch. Clean it with the brush.

Jack: Oh, sugar. It’s worse now!

Nigel: A scratch on your neighbour’s new van. You’re in trouble, Jack!

Jack: Argh! We’ve got to do something before he collects the car!

After a while...

Mr Mccullen: Well boys, the car is cleaner now. Uh, where’s Jack?

Nigel: Oh... er, he is cleaning another car, we’re very busy.

Mr Mccullen: Ah, OK. Anyway, it’s a good job! Well done, boys.

Nigel: Oh... er, thanks, Mr McCullen.

A little later...

Jack: I feel really bad about the scratch.

Nigel: No wonder!



REAdING VOcABuLARy

van collect

nice after a while

get down to business anyway

top no wonder

cheers brush

to be in trouble scratch

VOcABuLARy: AdJEctIVES

small sad

big clean

tall drity

short wet

happy dry

PRONuNcIAtION: tHE IMPORtANcE Of wORd StRESSWord stress is the relative emphasis we give to certain syllables in a word. Without word stress, words would sound flat and it would be very difficult to understand them. When there is a contrast in terms of emphasis, it is easier to decipher the pronunciation of a word and, in turn, its meaning.

This way, words have weak and strong forms.

Weak = When the vowel sounds in a syllable are shorter and less distinct.

Strong = When the vowel in a syllable is longer and more noticeable.

beau-ti-ful

beau: Strong syllable. (More stressed)

ti-ful: Weak forms. (Less stressed)

wEAK fORMS: ScHwA Schwa /ə/ is a short vowel sound that is similar to /ʌ/, somewhere between /a/ and /e/. It is always a weak sound.

This sound may vary depending on the level of formality, the speed and the regional accent of the speaker.

All the vowels can be used to be spell the schwa sound.

• adjust – oven – cousin – London - support



Language focus A. comparative adjectives

Comparisons are used to contrast things.

Comparative adjectives are used to show the difference between two things, people or animals:

• Russia is bigger than France.

• Cars are more expensive than bikes.

The number of syllables of an adjective determines the comparative form to be used. Then, adjectives are divided in: short and long adjectives.

SHORt ANd LONG AdJEctIVES

Short adjectivesThey are all one-syllable adjectives and most two-syllable adjectives (there are some exceptions).

One-syllable adj.

(adds –er)old – older

One-syllable adj. ending in ‘-e’

(adds –r)nice - nicer

Adj. ending in ‘–y’

(changes –y for –i and adds –er)happy – happier

One-syllable adj. ending in a single consonant

(doubles the consonant and adds –er)thin – thinner

Irregular forms

good – better

bad – worse

far – farther / further

Long adjectivesThey are most two-syllable adjectives and adjectives with more than two syllables.

The comparative adjective is formed by adding ‘more’ before the adjective.

• difficult - more difficult

But, some adjectives can add ‘more’ or modify the adjective adding ‘-er’.

• clever (cleverer - more clever)

• quiet (quieter - more quiet)

• narrow (narrower - more narrow)

• simple (simpler - more simple)



MAKING cOMPARISONS‘Than’ is used to complete the comparison. It precedes the person or object that forms the comparison.

• Flyona is taller than Nigel.

VOcABuLARy

good old

thin ugly

heavy light

bad young

expensive polluted

old-fashioned dangerous

exciting attractive

modern paceful

stressing relaxing

School news

REAdING: GIRLS, GEt yOuR HANdS dIRty!flyona: The boys are making a team for the sponsored run.

Son: Let’s make a girls team. And let’s beat the boys!

cassie: It’s not a good idea. The worst thing we can do is to start a competition against the boys.

flyona: It’s true, we know better than that!

Stella: Here, listen to this: “Join a volunteers programme and help your community. Use your life experience to help others and make a difference to someone’s life! Offer the best help to your community”

Son: It sounds cool! Why don’t we do that?

cassie: Yes, let’s do that. Let’s volunteer!

Stella: What’s the most appropriate service we can do? There are lots of volunteering opportunities!

dr Miyagi: What are you up to, girls? Are you talking about volunteering?

Stella: Oh, hi Dr Miyagi. Yes, we want to take part in a volunteer program.

dr Miyagi: Brilliant! I know what you can do!

flyona: What is it?

dr Miyagi: Our community here needs volunteering for environmental purposes.

Stella, cassie, Son, flyona: Environmental purposes?



dr Miyagi: Exactly. The area around the school premises is the dirtiest in the city...

Stella: Do you mean “cleaning” the area?

dr Miyagi: Yes. There’s a community clean-up program that seeks volunteers desper-ately. The waste is piling up everywhere around the green areas of the community.

cassie: It’s not the most exciting thing we can do!

Stella: I completely agree with you!

dr Miyagi: Ehem.... See what I mean? Anyway, the park outside the school is filthy, and it is a pity that no one is cleaning it! It’s the most beautiful park in this borough, but things are changing for the worse. So, please, think about it. True, it’s not the most attractive idea, but it’s the most intelligent service you can offer to both the community and the school.

flyona: Well, we have to think about it. It’s a good idea, but some people have an issue with cleaning dirt...

Stella: Speak for yourself!

REAdING VOcABuLARy

let’s beat the boys volunteer

environmental purpose

seek desperately

pile up I agree with you

filthy borough

both have an issue with something

speak for yourself

Language plus B. comparisons

SuPERLAtIVE AdJEctIVESWe use superlative adjectives to compare three or more things. These adjectives show which thing has got a quality above or below the level of the others.

• Dublin is the biggest city in Ireland.

Short adjectives

Short + est The shortest

Big + g + est The biggest

Happy (eliminate ‘y’) + i + est The happiest



LOOK!

The article the is used with superlative adjectives. This is so because superlative adjec-tives describe things that have got unique characteristics as compared to the rest.

Long adjectives• the most expensive

IRREGuLAR AdJEctIVES• good - the best

• bad - the worst

• far - the fathest/the furthest

cOMPARAtIVES ANd SuPERLAtIVES

comparative superlative

1 syllable adjectives-er

old - older

-estold - oldest

1 syllable adjectives ending in-e

-rnice - nicer

-stnice - nicest

Adjectives ending

in –y

Change y for iand add -er

pretty - prettier

Change y for iand add -est

pretty - prettiest

1 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 2 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



VOcABuLARybeautiful

strange

interesting

Skills

REAdING: A wORLd Of fILMPeople think Hollywood is the centre of international cinema. But the United States isn’t the only country with an important film industry!

1 Britain

The British film industry is smaller than the American film industry, but it makes a lot of important films. Pierce Brosnan, Kate Winslet, Catherine Zeta Jones and Hugh Grant are famous British film stars.

2 Spain

One of the biggest names in the Spanish film industry is Pedro Almodóvar. Many peo-ple think he’s one of the best film directors in the world. His films include All about my mother and Talk to her. A new Almodóvar film is a very important event in the world of cinema.

3 Australia

Some of the biggest names in the film industry, for example Nicole Kidman, are Austral-ian. Nicole is the star of Moulin Rouge and The Others, and she’s got an Oscar for Best Actress. Other famous Australian film stars are Russell Crowe and Mel Gibson.

4 India

The film industry in India is huge and it makes more films each year than Hollywood. Most Indian films are spectacular musicals with a lot of songs and dances. They usually have a romantic storyline.

REAdING VOcABuLARystoryline

industry

film

each year

a lot of

brilliant person



wRItING

and / butWe use ‘and’ to join sentences with similar ideas.

• She’s interesting and she’s friendly.

We use ‘but’ to join sentences with contrasting ideas.

• She’s interesting but she isn’t friendly.

LOOK!

It’s very common to omit the subject in the sentence after using ‘and’, as the subject has been specified in the first part of the sentence.

It only can be omited when the subject is the same in the first and the second part of the sentence.

• She is interesting and friendly.

Language plus. talking about quantities

MucH, MANy, A LOt OfWe use much, many and a lot of to talk about indefinite quantities.

many Countable nouns I’ve got many friends.

muchUncountable nouns

(in negative forms)There isn’t much milk.

a lot of

Uncountable nouns

(affirmative forms)They practise a lot of sports.

Plural countable nouns

(affirmative forms)We have a lot of homework to do.

VOcABuLARy

water bacon coffee butter

biscuits onions oranges sausages



apples bread hamburgers bananas

milk


A busy dAy At WhitecoAl PArk



A busy day at Whitecoal Park | 2

A busy dAy At WhitecoAl PArk

school news

reAding: A busy dAy At WhitecoAl PArk

Dr Miyagi: Hey, girls! You’re doing a brilliant job!

Flyona: Thank you, but this is more difficult than we imagined!

Dr Miyagi: How do you mean?

Son: We knew that rubbish had to be categorised, but it’s a bit of a mess! Food remains in this bag, recyclable stuff in different bags...

Cassie: And that’s why it’s taking ages to finish this side of the park!

Dr Miyagi: You need to be patient. Think about the big favour you’re doing to the com-munity! And by the way, where’s Stella?

Son: Good question. We phoned her but she wasn’t at home.

Dr Miyagi: She was at school yesterday. Was she at the café with you after class?

Flyona: Yes, she was. Mm, I think she wasn’t interested in this and she decided not to come.

Cassie: Oh, I remember now! She was at the skateboard park with Ton. Son, why don’t you phone your brother?

Son: Alright. Can you lend me your phone? I left mine at school.

Cassie: Sure, no problem.

Son: Ton, what happened to Stella? You were with her last night, weren’t you?

Ton: Hi, Cassie!

Son: No, it’s Son here, I don’t have my mobile phone here at the park.

Ton: Ah, OK. What’s the matter?

Son: What happened to Stella? You were with her last night, weren’t you?

Ton: Yes, I was. She had a little accident with my skateboard and hurt her hand. We were at the hospital this morning. The doctor said she has to rest today.

Son: Poor Stella, it all makes sense now! Thank you, Ton, see you later.



reAding VocAbulAry

PATIENT PROUD

RUBBISH FOOD REMAINS

RECYCLABLE STUFF BUSY DAY

LEND SOMEBODY SOMETHING HURT

REST BIG FAVOUR

MAKE SENSE BE INTERESTED IN

ANGRY BRILLIANT JOB

DISAPPOINTED

useFul eXPressions

BY THE WAY IT ALL MAKES SENSE NOW!

WHAT’S THE MATTER? A BIT OF A MESS

HOW DO YOU MEAN? TAKE AGES

GOOD QUESTION SURE, NO PROBLEM

Pronunciation

The Past Simple tense of regular verbs can be pronounced in three different ways.

/t/: •

1) Verbs ending in ‘–ed’ preceded by a voiceless consonant: /p,k,f,ʃ,ʧ,s,θ/.

e.g. liked /t/.

The ‘–e’ is silent. e.g. I stop - I stopped /stɒpt/

/d/:•

2) Verbs ending in ‘-ed’ preceded by a voiced consonant: /b, g,v,ʒ,ʤ,z,ð,l,m,n/ or a vowel.

e.g. phoned /d/.

The’ –e’ is silent. e.g. I clean - I cleaned /kli:nd/

/• Ⅰd/:

3) Verbs ending in ‘-ed’ preceded by /t/ or /d/.

e.g. shouted /ɪd/.

The‘–e’ changes to /ɪ/.

e.g. I visit - I visited /vɪzɪtɪd/



language focus A. talking about past events (i)

PAst siMPle

We use the Past Simple tense to talk about situations and actions that took place in the past and are finished now.

e.g. Stella was at the skateboard park with Ton yesterday.

AFFIRMATIVE

I was sad

You were sad

He/She/It was sad

We/You/They were sad

NEGATIVE

I wasn’t sad

You weren’t sad

He/She/It wasn’t sad

We/You/They weren’t sad

INTERROGATIVE

Was I sad?

Were you sad?

Was he/she/it sad?

Were we/you/they sad?

Verbs can be regular or irregular.

REGULAR VERBS

Regular verbs make the Past Simple adding ‘-ed’.

e.g. walk - walked

When the verb ends in ‘-e’, ‘-d’ is added.

e.g. phone - phoned

When the verb ends in vowel + ‘y’, ‘-ed’ is added.

e.g. play - played

When the verb ends in consonant + ‘y’, ‘-y’ is changed to ‘-i’ and ‘-ed’ is added.

e.g. study-studied

One-syllable verbs that end in cons + vowel + cons, double the final consonant and add ‘-ed’.

e.g. stop - stopped.



IRREGULAR VERBS

Irregular verbs don’t follow any rules. You have to learn them by heart!

run - ran

go - went

give - gave

...

Vocabulary

HILL BRIDGE LAKE TOWN

MOUNTAIN RIVER ROAD WOOD

school news

reAding: MAking Friends...

Jack: Oh no! There’s Mr McCullen. I don’t want to see him!

Son: What’s the problem?

Jack: I made a scratch on his van on Saturday.

Son: Was he angry?

Jack: Er... no, he wasn’t.

Son: Oh, that was nice of him.

Jack: Er... he didn’t see it. And I didn’t tell him.

Son: That’s terrible Jack, that’s dishonest...

Jack: I know, but...

Son: I’m sorry, Jack. I don’t like dishonest people.



Alasdair: So you made a scratch on Mr McCullen’s van...

Jack: How do you know?

Alasdair: I heard you. Now, Mr McCullen is a good friend of mine...

Jack: Oh please, don’t tell him!

Alasdair: Poor Jack. I thought you were the fantastic darts player, the great radio star... but I was wrong. You need to clean up your act, Jack. And better sooner than later, be-cause...

reAding VocAbulAry

SCRATCH

DISHONEST

VAN

BE A GOOD FRIEND OF MINE

SOON

LATE

language focus b. talking about past events (ii)

Vocabulary

POPCORN SIT AT THE FRONT / BACK

SWEETS CRY



COKE LAUGH

WATER GO ON MY OWN

PAst siMPle

We use the auxiliary ‘did’ + not (didn’t) in the negative form of the Past Simple. Don’t forget that when we use auxiliaries the verb that follows has to be in the infinitive form (infinitive without ‘to’). Remember that the auxiliary ‘didn’t’ is used in the negative form with other verbs that are not ‘to be’.

e.g. Jack didn’t tell Mr McCullen about the scratch.

NEGATIVE

I didn’t watch television

You didn’t watch television

He/She/It didn’t watch television

We/You/They didn’t watch television

INTERROGATIVE

Did I watch television?

Did you watch television?

Did he/she/it watch television?

Did we/you/they watch television?



short AnsWers

AFFIRMATIVE

Yes, I did

Yes, you did

Yes, he/she/it did

Yes, we/you/they did

NEGATIVE

No, I didn’t

No, you didn’t

No, he/she/it didn’t

No, we/you/they didn’t

WH-QUESTIONS

What did I do?

Where did you go?

What did he/she/it do?

When did we/you/they go?

skills

reAding: the olyMPic gAMes

Athens

The first Olympic Games of the modern era were celebrated in this city in 1896. Women didn’t participate in the events. There were only 280 competitors from 14 countries.

It was the start of the modern Olympic Games.

Barcelona

The Olympic Games were held here in 1992. People remember these games because the opening and closing ceremonies were spectacular. Vitaly Scherbo, a gymnast, won four gold medals in one day. That’s an Olympic record!

Sydney

The 2000 Olympic Games were held in this city. The organisation was excellent and the sporting standards were very high. It was the perfect way to celebrate the new millen-nium and the Olympic tradition. The star of the games was Ian Thorpe, the Australian swimmer. He won five medals and he was only 17 at the time!



reAding VocAbulAry

CELEBRATE

EVENT

COMPETITOR

COUNTRY

CEREMONY

SPECTACULAR

ORGANISATION

EXCELLENT

STANDARD

listening

look!

Spelling and pronunciation patterns are usually different in English. Words are not pronounced the way they are written. This arbitrariness is a difficult thing for

learners of English.

language plus. describing a scene in the past (i)

Vocabulary

TICKET OFFICE STAGE FANS

BAND NOISE RUBBISH



countAble nouns

SINGULAR

There was a stage

There wasn’t a stage

Was there a stage?

Short answers: Yes, there was. / No, there wasn’t.

countAble nouns

PLURAL

There were some fans

There weren’t any fans

Were there any fans?

Short answers: Yes, there were. / No, there weren’t.

uncountAble nouns

There was some noise

There wasn’t any noise

Was there any noise?

Short answers: Yes, there was / were. No, there wasn’t / weren’t.

Tougher Than The resT?


Tougher than the rest? | 2


Tougher Than The resT?

school news

reading: Tougher Than The resT?

Ton: Hello Jack! Listen, I was at Son’s party yesterday.

Jack: Uh, uh, really? How was it?

Ton: Fine. The partygoers were all talking about you. Why did you not go?

Jack: Oh, err, I wasn’t feeling very well. I had a sore belly, you see.

Ton: We were going to call you, but we didn’t in the end because...

Jack: Because... what?

Ton: Well, people at the party were saying that you were probably very annoyed.

Jack: Me? Annoyed? Ha, ha. Listen, nothing offends Jack. I’m tougher than the rest...

Flyona: Jack, what’s come over you? You weren’t at the birthday party!

Jack: Oh well, I had other plans, to tell you the truth.

Flyona: But you told me you were going to go!

Jack: Yes, I did. But yesterday I was checking my agenda and I realised I had an appoint-ment I could not miss.

Flyona: Did you apologise to Son, at least?

Jack: Apologise? What for?

Flyona: Uh uh, you sound annoyed, Jack. Is it because she didn’t, by accident, invite you?

Jack: Annoyed, me? Listen, I have bigger fish to fry...

Dr Miyagi: Jack? Are you OK? You’re crying!

Jack: Mm, yes, I... I was reading a very sad book, and you see, it was moving...

Dr Miyagi: A... sad book. Sure, Jack. You never read books, to start with. Come on, what is it?

Jack: Nothing, I told you, I was...

Dr Miyagi: Oh! Now I know. I was teaching today when I heard some students say some-thing about a party. Apparently, you didn’t show up, Jack. Is it because they forgot to invite you?

Jack: Uh, uh, uh, uh! I know they weren’t trying to annoy me but that really annoyed me, uh, uh, uh!

Dr Miyagi: It’s OK Jack... but I think you’re hurt because... you couldn’t be in the spot-light. Jack: I know, uh uh uh, I’m an attention-getter, uh, uh!

Dr Miyagi: ...and it’s OK to be emotional, Jack. Let me tell you something, Jack. You can’t always be tougher than the rest.



reading VoCaBuLarY

APPARENTLY

SHOW UP

MOVING

AT LEAST

APOLOGISE

OFFEND

PARTYGOERS

ATTENTION-GETTER

Vocabulary: Idioms and lexical phrases

SHAKE HANDS WITH WHAT FOR?

SAY HELLO TO TO TELL YOU THE TRUTH

APOLOGISE TO TO HAVE A BIGGER FISH TO FRY

ARGUE WITH BY ACCIDENT

WHAT’S COME OVER YOU? TO BE IN THE SPOTLIGHT

Pronunciation: Connected speech

When we speak, words flow in such a way that everything sounds connected: five dis-tinct consecutive words sound like a single word. When we speak, we adapt our pro-nunciation to our audience, and maximum clarity is not always necessary.

When we try to get our message across, certain phonemes and words get lost. The over-all message is not affected by it this is a case of effective communication!

Language focus a. describing a scene in the past

We use the Past Continuous to say that an action was in progress at a particular time in the past.

e.g. Harold was reading a book in the interval.

However, it can also be used to say that an action was in progress at every moment dur-ing a period of time.

e.g. Flyona and Nigel were playing computer games all day yesterday.

aFFirMaTiVe

I was reading

You were reading

He/She/It was reading

We/You/They were reading



negaTiVe

I wasn’t reading

You weren’t reading

He/She/It wasn’t reading

We/You/They weren’t reading

QuesTions

Wasn’t I reading

Weren’t you reading

Wasn’t he/she/it reading

Weren’t we/you/they reading

shorT ansWers

Yes, I was

Yes, you were

Yes, he/she/it was

Yes, we/you/they were

No, I was

No, you were

No, he/she/it was

No, we/you/they were

Wh- QuesTions and ansWers

What were you doing?I was having a shower.

Where were you travelling?To Manchester.

Who were they talking to?To Stella’s grandparents.

school news

reading: deConsTruCTing JaCk?

Flyona: Stella and I were talking to Dr Miyagi this morning. He was very worried about Jack.

Nigel: Really?



Stella: Yes. First he didn’t understand why, but then he could see it clearly.

Ton: And what was the matter?

Flyona: Well, apparently Jack is hurt. He wasn’t showing his feelings to anyone because he’s too proud.

Nigel: But, why is he hurt? Is it because he couldn’t go to the party?

Flyona: That’s what I thought, too. But it wasn’t true. He could go to the party. He wasn’t really meeting anyone.

Ton: So he was lying!

Stella: Yes, but you know that Jack is not a bad person. He couldn’t kill a fly.

Flyona: He couldn’t go to the party because Son made a silly mistake.

Nigel: Do you mean that she forgot to invite him to the party?

Flyona: Yes. Jack needs to be in the spotlight. He wasn’t invited to the party, and that offended him. But he lied because nothing could ever affect Jack.

Ton: Until yesterday.

Stella: Yes. He couldn’t accept the fact that he wasn’t going to be the star at the party. Not getting that hurt him, so he was pretending to be OK all the time. Poor Jack!!

Flyona, Ton: Look, there he is!

reading VoCaBuLarY

WORRIED ABOUT

CLEARLY

APPARENTLY

PROUD

HE COULDN’T KILL A FLY

A SILLY MISTAKE

IN THE SPOTLIGHT

PRETEND

Language focus B. Could and couldn’t

Could is the past of can. We use could or couldn’t to express what we were or weren’t capable of doing in the past:

e.g. I couldn’t swim last summer but I can now. I could ride a bike when I was 7.

Since it is a modal verb, the form ‘could’ is the same for all persons. It doesn’t use an aux-iliary in either negative an interrogative forms, and ‘to’ is never added to the verb that follows:

e.g. I could to ride a bike when I was 6.



AFFIRMATIVE

I/YouHe/She/It

We/You/Theycould speak Catalan

negaTiVe

I/YouHe/She/It

We/You/Theycouldn’t speak Catalan

QuesTions

CouldI/you

he/she/itwe/you/they

speak Catalan

shorT ansWers

Yes,I/you


could

No,I/you


couldn’t

Vocabulary: abilities

DRIVE A CAR

FIX A COMPUTER

USE A COMPUTER

RIDE A BIKE

SPEAK JAPANESE

PLAY THE GUITAR

COOK

SWIM

SKI

skills

reading: noTTing hiLL CarniVaL / London’s CariBBean sTreeT ParTY!

The Notting Hill Carnival lasts for two days in August. The main event is the parade of dance troupes, steel bands and musicians. There are hundreds of food stalls with tradi-tional Caribbean food, for example, mangoes, coconuts and spicy chicken. More than two million people visit the carnival each year.



John and Lara were listening to a steel band. The band was playing on the corner of Kensal Road and Ladbroke Grove.

Alison was watching the parade. She was taking a photo of the Jamaican Kings dance troupe. People were dancing and laughing. The parade was going along Great Western Road.

Paula and Stella were standing at a food stall. They were eating Caribbean food. Paula thought the food was very spicy. The food stall was on the corner of Westbourne Grove and Portobello Road.

reading VoCaBuLarY

STEEL BAND DANCE TROUPE FOOD STALL

PARADE MANGOES COCONUTS

Language plus a. talking about the past

PasT ConTinuous

The Past Continuous is used to describe a prolonged action that takes place in the past.

By contrast, the Past Simple is used to describe short actions that interrupt the main ac-tion. However, both actions can be joined using the particle ‘when’.

Past Continuous + when + Past Simple

e.g. Jack was sleeping when I opened the door. What was Jack doing when I opened the door?

Past Simple + when + Past Continuous

e.g. The phone rang when Nigel was watching TV. Did she leave when you were cooking?

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