What are you doing now?

Grammar 
Present simple tense verb “to be” 

The present continuous 

Watch and remember 

Test 

Vocabulary 
Uncountable nouns 

Listen and remember 

Test 

Read 
My hectic life 

Reading comprehension 

Listen 
Listening quiz on the present continuous 

Speaking 
UNIT
Write 
Read this email 

Master class on writing 

Now you write 
 B1 English course

Grammar

Present simple tense verb “to be”

Verb Meaning

I am Yo soy/ estoy

You are Tú eres/estás - Usted es/está

He is Él es/está

She is Ella es/está

It is El/ella/ello (para cosas) es/está

You are Vosotros/as sois/estáis - Ustedes son/están

We are Nosotros/as somos/estamos

They are Ellos/as son/están

Contractions

I am I’m

You are You’re

He is He’s

She is She’s

It is It’s

You are You’re

We are We’re

They are They’re

How to make affirmative sentences

Structure:

Subject + am/ is /are + object

UNIT 1 – Grammar
 B1 English course

Examples:

I am a teacher
Yo soy profesor/a.
subject verb object

He is busy. Él está ocupado.

You are a doctor. Tú eres médico.

How to ask questions

Structure:

Am/ Is /Are + subject + object?

Examples:

Am I a teacher?
¿Soy yo profesor/a?
verb subject object

Is he busy? ¿Está él ocupado?

Are you a doctor? ¿Eres tú médico?

How to answer questions

Structure:

Yes, + subject + am/ is/ are

No, + subject + am/ is/ are + not

Examples:

Yes, I am

Yes/ No subject am/ is/ are -/not

UNIT 1 – Grammar
 B1 English course

No, I’m not.

Yes, they are.

No, we aren’t.

How to make negative sentences

Structure:

Subject + am/ is/ are + not + object

Examples:

I am not a teacher
Yo no soy profesor/a
subject verb not object

He is not busy. Él no está ocupado.

You are not a doctor. Tú no eres médico.

How to ask negative questions

Structure:

Am/ Is/ Are + not + subject + object?

Examples:

Aren’t you a teacher?

¿No eres profesor/a?
verb + not subject object

Isn’t he busy? ¿No está él ocupado?

Aren’t you a doctor? ¿No eres tú médico?

When we ask negative questions we usually make a contraction: isn’t,

aren’t, but with the first person we say “Am I not ...?”

UNIT 1 – Grammar
 B1 English course

The present continuous

I am working. Estoy trabajando.

You are working. Tú/ usted está trabajando.

He is working. Él está trabajando.

She is working. Ella está trabajando.

It is working. Está funcionando.

You are working. Vosotros/as estáis trabajando - Ustedes están trabjando.

We are working. Nosotros/as estamos trabajando.

They are working. Ellos/as están trabajando.

How to make affirmative sentences

Structure:

Subject + am/ is/ are + main verb –ing + object

Examples:

He is watching TV
Él está mirando la
televisión
subject verb verb-ing object

They are having lunch. Ellos están comiendo.

I’m waiting for my son. Estoy esperando a mi hijo.

How to ask questions

Structure:

Am/ Is/ Are + subject + main verb –ing + object?

UNIT 1 – Grammar
 B1 English course

Examples:

Is he watching TV?
¿Él está mirando
la televisión?
verb subject verb-ing object

Are they having lunch? ¿Están ellos comiendo?

Are you waiting for your son? ¿Estás esperando a tu hijo?

How to answer questions

Structure:

Yes, + subject + am /is/ are

No, subject + am/is/ are + not

Examples:

Yes, I am

Yes/ No subject verb -/not

No, I’m not.

Yes, they are.

No, we aren’t.

How to make negative statements

Subject + am/ is/ are + not + verb-ing + object

Examples:

I am not listening to the radio

No estoy escuchando
la radio
subject verb not verb-ing object

UNIT 1 – Grammar
 B1 English course

He is not busy Él no está ocupado

You are not a doctor Tú no eres médico.

How to ask negative questions

Structure:

Am/ Is/ Are + not + subject + verb-ing?

Examples:

Aren’t you teaching?

¿No estás
enseñando?
verb + not subject verb-ing

Isn’t he watching TV? ¿No está él mirando la television?

Aren’t they having lunch? ¿No están comiendo?

The present continuous is used for:

An activity happening at the present moment:

o Sorry, I can’t go there now, I’m working.
Lo siento, no puedo ir allí ahora, estoy trabajando.

An activity in progress but not exactly at the present moment:

o They want to improve their English, so they’re reading many books in
English.
Quieren mejorar su inglés, por ello están leyendo muchos libros en inglés.

A non-permanent situation:
o She’s watering the plants while he is away.
Ella está regando sus plantas mientras él está fuera.

A situation which is changing or starting to take place:

o House prices are starting to fall in Britain.
Los precios de las casas están empezando a bajar en Gran Bretaña.

UNIT 1 – Grammar
 B1 English course

Things the speaker finds strange or annoying, with use of always:

o You are always finding excuses not to do your homework. You’re going to fail
your exams!
Siempre estás encontrando excusas para no hacer los deberes. ¡Vas a
suspender los exámenes!

Things that are always happening, with use of always:

o Mark’s father is always fixing things, he loves it!
El padre de Mark siempre está arreglando cosas, ¡le encanta!

IMPORTANT: In Spanish we can talk about activities happening at the

present moment with the present tense. For example, we can say: ¿Qué haces? In
English, we normally use the present continuous, not the present simple tense in
this case.
Correct: What are you doing?
Incorrect: What do you do?

Watch and remember

Present Continuous I

The video is available in the virtual classroom

UNIT 1 – Grammar
 B1 English course

Present Continuous II

The video is available in the virtual classroom

Test

1. I am looking forward to ……………… you soon.

A. see.
B. seeing.
C. knowing.
D. know.

2. My husband is always ………………………………… his keys.

A. forget.
B. miss.
C. missing.
D. forgetting.

3. I …………………………………. after her house this summer while she is on holiday.

A. am watching.
B. am seeing.
C. am looking.
D. am sitting.

UNIT 1 – Grammar
 B1 English course

4. The company ………………………………… five people in June.

A. are employing.
B. is employing.
C. hires.
D. employs.

5. At the moment I ………………………………. for a new job.

A. am looking.
B. look.
C. am watching.
D. watch.

6. I am …………………………………… TV as I cook dinner.

A. following.
B. seeing.
C. viewing.
D. watching.

7. What ………………… you always losing?

A. is.
B. am.
C. are.
D. do.

8. When ………………….. he next going on holiday?

A. is.
B. am.
C. are.
D. do.

9. …………………….. I am studying for an exam.

A. Always.
B. Sometimes.
C. Yesterday.
D. At the moment.

UNIT 1 – Grammar
 B1 English course

10. I …………………………. study for exams.

A. always.
B. this morning.
C. right now.
D. today.

UNIT 1 – Grammar
 B1 English course

Vocabulary

Uncountable nouns

Concept: uncountable nouns are nouns that cannot be counted because they cannot
be divided. Typical examples are liquids, such as, milk, water, beer, wine, or food, such
as bread, meat or rice.

It is important to remember that:

Countable nouns can take either singular or plural forms, but uncountable nouns
can take only singular forms although sometimes they may be pluralized when
used in a countable sense.

For example:
Paper (uncountable) – I like to use only recycled paper. Me gusta utilizar solo papel
reciclado.
Papers (countable) – They have to hand in their papers by Friday. Ellos tienen que
entregar sus trabajos escritos el viernes.

As uncountable nouns cannot be counted you therefore cannot say: A/An +

uncountable noun.

For example:
You cannot say: I’m going to give you an advice. Te voy a dar un consejo.
You have to say: I’m going to give you some advice. Te voy a dar algunos consejos.
You can also say: I’m going to give you a piece of advice. Te voy a dar un consejo.

It is possible to make uncountable nouns countable if we add other words to the

uncountable word. Examples of these types of words are: a piece of, an item, a bottle, a
grain, etc.

UNIT 1 – Vocabulary
 B1 English course

For example:
Milk (uncountable): leche.
A bottle of milk: Una botella de leche.

There are some uncountable nouns that are especially troublesome for Spanish
speakers because in Spanish these nouns are countable. Here are some examples:

Advice (consejo) – A piece of advice. Un consejo.

News (noticias) – A piece of news. Una noticia.
Bread (pan) – A loaf of bread, a piece of bread. Un trozo de pan.
Furniture (mueble) – A piece of furniture. Un mueble.
Information (información) – A piece of information. Una información.

List of uncountable nouns

Approximate
Contractions Phonetics Meaning Example
pronunciation

They gave me some

good advice.
Advice /əd'vaɪs/ advais consejo
Me dieron buenos
consejos.

He didn’t have any

information.
Information /'ɪnfər'meɪʃən/ informeishon información
Él no tenía ninguna
información.

I have good news.

News /nu:z/ niuss noticias Tengo buenas
noticias.

That’s a nice piece of

furniture.
Furniture /'fɜ:rnɪtʃər / fernicher muebles
Ese es un mueble
bonito.

I would like to have

Milk milk leche some milk.
/mɪlk/
Quiero tomar leche.

There is no water.
Water /'wɔ:tər / uater agua
No hay agua.

UNIT 1 – Vocabulary
 B1 English course

Approximate
Contractions Phonetics Meaning Example
pronunciation

People in China eat

lots of rice.
Rice /raɪs/ raiss arroz
La gente en China
come mucho arroz.

She is going to need

some money.
Money /'mʌni/ mani dinero
Ella va a necesitar
(algo de) dinero.

Would you like some

Sugar /'ʃʊgər/ shugar azúcar sugar?
¿Quieres azúcar?

I would like to have a

glass of wine.
Wine / waɪn / wain vino
Quiero una copa de
vino.

Some, Any

Both words can be used with countable and uncountable nouns.

Examples:
There are some pencils on the floor. (Countable) Hay unos lápices en el suelo.
There is some milk on the counter. (Uncountable) Hay leche en la encimera.
Did you have any water? (Uncountable) ¿Tomaste agua?
Did you have any coins? (Countable) ¿Tenías monedas?

Much, Many

Much can only be used with uncountable nouns.

How much money do you have? ¿Cuánto dinero tienes?

Many can only be used with countable nouns.

How many people are coming? ¿Cuánta gente viene?

UNIT 1 – Vocabulary
 B1 English course

A lot of, Lots of

Both words can be used to replace much or many.

She drank a lot of wine. (Uncountable) Ella bebió mucho vino. Lots of ideas are not
taken into account. (Countable) Muchas ideas no son tomadas en cuenta.

Little, Few

Little can only be used with uncountable nouns.

They had little information (Uncountable). Ellos tenían poca información.

Few can only be used with countable nouns.

She had very few apples in the basket. Ella tenía pocas manzanas en la cesta.

Listen and remember

Uncountable nouns

The listening is available in the virtual classroom

UNIT 1 – Vocabulary
 B1 English course

Test

Match the two parts of the sentences.

1 Pass me a sheet of A coffee left?

2 How much B paper

3 Do we have any C rest

4 I like a drop of D time

5 How many E milk in my coffee

6 I’m tired, I need some F mistakes

7 This translation has a lot of G coins do you have?
8 To do this well I need plenty of H sugar do you want in your tea?
9 Due to a lack of I cake
10 Please pass me a slice of J confidence I failed my driving test

UNIT 1 – Vocabulary
 B1 English course

Read

My hectic life

My name is Lisa Cox. I was born in New

Haven, Connecticut, but I am now
living in London with my husband and
three children. I work as a sales
manager for an American multi-
national company.
I’m currently looking for a new job
because I want to start working part-
time to be able to spend more time at
home with my family, but it’s not easy
these days with so much
unemployment.
We are in the middle of winter and I’m When they are back home, she always
working from home today. I am also cleans their shoes and clothes.
preparing a meal using a pressure It’s now midday and I’m eating a slice of
cooker. It’s a wonderful solution when pizza hoping not to fall asleep
you don’t have a lot of time. I am midway through eating. I’m counting
making a stew. the days to our next holiday. We are
My children are now at school and my planning to fly to the States and spend
husband is working in the city. He is Christmas and New Year with my
English and works as a bank manager. family in Florida.
My mother is staying with us at the Fortunately, I’m not travelling this
moment. Fortunately, she always takes week. My youngest daughter, Elizabeth,
the children to the park when they is not feeling too well. I think she just
come back home from school! My has a mild cold, but I wouldn’t like to
mother is still quite young so she can be away if she gets worse.
keep them busy for hours on end. I’m not unhappy with my life. I have a
If it’s raining they always start digging nice family, live in beautiful house, but I
in the dirt and they make dirt would certainly like to work less hours.
brownies.

UNIT 1 – Read
 B1 English course

Vocabulary

Digging (v.): cavando

Sales manager (n.): director comercial
Dig: cavar

To be to able (v.): poder, ser capaz de Dirt (n.): tierra

Unemployment ( n.): desempleo Are back/ to be back (v.): volver

Fall asleep midway (v.): quedarse

Pressure cooker (n.): olla a presión
dormido/a/ en medio de

Stew (n.): guiso Be away (v.): estar fuera, ausentarse

Keep them busy (v.): mantenerlos

Gets worse (v.): empeorar
ocupados

Hours on end (n.): por largo tiempo

Reading comprehension

1. Why is Lisa looking for a new job?

A. Because she is worried about unemployment.
B. Because she wants to have more time with her family.
C. Because she doesn’t like her job.

2. What nationality are her children?

A. American.
B. English.
C. Half American and half English.

3. What time of year is it?

A. Spring.
B. Autumn.
C. Winter.

4. What are the benefits of a pressure cooker?

A. It’s clean.
B. It’s quick.
C. It’s quiet.

UNIT 1 – Read
 B1 English course

5. How many of Lisa’s children have left home?

A. 0.
B. 1.
C. 2.

6. Who looks after the children after school?

A. Their mother.
B. Their aunt.
C. Their grandmother.

7. Where is Lisa originally from?

A. Florida.
B. London.
C. Connecticut.

8. Where does Lisa want to go on holiday?

A. USA.
B. EU.
C. UK.

9. Why is Lisa happy that they are not travelling this week?
A. Because she is tired.
B. Because she has a lot of work.
C. Because her daughter is unwell.

10. How does Lisa feel about her life?

A. Very unhappy.
B. Happy.
C. Bored.

UNIT 1 – Read
 B1 English course

Listen

Listening quiz on the present continuous

Listen to the conversation between two

friends on the phone then answer the
questions.

Answer the questions below. After listening

once:

1. What are the two women planning?

A. Shopping.
B. Dancing.
C. Eating.

Answer the questions below. After listening twice:

1. How much does the club normally cost?

A. £10.
B. £20.
C. £30.

2. Where is Sophie travelling to for her work?

A. Bond Street.
B. A bar.
C. Mexico.

3. What day are Sophie and Jane meeting?

A. Saturday.
B. Friday.
C. Sunday.

UNIT 1 – Listen
 B1 English course

Answer the questions below. After listening three times:

1. Who has started a new job?

A. Sophie.
B. Jane.
C. Jane’s friend.

2. How much are the women paying to get into the club?
A. £0.
B. £10.
C. £20.

3. What time are they meeting?

A. 10 p.m.
B. 11 p.m.
C. 12 p.m.

4. Why is Sophie going to Mexico?

A. To meet a friend.
B. On holiday.
C. To meet clients.

Speaking

Present continuous. Comparing two photos

The video is available in the virtual classroom

UNIT 1 – Listen
 B1 English course

Talking about the course

The video is available in the virtual classroom

UNIT 1 – Listen
 B1 English course

Write

Read this email

From: Carla Simpson<[email protected]>

To: editorialenglish@com
Date: 13/10/2010 17:48
Subject: Permission enquiry

Dear Sirs,

I am contacting you in reference to a possible blog posting on our

blog: http://elblogdelingles.blogspot.com/. We try to help Spanish speakers learn
English and are constantly adding new posts with information about grammar and
vocabulary.

I have written a post about false friends between English and Spanish, as you will see in
the attachment, using vocabulary from the yourdictionary.com. However, we are a
little worried about whether we can actually post it or not and so would like to know if
we need your permission to do so.

I look forward to receiving your reply,

Yours Faithfully,
Carla Simpson

Vocabulary

Blog posting (v.): escribir un artículo para un blog.

False friends (n.): palabras que se parecen en español e inglés,

pero su significado es diferente en ambos idiomas.

Adding: añadiendo.

Add (v.): añadir.

UNIT 1 – Write
 B1 English course

Attachment (n.): documento adjunto.

Whether (conj.): si.

Post it (v.): publicarlo.

Looking forward to receiving your reply: Esperamos recibir su

contestación.

Tips for writing a formal email

Subject: Short and to the point.

Start with “Dear Sirs,”
Explain why you are contacting them.
Write short paragraphs.
Copy examples of sentences from native English speakers;
don’t make up your own sentences.
Check your own sentences pasting them onto Google and
seeing if they appear on native’s websites. You can also use
www.linguee.es to check your sentences.
Say good-bye with “Yours faithfully” “Yours sincerely”.

Master class on writing

Writing a formal email

The video is available in the virtual classroom

UNIT 1 – Write
 B1 English course

Now you write

Instructions

You are the Permission Manager at yourdictionary.com and you have to write an email
to Carla Simpson thanking her for her email and saying that you have:
No objections to a short extract (less than 500 words).
The text should not be treated in a derogatory manner.
No changes can be made.
She must acknowledge the source.

Compare your text to this example:

Dear Carla,
Thank you for your email enquiry regarding the posting of an extract from one of our
publications into your blog.

Yourdictionary.com has no objections to a short extract (less than 500 words) from one
of our publications appearing in a blog, on the understanding it is not treated in a
derogatory manner, that the extract is quoted verbatim (no changes to be made) and
that you clearly acknowledge the source of the material.

However, should you wish to include larger extracts then that would be subject to
clearing permission with Yourdictionary.com prior to posting.

Yours sincerely

Karen Jackson
Permissions Manager, Legal Service
Canterbury Road, 222
Yourdictionary.comBC2 5RU, United Kingdom
www.yourdictionary.com

UNIT 1 – Write
 B1 English course

Vocabulary

To treat (v.): tratar.

Acknowledge the source (n.): dar a conocer la fuente.

UNIT 1 – Write
Working with children
Grammar 
The present simple tense and adverbs of frequency 

Watch and remember 

Test 

Grammar practice exercise 

Vocabulary 
Countable nouns 

Listen and remember 

Vocabulary practice exercise 

Read 
Michael: a primary school teacher 

Reading comprehension 

Listen 
Present simple tense listening quiz 

Speaking 
UNIT
Write 
Read and write 

Master class on writing 

Correct the mistakes 

Now you write 
 B1 English course

Grammar

The present simple tense and adverbs of frequency

The present simple tense is the tense that we use to speak about actions that are
repeated or routine.

Let’s first study how to make sentences with the present simple.

How to make affirmative sentences:

Structure:

Subject + verb + object

Examples:

I eat an apple
Yo como una
manzana
subject verb object

He lives in Barcelona. Él vive en Barcelona.

You like London. Te gusta Londres.

Pay attention: When making affirmative sentences in the present simple

tense you have to put the verb in the bare infinitive without “to”, except in the
case of the third person singular (he, she and it). In this case you have to add an
“s” to the main verb. For example:
Correct: He works –Él trabaja.
Incorrect: He work.

UNIT 2 – Grammar
 B1 English course

Irregular verbs:

If the verb ends in ch, ss, sh, x or the letter o, you have to add -es in the third
person.

Examples:

He teaches Spanish.
Teach teaches
Él enseña español.

She misses you.

Miss misses
Ella te echa de menos.

He wishes you the best.

Wish wishes
Él te desea lo mejor.

It mixes well.
Mix mixes
Se mezcla bien.

She goes to work.

Go goes
Ella va a trabajar.

If the verb ends in a consonant + “y”, we remove the “y” and add ies in the third
persons.

She studies every day

Study studies
Ella estudia todos los días.

She always carries her bag

Carry carries
Ella siempre lleva su bolso.

How to ask questions:

Structure:

Do/ Does + subject + main verb + object?

UNIT 2 – Grammar
 B1 English course

Examples:

Do you teach English

¿Enseñas tú inglés?
Do subject verb object

Does he study German? ¿Estudia él alemán?

Do we know her? ¿La conocemos?

Pay attention:
To ask direct questions we always use “do” or “does” in English.
For the third person singular (he, she, it) we have to use “does” to ask a
question. Never use “do” in this case.
Do/ does cannot be translated into Spanish, don’t try to make sense of
them.
The main verb in questions always goes in the bare infinitive without “to”.

How to answer questions:

Structure:

Positive: Yes, + subject + do/ does

Negative: No, + subject + don’t/ doesn’t

Examples:

Do you speak English?

Yes, I do

Yes subject do

Never repeat the main verb, like you do in Spanish. For example:
Correct: Yes, I do.
Incorrect: Yes, I speak.

UNIT 2 – Grammar
 B1 English course

Do you speak English?

No, I don’t

No subject do not

More examples:

Yes, he does.

No, she doesn’t

Yes, they do.

No, we don’t.

Remember: To ask and answer questions in the third person (he, she, it)
we always use “does” never “do”.

How to make negative sentences:

Structure:

Subject + do/ does + not + main verb + object

Examples:

I do not work here.

Yo no trabajo aquí
subject do not main verb object

He doesn’t study German. Él no estudia alemán.

You don’t speak Japanese. Tú no hablas japonés.

Pay attention to the contractions.

Do not: don’t.
Does not: doesn’t.
In colloquial English we usually speak with contractions.
Remember: To make negative sentences and ask questions we always use the
auxiliary verb “do” or “does” (for the third person).

UNIT 2 – Grammar
 B1 English course

How to ask negative questions:

Structure:

Don’t/ Doesn’t + subject + main verb + object?

Examples:

Don’t you work here?

¿No trabajas tú
aquí?
do not subject main verb object?

Don’t they like chocolate? ¿No les gusta el chocolate?

When we ask negative questions we usually make a contraction: Don’t you,

Doesn’t he?

The present simple tense is used for:

A permanent state or situation:

o They live in Madrid.
Ellos viven en Madrid.

Facts or general truths:

o Water boils at 100 ºC.
El agua hierve a los 100 ºC

An activity that happens regularly:

o She often goes to the cinema.
Ella va frecuentemente al cine.

UNIT 2 – Grammar
 B1 English course

IMPORTANT: It is very important that you learn to differentiate the

present continuous from the present simple because in Spanish they are not used
in the same way as in English.

In Spanish we can use the present simple to speak about what is happening
now, in English we normally cannot do this. For example:
We cannot say: We work now.
We have to say: We are working now. Estamos trabajando ahora. You can
say: We work every day. Trabajamos todos los días. (An activity that happens
regularly).

Adverbs of frequency:

When we speak in the present simple we often use words called “adverbs of frequency”
or “adverbial phrases”. These words or phrases (more than one word) indicate how
often an activity takes place.

Here you have a list of the most common adverbs of frequency and adverbial
phrases:

Always Siempre Rarely Rara vez

Usually Usualmente Hardly ever Casi nunca

Often Frecuentemente Never Nunca

Frequently Frecuentemente Every day Cotidianamente/ Todos los días

Occasionally Ocasionalmente Once a week Una vez por semana

Sometimes A veces Twice a month Dos veces al mes

Seldom Rara vez Three times a year Tres veces al año

UNIT 2 – Grammar
 B1 English course

Where do we place the adverbs of frequency in a sentence?

We usually put one-word adverbs (and hardly ever) before the main verb.
Example:

He always listens to music.

Él siempre escucha
música
subject Adverb of F. Main verb object

When we use am, is, are, was or were (the verb “to be”), we put the adverb after the
verb.

They are never happy.

Ellos nunca están
contentos.
subject Main verb Adverb of F. object

When we use auxiliary verbs (have/has) or modal verbs (can, could, might, etc.), we
put the adverb after the auxiliary verb or modal verb.

We have often worked together

Hemos
trabajado juntos
Aux.
subject Adverb of F. object frecuentemente.
Verb

You can seldom see her

Rara vez
Modal podemos verla.
subject Adverb of F. object
verb.

We can put usually, often, sometimes and occasionally at the beginning or end of
a sentence but this is normally in spoken language.

Usually they are wrong

Generalmente, están equivocados.
Adverb of F. subject object

We cannot put “always” or “never” at the beginning or end (Unless it is an

order or instruction when it can stand at the front).
Incorrect: Always they are late always. Ellos siempre llegan tarde.
Correct: They are always late.

UNIT 2 – Grammar
 B1 English course

Adverbial phrases can be put at the beginning or end of the sentence.

I go to the gym twice a week

Voy al gimnasio dos veces
por semana
subject object Adverbial phrase

Watch and remember

Simple Present Tense

The video is available in the virtual classroom

Test

Choose the correct answer for each gap:

1. When ……………… you get up?

A. Ø.
B. do.
C. have.

2. She ……………… to music every morning.

A. is listening.
B. listen.
C. listens.

UNIT 2 – Grammar
 B1 English course

3. They always ……………… together.

A. eat.
B. eats.
C. are eating.

4. Did you ……………… the kitchen before leaving the house?

A. cleaned.
B. clean.
C. cleans.

5. How often ……………… football?

A. do you play.
B. are you playing.
C. you play.

6. We never ……………… over the weekend?

A. studies.
B. are studying.
C. study.

7. My dog usually ……………… his bone before eating it.

A. bury.
B. buries.
C. burys.

8. Why ……………… he always arrive late?

A. do.
B. Ø.
C. does.

9. I ……………… a car.
A. haven’t.
B. don’t have.
C. doesn’t have.

UNIT 2 – Grammar
 B1 English course

10. Jill ……………… television during the day.

A. never watches.
B. doesn’t never watch.
C. watches never.

Grammar practice exercise

Use the empty box to list the adverbs of frequency on the left into correct order. Start
with the highest frequency.

A Sometimes 10

B Never 9

C Always 8

D Often 7

E Usually 6

F Now and then 5

G Once a year 4

H Hardly ever 3

I Once in a lifetime 2

J Every other day 1

UNIT 2 – Grammar
 B1 English course

Vocabulary

Countable nouns

Warning: Never learn new words without listening to how they sound. You can
use www.wordreference.com or www.howjsay.com to listen to the pronunciation of the
words.

List of countable nouns

Approximate
Contractions Phonetics Meaning Example
pronunciation

He has a very clean desk.

Desk /desk/ desk escritorio
Él tiene un escritorio
muy limpio.

encerado, Write on the blackboard.

Blackboard /'blækbɔ:d/ blakbord
pizarra Escribe en el encerado.

We are going to use

ceras de crayons for this drawing.
Crayon / 'kreɪɑ:n / creion
colores Vamos a usar ceras de
colores para este dibujo.

Who has a pencil

Pencil /'pensəl/ sharpener?
pensel sharpener sacapuntas
sharpener /'ʃɑ:rpn̩ər/ ¿Quién tiene un
sacapuntas?

goma de Pass me the rubber.

Rubber /'rʌbər / raber borrar Pásame la goma de
(británico) borrar.

They don’t have an

goma de eraser.
Eraser /ɪ'reɪsər / ireiser borrar
(americano) Ellos no tienen goma de
borrar.

We’ll need some glue for

this craft activity.
Glue /glu:/ glue pegamento
Necesitamos pegamento
para esta manualidad.

UNIT 2 – Vocabulary
 B1 English course

Approximate
Contractions Phonetics Meaning Example
pronunciation

You should use a craft

/kræft/ knife to cut this.
Craft knife crafnaif cúter
/naɪf/ Deberías utilizar un
cúter para cortar esto.

Do you know where the

ruler is?
Ruler /'ru:lər / ruler regla
¿Sabes dónde está la
regla?

Please, take out your

/'eksərsaɪz/ libro de exercise book.
Exercise book exersaisbuk
ejercicios Por favor, sacad vuestro
/bʊk/
libro de ejercicios.

Listen and remember

Countable nouns

The listening is available in the virtual classroom

Vocabulary practice exercise

Translate the following sentences:

1 Las tijeras están en mi escritorio.

2 No sé dónde están mis ceras.

3 ¿Tienes un sacapuntas?

4 ¿Necesitas goma de borrar?

5 ¿Me puedes pasar el pegamento?

6 Utiliza el libro de ejercicios.

UNIT 2 – Vocabulary
 B1 English course

7 El cúter es peligroso para los niños.

8 Escríbelo en la pizarra.

9 Utiliza la perforadora.

10 El libro está en la estantería.

UNIT 2 – Vocabulary
 B1 English course

Read

Michael: a primary school teacher

7.00 a.m. Michael gets up, has a talk about road safety rules. The
shower, brushes his teeth, decides children watch a video on how to cross
what to wear for school (brown a street, fasten seat belts and ride a
trousers, light green shirt and green bike when there is traffic. They ask the
cardigan) and goes downstairs. He speakers a lot of questions. They seem
usually has breakfast in the kitchen: a to be very interested.
bowl of cereal with natural yoghurt. He 11.30 a.m. time to do some Maths.
then checks his email and gets Michael checks their homework and
things ready for school. He has a gives them more.
brown leather briefcase where he 12.00 p.m. the children go to lunch.
keeps all his papers. Michael stays behind and marks
8.00 a.m. Michael takes the work so he has less to do later. Then he
underground and arrives at the goes to the school cafeteria to have
school at 8.30 am. He then does some lunch with other members of staff. He
photocopying and prepares for his first talks shop all the time.
class.
8.45 a.m. He takes the register,
Sandra is off ill and Peter is on
holiday. In class they talk about last
Christmas holiday. The children have to
write a short story about what they did
during the holidays. He listens to the
readers and proof reads rough
drafts. They do everything in small
steps otherwise it is too difficult for
them.
10.30 a.m. the children go outside for
break, although some children have to
stay in the class to finish their stories.
11.00 a.m. Michael’s entire class goes
to the hall. There, the local police give a

UNIT 2 – Read
 B1 English course

1 p.m. back to class. Michael does weekly staff meeting. Teachers discuss
some spelling games with the children. the spring festival, important dates in
For some children spelling is the most the agenda and other upcoming
difficult subject. The most popular matters. They usually decide who will
game is Hangman. be covering for absent teachers, off ill or
2p.m. Art is next. The children draw attending a training course in a nearby
the presents they received for city.
Christmas and colour them with acrylic 6.00 p.m. Michael gets home. He cooks
paints. When they finish they must a quick dinner and sits down to eat at
tidy their classroom. the dining table. After dinner he tidies
3.30 p.m. end of the day. The parents up the kitchen and decides to watch an
come to pick up their children from important football match on television.
school. After school, it is time for the

Vocabulary

To be of ill (v.): estar ausente por

To have a shower (v.): ducharse
enfermedad

To proof read (v.): corregir errores

To wear (v.): llevar puesto
ortográficos

To draft (v.): primer borrador de un

Trousers (n.): pantalones
texto

Go downstairs ( v.): bajar Step (n.): trozo

To have breakfast (v.): desayunar Otherwise: de otra manera

Bowl (n.): cuenco A break: receso, pausa

To check the email (v.): mirar el email To stay (v.): quedarse

To get things ready (v.): preparar las
To fasten seat belts (v.): abrocharse los
cosas cinturones

Leather briefcase (n.): maletín de piel Maths (n.): matemáticas

To keep (v.): mantener, guardar To stay behind (v.): quedarse atrás

Underground (n.): metro To mark (v.): marcar, poner nota

To take the register (v.): pasar lista To have lunch (v.): comer (comida de
mediodía)

To talk shop (v.): hablar de trabajo To must (v.): deber

UNIT 2 – Read
 B1 English course

Back to class (v.): de vuelta a la clase To tidy (v.): ordenar

Spelling, to spell (v.): deletrear To pick up (v.): recoger

Held, past tense hold (v.): celebrar

Hangman: el ahorcado
(reuniones)

To draw (v.): dibujar Quick (adv.): rápido

Reading comprehension

1. How long does it take Michael to get ready before he travels to work?
A. Ten minutes.
B. Half an hour.
C. An hour.

2. Does Michael go straight to the classroom?

A. Sometimes.
B. Never.
C. Always.

3. What does Michael do as he listens to the readers?

A. Watches the readers.
B. Corrects other students written work.
C. Corrects the students spoken work.

4. Why do some students not go outside to break?

A. They haven’t completed their Christmas holiday stories.
B. They were naughty in class.
C. They don’t want to go outside.

5. Does Michael go to the dining room with the children?

A. Yes.
B. No.
C. Yes, with help from the other teachers.

6. What does Michael talk about over lunch?

UNIT 2 – Read
 B1 English course

A. Shopping.
B. Doing business.
C. School.

7. How does Michael test the children’s spelling?

A. He drills words.
B. He writes lists.
C. They play word games.

8. What is the last subject of the day?

A. Spelling.
B. Art.
C. Parents meeting.

9. How long is the children’s school day?

A. Five hours and fifteen minutes.
B. Six hours.
C. Six hours and forty-five minutes.

10. What is Michael’s last activity of the day?

A. Cleaning the kitchen.
B. Playing football.
C. Watching television.

UNIT 2 – Read
 B1 English course

Listen

Present simple tense listening quiz

Listen to the conversation between two

teachers then answer the questions. You
will hear the conversation three times.

Answer the questions below. After

listening once:

1. What age group does Chris teach?

A. Six year olds.
B. Seven year olds.
C. Ten year olds.

Answer the questions below. After listening twice:

1. What are the benefits of the new classroom?

A. It is lighter and more relaxed.
B. It is more relaxed and squashed.
C. It is lighter and has more room.

2. How often does Chris teach her group?

A. Once a week.
B. Twice a week.
C. Three times a week.

Answer the questions below. After listening three times:

1. What time does Alex finish work?

A. Two thirty.
B. Three thirty.
C. Four thirty.

UNIT 2 –Listen
 B1 English course

2. What do these two teachers normally do when they have a free afternoon?
A. Go out for a coffee.
B. Go home and rest.
C. Go home and prepare classes.

3. Will they see each other later?

A. Maybe.
B. Yes.
C. No.

Speaking

Present simple and adverbs of frequency. Talking about your routine

The video is available in the virtual classroom

UNIT 2 –Listen
 B1 English course

Write

Read and write

Most Spanish speaking students make a lot of mistakes when they

start writing in English because, as in spoken language, they
literally translate words and sentences directly from Spanish into
English.

Here we have a list of the most common mistakes:

Wrong Right In Spanish you say:

I’m working now.

Estoy trabajando en este
I’m actually working.
At the moment I’m working. momento.

Ella está hacienda un

She’s making a course. She is doing/taking a course.
curso.

Puedes obtener un 10%

You can get a discount of 10%. You can get a 10% discount.
de descuento.

It costs three thousands euros. It costs three thousand euros. Cuesta tres mil euros.

I arrive at/get to work at 8 Llego al trabajo a las 8

I arrive to work at 8 a.m.
a.m. a.m.

Quiero hacer una

I want to make a question. I want to ask a question
pregunta.

Are you agreed? Do you agree? ¿Estás de acuerdo?

Ella tiene que hacer un

She has to do an effort. She has to make an effort.
esfuerzo.

Esto está relacionado

This is related with… This is related to…
con…

La película está basada

The film is based in a novel. The film is based on a novel.
en una novela.

She is the guilty. She is guilty. Ella es la culpable.

I have been working here for Llevo trabajando aquí

I’m working here 2 years
2 years. dos años.

There is a lot of competence. There is a lot of competition. Hay mucha competencia.

UNIT 2 – Write
 B1 English course

Wrong Right In Spanish you say:

He wins a lot of money He earns a lot of money Él gana mucho dinero

working as a waiter. working as a waiter. trabajando de camarero.

Thanks for all. Thanks for everything. Gracias por todo.

Master class on writing

Correcting mistakes

The video is available in the virtual classroom

Correct the mistakes

Instructions: Correct the mistakes in the email below, then compare your corrections
with the corrected email example. Pay special attention to the sentences that sound
very Spanish.

From: Beatriz Salgado<[email protected]>

To: Michael Brownz<[email protected]
Date: 22/11/2010 13:48
Subject: Craft class

Hi Michael,
I’m preparing the craft class for next week. I have some suggestions and I will like to know
if you are agree with them.
The children can do potato stamps and printing them in cards, gift paper, or fabric. With
the fabric they can do stuff animals and then we can sell they in the Christmas sale.
What are you thinking? If you have more suggestions, write.
Thanks for all,
Beatriz

UNIT 2 – Write
 B1 English course

Now you write

Instructions

Write an answer from Michael to Beatriz:

Say that you like the idea.

Suggest another idea using the vocabulary you have learned in this unit.

Compare your text to this example:

From: Michael Brown>[email protected]

To: Beatriz Salgado [email protected]
Date: 22/11/2010 14:46
Subject: Craft class

Hi Beatriz,
Thank you for your suggestions for the craft class. I think it’s a very good idea to get
them to make potato stamps, however we are going to have to cut the potatoes with the
craft knives ourselves because it can be dangerous for the children.

We could also do 3D paper cutting using their drawings, but we’ll need a pair of good
scissors and a new ruler. The ones we have now are too old.
We could also let them suggest craft ideas and work together to make them happen.
It is a great way to get children involved and excited before Christmas.
Cheers,
Michael

Vocabulary

Craft (n.): manualidades. A pair (n.): un par

The ones (n.): las (refiriéndose a las tijeras y

To get them to make (v.): que hagan
reglas)
Potato stamps (n): sello/ tampones de
Could (v.): podría
patata

However (adv.): no obstante Let them (v.): dejarlos

UNIT 2 – Write
 B1 English course

Ourselves (p.): nosotros mismos Work together (v.): trabajar juntos

Dangerous (adj.): peligrosos To make them happen (v.): darles vida

Get the children involved (v.): que los niños

Paper cutting (v.): recortar papel
se involucren

Drawing (n.): dibujo Excited (adj.): emocionado/a

UNIT 2 – Write
Going out
Grammar 
The past continuous 

Watch and remember 

Test 

Grammar practice exercise 

Vocabulary 
Most common regular verbs 

Listen and remember 

Vocabulary practice exercise 

Read 
A long weekend in New York 

Reading comprehension 

Listen 
Listening quiz on the past continuous 

Speaking 
UNIT
Write 
Read this semi‐formal/neutral email 

Master class on writing 
 B1 English course

Grammar

The past continuous

The past continuous is used to describe actions that occurred in the past and continued
over time.

Let’s first study how to make sentences with the past continuous.

How to make affirmative sentences:

Structure:

Subject + was/ were + main verb –ing + object

Examples:

She was sleeping here

Ella estuvo durmiendo aquí
subject was main verb -ing object

You were working hard. Tú estuviste trabajando duro.

They were writing a book. Ellos estuvieron escribiendo un libro

How to ask questions:

Structure:

Was/ Were/ + subject + main verb –ing + object?

Examples:

Were you teaching English?

¿Estuviste tú enseñando inglés?
were subject main verb -ing object?

UNIT 3 – Grammar
 B1 English course

Was he studying German? ¿Estuvo él estudiando alemán?

Were we helping them? ¿Le estuvimos ayudando?

How to answer questions:

Structure:

Positive: Yes, + subject + was/ were

Negative: No, + subject + wasn’t/ weren’t

Examples:

Were you writing a poem?

Yes, I was.

Yes subject was/ were

Were you writing a poem?

No, I wasn’t.

Yes subject was/ were + not

Yes, he was

No, he wasn’t

Yes, they were

No, we weren’t

How to make negative sentences:

Structure:

Subject + was/ were + not + main verb –ing + object

UNIT 3 – Grammar
 B1 English course

Examples:

I was not drinking alcohol

Yo no estuve
bebiendo alcohol
subject was not main verb -ing object

He wasn’t cleaning his room Él no estuvo limpiando su habitación.

Nosotros no estuvimos jugando al

We weren’t playing tennis
tennis.

Pay attention: to the contractions.

Was not: wasn’t
Were not: weren’t
In colloquial English we usually speak in contractions.

How to ask negative questions:

Structure:

Wasn’t/ Weren’t + subject + main verb –ing + object?

Examples:

you dancing at the

Weren’t
party ¿No estuviste bailando
en la fiesta?
were not subject main verb -ing object

Wasn’t he singing a song? ¿No estaba él cantando una canción?

Weren’t they eating a cake? ¿No estaban ellos comiéndose un pastel?

When we ask negative questions we usually make a contraction: Weren’t

you? Wasn’t he?

UNIT 3 – Grammar
 B1 English course

The past continuous is used for actions that occurred in the past and continued over
time. It is often used in combination with the simple past tense or time references (8
o’clock, in the morning, at that moment).
Examples:

Q. What were they doing when he called?

Past tense

A. They were having lunch.

The action occurred in the

past and continued over time

Q. What was she doing at 5 o’clock yesterday?

Time reference

A. She was drinking tea.

The action occurred in the

past and continued over time

TIP: Practice asking and answering questions with “was” and “were” until
you get them right. Most students confuse “was” and “were” when asking or
answering questions.

UNIT 3 – Grammar
 B1 English course

Watch and remember

Past Continuous

The video is available in the virtual classroom

Test

Choose the most appropriate response:

Were we meeting them outside the No, they weren’t / Yes, they
1 A
theatre? were

2 Wasn’t she learning Russian? B Because they were tired

3 Was I speaking too loudly? C On foot

What were you wearing at the

4 D Yes, he was
wedding?

5 Were they playing your favorite song? E Yes, we were

6 Was he working last night? F Yes, you were

I was wearing a trouser suit and

7 How were they travelling here? G
a matching hat

8 Why were they yawning? H No, she wasn’t

UNIT 3 – Grammar
 B1 English course

Grammar practice exercise

Fill the gaps with an expression from the box.

walked was still making put rang

rearranged arrived placed was serving
started were arriving was frying realised
finished were placing chatting

Last night I went to my friend Annie’s party. When I arrived she 1 ……………… the food.
I quickly 2……………… on an apron and 3……………… fish cakes when the next guest
4………………. After we 5 ……………… preparing the food we 6………………setting the table.
By the time the next guest 7……………… the doorbell we 8……………… the glasses next to
the plates. More and more people 9……………… and myself and the second guest
10……………… we hadn’t set enough places at the table. So while Annie 11………………

drinks and 12……………… to everyone I 13……………… the place settings and 14………………
chairs around the table. Just then Annie’s husband 15……………… in and said, “Why are
you doing that? It’s a buffet!”

UNIT 3 – Grammar
 B1 English course

Vocabulary

Most common regular verbs

To form the past tense in English there are two types of verbs: regular and irregular
verbs. Regular verbs are verbs that end in –ed.

Here you have a list of the most common English regular verbs. You should learn them
by heart.

Infinitive Past tense Past participle Spanish

accept accepted accepted aceptar

answer answered answered contestar

arrive arrived arrived llegar

ask asked asked preguntar

belong belonged belonged pertenecer

change changed changed cambiar

clean cleaned cleaned limpiar

climb climbed climbed trepar/ escalar

close closed closed cerrar

consider considered considered considerar

cook cooked cooked cocinar

count counted counted contar

dance danced danced bailar

dare dared dared atreverse

date dated dated fecha/ salir

deliver delivered delivered enviar

dress dressed dressed vestir

end ended ended terminar

UNIT 3 – Vocabulary
 B1 English course

enjoy enjoyed enjoyed disfrutar

erase erased erased borrar

expect expected expected esperar

fill filled filled llenar

finish finished finished terminar

follow followed followed seguir

help helped helped ayudar

hurry hurried hurried apurar

intend intended intended tener la intención de

jump jumped jumped brincar

learn learned/t learned/t aprender

like liked liked gustar

listen listened listened escuchar

live lived lived vivir

look looked looked ver

love loved loved amar

miss missed missed extrañar

name named named nombrar

need needed needed necesitar

open opened opened abrir

order ordered ordered ordenar

plan planned planned planear

plant planted planted plantar

play played played jugar

point pointed pointed apuntar

practice practiced practiced practicar

push pushed pushed empujar

rain rained rained llover

remember remembered remembered recordar

UNIT 3 – Vocabulary
 B1 English course

rent rented rented alquilar

repeat repeated repeated repetir

resist resisted resisted resistir

show showed showed mostrar/ enseñar

smoke smoked smoked fumar

start started started empezar

stay stayed stayed quedar

stop stopped stopped parar

study studied studied estudiar

talk talked talked hablar

travel traveled traveled viajar

try tried tried intentar

turn turned turned voltear/ cambiar

use used used usar

visit visited visited visitar

wait waited waited esperar

walk walked walked caminar

want wanted wanted querer/ desear

wash washed washed lavar

wish wished wished desear/ querer

work worked worked trabajar

Listen and remember

Most common regular verbs

The listening is available in the virtual classroom

UNIT 3 – Vocabulary
 B1 English course

Vocabulary practice exercise

Translate the following sentences into English.

Vivimos con un presupuesto muy

1
ajustado.

2 No sé cómo te atreves a hacer eso.

No me gustan los lugares llenos de

3
gente.

4 Quiero comprar un coche asequible.

5 No me gusta la comida vegetariana.

Ellos pidieron una pizza en el

6
restaurante.

7 Disfruto comprando chollos.

8 Echo de menos a mi hermano.

Vamos a dar un paseo de vez en

9
cuando.

10 Ese restaurante es barato (no caro).

UNIT 3 – Vocabulary
 B1 English course

Read

A long weekend in New York

My sister and I travelled to New York

City last weekend and we stayed in the
Chelsea Hotel. We were visiting the city
from Friday through Sunday evening
on a pretty tight budget.
Over the long weekend we tried to
explore the city on foot, though
sometimes it wasn’t possible because
To relax a bit after lunch we decided to
we wanted to do a lot in a very short
go for a walk in Central Park. We
time, so every now and then we were
were sitting on a bench for half an
forced to take a ride on the subway.
hour just watching passer-byers
As art lovers we decided to visit as
walk passed when we saw
many museums as possible. Many of
someone being pick-pocketed,
them are free or pay-what-you-wish
well we held on to our handbags
at selected times. To be able to get the
tightly after that. Next we visited the
best deals possible we had carefully
Morgan Library and Museum, where we
planned and scheduled our visits the
were contemplating the fantastic pieces
previous weekend in our hometown.
of art for over an hour when a tour
This is what we did. As soon as we
group passed by so we tagged along
arrived on Friday morning, after
with them.
dropping our suitcases off at the hotel,
After visiting the museum we made
we went to MoMa for a quick look.
some time to go shopping at Century
Unfortunately it was too crowded so
21 on 22 Cortland St. They were having
we left. From 11.30 a.m. to 12.30 we
their annual sales and we got some
looked at an impressive collection of
really good bargains.
photographs at the International Center
By 8 p.m. we were having dinner at
of Photography. Then we had lunch at
Chennai Garden on Curry Hill as we
Scarpetta on 355 W. 14th St. It is an
were ravenous. We enjoyed eating
affordable but delicious Italian
the super fresh vegetarian food.
restaurant.
While we were eating dinner a sitar
musician played some lovely live music.

UNIT 3 – Read
 B1 English course

come from every corner of the world

where Jews have made a presence.
On Sunday morning we had a filling
continental breakfast and by 10.30 we
were heading towards The
Metropolitan Museum of Art. It is the
City’s best museum and the entrance
fee is by suggested admission.
While we were in Chelsea, we toured
the surrounding art galleries, which are
very cosy and always free. At 12.30 we
had lunch at Grand Sichuan
We decided to spend Saturday morning International, which is both
at the Jewish Museum. It’s collection inexpensive and delicious. We arrived
of works range from ancient to back home on Sunday night
modern, representing all media, and exhausted but happy.

Vocabulary

Take a ride (v.): montar en un medio de

Stayed/ stay (v.): quedarse, alojarse
transporte

Through: preposición “a través”.

Friday through Sunday (de viernes a Subway (n.): metro (inglés americano)
domingo)

Tight budget (n.): presupuesto

Pay-what-you-wish: pagar la voluntad
ajustado

Best deals (n.): los mejores precios.

Tried/ try (v.): intentar
Deal (n.): trato, acuerdo comercial

Scheduled (adj.) y schedule (v. and

On foot: a pie
n.): horario, programar

Every now and then (adv.): de vez

Hometown (n.): ciudad de origen
en cuando

UNIT 3 – Read
 B1 English course

To be forced to (v.): ser forzado. Dropping off/ drop (v.): dejar caer,
We were forced (Nos vimos forzadas) dejar

Quick look (n.): rápida mirada Vegetarian (adj.): vegetariano

Sitar (n.): sitar, instrumento musical

Crowded (adj.):lleno de gente
indio

Affordable (adj.): asequible Jewish (adj.): judío

Range (v.) abarcar, ir de una a categoría

To go for a walk (v.): ir de paseo
a otra

Bench (n.): banco para sentarse Media (n.): médium medio/s

Passer-byers (n.): transeúnte/s Jews (n.): judíos (pueblo)

Pick-pocketed (adj.): quitar la

Filling (adj.): que llena
cartera; un ladrón; atracar

Tightly (adv.): apretadamente, To be heading to/ to head (v.):

ajustadamente dirigirse

Tagged along (v.): acompañar; By suggested admission: por

unirse a un grupo invitación

We made some time/ make (v.):

Cozy (adj.): acogedoras
buscamos algo de tiempo

Bargain/s (n.): chollos Inexpensive (adj.): barato

Ravenous (adj.): hambriento, voraz Exhausted (adj.): exhausto

Enjoyed/ enjoy (v.): disfrutar

Reading comprehension

Choose the correct answers to the questions below:

1. Did the sisters return home on Sunday night?

A. Yes.
B. No.

UNIT 3 – Read
 B1 English course

2. Did they travel everywhere on foot?

A. Yes.
B. No.

3. Did they pay an entrance fee at most of the museums?

A. Yes.
B. No.

4. Did they get to look around all of MoMa?

A. Yes.
B. No.

5. What happened while they were sitting in the park?

A. Someone was pick-pocketed.
B. They lost their bags.

6. What did they do when a tour group passed by?

A. They joined them.
B. They left the museum.

7. How often are the sales?

A. Once a year.
B. Once a month.

8. Where do the works at the Jewish museum come from?

A. Everywhere.
B. Where Jews have lived.

9. Had they already left for the Metropolitan Museum of Art at 10.30?
A. Yes.
B. No.

10. Were they tired when they arrived home?

A. Yes.
B. No.

UNIT 3 – Read
 B1 English course

Listen

Listening quiz on the past continuous

Listen to the recording once, then read the questions. After a second listening, try and
answer the questions below.

1. What does the policeman/woman ask her to verify?

A. Name.
B. Date of birth.
C. Address.

2. The police ask for details of what happened between what

times?
A. 12.00 and 14.00.
B. 2.00 and 4.00.
C. 12.00 and 16.00.

3. What did she eat at Scarpetta’s?

A. Noodles.
B. Gnocchi.
C. Scampi.

4. How long did Ms Baker say she was sitting on the bench?
A. Around an hour.
B. Around half an hour.
C. Around five minutes.

5. What did she tell the police about the library that she didn’t need to mention?
A. That she didn’t pay for the tour.
B. That she liked the art.
C. That the tour group were loud.

UNIT 3 – Listen
 B1 English course

6. Why does she have to be in a line-up?

A. She was seen at the crime.
B. She matches the description given by a witness.
C. She was sitting on a park bench.

7. What did the police find which belongs to Ms Baker:

A. A bag.
B. A receipt.
C. A recipe.

8. When is the line-up?

A. Today.
B. Next week.
C. Tomorrow.

Speaking

Past continuous and past simple. Where were you and what were you
doing?

The video is available in the virtual classroom

UNIT 3 – Listen
 B1 English course

Write

Read this semi-formal/neutral email

From: Simon Lloyd

To: Heather Herrit
Date: 23/10/2011 9:48
Subject: Can we reschedule our meeting?(1)

(2)Dear Heather,

(3) I´ve got to give a training session this afternoon to a company as our trainer has just
called in sick.

(4) Can we reschedule our meeting to tomorrow, anytime between 10.30 am to

12.30 am or from 7 to 8 pm?

(5) Sorry for the late notice.

(6) Best regards,

Simon

Vocabulary

Just called in sick: llamó diciendo que estaba enfermo.

Can we reschedule our meeting?: ¿podemos fijar una

nueva reunión?

Sorry for the late notice: disculpa por avisar tarde

UNIT 3 – Write
 B1 English course

Please notice:

Short and clear subject.

“Dear” is an indication that the email is formal or
semi-formal. For semi-formal emails avoid “Dear Ms.
or Mrs. Heather” (too formal) or “Hi” or “Hello” (too
informal).
It’s important to state the reason why you’re writing in
a clear and direct way.
Giving the recipient a possible solution to the problem in a clear and direct way too.
It’s important to apologise.
Saying good-bye in a semi-formal way. Other options are “Best wishes”, “Kind
regards” or simply “Regards”. For semi-formal emails avoid “Sincerely, Yours
Faithfully,” (too formal) or Love, Bye (too informal).

Master class on writing

Writing a semi-formal email

The video is available in the virtual classroom

UNIT 3 – Write
 B1 English course

Now you write

Instructions:

Answer Simon’s email saying:

That you can have the meeting tomorrow but at 7.15 p.m. because you have another
meeting before.
That it can’t be too long because you have a business dinner.
Add any additional information so that he understands you will be in a hurry, but
that you can meet another day if it’s necessary to have a longer meeting.
Try to use your own words whenever possible.

Compare your text to this example:

From: Heather Herrit

To: Simon Lloyd
Date: 23/10/2011 10:48
Subject: Can we reschedule our meeting?

Dear Simon,

No problem. We can meet tomorrow but it will have to be at 7.15 pm because I have
another meeting before that.

Please, be aware that the meeting must not last longer than one hour because I have
to leave at 8.15 p.m. for a business dinner.

Unfortunately, I have a very tight schedule tomorrow therefore if you feel we

need more time to discuss all the subjects pending we can schedule another meeting for
next week.

Kind regards,

Heather

UNIT 3 – Write
 B1 English course

Vocabulary

Be aware: ser consciente de…; tener en cuenta

Unfortunately (adv.): lamentablemente

Tight schedule (n.): horario ajustado

Therefore (adv.): por ello

UNIT 3 – Write
Professional profiles
Grammar 
The past simple tense 

Watch and remember 

Grammar practice exercises 

Vocabulary 
Most common irregular verbs 

Listen and remember 

Vocabulary practice exercise 

Read 
The perfect job 

Reading comprehension 

Listen 
Past simple listening quiz 

Speaking 

Write 
UNIT
Writing a letter 

Master class on writing 

Now you write 
 B1 English course

Grammar

The past simple tense

The past simple tense is the tense that we use to speak about actions that happened in
the past. Let’s first study how to make sentences with the past simple tense.

How to make affirmative sentences

Structure:

Subject + verb past simple tense + object

Examples:

I ate an apple
Yo comí una manzana
verb past
subject object
simple tense

He lived in Barcelona. Él vivió en Barcelona.

They went to London. Ellos fueron a Londres.

How to ask questions

Structure:

Did + subject + main verb + object?

Examples:

Did you work there?

¿Trabajaste tú ahí?
Did subject main verb object?

UNIT 4 – Grammar
 B1 English course

Did he find his watch? ¿Encontró él su reloj?

Did we do that? ¿Hicimos nosotros eso?

Pay attention:
To ask direct questions we always use “did” in English.
Did cannot be translated into Spanish, so don’t try to make sense of it.
The main verb in questions always goes in the bare infinitive without “to”.

How to answer questions

Structure:

Positive: Yes, + subject + did

Negative: No, + subject + didn’t

Examples:

Did you clean your room?

Yes, I did

Yes subject did

Never repeat the main verb, like you do in Spanish. For example:
Correct: Yes, I did.
Incorrect: Yes, I cleaned.

Did you clean your room?

No, I didn’t

No subject did

UNIT 4 – Grammar
 B1 English course

More examples:

Yes, he did.

No, she didn’t

Yes, they did.

No, we didn’t.

How to make negative sentences

Structure:

Subject + did + not + main verb + object

Examples:

I Did not work there

Yo no trabaje aquí.
subject did not main verb object

He didn’t see her. Él no la vio.

You didn’t know them Tú nos los conocías.

Pay attention: to the contractions.

Did not: didn’t
In colloquial English we usually speak with contractions.
Remember: To make negative sentences and ask questions we always use the
auxiliary verb “did”.

How to ask negative questions

Structure:

Didn’t + subject + main verb + object?

UNIT 4 – Grammar
 B1 English course

Examples:

Didn’t you go to the supermarket?

¿Trabajaste tú ahí?
Didn’t subject main verb object?

Didn’t they like my car? ¿No les gustó mi coche?

When we ask negative questions we usually make a contraction: Didn’t you?,

Didn’t he?

The past simple tense is used to talk about:

Actions that happened in the past and are completed.

o We studied a lot yesterday.
Ayer estudiamos mucho.
o Did she work in London?
¿Trabajó ella en Londres?
o They saw a very good film.
Vieron una película muy buena.
o They went for a walk yesterday.
Ayer fueron de paseo.

Actions that happened one after another.

o We went to the cinema, then we had dinner at a Chinese restaurant and later we
met up with some friends in a bar.
Fuimos al cine, luego cenamos en un restaurante chino y, más tarde, nos
encontramos con unos amigos en un bar.

UNIT 4 – Grammar
 B1 English course

The English past simple tense is very similar to the Spanish (pretérito
indefinido): Yo trabajé, comí, dormí. Sometimes, though, it can be translated as
“Pretérito Imperfecto”, for example: She spoke many languages (Ella hablaba
muchos idiomas).

Watch and remember

Past Simple Tense

The video is available in the virtual classroom

Grammar practice exercises

Past simple practice

A. Put the verbs in the box into the sentences. Use the guidelines at the end of the
sentences to change the form of the verb.

ride hurt bite

negotiate know take
read find apply
go eat understand
build interview

UNIT 4 – Grammar
 B1 English course

1. I ……………… why they cancelled the meeting. (negative)

2. They ………………the house in just six months. (affirmative)

3. He ………………his driving test on a Saturday. (affirmative)

4. The company ………………over 100 people before they ……………… the right candidate.
(affirmative)
5. We ……………… the book for the English course and so we ……………… the lesson.
(negative)

6. How many jobs ……………… you ……………… for last year? (question)

7. ……………… you ……………… a good deal on the price of the car? (question)

8. I ……………… my tooth when I ………………into the sandwich. (affirmative)

9. The child ……………… her bike perfectly at the first attempt. (affirmative)

10. We ……………… for a beautiful walk in the countryside and ……………… at a lovely
restaurant. (affirmative)

B. Choose the odd one out - the one with a completely different meaning

1 met greeted meat got to know

2 wrote painted drew watched

3 made created put together destroyed

4 drank bit ate chewed

5 washed cleaned scrubbed arranged

6 walked ran slid marched

7 inspected watched saw looked

UNIT 4 – Grammar
 B1 English course

8 spoke whistled chatted discussed

9 carried brought fetched threw

10 cancelled delayed postponed brought forward

UNIT 4 – Grammar
 B1 English course

Vocabulary

Most common irregular verbs

To form the past tense in English there are two types of verbs: regular and irregular
verbs. Learning how to pronounce the irregular verbs is crucial for your command
of the English language, so it’s very important that you learn them by heart and use
them in sentences.

Here you have a list of the most common English irregular verbs.

Infinitive Past tense Past participle Spanish

arise arose arisen surgir, levantarse

be was/ were been ser

beat beat beaten golpear

convertirse, llegar a
become became become
ser

begin began begun comenzar

bet bet bet apostar

bite bit bitten morder

bleed bled bled sangrar

blow blew blown soplar

break broke broken romper

bring brought brought traer

build built built construir

buy bought bought comprar

catch caught caught atrapar, pillar

choose chose chosen elegir

come came come venir

cost cost cost costar

UNIT 4 – Vocabulary
 B1 English course

Infinitive Past tense Past participle Spanish

cut cut cut cortar

do did done hacer

draw drew drawn dibujar

dream dreamt/ed1 dreamt/ed soñar

drink drank drunk beber

drive drove driven conducir

eat ate eaten comer

fall fell fallen caer

feed fed fed alimentar

feel felt felt sentir

fight fought fought pelear

find found found encontrar

fly flew flown volar

forget forgot forgotten olvidar

freeze froze frozen congelar

get got gotten tener, obtener

give gave given dar

go went gone ir

grow grew grown crecer

hang hung hung colgar

have had had tener

hear heard heard oír

hide hid hidden esconderse

hit hit hit golpear

hold held held tener, mantener

hurt hurt hurt herir, doler

keep kept kept guardar

1 American: dreamed

UNIT 4 – Vocabulary
 B1 English course

Infinitive Past tense Past participle Spanish

know knew known saber

lead led led encabezar

learn learnt/ed learnt/ed2 aprender

leave left left dejar

lend lent lent prestar

let let let dejar

lie lay lain yacer

lose lost lost perder

make made made hacer

mean meant meant significar

meet met met conocer, encontrar

pay paid paid pagar

put put put poner

quit quit quit abandonar, dejar

read read read leer

ride rode ridden montar, ir

rise rose risen elevar

run ran run correr

say said said decir

see saw seen ver

sell sold sold vender

send sent sent enviar

set set set fijar

show showed shown mostrar

shut shut shut disparar

sing sang sung cantar

sit sat sat sentarse

2 American: learned

UNIT 4 – Vocabulary
 B1 English course

Infinitive Past tense Past participle Spanish

sleep slept slept dormir

speak spoke spoken hablar

spell spelt spelt deletrear

spend spent spent gastar

stand stood stood estar de pie

steal stole stolen robar

swim swam swum nadar

take took taken tomar

teach taught taught enseñar

tell told told decir

think thought thought pensar

throw threw thrown lanzar

wake woke woken despertarse

wear wore worn llevar puesto

win won won ganar

write wrote written escribir

Please, pay special attention to those irregular verbs that are especially
difficult for Spanish speaking students to pronounce. Listen to their sound
before reading them. Here you have list:
Read, read, read (leer).
Come, came, come (venir).
Catch, caught, caught (pillar).
Become, became, become (llegar a ser).
Begin, began, begun (empezar).
Drink, drank, drunk (beber).
Run, ran, run (corer).
Hang, hung, hung (colgar).
Sing, sang, sung (cantar).
Ride, rode, ridden (montar).

UNIT 4 – Vocabulary
 B1 English course

Bite, bit, bitten (morder, picar).

Drive, drove, driven (conducir).
Write, wrote, written (escribir).
Teach, taught, taught (enseñar).

In order to practise the pronunciation of these tricky verbs you should make
affirmative sentences, negative sentences and ask and answer questions using the past
tense and past participle.

For example:

Spanish in
She taught
London
Ella enseñaba español en
Remember. Taught: phonetic pronunciation Londres
/tɔ:t/ approximate pronunciation /tot/

Did she teach Spanish in London?

Yes, she did

She taught
No, she didn’t. Ella enseñaba japonés
Japanese

Listen and remember

Most common irregular verbs

The listening is available in the virtual classroom

UNIT 4 – Vocabulary
 B1 English course

Vocabulary practice exercise

Translate the following sentences:

1 ¿Cuándo la conociste?

2 Ella lo sabía todo.

3 Vendí mi casa el mes pasado.

4 ¿Quién rompió la ventana?

5 Él la llevó al aeropuerto.

6 Yo traje unas naranjas.

Nosotros dormimos (past tense) en el

7
salón.

8 Yo leí todos esos libros.

9 Él escribió esa carta.

10 Ella nunca vino.

11 ¿Qué dijo él?

12 Ellos nunca lo hicieron.

13 ¿Por qué gastaste tanto dinero?

14 Él me hizo daño.

15 Encontré tus llaves en la mesa.

UNIT 4 – Vocabulary
 B1 English course

Read

The perfect job

When Paul was promoted to assistant The first thing he did was to update his
director after about a year on the job, he CV. He had gained a lot of experience
was extremely happy. He had worked over the last year. Then he decided to
hard and finally he was getting his join job sites such as Monster and
reward. However it didn’t last long. HotJobs and started applying online
His boss called him into her office for every job he thought relevant.
about a week after his promotion. She It was quite difficult for him to get his
told him he was sacked. He had first interview, but he finally got the
violated a company policy by sending chance two months into his job hunt.
inappropriate emails. At first he didn’t On the day of the interview he was very
remember exactly what he had sent, but nervous, but he had rehearsed
his boss showed him the emails. He had possible questions and answers the
purchased non-work related books on previous day. The job was in an
Amazon. When he was hired he had important publishing house, but not
signed a contract promising not to use exactly a position that interested him.
email for personal matters. The worst moment came when the
He felt embarrassed and miserable, interviewer asked him why he had left
and he thought he was never going to his old job. He said that his contract
work in publishing again. But he didn’t had expired and didn’t mention that
want to feel sorry for himself so after he was sacked.
telling his friends and family what had As he was so nervous he forgot to talk
happened and locking himself away about the experience he had gained in
for a day, he decided to start looking for his previous job, and focused instead on
a new job right away. the reasons for the contract expiration;
primarily, the end of a project. He
didn’t get the job, but used his failure
to learn how to behave in his next
interviews.
In the meantime he tried to keep very
busy, so his job became “the search for
a new job”. He woke up every day at

UNIT 4 – Read
 B1 English course

7 a.m. and started looking for a new letters from the non-profit
permanent position. organization. About a week later, he
In order to make new contacts and received a phone call from the HR
networks, he decided to work part-time department of Cleveland & Strafford
for free for a non-profit Publishers requesting an interview. In
organisation which helped the interview he was able to talk about
homeless people sell newspapers. To new business book launches and the
help support himself he also decided to state of the publishing market.
work at a burger restaurant near home. He had three interviews with three
Then he had a second interview different recruiters and they were all
organized by a friend who had successful. He was offered a job as an
submitted his CV to the HR assistant director at Cleveland &
department of his company. He didn’t Strafford with a good salary.
get that job either, but he thought he He thought it wasn’t so bad after all that
had had another opportunity to practise he had lost his job. He had gained a lot
his communication skills in an of new experience and realised how
interview. This time he didn’t make the important it was to keep active when
mistake of only focusing on the reasons you lose your job.
why he had left his past job and he Besides learning to be much more
concentrated more on the experience he careful with company policies with
had gained in previous jobs. respect to emails, he also learned how
After six months at the non-profit important it was to create and maintain
organisation he was able to get five networks. Working for a non-profit
recommendation letters from organisation had been crucial in
colleagues. He also realised he could achieving this goal.
now tell his interviewers the reason why Losing his job had turned his world
he left his old job which was to pursue upside
some freelance experience to broaden down for
his horizons. All the while he tried to about eight
keep in touch with the publishing months, but
industry, reading news or attending there was no
events. It was at one of those events doubt he
where he met George Mclean, a well- had
known business literature publisher. As benefitted
he had Mr. Mclean’s business card he greatly from
decided to write him an email and he the turn of
attached copies of the recommendation events.

UNIT 4 – Read
 B1 English course

Vocabulary

To be promoted (v.): ser ascendido Forget (v. inf.); forgot, forgotten (past
en el trabajo tense): olvidar

Reward (n.): recompensa Had gained (v.): había ganado

To last (v.): durar Primarily (adv.): principalmente
To be sacked (v. brit.): ser despedido
Failure (n.): fracaso
Amer.: To be fired

Policy (n.): política de empresa Behave (v.): comportarse

Try (v. inf.); tried (past tense):

To be hired (v.): ser contratado
intentar
To be embarrassed (v.): sentir
Keep (v.): mantener
vergüenza

Non-profit organisation (n. brit.):

To lock oneself up (v.): encerrarse organización sin ánimo de lucro.
Amer.: organization

Right away: inmediatamente Homeless (adj.): sin techo

Update (v.): actualizar Submitted (v.): presentar una

solicitud, un formulario
Realise (v. brit.): darse cuenta
Human Resources (HR) (n.):
Amer.: realize Recursos Humanos

Apply (v.): solicitar Pursue(d) v.: buscar, perseguir

To get (v.): obtener To be able (v.): ser capaz de

Job hunt: búsqueda de trabajo To broaden someone’s horizons

(v.): ampliar los horizontes de alguien
To rehearse (v.): ensayar Met (to meet) v.: conocer, encontrarse

Position (n.): puesto de trabajo Recruiter (n.): alguien que selecciona

personal

The worst (adj. superlative): “el peor” Turn(ed) upside down (v.): dar la
vuelta a algo; ponerlo del revés.
Expired (v.): expirar, vencer, caducar

UNIT 4 – Read
 B1 English course

Reading comprehension

Read the text carefully and then answer the questions below:

1. Why was he sacked?

A. He broke the company rules.
B. He wasn’t good at his job.

2. After a day of feeling bad what did he do?

A. He went for an interview.
B. He searched for jobs.

3. Where did he look for work?

A. In newspapers.
B. Online.

4. In his first interview what reason did he give for leaving his last job?
A. The truth.
B. A lie.

5. How did he make money?

A. He worked for a non-profit organization.
B. At a burger bar.

6. How did he improve his CV?

A. He got more experience.
B. He rewrote it.

7. Who gave him recommendations?

A. Friends from college .
B. New colleagues.

8. How many interviews did he have altogether before getting a good job?
A. 4.
B. 5.

UNIT 4 – Read
 B1 English course

9. What did he talk about in his last interviews?

A. His last job.
B. The publishing industry.

10. In the end was being sacked a positive or a negative event?

A. Negative.
B. Positive.

UNIT 4 – Read
 B1 English course

Listen

Past simple listening quiz

Listen comprehension

Listen to the radio interview twice and

answer the questions below:

1. How old was she when her first novel was

published?
A. 10.
B. 12.

2. Who helped her publish it?

A. Her grandmother.
B. Her teacher.

3. What was the title of the book?

A. The Dry Lake.
B. The Drive Back.

4. What was the inspiration of the book?

A. A water restriction.
B. A radio programme.

5. What effect did fame have on her?

A. Very little.
B. It was hard.

6. What type of interview did she have?

A. Television.
B. Radio.

UNIT 4 – Listen
 B1 English course

7. How old was she when the second book was published?
A. Eighteen.
B. Twenty.

8. Did she go to university?

A. Yes.
B. No.

9. What job did she do?

A. Journalist.
B. Teacher.

10. What is her new book called?

A. The Black Floor.
B. The Backdoor.

Speaking

Past simple. Talking about your past

The video is available in the virtual classroom

UNIT 4 – Listen
 B1 English course

Write

Writing a letter

We don’t write letters as we used to some

years ago because more and more people are
writing emails instead. Nevertheless, it’s
important to learn how to write letters
for more formal situations such as filing a
complaint, or applying for a job or simply to
contact people who are not used to writing
emails.

Here are the steps you should follow when writing a letter:

1. Include the recipient’s name and address at the top of the letterhead. Below and to
the left you can include the date your name and address. If you don't know the
recipient's title (Ms., Mrs., Mr., or Dr.) you can use Ms. or Dr.
2. Start with a proper greeting; Dear for formal letters and Hello or Hi for informal
letters.
3. Write an opening paragraph stating the reasons for contact.
4. Organise the body of the letter into different paragraphs.
5. Use the closing paragraph to indicate the type of response you are looking for.
6. Include a closing such as, Looking forward to hearing from you, Yours Truly, Yours
Sincerely or Yours Faithfully. You can use less formal closings if you have more
familiarity with the recipient, such as Cheers or Love.
7. Address your envelope.

UNIT 4 – Write
 B1 English course

Now read the following sample letter:

Mrs. Sarah Macgregor

160 Canongate, Edinburgh
Scotland.

1 November, 15th 2011

María Emilia Pedrera
Alcalá, 25, 3 dcha.
Madrid, Spain.

2 Dear Mrs. Macgregor,

3 Your name was given to me by our mutual friend Elizabeth Daniels. Elizabeth is our
neighbour here in Madrid and we usually spend some time together at weekends. She
has talked a lot about your wonderful Victorian house in the centre of Edinburgh and
your great hospitality.

4 My family and I are planning to stay in Edinburgh for a week in January. Elizabeth
told us that you usually rent some rooms to tourists at your place. We would be
interested in renting two double rooms or, alternatively, one single room with capacity
for three people. We would like to know if we would have to share a bathroom with
other guests or if we would have our own bathroom. It’s also important for us to know
whether we could use the kitchen for making our dinners.

Finally we would like to know how much it would cost to rent the room or rooms from
the 25th to the 30th of January.

5 It’s vital that we get your response no later than the first week of December as we have
to book our flights then.

6 Thank you in advance for your help.

Yours Truly,
María Emilia Pedrera

UNIT 4 – Write
 B1 English course

Master class on writing

Writing a letter

The video is available in the virtual classroom

Now you write

Instructions: Write an answer:

Say that you are happy to have them as guests as they are Elizabeth‘s friends.
That you have two double rooms with a bathroom which is not shared with other
guests.
Decide what to say about the kitchen, prices and any other additional information
you consider necessary.

UNIT 4 – Write
 B1 English course

Compare your text to this example:

María Emilia Pedrera

Alcalá, 25, 3dcha
Madrid, Spain.

30th November, 2011

Mrs Sarah Macgregor
160 Canongate, Edinburgh
Scotland.

Dear Mrs Pedrera,

I’m very happy to hear from Elizabeth’s friends that you are planning to come to
Edinburgh. You will certainly enjoy your trip, as Edinburgh is a very lively city, full of
museums and events.

We do have one double bedroom with a spacious private bathroom, all modernised to a
high standard. You may use our kitchen for cooking your own meals any time.

In the evening, when you come back to our home you can enjoy our resident’s lounge
with a lovely warm fireplace and a library. We also serve freshly cooked breakfast which
is included in the price. The price is £25 per person/night.

Please confirm as soon as possible. You can contact me by telephone on +44 (0) 8454
900 461.

Thank you very much.

Yours faithfully,
Sarah Macgregor

Vocabulary

Filing a complaint (v.): presentar una queja

Planning (v.): planificar

UNIT 4 – Write
 B1 English course

Together (adj.): juntos

Share (v.): compartir

Guests (n.): invitados

Flight (n.): vuelo

Meal (n.): comida

Spacious (adj.): espacioso

Fireplace (n.): chimenea

Library (n.): biblioteca

UNIT 4 – Write
Travelling abroad
Grammar 
Comparatives 

Superlatives 

Other types of comparatives 

Watch and remember 

Grammar practice exercises 

Vocabulary 
Adjectives 

Listen and remember 

Vocabulary practice exercise 

Read 
Rome or Florence 

Reading comprehension 

Listen 
Comparatives and superlatives listening quiz 
UNIT
Speaking 

Write 
Thank you note 
How to write a thank‐you note 
Master class on writing 
Now you write 
 B1 English course

Grammar

Comparatives

Look at these pictures. Imagine you have to compare these two women who you know
well.

Sophia Katherine

Just like in Spanish, you are going to need some adjectives to compare them. As you
know adjectives are words that describe things or people, for example: short, tall,
important, busy, etc.

Now, study these examples of comparative sentences:

Sophia is taller than Katherine.

o Sophia es más alta que Katherine.

Sophia is busier than Katherine.

o Sophia está más ocupada que Katherine.

Sophia is more attractive than Katherine.

o Sophia es más atractiva que Katherine.

Katherine is better at playing golf than Sophia.

o Katherine juega mejor al golf que Sophia.

UNIT 5 – Grammar
 B1 English course

To make a comparison in Spanish, normally we only need to add “más” to the

adjective. In English, we often have to change the ending of the adjective.

Look again at the examples above and observe that:

“Tall” is not “more tall”, but “taller”.

“Busy” is not “more busy”, but “busier”.
Only “attractive” is “more attractive”.
Good is not “more good”, but “better”. In this case, like in Spanish, we use another
adjective (mejor).

Why do these changes in the adjectives take place? In English we distinguish five
different types of adjectives when we are making comparisons.

These adjectives are classified as follows:

1 One-syllable adjectives

In this case the rule is that we add –er to the end of the adjective.

big bigger

small smaller

short shorter

fast faster

great greater

thin thinner

That’s why we wrote: Sophia is taller than Katherine.

Notice that “than” means “que”. “That” can also mean “que”, but we use
“than” – not that- when making comparisons.
If the one-syllable adjective ends with a single consonant with a vowel before it,
double the consonant and add –er. For example:
Big: bigger (double consonant).

UNIT 5 – Grammar
 B1 English course

2 Two-syllable adjectives ending in –y

In this case the rule is that we change the –y for an –i and we add -er.

funny funnier (divertido)

busy busier (ocupado)

cosy cosier (agradable)

silly sillier (estúpido)

That’s why we wrote: Sophia is busier than Katherine.

Two-syllable adjectives that follow two rules:

These adjectives can be used with -er or more.

clever cleverer/ more clever (listo)

gentle gentler/ more gentle (suave, ligero)

friendly friendlier/ more friendly

quiet quieter/ more quiet (tranquilo)

simple simpler/ more simple

3 Two-syllable adjectives (not ending in –y)

In this case the rule is that we put “more” before the adjective.

peaceful more peaceful

pleasant more pleasant

careful more careful

thoughtful more thoughtful

UNIT 5 – Grammar
 B1 English course

4 Three syllable adjectives (not ending in –y)

interesting more interesting

beautiful more beautiful

wonderful more wonderful

intelligent more intelligent

important more important

generous more generous

attractive more attractive

5 Irregular adjectives

In this case the rule is to use another adjective when making a comparison.

good better

bad worse

far farther or further

little less

much more

old older or elder

That’s why we wrote: Katherine is better at golf than Sophia.

It’s important to remember that we use comparatives when we compare only

two things or people. In Spanish, we normally just put the word “más” before
the adjective, but in English we have different rules depending on what adjective
you want use.

Sometimes we add –er to the adjective, other times we change the –y for an –i
and we add –er, sometimes we have to use another adjective to make the
comparison and sometimes we put more before the adjective.

UNIT 5 – Grammar
 B1 English course

Superlatives

Now imagine you want to compare one woman to all the women in the world.

Notice: This time we are not comparing two women, but one woman to a
group of women -the ones that live in the world.
In Spanish we say: “Ella es la mujer más guapa del mundo”.
In English we say, “She is the most beautiful woman in the world”.
This type of comparison (one person or thing compared to more than one person
or thing) is called a “superlative”.

In Spanish the superlative is made with the structure “el/la/los/las más”. In English
we use “the most”, but as we do with in the comparative structures we distinguish five
types of adjectives to make superlative sentences.

Study these examples:

She is the tallest in her class.

o Es la más alta de su clase.

This is the funniest film I have ever seen.

o Esta la película más divertida que he visto en mi vida.

They are the worst football players in the country.

o Son los peores jugadores de fútbol en el país.

It‘s the most important thing you have to do.

o Es lo más importante que tienes que hacer.

UNIT 5 – Grammar
 B1 English course

Look again at the examples and observe that:

Is the tallest The more tall

Is the funniest The more funny

Is the worst The badder or worse

Is the most important The more important

1 One-syllable adjectives:

In this case the rule is that we add –est at the end of the adjective.

big biggest

small smallest

short shortest

fast fastest

great greatest

thin thinnest

That’s why we wrote: She is the tallest in her class.

Notice: We always put “the” before the adjective.

In this case we don’t need to use “than”.
We don’t say “of the world” or “of the class” (like in Spanish). We say “in the
world” or “in the class”.

If the one-syllable adjective ends with a single consonant with a vowel before it,
double the consonant and add –est. For example: big: double consonant biggest.

2 Two-syllable adjectives ending in –y

In this case the rule is that we change the –y for an –i and we add -est.

UNIT 5 – Grammar
 B1 English course

funny funniest

busy busiest

cosy cosiest

silly silliest

That’s why we wrote: This is the funniest film I have ever seen.

Two-syllable adjectives that follow two rules:

These adjectives can be used with -est and the most:

clever cleverest/the most clever (listo)

gentlest/the most gentle (suave,

gentle
ligero)

friendly friendliest/the most friendly

quiet quietest/the most quiet (tranquilo)

simple simplest/the most simple

3 Two-syllable adjectives (not ending in –y)

In this case the rule is that we put “the most” before the adjective.

peaceful The most peaceful

pleasant The most pleasant

careful The most careful

thoughtful The most thoughtful

4 Three syllable adjectives (not ending in –y)

beautiful The most beautiful

interesting The most interesting

wonderful The most wonderful

UNIT 5 – Grammar
 B1 English course

intelligent The most intelligent

important The most important

generous The most generous

attractive The most attractive

That is why we wrote: It‘s the most important thing you have to do.

5 Irregular adjectives

In this case the rule is to use another adjective when making a comparison.

good the best

bad the worst

far the farthest or furthest

little (quantity) the least

much the most

old the oldest or eldest

That’s why we wrote: They are the worst football players in the country.

UNIT 5 – Grammar
 B1 English course

It’s important to remember that we use superlatives when we compare

one thing or person with more than one thing or person. In Spanish we
normally put “el/l/los/las más” before the adjective, but in English we have
different rules depending on the type of adjective.
Sometimes we add –est to the adjective, other times we change the –y for an –i
and we add –est, sometimes we have to use another adjective to make the
comparison and sometimes we put “the most” before the adjective.

Now study this table:

Adjective Comparative Superlative

big bigger biggest

small smaller smallest

short shorter shortest

fast faster fastest

great greater greatest

thin thinner thinnest

funny funnier funniest

busy busier busiest

cosy cosier cosiest

silly sillier silliest

clever clever or more clever cleverest or the most clever

gentle gentler or more gentle gentlest or the most gentle

friendly friendlier or more friendly friendliest or the most friendly

quiet quieter or more quiet quietest or the most quiet

simple simpler or more simpler simplest or the most simple

peaceful more peaceful the most peaceful

pleasant more pleasant the most pleasant

careful more careful the most careful

thoughtful more thoughtful the most thoughtful

UNIT 5 – Grammar
 B1 English course

Adjective Comparative Superlative

interesting more interesting the most interesting

beautiful more beautiful the most beautiful

wonderful more wonderful the most wonderful

intelligent more intelligent the most intelligent

important more important the most important

generous more generous the most generous

attractive more attractive the most attractive

good better the best

bad worse the worst

far farther/ further the farthest/ furthest

little less the least

much more the most

old older/ elder the oldest/ eldest

Other types of comparatives

So far, we have studied superiority comparisons. But there are two other types of
comparisons: equality and inferiority.

Equality

One thing or person is equal to another. In this case in Spanish we use “tanto/como”.
For example, we say: “Él es tan bueno como yo”. In English the structure is “as/as”.

Study the following examples:

Robert is as intelligent as Michael. Robert es tan inteligente como Michael.

Rome is as beautiful as Florence. Roma es tan bonita como Florencia.

They are as clean as we are. Ellos son tan limpios como nosotros.

UNIT 5 – Grammar
 B1 English course

Robert Michael

Negative form:

Study these examples:

He is not as good as she is. Él no es tan bueno como ella.

They are not as tall as we are. Ellos no son tan altos como nosotros.

It’s not as important as he thinks it No es tan importante como él piensa.

is.

Notice: that when we make negative sentences with as/as (tanto/como) we have
a superiority comparison.

Inferiority

To make an inferiority comparison, all we need to do is to put “less” before the

adjective, noun or verb and “than” after the adjective, noun or verb.

Study these examples:

I have less money than you. Tengo menos dinero que tú.

They are less worried than we are. Ellos están menos preocupados que nosotros.

He is less intelligent than she is. Él es menos inteligente que ella.

UNIT 5 – Grammar
 B1 English course

Watch and remember

Comparatives

The video is available in the virtual classroom

Superlatives

The video is available in the virtual classroom

Grammar practice exercises

A. Choose an adjective from the box for each sentence and change it into the
comparative form.

hot frightening little big beautiful

usual tasty dirty naughty hard

UNIT 5 – Grammar
 B1 English course

1. I think the croquettes are ……………………………………….. than the salmon omelette.

2. That film was ……………………………………….. than the last horror movie we watched.

3. Jack is ……………………………………….. than his sister Jill.

4. I find modern art ……………………………………….. than Renaissance art.

5. The model was ……………………………………….. than the one we used last week.

6. Australia is ……………………………………….. than England most years.

7. The elephant is ……………………………………….. than the rhinoceros but not always

heavier.

8. The city is usually ……………………………………….. than the countryside because more

people throw their rubbish on the streets.

9. Most children find Mathematics ……………………………………….. than Geography.

10. I earn ……………………………………….. than a helicopter pilot.

B. Fill the gaps with a superlative form of the adjectives in the box below.

luxurious late expensive bad long

good dirty rude good high

Going on holiday is always a treat and when you travel you like to feel special. My last
trip abroad was one of disappointment as the conditions were far from perfect.

When I was booking the holiday I chose the 1………………………… hotel on the island. I
wanted the 2………………………… room and all the extras which come with that. For my
first night I had booked the 3………………………… massage possible, two hours, and then
a meal for two at the 4………………………… restaurant in the area. I had dreamed about a
holiday like this for a long time and my expectations were great and the price was the
5………………………… I had ever paid for a weekend away.

UNIT 5 – Grammar
 B1 English course

Unfortunately things did not go as planned. As the plane was delayed when I arrived at
the hotel our room had been given to another couple. The masseuse was not there
either as the 6………………………… she worked was 9pm. When we went to our room we
decided to shower away the stress. It was the 7………………………… bathroom I had seen
in a long time. I stopped to complain on the way to the restaurant and I was told not to
be so critical by the 8………………………… manager you could imagine. Dinner at the
restaurant was very nice though and I was just starting to relax when the waiter spilt
wine on my 9………………………… dress. That night was the 10………………………… night
sleep of my life; there was a nightclub below our room and it did not close until 5am.
We did not wait for breakfast. As soon as the sun was up we went straight to the airport
and flew home.

UNIT 5 – Grammar
 B1 English course

Vocabulary

Adjectives

Adjectives are words we use to describe or transform nouns.

Here we have a list of adjectives used to describe places. They can also be used to
describe situations or things.

Alive, amazing, beautiful, bright, calm, colourful, creepy, crowded, deserted, different,
dry, enchanted, fresh, hot, incredible, interesting, magnificent, modern, mysterious,
natural, noisy, perfect, pleasant, quiet, remarkable, shiny, silent, stormy, strange,
terrific, ugly, unique, unusual, warm, wild, windy, tranquil, peaceful, traditional,
tropical, harmonious, sensational, romantic, magical, mystical, calming.

Study these sentences:

When we found her she was still alive.

o Cuando la encontramos ella todavía estaba viva.

I don’t like to go to crowded places.

o No me gusta ir a lugares llenos de gente.

The climate is very dry in the Sahara desert.

o El clima es muy seco en el desierto del Sáhara.

We had a very pleasant weekend.

o Tuvimos un fin de semana muy agradable.

My cat didn’t go out all day because it was very windy outside.
o Mi gato no saló en todo el día porque hacía mucho viento fuera.

I want to stay in a quiet hotel.

o Quiero alojarme en un hotel tranquilo.

UNIT 5 – Vocabulary
 B1 English course

She is a remarkable singer.

o Ella es una cantante extraordinaria.

They like traditional Indian cuisine.

o A ellos les gusta la comida tradicional india.

We had a terrific time.

o Lo pasamos muy bien.

Note: Terrific means “fantastic” “extraordinary” “very good”, it’s not a negative
adjective like in Spanish (terrorífico).

This is a very noisy restaurant.

o Este restaurante es muy ruidoso.

Those are magnificent buildings.

o Aquellos son unos edificios magníficos.

I want to see a unique presentation.

o Quiero ver una presentación excepcional.

That is such a creepy film.

o Esa es una película tan espeluznante.

Listen and remember

Adjectives

The listening is available in the virtual classroom

UNIT 5 – Vocabulary
 B1 English course

Vocabulary practice exercise

Translate the following sentences, when in doubt use a good dictionary:

1 Ese lugar es sorprendente.

2 Me gusta el café templado.

3 Nadie es perfecto.

4 ¿Por qué es él tan misterioso?

5 A ella le gusta la música romántica.

Me gustaría vivir en una isla

6
desierta.

7 Esas flores son feas.

8 Es un lugar muy poco común.

9 El ambiente es mágico.

10 No es un libro interesante.

11 La película es increíble.

No le gustan las casas modernas (a

12
ella).

13 El Caribe tiene un clima tropical.

14 El restaurante estaba lleno de gente.

15 La comida era fresca.

UNIT 5 – Vocabulary
 B1 English course

Read

Rome or Florence

My friend Nathalie came over last the largest and most populated city in
night to have a drink at my place. She
asked me some advice about going on
holiday to Italy since she knew I had
been there several times.
She had two Erasmus friends studying
in Italy, one in Florence and another
one in Rome. Though she liked her
friends equally, she had to choose only
Italy.
one place to visit, as she didn’t have
Both cities are centres of Renaissance
enough money for both places.
and Baroque architecture and they have
-How long are you planning to stay
a lot of museums to visit and art to see.
there? - I asked her.
What kind of architecture do you
-6 days- she responded.
prefer? - I asked her.
-Then why don’t you stay 3 days in
I think I prefer the Renaissance period.
Rome and 3 days in Florence?
Then, you definitely have to go to
-Because I will have to travel by car or
Florence as it is considered to be the
plane, and that will be even more
birthplace of Renaissance. Rome is
expensive- she replied.
the most popular city with tourists, as it
-Well - I said- it is a very difficult
has artistic treasures, beautiful
decision because they are both very
panoramic views, and very important
beautiful cities.
archeological sites such as the ruins of
I’m going to compare them so that you
the Roman Forum, the Catacombs and
have enough information to make a
the Coliseum. There are also many
decision- I added.
museums: Musei Capitolini, the Vatican
-Oh, that’s great! It will be much easier
Museums and Galleria Borghese, to
for me to decide if I have some more
name a few. Additionally you can see
information.
aqueducts, fountains, churches, palaces,
-Well-I said-you must know that Rome
historical buildings, and an impressive
is the capital of Italy and, also a much
collection of art,
bigger city than Florence. In fact, it is
sculpture, mosaics, frescoes,

UNIT 5 – Read
 B1 English course

and paintings, all from different make time to visit Sienna and Pisa,
periods. which are very close to Florence and
are gorgeous.
Well –she said- with all this
information I cannot make up my
mind! They both seem to be fabulous.
-Do you like to go shopping? I asked
her.
-Yes, I do.
-Then, Florence is your city. It has the
Florence, on the other hand, is the most most wonderful street markets and very
populated city in Tuscany. The city is fancy stores.
considered one of the most beautiful -But remember I can’t afford fancy
cities in the world. The historic centre stores! - she said.
of Florence has elegant squares -You’re right, but you can find
(piazzas), Renaissance palaces (palazzi), fantastic bargains in the street
academies, parks, gardens, churches, markets- I added.
monasteries, museums, art galleries -I think you like Florence better- she
and ateliers. said.
As Florence is smaller than Rome, I -Oh, no! I like them both - Then we had
think you can see the most important our last sip of wine.
places in four days and then you can

Vocabulary

Come over (v.): venir de visita (came To make a decisión (v.): tomar una
past tense) decisión
Some advice (n.): uncountable algunos
Therefore (adv.): por lo tanto
consejos

I had been: (v.): había estado In fact: de hecho, a decir verdad

Several (adj.): varios/as Largest (adj.): la más grande

Though (conj.): aunque Birthplace (n.): lugar de nacimiento

Liked equally: le caían igual de bien Treasures (n.): tesoros

Enough (adv./adj.): suficiente Views (n.): vistas

Populated (adj.): poblado/a Both: ambos/as

UNIT 5 – Read
 B1 English course

Can’t afford (v.): no poder

Church/es (n.): iglesia/s
permitirse comprar algo

Ateliers (n.): talleres To be right: tener razón

Gorgeous (adj.): maravilloso/s Bargain (n.):chollo

To make time (v.): hacer el tiempo To like something better: gustarte

necesarios algo más
To make up someone’s mind (v.):
Sip of wine (n.): sorbo de vino.
decidir

Reading comprehension

Read the text and choose the correct answer from the options.

1. What was Natalie’s problem?

A. She couldn’t decide which friend to visit.
B. She didn’t have enough money to visit both friends.

2. What length of time was she planning on spending abroad?

A. Six days.
B. Three days.

3. Why was it a difficult decision?

A. She didn’t want to hurt/upset anyone.
B. She liked both her friends equally.

4. Which city is bigger?

A. Florence.
B. Rome.

5. Which city has more Renaissance architecture?

A. Florence.
B. Rome.

6. Which city is the more popular with tourists?

A. Florence.
B. Rome.

UNIT 5 – Read
 B1 English course

7. Why is it more popular with tourists?

A. It’s better.
B. It has a large variety of things to see.

8. Which city is easier to get around quickly?

A. Florence.
B. Rome.

9. Which city is considered one of the most beautiful cities in the world?
A. Florence.
B. Rome.

10. Which city does Natalie choose to visit?

A. Florence.
B. Rome.
C. Neither.

UNIT 5 – Read
 B1 English course

Listen

Comparatives and superlatives listening quiz

Listening comprehension

Listen to these two friends talking

about a recent holiday and then
answer the questions below:

1. How does the person feel about their

holiday in Costa Rica?
A. It was the best.
B. It was the worst.

2. Why is the country clean?

A. The people are scared to litter.
B. The people are environmentally aware.

3. Are the winters generally hotter than winter in Spain?

A. No.
B. By the coast they are.

4. What can you see everywhere?

A. Coffee.
B. Pineapple plantations.

5. Which activity was liked the most?

A. White-water rafting.
B. Zip-lining.

6. Which activity was the most frightening?

A. White-water rafting.
B. Climbing a volcano.

UNIT 5 – Listen
 B1 English course

7. What did they like more?

A. Seeing a sperm whale and it’s baby.
B. Seeing a leopard.

8. Which animals were the most entertaining?

A. Turtles.
B. Dolphins.

9. Which sea animals were the most common?

A. Sea snakes.
B. Dolphins.

10. What travel tip was given?

A. Don’t go to the north.
B. Don’t go during the North American school holidays.

Speaking

Comparatives and superlatives. A student comparing three types of

buildings

The video is available in the virtual classroom

UNIT 5 – Listen
 B1 English course

Write

Thank you note

On some occasions you need to write a short

note, email or letter thanking someone,
apologising for something you did or didn’t do,
inviting someone or suggesting something.

For these occasions it’s good to remember some

phrases and expressions, because if you make them up they usually turn out wrong.

Study the following examples:

Thanking

Formal:
o Thank you for your thoughtfulness.
Gracias por tu consideración.
o Your generosity overwhelms me.
Su generosidad me sobrecoge.
o Words cannot express my gratitude.
Las palabras no pueden expresar mi gratitud.

Informal or neutral:
o It has been a real pleasure having you.
Ha sido un placer tenerte.
o It’s a very nice present.
Es un regalo muy bonito.
o Thanks for not only taking the time to think of me, but to send (bring) a gift as
well.
Gracias no solo por tomarte tiempo para pensar en mí, sino también por
traerme un regalo.
o What an original present.
¡Qué regalo tan original!

UNIT 5 – Write
 B1 English course

o Thank you for the beautiful card and present!

¡Gracias por el regalo y la bonita tarjeta!
o You shouldn't have.
No deberías haberte molestado.
o You have no idea how much it means to me.
No te haces una idea de lo que esto significa para mí.
o However did you find this!
¡Sin embargo lo encontraste!
o It's stunning!
¡Es impresionante!
o It looks like one-of-a-kind.
Parece único.

Apologising

Formal:
o Please accept my apology.
Por favor, acepte mis disculpas.
o My comments were ill-advised.
Mis comentarios no fueron acertados.
o I apologise for any inconvenience I might have caused you.
Disculpe por cualquier molestia que haya podido causarle.

Informal or neutral:
o I’m very sorry.
Lo siento mucho.
o I shouldn’t have said that.
No debería haber dicho eso.
o I was wrong.
Estaba equivocado/Lo hice mal.
o I made a stupid mistake.
Cometí un fallo estúpido.
o It was not my intention to (offend you).
No era mi intención ofenderte.
o There is no excuse for my behaviour.
No hay excusa para mi comportamiento.

UNIT 5 – Write
 B1 English course

Inviting and suggesting

Do you want to come with us?

¿Quieres venirte con nosotros?

Would you like to have a drink?

¿Te apetece tomar algo?

Shall we go to the cinema?

¿Vamos al cine?

How about having dinner together?

¿Qué te parece si cenamos juntos?

How would you like to go out for a drink?

¿Te gustaría ir a tomar una copa?

We could visit London next week.

Podríamos visitar Londres la semana que viene.

How to write a thank-you note

Begin with a small piece of paper or card and a pen. “Dear xxx,” followed by a
comma.
Thank the giver for the present given or favour.
Say that the gift or favour was appropriate in a sincere way.
Link the appropriateness of the present to the recipient: “It was like you knew what I
was looking for”. If it’s not true, try to find alternative ways of saying that you
appreciate the giver’s gesture.
Add a line to update the giver on your life: “I’m now back in Barcelona working”.
Sign your thank-you note: “Thanks again, xxx”.

UNIT 5 – Write
 B1 English course

Master class on writing

Writing a thank-you note

The video is available in the virtual classroom

Now you write

Instructions: You stayed in London for a week with a friend (Irina) of a friend. You
decide to buy her a present and enclose a thank you note (about 3 or 4 sentences only).

Compare your text to this example:

Dear Irina,

I wanted to write you a little note to thank you for your generosity. I enjoyed my stay in
London very much thanks to your hospitality. It was great to get to know you and to get
your useful feedback about where to go in London. If you are planning to come to
Barcelona, please let me know. It would be a pleasure to have you stay at my place.

Thanks again,
Your name.

UNIT 5 – Write
 B1 English course

Vocabulary

Hospitality (adj.): hospitalidad.

To get to know you (v.): conocerte.
Feedback (n.): comentarios.

UNIT 5 – Write
Past habits
Grammar 
Used to 

To be used to 

To get used to 

Watch and remember 

Grammar practice exercise 

Vocabulary 
Adjectives ending in –ing and –ed 

Test 

Listen and remember 

Vocabulary practice exercise 

Read 
My first job 

Reading comprehension 

Listen 
UNIT
Listening comprehension 

Speaking 

Write 
Writing a letter of congratulations 

Master class on writing 

Now you write 
Grammar

Used to

I used to live in that city

If we want to say that we did something in the past that we don’t do any more we use
the structure:

Subject + used to + verb in the infinitive

Examples:

to school every day,

He used to walk
now he cycles. Antes él iba andando al
colegio todos los días, ahora
verb in the va en bicicleta.
subject used to
infinitive

We used to live in a big house, now we live Antes vivíamos en una casa grande,
in a flat. ahora vivimos en un piso.

You used to like swimming, why don’t Solía gustarte nadar ¿por qué no vas
you go to the beach any more? ya a la playa?

We can translate the expression into Spanish as “antes hacía…” o “solía hacer”.

On many occasions we find the expression “any more” (Brit. English),

“anymore” (Amer. English) with the structure “used to”. Any more can be
translated as “ya”, as in “ya no lo hago” (I don’t do it any more).

UNIT 6 – Grammar
It is important not to confuse the structure:

verb in the
subject used to
infinitive The latter means “to be accustomed to
something” (Estar habituado a algo).
subject to be used to

We will study the differences later.

How do we ask questions with used to

Structure:

Did + subject + used to + verb in the infinitive?

Examples:

Did he use(d) to write poems?

¿Solía él escribir
poemas?
Did subject use(d) to

In questions you can say either “used” (past tense) or “use” (infinitive).
Notice that this is an exception to the general rule that says that with “did” the
main verb goes in the bare infinitive.

¿Solían ellos vivir en Nueva York? o

Did they used to live in New York?
¿Vivían antes en Nueva York?

¿Leías tú antes esos libros? o ¿Solías tú

Did you used to read those books?
leer esos libros?

How to answer questions with used to

Structure:

No, I didn’t
Yes, I did

UNIT 6 – Grammar
Example:

Did you used to go skiing in the winter? ¿Solías ir a esquiar?

No, I didn’t.

Yes, I did.

Notice the structure with “used to” is in the past simple tense and,
therefore, we use the same structures that we use with the past simple tense:
“Did” for asking and answering questions and making negative sentences.

How to make negative sentences with used to

Structure:

Subject + did + not + use(d) to + verb in the infinitive

Example:

I didn’t used to work all summer

Yo solía trabajar todo el
verb in the verano.
subject did not used to
infinitive

To be used to

I’m not used to waking up early

UNIT 6 – Grammar
When we want to say that we are accustomed to doing something we use the
structure:

Subject + to be + used to + verb in –ing form

Examples:

Ella no está acostumbrada a irse a

She is not used to going to bed so late.
dormir tan tarde

¿Están acostumbrados a correr todos los

Are they used to jogging every day?
días?

Why aren’t you used to having lunch ¿Por qué no estás acostumbrado a comer
at home? en casa?

Compare these two structures:

Subject verb to be used to V. in –ing form object

You are used to speaking in public

Tú estás acostumbrado a hablar en público

Subject used to V. in infinitive Object

You used to speak in public

Tú solías hablar en público

Similarities:
o Subjects and objects are in the same place.
o In both structures we use “used to”.

Differences:
o Verb to be: In the first structure above we add the verb to be before “used
to”. In the second structure “used to” goes directly after the subject (without
any verb to be).
o ing versus Infinitive: In the first structure the verb that goes after “used to”
goes in the –ing form. In the second structure the verb goes in the bare
infinitive.

UNIT 6 – Grammar
When we want to make affirmative sentences, ask questions or make negative
structures with the structure “to be used to something” we follow the same rules
that we follow with the verb to be (in present continuous).
Examples:

Ella está acostumbrada a hacer sus

She is used to doing her homework
Affirmative deberes todos los días después de
every day after lunch.
comer.

Negative She is not used to going to bed so Ella no está acostumbrada a irse a
early. dormir tan pronto.

Questions ¿Estás acostumbrado a ir en coche al

Are you used to driving to work?
trabajo?

“To be used to” can also be followed by a noun. For example: I’m not used
to my new apartment. No estoy acostumbrado a mi nuevo piso. Apartment
(piso) is the noun.

To get used to

I’m getting used to waking up early.

Me estoy acostumbrando a despertarme pronto.

Look at the image above and compare it with the image on the page with to be used to.

UNIT 6 – Grammar
When we want to say that we are in the process of changing a habit we use this
structure:

Subject + to be + getting used to + verb –ing

What is the difference between these two structures?

Subject getting used verb –ing form

1 to be
to

2 Subject to be used to verb –ing form

In the first case, we add “getting” after the verb “to be” to indicate that the speaker is
changing a habit. In the second case, with just the verb to be before “used to” we
indicate that we already have the habit of doing something.

Notice: in Spanish we use “reflexive verbs” to indicate that we are in the

process of changing a habit. “Me estoy acostumbrando” “Ella se está
acostumbrando”. So, think of “get” in this case as: me, te, se, nos, os.

More examples to compare:

1. We indicate a “state”. We always do the same.

They are used to eating at home.
Están acostumbrados a comer en casa.

They are in the process of changing a habit.

They are getting used to eating in the office.
Se están acostumbrando a comer en la oficina.

2. We indicate a state: having free weekends is our habit.

People are used to having free weekends.
La gente está acostumbrada a tener los fines de semana libres.

We are pointing out the fact that we are changing a habit, it’s an ongoing process.

UNIT 6 – Grammar
 With new technology that allows us to be connected all day, people are getting used
to working all the time.
Con las nuevas tecnologías que nos permiten estar conectados todo el día, la gente
se está acostumbrando a trabajar sin parar.

3. Are they used to working at home?

¿Están acostumbrados a trabajar en casa?
Are they getting used to working at home?
¿Se están acostumbrando a trabajar en casa?

All the above examples show “get used to” with the verb to be. But, it’s also
possible to use this structure followed by a noun.

Let’s see some examples:

Did he get used to his new University?

¿Se acostumbró a la nueva universidad?

Why can’t they get used to the new payment method?

¿Por qué no se acostumbran al nuevo método de pago?

I got used to my new job very quickly.

Me acostumbré a mi nuevo trabajo muy rápido.

How do we make affirmative and negative sentences, and ask questions

with “to get used to”?

With to be: If we use the verb to be before “get used to”, then we follow the same
rules we follow with the verb to be (in present continuous).
Without to be: If we don’t use the verb to be before “get used to”, then we follow
the rules of all the other verbs (except with to be and modals).

Notice that “get used to” is almost always used in the present continuous or
in the past simple tense because we either speak about a habit we are
getting/acquiring (un hábito que estamos adquiriendo) or about a habit we used
to have (un hábito que antes teníamos).

UNIT 6 – Grammar
Let’s see some examples:

She got used to doing her Ella se acostumbró a hacer sus deberes
Affirmative
homework after lunch every day. todos los días después de comer.

They didn’t get used to waking up Ellos no se acostumbraron a despertar

Negative
early. pronto.

¿Te acostumbraste a volver a casa

Questions How can you get used to that?
andando?

No, I didn’t.
Answers
Yes, I did.

Notice: We are conjugating “get” directly: got is the past tense of get.

Watch and remember

Used to

The video is available in the virtual classroom

Grammar practice exercise

Fill the text with the correct form of:

used to to be used to to get used to

Example: I’m used to getting my hands dirty in the garden.

UNIT 6 – Grammar
Changes: things aren’t what they 1………………………. be!
As I am at home more than my husband I 2………………………….. doing things my own
way in the house. He 3………………………….. express strong opinions about cleaning,
cooking and shopping but I told him if he wasn’t at home for much of the week he
would have to 4………………………….. someone else making the decisions.
There is a reason for his interest in domestic issues. My husband 5…………………………..
work from home so he spent a lot of time in the house. It was strange and it took a long
time for us to 6………………………….. seeing each other throughout the day. But like all
things we got into a routine and I 7………………………….. sharing house jobs and relying
on him to cook some meals. He 8………………………….. make a fantastic lasagne. Now his
job has changed and he is away all day. I am still 9………………………….. the quiet in the
house and he is 10………………………….. me doing things my way on the home front!

UNIT 6 – Grammar
Vocabulary

Adjectives ending in –ing and –ed

Compare these two sentences:

He’s bored. This book is boring.

Él está aburrido. Este libro es aburrido.

Notice that in Spanish in both cases we use the same word “aburrido”, but in English
we use two different words: bored/boring.

Bored: describes how a person feels. In Spanish we use “está” aburrido/a.

Boring: describes how an object or a person is. In Spanish we use “es” aburrido/a.

Here we have a list of adjectives that end in –ed and –ing with a slightly different
meaning.

Adjective Meaning Example

I was annoyed by the noise.

annoyed molesto
Estaba molesto con el ruido.
That is a very annoying sound.
annoying que te molesta Ese ruido molesta mucho.
They are confused.
confused confuso
Están confundidos.
It is a confusing situation.
confusing que te confunde
Es una situación confusa.
She is depressed.
depressed deprimido
Ella está deprimida.

UNIT 6 – Vocabulary
 Adjective Meaning Example

That is a very depressing city.

depressing deprimente
Esa es una ciudad muy deprimente.
We are very excited to hear the news.
excited emocionado
Nos ha emocionado escuchar la noticia.
Your trip sounds exciting.
exciting emocionante
Tu viaje suena emocionante.
He was very frustrated after the fight.
frustrated frustrado
Él se quedó frustrado después de la pelea.
I find it very frustrating.
frustrating frustrante
Lo encuentro muy frustrante.
The mouse was frightened by the cat.
frightened asustado
El ratón fue asustado por el gato.
It is a very frightening film.
que te asusta, te
frightening
da miedo Es una película que da mucho miedo.
We are very interested In that new technique.
interested interesado
Estamos muy interesados en esa nueva técnica.
The show wasn’t interesting.
interesting interesante
El show no fue interesante.
He is never satisfied.
satisfied satisfecho
Él nunca está satisfecho.
The food was very satisfying.
que te satisface,
satisfying
gratificante La comida fue muy buena (nos llenó)
I was shocked by the accident.
estar en estado
shocked
de shock El accidente me dejó en estado de shock.
The accident was very shocking.
impresionante,
shocking
bombazo El accidente fue un bombazo.

Test

Choose the correct form of the adjective for each gap.

1. I was more ………………………….. after the explanation than I was before I heard it.
A. Confused.
B. Confusing.
C. Both.

UNIT 6 – Vocabulary
2. I try not to let ………………………….. noises bother me.
A. Annoyed.
B. Annoying.
C. Both.

3. The weather is …………………………...

A. Depressed.
B. Depressing.
C. Both.

4. Why aren’t you more …………………………..? I thought you’d be happy.

A. Excited.
B. Exciting.
C. Both.

5. I don’t know why everyone finds him so …………………………...

A. Fascinated.
B. Fascinating.
C. Both.

6. I try not to get ………………………….. when I can’t do something.

A. Frustrated.
B. Frustrating.
C. Both.

7. Who is the most ………………………….. in the class?

A. Interested.
B. Interesting.
C. Both.

8. ………………………….. everyone is very difficult to do.

A. Satisfied.
B. Satisfying.
C. Both.

UNIT 6 – Vocabulary
9. The news of the bomb ………………………….. the nation.
A. Shocked.
B. Shocking.
C. Both.

10. It was clear to see he was a ………………………….. man.

A. Frightened.
B. Frightening.
C. Both.

Listen and remember

Adjectives ending in –ing and –ed

The listening is available in the virtual classroom

Vocabulary practice exercise

Translate the following sentences:

1 La película no fue muy interesante.

Creo que su historia (de ella) es

2
fascinante.

3 Ellos no están muy emocionados.

4 Puede ser frustrante.

5 Creo que está frustrado.

6 Esa música molesta.

No fue una experiencia muy

7
gratificante.

8 Él no es aburrido.

9 Él está interesado en tu oferta.

UNIT 6 – Vocabulary
 10 La situación es deprimente.

11 No creo que esté deprimida (ella).

12 Estoy satisfecho con los resultados.

13 Ella está molesta con la visita.

UNIT 6 – Vocabulary
Read

My first job

I remember, quite well, when I got my it had over 1.000 students- and my
first job. I was 14 years old. Mr. Thomas, classmates all already knew each
our neighbour, came over to ask my other.
father if I could wash his car. He had an
Aston Martin, a very expensive car, and I
was delighted with the proposal.
With my father’s approval, I accepted
immediately. It was an easy job to do. Mr.
Thomas gave me the car shampoo, a
couple of rags and a small cordless
vacuum cleaner. The car wasn’t too
dirty, but he wanted to have it I never got used to our new neighbours,
gleaming. After I received my first the Zegers, because they weren’t as
payment, I went with my friends to the friendly as Mr. Thomas and his family.
cinema and spent all the money. I remember that in the new city I used to
About a year later, my father got a new job go jogging with Keno, my dog, every
in a different city and we had to move. It Sunday. Keno didn’t have any trouble
was easy for me to get a job as a pizza getting used to our new place because we
delivery boy because there was a take had a bigger garden and he enjoyed
away pizza restaurant near our house. playing outside with my brother Mike and
I decided to start saving the money I was my sister Rachel.
earning. At first, I didn’t put it in the bank I also used to play basketball on Saturdays
because I was too young to withdraw at school. I was one of the tallest in the
money, so I used to keep it in a shoe class, so they asked me to join the team
box under my bed. My mother didn’t like as soon as they saw me.
the idea of having my money there I didn’t have as many friends as I had had
because she thought somebody could steal when we lived in the small city, but the
it. few I had became very close friends.
In the new city I had to go to a new My best friend was Fred. He was the first
school. In the beginning, it wasn’t easy of my friends to get a car as he was a year
getting used to it because it was very big – older than the rest of us.

UNIT 6 – Read
 He used to have a very nice old pick-up I had saved a lot of money, but I wasn’t
truck. It was fun to go with him and our rich.
other friends to basketball matches in I had many different jobs before I
the pick-up truck. After the matches we
used to go to a small restaurant to have
lunch. It wasn’t fancy, but the food used
graduated from college: waiter,
to be delicious. I hear it is bad now.
bartender, receptionist, dog walker,
When I turned 16 I got my driver’s
but the one I enjoyed the most was the
license, and I went to the bank with my
first one: washing a luxury car and
shoe box and opened my first bank
dreaming one day it would be mine.
account. My mother sighed with relief:
My money hadn’t been stolen. By then

Vocabulary

To come over (v.): ir de visita a casa de alguien Shoe box (n.): caja de zapatos

To be delighted: estar encantado Classmates (n.): compañeros de clase

Approval (n.): aprobación Knew each other (v.): se conocían

To have trouble (v.): costarle a alguien

A couple (n.): un par
hacer algo

Rag(s) (n.): trapo(s) Join (v.): participar, formar parte

Wireless: sin cables As soon as (adv.): tan pronto como

Vacuum cleaner (n.): aspirador Saw (past tense see): ver

Dirty (adj.): sucio Close friends (n.): amigos íntimos

Gleam(ing) (v.): brillar/ brillante (n.) To turn (v.): cumplir años

Payment (n.): pago Driver’s license (n.): carnet de conducir

Spent (past tense spend): gastar, pasar el tiempo Sigh(ed) with relief: respirar aliviado
A pizza delivery boy (n.): un repartidor de
Hadn’t been stolen (v.): no había sido
pizzas robada

Take-away (adj.): para llevar a casa Waiter (n.): camarero

Withdraw (v.): sacar dinero del banco Bartender (n.): barman

Move (v.): mudarse, mover(se) Receptionist (n.): recepcionista

Keep(ing) (v.): guardar Dog Walker (n.): paseador de perros

UNIT 6 – Read
Reading comprehension

After reading the text choose the best answer for each question:

1. Did he save the money from his first ever job?

A. Yes.
B. No.
C. A little.

2. Why did they move to a different city?

A. For his father’s job.
B. For his job.
C. To be near a pizza restaurant.

3. Why didn’t he put the money in a bank?

A. He didn’t trust them.
B. He couldn’t take it out when he wanted.

4. What did he think of the new neighbours?

A. Friendly.
B. Unfriendly.
C. Kind.

5. What did he used to do with the dog?

A. Go jogging.
B. Play in the garden.

6. Why did he used to play basketball?

A. Because he was really good.
B. Because he was tall.

7. How did they used to get to matches?

A. In Fred’s pick-up truck.
B. In his car.

UNIT 6 – Read
8. How did his mother feel when he opened an account?
A. More relaxed.
B. Surprised.

9. What was his childhood dream?

A. To be rich.
B. To own a luxury car.

10. Which word best describes the narrator of the story?

A. Friendly.
B. Lazy.
C. Hardworking.

UNIT 6 – Read
Listen

Listening comprehension

Listen to the conversation about bad habits

and answer the questions below.

After listening to the conversation, at least

two times, answer the questions

1. What has B given up?

A. Drinks.
B. Crisps.
C. Cigarettes.

2. How does the friend feel about it?

A. Proud.
B. Amazed.
C. Doesn’t think it will last.

3. What new habit has B developed?

A. Eating crisps.
B. Drinking more.
C. Chocolate.

4. How old was the burger and chip friend when they started having cardio problems?
A. 22.
B. 23.
C. 26.

UNIT 6 – Listen
5. What annoying habit did the flatmate mention?
A. Snoring.
B. Humming.
C. Tapping.

6. What did one of them used to do as a child?

A. Hit her sister.
B. Copy her sister’s movements.
C. Repeat everything she said.

7. What did her mother do to solve the problem?

A. Feed them in different rooms.
B. Feed them at different times.

8. Where has this whole conversation taken place?

A. At one of their homes.
B. In the street.
C. At a bar.

Speaking

Used to/get used to (infinitive/ + ing). Talking about past habits

The video is available in the virtual classroom

UNIT 6 – Listen
Write

Writing a letter of congratulations

Read this sample of a semi-formal letter of congratulation.

Your address
January 15, 2011
Recipient’s address

Dear Lisa,

Please accept our congratulations on your recent promotion.

We just heard the news today from Susan Simmons who called me up to tell me the
details. As you can imagine, we are all very excited to hear that you are going to be the
new bank manager. We know that you have worked very hard to get promoted and
think you really deserve it.

We have always supported your promotion knowing that you have got tremendous
talent and drive to get where you want. We are sure you are going to do a wonderful job
in your new position.

Once again Lisa, our sincere congratulations on your new position.

Best Wishes,
Margaret and Rob Sinclair

How to write a letter (formal) or note (informal) of congratulation

Write the letter/note immediately after learning of someone’s success. A late

message could sound fake.
Explain in one sentence the purpose of the letter/note.
Express your approval and discuss the importance of the achievement.
End the letter/note by restating your congratulatory message.

UNIT 6 – Write
 Finish with "Best Wishes" or "Yours Truly."
Add your name. Include your title if you are writing a formal letter.

Master class on writing

Writing a congratulation letter

The video is available in the virtual classroom

Now you write

Instructions

Write a short and informal congratulatory note to a friend who has just graduated from
university.

In English we say congratulations ON not congratulations FOR

UNIT 6 – Write
Compare your text to this example:

Vocabulary

To hear the news (v.): conocer las noticias

Drive (n): garra, empeño

Deserve (v.): merecer

To do a good (wonderful) job (v.): hacer un buen (maravilloso)

trabajo

Position (n.): puesto de trabajo, cargo

Once again (adv.): nuevamente

Restate (v.): volver a decir lo mismo con otras palabras

Law degree (n.): licenciatura en Derecho

Step (n.): paso

UNIT 6 – Write
Celebrities
Grammar 
Verbs followed by –ing form or Infinitive 

Watch and remember 

Test 

Vocabulary 
Prefixes and suffixes 

Listen and remember 

Vocabulary practice exercise 

Read 
When Claire met a celebrity 

Reading comprehension 

Listen 
Listening quiz 

Speaking 

Write 
UNIT
Read this description 

Writing a personal description 

Master class on writing 

Now you write 
 B1 English course

Grammar

Verbs followed by –ing form or Infinitive

He likes playing football.
He likes to play football.

The verb “like” can be followed by a verb in the –ing form

(playing) or by a verb in infinitive (to play) without too
much difference in meaning.

The –ing form after like indicates that “he likes to playing
football in general.

The infinitive after like (to play) indicates that “he likes to play football in a specific
moment”.

Compare these two sentences:

He always liked playing football.

A él siempre le gustó jugar al fútbol (generic).

Would you like to play football tomorrow?

¿Te gustaría jugar al fútbol mañana? (special occasion).

There are no rules for knowing when a verb is followed by a verb in the –
ing form or by a verb in the infinitive. You have to memorize these verbs and, in
particular, practise them in spoken English.

If we analyse the verbs followed by –ing or the infinitive we find that there are three
groups of verbs:

1 List of verbs usually1 followed by the –ing form

1 NOTE: Usually means frequently, but not always. Therefore at times these verbs will be
followed by a verb in the infinitive.

UNIT 7 – Grammar
 B1 English course

Verb Example

admit They admitted going there.

admitir Admitieron haber ido allí.

appreciate (+ object) We appreciate you doing that.

apreciar Apreciamos que (tú) hagas eso.

avoid I avoid seeing him.

evitar Evito verlo

He burst out crying when I told him the truth.

Se echó a llorar cuando le dije la verdad.
burst out (crying/laughing)
romper a llorar, reírse a
carcajadas He burst out laughing when he saw me.
Se rió a carcajadas cuando me vio.

consider We considered buying that house.

considerar, plantearse Nos planteamos comprar esa casa.

contemplate They contemplated selling it.

contemplar, considerar Consideraron venderla.

delay I delayed telling the truth.

retrasar, posponer Pospuse contar la verdad.

deny He denied stealing my purse.

negar Negó haber robado mi cartera.

detest I detest working on Saturdays.

detestar Detesto trabajar los sábados.

dislike We dislike walking back home.

no gustar No nos gusta caminar de vuelta a casa.

endure She won't endure having an operation.

soportar, aguantar Ella no soportará una operación.

enjoy I enjoy coming here.

disfrutar Disfruto viniendo aquí.

escape We escaped running.

escapar Escapamos corriendo.

He can’t face watching the rubbish on television

face
No puede soportar ver los programas basura en la
enfrentarse, soportar
televisión

fancy She fancies living there. (would + fancy normally found in 1st

gustar person interrogative)

UNIT 7 – Grammar
 B1 English course

Verb Example
A ella le gustaría vivir allí.

feel like I don't feel like going there.

tener ganas No tengo ganas de ir ahí.

finish We finish working at 6 pm.

terminar Terminamos de trabajar a las 6 pm

forgive Forgive me for interrupting.

perdonar Perdonarme por interrumpir.

give up He gave up writing every day.

renunciar Renunció a escribir todos los días.

can't help I can't help talking in class.

evitar No puedo evitar hablar durante la clase.

imagine We couldn't imagine living with her.

imaginar No nos podíamos imaginar viviendo con ella.

involve That involved calling a lot of people.

suponer, involucrar Eso suponía llamar a mucha gente.

keep on You should keep on trying.

continuar Deberías continuar intentándolo.

leave off I'm going to have to leave off writing for a while.
dejar, parar Voy a tener que dejar de escribir.

mention She never mentioned selling it.

mencionar Ella nunca mencionó haberlo vendido.

mind I don't mind you coming here.

importar No me importa que vengas aquí.

miss You missed meeting the new Head of Studies.

perder, errar, librarse

postpone He always postpones/puts off helping me.

aplazar, posponer Siempre pospone ayudarme.

practise I haven't practised playing guitar a while.

practicar No he practicado la guitarra durante mucho tiempo.
put off He put off signing the contract several times.
postergar Postergó la firma del contrato varias veces.

resent I resent coming here.

molestar, sentar mal Me sienta mal venir aquí

UNIT 7 – Grammar
 B1 English course

Verb Example

resist He couldn't resist saying something.

resistir Él no pudo resistir decir algo.

risk I don't want to risk losing you.

arriesgar No quiero arriesgarme a perderte.

can't stand We can't stand listening to you.

no soportar No soportamos escucharte.

suggest They suggested flying to Rome.

sugerir Sugirieron volar a Roma.

understand I understand why being good is important.

entender, comprender Comprendo porque ser bueno es importante.

2 List of verbs that can be followed by the –ing form or infinitive

Some of these verbs change their meaning.

Verb Meaning–ing Meaning with infinitive

If there is no object we use –ing. If there is an object we use the

infinitive.
I don't advise coming here on
advise
Sundays. I don't advise you (object) to come
aconsejar
No aconsejo venir aquí los here on Sundays.
domingos. No te (objet) aconsejo que vengas
aquí los domingos.

If there is no object we use –ing. If there is an object we use the

infinitive.
allow
He doesn't allow smoking in his
permitir
room. He doesn't allow you (object) to
smoke in his room.
No permite fumar en su habitación.
No te permite fumar en su
habitación.
be accustomed
He isn't accustomed to giving NOT USED with infinitive
to
information.
estar
No está acostumbrado a dar
acostumbrado
información.
a

UNIT 7 – Grammar
 B1 English course

Verb Meaning–ing Meaning with infinitive

-ing shows that there is a desire from In infinitive there is more of an

the person to fulfill something. obligation to do something.
be committed
to
She is committed to doing that. She is committed to do that.
comprometerse
Ella está comprometida a hacer eso. Ella está comprometida a hacer eso.

There is not too much difference in There is not too much difference in
meaning between the –ing form and meaning between the –ing form and
can’t bear the infinitive. the infinitive.
no poder
soportar They can't bear having an They can't bear to have an
operation. operation.
No pueden soportar una operación. No pueden soportar una operación.

There is not too much difference in There is not too much difference in
meaning between the –ing form and meaning between the –ing form and
the infinitive. the infinitive, but this is strongly
dependent on the verb that follows.
begin
When you begin talking, I'll leave.
empezar
Cuando empieces a hablar me When you begin to talk, I'll leave.
marcharé. Cuando empieces a hablar me
marcharé.

This is talking about an action at the This is talking about a habit.

continue moment of speaking.
You should continue to read.
continuar
You should continue reading. Deberías continuar leyendo.
Deberías continuar leyendo.

If there is no object we use –ing. If there is an object we use the

infinitive.
forbit
They forbade smoking.
prohibir
Prohibieron fumar.
They forbade me (object) to smoke.
Me prohibieron fumar

We use –ing form when we refer to We use the infinitive when we refer
actions in the past. to pending actions.
forget
olvidar
I'll never forget working with you. I always forget to take the garbage
Nunca me olvidaré de haber out.

UNIT 7 – Grammar
 B1 English course

Verb Meaning–ing Meaning with infinitive

trabajado contigo. Siempre me olvido de sacar la
basura.

It means to continue. It means a change in the activity.

go on
You can go on talking. She was angry and went on to call
continuar
Puedes continuar hablando. me.
Estaba enfadada y fue a llamarme.

This is talking about an action at the This is talking about a habit/routine.

moment of speaking.
hate
I hate to do homework.
odiar
I hate doing the homework. Odio hacer los deberes.
Odio hacer los deberes.

We refer to an action that continues NOT USED with infinitive.

over time.
hear
oír I heard her making a lot of noise.
La escuché (que estaba) haciendo
mucho ruido.

There is not too much difference in There is not too much difference in
meaning between the –ing form and meaning between the –ing form and
intend the infinitive. the infinitive.
tener intención
de We intended staying there. We intended to stay there.
Tuvimos intención de quedarnos Tuvimos intención de quedarnos
allí. allí.

It refers to the style in which It refers to the result of the study.

something was learnt.
He learned to swim very well.
learn
He learned swimming when he Aprendió a nadar muy bien.
aprender
was very young.
Aprendió a nadar cuando era muy
joven.

There is not too much difference in There is not too much difference in
meaning between the –ing form and meaning between the –ing form and
like
the infinitive. the infinitive.
gustar

I like walking in the rain. I like to walk in the rain.

UNIT 7 – Grammar
 B1 English course

Verb Meaning–ing Meaning with infinitive

Me gusta caminar bajo la lluvia. Me gusta caminar bajo la lluvia.

There is not too much difference in There is not too much difference in
meaning between the –ing form and meaning between the –ing form and
love
the infinitive. the infinitive.
amar,
encantar
I love eating chocolate. I love to eat chocolate.
Me encanta comer chocolate. Me encanta comer chocolate.

If there is no object we use –ing If there is an object we use the

form. infinitive.
permit
permitir They permitted touching the They permitted me (object) to touch
objects. the objects.
Permitían tocar los objetos. Me permitieron tocar los objetos.

There is not too much difference in There is not too much difference in
meaning between the –ing form and meaning between the –ing form and
prefer the infinitive. the infinitive.
preferir

I prefer coming here. I prefer to come here.

Prefiero venir aquí. Prefiero venir aquí.

propose He proposed using a new method. NOT USED in infinitive form.

proponer Propuso utilizar un nuevo método.

It refers to an action in the past that We use to give bad news.

we regret having done.
regret
I regret to tell you that we aren't
lamentar
I'll always regret doing that. leaving.
Siempre lamentaré haber hecho eso. Lamento decirte que no nos vamos.

We use the –ing form when we talk We use the infinitive when we refer
about past actions. to pending actions.
remember
recordar I remember running very fast. I must remember to run every day.
Recuerdo haber corrido muy Debo recordar (que debo) correr
rápido. todos los días.

We refer to an action that continues

over time.
see
ver
She saw you walking.
Ella te vio caminando.

UNIT 7 – Grammar
 B1 English course

Verb Meaning–ing Meaning with infinitive

There is not too much difference in There is not too much difference in
meaning when using –ing or the meaning when using –ing or the
start infinitive. infinitive.
empezar
You should start doing something. You should start to do something.
Deberías empezar a hacer algo. Deberías empezar a hacer algo.

We use -ing to indicate that we quit We use the infinitive when the action
a habit. stops in order to do another action.
stop
parar, dejar de She stopped smoking last June. She stopped to call me.
Ella dejó de fumar el pasado mes de Ella se detuvo para llamarme.
junio.

It refers to the way in which the It refers to the study’s result.

teaching was done.
She taught me to read well.
teach
She teaches standing on her head, Ella me enseñó a leer bien.
enseñar
because she is a yoga teacher.
Ella enseña haciendo el pino porque
es profesora de yoga.

It means that we attempt something We can use –ing or the infinitive

by chance. when we to try to do something with
intention.
try
I tried calling her four times but I
intentar You should try to do/doing it.
didn't succeed in getting through to
Debes intentar hacerlo.
her.
Intenté llamarla cuatro veces, pero
no tuve éxito.

We refer to an action that continued We refer to an action that finished in

watch over time. the past.
observar,
mirar, ver He watched you playing football. He watched you play football.
Él te vio jugando fútbol. Él te vio jugar al fútbol.

UNIT 7 – Grammar
 B1 English course

3 List of verbs that can be followed by the infinitive, but not by an –ing
form

Afford (permitirse)
o I can’t afford to buy caviar.
No puedo permitirme comprar caviar.

Agree (estar de acuerdo)

o I agree to do whatever I can to help.
Estoy de acuerdo en hacer todo lo posible para
ayudar.

Aim (tener el objetivo de)

o I aim to be the best in my class.
Mi objetivo es ser el mejor en mi clase.

Decide (decidir)
o I have decided to ignore rude people.
Yo he decidido ignorar a la gente maleducada.

Demand (pedir)
o She will demand to know what is going on.
Ella querrá saber que está pasando.

Guarantee (garantizar)
o The company guarantees to pay for the training.
La empresa garantiza el pago de la formación.

Hesitate (dudar)
o Never hesitate to do the right thing.
No dudes en hacer lo correcto.

Manage (gestionar, apañárselas)

o They managed to finish the preparations before she arrived.
Se las apañaron para terminar los preparativos antes de que ella llegase.

UNIT 7 – Grammar
 B1 English course

Offer (ofrecer)
o I offered to pay for the taxi.
Ofrecí pagar el taxi.

Prepare (preparer)
o He is prepared to go all the way.
Está preparado para llegar hasta el final.

Promise (prometer)
o The insurance company promised to cover the cost.
La compañía aseguradora prometió cubrir todos los costes.

Refuse (rechazar)
o He refused to lend a hand.
Rechazó echar una mano.

Seem (parecer)
o It seemed to be another ordinary day when the trouble began.
Parecía ser otro día más cuando empezaron los problemas.

Want (querer)
o She wanted to shine above the rest.
Quería brillar sobre los demás.

Watch and remember

Verbs with infinitive and –ing form

The video is available in the virtual classroom

UNIT 7 – Grammar
 B1 English course

Test

1. If you can’t sleep try ……………………. a cup of chamomile tea before bed.
A. to make.
B. making.

2. I hate ……………………. in small spaces.

A. to live.
B. living.

3. Don’t forget ……………………. call your parents when you get home.
A. to call.
B. calling.

4. He agreed ……………………. the work before he went home.

A. to do.
B. doing.

5. I resent you ……………………. I didn’t help much.

A. to say.
B. saying.

6. I promised ……………………. them informed of any changes.

A. to keep.
B. keeping.

7. Remember ……………………. in the sea last summer, that was fun!

A. to swim.
B. swimming.

8. After school I continued ……………………. at university.

A. to study.
B. studying.

9. I admit ……………………. the cat out of the house by mistake.

A. to let.
B. letting.

UNIT 7 – Grammar
 B1 English course

10. I demanded ……………………. the manger after the waiter spoke to me so rudely.
A. to see.
B. seeing.

11. She always seems ……………………. two steps behind everyone else.
A. to be.
B. being.

12. I fancy ……………………. a take away curry tonight, don’t you?

A. to get.
B. getting.

UNIT 7 – Grammar
 B1 English course

Vocabulary

Prefixes and suffixes

An English word can consist of three parts:

The root is the base element of the word.

A prefix is a word element that is placed before the root. A prefix changes the
word's meaning or makes a new word.
A suffix is a word element that is placed after the root. The suffix changes the
word's meaning as well as its function.

For example:

root prefix suffix unhappiness

happy un ness infelicidad

Some common prefixes:

Prefix Meaning Translation Example

Antifreeze
They forgot to put in the antifreeze and the car
Anti- against contra got damaged.
Olvidaron poner el anticongelante y el coche se
dañó.

Deform
De- opposite opuesto His face was deformed.
Su cara estaba deformada.

Disagree
not, negativa, We disagreed about her payment.
Dis-
opposite of opuesto Nosotros nos estuvimos de acuerdo acerca de su
pago

In-im- Impossible.
not not It has been impossible to see him.
il-ir
Ha sido imposible verlo.

UNIT 7 – Vocabulary
 B1 English course

Prefix Meaning Translation Example

Intermediate
Inter- between entre He is an intermediate student.
Él es un alumno de nivel intermedio.

Subtitle.
Sub- under debajo I like to see films with subtitles.
Me gusta ver películas con subtítulos.

Unfriendly.
Un- not not They were unfriendly to foreigners.
Eran poco amistosos con los extranjeros.

Some suffixes:

Suffix Meaning Translation Example

Feasible.
-able
can be done posible That is not feasible.
-ible
Eso no es viable.

Wooden.
-en made of hecho de She has a wooden ring.
Tiene un anillo de madera.

Careful.
-ful full of lleno de You have to be careful.
Tienes que tener cuidado.

Emotion.
-ion acción,
act, process He showed no emotion.
-tion proceso
No mostró ninguna emoción.

Hopeless.
-less without sin You are hopeless.
Eres un inútil.

Commitment.
action or acción o
-ment There is no commitment in this company.
process proceso
No hay compromiso en esta empresa.

Sadness.
state of, condición o
-ness Sadness was in the air.
condition of estado
La tristeza estaba en el aire.

UNIT 7 – Vocabulary
 B1 English course

Listen and remember

Some common prefixes

The listening is available in the virtual classroom

Vocabulary practice exercise

A. Translate the following sentences:

1 Ella cometió un error.

2 Es un reloj (de pared) de madera.

3 ¿Cuándo va a volver ella?

4 Entró en su casa en medio de la noche.

La amabilidad es importante cuando se

5
hacen negocios.

6 Tienes que tener más cuidado.

7 Él no tiene miedo.

8 Eso no tiene sentido.

9 Eso es muy improbable.

10 Ella es tan infeliz.

B. Attach the suffix or prefixes to the correct word to make a new word.

1 Dis- A responsible

2 Ir- B helpful

3 Inter- C personal

4 Sub- D content

5 Un- E national

6 Im- F contract

UNIT 7 – Vocabulary
 B1 English course

7 Act G -ness

8 Reason H -ful

9 Sick I -ment

10 Success J -less

11 Hope K -ion

12 Content L -able

UNIT 7 – Vocabulary
 B1 English course

Read

When Claire met a celebrity

Claire was a 23 She didn’t have too much time to think

year-old student about who the handsome man was
who worked part- because as soon as he got rid of the
time as waitress crowd he entered the Café and
in a nice Italian started staring at Claire who was
Café near the then pulling down the blinds at the
beach in Florida. opposite side of the bar.
All she knew about ‐ Could I have a cappuccino, please?
celebrities was Claire realized that she was the only
what she had one at the bar because her other two co-
seen on television workers were in the office behind the
or on the cover page of glossy bar cashing up.
magazines sold at supermarkets that -Yes, of course- she answered as she
she never bought. With one exception: rushed to the coffee machine.
George Clooney. She just loved him -Sorry to bother you right before
and was always saying to her friends closing time- he added.
that she wanted to meet him. -No problem- she said.
One Sunday afternoon, as she was She didn’t know what to say as she
getting ready to go home, she saw a started thinking the person in front of
red Lamborghini park right in front her looked very much like George
of the Café. The door opened and a Clooney.
good–looking dark-haired man -Quiet day, isn’t it? - He said, trying to
jumped out of the car. When he start a conversation as she served the
started walking towards the Café, coffee.
some young and very excited women -Well it’s quiet now, but it wasn’t this
started running towards him. When morning. Midday on Sundays is one of
they reached him they began asking our busiest times because we offer
for his autograph. He appeared to be brunch.
calm and friendly. -I should have known, shame, I
-He must be used to it- Claire would have come here earlier to see
thought. you.

UNIT 7 – Read
 B1 English course

To see me? Wow, it was becoming and he disappeared leaving a five dollar
difficult for her to breathe, she tip.
couldn’t even answer. It had been like a film, a dream; it
-Do you know what time is the best couldn’t be true that she had seen
time to surf at this beach? - He asked George Clooney in person.
whilst sipping his coffee. As soon as he left, Claire phoned her
She then realized he looked a bit best friend Margaret.
younger and thinner than George
Clooney, but it didn’t really matter
because he was just as good-looking.
-Five o´clock for sure- She answered
trying to sound cool.
She wasn’t a surfer herself, but she
remembered hearing her boyfriend,
who was an experienced surfer, saying
that.
Because of the excitement of meeting a
celebrity, she found herself
doubting what to say to him next.
Time passed very quickly and she lost
the chance to have a longer
conversation when he suddenly
said:
-Thank you very much. The cappuccino
was delicious and you are gorgeous -

Vocabulary

Part-time (adj.): a tiempo parcial Beach (n.): playa

Glossy magazine (n.): revista de papel

She just loved him: A ella le encantaba
couché

As she was getting ready to go

home: cuando se estaba preparando Lamborghini (n.): coche italiano de lujo
para ir a casa

Right in front (adv.): justo delante Dark-haired (adj.): de pelo oscuro

Jumped out (v.): salto fuera Towards (pre.): hacia

UNIT 7 – Read
 B1 English course

Excite(d) (adj.): emocionado Reach(ed) (v.): alcanzar

He must be used to it: debe estar

Autograph (n.): autógrafo
acostumbrado a ello

He got rid of the crowd: se deshizo de

Handsome (adj.): guapo (hombre)
la multitud

He started staring: empezó a mirarla Pulling down (v.): bajar las cortinas,
fijamente persianas

Realise/d (Brit)-realize/d (Amer) (v.):

Blinds (n.): persianas
darse cuenta

Co-worker (n.): compañero de trabajo To do the cashing up (v.): hacer caja

Rush(ed) (v.): ir corriendo Bother (v.): molestar

Right before: justo antes What else: ¿qué más?

To look like (v.): parecerse Midday (n.): mediodía

I should have known: debería haberlo

Brunch (n.): desayuno-comida
sabido

I would have come here earlier:

Breathe (v.): respirar
habría venido más temprano

Even (adv.): incluso, ni siquiera It didn’t really matter: no importaba.

Trying to sound cool: intentando

For sure (adv.): con toda seguridad
parecer “guay”

Surfer (n.): surfista Next: a continuación

Found herself doubting: se encontró She lost the chance: perdió la

dudando oportunidad

To have a longer conversation: de

Suddenly (adv.): repentinamente
tener una conversación más larga

As soon as he left: en cuanto se It had been like a film: había sido como
marchó una película

Tip (n.): propina

UNIT 7 – Read
 B1 English course

Reading comprehension

1. Did Claire usually buy glossy magazines?

A. Yes.
B. No.

2. What did the man do before he entered the café?

A. Flirted with some girls.
B. Signed his name.

3. What were Claire’s coworkers doing while she was serving the man?
A. Doing taxes.
B. Checking the contents of the till.

4. Why is midday busy on a Sunday?

A. They serve a meal.
B. They offer extra coffee.

5. Why couldn’t she breathe?

A. Because he was flirting with her.
B. Because she was holding her breath.

6. Why did Claire think he might not be George Clooney?

A. Because of his looks.
B. Because of his behaviour.

7. Why didn’t Claire mind who he was?

A. Because he was kind.
B. Because he was good-looking.

8. How did Claire know what the best time to surf was?
A. She liked the sport.
B. Her boyfriend surfed.

UNIT 7 – Read
 B1 English course

9. What did he leave Claire?

A. Some money.
B. His phone number.

10. Who set Claire up?

A. Margaret.
B. Melissa.

UNIT 7 – Read
 B1 English course

Listen

Listening quiz

After listening to the interview twice

answer the questions below:

1. What’s the name of the band?

A. The Green-Eyed Monkeys.
B. The Stream-lined Monkeys.

2. How old were they when they

became famous?
A. Twenty-three.
B. Twenty.

3. Where was the first country they went on tour to?

A. Japan.
B. Finland.

4. How did they learn their instruments?

A. Self-taught.
B. Classically trained.

5. Why is their music popular?

A. Because they sound like the Beatles.
B. It’s melodic.

6. Where does Fred live?

A. London.
B. Liverpool.

7. Where does he like to go on holiday?

A. Somerset.
B. Italy.

UNIT 7 – Listen
 B1 English course

8. How many years has he been married?

A. Four.
B. Fourteen.

9. How many children does he have?

A. Two.
B. Three.

10. What is his favourite hobby?

A. Waving.
B. Surfing.

11. Who is the next album dedicated to?

A. Fans.
B. Family.

12. What is the name of the interviewer?

A. Alex Chable.
B. Alex Cable.

Speaking

Verb + infinitive or – ing. Talking about yourself

The video is available in the virtual classroom

UNIT 7 – Listen
 B1 English course

Write

Read this description

My name is Ryan Rosen; I was born

on July 6th, 1985 in Birmingham. My
mother is English and my father is
African American. I’m 6.3 feet, dark-
haired and brown-eyed. I weigh 177
pounds. I have an apartment in
London, but as I work as a model I’m
always travelling and I can’t spend
much time at home. When I’m back in
the UK, my girlfriend and I usually
visit my parents and my sisters in Birmingham. We usually meet for lunch on Sundays.
I like playing sports and dancing. Two years ago I won a tango competition in Buenos
Aires.

Writing a personal description

You can say where you were born or alternatively use the expression “I come from…”
In the present simple tense say where you live and what you do.
Use the verb “to be” to say your age, height and weight and “have” for colour of the
eyes and hair.
Remember to use “as” (not like) when mentioning your profession or job. For
example: I work as a sales person.
Try to always link one sentence to the next one with connectors such as: but, and,
when.
Use “like doing” when speaking about a hobby.
Keep it simple.

UNIT 7 – Write
 B1 English course

Master class on writing

Personal description

The video is available in the virtual classroom

Now you write

Instructions

Write a description about yourself. Mention your name, age, what you do, where you
live and what your hobbies are.

Compare your text to this example:

My name is Cristina and I’m 32 years old. I'm a

programmer and I come from Almería. I live in
Madrid now with my husband in a flat in Las
Rozas. We don’t have children, but want to have
at least two. I work for an IT company not too far
away from home. My husband is an engineer. He
also works for an IT company, but not in
programming. We both like skiing and therefore we try to go to the mountains almost
every weekend. There we enjoy meeting up with friends and going out for dinner.

UNIT 7 – Write
 B1 English course

Vocabulary

IT company: empresa de telecomunicaciones.

Both (adj.): ambos.

UNIT 7 – Write
Talents
Grammar 
Modal verbs 

Watch and remember 

Test 

Vocabulary 
Prepositions 

Listen and remember 

Vocabulary practice exercise 

Read 
Super powerful rice cooker LXP warranty 

Reading comprehension 

Listen 
Listening comprehension 

Speaking 

Write 
UNIT
Text organisation 

Master class on writing 

Now you write 
 B1 English course

Grammar

Modal verbs

Modal verbs are so named because they change the mode

or aspect of the verb, as opposed to the tense. Study this
example:

I water my flowers every day.

o Riego mis plantas todos los días.

The verb is “to water” and it’s in the present tense.

Now, compare:

I MUST water my flowers every day, otherwise they’ll dry up.

o Debo regar mis flores todos los días, de lo contrario se secarán.

MUST is the modal verb. We have not changed the tense- we are still talking in the
present simple tense- but we have changed the mode or aspect of the verb “to
water”.

Here you have a list of modal verbs:

Modal Example
Translation
verbs

She can work with us.

Can puedo
Ella puede trabajar con nosotros.

I could do it.
Could podía, podría
Yo podría hacerlo.

It may be too late.

May puede que
Puede que sea demasiado tarde.

puede que It might not work.

Might
(less probable may) A lo mejor no funciona.

UNIT 8 – Grammar
 B1 English course

Modal Example
Translation
verbs

She will be here tomorrow.

Will Sirve para formar el futuro
Ella estará aquí mañana.

Sirve para formar el We would bring it if we could.

Would
condicional Lo traeríamos si pudiéramos.

Sirve para formar el futuro Shall we have a coffee?

Shall
y hacer sugerencias ¿Nos tomamos un café?

You should read more.

Should debería/s
Deberías leer más.

He must stay longer.

Must debo/ debes
Debe quedarse más tiempo.

She ought to go to school tomorrow.

Ought to debería/s
Ella debería ir al cole mañana.

Modal verbs have certain peculiarities too. For example:

They do not take "-s" in the third person. Examples:

o She can work here.
Ella puede trabajar aquí.

We usually don’t use modal verbs in the past or in the future. Examples:
o They will can sing tomorrow.
Incorrecto: Ellos cantarán mañana.
o I musted do my homework yesterday.
Incorrecto: Yo debí hacer mis deberes ayer.

Though would, could, should and might sometimes be used as past tenses of will, can,
shall and may.

After modal verbs we use the infinitive without “to”, except in the case of “ought to”.
Study these examples:

UNIT 8 – Grammar
 B1 English course

They could read (infinitive without to) the book.

o Ellos pudieron leer el libro.

You ought to read (infinitive with to) more.

o Deberías leer más.

Types of modal verbs

Degrees of certainty.

o Complete certainty (positive or negative):

- They will come tomorrow.
Ellos vendrán mañana.
- I won’t cook next week.
No cocinaré la semana que viene.

o Probability/ possibility:
- We may go to Paris.
Puede que vayamos a París.
- He should be here any moment.
Debería llegar en cualquier momento.

o Weak probability:
- I might buy a car.
A lo mejor compro un coche.

Degrees of freedom and obligation:

o Strong obligation:
- You must do as I tell you.
Debes hacer lo que te diga.

o Prohibition:
- You must not park your car here.
No debes aparcar tu coche aquí.
- They can’t call now.
No pueden llamar ahora.

UNIT 8 – Grammar
 B1 English course

o Recommendation:
- You should try to do it anyway.
Deberías intentar hacerlo de todas maneras.

o Permission:
- Can I borrow your pen?
¿Me dejas tu bolígrafo?
- May I ask you something? (More formal than can)
¿Puedo preguntarte algo?

o Ability:
- He can dance and sing very well.
Él sabe bailar y cantar muy bien.

Remember “ought to” is the only modal verb which is followed by infinitive
+ to. For example:
You ought to turn right.
Debes girar a la derecha.

Structures:

To make affirmative sentences, ask questions, answer questions and make

negative sentences we follow the same pattern as that used for auxiliary verbs (for
example do/does/did).

Affirmative sentences:

Subject + modal verb + main verb + object

Example:

She must drive to work

Ella debe ir en coche al trabajo.
subject modal verb main verb object

UNIT 8 – Grammar
 B1 English course

Questions:

Modal verb + subject + main verb + object

Example:

Should we do it?
¿Deberíamos hacerlo?
modal verb subject main verb object?

Answers:

Yes, subject + modal verb

No, subject + modal verb + not

Examples:

Yes, we should
Sí, deberíamos.
Yes, subject modal verb

No, we shouldn’t
No, no deberíamos.
subject modal verb +
No,
not

Negative sentences:

Subject + modal verb + not + main verb + object

Example:

They couldn’t do it
Ellos no pudieron hacerlo.
modal verb
subject main verb object
+ not

UNIT 8 – Grammar
 B1 English course

Negative questions:

Modal verb + not + subject + main verb + object?

Example:

Can’t I go?
¿No puedo ir?
modal verb + not subject main verb?

1. “Can” and “could” cannot be used in the future. We cannot say, for
example: I will can. Therefore, we must substitute “can/could” for “to be able to”
(ser capaz de). For example:
I won’t be able to go tomorrow. (No podré ir mañana).
They will be able to travel tomorrow. (Ellos podrán viajar mañana).

2. “Must” cannot be used in the past. We cannot say, for example: We musted
study. (Nosotros debíamos estudiar). In this case we substitute “must” for “had
to”. For example:
We had to study. (Nosotros tuvimos que estudiar).

Watch and remember

Modal verbs (I)

The video is available in the virtual classroom

UNIT 8 – Grammar
 B1 English course

Modal verbs (II)

The video is available in the virtual classroom

Test

A. Answer yes, no, or, not sure to the questions below:

1. She can play violin very well. Is she a good musician?

A. Yes.
B. No.
C. Not sure.

2. I could pass that exam. Has she passed it?

A. Yes.
B. No.
C. Not sure.

3. John may have arrived by now. Has John arrived yet?

A. Yes.
B. No.
C. Not sure.

4. They might win if they listen to their captain. Are they good enough to win?
A. Yes.
B. No.
C. Not sure.

UNIT 8 – Grammar
 B1 English course

5. I will complain in the morning. Has she complained yet?

A. Yes.
B. No.
C. Not sure.

6. It would be better if you coloured it red. Is it as good as it can be?

A. Yes.
B. No.
C. Not sure.

7. Shall I get you a refill? Has a second drink been served?

A. Yes.
B. No.
C. Not sure.

8. She should study harder. Is she studying as hard as possible?

A. Yes.
B. No.
C. Not sure.

9. You must carry your passport at all times. Is an ID card a possible substitute?
A. Yes.
B. No.
C. Not sure.

10. You ought to reserve a table as lunch time is always busy. Is the restaurant’s policy,
reservations only?
A. Yes.
B. No.
C. Not sure.

UNIT 8 – Grammar
 B1 English course

B. Choose the best modal verb for the space:

1. The doctor …………………… change the appointment to Friday if that is better for you.
A. should.
B. could.

2. Don’t hit the dog as it …………………………. bite you!

A. ought to.
B. may.

3. …………………………. I get us a drink?

A. Shall.
B. Will.

4. He …………………………. come and visit us over the weekend if he finishes his work.
A. might.
B. shouldn’t.

5. I …………………………. update my driving license, it’s expired!

A. can’t.
B. must.

6. Peter really …………………………. be kinder to his sister as she is younger than him.
A. should.
B. may.

7. The company …………………………. find the cheapest flight available, it’s their job.
A. should.
B. would.

8. I …………………………. double-check the departure time if I were you.

A. may.
B. would.

9. I …………………………. let you know as soon as I hear anything.

A. could.
B. will.

UNIT 8 – Grammar
 B1 English course

10. I …………………………. speak German if that helps.

A. should.
B. can.

UNIT 8 – Grammar
 B1 English course

Vocabulary

Prepositions

Preposition Spanish Example

This book is about robots.

About acerca de/ sobre
Este libro va sobre robots.

encima de/ por encima The shelves are above the television.
Above
de Las estanterías están sobre la televisión.

The restaurant is across the Street.

Across en frente de/ cruzando
El restaurant está cruzando la calle.

I’ll do it after you.

After después
Lo hare después de ti.

Don’t fight against them.

Against contra
No luches contra ellos.

We went along that road.

Along a lo largo de
Fuimos a lo largo de ese camino.

We were among many people.

Among entre (en medio de)
Estuvimos entre mucha gente.

You must go around the corner.

Around alrededor de
Debes ir alrededor de la esquina.

The tournament will take place at the hotel.

At en el/ la
El torneo tendrá lugar en el hotel.

You have to leave before noon.

Before antes
Tienes que marcharte antes de mediodía.

Go behind me.
Behind detrás de/ atrás de
Ve detrás de mí.

The temperatures are below zero.

Below debajo de/ abajo de
Las temperaturas son bajo cero.

She is beside me.

Beside al lado de/ junto a Ella está a mi lado.

UNIT 8 – Read
 B1 English course

Preposition Spanish Example

There is box in between the chair and the

Between entre table.
Hay una caja entre la silla y la mesa.

Written by Shakespeare.
By por
Escrito por Shakespeare.

I was there during the summer.

During durante
Yo estuve allí durante el verano.

Available all mornings, except Fridays.

Except excepto/ salvo Disponible todas las mañanas, excepto los
viernes.

para (destinatario/ This pencil is for drawing.

For
uso/ propósito) Este lápiz es para dibujar.

They come from the Netherlands.

From de (origen/ remitente)
Son de los Países Bajos.

It’s in the box.

In en
Está en la caja.

It’s in front of you.

In front of en frente de
Está en frente de ti.

It’s inside the box.

Inside dentro de
Está dentro de la caja

You should work more instead of going on

holiday.
Instead of en vez de/ en lugar de
Deberías trabajar más en vez de ir de
vacaciones.

en/ a/ (movimiento de Please, get into the car.

Into
entrar) Por favor, métete en el coche.

como/ parecido/ igual She looks like me.

Like
que Ella se me parece.

The church is near my office.

Near cerca de/ junto
La iglesia está cerca de mi oficina.

They are next to me.

Next to a lado
Ellos están a mi lado.
The history of Spain.
Of de (posesivo)
La historia de España.

UNIT 8 – Read
 B1 English course

Preposition Spanish Example

The book is on the table.

On sobre/ en
El libro está en/sobre la mesa.

It’s very cold outside.

Outside fuera de
Hace mucho frío fuera.

encima de/ por encima The lamp hangs over the table.
Over
de La lámpara cuelga por encima de la mesa.

I have been living here since 2007.

Since desde
Llevo viviendo aquí desde el 2007.

You have to go through that door.

Through a través
Debes ir a través de esa puerta.

We’ll go to Rome.
To a (destinación)
Iremos a Roma.

Toward/ Let’s go towards the river.

hacia
towards Vayamos hacia el río.

Under/ The cat is under the table.

debajo de
underneath El gato está debajo de la mesa.

Open until 10 p.m.

Until hasta
Abierto hasta las 10 p.m.

I go with him.
With con
Voy con él.

It should be done within these hours.

dentro de (distancia/
Within Debe ser hecho dentro de este espacio de
tiempo)
tiempo.

He did it without thinking.

Without sin
Lo hizo sin pensar.

Listen and remember

Prepositions

The listening is available in the virtual classroom

UNIT 8 – Read
 B1 English course

Vocabulary practice exercise

Translate the following sentences:

¿Acerca de qué es este libro? (¿De qué va

1
este libro?)

2 Me gusta caminar a lo largo de la playa.

3 El banco está cruzando la calle.

4 Él está detrás de mí.

5 No lo vi (a él) durante el invierno.

6 Me gustaría comer fruta en lugar de cenar.

El gato se metió en la caja (movimiento de

7
entrar- meterse: get).

8 Te quiero desde que te vi por primera vez.

9 Mi padre no es como yo.

10 Vamos hacia ese camino.

UNIT 8 – Read
 B1 English course

Read

Super powerful rice cooker LXP warranty

The super powerful rice cooker uses

cutting –edge technology and is
designed for domestic and professional use.

It can only be used on flat and clean

surfaces.
You shouldn’t use the appliance without
reading the instructions first.
Electric shocks may occur if the plug
makes contact with water.

Should you have any questions regarding the

operating instructions, you can call us on 922
33 45878, between 9.00 and 16.00 weekdays, or write to customer services at
[email protected]

LXP has a three year warranty for this appliance which should commence from the
original date of purchase at retail.

If the appliance exhibits a defect, LXP will repair or replace it without charging for
parts and labour. You must bring in or ship the product, prepaid and insured, to
an authorised LXP Service Center. You might be required to prove the date of original
purchase so you should bring or attach the receipt of purchase.

Vocabulary

Rice cooker (n.): máquina que cocina

Exhibit (v.): mostrar
arroz (arrocera)

cutting –edge technology (adj.):

Repair (v.): reparar, arreglar
tecnología innovadora

UNIT 8 – Read
 B1 English course

Designed (adj.): adecuado Replace parts (v.): sustituir las piezas

Flat (adj.): plano Labour (v.): mano de obra

Appliance (n.): aparato Bring in (v.): llevar

Electric shock (n.): shock eléctrico Ship (v.): enviar, transportar

Plug (n.): enchufe Insure (d.): asegurar

Warranty (n.): garantía Be required (v.): ser requerido

Original purchase (n.): compra-venta

Workmanship (n.): trabajo
original

Purchase at retail (n.): compra en tienda

Reading comprehension

1. Can you use the rice cooker at home?

A. Yes.
B. No.

2. Should you keep it on an uneven surface?

A. Yes.
B. No.

3. Is it necessary to read the instructions before use?

A. Yes.
B. No.

4. What must you do to avoid an electric shock?

A. Keep the plug dry.
B. Wear rubber soled shoes.

5. Can you contact someone if you need help with use of the product?
A. Yes.
B. No.

UNIT 8 – Read
 B1 English course

6. Is there a time limitation fixed to the warranty?

A. Yes.
B. No.

7. Will LXP fix the product if any faults are found?

A. Yes.
B. No.

8. Are repairs free of charge?

A. Yes.
B. No.

9. Will you have to pay if the product is not insured?

A. Yes.
B. No.

10. How can you prove date of purchase?

A. Showing the product.
B. Showing the receipt.

UNIT 8 – Read
 B1 English course

Listen

Listening comprehension

Listen to the conversation and then

answer the questions below:

1. What colour is the first shirt?

A. Green.
B. Grey.

2. Does she think the first colour is

suitable for her friend?
A. Yes.
B. No.

3. Why does she recommend buying the same shirt in different colours?
A. Because the style is suits her.
B. Because it’s cheap.

4. What shoe options are given?

A. A heel or a flat.
B. A heel or a sandal.

5. What does the friend recommend when buying shoes for work?
A. Choose something dynamic .
B. Choose something comfortable.

6. How could the wrong shoe impact work?

A. Upset your boss.
B. Makes you feel less confident.

7. What does the friend hate people doing with their hair?
A. Cutting it severely.
B. Playing with it.

UNIT 8 – Listen
 B1 English course

8. What does the friend say a short haircut reflects?

A. Control and discipline.
B. Control and dedication.

9. Who says body language and personal presentation are important in business?
A. Human research.
B. Human resource.

10. How much of a role do they play?

A. A little one.
B. A significant one.

Speaking

Modal verbs. Giving opinions

The video is available in the virtual classroom

UNIT 8 – Listen
 B1 English course

Write

Text organisation

Your English teacher has asked you to

write a short story. The title of your story
should be: Why I should go to Paris and
not Lisa? Try to use modal verbs
whenever possible.

Follow this order:

Introduction: You should mention

who did what, when and where.
Description of the main events: You should say what is happening or happened.
Description of your feelings: You should express how you feel or felt about the
events.
Closing: You should write a final paragraph with a conclusion.

Read this example:

Why I should go to Paris and not Lisa?

Introduction:
o A week ago, Lisa and I participated in a raffle to raise money to build a new
school in our neighbourhood.

Description of main events:

o Lisa and I went to the raffle on Saturday morning. It was very exciting as there
were many good prizes like, an IPAD. A lot of people participated, I think about
200. Everything was okay until Lisa won the first prize: 3 days in Paris in a five-
star hotel.

UNIT 8 – Write
 B1 English course

Your feelings:
o I thought it was very unfair. I should go to Paris and not Lisa because I bought the
tickets to participate in the raffle and gave one to her. Besides, Lisa was in Paris
last year and I have never been there.

Conclusion:
o If there is a raffle next year, I’ll make sure I go alone.

Vocabulary

Raffle (n.): rifa

Raise (v.): recaudar

To build (v.): construir

Neighbourhood (n.): vecindario, barrio

Exciting (adj.): emocionante

Prize(s) (n.): premios

Unfair (adj.): injusto

I have never been there: yo nunca he estado allí.

To make sure (v.): asegurarse

Master class on writing

Text organisation

The video is available in the virtual classroom

UNIT 8 – Write
 B1 English course

Now you write

Instructions:

Your English teacher has asked you to write a short story (about 100 words). Organise
your text following the order stated above. The title of your story will be: Why should
my sister earn more money than I? Try to use modal verbs whenever is possible.

Compare your text to this example:

Why my sister should earn more money than I do?

My sister studied for about 10 years to become a doctor. I studied

for 5 years to become a nurse. About two years ago I sent my CV
to a Hospital in Birmingham. I went there for an interview. I got
lucky and I got the job. At the beginning my salary was about
1.500 Euros. Now it has increased to almost 3.000 Euros.

Meanwhile my sister is working as an intern in a public hospital

in our hometown and earning about 1.500 Euros. She is older
than me and she earns the same as I did when I started working
three years ago. The problem is that in our city doctors don’t earn
much. After studying so many years I think she should earn at least what I earn. I
would like to help her, but it’s not possible. On the other hand, she has a home near my
parents, and I’m far away from home and I don’t have so many friends nearby.

Next time I go back home I will ask her to apply for a job in my hospital in Birmingham.
Perhaps she will get lucky too.

Vocabulary

To get lucky (v.): tener suerte

Meanwhile: mientras tanto

Intern: becario, persona en prácticas en una empresa

UNIT 8 – Write
Schedule
Grammar 
Present Perfect 

Watch and remember 

Test 

Vocabulary 
Types of food and drink 

Listen and remember 

Vocabulary practice exercise 

Read 
What have you done today? 

Reading comprehension 

Listen 
Listening comprehension 

Speaking 

Write 
UNIT
Writing with connectors 

Master class on writing 

Now you write 
 B1 English course

Grammar

Present Perfect

Ouch! I’ve cut my finger.

¡Ay! Me he cortado el dedo.

When we want to speak about something that

has happened very recently we use the present
perfect.

How to make affirmative sentences

Structure:

Subject + have/has + past participle of the main verb + object

Examples:

They have seen an accident

Ellos han visto un
accidente
subject have p. p. main verb object

She has gone shopping. Ella ha ido de compras.

We have bought a house. Hemos comprado una casa.

UNIT 9 – Grammar
 B1 English course

Pay attention:
In the Present Perfect we use “have” or “has” as an auxiliary verb. In
Spanish it is the verb “haber”, not “tener”.
For the third person singular (he, she, it) we must use “has”, not “have”.
Incorrect: She have done it.
Correct: She has done it. (Ella lo ha hecho).
In spoken English we usually speak with contractions. The contraction of
have is’ve, for example, “I’ve done it”. (Lo he hecho). The contraction of
has is’s, for example, “She’s gone home.” (Ha ido a casa).
In order to use the Present Perfect correctly you must know the past
participles of the irregular verbs by heart.

How to ask questions

Structure:

Have/ has + subject + past participle of the main verb + object?

Examples:

Have you done your homework?

¿Has hecho tus deberes?
have subject p. p. main verb object?

Has he said anything? ¿Ha dicho él algo?

Have we made any mistakes? ¿Hemos cometido (algunos) errores?

How to answer questions

Structure:

Positive: Yes, + subject + have/ has

Negative: No, + subject + haven’t/ hasn’t

UNIT 9 – Grammar
 B1 English course

Examples:

Have you cleaned your room? (¿Has limpiado tu habitación?)

Yes, I have

Yes subject have

We don’t usually answer questions repeating the past participle: “Yes, I have cleaned
it”. We just use “have”.

Have you cleaned your room? (¿Has limpiado tu habitación?)

No, I haven’t

No subject have + not

More examples:

Yes, he has.

No, she hasn’t

Yes, they have.

No, we haven’t.

Remember: To ask and answer questions in the third person (he, she, it)
we always use “has”, we never use “have”.

How to make negative sentences

Structure:

Subject + have/ has + not + past participle main verb + object

Examples:

I have not seen them

Yo no los he visto.
subject have + not p. p. main verb object

UNIT 9 – Grammar
 B1 English course

He hasn’t found them. Él no las ha encontrado.

You haven’t read the newspaper. Tú no has leído el periódico.

Pay attention to the contractions.

Have not: haven’t.
Has not: hasn’t.

In colloquial English we usually speak with contractions.

How to ask negative questions

Structure:

Haven’t/ Hasn’t + subject + past participle main verb + object?

Examples:

Haven’t you seen them?

¿No las has visto?
have + not subject p. p. main verb object?

Hasn’t she called you? ¿No te ha llamado?

When we ask negative questions we usually make a contraction: Haven’t you?

Hasn’t he?

The Present Perfect is used to:

Talk about an action that happened very recently. It frequently appears with
words such as “today”, “this morning”, “lately” and “recently.”
o Example: They’ve worked hard today.
Ellos han trabajado duro hoy.

Note: Though the word “ago” can sometimes refer to a very recent time, for example,
“5 minutes ago” (“Hace cinco minutos”), we don’t use it with the present perfect; we use
it with the past tense. For example, we don’t say: I have done it five minutes ago. (Lo he

UNIT 9 – Grammar
 B1 English course

hecho hace cinco minutos). We say: “I did it five minutes ago”. (Lo hice hace cinco
minutos).

Talk about what you have or haven’t done in your life. In this case the Present
Perfect usually appears with “ever” (alguna vez) or “never” (nunca). For example:
o Have you ever been to Paris?
¿Has ido alguna vez a París?
o I have never done that.
Nunca he hecho eso.

“Ever” is used when the verb “have” is in its negative form (haven’t/hasn’t) and
“never” when the verb “have” is in its positive form.

Talk about time. In this case it appears with “since” or “for”. For example:
o How long have you lived here?
¿Hace cuánto tiempo que vives aquí?
o I have lived here for 5 years.
Hace 5 años que vivo aquí/ Llevo viviendo aquí 5 años.
o I have lived here since 2006.
Llevo viviendo aquí desde el 2006.

The Present Perfect is also often used with the following words and expressions:

Just.
o They have just called.
Acaban de llamar.

Note: In Spanish the expression is “acabo/ acaban de….”

Already.
o They have already seen it.
Ya lo han visto.

Note: We use “already” with the Present Perfect to refer to something that has
happened sooner than expected. In Spanish it is translated as “ya”.

UNIT 9 – Grammar
 B1 English course

Yet.
o They haven’t done it yet.
Aún/Todavía no lo han hecho.
o Have you called yet?
¿Has llamado ya?

Note: “Yet” is used with the Present Perfect in negative sentences and questions.
In Spanish it can be translated as “aún, todavía or ya”.

Important:

The English Present Perfect, unlike the Spanish “pretérito perfecto” is never used to
talk about “last weekend”. For example, we don’t say: What have you done last
weekend? (¿Qué has hecho el fin de semana [pasado]?) We say: What did you do last
weekend?
Note also that the Present Perfect is more frequently used in British English
than in American English.
Examples:
o British: I have worked very hard today. He trabajado muy duro hoy.
o American: I worked very hard today. Trabajé muy duro hoy.

Watch and remember

Present Perfect

The video is available in the virtual classroom

UNIT 9 – Grammar
 B1 English course

Test

A. Talking about experiences. Match the first half of the questions with a
suitable ending. Do not repeat an ending.

1 Have you ever climbed A a tractor?

2 Have you ever ridden B a shooting star?

3 Have you ever seen C a mountain?

4 Have you ever swum D a horse?

5 Have you ever planted E in the Indian Ocean?

6 Have you ever eaten F a tree?

7 Have you ever given G a curry?
8 Have you ever driven H a speech?

2. Choose the correct word for the gap:

1. Have you read the newspaper ……………………..? I want to read it.

A. since.
B. lately.
C. yet.

2. Have you been to that restaurant again …………………….. you got food-poisoning
there?
A. since.
B. yet.
C. ago.

3. Have you seen Barbara ……………………..? I really miss her.

A. ever.
B. recently.
C. since.

UNIT 9 – Grammar
 B1 English course

4. Have you …………………….. made the tea? It’s boiling hot.

A. lately.
B. recently.
C. just.

5. Have you been to the cinema ……………………..? I haven’t been in ages.

A. just.
B. since.
C. lately.

6. I haven’t spoken to him ……………………. the argument.

A. yet.
B. ago.
C. since.

7. The company has …………………….. slowed down on their recruitment drive.

A. since.
B. recently.
C. ago.

8. We haven’t had a response to our advertisement …………………….., but I’m sure we’ll
have one soon.
A. ago.
B. just.
C. yet.

9. I’m sorry Mr. MacPherson has …………………….. left the office.

A. lately.
B. just.
C. recently.

10. I have had a lot of headaches …………………….. doctor, do you know what might be
causing them?
A. lately.
B. yet.
C. just.

UNIT 9 – Grammar
 B1 English course

Vocabulary

Types of food and drink

Meat Carne Example

I ordered two beef steaks.
beef steak un filete (vacuno)
Pedí dos filetes.
We like our steak very rare.
filete muy poco
very rare steak
hecho Nos gustan los filetes muy poco hechos.
Most people like rare steak.
rare steak filete poco hecho A la mayoría de gente le gustan los filetes poco
hechos.
I like a medium steak.
medium steak filete medio hecho
A mí me gusta el filete medio hecho.
They always eat their steaks well done.
well done steak filete muy hecho
Ellos siempre se toman los filetes muy hechos.
Chicken is my favourite food.
chicken pollo
El pollo es mi comida favorita.
She bought five pork chops.
pork chop chuleta de cerdo
Ella compró cinco chuletas de cerdo.
Is the lamb chop good?
lamb chop chuleta de cordero
¿Está buena la chuleta de cordero?
Let’s have some veal.
veal ternera
Tomemos ternera.
The ham was delicious.
ham jamón
El jamón estaba delicioso.

Seafood Mariscos Example

I would like to have some fish.

fish pez/ pescado
Me gustaría tomar pescado.

Which is your favourite seafood?

seafood mariscos
¿Cuáles son tus mariscos preferidos?

You can add some crab to the salad.

crab cangrejo Puedes añadir algo de cangrejo en la ensalada.

UNIT 9 – Vocabulary
 B1 English course

Seafood Mariscos Example

Do you think these prawns are delicious?

prawns langostinos
¿Crees que estos langostinos son deliciosos?

Those are the best shrimps in town.

shrimps gambas
Esas son las mejores gambas de la ciudad.

Oysters are always expensive.

oysters ostra
Las ostras son siempre caras.

I have never had a lobster.

lobster langosta
Nunca he comido langosta.

Mussels are good as a first course.

mussels mejillones
Los mejillones son buenos como primer plato.

Trout tastes good with almonds.

trout trucha
La trucha sabe bien con almendras.

This salmon comes from Norway.

salmon salmón
Este salmón viene de Noruega.

Cod is very popular in Portugal.

cod bacalao
El bacalao es muy popular en Portugal.

Fruit Fruta Example

You should have some fruit every day.

fruit fruta
Deberías tomar fruta todos los días.

An apple a day keeps the doctor away.

apple manzana Una manzana al día mantiene al médico en la
lejanía.

Those oranges are perfect to make juice with.

orange naranja
Esas naranjas están perfectas para un zumo.

Monkeys like bananas.

banana plátano
A los monos les gustan las bananas.

That lemon is too sour.

lemon limón
Ese limón es demasiado agrio.

That blouse has a peach tone.

peach melocotón
Esa blusa tiene un tono melocotón.

How many pears did you buy?

pear pera
¿Cuántas peras compraste?

UNIT 9 – Vocabulary
 B1 English course

Fruit Fruta Example

Some grapefruits are pink inside.

grapefruit pomelo
Algunos pomelos son de color rosa por dentro.

We always have melon in the summer.

melon melón
Siempre tomamos melón en el verano.

I love strawberries with cream.

strawberry fresa
Me encantan las fresas con nata.

Can you slice the pineapple?

pineapple piña
¿Puedes cortar en rebanadas la piña?

That salad doesn’t have tomatoes.

tomato tomate
Esa ensalada no tiene tomates.

Wine is made with grapes.

grape uva
El vino se hace con uvas.

Vegetables Verduras Example

You should always eat vegetables.

vegetables verduras
Siempre deberías comer verduras.
How many potatoes would you like to have?
potato patata
¿Cuántas patatas quieres tomar?

Rabbits eat carrots.

carrot zanahoria
Los conejos comen zanahorias.

Would you like some peas with your steak?

peas guisantes
¿Quieres guisantes con tu filete?

Mushrooms are very popular in autumn.

mushroom champiñón
Los champiñones son muy populares en otoño.

We don’t eat cauliflower.

cauliflower coliflor
No comemos coliflor.

I like very green lettuces.

lettuce lechuga
Me gustan las lechugas muy verdes.

Do you put cucumber in your salads?

cucumber pepino
¿Pones pepinos en tus ensaladas?

They don’t like garlic.

garlic ajo
A ellos no les gusta el ajo.

UNIT 9 – Vocabulary
 B1 English course

Drink Bebida Example

That’s a very good drink.

drink bebida
Esa es una bebida muy buena.

What would you like to drink?

to drink beber
¿Qué te gustaría beber?

He drinks a lot of coffee.

coffee café
El bebe mucho café.

They sell very good tea in that shop.

tea té
Ellos venden muy buen té en esa tienda.
I always drink tea with milk.
with milk con leche
Siempre bebo té con leche.
Give me some hot chocolate.
hot chocolate chocolate caliente
Dame un chocolate caliente.
I drink orange juice in the mornings.
orange juice zumo de naranja
Bebo zumo de naranjas por las mañanas.
Do you like apple juice?
apple juice zumo de manzana
¿Te gusta el zumo de manzana?

It’s good to drink tomato juice when you’re

dieting.
tomato juice zumo de tomate
Es bueno beber zumo de toma cuando estás
haciendo dieta.

When it’s hot I drink lemonade.

lemonade limonada
Cuando hace calor tomo limonadas.

They don’t have white wine.

white wine vino blanco
No tienen vino blanco.

She always drinks red wine.

red wine vino tinto
Ella siempre bebe vino tinto.

Does rosé wine go well with fish?

rosé wine vino rosado
¿Va bien el vino Rosado con el pescado?

I need some water.

water agua
Necesito agua.

(sparkling/ still) agua mineral I don’t like sparkling water.

mineral water (con/ sin gas) No me gusta el agua con gas.

Would you like a beer?

beer cerveza
¿Quieres una cerveza?

UNIT 9 – Vocabulary
 B1 English course

Listen and remember

Types of food and drink

The listening is available in the virtual classroom

Vocabulary practice exercise

Translate the following sentences:

1 Quiero agua con gas.

2 No me gusta la cerveza.

3 El filete viene con ensalada.

Tengo que comprar unas

4
lechugas.

Siempre me tomo una copa de

5
vino tinto con las comidas.

6 Me gusta el filete poco hecho.

7 La trucha es mi pescado favorito.

Las navidades pasadas tomamos

8
ostras.

Las chuletas de cerdo siempre

9
vienen con patatas.

10 El jamón bueno suele ser caro.

UNIT 9 – Vocabulary
 B1 English course

Read

What have you done today?

When I get home my grandmother

usually asks me:
-What have you done today?
Since my grandfather passed away my
grandmother lives with us. As both of my
often shouts over to me from the
parents work, she is usually at home alone
kitchen.
all day and has nobody to talk to.
-Have you bought some milk?
- I have been at the library, as usual- I
-Yes, I have mum. It’s in the fridge.
reply.
-Okay, thank you.
-Have you seen any of your friends
About an hour later my father gets home
lately?- She asks.
and starts talking to my grandmother. I
-Yes, I have. Susan and Peter were at the
can hear them from my room.
library too.
-Have you gone out?
-Have you been out to lunch with
-No –she says- it’s too cold.
them recently?
-Well, you should because it’s good for
-Yes, I have. Or, mmm, not exactly. We
you to walk.
ate a sandwich in the park next to the
Then my father comes to my room and
library.
starts asking me questions like:
-And what have you studied today?
-Have you studied at the library?
-Physics.
-Yes, I was there all day dad; we are in the
Then she stops talking and usually thinks
middle of exams right now.
about another topic to start a different
-Have you done your homework?
conversation.
-Yes, of course I have. You always ask me
-You know, I haven’t seen your
the same questions.
grandfather- she adds, forgetting my
- You’re right. I just want to talk to you
grandfather is dead.
because I hardly see you.
And I continue the conversation as if he
I often think it is difficult to live at home
were still alive.
with so many people asking me questions
-He must have gone shopping- I say.
about what I have or haven’t done
A bit later my mother gets home and she
recently.
starts cooking dinner right away. She

UNIT 9 – Read
 B1 English course

I would like to have a bit more privacy. I exams.

would also like to have finished my

Vocabulary

To get home (v.): llegar a casa To add (v.): añadir

My grandfather is dead: mi abuelo

To pass(ed) away (v.): fallecer
está muerto

As if he were still alive: como si

As both: ya que ambos
estuviera todavía vivo

Must have gone (v.): debe de haber

Library (n.): biblioteca
ido

Lately (adv.): últimamente To shout (v.): gritar

To go out for lunch (v.): salir fuera a

comer. It’s good for you to walk: Te viene

Note: In present perfect you say: I have bien caminar

been out.

Physics: Física To be right: tener razón

Topic (n.): tema I hardly see you: apenas te veo

Reading comprehension

After reading the text, answer the questions below:

1. Who’s usually at home when the narrator returns from school?

A. Mother.
B. Father.
C. Grandmother.

2. Where’s the narrator’s grandfather?

A. At the shops.
B. No longer alive.
C. In his room.

UNIT 9 – Read
 B1 English course

3. Why does the grandmother want to talk so much?

A. She loves it.
B. She’s nosey.
C. She’s lonely during the day.

4. What was the narrator studying?

A. A science.
B. A humanity.
C. A language.

5. Who arrives home after the narrator?

A. Father.
B. Mother.
C. Grandfather.

6. Who does the father speak to first?

A. Mother.
B. Child.
C. Grandmother.

7. Why didn’t the grandmother leave the house?

A. Too tired.
B. Too cold.
C. Too busy.

8. What is the narrator doing in school at the moment?

A. Sports.
B. Library research.
C. Tests.

9. Why does the father always ask the same questions?

A. To check homework.
B. Communicate with his child.
C. He feels he should.

UNIT 9 – Read
 B1 English course

10. What has the narrator always wanted at home?

A. Go to Paris and Rome.
B. Finish exams.
C. Have some space to himself.

UNIT 9 – Read
 B1 English course

Listen

Listening comprehension

Listen to the interview which discusses

talented children then answer the
questions below.

1. What is another term or expression

for “spotlight”, to that being used in
the listening?
A. Fame.
B. Lamplight.
C. Place.

2. What does “gross generalization” mean?

A. Silly.
B. To exaggerate something.
C. To assume something.

3. What does “to be pushed” mean in the context of the listening?

A. Made to fall over.
B. Encouraged.
C. Made to work hard at something.

4. What does “own free-will” mean in the listening?

A. Spirit
B. An action in a relaxed way.
C. Doing something you want to.

5. What is natural to children?

A. Curiosity.
B. Cleverness.
C. Hard work.

UNIT 9 – Listen
 B1 English course

6. What did one of the speakers see children forced to do?

A. Practice sport.
B. Drink sugary drinks.
C. Eat vegetables.

7. How many hours does the theory talk about?

A. 1,000.
B. 10,000.
C. 100,000.

8. What level can you reach in a subject if you have studied for this time?
A. Advanced.
B. Proficiency.
C. Expert.

9. How many hours must you study a day to achieve the level in 5 years?
A. 4.
B. 6.
C. 3.

10. Will everybody reach an expert level if they study the correct amount of hours?
A. No.
B. Yes.
C. Maybe.

UNIT 9 – Listen
 B1 English course

Speaking

Present perfect. Talking about your recent past and general life
experiences and achievements

The video is available in the virtual classroom

UNIT 9 – Listen
 B1 English course

Write

Writing with connectors

A good way to improve your writing style is to use sentence connectors. Sentence
connectors, or, linking words, are used to connect different ideas in a text. Here are
some examples of connectors or linking words:

Addition:
And: y.
Additionally: adicionalmente.
In addition: adicionalmente.
Also: también.
Besides: además.
Furthermore: además.
Moreover: además.
Too: además.

Alternatives:
But: pero.
Either/or: o bien/ o bien.
Neither/nor: ni/ ni.
Whether: si condicional.
Instead: en vez de, en lugar de.
On the other hand: por otro lado.
Otherwise: de otro modo.

Cause-Effect:
For: para, por.
So: así pues.
Accordingly: de acuerdo con, según.
After all: después de todo.
As a result: como resultado de.
Consequently: consecuentemente.
Hence: así pues.

UNIT 9 – Write
 B1 English course

Therefore: por lo tanto.

Thus: así.
Because: porque
In order that: a fin de que.
Since: desde.

Comparison:
Both: ambos.
Equally: igualmente.
Likewise: de la misma manera.
Similarly: similar.
As - as: tanto/ tan/ como.
As though: como si.

Time or Sequence:
Afterwards: después.
At first: al comienzo.
As soon as: inmediatamente después.
At last: finalmente.
In the end: finalmente.
Later: más tarde.
Meanwhile: mientras tanto.
Then: entonces, luego.
After: después.

Read this list of sentences and see how they have been linked together.

Claire got up at 7 a.m.

She got dressed.
She had breakfast.
She went to work at 8 a.m.
She got to her office.
She talked to her boss.
She didn’t like what her boss said.
She wasn’t upset.
She decided to have a coffee.
She went out of the office.

UNIT 9 – Write
 B1 English course

She bought a lottery ticket.

She came back to the office.
Her colleague Bob called her.
He told her their boss had been dismissed.
She went home very happy.

When Claire got up at 7am it was raining. She got dressed and had breakfast. One
hour later she went to her work. As soon as she got to her office she talked to her
boss. She didn’t like what her boss said but she didn´t say anything. Later she decided
to have a coffee and go out to buy a lottery ticket. When she came back to the office
her colleague Bob called her and told her their boss had been dismissed. In the end,
she went home very happy.

Master class on writing

Writing with connectors

The video is available in the virtual classroom

UNIT 9 – Write
 B1 English course

Now you write

Instructions:

Try to link the following sentences with connectors. You can elaborate and make up
your own sentences.

It was raining.
Kent didn’t like the rain.
He decided to stay home.
Robert called him to go to the cinema.
He refused.
His friend insisted.
He went with his friend.
He got wet.
He hadn’t liked the film.
He felt anger towards his friend.
He went back home.
He went to bed.
He had forgotten everything.

Compare your text to this example:

It was raining when Kent got up. As he didn’t like the rain, he decided to stay home.
Then his friend Robert called him to go to the cinema. At first he refused, but Robert
insisted so eventually they went to the cinema. As he was leaving the cinema he got wet.
Since he hadn’t liked the film, he felt an anger towards his friend as they were going
home. But by the time he went to bed, he had forgotten everything.

Vocabulary

Make up (v.): inventar

To refuse (v.): rechazar

To get wet (v.): mojarse

UNIT 9 – Write
Career plans
Grammar 
Talking about the future 

Watch and remember 

Test 

Vocabulary 
Work related vocabulary 

Listen and remember 

Vocabulary practice exercise 

Read 
What will you do to get your first job? 

Reading comprehension 

Listen 
Listening quiz 

Speaking 

Write 
UNIT
How to write a cover letter 

Master class on writing 

Now you write 
 B1 English course

Grammar

Talking about the future

As in Spanish, in English we have many ways to talk about the future.

I’m flying at 4 o’clock tomorrow.

Compare:
I’m flying to New York tomorrow.
Mañana viajo (vuelo) a Nueva York.

I’m going to fly to New York tomorrow.

Mañana voy a viajar (volar) a Nueva York.

I will fly to New York tomorrow.

Mañana viajaré (volaré) a Nueva York.

The plane leaves at 5 o’clock tomorrow.

El avión sale a las cinco mañana.

When we talk about travelling by plane or car, it is more common to use the verbs: fly
(volar) or drive (conducir) than the verb “travel” or “go by”.

What are the differences between these tenses? Check this table to learn about the
differences.

When do we use this

Tense Example Translations. Remarks
tense

When we talk about

Present You are leaving to
something that we have in Mañana te marchas a Roma.
Continuous for Rome tomorrow.
our agenda.

To be + We are going to When we refer to a El próximo martes vamos a

going to have lunch with our decision or a plan. comer con nuestro jefe.
boss next Monday.

UNIT 10 – Grammar
 B1 English course

When do we use this

Tense Example Translations. Remarks
tense

-I’ll do the shopping -When we make a sudden -Haré la compra después de

after work. decision.
salir del trabajo.
-We will probably -When we talk about
go to the cinema. actions that aren’t -Probablemente iremos al
planned.
Will -She thinks it will cine.
rain. -When we make
predictions. -Ella piensa que lloverá.
-I will be 50 next
year When we talk about
-Voy a cumplir 50 el año el
future facts.
próximo año.

The The trains arrives at When we talk about El tren llega a las 6 p.m.
present 6 p.m. timetables or events.
tense

To help you remember all these differences we’ll look at some more examples:

Present continuous: what we have in our agenda.

We are leaving tomorrow at 2 o’clock.

Nos marchamos mañana a las 2.

To be + “going to”: what we have planned.

We are going to see this area.

Vamos a ver este lugar.

What is the difference between” the present continuous” and “to be +

going to” (voy a) when used for the future?
The present continuous is often used for actions that are planned with more detailed
than in the case of “going to”. There has been a confirmation (present continuous). For
example:
-Present Continuous: She is meeting him at 10 a.m. tomorrow. (More detailed
planning).
-Going to”: She is going to go to Milan next week. (Less detailed planning. Possibly
doesn’t have her ticket).

UNIT 10 – Grammar
 B1 English course

Will: when we make a sudden decision.

I’ll buy that ring!

¡Compraré ese anillo!

Will: when we talk about actions that are not

planned.

They will probably go to the beach.

Probablemente irán a la playa.

Will: when we make predictions.

I think you will find a new job.

Creo que encontrarás un nuevo trabajo.

Will: for future facts.

I will get a pay rise with my new job.

Voy a conseguir un aumento de sueldo con
mi nuevo trabajo.

The Present Simple Tense: when we talk

about timetables or events.

The football match starts at 6 o’clock.

El partido empieza a las 6 p.m.

UNIT 10 – Grammar
 B1 English course

Be careful! In Spanish it is possible to use the present simple tense for speaking
about the future in most cases, when in English it is not.

For example, in Spanish we can say: “Hoy como con mi hermana” (“como” is the
simple present). In English we must use the present continuous or “going to”: I’m
having lunch with my sister today or I’m going to have lunch with my sister today.
We can’t say: I have lunch with my sister today. This is a very common mistake made
by Spanish speakers.

Remember: The present simple tense with future meaning is only used when
talking about timetables and events.

How do we know when “the present continuous”, “to be + going to” or “the simple
present tenses” are being used to talk about the future? We know it because we usually
find these tenses next to future time references such as: tomorrow, today, at 5
o’clock, this evening, this afternoon…

We have already studied the structures of the present continuous and the present tense
in the previous units, therefore in this unit we will only look at the structure of “will”

How to make affirmative sentences with Will

Structure:

Subject + will + main verb in the infinitive without to + object

Examples:

They will buy a house

Ellos comprarán una
casa.
subject will main verb object

She will get a new dress. Ella comprará un nuevo vestido.

We will travel to Greece. Iremos a Grecia.

UNIT 10 – Grammar
 B1 English course

The contraction of “will” is “’ll”:

I will: I’ll.
You will: You’ll.
He will: He’ll.
She will: She’ll.
It will: It’ll.
We will: We’ll.
They will: They’ll.

The contracted form of will is often used in speech and therefore we use it a lot when
we are making sudden decisions.

Example:
The phone rings.
I’ll get it.
The doorbell rings.
I’ll go.

How to ask questions

Structure:

Will + subject + main verb in the infinitive without to + object?

Examples:

Will you go to the supermarket?

¿Irás al
supermercado?
will subject main verb object

Will she come to our party? ¿Vendrá ella a nuestra fiesta?

Will they sing at church tomorrow? ¿Cantarán ellos en la iglesia mañana?

UNIT 10 – Grammar
 B1 English course

How to answer questions

Structure:

Yes, + subject + will

No, + subject + will not/ won’t

Examples:

Will you come with me to the meeting? ¿Vendrás conmigo a la reunión?

Yes, I will

No, I will not/ won’t

Notice: the contraction of “will not” is “won’t”. When we speak we usually say
“won’t”. “Will not” is emphatic. For example: Will you do that? ¿Harás eso? No, I will
not do it. No, no pienso hacerlo.

How to make negative sentences

Structure:

Subject + will not (won’t) + main verb in the infinitive without to + object

Examples:

He won’t work today

Él no trabajará hoy.
subject will + not main verb object

You won’t do that. Tú no harás eso.

We won’t sell our car. No venderemos nuestro coche.

UNIT 10 – Grammar
 B1 English course

How to ask negative questions

Structure:

Won’t + subject + main verb in the infinitive without to + object?

Example:

Won’t you come with us?

¿No vendrás con
nosotros?
will + not subject main verb object

Won’t they work with us? ¿No trabajarán con nosotros?

Won’t he clean up his room? ¿No limpiará su habitación?

When we ask negative questions we usually make a contraction: Won’t you? Won’t he?

Watch and remember

Future tenses

The video is available in the virtual classroom

UNIT 10 – Grammar
 B1 English course

Test

1. Link the two parts of the conversation together to see how the future tenses are used.

1 When does the flight leave? A I think it’ll be quite crowded.

2 I hear you have booked your seat B My father will pick me up.

No, I’ll eat what they offer me on

3 Who will pick you up? C
board.

Are you going to sleep or try to stay No, I’ll probably get a magazine at the
4 D
awake? airport.

5 Will it be a busy flight? E It leaves at nine o’clock.

6 Shall I make you a sandwich? F I’m taking a big suitcase.

7 Do you have a book to read? G Yes, I’m sitting in 17 C.

8 How much luggage are you taking? I’m going to get some sleep because I
H
have a meeting the next morning.

2. Choose from:

Going to/ will/ present continuous/ present simple

Choose a future form and complete the text below using the verbs in brackets.

I 1…………………… (go) to Germany tomorrow for a job interview. My flight

2…………………… (leave) at 10 a.m. and it 3…………………… (arrive) in Hamburg at 11.05. I
4 …………………… (take) my small suitcase so I 5…………………… (have to not) check it in
at the airport. I 6…………………… (take) along my interview notes which I have already
packed in my hand-luggage. I 7…………………… (probably get) nervous just before the
interview but I am sure I 8…………………… (do) better than I did at my last interview
which went really badly. I 9…………………… (talk) about my work experience at the stock
exchange and I 10…………………… (tell) them what I think I can offer the company. The
interview 11…………………… (be) at 13.30 so I 12…………………… (eat) before as otherwise I
might feel a bit sick. After the interview I 13…………………… (meet) an old friend of mine
at a really good restaurant and we 14…………………… (celebrate) my success or
commiserate about my failure. It 15…………………… (be) nice to see a familiar face!

UNIT 10 – Grammar
 B1 English course

Vocabulary

Work related vocabulary

Word Spanish Example

How many employees are there in this

employee empleado company?
¿Cuántos empleados hay en esta empresa?

Who is the employer?

employer empleador
¿Quién es el empleador?

puesto de trabajo, I need a job.

job trabajo Necesito un trabajo.
como ocupación

to earn one’s He doesn’t know how to earn his living.

ganarse la vida
living No sabe cómo ganarse la vida.

How do you make a living?

to a make living ganarse la vida
¿Cómo te ganas la vida?

I sent the application yesterday.

application solicitud
Envié la solicitud ayer.

Your CV is very good.

CV Currículum Vitae
Tu CV es muy bueno.

Please, send me your resume.

resume (Amer.) CV
Por favor, envíame tu CV.

trabajo a tiempo I don’t want to work full-time.

full-time job
completo No quiero trabajar a tiempo completo.

She only works part-time.

part-time job trabajo a tiempo parcial
Ella solo trabaja a tiempo parcial.

She said she was going to fire him.

to fire someone despedir a alguien
Ella dijo que lo iba a despedir.

When are you going to hire them?

to hire someone contratar a alguien
¿Cuándo los vas a contratar?

to sack someone He was sacked yesterday.

despedir a alguien
(Brit.) Le despidieron ayer.

UNIT 10 – Vocabulary
 B1 English course

Word Spanish Example

How many people are going to be dismissed

despedir a alguien after the fire?
to dismiss
someone (despido objetivo) ¿Cuánta gente va a ser despedida por causas
objetivas después del incendio?

renunciar a puesto de He is going to resign soon.

to resign
trabajo Él va a renunciar pronto.

He quit his job a month ago.

to quit dejar, renunciar
Él dejó su trabajo hace un mes.

In this company we have to clock-in.

to clock-in fichar
En esta empresa tenemos que fichar.

He has been unemployed since last month.

to be unemployed estar en paro
Está en el paro desde el mes pasado.

to be on the dole When you are on the dole you get money.
estar en el paro
(Brit.) Cuando estás desempleado recibes un dinero.

When was the last time you got a raise?

obtener una subida
to get a raise ¿Cuándo fue la última vez que recibiste una
salarial
subida?

They work in two shifts.

to work in shifts trabajar en turnos
Trabajan en dos turnos.

I don’t want to work overtime.

to work overtime trabajar horas extras
No quiero hacer horas extras.

He doesn’t have a good salary.

salary salario
Él no tiene un buen sueldo.

What is the minimum wage in Spain?

wage jornal, sueldo
¿Cuál es el salario mínimo en España?

There are many vacancies at my company.

vacancy oferta de trabajo Hay muchas ofertas de trabajo en mi
empresa.

Please, let me know if there are any openings.

opening oferta de trabajo Por favor, infórmeme si hay ofertas de
trabajo.

becario, persona en You can work here as an intern.

intern
prácticas Puedes trabajar aquí como becario.

UNIT 10 – Vocabulary
 B1 English course

Listen and remember

Work related vocabulary

The listening is available in the virtual classroom

Vocabulary practice exercise

Translate the following sentences:

Ellos están buscando trabajo desde

1
enero.

2 ¿Dónde puedo enviar mi CV?

3 ¿Cómo te ganas la vida?

¿Hay alguna oferta de trabajo en tu

4
empresa?

5 Él está en paro.

6 Si sigue así lo van a despedir.

Voy a dejar mi trabajo e irme de viaje

7
alrededor del mundo.

8 Solo quiero trabajar a tiempo completo.

9 El turno de noche es de 10 p.m. a 6 a.m.

Puedes estudiar si tienes un trabajo a

10
tiempo parcial.

UNIT 10 – Vocabulary
 B1 English course

Read

What will you do to get your first job?

Peter and Karen had just graduated to the needs of the companies we think
from college when they decided to meet are suitable Forus.
at Karen’s
place to do 2. Research the company
some -Right, so once we have the list, we will
research on start doing some research on the
how best to companies– Karen added.
find their first -Yes, remember my father said that it is
jobs. important to know something about the
After talking, companies you are targeting, so that
calling some when they interview you, you appear
friends who were already working, prepared and know what you can offer
asking relatives and acquaintances, them- Peter commented.
as well as searching the internet and
reading some books, they compiled a 3.Fit your CV and cover letter to
list of things they thought would lead the company’s needs
them in the right direction towards -Don’t think what they can do for you,
finding their first jobs. think what you can do for them- Karen
added.
This is the list they made: -That is exactly what we are going to do
1. List companies when we write our CVs and cover
Their mutual friend, Sarah, told them letters.We will need to find good CV
to, “make a list of the companies which templates and adapt them to the jobs
you would like to work for”. that are on offer- Peter said.
-So that is the first item on our
agenda- Peter said- because we don’t 4. Make a list of your work-related
want to send 1000s of useless skills and of those you would like
applications to companies we don’t to learn.
know or aren’t interested in. We will We will make a list of all our soft and
just send a few very good CVs tailored hard skills that could fit the needs of
the companies. For example: IT

UNIT 10 – Read
 B1 English course

literacy, getting on with people, good -Another important thing is to

communication skills, being a great volunteer- suggested Karen. Peter was
public speaker and experience of initially reluctant, but Karen
project managing- Peter continued, convinced him by telling him that a
elaborating on his ideas. friend of hers had found a very good job
at an important company because she
5. Prepare for the interview. volunteered as a translator.
-We can role play- Karen suggested. -Even if the volunteer work doesn’t get
- Yes, I think we can get some scripts us a job it will look good on our CVs and
off the Internet and use them to we will be able to get some references-
rehearse- Peter replied. -It’s going to Karen added.
be important to be calm, relaxed and -We have a lot of work to do- said Peter.
feel confident when answering the -Well, my father always said, that to
interviewer’s questions. look for a job should be my job until I
-And what are we going to do until we find one.
get our first job? – asked Peter.
-Network- answered Karen- a
connection, without a doubt, can
often get your foot in the door.
So they both said they would write
down the names of friends, relatives,
and acquaintances they were planning
to contact.

Vocabulary

To graduate (v.): acabar los estudios Fit the needs: se ajusta a las necesidades

To do some research (v.): investigar, How to manage a project – project

hacer la investigación management: cómo gestionar un proyecto

Relative(s) (n.): parientes To role play (v.): representar teatralmente

Acquaintance(s) (n.): conocidos Script(s) (n.): guión

Is the first item on the agenda: es

To feel confident (v.): sentirse seguro
el primer punto en el orden del día

Useless (adj.): inútil Rehearse (v.): ensayar

UNIT 10 – Read
 B1 English course

Application (n.): solicitud Network: hacer una red de contactos

To tailor(ed) (v.): hacer a medida Doubt (n.): duda

Can often get your foot in the door:

Right (adj.): correcto frecuentemente puede ayudarte a poner un
pie dentro
Cover letter: carta de presentación
A bit: un poco
que se adjunta al CV

Template(s) (n.): modelos Reluctant (adj.): reacio

Skill(s) (n.): habilidades

Reading comprehension

After reading the comprehension above answer the questions below:

1. Had Peter and Karen finished university when they started planning for future work?
A. Yes.
B. No.
C. Unclear.

2. Whose friend is Sarah?

A. Karen’s.
B. Peter’s.
C. Both.

3. What is the first thing on their agenda?

A. Sending applications.
B. Listing companies.
C. Ringing companies.

4. Why do they think it is important to research the company before sending a CV?
A. To target a suitable company.
B. To be prepared in an interview.

UNIT 10 – Read
 B1 English course

5. Will they be sending the same CV and cover letter to all the companies they are
interested in?
A. No.
B. Yes.
C. To some.

6. Will they be writing their cover letters from scratch?

A. Yes.
B. No.

7. How are they going to practise their interview skills?

A. Watch videos.
B. Practise on each other.
C. Do some interviews for jobs.

8. What do they need to do to get their names out and about?

A. Socialise.
B. Advertise.
C. Network.

9. How can volunteering be beneficial?

A. Good to learn skills.
B. Meet people.
C. For references.

10. Should job hunting be full-time?

A. Yes.
B. No.

UNIT 10 – Read
 B1 English course

Listen

Listening quiz

Listen to the text and then answer the questions

below.

1. Does the interviewee have any work

experience?
A. Yes.
B. No.

2. What is the interviewee’s most recent experience?

A. Working with secondary students.
B. Working with primary students.

3. Does the interviewee think that children learn quickly?

A. Yes.
B. No.

4. What does the interviewee find most challenging?

A. Clear instruction giving.
B. Managing energy levels.

5. How do they deal with the problem?

A. Repeat things a number of times.
B. Mix up activities.

6. If a child doesn’t want to join in what would they do?

A. Let them observe.
B. Force them to.

7. Which two qualities does the interviewee have?

A. Organizational skills and patience.
B. Organizational and artistic skills.

UNIT 10 – Listen
 B1 English course

8. What is their weakness?

A. Using craft tools.
B. Using technological tools.

9. How does the interviewee know the children in the school are happy?
A. They have friends’ children in the school.
B. They noticed when they looked around the school.

10. When will they find out if they have made it to the second interview?
A. By Friday.
B. By Monday.

Speaking

The future: will, going to, present continuous, present simple. Talking
about your future

The video is available in the virtual classroom

UNIT 10 – Listen
 B1 English course

Write

How to write a cover letter

In the English speaking world a lot of importance is given to the cover letter.

A cover letter is a letter you send with your CV/resume on which you state what your
skills are and why you want to work for that particular company.

Before you write the cover letter in English find

out if the company you are addressing is
American or British in order to choose the right
wording. We will show you the differences
between these two types of English, if there are
any, in the samples below.

A cover letter should include the following items:

1. Recipient’s name and address.

2. What is your degree or current job?

“Graduate student in business and marketing”.
“Help-desk assistant”.
“Part-time teacher”.

3. Your relevant experience.

“Five years experience in the IT sector”.
“Good knowledge of the media industry”.
“Many years experience in the education sector”.

4. A positive description of your last employer if you have already worked.

“The most important IT company in Spain”
“One of the best schools in the city”
“A well-established and known company in the health care industry”.

UNIT 10 – Write
 B1 English course

5. Specific skills you can offer to the company.

“Top sales person”.
“Ability to work in teams”.
“Ability to solve problems”.

6. Key skills that will be beneficial for the company:

Sample cover letter

Dear Mrs. Harrison (1):

As a graduate in business and marketing (2) with five years experience in the IT
industry (3), I think I can contribute to your company.

Having worked for one of the most important IT companies in Spain (4), and being a
top sales person (5) I believe I, in position of sales manager, can help your company to
achieve its goals.

(6) I would also like to point out that I have won, on two occasions, the award for the
Best sales person in the company.

If you would like to discuss in further detail how I could help reach your company’s
future goals, please free to contact me at (number and/or e-mail address).As requested
I have attached my CV/Resume.

I look forward to hearing from you.

Thank you for your time and consideration.
Kind regards,

Your name and signature

Vocabulary

Find out (v.): descubrir, enterarse

Right wording: lenguaje correcto

Currently: actualmente

UNIT 10 – Write
 B1 English course

Helpdesk: atención al cliente

Information Technology (IT): Empresa de Telecomunicaciones

Key skills: habilidades clave 

Point out (v.): resaltar

Having won: haber ganado

Award: premio

Master class on writing

Writing a cover letter

The video is available in the virtual classroom

Now you write

Instructions:

You have just graduated as a primary school

teacher and you want to get your first job in
a bilingual school in your city. Write a cover
letter saying that:

You have recently graduated from college.

You have classroom experience of both
first and the third grade.

UNIT 10 – Write
 B1 English course

You have studied at a top university where you have learned the most up-to-date/
cutting-edge teaching methodology.
As a student you worked part-time at a primary school where you developed skills
such as being patient, creative and playful.
You also think that you have a natural talent for teaching children.

Compare your text to this example:

Dear Mr. Salisbury,

I am interested in applying for a primary school teaching position in your school. I have
recently graduated from university and I have first and third grade teaching experience.
I have studied at a top university where I was able to learn, from the best professors,
the most cutting-edge teaching methodology.

I would like to point out that, while I was a student, I worked part-time at a primary
school in my city, and there I was able to develop key skills for working with children,
such as, patience, creativity and playfulness.
Furthermore, I also think I have a natural talent for teaching children.

If you would like to discuss in further detail how I could contribute to your school,
please free to contact me at (number and/or e-mail address). I have attached my
CV/Resume.

I look forward to hearing from you.

Thank you for your time and consideration.

Kind regards,

Your name and signature

UNIT 10 – Write
Dreams
Grammar 
Conditional sentences 

Watch and remember 

Test 

Vocabulary 
Health and sports 

Listen and remember 

Vocabulary practice exercise 

Read 
The magic potions 

Reading comprehension 

Listen 
Listening comprehension 

Speaking 

Write 
UNIT
How to write a CV/resume 

Master class on writing 

Now you write 
 B1 English course

Grammar

Conditional sentences

A conditional sentence is a sentence that expresses hypothetical situations and their

consequences.

In English, as in Spanish, there are different types of conditional sentences because

hypothetical situations can be expressed in a number of different manners, and
therefore, using different tenses.

In all conditional sentences we have two clauses, one is the “if clause” and the other
one is “the main verb clause”. The order of the clauses does not alter the sentences
meanings.

Zero conditional

The zero conditional is called “zero” conditional because, in spite of having the
structure of a conditional sentence, there is no real hypothetical situation or
conditional. Here you have an example:

If water reaches 100 degrees, it boils.

Si el agua alcanza los 100 grados, hierve.

This means that whenever this happens (when water

reaches 100 degrees) there is the same consequence (it
boils). Therefore, it is a “general truth”.

Structure of the zero conditional:

If + subject + verb in the present simple tense + subject + verb in the present
simple tense

In the “zero conditional” both sentences are in the present simple tense.

UNIT 11 – Grammar
 B1 English course

What is it used for?

The zero conditional is used to describe a general, or particular, truth (verdad general o
particular). Let’s see some more examples:

If you touch fire you get burnt

Si tocas el fuego, te
verb present quemas.
If subject subject If clause main verb clause
simple

Note: in this case the hypothetical situation is true for everybody.

They oversleep if they go to bed late

Duermen más de la
cuenta si se van a
verb present
subject If subject present simple tense dormir tarde.
simple

Note: in this case the hypothetical situation is only true for the speaker.

First conditional

Study this example:

If it rains, I will stay at home.

Si llueve me quedaré en casa.

Structure of the first conditional:

If + subject + verb in the present simple tense + subject + will + verb in the
infinitive

UNIT 11 – Grammar
 B1 English course

What is it used for?

The first conditional describes a hypothetical situation whose consequence is very

likely to happen, that is why we use “will”. Let’s see some more examples:

find her give them a

If they she will
dog reward Si ellos encuentran a su
perro, ella les pagará una
v. present recompensa.
If subject subject will v. infinitive
tense

If you buy the boat, I won’t talk to you. Si te compras el barco, no te hablaré.

If they study hard, they will pass the exam. Si estudian duro, pasarán el examen.

Second conditional

Study this example:

If I had money, I would do many things.

Si tuviera dinero, haría muchas cosas.

Structure of the second conditional:

If + subject + verb in the past simple tense + subject + would + verb in the
infinitive

What is it used for?

The second conditional describes a hypothetical situation whose consequences are

not very likely to happen, that is why we use “would” and not “will”. It contemplates
the subjective point of view of the speaker.

UNIT 11 – Grammar
 B1 English course

Some grammarians distinguish between two types of second conditional clauses:

The first is the hypothetical conditional (something like a dream) as in the

sentence:
o If I were rich, I would buy a mansion.
Si fuera rico, compraría una mansión.

The second one is the impossible conditional as in the sentence: If I had a credit
card, I could buy the tickets (but as I don’t have one I can’t do it). Si tuviera una
tarjeta de crédito compraría las entradas (pero como no la tengo no lo puedo
hacer). In this case, the situation is not hypothetical, it’s a fact: I can’t do something,
therefore, it’s impossible.

Let’s see some more examples:

found her pay them a

If they she would
dog reward Si ellos encontrasen a su
perro, ella les pagaría una
v. past recompensa.
If subject subject would v. infinitive
tense

If you bought the boat, I wouldn’t talk to you. Si te comprases el barco, no te hablaría.

If they studied harder, they would pass the Si estudiasen más duro, pasarían el
exam. examen.

Si yo fuese rico, viajaría por todo el

If I were rich, I would travel all over the world.
mundo.

Could, might and may, can be used instead of “would”. For example:
o I could sleep some more if I didn’t have to get up so early.
Podría dormir más horas si no tuviese que despertarme tan pronto.

Use of commas in conditional sentences

If the “if clause” is at the beginning of the sentence then use a comma before the second
clause. For example:
If you go to London, I will visit you.
Si vas a Londres, te visitaré.

UNIT 11 – Grammar
 B1 English course

Don’t use a comma if the “if clause” is in the second clause of the sentence. For
example:
I will visit you if you go to London.
Te visitaré si vas a Londres.

In the case of the verb to be (fuera, fuese) we use “were” for all the persons,
though many native speakers do not respect this rule. For example:
If she were here, we could go swimming.
Si ella estuviera aquí podríamos ir a nadar.
If I were you, I wouldn’t do that.
Yo que tú no haría eso.

How to remember the structures of the different conditionals1

Conditional Example Tip to remember

If you work too much, you get

Both clauses use the present simple
tired.
Zero tense. In Spanish, the same verb tenses
Si trabajas demasiado, te
are used.
cansas.

If she rings the bell, they will The “if clause” always has a verb in the
come. present tense. The tense of the other
First
Si ella toca el timbre, ellos clause is always with “will”. In Spanish
vendrán. the same verb tenses are used.

The verb tense that goes with the “if

clause” is always in the past tense. In
If they came, we could go out.
Spanish it is the subjective mood, “si
Second Si ellos viniesen nosotros
fueses, tuvieses, vinieses, etc.” The tense
podríamos salir.
of the other clause always takes “would”
(or could, might or may).

1 You should always try to remember which tense goes with the ‘’if clause”.

UNIT 11 – Grammar
 B1 English course

What are the differences between the different conditionals?

When do we use this Translations. Remarks

Conditional Example
tense

If the temperature
Si la temperatura baja por
drops below zero, Describes general, or
Zero debajo de cero grados, el
(OºC) water particular, truths.
agua se congela.
freezes.

Describes situations which

If she comes, we
are very likely to happen in Si ella viene, iremos al
First will go to the
the future, that’s why we cine.
cinema.
use “will”.

Describes situations that

are not very likely to
If you ate less, you happen and are subjective, Si comieses menos,
Second
would lose weight. they depend on the perderías peso.
speaker’s point of view,
that’s why we use “would”.

Watch and remember

Conditional

The video is available in the virtual classroom

UNIT 11 – Grammar
 B1 English course

Test

A. Zero conditional

Match the two parts of the sentences.

1 People are more relaxed A if I am flying long distance.

2 If the weather is hot B you reset the time.

3 I always sit in the aisle seat C the international community offer aid.

4 If there is a natural disaster D you buy a present.

5 If you send someone an email E when they are on holiday.

6 You need water F the plants need water.

If the clocks change in autumn and
7 G if you want to make a coffee.
spring

8 If your friend has a birthday H they receive it almost immediately.

B. First Conditional

Complete the sentences using the words in the brackets.

1. If you break the vase, she ………………………… (be) angry.

2. If she flies in the morning, she ………………………… (be able to) go to the 2 o’clock
meeting.

3. If they book the ticket now, they ………………………… (get) a discount.

4. If he gets lost, he ………………………… (use) his sat-nav to get home.

5. If sea levels rise, the earth’s coastline ………………………… (change) shape.

6. Governments will have to take drastic action, ………………………… (the

economy/deteriorate).

7. People won’t be able to drive cars, …………………………………. (fuel prices/increase).

UNIT 11 – Grammar
 B1 English course

8. Internet crime will increase, …………………………………. (governments/ not impose)

stricter regulations.

9. I’ll phone him back, …………………………………. (he/ring) before lunch.

10. They’ll fix the engine, …………………………………. (it/break down) again.

C. Second conditional

Fill the gaps using one of the options.

1. If I had a lot of money, I ………………… spend it.

A. were.
B. would.
C. was.

2. If I ………………… the job of my dreams, I would celebrate.

A. got.
B. get.
C. would.

3. I would ………………… around the world, if my job required it of me.

A. travelled.
B. moved.
C. travel.

4. I would build my own house, if I ………………… the time to do it.

A. hadn’t.
B. had.
C. have.
5. If trains ………………… more reliable, people would use them more often.
A. were.
B. weren’t.
C. wasn’t.

UNIT 11 – Grammar
 B1 English course

6. If plastic surgery were illegal, there would ………………… lot of underground clinics.
A. are.
B. is.
C. be.

7. Governments ………………… change their policies, if they really listened to the people.
A. were.
B. would.
C. be.

8. Bank CEOs would ………………… higher taxes, if there were any justice in the world.
A. paid.
B. not paid.
C. pay.

9. If the economy were doing well, there ………………… be more jobs available.
A. wouldn’t.
B. would.
C. weren’t.

10. The world ………………… be cleaner, if there were better incentives for producing
clean energy.
A. wouldn’t.
B. would.
C. were.

UNIT 11 – Grammar
 B1 English course

Vocabulary

Health and sports

Word Spanish Example

dolor de She has a headache.

headache
cabeza Ella tiene dolor de cabeza.

dolor de This backache is killing me.

backache
espalda Este dolor de espalda me está matando.

dolor de He had to go to the dentist because he had toothache.

toothache
muelas Tuvo que ir al dentista porque tenía dolor de muelas.

resfrío, You are going to get a cold if you don’t wear a sweater.
cold
catarro Vas a coger un catarro si no te pones un jersey.

She had a fever last night.

fever fiebre
Ella tuvo fiebre anoche.

I get the flu every winter.

flu gripe
Cojo la gripe todos los inviernos.

He has been coughing all night.

cough toser
Ha estado tosiendo toda la noche.

My back hurts.
hurt doler
Me duele la espalda.

I have a terrible pain in my joints.

pain dolor
Tengo un terrible dolor en las articulaciones.

to be under the He hasn’t slept and now he is feeling under the weather.
está pachucho
weather Él no ha dormido y ahora está pachucho.

They decided to play soccer.

soccer fútbol (Amer.)
Decidieron jugar al fútbol.

Track and field events are my favourite sports.

track and field atletismo
El atletismo es mi deporte favorito.

The 100 m. hurdles is an Olympic track and field

athletics discipline run by women.
hurdles salto de vallas
El salto de valla de 100 m. es un deporte olímpico
femenino.

UNIT 11 – Vocabulary
 B1 English course

Word Spanish Example

montar a When are we going to go horse riding?

horse riding
caballo ¿Cuándo vamos a montar a caballo?

People in Tibet do a lot of mountaineering.

mountaineering alpinismo
La gente en el Tíbet hace mucho alpinismo.

patinaje sobre The lake froze and they went ice skating.
ice skating
hielo El lago se congeló y estuvieron patinando.

I would like to go scuba diving.

scuba diving bucear
Me gustaría ir a bucear.

Listen and remember

Health and sports

The listening is available in the virtual classroom

Vocabulary practice exercise

Translate the following sentences:

Si tengo dolor de muelas debo ir al

1
dentista.

En el Caribe hay muchos lugares donde

2
puedes bucear.

3 Él fuma y tose mucho.

4 Si te duele la pierna toma esta pastilla.

El atletismo requiere mucho

5
entrenamiento.

No a todos los americanos les gusta el

6
fútbol.

Si coges la gripe tienes que quedarte en

7
casa.

UNIT 11 – Vocabulary
 B1 English course

8 Me gustaría ir a montar a caballo.

El patinaje sobre hielo no es tan popular

9
como el fútbol.

Alguna gente siempre tiene dolor de

10
cabeza.

UNIT 11 – Vocabulary
 B1 English course

Read

The magic potions

more like an old chemist’s than a
modern laboratory, as it had old
wooden floors and heavy wooden
furniture. There was an old
microscope and a lot of test tubes
filled with different coloured liquids.
- These are my magic potions- said
Steven, showing Sarah a set of three test
tubes each with a different colour liquid
inside.
- Sarah, do you know that if you heat
- And what do they do? – Sarah
water to 100 degrees it will boil? -
queried.
Steven asked his 9 year old sister.
- If you drink this one- he said,
- Yes, I know-she said - I was taught
pointing to a tube with green liquid -
that at school.
you will be able to buy anything you
- Do you want to study chemistry with
want.
me? - Steven asked her.
- Even a great big castle? – Sarah asked
- No, I don’t, - Sarah replied. - I want to
- Yes, even a great big castle.
draw a picture.
- And if you drink this one? – she asked,
- Well, you can draw in my laboratory-
pointing to a tube with blue liquid.
Peter said.
- You can travel anywhere in the
- Really?
world.
- Yes, I also have a lot of magic potions
- Really? – she asked, her eyes now
to look at.
wide open.
- Do you?
- Yes.
- If you come with me, I’ll show you.
- And what does the yellow one do?
They both headed towards Steven’s
- Well, the yellow one makes you
laboratory. Sarah had already been in
invisible- said Steven.
there, but she didn’t know that her
- Really? – she questioned, with a look
brother had “magic potions”.
of amazement on her face.
They went downstairs into the
- Yes, but you shouldn’t drink any of
cellar. The place was a little dark and
them because they are dangerous.
cold and very mysterious. It looked

UNIT 11 – Read
 B1 English course

- Why?
- They all give you something that you
really want, but, in return, they take
something away from you.
- Ah ha… – she said doubtfully.
- If you want you can draw here with
these crayons while I read up on one
of my experiments - he suggested.
His sister agreed but as she started The first two curses frightened her,
drawing a big castle under the light of so she decided to drink the green liquid.
the old desk lamp, she couldn’t stop Just as she was putting the tube to her
thinking about the liquids in the tubes. lips a voice said:
When she had finished drawing in the - “If you drink me, you will never be
lab and had returned upstairs with her able to sell anything”
brother, she made the decision to go She didn’t understand the true import
back to the laboratory alone that night. of this last liquid’s curse. Was it bad
She waited until everybody had fallen to be unable to sell anything?
asleep and then went downstairs with Then she saw a light coming from the
a torch. cellar’s door and there was her brother
She decided to drink the yellow liquid staring at her.
to become invisible. But when she took -Sarah, don’t you dare drink the green
the tube in her hands, she heard a voice liquid! - He shouted. -If you can only
say: buy things, but can never sell anything
- “If you drink me, you will never be you will be a very poor person.
visible again”. The next thing she knew was that she
So she decided to drink the blue liquid was back in her room. She didn’t really
instead. Again, as she lifted the next test know what the significance of her
tube, she heard a voice, it said: strange dream was but she knew she
- “If you drink me, you will never be would always listen to what her brother
able to go home again”. said.

UNIT 11 – Read
 B1 English course

Vocabulary

They went downstairs to the cellar: Chemist (Brit. n.): farmacia

bajaron al sótano (bodega) Pharmacy (Amer.)

Wooden (adj.): de madera Furniture (n.): muebles

Test tubes (n.): tubos de ensayo Point to (v.): apuntar

Anywhere: cualquier lugar Eyes wide open: ojos muy abiertos

Make someone invisible (v.): volverse They take something away from you
invisible in return: también te quitan algo.

Look into: investigar, mirar con

To take away (v.): quitar
detenimiento

As she sat down: cuando se estaba Everybody had fallen asleep: se habían
sentando quedado dormidos

To be scared (v.): estar asustado Curse(s) (n.): maldición

Was it bad to be unable to do

something?: ¿Era malo no ser capaz To stare (v.): mirar fijamente
de..?

What the significance of something

To dare (v.): atreverse
was: cuál había sido el significado

Reading comprehension

After reading the text above choose the correct answer to the questions below:

1. What tempts Sarah into her brother’s laboratory?

A. A water boiling experiment.
B. Drawing pictures.
C. Seeing magic potions.

2. Where was the laboratory positioned in the house?

A. The top.
B. The middle.
C. The bottom.

UNIT 11 – Read
 B1 English course

3. What does the laboratory look like?

A. Antiquated.
B. Modern.
C. State-of-the-art.

4. Which liquid makes it impossible for you to be seen?

A. Blue.
B. Yellow.
C. Green.

5. Why are the potions dangerous?

A. They can hurt you.
B. They are evil.
C. Their powers come at a cost.

6. What did Peter do while Sarah drew?

A. Experimented with potions.
B. Some reading research.
C. Helped his sister.

7. When did Sarah decide to return to the laboratory?

A. In the laboratory.
B. In bed.
C. When they were back upstairs.

8. Why didn’t she drink the first two potions?

A. She didn’t like the powers.
B. She was scared of the consequences.
C. She wanted to buy lots of things.

9. What would happen to her if she drank the third potion?

A. She would have money.
B. She would be lonely.
C. She would be broke.

UNIT 11 – Read
 B1 English course

10. What did Sarah learn from the dream?

A. To listen to her brother.
B. Don’t touch what you don’t understand.
C. Everything you do has a result.

UNIT 11 – Read
 B1 English course

Listen

Listening comprehension

Listen to the text and then choose the correct

answer from the options below:

1. How many future possibilities does the

first speaker consider?
A. One.
B. Two.
C. Three.

2. What are they?

A. Result of effort and a dream.
B. What is available and a dream.
C. Result of effort and what is available.

3. What job would the speaker like on graduating?

A. Merchandising.
B. Marketing.
C. Media.

4. How many people would they like to work with?

A. Four.
B. Five.
C. Fourteen.

5. How many interviews do they have lined-up?

A. Four.
B. Five.
C. Six.

UNIT 11 – Listen
 B1 English course

6. Which city would they like to work in?

A. Lima.
B. London.
C. Los Angeles.

7. Where would their dream location be?

A. In the mountains.
B. By the sea.
C. In the Polar Regions.

8. What business would they run there?

A. Adventure activities.
B. Yoga retreat.
C. Artists’ retreat.

9. How would it be different from other businesses?

A. Run business courses.
B. Run yoga classes.
C. Run workshops.

10. What would the place produce?

A. It’s own book label.
B. It’s own record label.
C. It’s own energy.

UNIT 11 – Listen
 B1 English course

Speaking

Having something done. Talking action and giving advice: I would…/ If I

were you…

The video is available in the virtual classroom

UNIT 11 – Listen
 B1 English course

Write

How to write a CV/résumé

In English we have two words for the Spanish

word “curriculum” or CV. It is called a CV in
British English and a résumé in American
English.

Remember a CV is a marketing tool you use to

“sell yourself”. Therefore, it should be carefully
and clearly laid out, targeted on the specific job
in question, as well as being concise and
accurate in content, spelling and grammar.

The wording of these documents -CV or résumé - is slightly different, so when

addressing a company you should first find out whether you are writing to an American
or to a British company and adapt your CV/ résumé to the British or American style.

Information that a CV/ résumé should include

Name.
Introductory paragraph (include who you are and what you want and can offer,
keeping in mind what position you are applying for).
Work experience (most recent first).
Education and qualifications (degree title, qualification achieved and university
(Brit.)/college (Amer.) name).
Interests and achievements.
Additional Information.
Referees/References.

UNIT 11 – Write
 B1 English course

Study this example:

BEATRIZ SÁNCHEZ RODRÍGUEZ

I have recently graduated in Teaching from

the Universidad Autónoma de Barcelona. My
ambition is to work with Young Learners
within a school environment. Work
experience within this field and training in
the dramatic arts has prepared me to give
creative and interactive classes in these
important foundation years.

WORK EXPERIENCE
Jan 2007 – Oct 2009. Substitute teacher at Colegio Sagrados Corazones.
Worked with all age groups from Reception through to Year
6.
Developed learning assistance program(me)s that addressed
individual needs.
Planned and implemented English lessons.

Jun 2007 – Sept 2009. Summers Camp Instructor, Camp USA.

Specialist activity instructor in summer camps throughout
the USA, teaching drama and creative arts.

EDUCATION AND QUALIFICATIONS

2006 – 2010 Universidad Autónoma de Barcelona. BA Hons Teaching Young
Learners (1st class).
Other qualifications/skills: First Aid
Computing Skills: Windows XP, Vista, 7, Excel,
PowerPoint.
Drama: Puppet Theatre for children.

INTERESTS and ACHIEVEMENTS

Secretary to Association of Disabled Children of Murcia.
I enjoy running and I played basketball at University for the Ladies’ team.

UNIT 11 – Write
 B1 English course

Other interests include reading English novels, watching sports, and listening to
music.

ADDITIONAL INFORMATION
Languages:
o Spanish –native.
o English – Intermediate spoken.
o French – Intermediate spoken.
Full, clean driving license.

References/Referees are available on request.

Contact details: Calle Murcia, 3, 28028 Madrid (Spain).
Telephone: (0034) 91 644 26538.
Email: [email protected]
 

Master class on writing

How to write a CV

The video is available in the virtual classroom

Now you write

Instructions:

Write your own CV as if you were applying for a job in your industry.

UNIT 11 – Write
Connecting the dots
Grammar 
Relative pronouns 

Watch and remember 

Grammar practice exercise 

Vocabulary 
Environment 

Listen and remember 

Vocabulary practice exercise 

Read 
My trip to Tahiti 

Reading comprehension 

Listen 
Listening comprehension 

Speaking 

Write 
How to write a postcard 
UNIT
Master class on writing 

Now you write 
 B1 English course

Grammar

Relative pronouns

What are relative pronouns?

Study this example:

-Who are you talking about?

-¿De quién estás hablando?

-I’m talking about the man who we met yesterday.

-Estoy hablando del hombre que conocimos ayer.

- I don’t remember.
-No me acuerdo.

- Don’t you remember? The man that was bitten by a dog.

-¿No te acuerdas? El hombre al que le mordió un perro.

The man who we met yesterday. The man that was bitten by a dog.

In the above examples “who” and “that” are “relative pronouns”. The word “relative”
means “to relate to”. Therefore, a relative pronoun is a pronoun (thus, a word that
replaces a “noun” or “name”) that introduces a “relative clause”.

UNIT 12 – Grammar
 B1 English course

A relative clause is a clause that gives additional information about the antecedent
clause. Sometimes the information is essential to understand the meaning of the clause
and, sometimes, it is not.

For example:

was bitten by a
The man that
dog El hombre al que le
mordió un perro.
phrase relative pronoun relative clause

As you see “that” is the relative pronoun that introduces the phrase “the man” to the
relative clause: “was bitten by a dog.”

In informal English it is possible to use “that”, instead of “who” in a sentence,

although “who” is preferred when talking about a person. Read more about the
differences between “that” and “who” in the table below: “How to use relative
pronouns”.

Here you have a list of the most common relative pronouns in English and their
equivalents in Spanish.

Relative Spanish relative Example

pronoun pronoun
The woman who you saw.
Who quien, quienes
La mujer que (a quien) viste.
The people whom you were talking to.
Whom a quien, a quienes
Las personas a quienes estabas hablando.
El que, la que, los que, The house that we bought is very big.
That
las que La casa que compramos es muy grande.
The rooms, which were very clean, were not
El cual, la cual, los open to the public.
Which
cuales, las cuales Las habitaciones, las cuales estaban muy
limpias, no estaban abiertas al público.

De quien, de quienes, The group of people, whose ancestors lived in

Whose cuyo, cuya, cuyos, Africa, settled in the south of Europe.
cuyas El grupo de gente, cuyos ancestros vivieron
en África, se estableció en Europa.

UNIT 12 – Grammar
 B1 English course

Notice how in Spanish, the English pronouns who, whom or which can often be
translated as “que”. For example: the woman who we saw. (La mujer que vimos).

Types of relative clauses

Grammarians recognize two types of relative clauses:

1 Defining relative clauses

A defining relative clause is a clause that cannot be omitted because it adds

crucial information about the antecedent. In other words, if we omit the defining
relative clause the sentence does not make sense.

For example:

This is the car that I like the most

Este el coche que
antecedent relative pronoun defining relative clause
más me gusta.

If we omit “I like the most” the sentence “This is the car that…” doesn’t make any sense.

Relative pronouns that connect a defining relative clause are not separated from the
main clause by a comma.

2 Non-defining relative clauses

Non-defining relative clauses give extra information about the antecedent that is not
essential and, thus, can be omitted. “Which” is the most common relative pronoun
used to connect non-defining relative clauses.
For example:

which is parked in El coche de mi tío,

My uncle’s car, is very expensive
the wrong place,
que está mal
antecedent non-defining relative
aparcado, es muy
main clause caro.
sentence clause

If we omit “which was parked in the wrong place” the rest of the sentence still makes
sense.

UNIT 12 – Grammar
 B1 English course

Normally, relative pronouns that connect non-defining relative clauses are separated
from the main clause by a comma.

How to use the relative pronouns

Relative
Uses Examples
pronoun
-It is used to refer to people -She is the type of person that/who
only. It cannot be used to refer is always on time.
to animals or things. Ella es de ese tipo de personas que
siempre llega a tiempo.
Who
-In informal language, -We couldn’t find anyone that/who
sometimes “that” is used could fix our car.
instead of “who”. No pudimos encontrar a nadie que
arreglase nuestro coche.
Formal: The girl to whom you gave
my phone number called me last
week.
La chica a la que le diste mi teléfono
me llamó la semana pasada.
“Whom” (a quien) is more
Informal: The girl you gave my
Whom formal than “who” and is very
phone number to called me last week.
often omitted in speech.

OR

The girl who you gave my phone

number to called me last week.
-Can only be used in defining -It is a new decoration that I don’t
clauses. especially like.
-It can be used instead of “who” Es una nueva decoración que no me
(referring to people) or “which” gusta especialmente. (Defining
That (referring to things) in informal clause).
English. -The women that are very artistic.
-“That" may be used to refer to Aquellas mujeres que tienen mucho
the characteristics or skills of para el arte. (Referring to skills of
people. people).

UNIT 12 – Grammar
 B1 English course

Relative
Uses Examples
pronoun
-“That” is often used in spoken
English, “who” and “which” -Informal. The novels that were
are more common in formal written by Charles Dickens were some
written English. of the most popular of the Victorian
-Sometimes “that” is more era.
appropriate than “which”: -Formal: We read many novels by
1) After pronouns: Charles Dickens, who was the most
"all","many", popular novelist of the Victorian era.
"much","any(thing)", 1) That is something that is very
"every(thing)", "few", "little", difficult to explain.
"no(thing)", "none", Eso es algo muy difícil de explicar.
"some(thing)". 2) This is the worst book that I have
2) After a noun modified by a ever read.
superlative Éste es el peor libro que he leído.
When the relative pronoun is
the object of a preposition, This is the story about which we
which is used instead of that, spoke last night.
Which
for example, "in which", "for Ésta es la historia acerca de la que
which", "about which", "through hablamos anoche.
which," etc.
Indicates possession and can be The man whose car was stolen.
Whose
used both for people and things. El hombre cuyo coche fue robado.

Remember that “that” can be omitted in informal English. This is something that
is not normally possible in Spanish so it can be difficult for Spanish speakers to
understand.

UNIT 12 – Grammar
 B1 English course

When can “that” be omitted?

We can omit “that” when “that” is the object in a relative clause. For example:

The book (that / which) I talked to you about last week.

El libro del que te hablé la semana pasada.

Note: the subject is “I” and the object is “the book that…
The sales people (that / who) we would like to meet.
Los vendedores que nos gustaría conocer.

Note: the subject is “we” and the object is “the sales people that…”

When can we not omit “that”?

We cannot omit “that” when the relative pronoun is the subject in a relative clause. For
example:

My country is one of the countries that/ which is a member of the European

Union.
Mi país es uno de los países miembros de la Unión Europea.

Note: my country…..that/ which is the subject. If we omit that/ which the

sentence doesn’t make sense.

Many people who/ that were at the party last night got drunk.
Mucha gente que estuvo en la fiesta anoche se emborrachó.

Note: many people who/ that…is the subject. If we omit who/ that the sentence
doesn’t make sense.

UNIT 12 – Grammar
 B1 English course

Watch and remember

Relative Pronouns

The video is available in the virtual classroom

Grammar practice exercise

A. Choose a suitable relative pronoun for the gaps, in some instances more than one
would be possible.

who which that whose whom

1. I would really like to see the film …………………… you recommended.

2. It would be hard to say …………………… of the houses has the best view.

3. No, not her but the one …………………… kept talking during the film.

4. I didn’t know …………………… would be such a problem.

5. I would like to know …………………… of you took the remote control.

6. It was the day …………………… you went on holiday.

7. I think the hat belongs to the man …………………… was sitting at table 4.

UNIT 12 – Grammar
 B1 English course

8. To …………………… it may concern.

9. When I catch the dog …………………… dug up my plants I will really shout.

10. I need to know…………………… side you are on!

B. Choose the best non-defining phrases for the gaps.

who is standing behind the bus stop which was bought at a reduced price

which we bought in the 80’s that I put in a hot wash

who lives in Australia which stands in the hallway

that is eating the bone that falls in the mountains

that the sales assistant was wearing that I went to last Friday

1. The man ……………………………………. is looking suspicious.

2. The dog ……………………………………. is going to be sick.

3. My uncle, ……………………………………., is coming to visit me soon.

4. The hat ……………………………………. is the nicest one by far.

5. The car, ……………………………………., has a faulty breaking system.

6. The shirt ……………………………………. has shrunk.

7. The table, ……………………………………., is about two hundred years old.

8. The job interview ……………………………………. was unsuccessful.

9. The rain ……………………………………. is collected in the reservoir in the valley.

10. Our house, ……………………………………., is starting to need repairs.

UNIT 12 – Grammar
 B1 English course

Vocabulary

Environment

Word Spanish Example

lower, In Spain the price of houses has to be reduced.

reducir,
reduce, cut En España los precios de las casas tienen que
recortar
down recortarse.

dispose of Where can I dispose of this industrial waste?

eliminar
something ¿Dónde puedo eliminar los residuos industriales?

Sometimes people resort to illegal dumping and by

doing so they destroy the landscape.
dump verter
A veces la gente recurre al vertido ilegal y al hacerlo
destruyen el paisaje.

The black sea is very polluted.

pollute contaminar
El mar negro está muy contaminado.

She recycles all the paper in that container.

recycle reciclar
Ella recicla todo el papel en ese contenedor.

climate cambio Some people don’t believe in climate change.

change climático Alguna gente no cree en el cambio climático.

If Carbon Monoxide emissions are too high people

carbon monóxido cannot breathe.
monoxide de carbono  Si las emisiones de monóxido de carbono son
demasiado altas la gente no puede respirar. 

especie en The lynx is an endangered species in Spain.

endangered
peligro de El lince es una especie en peligro de extinción en
species extinción España.

According to scientists temperatures are gradually

the
efecto rising due to the Greenhouse Effect.
Greenhouse
invernadero Según los científicos las temperaturas están
Effect subiendo gradualmente debido al efecto
invernadero.

UNIT 12 – Vocabulary
 B1 English course

Word Spanish Example

Drought is a serious problem in Africa.

drought sequía
La sequía en África es un problema serio.

unleaded gasolina sin I filled my tank with unleaded petrol.

petrol plomo Llené mi depósito con gasolina sin plomo.

Since the tsunami nuclear waste leaking from the

nuclear residuos plant has been a real problem.
waste radioactivos Después del tsunami los residuos radioactivos son un
problema real.

The wildlife on the Caribbean islands is really

fauna y beautiful.
wildlife
flora La fauna y flora es realmente bonita en las islas del
Caribe.

An oil-slick is threatening a coral reef in the Gulf of

fuga de Mexico.
oil-slick
petróleo Una fuga de petróleo está amenazando un arrecife
de coral en el Golfo de México.

Listen and remember

Environment

The listening is available in the virtual classroom

UNIT 12 – Vocabulary
 B1 English course

Vocabulary practice exercise

Translate the following sentences:

Tenemos que recortar los precios para

1
poder vender.

Cada vez tenemos más sequías en el sur

2
de Europa.

Algunos residuos radiactivos no se

3
pueden eliminar.

La fauna y flora de algunos países no está

4
bien conservada.

5 Los coches contaminan el aire.

Hay muchas especies en peligro de

6
extinción.

7 Nosotros reciclamos el vidrio.

8 No deberías verter esos residuos en el río.

La mayor fuente de monóxido de carbono

9
es natural.

Puedes encontrar gasolina sin plomo en

10
toda Europa.

UNIT 12 – Vocabulary
 B1 English course

Read

My trip to Tahiti

About two years ago I saw a Otea dancers gave us necklaces

documentary about Tahiti on television. made of beautiful tropical flowers.
I was dazzled by its landscape and Then, a transfer bus took us to our
atmosphere. I thought, “I must go hotel.
there”. We decided to stay in a bungalow which
I checked the prices on the Internet sat over the water. It had a glass floor
and I found out that it was a very through which we viewed the ocean life.
expensive destination because it is a It was fascinating. In our hut we also
long way from Europe and the had a suite with four beds, a living
accommodation isn’t cheap. I then room, a kitchen and a private deck.
decided to start saving. Finally, after Getting up in the morning was
two years of saving I could afford to go exciting. We could just sit on the deck
there with my family. and look at the crystal clear water
We have just returned to Spain and are and the lush green landscape behind.
now looking at the photos we took. I went snorkeling every day with the
They are really beautiful! children over the spectacular coral
When we arrived at Tahiti’s airport the reefs while my wife sunbathed on the
black sand beaches.
Tahiti is located in the South Pacific
and is the largest of the French
Polynesian islands. Its capital is
Papeete. Most people don’t speak
English so we tried to communicate in
our broken French. One day we went
shopping at the local market. It was a
lively and interesting place where you
could find a variety of fruits, vegetables,
fish and also wooden souvenirs and
jewelry. My wife bought a flowery
Pareo and one of the famous black
pearls.

UNIT 12 – Read
 B1 English course

We rented a car for a few days and

managed to visit the Gauguin museum,
which is about 51 km. from the capital.
Gauguin was a famous French painter
who lived on the island for a couple of
years and painted many works that now
hang on the walls of well-known
museums across the world.
for a long trip, about 24 hours, as there
Almost every day, after diving, we
are no direct flights from Spain. First
would go hiking, and once we did
you have to fly to Los Angeles and from
some climbing with the children. From
Los Angeles to Papeete. Despite all the
the top of a hill we could see volcanic
travel trouble it is certainly worth it.
peaks stretching out above the dense
Tahiti is a real island paradise and if
rainforests which housed ferns and
you want to relax somewhere quiet in
majestic waterfalls. All of it was
the middle of the Pacific Ocean then
absolutely amazing.
this is an ideal destination.
To anybody planning to go to Tahiti, I
would say that they have to be prepared

Vocabulary

To check (v.): comprobar. Puede

To be dazzled by (adj.): ser
significar ver cuando se utiliza con
deslumbrado
correo electrónico o internet.

Found out (past t. find out):

Accommodation (n.): alojamiento
enterarse

Otea dancers (n.): bailarinas típicas

Necklaces (n.): collares
de Tahití

Made of (adj.): hechos de Private deck (n.): terraza privada

Coral reef (n.): arrecifes de coral Exciting (adj.): emocionante

Crystal clear water (n.): agua

Landscape (n.): paisaje
transparente
Snorkeling (v.): buceo con tubo y
Lush (adj.): exuberante
máscara solamente

To sunbathe (v.): tomar el sol Sand (n.): arena

UNIT 12 – Read
 B1 English course

Lively (adj.): vívido Wooden (adj.): de madera

Flowery (adj.): floreado A couple (n.): un par

Hang on: colgar de Dive/ing (v.): bucear

Hike/ing (v.): caminar Volcanic peaks (n.): picos volcánicos

Climb/ing (v.): trepar, escalar Top of a hill: lo alto de una colina

Rainforest: selva tropical Fern(s): helechos

Despite: a pesar de All the trouble: todos los problemas

To be worth it (v.): merecer la pena

Reading comprehension

After reading the text above answers these questions:

1. Why did they choose Tahiti as a holiday destination?

A. They saw a TV programme on it.
B. They heard about it from friends.
C. They got a free ticket there.

2. What made the trip so expensive?

A. The season.
B. The flight.
C. The flight and accommodation.

3. How were they welcomed at the airport?

A. By a tour guide.
B. With a drink.
C. With a garland.

4. What could they see through the bottom of their bungalow?

A. The sea.
B. A hole.
C. Rocks.

UNIT 12 – Read
 B1 English course

5. What did the father do everyday with the children?

A. Snorkeling.
B. Driving around the island.
C. Sunbathing.

6. How big is Tahiti compared to the other French Polynesian Islands?

A. The smallest.
B. Medium-sized.
C. The largest.

7. What European language do they speak in Tahiti?

A. Spanish.
B. English.
C. French.

8. What can you find in the rainforests?

A. Jaguars.
B. Waterfalls.
C. Local tribes.

9. Which famous artist lived in Tahiti?

A. Gauguin.
B. Picasso.
C. Cezanne.

10. What is special about the sand on the island?

A. It’s clean.
B. It’s black.
C. There isn’t any.

UNIT 12 – Read
 B1 English course

Listen

Listening comprehension

After listening to a council meeting on local

environmental issues, answer the questions
below.

1. What time of day is it?

A. Morning.
B. Afternoon.
C. Evening.

2. What is the meeting about?

A. Local environment.
B. Regional environment.
C. World environment.

3. Who do they say is responsible for the environment?

A. The local council.
B. All of us.
C. The world.

4. What is the first issue on the agenda?

A. Children’s parks.
B. Recycling bins.
C. Graffiti.

5. How is the first issue being solved?

A. More will be made available.
B. Nothing is being done.
C. The national government need to do something.

UNIT 12 – Listen
 B1 English course

6. What do they want to do in communal spaces?

A. Grow fruit and vegetables.
B. Clean them.
C. Open a new school.

7. How can the people get involved in the communal spaces project?
A. Go to the council.
B. Go to the park headquarters.
C. Go to the school.

8. What was a big issue in green spaces?

A. Noise pollution.
B. Air pollution.
C. Water pollution.

9. What will they do about the green spaces issue?

A. Ban music after 9 p.m.
B. Ban music after 12 p.m.
C. Ban music from public spaces.

10. What is the last point on the agenda?

A. Drink-driving.
B. Bus timetables.
C. Graffiti.

Speaking

Which, that, who, whose, when and where. Questions and answers with
relative pronouns

The video is available in the virtual classroom

UNIT 12 – Listen
 B1 English course

Write

How to write a postcard

Study this example:

A typical postcard layout:

1. Write the recipient's name and address on the right-hand side of the postcard.
Include the country of destination.
2. Start your message on the left-hand side by writing “Dear Elisa” (the name of the
person you're writing to).
3. In just a few lines, explain where you are and what you have done.
4. Finish off by writing something like: “Wish you were here” or “See you soon”. Sign
off saying: “Love Laura” (your name).
5. Don’t forget to stick a stamp in the right-hand corner of the postcard before posting
it.

UNIT 12 – Write
 B1 English course

Master class on writing

How to write a postcard

The video is available in the virtual classroom

Now you write

Instructions: Write a postcard to a friend telling him/her what your hotel looks like
and what you have been doing over the last three days (do some research on the
internet to find out about places you can visit in Paris). Follow the same format as seen
in the example above. Once you have written it compare your postcard to this
one:

UNIT 12 – Write
Stories
Grammar 
The Past Perfect 

Watch and remember 

Test 

Grammar practice exercise 

Vocabulary 
Illnesses and accidents 

Listen and remember 

Vocabulary practice exercise 

Read 
House for sale 

Reading comprehension 

Listen 
Listening quiz 

Speaking 

Write 
UNIT
How to write a horror story 

Master class on writing 

Now you write 
 B1 English course

Grammar

The Past Perfect

Look at these pictures and read the texts:

Hey Dad, Mum has already left.

She had already left when he got home.

Ella ya se había marchado cuando él llegó a casa.

We use the past perfect when we speak about an action that

took place before another action in the past. Therefore,
the past perfect is a tense often used to narrate.

Utilizamos el “past perfect” para hablar de acciones que

tuvieron lugar en el pasado antes de otra acción que
también ocurrió en el pasado. El “past perfect” equivale en español al “pretérito
pluscuamperfecto del indicativo” (había + verbo en participio pasado).

How to make affirmative sentences

Structure:

Subject + had + past participle of the main verb + object

Examples:

They had seen the film before

Ellos habían visto la
película antes
subject had past participle object

UNIT 13 – Grammar
 B1 English course

She had already gone shopping when he Ella había ido de compras
dropped by to pick her up. cuando él fue a recogerla.

Nosotros habíamos acabado el

We had finished the project before he arrived
proyecto antes de que él entrase
at work.
en el despacho.

How to make interrogative sentences

Structure:

Had + subject + past participle of the main verb + object?

Examples:

the ironing before the

Had you finished
film started? ¿Habías terminado de planchar
antes de que empezara la
p. p. main película?
Had subject object?
verb

Had she learnt to swim by the time she was ¿Había ella aprendido a nadar a los 6
six? años?

How to answer questions

Structure:

Positive: Yes, + subject + had

Negative: No, + subject + hadn’t

Examples:

Had you been to London before last ¿Habías estado en Londres antes
summer? del verano pasado?

Yes, I had

Yes subject had

UNIT 13 – Grammar
 B1 English course

We don’t usually answer questions repeating the past participle:

Incorrect: “Yes, I had been”.
We just use “had”.

Had you been to London before ¿Habías estado en Londres antes

last summer? del verano pasado?

No, I hadn’t

No subject had + not

More examples:

Yes, he had.

No, she hadn’t.

Yes, they had.

No, we hadn’t.

How to make negative sentences

Structure:

Subject + had + not + past participle main verb + object

Examples:

I to the zoo
had not been
before Yo no había estado
en el zoo antes.
subject had not p. p main verb object

He hadn’t found the keys because he Él no había encontrado las llaves

hadn’t looked for them. porque no las había buscado.

You hadn’t read the newspaper because Tú no habías leído el periódico porque
you didn’t have enough money to buy no tenías suficiente dinero para
it. comprarlo.

UNIT 13 – Grammar
 B1 English course

Pay attention to the contractions.

I had done it: I’d done it.
Had not: hadn’t.
In colloquial English we usually speak using contractions.

How to ask negative questions

Structure:

Hadn’t + subject + past participle main verb + object?

Example:

heard the football

Hadn’t you already
results?
¿No habías escuchado los
resultados del fútbol ya?
Had + p. p. main
subject object?
not verb

When we ask negative questions we usually make a contraction: Hadn’t you? Hadn’t
he?

The Past Perfect is used to:

Talk about an action that happened before another action in the past. In this
case, the “past perfect” appears together with another sentence in the past tense.
For example:
o I had gone (past perfect) to the supermarket when he came by (past tense)
the house.
Yo había ido al supermercado cuando él vino.

It frequently appears with words such as when, before, because and by the
time. For example:
o They had had lunch before we got there.
Ellos habían comido antes de que nosotros llegásemos.
o They hadn’t seen the plane because they couldn’t get to the airport.
Ellos no habían visto el avión porque no pudieron ir al aeropuerto.
o By the time I got my first car, Jennifer had had hers for over 6 years.

UNIT 13 – Grammar
 B1 English course

Para cuando yo tuve mi primer coche, Jennifer había tenido el suyo durante
más de 6 años.

Talk about an action that happened before a specific moment in the past. In this
case, “the past perfect” appears together with a specific reference of time. For
example:
o Had you ever been in a television series before your successful series of 2010?
¿Había estado usted en alguna serie de televisión antes de su exitosa serie de
2010?

Note: the specific time is 2010.

The past perfect is also used in the third or past conditional, which refers to an
action that happened in the past and which is impossible to change. For example:
o If I had known you were in the hospital I would have visited you.
Si yo hubiera sabido que estabas en el hospital te habría visitado.

Watch and remember

Past Perfect

The video is available in the virtual classroom

UNIT 13 – Grammar
 B1 English course

Test

A. Choose the correct form of the verb for the gap.

1. I hadn’t finished the washing up by the time the news …………………………...

A. started.
B. starts.
C. have started.

2. …………………………... to Egypt before or was that your first visit?

A. Did you go.
B. Were you.
C. Had you been.
3. Had she …………………………... friendly I would have helped her.
A. was.
B. were.
C. been.

4. The people …………………………... hurt because the grounds officials

…………………………... the stadium doors before the end of the match.
A. weren’t / had been.
B. were/ hadn’t open.
C. weren’t opened/ didn’t open.

5. Technicians had …………………………... video cameras in the courtroom before the trial
started.
A. installed.
B. install.
C. made.

6. The castle had been beautiful before it …………………………... down.

A. burn.
B. burned.
C. broke.

UNIT 13 – Grammar
 B1 English course

7. …………………………... away her glass before she had finished her drink?
A. He took.
B. Did he take.
C. He had take.

8. They had made their first film by the time they …………………………... 17.
A. was.
B. had been.
C. were.

9. …………………………... they hadn’t met before?

A. Didn’t you know.
B. Knew you.
C. Weren’t you to knew.

Grammar practice exercise

B. Choose the correct verbs for each sentence.

had heard had discovered had just had had risen hadn’t been

hadn’t submitted had finished had received hadn’t asked hadn’t worked

1. I don’t want a drink because I’ve just had one.

I didn’t want a drink because I ………………………… one.

2. We can’t give her a pay increase because she hasn’t worked hard enough.
We couldn’t give her a pay increase because she ………………………… hard enough.

3. I am excited about the journey because I haven’t been to Asia before.

I was excited about the journey because I ………………………… to Asia before.

4. I am thinking about my next project a lot because I have heard there is a lot of
money involved.
I was thinking about my next project a lot because I ………………………… there was a lot
of money involved.

UNIT 13 – Grammar
 B1 English course

5. I can help out before the party because I have finished work for the week.
I could help out before the party because I ………………………… work for the week.

6. The teacher was happy because she ………………………… her permanent contract.

7. The scientist was excited because he ………………………… a cure for a rare disease.

8. The Job Centre was busy because the numbers of unemployed ………………………….

9. The parents were angry because the children ………………………… permission to stay
out late.

10. Their application was rejected because they ………………………… their documents on
time.

UNIT 13 – Grammar
 B1 English course

Vocabulary

Illnesses and accidents

Word Spanish Example

He never worries about his health.

health salud
Él nunca se preocupa de su salud.

What kind of illness has he got?

illness enfermedad
¿Qué tipo de enfermedad tiene?

Cholera is a widespread disease in some parts of Africa.

disease enfermedad El cólera es una enfermedad muy extendida en algunas
partes de África.

Fortunately, it wasn’t a deep wound.

wound herida
Afortunadamente, no fue una herida profunda.

I never had chickenpox when I was a kid.

chickenpox varicela
Nunca tuve varicela cuando era niño.

We always go to our family doctor when we have a slight

problem with our health.
médico de
family doctor
cabecera Siempre vamos a nuestro médico de cabecera cuando
tenemos un ligero problema con nuestra salud.

ataque al He suffered a heart attack, but he recovered quickly.

heart attack
corazón Sufrió un ataque al corazón pero se recuperé rápido.

receta You will need a prescription for that medicine.

prescription
médica Necesitarás una receta médica para esa medicina.

He had to use crutches when he broke his leg.

crutch muleta
Tuvo que andar con muletas cuando se rompió la pierna.

derrame Fortunately, the stroke was not serious.

stroke
cerebral Afortunadamente el derrame cerebral no fue grave.

silla de My grandmother uses a wheelchair.

wheelchair
ruedas Mi abuela va en silla de ruedas.

You’ll need to get an injection in the hospital.

injection inyección
Necesitarás que te pongan una inyección en el hospital.

He has had a leg in plaster since he broke it.

plaster escayola
Tiene una pierna escayolada después de habérsela roto.

UNIT 13 – Vocabulary
 B1 English course

Word Spanish Example

vendar/ He bandaged my wrist.

bandage
vendaje Él me vendó la muñeca.

That injury doesn’t look too good.

injury herida
Esa herida no tiene muy buen aspecto.

Listen and remember

Illnesses and accidents

The listening is available in the virtual classroom

Vocabulary practice exercise

Translate the following sentences.

1 ¿Dónde me pueden poner una inyección?

2 ¿Qué tipo de enfermedad es esa?

3 El no sufrió un ataque al corazón.

4 El médico no me dio una receta.

5 ¿Por qué tiene el brazo escayolado?

6 No sé caminar con muletas.

¿Fue antes o después del derrame

7
cerebral?

Ella tendrá que ir en silla de ruedas hasta

8
marzo.

Los niños tienen varicela y no pueden

9
salir de casa.

10 Es una herida grave.

UNIT 13 – Vocabulary
 B1 English course

Read

House for sale

Fred had already been asleep for

some hours when he was awoken by a
strange noise coming from the kitchen. It
sounded like a person whistling, but not
exactly. It could also have been a cat
meowing. He decided to get up and
investigate, so he put on his dressing
gown and went downstairs.
He was alone in the house and it was a
dark and windy night, but he wasn’t at
all afraid. He turned the light on but he
him why but all the boy had said was that
didn’t see or hear anything. He
an old lady had lived there in the
walked around and around the kitchen to
nineteenth century and she was often
see if perhaps there was a trapped
seen around the house dressed in a light
animal, but his search was fruitless.
blue nightgown.
He had bought the house two months
- Nonsense- Fred had said to the boy,
earlier and had never heard or seen
and then he had gone back to work in the
anything strange before that night.
garden.
Fred decided to go back to sleep. Later,
The boy took his ball which he had
something even stranger happened.
accidentally kicked over the fence, and
As he was falling asleep he felt some
went back to his house.
pressure on his bed as if someone was
The next night was even worse. Fred had
sitting next to him. He started to feel
woken up suddenly and he had seen an
scared because though he tried to wake
old woman dressed in a light blue
up he couldn’t. It was a very strange state:
nightgown floating in front of him. She
he was half-awake and half-asleep.
was staring at him. She was there for no
When he finally managed to wake up the
more than a minute and then she had
pressure had gone.
disappeared.
He suddenly remembered the neighbour’s
Fred started to believe what the
son, a 9 year old, had recently told him
neighbour’s son had told him and when
that his house was haunted. He had asked

UNIT 13 – Read
 B1 English course

he went to work the next day he decided Fred asked himself what could be
to share his experience with a colleague, upsetting the old woman and decided to
Marian. find out more about ghosts.
Marian said that to get rid of the spirit He read on the Internet that some ghosts
Fred needed to find out what was disliked it when the house they had lived
disturbing her. in was disturbed. This was exactly what
-Try to communicate with her had happened in Fred’s case because he
telepathically –she suggested. had been renovating the house when the
He started laughing at Marian’s woman appeared for the first time.
suggestion. The ghost continued to appear every
-Either I’m going totally nuts or you now and then. Fred started to feel really
are nuts, Marian- he said. uncomfortable about it because he
Two nights later the lights in his room couldn’t tell his family or friends, only his
flashed on and off in the middle of the colleague Marian believed in ghosts and
night and there was the old lady again, understood his problem.
staring at him. Two or three minutes He started to get really nervous. One
passed and she was gone. night he even screamed at the ghost:
- Go away!
But it didn’t work. She just kept coming
back and leaving him feeling ill at ease.
Some months later Fred put a sign up on
the fence in front of his house, it read:
“For sale”.

Vocabulary

Had already fallen asleep: ya se

Fruitless: infructuoso
había quedado dormido

Whistle(d) (v.): silbar Go back to sleep (v.): volver a

whistling: silbando dormirse

Meow(ed): maullar Something even stranger

happened: algo incluso más extraño
Meowing: maullando ocurrió

Robe (Am.)/dressing gown (Brit.) He felt some pressure: sintió algo

(n.): bata de presión

He wasn’t afraid: no tenía miedo As if: como si

UNIT 13 – Read
 B1 English course

He didn’t see or hear anything: él Half-awake or half-asleep: medio

no vio ni escuchó nada despierto o medio dormido

Perhaps: quizás Manage(d) (v.): arreglárselas

Nineteenth century (n.): siglo

Nightgown (n.): camisón
diecinueve

Nonsense (n.): tonterías Fall over (v.): caerse

Float(ed) (v.): flotar

Fence (n.): verja
floating: flotando

Stare(d) (v.): mirar fijamente

Share (v.): compartir
Staring: mirando fijamente

I’m going totally nuts: me estoy

To get rid of (v.): deshacerse
volviendo loco

Renovate (v.): hacer obras Appear every now and then:

renovating: haciendo obras aparecer de vez en cuando

Scream(ed) (v.): gritar Go away!: ¡vete!

Ill at ease (adj.): molesto,

It didn’t work: no tuvo éxito.
descontento

For sale: se vende At all: para nada

To feel scared (v.): asustarse

Reading comprehension

Read the questions and choose from an answer below:

1. What was Fred woken up by?

A. A person whistling.
B. A cat meowing.
C. A strange noise.

2. What did Fred find on his search around the kitchen?

A. A trapped animal.
B. Nothing.
C. Some fruit.

UNIT 13 – Read
 B1 English course

3. What happened when Fred returned to bed that night?

A. He saw a ghost.
B. He slept through until morning.
C. He felt the weight of someone on his bed.

4. Was the old lady always dressed for bedtime?

A. Yes.
B. No.

5. Who did Fred confide in about the ghost?

A. The neighbour’s son.
B. A colleague.
C. His family.

6. Why was the ghost visiting Fred?

A. Because he was making changes to the house.
B. Because she wanted to tell him something .
C. Because she wanted him out of the house.

7. Where did Fred find his information about ghosts from?

A. The Internet.
B. The library.
C. His family

8. Why didn’t Fred tell his family?

A. Because he didn’t want to scare them.
B. Because they didn’t believe in ghosts.
C. Because they would think he was crazy.

9. Did the ghost return after Fred shouted at her?

A. Yes.
B. No.

10. What did Fred eventually decide to do to solve the problem?

A. Call a ghost-buster.
B. Talk to the ghost properly.
C. Sell the house.

UNIT 13 – Read
 B1 English course

Listen

Listening quiz

Listen to the story and then answer the

questions.

1. When did the story take place?

A. Five days ago.
B. Five months ago.
C. Five years ago.

2. What day of the week was it?

A. Saturday.
B. Sunday.
C. Monday.

3. Who was coming for lunch?

A. Friends.
B. Family.
C. Work colleagues.

4. What did the narrator offer to do?

A. Help in the kitchen.
B. Collect eggs.
C. Do her homework.

5. What was the weather like?

A. Raining.
B. Very cold.
C. Windy.

6. Where did the narrator look for eggs first?

A. The tractor barn.
B. The chicken coop.
C. The barn storeroom.

UNIT 13 – Listen
 B1 English course

7. How many eggs had the narrator found before climbing the ladder?
A. Two.
B. Four.
C. Six.

8. Were there any eggs in the barn storeroom?

A. Yes.
B. No.

9. What did the doctors do?

A. Bandaged the arm.
B. Put the arm in plaster.
C. Cleaned the cuts.

10. What did the mother do?

A. Shouted.
B. Gave a lecture.
C. Cooked scrambled eggs.

Speaking

Past perfect. Talking about preferences

The video is available in the virtual classroom

UNIT 13 – Listen
 B1 English course

Write

How to write a horror story

Follow these steps:

Research some scary tales to base your story

on. You can look on the Internet using these search
categories: horror stories, ghost stories, vampire
stories, monsters, witchcraft, etc.

Write an outline of the plot, it should

include a description of the characters and
setting, the plot with its conflicts, climax and
conclusion.
Keep track of your ideas and characters.
If you start talking about a woman in the fifth paragraph and later you don’t say
anything about her your story won’t make any sense.
Worry about the details.
Avoid duplicating verbs, nouns and adjectives. Use a Thesaurus to find
synonyms.
Ask your friends to read your story to get their opinions.
Rewrite it if necessary.

Read this outline of a horror story:

Place: cemetery (scary idea).

Characters: a lonely woman. A zombie. A nice handsome man who rescues her.
Plot: as she is walking near the cemetery she sees a shadow.
Conflict: she has to decide whether to run or hide.
Climax: the zombie chases her to her house, she screams but initially nobody hears
her.
Conclusion: her neighbour comes to her rescue and shoots the zombie who dies.

UNIT 13 – Write
 B1 English course

Master class on writing

Writing a horror history

The video is available in the virtual classroom

Now you write

Instructions:

Write a horror story of about 250 words using the outline above, but changing the end
to surprise the reader. Think of your own title for the story.

Compare your text to this example:

Dead or alive?

Stella finished work at 11 p.m. every night. The disadvantage of working in Benny’s
restaurant was that despite being well-paid she had to walk passed the cemetery every
night. Her house was so close to the restaurant that it didn’t make any sense to drive or
take a bus.

One dark night in winter she saw some strange footprints in the snow. They were big
feet, almost too big to be human. She started to walk faster feeling her heart beating in
her chest. She then heard a noise behind her; someone was following her but she didn’t
want to look back over her shoulder. The more she rushed, the further away her house

UNIT 13 – Write
 B1 English course

seemed to be. When she finally reached the front gate she felt the weight of an arm on
her shoulder. The arm grabbed her by the neck and turned her face.

She was paralyzed with fear, like a mouse under a cat’s claws. She saw the most horrible
face she had ever seen. It was a man’s face with a deep wound on one of his cheeks and
worms were coming out of the opening. She yelled as loud as she could, but it was as if
she couldn’t talk. Nobody could hear her.

Sometime later she woke up in a hospital room. A nurse told her she had had a car
accident.

Vocabulary

Well-paid: bien pagada To make sense: tener sentido

Footprints: huellas Heart beating: el corazón palpitar

The more she rushed: cuanto más prisa se

Look back: mirar hacia atrás
daba
The further away she seemed to be
To reach (v.): alcanzar
from home: más lejos parecía estar de casa

Front gate (n.): puerta de entrada To grab(bed) (v.): agarrar

Weight (n.): peso Claws (n.): garras

Deep (adj.): profunda Cheek (n.): mejilla

Worm (n.): gusano To Yell (v.): gritar

UNIT 13 – Write
At home
Grammar 
To have something done 

Watch and remember 

Test 

Vocabulary 
Phrasal verbs 

Listen and remember 

Vocabulary practice exercise 

Read 
Having my house renovated 

Reading comprehension 

Listen 
Listening comprehension 

Speaking 

Write 
UNIT
How to write an outline 

Master class on writing 

Now you write 
 B1 English course

Grammar

To have something done

When you get a haircut in Spanish you say “Me

he cortado el pelo” as if you have done it yourself
(como si tú mismo hubieras realizado la acción
de cortarte el pelo). The truth is that most of the
time the hairdresser (peluquero) cuts your hair,
not you.

I had my hair cut. Me corté el pelo.

In English when we want to talk about an action done by another person we use this
structure:

Subject + verb have/ had + object + past participle of the main verb

More examples:

I had my television repaired

Me arreglaron la
televisión
subject had object past participle

I can also say “I got my hair cut” or “I got my television repaired”. With “got” we can
also express that somebody else did something for us.
o We had our house painted.
Me pintaron la casa/Pintamos la casa.

Using “have/had” we emphasize that another person did the job. The formula is very
easy to use, but you have to master the past participles of the verbs.

UNIT 14 – Grammar
 B1 English course

Let’s see some more examples:

Past
Have/had Object Translation
Participle
Le sacaron la muela del
He had a wisdom tooth removed
juicio.
Necesito que me arreglen
I need to have my finger nails polished
(pinten) las uñas.
Están limpiando las
We are having our windows cleaned
ventanas.
Le pusieron una nueva
She had a new ADSL line installed
línea de ADSL.
¿Dónde te tomaron esa
Where did you have that photograph taken?
foto?
Les hicieron un baño
They had an extra bathroom built
adicional.

Remember: we can use “get”. “I got my car repaired” is the informal way to
express: “I had my car repaired”. Me arreglaron el coche. All I have to do is to replace
“have/had” for “get/got”.

Watch and remember

To have something done

The video is available in the virtual classroom

UNIT 14 – Grammar
 B1 English course

Test

A. Match the suitable phrases.

1 I’m having my hair cut A Because he has sold his car

2 They are having their website updated B Because they are the right age now

He isn’t having his car insurance

3 C Because the engine sounds funny
renewed

The children are having their

4 D Because it’s too long
vaccinations

Are you having a satellite dish

5 E Because the spring has come
installed?

We are having our winter coats dry- Because the information is no

6 F
cleaned longer accurate

So they are all wearing their

7 I am having my car serviced G
smartest clothes

The school children are having their Yes, I am because the reception in
8 H
photos taken my area is very bad

B. Choose a phrase for the gap.

1. I’m ……………………………. my teeth polished on Friday.

A. have.
B. had.
C. having.

2. They are having their house ……………………………. next week.

A. repaint.
B. repainting.
C. repainted.

3. They ……………………………. having the car repaired because it is too expensive.

A. are.
B. is.
C. aren’t.

UNIT 14 – Grammar
 B1 English course

4. We won’t ……………………………. having our hair cut this Friday.

A. are.
B. be.
C. being.

5. Are you having your photo ……………………………. for your passport?

A. made.
B. done.
C. taken.

6. If they are having their horoscopes read I want to have mine ……………………………..
too.
A. arranged.
B. shown.
C. done.

7. He ……………………………. having his voice recorded for a radio show.

A. is.
B. are.
C. be.

8. I am having my temperature ……………………………. because I feel sick.

A. made.
B. done.
C. taken.

9. I …………………… having my dog washed by a professional because I can do it myself.

A. ‘m not.
B. amn’t.
C. aren’t.

10. Are we having our work …………………………….?

A. gone over.
B. evaluated.
C. regarded.
 

UNIT 14 – Grammar
 B1 English course

Vocabulary

Phrasal verbs

Phrasal verbs are verbs that are followed by a preposition or adverb that modifies or
changes the meaning of the verb.

For example, the verb “give” means “to place in the hands of”, but if we add the
preposition “up”, the meaning changes and it becomes “to surrender” (rendirse). As the
meaning of the phrasal verb can be very different from the verb by itself, it is necessary
to learn phrasal verbs by heart.

Phrasal
Translation Example
verb

He fell down and broke his arm.

fall down caerse
Él se cayó y se rompió un brazo.

They fell in love and they got married.

fall in love enamorarse
Se enamoraron y se casaron.

I can’t figure out how he did it.

figure out explicarse
No puedo explicarme cómo lo hizo.

They don’t get along.

get along llevarse bien
No se llevan bien.

If you give in now he is always going to do the same to you.

give in ceder
Si ahora cedes él siempre te va a hacer lo mismo.

He grew up in a big city.

grow up crecer
Él creció en una ciudad grande.

Please, hold on to the handle if you don’t want to fall.

hold on agarrarse
Por favor, agárrate del asa si no quieres caerte.

He was kicked out of the room because he was making too

echar a much noise.
kick out
alguien Lo echaron de la habitación porque estaba haciendo mucho
ruido.

UNIT 14 – Vocabulary
 B1 English course

Phrasal
Translation Example
verb

You have to keep on drinking water if you don’t want to

dehydrate.
keep on continuar
Tienes que continuar bebiendo agua si no te quieres
deshidratar.

The police had to knock down the door to get into the house.
knock
derribar
down La policía tuvo que derribar la puerta para poder entrar en
la casa.

They don’t look like me.

look like parecerse
Ellas no se me parecen.

Look out! There is a rock on the road.

look out tener cuidado
¡Cuidado! Hay una roca en el camino.

You are always making up stories.

make up inventar
Siempre estás inventándote historias.

She is always telling off her son.

tell off regañar
Ella siempre está regañando a su hijo.

My offer was turned down.

turn down rechazar
Mi oferta fue rechazada.
 

Listen and remember

Phrasal verbs

The listening is available in the virtual classroom

UNIT 14 – Vocabulary
 B1 English course

Vocabulary practice exercise

Translate the following sentences.

Estoy seguro de que no van a rechazar tu

1
propuesta.

2 Él se agarró de la barra y no se cayó.

3 No inventes tantas historias.

4 Lo echaron de la fiesta porque estaba

borracho.

5 ¿Cuándo se enamoraron?

6 Siempre que cedes hay un problema.

7
Su (de él) madre le regañó por llegar
tarde a casa.
8
Ellos no se parecen a mí.

9 Van a derribar ese edificio.

10
¡Cuidado! Hay un perro peligroso ahí.

UNIT 14 – Vocabulary
 B1 English course

Read

Having my house renovated

Erika bought a house, and before

moving in she had to think about how
she was going to renovate it.
She sat down in the living room of her
rented apartment and started planning.
She decided to start with a to-do list.
Item number one on the list was
“designing and planning”.
She then decided what she was going to
removed the wall that divided the living
do herself and what she wanted
room in two.
professionals to do.
Suddenly her life was a mess: she was
She obviously needed the help of a
being phoned by bricklayers,
professional in having a wall
carpenters, plumbers and she had to
removed to enlarge the living room.
decide on colours, materials, and prices,
Additionally, she was going to need
and on top of that she had to give
some help in having a sun lounge
instructions all the time. She also had to
built where the old terrace currently
continue her own job throughout the
was and she was also having new
renovation.
flooring installed.
One day in the middle of the work her
Finally, she needed to have the whole
sister Claire called for a chat.
house painted. If it had been only
‐ Sorry Claire, I can’t talk now I’m
one room she could have done it
having the flooring installed- She
herself, but to paint an entire house on
said.
her own was too much work.
‐ Okay -she said- I’ll call you back
When she finished her to-do list she
later.
called three companies who specialized
in doing house renovations and she As soon as she had the house painted,

asked them for a quote. she decided to start buying some

She chose the one she thought pieces of furniture and some soft

offered the best value for money. furnishings to decorate it.

They started working right away and

UNIT 14 – Read
 B1 English course

She bought two nice carpets, one big obviously didn’t know how and didn’t
couch, a dining table with six chairs want to waste time trying to do it
and curtains for her bedroom and the herself so she called a plumber. She
living room. had the new tap installed in about ten
At first she tried to put the curtains minutes.
up After three weeks all the work was
herself, finished, and she decided to call her
but it was sister.
too - Hi Claire, I have just finished
difficult renovating my house. Why don’t you
because it come over?
was - I’m sorry Erika, I can’t. I’m having my
necessary car repaired. I promise that as soon as
to drill it’s fixed I’ll visit you.
several - Okay. Don’t worry. When you come
holes in we can have some tea in the new sun
the wall. So she decided to have the lounge. It’s just marvelous.
curtains installed by a professional. For - I can’t wait to see it- said Claire and
him it was very easy, he did it in about they both said good-bye hoping to see
20 minutes. each other soon.
Something similar happened when she
tried to change a tap in the kitchen. She

Vocabulary

Renovation: reforma Move (in) (v.): mudarse

A to-do list (n.): lista de pendientes Item number one: el primer punto

To have a wall removed: quitar una pared Sun lounge: terraza interior

Flooring (n.): suelo The whole house: toda la casa

If it had been only one room she could

have done it herself: si hubiera sido solo una Quote (n.): presupuesto
habitación podría haberla hecho ella misma.

She chose the one she thought offered the

best value for money: Ella escogió la que Right away (adv.): inmediatamente
pensó ofrecía la mayor relación calidad precio.

UNIT 14 – Read
 B1 English course

Suddenly (adv.): repentinamente A mess (n.): desorden

Mason (n.): albañil Carpenter (n.): carpintero

Plumber (n.): fontanero Besides: además

Pieces of furniture (n.): muebles Carpet (n.): alfombra

Couch (n.): sofá Dining table: mesa de comedor

Curtain (n.): cortina To drill (v.): taladrar

Several: varios Hole (n.): agujero

Tap BE/Faucet AE (n.): grifo Works: obras

Come over (v.): venir de visita Fix(ed) (v.): arreglar

See each other soon: verse pronto de nuevo

Reading comprehension

After reading the text answer the questions below.

1. Where was Erika staying while her house was renovated?

A. In a hotel.
B. In a rental property.
C. In her new house.

2. Was Erika having all the work done by professionals?

A. Yes.
B. No.

3. What room was she having built to replace the terrace?

A. A larger living room.
B. A sun lounge.
C. A bigger kitchen.

4. Was Erika doing some of the painting?

A. Yes.
B. No.

UNIT 14 – Read
 B1 English course

5. How soon did the builders start?

A. Immediately.
B. After 3 months.
C. After she had cleaned the living room.

6. Did she stop working while she was having the work done?
A. Yes.
B. No.

7. What was happening when Claire called?

A. The old floor was being ripped out.
B. The house was being painted.
C. The new floor was being laid.

8. Why couldn’t Erika put up her own curtains?

A. She didn’t know how.
B. She had to drill holes.
C. She didn’t want to do it.

9. Why didn’t she change the tap?

A. She was wasting time trying.
B. It was less mess to get a professional.
C. She liked the plumber.

10. How long did the entire renovation take?

A. Three weeks.
B. Not much time.
C. It still isn’t complete.

UNIT 14 – Read
 B1 English course

Listen

Listening comprehension

Listen to the recording and answer the

questions.

1. What was the person having done?

A. A website designed.
B. A brochure designed.

2. What did they want the site to do?

A. Stand out.
B. Stand up.

3. Who did they speak to at the business forum?

A. Entrepreneurs.
B. Work colleagues.

4. What was wrong with bright colours?

A. Doesn’t look right.
B. Doesn’t send the right subconscious message.

5. What might the first impression be?

A. Nice and cheerful.
B. Bright and beautiful.

6. What might the second impression be?

A. Crazy.
B. Chaotic.

7. What did they decide to choose?

A. Something classy.
B. Something classic.

UNIT 14 – Listen
 B1 English course

8. What did they disagree on?

A. What information to include.
B. Where things should be.

9. How did the website designer help?

A. Made it friendly.
B. Made it user-friendly.

10. What is an important aspect for the customers?

A. Navigating the site quickly and efficiently.
B. Finding contact details.

Speaking

To have something done. Talking about having something done

The video is available in the virtual classroom

UNIT 14 – Listen
 B1 English course

Write

How to write an outline

At some point in your professional career you

might need to write a report, thesis, speech or
article in English. As a student you might also
find it necessary to organize your study material.
Knowing how to write an outline can be very
helpful in many situations.

What is an outline?

An outline (esquema) is a general plan that will help you organize your ideas when you
want to start writing about something or when you want to organize your study
material and notes.

Steps to follow

In order to write a good outline, you should follow these steps:

Define the topic you are going to write about and decide which form it is
going to take: essay (ensayo), article, speech, or report.

Define your audience. Are they colleagues, professors, experts, or, professionals?
Once you have defined your audience you will have a better idea of what kind of
information you will need to support and elaborate your ideas.

Note: obviously it’s not the same writing an article for an expert as for a general
audience. For experts you will need to give much more detailed and accurate
information.

Gather all the material you can find on the topic of your essay, article, speech or
report and start reading. Make notes to help you organize the material you have
found.

UNIT 14 – Write
 B1 English course

Draft the basic outline by writing out your main points as a list. Sub-divide topics
by a system of numbers and letters, followed by a full-stop/period. Follow this order:

TITLE
1. Main idea
A. Supporting idea
i. Examples
B. Supporting idea
C. Supporting idea
2. Main idea
3. Main idea
4. Conclusion

Draft the final outline. Study this outline of an article.

TITLE: how to teach English to a class of more than 40 students.

0. Introduction (description of the article)

1. Problems related to teaching a large class

A. Knowledge gaps.
B. Lack of motivation.
C. Lack of individual support for the students.
D. Lack of individual speaking practice.

2. Method to try and solve these problems.

A. Description of the method.
a. Comparison with traditional methods.
b. Examples.
B. Implementing the new method together with the old method
a. Using creativity.
b. Examples.

3. Conclusion.

UNIT 14 – Write
 B1 English course

Master class on writing

How to write an outline

The video is available in the virtual classroom

Now you write

Instructions:

You have decided to write an article about teaching Spanish as a second language (or
any other subject you like) for an online academy. Do some research on it and write an
outline following the instructions above.

UNIT 14 – Write
 B1 English course

Compare your text to this example:

OUTLINE

TITLE: How to teach Spanish as a second language on the Internet.

0. Introduction (Description of the article).

1. Type of students and their specific problems.

A. Problems teaching adults online.
a. How to overcome these problems.
B. Problems teaching children online.
a. How to overcome these problems.

2. Teaching methods.
A. Explaining grammar online with the use of videos.
a. An example.
B. Online exercises.
a. Examples of exercises.
C. Online conversations.
a. Conversation topics.

3. Duration of courses.
A. Year long courses.
B. Intensive courses.
C. Other types of courses.

4. Conclusion.

Vocabulary

Gather (v.): recopilar

To draft (v.): hacer un borrador

Knowledge gaps: lagunas de conocimiento

UNIT 14 – Write
 B1 English course

Lack of motivation: falta de motivación

Research: investigar

UNIT 14 – Write
Our environment
Grammar 
The passive form 

Watch and remember 

Test 

Vocabulary 
Adverbs of degree 

Listen and remember 

Read 
The best wedding anniversary ever 

Reading comprehension 

Listen 
Listening comprehension 

Speaking 

Write 
How to write a short article 
UNIT
Master class on writing 

Now you write 
 B1 English course

Grammar

The passive form

When we speak we normally use “the active voice”, this means that most of our
sentences have this structure:

Subject + verb + object

Examples:

I went shopping yesterday

Ayer fui de compras.
subject verb object

But, sometimes, we need to speak in “the passive voice”, for example, when we don’t
know who did something (no sabemos quién hizo algo).

Study this example:

His wallet was stolen.

Le robaron la cartera.

“His wallet was stolen” is a sentence in “the

passive form”.

Notice that the structure is now:

Object + verb to be, conjugated in past tense + main verb in past particle.

His wallet was stolen

Le robaron la
cartera.
object to be p.p of steal

UNIT 15 – Grammar
 B1 English course

So, where is the subject? The subject is now the object: “his wallet” (su cartera).
Why do we need to do this? Because we don’t know who stole the wallet.

Notice that we can also say: “ His wallet was stolen by a thief. Su cartera fue robada
por un ladrón. The “thief” is the agent.

More examples:

Active voice Passive voice Translation

She reads the newspaper. The newspaper is read (by El periódico es leído (por
her). ella).

We washed the car. El coche fue lavado (por

The car was washed (by us).
nosotros).

You are writing a poem. The poem is being written El poema está siendo
(by you). escrito (por ti).

She hasn’t cleaned her house. Her house hasn’t been Su casa no se ha limpiado.
cleaned.

We can make a passive structure with every verb tense.

To do it we must conjugate the verb to be in the right tense :

Present tense: is read- es leído.

Past tense: was read- fue leído.
Present Continuous: is being read- está siendo leído.
Present perfect: has been read- ha sido leído.

In Spanish the passive voice is not as common as in English. Sometimes to express

the idea of the passive voice we use “se” in Spanish. For example: Ya no se compran
tantos periódicos. Newspapers are not bought as much as before.

So far we have studied the affirmative in the passive voice. Let’s see how we make
negative statements or ask questions.

Negative structures

Object + verb to be, conjugated+ NOT + p.p of the main verb.

UNIT 15 – Grammar
 B1 English course

Examples:

Cars are not being sold now. No se están vendiendo coches ahora.

The building has not been repaired in the last 5 El edificio no ha sido arreglado en los
years. últimos 5 años.

Questions

Verb to be, conjugated + object + p. p. of the main verb + object?1

Examples:

Is the house being painted? ¿Se está pintando la casa?

When was the boat sold? ¿Cuándo se vendió el barco?

1Notice that in the case of the present perfect we place the “object” between has
and been.
Has the boat been sold?

When do we use the “passive voice”?

When we don’t know who does/did something.

o There was a blackout because the wire was cut.
Hubo un apagón porque cortaron el cable.

When the object is more important than the subject.

o Breaksfast is served from 8 to 11 am.
El desayuno se sirve de 8 a 11 a.m.
Note: it doesn’t matter who serves the breakfast.

When writing in a formal style.

o The application can be filled out online.
La solicitud se puede cumplimentar online.

1 There are some exceptions.

UNIT 15 – Grammar
 B1 English course

When writing signs.

o Dogs are not allowed.
No se permiten perros.

Sometimes we omit the relative pronoun and the verb to be. For example:
The car (which was) made in the 1920’s, is still used. El coche que fue fabricado en
los años veinte, todavía se usa. “Which was” is omitted and the sentence still makes
sense.
 

Watch and remember

The passive

The video is available in the virtual classroom

Test

Choose the correct phrase to complete the passive sentences.

1. The car ……………………………….. while we watched.

A. is washed.
B. was washed.
C. is being washed.

UNIT 15 – Grammar
 B1 English course

2. Cheese ……………………………….. in Holland.

A. are made.
B. were being made.
C. is made.

3. The company director ……………………………….. for stealing company assets.

A. was fired.
B. is fired.
C. was being fired.

4. High winds ……………………………….. for the coming weeks.

A. is predicted.
B. were predicted.
C. are predicted.

5. ……………………… warnings ……………………………….. before the recent floods?

A. Were/given.
B. Are/being given.
C. Was/given.

6. ……………………… sushi ……………………… in Japan?

A. Is/aten.
B. Is/ate.
C. Is/eaten.

7. Citizenship ……………………… to the immigrants.

A. wasn’t granted.
B. weren’t granted.
C. wasn’t grant.

8. Her new haircut ……………………………….. by her husband yesterday.

A. isn’t noticed.
B. wasn’t noticed.
C. weren’t noticed.

UNIT 15 – Grammar
 B1 English course

Grammar practice exercise

Find a suitable passive expression from the list below for each of the spaces in the text.

are found are handled

is believed will be increased

are made is accredited

was dreamed was founded

is based are sourced

Kuku Co. 1…………………….... in 1980. The company 2…………………….... up by two

enthusiastic business graduates who met in a London pub. Their success
3…………………….... on a number of factors: the right business climate, a great new idea
and a lot of hard work. Their headquarters 4…………………….... in a small apartment in
the Docklands, which is one of London’s busiest business hubs. The company
5…………………….... with good environmental policies as well as being recognized as a
frontrunner in ethical business. It 6…………………….... to be an excellent example for
future business models. A recent survey showed that their clients are happy with not
only how raw materials 7…………………….... but also the conditions in which the products
8……………………...., not to mention, how the orders and queries 9…………………….... in the
back office. So all eyes to the future to see how production 10…………………….... so that
Kuku can continue to go from strength to strength.

UNIT 15 – Grammar
 B1 English course

Vocabulary

Adverbs of degree

Adverbs of degree usually modify verbs and indicate the intensity of actions. Adverbs of
degree can also modify adjectives, other adverbs, or clauses.

Some examples of adverbs of degree:

Adverbs
Translation Example
of degree

I never have enough time to finish my work.

enough suficiente Nunca tengo suficiente tiempo para acabar mi trabajo.

I can barely see the letters.

barely apenas Apenas puedo ver las letras.

He is nearly as good as my sister.

nearly casi Él es casi tan bueno como mi hermana.

This place is almost always crowded.

almost casi Este lugar casi siempre está lleno de gente.

I can hardly work with that noise.

hardly apenas, casi no Apenas puedo trabajar con ese ruido.

You are eating too much greasy food.

too much demasiado Estás comiendo demasiada comida con grasa.

Don’t complain so much.

so much tanto No te quejes tanto.

He was completely sure of what he was saying.

completely completamente Él estaba completamente seguro de lo que estaba diciendo.

parcialmente, The subject was only partially covered by the speaker.

partially
a medias El tema solo fue cubierto a medias por el conferenciante.

demasiado You are doing too little exercise.

too little
poco Estás haciendo muy poco ejercicio.

The restaurant was far more expensive than we expected.

far more mucho más El restaurante fue mucho más caro de lo que esperábamos.

You should be even more careful than her.

even more aún más Debes ser aún más cuidadoso que ella.

That’s not even close to what I said.

not even ni siquiera Eso ni siquiera se parece (se acerca) a lo que dije.

UNIT 15 – Vocabulary
 B1 English course

Adverbs
Translation Example
of degree

We entirely agree with him.

entirely totalmente Estamos totalmente de acuerdo con él.

I think she knows very little about the accident.

very little muy poco Pienso que ella sabe muy poco sobre el accidente.

Listen and remember

Adverbs of degree

The listening is available in the virtual classroom

Vocabulary practice exercise

Translate the following sentences:

1 Apenas puedo ver esa señal.

2 Hicimos muy poco.

3 Casi no puedo hablar.

4 Él no es lo suficientemente bueno.

5 Estás haciendo tanto por ella.

Es mucho más bonito (beautiful) de lo

6
esperábamos.

7 (Él) lo dijo a medias.

8 Es incluso más caro que el tuyo.

9 (Ella) ni siquiera me prestó atención.

10 Él estaba completamente seguro.

UNIT 15 – Vocabulary
 B1 English course

Read

The best wedding anniversary ever

ice cream for dessert, then coffee or tea

served along side of our anniversary cake.
-What a nice looking cake! -said Ann-
pointing at the picture she was being
shown.
- Where was dinner served?
-It was served on the terrace
overlooking the lake –answered
Margaret showing Ann a picture of the
terrace.
-As you can see in this other picture, it
was a themed party- she added,
Ann decided to visit her friend Margaret
nodding towards the pictures that
because she wanted to see the photos
appeared on the screen of her laptop.
from her 10th wedding anniversary.
- Yes, I can see. Everything was
Ann hadn’t been able to attend the party
themed around the number 10, wasn’t
because she had had a family crisis and
it?
had to fly to another city on exactly the
- Yes, we had ten tables for friends and
same day as the party.
family, and we also had ten roses on each
Margaret and Ann sat in the living room
table.
and watched the slideshow on Margaret’s
- I love how the tables were decorated –
computer.
commented Ann.
-So where did it take place? –asked
- Yes, it was the Hotel’s suggestion. They
Ann.
have a catalogue with photos featuring
-At the Great Lake Hotel –replied
all the possible table decorations.
Margaret.
Then Mike and I also exchanged a total
-How lovely!
of ten presents.
-What was on the menu? –asked Ann.
-Ten presents – echoed a surprised Ann.
-It included a choice of pork
-Well, they were small gifts, nothing
tenderloin, veal Scaloppini or salmon
fancy.
as a main course, served with
assorted salads, chocolate éclairs or

UNIT 15 – Read
 B1 English course

We also had our ten favourite songs - Was the party very expensive? Ann
played by a pianist next to the lake- added queried.
Margaret showing Ann a picture of the - Yes, quite, but it was worth it.
pianist. - Then Margaret showed Ann the last set
-I see that there was dancing as well, did of images which included a trip to the
you choose the songs? - Ann asked. Bahamas.
-Yes, there was an orchestra so we were - Wow! –she said- I’m going to do the
able to make requests during the same for my 10th wedding anniversary-
celebration. Ann said.
-And what else did you do? - But first you have to get married-
-We all watched a video which included laughed Margaret.
ten different scenes of our last ten years
together: when the children were born,
when we moved to this house, the kids’
first days at school, when we visited
Australia, and some other memorable
occasions.
- It sounds very romantic. Who made the
video? –Asked Ann.
- Mike made it with the children. It was a
total surprise for me.

Vocabulary

Wedding anniversary: aniversario de Where did it take place?: ¿Dónde tuvo

bodas lugar?

How lovely!: ¡Qué bonito! Pork tenderloin: solomillo de cerdo

Veal Scaloppini (n.): escalope de ternera Main course: plato principal

Assorted salads (n.): ensaladas variadas Dessert (n.): postre

Chocolate éclairs (n.): pasteles de

Of course: por supuesto
chocolates rellenos de crema

To point at: pointing at (v.): señalar,

Overlooking (v.): mirando
apuntar con el dedo

Themed party: fiesta temática Nod(nodding) (v.): asintiendo

UNIT 15 – Read
 B1 English course

Exchange (v.): intercambiar Echoed (v.): asentir (in this case)

To feature (v.): mostrar Nothing fancy (adj.): nada excesivo

Make requests: pedir Query(ied) (v.): preguntar

It was worth it: mereció la pena To get married (v.): casarse

Reading comprehension

1. Why hadn’t Ann attended Margaret’s wedding anniversary?

A. She didn’t want to go.
B. She had her own family party.
C. She had a family emergency.

2. Was there a choice of main course at the party?

A. Yes.
B. No.

3. How many meat dishes were offered?

A. One.
B. Two.
C. Three.

4. When was the cake served?

A. At the beginning of the party.
B. With dessert.
C. After dessert.

5. What was the theme of the party?

A. Roses.
B. Weddings.
C. The number ten.

6. What kind of music was there at the party?

A. Disco.
B. Pre-recorded.
C. Live.

UNIT 15 – Read
 B1 English course

7. What was a surprise for Margaret?

A. The party.
B. The video.
C. The music.

8. Was the party inexpensive?

A. Yes.
B. No.

9. What happened in the Bahamas?

A. They went there on a trip.
B. They saw some pictures from there.
C. They were planning a holiday there.

10. Why will Ann have to wait for her anniversary party?
A. She hasn’t been married many years.
B. She isn’t married.
C. She doesn’t have a boyfriend.

UNIT 15 – Read
 B1 English course

Listen

Listening comprehension

Listen to the excerpt from a radio interview and then answer the questions.

1. What was his first job?

A. Car washer.
B. Dish washer.
C. Waiter.

2. How old was he?

A. Fourteen.
B. Fifteen.
C. Sixteen.

3. What was his second job?

A. Trainee reporter.
B. Trainee camera-man.
C. Trainee photographer.

4. When was he posted abroad?

A. In 1986.
B. In 1968.
C. In 1996.

5. Where was he posted?

A. Ghana.
B. Guinea.
C. Liberia.

6. How did he feel about his job?

A. Frightened.
B. Excited.
C. Invigorated.

UNIT 15 – Listen
 B1 English course

7. Who did he work for?

A. His boss.
B. No-one.
C. A chief.

8. What did he write about?

A. Just sport.
B. General news.
C. Politics.

9. What was the most interesting story he covered?

A. A concert.
B. A football match.
C. A coup de état.

10. Did he ever feel that his life was in danger?

A. Always.
B. Sometimes.
C. Never.

Speaking

Adverbs of degree. Talking about yourself using adverbs of degree

The video is available in the virtual classroom

UNIT 15 – Listen
 B1 English course

Write

How to write a short article

In Unit 14 we studied how to write an

outline. Using that information we are
going to learn how to write an article of
about 250 words.

To write the article follow these

steps:

Think about the subject you want to

write about and do some research.

Write an outline. Include:

o Headline: try to write an interesting headline that makes the reader want to
read more.
o Introduction: explain in a couple of sentences what your article is about.
o Body: write the content in a clear and concise style.
o Conclusion: summarize in a couple of sentences your views on the topic.

Write your article.

Check the spelling, vocabulary, punctuation and structures. Avoid repeating words.

Give it to friends or family for feedback.

Rewrite it if necessary.

UNIT 15 – Write
 B1 English course

Master class on writing

How to write a short article

The video is available in the virtual classroom

Now you write

Instructions:

Write an article about further education (studying after secondary level). Follow the
steps described above.

Compare your text to this example:

Keep on studying!

INTRODUCTION
It is widely known that people with a
University degree make much more money
than people who haven’t continued
studying after their school years, but that is
not the only reason why it is good to
continue studying throughout your life.

UNIT 15 – Write
 B1 English course

BODY
There are a number of reasons why it is good to have, at least, two different skills. In
today’s world dominated by globalization and new technologies, changes occur at great
speed. If you are facing unemployment because your job is no longer in demand, then
having other skills could be a lifesaver.
Additionally, if you continue studying your specific subject you can easily become an
expert in your field. Not only will you have more job opportunities, but you will also be
able to earn a higher salary.
You could get tired of your current job and decide you are ready for a change. Having a
second skill could facilitate your access to different industry.
Furthermore, as you grow older you might consider returning to study because you
enjoy learning or want to challenge yourself. It might help you to feel good about
yourself and to meet new people.
Going back to school is not as difficult as it may seem even if you are working. There are
many studies that can be done online and at the weekends. Also new professions keep
coming out onto the job market.

CONCLUSION
Getting new skills at University or at another educational institution is crucial to
survive in today’s changing world. You will be able to avoid unemployment, earn more
money, change your career, gain more knowledge, or, perhaps, just experience new
challenges.

Vocabulary

Widely known: ampliamente conocido

Throughout: a lo largo de

To face: enfrentarse

Skills:habilidades

Unemployment: desempleo

Lifesaver: salvavidas

Industry: sector del mercado

UNIT 15 – Write
 B1 English course

Furthermore: además

Come out: aparecer

To feel good: sentirse bien

To challenge yourself: retarte a ti mismo

To avoid: evitar

To shift: cambiar

Perhaps: quizás

UNIT 15 – Write
Rumours
Grammar 
Reported speech 

Watch and remember 

Test 

Vocabulary 
Slang words 

Listen and remember 

Vocabulary practice exercise 

Read 
Conspiracy theories: The Roswell UFO incident.(*) 

Reading comprehension 

Listen 
Listening quiz 

Write 
How to report an interview 
UNIT
Master class on writing 

Now you write 
 B1 English course

Grammar

Reported speech

Study this example:

Yes, this is Fred. I’ll be in Paris on Fred said he would b

Monday.

We can report what another person said in two ways:

Direct speech. We can directly quote (citar) what the other person said.
o Fred said: “I’ll be in Paris on Monday”.
Estaré en París el lunes.
This way of reporting is called: direct speech (estilo directo).

We can “indirectly” say what the other person said without quotation marks
(comillas) and by usually changing the verb tense.
o Fred said he would be in Paris on Monday.
Él dijo que estaría en París el lunes.
This way of reporting is called: reported speech. (estilo indirecto)

Notice that in the example we have changed the verb tense: “will” (direct
speech) to “would” (reported speech).

UNIT 16 – Grammar
 B1 English course

Study this table: How to pass from direct speech to reported speech.

Changes and
Direct speech Reported speech
observations

Present simple: Past simple/ Present simple 1. I She

tense: study studied
1. She said (that) she studied That (que) is optional
1. “I study law”, she said.
law.
“Yo estudio Derecho”, dijo 2. I She
Ella dijo que estudiaba Derecho.
ella. speak speaks

2. She says she speaks five

2. “I speak five languages”, Note: If the situation is
languages.
she said. still true (she speaks five
Ella dice que habla cinco languages) we can choose
“Yo hablo cinco idiomas”,
idiomas. to leave it in the present
dijo ella.
simple tense or change it
to the simple past tense.

Present continuous: Past continuous: Is working was

working
“Philip is working in San He said (that) Philip was
Francisco now”, he said. working in San Francisco at that
That (que) is optional
moment.
“Philip está trabajando en
San Francisco”, dijo él. Él dijo que Philip estaba Now at that
trabajando en San Francisco. moment

Note: time and place

references sometimes
change.

Past simple Past perfect They said to us They

told us. Say and tell are
They told us: “We bought a They told us they had bought a
both possible in this
house last year”. house last year.
example. (See note about
Ellos dijeron: “Compramos the differences between
una casa el año pasado”.  “say” and “tell” below).
They said (that) they had
bought a house last year.

Nos contaron/dijeron que

habían comprado una casa el
año pasado.

Past continuous Past perfect continuous We They

“We were not waiting for you Emma told me that they hadn’t
Were not waiting
all day”, said Emma. been waiting for me all day.
“No estuvimos esperándote Emma me contó que no me hadn’t been waiting.
todo el día”, dijo Emma. habían estado esperando todo el
día.

UNIT 16 – Grammar
 B1 English course

Changes and
Direct speech Reported speech
observations

Past perfect Past perfect -If/whether can be used

when reporting questions.
“Had you been to London Adrian asked whether he had
before?”, Adrian asked. been to London before. -No change in the tense.
“¿Habías estado en Londres Adrián preguntó si él había
antes?”, preguntó Adrián. estado en Londres antes.

Past perfect continuous Past perfect continuous I She

Mildred said: “I had been Mildred said she had been
calling Susan before she called calling Susan before Susan called No change in the tense.
me”. her.
Mildred dijo: “Yo la había estado Mildred dijo que ella había estado
llamado antes de que ella me llamando a Susan antes de que
llamase”. Susan la llamase.

Modal verbs

Will Would
“I will go to the supermarket Janet said she would go to the I She
tomorrow”, said Janet. supermarket the following day.
“Yo iré al supermercado Janet dijo que ella iría al will would
mañana”, dijo Janet. supermercado el día siguiente.

Shall Should
“Shall we have a coffee?”, Sarah asked if we should have a Shall should
Sarah asked. coffee.
“¿Nos tomamos un café?”, Sara preguntó si nos debíamos If/whether can be used
preguntó Sara. tomar un café. when reporting questions.

Can Could
People said: “We can’t do They told us they couldn’t do We They
that”. that.
can’t couldn’t
La gente dijo: “No podemos Ellos nos dijeron que no podían
hacer eso”. hacer eso.

May Might
“I may not be able to get to He told me he might not be I He
the meeting”, he said. able to get to the meeting.
may might
“Puede que no llegue a la Él me dijo que quizá no llegaba
reunión”, dijo él. a la reunión.

Must Had to or must must had to

Jean said: “We must work Jean said we had to work
harder”. harder.
Jean dijo: “Deberíamos Jean dijo que debíamos
trabajar más duro”. trabajar más duro.

UNIT 16 – Grammar
 B1 English course

Changes and
Direct speech Reported speech
observations

Need Had (past tense) to or We They

needed to
They say: “We need to buy a
new car”. They said that they needed to
need needed
buy a new car.
Ellos dicen: “Necesitamos
comprar un coche nuevo”. Ellos dijeron que necesitaban
comprar un coche nuevo need had to for the
past tense

They said that they had to buy a

new car.
Ellos dijeron que tenían que
comprar un coche nuevo.

Note: "would", "could", "should", "might" y "ought to" do not change in reported
speech.

Notice we can use “say “ or “tell” in reported speech.

What are the differences between say and tell?

Say Tell

Meaning: decir. Meaning: decir, contar, dar una orden o

instrucción

Can be used in any structure. It’s used Cannot be used in some structures. It is
to say only “one thing” (una sola cosa) used to say several things (contar)

If there is an indirect object (the person If there is an indirect object (the person
we’re speaking to) we must add “to” we’re speaking to) we don’t add “to”.
after say.

Example:
Example:
-She told us (indirect object) to be quiet.
- He said good-bye to her (indirect
Nos dijo que nos callásemos.
object).
Él le dijo adiós (a ella).

UNIT 16 – Grammar
 B1 English course

Apart from “say” and “tell” there are many other reporting verbs. In the table below you
can see some examples.

Reporting verb Translation

add añadir

complain quejarse

agree estar de acuerdo

deny negar

recommend recomendar

report informar

suggest sugerir

show mostrar

reply contestar

inform informar

repeat repetir

explain explicar

comment comentar

answer contestar

whisper murmurar

respond responder

Remember. In reported Speech:

The subordinate sentence is introduced by “that”, but it can be omitted in many

circumstances. Example:
o She said (that) she was happy.
Ella dijo que estaba feliz.

We usually change the verb tense by going back one tense (this is called backshift).
But in some situations it is not necessary to change the tense (see table above for the
changes).

UNIT 16 – Grammar
 B1 English course

Time and place references can also change:

o Now: becomes “that moment/ then”.
o Tonight: becomes “that night”.
o Here: becomes “there”.
If you experience trouble changing a direct sentence to reported speech, try to think
how you would do it in Spanish because in many situations the changes are very
similar.

Watch and remember

Reported speech

The video is available in the virtual classroom

UNIT 16 – Grammar
 B1 English course

Test

A. Match the direct speech phrase to the indirect speech equivalent.

She said that she would talk to them in the

1 I can’t believe how cold it is. A
morning.

I can’t believe how cold it has They said they should be talking to them
2 B
been. about that.

He asked if it would be a good idea to

3 We really should talk to them. C
catch the early flight.

We really should be talking to She said she couldn’t believe how cold it
4 D
them about this. was.

She said she couldn’t believe how cold it

5 Shall we catch the early flight? E
had been.

Would it be a good idea to catch They said that they really should talk to
6 F
the early flight? them.

She said that she was going to talk to them

7 I will talk to them in the morning. G
the next morning.

I am going to talk to them in the He asked if we should catch the early

8 H
morning. flight.

B. Choose the correct form to make sentences into indirect speech

1. I will go to France at Easter.

She said she ………………………. to France at Easter.
A. would go.
B. would be going.
C. will goes.

2. I don’t like listening to Heavy Metal music.

He said he ………………………. listening to Heavy Metal music.
A. doesn’t likes.
B. didn’t like.
C. wouldn’t like.

UNIT 16 – Grammar
 B1 English course

3. They said, “We love eating out”.

They said that ………………………. eating out.
A. we loved.
B. they loved.
C. they were loving.

4. We know who wrote the letter.

They said that they ………………………. who wrote the letter.
A. knows.
B. known.
C. knew.

5. He is going to release his new album next month.

They told us he ………………………. to release his new album next month.
A. was going.
B. will.
C. is going to be.

6. Can I have a little cake?

The girl ………………………. if she ………………………. have a little cake
A. asked/could.
B. said/would.
C. replied/should.

7. I’ll tell you the quickest way to get here.

She said she ………………………. them the quickest way to get ……………………….
A. was going to tell/here.
B. would tell/there.
C. was telling/near.

8. She asked, “Have they been studying hard for the exam?”
She asked if they ………………………. hard for the exam?
A. were working.
B. has been studying.
C. had been studying.

UNIT 16 – Grammar
 B1 English course

Vocabulary

Slang words

Slang words are words that are used in casual speech. If you are not familiar with at
least some of these words it can be very difficult to understand everyday English.

Spanish Formal British English Slang American English Slang

Bloke, chap Guy

That bloke/chap, with That guy, with the green
Tío/chico man the green shirt. shirt.
Ese tío con la camisa
verde.

Daft Silly/idiotic
bobo, tonto, How daft! How silly!
stupid
estúpido
¡Qué tonto!

Dodgy Shady
Those brakes look pretty Those brakes look a bit
de poco fiar unreliable dodgy. shady.
Esos frenos no parecen
muy seguros.

Naff (nafty) Garbage

de mal gusto, Did you see his new car? That video game is
unstylish, Yes, it is totally naff. garbage, don’t buy it.
hortera, inútil,
useless
porquería ¿Viste su nuevo coche? Es Este videojuego es una
una horterada. basura, no lo compres.

Natter (noun and verb), Chat

to rabbit
I’m going to chat to my
I’m going to have a friends tonight.
charlar converse natter with my friends
tonight.
Voy a charlar con mis
amigos esta noche.

Wonky
My bicycle is a bit
extraño, wonky.
strange,
torcido, poco
crooked Mi bicicleta es un poco
firme, inestable
inestable.

UNIT 16 – Vocabulary
 B1 English course

Spanish Formal British English Slang American English Slang

Nutter (noun) Lunatic

Did you see James? Yes! Did you see James? Yes!
loco crazy what a nutter! what a lunatic!
¿Viste a James? Sí, ¡qué
loco!

Row A show down

They had a big row. They had a big show down.
discusión argument
Tuvieron una gran
discusión.

Spot on Right on

perfecto perfect Your work is spot on. Your work is right on.
Tu trabajo está perfecto.

Telly The tube

He didn’t turn on the He didn’t turn on the tube.
televisión television telly.
Él no encendió la
televisión.

Wally Dumb

tonto unintelligent He is a complete wally. He is complete dumb.

Es muy tonto.

To whinge To whine.
If you keep whinging If you keep whining you
you are not going to get are not going to get
quejarse to complain anything. anything.
Si sigues quejandote no
vas a conseguir nada.

Mate, chum Buddy, pal

Hello mate, how’s it Hi buddy, what’s up?
going?
Hola colega, ¿qué pasa?
amigo, colega friend
Hola colega, ¿cómo te
va?

Dosh

dinero money I need some dosh.

Necesito dinero.

Thick Dense

estúpido, espeso stupid He’s a bit thick. He’s a bit dense.

Él está un poco espeso

UNIT 16 – Vocabulary
 B1 English course

Listen and remember

Slang words

The listening is available in the virtual classroom

Vocabulary practice exercise

Translate the following sentences.

1 Son unos tíos muy simpáticos. (Amer.)

2 Yo no tenía (nada de) dinero. (Brit.)

3 ¡Deja de quejarte! (Amer.)

4 No tuvieron una discusión. (Brit.)

5 Voy a mirar la televisión (Amer.)

6 Esta mesa está un poco bailona. (Brit.)

Este corte de pelo es muy hortera.

7
(Brit.)

Esa observación fue muy estúpida.

8
(Amer.)

9 Tiene negocios muy dudosos. (Brit.)

10 Mis amigos vienen hoy. (Amer.)

UNIT 16 – Vocabulary
 B1 English course

Read

Conspiracy theories: The Roswell UFO incident.(*)

Keith and John were having dinner at

John’s parents. They had decided to
watch a funny video about Martians
visiting earth.
We are going to watch a comedy about
Martians. Did you know that they say
that extra-terrestrial beings visit us
from time to time? –Keith said
- And what is the Roswell UFO? –
finishing his pizza.
Melinda asked.
Yes, I did but I think it is nonsense –
- It is “The Roswell UFO incident” –
replied John, taking a sip of juice.
corrected John.
Nonsense? – Echoed Keith- I don’t
- Well, they say a UFO (that’s an
agree. Haven’t you heard about the
Unidentified Flying Object)
Roswell UFO incident?
crashed near the town of Roswell, in
Yes – replied a smiling John – that’s a
New Mexico in 1947 – explained John.
famous conspiracy theory.
- Really? What happened to the aliens?
Conspiracy theory? What is a
Did they die? – Melinda asked.
conspiracy theory? – asked Melinda,
Nobody knows for sure. – John
John’s younger sister, who was sitting
replied.
next to Keith.
- The United States military claims that
John explained to Melinda that a
what they found was debris from an
conspiracy theory is a crazy theory that
experimental high-altitude
tries to explain a historical or current
surveillance balloon.
event as being a secret plot organized
- I don’t understand what you are
by conspirators.
saying. What is debris? – queried
Conspirators? Who are conspirators? –
Melinda.
she asked.
Debris is a kind of waste; in this case
Keith explained to Melinda that a
it came from a balloon. But don’t
conspirator is someone who plans an
worry about it, Melinda. John
illegal act together with other people.
meant that the military denied

UNIT 16 – Read
 B1 English course

finding an extra-terrestrial spacecraft - Are we going to see one of those films?

and aliens – Keith explained. –asked Melinda.
John then added that many UFO - No, not today Melinda, we are going to
followers suggested that in fact an alien watch a comedy about Martians.
craft and its occupants were found, and - But I’d like to see a film about
that the military had covered it up. Roswell.
- Many books have been written and - Sorry, Melinda, that is going to have to
films made about the Roswell UFO be some other time – said her brother.
incident – informed Keith.
(*) Source, Wikipedia.

Vocabulary

Earth: la Tierra Crash(ed): chocar (chocó)

Being(s) (v.): ser, seres Did they die?: ¿Murieron?

Nobody knows for sure: nadie lo sabe con

Nonsense (n.): tontería
seguridad

Smiling (adj.): sonriente Debris (n.): residuos, escombros

An experimental high-altitude balloon: un

Current event: eventos actuales
globo experimental de motorización a gran altura

Secret plot: trama secreta Don’t worry about it: no te preocupes

UFO: ovni Mean(t) (v.): querer decir

Deny(ied) (v.): denegar Cover (it) up: encubrir algo

UNIT 16 – Read
 B1 English course

Reading comprehension

1. What type of video were they going to watch?

A. Horror.
B. Reality.
C. Comedy.

2. Does Keith think that extra-terrestrial visits are fictional?

A. Yes.
B. No.
C. Maybe.

3. What is a conspiracy theory based on?

A. A real event.
B. Fiction.
C. Gossip.

4. What description of conspirators is given?

A. People who carry out an illegal act.
B. People who get caught doing an illegal act
C. People who organize an illegal act

5. Did they find aliens?

A. Yes.
B. No.
C. Maybe.

6. Who did the balloon belong to?

A. The military.
B. The aliens.
C. The text doesn’t say.

7. What does cover-up mean in the context of the reading?

A. To obscure from sight.
B. To hide evidence.
C. To apply make-up.

UNIT 16 – Read
 B1 English course

8. Has Roswell been the topic of much discussion?

A. Yes.
B. No.
C. Maybe.

9. Did they change their minds about what film to watch?

A. Yes.
B. No.

10. What did Melinda want to watch?

A. A children’s film.
B. A film about Roswell.
C. A comedy.

UNIT 16 – Read
 B1 English course

Listen

Listening quiz

Listen and answer the questions. Pay

attention to the use of Reported
Speech.

1. What was the name of the radio

programme?
A. Worries abroad.
B. World studies.
C. World stories.

2. Where was the student studying?

A. Paris.
B. London.
C. Madrid.

3. Why did the friends think sticking with the familiar was a good idea?
A. No added pressures.
B. It was easy.
C. There would be no language problems.

4. Why did the student want to study abroad?

A. They liked a challenge.
B. They wanted to get away from home.
C. The course was the best in the world.

5. What was the first thing they needed to do?

A. Go to a party.
B. Move into accommodation.
C. Enroll on the course.

UNIT 16 – Listen
 B1 English course

6. Why was the student accepted on the courses they had chosen?
A. Because they had passed the English exam.
B. Because all courses were open to everyone.
C Because they were paying extra.

7. What did the lady at the help desk give him?

A. A book.
B. A timetable.
C. A folder.

8. Where did the student go next?

A. To the student Union.
B. To the cafeteria.
C. Home.

9. Who did he meet in the line?

A. A guy from his student halls.
B. A friend from back home.
C. A profesor.

10. What did the student feel as he walked to his new residence?
A. Anxiety.
B. Fear.
C. A feeling of belonging.

Speaking

The video is available in the virtual classroom

UNIT 16 – Listen
 B1 English course

Write

How to report an interview

The following is an excerpt of an interview taken from the website Voa Learning
English.

You can listen to the interview by clicking on the link:

http://www.voanews.com/learningenglish/home/education/British-Kids--
Online-Tutors-in-India--Divided-Opinions-120320714.html

Using this excerpt we will learn how to report an interview using the rules we have
learned in the grammar section of this unit. Quotations marks have been framed in the
excerpt below to bring them to your attention.

“Kids in Britain + Online Tutors in India = Divided Opinions” (first part)

“India was once a colony of the British Empire. But now Indian tutors are helping to
teach math to some British children over high-speed Internet connections.

Early results suggest that online tutoring may improve student performance. But not
everyone is happy at this so-called outsourcing of tutors.

It’s three-thirty in the afternoon at Raynham Primary School in London. Students are
gathering for their after-school math lesson.

Five time zones and thousands of kilometers away, their math tutors are also arriving
for class.

Each pupil gets an individual online tutor. The students work on activities on their
computer screen and wear a headset and microphone to talk to their tutor.

UNIT 16 – Write
 B1 English course

Their classroom teacher, Altus Basson, says he has seen an improvement in results.

ALTUSS BASSON: "Children who struggle to focus in class, focus a lot better on the
laptops."

Nine-year-old Samia Abdul-Kadir says she enjoys the online lessons.

SAMIA ABDUL-KADIR: "It helps me because sometimes when we’re doing it in class, I
don’t hear the teacher very much and I don’t understand, but online is better."

Her friend, Abdul-Fadil Badori, agrees.

ABDUL-FADIL BADORI: "Online, you can hear it, it’s not shared by everyone,
everyone has different topics they’re learning."

Tom Hooper started the company that provides the online tutoring. The company is
called BrightSpark Education...”

Follow these steps:

Look for the quotation marks: “Children who struggle to focus in class focus a lot
better on the laptops”. This is the first sentence we are going to change into
“reported speech”.

Search for the pronouns that have to be changed. In this case, we have no changes.

Check the tense of the main verbs, in this case: “struggle” (luchar). It’s in the present
simple tense, so is “focus”. Check the table above to see the changes to be made.
Choose whether to keep them in the same tense (because the situation is still true) or
to change them into the past tense. Change them to the past tense to practice the
tenses.

We then place “said that” after the name of the speaker:

o Reported speech: Altus Basson said that children who struggled to focus in
class, focused a lot better on the laptops.

UNIT 16 – Write
 B1 English course

We proceed in the same way with the following sentences:

SAMIA ABDUL-KADIR: "It helps me because sometimes when we’re doing it in class, I
don’t hear the teacher very well and I don’t understand, but online it is better."

o Reported speech: SAMIA ABDUL-KADIR said it helped her because

sometimes when they were doing it in class, she didn’t hear the teacher very
well and she didn’t understand, but online it was better.

Notice: me, changes to “her”.

We, changes to “they”.
I, changes to “she”.

ABDUL-FADIL BADORI: "Online, you can hear it, it’s not shared by everyone,
everyone has different topics they’re learning."

o Reported speech: ABDUL-FADIL BADORI said online, you could hear it,
that it was not shared by everyone and that everyone had different topics they
were learning.

Master class on writing

How to report an interview

The video is available in the virtual classroom

UNIT 16 – Write
 B1 English course

Now you write

Instructions:

Change the quotations below into Reported Speech. Even if the situation is still true
change it to the past simple tense.

“Kids in Britain + Online Tutors in India = Divided Opinions” (first part)

“TOM HOOPER: "Children today feel very confident online, they feel very engaged,
they feel very in control. And that’s half the battle with education. Give them control,
make them feel confident and enjoy their learning and you’ll see them start to improve
and embrace it."
Online tutoring costs between twenty and twenty-five dollars an hour. An online tutor
is about half the cost of traditional face-to-face coaching."

But some people say an Internet connection is enough of a connection for teaching and
learning. Kevin Courtney is deputy general secretary of Britain's National Union of
Teachers.

KEVIN COURTNEY: "We think there’s something that's a really important emotional
connection between a teacher and a child, whether it’s a whole class or whether it’s one-
to-one. You need that immediacy of feedback, and we’re not convinced that that can
happen across an Internet connection. In one of the wealthiest countries in the world,
we think that we can afford to have teachers with the genuine emotional connection
there with the children."

BrightSpark Education says the online

tutoring is used only as an addition to
supplement regular teaching. The
company says its service does not
represent a threat to teachers’ jobs in
Britain. Some parents say they are
satisfied with the results. And what
about the children?

UNIT 16 – Write
 B1 English course

CHILDREN: "I love it!" "I love it!" "I hate maths!"
So math –or, as the British call it, maths –is still not everyone's favorite subject even
with the latest technology to teach it.
And that's the VOA Special English Education Report. You can watch a video of the
online tutoring by going to voaspecialenglish.com. I'm Steve Ember.”
Contributing: Henry Ridgwell.

Compare your text to this example:

TOM HOOPER: "Children today feel very confident online, they feel very engaged, they
feel very in control. And that’s half the battle with education. Give them control, make
them feel confident and enjoy their learning and you’ll see them start to improve and
embrace it."

TOM HOOPER said that children today felt very confident online, they felt very
engaged, they felt very in control. And that was half the battle with education. He
said if we gave them control, made them feel confident and enjoy their learning, we
would see them start to improve and embrace it."

KEVIN COURTNEY: "We think there’s something that's a really important emotional
connection between a teacher and a child, whether it’s a whole class or whether it’s one-
to-one. You need that immediacy of feedback, and we’re not convinced that that can
happen across an Internet connection. In one of the wealthiest countries in the world,
we think that we can afford to have teachers with the genuine emotional connection
there with the children.

KEVIN COURTNEY said that they thought there was something that was a really
important emotional connection between a teacher and a child, whether it was a
whole class or whether it was one-to-one. One needed that immediacy of feedback,
and they were not convinced that that could happen across an Internet connection.
In one of the wealthiest countries in the world, they thought that they could afford to
have teachers with a genuine emotional connection there with the children.

CHILDREN: "I love it!" "I love it!" "I hate maths!"

CHILDREN said they loved it but that they hated maths.

UNIT 16 – Write