98

UNIDAD
Eating Habits
6
En esta unidad aprenders a:
1. Expresar la relacin gramatical entre el sujeto y el predicado
2. Dar prominencia al elemento oracional que interesa
3. Formar palabras a travs de prefijos
4. Elaborar un dilogo
5. Simular su participacin en l
6. Diferenciar la pronunciacin de los sonidos //, /x/
7. Diferenciar la pronunciacin de los sonidos /f/, /v/, /b/
Por medio de:

Contenidos gramaticales
1. Voz Pasiva
2. Pasiva con dos Objetos
3. Too/ enough

Vocabulario:
1. Prefijacin II: formacin de palabras
2. Alimentos y formas de cocinarlos
3. En un restaurante
4. Mens britnicos y americanos tradicionales

Fontica:
1. Pronunicacin de los fonemas //, /x/
2. Pronunciacin de los fonemas /f/, /v/, /b/
8
CONTENIDO
CONTENIDO
Unit 5. Entertainment
READING GRAMMAR VOCABULARY
WRITING PRONUNCIATION LISTENING & SPEAKING
The price of fame Oraciones Condicionales: I, II,
III.
Nexos condicionales.
False Friends.
Sufijacin en verbos.
Cine y Televisin.
Texto argumentativo.
Los sonidos /e/, /c/, /f:/.
Identificar programas de TV.
Identificar expresiones de
preferencia y de indiferencia.
FUNCTIONS
Expresar posibilidades.
Formular hiptesis probables, improbables e imposibles.
Formar verbos con sufijos.
Discernir el uso de 'false friends'.
Escribir un texto argumentativo.
Expresar preferencia e indiferencia.
Unit 6. Eating Habits
READING GRAMMAR VOCABULARY
WRITING PRONUNCIATION LISTENING & SPEAKING
Surviving English food Voz Pasiva.
Pasiva con dos Objetos.
Cuantificadores: too/ enough.
Prefijacin II.
Alimentos: cmo cocinarlos.
En un restaurante.
Escribir un dilogo. Los sonidos //, /x/.
Los sonidos /f/, /v/, /b/.
Simulacin de interaccin
oral.
Repetir dilogo simulado en
el tiempo y en el contexto
adecuado tras reproduccin.
Completar informacin.
FUNCTIONS
Expresar la relacin gramatical entre el sujeto y el predicado a travs de la voz.
Dar prominencia al elemento oracional que interesa con estructuras pasivas.
Formar palabras con prefijos.
Elaborar un dilogo y participar en l.
Hablar de alimentos y cmo cocinarlos.
(pg. 82)
99
Reading
1. Warm-up activities (1 ).
a) You can have an idea of the general subject of a text by reading its title. Before
you read the text write down five questions you would like to know.
Example: Which is the traditional English breakfast?
.......................................................................................?
.......................................................................................?
.......................................................................................?
.......................................................................................?
.......................................................................................?
b) Select among these options four other pieces of information you think the text
may contain:
English mealtimes
A recipe for an English pudding
Some indications about good table manners
English cooking bad reputation
A vegetarian diet
A list of the best English restaurants
Japanese eating habits
The experience of a person who was invited to have dinner
by an English family
The price of a set menu in Britain
c) After reading the text check your answers. Which of your questions does the text
answer?
d) What other interesting information does it contain?
2. Read and listen to this text . (2 ) ( )
Surviving English Food
One day the Browns invited my wife and me to have a meal at their house. Tom
Brown was my boss and of course, I couldn't refuse, even though I had absolutely no
desire to go. We didn't get along very well at the office. He was stuck-up and cold
and always criticised my work saying that Spanish people don't like to assume
responsibility. However, my wife said that it would not be polite to say no. Besides, the
reason for the dinner party was to welcome our new colleagues from Egypt and India
and introduce them to typical English food.
100
EATING HABITS
6 UNIDAD
I trembled at the thought of having to eat an English meal. I was certain the dinner
Tom Brown was going to serve would be terrible. The usual meals are fish and chips,
sausage and baked beans, overdone steak and chips, and kidney pudding with red
currant jelly. I don't consider myself a gourmet, but I certainly enjoy eating. However
I had been in England for six months and had lost ten pounds. My wife cooked
Spanish dishes for dinner but for lunch, I went to restaurants near the office.
I once heard a definition of English cooking as putting things into boiling water and
taking them out again after a long while. I agree wholeheartedly which is why I hardly
ever ate any lunch and lost ten pounds. My friends had warned me that English food
was tasteless and plain. Beef and pork are boiled and served with lumpy gravy or
watery ketchup. The few types of fish are always swimming in butter or cream. The
vegetables are fresh but there are more potatoes than anything else. I was amazed
to see potatoes for frying, baking, boiling and steaming and yet, they all looked and
tasted the same to me.
One of my biggest surprises was
eating boiled mutton. It tasted
awful and I almost cried when I
remembered the roast baby lamb
we al ways at e on someone' s
birthday. The desserts are strange:
puddings, and trifles which are all
made with milk and eggs. With
these names you need a dictionary
or recipe book to know what you
are eating. To top everything off,
the wine is nothing to speak of. Tea
is the national drink. Taking a
break to have a 'cuppa' is the favourite pastime and although I've always liked tea,
English tea is cloudy and grey and I feel like I am drinking dirty dish water.
The day of the party arrived. I wasn't looking forward to it and in fact, I felt a bit
nervous. I was sure Tom Brown would serve a very formal meal with full place settings
with four forks, three spoons, five knives and four different glasses for each person.
I could never remember which size fork was for salad, fish or meat, which spoon was
for soup, dessert or coffee or which knife was for butter or the main course. What if
Tom Brown served us oysters or artichokes? These dishes had their own special
utensils. My only hope would be to watch Tom Brown carefully and choose the same
knife, fork and spoon as he did. Maybe my Egyptian and Indian colleagues knew
the table etiquette rules.
We arrived on time, greeted our hosts, had a cocktail and our hostess announced
that dinner was served. It was only 7.00 in the evening! Goodness! That was much
too early to have dinner. I am on a different timetable to the English. There is an
hours difference in time and therefore, in England it is an hour earlier. However,
when talking about food, the English seem to be on an even earlier schedule. They
have a huge breakfast at 8.00 am with eggs, meat, bread, juice and tea, a light lunch
at noon, tea at 4.00 pm and dinner at 7.00 pm. I am just the opposite. Whenever
101
possible, I wake up at noon and have coffee and a biscuit for breakfast, have lunch
at 4.00, skip tea and have dinner at 10.30 pm.
I had no choice and followed everyone into the dining room. My worst fears about
the table setting were confirmed as there were enough plates and glasses for fifty
people. The eight of us sat down. The Egyptian's wife and the Indian's wife sat on
both sides of me. Tom Brown sat at the head of the table and I really couldn't see
him very well. This fact worried me as I needed to be able to notice which knife and
fork he picked up for each dish. Conversation began, the wine flowed and the food
was served. I was surprised. It was delicious. Genuine English food cooked just
perfectly. The menu was varied and the ingredients were home-grown. First, we
were served Gardner's Broth, followed by Artichokes with Russian Salad, then Trout
with Hazel Nuts and finally steamed Lancashire Hot Pot accompanied by stuffed
aubergines. Dessert was Walnut Pie and coffee.
As I said, the food was exquisite but our table manners were not. Everyone followed
their own customs and this surprised the others. The Egyptian burped out loud
to show that he had liked the meal very much which shocked everyone enormously.
Tom Brown kept his hand in his lap while my wife and I kept our arms on the table.
We used our knives and held our forks differently than Tom. He cut the meat with
the knife in his right hand and fork in the left but then changed them to opposite
hands to actually eat. It seemed very complicated to me and a waste of time. In
any case, the conversation was entertaining and I even understood some English
humour and was able to laugh at Tom's jokes. The atmosphere was so enjoyable
that we stayed until midnight. I had made a complete mess of using the different
knives, forks and spoons but it wasn't a problem. Everyone else was in the same
situation and it looked like the Egyptian and the Indian had also decided to do
whatever Tom did. That was a mistake because we all discovered that Tom had no idea
whatsoever about the correct procedure. He used the fish fork to eat the dessert,
the butter knife to eat the aubergine and he even drank water out of the champ
glass. Even I know what type of glass is used for champagne! That just shows
agne
you that people pretend to be and know a lot of things, but really they have no idea
and are just showing off. All in all, it was a very pleasant evening and I survived
the English meal.
Comprehension
3. Are the following statements true or false. Find evidence in the text to prove your
answer (3 ).
a) Mr Brown doesn't think much of Spanish people.
b) The writer has put on weight since he moved to live in England.
c) He'd rather drink English tea than any other kind of tea.
d) He was sitting between his two colleagues.
e) The ingredients used for cooking the dinner had been bought in a shop.
f) The guests' table manners were not very appropriate.
g) The writer and his wife stayed at the Brown's house for five hours.
102
EATING HABITS
6 UNIDAD
4. Find words in the text that mean: (4 ).
a) Thinking oneself to be important (1
st
paragraph)
b) Felt great anxiety about (2
nd
paragraph)
c) With all my feelings and sincerity (3
rd
paragraph)
d) Something done as a hobby or recreation (4
th
paragraph)
Learning vocabulary
DESCRIBING FOOD
TASTY SABROSO
TASTELESS INSPIDO
FATTENING ENGORDA
BITTER AMARGO
SWEET DULCE
SALT SALADO
SPICY ESPECIADO
FRESH FRESCO
TENDER TIERNO
TOUGH DURO
HEALTHY SALUDABLE
WAYS OF COOKING FOOD
BAKE HACER AL HORNO
BOIL COCER
FRY FREIR
GRILL HACER AL GRILL
ROAST ASAR
RAW CRUDO
RARE POCO HECHO
MEDIUM EN SU PUNTO
WELL-DONE MUY HECHO
IN THE KITCHEN
We bake food in the oven
We fry food in a frying pan
We boil food in a saucepan
We cut up food with a knife
We stir food with a spoon
We hold food with a fork
We heat food on top of the stove
IN THE RESTAURANT
First we have to book a table in
advance. We often have three
courses: a starter, a main course,
and a dessert. We may al so
have an aperitif which is a drink
before the meal. When we finish
we pay the bill and we may leave
a tip for the waiter if the service is
not included.
5. Translate these sections: 'in the kitchen' and 'in the restaurant' (5 ) ( ).
STARTERS
Entrantes
MAIN COURSES
Platos principales
DESSERTS
Postres
SOUP
PAT
CREAM AND BACON
FISH
MEAT AND VEGETABLES
GRILLED STEAK
FRUIT SALAD
ICE CREAM
CHOCOLATE MOUSSE
103
6. Match each verb with the right food (6 ).
FOOD
CHIPS
APPLE PIE
TOAST
VEGETABLES
POTATOES
BEANS
ARTICHOKES
FISH
VERBS
FOOD
BREAD
CHOPS
EGGS
BEEF
CARROTS
PORK
CAKE
SAUSAGES
GRILL
ROAST
BOIL
FRY
BAKE
T A S T Y E R Q A S
E X T E A W S U G T
N A H Y P C E N A G
D Z F U S P I C Y E
E I N R O N X B A B
R S I L E R N Y D I
K W D T U S A I O T
J I T A F O H U P T
S A L T Y I H M L E
F L P E U R A W O R
7. There are eight words used to describe food in the puzzle below. List them as you
find them (7 ).
1. Food which is not cooked
2. Has lots of taste
3. Easy to cut
4. Makes you put on weight
5. Opposite of sweet
6. Recently produced
7. Lots of spice
8. Lots of salt
104
EATING HABITS
6 UNIDAD
LA VOZ PASIVA (THE PASSIVE VOICE)
Se trata de un recurso sintctico mucho ms habitual en ingls que en espaol. Se
forma poniendo el verbo 'to be' en el mismo tiempo verbal que el verbo activo y
aadindole el participio pasado del verbo que se conjuga. Se utiliza cuando
interesa resaltar ms la accin realizada que el sujeto que la lleva a cabo, o bien
cuando se desconoce quin es el sujeto.
My car was stolen Me robaron el coche (mi coche fue robado)
8. Describe the following types of food using the adjectives you have just learnt. Say
also which ones can be had as starters, main courses or desserts (8 ) ( ).
Fish pie
Chicken curry
lamb
chocolate
mushroom
salad
Dundee cake
fruit
STARTERS
DESSERTS
MAIN COURSES
105
Grammar
TIEMPO
Presente simple
Pasado simple
Futuro simple
Pret. perfecto
Pret. pluscuamp.
Be going to
Pres. continuo
Pasado continuo
Modales
ACTIVA
I eat apples
I ate apples
I will eat apples
I have eaten apples
I had eaten apples
I am going to eat apples
I am eating apples
I was eating apples
I must eat apples
PASIVA
Apples are eaten
Apples were eaten
Apples will be eaten
Apples have been eaten
Apples had been eaten
Apples are going to be eaten
Apples are being eaten
Apples were being eaten
Apples must be eaten
EL COMPLEMENTO AGENTE
Va introducido por la preposicin 'by' e indica quin llev a cabo la accin. Suele
omitirse cuando el agente es desconocido, se sobreentiende o no es importante.
Slo es necesario utilizarlo:
a) Cuando la persona a quin se refiere es una personalidad (escritor, pintor,
inventor, artista)
This picture was painted by Picasso Este cuadro fue pintado por Picaso
b) Para introducir informacin nueva e importante
I was stolen by my own brother Fu robado por mi propio hermano
PASIVA CON DOS OBJETOS
Ciertos verbos como ask (pedir), give (dar), offer (ofrecer), pay (pagar), promise (prometer),
send (enviar), show (mostrar), tell (contar) que van seguidos de objeto directo y de
objeto indirecto en activa admiten dos estructuras pasivas:
En la primera pasa a sujeto paciente lo que era CD. Se trata de la estructura ms parecida
al espaol. En la segunda pasa a sujeto paciente lo que era CI y se conserva el CD en
voz pasiva. A pesar de ser ms extraa para los espaoles es la ms frecuente
John sent a letter to Mary John envi una carta a Mary
A letter was sent to Mary by John
Sujeto Verbo CD CI
Sujeto paciente Verbo Comp. Agente Comp. Indirecto
(Literal: Una carta fue enviada a Mary por John)
1.
Mary was sent a letter by John
Sujeto paciente Verbo Comp. Agente
Comp. Directo
2.
(Literal: Mary fue enviada una carta por John)
106
EATING HABITS
6 UNIDAD
Grammar exercices
9. Put the following sentences into the passive (9 ).
a) All the students failed the Mathematics exam.
...
b) They don't sell artichokes in this greengrocer's.
...
c) The workmen have already painted our house.
...
d) She will never forget that fateful day.
...
e) My mother didn't wake me up.
...
f) The police should warn tourists against pickpockets.
..
g) How can we reach her to give her the news?
..
h) She isn't cooking dinner yet.
..
10. Rewrite the following sentences using the two possible passive structures they
admit (10 ) ( ).
a) I'm going to send her a bunch of flowers.

.

.
b) Our teacher asked us a lot of difficult questions in the exam.

.

.
c) She will tell you the truth when she gets confident.

.

.
d) Have they offered you a higher salary?

.

.
107
Working with words
Los siguientes prefijos modifican el significado del lexema original para formar una
nueva palabra
PREFIXES
ANTI-
MID- MIS-
OVER- POST-
FORE-
COUNTER-
SEMI-
CO- INTER-
SUPER- RE-
PRE-
UNDER-
ANTI-DEPRESSANT CO-EXIST COUNTER-WEIGHT
FORE-TELL INTER-NATIONAL MID-AFTERNOON
MIS-UNDERSTAND
PREFIXES
OVER-COOK
POST-GRADUATE PRE-PAID RE-BUILD
SEMI-DETACHED SUPER-NATURAL UNDER-DEVELOPED
11. Try to guess the meaning of these prefixes (11 ).
12. Starting from the words in the box use some of the above prefixes to make new
words (12 ).
1) Co 2) Over
3) Post 4) Mis
5) Re 6) Anti
a) Demasiado b) Contra
c) De nuevo d) Mal
e) Despus f) Juntos
a) b) .. c) .. d).
e) f) ... g) .. h).
i) . j) k) .. l)..
a) inflationary b) point c) operate d) dose
e) interpret f) social g) graduate h) change
i) behave j) runner k) play l) intelligence
EATING HABITS
6 UNIDAD
Listening
13. Patricia has gone to visit her friend Susan. Listen to the dialogue between them and
answer the following questions. Then repeat each speaker's part (13 ) ( ) ( ).
a) Who makes the invitation to lunch?
b) How many floors has the house got?
c) What types of flowers does Susan grow in her garden?
d) Who loves oriental gardens?
e) What part of the house do they see first?
f) How many bedrooms are there?
g) Who is really hungry?
h) What time is it?
i) Who is allergic to seafood?
j) Who can't eat much salt?
k) Which diet is the best?
l) What two Spanish dishes do they talk about?
m) Who suggests opening a bottle of wine?
108
109
Using English

Enough tambin puede usarse con sustantivos, en cuyo caso se coloca delante, o
puede funcionar como pronombre.
I haven't got enough money No tengo suficiente dinero
Bring some water. There isn't enough Trae ms agua. No hay bastante

TOO + adj/adv + to infinitivo = Adj/adv + ENOUGH+ to infinitivo
The soup was too cold to eat La sopa estaba demasiado fria para tomar
The soup wasn't hot enough to eat La sopa no estaba lo suficientemente
caliente para tomar
TOO
DEMASIADO
ENOUGH
BASTANTE
SUFICIENTE

Va delante de adjetivos y adverbios
He is too fat Est demasiado gordo

Va detrs de adjetivos y adverbios
He isn't strong enough No es
bastante fuerte
14. Rephrase the sentences using 'TOO' or 'ENOUGH' (14 ).
a) He is too short to play basketball. (TALL)
He isn't tall enough to play basketball..
b) His car wasn't fast enough to take part in the motor race. (SLOW)
....
c) She isn't too beautiful to be a cover girl. (BEAUTIFUL)
....
d) He is too old to join the army. (YOUNG)
....
e) I'm too poor to buy you such a diamond! (RICH)
....
f) These shoes aren't big enough for me to put on. (SMALL)
...
g) Now it is too late to have breakfast. (EARLY)

110
EATING HABITS
6 UNIDAD
Writing: A dialogue
En la elaboracin de un dilogo se han de tener en cuenta las siguientes indicaciones:
15. Write a dialogue between two people who are going to have lunch together. Use the
listening dialogue as a model. Make it as natural as possible by including contractions,
short answers, colloquial expressions, words to indicate hesitation and idiomatic
expressions (15 ) ( ).
1
Decidir el nmero de participantes en el
mismo y anotar sus nombres a la izquierda
del texto.
Pensar de antemano qu texto se le va a
asignar a cada participante y hacerlo notar
en el dilogo con entradas con sus
nombres cada vez que participen.
Intentar hacer el dilogo lo ms natural
posible a travs de:

Uso de contracciones

Uso de expresiones idiomticas

Uso de expresiones coloquiales

Uso de marcadores de duda y titubeo

Uso de respuestas cortas
2
3
CONTRACTIONS
I'll
I've
He's
SHORT ANSWERES
Yes, I do
No, I won't
Yes, he has
COLLOQUIAL EXPRESSIONS
C'mon
Hold on
It's a pity
HESITATIONS
Um
Er
Well
IDIOMATIC EXPRESSIONS
Kick the bucket! to die
Have a heart of gold very kind and generous
Keep your chin up! Remain optimistic
Pronunciation
Los sonidos //, /x/

El sonido // se pronuncia igual que la z castellana
Think / wk/
Bath /bY: /

El sonido /x/ es la variante sonora del anterior y se pronuncia colocando
la punta de la lengua entre los dientes y tratando de pronunciar una d
castellana.
This / x ws /
They / x ew /
111
Los sonidos /f/, /v/, /b/

El sonido /f/ es similar a la f castellana.
Foot /f t/
Life /law f /

El sonido /v/ es la variante sonora del anterior. Se pronuncia de forma
similar a la v catalana, es decir con una suave friccin, a diferencia de
la v castellana que est neutralizada por pronunciarse igual que la b.
Van /v n /
Have /h v/

El sonido /b/ es ms explosivo que la b espaola. As pues requiere ms
fuerza para su pronunciacin
Bed /b ed/
Pub /p b/
16. Listen and repeat. First practice the sound //.Then the sound /x/ (16 ) ( ).
17. Listen and repeat these sentences (17 ) ( ).
18. Listen and repeat. First practice the sound /d/.Then the sound /x/ (18 ) ( ).
19. Listen and repeat these sentences (19 ) ( ).
20. Listen and repeat. First practice the sound /t/.Then the sound //. (20 ) ( ).
21. Listen and repeat these sentences (21 ) ( ).
22. Listen and repeat. First practice the sound /f/.Then the sound /v/. (22 ) ( ).
Thought/Though Thank/Than North/Nothern South/Southern
He thought, though he was angry The northern star is in the north
The birds flew south to their
southern house
Rather than thank them, he
ignored them
Day/They Doze/Those Sudden/Southern Dare/There
They came every day They dare to go there
There was a sudden southern
wind
How dare those people doze there
every day?
Tin/Thin Tank/Thanks Taught/Thought Tree/Three
The tin was thin Three fleas went up the tree
He thought they would be taught Be sure to thank him for the tank
Leaf/Leave Few/View Fan/Van Fail/Veil
112
EATING HABITS
6 UNIDAD
23. Listen and repeat these sentences (23 ) ( ).
24. Listen and repeat. First practice the sound /b/.Then the sound /v/. (24 ) ( ).
25. Listen and repeat these sentences (25 ) ( ).
26. Listen and identify these sounds in the following words (26 ) ( ).
27. Listen and tick the word you hear (27 ) ( )
Leave a leaf in the vase Put the fan in the van
Dont fail to wear a veil Those few had a good view
He wore the best vest Ban the van from the land
You cant vote on a boat I bet the vet the cat was wet
Thick, Thus, Earth, Than
Three, Thumb, Thursday, Gather
Weather, That, Mouth, Their
Best/Vest Bet/Vet Boat/Vote Ban/Van

x
1.________
2.________
3.________
4.________
5.________
1.________
2.________
3.________
4.________
5.________
f v b
Fear, Veer, Beer
Ferry, Very, Bury
Fan, Van, Ban
Fat, Vat, Bat
113
Vocabulary
Agreement /cgri:mcnt/: acuerdo
All in all /]:l wn ]:l/: en conjunto
Amazed /cmewzd/: asombrado
Artichoke /Y:twtck/: alcachofa
Aubergine /cbci:n/ :berenjena
Be certain /bi: sf:tn/: estar seguro
Bean /bi:n/: juda
Beef /bi:f/: carne de vaca
Blood /bld/: sangre
Broth /brZ/: caldo
Burp /bf:p/ (-ed): eructar
Bush /b/: arbusto
Carnation /kY:newn/: clavel
Chip / twp/: patata frita
Colleague /kZli:g/: compaero de
profesin
Cosy /kczi/: acogedor, cmodo
Cuppa /kpc/ : taza de t
Currant /krcnt/: pasa
Custom /kstcm/: costumbre
Daisy /dewzi/: margarita
Fear /fwc
r
/ (-ed): temer
Flow /flc/ (-ed): fluir, circular
Get along well /get clZ wel/: llevarse
bien
Grape /grewp/: uva
Gravy /grewvi/: salsa, jugo
Greet /gri:t/ (-ed): recibir, saludar
Hardly ever /hY:dli evc
r
/ : casi nunca
Hazel /hewzl/: avellana
Home-grown /hcm grcn/: de cosecha
propia
Host /hcst/: anfitrin
Huge /hju:/: enorme
Jelly /eli/: gelatina
Juice /u:s/: zumo
Kidney /kwdni/: rin
Lamb /lm/: cordero
Lap /lp/: regazo
Look forward to /lk f]:wcd tc/ (-ed):
anhelar
Lumpy /lmpi/: (salsa) llena de grumos
Mess /mes/: desastre, lio
Mushroom /mrm/: seta, champin
Mutton /mtn/ carne de carnero
Nap /np/: siestecita, sueecito
Noon /nu:n/: medioda
Notice /nctws/ (-ed): darse cuenta
Nut /nt/: fruto seco
Overdone /cvcdn/: muy hecho,
pasado
Oyster /]wstc
r
/: ostra
Pastime / pY:stawm/: pasatiempo
Pick up /pwk p/ (-ed): coger algo
Pie /paw/: pastel, tarta
Ploughman /plamcn/: labrador
Pond /pZnd/: estanque
Pot /pZt/: olla, carne asada en olla
Pretend /prwtend/ (-ed): fingir
Procedure /prcsi:c
r
/: procedimiento
Recipe /rescpi/: receta
Rule /ru:l/: regla
Saffron /sfrcn/: azafrn
Sausage /sZsw/: salchicha
Schedule /edju:l/: horario, calendario,
programa
Seafood /si:fu:d/: marisco
Setting /setw/: cubierto
Show off /c Zf/ (pret. showed /cd/,
pp. shown /cn/): fardar
Skip /skwp/ (-ed): saltarse algo
Squid /skwwd/: calamar
Steak /stewk/: filete
Steaming /sti:mw/ : humeante
Stuck-up /stkp/: engredo
Stuff /stf/ (-ed): rellenar
Survive /scvawv/ (-ed): sobrevivir
Taste /tewst/: sabor, gusto
Though /xc/: aunque
Tremble /trembl/ (-ed): temblar
Trifle /trawfl/ chuchera; postre hecho a
base de bizcocho, fruta, crema y nata
Trout /trat/: trucha
Turnip /tf:nwp/: nabo
Walnut /w ]:lnt/ : nuez
Waste /wewst/ : prdida, desperdicio
Welcome /welkcm/ (-ed): dar la
bienvenida
Whatsoever /wZtscevc
r
/: en absoluto
Wholeheartedly /hclhY:twdli/: sin
reservas, incondicionalmente