Grammar & vocabulary

REFERENCE AND PRACTICE

Starter Gramática
unit
Modals and semi-modals Past simple and present perfect
Utilizamos los verbos modales y semimodales, en combinación Past simple
con otros verbos, para expresar necesidad, obligación, I / You / He / She / It / We / They went.
capacidad, permiso, etc.
didn’t go.
Obligación Did I / you / he / she / it / we / they go?
Presente have to, need to, must Present perfect
Pasado had to, needed to I / You / We / They have
Ausencia de obligación He / She / It has
been.
Presente don’t / doesn’t have to, don’t / doesn’t need to I / You / We / They haven’t
Pasado didn’t have to, didn’t need to He / She / It hasn’t
Capacidad y permiso Have I / you / we / they
been?
Presente can, is / am / are allowed to Has he / she / it
Pasado could, was / were allowed to Uso
Futuro will be able to, will be allowed to
El past simple se utiliza para referirse a acciones o situaciones
Prohibición que sucedieron y se completaron en un momento
Presente mustn’t concreto del pasado. Las frases en past simple suelen incluir
Consejo expresiones temporales que especifican ese momento.
Presente should, ought to I went to London three years ago.
Can, could, must y should son verbos modales auténticos. Utilizamos el present perfect para describir acciones o
Sus características son las siguientes: situaciones que:
• – no tienen formas de infinitivo. • aún no se han completado.
I’ve studied English since 2013.
can (NO to can)
(I started studying English in the past and I still study English
• van seguidos del infinitivo sin to. now.)
We must go. (NO We must to go.) • se dieron en el pasado, pero no se sabe o no importa
• tienen una única forma, ya que no se les añade la -s de la cuándo.
tercera persona del singular. Daniel has been to London.
He should do more exercise. (NO He shoulds do more (We don’t know when Daniel went to London.)
exercise.)
Otros verbos cumplen una función similar a la de los verbos Present simple and present
modales, pero no cumplen todas las normas arriba citadas. continuous
Se conocen como verbos semimodales: need to, have to,
had to, ought to, be allowed to, be able to. Uso
El present simple se utiliza para referirse a:
• acciones que se repiten, hábitos y rutinas.
I play tennis.
Sally gets up at 7.30.
• situaciones y hechos que se consideran ciertos.
I enjoy trail biking.
Utilizamos el present continuous para:
• acciones que se están desarrollando ahora.
We’re watching a DVD at the moment.
I’m reading a great book.
Algunos verbos no se utilizan en present continuous: believe,
belong, hate, know, like, love, prefer, understand, want.
I want to go home.

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REFERENCE AND PRACTICE
Starter Grammar practice
unit
Modals and semi-modals
1 Match sentences 1–6 to functions A–F.
1 You shouldn’t eat so much fast food.
2 They didn’t have to do PE.
3 We had to do exercise 6 for homework.
4 I’m allowed to borrow my sister’s bike.
5 When will I be able to drive?
6 I must go home now.
A obligation in the present
B no obligation in the past
C ability in the future
D advice in the present
E permission in the present
F obligation in the past
2 Complete the sentences with one word.
1 We have to pay to visit the museum.
Admission was free.
2 Do you think cars be able to fly one day?
3 The speaker had a very quiet voice and no one
hear what she was saying.
4 We put on our seatbelts. It’s illegal not to
wear one.
5 That dress looks great on you. You
Past simple and present perfect
3 Choose the correct option.
1 Have you done / did your homework yet?
2 I didn’t / haven’t sleep well last night.
3 Joe’s mum hasn’t / didn’t seen his tattoo yet.
4 What did / have you have for lunch today?
5 He broke / broken the world record in 1996.
6 Anna has spoke / spoken to Fiona recently.
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4 Complete the text with the correct past simple or
present perfect form of the verbs in bold.
Wakeboarding (1) (not exist)
for a long time, but interest in the sport
(2) (grow) dramatically
in recent years. It isn’t clear who originally
(3) (invent) wakeboarding.
However, it (4) (start) to become
a recognized sport in 1985 when a surfer from
San Diego called Tony Finn (5)
(invent) the ‘Skurfer’, a cross between water
skis and a surfboard. Not many people
(6) (know) about the sport until
the late 1980s, when a water ski manufacturer
(7) (improve) the design. In
2000, the first Wakeboard World Championships
(8) (take) place in Montpellier,
France. Since then, wakeboarding competitions
(9)
(become) important
international events and
the popularity of the sport
(10) (not stop)
growing.
Present simple and present
to buy it.
continuous
5 Are the sentences correct (✓) or incorrect (✗)?
Correct the incorrect sentences.
1 I’m eating cereal every morning.
2 Who is this coat belonging to?
3 Are you listen to a lot of reggaeton at the
moment?
4 He doesn’t understand this exercise.
5 Sarah wears a lovely dress today.
6 I really love this song.
 Grammar & vocabulary
REFERENCE AND PRACTICE

Unit 1 Gramática

Past simple, past continuous and Present perfect continuous

used to I / You / We / They have / haven’t
been working.
He / She / It has / hasn’t
Past simple
Have I / you / we / they
I / You / He / She / It / We / They arrived / didn’t arrive. been working?
Has he / she / it
Did I / you / he / she / it / we / they arrive?
Uso
Past continuous
El present perfect describe hechos que comenzaron en el
I / He / She / It was / wasn’t pasado pero tienen un efecto en el presente.
talking.
You / We / They were / weren’t
Utilizamos el present perfect simple para subrayar el
Was I / he / she / it resultado actual de una acción que se ha completado.
talking?
Were you / we / they He’s broken his arm.
used to El present perfect continuous sirve para subrayar el
used to / didn’t resultado actual de una acción que no se ha completado, y
I / You / He / She / It / We / They go
use to sigue en la actualidad.
Did I / you / he / she / it / we / they use to go?
It’s been raining for hours.
Uso
Utilizamos el past simple para describir una acción que se Present perfect with already, still
completó en el pasado.
I ate cereal for breakfast this morning.
and yet
El past continuous describe una acción que se estaba Uso
desarrollando en un momento concreto del pasado. Already, still y yet se utilizan con el present perfect.
At half past seven, I was having breakfast. Already aparece en frases afirmativas para subrayar que algo
El past simple y el past continuous se combinan cuando ha sucedido antes de lo esperado.
una acción interrumpe otra. While suele acompañar al past She’s only sixteen, but she’s already won a gold medal.
continuous, y when va con el past simple. Still y yet se incluyen en frases negativas para indicar que
While we were walking to school, it started to snow. algo no ha cambiado.
I was walking to school when it started to snow. He still hasn’t arrived. = He hasn’t arrived yet.
Utilizamos just when con el past continuous para subrayar También utilizamos yet en la forma interrogativa para
que ambos hechos sucedieron exactamente en el mismo preguntar si algo ha sucedido.
momento. Have you tidied your room yet?
Just when I was paying for my friend’s birthday present,
he came into the shop! Present perfect with just, ever and
Used to + infinitivo hace referencia a hábitos (acciones
que se repiten) o estados del pasado que ya no se dan en la
never
actualidad. Uso
I used to have blond hair. I didn’t use to eat fish. Just + la forma afirmativa del present perfect significa “hace
muy poco tiempo”.
Present perfect simple and present I’m not hungry, thanks. I’ve just eaten a sandwich.
perfect continuous Incluimos ever en preguntas relativas a experiencias.
Have you ever been to the USA?
Present perfect simple
Ever también se utiliza en frases afirmativas, generalmente
I / You / We / They have / haven’t
left. detrás de only o de un superlativo.
He / She / It has / hasn’t
He’s the most optimistic person I’ve ever met.
Have I / you / we / they
left? Utilizamos never + la forma afirmativa del present perfect
Has he / she / it para referirnos a experiencias que nunca hemos tenido.
I’ve never seen an elephant in the wild.

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Unit 1 Grammar practice

Past simple, past continuous and 3 My dad loves The Rolling Stones. He (see)
used to them in concert seven times!
4 You should have a break now. You
1 Choose the correct option. (work) since this morning.
1 I was browsing online when / while I found this cool 5 This traffic is awful. We (drive) for
video. hours and we’ve only travelled twenty kilometres.
2 Just when we got / were getting into a taxi, our bus
finally arrived. Present perfect with already, still
3 She didn’t use / used to think teenagers could make and yet
a difference to society.
4 While he travelled / was travelling in South Africa, 4 Add already, still and yet to the underlined
he visited Kruger National Park. sentences and phrases. Sometimes there is more
than one possible answer.
5 How are / did charities use to organize events before
the internet? 1 I started collecting money this morning and I’ve
raised €100.
2 Complete the text with the past simple or past
continuous form of the verbs in brackets or an
2 You’ve been reading that book for weeks. Have you
appropriate word. Write one word in each gap.
finished it?
One morning, when Craig Kielburger was twelve, he was
(1) (look) at his parents’ newspaper when he 3 I told Adam to feed the dog, but he hasn’t done it.
(2) (see) a picture of a boy on the front page. The
boy (3) (be) the same age as Craig and a victim of
4 We started an online petition yesterday and over 500
child labour. Craig (4)  (discover) that over 215
people have signed it.
million children in the world (5) working as slaves
in terrible conditions. Craig (6) (decide) to take
action. He founded the charity Free the Children and several of 5 I think I’m going to start volunteering, but I haven’t
his classmates (7) (agree) to get involved, too. They decided.
used to (8) (meet) regularly to write letters, make
phone calls and sell lemonade. Adults often (9)
(tell) Craig that he was too young to make a difference, but Present perfect with just, ever and
he (10) use to listen. Free the Children is now an
never
international charity dedicated to showing people that no one is
too young to make a positive change to society. 5 Complete the sentences using just, ever or never
and the present perfect form of the bold verbs.
1 I don’t know New York. (visit)
Present perfect simple and present
perfect continuous
2 Simon got here a moment ago. (arrive)
3 Complete the sentences with the correct present Simon
perfect simple or continuous form of the verbs.
3 She doesn’t have experience of surfing. (try)
1 We (watch) this film for an hour She’s
and nothing interesting has happened yet.
4 Do you know what wasabi tastes like? (eat)
2 I can’t come to orchestra practice today.
Have you
I (forget) to bring my violin to
school. 5 I don’t know a kinder person than Tom. (meet)
Tom is the kindest person that
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Unit 2 Gramática

Past simple and past perfect simple Cantidades grandes

Past perfect Utilizamos lots of y plenty of para referirnos a cantidades
grandes. Estas expresiones son algo menos formales que
I / You / He / She / It / We / They had / hadn’t eaten
a lot of.
Had I / you / he / she / it / we / they eaten?
Plenty of hace referencia a cosas positivas.
El past perfect simple se construye con had + participio
pasado. La forma es la misma para todas las personas del Don’t worry! We’ve got plenty of time.
verbo. Lots of es una expresión neutral que puede describir cosas
buenas y malas.
Uso
El past perfect simple describe la relación entre dos acciones I got lots of great presents for my birthday.
del pasado, es decir, que la acción en past perfect se produjo There are lots of accidents on this road.
antes que la acción en past simple. Utilizamos a lot of en frases negativas para subrayar una
When I arrived at the station, the train had left. cantidad pequeña; en general, lots of y plenty no se utilizan
He bought the car because he’d seen an advert for it. de esta manera.
I don’t eat a lot of meat.
enough, (a) few, (a) little, lots of, Cantidades excesivas
plenty of, too much, too many Utilizamos too much y too many para describir cantidades
grandes de forma negativa, es decir, para indicar que son
Con sustantivos en plural Con sustantivos incontables excesivas. Too much acompaña a sustantivos incontables, y
We have / haven’t got enough
There is / isn’t enough water.
too many va con sustantivos contables en plural.
glasses.
There’s too much salt in this soup. It tastes horrible.
There were few cars on the There was little traffic on the
I think there are too many advertisements on TV.
road. road.
I’ve got a few sweets. There’s a little ice cream.
Attitudinal adverbs
I met lots of / plenty of nice We’ve lots of / plenty of time
people. to relax. Utlizamos adverbios como certainly, maybe, obviously,
I’ve got too many things to do. I’ve got too much work. simply para expresar nuestra actitud hacia personas, cosas y
Uso acciones.
Cantidades suficientes e insuficientes I’d certainly recommend this hotel. (= I’m sure that I’d
Utilizamos enough en frases afirmativas para referirnos a recommend this hotel.)
una cantidad suficiente de algo. You can simply ask for a refund. (= I think it is simple to
ask for a refund.)
There are enough chairs for everyone.
There’s enough time.
Se utiliza enough en frases negativas para describir una Intensifiers
cantidad insuficiente. Los “adverbios intensificadores” refuerzan ciertos adjetivos
There aren’t enough chairs for everyone. que pueden tener un significado más fuerte o más suave,
There isn’t enough time. p. ej. big. Al añadir very, really o extremely, reforzamos dicho
Cantidades pequeñas significado.
Utilizamos few y little para referirnos a cantidades pequeñas It’s very big. He’s extremely funny.
de forma negativa. Few acompaña a sustantivos contables Otros adjetivos, p. ej. enormous, cuyo significado es fuerte
en plural; y little, a sustantivos incontables. de por sí, también se pueden intensificar utilizando really,
Few people shopped there so they made little money. absolutely, totally y completely.
El significado cambia al colocar el artículo indefinido It’s absolutely enormous. I’m totally exhausted.
a delante; así, utilizamos a few y a little para describir Really se emplea con ambos tipos de adjetivos.
cantidades pequeñas de forma positiva. I was really scared. I was really terrified.
We saw a few good bands at the festival.
There was a little sunshine at lunchtime.

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Unit 2 Grammar practice

Past simple and past perfect simple Attitudinal adverbs

1 Underline the action which happened first. 4 Complete the mini-dialogues with the adverbs.
1 I saw the film that you’d recommended. certainly maybe obviously simply
2 We met a boy who had designed a really cool app.
1 A: Do you enjoy shopping?
3 He’d lost the receipt so he couldn’t get a refund.
B: Not really. I buy what I need and
4 I took the 9.07 train because I’d missed the 8.37.
then go home.
5 Because we hadn’t brought a map, we got lost.
2 A: What’s that poster advertising?
2 Write sentences. Use one past simple form and one B: I don’t know. A soft drink? Or it’s a
past perfect form in each sentence. perfume advert.
1 After / he / have / a shower / he / get / dressed. 3 A: Why did the shop close down?
B: A big supermarket opened. It was cheaper so,
, people started going there instead.
2 I / not try / croissants / until / I / go / to France.
4 A: Do you have any special offers on pay-as-you-go
phones?
3 By the time / I / arrive / at / the station / my train /
B: Yes, . What kind of phone are you
already / leave.
interested in?

Intensifiers
4 I / forget / my camera / so / I / not take / any photos.
5 Choose the correct option to complete A–F.
Then match them to 1–6.
5 They / stop / broadcasting / the advert / because / A extremely / totally exhausted
people / complain / about it.
B very / really huge
C really / completely funny
D totally / very scared
enough, (a) few, (a) little, lots of, E really / absolutely pleased
F extremely / totally upset
plenty of, too much, too many
1 Don’t watch this horror film alone. I was !
3 Choose the correct option to complete the text. 2 It’s a twenty-hour flight. We’ll be when we arrive.
(1) Lots of / Enough people say that there are too 3 I’m with my new shoes. They’re so comfortable.
(2) much / many advertisements directed at children these 4 He thinks he’s , but I don’t. His jokes are awful.
days. They argue that advertisers have too (3) many / much 5 I was when my new laptop stopped working.
influence on children, who have (4) little / a little power to
6 São Paulo has a population of almost 20 million. It’s
resist their sophisticated techniques. Although this is a common
a(n) city.
opinion, (5) a few / a little education experts disagree.
Martyn Hopkins, a primary school head teacher, believes that
children need (6) a little / plenty of opportunities to see
advertisements and learn from them. ‘It’s the only way to discover
how they work,’ says Mr Hopkins. ‘If children have (7) few / little
contact with advertising, they won’t have (8) enough / lots of
experience to resist it successfully as adults.’

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Unit 3 Gramática

The passive – past, present and En inglés, los pronombres reflexivos se utilizan menos que
future en las lenguas romances. En muchos casos, no incluimos
el pronombre reflexivo aunque la acción sea algo que nos
Present simple passive hacemos a nosotros mismos.
sujeto + am / is / are + participio pasado clean your teeth (NO clean yourself your teeth)
Energy is (isn’t) saved. get dressed (NO get yourself dressed)
Past simple passive Los pronombres enfáticos tienen la misma forma que los
sujeto + was / were + participio pasado reflexivos. Se utilizan para subrayar que esta persona o cosa
Energy was (wasn’t) saved. realiza la acción, y no ninguna otra. No funcionan como
Future passive objeto del verbo, sino que suelen aparecer detrás de él.
sujeto + will be + participio pasado He designed this app himself. (subject = he; object =
Energy will (won’t) be saved. this app)
am / is / are going Utilizamos by + un pronombre reflexivo con el significado
sujeto + + participio pasado de “solo, sin compañía” o “sin ayuda”.
to be
Energy is (isn’t) going to be saved. I went on holiday by myself. (= without company)
Uso We made this pizza by ourselves. (= without help)
La voz pasiva se suele utilizar cuando no está claro, o no es Each other y one another hacen referencia a acciones
importante, quién realiza la acción. recíprocas. A le hace algo a B, y B le hace lo mismo a A.
According to archaeologists, the wheel was invented in Pablo and Maite talk to each other / one another. =
around 3,500 BC. (We don’t know who invented it.) (Pablo talks to Maite, and Maite talks to Pablo.)
Electricity is generated using wind turbines. (It isn’t Each other y one another significan lo mismo.
important who generates it.)
Sin embargo, a veces incluimos el complemento agente (la have something done
cosa o persona que hace algo) precedido por by. sujeto + have + objeto + participio pasado
Solar-powered ovens will be used by people in She has her hair cut.
developing countries. (agente = people in developing Uso
countries) Utilizamos esta estructura (the causative) cuando le
Hormones are released by the brain. (agente = the brain) pedimos a otra persona que haga algo por nosotros.
We had our house painted. (= We asked someone to
Reflexive pronouns, emphatic paint our house. We didn’t paint it ourselves.)
pronouns, each other and one También describe algo desafortunado que nos ha ocurrido
another por culpa de otra persona.
I’ve had my car stolen. (= Someone stole my car.)
Pronombres reflexivos / enfáticos
Se puede utilizar en distintos tiempos verbales cambiando
Singular Plural la forma del verbo have.
I myself we ourselves
you yourself you yourselves It is said that …
he himself they themselves Uso
she herself Utilizamos It is + algunos verbos en la voz pasiva (accept,
it itself believe, know (well), say, think) para decir lo que la gente
Uso piensa, sabe o cree. Esta estructura permite expresar las
Utilizamos un pronombre reflexivo como objeto del verbo si ideas de forma neutra, sin decir quién piensa, sabe o cree
el sujeto y el objeto son la misma persona o cosa. esas cosas, o si estamos de acuerdo.
The body repairs itself. (subject = the body; It is said that the Earth’s climate is changing rapidly.
object = the body) It is well known that solar panels are very expensive.

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Unit 3 Grammar practice

The passive – past, present and 2 Are you OK, Phil? Have you hurt ?
future 3 I’ve never been to the cinema by .
4 There are so many people here! We’ll never find
1 Write the agent (the person or thing responsible for if we get separated.
the action) in each sentence, or write X if the agent
5 I can’t believe your brother painted that picture
isn’t mentioned.
. It’s amazing!
1 Kinetic energy is converted into electricity by wind
6 The lights switch on when they
turbines.
detect movement.
2 Alternative energy sources are going to be needed
very soon. have something done
3 The light bulb was invented by many different
scientists. 4 Write sentences using the have something done
structure. Use the bold verbs and tenses. Then
4 The first home computers were introduced in the
answer the question below.
1970s.
5 What innovative devices will be developed before 1 I / my laptop / repair (present continuous)
the end of the century?
2 they / their eyes / test (going to)
2 Complete the text with the correct past, present or
future passive form of the verbs. 3 we / vandalize / our car / last night (past simple)

4 she / cut / her hair (present perfect continuous)

In which sentence didn’t the subject(s) ask another

We’ve all seen solar panels on houses, but did you know that
person to do something?
they (1) (find) in other places, too?
Here are just some of the innovative ways that solar panels
(2) (use) nowadays. It is said that …
The solar bikini: The iKini (3) (create) by 5 Rewrite the sentences using It is … and the correct
an American designer in 2011. Sunlight (4) passive form of the bold verbs.
(convert) to electricity by the bikini’s solar panels. This electricity
(5) (use) to charge phones and other 1 People say that too many chemicals are used in food
electronic devices that (6) (plug) into the production.
bikini via a USB cable. Men’s shorts (7) /
(develop) next. It’s an interesting idea, but
the iKini (8) /
(not find) in my suitcase this summer! 2 Everyone knows well that fossil fuels cause pollution.

3 Some people think that nuclear energy is unsafe.

Reflexive pronouns, emphatic
pronouns, each other and one another 4 Most people accept that Einstein was a genius.

3 Complete the sentences with the correct reflexive or

5 People believe that saturated fat is unhealthy.
emphatic pronoun, or each other / one another. Then
tick (✓) the sentences which contain reflexive verbs.
1 We looked at and
realized we were wearing the same dress.

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Unit 4 Gramática

The first and second conditional Uso

El condicional de tercer grado describe situaciones que eran
Condicional de primer grado
posibles en el pasado, pero no se llegaron a producir.
If / Unless + present simple, will / won’t + infinitivo
If I’d trained harder, I would have won the race.
If you do yoga, you’ll feel more relaxed.
(It was possible for me to train harder, but I didn’t, so I didn’t
will / won’t + infinitivo if / unless + present simple win the race.)
You’ll feel more relaxed if you do yoga. I would have bought that phone unless you’d
Condicional de segundo grado recommended this one.
If / Unless + past simple, would / wouldn’t + infinitivo (It was possible for me to buy the phone, but I bought this
Unless I was very hungry, I wouldn’t eat blue food. one because you recommended it.)
would / wouldn’t + infinitivo if / unless + past simple
I wouldn’t eat blue food unless I was very hungry. The zero conditional
Uso If / Unless / When / Until + present simple
La oraciones condicionales constan de una proposición present simple,
condicional (encabezada por if o unless) y una proposición If you mix blue and yellow, you get green.
principal que describe el resultado.
present simple if / unless + present simple
El orden de las proposiciones no es importante, ya que
You get green if you mix blue and yellow.
no altera el significado de la frase. Cuando la proposición
condicional encabeza la oración, solemos separarla de la Uso
proposición principal mediante una coma. Utilizamos el condicional de grado cero para referirnos a
situaciones que siempre dan el mismo resultado.
If you wore yellow, you’d feel more cheerful.
La coma no es necesaria cuando la proposición principal va Most plants die unless you water them regularly.
al comienzo de la frase. The computer doesn’t shut down until you close all the
programs.
You’d feel more cheerful if you wore yellow.
When light hits a solar panel, it is converted
“Unless + verbo en afirmativa” significa lo mismo que “If +
into electricity.
verbo en negativa”.
Unless you work out, you won’t have any energy. =
If you don’t work out, you won’t have any energy. If only and I wish
El condicional de primer grado se utiliza para hablar de Lamentarse sobre el presente (If only / I wish + past simple)
posibles situaciones del futuro. If only
If we lose our next match, we won’t win the cup. he had an umbrella.
I wish
(It’s possible that we’ll lose the match.)
Lamentarse sobre el pasado (If only / I wish + past perfect)
El condicional de segundo grado describe situaciones
If only I hadn’t left my umbrella at
imaginarias o hipotéticas.
I wish home this morning.
If you were an Olympic swimmer, what would you eat?
(You aren’t an Olympic swimmer so this is an imaginary Uso
situation.) Utilizamos If only … o I wish … para describir cosas de las que
no estamos satisfechos; y, si pudiéramos, las cambiaríamos.

The third conditional
If / Unless + past perfect
If he’d worn trainers
would / wouldn’t + have +
participio pasado
He’d have run faster
would / wouldn’t + have +
participio pasado
he’d have run faster.
if / unless + past perfect
if he’d worn trainers.
We use If only / I wish + past simple to talk about
present situations that we would like to be different.
If only / I wish I was good at football. (= I’m not happy
because I’m not a good footballer.)
Empleamos If only / I wish + past perfect para hablar de
situaciones pasadas de las que nos arrepentimos.
If only / I wish we’d started training earlier. (= I’m not
happy because we started training too late.)

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Unit 4 Grammar practice

The first and second conditional 4 Write third conditional sentences.

1 If / you / walk / faster / we / catch / the train.
1 Are the sentences in the first or second conditional?
Write 1 or 2.
1 What would you do if you were the Prime Minister? 2 He / play / in the match / if / he / not hurt / his ankle.
2 He’ll be really happy if he finishes the race.
3 We won’t pass the exam unless we study hard.
4 If she broke her ankle, she wouldn’t be able to get to 3 They / die / unless / the firefighters / rescue / them.
school.
5 If you were in my situation, what would you do?
4 She / travel abroad / if / she / have / the opportunity.
2 Match 1−5 to A−E and complete the sentences with
the correct form of the verbs in bold.
1 What (we / do)
2 He (not know) you’re upset The zero conditional
3 I (not live) in a city
4 (you / try) surfing 5 Complete the zero conditional sentences with the
verbs in the correct order and in the correct form.
5 I (arrive) at 8.30
1 What when you a metal spoon
A unless I had a well-paid job.
in a microwave? (put / happen)
B if you had the opportunity?
2 If he eggs, he an allergic reaction.
C unless you tell him.
(eat / have)
D if no one comes to our party?
3 The class until the bell .
E unless the train is delayed. (not finish / ring)
4 Unless you anti-virus software, your
The third conditional computer at risk. (be / use)

3 Complete the third conditional sentences in the If only and I wish

text using the verbs in bold. Use contracted forms
where possible. 6 Complete the second sentence so that it means the
same as the first. Use the expressions in bold.
When Cathy Freeman won the 400 metres at the 2000 Sydney
Olympics, she became the first Aboriginal Australian athlete 1 I don’t like being short. (If only)
to win an Olympic medal. Cathy believes that she taller.
(1) (be) less motivated to win
2 I painted the wall red. That was a mistake. (I wish)
if she (2) (not need) to face
up to difficulties in her early life. Cathy’s sister, Anne-Marie, was born
with serious disabilities. If her sister (3) the wall red.
(not be) disabled, Cathy says she probably 3 My parents are really embarrassing. (I wish)
(4) (not
understand) how amazing it was to be able to run. Cathy is
so embarrassing.
proud of her achievements, and she believes that Aborigines must
continue to fight for equality. She says that many of her Aboriginal 4 I don’t like living in this city. It’s boring. (If only)
friends (5) (win) medals
too if they (6) (have) the in a more interesting city.
opportunity to get involved in athletics.

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Unit 5 Gramática

Question forms el infinitivo (con to): I’ve decided to start a blog.

Preguntas sobre el sujeto Who edits the site?
Algunos verbos pueden ir seguidos tanto de verbos en -ing
como de infinitivos, y tienen un significado diferente. He
Preguntas sobre el objeto Which blogs do you read?
aquí algunos ejemplos típicos:
Question tags He hasn’t emailed, has he?
forget / remember
Preguntas con preposición Who are you writing to?
I’ll never forget meeting you. (no) tener un recuerdo de
Uso
(no) olvidar algo que debemos
En las subject questions, la partícula interrogativa (what, Remember to email me.
hacer
who, etc.) se refiere al sujeto.
go on
‘Who commented on your post?’ ‘Sara.’ (Who asks about He went on talking for hours. seguir
Sara, the subject of the verb comment.)
He started a blog and went on
Las preguntas relativas al sujeto se construyen con una pasar a otra actividad
to launch a website.
partícula interrogativa seguida del verbo principal, que regret
funciona igual que en la forma afirmativa. Estas preguntas
arrepentirse de algo que
no incluyen los auxiliares do (presente) / did (pasado). I regret buying this tablet.
hicimos en el pasado
Who hosts the site? (NO Who does host the site?) I regret to say that I can’t repair sentir tener que decir que algo
En las object questions, la partícula interrogativa (what, your laptop. es cierto
who, etc.) hace referencia a la persona o la cosa que recibe la stop
acción del verbo. I’ve stopped using Facebook. dejar de hacer algo
‘What did you upload?’ ‘I uploaded a video.’ (What asks interrumpir una acción
about the video, the object of the verb upload.) She stopped to chat to me. brevemente para hacer otra
Las preguntas sobre el objeto, tanto en presente como en cosa
pasado, incluyen los auxiliares do / did y el infinitivo sin to. try
Who did you email? I’ll try sending an email from hacer un experimento para ver
my other account. si algo funciona
Utilizamos questions tags al final de la frase para
asegurarnos de que algo es cierto, o preguntar si nuestro I’m trying to get up earlier. hacer un esfuerzo
interlocutor está de acuerdo.
You commented on my blog, didn’t you?
Modals of deduction and possibility
Las questions tags se construyen con un verbo modal o sujeto + verbo modal + verbo principal
auxiliar seguido del pronombre sujeto de la frase principal. It can’t have a virus.
Si el verbo principal está en afirmativa, el de la question tag (= I’m certain it isn’t true.)
irá en negativa, y viceversa.
We could / may / might arrive late.
You use a PC, don’t you?
(= It’s possible.)
We can’t access our emails, can we?
You must be angry.
Si la frase contiene un verbo en la forma afirmativa del
(= I’m certain it is true.)
present simple o el past simple, utilizamos la correspondiente
forma negativa de do en la question tag. Uso
Los verbos modales can’t, could, may, might, must sirven
He transferred the files, didn’t he?
para expresar distintos grados de certeza.
Algunos verbos van acompañados de preposiciones (look
at, talk to, comment on.) En preguntas relativas al objeto, se
suelen colocar al final.
Infinitives of purpose
What are you looking at? Oración principal + infinitivo de finalidad
I switched on my tablet (action) to check my email. (= reason)
Verbs with -ing and to Uso
El infinitivo de finalidad explica el porqué de una acción.
Cuando un verbo va seguido de otro, el segundo puede
adoptar dos formas: ‘Why did you call Sam?’ ‘To cheer him up.’

la forma en -ing: I enjoyed reading your post.

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Unit 5 Grammar practice

Question forms Modals of deduction and possibility

1 Complete the question tags. 4 Complete the dialogue with suitable modals from
1 They host this website, ? box A and main verbs from box B. Sometimes there
is more than one possible answer.
2 He wasn’t very respectful, ?
3 You’ve already logged on, ? A can’t could may might must
4 She hadn’t registered with the site, ?
B be be have live spend
5 The file uploaded correctly, ?
6 Hackers can’t access my documents, ? A: Look! This girl’s got 10,000 Facebook friends! She
(1) really popular.
2 Look at the underlined words in the answers. Then B: No way! Is it actually possible to meet 10,000 people
write the questions. Use the same verb as in the in your life?
answer.
A: I think so. You (2) to the
1 age of 100 and meet 100 people a year. Or you
I’m looking at a football blog. (3) a celebrity.
2 B: But that girl’s sixteen and at school! She
Mum bookmarked the website. (4) all day sending friend
3 requests. She (5) any time
to see anyone face-to-face.
I uploaded a hilarious cat video.
4 Infinitives of purpose
I’m commenting on the photo of Amber in Rome.
5
5 Rewrite the second sentence so that it means the
same as the first. Use infinitives of purpose.
A virus caused the computer to crash.
1 I want to buy a can of cola, so I’m going out.
Verbs with -ing and to
2 I need to ask your advice – that’s why I’m calling.
3 Complete the essay with the correct -ing or
infinitive form of the bold verbs.
3 I always say ‘please’ and ‘thank you’ because I want to
be polite.

4 I’m learning how to play the guitar, so I’ve been

We all remember (1) (learn) about manners
as children. But how often do we stop (2) watching YouTube videos.
(consider) the impact of manners on our careers?
According to research, success at work depends 85 per cent
on people skills. ‘Treat others how you want them to treat you,’
says business coach Marga Cruz. ‘It’s a simple rule, but we often 5 We’re trying to help the local hospital, which is why
forget (3) (follow) it. Many of my clients we’re raising money.
regret (4) (not realize) this sooner.’ Cruz
says there are simple ways to show politeness in the workplace.
‘Don’t go on (5) (talk) in meetings,’ she
says. ‘Let others speak. And stop (6) (react)
angrily to criticism,’ she says. ‘It doesn’t achieve anything and
it damages relationships.’

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Unit 6 Gramática

Reported speech ‘Who wrote the sketch?’ he asked. ➞ He asked who had
written the sketch.
Al contar lo que alguien ha dicho, podemos hacerlo en
estilo directo, repitiendo sus palabras: En preguntas de tipo yes / no, se utilizan if y whether.
‘The book is really chilling,’ said Ben. ‘Did you enjoy the act?’ He asked me? ➞ He asked me if
O podemos utilizar el estilo indirecto: I’d enjoyed the act.
Para órdenes y peticiones, utilizamos el infinitivo con to.
Ben said the book was really chilling.
Al pasar de estilo directo a indirecto, el tiempo verbal da un ‘Please stand under the spotlight.’ ➞ He asked me to
paso atrás hacia el pasado. stand under the spotlight.
‘Don’t worry,’ she told me. ➞ She told me not to worry.
Estilo directo Estilo indirecto
present simple past simple
Reported suggestions and offers
present continuous past continuous
past simple past perfect simple Se utilizan distintas estructuras dependiendo del verbo
present perfect simple past perfect simple introductorio:
can could suggest + (that) + sujeto + infinitivo sin to.
will would He suggested (that) I use a microphone.
am / is / are going to was / were going to offer + to + infinitivo
También cambian las referencias al tiempo, el espacio y She offered to help me with my act.
la gente, para reflejar el punto de vista de la persona que
cuenta las cosas. Prepositions
‘We’ll arrive tomorrow,’ they confirmed. ➞
Lugar Movimiento Distancia Origen
They confirmed that they would arrive the following day.
below away from away of
Estilo indirecto Estilo indirecto on top of towards near from
Tiempo at across
yesterday the previous day
Uso
tomorrow the following day Las preposiciones expresan distintas relaciones entre las
next week the following week palabras de una frase, p. ej.
Lugar Lugar: The cat was on top of the bookcase.
here there Movimiento: She started walking towards me.
this, these that, those Distancia: There’s a big town about 10 km away.
Gente Origen: Our teacher is from Scotland.
I, me, mine, myself he / she, him / her, his / her(s),
himself / herself Adverb phrases
we, us, our, ours, ourselves they, them, their, theirs,
themselves Las expresiones adverbiales están formadas por dos o más
palabras, a menudo una preposición y un sustantivo, que se
Reported questions, requests and unen para funcionar como un adverbio.
commands Tiempo Lugar Modo
after a while at home in secret on foot
Al pasar una pregunta al estilo indirecto, cambiamos as soon as in bed in silence very much
el orden, que refleja la misma estructura que la forma every night in a hurry
afirmativa. En estas preguntas no se incluyen los auxiliares Uso
do / did, pero sí cambian las referencias al tiempo, el lugar y Utilizamos adverbios y expresiones adverbiales para indicar
la gente, igual que en la forma afirmativa. cuándo, dónde y cómo ocurrió algo.
‘Which comedians do you like?’ he asked her. ➞ He He goes out every night. She studies at home.
asked her which comedians she liked. They met in secret.

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Unit 6 Grammar practice

Reported speech 4 They asked me who had designed that set.

1 Read Jessica’s review. Then complete the sentences ‘Who set?’

using reported speech. 5 He asked if I’d seen their act the previous day.
‘ ?’

Reported suggestions and offers

Visitor feedback
3 Decide if the sentences are suggestions or offers
I visited Hampton Court Palace yesterday with my family.
and rewrite them in reported speech using the
I haven’t written a review before, but I really want to say
reporting verbs suggest or offer.
how much we enjoyed ourselves!
Hampton Court was the home of Henry VIII. He was the 1 ‘Why don’t we have a day out?’ Lu said to me.
King of England from 1509 to 1547 and he had six wives.
There are lots of interactive features so visitors can
2 ‘I’ll drive you to school,’ Dad said to me.
imagine what life was like in the 1500s.
It’s great for a winter’s day, but we’re going to go again
in the summer. Then we’ll be able to explore the gardens. 3 ‘I can help you with your bags,’ Ali said to Amy.
Jessica, Brighton
*****
4 ‘Let’s watch something funny,’ Sam said to Jane.
1 Jessica said that Hampton
Court Palace with
family.
Prepositions
2 She explained that Hampton Court Palace
the home of King Henry VIII, who 4 Complete the sentences with the prepositions.
six wives. Say if they refer to location (L), movement (M),
3 She said that visitors distance (D) or origin (O).
what life like in the 1500s thanks to across below from near
lots of interactive features.
1 There’s a great ice cream shop here.
4 She mentioned that she and her family
again in the summer so 2 I don’t recognize his accent. Where is he ?
they be able to explore the gardens. 3 Please sign your name the line.
4 Let’s walk the bridge.
Reported questions, requests and
commands Adverb phrases
2 Rewrite the questions, requests and commands in 5 Complete the second sentence with an adverb
direct speech. Write one word in each gap. phrase so that it means the same as the first.
1 She asked me to call her the following day. 1 They didn’t talk at all during the meal.
‘Please .’ They ate their meal .
2 They asked me what subjects I studied. 2 I always walk to school.
‘What subjects ?’ I always go to school .
3 He told me to write a sketch for his new show. 3 Suzy hasn’t got up yet.
‘Write new show.’ Suzy’s still .
4 When you get this message, call me immediately.
Call me you get this message.

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Unit 7 Gramática

Future continuous and future perfect Comparatives and superlatives

Future continuous Adjetivo Comparativo Superlativo
I / You / He / She / It / will long longer than the longest
be going.
We / They won’t big bigger than the biggest
Will I / you / he / she / it / we / they be going? busy busier than the busiest
Yes, will. beautiful more beautiful than the most beautiful
I / you / he / she / it / we / they
No, won’t. good better than the best
Future perfect Uso
I / You / He / She / It / will El comparativo sirve para comparar dos cosas, lugares o
have gone.
We / They won’t personas; en el superlativo se compara una persona, un
Will I / you / he / she / it / we / they have gone? lugar o una cosa con al menos dos más.
Yes, will. Driverless cars will be safer than cars driven by people.
I / you / he / she / it / we / they
No, won’t. The ‘vactrain’ will be the fastest form of transport we’ve
Uso ever seen.
Utilizamos el future continuous para describir acciones que También utilizamos otras expresiones para establecer
se estarán desarrollando en un momento concreto del futuro. comparaciones.
Las frases en future continuous suelen incluir las expresiones Driverless cars are less dangerous than cars driven by
in / at y this time … people.
In 2025, we’ll be using driverless cars. Football isn’t as old as Kabbadi.
At 1.30, they’ll be having lunch. This was the least cold winter that I can remember.
This time next week, I’ll be travelling to New York. Para descubrir más expresiones utilizadas para hacer
El future perfect se utiliza para referirse a acciones que se comparaciones, consulta la sección Functional language de
completarán en un momento concreto del futuro. Suelen la página 127.
incluir expresiones temporales introducidas por by.
By four o’clock, I’ll have finished this essay.
Future expressions
By the year 3000, we’ll have discovered life on another Los tiempos verbales citados no son los únicos que sirven
planet. para hablar del futuro. También podemos emplear ciertas
expresiones.
Future tenses be (just) about to (+ infinitivo)
I’m just about to go to bed. I’ll call you tomorrow.
Se utilizan distintos tiempos verbales de futuro para
funciones diferentes. be likely to (+ infinitivo)
It’s likely to be drizzly tomorrow.
will
be due to (+ infinitivo)
Predicciones (basadas en We’ll win the World Cup.
opiniones o impresiones) We’re due to fly to the USA soon and I’ve lost my passport.

Promesas I won’t tell anyone.

Decisiones espontáneas I’ll have another biscuit.
be going to
Predicciones (basadas en There’s going to be a blizzard.
evidencias externas)
Intenciones I’m going to call him now.
Present simple
Horarios The plane leaves at 7.45.
Present continuous
Planes concretos We’re moving to Scotland.

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Unit 7 Grammar practice

Future continuous and future perfect 2 When the plane from

Rome?
1 Choose the correct option. Say if the sentences are
3 We in the square at six o’clock.
in the future continuous (FC) or future perfect (FP).
4 This cake very nice. I forgot to put
1 What will we be doing / done tomorrow?
sugar in it.
2 By 2025, we’ll be / have got married.
5 I your hamster while you’re on holiday.
3 At 7.30, I’ll be having / had breakfast.
6 What a beautiful bag! I think I it.
4 Everyone will be / have driving electric cars in ten
years. 4 Look at the sentences in exercise 3 again and match
5 When will you have finishing / finished your them to the functions.
homework? A a promise
6 At half past two, the match won’t have beginning / B a prediction based on external evidence
begun . C a prediction based on a belief
2 Complete the text with the correct future D an event on a timetable
continuous or future perfect form of the verbs. E a spontaneous decision
F a fixed plan
Melting Arctic ice to open
up new shipping routes Comparatives and superlatives
5 Complete the gaps in the sentences with one word.
Scientists claim that by 2050, ships 1 This is best film I’ve ever seen.
(1) (sail) directly over
2 Walking isn’t as tiring cycling.
the North Pole. At the moment, this route
3 My sister’s outgoing than I am. I love parties
is difficult and this makes trade between
and she hates them.
Europe and China expensive. But so much ice
4 Does travelling by train take longer flying?
(2) (melt) by 2050 that a
corridor (3) (open up) 5 My feet really hurt! These are the comfortable
shoes I’ve ever bought!
in the Arctic Ocean and transporting goods
(4) (become) much cheaper.
It is thought that over the next decades. It is
Future expressions
possible that in 2050, while most of the world’s 6 Add four words to the second sentence so that it
population is suffering from the effects of climate means the same as the first. Include the bold word.
change, a few people (5) 1 The Prime Minister is giving a speech at 11.00. (due)
(make) money from it. The Prime Minister
a speech at 11.00.
2 There will probably be a light breeze today. (likely)
Future tenses There a light breeze
today.
3 Complete the sentences with future forms of the 3 When do you expect to get your results? (due)
verbs. When get your
buy feed meet sell take off taste results?
4 Arsenal probably won’t beat Chelsea. (likely)
1 I don’t think the band many copies of
Arsenal Chelsea.
their next album.

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Unit 8 Gramática

Defining and non-defining relative Nota: en inglés, se utiliza el determinante para referirse a las
clauses profesiones.
Elvis was a singer.
Utilizamos pronombres relativos para añadir una
proposición (de relativo) a una frase. Al hablar de las cosas en general, no siempre es necesario el
determinante, p. ej. en el caso de los sustantivos abstractos.
(proposición principal) (proposición de relativo)
I don’t like fruit. Trust is essential in relationships.
That’s the bakery which sells mouth-watering cakes.

Se utiliza: Indefinite pronouns

• who con personas • when para indicaciones temporales
• which para cosas • where con lugares Afirmativa Negativa e interrogativa
• whose para expresar pertenencia Cosas something anything
everything
Hay dos tipos de oraciones de relativo. Las especificativas nothing
aportan información esencial sin la cual no sabríamos a qué
Lugares somewhere anywhere
cosa, persona, lugar o momento se refiere la frase. everywhere
This is the restaurant which serves aromatic curries. nowhere
En las proposiciones especificativas, who y which se pueden Personas someone = somebody anyone = anybody
sustituir por that. everyone = everybody
no one = nobody
This is the restaurant that serves aromatic curries.
Uso
Las proposiciones explicativas añaden información Los pronombres indefinidos que empiezan por some- y
adicional sobre el sustantivo, pero la oración principal any- se utilizan para referirse a cosas, personas y lugares
tendría sentido sin ellas, ya que sabemos a qué cosa, sin especificar exactamente qué o quiénes son. Utilizamos
persona, lugar o momento se refiere. some- en la forma afirmativa; y any-, en negativa e
La proposición explicativa va entre comas. interrogativa.
The restaurant, which is called Thai Spice, serves There’s someone in the kitchen.
aromatic curries. There isn’t anything savoury.
En las proposiciones explicativas, los pronombres relativos Is there anything in the fridge?
no se pueden sustituir por that.
Everything, everyone / everybody y everywhere significan
“todas las cosas”, “todas las personas” y “(en) todos los sitios”.
Determiners She’s already been everywhere in Europe.
Utilizamos determinantes tales como los artículos a / an y Utilizamos no one / nobody y nowhere con un verbo en
the para identificar sustantivos. afirmativa para referirnos a “ninguna cosa”, “ninguna
persona” y “ningún sitio”. También podemos emplear
Algunos determinantes hacen referencia a cosas concretas:
anything, anyone / anybody y anywhere con un verbo en
the
negativa. El significado es el mismo.
this, that, these, those,
my, your, his, her, its, our, their There’s nobody here. = There isn’t anybody here.
which
so … that and such … that
This burger is inedible.
Se utiliza so / such … that para subrayar la intensidad de
Which sandwich are you going to have?
algo.
Otros determinantes, p. ej. a y some, hacen referencia a las
so + adjetivo + that
cosas en general:
The biscuits were so delicious that I ate three.
I’d like a sandwich. Let’s get some food.
such + (adjetivo ) + sustantivo + that
He showed such bravery that he won a medal.
I had such a bad headache that I went home.

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Unit 8 Grammar practice

Defining and non-defining relative Determiners

clauses
1 Match 1–5 to A–E to form sentences. Say if the
sentences contain defining (D) or non-defining (ND)
relative clauses.
1 My uncle, who spent
2 This is the museum
3 My mum’s new perfume,
4 We saw the Big Hat Jazz Band,
5 We’re going to visit the town
A where we saw the Matisse exhibition last year.
B a long time in India, makes delicious curries.
C who performed at last year’s jazz festival.
D which contains patchouli oil, smells awful.
E where my grandmother was born.
2 Complete the text with suitable relative pronouns.
Use that where possible.
We all know that we can’t see in places
(1) there isn’t any light. But why?
Light, (2) is a form of electromagnetic
radiation, travels in waves. There are few objects
(3) emit light. Most objects just reflect
the light (4) hits them. This reflected
light makes it possible for us to see an object
(5) we look at it. The light hits the retina
in the eye, (6) it is converted into neural
signals. These are sent to other cells, (7)
transmit the information to the brain. Researchers
(8) study vision believe that the brain
actively interprets what we see and fills in gaps. It
often uses our experience of things (9)
we have seen before to do this. In other words, we
often see the things (10) we expect to
see. This is why we don’t always notice errors in a
text. Our brains often correct mistakes automatically
(11) we’re reading or add missing letters
in the places (12) they should be.
3 Are the determiners in these sentences correct or
incorrect? Write ✓ or ✗ and correct the incorrect
sentences.
1 I’m allergic to the milk.
2 How much do these sandals cost?
3 How cold is it at North Pole?
4 The loneliness is a problem in our society.
5 You look great. I really like your dress.
Indefinite pronouns
4 Choose the correct option.
1 No one / Anyone knows how old petroglyphs are,
but they probably date back thousands of years.
2 Check that you’ve got everything / anything you
need before you start assembling the table.
3 Why didn’t no one / anyone tell me that I had
tomato ketchup on my shirt?
4 There’s something / anything that I need to tell you.
so … that and such … that
5 Join the sentences with so / such … that.
1 It was a good concert. I bought the band’s album.
It was
.
2 The soup smelled delicious. We had to try some.
The soup .
3 My friend’s penguin costume looked silly. I couldn’t
stop laughing.
My friend’s penguin costume
.
4 There was a big crowd of people at the exhibition. We
couldn’t see the paintings.
There was
.

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Unit 9 Gramática

Summary of tenses Future perfect

Acciones que se habrán completado en un momento
Present simple
concreto del futuro.
Hábitos del presente; horarios del futuro
In two years, my sister will have graduated from
My brother studies engineering.
university.
The autumn term finishes on 19th December.
Present continuous
Acciones que se están desarrollando ahora; planes
Non-tense revision
concretos para el futuro inmediato. Reported statements
I’m revising for my exams. Ver unidad 6 de esta Gramática, página 121.
We’re having a Maths exam tomorrow.
Reported requests
Past simple Ver unidad 6 de esta Gramática, página 121.
Acciones que se completaron en un momento concreto del
Third conditional
pasado.
Ver unidad 4 de esta Gramática, página 113.
My dad got a new job in 2015.
Determiners
Past continuous
Ver unidad 8 de esta Gramática, página 129.
Acciones que se estaban dando en un momento del pasado.
I was working on Saturday morning. Defining and non-defining relative clauses
used to Ver unidad 8 de esta Gramática, página 129.
Hábitos o situaciones que ya no se dan. Questions ending in a preposition
We didn’t use to have so much homework. Ver unidad 5 de esta Gramática, página 117.
Present perfect simple Question tags
Acciones o situaciones pasadas que tienen un efecto en la Ver unidad 5 de esta Gramática, página 117.
actualidad. Subject and object questions
I’ve done lots of volunteer work. Ver unidad 5 de esta Gramática, página 117.
Present perfect continuous Verb + -ing / to
Acciones o situaciones que empezaron en el pasado y Ver unidad 5 de esta Gramática, página 117.
siguen en la actualidad.
I’ve been studying all morning.
Plural nouns
Past perfect
Acciones que se dieron antes que otras acciones del pasado. Para la mayoría de los sustantivos, el plural se forma
He didn’t get the job because he’d lied on his CV. añadiendo -s.
Futuro con will students grades semesters
Predicciones basadas en opiniones o impresiones; Sin embargo, algunos sustantivos crean su plural de forma
decisiones espontáneas. diferente.
You’ll find this job very rewarding. Singular acabado en… Plural acabado en…
I won’t tell anyone. -y university -ies universities
That job looks interesting. I’ll apply for it. -ch, -s or -x boss -es bosses
Futuro con be going to -is analysis -es analyses
Intenciones o predicciones basadas en evidencias externas. -um medium -a media
I’m going to work really hard and pass this exam.
-f or -fe leaf -ves leaves
The teacher isn’t here. We’re going to have a free period.
Future continuous
Acciones que se estarán desarrollando en un momento
concreto del futuro.
In ten years, I’ll be working abroad.

Gramática Unit 9 133

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 Grammar & vocabulary
REFERENCE AND PRACTICE

Unit 9 Grammar practice

Revision 1 4 Correct the underlined mistakes.

1 David that’s a lawyer earns a lot of money.
1 Choose the correct option.
1 Sssh! Be quiet. I ’m studying / study. 2 What did happen at the interview?
2 I can’t do the exam because I ’ve broken / ’ve been
breaking my wrist.
3 I forgot asking what the salary was.
3 I felt nervous because I didn’t do / hadn’t done an
interview before.
4 You graduated from Leeds University, isn’t it?
4 My sister ’s going to / will study at Harvard next
semester.
5 In 2030, I’ll be graduating / have graduated and 5 The vocational careers include teaching and
I’ll have a job in a big company. medicine.

2 Complete the sentences with the correct form of

the verbs. Plural nouns
1 Question 2 looks difficult. I
5 Complete the text with the plural forms of the
(answer) Question 1.
nouns in bold.
2 I wasn’t feeling well when I (take)
the exam.
3 I (think) about it for ages, but I
still can’t decide what subject to study. Recent (1) (study) by the European
Commission show that higher education in Europe is
4 The exams will be over soon. This time next week, we
changing fast. Here are two of the (2)
(relax) on the beach.
(change) that (3) (analysis) of the
5 I need some money, so I (get) a data have revealed.
summer job.
The balance between the (4) (sex)
is changing. There are now three female students
Revision 2
for every two male students studying in EU
3 Put the words in brackets in the correct order. (5) (university). The ratio in
1 (not / jeans / her / told / I / wear / to) to the interview. education and the (6) (humanity)
is two to one. In science (7) (class),
there are still more males, but the gap is closing.
2 (in / subjects / did / Which / specialize / you) when
you were my age? There is more emphasis on employment
(8) (opportunity). Due to the
economic (9) (crisis) in many
3 If (I / you / helped / wouldn’t / passed / hadn’t / have European countries, higher education institutions
/ me,) the exam. are building closer links with (10)
(business). They are adapting their
4 The university careers centre (a / is / get / can / you / (11) (curriculum) to help students
place / where) information about different jobs. develop skills in new (12) (medium)
and personal (13) (quality) that will
make them employable. They are also preparing
students to continue learning for the rest of their
(14) (life).

134 Unit 9 Gramática

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