Documentos de Académico
Documentos de Profesional
Documentos de Cultura
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Student’s Companion 4
Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Unit 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
End-of-year self-assessment . . . . . . . . . . . . . . . . . . . 85
My notes
• Utiliza este espacio para anotar
aspectos relativos a los contenidos
que has adquirido y las tareas que has
realizado en cada unidad: estrategias
de lectura, pistas de pronunciación,
sitios web útiles, notas culturales,
conectores, etc.
4
Question words
Las partículas interrogativas what, where, who, why, when y
how se utilizan para pedir información específica. Se colocan
al comienzo de la frase.
What are you doing now? = ¿Qué estás haciendo ahora?
Who is your best friend? = ¿Quién es tu mejor amiga?
Past simple
Verbs regulars
Afirmativa I / You / He / She / It / We / You / They played.
Negativa I / You / He / She / It / We / You /
They didn’t play.
Interrogativa Did I / You / He / She / It / We / You / They play?
Verbos irregulares
Afirmativa I / You / He / She / It / We / You / They went.
Negativa I / You / He / She / It / We / You / They didn’t go.
Interrogativa Did I / you / he / she / it / we / you / they go?
Usos
El past simple se utiliza para describir acciones que se completaron
en el pasado. Estas frases a menudo incluyen expresiones que
especifican el momento de la acción.
They walked into town last night. = Anoche caminaron hasta el centro.
I spoke to your brother yesterday. = Ayer hablé con tu hermano.
Preguntas sujeto
Si la pregunta se refiere al sujeto de la frase, no se utiliza el
verbo auxiliar. En este caso, la partícula interrogativa cumple
la función de sujeto.
‘Who gave you this nice clock?’ ‘My grandparents gave me
that clock.’ = “¿Quién te ha dado este reloj tan bonito?”
“Mis abuelos me han dado ese reloj.”
‘How many people came to the show?’ ‘Fifty people came.’
= “¿Cuánta gente acudió al espectáculo?” “Acudieron
cincuenta personas.”
10
11
Usos
La estructura used to + verbo describe hábitos, estados y acciones que se
repetían en el pasado pero dejaron de producirse en un momento dado.
I used to live in Madrid. Now I live in New York. =
Yo vivía en Madrid. Ahora vivo en Nueva York.
I used to like gadgets. Now I prefer fashion. =
Me gustaban los artilugios. Ahora prefiero la moda.
Usos
El past simple describe acciones que se completaron en el pasado.
I went to school yesterday. = Ayer fui al instituto.
El past perfect describe una acción pasada que se completó antes de que se
produjera otra más reciente, también en el pasado.
We had finished our meal when we went to the cinema. = Habíamos acabado
de comer cuando nos fuimos al cine.
(Primera acción: we finished the meal; segunda acción: we went to the
cinema.)
12
Usos
El past simple describe acciones que se completaron en el pasado.
I got a job last week. = La semana pasada encontré trabajo.
Unit 1 13
My grammar notes
14
craze
death
fashion
gadget
hairstyle
icon
invention
look
peace
war
Uses of get
get a bus (use transport)
get a job
get away
get better
get dark
Unit 1 15
get tired
get together
get up
get upset
Expressions
Talk about memories
I (can’t) remember it clearly.
I remember -ing …
As far as I remember …
It was about … years ago.
That’s all I can remember.
16
Unit 1 17
!! ! * **
Speaking
I can talk about events that happened in the past.
Page 14: 3
Reading I can read and listen to a text at the same time to find
Page 10: 1 information.
Listening
I can use photos to predict information before listening.
Page 12: 3
Dialogue
I can compare past events with another person.
Page 14: 5
Writing
I can write an account of a decade.
Page 15: 4
18
Unit 1 19
Yet se utiliza para hacer referencia a una acción que aún no se ha producido,
o bien si no sabemos si se ha dado o no. Se utiliza en las formas negativa e
interrogativa, siempre al final de la frase.
Has Sergio met your parents yet? = ¿Sergio ya conoce a tus padres?
Carla and Mikel haven’t arrived yet. = Carla y Mikel aún no han llegado.
20
Unit 2 21
My grammar notes
22
finish with
flirt with
fancy
get married
go out with
introduce
meet
split up with
Extreme adjectives
awful
brilliant
disgusting
exhausting
fascinating
furious
gorgeous
hilarious
Unit 2 23
unforgettable
Expressions
Ask about experiences
Have you ever …?
Really? When did you do that?
Where was that?
What did you think of it?
24
Unit 2 25
!! ! * **
Speaking
I can invite someone out.
Page 24: 3
Reading
I can summarize the main idea in a text.
Page 20: 2
Listening
I can listen for key words to complete a table.
Page 22: 5
Dialogue
I can accept or reject an invitation from another person.
Page 24: 4
Writing
I can ask for advice about a relationship.
Page 25: 4
26
Unit 2 27
Can, could y will be able to tienen una única forma para todas las personas.
I / You / He / She / It / We / They can / could
Usos
Can, could y will be able to se utilizan para expresar que alguien o algo tiene
la capacidad de hacer o decir algo. También describen algo que es posible en
una determinada situación.
Presente: I’m cooking now, but you can use the kitchen later. =
Ahora estoy cocinando, pero después puedes utilizar la cocina.
Pasado: I couldn’t swim when I was six. =
Cuando tenía seis años no sabía nadar.
Futuro: I won’t be able to come tonight because I’m busy. =
Esta noche no podré venir porque estoy ocupada.
Después de may, might, could, must y can’t, se utiliza el infinitivo del verbo
sin to.
This may be painful. = Esto puede ser doloroso.
28
Usos
Should se utiliza para dar consejos.
You should have a vaccination. = Deberías vacunarte.
Unit 3 29
My grammar notes
30
clone (n/v)
cure (n/v)
development
develop
discovery
discover
experiment (n/v)
operation
operate
prevention
prevent
research (n/v)
suffering
suffer
transplant (n/v)
treatment
treat
get over
give up
Unit 3 31
take up
turn off
work out
Expressions
Give and respond to advice
You might need to …
You must / should definitely …
You really don’t have to …
I’ll think about it.
I’m not sure about that.
Yes, you’re right.
Exchange opinions
I can’t really decide.
I suppose …
Yes and no.
I reckon …
For me, …
You might be right there.
32
Unit 3 33
!! ! * **
Speaking
I can give key phrases for exchanging opinions.
Page 32: 2
Reading I can use a title and images to predict the content of a
Page 28: 1 text.
Listening
I can listen for general information.
Page 30: 3
Dialogue
I can exchange opinions with another person.
Page 32: 3
Writing
I can write a discussion essay.
Page 33: 4
34
Unit 3 35
Usos
Be going to describe planes e intenciones para el futuro:
We’re going to fly to Ibiza. We’ve booked our seats already. =
Vamos a volar a Ibiza. Ya hemos reservados nuestros asientos.
36
Usos
Will se utiliza para predecir o dar opiniones sobre el futuro.
The trip will be really interesting. = El viaje será muy interesante.
My grammar notes
38
beach gear
city break
day trip
five-star accommodation
five-star hotel
luxury accommodation
luxury hotel
luxury holiday
return flight
return ticket
skiing gear
skiing trip
train ticket
train trip
travel companion
winter sports
winter holiday
come back
get off
get on
Unit 4 39
put up
set off
stop off
take off
turn back
Expressions
Ask about times and timetables
When’s the next … to … ?
What time does it get in?
Is that direct?
You have to change at …
40
Unit 4 41
!! ! * **
Speaking I can give key phrases for asking for and giving
Page 42: 2 information.
Reading
I can read quickly to find specific information.
Page 38: 2
Listening
I can listen to a text to confirm information.
Page 40: 2
Dialogue
I can ask for and give information.
Page 42: 5
Writing
I can write about plans for a visit.
Page 43: 4
42
Unit 4 43
44
Unit 5 45
My grammar notes
46
casual
colourful
comfortable
cool
fashionable
impractical
old-fashioned
plain
practical
simple
smart
sophisticated
tight
uncomfortable
uncool
export
grow
grower
importer
manufacturer
Unit 5 47
shop
supplier
supply
worker
Expressions
Express likes and dislikes
I (quite / really) like … because …
I don’t like … (much / at all)
because …
… is (by far) the best / worst
because …
I’m (not) mad about …
48
Unit 5 49
!! ! * **
Speaking
I can give key phrases for changing something in a shop.
Page 50: 2
Reading I can use a dictionary to check the meaning of words I’m
Page 46: 1 not sure about.
Listening I can listen to a text for specific information to complete
Page 48: 4 some notes.
Dialogue I can ask about changing an item in a shop and give
Page 50: 5 responses.
Writing
I can write about the history of a product.
Page 51: 4
50
Unit 5 51
Singular Plural
I hurt myself. We hurt ourselves.
You hurt yourself. You hurt yourselves.
He hurt himself.
She hurt herself. They hurt themselves.
The dog hurt itself.
52
Relative pronouns
Pronombres relativos Referidos a
who personas
which objetos o ideas
where lugares
Whose sustituye a his, her, their, etc. en las proposiciones de relativo para
indicar posesión.
We saw the teacher – her husband has a beard. =
Vimos a la profesora. Su marido tiene barba.
We saw the teacher whose husband has a beard. =
Vimos a la profesora cuyo marido tiene barba.
Unit 6 53
My grammar notes
54
chain
dreadlocks
hair dye
lipstick
moustache
nail varnish
necklace
piercing
ring
sideburns
tattoo
Unit 6 55
Expressions
Give your opinion about appearance
… suit(s)
… don’t / doesn’t suit …
… look(s) cool / painful / colourful.
I’d never have / wear … because …
Discuss a questionnaire
Go on then.
Me too.
Me neither.
Oh, I don’t. / I do.
It looks like it, yes.
56
Unit 6 57
!! ! * **
Speaking
I can give key phrases for agreeing and disagreeing.
Page 60: 2
Reading I can guess the meaning of new words from their context
Page 56: 4 in a text.
Listening
I can answer questions about a dialogue accurately.
Page 58: 5
Dialogue
I can discuss a questionnaire with someone.
Page 60: 5
Writing
I can write about myself and my view of the world.
Page 61: 4
58
Unit 6 59
Usos
El uso causativo de make significa “obligar a alguien a hacer algo”.
El uso causativo de let significa “dejar que alguien haga algo”.
I won’t make you wash up. = I won’t force you to wash up.
No te haré fregar los platos. = No te obligaré a fregar los platos.
My dad let me use his bike. = He allowed me to use his bike.
Mi padre me dejó utilizar su bici. = Me permitió utilizarla.
60
Second conditional
Condicional de segundo grado
If + sujeto + past simple, would / wouldn’t + infinitivo sin to
Usos
El condicional de segundo grado hace referencia a hechos irreales o
improbables tanto ahora como en el futuro.
If I was the education minister, I’d ban science! (This is unreal: I’m not the
education minister.)
Si fuera ministro de educación, ¡prohibiría las Ciencias!
(Esto es irreal: no soy ministro de educación.)
Unit 7 61
My grammar notes
62
citizen
currency
election
flag
government
head of state
law
minister
nation
politician
society
Verbs: policies
ban
build
cut
elect
introduce
lower
raise
spend
tax
vote
Unit 7 63
64
Unit 7 65
!! ! * **
Speaking
I can give key phrases for apologizing.
Page 68: 2
Reading
I can correct false statements about the ideas in a text.
Page 64: 2
Listening
I can listen to a dialogue for key ideas.
Page 66: 3
Dialogue
I can apologize for a misunderstanding.
Page 68: 4
Writing
I can write an opinion essay.
Page 69: 4
66
Unit 7 67
Usos
El comparativo (adjetivo + than) se utiliza para comparar dos o más objetos o
personas.
New York is bigger than Barcelona. = Nueva York es más grande que Barcelona.
68
Usos
El condicional de tercer grado describe las consecuencias que nos
imaginamos que habría tenido una acción que nunca sucedió.
I would have bought you a present if I had known it was your birthday. =
Te habría comprado un regalo si hubiera sabido que era tu cumpleaños.
detrás de verbos como avoid, can’t stand, dislike, don’t mind, enjoy, finish, like,
practise, recommend, regret, spend time, waste time, put off, miss.
In the holidays I miss seeing my friends. =
En vacaciones echo de menos ver a mis amigos.
detrás de un adjetivo,
It’s wonderful to see you again. = Es maravilloso volver a verte.
detrás de verbos como aim, intend, want, plan, need, decide, help, tend, teach,
learn, remember, forget.
You need to ask your teacher about the homework. =
Tienes que preguntar a tu profesor acerca de los deberes.
Unit 8 69
70
generous
honesty
optimism
passion
passionate
pessimistic
polite
respectful
responsibility
responsible
success
moodiness
wealth
wealthy
concentrate on
forget
intend
miss
put off
Unit 8 71
spend time
take part in
waste time
Expressions
React to news
That’s good to know.
That’s useful to know.
That’s interesting to know.
I’m sorry to hear that.
I’m glad to hear that.
I’m surprised to hear that.
72
Unit 8 73
!! ! * **
74
Unit 8 75
Usos
Las peticiones en estilo indirecto sirven para contar lo que ha pedido una
persona, sin utilizar sus palabras textuales.
76
Usos
El estilo indirecto se utiliza para contar lo que ha dicho una persona, sin utilizar
sus palabras textuales.
Usos
Las preguntas indirectas sirven para decir lo que alguien ha preguntado, sin
utilizar sus palabras textuales.
Unit 9 77
Usos
En la forma interrogativa, las preguntas directas se sustituyen por las
indirectas para que suenen más educadas.
Why did you tell a lie? ➞ I’d like to know why you told a lie.
¿Por qué mentiste? ➞ Me gustaría saber por qué mentiste.
My grammar notes
78
do something wrong
make a mistake
make an excuse
pretend to do something
tell a lie
Reporting verbs
admit
complain
convince
explain
insist
invite
offer
Unit 9 79
refuse
Expressions
Make requests
Could / Can you …
It would be great if you could …
Would you mind (not) … -ing?
80
Unit 9 81
!! ! * **
82
Unit 9 83
A1 A2 B1
I can recognise familiar I can understand phrases and the I can understand the main
words and very basic highest frequency vocabulary related points of clear standard speech
phrases concerning to areas of most immediate personal on familiar matters regularly
myself, my family and relevance (e.g. very basic personal encountered in work, school,
immediate concrete and family information, shopping, leisure, etc. I can understand the
surroundings when local area, employment). I can catch main point of many radio or TV
Listening
people speak slowly and the main point in short, clear, simple programmes on current affairs or
clearly. messages and announcements. topics of personal or professional
interest when the delivery is
relatively slow and clear.
I can understand familiar I can read very short, simple texts. I can understand texts that
names, words and very I can find specific, predictable consist mainly of high frequency
simple sentences, for information in simple everyday everyday or job related language.
example on notices and material such as advertisements, I can understand the description
Reading
posters or in catalogues. prospectuses, menus and timetables of events, feelings and wishes in
and I can understand short simple personal letters.
personal letters.
I can interact in a simple I can communicate in simple and I can deal with most situations
way provided the other routine tasks requiring a simple and likely to arise whilst travelling in
person is prepared to direct exchange of information on an area where the language is
repeat or rephrase things familiar topics and activities. I can spoken. I can enter unprepared
(Oral interaction)
at a slower rate of speech handle very short social exchanges, into conversation on topics that
and help me formulate even though I can’t usually are familiar, of personal interest
Conversation
what I’m trying to say. understand enough to keep the or pertinent to everyday life (e.g.
I can ask and answer conversation going myself. family, hobbies, work, travel and
simple questions in areas current events).
of immediate need or on
very familiar topics.
I can use simple phrases I can use a series of phrases and I can connect phrases in a
and sentences to sentences to describe in simple simple way in order to describe
(Oral production)
describe where I live and terms my family and other people, experiences and events, my
people I know. living conditions, my educational dreams, hopes and ambitions.
background and my present or most I can briefly give reasons and
Speaking
85
86
87
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ACKNOWLEDGEMENTS
The publishers would like to thank the following for permission to reproduce photographs:
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88