Lengua Inglesa 2

Lengua Inglesa II
LENGUA INGLESA II
Ingeniería de Organización Industrial
Prof. Concepción Orna Montesinos
conorna@unizar.es
Teléfono: +34 976 739871
Extensión: 6971
Tutorías
Las tutorías se coordinarán con los horarios de clase y, por tanto, los horarios variarán
semanalmente. La profesora proporcionará las hojas con los horarios para reservar la hora.
Se ruega, si es posible, avisar a la profesora, por mail o personalmente, para planificar el tiempo de
tutorías adecuadamente.
Fuera del horario especificado, solo se atenderán tutorías que hayan sido concertadas previamente.
Objetivos
El objetivo de la Módulo Lengua Inglesa del grado de Ingeniería de Organización Industrial, es dotar
al alumno de las necesarias capacidades de organización y liderazgo, para desenvolverse en un
entorno de trabajo multinacional incluyendo además de las competencias relacionadas con el
ejercicio del liderazgo, la aplicación del derecho tanto internacional como específico militar, la exacta
y necesaria comunicación en el idioma inglés, la rigurosa comprensión de los espacios geopolíticos y
de las relaciones internacionales, de la gestión logística y de los sistemas de información geográfica
(Objetivo 7). El Módulo se propone con el objetivo de ayudar a los futuros egresados a conseguir la
capacidad para trabajar en un grupo multidisciplinar y en un entorno multilingüe (Competencia
Genérica 9 del Grado) y, específicamente, a capacitarlos para el ejercicio profesional en lengua
inglesa (Competencia Específica 48).
La filosofía del diseño del Módulo pretende en primer lugar responder a las necesidades académicas
de los egresados. Asimismo, el diseño del Módulo ha pretendido ser particularmente sensible al
criterio de la empleabilidad de los futuros egresados y, por tanto, a sus futuras necesidades una vez
se conviertan en oficiales de las Fuerzas Armadas españolas, en especial, a su necesidad de
certificar su competencia lingüística en los idiomas extranjeros considerados de interés para las
Fuerzas Armadas de acuerdos con el STANAG 6001. La Orden Ministerial 64/2010, de 18 de
noviembre, modificada por la OM 87/2011, de 18 de noviembre y por la OM 86/2011, de 28 de
noviembre de 2011, establecen los procedimientos y parámetros de evaluación, estrechamente
vinculados con los establecidos por el Marco Común Europeo de Referencia para las Lenguas
(Common European Framework of Reference for Languages)1.
Con estos objetivos el diseño del Módulo de Lengua Inglesa se plantea con un triple perfil
competencial: en primer lugar como una revisión y consolidación de los conocimientos del inglés
general y además como una introducción al inglés específico, profesional y académico, del ámbito
militar, así como de las áreas de ingeniería industrial y de gestión empresarial. Para ello, el Módulo
está diseñado en cuatro asignaturas: Lengua Inglesa I, II, III (6 ECTs cada una) son obligatorias en
los tres primeros cursos del grado; Lengua Inglesa IV (6 ECTs), es optativa, aunque será obligatoria
para aquellos alumnos que no haya alcanzado con plenas garantías el nivel de salida del grado.
La asignatura parte de un nivel B1.1 del Marco Común Europeo de Referencia para las Lenguas y se
propone como objetivo alcanzar al finalizar el grado el nivel B2.2 del citado marco, secuenciados
para alcanzar el nivel B 1.2 en la asignatura Lengua Inglesa I, el nivel B 2.1 en Lengua Inglesa II y el
nivel nivel B 2.2 en Lengua Inglesa III. Lengua Inglesa IV se orientaría a la consolidación del nivel
para aquellos alumnos que lo requieran.
Para alcanzar el nivel B 2.1 la asignatura Lengua Inglesa II pretende conseguir los siguientes
objetivos docentes:
1. Leer artículos e informes relativos a problemas contemporáneos en los que los autores
adoptan posturas o puntos de vista concretos. Comprender la prosa literaria contemporánea.
2. Comprender e interpretar textos en lengua inglesa con contenidos profesionales
relacionados con el ámbito militar, con la ingeniería y con la gestión.
1
http://www.coe.int/t/dg4/linguistic/cadre_en.asp
Lengua Inglesa II Syllabus 3

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3. Escribir textos claros y detallados sobre una amplia serie de temas relacionados con mis
intereses. Escribir redacciones o informes transmitiendo información o proponiendo motivos
que apoyen o refuten un punto de vista concreto. Escribir cartas que destacan la importancia
que le doy a determinados hechos y experiencias.
4. Redactar documentos relevantes para su ámbito profesional, tanto formales como
informales, empleando léxico, estructuras y técnicas retóricas y textuales apropiados.
5. Comprender discursos y conferencias extensos e incluso sigo líneas argumentales
complejas siempre que el tema sea relativamente conocido. Comprender casi todas las
noticias de la televisión y los programas sobre temas actuales. Comprender la mayoría de
las películas en las que se habla en un nivel de lengua estándar.
6. Presentar descripciones claras y detalladas de una amplia serie de temas relacionados con
mi especialidad. Explicar un punto de vista sobre un tema exponiendo las ventajas y los
inconvenientes de varias opciones.
7. Exponer de forma oral trabajos con contenidos descriptivos, narrativos o argumentativos
sobre temas relativos a los contenidos del curso. Participar en una conversación con cierta
fluidez y espontaneidad, lo que posibilita la comunicación normal con hablantes nativos.
Tomar parte activa en debates desarrollados en situaciones cotidianas explicando y
defendiendo mis puntos de vista.
8. Utilizar el léxico fundamental necesario para el desarrollo de las actividades profesionales
relacionadas con la formación profesional y el planeamiento y dirección de operaciones y
procesos en lengua inglesa.
Planificación de actividades de la asignatura

Con enfoque básicamente comunicativo la asignatura Lengua Inglesa I se orienta a la adquisición de
las cuatro destrezas (comprensión oral, comprensión escrita, producción oral y producción escrita).
Hay que tener en cuenta que, según el acuerdo de Bolonia, que rige el diseño de los actuales grados
en la universidad europea, cada crédito ECTs corresponde a 25 horas de trabajo, de las cuales dos
tercios son de trabajo no presencial.
En Lengua Inglesa II, con una carga docente de 6 créditos, el trabajo presencial constituye 60 horas y
el trabajo fuera del aula 90. Es decir, el aula se convierte en el espacio donde se van a trabajar
fundamentalmente aquellas destrezas que resultan más difíciles de trabajar de forma autónoma,
comprensión y producción oral.
Las destrezas de comprensión y producción escrita se trabajarán en buena parte fuera del aula. El
trabajo no presencial será programado y guiado, a través de la plataforma Moodle. Se programarán
una serie de tareas de práctica, así como determinadas tareas escritas, que tendrán que entregarse
para su corrección, aunque no serán evaluadas. Son absolutamente esenciales para alcanzar los
objetivos de la asignatura.
Para las clases se utilizarán los siguiente materiales:
 El libro de texto New English File – Intermediate (Student’s Book) de la editorial Oxford, que
aborda contenidos de inglés general que pretenden que el alumno sea capaz de comunicarse en
situaciones de la vida cotidiana (education, hypothesizing, friendship, life styles, men & women,
jobs, shopping, cinema & travelling, heroes & icons, luck, mysteries, the media). El libro de
ejercicios (workbook) no es obligatorio, pero su consulta se recomienda especialmente como
material complementario.
 Para los contenidos del discurso específicamente militar se recomienda el libro Campaign 1, 2 y 3
de la editorial Macmillan y el libro Command & Control de la editorial Express Publishing.
 El libro se complementará con actividades adicionales, que estarán disponibles en la plataforma
Moodle y que los alumnos deberán imprimir para su uso en clase.

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Evaluación de la asignatura
Para superar la asignatura los alumnos deberán adquirir, como mínimo, el nivel B1.2 del Marco
Común Europeo de Referencia para las lenguas.
La evaluación consistirá de tres partes
1. Una tarea sumativa (20%), que constará de dos partes:
1.1. Una presentación oral individual (en clase) en la que los alumnos tendrán que hablar sobre un
tema propuesto durante 3-4 minutos.
1.2. Unas preguntas sobre la presentación 2-3 minutos.
2. Una prueba de evaluación continua que constará de dos pruebas escritas (en clase) (25% de la
evaluación final), programadas para las semanas 3 y 10 del segundo cuatrimestre. Las pruebas
son obligatorias y permitirán a los estudiantes que hayan superado al menos el 50% de la prueba
no volver a presentarse a la parte escrita del examen final.
3. Una prueba de evaluación final (80%) que constará de las siguientes pruebas:
3.1. comprensión oral / listening comprehension (25%), en la cual el estudiante tendrá que
escuchar textos cortos y contestar unas preguntas (verdadero/falso, respuestas de elección
múltiple, ejercicios de respuesta corta, ejercicios de respuesta larga, etc.) para constatar su
comprensión.
3.2. comprensión escrita / reading comprehension (25%), en la cual el estudiante leerá textos en
inglés y tendrá que contestar unas preguntas cortas o de tipo test (rellenar huecos, respuestas
de elección múltiple, ordenar párrafos, etc.) para constatar su comprensión del mismo.
3.3. producción escrita / writing (25%), en la cual el estudiante tendrá que redactar un texto en
inglés. A esta prueba podrán presentarse todos los alumnos que hayan suspendido la
evaluación continua (nota inferior al 50%) o aquellos que lo deseen para mejorar su nota. Los
alumnos que deseen volver a presentarse a la prueba de producción escrita de la evaluación
final han de tener en cuenta no obstante que su nota final será siempre la de esta prueba y no
se tendrá en cuenta la nota obtenida en la evaluación continua.
3.4. producción oral / interview (25%), tipo entrevista, que constará de las siguientes partes:
 Preguntas personales (2 minutos) que buscan que los candidatos se sientan cómodos y
relajados. El objetivo es evaluar la capacidad del candidato de usar la lengua para el
contacto y la interacción social.
 Descripción de una fotografía (3-4 minutos). En esta parte se espera que el candidato haga
una descripción individual de la fotografía durante un minuto sin interrupción y que a
continuación responda a una serie de comentarios y preguntas sobre la imagen. El objetivo
es evaluar la capacidad del candidato para organizar sus ideas, para expresarlas con lógica
y coherencia, con precisión y utilizando un lenguaje adecuado para hablar sobre temas
familiares y conocidos para él o ella.
 Conversación (5-6 minutos). En esta parte el examinador dirige la interacción a través de
preguntas que buscan que el candidato amplíe y discuta los temas introducido en la
entrevista y temas relacionados con ella. El objetivo es evaluar la capacidad del candidato
para expresar y justificar sus opiniones, para manifestar su acuerdo o desacuerdo con los
comentarios del examinador, para intercambiar información, para clarificar ideas, evaluarlas
y especular sobre ellas.
examen - 80%
presentación - 20% listening reading interview writing
25% 25% 25% 25%
Para aprobar la asignatura será necesario alcanzar el 60% del total, que será la media de las partes
del examen señalado (comprensión oral, comprensión escrita, expresión escrita, y la prueba oral), y
de la tarea sumativa.

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Ejemplos de tareas escritas

i. Write a text about
a. a personal anecdote: my first fight, my last Japanese meal, my new shoes...
b. the events leading to the situation in the picture:
ii. A chronological essay

a. Write a narrative account of the events and episodes of World War II.
b. Write a narrative text telling the story of your family.
c. Write the biography of a famous person.
iii. A follow up narrative

a. Write a narrative story which begins with the following words: “Alice knew that it was going to
be a very special day for her”.
b. Write a narrative text which ends with the following words: “Suddenly, I woke up and realised
it had all been a fantastic dream”.
c. Write a narrative story with the title: “The letter that changed my life”
d. Have you ever had a special birthday celebration? Write a narrative text about that.
e. It was the first time that .... Write a narrative text about that.
Criterios de evaluación del examen de producción escrita

1. Presentación (Título, Márgenes, Indentación de párrafos, Legibilidad)
2. Estructura del texto (finalidad comunicativa)
i. El texto cumple la tarea propuesta
ii. El texto se estructura de manera lógica en un número de párrafos, tanto en forma como en
contenido
iii. Tanto el texto como cada uno de los párrafos muestra coherencia y unidad
iv. El texto demuestra un uso consistente y variado de los conectores discursivos
3. Uso de la lengua
i. El texto está bien escrito, con pocos o ningún error y con un adecuado dominio de la gramática.
ii. El texto está suficientemente elaborad y, más allá de un serie de frases simples e inconexas,
intenta conseguir una adecuada complejidad gramatical
4. Léxico
i. El texto demuestra el uso de un vocabulario apropiado y variado.
ii. El vocabulario usado es relevante y sirve al propósito del texto.

Ejemplos de tareas orales
Criterios de evaluación de las pruebas de producción oral:
Excellent Good Pass Poor Very poor

Students display their Students display their Sequence of the Presentation is messy: Lack of structure, very
Structure: presentation in logical presentation in logical presentation is logical, it doesn’t develop confusing and no use
coherence sequence. sequence. but meaning is logically of discourse
unity & Excellent use of Correct and confusing. Mild use of Poor use of discourse connectors.
discourse connectors discourse connectors: appropriate use of discourse connectors. connectors.
50 appropriate and varied. discourse connectors.
50 40 30 20 10
Students show an Students show a Students make Students make often Syntax is far too simple
excellent command of correct use of English occasional mistakes. grammatical mistakes. (no coordination or
Use of English: grammar and syntax. language. There is a The syntax is most Syntax is too simple subordination).
grammar
Fairly elaborate balance between often simple (poor use (lack of coordination
syntax
through the presence subordination and coordination and and subordination).
of coordination and coordination. subordination).
30
subordination.
30 24 18 12 6
Students demonstrate Students demonstrate Students demonstrate Students struggle with Students do not
full knowledge of high knowledge of certain knowledge of knowledge of demonstrate any
Vocabulary vocabulary. vocabulary. vocabulary. vocabulary. knowledge of
5 vocabulary.
5 4 3 2 1
Audience Students are creative Students use correctly Students use certain Students have Monotone. Students fail
engagement: and use colorful creative expressions expressions but they difficulties gearing and to engage the
rhetorical features, comments. with some elaboration. are not very creative. leading the audience’s audience.
body language, attention along the
intonation & creativity presentation.
5 5 4 3 2 1
Pronunciation is correct Students pronounce Students show certain Pronunciation is often Students pronounce
Pronunciation and confident. most of the words accuracy when hesitant and most of the words
5 correctly. pronouncing. inaccurate. incorrectly.
5 4 3 2 1
Exact time. One minute deviation. Two minutes’ deviation. Three minutes’ More than three
Time adjustment deviation. minutes’ deviation.
5 5 4 3 2 1
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Tabla de baremación
1 0,1 21 1,7 41 3,4 61 5,1 81 7,6

2 0,2 22 1,8 42 3,5 62 5,2 82 7,7
3 0,2 23 1,9 43 3,6 63 5,4 83 7,9
4 0,3 24 2,0 44 3,7 64 5,5 84 8,0
5 0,4 25 2,1 45 3,7 65 5,6 85 8,1
6 0,5 26 2,2 46 3,8 66 5,7 86 8,2
7 0,6 27 2,2 47 3,9 67 5,9 87 8,4
8 0,7 28 2,3 48 4,0 68 6,0 88 8,5
9 0,7 29 2,4 49 4,1 69 6,1 89 8,6
10 0,8 30 2,5 50 4,2 70 6,2 90 8,7
11 0,9 31 2,6 51 4,2 71 6,4 91 8,9
12 1,0 32 2,7 52 4,3 72 6,5 92 9,0
13 1,1 33 2,7 53 4,4 73 6,6 93 9,1
14 1,2 34 2,8 54 4,5 74 6,7 94 9,2
15 1,2 35 2,9 55 4,6 75 6,9 95 9,4
16 1,3 36 3,0 56 4,7 76 7,0 96 9,5
17 1,4 37 3,1 57 4,7 77 7,1 97 9,6
18 1,5 38 3,2 58 4,8 78 7,2 98 9,7
19 1,6 39 3,2 59 4,9 79 7,4 99 9,9
20 1,7 40 3,3 60 5,0 80 7,5 100 10,0
No obstante, si el estudiante obtiene menos de un 50% en cualquiera de las pruebas de examen,

suspende la asignatura.
En la segunda convocatoria (agosto-septiembre) habrá una sola prueba que constará de las mismas
partes (listening, reading, writing y interview). Los alumnos suspensos tendrán que examinarse de
todas las partes, independientemente de la nota que obtuvieron en la primera convocatoria.
Normas de clase y de evaluación
La función de jefe de clase será rotatoria, siguiendo el orden de la lista de clase. El jefe de clase
tendrá la obligación de seguir el procedimiento de novedades que se especificará el primer día de
clase.
El inglés será el idioma vehicular durante la clase, en la medida de lo posible.
La participación activa y cooperativa, la calidad de las tareas entregadas, el respecto a los profesores
y a los compañeros y la implicación en la clase serán susceptibles de consecuencias académicas.
Durante la clase se asignarán determinadas tareas, orales y escritas, que deberán entregarse
regularmente. Para la entrega se establecerán los plazos oportunos. Las tareas propuestas deberán
entregarse dentro del plazo señalado y, por tanto, no se aceptarán fuera de plazo.
El alumno será responsable del seguimiento de las actividades realizadas en clase o asignadas como
tarea durante su ausencia, así como de la entrega en plazo de las tareas pendientes.
El alumno es responsable de su propio material, libros de textos y hojas de trabajo, que se considere
necesario para el seguimiento de la clase. Será obligatorio tener dicho material siempre disponible en
clase. En caso de olvido o utilización indebida del material se podrán tomar las medidas académicas
oportunas.
U 0 Military English 9
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Introduction to Military English
Reporting for English Class / Duty

At the beginning of the class
Class Leader: On your feet!
Attention
Good Morning, Ma’am/Sir. Class ……. reporting for English class.
Option A All cadets present or accounted for.

Option B (Two) are (in the infirmary): Rodríguez and Martín
Option C (One) is (on special leave): Pérez
Option D (One) is (on duty): García
Teacher: Thank you.

You may all be seated.
The end of the class

(5 minutes before class ends)
Class leader: 5 minutes left, Ma’am/Sir.
At the end of class

Class Leader: Class is over. Is that all for today, Ma’am/Sir:
Teacher: Option A Yes, it is.

Option B No, it isn’t. I want to remind all of you to finish this worksheet for
homework so we can correct it together in class tomorrow/our next class.
Class is dismissed.
REASONS FOR BEING ABSENT FROM CLASS:

On duty De guardia
On leave De permiso
On sick leave De permiso por enfermedad
On special leave De permiso extraordinario
On maternity/paternity leave De permiso por maternidad / paternidad
In the infirmary En la enfermería
At a medical check-up / having a medical
En una revisión médica
check-up
In (the) hospital En el hospital
Escorting someone to the hospital Acompañando a alguien al hospital
Escorting someone around the Academy Acompañando a alguien por la Academia
Doing/taking an exam Haciendo un examen
Excused from duty Rebajado
On call De imaginaria
Off duty Libre
Missing Ausente sin permiso
The Phonetic Alphabet
The NATO phonetic alphabet is the most widely used spelling alphabet in international radiotelephony.
The alphabet assigns code words to the letters of the English alphabet so that critical combinations of
letters (and numbers) can be pronounced and understood by those who transmit and receive voice
messages by radio or telephone regardless of their native language, especially when the safety of
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navigation or persons is essential. The paramount reason is to ensure intelligibility of voice signals
over radio links.
Some more information
http://en.wikipedia.org/wiki/NATO_phonetic_alphabet
http://www.airwaysmuseum.com/Phonetic%20alphabet.htm (includes listening activities)
Letter Code word Pronunciation

A Alpha ˈælfɑ
B Bravo ˈbrɑːˈvo
C Charlie ˈtʃɑːli
D Delta ˈdeltɑ
E Echo ˈeko
F Foxtrot ˈfɔkstrɔt
G Golf ɡʌlf
H Hotel hoːˈtel
I India ˈindiˑɑ
J Juliet ˈdʒuːliˑˈet
K Kilo ˈkiːlo
L Lima ˈliːmɑ
M Mike mɑ
N November noˈvembə
O Oscar ˈɔskɑ
P Papa pəˈpɑ
Q Quebec keˈbek
R Romeo ˈroːˑ
S Sierra siˈerɑ
T Tango ˈtænɡo
U Uniform ˈjuːnifɔːm
V Victor ˈviktɑ
W Whiskey ˈwiski
X X-ray ˈeksˈrei
Y Yankee ˈjænki
Z Zulu ˈzuːluː
U 4B In am ideal world 12
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Basic military vocabulary

attend join enter deploy graduate serve post promote join
to go regularly to a place, for example to a school as a
attend a training course
student or to a church as a member
the army
join the navy to become one of a group or organization
the air force
a school to start to take part in a particular activity or to work in a
enter
a military academy particular job
from the University
from high school to complete your studies at a school such as a high school,
graduate
college, or university and get a diploma or a degree
in history
serve in the army to do a job or to perform duties for a person or organization
officers are to raise someone to a higher or more important position or
promote
promoted rank
to move soldiers or equipment to a place where they can be
deploy troops are deployed
used when they are needed
to send someone to another country or place to work for the
post troops are posted to
government or a company, or for duty in the military
to send someone to a particular country or place in order to
station troops are stationed
do a job, especially for the military
Pierre joined the army as a soldier when he was 19. He entered. the NCO school at the age of 24.
He was one year in the NCO school and in 1991 he graduated and he was promoted to sergeant. He
was deployed to an infantry regiment in 1992 he served in UNPROFOR (United Nations Protection
Force) in Bosnia. In 1993 he entered officer school and he graduated in 1995. After officer school,
Pierre attended an infantry officer specialisation course. In 1997 he deployed to Bosnia with his
battalion. ln 2000 Pierre was promoted to captain.
be in the military (I am military) = ser militar
military = (adj) militar
officer = oficial
CO (commisioned officer) = oficial
NCO (non-commisioned officer) = suboficial
official = (adj) official
command = (vb) dar órdenes / (n) orden
drill command = voz de mando (firmes, descanso, etc.)
attention =firmes
stand at / to attention = ponerse firmes
at ease (AmE) / stand easy (BrE) = descanso
parade rest (AmE), stand at ease (BrE) = estar en posición de descanso a discreción
rest = a disccreción
halt = alto
drill = (vb) instruir, hacer instrucción / (n) instrucción
report = (vb) presentarse / dar novedades / (n) inform
report sth to sb / report on sth / report to sb - nothing to report
salute = (vb) saludar / (n) saludo / salva
dismiss = retirarse, romper filas
on /off duty = de servicio/ fuera de servicio
guard duty = guardia
duty officer = oficial de guardia
be on / go on leave = baja / permiso
parade = (vb) desfilar / (n) desfile
give / follow orders = dar/acatar órdenes
salute superiors = saludar a los superiores
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Organization: Rank structure
General/ /’dʒenərəl/ General de Ejército

Br /lefˈtenənt/
Lieutenant General Teniente General
Am /luː’tenənt/
Major General /’meɪdʒər ’dʒenərəl/ General de División
Brigadier General /brɪɡə’dɪər ’dʒenərəl/ General de Brigada
Officers Colonel /ˈkɜːnəl/ Coronel
Lieutenant Colonel /luː’tenənt ˈkɜːnəl/ Teniente Coronel
Major /’meɪdʒər/ Comandante
Captain /’kæptən/ Capitán
First Lieutenant /fɜːst luː’tenənt/ Teniente
Second Lieutenant /’sekənd luː’tenənt/ Alférez
Sergeant Major of the Army /’sɑːdʒənt ’meɪdʒər/

Suboficial Mayor
Command Sergeant Major /kə’mɑːnd ’sɑːdʒənt/
Sergeant Major /’sɑːdʒənt ’meɪdʒər/ Subteniente
First Sergeant /fɜːst ’sɑːdʒənt/
Brigada
Master Sergeant /mɑːstə ’sɑːdʒənt/
Sergeant First Class /’sɑːdʒənt fɜːst klɑːs/ Sargento Primero
NCOs
Enlisted Staff Sergeant /stɑːf ’sɑːdʒənt/ Sargento
Cabo Mayor
Sergeant /’sɑːdʒənt/
Cabo Primero
Corporal /’kɔːpərəl/ Cabo
Specialist /’speʃəlɪst/ Cabo
Private First Class /ˈpraɪvət fɜːst klɑːs/ Soldado de Primera
Private /’praɪvət/ Soldado
Go to http://dictionary.cambridge.org to hear the pronunciation of the ranks
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Military Organization: Arms and services
Arms & services

Each branch (also called an arm or service)
within an army has a specific purpose.
Combat arms units fight the enemy directly. The
infantry (or foot soldiers) is the oldest of these.
Infantry soldiers engage the enemy face-to-face,
often with small arms.
Field artillery units control large-caliber guns.
The artillery provides fire from long distances.
Armored divisions employ tanks for front-line
combat.
There are also combat support arms such as
the Corps of Engineers and Military Police.
These units do not typica lly fight the enemy
directly. Instead, they offer support to units that
do.
Each branch (also called an arm or service) within an army has a

specific purpose.
Combat arms units fight the enemy directly. The infantry (or foot
soldiers) is the oldest of these.
Infantry soldiers engage the enemy face-to-face, often with small arms.
Field artillery units control large-caliber guns. The artillery provides fire
from long distances.
Armored divisions employ tanks for front-line combat.
There are also combat support arms such as the Corps of Engineers
and Military Police.
These units do not typically fight the enemy directly. Instead, they offer
support to units that do.
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Uniforms & tactical gear

Today’s military uniforms are lightweight and comfortable. Most countries’ field uniforms are
camouflaged. This makes the soldiers blend into the scenery. Trousers, a T-shirt, boots and
headgear make up the basic field uniform. For colder weather, soldiers wear a field jacket.
A soldier carries what he needs into battle in load-bearing equipment, including a rucksack and
webbing. The webbing may contain a bayonet, two or more ammo pouches, a first aid kit, canteen
holders for water canteens and even a pistol holster. The soldier typically wears a Kevlar helmet into
battle.
On exercises and operations, soldiers carry their individual weapon, ammunition, water, load and
protective clothing. Depending on the tactical situation, riflemen wear either fighting order or
marching order. Fighting order weighs about ten kilos and includes all the equipment the soldier
needs to survive for two to three days: individual weapon, extra ammunition, and grenades,
webbing, digging tool, water bottle, combat rations and washing and shaving kit. Marching order
weighs another seven kilos and includes a rucksack or bergen, beret, gloves, sleeping bag, spare
clothes and a towel. For protection, soldiers are issued with a combat helmet. In combat situations,
soldiers may also be issued with body armour and a radio headset.
1. beret 5. extra ammunition 1. Kevlar helmet 5. canteen holder

2. radio headset 6. water bottle 2. webbing 6. bayonet
3. webbing 7. individual weapon 3. ammo pouch 7. piston holster
4. grenade 4. rucksack 8. canteen
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to wear = llevar puesto / usar (una prenda)

you can wear
a jacket, trousers, boots, a cap or a helmet
earrings, glasses or a watch
medals, decorations, course badges,insignia of rank and branch, etc.
the webbing (correaje), a backpack/ rucksack (mochila), a belt (cinturón), etc.
you wear (green) / are dressed in (green) / a person in (green) = ir vestido de
to get dressed = vestirse
to put on = ponerse (una prenda)
to take off = quitarse la ropa
to undress = desnudarse
naked /ˈneɪ.kɪd/ = desnudo
to fit = sentar bien de talla

to suit = sentar, quedar bien / favorecer
to match = hacer juego / pegar
to try on = probarse
size = talla / número zapato
to polish = sacar brillo

to iron = planchar
to brush = cepillar
clothing = ropa
outfit = atuendo
smart = elegante
causal = de sport
formal = formal / de etiqueta
loose = ancho / suelto
tight / tight fitting = ajustado
wool = lana
leather = piel
fabric = tela / tejido
cloth = paño / tejido
cotton = algodón
pattern = estampado
lapel = solapa
1. cocking handle
collar = cuello 2. change lever
sleeve = manga 3. magazine catch
cuff = puño 4. magazine
waist band = cintura / cinturilla 5. sights
seam = costura 6. safety catch
hem = dobladillo 7. muzzle
8. rounds
9. trigger
The rifle
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Life at the Academy

Being in the Military
be in the military = ser militar
military = (adj) militar
civilian = (adj) civil
the military = la profesión militar
personnel = personal
officer = oficial
CO (commisioned officer) = oficial
enlisted personnel = subociales y tropa
NCO (non-commisioned officer) = suboficial
troops = tropas
conscript soldier = soldado de remplazo
command = mandos / superiores
superiors = superiores
subordinates = subordinados
be promoted = ascender
Entering the Academy

apply to = solicitar, apuntarse, pedir un trabajo
enter in the Academy = entrar en la Academia
join to the army, navy, air force, civil guard = alistarse al ejército, armada, ejército del aire,
guardia civil
recruit = recrutar
recruitment office = oficina de recrutamiento
entry exam = examen de acceso
Academic routines
attend a course / a school = asistir (attend a course / a school)
have / start / finish clases = tener / empezar / terminar las clases
degree = título universitario
have a degree in = tener un título universitario (Remember! I have a career)
Bachelor / Master / PhD = título de grado / máster / doctorado
have a Bachelor / Master / PhD in = tener un Grado / Máster / Doctorado en …
course / subject = asignatura
compulsory / optional course = asignatura obligatoria / optativa
pass / fail = aprobar / suspender
graduate = (vb) graduarse / terminar la carrera
assess / assessment = evaluar / evaluación
mark / grade = (vb) corregir exámenes / (n) nota
sit / take an exam = presentarse a un examen
sitting = convocatoria
lecture = clase magistral practical classes = práctica
workshop = seminario tutorial = tutoría
project = trabajo essay / composition = redacción
presentation = presentación task / assignment = tarea / ejercicio
turn in / hand in = entregar (un ejercicio, trabajo, etc.)
submit / submission = entregar / entrega
(re)submit / resubmission = repetir / repetición
Management Engineering = Ingeniería de Organización Industrial
engineering / engineer = ingeniería / ingeniero
syllabus = guía docente
university entry exam = selectividad
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Daily routines in the Academy

wake-up = despertarse
reveille = diana
have breakfast / lunch / dinner = comer, cenar, desayunar
barracks = dormitorios / camaretas
cookhouse / Mess hall = comedor de cadetes
lights out = se apagan las luces
taps = retreta
schedule / timetable = horario
weekly planning = plan semanal
battalion = batallón
company = compañía
platoon = sección
unit = unidad
Headquarters (HQ) = cuartel general / plana mayor
Military routines
command = (vb) dar órdenes / (n) orden
give / follow orders = dar/acatar órdenes
drill command = voz de mando (firmes, descanso, etc.)
attention =firmes
stand at / to attention = ponerse firmes
at ease (AmE) / stand easy (BrE) = descanso
parade rest (AmE), stand at ease (BrE) = estar en posición de descanso a discreción
rest = a disccreción
halt = alto
report = (vb) presentarse / dar novedades / (n) informe
report sth to sb / report on sth / report to sb
nothing to report
salute = (vb) saludar
(n) saludo / salva
dismiss = retirarse, romper filas
on /off duty = de servicio/ fuera de servicio
guard duty = guardia
duty officer = oficial de guardia
on leave = baja / permiso
on call = de imaginaria
parade = (vb) desfilar / (n) desfile
parade ground = patio de armas
oath of allegiance = jura de bandera
raise the flag = izar la bandera
raising of the flag = izado de bandera
Military training
drill = (vb) instruir, hacer instrucción / (n) instrucción en orden cerrado
formation = formación
physical training = educación física
firing range = campo de tiro
rifle = fusil
weapon = arma
marksmanship
Nuclear, biological & chemical (NBC) = NBQ
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Talking about the military: Typical mistakes

a cadet / an officer
* I want to become civil guard.  I want to become a civil guard.
You always use the article a/an when speaking about jobs:
My father is an Army officer.
Being a soldier can be challenging.
the Captain / the Cadet
* the Captain Smith / the Cadet Smith  Captain Smith / Cadet Smith
You do not write the article the with people’s names.
installations vs. facilities
* The Academy has very good sports installations.  The Academy has very good sports facilities.
Installations means “a nearly permanent place with people, buildings and equipment which have a
particular, especially military, purpose
The Americans still have several military bases and installations on the island.
military
* I am a military.  I am a soldier / an NCO / an officer.
* It takes time to get used to a militar life.  It takes time to get used to a military life.
The military / be in the military
* militar does not exist in English
official vs. officer
* Spanish Army officials take part in a number of UN peacekeeping missions.
 Spanish Army officers take part in a number of UN peacekeeping missions.
officer /ˈɒfɪsər/ someone with a position of power and authority in the military
official /əˈfɪʃəl/ is used about things that are decided by a government
personal / personnel
* Safety is essential for the personal at this plant.
 Safety is essential for the staff / personnel at this plant.
personal /ˈpɜːsənəl/ is an adjective which means “private or relating to someone’s private life”.
personnel /ˌpɜːsənˈel/ is a noun which means “the people who are employed in a company,
organization or one of the armed forces”.
civil vs. civilian
* A number of civils work at the AGM.  A number of civilians work at the AGM.
civil /’sɪvl/ is an adjective which means “not military or religious, or relating to the ordinary people of
a country”.
civilian /sɪ’vɪlɪən/ is a noun which means “a person who is not a member of the police or the armed
forces”.
commander vs. superior
* A cadet should always show respect to a commander.
 A cadet should always show respect to a superior.
superior /suːˈpɪəriə/ means “a person or group of people who are higher in rank or social position
than others”.
commander /kəˈmɑːndə/ means “an officer who is in charge of a military operation”.
addressing superiors
Although in the Spanish military context, phrases like A su servicio / A sus órdenes are frequent,
they are not used in international contexts, so you should avoid them when writing or speaking in
English (unless otherwise ordered by your superiors). For the same reason you should refer to
yourself as Cadet Smith / CDT Smith or C Smith rather than * CC / DC. Smith, a Spanish
convention.
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The Daily Life of a Military Academy Attendee

By Lily Lin ⋅ November 12, 2011
For many, the term “military service” evokes an image of order, obedience, authority, and perhaps
even fear. However, such perceptions have failed to deter individuals such as Rachel Kim (’09), who
has known from an early age that she wanted to serve her country. In recent years, other Stuyvesant
students have followed suit, forgoing the traditional college experience to attend a military academy.
Saungwon Ko (’11) enrolled at the United States Naval Academy because of his love of the sea and
memorable experience at the six-day United States Naval Academy Summer Seminar. Lauren Ng
(‘11) has a similar story; indifferent to the idea of military academies beforehand, she fell in love with
West Point after just one week at the Summer Leaders Seminar. However, for many students, what
military academy attendees do on a daily basis once they enroll is completely unknown.
Saungwon Ko – United States Naval Academy
Even though the first classes at the United States Naval Academy (USNA) do not begin until 7:55
a.m., its students, including Saungwon Ko, are up and working long before that. As excellent physical
conditioning is expected from each and every cadet, they
are expected to be ready by 5:30 a.m. for the 40-minute-
long mandatory workout. These workouts can be every
day or every other day, depending on the staff in charge of
the training regiment. However, no matter the company,
the training is nothing short of intense. A workout day
could start with lunges along the perimeter of the football
field, followed by sprints, pull-ups, push-ups, and
crunches, all in rapid succession. The more strict
companies might ask students to also run around the
campus, practice ground fighting, or do calisthenics.
The morning workouts are not the sole time where
students at the USNA have to do physical exercise. For
Physical Education, students must take a semester of swimming, half a semester of wrestling, and half
a semester of boxing. Later on in the day, students have time to practice a particular sport during the
athletic reserve period.
“It’s almost exactly what I had expected,” said Ko, referring to his school. “It is challenging both
physically and academically.”
The 50-minute classes start early in the morning, but schedules change depending on the day of the
week. For example, Ko has Calculus, Japanese, and Seamanship on Mondays, and Leadership,
English, and Chemistry on Tuesdays and Thursdays.
Japanese class is a favorite of Ko’s. “It’s fun to learn an entirely new language. I didn’t like [learning]
Spanish in high school as much,” he said.
Mealtimes at the USNA all follow a standard procedure. Students are expected to arrive in the
cafeteria by 6:40 a.m. for chow call, when the underclassmen recite the menu to the upperclassmen in
their company. After announcements are made, the students eat breakfast, with a menu of eggs,
bagels, cereal, and pastries.
At lunch, students listen to announcements outside before praying and sitting down to eat at their
usual 12-person tables. Food items include the popular buffalo chicken sandwiches or gyros, as well
as salads. After students finish eating, the remainder of the hour is used for mandatory training,
conferences with higher-ranking officers, or even punishments, such as uniform-changing races.
After dinner, students have a free hour during which clubs can meet. The day ends with a mandatory
study period from 8:00 p.m. to 11:00 p.m., the time at which the students are mandated to go to bed,
since they are not allowed naps during the day.
Ko’s favorite part of his day is the same as that of many Stuyvesant students: bedtime.
Lauren Ng – United States Military Academy at WestPoint
Lauren Ng, a Division I (D1) swimmer, starts out her day at 5:00 a.m. every Tuesday, Thursday, and
Friday. While this prospect of waking up at such an early hour may seem daunting for most, Ng takes
an optimistic outlook. “I just got used to it after the summer, when sleeping in until 6:00 a.m. was
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considered a treat. Also, I’m used to it because I used to have morning practices over the summer in
high school.” After swim practice, at 6:55 a.m., she joins the rest of the school at Breakfast Formation,
when the entire corps of cadets assembles in groups based on regiment, battalion, company, platoon,
and squad, for accountability purposes.
Each class, which begins promptly at 7:30 a.m., lasts for 55 minutes. Classes run on an alternating
schedule, so before lunch, Ng takes Information Technology and Advanced Multivariate Calculus on
Day 1, and Advanced Multivariate Calculus and Advanced Chemistry on Day 2. “I enjoy math and
chemistry the most, but that’s probably just because I’m good at those subjects” Ng said. After, Ng
takes either U.S. History or Composition.
Most of her classes are like those in a traditional college, but she noted that WestPoint is “probably the
only school where it is hard for most people to pass PE [Physical Education],” she said. Adding on
some more physical activity, her sports team practice
at 3:15 p.m. every day takes the place of another
class.
In terms of meals, Ng’s experience is similar to that of
Ko’s at the USNA, with formations preceding every
meal. In this mess hall, each table seats three plebes
(freshman) and seven upperclassmen. The younger
students perform the table duties. “One would be
responsible for pouring drinks, another for cutting the
dessert, a third to get coffee and make sure that all the
condiments at the end of the table are lined up in
height order,” Ng said.
As a D1 athlete, Ng has to sit with her team during
lunch and dinner, so she is only able to sit with her company during breakfast. Dinner begins at 6:30
p.m., and students dress up based on specific themes on “spirit dinner” Thursdays.
West Point also stresses the importance of extracurricular activities, and mandates students to take
“Athletics.” During this hour and a half, students can partake in physical activities such as intramurals,
which are recreational activities, perform drills and ceremonies, or do military/physical training. Some
other non-athletics related alternatives include clubs such as debate.
As academic excellence is expected in addition to being physical adeptness, there is a mandatory
evening study period for plebes and sophomores from 7:30 p.m. to 10:00 p.m. During this time, some
students do homework, while others meet up to do club work.
Cleanliness is another must for the students. Plebes do chores for an hour and a half after the study
period, such as cleaning, sweeping, and taking out the trash.
Despite the regulations, Ng’s love for her school has not wavered since she first applied. “Everything
is pretty much how I thought it’d be. There are times you really appreciate the little things,” she said.
One of the unique aspects of the school is its room standards. When the rooms are in AMI, which is
every day until 9:30 a.m., the door is open and students are not allowed to take naps, partially to
stress the importance of obeying the set bedtime. Any student who has the first two hours of the
school day free and wishes to take a nap during this time has to use the auditorium in the academic
building. “It’s funny that I thought it was ingenious when I found out about it, whereas one of the
sophomores in my company thought it was sad that there are times we aren’t even allowed to sleep in
our own beds,” Ng said.
Even the extra freedom that the upperclassmen have is
limited. Standard bedtime is at 11:30 p.m., when the
TAPS, or advisors come around to each room to check
that everyone is in their rooms.
Rachel Kim – United States Military Academy at
WestPoint
An even earlier riser, Rachel Kim starts her day at 5:10
a.m. on Mondays, Wednesday, and Fridays to work. Like
Ng, Kim looks upon her early mornings with a bright
attitude. “Granted I don’t get a lot of sleep on the
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weekdays, [but] I think Stuy prepared me well enough on how to manage sleep deprivation,” Kim said.
Before they leave, Kim and her peers have to clean their rooms, which are inspected on a daily basis,
to meet cleanliness standards. Before morning formation, some students work out, while others catch
up on work. On Wednesdays or on days of importance, uniform sessions at 6:45 a.m. are used to iron
clothes and shine shoes.
Classes officially begin at 7:30 a.m. Alternating on a two-day cycle, a day is composed of five or six
classes lasting 55 minutes each. The core curriculum requires cadets to take a total of 26 to 30 core
academic classes depending on the major, not including the
core physical education classes, military science classes, a
job title after plebe year, as well as a leadership position that
is a major factor of the cadet’s military grade. Kim plans to
study solely classes related to her major at the United
States Naval Academy next year, and so is taking extra core
classes to meet the requirements of the school. Her extra
classes include Systems Engineering (Computer/Database
Design), Advanced Military Science (studying infantry tactics
from the perspective of a platoon leader), Military
Leadership, and two Physical Education classes:
Combatives (boxing and grappling) and Survival Swimming
(swimming while geared in full army combat uniform and
boots).
“The abundance of core classes makes it less enjoyable at times, but I really enjoy the DP
[Department of Physical Education] classes, especially Survival Swimming, when you have to escape
in full uniform. It’s really different from anything else that you would ever take,” she said. “Research
Methods class is applicable towards groundwork for research in general, and my Systems Engineering
class showed me something new.”
Outside of these mandatory classes, Kim also dedicates much of her time to soccer, and numerous
clubs, including Sandhurst (which prepares members for the military skills competition called
Sandhurst Competition, dubbed SANCOM),Glee Club, Korean Seminar, and Christian Club.
At West Point, there is also a notably smaller teacher to cadet ratio (12 to 18 cadets per teacher) than
at other military schools, which allows for more individualized instruction. Teaching by the Thayer
Method of Instruction, instructors have the cadets read and teach themselves the material before
coming to class. This contributes to altering the class from being entirely lecture based to being more
interactive. “The military instructors are [also] typically more invested in your learning because we will
technically be future employees in their organization,” Kim said.
Immediately after graduation, cadets are commissioned as Second Lieutenants. Kim is currently
leaning towards Military Intelligence in either Germany or South Korea. And since it is also often the
case that the officers were West Point graduates themselves, they are able to offer advice to the
cadets based on their own experiences. Such advice would involve “specific branches, military
schools, career advancement, cadet-officer transition and how to succeed as a brand-new second
lieutenant leading a platoon,” Kim said.
At West Point, juniors like Kim herself faced a difficult decision at the beginning of the school year.
Unless they plan to transfer, juniors have to commit to completing the “next two years at the Academy,
five years in the Army as Active Duty personnel and three years in the Reserves,” Kim said.
Last year, because of her conflicting interests, Kim was dubious of the route that she would take. She
wanted to focus on her academics and conduct research, but because West Point emphasizes a
holistic military, with fit cadets who are able to lead well, it makes it impossible to focus on just one
activity. “I realized that I have still so much to learn about what it means to be a leader. I am constantly
learning something new every day in the classroom, in the field, in the company, from my classmates
or instructors. While my perspective shifted from plebe year, it’s changed for the better.” She said.
Kim looks back contented with the decision she made three years ago. “It’s definitely a different
college experience in that I have to take extra core classes, have mandatory events, summer training
all in a military setting[…] but after a while, you get used to the formalities.” she said. “It’s hard to
imagine what my life [would be like] otherwise. I imagine I would have more personal time and
freedom to pursue different opportunities, but then again, I think West Point provides similar, if not
more, opportunities.”
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Unit 4B: In an ideal world
Topics: living places / military places
Objectives
Listening
Understand people describing houses (p. 58)
Reading
Understand a short questionnaire about preferences (pp. 56/57)
Understand a description of a house (pp. 58/59)
Speaking
Ask for and give opinion (pp. 57/58)
Ask and talk about unreal situation (p. 57)
Ask and talk about where I live (p. 58)
Describe my dream house (p. 58)
Describe objects in a room (p. 58)
Talk about people and houses (p. 58)
Contents
General English :New English File 4B – In an ideal world
Suggested Homework Tasks
Grammar – Second conditional (NEF ex.1b/c/d p. 57)
Reading – Houses you’ll never forget (NEF ex. 5c p. 58)
Classroom Tasks
Vocabulary – Houses (NEF ex. 3b p. 58)
Pronunciation – Sentence stress (NEF ex. 2a p. 57)
Speaking (NEF ex. 1e p. 57, ex. 2d p. 57, ex. 3c p. 58)
Listening (NEF ex. 4a/b/c/d p. 58)
Military English Practice

Worksheet U4B.1: Military Places
Reading: The 18 Strangest Military Bases
Grammar Practice: Conditionals

Worksheet U4B.2: Conditionals
Classroom Exercises: 3,4,5
Vocabulary Practice: Houses

Worksheet U4B.3: Living Space
Classroom Exercises: 1,3
Writing Practice
Image Bank
Extra Practice
Unit Review: Workbook U4B
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U4B.1 Military English: Military places
Preparing for a visit
suspense vin d'honneur

office call welcome package
officer of primary responsibility
1. Match the words and the definitions:

1.
A visit to the Commander’s office. ...............................................
2.
The person responsible for completing a task. ...............................................
3.
The date by which a task must be completed. ...............................................
4.
Helpful documents for visitors and new personnel. ...............................................
5.
A reception for a visitor with drinks and snacks in which people usually stand up.
...............................................
2. Match the words and make terms:
1. in accordance contact
2. no later responsibility
3. officer of of than
4. point primary with
OPR ........................................................................................................................................
POC ........................................................................................................................................
NLT ........................................................................................................................................
IAW ........................................................................................................................................
3. Listen to a meeting
and complete with these
words: NATO UNCLASSIFIED
TASKER
SUBJECT: Visit of the Polish Chief of Defence

30 October, 1300 hrs 1. Tasked Organisation
Catering section a. OPR: 1 ..............................
G4 b. SUPPORT: Public Information Office (PIO), G4, HQ Support Group
G9 (SG)
Protocol chief 2. Situation
Protocol Office Polish CHOD, Lt Gen Wojak will visit our HQ on 11 NOV.
3. Task
a. 2................................. : Prepare welcome package.
b. 3 ................................. : Prepare lunch.
c. 4 ........................ and 5 ........................ : Prepare and present a
briefing IAW programme.
4. Suspense
a. NLT 6 ....................................... : G4 and G9 submit briefing to the
COS through DOS.
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4. Listen again and answer the questions:

1. Is this the Polish CHOD’s first visit to the headquarters?
........................................................................................................................................
2. What kind of reception does the DOS want the catering section to prepare?
........................................................................................................................................
3. Which office is tasked with preparing the visit?
........................................................................................................................................
4. Where will the CIS briefing take place?
........................................................................................................................................
5. Is Pablo going to write the tasker himself?
........................................................................................................................................
Arriving at the base
5. Match the words and the definitions:

adjutant duty officer guard guardroom officers' mess
1. This officer is responsible for administration. ................................................
2. A room for soldiers on guard. ................................................
3. This soldier protects a building. ................................................
4. Officers eat and sometimes sleep in this building. ................................................
5. The officer responsible for security and communications during 24-hours. ...................................
6. Captain Pablo Esteban is visiting a British base. Listen and answer:

1. Who does the guard call? ............................................................................................................
2. Who is coming to welcome Capt Esteban? .................................................................................
3. What does the guard want to see? ...............................................................................................
4. Where does the guard ask Capt Esteban to wait? .......................................................................
7. Listen to the second part of their conversation and write the questions Captain Smith asks:
1. CS: .........................................................................................................................................
CE: No, I got a train from London to Andover and then I got a taxi to the garrison.
2. CS: .........................................................................................................................................
CE: It was fine, it’s only two hours from Madrid to London.
3. CS: .........................................................................................................................................
CE: No, I was here last year with my family. We spent five days in London.
4. CS: .........................................................................................................................................
CE: Well, the people are very friendly.
5. CS: .........................................................................................................................................
CE: It’s quite cold at the moment in Madrid.
U 4B In an ideal world 28
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A post is a site owned and run by the

military. There are many names for a
A tour of the camp post, such as a fort or garrison.
Posts house equipment and provide
shelter for personnel. They can also
be used for training and operations
needs. Some posts act as command
centers.
Most posts offer housing (called
"barracks", "billets" or "quarters'')
for the one or more units stationed
there. There are generally post offices
and dining facilities (DFACs)
available.
There may also be a post exchange
(PX).
8. Match the words with the sentences:
barracks cookhouse married quarters parade square sergeants' mess
1 Cooks prepare food and soldiers have their meals here. ............................................
2 Soldiers parade and practice drill here. ............................................
3 NCOs sometimes eat and sleep here. ............................................
4 Accommodation for single soldiers. ............................................
5 Accommodation for married soldiers and their families. ............................................
9. Listen and complete:

This is the .............................. . Warrant .............................. and senior .............................. live
here. There’s a .............................. and a ............................... This is the ............................... These
soldiers .............................. for .............................. on Friday. The .............................. is over there.
Those soldiers are from .............................. and that is Sergeant Smith, their .............................. .
Here is the cookhouse. The soldiers have .............................. here. And here are the
.............................. .
The AGM: Facilities and Installations Stables

Museum Cadets' Recreation Centre)
Track Military Housing
Cadets' mess hall Warehouse & maintenance.
Chapel Obstacle Course
Infirmary Printing Office
Classrooms Main Gate.
Cadets' Recreation Centre. Tennis courts
Laundry Sports complex (indoor heated swimming pool
General Staff building / squash courts / handball & basketball courts /
Car Park weight room / gym / martial arts & fencing
Dormitories The Queen Maria Cristina gardens
Parade Ground Pharmacy / Chemist's
Riding arenas Cookhouse
Officers' Club Souvenir shop
The Dean of Academics' building Water tanks
Firing range The bust of King Alfonso XII
Barracks Sports fields
Cadets' snack bar. N.C.O. Club / Sergeants' Mess
Lengua Inglesa II
2015-2016
The World’s 18 Strangest Military Bases
The world's hodgepodge of military bases run the gamut from hazardous mountaintop forts to
seemingly impenetrable underground bunkers. Then there are bases on remote islands tracking
objects in deep space and high-tech laboratories probing the most lethal microbes in existence. The
design of a base needs to address the immediate needs of a military while still being versatile enough
to remain useful as threats and technology evolve. We tracked down some of the most interesting
active military facilities and spoke with Brad Schulz, vice president of federal architecture at HNTB,
about why they're notable.
Thule Air Base
Qaasuitsup, Greenland:
Background: Thule Air Base sits within 800 miles of the Arctic
Circle, making it the northernmost U.S. military installation. Among
the many challenges posed by the region's climate is that the base's
port is only accessible for three months each year, so major supplies
need to be shipped during the summer. The base may be frozen and
remote, but the 12th Space Warning Squadron operates an early warning system for Intercontinental
Ballistic Missiles from Thule, while the 21st Space Wing is in charge of space surveillance operations.
How It's Unique: Brad Schulz, vice president of federal architecture at HNTB, who recently worked on
a dormitory replacement project at Thule, explains that construction crews essentially need to build on
the most stable layer of permafrost they can get to. With temperatures dropping below minus-60 F,
keeping troops warm is crucial. One of the more interesting weather-specific features is that all of the
utilities are above ground, because it would be too hard to quickly access them if something went
awry. "You don't bury any waterlines, communication lines or even sanitary lines," Schulz says.
"They're all insulated and triple-heat-taped." Schulz also notes that all the buildings on the base are
equipped with so-called arctic vestibules, which provide 24/7 access to shelter while ensuring the
buildings remain secure.
Dugway Proving Ground
Great Salt Lake Desert, Utah:
Background: Within two months of the attack on Pearl Harbor,
President Franklin D. Roosevelt set aside the first 127,000 acres of
Dugway Proving Ground in Utah's Great Salt Lake Desert. Over the
past 60 years, the site has expanded to nearly 800,000 acres,
roughly the size of Rhode Island.
How It's Unique: Dugway's massiveness allows it to be the premiere site for testing defense systems
against chemical and biological weapons, as well as military-grade smoke bombs. During World War
II, the facility played a vital role in the development of incendiary bombs. In order to test the fire-
causing weapons, crews at Dugway built replicas of German and Japanese villages, even going so far
as to fill the model buildings with furniture that would be similar to that found in the respective country.
Today, the remains of the German village are eligible to be included on the U.S. National Register of
Historic Places.
Navy Support Facility Diego Garcia
Diego Garcia BIOT, Chagos Archipelago:
Background: This joint U.S. and U.K. operation is situated on a
tiny atoll about 1000 miles from India and tasked with providing
logistical support to forces in Afghanistan and Iraq.
How It's Unique: "There's a certain amount of logistical difficulty"
with ultra-remote facilities like Diego Garcia, Schulz says, and
shipping materials can be costly. Diego Garcia's remoteness,
though, allows it to be a key hub for tracking satellites, and it is one of five monitoring stations for
GPS. Additionally, the island is one of only a handful of locations equipped with a Ground-based
Electro-Optical Deep Space Surveillance system for tracking objects in deep space. As an atoll, the
land itself is rather oddly shaped, too. From end to end, Diego Garcia is 34 miles long, but its total
area is only 11 square miles.
Lengua Inglesa II
2015-2016
HAARP Research Station

Gakona, Alaska:
Background: HAARP, or the High-Frequency Active Auroral
Research Program, is a collaborative project involving the U.S. Air
Force, the U.S. Army and the University of Alaska. Researchers at
the facility use a powerful high-frequency transmitter and an array of
180 antennas to temporarily disrupt the ionosphere in hopes of
yielding potential communications and surveillance benefits.
How It's Unique: HAARP has been the centerpiece of countless conspiracy theories, ranging from
rumors that it will be used for mind control to claims that it can manipulate the weather of individual
countries. The project's website says that the equipment can only function properly if it is located in the
auroral region, and Alaska happens to be the only U.S. state that fits that criterion. A quiet
electromagnetic location is needed for the system to operate, which further explains the removed
location of HAARP. In past interviews, HAARP's operators readily admit they're researching potential
defense applications. HAARP is not classified.
Forward Logistics Base
Siachen Glacier, Kashmir:
Background: For more than 25 years, India and Pakistan have
been battling for control of the nearly 50-mile-long Siachen Glacier.
Both sides have set up military installations in the imposing
Karakoram range, where 3-mile-high mountain peaks are the norm.
How It's Unique: Troops stationed in this barely inhabitable war
zone face endless peril. While a 2004 ceasefire has been adhered
to, soldiers on the world's highest battleground still fight altitude sickness, deadly temperatures and
bone-crushing avalanches. There are no precise figures on how many lives have been lost during the
conflict, but some estimates put the death toll as high as 5000, many of which are attributed to
climate-related events. Due to the lack of infrastructure in the region, helicopter pilots are placed in
harm's way as they navigate unpredictable winds and poor weather to delivery basic necessities.
Cheyenne Mountain Complex
Cheyenne Mountain Complex Air Force Station, Colo.:
Background: This iconic underground base has been inspiring
science fiction writers and awing engineers since 1966. Located
nearly a half mile under a granite mountain, the labyrinthine facility is
run by Air Force Space Command. The base earned its place in pop
culture when the television version of Stargate made Cheyenne
Mountain the HQ of cosmic time travel.
How It's Unique: One-of-a-kind bases like Cheyenne pose countless construction challenges and
need to satisfy seemingly impossible requirements, like being able to withstand multi-megaton attacks.
"It would be hard for a contractor to bid a project like this, because you might be using new
construction techniques, new construction technology," Schulz says. Aside from sitting under a
mountain of granite, an extremely hard rock, the base is protected by 25-ton blast doors, and some
rooms sit on massive beds of springs to better absorb a blast. "It's certainly not a very secret
installation, but it's well-protected."
Devil's Tower Camp
Gibraltar:
Background: Certain geographic locations will never lose their
strategic importance. Case in point: Gibraltar. British control of the
territory dates back to 1713, when Spain ceded the land in the
Treaty of Utrecht. Nowadays, the Royal Gibraltar Regiment watches
over the territory from its Devil's Tower Camp headquarters.
How It's Unique: The location's strategic importance stems from
the Strait of Gibraltar, which joins together the Atlantic Ocean and the Mediterranean Sea, but the
area also provides unique training opportunities in parachuting, diving and tunnel warfare. Under the
streets of Gibraltar is an extensive 35-mile-long tunnel system carved through limestone. On the
southern tip of Gibraltar is the Buffadero Training Center, which includes two live firing ranges, an
obstacle course and a mock village that mimics warfare in an urban environment.
Lengua Inglesa II
2015-2016
Dugway Proving Ground

Great Salt Lake Desert, Utah:
Background: Within two months of the attack on Pearl Harbor,
President Franklin D. Roosevelt set aside the first 127,000 acres of
Dugway Proving Ground in Utah's Great Salt Lake Desert. Over the
past 60 years, the site has expanded to nearly 800,000 acres,
roughly the size of Rhode Island.
How It's Unique: Dugway's massiveness allows it to be the
premiere site for testing defense systems against chemical and biological weapons, as well as
military-grade smoke bombs. During World War II, the facility played a vital role in the development of
incendiary bombs. In order to test the fire-causing weapons, crews at Dugway built replicas of German
and Japanese villages, even going so far as to fill the model buildings with furniture that would be
similar to that found in the respective country. Today, the remains of the German village are eligible to
be included on the U.S. National Register of Historic Places.
U.S. Army Medical Research Institute of Infectious Diseases
Fort Detrick, Md.:
Background: Anthrax, Ebola virus, plague and monkeypox are just
a few of the deadly microbes handled by researchers at the U.S.
Army Medical Research Institute of Infectious Diseases, commonly
known as USAMRIID. Over the years, the institute has made
significant contributions to the development of vaccines, diagnostics
and treatments that have both military and civilian applications.
How It's Unique: USAMRIID is the only Biosafety Level 4 (BSL-4) laboratory under the purview of the
Department of Defense. Facilities like these are all about redundancies, Shulz says, and the safety
requirements needed for BSL-4 certification are extensive and complex. A few of the more notable
precautions include double-door airlocks, sophisticated filtration systems capable of catching
microscopic particles, fumigation chambers and a completely air-tight building. According to the
National Institutes of Health, many of the BSL-4 facilities build buffer corridors around the laboratories
to help mitigate damage from any potential blasts.
Naval Air Station Jacksonville
Jacksonville, Fla:
Background: The new Hangar 511 at Naval Air Station
Jacksonville is the largest hangar in the Navy's inventory, capable
of storing 33 P3-C Orions, four C-130 Hercules and a helicopter
unit. In the coming years, the hangar will be instrumental in housing
the P-8 Poseidon and its 120-foot wingspan.
How It's Unique: Hangar 511 is one of only three hangars, military
or civilian, to achieve LEED Silver certification. Schulz says HNTB fitted sections of Kalwall—a
translucent, polymer panel—into the southern wall so natural light could illuminate the hangar and
curb energy consumption. The designers also avoided using conventional sliding hangar doors and
opted for Megadoors, which are made from fabric and pulled vertically, similar to blinds in a bedroom.
"It has, I think, the largest fabric hangar doors ever constructed," Schulz says. "There are two of them
that are 60 feet tall by 450 feet long. The truss that spans that 450 feet is 15 feet wide and 35 feet tall.
Those are very interesting pieces of equipment."
Temporary Deployable Accommodations
Iraq and Afghanistan:
Background: Temporary Deployable Accommodations, or TDAs,
are the brainchild of global engineering firm KBR. These on-the-fly
facilities can be large enough to host 600 troops and take less than a
month to set up.
How It's Unique: Each eight-man tent is built from PVC-barrel cover
and a composite insulation liner. Air conditioners help U.K. and U.S.
forces counter the sweltering heat of the region. Andrew Jeacock, a marketing director for KBR,
boasts that the real tech gems of a TDA are its vacuum waste-distribution system and the waste-water
treatment plant. The filtration system is so effective, Jeacock says, that it renders waste water nearly
potable. For next-generation TDAs, KBR is looking for ways to improve fuel and water efficiency.
Lengua Inglesa II
2015-2016
Raven Rock Mountain Complex

Adams Country, Penn.:
Background: This notoriously cryptic facility is built under Raven
Rock mountain near the border of Pennsylvania and Maryland. The
site was birthed during the Cold War and goes by many names,
including Site R and the underground Pentagon.
How It's Unique: Site R's mission is to facilitate the Continuity of
Operations Plan, a blueprint for how the government would
reposition itself if a major catastrophe strikes. Should the country find itself in peril, defense
communications and planning will allegedly be handled here, but the utility of such a strategy has
been hotly debated. Not too far away, in Virginia, is Mount Weather Emergency Operations Center,
which is the FEMA-controlled, civilian-centered counterpart to Site R. "Everyone knows it exists, but I
would say folks are probably not aware of its complete function," Schulz says.
Edwards Air Force Base
Edwards, California:
Background: America's first jet, the Bell P-59, made its debut flight
on Oct. 1, 1942 at Muroc Dry Lake, now known as Edwards Air
Force Base. A mere six years later, at the same site, Chuck Yeager
busted through the sound barrier in a Bell X-1, marking the first time
an aircraft had traveled faster than the speed of sound. Today,
Edwards is home to the Air Force Flight Test Center and NASA's
Dryden Flight Research Center, both of which are molding the future
of aviation.
How It's Unique: Edwards' legacy of speed is due, in part, to the fact that it's built adjacent to Rogers
Dry Lake, a large salt flat that can be used as a natural extension to a runway. "The uniqueness
comes from just how large it is," Schulz says. "Even when you get to the main gate and show some
identification, your drive from there to the airfield is significant." The immediate benefit of the base's
size is that it provides plenty of space in case an aircraft (or spacecraft) gets a bit out of control, but
Schulz also points out that it helps cut down on noise pollution for nearby civilian populations.
Lajes Field
Azores, Portugal:
Background: Lajes Field, on the small, Portuguese-owned
Terceira Island, is an important refueling station for aircraft that
can't clear the Atlantic Ocean in a single shot. In 1953, the U.S.
established its first presence on the island when it positioned the
1605th Air Base Wing at Lajes. Today, the 65th Air Base Wing is
stationed at the facility, providing support to U.S. Air Forces in
Europe and to a variety of allies.
How It's Unique: Lajes Field is on a small chunk of volcanic rock
about 1000 miles off the coast of Portugal, a location that can be
stressful for first-time navigators. About 11 miles long from north to
south, the island is not capable of supporting more than one airport,
so the field is split between civilian operations and military
operations. "All the military support facilities line one side of the runway, and the passenger terminal, if
you will, is very small on the other side," Schulz says.
Nellis Air Force Base
Nellis AFB, Nevada:
Background: Nellis Air Force Base is a revered training facility
and the location of the U.S. Air Force Warfare Center. The base
has been operational since the 1940s.
How It's Unique: In 2007, officials at Nellis cut the red ribbon
for North America's largest solar power plant at the time. More
than 6 million solar cells are laced throughout 72,000 panels,
feeding the base about 30 million kilowatt-hours of clean energy each year. Upping the eco-ante of the
project is the fact that the solar farm is built atop a capped landfill. The Air Force estimated that the
array would help it shed 24,000 tons of carbon dioxide emissions each year, while saving upward of a
million bucks.
Lengua Inglesa II
2015-2016
Anniston Chemical Agent Disposal Facility

Anniston Army Depot, Alabama:
Background: The U.S. Army Chemical Materials Agency's
Anniston Chemical Agent Disposal Facility is one of six locations
that stores chemical weapons. During the 1960s, 7 percent of
U.S. chemical weapons were stashed at Anniston, including
stockpiles of VX nerve-agent munitions.
How It's Unique: Operations at Anniston have shifted from
storing chemical weapons to safely destroying and disposing of
them. Mustard-gas-filled munitions can't just be chucked in the garbage or buried, so the facility is
equipped with high-tech robotics that disassemble weapons and powerful incinerators that help
destroy certain waste materials. Workers at the site have recently started using a Linear Projectile
Mortar Disassembly machine—a six-axis, remote-controlled robot—to extract the explosives from
mortars filled with chemical agents.
Defence Training Estate Salisbury Plain
Wiltshire, England:
Background: The now defunct British War Office started
snatching up land in this region of southern England back in
1897. Salisbury, location of the contentious Imber Live Firing
Range, is still used regularly to put Royal Marines through the
wringer.
How It's Unique: Fewer than 10 miles from Salisbury is the
wildly famous architectural site Stonehenge. A crew of
researchers led by Chris Pearson of the University of Bristol just published the book Militarized
Landscapes: From Gettysburg to Salisbury Plain, which examines how the training facility has helped
keep the architectural and ecological legacy of Salisbury intact. "Army training leads to pollution, bomb
craters and other forms of environmental damage," Pearson said in a recent press statement. "But
military ownership of certain sites, such as Salisbury Plain, has kept intensive agriculture as well as
tourism and urbanization at bay and encouraged the preservation of ecologically outstanding habitats."
Naval Submarine Base
Kings Bay, Georgia:
Background: Around 1980, the Navy began overhauling Kings
Bay to be the East Coast location for Ohio-class nuclear
submarines, a project that took nearly a decade and cost $1.3
billion, making it the largest peacetime construction project for
the Navy at the time. Spread over 16,000 acres, about a quarter
of which is protected wetlands, this submarine base is the habitat
of 20 threatened or endangered species.
How It's Unique: When a submarine needs a little TLC, there's not a better place than the Trident
Refit Facility at Kings Bay. The 700-foot-long covered drydock, one of the largest in the world, is
impressive, but what really stands out is the state of the art Magnetic Silencing Facility. The entrance
of the silencing facility is designed as a drive-in, like a Jiffy Lube for Naval vessels. After a sub is in
place, it is subjected to a deperming treatment, which basically erases the sub's magnetic signature,
allowing it to remain as stealthy as possible during future voyages.
http://www.popularmechanics.com/technology/design/g152/strangest-military-bases-gallery/
Lengua Inglesa II
2015-2016
U4B.2 Grammar Review: Conditionals

Real/likely situations: first conditional
 With if
A first conditional describes a real or likely situation. A present tense is used after if, but the time
referred to is the future. Will/Won’t are common in the result clause.
If you fall, I won’t be able to catch you!
This means that there is a real possibility this will happen. Going to can be used instead of will
If it rains, we’re going to get wet.
The modal verb can is also common in first conditional sentences.
If the cases are too heavy, I can help you carry them.
 Unless, provided, as long as
Unless means If ... not.
Unless you leave at once, I’ll call the police./ If you don’t leave at once, I’ll call the police.
Provided and as long as can also introduce a condition.
Provided you leave now, you’ll catch the train.
 With the imperative it is common to use the imperative instead of if.
Get me some cigarettes, and I’ll pay you later.
 With should
We can use should instead of if in a conditional sentence. It means if by any chance ... and makes
the action less likely.
Should you see John, can you give him a message?
Unreal/imaginary situations: second conditional
 With if
A second conditional describes an unreal or imaginary situation. A past simple tense is used after if
but the time referred to is the future. Would is common in the result clause.
If you fell, you would hurt yourself.
This means that there is a small possibility that this will happen. The situation and its result are
imagined.
The modal verbs might and could are common in second conditional sentences.
If you became a millionaire, you might be unhappy.
 Were -Were is often used instead of was in formal language. Note that were is not stressed in
speech.
If I were taller, I’d join the basketball team.
If I were you, I’d leave now. (I and you are stressed in speech)
 Were to - Were to is another way of expressing a second conditional sentence.
If they were to offer me the job, I’d turn it down.
Unreal/imaginary past situations: third conditional
 With if
A third conditional describes an unreal or imaginary situation in the past. A past perfect tense is
used after if. Would + have + past participle is used in the result clause.
If John had studied more, he would have got better marks.
This means that John didn’t study more. A past situation, different to the one that really happened,
is imagined.
The modal verbs might and could are common in this kind of sentence.
If you had tried harder, you might have succeeded.
 Mixed conditions
For past events which have a result continuing in the present, it is possible to use the form of a
third conditional in the if-clause, and the form of a second conditional in the result clause.
If you had saved some money, you wouldn’t be so hard up.
Other if sentences
If can mean when in the sense of whenever.
If/When/Whenever it rains, we play football indoors instead.
In this type of sentence we use the present simple in both the if-clause and the result clause.
If can also mean if it is true that.
If (it is true that) you have a job like that, you are very lucky.
If (it is true that) nothing happened, you were lucky.
If + past simple can be used for past events with a real possibility, or that we know are true. This type
of sentence does not have any special grammar rules.
If you missed the TV programme last night, you can borrow my recording.
Lengua Inglesa II
2015-2016
1. Underline the most suitable verb forms in each sentence.

a. If the machine stops/will stop, you press / will press this button.
b. I can’t understand what he sees in her! If anyone treats / will treat / treated me like that, I am /
will be / would be extremely angry!
c. If you help / helped me with this exercise, I will / would do the same for you one day.
d. According to the timetable, if the train leaves / left on time, we will / would arrive at 5.30.
e. If it is / will be fine tomorrow, we go / will go to the coast.
f. If we find / found a taxi, we will get / would get there before the play starts.
g. It’s quite simple really. If you take / will take / took these tablets every day, then you lose / will
lose / lost / would lose weight.
h. I don’t like this flat. I think I am / I will be / I’d be happier if I live / will live / would live / lived in a
house in the country.
i. I don’t know how to play baseball, but I’m sure that if I will do / did, I play / will play / would play
a lot better than anyone in this awful team!
j. If I phone / will phone / phoned you tonight, are you / will you be / would you be in?
2. Underline the most suitable verb forms in each sentence.

a. Why didn’t you tell me? If you told l had told me, I had helped / would have helped you.
b. If Bill didn’t steal / hadn’t stolen the car, he wasn’t / wouldn’t be / hadn’t been in prison now.
c. lf Ann wasn’t driving / didn’t drive / hadn’t driven so fast, her car didn’t crash / wouldn’t crash /
wouldn’t have crashed into a tree.
d. Let me give you some advice. If you smoked / would smoke / had smoked less, you didn’t feel /
wouldn’t feel / wouldn’t have felt so tired.
e. What bad luck! If Alan didn’t fall / hadn’t fallen / wouldn’t fall over, he won / would win / would
have won the race.
f. lf you invited / had invited me last week, I was able / had been able / would have been able to
come.
g. I’m sure your letter hasn’t arrived yet. lf it came / had come I’m sure I noticed / had noticed /
would have noticed it.
h. We have a suggestion to make. How do you feel / would you feel if we offered / would offer /
had offered you the job of assistant manager?
i. If you lent / had lent us the money, we paid / would pay / had paid you back next week.
j. Terry never catches anything when he goes fishing. And if he catches / caught / had caught a
fish, he throws / would throw it back!
3. Put each verb in brackets into a suitable verb form.

a. Why didn’t you phone? If I (know) .......................................... you were coming, I (meet)
.......................................... you at the airport.
b. It’s a pity you missed the party. If you (come) .......................................... , you (meet)
.......................................... my friends from Hungary.
c. If we (have) .................................... some tools, we (be able) .................................... to repair
the car, but we haven’t got any with us.
d. If you (not help) ..................................... me, I (not pass) ........................................ the exam.
e. It’s a beautiful house, and I (buy) .......................................... it if I (have)
.......................................... the money, but I can’t afford it.
f. I can’t imagine what I (do) ........................................... with the money if I (win)
............................................. the lottery.
g. If Mark (train) ........................................ harder, he (be) ........................................ a good runner.
h. If Claire (listen) .......................................... to her mother, she (not marry)
.......................................... David in the first place.
Lengua Inglesa II
2015-2016
4. Rewrite each sentence, beginning as shown. Do not change the meaning.

a. I didn’t have an umbrella with me and so I got wet.
I wouldn’t .................................................................................................................................... .
b. I’ll call the police if you don’t leave me alone!
Unless ................................................................................................................................ ......... .
c. In the snowy weather we don’t go to school.
If .................................................................................................................................................. .
d. Without Jack’s help, I wouldn’t have been able to move the table.
If .................................................................................................................................................. .
e. Make me some coffee, and I’ll give you one of my biscuits.
If .................................................................................................................................................. .
f. If you hadn’t told me about Sue’s hair, I wouldn’t have noticed.
Unless ......................................................................................................................................... .
g. If you see Peter, tell him to be here at 8.00.
Should ....................................................................................................................................... .
h. I wouldn’t accept if you asked me to marry you!
If you were .................................................................................................................................. .
5. Rewrite each sentence. Use contracted forms.

a. lf I had known, I would have told you.
.......................................................................................................................................
b. Tony would not have crashed if he had been more careful.
.......................................................................................................................................
c. lf I had my credit card with me, I would have bought the coat.
.......................................................................................................................................
d. You would not have got lost if you had taken the map.
.......................................................................................................................................
e. lf Graham had not lost his watch, he would not have missed the plane.
.......................................................................................................................................
f. If you had not told me her name, I would have found out from someone else.
.......................................................................................................................................
g. If I were you, I would try getting up earlier.
.......................................................................................................................................
Lengua Inglesa II
2015-2016
U4B.3 Vocabulary: Living Space

1. Complete each sentence with a word from the box.
carpet curtains cushion drawer pillow radiator sofa socket
1. Is that chair comfortable, or would you like to use a .......................................?

2. Mark couldn’t recharge his mobile phone as there wasn’t a ...................................... in the room.
3. This house has central heating, and there’s a ....................................... in every room.
4. I was so tired that I fell asleep as soon as my head touched the ....................................... .
5. Could you draw the .......................................? Someone is staring through the window.
6. My bedroom has a fitted ....................................... which covers the whole floor.
7. The knives and forks are in the second ....................................... on the left.
8. Come over here and sit next to me on the ....................................... .
2. Complete each part sentence (1-8) with one of the endings (a-h).
..... 1. Please sit down and make yourself ... a. room for all of them in the wardrobe.
..... 2. Many of our language students share ... b. a block of flats on the south side of the
..... 3. I like Do-It-Yourself, but I've decided to city.
have ... c. directions at the bus station.
..... 4. Alan seems to have so many clothes that d. at home, while I make some tea.
he can never find ... e. accommodation in the villages nearby.
..... 5. lf you can't find the house you can f. the decorating done by a local firm.
always ask for ... g. a lot of noise through the wall from the
..... 6. Susan lives on the tenth floor of ... family next door.
..... 7. lf you're short of money you can buy ... h. furniture from the street market near
..... 8. As we live in a semi-detached house, we the cathedral.
hear ...
3. Complete the sentences with a compound word formed from two words in the box. One
word is used twice.
arm ash basin bed bin book case chair dish down
dust flower hole key room stairs tray wash washer
1. It’s very cold in my ............................................ , and I find it hard to sleep.

2. Sarah spent all afternoon sitting in a large ............................................ in front of the TV.
3. I left my socks soaking in the ............................................ in the bathroom.
4. Do you think you could put all your rubbish outside in the ............................................. ?
5. There’s a beautiful ............................................ full of roses right outside my window.
6 Don’t worry about the washing-up. We’ll put everything in the ........................................... .
7. I can’t open the front door. Something is stuck in the ........................................... .
8. If you really insist on smoking, please use this ........................................... .
9. Can you come ........................................... ? There’s someone at the door for you.
10.In this ........................................... are the dictionaries and an encyclopedia.
4. Complete each sentence with a verb from the box in a suitable form.
drop finish get look move put take turn
1. I’ve got nowhere to stay tonight: Can you ........................................ me up?

2. We’ve bought a new house but we can’t ........................................ in until next month.
3. Adrian doesn’t ........................................ on with his neighbours, because they’re so noisy.
4. Jan likes cooking, but she says it .................................................... up a lot of her time.
5. Don’t forget to .................................................. off the television before you go to bed.
6. Helen has done most of the decorating and plans to ........................................ it off tomorrow.
7. I have a large room, and it ........................................ out onto a beautiful garden.
8. Karen and Mike live next door and they often ........................................ in for a chat.
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5. Complete each sentence using house or home.
1. Sorry, but Sue isn’t at ........................................ just at the moment.

2. Could you write your ........................................ address at the top of form, please.
3. Jim and Ann share all the ........................................ work, but Jim does the cooking.
4. Paul couldn’t bring up the children on his own so he employed a ........................................
keeper.
5. I was born here in Grimsby, so, yes, it’s my ........................................ town.
6. No, you don’t have to pay. The soft drinks are on the ........................................ .
7. Many young people leave ........................................ when they study at university.
8. I don’t really like restaurant food. I prefer ........................................ cooking.
U4B.4 Vocabulary Bank: Living spaces

Houses
armchair detached house shower
balcony dishwasher sink
bathroom garage small town
bedroom garden steps
bedside table gate suburbs
block of flats kitchen terrace
chest of drawers living room terraced house
chimney path the country
city centre residential area village
coffee table roof wall
cottage second floor washbasin
More Words to Learn

(paint) brush huge shutters
entrance ideal spacious
extraordinary patio surrounded by
More Words in 4B
airy leader share
ceiling minimalist spacious
competition modern statue
cupboard painting stylish
dresser period supper
floor pet unspoilt
gallery picturesque upstairs
impractical remote view
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U4B.5 Writing practice – Living spaces
Writing Task U4B.a

Do you remember the first time you walked into the Academy? Write a narrative text
narrating your first steps in the AGM and your feelings about the place.
Writing Task U4B.b

A group of young people have applied for a visit to the AGM. Write a letter or email
informing them about the steps and procedures to apply for a visit and the requirements
at the security check or inside the Academy.
Writing Task U4B.c

Have you ever walked visitors (your family, friends, visitors, etc.) around the AGM. Write
a narrative text telling what you did and what the visitors reactions were.
Writing Task U4B.d

Write a narrative text with the title “My first house”.
Writing Task U4B.e

Write a text narrating the origin and evolution of the present AGM location, buildings and
facilities.
Writing Task U4B.f

Write a text ending with the words “... and that is why the room was messy and dirty”.
Writing Task U4B.g

Write a text beginning with the words “That was going to be my ideal house...”.
Writing Task U4B.h

Write a text describing your first barracks at the AGM.
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U4B.5 Image bank: Living spaces
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Unit 4C – Still friends?
Topics: friendship / past habits
Objectives
Listening
Understand short anecdotes about friends (p. 61)
Understand a speaker’s point of view and opinion (p. 63)
Reading
Understand a short description of a person (p. 60)
Understand a short article about a website (pp. 60, 61)
Understand the main points in an article about friends (p. 62)
Speaking
Ask and talk about friends and family (pp. 60, 62, 63)
Agree and disagree (p. 62, 63)
Ask for and give opinion (p. 63)
Give reasons (p. 63)
Describe past habits or states (p. 61)
Contents
General English New English File 4C – Still friends?
Homework tasks
Grammar – usually & used to (NEF ex. 2d/f p. 60)
Listening – Friends reunited (NEF ex. 3b/d p. 61)
Reading – Do you need to ‘edit your friends’? (NEF ex. 5c p. 62)
How words work – Expressions with get (NEF ex. p. 63)
Classroom practice
Vocabulary – Friendship (NEF ex. 1a p. 60)
Pronunciation – /s/ or /z/ 4a (NEF ex. p. 61)
Speaking (NEF ex. 1b p. 60, ex. 4c p. 61, ex. 5a p. 62, ex. 6d p. 63)
Listening 6a/c (p. 63)
Military English:
Reading: Forces Reunited
Grammar Practice: used to / get used to

Worksheet U4C.1: Grammar Review: used to / get used to
Classroom Exercises: 1,2,5,6
Vocabulary Practice: Family & friends

Worksheet U4C.2: Vocabulary: Family & friends
Classroom Exercises: 1,2,3,4
Extra Practice
Unit Review: Workbook U4C
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Forces Reunited
Testimonials
I went to school with Mervyn then we went our own ways me to sea and he to the RAF. I meet him
briefly some years ago. I now have another pal mutual to both of us. If you are there Mervyn please
reply. If you know me or Mervyn (ex Sdn Leader) Then please help anyway you can. Many Thanks.
Dennis Taylor
I’m looking for service men that served with my brother Private Ian Rayson. Killed In road traffic
accident ctober 26th 1979. I would like to find some photos of my brother. Army Number: 14516393.
michel rayson
In MEMORY of Dinger Bell Who Passed away unexpectedly, He was True Giant, and a
GENTLEMAN, Loved his boat and the sea, He was always full of Life, Always Laughing and having
Fun. You will be sorely MISSED by All who Knew Him. Rest in Peace my old Friend will always think
of you.
david shannon
HAVING SERVED TOGETHER 31 YEARS AGO, AT RAF THORNEY ISLAND, WE GOT IN TOUCH
,WITH EACH OUTHER. THANKS TO F.R. AND MET UP IN GLOUCESTER TO TALK ABOUT OLD
TIMES AND HAD A GREAT DAY TOGETHER. MANY THANKS PAUL NASH (TAFF)...
paul nash
Hi I am surching for somone serving HMS Saintes during 1953 to 1955 and who was on board towing
Empire windrush in 1954; many thanks
john swinnen
I am looking for anyone who would remember me and I them who served in Delhi Armada Road in the
wellington before they disbanded then Dakotas with 117 squadron
Eric Frank Harvey
I started tracking down members of my own army apprentice intake at Harrogate 35 years ago and
with the HELP of forces united I have managed to find 97 so far. They really are first class can you
help find those listed below please. Their army numbers would have been in the range of 23503XXX
and 2351XXXX.
Fred Carslake
Through another FR contact I was able to find Sue Stedman who I shared time with in Malta 1964.
Our husbands were in the DERR, well her’s, Tony, was the PI. Our children played together in the flat
in Moroni Street. Gzira. My husband, "Nat" Mills was away so much that Sue and I had a lot of time
together. We lost touch when I moved to Australia. After a couple of brief letters catching up, Sue died
suddenly. Her now ex husband Tony informed me and I was devastated. No more memories to shared
but how thankful we had that short time.
eileen mills nee rose
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U4C.1 Grammar Review: Used to / Get used to

Used to
Study this example situation:
Dennis stopped smoking two years ago. He doesn't smoke any

more.
But he used to smoke.

He used to smoke 40 cigarettes a day.
‘He used to smoke' = he smoked regularly for some time in the
past, but he doesn't smoke now. He was a smoker,' but now
he isn't.
he used to smoke  he doesn’t smoke

past 2 years ago now
Something used to happen = something happened regularly in the past but no longer happens:
I used to play tennis a lot but I don’t play very often now.
Diane used to travel a lot. These days she doesn’t go away so often .
Do you go to the cinema very often?’ ‘Not now, but I used to.’ (= I used to go ... )
We also use used to ... for something that was true but is not true any more:
This building is now a furniture shop. It used to be a cinema.
I used to think he was unfriendly but now I realise he’s a very nice person.
I’ve started drinking coffee recently. I never used to like it before.
Janet used to have very long hair when she was a child.
I used to do something’ is past. There is no present form. You cannot say *I use to do. To talk about
the present, use the present simple (I do).
Compare:
past he used to smoke we used to live there used to be
present he smokes we live there is
We used to live in a small village but now we live in London.
There used to be four cinemas in the town. Now there is only one.
The normal question form is did (you) use to ... ?
Did you use to eat a lot of sweets when you were a child?
The negative form is didn’t use to .... (used not to ... is also possible)
I didn’t use to like him. (or I used not to like him.)
Be/get used to something (I’m used to)
Study this example situation:
Jane is American but she has lived in Britain for three

years. When she first drove a car in Britain, she found it
very difficult because she had to drive on the left instead of
on the right. Driving on the left was strange and difficult for
her because:
She wasn't used to it.
She wasn't used to driving on the left.
But after a lot of practice, driving on the left became less
strange. So:
She got used to driving on the left.
Now after three years, it's no problem for Jane:
She is used to driving on the left.
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I’m used to something = it is not new or strange for me:

 Frank lives alone. He doesn’t mind this because he has lived alone for 15 years. It is not
strange for him. He is used to it. He is used to living alone.
 I bought some new shoes. They felt a bit strange at first because I wasn’t used to them.
 Our new flat is on a very busy street. I expect we’ll get used to the noise, but at the moment
it’s very disturbing.
 Diane has a new job. She has to get up much earlier now than before - at 6.30. She finds
this difficult because she isn’t used to getting up so early.
 Brenda’s husband is often away from home. She doesn’t mind this. She is used to him
being away.
After be/get used you cannot use the infinitive (to do / to drive, etc.). We say:
 She is used to driving on the left. (not *she is used to drive)
When we say I am used to ... , ‘to’ is a preposition, not a part of the infinitive. So we say:
 Frank is used to living alone. (not *Frank is used to live)
 Jane had to get used to driving on the left. (not *get used to drive)
Compare I used to do and I was doing:

I used to watch TV a lot. (= I watched TV regularly in the past, but I no longer do this)
I was watching TV when the phone rang. (= I was in the middle of watching TV)
Do not confuse I used to do and I am used to doing. The structures and meanings are different:
I used to live alone. (= I lived alone in the past but I no longer live alone)
I am used to living alone. (= I live alone and 1 don't find it strange or new because I've
been living alone for some time)
Do not confuse I am used to doing (be/get used to) and I used to do. They are different in structure
and meaning.
I am used to (doing) something = something isn't strange or new for me:
I am used to the weather in this country.
I am used to driving on the left because I've lived in Britain for a long time.
l used to do something = I did something regularly in the past but no longer do it. You can use
this structure only for the past, not for the present. The structure is I used to do (not *I am used
to do):
I used to drive to work every day, but these days I usually go by bike.
We used to live in a small village, but now we live in London.
1. Complete these sentences with use(d) to ... + a suitable verb.

1 Dennis gave up smoking two years ago. He ................................................ 40 cigarettes a day.
2 Liz ................................................ a motorbike, but last year she sold it and bought a car.
3 We came to live in Manchester a few years ago. We ................................................ in
Nottingham.
4 I rarely eat ice cream now but I ................................................ it when I was a child.
5 Jim ................................................ my best friend but we aren’t friends any longer.
6 It only takes me about 40 minutes to get to work since the new road was opened. It
................................................ more than an hour.
7 There ................................................ a hotel opposite the station but it closed a long time ago.
8 When you lived in London ................................................ to the theatre very often?
2. Read the situation and complete the sentences using used to.
1 Some friends of yours have just moved into a flat on a busy street. It is very noisy.
They’ll have to .................................................................................................................... .
2 Jack once went to the Middle East. It was very difficult for him at first because of the heat.
He wasn’t ........................................................................................................................... .
3 Sue moved from a big house to a much smaller one. She found it strange at first.
She had to ................................................................................... in a much smaller house.
4 The children at school had a new teacher. She was different from the teacher before her but this
wasn’t a problem for the children. The children soon ............................................ .
5 Somebody from Britain is thinking of going to live in your country. Warn him/her!
You would have to .............................................................................................................. .
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3. Compare what Carol said five years ago and what she says today:
TODAY FIVE YEARS AGO
My dog died two years ago. I'm a hotel receptionist.
I eat lots of cheese now. I travel a lot.
I read a newspaper every day now. I've got lots of friends.
I work very hard these days. I play the piano.
I haven't been to a party for ages. I'm very lazy.
I don't know many people these days. I never read newspapers.
I haven't played the piano for years. I don't like cheese.
I work in a bookshop now. I don't drink tea.
I don't go away much these days. I’ve got a dog.
Tea's great! I like it now. I go to a lot of parties.
Now write sentences about how Carol has changed. Use used to / didn’t use to / never used to
in the first part of your sentence.
She …………………………………………… but ……………………………………………………
2 ……………………………………………………………………………………………………………
3 ……………………………………………………………………………………………………………
4 ……………………………………………………………………………………………………………
5 ……………………………………………………………………………………………………………
6 ……………………………………………………………………………………………………………
7 ……………………………………………………………………………………………………………
8 ……………………………………………………………………………………………………………
9 ……………………………………………………………………………………………………………
10 ……………………………………………………………………………………………………………
4. Brian changed his lifestyle. He stopped doing some things and started doing other things:
studying hard smoking
He stopped going to bed early He started going out in the evening
running three miles every
spending a lot of money
morning
Write sentences about Brian with used to and didn’t use to.
1 ..............................................................................................................................................
2 ............................................................................................................... ...............................
3 ..............................................................................................................................................
4 ..............................................................................................................................................
5 ..............................................................................................................................................
5. Read the situations and complete the sentences. Use (be/get) used to as in the example.
1 Jane is American. She came to Britain and at first she found driving on the left difficult.
When she arrived in Britain, she wasn’t used to driving on the left, but she soon got used to it.
Now she has no problems. She is used to driving on the left.
2 Juan is Spanish and came to live in England. In Spain he always had dinner late in the evening,
but in England dinner was at 6 o’clock. This was very early for him.
When Juan first came to England, he ………………………………………. dinner so early, but
after some time he ………………………………………. it. Now he finds it quite normal. He
………………………………………. at six o’clock.
3 Julia is a nurse. A year ago she started working nights. At first she found it hard.
At first Julia didn’t like it. She ………………………………………. nights and it took her a few
months to ………………………………………. it. Now, after a year, she’s quite happy. She
……………………………. nights.
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6. What do you say in these situations? Use I’m (not) used to ....
1 You live alone. You don’t mind this. You have always lived alone.
FRIEND: Do you get a bit lonely sometimes?
YOU: No, I ……………………………………………………………………………..………… .
2 You sleep on the floor. You don’t mind this. You have always slept on the floor.
FRIEND: Wouldn’t you prefer to sleep in a bed?
YOU: No, I ………………………………………………………………………………..……… .
3 You have to work hard. This is not a problem for you. You have always worked hard.
FRIEND: You have to work very hard in your job, don’t you?
YOU: Yes, but I don’t mind that. I ....................................................................................... .
4 You normally go to bed early. Last night you went to bed very late (for you) and as a result you
are very tired this morning.
FRIEND: You look tired this morning.
YOU: Yes, ................................................................................................................... ....... .
7. Complete the sentences using only one word each time.

1 Jane had to get used to ………………………. on the left.
2 We used to ………………………. in a small village but now we live in London.
3 Tom used to ………………………. a lot of coffee. Now he prefers tea.
4 I feel very full after that meal. I’m not used to ………………………. so much.
5 I wouldn’t like to share an office. I’m used to ………………………. my own office.
6 I used to ………………………. a car but I sold it a few months ago.
7 When we were children, we used to ………………………. swimming every day.
8 There used to ………………………. a cinema here but it was knocked down a few years ago.
9 I’m the boss here! I’m not used to ………………………. told what to do.
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U4C.2 Vocabulary: Family & friends

1 Complete each sentence with a word from the box.
alike children couple elder engaged friendship housewife husband single twin
1 Jane got married to her .............................................. , Bob, four years ago.

2 Jane’s friends think that she and Bob are the perfect .............................................. .
3 They haven’t got any .............................................. yet, but they want a large family.
4 Jane’s .............................................. sister, Mary, was born half an hour before she was.
5 Jane and Mary look .............................................. but are not exactly the same.
6 Mary isn’t married. She says she prefers to be .............................................. .
7 She says she believes in .............................................. , but doesn’t believe in marriage.
8 Diana is Jane and Mary’s .............................................. sister. She calls them her ‘little sisters.
9 Diana has been .............................................. for three years, but hasn’t got married yet.
10 She has a career and doesn’t like the idea of being a .............................................. .
2 Complete each sentence with a noun formed from a verb in the box.
acquaint celebrate die engage greet marry relate resemble
1 All Sue’s friends and .............................................. came to her party.

2 I occasionally meet Terry, but he’s more a/an .............................................. than a friend.
3 When Paul arrived, he received a warm and friendly .............................................. .
4 Six months after their .............................................. , Michael and Lisa got married.
5 There was a great ........................................... in the village when their team won the cup.
6 In an ideal .............................................. , husband and wife share each other’s problems.
7 Dina and her mother look alike. There is a strong ....................................... between them.
8 Matt cried when he heard about the .............................................. of his old dog.
3 Underline the correct word in each sentence.

1 Children are not allowed to see this film. It’s for adults / old only.
2 By the time the vet arrived, the injured cat was already dead / died.
3 Unfortunately it rained on Nick and Helen’s wedding / marriage day.
4 David and Diana have two sons and one daughter / girl.
5 I think we should try to understand the problems of aged / old people.
6 There should be more facilities for youth / young people in this town.
7 More than fifty relatives / parents were invited to Jack’s party.
8 It’s my anniversary / birthday today. I’m 18 years old.
4 Complete each part sentence (1-10) with an ending (a-j).

..... 1 I’ve started going a after his father.
..... 2 When little Tina is grown b together again next Friday evening?
..... 3 I wonder if you could put c up by an aunt after their parents died.
..... 4 Carol doesn’t really get d in on Steve for a chat.
..... 5 Everyone says that Tom takes e after my dog while I’m away?
..... 6 Let’s have some friends f out with George’s younger sister.
..... 7 Do you think you could look g round for dinner on Friday.
..... 8 Why don’t we all get h on well with her mother-in-law.
..... 9 Ellen and Laura were brought i up she wants to be an astronaut.
..... 10 If I have time I’ll drop j us up for a few days next week?
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5 Match each sentence (1-8) with a sentence (a-h) which helps to explain the meaning of the
word in italics.
..... 1 We’ve got a new neighbour called Helen Willis.
..... 2 This is Sue. She’s a colleague of mine.
..... 3 Andrew is going to be our best man.
..... 4 At the end of the evening I thanked our host.
..... 5 I’m sure that Mary will be a wonderful bride.
..... 6 Next week I’m going to stay with my grandparents.
..... 7 I’ve always got on well with my sister-in-law.
..... 8 Georgina is the ideal guest.
a I was happy that he’d invited me to his party.

b Even before she married my brother we’d become good friends.
c She always offers to help in the house when she stays with us.
d We both work in the same department at the bank.
e She moved into the house next door yesterday.
f They’re both in their seventies, but they live a very full life.
g When John and I get married, he’ll stand next to John.
h She’s a dressmaker, and has designed her own wedding dress.
U4C.3 Vocabulary Bank: Friends & friendship

More Words to Learn
break up (with sb) make an excuse useful

get in touch with realize wonder
get rid of reply
get to know tend to
More Words in 4C
argue friendship real

classmates get on well (with) rebel
close have (sth) in common recognize
coffee break in search of register
colleague intense reveal
coma intimate sip
comb keep in touch (with) socialize
contact (sb) know strands
convent lose touch (with) success
conventional meet superficial
directory member web page
fall in love (with) promise
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U4C.4 Writing Practice: – Friends & friendship
Writing Task U4C.A

Write a text telling an anecdote from your childhood.
Writing Task U4C.b

Write a text which begins with the following words “It was my first night partying with my
friends ...”.
Writing Task U4C.c

Was your childhood a happy one? Write a narrative text telling about your childhood.
Writing Task U4C.d

Write a narrative text telling an anecdote about you and your friends.
Writing Task U4C.e

Write a text comparing and contrasting your relationship with your friends today and in
the past.
Writing Task U4C.f

Write a text narrating your last use of a social network.
Writing Task U4C.g

Write a text narrating the historical development of social communication.
Writing Task U4C.h

Write a text narrating the process of downloading and using WhatsApp.
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U4C.5 Image bank – Friends & friendship
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Unit 5A – Slow down, you move too fast!

Topics: Lifestyles
Objectives
Listening
Understand advice in a short interview about lifestyles (p. 69)
Reading
Understand a short article about lifestyles (pp. 68/69)
Understand a short leaflet (p. 70)
Understand the main points in a newspaper article about lifestyles (pp. 70/71)
Speaking
Ask and talk about everyday activities (p. 68)
Ask and answer about work and free time activities (p. 68)
Agree and disagree (p. 71)
Describe lifestyles (p. 70)
Contents
General English: New English File 5A – Slow down, you move too fast!
Homework Tasks
Grammar – Quantifiers(NEF ex. 1c/d p.68 /p. 138)
Reading & Vocabulary – Slow down, you move too fast (NEF ex. 4a/c p. 70)
Vocabulary – Noun formation 5a/b (p. 71)
Classroom Tasks
Pronunciation – -ough & -augh (NEF ex. 2a/c p. 69)
Speaking (NEF ex. 1a/e p. 68)
Listening (NEF ex. 3a/b p. 69)
Speaking (NEF ex. 6 p.70)
Grammar Practice: All / No / None / Each / Every / Either / Neither

Worksheet U5A.1: All / No / None / Each / Every / Either / Neither
Writing Practice
Image bank
Extra Practice
Unit Review: Workbook U5A
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U5A.1 Grammar Review: All / No / None / Each / Every / Either / Neither

All
 When all is used to show the quantity of something, it can be followed by of.
Jim was there all (of) the time.
 All can be used for emphasis. Note the position.
They all wore white shorts and shirts. Those stamps you bought me have all disappeared.
 All means the only thing when it is used in the construction all + subject + verb.
All I want is some peace and quiet.
It is unusual to use all as a single-word subject or object. Instead we use everything to mean all the
things.
Everything has gone wrong! (NOT All has gone wrong!)
No
 When no is used to show the quantity of something, it can mean not any.
There are no plates left. No new students have joined the class.
 No can also be used with a comparative adjective.
It’s no worse than before. There were no less than 500 applications for the job.
 No is not normally used alone before an adjective. Compare:
This book doesn’t have any interesting parts. (usual)
There are no interesting parts in this book. (unusual - very emphatic)
It is not interesting.
But there is an idiomatic use of no with good.
I tried hard but it was no good, I couldn’t reach. (no good = useless)
Another common idiomatic use is with -ing forms.
Remember, no cheating! No smoking, please.
None
 We do not use no of Instead, we use none of or none on its own.
None of the films that are showing in town look very interesting.
I’ve checked all the films that are showing in town. None look very interesting.
 In everyday speech none is often followed by a plural verb form. In formal speech or writing it can
be followed by a singular verb form.
None of these telephones work. None of the members of the committee has arrived yet.
 To emphasize the idea of none we can use none at all or not one.
A: How many people came to the party?
B: None/None at all/Not one!
Each, every
 The meaning of each and every is very similar and often either word is possible.
Each/Every time I come here I go to my favourite restaurant.
 But sometimes there is a small difference. We use each when we think of the single items in a
group, one by one. We use every when we think of the items in a group all together. Compare:
They gave a medal to each member of the team. I believe every word he says.
 Each is more usual with a smaller group, and can mean only two. Every is more usual with a larger
number, and cannot mean two.
She kissed him on each cheek.
 We can use each of, but we cannot use every of.
When the team won the cup, each of them was given a medal.
 Each can be used after the subject, or at the end of a sentence.
The members each received a medal. The members received a medal each.
 Repeated actions are generally described with every.
I practise the violin every day
Each, neither
 Either and neither both refer to choices between two items. Either means the one or the other.
Neither means not the one or the other.
Monday or Tuesday? Yes, either day is fine.
Monday or Tuesday? I’m sorry, but neither day is convenient.
 So not + either is the same as neither.
I didn’t like either of those films. Neither of the films was any good.
 Either can also mean both. Note that either is followed by the singular form of the noun.
On either side of the house there are shops. (on both sides)
U 5B Different worlds 57
Lengua Inglesa II
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1. Rewrite each sentence so that it contains the word given in capitals, and the meaning stays
the same. Do not change the word in any way.
a. This is the only money I have left.
ALL .................................................................................................................................
b. There wasn’t anyone at the meeting.
NO ...................................................................................................................................
c. Both singers had bad voices.
NEITHER .........................................................................................................................
d. All of the cups are dirty.
NONE .............................................................................................................................
e. Everyone was cheering loudly.
ALL .................................................................................................................................
f. You both deserve promotion.
EACH .............................................................................................................................
g. I read both books, but I liked neither of them.
EITHER ...........................................................................................................................
h. Whenever I cross the Channel by boat I feel seasick.
EVERY .............................................................................................................................
2. Rewrite each sentence, beginning as shown, so that the meaning stays the same.
a. Everyone in the office was given a personal parking space.
Each .................................................................................................................................
b. This town doesn’t have any good hotels.
There are ..........................................................................................................................
c. Love is the only thing that you need.
All .....................................................................................................................................
d. These two pens don’t write properly.
Neither .............................................................................................................................
e. We are all responsible for our own actions.
Each .................................................................................................................................
f. All of us feel lonely sometimes.
We ...................................................................................................................................
g. All of the shops are closed.
None ................................................................................................................................
h. Both jobs were unsuitable for Helen.
Neither .............................................................................................................................
3. Complete each sentence with the most suitable word or phrase.
a. Jack walked into the room with a gun in either ..... .
A. side B. door C. hand D one
b. I had ..... a hundred offers for my house.
A. neither B. each C. all D. no less than
c. I feel so tired this evening. I’ve been working hard ..... .
A. all day B. every day C. each day D. day by day
d. The two cars for sale were in poor condition, so I didn’t buy ..... .
A. either of them B. both of them C. neither of them D. each of them
e. I tried to lift the heavy trunk but it was ..... .
A. not good B. no less than good C. neither good D. no good
f. The room was full of people and ..... were speaking.
A neither of them B. all of them C. none of them D. each of them
g. ..... spent more time walking a century ago.
A. People all B. All persons C. Each people D. All
h. My friend Jonathan has a gold earring in ..... .
A. his two ears B. each ear C. every year D. the ears
i. I looked everywhere for my pen and it was here ..... .
A. none of the time B. every time C. all the time D. each time
j. People say that there is ..... like show business.
A. all business B. no business C. not business D. all business
Lengua Inglesa II
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4. Complete each sentence with the most suitable word from the box.
all each (x2) either (x2) every (x2) no (x2) none
a. Is ....................................... of you interested in working on Saturday this week?

b. I am afraid there are ....................................... vacancies in the company at present.
c. I think we should be given at least $50 ........................................... .
d. ........................................... other Saturday we watch our local hockey team.
e. Let’s start now. There’s ........................................... time like the present!
f. ........................................... you are interested in doing is going to the café!
g. There are two beds. You can sleep in ........................................... one, it doesn’t matter.
h. Sally gave a present to ........................................... and every one of us!
i. And the star of our show is ........................................... other than Dorothy Rogers!
j. My boss has given me ........................................... chance to succeed.
5. Complete the second sentence so that it has a similar meaning to the first sentence, using
the word given. You must use between two and five words, including the word given.
a. I always go to the cinema on Thursdays in winter.

Thursday I go to the cinema .......................................................................... in winter.
b. This has nothing to do with you!
none This is ........................................................................................... business!
c. I’m afraid there aren’t any empty seats at the front.
all I’m afraid .................................................................... at the front are taken.
d. From today, lorries are not allowed to go through the town centre.
no From today ................................................... to go through the town centre.
e. The days get colder and colder.
it Each .................................................................................................. colder.
f. Both questions were impossible to understand.
couldn’t I ..................................................................................................... question.
g. You only want to listen to rock music!
is All you .................................................................................... to rock music.
h. As many as 20,000 people are thought to have attended the concert.
than No ............................................ are thought to have attended the concert.
i. Each child was given £100.
were The ............................................................................................ £100 each.
j. We cannot waste any time!
no There .................................................................................................. waste.
6. Some of the lines are correct, and some have a word which should not be there. Tick each
correct line. If a line has a word which should not be there, write the word in the space.
Supermarkets
The every time I go to a supermarket I ask the
1. myself why I go shopping there so often. 
2. Last time I ended up buying all the kinds of things 2 .......................
3. when the all I really wanted was a packet of 3 .......................
4. rice and a small loaf, but could find neither 4 .......................
5. of them. I looked in every one comer of the shop 5 .......................
6. but there was simply no a sign of these products. 6 .......................
7. I looked carefully on either side of the aisles 7 .......................
8. but it was no any good. I ought to confess here 8 .......................
9. that I had forgotten my glasses! All of I could see 9 .......................
10. was rows of colorful shapes of all sizes. I decided 10 .......................
11. to ask an assistant. They were all a busy of course 11 .......................
12. and none of them was anywhere nearby in any 12 .......................
13. case. Meanwhile I had been filling my basket with 13 .......................
14. all the kinds of things I thought I wanted. After I 14 .......................
15. had paid, I had no money left for the weekend, 15 .......................
16.but I hadn’t bought the either of the things I wanted! 16 .......................
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U5A.2 Vocabulary Bank: Life styles
More Words to Learn

aim protect increase
balance reduce organic
encourage tragic aim protect
flavour balance reduce
global encourage tragic
increase flavour
organic global
More Words in 5A
abroad laugh see friends
ban lively similar
benefit mass-produced succeed
counter-revolution meditation survive
delighted promote tip
fridge propose tough
government remind unemployment
gym resident value
hardly ever rule wildlife
instead salary
keep fit satisfying
U5A.3 Writing Practice – Slow living
Writing Task U5A.a

Write a narrative text telling about your last time in a fast food restaurant.
Writing Task U5A.b

Write a narrative text which begins with the words “I was about to sit on the sofa and relx
...”.
Writing Task U5A.c

Write a text with the title “I needed a new life”.
Writing Task U5A.d

Write a narrative text telling about the type of life your grandparents used to live.
Writing Task U5A.e

Write a narrative text describing how to cook a Spanish “cocido / fabada / potaje /
caldereta, etc.”.
Lengua Inglesa II
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U5A.3 Image bank – Slow living
Lengua Inglesa II
2015-2016
Unit 5B – Same planet, different worlds

Topics: the roles of men and women / women in the military
Objectives
Listening
Understand the speaker’s opinion about a product or service (p. 74)
Understand the meaning of words and phrases (p. 74)
Understand a song (p. 75)
Reading
Understand short texts about men and women (p. 72)
Understand a short newspaper article about stereotypes (p. 73)
Understand a short introduction to a newspaper article (p. 74)
Speaking
Talk about interests (p. 73)
Ask and talk about personal experiences (p. 74)
Ask and talk about personal issues and say how I feel (p. 75)
Agree and disagree (pp. 72/75)
Contents
General English: New English File U5B – Same planet, different worlds
Homework Tasks
Grammar – Articles (NEF ex. 1a/b/c p. 72 /p. 138)
Pronunciation – Sentence stress / the (NEF ex. 2a/b/c p. 72)
Reading – A gossip with the girls (NEF ex. 3c p. 73)
How words work – A gossip with the girls (NEF ex. ½ p. 73)
Classroom Tasks
Speaking (NEF ex. 3a/d p. 73) / ex. 5 p. 75)
Listening (NEF ex. 4c/d p. 74)
Vocabulary – Verbs and adjectives + preposition (NEF ex. 6a p. 75)
Military English practice: Ranks and promotion

Worksheet U5B.1: Women in special forces
Reading: Two women make Army Ranger history
Grammar Practice: Articles / Verbs and adjectives plus preposition / Connectors

Worksheet U5B.2: Grammar Review: Articles
Classroom exercises: 1,2,3,5
Worksheet U5B.3: Grammar Review: Verbs and adjectives plus preposition
Classroom exercises: 4,5
Writing practice
Image bank
Extra Practice
Unit Review: Workbook U5B
Lengua Inglesa II
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U5B.1 Military English: Women in Special Forces
Mar 26, 5:08 p.m. Posted: Mar 26,

12:08 pm
I recently saw the movie GI Jane
where Demi Moore plays a US
navy officer doing special forces
training. I don't know much about
the military and my question is this:
does anyone know if there really
are women in special forces? And
what about women in the British
SAS? julie_t
Mar 26, 6:10p.m. There are
women in the US Delta Force (1st
SFOD-D) but they only do
intelligence gathering before ops.
They're called the funny platoon! I'm not joking. soldier_1
Mar 26, 6:44 p.m. Remember OPSEC (operational security)! Don't include information that's not
public knowledge. mr grumpy
Mar 26, 7:21 p.m. This is in a lot of newspaper articles and books. The UK have women in their
new Special Reconnaissance Regiment (SRR). This unit supports the SAS but they only do covert
intelligence gathering. The SAS still do all the missions because of the ban on women in combat -
they're excluded from ground combat roles like infantry and SE soldier_1
Mar 26, 7:39 p.m. Why? I thought they were in all parts of the army now? I know that countries like
Holland, Germany and Spain don't have restrictions on women. julie_t
Mar 27, 5:06 p.m. I don't know about other countries, but in the UK armed forces we put a lot of
emphasis on combat skills because we train for high intensity warfare and then adapt for
peacekeeping. soldier_1
Mar 27, 5:36 p.m. Sorry. That doesn't answer my question. I'm not going to let you off the hook so
easily. julie_t
Mar 27, 5:54 p.m. One argument is that women can't do an infantryman's job since they lack the
upper body strength. Most women only have about 60% of the average man's upper body strength.
For this reason, they can't do the standard infantry task of carrying another soldier 50 yards.
soldier_1
Mar 27, 6:06 p.m. I read somewhere that the women's marathon record has improved by 70% in
the last 30 years. Why can't women train to develop their upper body strength? mr grumpy
Mar 27, 6:19 p.m. A British MOD report found that since women have to work 50-80% harder than
men to be able to lift the same loads, they are likely to get more injuries. Another reason why
women don't make good infantry soldiers is that they do not have natural aggression. Even in
recent conflicts, soldiers sometimes had to finish the fight with bayonets. soldier_1
Mar 27, 8:09 p.m. I had a look at the MOD report you linked to. It says that the main reason for
excluding women is combat effectiveness. It argues that women will make small units less
effective, since they have a negative effect on unit cohesion. mr grumpy
Mar 27, 8:14 p.m. That's right. Some countries have experimented with women in combat and later
withdrawn them because they discovered that the morale of male troops is badly affected when a
female soldier is wounded or killed. Soldiers also stayed behind to look alter wounded female
soldiers when they should have been advancing. soldier_1
Lengua Inglesa II
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Clauses of reason
Women can't do an infantryman's job since they lack the upper body strength.
main clause + as / because / since + reason clause
Since women have to work 50-80% harder than men to be able to lift the same loads, they are
likely to get more injuries.
as I because / since + reason clause + main clause
The main reason for excluding women is combat effectiveness.

the reason for + gerund + noun / is that + noun phrase
For this reason, they can‘t do the standard infantry task of carrying another soldier ...
for this reason + noun phrase
Another reason why women don't make good infantry soldiers is that they lack natural aggression.
another / the reason why / that + noun + verb
1. Complete the sentences.
Many of the (1) ............................................. excluding women from the front line are social and
cultural. For example, some people believe that women should be excluded from close combat
(2) ............................................. as mothers, or potential mothers, they are simply too valuable to
put in danger. Others feel that the idea is too radical (3) ............................................. traditionally
men have the role to protect, not to kill women. Other reasons are more practical, (4)
............................................. hygiene in the field is basic and facilities are usually shared.
Similarly, many wives of servicemen have expressed concern (5) .............................................
small mixed-sex units would mean women and men sleeping in the same trench.
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Two women make Army Ranger history

By Ray Sanchez and Laura Smith-Spark, CNN
Updated 1944 GMT (0244 HKT) August 21, 2015 | Video Source: DVIDS
(CNN) Capt. Kristen Griest and 1st Lt. Shaye Haver made history Friday as the first two women to
graduate from the U.S. Army's elite Ranger School.
The two received their tabs as part of Ranger Class 08-15 at Fort Benning, Georgia, marking a historic
moment in the integration of women in the U.S. military, after completing weeks of grueling physical
training across woods, mountains and swamplands.
At an outdoor ceremony, Maj. Gen. Austin S. Miller, commanding general of the U.S. Army Maneuver
Center of Excellence, addressed critics who questioned whether standards of the rigorous course
were lowered for the two female Rangers. They met every requirement the men did, he said.
"Standards are still the same ... a 5-mile run is still a 5-mile run," he said. "Standards do not change. A
12-mile march is still a 12-mile march."
Miller added, "When I shake your hand, I know there's something behind that handshake. Rangers
lead the way."
Griest, of Connecticut, is an Airborne-qualified military police officer. Haver, a Texas resident, is an
Apache helicopter pilot.
"Clearly, these two soldiers are trailblazers," Defense Secretary Ash Carter told reporters Thursday.
The women have been hailed as pioneers for passing the course in the first year the Army has opened
it to women on a trial basis.
"We felt like we were contributing as much as the men, and we felt that they felt that way, too," Griest
said.
The pressure of paving the way for future generations was not lost on her, she said.
"For me, the biggest accomplishment was that it was a goal I had for so long," Griest said. "It was
always just about trying to get the best training that the Army can offer us."
Haver said it was "definitely awesome to be part of history."
The women in her class "came to Ranger School as skeptics, with our guards up, just in case of the
haters and naysayers, but we didn't come with a chip on our shoulder with anything to prove," Haver
said.
She added, "I think the battles that we won were individual. ... We were kind of winning hearts and
minds as we went."
Some of their male classmates said the two women at various points in the course were the only ones
to volunteer to take on the heavy weight of their male counterparts.
"You're way too tired and way too hungry to really honestly care," one soldier said of the female
classmates. "At the end of the day, everyone was a Ranger."
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'It's not exclusively a male domain here'
Miller on Thursday described the two female soldiers as "physically and mentally very capable" and
said the standards of the course were not changed.
Pilot: Female army rangers earned huge respect 02:07
"We've shown that it's not exclusively a male domain here," he said.
Haver was a cross-country runner in her Texas high school and graduated in 2008.
"To Mom and Dad: Thank you for being the voice of reason and helping me through the hard times. I
couldn't have done this without you," she wrote in 2012 yearbook at West Point.
Griest was picked as the distinguished honor graduate of a course run in December to prepare
soldiers for Ranger School, according to a Facebook post by her reported unit, the 3rd Brigade
Combat Team, 101st Airborne Division.
"The Army announced earlier this year that it would begin allowing females to attend Ranger School,
and 1LT Griest is well on her way to making history!" it said.
Grueling leadership training
The Pentagon describes Ranger School as "the Army's premier combat leadership course, teaching
Ranger students how to overcome fatigue, hunger, and stress to lead soldiers during small unit
combat operations."
The current class started in April at Fort Benning, with 381 men and 19 women. The students were
forced to train with minimal food and little sleep and had to learn how to operate in the woods,
mountains and swamplands.
Students also had to undergo a physical fitness test that included 49 pushups, 59 situps, a 5-mile run
in 40 minutes, six chin-ups, a swim test, a land navigation test, a 12-mile foot march in three hours,
several obstacle courses, four days of military mountaineering, three parachute jumps, four air
assaults on helicopters and 27 days of mock combat patrols.
By the end of the 62-day course, 94 men and two women met all the requirements.
It's not clear what awaits the female graduates, however.
Unlike the male graduates, the two women can't apply to join the 75th Ranger Regiment, an elite
special operations force.
The Pentagon isn't expected to make final decisions about exactly what combat roles women will be
allowed to fill until later this year.
Army Ranger female graduates won't be last
CNN's Barbara Starr, Holly Yan, Eugene Scott and Kristina Sgueglia contributed to this report.
http://edition.cnn.com/2015/08/21/us/women-army-ranger-graduation/
Lengua Inglesa II
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U5B.2 Grammar Review: Articles

Indefinite article (a/an)
 With something we refer to for the first time.
I’ve just had a great idea. I’ll give you a call next week.
 With one of a group of things.
Shall we choose a book from this catalogue?
 Where we use an adjective to describe a noun.
Cairo is a very big city. It’s a beautiful day.
 With someone’s job.
Peter is a truck driver.
 With singular fractions, group numbers and large numbers.
one and a half kilos a dozen eggs a hundred envelopes
 Meaning per.
He was doing ninety miles an hour.
Julie earns 500 a week.
Definite article (the)

 With nouns we have mentioned previously.
There is a bedroom and a living room. The bedroom is quite large.
 With nouns we mention for the first time, but where it is clear which person or thing we are talking
about.
Can you pass the marmalade?
My life changed completely after the war.
 Where there is only one of something. It is clear which one we are talking about.
The moon is full tonight.
 With nouns followed by a descriptive phrase, which makes them definite.
This is the man I told you about.
See also the examples in brackets in the next section, paragraphs 4 and 7. This category includes
proper names with a descriptive phrase. Compare with the next section, paragraph 2:
London Bridge BUT the Tower of London
 With national groups.
The British drink far too much tea.
 With classes of people.
The rich get richer and the poor get poorer.
 With individual items which represent a class.
The lion is fast disappearing.
 With names of musical instruments that we can play.
I can’t play the piano but I can play the guitar.
 With some geographical names. In particular: oceans, seas, rivers, canals and regions.
The Thames flows into the North Sea. the Arctic
AIso with plural countries, or where the country name contains a noun.
the Netherlands the People’s Republic of China
 With superlatives, ordinals, the same, the only.
This is the best. You are the first. This is the only one.
 With media.
What’s on (the) television? I went to the cinema.
Zero article (no article)

 With uncountable nouns and plural countable nouns when we are talking generally.
Give peace a chance. I hate wasps.
Football is life. All he talks about is cars.
 With most continents, countries, states, islands, mountains, lakes, cities, parks, roads and streets,
squares, bridges, palaces, castles, cathedrals, stations and airports.
We live in France. We took the train from Paddington Station to Bath.
But see previous section, paragraph 9, for geographical names that use the definite article.
 With company names, years, months, days and special times of the year.
She works for Lufthansa. I’ll see you in January.
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 With names of meals when we are talking generally.

It’s time for lunch (BUT The lunch! had at Café Sol was good value.)
What’s for dinner? (BUT The dinner Sue gave us last night was delicious.)
 With unique jobs or roles (the definite article is also possible in these cases).
Jim is (the) chairman of the company.
 With prepositions of place with certain buildings, where the purpose of the building is more
important than the place itself.
Sally is in prison. (she’s a prisoner)
Sally is in the prison. (she’s a visitor to that specific building)
Similar are: bed, church, class, court, hospital, school, university
 With means of transport when we are talking generally.
We went there by car, (BUT We went there in the car that Alex borrowed.)
Note that if we use in or on, we need an indefinite article.
We went there in a car/on a bus.
1. Put a/an or the in each space, or leave the space blank.
a. We went by ..................... train to ..................... west of England.

b. ..................... people who live in ..................... Netherlands are called .................... Dutch.
c. ..................... judge sent me to ..................... prison for ..................... ten years.
d. .................... Columbus was one of .................... first people to cross ................... Atlantic.
e. As ..................... captain of ..................... ship, I have ..................... complete authority.
f. David learned to play ..................... violin when he was at ..................... university.
g. ..................... Trafalgar Square is near ..................... Charing Cross Station.
h. Did you read ..................... book I lent you ..................... last week?
i. We’ll put up ................. shelves and then go to ................. café for .................. something to eat.
j. Is that ..................... present Bill gave you for ..................... Christmas?
2. Underline the most suitable phrase in each sentence.
a. Is this a person / the person you told me about?

b. This is the only cinema / an only cinema in the area.
c. Philip has just bought the Thames barge / a Thames barge.
d. I’m going to the British Museum / British Museum this afternoon.
e. Are you going to church / the church on Sunday?
f. Do you have a milk jug / milk jug?
g. The Prime Minister / Prime Minister will give a speech this afternoon.
h. The computer / Computer has already changed our lives dramatically.
i. I haven’t been to an open-air theatre / open-air theatre before.
j. Here is a thousand pounds / the thousand pounds I owe you.
a. The butler was .............. I suspected.

A. last person B. a last person C. the last person D. some last person
b. Where .............. you borrowed last week?
A. is scissors B. are the scissors C. is some scissors D. are scissors
c. Why don’t we go to the park ..............?
A. in the car B. with a car C. with car D. by the car
d. Too much rubbish is being dumped in .............. .
A. sea B. the sea C. a sea D. some sea
e. This is exactly .............. I was looking for.
A. job B a job C. some job D. the job
f. Of all these cars, I think I prefer .............. .
A. Japanese B. some Japanese C. the Japanese one D. a Japanese one
g. I try to go jogging at least four times .............. .
A. the week B. of the week C. a week D. of a week
h. Sally spent six months out of .............. .
. work B. a work C. the work D. some work
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4. Complete each sentence (a-i) with one of the endings from 1-9. More than one answer may
be possible.
1. a. Some people say that the ..... 1. good job is an important part of life.
2. b. Most people think that a/an ..... 2. single injection can protect you from so many
c. I don’t agree that ..... diseases.
3. d. I feel that a ..... 3. hundred miles an hour is too fast even on a
e. I don’t believe that a/an ..... motorway.
4. f. I didn’t realize that the ..... 4. the unemployed should receive more help from the
g. It’s incredible to think that a/an ..... state.
5. h. I didn’t know that ..... 5. queen of England doesn't pay any income tax.
6. i. I think it’s quite unfair that the ..... 6. tiger may well become extinct very soon.
7. 7. third of a person's income should be paid in tax.
8. 8. English are difficult to get to know at first.
9. 9. the Tower of London was built by William the
Conqueror.
5. Underline the most suitable phrase in each sentence.
a. I was under an impression / under the impression that you had left.
b. I have to go. I’m in a hurry / in hurry.
c. I managed to sell the old painting at a profit / at profit.
d. I think I prefer the other restaurant on the whole / on whole.
e. How many hours do you work, on average / on the average, every week?
f. I was in pain / in a pain after I twisted my ankle.
g. Jack recovered from his accident and is now out of danger / out of the danger.
h. Excuse me, but you’re in the way / in a way.
i. Sue felt seasick on the cross-channel ferry / a cross the channel ferry.
j. The burglar hit me on my back of the neck / the back of my neck.
a. What’s the use in taking .................... medicine for .................... cold?

b. Is .................... happiness of .................... majority more important than .................... rights of
.................... individual?
c. It’s .................. long way by .................. train to .................. north of ................... Scotland.
d. .................... philosophers seem to think that .................... life is .................... mystery.
e. .................... most cars start badly on .................... cold mornings.
f. There was .................... time when I enjoyed .................... skating.
g. Do you have .................... reason for .................... arriving late?
h. When I arrive .................... home I feel .................... sense of .................... relief.
i. .................... end of .................... book is .................... by far ...................... best part.
j. .................... friend always tells me .................... answers to .................... homework we have.
a. Neil Armstrong made ............... first footprint on ............... Moon.

b. There was ............... accident yesterday at ............... comer of ............... street.
c. I need ............... time to think about ............... offer you made me.
d. ............... recipe for ............... success is ............... hard work.
e. ............... people who live in ............... glass houses shouldn’t throw ............... stones.
f. ............... worst part of ............... living in a caravan is ............... lack of space.
g. ............... book you ordered ............... last week is now in ............... stock.
h. ............... dancing is ............... more interesting activity than ............... reading.
i. ............... people we met on ............... holiday in ............... north of England sent us ...............
postcard.
j. .............. little knowledge is ............... dangerous thing.
Lengua Inglesa II
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U5B.3 Grammar Review: Verb/Adjective + preposition

Prepositions following verbs
 About = agree about, argue about, boast about, dream about, know about, laugh about, read
about, talk about
 At = guess at, laugh at, look at
 For = apply for, arrange for, ask for something, blame someone for, care for, forgive someone for,
look for, pay for something, search for, vote for, wait for
 In = believe in, confide in someone, involve someone in something, specialise in, succeed in, take
part in
 Of = accuse someone of something, (dis)approve of, die of something, dream of, remind someone
of something, rob someone of something, smell of, taste of, warn someone of something
 On = blame something on someone, concentrate on, congratulate someone on something, depend
on, insist on, rely on
 To = add something to, admit to, apologise to someone for something, be accustomed to, be used
to, belong to, confess to, explain something to someone, lend something to someone, listen tv,
object to; reply to, talk to someone about something
 With = agree with, argue with, begin with, charge someone with a crime, deal with, discuss
something with someone, provide someone with something, share something with someone, trust
someone with something
Prepositions following adjectives

 About = annoyed about, anxious about, certain about, excited about, happy about, pleased about,
right about, sorry about, upset about
 At = angry at, annoyed at, bad/good at, surprised at
 By = bored by, shocked by, surprised by
 For = famous for, late for, ready for, sorry for
 From = absent from, different from, safe from
 In = interested in
 Of = afraid of, ashamed of, aware of, capable of, fond of, full of, it is good of you (to do something),
jealous of
 On = keen on
 To = grateful to, kind to, married to
 With = angry with, annoyed with, bored with, happy with, pleased with
1. Put one suitable word in each space.
a. A lot of people I know really believe ........................ ghosts.

b. Martin grew to be very fond ........................ his pet snake.
c. This bread tastes ........................ fish!
d. Everyone was shocked ........................ Susan’s strange appearance.
e. The company blamed the drop in sales ........................ the economic situation.
f. Brenda decided to discuss her problems ........................ a psychiatrist.
g. When Harry made his speech, everyone laughed ........................ him.
h. Robert has been married ........................ Deborah for over a year.
i. You were right after all ........................ the result of the election.
a. David was .............................. of what he had done, and he blushed.

b. I’m not very .............................. on the idea of going climbing.
c. Mary is always .............................. about all the famous people she has met.
d. Jim was often .............................. for work, and lost his job as a result.
e. There were no empty seats on the train, which was .............................. of soldiers.
f. Bill decided not to .............................. Bob with his secrets.
g. The two boys were .............................. of stealing a sports car.
h. We .............................. in persuading Carol to lend us her boat.
i. You have worked very hard! I am very .............................. with you!
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3. Complete the sentences so that it has a similar meaning to the first one. Do not change the
word given. You must use between two and five words, including the word given.
1. William could do better work.
capable William ............................................................................ doing better work.
2. I own this car.
belongs This car .................................................................................................. me.
3. The job received over a hundred applications.
applied Over a hundred people .................................................................... the job.
4. Mrs Jones’ death was caused by old age.
died Mrs Jones ....................................................................................... old age.
5. ‘Well done, Tony, you have passed the exam,’ said Joe.
congratulated Joe ............................................................................................... the exam.
6. Jean borrowed Shirley’s camera.
lent Shirley ............................................................................................. camera.
7. Graham found the film very boring.
by Graham ........................................................................................... the film.
8. We all pitied Stephen.
sorry We all ............................................................................................ Stephen.
a. Thank you very much. It’s very ............ you to help me.
A) good with B) good of C) good for D) good about
b. The bad weather was ............ the series of power cuts.
A) blamed for B) blamed on C) blamed with D) blamed by
c. I’m sorry, but I ............ seeing the manager at once!
A) arrange for B) look for C) agree with D) insist on
d. Why do you spend all your time ............ your sister!
A) arguing about B) arguing for C) arguing with D) arguing at
e. Helen is very ............ going to work in Germany.
A) excited about B) excited for C) excited with D) excited to
f. The tourists were not ............ the danger of bandits in the hills.
A) known about B) aware of C) provided with D) guessed at
g. I understood the problem after it had been ............ me.
A) explained to B) admitted to C) confessed to D) replied to
h. I wish you wouldn’t show off and ............ your success so much!
A) full of B) bored by C) boast about D) congratulate on
i. lf you listen to music, you can’t ............ your homework.
A) read about B) arrange for C) specialise in D) concentrate on
j. Will we be ............ the storm if we shelter under a tree?
A) happy about B) safe from C) depended on D) cared for
5. Rewrite each sentence beginning as shown. Do not change the meaning.
1. Two men stole the old lady’s handbag.
The old lady was ................................................................................................................... .
2. John finds photography interesting.
John is .................................................................................................................................. .
3. Helen has a good knowledge of car engines.
Helen .................................................................................................................................... .
4. The food in France is famous.
France is .............................................................................................................................. .
5. I’d like to thank your brother for his help.
I am very grateful ................................................................................................................. .
6. Can you and Stephen share this book, please?
Can you share this book ...................................................................................................... .
7. I find studying all night rather difficult.
I’m not used to ...................................................................................................................... .
8. Harry feels frightened when he sees a snake.
Harry is afraid ........................................................................................................................ .
9. I’m sorry about breaking your camera.
Please forgive me ................................................................................................................. .
10.Peter knows how to draw well.
Peter is good ......................................................................................................................... .
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a. My boss shouted at me - he was really .............................. with me!
b. I can see your point, but I just don’t .............................. with you.
c. Terry doesn’t .............................. of his children going to rock concerts.
d. George and I .............................. about politics all night!
e. Can I have a .............................. at the evening paper?
f. This story .............................. me of a novel by Dickens.
g. Peter feels .............................. of anyone who talks to his girlfriend.
h. I didn’t expect you to behave like that! I’m .............................. at you!
i. Oh dear, I forgot to .............................. any baking powder to the cake.
j. I think you should .............................. your boss for a rise.
7. Some of the lines are correct, and some have a word which should not be there. Tick each
correct line. If a line has a word which should not be there, write the word in the space.
Brothers and sisters

0 When I was young I had argued with my had
00 brothers and sisters all the time. I used to 
1. 1share with most of my toys with my brother, 1) ......................
2. but he specialised in to keeping them for 2) ......................
3. himself. When I asked about him for anything 3) ......................
4. he simply used to refuse to give it to me, and 4) ......................
5. then I became and very angry with him. Our 5) ......................
6. sisters blamed for everything on us when our 6) ......................
7. parents accused us of quarrelling all the time. 7) ......................
8. My brother and I got up annoyed about this, 8) .....................
9. but only succeeded them in making matters 9) ......................
10.worse. Our parents didn’t approve of our 10) ......................
11.quarrelling so much, and insisted us on 11) ......................
12.not taking sides. They either laughed about 12) ......................
13.it, or told us to forgive and each other for 13) ......................
14.everything. Soon we became ashamed of 14) ......................
15.quarrelling, and became good at last getting 15) ......................
on well with each other.
U5B.4 Vocabulary Bank: Men and women
More Words to Learn

according to (finger) nails sticky
gossip on the other hand whereas
however smooth
in general soap
More Words in 5B
absent heaven steam
admire massage stick to
anniversary multinational sticky
be lost pedicure stuntman
chat planet subject
cleanse play games suit
concentrate polish tend to
divine salesman thermal
DJ sauna topic
facial sheets trainer
frivolous skin treatment
fuel injection spa trivial
glad stay in
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U5B.5 Writing Practice – Men & women
Writing Task U5B.a

Write a historical account of the integration of women in the Army.
Writing Task U5B.b

Write a historical account of women’s right to vote.
Writing Task U5B.c

Write a narrative text which begins with the words “Here I was: a girl at the AGM ...”.
Writing Task U5B.d

Write a narrative text describing the steps which led to this picture:
Writing Task U5B.e

Have you ever had any type of spa/beauty treatment? Write a narrative text telling the
story.
Writing Task U5B.f

Write a story with the title: “The day a girl beat me”.
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U5B.5 Image bank: Men & women
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Unit 5C – Job swap
Topics: jobs / joining the army / rank and promotion
Objectives
Listening
Understand short description of a job experience (p. 79)
Reading
Understand a short questionnaire about personality and jobs (p. 60)
Understand a short article about a TV programme (p. 78)
Speaking
Ask and talk about work and jobs (pp. 76/79)
Ask and talk about present habits and past or future activities (p. 77)
Ask and answer questions about a TV programme (p. 78)
Tell a story (p. 76)
Agree and disagree (p. 77)
Contents
General English: New English File 5C – Job swap
Homework Tasks
Grammar – Gerunds and infinitives (NEF ex. 3a/c p. 77/p. 138)
Reading – From librarian to political reporter (NEF ex. 4b/c p. 78)
Listening - From librarian to political reporter (NEF ex. 5 p. 79)
Classroom Tasks
Vocabulary – Work (NEF ex. 1a/c p. 76/p. 152)
Pronunciation – Word stress (NEF ex. 2a p. 76)
Speaking (NEF ex. 3c/f p. 77)
Military English practice: Ranks and promotion

Worksheet U5C.1: A career in the Military
Reading: Careers in the Military
Grammar Practice: -ing or infinitive?

Worksheet U5C.2: -ing or infinitive?
Vocabulary Practice: Work

Worksheet U5C.3: Work & employment
Worksheet U5C.4: Work & duty
Classroom exercises: 1,2,3
Writing practice
Image bank
Extra practice
Worksheet U5C: Workbook practice
U 5C Job swap 77
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U5C.1 Military English: A career in the military

A military career
1. Listen to a conversation. Answer the

questions about the British Army.
1. At what age can young men and women join the
military in your country?
......................................................................
2. At what age can they go on operational

deployments?
......................................................................
3. When someone joins as a volunteer, how long is

his / her contract with themilitary?
......................................................................
4. Can service personnel leave the military when

they want?
......................................................................
5. Do personnel stay in the same unit for all their

military career?
......................................................................
2. Now listen again and answer true or
3. Phrasal verbs: We generally use phrasal verbs false.
in less formal speaking and writing. Replace the .....1 Private Barley was 16 when he joined
up.
get out join up put in for sign on stay on .....2 He has been in the army for eight
underlined words with these phrasal verbs. years.
.....3 He does not intend to stay in the army.
.....4 He will get his promotion to lance
Lt Lars: How long have you been in the corporal when the battalion returns to
military? Germany.
.....5 He has never been posted away from
Pt Barley: I (1) enlisted ............................... six hisbattalion.
years ago.
Lt Lars: Six years. And are you going to (2) continue................................................. and make
the army your career?
Pt Barley: Yes, sir. I’ve (3) signed................................................. a contract for the full 22 years.
Lt Lars: 22 years. Does that mean you can’t leave until you’ve completed 22 years?
Pt Barley: No, sir. You sign on for 22 years but you can (4) leave.................................................
after four years if you don’t like it.
Lt Lars: And when will you get promotion?
Pt Barley: Well, I’ve (5) applied for ........................................... the next lance corporal’s course ...
4. Listen to the conversation and answer the questions.

1 How long has the battalion been in theatre? .................................................................................
2 What have the troops been doing since they arrived? ..................................................................
3 Has all their equipment arrived? What’s missing? .......................................................................
4 Has Private Barley been out on patrol yet? ................................................................................
U 6A Love in the supermarket 79

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In line of promotion
NEW STATION COMMANDER AT STATION 3

Lt Charles Dalton has been appointed as the new Station Commander for Station 3, Sector
South, replacing Lt Bachvarov, who has returned to Brownland.
For the past ten months Lt Dalton, who is a career police officer, has been second in command at
Station 2, Sector South. "Lt Dalton is an excellent leader," said Sgt Smith, one of Dalton's men at
Station 2, his previous post, "and we are all sorry to see him go. If anyone deserves to become a
Station Commander, it is Lt Dalton. We are all delighted and wish him all the best in his new job."
His former boss, Lt Viskontas, the Station Commander at Station 2, praised Lt Dalton's
organisational and leadership skills, saying he was very fast and efficient at his job, and he had not
thought twice about recommending him for the post at Station 3. Cpt Sakota, the Sector
Commander, agreed and said he had done a first-class job while he was under his command. "Lt
Dalton is a very popular member of the force," said Cpt Sakota when announcing his decision, "and
we wish him every success in his new post."
5. Read the text and answer true or false:

..... 1 Lt Dalton has promoted the new Station Commander.
..... 2 Lt Bachvarov was the previous Commander at Station 3.
..... 3 Lt Dalton was previously in charge of Station 2.
..... 4 Sgt Smith was working for Lt Dalton in his last post.
..... 5 Lt Dalton’s immediate boss at his previous post was the sector commander.
6. Listen to a conversation and answer. 8. Complete the sentences.

1 Where does the conversation probably
take place? Antonis: Oh, really? That’s not what I (1)
..................................................................... ............................................ . I thought he was
..................................................................... pretty disorganised.
2 What are they talking about?
Kimura: Who, Dalton? (2)
.....................................................................
................................. at all. ...
.....................................................................
3 Do they agree with Lt Dalton's promotion? Blake: Oh, is that (3) ............................... ? ...
.....................................................................
..................................................................... Kimura:Who (4) ........................................ you
4 What is Antonis's opinion? that? That's just a (5) .......................... that's
..................................................................... going around because he's the complete (6)
..................................................................... ...................................... . Nobody could be
5 What is Blake's opinion? more organised than DaIton. And on (7)
..................................................................... .............................. of that, he's a nice guy. ...
.....................................................................
Kimura: I reckon you just didn't realise people
7. Listen and answer true or false.
were joking - you know, one thing I won't (8)
.....1. Kimura has a good opinion of Dalton.
.................................... when I leave is all the
.....2. Kimura wasn't interested in this job.
silly rumours.
.....3. Most people have a better sense of
organisation than Dalton.
.....4. Dalton has a bad reputation among
people that know him.
.....5. There are a lot of silly rumours in the
force.

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Officers and non-coms

9. Answer true or false for the United
Working with the United States Air Force States military.
Officers and enlisted personnel
.....1 All NCOs first serve as junior
enlisted personnel. .
.....2 Promotion to a higher rank
depends on merit.
.....3 All officers first serve as enlisted
soldiers, sailors or airmen.
.....4 Commissioned officers have
complete authority over NCOs.
.....5 Junior enlisted personnel salute
NCOs.
.....6 Marriage between officers and
enlisted personnel is prohibited.
The United States Air Force (USAF) divides personnel 10.Find words that mean ...
into enlisted ranks and officer ranks. The enlisted ranks
are further divided into Airmen and Non-commissioned 1 the number of years or months that
Officers - the Air Force's mid-level supervisors. All an airman, NCO or officer has served in
NCOs are promoted from junior enlisted ranks. The first theair force.
level of NCO rank is Staff Sergeant and promotion to ................................................
this rank, as well as further promotion, is based on a
recommendation from an airman's commander plus 2 the amount of time that an airman,
points awarded for time in service, time in grade, NCO or officer has held a particular rank.
performance reports, decorations and the results of ................................................
examinations. 3 to hold a higher rank than another
Commissioned officers provide management and service member.
leadership in their area of responsibility. Officers hold ................................................
the highest ranks in the military and they receive their
commission from the President. Every year, the Air 4 prohibited relationships between
Force selects a number of enlisted members for officer officers and enlisted members.
training but most officers come from the Air Force ................................................
Academy or from a civilian university. In a similar way 5 a military court that tries people
to NCOs, the promotion of officers depends on merit. accused of breaking military law.
Commissioned officers outrank all enlisted personnel ................................................
and even a recently commissioned second lieutenant
officially outranks the Chief Master Sergeant of the Air 6 voluntary or involuntary discharge
Force. However, in practice junior officers normally only from the armed forces.
exercise authority over direct subordinates in their ................................................
chain of command. For example, because the
squadron first sergeant reports directly to the squadron
commander, a lieutenant would not normally give
orders to this NCO.
Enlisted personnel salute all commissioned officers
and commissioned officers salute their superiors. The
salute is a sign of respect towards the officer's
commission and is generally accompanied by a polite
greeting. The officer returns the salute and will
generally offer a similar greeting. Enlisted personnel do
not normally salute each other.
The Air Force has strict rules about the conduct of
officers and enlisted members. Close personal
relationships and business relationships between
officers and enlisted members are prohibited. These
relations are known as fraternization and the penalties
for officers can be severe, including court martial and
separation from the service.

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Careers in the military

Steven Robertson
I am an infantryman, airborne-qualified, and joined the
Golden Knights because as a civilian, I had been an
avid skydiver and skydiving instructor.
I got into the military later in life than most people.
When the war in Iraq started, I wanted to get involved
and do my part for my country so I joined the Army in
2003 at the age of 32. Because there was a waiting list,
I had to wait almost eight months before I signed the
paperwork to leave for basic training in Fort Benning, GA. I stayed on at Fort Benning at the request of
my airborne instructor and helped outprocess soldiers.
Then I went to Alaska as an airborne infantryman. Airborne qualified means that a soldier learns how
to jump out of airplanes and trains for airborne operations such as taking over an airfield. We
conducted a lot of training exercises. I was a team leader on a 240 Bravo which is a machine gun that
is fired from a three man position or an aircraft. I learned about infantry laws such as how to clear a
room and how you watch your buddy’s back. There’s a lot of camaraderie in an infantry unit. They’re
all your brothers. You’re trained to watch each other and keep each other safe. I also traveled to
Australia and trained with British and Australians in the Talisman Saber operation. When I got to
Alaska, everyone from my basic training squadron had been deployed to Afghanistan. Since I had
worked airborne for three months, I did not get to go with them. As I continued my career in the Army,
I began to think about joining the Golden Knights because of my experience as a skydiver. I was
accepted into the program and have been doing shows with the demonstration team that travels for
most of the year.
The Golden Knights demonstration team does a mass show, forming one large geometrical formation
of 12 people. The full show includes showing different maneuvers such as passing a baton to one
another or performing 120 mile/hour spirals in the sky then breaking off. We also do a cutaway
maneuver where one person wears three parachutes instead of two, intentionally making one
malfunction to show what would happen if someone would have a malfunction. In addition, we do a
diamond track maneuver where two people get in a rigid body position (like a ski jumper), go in
opposite directions in the sky, then both turn around and come back at each other. They form a big
diamond in the sky and it looks like they’re going to hit each other when they cross.
I’m thinking about going to Special Forces selection once I leave the team. I’m also working on getting
my computer programming degree now. I look forward to staying in the Army and training others.
Mary Simms
After high school, I went into financial advising.
However, when everything started happening following
September 11th--the invasion in Afghanistan and the
war in Iraq--I was totally consumed by the news
coverage. I really wanted to understand it. I really
wanted to go over there myself. The attack on our
country served as a catalyst for me to change and
pursue my childhood dream of becoming a journalist.
I left my promising career at a Fortune 500 company
and enlisted in the Army. As a military broadcast journalist, I have been a writer, producer, editor, and
star of my own segments. I manage news packages, video productions, and newscasts under high-
pressure deadlines. I also conduct media training for service members.
I love what I do because it gives me the opportunity to really get out there and work with people. I love
telling people’s stories. In the military, you are not only in front of the camera, you are also the camera
man, the editor, the producer and the director when on the scene because you are usually there by
yourself.
I think the most important thing I accomplished was covering the first democratic elections in
Afghanistan during my tour of duty there. We actually went out into the villages and interviewed men
and women at the polls. These were people who went out to vote unarmed under threat from the

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Taliban that they were going to bomb people. People went out and voted despite all of that. I knew
that I was witnessing history. It was a tremendous moment for freedom and women’s rights, and an
experience I’ll never forget.
There is so much that the military does in other countries that people aren’t aware of that’s really
important. What we do helps shape the economy in other countries and it really helps shape people’s
view of Americans in other countries. As a news journalist, I’m able to cover these stories and tell
them both to fellow soldiers and to the American public.
David Meyers
I entered the military immediately after high school and
served for four years. I accomplished a lot in time. I was
unsure what I wanted to do in the military so my
recruiter suggested an “Open Contract.” The Marine
Corps suggested various career paths for which they
had needs and I ranked the listed jobs in order of
personal preference. The Marines selected me to be an
amphibious assault vehicle (AAV) crewman.
I went through the basic 12 weeks of boot camp training at Parris Island, South Carolina, then to a
Marine Corps Basic Warfare Training Course in Camp Lejeune, North Carolina. After these, I had to
do training in specialty areas such as desert warfare, jungle warfare, urban combat training, and
guerilla warfare.
Initially my primary job was the care and maintenance of my assigned amphibious assault vehicle
(AAV). After various promotions I eventually became the section leader to an Amphibious Assault
platoon. My responsibilities included the care, maintenance and inventory of four multi-million dollar
vehicles and their crew members. I designed and developed training activities, taught classes on
various tactics and weaponry and was responsible for the overall combat readiness of my section.
My duty stations included Oceanside (Camp Pendleton), California. I spent a few months there within
the AAV training battalion. It was here that I learned the capabilities of the AAV. We drove the vehicles
in every type of terrain available in southern California. We learned the weapon systems of the AAV
and spent much time on the shooting ranges. We also spent classroom time learning, not only about
the AAV, but basic tactical maneuvers. I was also assigned to Camp Lejeune, North Carolina. While
this was my “Primary Duty Station,” I didn’t spend much time there. I went from California to North
Carolina to Saudi Arabia and Kuwait for the first Persian Gulf War.
I also spent some time with an infantry unit in Camp Schwab, Okinawa. There, I led squad maneuvers
and training exercises, inspections, and also conducted night-time jungle training and jungle warfare
classes. After this assignment, I was sent to the USS Sumter and back to my AAV battalion. I visited
such countries as Kuwait, Saudi Arabia, and Turkey, and also had the opportunity to train with
Spanish, Moroccan, and Israeli forces.
The best thing about the Marine Corps was the amount of traveling I was able to do. How many
people, from the ages of 18-22 can say that they spent more time in foreign countries than in the US?
Throughout my tenure in the Marines I visited Kuwait, Saudi Arabia, Okinawa, Japan, Spain, Israel,
Italy and Turkey.
Jim Hendrickson
My job as a deputy comptroller in the Navy is to
manage the spending of funds by various groups within
our branch. I put together the budget for them, make
sure that it’s spent properly and that they don’t exceed
it. I also justify or defend their budget requirements,
getting them the funding that they need to execute their
mission.
Being a supply corps officer, when aboard a ship I am
accountable not only for the funds, but all the material that we are charged with managing. We’re
constantly resupplying. As far as food goes, we typically carry enough for about a month. There are
various contracts in place with different vendors, but you have to establish those relationships. So
there’s a lot of responsibility that comes along with that.

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A big challenge we faced was about a year- and-a-half ago. I was the assistant supply officer onboard
the USS Theodore Roosevelt, an aircraft carrier, and we were deploying. As we were in our transit to
the Arabian Gulf, we went around the coast of South Africa. That was the first time that an aircraft
carrier actually made a port visit in Cape Town, South Africa. There was quite a logistics challenge to
make that happen as far as the resupply of parts and food. Going to South Africa, where we hadn’t
been in quite a number of years, there was a lot of uncharted territory there. We had to build a lot of
new relationships that the Navy hadn’t had before. That was quite a challenge that we had to work
through.
I’m hoping to go back to sea now that I’m a commander. There’s a selection process to go back and
be a supply officer on an aircraft carrier. Hopefully, I’ll be selected to go back to sea one more time.
Then, I’m looking forward to getting the opportunity to work with the Army or Air Force in a joint
assignment, which will help me to make captain someday. The best part about being a leader is
helping those that work for you in developing their career and their leadership skills themselves.
Erica Simmons
Toward the end of high school, I had no clue what I
wanted to do after graduation. I was pretty sure my
parents didn’t have much, if any, money for me to go to
college so I started looking at other options. One day I
walked past the military recruiters that had set up
tables in our school. Picking up a brochure of a Marine
playing a trumpet, I began to spin a different plan.
I started playing the flute in 4th grade, and I absolutely
loved it. So when I found a way to keep music in my life and get paid to do it I couldn’t think of
anything better. I was sold!
After passing an entrance audition, I enlisted in the Marine Corps into their Delayed Entry Program.
Once I graduated high school, I shipped off to boot camp, completing basic training at Paris Island.
From there, it was onto combat training at Camp Lejeune, then the Armed Forces School of Music
(SOM) in Virginia Beach, where I received 6 months of rigorous training equivalent to two years as a
college music major. After a lot of hard work, I had the distinction of graduating at the top of my class!
Once I graduated from the SOM, I had the opportunity to serve in two of the 12 Marine Corps Field
Bands currently deployed domestically and abroad, 1st Marine Division Band in Camp Pendleton, CA,
and The Quantico Marine Band stationed at Quantico Marine Base in Virginia. With these units, I
traveled all over the country, marched in nationally televised parades and news programs, for
dignitaries and heads of state, and many more exciting venues. We also played commitments on and
off base in support of military ceremonies and functions. With a crisp appearance and sharp musical
cadence, we served as ambassadors for the United States Marine Corps, infusing military pride with
our love of Country and Citizen.
While playing music was certainly the focus of our daily responsibilities, we were also often assigned
collateral duties as training officers, administrative officers and instrument repair assistants. We also
got to do all the usual Marine Corps duties, such as maintaining physical fitness standards,
participating in field training activities and annually qualifying on the rifle range.
After serving my time in the Marine Corps, I received an honorable discharge and decided to take
advantage of my GI Bill. I pursued a degree from George Mason University, majoring in Political
Science. I am currently employed as a Federal Government employee and find that my military
experience has benefitted me greatly, using much of the knowledge and skills I used as an active duty
Marine on a daily basis.
William Alston
I am originally from Boston MA. I wanted to attend
college, but did not have the finances, so I worked in
sheet metal after high school. I joined the Army so that
I could both go to school and have a career, I originally
intended to join the reserves, but after the career
counselor and I talked about things, we decided the
best thing for me to do was to join active duty. We
mapped out a number of different jobs based on the

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qualifications I had met and I chose to become a Patriot Launching Station Enhanced
Operator/Maintainer.
After basic training, I went to advanced individual training for on-the-job training. I was promoted and I
moved to permanent party to join my actual unit. I was in permanent party for about two years, and I
moved up the ranks to Specialist. As a Specialist, I was in charge of five soldiers. I was promoted to
Sergeant when I became a noncommissioned officer (NCO) and I served as a Launcher Assistant
Section Chief.
I’ve been mostly stationed in Texas. However, I did a year in Korea where I served as Assistant
Section Chief. In Korea, I was in charge of the training, maintenance and the welfare of my soldiers. I
was responsible for the care and maintenance of 152 live Patriot Missiles. This included making sure
that all the maintenance, paperwork, and inspections were completed. It was exciting to live there,
although it was definitely a culture change since I did not know the customs or the language. But it
was a fabulous time. While there, about 20 of my soldiers & I volunteered our time at one of the
children shelters. Working with that homeless shelter for the little children was a worthwhile
experience.
I came back to Texas and was promoted to Staff Sergeant which resulted in added responsibility and
an increased number of soldiers to supervise along. I then became a Platoon Sergeant and have
several people who work under me. As a Staff Sergeant, it’s my job to be sure the soldiers receive
training, that all the training is being conducted, and that all my non-commissioned officers take care
of their soldiers. I also ensure that the soldiers have no financial or family issues. Basically I am
responsible for making sure my soldiers have a good work environment.
My platoon serves as a launcher platoon in a patriot battery. A patriot battery is made up of three
platoons. My platoon is assigned sic launching stations and one GMT (Guided Missile Transporter).
Our mission is to get this equipment out to its specific location – get it deployed, placed and ready to
shoot down missiles at a moment’s notice.
I’ve been fortunate in that I’ve done well in the military and I’ve had the opportunity to advance
because I’ve applied myself. I’ve always liked the idea of teaching people something. I think that is
what is the most rewarding to me as an NCO. In my role, I train new soldiers. I am able to see a new
soldier come out to the field not knowing anything about his job and then watch the soldier certify.
Knowing that I taught him and that I had something to do with his success is very rewarding.
Thanks to the educational opportunities in the Army, I’m about 12 credits away from my associates
degree in criminal justice. I plan on making the military a career, however I want to have something as
a back- up plan just in case. I encourage all my younger soldiers to pursue educational opportunities
in the military because there are a lot of courses you can take and other training that you can do to
enhance not only your career, but yourself for life after the military.
I’ve enjoyed every moment of my job and work. It’s been a life- changing experience and I’m glad I
enlisted in the Army.
http://www.careersinthemilitary.com/index.cfm?fuseaction=main.profiles

Lengua Inglesa II
2015-2016
U5C.2 Grammar Review: -ing or infinitive?

 Verbs followed by –ing or a noun
Some verbs can be followed either by another verb in an –ing form or a noun.
Try to avoid walking as much as possible.
I managed to avoid an argument.
Verbs in this list include:

avoid, be worth, dislike, enjoy, fancy, help, keep, mind, miss, practise, risk, can’t stand
It’s not worth waiting for a bus at this time of day.
I dislike having to get up early.
Do you enjoy meeting people from other countries?
I don’t fancy going out this evening.
George can’t help laughing when he sees you!
I wish you wouldn’t keep interrupting.
I don’t mind helping you do the washing-up.
Jane misses going for long country walks.
You should practise introducing yourself.
We can’t risk starting a fire in the forest.
 Verbs followed by -ing, or a noun, or a that-clause

Some verbs can be followed either by another verb in an –ing form, or a noun, or a that-
clause.
Jack admitted stealing the money.
When accused of stealing the money, Jack admitted it.
Jack admitted that he had stolen the money.

admit, consider, deny, imagine, recollect, report, suggest
Have you considered taking up jogging?
You must consider that Jim has never driven abroad before.
Peter denied stealing the money.
Can you imagine living in California?
I don’t recollect meeting you before.
Suddenly I recollected that I had another appointment.
Helen reported losing her watch to the director.
I suggested going to the beach.
I suggested that we went to the beach.
 Verbs followed by –ing or infinitive: little change of meaning

Some verbs can be followed either by an –ing form or an infinitive and there is little or no
change in meaning.

attempt, begin, continue, dread, not bear, hate, intend, like, love, prefer, start
I attempted to leave/leaving but the police stopped me.
The forms would like, would love and would prefer are followed by an infinitive.
I’d like to come to your party, but I’ll be away then.
Like to can have its normal meaning of something that gives pleasure. But it has a second
meaning which is to talk about a habitual action, whether or not it gives us pleasure.
On Sundays I like to get up early and go for a swim.
 Verbs followed by –ing or infinitive: change of meaning

Some verbs can be followed either by an –ing form, or by the infinitive, and there is a change in
meaning.
forget and remember – We use forget/remember doing for memories of the past (the action
happens before the remembering). We use forget/remember to do for actions someone is/was
supposed to do (the remembering happens before the action).
I won’t forget meeting you. (meet -> forget)
I forgot that I had invited ten people to lunch. (invite -> forget)

Lengua Inglesa II
2015-2016
I forgot to buy any coffee. (forget -> buy)

I won’t forget to go there. (forget -> go)
I remember locking the door. (lock -> remember)
I remembered that I had left my keys behind. (leave -> remember)
Please remember to lock the door. (remember -> lock)
go on – We use go on doing when we continue doing something. We use go on to do when we
move on to do something else.
Diana went on working all night. (did the same thing)
The director went on to say that the strike was over. (did something else)
mean –We use mean doing when one thing results in or involves another. We use mean to do
to express an intention.
This means leaving at 6.00. (involves)
This means that we will have to leave at 6.00! (has a result)
I meant to phone you but I forgot. (intended)
regret – We use regret doing when we are sorry about something that happened in the past.
Kate regretted not buying the house.
Kate regretted that she hadn’t bought the house.
We use regret to inform/to tell when we are giving bad news. This use is formal.
I regret to tell you that you have failed.
stop – We use stop doing when we end an action. We use stop to do when we give the reason
for stopping.
I stopped going to evening classes. (gave up going)
I stopped to buy some coffee. (in order to buy)
try – We use try doing when we do something and see what happens. We use try to do when
we make an effort to do something, but don’t necessarily succeed.
Why don’t you try getting up early? (suggesting an action)
I tried to get up early, but I couldn’t. (try and fail)
 Verbs followed by the infinitive

Some verbs can only be followed by the infinitive. These include:
afford, appear, ask, choose, fail, happen, help, long, manage, offer, prepare, refuse, tend, wait,
want
I can’t afford to go on holiday abroad this year.
The car appears to have broken down.
David asked me to give this to you.
I chose not to go to university.
Gerry failed to arrive on time.
I happened to be passing so I dropped in.
 Verbs followed by the infinitive, or a that-clause

Some verbs can be followed by the infinitive or a that-clause. These include:
agree, arrange, decide, demand, desire, expect, hope, intend, learn, plan, pretend, promise,
seem, threaten, wish
Tom agreedto meet us outside the cinema.
Tom agreed that he would meet us outside the cinema.
We arranged that we would leave at 5.30.
John decidedto take the bus.
John decided that he would take the bus.
 Verbs followed by -ing, or infinitive without to

Some verbs can be followed by an object + -ing, or an infinitive without to. There is a change in
meaning. These verbs are sometimes called ‘verbs of perception and include:
feel, hear, listen to, notice, see, watch
If we see or hear only part of the action, or it continues, we use the –ing form. If we see or
hear the whole action from beginning to end, we use the infinitive without to. Compare:
I felt the train moving. (continuing action)
I felt the train move. (one completed action)
Some of these verbs can be used with a thatclause with a change of meaning.
I feel that you should look for another job. (believe)
I’ve just heard that the match isoff. (receive news)
See that you lock up when you leave. (make sure)

Lengua Inglesa II
2015-2016
1. Complete each sentence with a suitable form of the verb in brackets.

a. I really miss (play) ................................tennis like I used too
b. I’m sorry. I meant (write) ................................ to you, but I’ve been busy.
c. Martin failed (pay) ................................ the rent on time yet again.
d. It’s not worth (buy) ................................ a return ticket.
e. Have you ever considered (work) ................................ as a teacher?
f. I promise I won’t forget (feed) ................................ the cat.
g. We’ve arranged (meet) ................................ outside the school at 4.30.
h. If you’ve got a headache, try (take) ................................ an aspirin.
the word given. Do not change the word given. You must use between two and five words,
including the word given.
a. Jack said that he hadn’t cheated in the exam.
cheating Jack ................................................................................................... in the exam.
b. It was difficult for me not to laugh at Wendy’s letter.
help I ..................................................................................................at Wendy’s letter.
c. I’m sorry but you have not been appointed to the post.
regret I ........................................................... you have not been appointed to the post.
d. I needed a drink of water and so I stopped running.
to I stopped running ......................................................................................... water.
e. I think it would be a good idea to take the train.
taking I ................................................................................................................ the train.
f. Don’t forget the lights when you leave.
off Don’t forget .................................................................................. when you leave.
g. I think Derek has forgotten the meeting.
appears Derek .................................................................................................. the meeting.
h. My neighbour said he would call the police!
threatened My neighbour ....................................................................................... the police.
3. Complete each sentence with a suitable form of the verb in brackets.
a. Pauline couldn’t manage (eat) ............................................ all the ice cream.
b. I’ve decided (not sell) ............................................ my bike after all.
c. A witness reported (see) ............................................ Terry at the scene of the crime.
d. William pretended (not notice) ............................................ the ‘No Parking’ sign.
e. I suppose I tend (buy) ............................................ more books than I used to.
f. Sometimes I regret (move) ............................................ to this part of the country.
g. Did you notice anyone (wait) ............................................ outside when you left?
h. Mark expects (finish) ............................................ work round about 6.00.
4. Complete each sentence with a suitable form of one of the verbs in brackets.
a. Mary was so angry that she ........................................ to see the manager.
(demand, hope, risk, stop)
b. The weather is so awful that I don’t ........................................ going out this evening.
(fancy, like, try, want)
c. The children could hardly ........................................ to leave their pets behind.
(bear, forget, regret, seem)
d. John ........................................ to let his children go to the concert.
(afford, avoid, refuse, stop)
e. lfI give you the information, I .............................. losing my job!
(expect, mean, prepare, risk)
f. What do you .............................. to be doing in ten years time?
(begin, expect, remember, suggest)
g. Do you .............................. to tell the police about the missing money?
(admit, confess, deny, intend)

Lengua Inglesa II
2015-2016
U5C.3 Vocabulary Review: Work & Study (I)
1. Match each job in box A with a place in box B. More than one answer may be possible.
A B bank garage studio kitchen

cashier farmer mechanic
photographer receptionist coal-mine cockpit hotel
cook hairdresser miner office surgery salon field
pilot vicar dentist librarian concert hall restaurant church
musician porter waiter library
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
2. Match each job from the box with the sentence which best refers to the job.
accountant chef estate agent plumber refuse collector firefighter carpenter vet
a. Yesterday I had to give an injection to an injured bull. ...........................................

b. I get rather tired of picking up rubbish all day. ...........................................
c. I can help you sell your house. ...........................................
d. I can make new doors for the wardrobe if you like. ...........................................
e. Make sure that the fish is fresh by looking at the eyes. ...........................................
f. I come round and replace all the pipes in the kitchen. ...........................................
g. Unless you keep the receipts you’ll pay more tax. ...........................................
h. The cause was either an electrical fault or a cigarette. ...........................................
3. Which person from 1 and 2 above would you need in each situation?
a. One of the radiators has burst and flooded your bedroom. ...........................................
b. You have to carry a lot of heavy bags at the airport. ...........................................
c. You think you need three fillings. ...........................................
d. Your fringe is too long and you want a perm. ...........................................
e. The floorboards in the living room need replacing. ...........................................
f. Your pet goat has started sneezing. ...........................................
g. You have read the menu twice and you are feeling hungry. ...........................................
h. Your car makes a funny whistling noise. ...........................................
call draw fall get take come face fill go turn
a. I think we should ........................................... over our plan again before we tell the managing
director.
b. Have you ........................................... up with any ideas for advertising the new products?
c. Our deal with the Chinese company may ........................................... through, but we can sell
the machinery to the German firm if necessary.
d. You have to ........................................... in this form, and return it to the manager.
e. She didn’t ........................................... on with her boss, so she left the company.
f. If they don’t give us a better price, we’ll ........................................... down their offer.
g. I’m afraid we have to ........................................... up to the fact that we are losing money.
h. Our lawyers are going to ........................................... up a new contract tomorrow.
i. A multinational company is trying to ........................................... over our firm, but we want to
stay independent.
j. We had to ........................................... off the office party because of the economic situation.

Lengua Inglesa II
2015-2016
5. Complete each sentence (a-h) with a suitable ending (1-8). Use each ending once.
..... a. If you work hard, the company will give you ..... .
..... b. In a different job I could get a higher ......
..... c. The best way to find new staff is to put a/an ......
..... d. Because he had stolen the money, we decided that ..... .
..... e. She has a pleasant personality but hasn’t got the right ..... .
..... f. In the meeting we are going to discuss the ..... .
..... g. I think it would be a good idea to send in your ..... .
..... h. We cannot give you the job without ..... .
1. qualifications for a job of this kind.

2. advertisement in the local press on Friday.
3. application for the job as soon as possible.
4. promotion to a more responsible position.
5. references from your previous employer.
6. dismissing him was the only possible action we could take.
7. salary and better conditions of employment.
8. appointment of a new sales representative.
6. Complete each sentence with a word from the box. Use the words more than once.
business job living work

a. Jack makes his ........................................... working as a journalist.
b. She has just left to go to ........................................... , I’m afraid.
c. They worked very hard and now have their own ............................................ .
d. There are still nearly two million people without ............................................ .
e. The cost of ........................................... has risen greatly over recent years.
f. Stop interfering! This is none of your ........................................... .
g. Lucy has a very good ........................................... in an international company.
h. I can’t come out tonight. I’ve got too much ........................................... to do.
i. Some ...........................................-men came and dug a hole in the road outside.
j. An early ........................................... by Picasso was sold for 100,000,000.
7. Use the word given in capitals to form a word that fits in the space.
Leaving a job
I recently left my job in an (1 ADVERTISEMENT) ............................................. agency after a
disagreement with my boss. She accepted my (2 RESIGN) ............................................. but
warned me that because of the (3 ECONOMY) ............................................. situation, I might have
to get used to the idea of being (4 EMPLOY) ............................................. for a while. I thought that
she was trying to make a point, but after I had made over fifty (5 APPLY)
............................................. to other companies, I realised that she was right. Although I am a (6
QUALIFICATIONS) ............................................. designer, I didn’t receive any offers of a job. After
that I tried working from home, but it was not very (7 PROFIT) ............................................. Then I
became an (8 EMPLOY) ............................................. in a fast-food restaurant, even though my (9
EARN) ............................................. were extremely low. I wish I had accepted early (10 RETIRE)
............................................. from my old job. That is what I disagreed with my boss about!
8. Underline the most suitable word or phrase.

a. The building workers were paid their income / salary / wages every Friday.
b. She’s only been here three weeks. It’s a/an overtime / temporary job.
c. When he retired he received a monthly bonus / pension / reward.
d. Apparently she earns / gains / wins over £60,000 a year.
e. While the boss is away, Sue will be in charge / in control / in place of the office.
f. Could I have two days away / off / out next week to visit my mother?
g. Paul was always arriving late, and in the end he was pushed / sacked / thrown.
h. When I left the job, I had to hand in my application / dismissal / notice three weeks beforehand.
i. How much exactly do you do / make / take in your new job?
j. lf you have to travel on company business, we will pay your costs / expenses / needs.

Lengua Inglesa II
2015-2016
9. Rewrite each sentence so that it contains the word or words given, and so that the meaning
stays the same. Do not change the words given in any way.
a. Terry works in a different place now.

JOB .....................................................................................................................
b. A good boss looks after everyone in the company.
EMPLOYER .....................................................................................................................
c. I am sure you will learn a lot in this job.
EXPERIENCE .....................................................................................................................
d. This job is a good way to earn money, but that’s all.
LIVING .....................................................................................................................
e. The firm gave me a rise after I had worked there a year.
RAISED .....................................................................................................................
f. The company was profitable last year.
MADE .....................................................................................................................
g. I had to be interviewed at head office.
ATTEND .....................................................................................................................
h. My annual salary is £12,000.
A YEAR .....................................................................................................................
i. Jill is employed by a firm of accountants.
WORKS .....................................................................................................................
j. We advertised the job in the paper.
PUT .....................................................................................................................
10.Decide which answer (A, B, e or D) best fits each space.

Choosing a job
One of the most difficult decisions is choosing what to do for a (1) ..... . For example, do you want
to follow a definite (2) ..... , and (3) ..... a low (4) ..... at the beginning, but have good (5) ..... in a
company that trains its (6) ..... ? Or are you more interested in taking any kind of work, because
you need a/an (7) ..... ? You may have to (8) ..... the fact that a good (9) ..... can be difficult to find.
In that case, why not take a (10) .....one? You will gain some useful (11) ..... . Remember that even
if you have the right (12) ..... , you may have to (13) ..... lots of application forms before you are
asked to (14) ..... an interview. But don’t worry if you don’t know what you want to (15) .....exactly.
You’ll enjoy finding out!
1. A salary B living C employee D work

2. A company B training C business D career
3. A earn B gain C win D take
4. A money B profit C cheque D salary
5. A hopes B prospects C futures D promotions
6. A employers B crew C staff D persons
7. A money B cash C account D income
8. A face up to B go over C come up with D call off
9. A work B labor C job D seat
10.A temporary B overtime C profitable D short
11.A experiences B experienced C experience D experiencing
12.A qualifications B exams C letters D degrees
13.A fall through B get on C turn down D fill in
14.A be B attend C make D advertise
15.A work B job C do D employ

Lengua Inglesa II
2015-2016
U5C.4 Vocabulary Review: Work & study (II)

1. Underline the correct word in each sentence.
1. Penny took three exams and managed to pass / succeed them all.
2. Most people would prefer a job / work which was near home.
3. Tim had to learn / teach 50 children how to swim.
4. I can’t come to the cinema tonight I’m reading / studying for a test
5. Rita did very well, and was given maximum grades / marks.
6. Every Friday, the builders are given their salary / wages.
7. It’s hard reading aloud / loudly when you don’t understand the words.
8. The manager told David to make an application / invitation for the job.
9. Ann works in advertising and earns / wins a very high salary.
1. Before herbusiness date

history exam, Lauraheart
learnt aphone practice
list of dates rules time work
by .................................... .
2. The manager will be with you in a moment. He’s on the .................................... .
3. I haven’t spoken Spanish for ages and I’m a bit out of .................................... .
4. Ever since Tim lost his job he’s been out of .................................... .
5. Bringing your mobile phone to the class is against the .................................... !
6. This factory isn’t very modern. Most of the machines are out of .................................... .
7. Our maths teacher is always late. He’s never on .................................... .
8. Mrs Smith isn’t here at the moment. She’s away on .................................... .
get hand keep look pick stand take write

1. If you don’t know the answer, .................................... it up in the back of the book.
2. My boss wouldn’t let me .................................... time off to go to a football match.
3. Stop talking, and .................................... on with your work!
4. George finds it hard to .................................... up with the rest of the maths class.
5. Carol stayed in France and managed to .................................... up the language.
6. If you speak so fast I can’t .................................... down what you’re saying.
7. Don’t forget to check over your work before you .................................... it in.
8. Mrs Wood is going to .................................... in for your teacher while he’s away.
4. Complete each sentence with a word formed from the word in bold.
1 Nowadays it’s very important to get a good (educate) .................................... .
2 Our company helps (employ) .................................... people to find new jobs.
3 Paul has good ideas, but writes very (care) .................................... .
4 Helen has become a (succeed) .................................... businesswoman.
5 I hope to leave school with some useful (qualify) .................................... .
6 Mr Dale was my (employ) .................................... for ten years, and paid me well.
7 According to the (time) .................................... , the French lesson starts at ten.
8 Cathy has three jobs, so she has a high (come) .................................... .
9 John’s (know) .................................... of history is amazing for a boy of his age.
10 All the (employ) .................................... in this company are given free meals.
5. Match each sentence (1-10) with a sentence (a-j) which has a similar meaning.
…… 1. She was given the sack. a She was given a better job.
…… 2. She got a rise. b She answered an advertisement.
…… 3. She got a promotion ............ c She decided to leave.
…… 4. She retired ............ d She did the job carefully.
…… 5. She did it for a living ............ e She didn’t have a job.
…… 6. She resigned ............ f She earned her money that way.
…… 7. She was unemployed ............ g She was dismissed.
…… 8. She applied for the job ........... h She wanted a better job.
…… 9. She was ambitious ............ i She was old and stopped work.
…… 10.She was conscientious ............ j She was given more money.

Lengua Inglesa II
2015-2016
6. Decide which answer (A, B, C or D) best fits each space.

The wrong age for school
Are the years you (1) .....at the school, the best years of your life? Personally, I found most (2) .....
rather uninteresting. We had to sit at our (3) ..... in silence and (4) ..... attention. The teachers used
to (5) ..... on the blackboard and (6) ..... us difficult questions. We also had to (7) ..... lots of
homework, and (8) ..... it in on time. We had to wear a school (9) ..... , and we had to obey lots of
(10) ..... . I (11) ..... school as soon as I could and started (12) ..... . I read books at the public (13)
..... , and later I decided to (14) ..... college. I really enjoyed studying because I was older and I
knew that I wanted some (15) ..... . When I was at school, I was just the wrong age!
1 A go B have C pass D spend
2 A lectures B lessons C them D class
3 A chairs B desks C posts D parts
4 A pay B make C have D follow
5 A read B sit C write D talk
6 A make B do C get D ask
7 A answer B do C take D finish
8 A write B hand C pass D complete
9 A uniform B robe C dress D cloth
10 A ways B rules C laws D time
11 A passed B qualified C examined D left
12 A job B labour C employee D work
13 A bookshop B shelves C library D university
14 A go B attend C study D follow
15 A qualifications B examinations C papers D grades
U5C.5 Vocabulary Bank: Work

Work
accountant in charge of responsible (for)
actor lawyer retire
chef librarian scientist
conductor part-time self-employed
contract permanent temporary
electrician plumber training course
experience psychologist working hours
fixed hours qualifications
full-time resign
More Words to Learn

contestant MP (Member of Parliament) seem
industry pretend TV series
judge regret (doing) vote
marketing sales
More Words in 5C
(do) overtime engineering sacked
alternatively get a job salary
analytical improvise shake
apply (for a job) instinct spatial
architecture interview stock market
boss optimistic team
caring persuade (sb to so sth) theoretical
challenge politics tough
criminal professional unemployed
CV promoted
election publishing
employee punish

Lengua Inglesa II
2015-2016
U5C.6 Writing Practice – Job swap
Writing Task U5C.a

Write a narrative account of the promotion procedures in the Spanish Army.
Writing Task U5C.b

Write a narrative text with the title “My new job”.
Writing Task U5C.c

Write a narrative text which begins with the words “I quit – I said”.
Writing Task U5C. d

Have you ever had a part-time / full-time / student job? Write a text about it.
Writing Task U5C.e

Write a historical account of working conditions in the past.
Writing Task U5C.f

Write a historical account of different jobs in the Army.
U5C.7 Image bank – Job swap

Lengua Inglesa II
2015-2016
Unit 6A – Love in the supermarket
Topics: shops / shopping habits / complaints
Objectives
Listening
Understand the main points in a radio programme about consumer issues (p. 87)
Reading
Understand a short narrative and the speaker’s intentions (p. 84)
Understand a short newspaper article about making a complaint in a shop (p. 86)
Guess the meaning of words and phrases (p. 86)
Speaking
Re-tell a story in the past (p. 84)
Ask and talk about types of shops (p. 85)
Complete a short questionnaire about shopping habits (p. 85)
Ask and talk about problems and making complaints (pp. 86/87)
Make a complaint in a shop or restaurant (p. 87)
Use standard phrases to gain time when I’m speaking (p. 87)
Contents
General English: New English File 6A – Love in the supermarket
Homework Tasks
Grammar – Reported speech (NEF ex. 1b/c p. 84 / 1e p. 140)
Vocabulary – Shopping (NEF ex. 2c p. 85/p. 153)
Pronunciation – Consonant sounds (NEF ex. 3a p. 85)
Reading – Making a complaint – is it worth? (NEF ex. 5b/d/e p. 86)
Grammar – Reported speech (NEF ex. 6b p. 87)
Listening (NEF ex. 7a p. 87)
Classroom Tasks
Vocabulary (NEF ex. 2a/b p. 85)
Speaking (NEF ex. 4 p. 85 / ex. 5a p. 86 / ex. 7b p. 87 / ex. 7c (p. 87/p. 118/p. 121)
Grammar Practice: Indirect speech

Worksheet U6A.1: Indirect speech
Vocabulary Practice: Shops & shopping

Worksheet U6A.2: Shops & shopping
Classroom exercises: 4,5,6
Writing practice
Image bank
Extra practice
Worksheet U6A: Workbook practice

Lengua Inglesa II
2015-2016
Why were the letters PX chosen for base military stores?
U 6B See the film 97

Lengua Inglesa II
2015-2016
U6A.1 Grammar Review: Indirect Speech

With tense changes
 Summary of tense changes
Tenses move back in time after a past tense reporting verb.
‘I agree.’ Peter said he agreed.
‘I’m leaving.’ Jane said she was leaving.
But the past perfect remains the same.
‘No, I hadn’t forgotten.’ Greg said that he hadn’t forgotten.
 Main verb changes
In complex sentences, only the first verb is changed.
‘I was walking home when I saw the accident. ‘
James said he had been walking home when he saw the accident.
 Reference words
Some words referring to people, places and time change in indirect speech, because the point of
reference changes.
‘I’ll see you here tomorrow, Jack,’ said Mary.
Mary told Jack she would see him there the next day.
‘I gave you this yesterday.’ John said he had given it to her the day before.
Without tense changes
 Present tense reports
If the reporting verb is in the present tense, there is no change.
Brenda says she’s arriving at about 6.00.
 Past tense reports
If the reported words are ‘always true’, there is no change.
Harry told me that he still likes you.
If a message is being repeated immediately, there is no change.
Mary said she’s too busy to come.
Questions
 Reporting questions
Yes/No questions are reported using if The verb does not have a question form, but has the form of
a normal statement. There is no question mark.
‘Do you like hamburgers? Charles asked me if I liked hamburgers.
Wh- questions are reported with the question word. The verb has the form of a normal
statement.There is no question mark.
‘Where are we going?’ I asked Sue where we were going.
 Reporting polite questions
We can use a phrase like Could you tell me or Do you know to ask for information in a polite way.
Note the word order.
‘Where is the station?’ ‘Could you tell me where the station is?’
When we report this kind of question we use ask and the usual tense change rules.
I asked him where the station was.
Commands and requests
 Commands are reported with tell and the infinitive.
‘Go away!’ He told me to go away.
 Requests are reported with ask and the infinitive.
‘Please help me.’ He asked ha to help him.
Reporting verbs
 Say or tell?
We say something and we tell somebody.
I said I could meet you this evening, but I’m really busy.
I told you I could meet you this evening, but I’m really busy.
We can use to after say, but we never use to between tell and the object.
I said to him that I’d meet him this evening.
 Other reporting verbs
The meaning and grammar of reporting verbs can be found in a good dictionary and should be
learned. For example:
She suggested going to the beach. (suggest + -ing form)
She offered to give me a lift. (offer + infinitive)
She reminded me to call my mother. (remind + object + infinitive)

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2015-2016
1. Underline the most suitable verb form in each sentence.

a. Helen asked me if I liked visiting old buildings.
Do you like / Did you like visiting old buildings?’ asked Helen.
b. Bill asked Mary if she had done anything the previous weekend.
‘Have you done / Did you do anything last weekend?’
c. The policeman asked me if the car belonged to me.
‘Does / Did this car belong to you?’ asked the policeman.
d. Fiona asked me if I had seen her umbrella anywhere.
‘Did you see / Have you seen my umbrella anywhere?’ asked Fiona.
e. Joe asked Tina when she would get back.
‘When will you get / have you got back?’ asked Joe.
f. Eddie asked Steve who he had been to the cinema with.
‘Who did you go / had you been to the cinema with?’ asked Eddie.
g. My parents asked me what time I had got home the night before.
‘What time did you get / have you got home last night?’ my parents asked.
h. David asked a passer-by if it was the right road for Hastings.
‘Is / Was this the right road for Hastings?’ asked David.
2. Put the correct form of either say, tell or ask in each space.
a. I ...................... you that you had to be on time. Why are you late?
b. When you ...................... her if she’d work late, what did she ......................?
c. I think that Alan .............................. us a lie about his qualifications.
d. When I ...................... him what he was doing there, he ...................... me it was none of my
business.
e. I ...................... I would help you, so here I am.
f. Did you hear what Sheila ...................... about her new job?
g. What did Carol ...................... you about her holiday?
h. There, you see! I ...................... you the bus would be on time.
3. Put the correct form of one of the verbs in the box into each space.
accuse decide admit apologise deny offer remind advise confess doubt suggest
a. ‘No, it’s not true, I didn’t steal the money!’

Jean .............................................................. stealing the money / that she had stolen the money.
b. ‘Why don’t we go to the cinema this evening?’
Peter ........................................................... going to the cinema / that they went to the cinema.
c. ‘I’ve broken your pen. I’m awfully sorry, Jack.’
David .................................................................................................. for breaking Jack’s pen.
d. ‘Don’t forget to post my letter, will you, Sue?’
Diana ...................................................................................................... Sue to post her letter .
e. ‘Let me carry your suitcase, John.’
Harry .................................................................................................. to carry John’s suitcase.
f. ‘All right, it’s true, I was nervous.’
The leading actor ................................................... to being nervous/that he had been nervous.
g. ‘I don’t think Liverpool will win.’
Vanessa ....................................................................................... whether Liverpool would win.
h. ‘If I were you, Bill, I’d buy a mountain bike.’
Stephen .......................................................................................... Bill to buy a mountain bike.
i. ‘You murdered Lord Digby, didn’t you, Colin!’
The inspector ............................................................................. Colin of murdering Lord Digby.
j. ‘It was me who stole the money,’ said Jim.
Jim ......................................................................................................... to stealing the money.
k. ‘Right. I’ll take the brown pair.’
Andrew .................................................................................................. to take the brown pair.

Lengua Inglesa II
2015-2016
4. Rewrite each sentence as direct speech.

a. Graham told Ian he would see him the following day.
.....................................................................................................................................................
b. Pauline told the children their swimming things were not there.
.................................................................................................................................................. ...
c. David told me my letter had arrived the day before.
.....................................................................................................................................................
d. Shirley told Larry she would see him that evening.
.....................................................................................................................................................
e. Bill told Stephen he hadn’t been at home that morning.
.....................................................................................................................................................
f. Margaret told John to phone her on the following day.
.....................................................................................................................................................
g. Tim told Ron he was leaving that afternoon.
.....................................................................................................................................................
h. Christine told Michael she had lost her lighter the night before.
.....................................................................................................................................................
5. Rewrite each sentence as indirect speech, beginning as shown.

a. ‘You can’t park here.’
The police officer told Jack ...................................................................................................... .
b. ‘I’ll see you in the morning, Helen.’
Peter told Helen ...................................................................................................................... .
e. ‘I’m taking the 5.30 train tomorrow evening.’
Janet said ............................................................................................................................... .
d. ‘The trousers have to be ready this afternoon.’
Paul told the dry-cleaners ....................................................................................................... .
e. ‘I left my umbrella here two days ago.’
Susan told them ...................................................................................................................... .
f. ‘The parcel ought to be here by the end of next week.’
Brian said ................................................................................................................................ .
g. ‘I like this hotel very much.’
Diana told me ......................................................................................................................... .
h. ‘I think it’s going to rain tonight.’
William said ............................................................................................................................ .
6. Rewrite each question in indirect speech, beginning as shown.

a. ‘What time does the film start, Peter?’
I asked .................................................................................................................................... .
b. ‘Do you watch television every evening, Chris?’
The interviewer asked ............................................................................................................. .
c. ‘Why did you apply for this job?’ asked the sales manager.
The sales manager asked me .................................................................................................. .
d. ‘Are you taking much money with you to France?’
My bank manager wanted to know .......................................................................................... .
e. ‘When will I know the results of the examination?’
Maria asked the examiner ....................................................................................................... .
f. ‘Are you enjoying your flight?’
The flight attendant asked me ................................................................................................. .
g. ‘How does the photocopier work?’
I asked the salesman .............................................................................................................. .
h. ‘Have you ever been to Japan, Paul?’
Sue asked Paul ...................................................................................................................... .

Lengua Inglesa II
2015-2016
7. Complete the sentences. Use the number of words given in brackets.

a. ‘Do you think you could possibly ten me what the time is?’
David asked me ........................................................................................................ . (five words)
b. ‘Excuse me, but I wonder if you’d mind opening the window.’
The man sitting next to me asked me ...................................................................... . (four words)
c. ‘You go down this street, turn left, then take the second turning on the right. The cinema is just
down the street on the left.’
A passer-by told me how .......................................................................................... . (five words)
d. ‘I want to know how much this bike costs. Can you ten me?
John asked how ....................................................................................................... . (four words)
e. ‘Look, don’t worry, I’ll help you if you like.’
Sue said she .......................................................................................................... . (three words)
f. ‘All right, I tell you what, the car’s yours for $500.’
The salesman said I could ....................................................................................... . (five words)
g. ‘I hope you don’t mind my saying this, but you’re being a bit silly, aren’t you?’
Peter told me I .......................................................................................................... . (five words)
h. ‘It doesn’t look as if I’ll be arriving until after eight, I’m afraid.’
Jane said she probably ............................................................................................ . (five words)
8.- Rewrite each sentence, beginning as shown. Do not change the meaning.
a. What time does the next boat leave?
Do you think you could tell me .................................................................................................... ?
b. Where can I change some money?
Can you tell me ........................................................................................................................... ?
c. Where is the toilet?
Could you possibly tell me .......................................................................................................... ?
d. How much does this pullover cost?
I’d like to know ............................................................................................................................ ?
e. How do I get to Victoria Station?
Can you explain .......................................................................................................................... ?
f. Does this train go to Gatwick Airport?
Could you tell me ........................................................................................................................ ?
g. Where do you come from?
Would you mind telling me ......................................................................................................... ?
h. What do you think of London?
Do you think you could ten me ................................................................................................... ?
9. Rewrite each sentence, beginning as shown. Do not change the meaning.

a. ‘Sue, can you remember to buy some bread?’
Paul reminded ............................................................................................................................ .
b. ‘I don’t really think it’ll snow tomorrow.’
I doubt ........................................................................................................................................ .
c. ‘I’M sorry I didn’t phone you earlier.’
Jill apologised ............................................................................................................................. .
d. ‘Yes, all right, I’ll share the bill with you, Dave.’
Brenda agreed ............................................................................................................................ .
e. ‘No, l’m sorry, I won’t work on Saturday. Definitely not!’
Catherine refused ........................................................................................................................ .
f. ‘Let’s go out to the café for lunch, shall we?’
Wendy suggested ...................................................................................................................... .
g. ‘It’s not true! I have never been arrested.’
Larry denied ............................................................................................................................... .
h. ‘lf you like, l’ll help you do the decorating, Bob.’
Ann offered ............................................................................................................................... .
i. I’ll definitely take you to the park on Sunday, children.’
Tom promised the ...................................................................................................................... .
j. ‘I really think you should see a doctor, Chris.’
William advised .......................................................................................................................... .

Lengua Inglesa II
2015-2016
10.Look carefully at each line. Some of the lines are correct, and some have a word which
should not be there. Tick each correct line. If a line has a word which should not be there,
write the word in the space.
Satellite television
0. When my parents decided that to get a new 0. that
00. satellite television, I asked them why they 00. 
1. thought this was a good idea. I doubted it 1. .....................
2. whether it was really necessary, and told to them 2. .....................
3. that I had thought they spent too much time 3. .....................
4. watching television. They agreed they didn’t 4. .....................
5. go out very much, but were insisted that they 5. .....................
6. had had thought about the matter very carefully. 6. .....................
7. ‘We enjoy television,’ they said me, ‘and when we 7. .....................
8. asked you, you said that you agreed with us.’ 8. .....................
9. I replied them that I didn’t remember being asked, 9. .....................
10. and that I would have tried to stop them. Then 10. .....................
11. they were admitted that they had asked me while I was 11. .....................
12. watching my favourite programme. I asked them 12. .....................
13. what was I had been watching, and they said 13. .....................
14. it was a football match. ‘You told us that 14. .....................
15. to keep quiet, so we thought that you agreed!’ 15. .....................

Lengua Inglesa II
2015-2016
U6A.2 Vocabulary Review: Shops & shopping

a. That new clothes shop has a lot of very good bargains l sales.
b. On Saturday morning the High Street is full of customers / shoppers.
c. It costs £9, so give her £10, and she’ll give you £1 change / rest.
d. I don’t go to that supermarket because it’s a bit priced / pricey.
e. You cannot return goods without the original recipe / receipt.
f. Supasoft Soaps are for sale l on sale here.
g. A carrier bag is free with each buyer / purchase over £10.
h. If you pay cash, we can give you a 10 per cent cutting / discount.
i. How much did you pay / spend for your new shoes?
2. Rewrite each sentence so that it includes the word given in capitals.
a. I can’t manage to see what the price is. Let’s ask inside.
MAKE ..........................................................................................................................
b. Is this coat the right size? Can I check?
TRY ..........................................................................................................................
c. Two masked men robbed the supermarket yesterday.
HELD ..........................................................................................................................
d. You need a new coat. Your old one is too small.
GROWN ........................................................................................................ ..................
e. I’ve been shopping all morning. I feel exhausted.
WORN ..........................................................................................................................
f. I’ll come and collect the goods on Thursday.
PICK ..........................................................................................................................
g. Sorry, we don’t have any bread left.
RUN ..........................................................................................................................
h. Are you going to the chemist’s?
CALLING .....................................................................................................................
i. I don’t like supermarkets. I can’t bear the queues.
PUT ..........................................................................................................................
j. I don’t know whether to buy this car. I’ll consider it.
OVER .........................................................................................................................
3. Complete each sentence (a-j) with a suitable ending (1-10). Use each ending once.
a. I bought my new TV from a department ... 1. centre near the public library?
b. Don’t forget to write a shopping ... . 2. register doesn’t work.
c. Can you pay over there? This cash ... 3. of that new shop next to the post office.
d. Most of the tourists went bargain ... 4. size box of paper tissues.
e. Why don’t we go to the new shopping ... 5. store in the town centre.
f. Quite late at night the little comer ... 6. shop down the road is still open.
g. It would be much better to buy an economy ... 7. assistant in a shoe shop.
h. Don’t forget that I have to stop at the filling ... 8. list before we go to the market tomorrow.
i. There’s a nice suit on display in the window ... 9. station to get some petrol.
j. Mary has just started work as a shop ... 10.hunting in the old part of the city.
4. Complete each sentence with a word from the box. Use each word once only.
change deliver find fit go help order pay queue serve try wrap
a. You have to ...................................... for ages to pay in this supermarket.
b. In the London area, we ...................................... furniture free of charge in our van.
c. The trousers I bought are the wrong size. I’d like to ...................................... them.
d. Could somebody ...................................... me, please? I’ve been waiting for ten minutes.
e. Is this a present? Would you like me to ...................................... it for you?
f. I like the colour of this skirt, but it doesn’t ...................................... me.
g. Good morning, madam. Can I ...................................... you?
h. We don’t have your size at the moment, but we can ...................................... it for you.
i. Can you ...................................... at the other cash desk, please.
j. Would you like to ...................................... on this green pair?
k. I went shopping but couldn’t ...................................... exactly what I wanted.
l. Food is so expensive now. Prices seem to ...................................... up all the time.

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2015-2016
baked beans chocolates jam orange juice soap
breakfast cereal flowers margarine paper tissues toothpaste
a. a tube of .............................................. f. a box of ....................................................

b. a bunch of ........................................... g. a packet of ...............................................
c. a pot of ................................................ h. a bar of ....................................................
d. a tin of ................................................. i. a carton of ...............................................
e. a box of ............................................... j. a tub of ....................................................
6. Choose the most suitable word or phrase to complete each sentence.

a. I bought these jeans very cheaply in the ..... .
A) bargains B) reductions C) sales D) discounts
b. The washing instructions for this shirt are given on the ..... .
A) label B) badge C) notice D) mark
c. All the small ..... closed their shops in protest at the price rises.
A) shop assistants B) shoppers C) shopkeepers D) shop stewards
d. We don’t have the CD, I’m afraid. It’s out of ..... .
A) order B) stock C) shelf D) sale
e. The street market was full of ..... selling fruit and vegetables.
A) counters B) boutiques C) tables D) stalls
f. The shop opposite my house sells a variety of ..... .
A) objects B) purchases C) goods D) productions
g. I’m sorry, but the dress you want is not ..... in red.
A) possible B) economical C) suitable D) available
h. Every Friday you can buy cheap vegetables in the market ..... .
A) street B) place C) store D) sales
i. I like street markets, because you shop in the open ..... .
A) prices B) sunshine C) bargains D) air
j. I like your new car. What ..... is it?
A) brand B) make C) name D) label

Street markets.
Most people enjoy looking for (1) ..... in street markets. It can be very enjoyable walking around the
(2) ..... , among the crowds of (3) ..... , and trying to spend as (4) ..... as possible. Of course it
depends (5) ..... the market. In fruit and (6) ..... markets, there is usually a wide variety of (7) .....
produce, but it may not be cheap. There may be goods at (8) ..... prices at the end of the day,
however. Clothes markets can be a problem, as it is difficult to (9) ..... on new clothes in the open
(10) .....! My favourite are antique markets, where although there is not much (11) ..... of finding
valuable objects which are also cheap, you can enjoy yourself looking at all the things for (12) .....
Whatever kind of market you look (13) ..... , and whether you buy things or not, you usually (14) .....
up feeling completely worn (15) ..... . Still, it is an interesting way of shopping.
1. A cheap B sale C inexpensive D bargains

2. A tables B stalls C boxes D stores
3. A shoppers B public C buys D goods
4. A little B soon C late D is
5. A from B with C on D to
6. A salads B green C farm D vegetable
7. A new B fresh C young D early
8. A half B bottom C reduced D down
9. A look B try C have D take
10. A time B shop C light D air
11. A likelihood B instead C in spite D luck
12. A that B all C sale D others
13. A round B for C up D out
14. A shut B bring C get D end
15. A clothes B however C out D through

Lengua Inglesa II
2015-2016
8. Match the words in the box with a suitable description (a-j).

advertisement bargain catalogue deposit list
manager purse receipt trolley wallet
a. You push this in the supermarket and fill it with food. ........................................
b. You are given this as proof of buying something. .........................................
c. This tries to persuade you to buy something. .........................................
d. You put money, especially banknotes, in this. .........................................
e. This person is in charge of a shop. ........................................
f. You might make this before you go shopping. ........................................
g. Leave this if you can’t pay now but want to buy later. ........................................
h. Do this if you want to get a better price. ........................................
i. Coins are usually carried in this, especially by women. ........................................
j. Read this to find descriptions of goods. ........................................
9. Use the word given in capitals to form a word that fits in the space.
Supermarkets
Nowadays, a great (1 VARY) ...................................... of different food is available from large
supermarkets. There are rarely any (2 SHORT) ...................................... of fresh food, and there is
far less (3 LIKELY) ...................................... of our having to rely on (4 FREEZE)
...................................... products. Does this mean that supermarkets have become the most (5
SUCCESS) ...................................... shops of all time? Certainly they seem to have made some
kinds of food less (6 EXPENSE) ...................................... and most people enjoy shopping in them.
There has been a (7 REDUCE) ...................................... in the number of (8 COMPLAIN)
...................................... made against supermarkets in recent years. The assistants are no longer
(9 POLITE) ...................................... , but smile and try to be helpful. Above all, supermarkets have
shown a (10 WILLING) ...................................... to listen to their customers, and to adapt to
customers’ needs.
U6A.3 Vocabulary Bank: Shops & shopping

Shopping
baker’s I’m just looking shop assistant
bargain mall shop window
basket manager shopping centre
bookshop newsagent’s stationer’s
butcher’s pay VAT street market
buy on credit pharmacy supermarket
buy online queue till
chemist’s receipt travel agent’s
complain refund trolley
customer sales try (sth) on
department store sell
discount shoe shop
More Words to Learn

branch goods out of date
compensation guarantee staff
complaint in stock
deliver laptop (computer)
More Words in 6A
argument luckily retailer
bill order royalty
compensate (for sth) outstanding satisfactory
delivery receptionist
diagnose reserve

Lengua Inglesa II
2015-2016
U6A.4 Writing Practice – Shops & shopping
Writing Task U6A.a

Write a narrative story about the last time you went shopping.
Writing Task U6A.b

Write a narrative beginning with the words: “I was leaving the store when ...”.
Writing Task U6A.c

Write a narrative account about how shopping habits have evolved over time.
Writing Task U6A.d

Have you ever bought anything online? Write a narrative text about it.
Writing Task U6A.e

Have you ever received a present you didn’t like? Write a narrative text about it.
Writing Task U6A.f

Write a narrative text which ends with the words: “I will never go shopping with a girl
again”.
Writing Task U6A.g

Write a narrative text explaining what might have happened in the image:

Lengua Inglesa II
2015-2016
U6A.5 Image bank – Shops & shopping

Lengua Inglesa II
2015-2016
Unit 6B – See the film ... get on a plane
Topics: cinema / exotic destinations
Objectives
Listening
Understand a short interview and identify the speaker’s point of view (p. 91)
Reading
Understand the main points in a description of a film (p. 88)
Guess the meaning of words and phrases (p. 90)
Speaking
Ask and talk about films and their locations (pp. 88/89)
Complete a short questionnaire about films (p. 90)
Ask and talk about preferences and personal experiences (p. 90)
Contents
General English: New English File 6B – See the film ... get on a plane
Homework Tasks
Reading – Famous films that moved us (NEF ex. 1b/c pp. 88/89)
Grammar – Passive (NEF ex. 2c p. 89 / 6B p.140)
Pronunciation – Sentence stress (NEF ex. 3a p. 89)
Vocabulary – Cinema (NEF ex. 4a p. 90)
Classroom Tasks
Speaking (NEF ex. 1a p. 88 / ex. 1d p.89 / ex. 5a/b p. 90)
Listening (NEF ex. 6a/b/c/d/e p. 91)
Grammar Practice: Passive

Worksheet U6B.1: Passive
Vocabulary Practice: Entertainment & the arts

Worksheet U6B.2: Entertainment & the arts
Writing Practice
Image bank
Extra practice
Worksheet U6B: Workbook practice

Lengua Inglesa II
2015-2016
U6B.1 Grammar Review: Passives

Uses
 Transitive and intransitive verbs
Only verbs with an object (transitive verbs) can be made passive.
They sent the letter. The letter was sent.
They arrived late. (cannot be made passive)
Verbs with both direct and indirect objects can be made passive in two ways:
They sent me the letter. I was sent the letter.
The letter was sent to me.
Some transitive verbs cannot be made passive in some uses. For example like and love.
I like this place. (a passive form of this sentence is not possible)
 Focus on important information
By placing the object at the beginning of the sentence, the passive can change the focus of interest
in a sentence.
United were beaten by Arsenal. (we are more interested in United)
The passive is used in a variety of contexts. Notice how the agent (person who does the action) is
unimportant, unknown or clear from the situation.
Impersonal statements Students are asked not to smoke.
When the agent is unknown My bike has been stolen!
(Here we could say Someone/They have stolen my bike.)
When the agent is obvious Mr Tones will be arrested.
How something was done The box was opened with a knife.
Reporting verbs
 The passive is often used with say, believe, understand, know and similar verbs used in reporting
speech to avoid an impersonal they or people.
People say that John Wilson lives in New York.
John Wilson is said to live in New York.
 Other verb forms can also be reported in this way.
They say John Wilson is travelling in Africa.
John Wilson is said to be travelling in Africa.
People say John Wilson has arrived in Australia.
John Wilson is said to have arrived in Australia.
Have/Get something done
 When someone does some work for us, we can use have something done.
Last year I had new tiles put on the roof.
I’m having my hair cut this afternoon.
 The same construction can describe bad luck caused by an unspecified person.
Peter had his car stolen last week.
And then he had his leg broken playing football.
 Using get instead of have in the examples in paragraph 1 above would be more informal.
Using get can also suggest managing to do something difficult.
It was difficult but we got the painting done in the end.
Needs doing
This is an idiomatic way of expressing a passive sentence where a thing or person needs some kind
of action.
The floor is filthy. It needs to be cleaned. / It needs cleaning.
Verbs and prepositions
The preposition stays with the verb in a passive sentence.
People shouted at the Prime Minister during his speech.
The Prime Minister was shouted at during his speech.
Other problems
 Be born is a passive form but does not have an obvious passive meaning.
I was born near Kyoto.
 Make (when meaning force) is followed by to in the passive.
They made David work hard. David was made to work hard.
 Because the agent is unimportant, unknown or obvious, it is often not included. If we want to say
who does the action we use by.
This letter was delivered this morning. / This letter was delivered this morning by courier.
U 6C I need a hero 111

Lengua Inglesa II
2015-2016
1. Underline the verb forms which are not possible.

a. My car has being stolen.
b. Jack was borned on a Thursday.
c. Then I realised that none of the guests had been sent an invitation.
d. Mary’s car is being serviced today.
e. Your order will been sent as soon as possible.
f. The hole in the road was being repaired when I came home.
g. This swimming pool is used by over a thousand people each week.
h. When was this church built?
i. An address is writing on the back of the envelope.
j. Customers are request to ask for a receipt.

a. Their new house hasn’t been finished / wasn’t finished yet.
b. The robbers were arrested / have been arrested as soon as they left the bank.
c. Sue told us her baby is born / had been born two weeks earlier than expected.
d. If there is too much snow, the match has been cancelled / will be cancelled.
e. By the time we got there, the rain had stopped / had been stopped.
f. When were you told / have you been told about the new rules?
g. Most of the passengers were swimming / were swum easily to the shore.
h. The winning horse was ridden / was riding by Pat Murphy.
i. I looked again for the old man, but he was vanished / had vanished.
j. I don’t think that you will be asked / are being asked to show your passport.
3. Put each verb in brackets into a suitable passive form.

a. I’m sorry, madam, but this carpet (already sell) ....................................................... .
b. The old house on the comer (knock down) ....................................................... last year.
c. When exactly (John give) ....................................................... his prize?
d. Most people agree that America (not discover) ....................................................... by
Christopher Columbus.
e. All complaints about products (deal with) ....................................................... by our customer
services department.
f. Police confirmed that the murder weapon (since discover) ....................................................... in
a nearby lake.
g. It (announce) ....................................................... yesterday that the government has decided
not to raise income tax.
h. Good news! I (ask) ....................................................... to take over as the new manager.
i. I don’t believe that this play (write) ....................................................... by Shakespeare.
j. Ann really likes (invite) ....................................................... to dinner parties.
4. Rewrite each sentence so that it contains a form of have something done. Do not include
the agent.
a. A painter painted our house last month.
.........................................................................................................................................................
b. The hairdresser is cutting my hair this afternoon.
.........................................................................................................................................................
c. Someone has stolen my motorbike.
.........................................................................................................................................................
d. The dentist has taken out all of Ricky’s teeth.
.........................................................................................................................................................
e. I haven’t been to the car-wash for a long time.
.........................................................................................................................................................
f. The men are coming to put in the new central heating on Saturday.
.........................................................................................................................................................
g. Someone broke Harty’s nose in a fight.
.........................................................................................................................................................
h. Isn’t it time someone fixed your television?
.........................................................................................................................................................

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5. Rewrite each sentence, putting the verb in italics in the passive where possible. Do you
need to mention the agent?
a. I really like this hotel.

.........................................................................................................................................................
b. Jane won the poetry competition.
.........................................................................................................................................................
c. Peter’s new car cost over $20,000.
.........................................................................................................................................................
d. Martin always wears casual clothes.
.........................................................................................................................................................
e. One of our visitors lost this cigarette lighter.
............................................................................................................... ..........................................
f. They haven’t decided the exact time of the match yet.
.........................................................................................................................................................
g. Most of the guests had left the hotel by midday.
.........................................................................................................................................................
h. Some parents read to their children every night.
.........................................................................................................................................................
i. This bike belongs to my sisters.
.........................................................................................................................................................
j. People ate most of the food at the party.
.........................................................................................................................................................
a. Last Thursday we appointed a new marketing manager.

was A new ........................................................................................... last Thursday.
b. Smith Ltd are supplying our company with furniture.
supplied Our company ................................................................................. by Smith Ltd.
c. William the Conqueror built the castle in the 11th century.
by The castle ........................................ William the Conqueror in the 11th century.
d. No decision has yet been made.
decided Nothing .......................................................................................................... yet.
e. People believe that someone murdered Jenkins.
was It ........................................................................................................ murdered.
f. Your hair needs cutting.
get You ought ...................................................................................................... cut.
g. The police were following the suspects.
were The suspects ............................................................................................ police.
h. No-one has seen Peter since the day of the party.
been Peter ................................................................................... the day of the party.
i. We put up a notice about the trip on the notice board yesterday.
was A notice ........................................................ up on the notice board yesterday.
j. People think that an apple a day is good for you.
to An apple a day ........................................................................................ for you.
7. Rewrite each sentence so that it contains a passive form, and does not contain the words
in italics.
a. Apparently, Freddie has a wife in Scotland.

.........................................................................................................................................................
b. Nobody knows anything about Brenda’s family.
.........................................................................................................................................................
c. People think that someone started the fire deliberately.
.........................................................................................................................................................
d. You should ask a doctor to see to that cut.
.........................................................................................................................................................

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e. People say that Chris was in the army.

.........................................................................................................................................................
f. My trousers need to be pressed before I leave.
.........................................................................................................................................................
g. No-one has signed this letter.
.........................................................................................................................................................
h. Mary’s hair still needs cutting.
.........................................................................................................................................................
8. Look carefully at each line. Some of the lines are correct, and some have a word which
Opening of new Gulliver Sports Centre

0. The Gulliver Sports Centre, which has been 0. 
00. completely rebuilt, was been reopened yesterday 00. been
1. by the Minister of Sport. The building it was 1. .....................
2. originally used to as a market, but was so Id 2. .....................
3. to Fairdene Council in I98I, and it then converted 3. .....................
4. into a sports hall. Local schools were played football 4. .....................
5. and basketball indoors, and keep-fit cIasses were held 5. .....................
6. there. In I990 the hall was damaged when by a fire 6. .....................
7. which was broke out in the heating system. The hall 7. .....................
8. could not be used, and remained empty while discussions 8. .....................
9. continued about its future. It was then and decided that 9. .....................
10. the hall would to be rebuilt, and an appeal for money 10. .....................
11. was launched. Two years ago a local businessman offered 11. .....................
12. to pay for the building work, and plans were drawn up. 12. .....................
13. The new hall is includes a swimming pool, running track 13. .....................
14. and other sports facilities which can be used by anyone 14. .....................
15. in the Fairdene area. The Minister was made a speech 15. .....................
16. in which she congratulated everyone involved.

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U6B.2 Vocabulary Review: Entertainment & the arts

a. I like this book, and I’ve read six capitals / chapters / prefaces already.
b. It’s not a proper drawing, only a rough / plan / sketch.
e. The play is very long but there are three breaks / intervals / rests.
d. At the cinema I don’t like sitting too near the film / screen / stage.
e. We heard a piece by Mozart performed by a German band / group / orchestra.
f. Her second book was very popular and became a best buy / seller / volume.
g. I like the painting but I can’t stand its ugly border / frame / square.
h. Robert’s new book will be broadcast / published / typed in August.
i. I liked the acting, and the costumes / dressing / outfits were good too.
j. The best act / place / scene in the film is when Jack meets Kate .
current electric humorous modern public special dull

gripping live popular readable still
a. No recording can be as good as a .......................... concert in my opinion.
b. It was a very .......................... story and made me laugh a lot.
c. I couldn’t put that book down, it had such a .......................... plot.
d. Most people find it difficult to understand .......................... art.
e. My favourite television programmes are about .......................... affairs.
f. Of course it’s possible to like both classical and .......................... music.
g. Everyone enjoyed the .................... ; ..... effects in the Star Wars films.
h. I don’t buy books because there’s a good .......................... library nearby.
i. We both found it a very .......................... film I’m afraid.
j. George doesn’t paint people, but mainly does .......................... life paintings.
k. It was an interesting book, and very .......................... .
I. Unfortunately the boy upstairs is learning the .......................... guitar.
3. Use the word given in capitals to form a word that fits in the space in the same line.
The school play

Congratulations to all involved with the school (1. PRODUCE) ..................... of The Woman Next
Door. The (2. ADVERTISE) ..................... was carried out by the Art Department, and the posters
were very (3. IMAGINE) ....................... . We certainly have some very (4. ART) .....................
students in our school! Many people helped with building and painting the (5. SCENE) ....................
and the play was written by the English Department, who managed to create an (6. AMUSE)
..................... story, with excellent songs. The music was written by Sue Porter, who also (7.
COMPANY) ..................... the singers on the piano. Everyone enjoyed a thoroughly (8.
ENTERTAIN) ..................... evening, and there was a long round of (9. APPLAUD) ..................... at
the end. Jim Barrett gave a brilliant (10. PERFORM) ..................... as Sergeant Moss, and Liz
Aitken was a delightful Mrs Jump. Well done everyone!
4. Complete the compound word in each sentence with a word from the box. Use each word
once only.
back book fair operas rehearsal biography circle ground piece scripts
a. Edward’s third book is usually considered his master .......................... .

b. A lot of people enjoy watching soap .......................... on television.
c. I found the Prime Minister’s auto .......................... very interesting.
d. Some of the actors still did not know their lines at the dress .......................... .
e. I won’t buy the book until it comes out in paper .......................... .
f. We had very good seats in the dress .......................... .
g. There is a black cat painted in the fore .......................... of the picture.
h. Writing film .......................... is rather like writing for the theatre.
i. I was fined because I forgot to return my library .......................... .
j. The scene showed them on a roundabout in a children’s fun .......................... .

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5. Complete each sentence by putting in, on, at or out of in each space.
a. Harry Smith is hard ..................... work writing his new screenplay.

b. The music was terrible and the singer was ..................... tune.
c. I can’t tell what that is ..................... the background of the picture.
d. Jane’s new book is coming out ..................... paperback next year.
e. Is there anything good ..................... Channel 4 this evening?
f. The school put on Hamlet ..................... modern dress.
g. The critics found Joe’s kind of writing rather ..................... date.
h. In the last scene, all the actors are ..................... stage together.
6. Choose the most suitable word or phrase to complete each sentence.
a. Susan’s first painting was a/an ..................... portrait.

A. self B. own C. selfish D. auto
b. We al! enjoyed the play so much that we ..................... for ten minutes.
A. booed B. screamed C. applauded D. handed
c. Peter sings every Sunday in the local church ...................... .
A. concert B. chorus C. opera D. choir
d. I bought this book mainly because it has a very attractive ...................... .
A. folder B. cover C. coat D. wrapping
e. The play was a success and had very good ..................... in the papers.
A. reviews B. critics C. notes D. advertisements
f. If you can’t find what you are looking for in the book, use the ...................... .
A. preface B. directory C. list D. index
g. The average ..................... watches television for about 15 hours a week.
A. viewer B. audience C. spectator D. observer
h. First we see their faces from far away, and then we see a ...................... .
A. side by side B. foreground C. replay D. close up
i. Please note that the next programme is ..................... for children.
A. unusual B. unsuitable C. unmistakable D. unreasonable
j. All the members of the ..................... had a party after the play was over.
A. scene B. cast C. circle D. drama
7. Replace the verbs in italics with a verb from the box. Do not change the meaning. Change
the verb form where necessary.
call off go over pick up take over turn up come out look up put on take up work out
a. My radio doesn’t receive the BBC World Service very easily .

.........................................................................................................................................................
b. Our school is going to do ‘The Tempest’ next month.
.........................................................................................................................................................
c. The management cancelled the performance an hour before the opening.
.........................................................................................................................................................
d. I searched for the reference in the index.
.........................................................................................................................................................
e. I can’t hear the radio. Can you make it louder?
.........................................................................................................................................................
f. Colin’s new book is published next week.
.........................................................................................................................................................
g. The conductor studied the music carefully before the concert.
.........................................................................................................................................................
h. The publishing company was bought by a Japanese firm.
.........................................................................................................................................................
i. I like detective stories where I can’t think who committed the murder!
.........................................................................................................................................................
j. Jim has started painting as a hobby.
.........................................................................................................................................................

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8. Decide which answer (A, B, e or D. best fits each space.

Why read books? Is it worth reading books, (1) ..... nowadays there are so many other forms of (2)
.....? Some people say that even (3) ..... books are expensive, and not everyone can (4.
..................... books from a library. They might add that television is more (5) ..... and that viewers
can relax as they watch their favourite (6) ..... . All that may be true, but books are still very (7) ..... .
They encourage the reader to use his or her (8) ..... for a start. You can read a (9) ..... of a book, or
just a few pages, and then stop. Of course, it may be so (10) ..... that you can’t stop! There are
many different kinds of books, so you can choose a crime (11) ..... or an autobiography, or a book
which gives you interesting (12) ..... . If you find it hard to choose, you can read (13) ..... , or ask
friends for ideas. Personally, I can’t (14) ..... without books, but I can (15) ..... up television easily
enough. You can’t watch television at bus stops!
1. A in B or C why D since
2. A entertain B entertainment C entertained D entertaining
3. A paperback B the C so D when
4. A borrow B buy C lend D take
5. A excited B excitable C exciting D excitement
6. A ones B programmes C episodes D cereals
7. A too B public C live D popular
8. A imagination B author C index D amusement
9. A capital B head C chapter D cover
10. A current B imagined C interest D gripping
11. A history B novel C booklet D poetry
12. A advise B idea C information D fact
13. A announcements B gossip C reviews D prefaces
14. A do B make C have D take
15. A pick B look C give D turn
U6B.3 Vocabulary Bank: Films & travelling

Cinema
action film horror film set
audience musical shoot (a film)
based on on location soundtrack
cast play the part special effects
comedy plot star
direct scene subtitles
director science fiction thriller
dub script western
extra sequel
More Words to Learnbreathtaking
destroy guided tour nightmare
film crew interpreter (filmed) on location
film set magnificent unforgettable
More Words in 6B
battlefields impressed rebuild
courage instructions replace
destination interpret scenery
destroy keep doing sign
disaster masterpiece speech
for instance objective suitable
guided pack translate

Lengua Inglesa II
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U6B.4 Writing Practice – Films & travelling
Writing Task U6B.a

Write a narrative text telling the plot of a movie or a novel you have recently seen or read.
Writing Task U6B.b

Write a narrative text about your last holiday.
Writing Task U6B.c

Write a narrative text which begins with the words: “I was finally sitting on that plane ...”.
Writing Task U6B.d

Write a narrative account of the steps you buy plane tickets online.
Writing Task U6B.e

Write a narrative text with the title “The worst holiday of my life”.
Writing Task U6B.f

Write a narrative text which ends with the words: “Uff, it was just a movie”.
Writing Task U6B.g

Write a narrative text of what happened before this movie was taken:

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U6B.5 Image bank – Films & travelling

Lengua Inglesa II
2015-2016
Unit 6C – I need a hero
Topics: heroes / military leaders and leadership skills
Objectives
Listening
Understand a radio quiz programme (p. 94)
Understand a song (p. 95)
Reading
Understand short descriptions of famous personalities (p. 94)
Speaking
Do a short quiz which contains factual information (p. 92)
Ask about and define people, places and objects (p. 94)
Comment on and give opinion about photos (p. 92)
Talk about people I admire and give reasons why (p. 95)
Contents
General English
New English File 6C – I need a hero
Homework Tasks
Grammar – Relative clauses (NEF ex. 1a/d/f p. 93)
Reading – Heroes & icons of our times (NEF ex. 3b/d p. 94)
Vocabulary & Pronunciation – What people do, word stress (NEF ex. 3a p. 95)
Classroom Tasks
Speaking (NEF ex. 5 p. 95)
Military English: Leaders & leadership

Worksheet U6C.1: Leaders & leadership
American Hero of the Year
Grammar Practice: Relative clauses

Worksheet U6C.2: Relative clauses
Writing practice
Image bank
Extra practice
Worksheet U6C: Workbook practice

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U6C.1 Military English: Leaders & leadership

1. Match the words with the definitions:
courageous decisive demanding level-headed resourceful selfless
1 ....................... Expecting your men to do their best at all times.
2 ........................ Good at solving problems and making decisions
on your own.
3 ...................... Taking decisions quickly and communicating them
rapidly and clearly to your men.
4 ........................ Staying calm even in the most difficult situations.
5 ........................ Looking after your soldiers' welfare before you
look after your own needs.
6 ........................ Not fearing danger or showing you are afraid.
2. Now match the words with the quotations.
An army of deer led by a lion will defeat an army of lions led by a deer. CHABRIAS,
Greek general, 4th century BC
We will either find a way, or make one. HANNIBAL, Carthaginian general, 247 -182 BC
Keep cool and you will command everyone. JUSTINIAN, Roman emperor, 483 -565
The more a leader is in the habit of demanding from his men, the more sure he can
be that his demands will be met. CLAUSEWITZ, Prussian general and military thinker, 1780 -1831
If you cry Forward!, you must make it clear in what direction to go. ANTON CHEKHOV
Russian writer, 1860 -1904
The badge of rank which an officer wears on his coat is really a symbol of service to
his men. GEORGE PATTON US General, 1885 -1945
3. What are the qualities of a good commander?

He/she ... 1 maintains high standards of discipline.
2 has personal courage.
3 uses his / her imagination.
4 knows the men under his / her command.
5 has self-confidence and the confidence of his / her men.
6 has the ability to delegate command.
7 look after the men under his / her command.
8 has a sense of humour.
4. Listen to the introduction to a talk and say ...

1 Where does the talk take place? ...................................................................................................
2 What is the talk is about? ...................................................................................................
3 Who was Hannibal? ...................................................................................................
4 Who did he fight against? ...................................................................................................
5 Why is he famous? ...................................................................................................
5. Listen to the rest of the talk and tick the leadership qualities the speaker talks about.
1 maintains high standards of discipline.
2 has personal courage.
3 uses his / her imagination.
4 knows the men under his / her command.
5 has self-confidence and the confidence of his / her men.
6 has the ability to delegate command.
7 look after the men under his / her command.
8 has a sense of humour.
U 7A Can we make our own luck? 121

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American Hero of the Year

The Dickies American Hero of the Year Contest is a global promotion in partnership with AAFES,
better known as The Exchange (www.shopmyexchange.com) and open to all United States military
personnel, retired or active duty, along with their families and friends (for complete eligibility
requirements, see complete contest rules).
Dickies and The Exchange are looking to honor one of our country’s many American Heroes, who
have served the military community. We know that Heroes truly come in all forms. And so this year,
we ask you: What does it mean to be an American Hero?
Nominations can be Video, Photo and Essay, or Essay submissions. Entries will be judged on the
following three criteria: Entry Composition (40%), Entry Sincerity (40%), and How well the Nominee
represents the American Hero (20%). Entry period is from June 1st, 2015 to July 18th, 2015. Fifteen
(15) Finalists’ Entries will be selected on or about July 27th, 2015. The Grand Prize Winner and
Runners-Up will be selected on or about August 7, 2015. The winners will be announced on or about
September 1, 2015.
Winning Hero for 2014 Veronica Lemus
How does your nominee exemplify hard work, determination, and
durability?
My wife works very hard. She is a super mom with 7 children ranging
in age from 22- 6 years old. Veronica is always helping out with
events held at her base taking donations of toys for kids and sharing
resources to many Airman in her unit such as the camps for kids thru
the National Military Families organization which she is a volunteer
for. She is a treasurer for our kids PTA at school which requires a lot
of time outside of work to help organize fundraisers. She helped raise
over $19,000 last school year for field trips for the school which has the largest population of kids on
free lunch program and a Title 1 school. She has been in the military for 12 years and was able to be a
part of a humanitarian mission with her previous Guard unit to Bosnia for 6 weeks rebuilding a school
there. For that mission, she was able to collect two pallets worth of donations of books and school
supplies from schools all over the city to take to the school in Bosnia.
My wife was a single mom before we met and she was raising her oldest two children while working
full time as a teacher, in the military reserves, and going to graduate school full time to finish her
Master’s Degree at Cal State Dominguez Hills.
We got married 11 years ago and she is always working hard in her civilian job as a Lead Teacher
training other teachers, and striving to move up in her military career with two CCAF degrees.
Not only does my wife work hard for our family but she has helped her sister who has a mental illness
and help with her daughters. She cleans her home and has had to take her sister mental hospitals
while taking care of her nieces many times adding to her many responsibilities.
How has your nominee shown courage in the face of adversity?
She has shown much courage with many obstacles she has faced and has overcome. She is a
problem-sovler and open minded. She was training for Army Officer Candidate School and got hurt on
the last phase from a 60 foot zipline over a lake but she has managed to have physical therapy for a
year while she was able to transfer to the Air Guard and continues to work on her physical fitness to
succeed in her current military unit. She was determined to stay in the military and serve for as long as
she can. I support her and praise her courage to work hard and be able to do so much at home
cooking and cleaning and raising our kids while I work til late evenings.
What does your nominee mean to you and / or your family?
My wife Veronica is everything to our family as I know I can count on her to give me support and get
things done. We are such an awesome team. I could not do it without her. She is a great listener and
leader. The kids always miss her even when she is gone for drill for two days. Although she is gone
short periods of time she comes home and spends time with her children helping them to improve their
academics and taking them to sports and music lessons. She takes time to do projects at home and
help our neighbors as well as giving to those in need and being an example to our kids to be giving
and generous to those in need not just on holidays.

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I know everyone would say shes just my wife, but she is my sunshine when I am feeling overwhelmed
from work always smiling and so helpful. She is my battery when I come home so drained from
working, and making sure I eat healthy and encouraging me to exercise to stay in good shape. She
motivates and inspires me to always be positive no matter what even when we have the minimum of
things I am truly blessed to have her as a wife and best friend. She really deserves to be given an
award for all she does. Thank you
Winning hero for 2013 Jason Simms
How does your nominee exemplify hard work, determination, and
durability?
The Marine Corps was my husband, Jason’s reason for living. He was
devastated when he had to medically retire in 2008. The Dept of Navy
(HRSC) came to the Wounded Warrior Barracks at Camp Lejeune, where
Jason was working (Platoon Sgt). They help find Marines (and other
branches) any government employment after they enter civilian life. The
HRSC hired him a couple months later to help anyone find government
employment. Shortly after he was hired-He started to specialize in finding
Wounded Warriors employment. Most people would just do their job.
Jason isn’t most people, he puts his heart and soul into his job. He started traveling to the WWB
(Lejeune) with the HRSC, he brought them into the Semper Fi Odyessy (Wounded Warrior retreat in
Boswell, PA) as well as the Wounded Warrior Marine Detachment in BAMC. When he goes to these
places, he always shares his story of his injuries as well as his success with the Wounded Warrior
Program with the HRSC. He will sit and talk to anyone who needs a listening ear, support,
encouragement, direction, and just brotherly bonding. Jason misses the Marine Corps every day and
wishes he were still active. Being able to go and talk to his military brothers and sisters helps him heal,
helps him learn, gives him a sense of accomplishment, and two of the things he misses the most…the
Marine Corps and camaraderie that comes along with it. He has gone above and beyond to make sure
this program is a success. Most people get a headache or had a bad night sleep, the entire world will
know about it. You would never know my husband lives in pain every day. You will never hear my
husband complain about his injuries, TBI, or PTSD. He probably gets around 3-4 hours of sleep (on a
good night), he has never called off and gets up every morning at 6:15 to head to work. . He has good
and bad days but he always makes the best of it. He isn’t bitter or resentful. He doesn’t agree that he
is a hero. He always says he was doing the same thing his other brothers were doing, he was just at
the wrong place at the wrong time. He will tell you that one of his best buddies, LCpl Timothy Creager,
the driver on his vehicle who sadly made the ultimate sacrifice that day is the hero.
How has your nominee shown courage in the face of adversity?
Sadly his career ended when he was medically retired in April of 2008. His LAV hit an IED on July 1st,
2004. Jason was critically injured. He suffered from 2nd and 3rd degree burns on his face and hands,
had his little finger amputated, was shot 3 times in the leg, suffers from TBI from hitting his head on
the LAV from the force of the blast, PTSD,had over 20 painful surgeries, had to learn how walk again.
Instead of letting this bring him down- like a Marine, he saw this as a challenge and wasn’t letting the
enemy win. He fought through the skin graphs, painful hours of therapy to walk and to make fists and
he fights every day to his recovery. Although his fight will never be over, my husband will never give
up. He strives to do his best with everything. There is no challenge to great or scary for him. He almost
didn’t make it through his initial injuries but he is Marine-they don’t give up.
What does your nominee mean to you and / or your family?
Jason is absolutely amazing. He can make you feel special just by looking at you. Jason has taught
and showed me what it is like to be loved and safe in every way. He will endanger himself to keep us
safe. Move the world just so we won’t get hurt. And when hurt is inevitable, he will absorb as much of
it as he can. He is everything that I could only hope our kids will aspire to be when they are older. He
always puts himself last to make sure we are happy and have everything we want and need. There
are days when he is limping because his feet/leg/back hurt so badly but he will still play with our kids,
we still go on dates, and we still travel. Our kids will always look back and remember their childhood
with their amazing father. Words couldn’t ever express how much we adore, need, and love him. I am
so thankful that I am lucky and blessed enough to have married my best friend, soul mate, and hero.
So what does Jason mean to us, that is simple…….EVERYTHING!!
https://militaryhero.com/

Lengua Inglesa II
2015-2016
U6C.2 Grammar Review: Relative clauses

Subject or object
 Subject or object
Relative clauses give extra information about a noun in the main clause. Relative clauses begin
with a relative pronoun (who, which, that, whom, whose). The relative pronoun can be the subject
of the clause:
That’s the woman who bought my car. The woman (subject) bought my car (object).
Or the object of the clause:
That’s the car that I used to own. I (subject) used to own the car (object).
 Combining sentences
Note how sentences are combined.
Subject: This is Jean. She bought my car. Jean is the person who bought my car.
She is not repeated, as the person is the subject.
Object: That is lean’s car. I used to own it. That’s the car that I used to own.
It is not repeated, as the car is the object.
Defining or nondefining
 Defining
Defining clauses give important information which tells us exactly what is being referred to.
That book which you lent me is really good.
This indicates which book we are talking about. Without the relative clause, it might be difficult to
understand the meaning.
 Non-defining
Non-defining clauses add extra information. They are separated by commas in writing, and by a
pause on either side (where the commas are) in speaking.
The book, which I hadn ‘t read, was still on the shelf.
This gives extra information about the book. We could miss out the relative clause and the meaning
would still be clear.
Omitting the relative pronoun
 Defining relative clauses
In a defining relative clause we can leave out the relative pronoun if it is the object of the clause.
That’s the car (that) I used to own.
We cannot miss out the relative pronoun if it is the subject of the clause.
That’s the woman who bought my car.
 Non-defining relative clauses
In a non-defining relative clause we cannot leave out the relative pronoun.
Which, who and that
 That instead of which
When we talk about things, that is often used instead of which. This is very common in speech.
Is this the house that you bought?
 That instead of who
When we talk about people, that can be used instead of who. This is less common, but we still do
it, especially in speech.
Have you met the boy that Sue is going to marry?
 Which in non-defining clauses
That cannot be used to introduce a non-defining clause.
The hotel, which was a hundred years old, was very comfortable.
 Prepositions
That cannot be used after a preposition.
This is the car (that/which) I paid $2000 for. (speech)
This is the car for which I paid $2000. (formal)
Whom and whose
 Whom is the object form of who. It has to be used after prepositions. Its use is formal and quite
rare.
This is the person (who) I sold my car to. (speech)
This is the person to whom I sold my car. (formal)
 Whose means of whom, and usually refers to people.
This is Jack. His sister is staying with us.
This is Jack, whose sister is staying with us.

Lengua Inglesa II
2015-2016
1. Underline any relative pronouns that can be left out in these sentences.
a. I think that my boss is the person who I admire most.
b. Harry, who was tired, went to bed very early.
e. We’re taking the train that leaves at 6.00.
d. Have you seen the book that I left here on the desk?
e. The film which we liked most was the French one.
f. My radio, which isn’t very old, has suddenly stopped working.
g. The clothes which you left behind are at the reception desk.
h. The couple who met me at the station took me out to dinner.
i. Last week I ran into an old friend who I hadn’t seen for ages.
j. Don’t cook the meat that I put in the freezer - it’s for the dog.
2. Replace the relative pronouns in italics with that, where possible.

a. This is the magazine which I told you about .
.........................................................................................................................................................
b. John’s flat, which is in the same block as mine, is much larger.
.........................................................................................................................................................
c. The girl whose bag I offered to carry turned out to be an old friend.
.........................................................................................................................................................
d. The policeman who arrested her had recognised her ear.
.........................................................................................................................................................
e. I work with someone who knows you.
........................................................................................................ .................................................
f. We don’t sell goods which have been damaged.
.........................................................................................................................................................
g. Brighton, which is on the south coast, is a popular holiday resort.
.........................................................................................................................................................
h. I don’t know anyone whose clothes would fit you.
.........................................................................................................................................................
i. There’s a café near here which serves very good meals.
................................................................................................................................................ .........
j. People who park outside get given parking tickets.
.........................................................................................................................................................
3. Underline the most suitable word in each sentence.

a. My friend Jack, that / who / whose parents live in Glasgow, invited me to spend Christmas in
Scotland.
b. Here’s the computer program that / whom / whose I told you about.
e. I don’t believe the story that / who / whom she told us.
d. Peter comes from Witney, that / who / which is near Oxford.
e. This is the gun with that / whom / which the murder was committed.
f. Have you received the parcel whom / whose / which we sent you?
g. Is this the person who / which / whose you asked me about?
h. That’s the girl that / who / whose brother sits next to me at school.
i. The meal, that / which / whose wasn’t very tasty, was quite expensive.
j. We didn’t enjoy the play that / who / whose we went to see.
4. Put a suitable relative pronoun in each space, or leave the space blank where possible.
a. My bike, ..................... I had left at the gate, had disappeared.
b. The shoes ..................... I bought were the ones ..................... I tried on first.
c. The bag in ..................... the robbers put the money was found later.
d. The medicine ..................... the doctor gave me had no effect at all.
e. Peter, ..................... couldn’t see the screen, decided to change his seat.
f. I really liked that tea ..................... you made me this morning.
g. What was the name of your friend ..................... tent we borrowed?
h. The flight ..................... Joe was leaving on was cancelled.

Lengua Inglesa II
2015-2016
5. Make one new sentence from each pair of sentences. Begin as shown, and use the word
given in capitals.
a. Brenda is a friend. I went on holiday with her. WHO
Brenda is .......................................................................................................................... .
b. This is Mr Smith. His son Bill plays in our team. WHOSE
This is Mr Smith ................................................................................................................. .
c. Her book was published last year. It became a best seller. WHICH
Her book ........................................................................................................................... .
d. This is the bank. We borrowed the money from it. WHICH
This is the bank from .......................................................................................................... .
e. I toId you about a person. She is at the door. WHO
The person ........................................................................................................................ .
f. Jack’s car had broken down. He had to take a bus. WHOSE
Jack, . ................................................................................................................................ .
6. Make one sentence from each group of sentences, beginning as shown.

a. The hotel was full of guests. The hotel was miles from anywhere. The guests had gone there to
admire the scenery.
The hotel, which .................................................................................................................. .
b. I lent you a book. It was written by a friend of mine. She lives in France.
The book I ......................................................................................................................... .
c. A woman’s jewels were stolen. A police officer was staying in the same hotel. The woman was
interviewed by him.
The woman whose .............................................................................................................. .
d. A goal was scored by a teenager. He had come on as substitute. This goal won the match.
The goal which .................................................................................................................. .
e. I was sitting next to a boy in the exam. He told me the answers.
The boy I ........................................................................................................... .
f. My wallet contained over t:I00. It was found in the street by a schoolboy. He returned it.
My wallet, .................................................................................................................. ......... .
g. My friend Albert has decided to buy a motorbike. His car was stolen last week.
My friend Albert, .................................................................................................................. .
h. Carol is a vegetarian. I cooked a meal for her last week. She enjoyed it.
Carol, ................................................................................................................................. .
7. These sentences are all grammatically possible, but not appropriate in speech. Rewrite each
sentence so that it ends with the preposition in italics.
a. Margaret is the girl with whom I went on holiday .
..............................................................................................................................................
b. The golf club is the only club of which I am a member.
..............................................................................................................................................
c. That’s the girl about whom we were talking.
..............................................................................................................................................
d. It was a wonderful present, for which I was extremely grateful.
..............................................................................................................................................
e. This is the school to which I used to go.
..............................................................................................................................................
f. Is this the case in which we should put the wine glasses?
..............................................................................................................................................
g. Can you move the chair on which you are sitting?
..............................................................................................................................................
h. That’s the shop from which I got my shoes.
..............................................................................................................................................
i. Is that the person next to whom you usually sit?
..............................................................................................................................................
j. This is Bill, about whom you have heard so much.
..............................................................................................................................................

Lengua Inglesa II
2015-2016
8. Put one suitable word in each space, or leave the space blank where possible.
Murder At The Station by Lorraine Small. Episode S. Trouble on the 6.15. The story so far. Jane
Platt, (1) ..................... is travelling to London because of a mysterious letter, is the only person (2)
..................... witnesses a murder at Victoria Station. The detective to (3) ..................... she gives
her statement then disappears. Jane goes to an office in Soho to answer the letter (4) .....................
she had received. There she discovers that her uncle Gordon, (5) .................... lives in South
America, has sent her a small box (6) ..................... she is only to open if in trouble. Jane, (7)
..................... parents have never mentioned an Uncle Gordon, is suspicious of the box, (8)
..................... she gives to her friend Tony. They go to Scotland Yard and see Inspector Groves, (9)
..................... has not heard of the Victoria Station murder, (10) ..................... was not reported to
the police. Jane gives Inspector Groves the murdered man’s ticket (11) ..................... she found
beside his body. Then Jane and Tony decide to go to Redhill, (12) ..................... was the town (13)
..................... the murdered man had come from. On the train they meet a man, (14) .....................
face is somehow familiar to Jane, (15) ..................... says he knows her Uncle Gordon .. .
9. Make one sentence from each group of sentences, beginning as shown.

a. I got on a train. I wanted to go to a station. The train didn’t stop there.
The train I .......................................................................................................................... .
b. I read a book. You recommended a book to me. This was the book.
The book I ......................................................................................................................... .
c. The ship hit an iceberg and sank. Warning messages had been sent to it. The ship ignored
these.
The ship, ............................................................................................................................ .
d. The postman realised I was on holiday. You had sent me a parcel. The postman left it next
door.
The postman, ...................................................................................................................... .
e. I used to own a dog. People came to the door. The dog never barked at them.
The dog I ............................................................................................................................ .
f. I bought my car from a woman. She lives in a house. You can see the house over there.
The woman I ...................................................................................................................... .
g. We went to a beach on the first day of our holiday. It was covered in seaweed. This smelled a
lot.
The beach we ..................................................................................................................... .
h. My neighbours have three small children. The children make a lot of noise. My neighbours
never apologise.
My neighbours, ................................................................................................................... .
i. I bought a new computer. It cost me a lot of money.
The new ............................................................................................................................. .
U6C.3 Vocabulary Bank: Leaders & leadership

More Words to Learn
choice poverty status
hunger racist unbearable
insult raise (money)
justice refugee
More Words in 6C
admire (sb) icon prize
alive illness racism
asthma inspire refugee
award insult sack
belong law star
dead matter tirelessly
democratic medicine unbearable
elegant nickname vaccinate
foundation otherwise wonder
hero penny
honour poster

Lengua Inglesa II
2015-2016
U6C.4 Writing practice - Leaders & leadership
Writing U6C.a
Write a narrative text talking about a person who you think is one of most famous
military leader in Spanish history. Refer to the leadership lessons we can learn from this
person.
Writing Task U6C.b

Write the biography of a famous person.
Writing Task U6C.c

Write the biography of a person who you think is important in your life.
Writing Task U6C.d

Write a narrative text about a situation in which you or somebody you know behaved as a
leader.
Writing Task U6C.e

Write a narrative text about how you learnt the example of leadership in your superiors at
the AGM.
Writing Task U6C.f

Write a narrative story which begins with the words: “That situation needed a leader and
there he was...”.

Lengua Inglesa II
2015-2016
U6C.4 Image bank - Leaders & leadership

Lengua Inglesa II
2015-2016
Unit 7A – Can we make our own luck?
Topics: luck
Objectives
Listening
Understand a short narrative in the past (p. 101)
Reading
Understand a short narrative in the past (p. 100)
Understand a short questionnaire about luck (p. 101)
Understand the main points in an article about luck (p.102/103)
Understand the meaning of words and phrases (p. 103)
Speaking
Ask about and compare answers to a questionnaire (p. 101)
Ask for and give an opinion (p. 103)
Talk about hypothetical situations in the past (p. 101)
Contents
General English: New English File 7A – Can we make our own luck?
Homework Tasks
Grammar – Third conditional (NEF ex. 2d p. 100)
Reading – Can we make our own luck? (NEF ex. 5b/d p. 102)
Vocabulary – Making adjectives & adverbs (NEF ex. 6a/b/c p. 103)
How Words Work – what or which (NEF, p. 103)
Classroom Tasks
Speaking (NEF ex. 4a/b/c p. 101, ex. 5a p. 102)
Grammar Practice: Wishes

Worksheet U7A.1: Wishes and related forms
Writing practice
Image bank
Extra practice
Worksheet U7A: Workbook practice

Lengua Inglesa II
2015-2016
U7A.1 Grammar Review: Wishes and related forms

Wishes
 Wishes about the present
For wishes about the present we use I wish + the past simple. The time referred to is an imaginary
present.
I wish I knew the answer to this question. (I do not know the answer.)
I wish I didn’t have so much work to do. (I do have a lot of work.)
 Wishes about the past
For wishes about the past we use I wish + the past perfect. The time referred to is past time.
I wish I had gone to your party last week. (I did not go.)
 Wishes about the future
We can use could to refer to a future event,
I wish June could meet me next week.
We also use could to refer to something that is generally difficult or impossible.
I wish I could drive.
I wish I could contact him, but I don’t have my mobile phone with me.
We can also use have to to refer to a future event.
I wish I didn’t have to get up early tomorrow.
 Wishes using would
When we want to complain about a bad habit we use I wish + would.
I wish Peter wouldn’t chew gum all the time.
We also use I wish + would to refer to something that we would like to happen.
I wish the police would do something about these people!
If only
We can replace I wish with If only for emphasis.
If only I knew the answer to this question!
If only I had gone to your party last week!
In speech, only is often heavily stressed.
It’s time
 The construction it’s time I/you/we ... is followed by a past tense.
Sorry, but it’s time we went home.
The meaning here is similar to a second conditional.
If we went home, it would be better.
High can be added far extra emphasis.
It’s high time you learned to look after yourself!
 It’s time can also be used with the infinitive. The meaning changes slightly.
It’s time you started work! (you are being lazy and not working)
It’s time to start work. (a simple statement of fact)
I’d rather
The construction I’d rather I/you/we ... is followed by a past tense.
I’d rather you didn’t tell John about this.
The meaning here is similar to a second conditional.
If you didn’t tell John about this, it would be better.
Suppose and imagine

In informal speech we can use suppose or imagine in place of if. The construction is a normal
second conditional.
Suppose you lost your keys. What would you do?
Imagine you were rich. How would you feel?

Lengua Inglesa II
2015-2016

a. I wish Peter doesn’t live / didn’t live / wouldn’t live so far away from the town centre. We’ll have
to take a taxi.
b. I feel rather cold. I wish I brought / had brought my pullover with me.
c. What a pity. I wish we don’t have to / didn’t have to / wouldn’t have to leave.
d. I wish you tell / told / had told me about the test. I haven’t done any revision.
e. I wish the people next door hadn’t made / wouldn’t make / couldn’t make so much noise. I can’t
hear myself think!
f. Darling, I love you so much! I wish we are / had been / would be / could be together always!
g. I’m sorry I missed your birthday party. I really wish I come / came / had come / would come.
h. I like my new boss but I wish she gave / would give / could give me some more responsibility.
i. Having a lovely time in Brighton. I wish you are / were / had been here.
j. This car was a complete waste of money. I wish I didn’t buy / hadn’t bought it.
2. Put ea eh verb in brackets into a suitable verb form.
a. This train journey seems endless! I wish we (go) ...................................... by car.
b. I wish I (have) ...................................... the money to buy some new clothes, but I can’t afford
any at the moment.
c. I wish the government (do) ...................................... something about the pollution in the city.
d. I’m getting really soaked! I wish I (not forget) ...................................... my umbrella.
e. I wish you (not do. ...................................... that! lt’s a really annoying habito
f. That was a lovely meal, but I wish I (not eat) ...................................... so much.
g. I wish I (study) ...................................... harder for my exams. I’m not going to pass.
h. I wish you (not leave) ...................................... your dirty shoes in your bedroom!
i. I’m afraid I have no idea where Diana has gone. I wish I (know) ...................................... .
j. I really enjoyed our trip to the theatre. I wish we (go) ...................................... more often.
a. A cheque is all right, but I’d rather you pay / paid me cash.
b. Imagine you live / lived in New York. How would you feel?
c. If only I have / had / would have a screwdriver with me.
d. If you want to catch the last train, it’s time you leave / left.
e. I’d rather you don’t / didn’t tell anyone about our conversation.
f. I’ve got a terrible headache. If only I didn’t drink / hadn’t drunk that wine.
g. If you don’t mind, I’d sooner you practiced / had practiced / would practise your violin
somewhere else.
h. lt’s high time you learn/learned to look after yourself.
i. Jean thinks that everyone likes her. If only she knows / knew what people say behind her back!
j. I’d rather we stay / stayed at home this Christmas for a change.
4. Look carefully at each line. Some of the lines are correct, and some have a word which
Losing your memory
0. Imagine it that one day you woke up and 0. it
00. discovered that you had completely lost your 00. 
1. memory. How would you have feel exactly? 1. .....................
2. I have thought about this recently after I was 2. .....................
3. involved in a traffic accident. I woke up in 3. .....................
4. hospital, and said to myself ‘It’s the time I 4. .....................
5. got up and have went to school!’ I soon realised 5. .....................
6. my mistake. A nurse came in and asked to me 6. .....................
7. what my name was. I thought about it for a 7. .....................
8. moment and then said, ‘I would wish I knew!’ 8. .....................
9. Then I tried to get up. ‘I’d rather prefer 9. .....................
10. you didn’t do that,’ said the nurse. ‘Don’t worry 10. .....................
11. you’ll have it your memory back soon.’ 11. .....................
12. ‘I wish you hadn’t have said that,’ I replied. 12. .....................
13. ‘Now I am really worried! If I hadn’t looked 13. .....................
14. in my wallet, I wouldn’t have been known my 14. .....................
15. own name!’ Unfortunately my memory soon carme 15. .....................
back, and I realised I had a maths test the next day!

Lengua Inglesa II
2015-2016
5. Put each verb in brackets into a suitable verb form.

a. What can we do to get in touch with Robert? If only we (know) ................................... his phone
number.
b. Come on children! It’s time you (be) ................................... in bed.
c. Actually I’d rather you (not smoke) ................................... in here ..
d. Suppose you (see) ................................... a ghost. What would you do?
e. I’m so annoyed about my car accident. If only I (be) .................................. more careful!
f. It’s high time you (start) ................................... working more seriously.
g. I’d rather you (not put) ................................... your coffee on top of my book.
h. I’ve no idea where we are! If only we (have) ................................... a map.
i. Your hair is rather long. Don’t you think it’s time you (have) ................................... a haircut?
j. Visiting museums is interesting, but I’d sooner we (go) .................................. swimming.
a. It would be nice to be able to fly a plane.

could I wish I .................................................................................................... a plane.
b. Please don’t eat in the classroom.
you I’d rather ............................................................................................. classroom.
c. I think we should leave now.
we I think it’s ........................................................................................................ left.
d. What a pity we ate al! the food.
only If ........................................................................................................ all the food!
e. It’s a shame we don’t have a video.
wish I ............................................................................................................... a video.
f. Don’t shout al! the time, it’s so annoying!
wouldn’t I ............................................................................................... shout all the time!
g. I don’t want you to buy me a present.
sooner I’d ............................................................................................ buy me a present.
h. I don’t like being so tall.
wish I ................................................................................................................. so tall.
i. We ought to start work now.
started It’s ................................................................................................................ work.
j. I regret not going to university.
had I ....................................................................................................... to university.
U7A.2 Vocabulary Bank: Luck

More Words to Learn
achieve (a goal) fall asleep press (a button, etc.)
bump into (sth / sb) heart attack vary
cabin crew instinct
convince miss (sb)
More Words in 7A
book (sth) genuine solution
cardiologist ironic solve (a problem)
careful leave behind surprise
careless list technique
commit luck terminal
dice lucky unfortunate
effort realize unlucky
emergency routine vague
engagement rush wedding
fiancé scream
fortunate seem

Lengua Inglesa II
2015-2016
U7A.3 Writing Practice – Luck
Writing Task U7A.a

Write a narrative text telling an anecdote about a moment when you (or someone you
know) was really (un)lucky.
Writing Task U7A.b

Write a narrative account of any military event or incident in which luck was an important
factor.
Writing Task U7A.c

Write a narrative story beginning with the words: “When I woke up I thought “This is
going to be a lucky day ...”.
U7A.4 Image Bank – Luck

Lengua Inglesa II
2015-2016
Unit 7B – Murder mysteries
Topics: crime & criminals / misteries
Objectives
Listening
Understand a radio interview with an expert on murder mysteries (p. 104)
Reading
Understand a mystery story (p. 104)
Understand a short extract from a detective novel (p. 106)
Speaking
Ask for and give personal information in an interview (p. 105)
Ask and answer general knowledge questions (p. 107)
Confirm that information is correct (p. 105)
Ask personal questions in a polite way (p. 107)
Contents
General English: New English File 7B – Murder mysteries
Homework Tasks
Grammar – Question tags (NEF ex. 2a p. 105/ ex. 7B p. 142)
Pronunciation – Intonation in question tags (NEF ex. 3a p. 105)
Grammar – Indirect questions (NEF ex. 4f p. 107)
Vocabulary – Compound nouns (NEF ex. 5a p. 107)
Classroom Tasks
Reading & listening – Jack the Ripper - case closed? (NEF ex. 1b,c p. 104-105)
Speaking (NEF ex. 4a / 5c p. 106/107)
Military English: Crimes & criminals

Worksheet U7B.1: Crimes & criminals
Reading: The European Gendarmerie Force
Grammar Practice: Inversion & question tags

Worksheet U7B.2: Inversion & question tags
Vocabulary Practice: Crime and criminals

Worksheet U7B.3: Crime & criminals
Writing practice
Image bank
Extra practice
Worksheet U7B: Workbook practice
U 7B Murder mysteries 137

Lengua Inglesa II
2015-2016
U7B.1 Military English: Crime & criminals
1 Read the texts. Decide which text is ...

1 a funny story 2 a story of heroism 3 a tragic story
UNMIB POLICE newsletter

A Jealous boyfriend kills Bluegate girl
1. On 7 June a 21·year·old Blueland female was murdered in the village of Bluegate. Earlier in the
day, the woman had argued with her boyfriend when she told him that she had decided to end their
relationship. Later that afternoon, a man broke into the girl’s family flat and shot her. The victim’s
boyfriend has been arrested in connection with the murder.
B Blueport naturist arrested

2. A Blueport man was stopped by the police last Friday when he was caught running naked along a
country road. The man had parked his ear near a remote beach. As the man was lying on the
beach, a thief broke into his ear and stole the man’s wallet and trousers. The man was stopped by
police as he was chasing the thief.
C Police hero gets medal for bravery

3. On the morning of 9 June, an off duty UNMIB police officer prevented a tragedy when he
persuaded an armed robber with a hostage to surrender. At 11 a.m. the robber, carrying an assault
rifle, had entered the Blueville City Bank. He left the bank 10 minutes later with a female hostage.
Lieutenant Kimura had seen the man enter the building and he had immediately requested back
up. Police units had not arrived when the man came out of the bank and Lieutenant Kimura
decided he could not wait. Armed with only his service revolver, he confronted the robber. By the
time the police response team arrived on the scene, Lieutenant Kimura had persuaded the man to
surrender.
2. Now answer the questions for each report.

1 What happened?
3 When did it happen?
2 Where did it happen?
4 Who was involved?
3. Read article c again and order the events.

..... 1 The robber left the bank with a female hostage.
..... 2 Lt Kimura confronted the robber and persuaded him to surrender.
..... 3 The police response team arrived on the scene.
..... 4 The robber entered the Blueville City Bank carrying an assault rifle.
..... 5 Lt Kimura requested back up.

Lengua Inglesa II
2015-2016
4. Read the text and label the charts.
Crime figures show move towards stability
The crime figures for last year reflect a definite move towards
stability in Blueland. Two significant trends stood out: a
decrease in crimes against persons and an increase in property
crimes. Murders fell by more than half compared to the
previous year and attempted murders decreased by about 35%.
Although reported cases of rape and attempted rape went up,
increasing from 150 to 215, this figure does not necessarily
mean an increase in cases of rape. It is likely that more cases
were reported to the police, suggesting greater public
confidence and that women were more willing to report rape
than they had been in the past. The number of reported
kidnappings remained steady. 12 months ago, we reported that
car thefts had decreased dramatically during the conflict
between Blueland and Redland but last year the number of car
thefts began to increase. Other kinds of theft have also gone
up. In particular, cases of robbery have increased from 340 to
490 during the last 12 months. Most often crimes against
property, including cases of arson stayed the same.
Functional English: Describing trends

5. Now answer the questions.
1 Why does the writer suggest that the figures for rape may
not be accurate?
2 Which crimes have increased / decreased / stayed the same?
6. Read the text and find synonyms for:
go up = .........................................................................................
stay the same = ............................................................................
fall = ..............................................................................................

Lengua Inglesa II
2015-2016
Reading: The European Gendarmerie Force
The European Gendarmerie Force

(EGF) is a multinational initiative of six
EU Member States - France, Italy, The
Netherlands, Portugal, Romania and
Spain – established by treaty with the
aim to strengthen international crisis
management capacities and contribute
to the development of the Common
Security and Defense Policy.
EUROGENDFOR can be considered
as an integrated police tool designed to
carry out police missions in different
theatres, including destabilized ones, in
support of the European Union (EU), the United Nations (UN), the Organization for Security and
Cooperation in Europe (OSCE), the North Atlantic Treaty Organization (NATO), or possible ad hoc
coalitions.
According to the Declaration of Intent and the Treaty, EUROGENDFOR is featured as an
"Operational, pre-organized, robust and rapidly deployable" force contributing to the European
Security and Defense Policy (now CSDP in the post Lisbon), even when deployed under non
European Union structures. The European Gendarmerie Force was founded on the 17th of September
2004, in Noordwijk (The Netherlands), where the Declaration of Intent was signed by the Ministers in
charge, and declared operational on the 20th of July 2006, by the High Level Interdepartmental
Committee (CIMIN).
Ever since then EUROGENDFOR’s main goal has been
to strengthen its operational capabilities to be ready to
properly respond to eventual requests.
This path has led, at the end of 2007, to
EUROGENDFOR’s first participation in a crisis
management operation, the European Union EUFOR
operation “ALTHEA” in Bosnia-Herzegovina. This first
operational contribution was followed, in 2009, by an
EUROGENDFOR participation in the challenging NATO-
led International Security Assistance Force (ISAF)
mission in Afghanistan. From February till December
2010 EUROGENDFOR provided support to the United
Nations Mission in Haiti (MINUSTAH) after the
devastating earthquake that shook the Haitian Republic.
The important steps taken so far, through its current
commitments to EU, NATO and UN, have allowed
EUROGENDFOR to achieve a considerable
improvement in its planning capabilities and to gain
significant experience in execution of operations that have further developed the force itself, thus
increasing its reliability within the international community. Despite being a relatively young
international organization, EUROGENDFOR has already proven to be a highly suitable tool for a
range of crisis management operations contributing to peace and international security.
Characteristics and Capabilities
One of the main features characterizing EUROGENDFOR is the flexibility of the tool. It can be placed
under either a military, in the case of high-intensity conflict, or civilian chain of command and are able
to act autonomously or together with other forces. Consequently EUROGENDFOR is able to manage
every aspect of the various phases in a crisis:
 The initial phase, carrying out stabilization operations and ensuring order and security,
substituting or strengthening weak or nonexistent local police forces;

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 During the transition phase, continuing to fulfill its mission, as part of military expeditionary
force, facilitating co-ordination and co-operation with local or international police units;
 During the disengagement, facilitating the seamless and smooth transfer of responsibilities
from the military to the civilian chain of command.
Scenarios of Intervention
The possible scenarios of intervention for EUROGENDFOR are mainly the following:
 Substitution of local police forces taking place in an area where the conflict has led to a
significant breakdown of the central administration. The international police presence may be
mandated to perform the full range (or just some) of the police functions, thus being entitled to
executive police powers, and should therefore be armed.
 Strengthening of local police forces in a scenario characterized by a high level of insecurity
and criminality due to the lack of a proper Rule of Law system. The international police officers
would monitor, mentor and advise as well as train the Local Police in order to raise their
professional standards, contributing to the restructuring of the Local Police also through
screening and vetting programs.
 Other possible uses in humanitarian operations in case of natural or manmade disasters,
unsafe environments, lack of adequate infrastructure, internally displaced persons (IDPs) or
refugees.
Added Value
Rapid Planning and rapid deployment.
Civilian Police forces are, in general, not
capable to deploy as fast as the military.
On the contrary EUROGENDFOR is able
to deploy alongside the military in the first
stage of a crisis management operation,
generally the most critical, thus filling the
deployment and security gaps.
Possibility to act under a military chain of
command or under civilian authority
The possibility to act under civilian and
military chain of Command and even to
assure the transition from the military to the civilian primacy in a CMO will allow synergy of efforts and
consistency of action. Generally civilian polices are not allowed to act under military Chain of
command.
Capability to operate in non benign environments
Gendarmerie forces have some military skills and robust equipment that allows them to act in
destabilized environments performing police tasks from the very outset of a crisis

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U7B.2 Grammar Review: Inversion and question tags

Inversion after negative adverbs
In formal speech and writing there is a special construction when the sentence begins with a negative
adverb (or one with negative meaning). The subject and the verb are inverted fram the normal form to
a question form. Study the examples below.
 Not only
Harry not only missed the train, but also lost his case. (normal form)
Not only did Harry miss the train, but (he) also lost his case. (inversion)
 No sooner
With no sooner the main verb is always in the past perfecto
Tim had no sooner left, than the phone rang. (normal form)
No sooner had Tim left, than the phone rang. (inversion)
 Under no circumstances
You shouldn’t touch these wires under any circumstances. (normal form)
Under no circumstances should you touch these wires. (inversion)
 Seldom
I have seldom watched a better match. (normal form)
Seldom have I watched a better match. (inversion)
 Other expressions which are followed by an inversion are:
little, never, not once, only then, only after, rarely
Inversion after negative adverbs
Wíth some expressions we can begin the sentence with an adverb and then put the verb before the
subject.
 With come and go we can start the sentence with an adverb of place. This construction is used with
exclamations. It is an informal usage.
Here comes Jack! There goes my money!
Up went the plane into the clouds! Along the road came Jim.
 With live and stand we can start the sentence with an adverb of place. This is a formal usage.
In this house lived Charles Dickens. On a hill outside the town stands the castle.
 With be we can begin the sentence with now.
Now is the best time to visit the Channel Islands.
Question tags
 Sometimes a simple statement is too short and does not help the conversation to develop in a
friendly way.
You’re French . (The other person does not know what to say. We can add a
tag to the end of the statement so that it becomes a question.)
You’re French, aren’t you? Now the other person knows’that they have to reply and the
conversation can continue.
If the intonation of the tag rises it is a genuine question. The other person will probably continue the
conversation.
A: You’re French, aren’t you? (  )
B: Yes, that’s right. I was born in a town in the north of France although now I live ...
If the intonation falls, it is just checking information. The first speaker will probably continue.
A: You’re French, aren’t you? ( )
B: Yes, that’s right.
A: I thought you were. Have you met Pierre? He’s from France as well.
 Tags are formed using auxiliaries (do, be, have or a modal).
Helen lives here, doesn‘t she? You left early, didn‘t you?
Jack was born in Italy, wasn’t he? You will help me, won’t you?
Someone’s got to pay, haven’t they?
 A positive statement has a negative tag, and expects the answer Yes.
A: You agree with me, don’t you? B: Yes, I do.
A negative statement has a positive tag, and expects the answer No.
A: You don’t take sugar, do you? B: No, I don’t.
It is possible for a positive tag to follow a positive statement, to express interest, or ask for
confirmation. This is less common. (So you like working here, do you?)
Tags with will and won’t can be used after imperatives. ( Don’t drive too fast, will you?)
 Let’s ... has a tag formed with shall. (Let’s have a drink, shall we?)

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1. Underline the most suitable words in each sentence.

a. Let’s go to London next weekend, shall we / won’t we?
b. You shouldn’t have told me, did you / should you?
c Jim hasn’t been waiting long, was he / has he?
d. You won’t tell anyone about this, do you / will you?
e You’re not doing what I told you, do you / are you?
f. Answer the phone for me, will you / do you?
g. George can’t have noticed, can he / has he?
h. You’ve got to leave now, don’t you / haven’t you?
i. Pam and Tim got married last year, didn’t they / haven’t they?
j. I don’t think John’s very friendly, does he / is he?
2. Add suitable question tags. (Do not use positive tags for positive statements.)
a. Don’t leave anything behind, ...................... ?
b. David’s bringing some wine, ...................... ?
c. You’ll be home before midnight, ...................... ?
d. Harry was working in Bristol then, ...................... ?
e. Nobody knows who invented the wheel, ...................... ?
f. You don’t need me any more, ...................... ?
g. The ticket to London doesn’t cost a lot, ...................... ?
h. Let’s invite the Smiths from next door, ...................... ?
i. You aren’t too busy to talk, ...................... ?
j. Jean owns a restaurant, ...................... ?
3. Rewrite ea eh sentence, beginning as shown, so that the meaning stays the same.
a. Tony was not only late, but he had left all his books behind.
Not only ................................................................................................... .................................... .
b. I had no sooner gone to bed than someone rang my doorbell.
No sooner ..................................................................................................................................... .
c. I have seldom stayed in a worse hotel.
Seldom ......................................................................................................................................... .
d. I have never heard such nonsense!
Never .......................................................................................................................................... .
e. I realised only then that I had lost my keys.
Only then ...................................................................................................................................... .
f. The economic situation has rarely been worse.
Rarely ........................................................................................................................................... .
g. The manager not once offered us an apology.
Not once ..................................................................................................................................... .
h. You should not send money to us by post under any circumstances.
Under no circumstances .............................................................................................................. .
i. I understood Hamlet only after seeing it on the stage.
Only after seeing Hamlet .............................................................................................................. .
4. Rewrite each sentence so that it begins with the word or words in italics.
a. The best time to buy a house is now .
.........................................................................................................................................................
b. The bus came round the corner.
.........................................................................................................................................................
c. The price of petrol went up.
.........................................................................................................................................................
d. The Parthenon stands on the top of the Acropolis.
.........................................................................................................................................................
e. The wheels of the engine went round and round.
.........................................................................................................................................................
f. Winston Churchill lived in this house.
.........................................................................................................................................................
g. The flag went down.
.........................................................................................................................................................
h. The best part of the story comes now.
.........................................................................................................................................................

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Asking for advice
You don’t happen to know how this computer works, (1) ...... ? (2) ...... had I bought it (3) ...... I
regretted spending so much money! I haven’t even got an instruction manual. (4) ...... did I
completely fail to understand the instructions, (5) ...... then I accidentally threw the manual away.
Now I’ll never understand it, (6) ...... , I said to myself. (7) ...... my weekend, I thought, but then I
remembered you. You’ve done a course on computers, (8) ...... ? Let’s look at it together, (9) ...... ,
and try to understand it. You press this button first, (10) ...... ? Then (11) ...... this little light, and a
message that says ‘Error’. It shouldn’t do that, (12) ...... ? You can fix it, (13) ...... ? Don’t do that!
This label says: ‘(14) ...... should an unqualified person remove this panel’. Well, you are
unqualified, (15) ...... ? What do you mean, do it yourself!
1. A are you B is it C do you D isn’t it

2. A No sooner B After C Not only D As soon as
3. A that B but C and D than
4. A Not only B Seldom C Not once D Only then
5. A than B but C so D and
6. A can’t I B won’t I C will D can I
7. A It goes B Goes it C Goes there D There goes
8. A isn’t it B haven’t you C didn’t you D don’t you
9. A do we B don’t it C shall we D aren’t we
10. A don’t you B isn’t it C can’t you D won’t you
11. A on comes B comes on C it comes on D comes it on
12. A does it B should it C shouldn’t it D won’t it
13. A isn’t it B don’t you C can’t you D can’t it
14. A Not only B Only then C Never D Under no circumstances
15. A isn’t it B are you C don’t you D aren’t you

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U7B.3 Vocabulary Practice: Crime and criminals
Steal – to secretly take something that does not belong to you, without intending to return it
Rob – to steal from someone or somewhere, often using violence
Break into – to get into a building or car using force, usually to steal something
Types of crimes and criminals

theft – the general word to the act of stealing something (thief = person)
arson - the crime of starting a fire in order to damage or destroy something, especially a building.
(arsonist = person)
blackmail = threats used to persuade a person to do what you want (blackmailer = person /
blackmail = verb)
bribery = the act of giving money or present to someone so that they will help you by doing
something dishonest or illegal (briber = person / bribe = verb)
bank robbery – the crime of stealing money from a bank. (bank robber = person)
burglary – the crime of stealing from a building.(burglar = person)
kidnap – the act of taking someone away by force and demanding money in exchange for
releasing them (kidnapper = person / kidnap = verb)
manslaughter – the crime of killing a person by someone who did not intend to do it or who cannot
be responsible for their actions.
murder –the crime of killing someone. (murderer = person / murder = verb)
shoplifting – taking something from a shop without paying for it. (shoplifter = person / shoplift =
verb)
smuggling – the act of taking things or people to or from a place secretly and illegally. (smuggler
= person / smuggle = verb)
pickpocketing – the act of stealing things out of pockets or bags secretly. (pickpocket = person /
verb)
rape = the act of forcing someone to have sex when they do not want to. (rapist = person / rape =
verb)
other crime-related words

crime (noun) – any illegal action or activity
criminal – the person who commits a crime
commit – the verb that collocates with 'crime'
victim – a person who a crime happens to
witness – a person who saw a crime happen.
alibi – proof that someone was not in the place where a crime happened and so cannot be guilty
ransom – the money that is demanded for the return of someone who is being kept as a prisoner
1. Choose the best option to complete the sentences:

a. A person who breaks into houses to steal is a ...
A. burglar B. pickpocket C. shoplifter
b. A person who attacks people in the street to steal is a ...
A. burglar B. pickpocket C. mugger
c. Killing someone as a punishment for a crime is...
A. capital punishment B. corporal punishment
d. A person who burns property is...
A. a burglar B. an arsonist C. a robber
e. Which is more serious?
A. Theft B. Robbery
f. A story that proves someone could not have committed a crime is...
A. an alibi B. a witness
g. A person who transports things illegally into a country is a...
A. mugger B. smuggler C. bandit
h. Killing someone without intending to is...
A. murder B. manslaughter
i. Killing someone with intention is...
A. murder B. manslaughter
j. Paying an official to do something illegal is... mugging bribery arson
A. mugging B. bribery C. arson

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2. Complete the sentences with words from the box:
innocent sentence verdict witnesses trial judge victims testified suspects arrest
1. None of the ....................................... wants to testify in the murder trial because they are afraid
the suspect will kill them when he gets out of prison.
2. I hope they ....................................... the guy that has been breaking into cars soon.
3. Voltaire said it is better to risk saving a guilty person than to condemn an ............................. one.
4. Before sentencing, the ....................................... said that it was the most horrible crime he had
ever heard of.
5. During the trial, the old woman ....................................... that on the night of the murder, she
heard the accused threatening to kill the victim.
6. The murderer received a ....................................... of twenty years in prison.
7. Many old people are afraid of becoming ....................................... of crime, but studies show the
elderly are actually the least likely members of society to be attacked or robbed.
8. The suspect cried with relief when the ....................................... was read out.
9. The police have no ....................................... as of yet in the murder case.
10.The witness gave evidence at the ....................................... which suggested the police had
arrested the wrong person.
U7B.4 Vocabulary Bank: Crime and criminals

More Words to Learn
fear murderer theory
fictional panic victim
foggy prove
innocent suspect
More Words in 7A
admit godparents nod
associate incredible rise
brutal inhabitant robbery
century make fun of rub
detective member sarcasm
DNA merchant signal
fascinated murder witness
forehead mystery
U7B.5 Writing Practice – Crime & criminals
Writing Task U7B.a

You are now a civil guard officer explaining this graph about the evolution of organized
crime in Spain in an international meeting of allied countries. Try to provide possible
explanations and justification.

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Writing Task U7B.b

Write a report contrasting and comparing the rate of total crime in Spain and Europe, and
particularly in Spain.
Writing Task U7B.c

Write a narrative text reporting on a famous crime.
Writing Task U7B.c

Write the biography of a famous crime.
Writing Task U7B.d

Write a text narrating the evolution of criminal trends in the 20th century.
Writing Task U7B.e

Write a narrative text explaining the events of a major historical event of the past (the
Spanish civil war, World War I, the 9/11 attacks, the invasion of Iraq, etc.
Writing Task U7B.c

Write a narrative account of what happened before this picture was taken:

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U7B.6 Image bank – Crime & criminals

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Unit 7C – Switch it off
Topics: media / relationships with the media
Objectives
Listening
Understand a conversation where the speakers apologize and respond politely (p. 112)
Understand a short conversation and identify how the speakers feel (p. 112)
Reading
Understand short texts about the media and TV (p. 109)
Understand a short text about the good and bad points of TV (p. 109)
Use a dictionary (p. 108)
Speaking
Complete a short questionnaire about TV habits (p. 108)
Apologize, make an excuse and respond politely (p. 112)
Use polite expressions and phrases (p. 112)
Contents
General English: New English File 7C – Switch it off
Homework Tasks
Grammar – Phrasal verbs (NEF ex. 2b/e p. 108/ex. 7C p. 142)
Reading – Couple switch on after 37 years without power (NEF ex. 5c/e p. 111)
Classroom Tasks
Speaking (NEF ex. 1a/b p. 108 / ex. 4b/c p. 110)
Pronunciation – Revision of sounds/linking (NEF ex. 3a/b/c p. 110)
Listening (NEF ex. 6a p. 111)
Military English: The Army and the media

Worksheet U7C.1: The Army and the media
Reading: The media and the military
Grammar Practice: Phrasal verbs

Worksheet U7C.2: Phrasal verbs
Writing practice
Image bank
Extra practice
Workbook practice U7C

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U7C.1 Military English: The Army and the media

Media operations
Hostile environment training

What are the risks for journalists who report from war
zones?
What can journalists do to reduce these risks?
Look at the picture. What do you think is happening?

Now read the text.
Journalists Go Back To School by Jonathan

Beck
It was a cold and wet afternoon and I was one of 12
journalists travelling in a press convoy along a quiet
country road. As the convoy turned a corner, our driver
stopped. A blue van was blocking the road ahead and
we were suddenly surrounded by a group of masked gunmen armed with AK47 assault rifles. One
gunman opened the car door. He ordered us to get out of the vehicle and told us to line up.
Another gunman then forced me to get down on the ground and put a hood over my head. One of
my colleagues started protesting. A gunman fired his AK47 and shouted The rest of you shut up
and get down! After that nobody moved or said a word. The silence was terrifying. After ten
minutes, I was having problems breathing. I tried to loosen my hood but a hand came down hard
on the back of my head. This isn't real! I tried to tell myself, but I was terrified. Suddenly, the hood
was pulled off my head. l look around and all my colleagues were safe. The 'kidnappers' had taken
off their hoods and they were smiling.
Although frightening and realistic, this was not a real kidnapping. In fact, I was on a five-day hostile
environment course run by a company that specialises in survival courses for journalists, aid
workers and others who work in dangerous parts of the world. With an alarming increase in the
number of deaths of journalists in recent years, these kinds of courses have become so popular
that some news agencies, like the BBC will not allow journalists to travel to war zones unless they
have done a recognised training course. The Hostile Environments and Emergency First Aid
Training course aims to teach you how to identify and avoid risks in hostile areas. Like the
kidnapping exercise, the training is practical and realistic. The instructors are mostly former British
Royal Marines with years of battlefield experience.
During the course, they taught us to recognise and react to threats like sniper fire, incoming artillery
and mortar rounds and mines. We also learned to deal with dangerous situations like kidnappings
and' riots. The course put a very strong emphasis on first aid and we spent more than two days
learning how to deal with major wounds caused by bullets and explosives. Again, the training was
practical and in the final exercise we had to extract two injured colleagues from a minefield, treat
their wounds and avoid getting blown up ourselves.
1. Answer the questions.

1. What happened to the writer when he was travelling in the press convoy?
.............................................................................................................................................................
2. Who attends the Hostile Environments and Emergency First Aid Training course?
.............................................................................................................................................................
3. Why do some news agencies require staff to attend the course?
.............................................................................................................................................................
4. Who are the instructors of the course?
.............................................................................................................................................................
5. What do students learn on the course?
.............................................................................................................................................................
2. Develop a five-day training course for journalists who are deploying with your unit on a
peacekeeping mission in a war-torn country. What other advice would you give to
journalists deploying to war zones?
U 7C Switch it off 153

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3. Match the words with the definitions.
black out correspondent embed operational security public affairs officer
1. A journalist who lives and travels with a military unit on an operational tour. ................................
2. A staff officer with responsibility for relations with the media. .....................................
3. Protection of important military information. .....................................
4. A journalist who reports far a radio or television station. .....................................
5. When a military unit decides not to use communications equipment. .....................................
4. Listen to a conversation and answer true or false.

..... 1. Paul Douglas is an embedded journalist. ...
..... 2. Paul gives his exact location.
..... 3. Paul’s unit has been in action.
..... 4. At this moment, there are no reports of casualties among friendly forces.
5. Now listen again and answer the questions.

1. Why can’t Paul say his exact position?
.......................................................................................................................................................
2. Why does Paul not argue with the restrictions on media reporting?
.......................................................................................................................................................
3. Why can’t Paul transmit when the convoy is moving?
.......................................................................................................................................................
4. Why does the conversation end suddenly?
.......................................................................................................................................................
In your country ...

1 are journalists embedded with units when they deploy on operational tours?
2 is there a good relationship between the military and the media?
6. Listen to a conversation and answer true or false.

..... 1. Paul’s cameraman has been wounded.
..... 2. The rebels opened fire first.
..... 3. One of the Marines has been wounded ..
..... 4. The rebels have been captured.
7. Now listen again and put the events in order.

..... 1. The rebels ran away.
..... 2. The company came under RPG or mortar fire.
..... 3. The Marines returned fire with their individual weapons and 50-calibre machine guns.
..... 4. The rebels opened fire with automatic weapons.
..... 5. The company commander ordered the reporters to pack up their gear.

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An absolutely fantastic job
Describe the picture.

1. Who you can see?
2. What do you think they are doing?
Now say how you think they feel. Use these words.
calm confident excited focused nervous scared worried
8. Listen to the first part of a conversation and answer true or false.

..... 1. Paul is a television journalist.
..... 2. He volunteered to cover the international mission.
..... 3. During the time he was in theatre, he lived in a luxury hotel.
..... 4. He only had two hours’ warning lo pack his bags.
..... 5. He has a lot of experience as a war correspondent.
9. Now listen again and answer the questions.

1. Why did Paul choose to report on the conflict as an embedded reporter?
.......................................................................................................................................................
2. What special training did he receive before he deployed?
............................................................................................................................ ...........................
3. What was Paul most worried about before he deployed?
.......................................................................................................................................................
4. How did he feel when he arrived in Angria?
.......................................................................................................................................................
10.Listen to the next part of the conversation and tick the things Paul has in common with the
soldiers.
..... 1. He only showered once a month ..
..... 2. He ate combat rations every day for a month. Describe a dangerous
..... 3. He wore a military uniform. experience and say how
..... 4. He carried a weapon. you felt.
..... 5. At night, he often had to dig a trench to sleep in.
11.Listen to the conversation and answer the questions.

1. How was Paul’s relationship with the soldiers when he arrived in theatre?
.......................................................................................................................................................
2. How did this attitude change?
.......................................................................................................................................................
3. Why were the soldiers grateful to Paul?
.......................................................................................................................................................
4. What impressed Paul the most?
.......................................................................................................................................................
5. What is Paul’s opinion of the military forces that deployed on the mission?
.......................................................................................................................................................
6. What was the most important moment for Paul?
.......................................................................................................................................................

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The Military and the Media

Few people in the military today can argue that we do not need the media. Firstly, media coverage of
military operations has a direct effect on public opinion and most would agree that we need public
understanding, support and funds and that we deserve public recognition for our successes.
Furthermore, we all know that the media can influence political decisions regarding military operations.
Thirdly, the media has undeniable strategic value either in simply making soldiers feel good about the
work that they do or by influencing the enemy. Finally, in many societies it is recognised that the public
have a right to know what their military is doing. As US Marine Corps General Walter Boomer wrote,
The American people need to know what happens in war. After all, they pay our salaries.
Military-media relations experienced a number of changes during the last century. Perhaps the most
significant of these is the idea of independence. During World War 2, journalists saw themselves as
part of their country’s war effort. In many
parts of the world, this has now changed and
journalists now see themselves as
independent with a mission to report what
they see - good and bad, successes and
failures.
Another major change has been embedding
reporters with military units. Embeds are
journalists that eat, sleep, and ride with
troops and even accompany them on
missions. There is a general feeling that
embedding reporters has been a success
however, it is not without problems - the main
problem is operational security when embeds
have access to soldiers on the ground, often
without the presence of an army public affairs officer, together with mobile communications
technology. In practice, countries that have experimented with embeds have had few problems. This is
because first of all, censorship is self-imposed and journalists are given a list of the things that they
can and cannot report on. Secondly, because embeds are usually selected from national media or at
least from friendly countries. And thirdly, because embeds rely on the unit that they are travelling with
for their own security - if they disclose the unit’s location, they put themselves in danger. Finally, and
perhaps most importantly, the military have operated security at source – training and then trusting
soldiers not to reveal classified information. In effect, this means that every soldier is a public affairs
officer.
Discuss how the media coverage of a conflict can benefit the military. Talk about
1 the effect on public opinion
2 the influence on political decision
3 the effect on soldiers’ morale
The Media and the Military

American reporters would shudder to think that they harbor class prejudice—but they do
ROBERT D. KAPLAN - N O V E M B E R 2 0 0 4 I S S U E
Ever since the American-led invasion of Iraq last year, when hundreds of journalists were embedded
with military units, people in media circles have been debating whether journalists lose their
professional detachment under such circumstances and begin to identify too closely with the troops
they are covering. A journalist I met recently in Iraq told me that whenever he returns from a stint with
the military, he gets a string of queries from journalism professors, wanting to know if embedded
journalists have become, in effect, "whores" of the armed forces.
Having spent much of the past two years embedded with U.S. military units around the world, I find
such fears to be a case of class prejudice. As with many forms of prejudice, the perpetrators are only
vaguely aware of it, if at all.
Even with the embed phenomenon the media still manifest a far more intimate—one might say
incestuous—relationship with politicians, international diplomats, businesspeople, academics, and

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humanitarian-relief workers than with the U.S. military. Given that all these groups push various
political agendas, it is fair to ask why embedding has struck a raw nerve.
The common denominator among the non-military groups is that they derive from the same elevated
social and economic strata of their societies. Even relief workers are often young people from well-off
families, motivated by idealism and a desire for adventure. An American journalist would most likely
find it easier to strike up a conversation with a relief worker from another Western country than with a
U.S. Marine or soldier, especially if that Marine or soldier were a noncommissioned officer. This is not
necessarily because the journalist and the relief worker share a liberal outlook; a neoconservative
pundit would fare no better with the NCO, for example. The NCO is part of another America—an
America that the media elite is blind to and alienated from.
I am not talking about the poor. The media establishment has always been solicitous of the poor, and
through much fine reporting over the years has become intimately familiar with them. I am talking
about the working class and slightly above: that vast, forgotten multitude of Americans, especially
between the two cosmopolitan coasts, with whom journalists in major media markets now have fewer
and fewer opportunities to engage in a sustained, meaningful way except by embedding with the
military.
The U.S. military—particularly at the level of NCOs, who are the guardians of its culture and
traditions—is a world of beer, cigarettes, instant coffee, and chewing tobacco. It is composed of
people who hunt, drive pickups, use profanity as an element of ordinary speech and yet have a
simple, sure, demonstrative belief in the Almighty. Though this is by and large a politically
conservative world, neoconservatives might not feel particularly comfortable in it. Some neocons, who
have taken democracy and turned it into an ideological ism, wouldn't sit well with Army and Marine
civil-affairs and psy-ops officers who pay lip service to new democratic governing councils in Iraq and
then go behind their backs to work with traditional sheikhs. The meat-and-potatoes military is about
practicalities: it does whatever is necessary to, say, restore stability in Iraq and Afghanistan. In
Afghanistan, Army Special Forces work regularly with undemocratic warlords and tribal militias, and
see no contradiction with their own larger belief in democracy. Arguing over abstractions and refining
differences between realism and idealism is the luxury of a well-to-do theory class.
The military is an unpretentious environment in which, for instance, the word "folks" is commonly used
for people both good and bad. When, after 9/11, President George W. Bush drew snickers from some
writers for his reference to al-Qaeda terrorists as "those folks," it was an indication not of Bush's poor
speech habits but of the regional and class prejudices afflicting the media establishment.
The starkly differing attitudes toward Bush that one encounters within the media and the military go to
the heart of this class divide. You may not get much of a sense of it at the Pentagon, or at military
academies such as West Point and Annapolis. The Pentagon is about as indicative of the rest of the
military as Washington is of the rest of America; West Point and Annapolis are about as indicative of
U.S. military schools as Harvard and Yale are of colleges and universities across the heartland. To
know what soldiers, Marines, and other uniformed Americans think, visit the housing for young NCOs
at a base such as Camp Lejeune, North Carolina; Fort Campbell, Kentucky; Camp Pendleton,
California; or Fort Hood, Texas. Visit the Army Sergeants-Major Academy in El Paso, Texas, or the
Army and Marine infantry schools at Fort Benning, Georgia, and Twentynine Palms, California. Visit
U.S. barracks and military chow halls around the world.
NCOs in these places appreciate President Bush, whatever his manifold weaknesses, for subjective
cultural reasons. His voice is a clear, simple one that speaks of a clash between good and evil,
between good guys and bad guys. Bush talks like a believer; he is unabashedly Christian. He says
openly that it is all right to kill the enemy, which goes a long way with military fighting units. One Air
Force master sergeant told me, "I reject the notion that Bush is inarticulate. He is more articulate than
Clinton. When Bush says something, he's clear enough that you argue about whether you agree with
him or not. When Clinton talks, you argue over what he really meant."
Bush, from an elite East Coast family, connects with sergeants and corporals in the same visceral,
almost tribal way that I saw Israeli Prime Minister Menachem Begin, a sophisticated European Jew
who relaxed to the music of Chopin, connect with the tough, working-class Oriental Jews of Israel's
slums and development towns a quarter century ago. The Oriental Jews, like American NCOs, were
looking not for subtlety or complexity but for clarity. How deeply does this man believe? Will he fight to
the finish?

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In a recent article in The National Interest, Samuel Huntington, of Harvard University, writes about the
divide in American society between the elites, who are cosmopolitans, and the mass of citizens, who
are nationalists. The media and the armed forces, respectively, are poster children for these two
categories. The world of the media is just as easily defined as that of the military. Journalists are
increasingly global citizens. If they themselves do not have European and other foreign passports,
their spouses, friends, and acquaintances increasingly do. Whereas the South and the adjacent Bible
Belt of the southern Midwest and the Great Plains dominate the military, and the only New Yorkers
and Bostonians one is likely to meet in the barracks are from working-class areas, heavily Irish and
Hispanic, the urban Northeast, with its frequent air connections to Europe, is where the media cluster.
Whereas the military is a lower-middle-class world in which a too-prominent sense of self is frowned
on, the journalistic world too often represents the ultimate me, me, me culture of today's international
elite.
The military and the media occupy distinct cultural and economic layers. For the military this doesn't
really present a problem. Its culture is appropriate to its task, which is to defend the homeland, through
the violent use of force if necessary. The troops who do this require nationalism more than they do
cosmopolitanism, though a bit more of the latter would certainly be healthy. They also require a
religious spirit that is both martial and compassionate, a requirement that the Old Testament
orientation of southern evangelicalism satisfies nicely. The soldiers I have met harbor no particular
resentments. They are middle-class in their minds, whether or not they are in reality; the military offers
a telling demonstration that class resentment is mainly an obsession of the elite.
But the media do have a problem. They are supposed to explain what is happening in a diverse world,
which is difficult to do if journalists all hail from the same social and economic background. The media
establishment may claim eclectic origins, but whether a journalist grew up in New York or Hong Kong
or Mexico City matters less than you might think if in any case he is affluent and well educated: the
New Yorker will have more in common with his colleagues from Asia or Latin America than he will with
someone from a working-class background in Allentown, Pennsylvania.
To deny that this is an issue for the media is to deny a basic truth of writing: though journalists assume
the mantle of professional objectivity, a writer brings his entire life experience to bear on every story
and situation. A journalist may seek different points of view, but he shapes and portrays those
viewpoints from only one angle of vision: his own.
The blue-collar element that once kept print journalism honest has been gone for some time.
Journalists of an earlier era may have been less professional, but they were better connected with the
rest of the country. The mannered intrigues of the well-heeled Washington and New York media world
have come to resemble those of the exclusive Manhattan society that Edith Wharton chronicled a
hundred years ago.
How many members of this world really know people in the active-duty military or the National Guard?
The East Coast media's social circle is much more likely to include aging sixties protesters than
Vietnam veterans. Of course there are exceptions to all of this, but exceptions don't cut it.
Yes, the editorial boards of prestigious newspapers regularly invite top military brass up to their
offices, and a contingent of colonels are always studying at Harvard's Kennedy School of Government
and similar places. Furthermore, the military correspondents of the major newspapers are in a
category by themselves in terms of considerable expertise and well-rooted personal relationships with
military men and women. But such cross-fertilization does not go very deep in the larger scheme of
things. Besides, generals and colonels are not really what the military is about.
So although some journalism professors may worry that military embedding is subverting the media, I
would argue the contrary. The Columbia Journalism Review recently ran an article about the
worrisome gap between a wealthy media establishment and ordinary working Americans. One solution
is embedding, which offers the media perhaps their last, best chance to reconnect with much of the
society they claim to be a part of.

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U7C.2 Grammar Review: Phrasal verbs
 Verbs are often followed by particles like back, off, through, up, etc (the word particle means
adverb or preposition). Sometimes both verb and particle have their normal meaning. At other
times there is a new meaning when they are put together. Compare:
Can you bring up the radio from downstairs? (normal meaning)
She has brought up two children on her own. (new meaning = look after until adult)
The term ‘phrasal verb’ is used for the second case, where the verb + particle together has a
special meaning. Phrasal verbs are common in informal English.
 Often one phrasal verb can have several different meanings and the correct one is only clear from
the context.
Verbs with two particles
Cut down on = reduce the amount of (I’ve decided to cut down on smoking.)
Catch up with = reach the same place as ( They are too far ahead for us to catch up with them.)
Come up against = meet, find (I’m afraid we’ve come up against a problem we can’t solve.)
Come up with = think of (Have you come up with an answer yet?)
Drop in on = visit for a short time (I dropped in on Bill and Sheila on my way home.)
Face up to = accept, deal with (You must face up to reality! )
Feel up to = have the strength and energy to do (You must feel up to going to work.)
Get away with = do something bad and not be punished (Jack stole the car and got away with it.)
Get along/on with = have good relations with (Do you get along l on with your new boss? )
Get on with = continue with (Stop talking and get on with your work! )
Get out of = avoid a responsibility (I managed to get out of working late.)
Get round to = find time to do (I haven’t got round to decorating yet.)
Get up to = do something bad (What has young Bill been getting up to?)
Go in for = have as a hobby (Do you go in for sailing? )
Grow out of = become too old for (Julie has grown out of playing with dolls )
Keep up with = stay in the same place as (You’re going too fast! I can’t keep up with you!)
Look down on = feel superior to (Our neighbours look down on anyone without a car.)
Look up to = respect (I really look up to my teacher.)
Look forward to = think we will enjoy (We are looking forward to our holiday.)
Make up for = compensate for (This wonderful dinner made up for the bad service.)
Put up with = accept without complaining (I can’t put up with these screaming children!)
Run out of = have no more of (Oh dear, we’ve run out of petrol!)
Stand up for = defend (You must learn to stand up for yourself!)
Verbs with one particle: transitive and inseparable

These phrasal verbs which take an object. The object must come after the particle; it cannot go
between the verb and the particle.
Ask after = ask for news of (Jim asked after you yesterday.)
Call for = come to your house and collect you (I’ll call or you at six.)
Call on = visit for a short time (I called on some friends in Plymouth.)
Come across = find by chance (Joe came across this old painting in the attic.)
Come into = inherit (Sue came into a large sum o money.)
Count on = depend on (I’m counting on you to help me.)
Deal with = take action to solve a problem (How can we deal with the traffic problem)
Do without = manage without having (We’ll have to do without a holiday this year.)
Get at = suggest (What are you getting at?)
Get over = recover from (Barry has got over his illness now.)
Go over = discuss the details (Let’s go over our plan once more.)
Join in = take part in, contribute to (Try to join in the lesson as much as you can.)
Live on = have as income (They live on the money her father gives them.)
Look into = investigate (The government is looking into the problem.)
Look round = look at everything (Let’s look round the town today.)
Make for = go in the direction of (Where are you making or exactly?)
Pick on = choose a person to punish (My teacher is always picking on me.)
Run into = meet by chance (I ran into Steve in the supermarket yesterday.)

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See about = make arrangements (Well have to see about getting you an office.)
See to = attend to, take care of (Can you see to the dog’s food )
Stand for = tolerate (I won ‘t stand for such rudeness!) / = be a candidate for (Andrew is standing or
parliament.)
Take after = have the same characteristics as (Helen t:akes after her mother.)
Verbs with one particle: transitive and separable

These phrasal verbs take an object. This object can come after the particle or between the verb and
the particle (so the verbs are separable).
We brought up this child. We brought her up.
Bring up = look after until adult (We brought up this child.)

Carry out = act upon (You haven’t carried out my instructions.)
Call off = cancel (We have decided to cal/ off the match. )
Clear up = make tidy (Could you clear up your room please?) / improve (The weather is clearing up.)
Fill in = complete by writing (Can you fill in this form please?) / take someone’s place (Our teacher
was ill, so Mrs Frost filled in.)
Find out = learn about, discover (I want to find out what happened.
Give away = make a gift of (The millionaire gave all his money away.) / make something known (Jill
asked me not to give her secret away.)
Give up = stop doing something (I’ve decided to give up eating meat.) / stop trying to do something
(Jorge finally gave up teaching me Portuguese.)
Hold up = rob (Two masked men held up the bank.)
Knock out = make unconscious (The blow on the head knocked me out.)
Leave out = not include (I always leave out the difficult exercises.)
Look up = find information (I have to look this word up in my dictionary.) / appear better (Things are
looking up.)
Make up = invent (I think you made this story up.) / = become friends again (The couple quarrelled but
then made up.)
Pick up = collect (I’ll pick you up at six.)
Put aside = save (Harry puts money aside every week for his holiday.)
Put off = postpone (They put the meeting off until Thursday.) / make someone not want to do
something (The smell of fish put me off my tea.)
Put up = provide accommodation (If you come to Florence I can put you up.)
Show around = give a guided tour (Let me show you around the new building.)
Take over = take someone’s place (If you are tired, FU take over*.)
Take up = buy a company (A German company took us over last year.) / = start a hobby (I’ve decided
to take up tennis.)
Tear up = tear into pieces (Wendy tore up Alan’s letters.)
Think over = consider (Please think over our offer.)
Try out = use for the first time (Have you tried out the new computer?)
Turn down = refuse an offer (Paul was offered the ¡ob but he turned ít down.)
Wear out = make tired (All this work has worn me out.)
Work out = find a solution (This is a difficult problem. I can’t work it out.)
Verbs with one particle: intransitive

These phrasal verbs have no object.
Break down = stop working (The car broke down on the motorway.)
Break out = begin suddenly (The war broke out unexpectedly.)
Come out = be published (Her new book came out last week.)
Draw Up = come to a stop (Suddenly an ambulance drew up outside.) / write a legal document (My
lawyer is drawing up a contract for us.)
Fall out = quarrel (Charles and Emily have fallen out again.)
Get away = escape (The bank robbers got away in a stolen van.)
Give in = stop fighting against (She pleaded with me, and I finally gave in.)
Go off = explode (Everyone panicked when the bomb went off.)
Look out = beware (Look out! There’s a car coming!)
Set in = to arrive and stay (I think the rain has set in for the day.)
Show off = behave to attract attention (You always show off at parties.)

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Take off = leave the ground (Your plane takes off at 6.00.)
Turn up = arrive, often unexpectedly (Guess who turned up at our party?) / increase (Can you turn up
the sound*?)
Wear off = become less strong or disappear (When the drug wears off you may feel pain.)
1. Rewrite each sentence so that it contains the phrasal verb in brackets. You may have to
change the form.
a. Sorry, but I haven’t found time to fix your bike yet. (get round to)
.........................................................................................................................................................
b. Oh bother, we don’t have any milk left. (run out of)
.........................................................................................................................................................
c. It took me a long time to recover from my illness. (get over)
.........................................................................................................................................................
d. Julie must be too old to bite her nails. (grow out of)
............................................................................................................................ .............................
e. I think we’ve found an answer to the problem. (come up with)
.........................................................................................................................................................
f. I don’t think I’m well enough to play football today. (feel up to)
.........................................................................................................................................................
g. Ann is someone I really respect. (look up to)
.........................................................................................................................................................
h. I must arrange to have the kitchen painted. (see about)
.........................................................................................................................................................
i. Please help me. I’m relying on you. (count on)
.........................................................................................................................................................
j. Peter is just like his father! (take after)
.........................................................................................................................................................
2. Complete each sentence with one of the words from the box.
across against for in into on round to up with
a. I’ll send someone to call ...................... the parcel on Thursday.
b. You’ll have to work hard to keep ...................... with the rest of the class.
c. Jean didn’t expect to come up ...................... such difficulties.
d. It’s not fair. You’re always picking ...................... me.
e. Terry sang the first verse and then everyone joined ....................... .
f. I came ...................... one of your novels in a second-hand bookshop.
g. I’m not interested in buying anything. I’m just looking ....................... .
h. Don’t you think the manager should deal ...................... this problem?
i. George came ...................... a lot of money when his uncle died.
j. You look very guilty! What have you been getting up ...................... ?
a. Quite by chance, Brenda met Philip at the station.

ran Brenda ......................................................................................... at the station.
b. You’ll just have to learn to accept the facts!
face You’ll just ............................................................................................. the facts.
c. How can you bear so much traffic noise?
put How can you .................................................................................. traffic noise?
d. Charles cheated in his exams, and didn’t get caught.
got Charles cheated in his exams, and .................................................................... it.
e. I visited a few friends while I was in Manchester.
called I ................................................................................ while I was in Manchester.
f. What are you trying to say?
getting What ............................................................................................................ at?
g. I must go to the dentist, and get my teeth taken care of.
seen I must go to the dentist ................................................................................... too

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4. Complete ea eh sentence with the most suitable word or phrase.
a. The weather was fine, and everyone was ...................... the coast.
A. going in for B. making for C. joining in D. seeing about
b. How much money do you manage to ...................... ?
A. come into B. go in for C. deal with D. live on
c. There isn’t any sugar, I’m afraid. You’ll have to ...................... .
A. run out B. put up with C. do without D. make for
d. I was passing their house, so I ...................... Claire and Michael.
A. dropped in on B. came up with C. got on with D. ran into
e. I don’t really ...................... winter sports very much.
A. deal with B. face up to C. go in for D. get round to
f. Losing my job was a great shock, but I think I’m ...................... it.
A. seeing to B. putting up with C. standing for D. getting over
g. Sheila’s gone to ...................... having a new phone installed.
A. see about B. deal with C. get round to D. ask after
h. I’ve had to ...................... a lot of insulting behaviour from you!
A. look down on B. put up with C. stand up for D. get on with
i. The hotel was terrible, but the wonderful beach ...................... our disappointment.
A. got over B. faced up to C. saw to D. made up for
j. Jack has decided to ...................... the time he spends watching television.
A. run out of B. see to C. cut down on D. come up with
5. Put one word in each space.
a. Why don’t you let me show you ..................... London?

b. Jane is coming to pick us ..................... after work.
e. Have you found ..................... what time the train leaves?
d. We had to wait for an hour before the plane took ..................... .
e. Harry was brought ..................... by his grandparents.
f. A shelf fell on my head and knocked me ..................... .
g. I was so angry when I saw the parking ticket that I tore it ..................... .
h. A fire has broken ..................... in an office block in central London.
i. Julian always talks loudly and shows ..................... .
j. If you don’t like this part you can leave it ..................... .
6. Choose the most suitable ending for each sentence. Note that some of the phrasal verbs
have a different meaning to the one given in the Explanations section.
a. I can’t put up with ...................... .

A. you if you should come to London. B. people who smoke all the time.
C. the plates onto the top shelf.
b. The chairperson of the committee then called on Tony ...................... .
A. but his line was engaged. B. to make a speech in reply.
C. so that his voice could be heard above the crowd.
c. Mary has been chosen to stand for ..................... .
A. the bad behaviour of her colleagues. B. herself in future.
C. Parliament in the next election.
d. After my holidays it takes me a few days to catch up with ..................... .
A. the people running in front of me. B. all the news I’ve missed.
C. a really bad cold.
e. Small children soon grow out of ..................... .
A. their shoes. B. all the good food they eat.
C. the habits they have when they get older.
f. I’ve decided to go in for ..................... .
A. eating fruit for breakfast. B. a few days rest in the country.
C. a photography competition in Photographer’s Weekly.
g. I’m afraid that our plans to open a new factory have run into ...................... .
A. some old friends. B. a tree by the side of the road.
C. a few unexpected difficulties.

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h. We find that this type of tyre makes for ...................... .

A. safer driving in wet weather. B. the first place it can stop.
C. all smaller types of cars.
i. I saw my old friend John last week. I couldn’t get over ..................... .
A. my cold before I saw him, though. B. near enough to talk to him though.
C. how young he looked.
j. Here people are only worried about keeping up with ...................... .
A. others who are faster. B. late-night television programmes.
C. the Joneses.
7. Rewrite each sentence using a verb from the box so that the meaning stays the same. You
may have to change the form.
call off draw up give in look up put aside put up

turn down turn up wear off work out
a. Jack always arrives late for work.

........................................................................................................................................................
b. See if their number is in the phone directory.
........................................................................................................................................................
c. I’m saving up to buy a new bike.
........................................................................................................................................................
d. After a few days the pain in Dave’s leg went away.
........................................................................................................................................................
e. I’m afraid the match has been cancelled.
........................................................................................................................................................
f. The government refused to yield to the demands of the terrorists.
........................................................................................................................................................
g. We offered them $250,000 for the house but they refused our offer.
........................................................................................................................................................
h. You can stay with us if you come to Cambridge.
........................................................................................................................................................
i. I can’t calculate how much the whole trip will cost.
........................................................................................................................................................
j. A large silver limousine stopped outside the house.
........................................................................................................................................................
a. I think it’s going to rain all day.

in I think the .......................................................................................................... the day.
b. I don’t know what to write on this form.
in I don’t know ..................................................................................................... this form.
c. I started doing this job when Janet left.
over I .......................................................................................................... when Janet left.
d. This story of yours isn’t true!
up You ........................................................................................................................ story!
e. We believe that it was you who robbed the post office.
up We believe that ...................................................................................... the post office.
f. Tina’s car stopped working on the way to Scotland.
down Tina’s car ................................................................................. on the way to Scotland.
g. It would be a good idea to stop drinking coffee.
up It would be a good idea ...................................................................................... coffee.
h. Ruth’s party has been postponed until next month.
off Ruth’s party ................................................................................................. next month.

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a. In the army, all orders have to be ...................... out!

b. Why don’t you ...................... up golf? It’s a good pastime.
c. If I won a lot of money, I would ...................... some of it away.
d. Let’s ...................... out the new food processor.
e. This room is a mess. Why don’t you ...................... it up?
f. Joe is very quarrelsome, he ...................... out with everyone.
g. Where were you exactly when the bomb ...................... off?
h. Can you ...................... in for me while I go to the bank?
10.Complete each sentence with the most suitable word or phrase.
a. Brian ....................... at our dinner party wearing a pink bow tie.

A. wore out B. showed off C. turned up D. tried out
b. You don’t have to decide now, you can ....................... .
A. put it aside B. call it off C. tear it up D. think it over
e. Pat was caught by the police, but Martin ....................... .
A. gave in B. gave up C. got away D. held up
d. After the quarrel, we kissed and ....................... .
A. cleared up B. looked up C. made up D. put up
e. Why exactly did war ...................... between the two countries?
A. break out B. set in C. go off D. call off
f. After a long day at work most people feel ....................... .
A. broken down B. worn out C. knocked out D. turned down
g. I’ve just been offered a new job! Things are ....................... .
A. turning up B. clearing up C. making up D. looking up
h. In the end l ...................... the form in disgust, and threw it away.
A. filled in’ B. worked out C. tore up D. put off
11.Replace the words in italics with a suitable phrasal verb.
a. I think that you invented this story. ..................... .

b. When do you think your book will be published? ..................... .
c. I think that the weather is improving . .................... ..
d. I can’t find an answer to this problem ...................... .
e. Be careful! You’re going to fall! .................... ..
f. I’m afraid William tends to stop trying. ..................... .
g. The plane is going to leave the ground. ..................... .
h. I think that Sue and Neil have quarrelled. ..................... .
12.Choose the best meaning for the words in italics. Note that some of the phrasal verbs have
a different meaning to the one given in the Explanations section.
a. At half past six, the alarm clock went off. ....................

A. exploded B. rang C. disappeared
b. Jim is very good at taking off his teacher . ....................
A. flying with his teacher B. getting rid of his teacher C. imitating his teacher
c. Please don’t bring up that subject again! ....................
A. start shouting about B. mention it C. talk about it for hours on end
d. There is one small matter l would like to clear up . ....................
A. find an explanation for B. make clean and tidy C. get rid of once and for all
e. Jean is really good at picking up languages . ....................
A. choosing languages B. learning languages by C. learning languages by heart
being in a country
f. All my old clothes need taking up . ....................
A. taking to the cleaners B. to be replaced C. to be made shorter
g. The whole cost of the equipment works out at $450. .................... ..
A. comes to B. can be reduced to C. will involve an extra
h. Jack broke down and everyone felt sorry for her. .....................
A. injured herself B. caused an accident C. started crying

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U7C.3 Vocabulary Bank: The media

Phrasal verbs
ask for go out (with) set up
break up grow up slow down
bump into hang up sort out
call back look after switch off
calm down look forward to take back
carry on look out take off
check in make into take out
do up make up take up
eat out pass away throw (sth) away
find out pick (sb) up turn down
get back pick (sth) up turn on
get on with plug in turn up
give away sell out warm up
give up set off
More Words to Learn

bring up (children) freezer live off (the land)
candle iron vacuum cleaner
electricity light bulb
More Words in 7C
battery gadget reality show
charge go off schedule
chat show grow (sth) soap
(a) cold habit store
corner invent sweep the floor
cough iron towel
discuss manage TV channel
embarrassed miss (a) well
first and foremost nightmare
flexible quiz show
U7C.4 Writing practice – The media
Writing Task U7B.a

Write a narrative text reporting on some important recent episode you saw / read in the news.
Writing Task U7B.a

Write a narrative account of the events which took place before these pictures were taken:

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U7C.5 Image bank – The media

Lengua Inglesa II
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Writing Practice
Writing Practice 167

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2015-2016
A NARRATIVE STORY
is usually written for an English-language magazine or anthology, or a website.
The main purpose is to engage the interest of the reader.
Effective answers have a clear storyline which links coherently to the prompt sentence and
demonstrates a sound grasp of narrative tenses
The question for a narrative story can be worded in a few different ways. For example, you may
have to answer something like this:
i. Write a text about
a. a personal anecdote: my first fight, my last Japanese meal, my new shoes...
b. the events leading to the situation in the picture:
ii. A chronological essay

a. Write a narrative account of the events and episodes of World War II.
b. Write a narrative text telling the story of your family.
c. Write the biography of a famous person.
iii. A follow up narrative

a. Write a narrative story which begins with the following words: “Alice knew that it was
going to be a very special day for her”.
b. Write a narrative text which ends with the following words: “Suddenly, I woke up and
realised it had all been a fantastic dream”.
c. Write a narrative story with the title: “The letter that changed my life”
d. Have you ever had a special birthday celebration? Write a narrative text about that.
e. It was the first time that .... Write a narrative text about that.

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The B2 narrative story task probably poses two major problems. For some students who believe they
lack creativity to invent stories, it is perhaps difficult to decide what to write about. For others, it is
difficult to tell a story within the word limit.
In the short story, students should be aware of the importance of developing a clear and coherent
storyline from the prompt sentence. There is ample scope for imagination in this task, and the use of
interesting adjectives, adverbs and expressions should be encouraged. Good use of linking words,
particularly time expressions, is also important in this task. A firm grasp of the correct use of past
tenses is essential. The immediate purpose of a narrative story would be to engage the interest of the
reader, so a strong beginning is important. In any case the most important thing is to answer the
question!
How to write a narrative story

 Include a TITLE for your story.
 Use PARAGRAPHS. Planning will help you decide what should be in each paragraph. Avoid
writing a messy story with arrows all over the place – it makes the story harder to follow!
Make sure you have at least 4 paragraphs.
o Paragraph 1 – background information.
o Paragraphs 2 and 3 the main part of the story.
o Paragraph 4 – EITHER the climax or key moment of the story OR what happened
 You can incorporate SHORT DIALOGUES into your story.
 Use some DIRECT SPEECH. Eg “Do you remember me?”
 Try to keep the CHRONOLOGICAL ORDER of events. It will help you avoid traps of
sequencing.
 Short sentences create SUSPENSE, which makes your story more interesting. Do not make the
plot of your story too complicated.
 Use some LINKING WORDS and time phrases to ‘signpost’ where your story is going. i.e. to
show you are writing an organised story use expressions such as: as soon as; after that; that’s
when I…; not long afterwards; some time later.
 Go over your story and check for any common MISTAKES you might be aware of (eg missing
articles, spelling, missing prepositions, punctuation).
Top DOs for writing your story

 PLAN your text carefully. Spend a few minutes and write down what you’re going to say in each
paragraph.
 Pay careful attention to THE QUESTION. Check the question and make sure you know what the
question is asking you to do. In the example of a story, is it giving you the first sentence or the last?
Should it be a true story from your childhood or fiction? As part of making sure you understand the
question, underline the key words. Whatever the instructions say, do it. In addition, you must not
change the sentence in any way or add to it; it must go into your story exactly as it is given.
 ORGANIZE your text. When you are writing a story as short as this, good organization is essential.
Your story should have about four or five paragraphs depending on the subject matter, but each
paragraph should have its particular topic and advance the story in a specific way. The
organization should be like this:
Introduction. The introduction informs the reader of the three Ws: who, when, where. Who is
the main character or characters in the story? When does the story begin? Where does the
story begin? Sometimes there is a hint of what and why as well. What are they doing when the
story begins and why are they doing it? Try to mention something interesting that will hook the
reader into wanting to continue reading.

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Main part. This is the part where the action happens. In the second and third paragraph there is
usually a buildup to the main event in the fourth and last paragraph in the main part.
Remember, in each paragraph one specific thing should happen that advances the story along.
Conclusion. In the conclusion there is usually a summing up, or lesson learned, or the writer’s
feelings or impression of the events, if the story is told in the first person.
 Write a story which sounds INTERESTING. It can be something funny or where you learnt an
important lesson. It should have some kind of point to it.
What should you write about? That’s up to you. You might like to write a true story, something
that happened to you or someone you know; you might like to write a fantasy, like a ghost story;
you might like to write about something exciting, like a rescue. That’s the fun of story writing: the
fact that you can choose any subject.
But whatever you choose, recognize your limitations. Don’t try to tackle novel-length subject
matter. Don’t try to summarize an entire movie you’ve seen. In this length of story you only have
the space to write about one incident, one thing that happens. The rest of the story adds detail.
 Finally don’t be afraid to show some of your PERSONALITY!
How can you write better?

practise!
If you write just one story a term or semester, then you won’t make as much progress compared to
doing 2-3 stories each month. So make it a goal to write more regularly. You’ll be marked on your
range of grammatical and vocabulary/lexical structures, so be sure to practise these in any b2
preparation course you are doing.
make it interesting!
Who are the characters? What will happen to them? Will there be any hurdle or problem for them to
solve? How will it end?
take note of your teacher’s feedback.
our teacher will give you feedback on what mistakes you’re making, and give you some
suggestions on how you can improve your story writing. Try to consider their feedback when you
write a new story – while also taking note of the good things you’re doing too!
plan your story and check your writing at the end.
Planning will help you a story which is easier to read, and get you thinking about how the story will
develop. Check your writing at the end for any missing prepositions, articles, spelling, and any
other mistakes you sometimes make etc.
How is the exam assessed?

Answers are assessed using both a general mark scheme, which is used for all the questions, and a
separate task-specific mark scheme for each question. The criteria used to assess the candidates’
answers in the general mark scheme include:
 range of structure, vocabulary and expression
 effectiveness of organisation, including paragraphing and linking devices
 accuracy of grammar and spelling
 awareness of the situation and target reader.
Content focuses on how well the candidate has fulfilled the task, in other words if they have done
what they were asked to do.
Communicative Achievement focuses on how appropriate the writing is for the task and whether the
candidate has used the appropriate register,
Organisation focuses on the way the candidate puts together the piece of writing, in other words if it
is logical and ordered
Language focuses on vocabulary and grammar. This includes the range or language as well as how
accurate it is.

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Stages you should follow to write the narrative: pre-writing, writing and
proofreading.
A. Pre-writing
1. Write an outline of what the story could basically be about. Read the exam rubric carefully.
2. Brainstorming
Try to get more details. To help with this, ask yourself questions about the three main parts of a
story (that is, the plot, the characters, and the setting). For example: where did this all take place
and when? Who are the participants? What time of day was it when the story begins? What was
the weather like? ... ). Note down important points.
The plot
The plot of your story tells the actions and events that take place in your story. It’s usual to describe
events in the order in which they happened but this is not compulsory.
Your plot should have an introduction, a problem and its resolution.
The story can be fact or fiction. It’s usually easier to write a story which is based on your own
experience, but don’t be afraid to change the details or invent new parts if this helps to make the
story more interesting or entertaining. A good plot is not only entertaining, but also surprising and /
or funny.
The characters
A person, animal or imaginary creature in your story. There are usually one or two main characters.
There can be many secondary characters too. Make your characters interesting so that they hold
your reader’s interest.
The setting
This is where your story takes place. The setting is a time - the future, the past, or now. Think of
the weather, time of year ... Use phrases to show when things happened in your story (e.g. Almost
three months before ... / By the beginning of May ... ).The setting is also the place (e.g. on the
moon, in Chicago, at the Whitehouse).
A final aspect to decide before starting to write is from whose point of view the story is going to be
told. Narratives can be written in the first person, that is, using I / we or third person he / she / it /
they. Sometimes the exam makes this clear. For instance, if the exam rubric reads: Write a story
which ends with the following words: “But next time I visit a foreign country I’ll definitely learn a few
key words of the language before I go”; you obviously have to use the first person narrator.
3. Organization
Arrange the ideas into paragraphs. Stories are often told in 4 stages:
1. Introduction: who was involved, time, place, or even source of the story (I was told this story by
my grandfather when I was a child.)
2. Background: weather, moment of day, description of places and information / description of the
characters ... The introduction and background can be both presented in the first paragraph.
3. Problem / Body: consisting usually of two or more paragraphs, where you develop your story,
presenting the events that happened.
4. Resolution / Conclusion: the last paragraph, where you tell what happened at the end of the
story, including people’s feelings, final comments or reactions. Decide whether your story will
have a happy or a sad ending. A surprising ending makes a good impression on the reader.

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B. Writing
Write the composition, using the number of words you are told and taking into account the four stages
mentioned before (i.e. introduction, background, problem and resolution).
Beginnings and Endings

Techniques to begin your story:
An interesting beginning will catch the reader’s attention and make her/him want to continue
reading. You can START your story by:
a) using the senses to set the scene and describe the weather, atmosphere, surroundings or
people’ s actions, to create mystery or suspense:
I could hear the wind howling around me. It was quite dark that night and it felt strange to be
out in the wilderness all alone.
b) using direct speech (or thoughts):
“Always look on the bright side of life, kids”, Mr Frisbain used to tell us.
c) asking a rhetorical question, i.e. a question that does not require an answer:
Have you ever travelled by train on a warm summer night?
d) referring to your/ the character’s feelings or moods:
I was exhausted because I had been pointing walls all day.
e) addressing the reader directly:
I am sure you all know what a bargain is.
Techniques to finish your story:
A good ending will make your reader feel satisfied. You can END your story by:
a) using direct speech (or thoughts):
“Thank you, sir,” the boy said to me.
b) asking a rhetorical question:
Why did I have to suffer so much?
c) referring to your/ the character’s feelings or moods:
They were shivering but they were happy to have made it.
d) describing people’s reactions to / feelings about the events developed in the body:
My brother had become the hero of the day and I was extremely proud.
Match the beginnings to their endings.

BEGINNINGS ...
1. It was a cool August night. All was quiet and peaceful in my house as my parents and two
sisters were sleeping in their rooms. I was lying in bed, trying to fall asleep.
2. It was a freezing cold morning. Joanne and I were packing for our trip to Bermuda. Our flight
was leaving later that afternoon. “I can’t wait to enjoy the hot and sunny weather,” said Joanne.
3. Aggie and I had been bored all day at school. As we wandered home, we decided to sneak into
the old abandoned house at the edge of the forest. Although our parents had told us never to go
in there, we couldn’t resist the temptation. I am sure that you would have done the same if you
had seen this house.
4. Tina and her brother watched in horror as the water rose higher and higher around them. “Don’t
worry! I’ll think of something,” said Tina’s brother nervously.
5. I’m sure you all know what it feels like to finally reach the end of a journey, hungry and tired,
only to find that nobody is waiting for you.
... ENDINGS
a. Relieved to be back home, I lit the fire while Joanne unpacked our things. We both realized how
lucky we had been. Without having to say anything, we understood what the other was thinking.
There’s no place like home, don’t you agree?
b. After being pulled out from under the pile of bricks, we both knew how lucky we had been. We
were truly ashamed of ourselves as we glanced at the crowd waiting behind the fence,
especially since our parents were there. Isn’t it true that curiosity killed the cat?
c. Back in my room, I felt confused and exhausted. I wasn’t sure if it was a moment ago or hours
ago when I had been trying to fall asleep. “I must have been dreaming,” I thought to myself.
d. As I waited for the taxi driver, I looked around me one last time, hoping to see a familiar face.
“Where is everyone?” I wondered.
e. As the rescue worker helped them off the roof and into the boat, he said, “That was smart
thinking on your part, son.”

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While writing
While writing pay particular attention to :
1. Narrative Tenses
Stories can be fun to write but they are also challenging, and one of the most difficult grammar
aspects is the correct use of verb tenses. Stories should be told mainly in simple past tense, with
occasional use of past progressive or continuous, and past perfect. Don’t mix present and past
tenses, and don’t make the common mistake of using past progressive for simple past. Watch your
tenses!
It is important to have a good handling of tenses for the reader to follow the sequence of events.
Try to vary your structures, you can use reported speech or quote some words from the characters
to make it more vivid. Sentence length and punctuation require some thought, too.
Past Simple:
o to describe simple facts and states (She opened her eyes, yawned, and slowly got up.)
o to describe events that follow each other (She left the building, went to the shop where she
realised she did not have enough money and returned home.)
Past Continuous:
o to set the scene (The wind was blowing, dark clouds were gathering over his head and he
was getting cold.)
o (used with Past Simple) to show that the continuity of one action is interrupted by another
action (Tom was watching the news when a strange noise came from the basement.)
Past Perfect/ Continuous:
o ‘past in the past’- to indicate that something happened earlier than the action described (She
stared at him trying to remember where she had seen that face before.)
o to indicate that what happened earlier was a longer activity (She was dirty and sweaty as
she had been playing volleyball all day.)
In short:
 Use past continuous for background information. For example – It was raining heavily as we left
the house….
 Use past perfect before the main events of the story: but Anne had kindly lent me her umbrella.
 Use simple past for the main events: There wasn’t a single person on the street.
Practice
Now choose the correct past tense that you would have used in the story above.
A local newspaper is holding a story competition and you have decided to enter. Your story should
start with: I stood on the deck staring at the huge waves. Write your story for the competition.
An unforgettable journey
I stood on the deck, staring at the huge waves. From the moment we 1. had left / were
leaving port and sailed into the English Channel, the weather had got worse and
worse. Now, lightning flashed across the sky, which was covered in dark clouds.
Suddenly, the noise of the engines 2. had stopped / stopped. The ship 3. slowed / was
slowing, rolling heavily in the rough sea. A voice over the loudspeakers 4. told / were
telling us to remain calm - then added that a fire had started in the engine room,
and said that all passengers must go immediately to the nearest lifeboat station.
We all 5. ran / had run onto the deck, following the signs to the lifeboats. The ship’s
officers arrived, made sure we had lifejackets and 6. showed / were showing us how to
put them on.
I 7. looked / was looking again in horror at the wild, stormy sea. The thought of
being out there in a tiny boat was terrifying. Minutes 8. had passed / passed like
hours, until at last a voice 9. was announcing / announced that everything was
under control and the danger was over. We all 10. cheered / had cheered as the
engines started again and the ship 11. moved / was moving forward into the waves.
I still couldn’t believe it was over - not until we had reached port and 1 12. was
standing / had stood solid ground again!

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2. Linking words & transitions

Transition signals are expressions such as first, finally, and however, or phrases such as in
conclusion, on the other hand, and as a result. Other kinds of words such as subordinators (when,
although) coordinators (and, but), adjectives (another, additional), and prepositions (because of, in
spite of) can serve as transition signals. They tell your reader when you are giving a similar idea
(similarly, and, in addition), an opposite idea (on the other hand, but, in contrast), an example (for
example), a result (therefore, as a result), or a conclusion (in conclusion). Transition signals give the
paragraph coherence because they guide your reader from one idea to the next.
Purpose Examples
and = y
in addition / furthermore / moreover / what’s more / besides =
to add points on the same topic
además
also / too / as well as = también
but = pero
however I nevertheless I yet I still = sin embargo
to express a contrast
although I even if / even though = aunque
in spite of / despite = a pesar de
because (of) / since l as = ya que / porque / puesto que / como
to describe a cause or reason due to = debido a
one/another reason for ... is ... = una razón para … es …
so I therefore / consequently / thus / as a result / as a
to describe a result consequence / for this reason / that is why = así que / por tanto /
de esta manera
to show purpose in order to / so as to / so that / to = para
to describe similarity similarly / likewise / in the same way = de la misma manera
in my opinion I I (strongly) believe (that)/ I think/feel (that) I in my
to express personal opinions view I it seems to me (that) / personally / as I see it t = en mi
opinion / creo
in faet I as a matter of faet I aetually I the truth is (that) = de
to describe reality
hecho / en realidad
to make general statements in general I generally I as a rule I on the whole = en general
to begin/start with = para empezar
to list points in the first place I first of all / firstly = en primer lugar
finally / lastly = por último
for example / for instance / such as / like = por ejemplo / como
to give examples particularly / in particular I especially I (more) specifically = en
especial / específicamente
on the one hand / on the other hand I in contrast I contrary to /
to introduce opposing points it can also be argued that I but there are people who say/think
(that)
first I at first I in the beginning / before I next I then I soon I
to show sequence meanwhile / later I after that I afterwards I at last I eventually I
finally I in the end
to show time when I while I before I after I until / as soon as I by the time
to conclude In conclusion / to sum up / in short = en resumen / para concluir
Practice
1 Circle the correct linking words in the text.
About a week before / in the end (1) I went to Peter’s birthday party, I bought him a present. I got
to the party early but later / as soon as (2) I arrived I gave him the present and he liked it. Then
some more people came and the party started. First / Suddenly (3) we had a drink. Next / During
(4) we had tea. After that / During (5) tea I talked to Sue but before / as soon as (6) we started
talking her mother phoned. There was an emergency at home and she went home. But she came
back later / as soon as (7). It was a summer evening and we went outside. First / Suddenly (8)
the moon came out and we all looked at the moonlight in the garden. After that / During (9) we
went back in again. We played some music, talked and danced. Suddenly / In the end (10) we all
went home. It was a good party.

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2. Join the following sentences with the given linking structure.

a) We visited the old part of the city. It was full of ancient temples. (which)
........................................................................................................................................................
b) The children enjoyed the local funfair. They could go on exciting rides and eat tasty toffee
apples there. (where)
........................................................................................................................................................
c) Charlie’s Lobster House was one of the most popular restaurants in the area. It had delicious
lobster dishes. (with)
........................................................................................................................................................
d) Ranega Airport is on the east coast of the island. It is one of the most modern airports in the
country. (past participle: situated)
........................................................................................................................................................
e) Aucklard has more boats than anywhere else in the world. It also has some of the best beaches
in New Zealand. (as well as)
........................................................................................................................................................
f) The audience was mostly teenagers but they liked the 1960s dance. (although)
........................................................................................................................................................
g) The audience was mostly teenagers but they liked the 1960s dance. (However)
........................................................................................................................................................
h) I put a table-tennis table in the cellar. We can play table-tennis in the evenings. (so that)
........................................................................................................................................................
i) We have a swimming pool in the garden. Swimming is the sport I like best. (because)
........................................................................................................................................................
3. Grammar Structures
Try to use a variety of structures (conditionals, reported and direct speech, relative clauses,
passive and active voices, etc.)
Participles are also useful when telling a story because they are economical (you can join two
simple sentences into one longer, more sophisticated sentence):
• Instead of: He turned on the light. He saw someone in the room.
You can use a present participle (-ing): Turning on the light, he saw someone in the room.
• Instead of: She was relieved. She left the police station.
You can use a past participle: Relieved, she left the police station.
Direct speech can be used occasionally for dramatic effect, but don’t use direct speech for very
long. Remember to use inverted commas correctly:
“…”, said Fred “…”, shouted Fred “…”, whispered Fred “…”, announced Fred
“…”, thought Fred “…”, screamed Fred “…”, cried Fred “…”, promised Fred

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“Mummy”, I said that night, “do you think if I prayed hard God would send daddy back to the war?”
She seemed to think about that for a moment.
“No dear”, she said with a smile, “I don’t think he would”.
“Oh!” I said.

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3. Useful Narrative Phrases & Vocabulary

Time phrases:
It all began At first The first thing that happened

It began/started with Shortly afterwards Not long afterwards Some time later
Meanwhile Later that day A little later After that
After some time Afterwards Finally Eventually
Phrases for dramatic effect:
Suddenly Out of the sudden All of a sudden Without warning

Out of the blue Just at that moment Just then Quite unexpectedly
As if from nowhere Gradually Step by step Slowly
Concluding stories:
When it was all over Looking back now In retrospect In the end
It ended with After all that had happened
Physical Actions
see (use your eyes); look (at) (look carefully); watch (pay attention to sth that is moving);
Sight
glance (look at sb/sth very quickly)
taste (When you’ve got a heavy cold, you can’t really taste things properly.)
sweet (honey); salty (crisps); bitter (strong coffee); sour (vinegar); spicy/hot (Indian
Taste
food).
tasty (food); tasteful (clothes, furnishings, architecture ... ); exquisite; delicious; tasteless
feel (It was a terrible fire, they could feel the hot air.)
touch (Don’t touch those wires -they’re dangerous.)
Touch
grab (take sth suddenly and roughly) (She grabbed her bag and ran.)
hold (Could you hold my hand?)
Smell: Always smell wine before tasting it.
Smell Positive: aromatic (with a pleasant smell), e.g. aromatic oil
Negative: smelly (with a strong or unpleasant smell), e.g. smelly feet
Hearing hear (able to hear); listen (to) (pay attention to things you hear)
verbs connected with the breathe (through your nose or mouth), yawn (when you are tired or
mouth/nose and breathing bored), cough, sneeze, sigh, snore, smile, laugh
verbs: whisper (soft), shout (loud, angry or excited), scream (loud,
frightened or excited)
adverbs:
verbs / adverbs connected
if sb feels angry: angrily, furiously
with speaking
if sb feels unhappy: unhappily, sadly
if sb feels happy: happily, gladly
if sb feels worried: anxiously, nervously
verbs connected with chew (grind food with the teeth), bite (cut, crush with the teeth),
eating/drinking swallow (let food go down the throat)
verbs connected with the blink (shut and open the eyes quickly), cry, blush (become red in
eyes and face the face)
verbs connected with the nod (move your head to mean yes), shake (move your head to
head/hair mean no··), comb
verbs connected with the clap (strike one’s hands to applaud), knock (on a door), wave
hands/arms (goodbye), point (at sb/sth), shake hands

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verbs connected with the sweat, shiver (shake slightly and uncontrollably), stroll (walk in a
body slow casual way), march (walk quickly and with a clear purpose)

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Places
detached house (not joined to any other house), semi-detached

house (joined to one other house), terraced house (joined to several
types of houses houses to form a row), cottage (small house in the country or in a
village), bungalow (house with only one storey or, in some cases,
upper rooms set in the roof), block of flats
pour (when it rains a lot)
weather sunny, cloudy, foggy, hot, windy, humid
boiling, hot, warm, cold, chilly, freezing
cosmopolitan, crowded, dangerous, deserted, dirty, exciting, noisy,
adjectives to describe towns
polluted, touristy (negative)
adjectives to describe the
boring, calm, clean, peaceful, quiet, relaxing, safe, well-preserved
countryside
adjectives to describe a
dark, noisy, silent, quiet, huge, enormous, tiny
building / room
words to describe light
dark, sombre, shiny, light
(darkness/brightness)
C. Proofreading
Read through the story in order to see if you can find any mistakes.
1. Make sure you stick to the question.
2. Evaluate the layout and organization.
3. Revise grammar.
4. Revise vocabulary. In narrative stories repetition of words and structures is quite frequent.
And Pinocchio’s nose started to grow, and the more he lied, the more it grew, and the more it
grew, the more he lied.
However, when describing it’s important to vary the adjectives so that you do not use “nice” and
“good” all the time.
5. Revise spelling, capitalization and punctuation.
6. Revise style: narrative stories have a rather informal style. Therefore, you can use ...
6.1. Informal vocabulary: words of Anglo-Saxon origin (e.g. wrong instead of incorrect),
colloquial expressions/idioms, phrasal verbs (e.g. get on) ...
6.2. You can use the first person and expressions of personal feelings. Example:
I saw him once, in the distance, a mysterious figure in his black cloak with his silver
walking stick in his hand.
6.3. You can use informal structures (imperative sentences, contractions, direct speech ... )
but also formal ones (passive voice, indirect speech ... ) to give your text variety of
structures.
6.4. You can use informal punctuation marks such as exclamation marks (!), dashes (-), or
parentheses. Pausing ( ... ) is also frequent to add dramatic effect.
And as I pushed open the door ... I saw a huge figure standing by the window.

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Practice
Look at the short story and do the exercises to improve your writing skills.
Choose the best title for the story.

a. The accident b. The surprise
c. My lucky day
Are the sentences true or false?
a. Katia didn’t want to celebrate her birthday.
b. Katia was the first person to arrive at the Italian restaurant.
c. Katia waited outside the restaurant for 30 minutes.
d. Jonty is Katia’s closest friend.
e. Katia went home after waiting for her friends for an hour.
f. Katia’s friends hadn’t forgotten her birthday.
Put the words in the correct groups. Adjectives or adverbs
unexpectedly sadly freezing nervously huge
patiently enjoyable unexpected happily
awful strange quietly fantastic exciting slowly quick

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Put the following transitions in the appropriate spaces:

Finally After a while Most importantly However Although
At the same time At first Soon Later
First Day at University

Introduction What important days in your life do you remember? I
include attention remember my first day at university very clearly. I felt excited
getter & explain and happy. 1 …………………………… I was very nervous because I
which event is didn't know anyone. 2 …………………………… , my first day at
important university was memorable.
3 …………………………… I was confused and lost. I didn't know

where to go. I had to ask a stranger where the first year
students were going to meet. This person was very polite and
showed me the way. I walked through some big buildings, and
when I arrived I saw many students and I felt scared.
4 …………………………… I told myself to be braver. I asked one girl

what was happening and we discovered that we where in the
Paragraph 2-4
same group. We introduced ourselves. Her name was May. We
Sequence the
joined in with the activities for “freshie” students. 5
event. Tell your
…………………………… I started feeling much better. The activities
story
helped me feel part of a team and I was beginning to feel that
I had become a university student.
6 …………………………… , we began our classes. However, all our

classmates were quiet. The teacher talked for a while and then
we introduced ourselves. I met two girls. Their names were June
and Apple. Soon we became good friends and started chatting
and learnt more about each other. 7 …………………………… we
came from different provinces we had a lot in common. We
spent the rest of the day together until we had to go home.
I am always going to remember that day because I had the

Conclusion opportunity to meet many people. 8 …………………………… , I met
Summarize why
the best friends that I have ever had. 9 …………………………… , I
this event is
think that it is natural that on the first day at university we
important & how
feel nervous, but often difficult experiences have happy
it affects you
endings. That's why I say that my first day in the university was
very memorable.

Lengua Inglesa II
2015-2016

Lengua Inglesa II
2015-2016
Sample stories
Totem Pole
My grandparent's house was a magical place for me when I was a little girl. There was
an amazing loft where I could spy down on my brothers, a smelly chicken coop to visit
every morning to check for fresh eggs, a wonderful swing in a gigantic, old maple
tree and a tall, black totem pole on the front steps. The totem pole had always
fascinated me and loved to stare into the blank eyes of the thunderbird at the top
and wonder what he was thinking. I enjoyed running my small hands over the
chiseled black wood and marveling that the carver had included details such as eyes,
wings and even feathers. However, it was the thunderbird's nose that intrigued me the
most His long black beak stuck out from the totem pole and had two carved nostrils at
the curved end. The nostrils were curious black holes that tempted me. One day I
cautiously poked my finger into the thunderbird's nostril, not sure how far it would
go. I suddenly felt a sharp sting and I screamed as I yanked my finger out. Not only
had I poked my finger into the nose of the thunderbird, but also right into the back
end of a bumble bee. Whenever I see the stately totem, now on my parents' front steps, I
remember what a painful and embarrassing way it was for me to learn· to "keep my
fingers to myself".
My Trip to Maui
One time my family and I went to rn.aui. We went because it was spring break and
my dad was able to take some time off. My mom told me we were going one day at
dinner. I screamed, I was so excited. So we packed are bags, drove to the Airport and
got on the plane. It was fun going on the plane because I’d never been on one before.
Then we watched a movie on the plane-it was "Pirates of the Caribbean". Then we
landed on Maui picked up our rental car and drove to our hotel. Our hotel was real
nice. It had a pool shop's a nice beach and a cute lifeguard. We did lots of fun things
on Maui. It was my first time going to the tropics, which I really love. We drove to
Hana, snorkeled and went to the beach everyday. One day I almost drowned when I
got caught in a riptide and in some big waves. It is scary. Then we came home and
the plane is delayed in Honolulu. Then we had to go to school and I was sad. I love
Maui, it was the best vacation ever of my life, it was great, you should go.
The most embarrassing incident of my life
Easily the most embarrassing incident of my life happened to me when I was at university.
Tired of trying to study at home with my noisy flatmates, I’d gone to the university library
for some peace and quiet. At first, I saw no reason to regret my decision as everyone was
studying in complete silence. But after about twenty minutes an alarm clock went off near
my table.
'Ring screech screech ring!' It was one of these alarms designed to wake up not just the
owner of the clock but anyone in the same street. After about five minutes, I'd had enough
so I stood up, stared around the room and shouted: 'Would the idiot who's brought their
alarm clock with them please turn off now!' At this point the librarian came up to my table
and said cautiously: 'Actually Sir, the noise seems to be coming from your bag'. I stared at
her and said: 'Do I look like the sort of person who would set off an alarm in a library?'
The librarian moved away reluctantly, but didn't take her eyes off me. Everyone else had
started to look at me. Meanwhile, the noise continued. I was just about to leave the library
when the librarian marched up to my table, picked up my bag and pulled out an alarm
clock with a triumphant smile on her face. 'So it wasn't you then?' she said, loud enough
for everyone to hear.
On the way out of the library, I realized what had happened. My flatmates had stuck the
clock in my bag for a joke. My embarrassment turned to anger and I started to plan the
revenge.

Lengua Inglesa II
2015-2016
I’d never been so angry in my whole life. 2005’s New Year reminds the worst evening
I’ve ever spent.
I was flying to Rio de Janeiro to receive the new millennium and spend my holidays
with my dear father, as I usually did since my parents had divorced in 1992. The
journey began well. The flight was very quiet, I could enjoy watching a romantic film
called ‘Shakespeare in Love’ and before getting anxious the airplane had landed.
My father was there. He seemed to have changed since the last time I had seen him.
Although he was in his sixties, he kept on being an attractive man. We were just
arriving at home when he gave me a marvellous piece of news. 'I'm engaged with a
charming woman and I can't wait you meet her'.
I was still shocked when a very young lady appeared with a big smile to receive us.
She was his girlfriend. I couldn’t believe my eyes and I shouted: ‘Is it a joke? She is on
her thirties; she can be your daughter?’ You can imagine the dinner.
As the song says: ‘The time goes by...', and fortunately my father recovered his
common sense and that love story finished in a few months.
Jane woke up in the middle of the night. Her room was filled with the moonlight. She
lay in her bed for a while watching weird figures appearing on the wall. 'Hmm. It is
strange. The moonlight does not cast shadows' - Jane observed but she was too drowsy
to give it a deeper thought.
The girl began falling asleep again when she heard a strange whisper. The sound was
unusual enough to draw her attention. Jane got up and tiptoed to the window.
Hidden behind the curtain and unnoticed by anyone, she witnessed an
extraordinary meeting.
It was sort of an animal counsel. There were a lot of different species participating in
this specific get-together. They sat together in two circles - bigger animals found place
on the ground and birds shared the branches above them. The group discussed
something - Jane was sure of that, but she did not understand a single word of their
language.
Next morning Jane woke up on the floor next to her bed. She still thought of her funny
dream while making breakfast. Her cat was sitting on the sill, watching her with
narrowed eyes...
Although I wasn’t feeling well, somehow I managed to get onto the tram to work.
Rather foolishly, I’d cooked some food the previous night with an old sauce which
had gone off. Now I was paying the price. I’d seen there was a little mold on top of the
carrots I was eating yet this Australian attitude came across me:
“She’ll be right.”
So I kept on eating. I should have known that something was up when I felt a little
dizzy. On the tram I felt faint. Things got worse when the tram was re-routed about 5
minutes’ walk from the school. Damn.
As I was getting off, a girl came up to me.
“Do you remember me?”
I thought it was Pavla joking about her absence the week before.
Writing tips
“Sorry, not feeling well. I may have to cancel today’s lesson.”
What to do before writing
“But..you taught me 5 or so years ago. Don’t you remember?” Now I was delirious. But
I for
didPart 2 choose the
remember, topicIt
slowly. you know Pavla.
wasn’t most about
read the question carefully
Looking a little perplexed, Aneta pointed in the direction of the school. Then she
underline the key information required in the question
smiled
think ofand walked
as many ideasaway.
as possible for the question
think about vocabulary you could use in relation to this subject
remember the characteristics of the type of writing you are required to do (article, report, etc.)

Lengua Inglesa II
2015-2016
think of who you are writing to

decide if you should write in a formal, neutral or informal register
plan which ideas to include and in what order
decide how you will start your writing (introduction)
decide how your writing will finish (conclusion)
Things to do while or after writing

in your first paragraph:
o introduce the subject you are writing about
o give the background details of the story
o explain why you are writing the letter
use logical paragraphs to express your ideas clearly
read and re-read what you have written
don’t copy words from the questions; use your own words
think carefully about the first sentence of each paragraph to help the reader follow the logic of
your writing
check for typical spelling and grammar mistakes
keep the reader informed and interested by giving examples to support your ideas
check you have included all the necessary information and points
use a variety of shorter and longer sentences
use a variety of words and expressions to link, sequence, contrast, etc.
check for repetition
add and cross out words and ideas and improve the original plan
write tidily and legibly
write the question you have chosen at the top of your answer sheet
show that you can use a range of structures and vocabulary
check that the register is consistent (formal / neutral / informal)
avoid unnecessary repetition of words
change anything you are not happy with
make sure everything is relevant

Lengua Inglesa II
2015-2016
U4A.2 Grammar Review: Time expressions

Present time
Nowadays and these days
Both contrast the present with the past.
Nowadays more women have careers. What are you up to these days?
Notice that the word actually is not used with a time reference, as it is in many European languages.
Actually means in fact or really.
Future time
 In In can refer to future time. When we use it like this, it refers to the end of a period of time.
I’ll be there in a moment. I’ll be back in a week.
 Calendar references
If today is Monday:
Wednesday is the day after tomorrow or the day after next.
Wednesday is also in two days’ time. Next Monday is this time next week.
 At the end, in the end, at last
At the end refers to a point in time.
I left at the end of the film.
In the end means after a lot of time or eventually.
I think that our side will win in the end/eventually.
We waited for ages, and in the end/finally we left.
At last shows that we are pleased because a long wait has ended.
At last you have arrived!
 Presently This means in a few moments. It is a formal use.
Just a minute. I’ll be with you presently.
Past time
 Once This can mean in the past. It can also mean from the time when.
I lived here once. (in the past) Once she gets here, we can leave. (when)
 Periods of the day Last is used with night, but not with morning, afternoon or evening.
They left yesterday morning and came back last night.
 Calendar references If today is Monday:
Saturday night was the night before last.
 In those days and at that time Both refer to a past time we have already mentioned.
I met Janet in 1980. In those days I was a keen dancer.
 After, later and afterwards
After is followed by an object.
I’ll see you after the holidays.
Later means after some time. It is not followed by an object.
I’m busy now. I’ll call you back later.
Afterwards means after something has happened.
The film is starting now. I’ll tell you afterwards.
Other problems
 In: In January, In 1968, In the morning/afternoon/evening
On: On Thursday, On my birthday
At: At six o’clock, At night, At midday/midnight, At the weekend
 For: I lived there for ten years. (for + a period of time)
Since: I have lived here since 1999. (since + a point in time)
Ago: Edward died two years ago. (how far back in the past)
 By: I need your homework by next week. (not later than next week)
Until: I’ll be away until next week. (all the time up to next week)
 On time: Bill is never late, he’s always on time. (not late)
In time: Luckily the police arrived in time to help. (early enough)

Lengua Inglesa II
2015-2016
1. Underline the most suitable word or phrase in each sentence.

a. I haven’t seen Jim before / since we worked together in London.
b. I’ll finish the letter now and you can post it after / later.
c. What were you doing last evening / yesterday evening when I called?
d. Did you live here in / since 1987?
e. Diana hasn’t finished her course already / yet.
f. What do you usually do in the afternoon / this afternoon?
g. Have you seen Jean and Chris nowadays / recently?
h. Helen arrived here at Thursday night / on Thursday night.
i. It’s really ages since / when I saw you last.
il Ann is going to be famous once / one day.

a. We ran into the station and caught the train ..... in time.
A. right B. just C. early D. already
b. Lunch will be ready ..... the time you get back.
A. at B. during C. in D. by
c. I haven’t been feeling well ..... , doctor.
A. recently B. afterwards C. suddenly D. at last
d. Long ..... , the valley you can see was actually a lake.
A. past B. ago C. since D. before
e. Jean bought an expensive watch, but regretted it ..... .
A. at the end B. later C. then D. after
f. I haven’t had a Chinese meal for ...... .
A. long B. it’s ages C. years D. the summer
g. I’ve cleaned all the parts, but the motor ..... doesn’t work.
A. at last B. now C. always D. still
h. ..... you get used to the job, it won’t seem so bad.
A. since B. while C. once D. as
i. I haven’t ..... decided where to go on holiday.
A. yet. B. already C. still D. just
j. The first time I noticed something was wrong was ..... I got home.
A. since B. when C. for D. until

a. Graham came to see us over a week ago, the Friday before .................................... .
b. Is it very warm here .................................... the winter?
c. No thanks, I’ve had some tea .................................... .
d. Don’t worry, it won’t hurt and I’ll .................................... be finished.
e. I liked the book. I didn’t know what was going to happen .................................... .
f. I think that people had much more spare time in the .................................... .
g. This is very urgent. Please send it at .................................... .
h. Harry isn’t here. He left about five minutes .................................... .
i. The film doesn’t start until 7.30. We’re half an hour .................................... .
j. Would you mind waiting for .................................... a moment, please?
4. Complete each sentence with a word or phrase from the box.
afterwards immediately eventually lately soon

in the end once yet nowadays
a. There is far too much traffic on the roads .............................. .
b. Never mind. I’m sure we’ll find what we are looking for .............................. .
c. I haven’t seen you for ages. What have you been doing .............................. ?
d. Jack hasn’t left. He hasn’t finished his work .............................. .
e. Take some notes in the meeting, and we’ll discuss them .............................. .
f. If you don’t mind waiting, Brenda will be back ............................. .
g. I considered taking a new job, but decided against it .............................. .
h. Norman and I worked for the same company .............................. .
i. You didn’t fool me! I recognised you .............................. .

Lengua Inglesa II
2015-2016
5. Complete each sentence with one of the phrases from the box.
all night long in a few moments in the nick of time once and for all all the time
from time to time over and over again the other day this time next week
one at a time all year round for hours on end
a. Don’t carry the boxes all together. We’ll move them ............................................................. .
b. I’ve told you ............................................................................................. , don’t leave it here!
c. It’s time you stopped biting your nails ................................................................................... .
d. Sheila grabbed Bill ........................................................................................... before he fell.
e. Hurry up! The bomb will go off .............................................................................................. .
f. We shouldn’t have trusted Michael. He was lying ................................................................. .
g. Gerry sits staring at the television ......................................................................................... .
h. ................................................................. I’ll be lying on the beach, not working in the office!
i. The swimming pool on the common is open ......................................................................... .
j. I met your friend Janet in the café ......................................................................................... .
k. Dave isn’t a keen fisherman, but he goes fishing .................................................................. .
l. The party finished at dawn after we had danced ................................................................... .

a. You will receive your salary ..................... the end of the month.
b. I feel really tired. I think I’ll go to bed early ..................... .
c. The weather has been terrible so far ..................... month.
d. I’ll see what David says, and ..................... I’ll come back and tell you.
e. I’m a bit busy ..................... , but I can talk to you later.
f. If you haven’t finished ..................... , don’t worry.
g. Are you doing anything ..................... Friday evening?
h. Where’s Brian? He should be here ..................... now.
i. We cannot accept applications sent ..................... the closing date.
j. ..................... upon a time, there were three bears.
7. Replace the word or phrase in italics with one of the words or phrases given (A-C., so that
the meaning stays the same)
a. The weather was bad at first, but it cleared up in the end. .....
A. at last B. eventually C. lately
b. Jane was leading the race, but all at once she fell over. .....
A. suddenly B. one by one C. after that
c. Have you been swimming recently? .....
A. lately B. already C. yet
d. I enjoy going skiing every now and again. .....
A. frequently B. immediately C. occasionally
e. I saw Terry in the street the other day. .....
A. recently B. yesterday C. last night
f. I think we’ve solved this problem once and for all. .....
A. in the end B. forever C. temporarily
g. Kath told Martin that she was leaving for good. .....
A. for ever B. for a while C. early
h. We arrived for the train in good time. .....
A. on time B. at the right moment C. with time to spare
i. I believe we met on a previous occasion. .....
A. once before B. the last time C. completely by chance
j. The political situation seems to be changing minute by minute. .....
A. from time to time B. time after time C. very rapidly

Lengua Inglesa II
2015-2016
Oral Practice
Oral Practice 191

Lengua Inglesa II
2015-2016
Exam preparation: The personal questions

In this first part, which is like a warm up, you are asked to introduce yourself. This part tests your
ability to converse in a social context. Try to remain calm. These questions are designed to relax you
and give you the opportunity to tell the examiner a little about yourself.
This is the only section of the test where you have an idea of the questions that will be asked, which
means that you can actually prepare yourself well for this section. Rehearse answers to the questions
listed above and become comfortable with speaking about the subjects that might be asked of you.
Be prepared to talk about the following things:
 where you are from (describing your hometown, what the people are like there, etc)
 your family and friends (e.g. Tell me something about your family/best friend)
 which primary school / high school you went to and your experience there
 why you are studying English
o what you like/don’t like about studying English
o what your future goals are (your career in the military / your plans for the holidays)
o how you plan to use English in the future
 what you like to do in your free time
The interlocutor will ask yes/no questions and he/she may also ask follow-up questions after your
answer, so you might have to explain your answer further. Giving full answers to the examiner’s
questions will help get the interview off to a good start. Avoid giving short, uncommunicative replies.
Q: Tell me something about your family.
A: I live with my mum, dad and sister and brother. (Don’t stop there!) My sister’s younger than
me and still goes to school. My brother works as a computer technician.
Avoid short, ‘yes’, ‘no’ answers to closed questions. (These are questions beginning Have you ..., Do
you ..., Is it ... , etc. which can be answered simply with a yes or no answer).
Q: Do you have any plans for a holiday this year?
A: Yes. (Don’t stop there!) If I get the chance, I’d like to visit my friend in Germany. We haven’t
seen each other for a while and I’m really looking forward to seeing him and getting to know
Germany.
Q: Do you play any musical instruments?
A: No. (Don’t stop there!) We had music lessons when I was at school but I was never very
good.
Offer examples to help you explain a statement.

Q: Why are you preparing for the FCE exam?
A: No reason really. (Don’t stop there!) I enjoy learning English and I think it would be good to
have a qualification to show my level.
Expand your answers! Remember that the whole reason you are taking the exam is to prove that you
have a very high level of English skills. Prove it by giving detailed answers that showcase your skills,
and remember: a “yes/no” or one sentence answer is never enough.
Let’s compare a good and a great answer…

Interlocutor: Student A, do you plan to use English in the future? How?
Student A: Yes. I plan to work in a bank in Switzerland and I need English for my job.
Interlocutor: Student B? Do you plan to use English in the future?

Student B: Yes, I certainly do plan to use English in the future, specifically in my career. I also
plan on working in a bank, and many of the banks in Switzerland have English-speaking clients.
To be hired, you must pass an English proficiency test, and I can imagine that I will use English
on a daily basis when dealing with clients.
Student B’s answer is better for several reasons: it is more detailed and it uses more sentence
structures and more impressive vocabulary. Instead of simply answering “yes”, Student B replies “Yes,
I certainly do…”; in addition, the student uses the passive voice (“to be hired”), several modals (“must”
and “can”), and the phrase “dealing with” very naturally. All of these things will probably be noted by
the assessor and will result in a higher score for Student B.
Oral Practice 193

Lengua Inglesa II
2015-2016
Describing a photograph
Basic phrases
on the left / right

in the corner
at the bottom / at the top
in the background / in the foreground / in the middle
Facing the camera / Facing away from the camera....

The location of this picture is...
other useful expressions

These are a few commonly used phrases that can be
used to help you to get started. I suppose ...
I can see in the picture... It looks like ...
Perhaps ...
The picture shows / depicts / focuses on... She seems to be .. .
describe anything that you see in the picture: a You can tell that .. .
sock, a pair of trousers, a cat whatever, just I would imagine .. .
don't wait for the teacher to prompt you. It seems likely that ...
It looks as if ...
It looks like.... It could be that ...
An opinion based phrase. Interpret what the He / She might .
picture might be, what might be happening,
where, when, etc.
I think...
This picture suggests / seems to be / gives the
impression of being / conveys a sense of...
You can practically say anything after this; it's
your opinion! (I think that an alien robot is
attacking the sock; I think the cat is eating a
banana; I think it is a market on Planet Pluto.)
Point is, it is your opinion even if it's wrong;
examiners don't particularly care about it, they
are looking at how you convey your opinion.
Oral Practice 194

Lengua Inglesa II
2015-2016
Describing a place
A description of a place can be of a building, a room, a town, an area or a visit. We can write about:
 its appearance: what it is like / How it is different from other places
 its position or location (ten minutes from where I live / on the coast / in the town centre /
opposite / next to / near)
 things that happen there and why we like or dislike it (What I like about ... is / I love ... / The
main reason is ... / I think everyone should visit ...)
 extra information (what the weather is like / what the food is like there / what people are like
there)
The New Forest

Ten minutes from my house is the most beautiful area in the south of England. It is
called “The New Forest” and people from different parts of England and different
countries often come here on holiday. The New Forest is a very large area of natural
forest and there are a lot of animals that live there. Horses and donkeys walk
everywhere and sometimes you can even see pigs, cows and ducks crossing the road.
What I like about the New Forest is that the colours of the forest change during the
year. In autumn the leaves are red and gold and in the spring everything is purple
and different shades of green. The trees are always colourful and different. Tourists
often prefer to go to the small villages in the New Forest with pretty houses and
traditional restaurants. I love to walk along the rivers and through the trees because
there
Provo you can see the true heart of the forest.
I have been in Provo for almost eleven months. I have seen winter, spring, summer,
and fall. Provo's winter is so beautiful. The mountains are covered with a lot of snow.
They look like many beautiful brides wearing wedding dresses, and veils. In spring,
Provo doesn't have many trees; when the snow melts the mountains are bald as strong
bald men. Summer in Provo is very hot in the daytime. Last summer when I was
walking under the sky, it was like walking in an oven; the sun was like a fire that
burned my skin. In spring and summer the weather was always clear. I never used my
umbrella. Provo was like a huge clothes dryer; it is very dry in spring and summer. In
the fall the weather in Provo is very strange. One late September morning when I woke
up, the mountaintops was covered with snow. Provo is a lovely and strange place. I
1.love
Lookit at
very
themuch.
adjectives below and answer the questions that follow.
beautiful • glass • narrow • Italian • ancient • boring • plastic • square • huge
1. Which two adjectives are used to express an opinion? ……………… and …………………
2. Which two adjectives describe size? …………………… and ……………………
3. Which adjective describes age? ……………………
4. Which adjective describes shape? ……………………
5. Which adjective describes origin? ……………………
6. Which two adjectives describe material? …………………… and ……………………
2. Form sentences by matching A and B.
A B
1. It is possible to …… a. very impressive.
2. You shouldn’t miss …… b. see the sea from there.
3. It is well-known for its …… c. traditional food.
4. The views are …… d. a boat trip along the river.
5. It is located …… e. in the centre of town.
3. Find examples in the two descriptions above that:

give greater detail • convey an opinion • ..... give general details • introduce the place
tell you what you can see and do there • give a summary or conclusion
Oral Practice 195

Lengua Inglesa II
2015-2016
Describing a person
Some advice on describing a person
To write a descriptive essay, you’ll need to describe a person, object, or event so vividly that the
reader feels like he/she could reach out and touch it. Remember to avoid simply telling us what
something looks like—tell us how it tastes, smells, sounds, or feels!
Not all the details of a person’s profile are necessary or relevant. You will have to decide which
information you know, and most importantly how that should be used in every particular context,
depending on the degree of formality/informality, depending on the expected audience (who is going
to read what you are writing) or depending on the purpose of the text (a professional report, a
classroom assignment, a magazine or newspaper article, etc.)
The following layout can be used for orientation.
1. Introduce the person (Name / job, position, status, rank, etc. / personal background: age,
nationality, race, etc.
2. Describe the person (physical description: appearance, clothes, etc.)
3. Describe the person’s actions ( what they are doing in the picture)
4 Describe the person’s personality/character (you can give an anecdote, incidents that help
to illustrate it)
5. Describe their job, position, etc. (what they job involves: responsibilities, duties, etc./ working
routines, timetables, etc.)
6. Give a hint of what you feel about this person
At any stage you can refer to any particular detail that is relevant for the description (is the person
doing/wearing anything significant/unusual/surprising? / is the person in any particular / significant /
unusual location? / etc.). You can also introduce your personal opinion or conclusions about what you
see in the picture or about what you guess might be happening.
Here are two examples of descriptive paragraphs:
Jacques has been my close friend for two years. I first met him on a school exchange trip to
Calais, France. I asked him the way to the library and we started talking. We've been friends
ever since. Jacques is quite good-looking. He's tall and slim, with olive skin and curly dark hair.
Like many French people, he has a great sense of style, so he always looks well-dressed even in
casual clothes. Jacques is very outgoing. He is always friendly and loves to have fun. He's got a
fantastic sense of humour and he always makes me laugh. However, he can be a bit immature at
times. For example, when he doesn't get what he wants, he acts childishly and stamps his feet.
Jacques is very keen on water sports. He likes sailing and he spends a lot of time on his boat. He
enjoys scuba diving, too, and loves exploring life under sea. All in all, I'm glad to have Jacques
as my friend. It's a pleasure to be with him and I really enjoy his company. I'm sure we'll always
be close friends.
I am forty years old, rather tall and I have blue eyes and short black hair. I wear casual clothes
as I teach students in a relaxed atmosphere. I enjoy my job because I get to meet and help so
many different people from all over the world. During my spare time, I like playing tennis which
I play at least three times a week. I also love listening to classical music and I must admit that I
spend a lot of money on buying new CDs! I live in a pretty seaside town on the Italian coast. I
enjoy eating great Italian food and laughing with the likable people who live here.
1. Form sentences by matching A and B.

A B
1. My brother can be a bit …… a. computers.
2. Tim is one of the most …… b. moody.
3. Amy is into …… c. outgoing people I know.
4. Grace has got … d. long, dark hair.
2. Find examples in the two descriptions above that:

say how you know the person • describe the person’s appearance • describe the person’s
personality • describe the person’s activities • introduce the person • give a summary including
an opinion about the person
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age How old is he / she? / What his / her age?

number (years old)
young / middle-aged / old / elderly
he / she is in your early / mid / early 20´s / 30’s …
baby / toddler / child / teenager / adult / senior citizen
height How tall is he / she? / What is his / her height?
he / she is tall / medium-height / small / petite
build /weight What is his / her weight?
he / she is overweight / fat / heavy / medium-build / slim / thin / slender
he / she weighs number kilos
appearance What is he / she like? /What does he/she look like?
beautiful / pretty (women), handsome (men)
general he / she is attractive / good-looking / cute (men & women)
ugly
he / she is pale / sun-tanned
skin / complexion he / she white (Caucasian) / black (African-American) / Asian /
has (got) Hispanic
he / she blue / green / grey / brown + eyes
eyes
has (got) clear ≠ dark + eyes
a square / round / triangular / oval + face
he/ she a big / small / long + nose
face
has (got) big / small + ears
dimples
he/ she a beard / moustache / goatee
other
has (got) wrinkles / freckles / a scar / a mole
clothing, etc, What is he / she wearing?
a dress / trousers / shoes / etc.
he / she is wearing jewelry / earrings / a necklace / a bracelet / etc.
glasses / sun glasses / contact lenses
character or personality What is he /she like?
quiet / calm ≠ talkative / lively
introvert / shy ≠ outgoing / extrovert
nice / friendly / easygoing ≠ annoying / bad-tempered / aggressive /
hostile / suspicious
talented / intelligent / smart / sensible ≠ silly / stupid / dumb
sad ≠ happy / smiling / cheerful
fun / funny ≠ serious
active / hard-working ≠ lazy
he / she is
strong ≠ weak
selfish / mean ≠ generous
brave ≠ coward
risky ≠ cautious
dangerous ≠ safe
worried / concerned ≠ relaxed
smart / elegant / well-dressed ≠ casually dressed / badly-dressed
ambitious / proud / tired / etc.
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Remember!
Taking about age
* I have twenty years old.  I am twenty years old.
* I have twenty years.  I am twenty years old. I am twenty.
Fun or funny?
Fun se usa para describir algo que nos divierte hacer o algo con lo que lo pasamos bien.
It is fun to play football.
I have fun when I learn English.
I have lots of plans for the weekend, it is going to be fun
Fun se usa como adjetivo.
Joe is fun.
The exhibition was a lot of fun.
Funny se usa normalmente para hablar de cosas que nos hacen reír.
This movie is very funny, I haven’t stopped laughing.
I always laugh at funny jokes.
I like going out with Paul, he is very funny.
Funny también se usa para describir algo que es extraño, o inusual. Los siguientes ejemplos se
habituales en inglés y ninguno de ellos se asocia con la risa. De hecho, tienen un sentido negativo.
I have drunk too much wine, I head feels funny.
There is a funny smell in this room.
What is wrong with David, he is acting funny with me.
This milk tastes funny, how old is it?
Hay que tener en cuenta que funny no es el equivalente de ‘divertido’, sino de ‘gracioso’. Fun se
traduce como ‘divertido’.
Simpático / Sympathetic
El adjetivo ingles sympathetic no significa ‘simpático/a’ sino ‘compasivo’, ‘que muestra empatía’.
El adjetivo español simpático/a equivaldría a adjetivos ingleses como nice, friendly or easygoing.
Describing an object
Being descriptive about something is very important and will be used on a daily basis, particularly
when speaking to a foreigner. There may be a specific object that you like and may want as a present.
You may be recommending it to a friend or colleague. Describing something you have had in the past,
and you are reminiscing about and want the person to know what it is you are talking about. How
would you do this? As above, think of how you would describe it as specifically and clearly as
possible. Is it soft; fragile; rough; hard; strong; weak; flexible; what colour is it; what shape is it?
Dimensions
It is 2m long /wide / high / deep
What is its length / width / height / depth?
Its length / width / height / depth is 2m
How long / wide / high / deep is it?
It has a length width / height / depth of 2m
What is its weight? / How heavy is it? It weighs 2kg. (*It’s 2kg heavy)
Price $$$
How much does it cost? It costs / is €20
Construction materials
It is made of ...
steel / leather / rubber / fibreglass / nylon /
What’s it made of? gold / cardboard / wool / ceramic / wood /
plastic / polystyrene / glass / wax / paper /
polythene / foam rubber / cotton / aluminium
The type or sort
What type / kind / sort of … / is it / does it
use / have?
Available options
What sizes / colours does it come in?
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Explaining how something works

When you pull down on the ring, the load rises
If you press down on one end, the other end rises.
The wind makes the blades rotate.
a. wheel a. slot
b. bell b. pulleys
c. rope c. beam
d. turbine d. ring
e. air bag e. chain
f. gauge f. shelf
g. plunger g. support
h. golf ball h. bracket
i. golf driver i. platform
j. string j. rim
When everyone is ready the first technician pulls the string and rings the bell. Then the second
technician cuts the rope and the wheel spins round. The golf driver hits the ball at the plunger
and pushes the plunger into the bag of air. Some air escapes and turns the turbine. The gauge
indicates the estimated distance of the shot.
Explaining purpose or use

You can take photographs with it
can + infinitive You can use this Palm program to store the names and
addresses of your customers.
It’s for taking photographs
for + -ing
This spanner is for tightening or loosening the nuts.
It enables James to take photographs
enable + person + to infinitive
This key enables you to open and lock the car doors remotely.
It is used for taking photographs
(used) for + -ing
A gauge is used for measuring the oil pressure.
It is used to take photographs
used + to infinitive
A lever is used to raise or lower heavy equipment
used + as + noun It is used as a body armour
Some useful verbs

widen ≠ narrow lengthen ≠ shorten sharpen enlarge strengthen ≠ weaken
raise ≠ lower pivot spin rotate speed up reverse
tighten ≠ loosen screw push ≠ pull rise ≠ fall fill up press
Describing objects
The class they belong to a device, a part, a type of ... , a piece of ...
Adjectives long, rotating, electrical, mechanical, cylindrical, sliding
Components or features has a plug, with a bump on one side
Locations or connections is located between, connects, attaches, fits tightly inside
What things do creates, moves up and down, rotates, allows, prevents
for draining off the oil, used to convert circular motion into up and
Purpose
down motion
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Describing a photograph
Look at the two pictures below. What are they pictures of?
I would say that the first one is a picture of a little girl listening to music with headphones and the
second one is a Chinese doll that looks like it is wearing headphones.
Make assumptions
Then you want to describe as much as you can. This is where you have to use your imagination to
make assumptions. I think... / Maybe... are great ways to start talking and to compare photos. For
example:
The girl could be listening to classical music to improve her mind. Maybe her mother makes her
listen to music...or maybe she just listens for fun. Maybe she is listening to music on a train to pass
the time. Maybe it isn’t even music at all. Maybe she is learning a language....a CD course
perhaps.
Get creative.
It is best to think about the WHO WHAT WHERE WHEN WHY HOW of each picture. Think about the
subject, environment, time of day, weather, location, culture...this will give you ideas to keep you
taking. Imagine something crazy and work it into the picture.
For example the Chinese doll could be a new toy that someone received on their birthday. It might
run on batteries and it might play music. On the other hand maybe it is just a play figure that kids
can play with. Maybe the headphones are removable and can be used as speakers.
Compare ideas
In terms of getting your sentences longer, try to tie your ideas together. Say one thing and then
contrast it with another.
The girl is listening to fun music...or maybe I am wrong maybe she is learning a language.
Use personal stories

Use your stories and examples from your life to speak more. People are much more comfortable
talking about their experiences, so talk about yourself. For example when describing the girl listening
to headphones you could say:
The little girl is wearing headphones, like the ones my dad had when I was about 6 years old. I
remember he used to use them to play the electric key board without bothering my mom. When I
wore those headphones some of the black plastic would come off and get stuck on my ears and
face. They were huge headphones...not like the ones you can buy today...
Talking about examples about your life while still describing the pictures...of a girl with headphones but
you are more relaxed and comfortable.
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Describing a scene (i)
LOCATION
(Describe where things are in the picture)
What can you see in the picture?
Remember to use the position language you
Where are things placed in the picture?
have learnt so far in order to do it in a proper
way.
PLACE Where is it?

(mention something about the place) What’s the place / scenery like?
ACTION
What are the people doing?
(describe what is happening )
PEOPLE
(speculate about the characters ) What are the people like?
Talk about people s appearance, clothes, What are they wearing ?
relationship. If there is not a main character, How are they related?
focus on the group
IDEAS & OTHER DETAILS What has happened?

(speculate about the scene) What do you think will happen next?
Give extra information about the scene to add What is the weather like?
further details to your description What else can be interesting in the picture?
How do they look?

IMPRESSION
What is his/her emotional state?
(give some impressions and opinions)
What are they thinking/talking about
takes after to tell she has got looks

might the background would say can’t be
maybe shows perhaps looks like
it looks as though could be make it out
This photo (1) ................................ a young mother and her two

kids. I (2) ................................ they must be from somewhere in
South America. (3) ................................ they’re in a crowded
market, although it is difficult (4) ................................ , because you
can’t see much of (5) ................................ . The mother has her hair
up in a bun and a roundish face. She (6) ................................ fed
up, but this (7) ................................ because she’s tired. (8)
................................ she’s had a busy day shopping. The child with
its arm around her neck (9) ............................ a little boy. It seems
he‘s aware of the camera. The little girl (10) ................................
more than three. She’s a little plump, but you can see that she
really (11) ................................ her mother. (12)
................................ her mother‘s mouth and the most beautiful
almond-shaped eyes. She’s holding something in her hand ... I can’t
really (13) ................................ . It (14) ................................ be a charm or (15) ............................
it’s a crucifix.
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In the military we use the SALUTE format to give information.

SALUTE Size + Activity + Location + Size + Time + Unit
Match the headings with the questions:

activity equipment location size time unit
1 ........................................................ How many people are there?
2 ........................................................ What is happening?
What are they doing?
Where are they going?
3 ........................................................ Where does this situation happen?
4 ........................................................ Military: What uniform / insignia are they wearing?
Civilians: What clothes are they wearing?
5 ........................................................ What time of day is it?
6 ........................................................ What type of vehicles are there?
What type of weapons are they carrying?
In this picture there is a group of

runners taking part in a race in a
city street. It looks like a big event.
There are a lot of people watching
and there are a lot of banners and
signs in the background. Perhaps
it’s a long-distance race or a
marathon. All the runners in the
picture are men, so perhaps it’s a
men’s race. In the center of the
picture, one runner has stopped to
help another runner, who is sitting
on the ground. The man on the
ground is wearing an orange shirt.
Perhaps he has cramp or is
exhausted. A medic or official in a
yellow jacket is running towards him, perhaps to help him or to see if he is ok. The other runners
look tired – perhaps it’s nearly the end of the race. I think the race is being held in the evening.
There are long shadows on the road. There are also some leaves on the road, so I think it could be
in the autumn, when the weather is cooler and perfect for running
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Provide a brief definition of the picture

Describe the people you see
what they are like
what they are wearing
what their jobs/personalities might be
what they are doing
where they are / could be
Describe the objects / mechanisms / machines you see
what dimensions they are
what parts / components they have
what type of object / mechanism / machine it is/could be
how it works
how well it operates
how it can be improved
what benefits it can provide
what advantages and disadvantages it has
Describe what is / might be happening
Summarize the description
Introduction
Give a general overview of what the picture is about (WHERE + WHAT)
This picture was probably taken at .......
It shows ................
Description & Interpretation

Be organised and systematic.
Focus on the most important part of the picture first and move around the picture.
The central focus of this picture is….
In the foreground / middleground / background…
On the left / right of the picture…
In the top left corner / bottom right corner of the picture, a man ...
Use a wide and suitable range of vocabulary to describe age, facial expression, clothes or hairstyle of
the characters
Interpretation of People
What do the facial expression and body language of a character tell you about:
a. how he is feeling or thinking?
b. what he intends to do?
c. his relationship with the others in the picture?
Interpretation of Place and Objects

What kind of place is this?
Why are the people there?
What do the objects tell you about?
What had happened earlier?
What is happening now?
What will happen later?
What is the weather like?
What is the time of the day?
Some useful structures

From her facial expression, I can assume that…
From the wrappers on the floor, I can tell that…
I believe…
Perhaps this man is about to…
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Exam tips
Practice!
Knowing what’s in the exam doesn’t mean that you can do it. So you need to practise NOW. When
you’re in class, maximise any opportunities to speak with your teacher or classmates by:
 responding to what your teacher or classmates say
 starting a discussion point yourself
 trying to work towards an outcome. eg instead of saying “I agree”, say MORE: “I agree because
……. and not only that, ….”
In addition, join in discussions in English in class and with friends or any people you speak in English
with: agree, disagree, ask follow up questions, give your opinion, start new discussions, interact!
The most important thing is to start practicing and compare photos EVERY DAY from now until the
exam. Do this for a minimum of 15 minutes.30 minutes is best. If you get your mind use to doing the
activity you will find that during the exam you will not struggle to find ideas. Your ideas will come to
your mind quickly and with little effort.
Give your opinion

Remember you may also be asked to give your opinion on the content of the picture or topics related
to it. To start with, here are some expressions you can use.
In my opinion As far as I m concerned
As I see it I would say that
If you ask me Personally
I suppose/believe/think/guess From my point of view
Get an opinion!
Keep asking yourself: “what do I think?”
Read the newspaper. Watch the news. Listen to what people around you are saying. How would you
respond to the problem that is being discussed? In short, get an opinion!
Listen!
In order to be a good speaker, you need to be a GOOD LISTENER. During the speaking test you
have to listen to and follow instructions from the examiner. If you don’t listen properly you might
jump in and answer a different question.
Say calm and follow the conversation. Don’t keep jumping ahead to what you think the next
question might be.
In the oral English, if you jump in with an answer, even in perfect English, but it’s not the answer to
the question, you won’t impress the examiner.
Q: Why are you learning English?
A: I have been learning English since I was five years old. (Beautiful English, but is this
the answer to the question? Was the candidate listening?)
Speak up!
In exams, there are two examiners: an assessor and an interlocutor. The assessor usually sits
apart from the candidate and does not take an active part in the test. He or she just listens.
It is therefore important to speak up! Don’t mumble your answer; don’t look down as you speak.
LOOK UP AND SPEAK OUT and be heard by everyone!
Remember! The examiners are not looking for perfect English in your Oral English Test. They are
looking for evidence that you are at that level – to do your best, you must SHOW them your level of
English, SHOW them how good you are.
5 Tips:
 Don’t give yes/no answers
 Explain ‘why’
 Keep going
 Speak up!
 Listen
The oral English test is your chance to show that you can speak and communicate in English. Take
the opportunity! Give full answers, listen to the questions you are being asked. Don’t focus on being
perfect; focus on communicating with the examiner and the other candidate. You might even enjoy
yourself. Good luck!
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Exam Preparation
Exam Preparation 205

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Reading Comprehension
1. Multiple choice
You are going to read an extract from a novel. For questions 1 – 8, choose the answer (A, B, C
or D) which you think fits best according to the text.
I shifted uncomfortably inside my best suit and eased a finger inside the tight white collar. It was hot in
the little bus and I had taken a seat on the wrong side where the summer sun beat on the windows. It
was a strange outfit for the weather, but a few miles ahead my future employer might be waiting for
5 me and I had to make a good impression.
There was a lot depending on this interview. Many friends who had qualified with me were
unemployed or working in shops or as labourers in the shipyards. So many that I had almost given up
hope of any future for myself as a veterinary surgeon.
There were usually two or three jobs advertised in the Veterinary Record each week and an average
10 of eighty applicants for each one. It hadn’t seemed possible when the letter came from Darrowby in
Yorkshire. Mr S. Farnon would like to see me on the Friday afternoon; I was to come to tea and, if we
were suited to each other, I could stay on as his assistant. Most young people emerging from the
colleges after five years of hard work were faced by a world unimpressed by their enthusiasm and
bursting knowledge. So I had grabbed the lifeline unbelievingly.
15 The driver crashed his gears again as we went into another steep bend. We had been climbing
steadily now for the last fifteen miles or so, moving closer to the distant blue of the Pennine Hills. I had
never been in Yorkshire before, but the name had always raised a picture of a region as heavy and
unromantic as the pudding of the same name; I was prepared for solid respectability, dullness and a
total lack of charm. But as the bus made its way higher, I began to wonder. There were high grassy
20 hills and wide valleys. In the valley bottoms, rivers twisted among the trees and solid grey stone
farmhouses lay among islands of cultivated land which pushed up the wild, dark hillsides.
Suddenly, I realised the bus was clattering along a narrow street which opened onto a square where
we stopped. Above the window of a small grocer’s shop I read ‘Darrowby Co-operative Society’. We
had arrived. I got out and stood beside my battered suitcase, looking about me. There was something
25 unusual and I didn’t know what it was at first. Then it came to me. The other passengers had
dispersed, the driver had switched off the engine and there was not a sound or a movement
anywhere. The only visible sign of life was a group of old men sitting round the clock tower in the
centre of the square, but they might have been carved of stone.
Darrowby didn’t get much space in the guidebooks, but where it was mentioned it was described as a
30 grey little town on the River Arrow with a market place and little of interest except its two ancient
bridges. But when you looked at it, its setting was beautiful. Everywhere from the windows of houses
in Darrowby you could see the hills. There was a clearness in the air, a sense of space and airiness
that made me feel I had left something behind. The pressure of the city, the noise, the smoke –
already they seemed to be falling away from me.
35 Trengate Street was a quiet road leading off the square and from there I had my first sight of Skeldale
House. I knew it was the right place before I was near enough to read S. Farnon, Veterinary Surgeon
on the old-fashioned brass nameplate. I knew by the ivy which grew untidily over the red brick,
climbing up to the topmost windows. It was what the letter had said – the only house with ivy; and this
could be where I would work for the first time as a veterinary surgeon. I rang the doorbell.
1. As he travelled, the writer regretted his 3. The writer uses the phrase ‘I had grabbed
choice of the lifeline’ (line 15) to show that he felt
A seat. A confident of his ability.
B clothes. B ready to consider any offer.
C career. C cautious about accepting the invitation.
D means of transport. D forced to make a decision unwillingly.
2. What had surprised the writer about 4. What impression had the writer previously
the job? had of Yorkshire?
A There had been no advertisement. A It was a beautiful place.
B He had been contacted by letter. B It was a boring place.
C There was an invitation to tea. C It was a charming place.
D He had been selected for interview. D It was an unhappy place.

Lengua Inglesa II
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5. What did the writer find unusual about 7. How did the writer recognise Skeldale
Darrowby? House?
A the location of the bus stop A The name was on the door.
B the small number of shops B It had red bricks.
C the design of the square C There was a certain plant outside.
D the lack of activity D It stood alone.
6. What did the writer feel the guidebooks 8. How did the writer’s attitude change
had missed about Darrowby? during the passage?
A the beauty of the houses A He began to feel he might like living in
B the importance of the bridges Darrowby.
C the lovely views from the town B He became less enthusiastic about the
D the impressive public spaces job.
C He realised his journey was likely to
have been a waste of time.
D He started to look forward to having the
interview.
2. Gapped text
You are going to read an extract from a novel. For questions 1 – 8, choose the answer (A, B, C
or D) which you think fits best according to the text.
At the age of seven I had learnt to ski and by fourteen I was competing internationally. When I was
eighteen a close friend was injured in a ski race, and as a result, I gave up competitive skiing. To fill
the gap that skiing had left I decided to swap two planks of wood for two wheels with big tyres.
My first race was a cross-country race in 1995. It wasn’t an amazing success. 1 After entering
a few more cross-country races, a local bike shop gave me a downhill bike to try. I entered a downhill
race, fell off, but did reasonably well in the end, so I switched to downhill racing.
I think my skiing helped a lot as I was able to transfer several skills such as cornering and weight-
balance to mountain biking. This year I’m riding for a famous British team and there are races almost
every weekend from March through to September. 2 In fact, there’s quite a lot of putting up
tents in muddy fields.
Last season I was selected to represent Great Britain at both the European and World
Championships. Both events were completely different from the UK race scene. 3 I was totally
in awe, racing with the riders I had been following in magazines. The atmosphere was electric and I
finished about mid-pack.
Mountain biking is a great sport to be in. People ask me if downhill racing is really scary. I say, ‘Yes it
is, and I love it.’ Every time I race I scare myself silly and then say, ‘Yeah let’s do it again.’ When
you’re riding well, you are right on the edge, as close as you can be to being out of control. 4
However, you quickly learn how to do it so as not to injure yourself. And it’s part of the learning
process as you have to push yourself and try new skills to improve.
Initially, downhill racing wasn’t taken seriously as a mountain-biking discipline. 5 But things are
changing and riders are now realising that they need to train just as hard for downhill racing as they
would do for cross-country.
The races are run over ground which is generally closer to vertical than horizontal, with jumps, drop-
offs, holes, corners and nasty rocks and trees to test your nerves as well as technical skill. At the end
of a run, which is between two and three minutes in this country your legs hurt so much they burn.
6 But in a race, you’re so excited that you switch off to the pain until you’ve finished.
A lot of people think that you need to spend thousands of pounds to give downhill mountain biking a
go. 7 A reasonable beginner’s downhill bike will cost you around £400 and the basic equipment,
of a cycle helmet, cycle shorts and gloves, around £150. Later on you may want to upgrade your bike
and get a full-face crash helmet, since riders are now achieving speeds of up to 80 kilometres per
hour.
A I’ve fallen off more times than I care to remember.

B I usually have to stop during practice sessions.
C The courses were twice as long and the crowds were twice as big.
D I’m not strong enough in my arms, so I’ve been doing a lot of upper-body training this year.
E The attitude was: how much skill do you need to sit on a saddle and point a bike in the same
direction for a few minutes?
F I finished last, but it didn’t matter as I really enjoyed it.
G Nothing could be further from the truth.
H It’s not all stardom and glamour, though.

Lengua Inglesa II
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3. Multiple matching
You are going to read a magazine article about people who collect things. For questions 1 – 15,
choose from the people (A – D). The people may be chosen more than once
A Ron Barton shares his home with about 200 sewing machines. His passion began when he was
searching for bits of second-hand furniture and kept seeing ‘beautiful old sewing machines that were
next to nothing to buy’. He couldn’t resist them. Then a friend had a machine that wouldn’t work, so
she asked Barton to look at it for her. At that stage he was not an authority on the subject, but he
worked on it for three days and eventually got it going.
Later he opened up a small stand in a London market. ‘Most people seemed uninterested. Then a
dealer came and bought everything I’d taken along. I thought, “Great! This is my future life.” But after
that I never sold another one there and ended up with a stall in another market which was only
moderately successful.’
Nowadays, he concentrates on domestic machines in their original box containers with their
handbooks. He is often asked if he does any sewing with them. The answer is that, apart from making
sure that they work, he rarely touches them.
B Janet Pontin already had twenty years of collecting one thing or another behind her when she
started collecting ‘art deco’ fans in 1966. It happened when she went to an auction sale and saw a
shoe-box filled with them. Someone else got them by offering a higher price and she was very cross.
Later, to her astonishment, he went round to her flat and presented them to her. ‘That was how it all
started.’ There were about five fans in the shoe-box and since then they’ve been exhibited in the first
really big exhibition of ‘art deco’ in America. The fans are not normally on show, however, but are kept
behind glass. They are extremely fragile and people are tempted to handle them. The idea is to have,
one day, a black-lacquered room where they can be more easily seen.
Pontin doesn’t restrict herself to fans of a particular period, but she will only buy a fan if it is in
excellent condition. The same rule applies to everything in her house.
C Sylvia King is one of the foremost authorities on plastics in Britain. She has, in every corner of her
house, a striking collection of plastic objects of every kind, dating from the middle of the last century
and illustrating the complex uses of plastic over the years.
King’s interest started when she was commissioned to write her first book. In order to do this, she had
to start from scratch; so she attended a course on work machinery, maintaining that if she didn’t
understand plastics manufacture then nobody else would.
As she gathered information for her book, she also began to collect pieces of plastic from every
imaginable source: junk shops, arcades, and the cupboards of friends. She also collects ‘because it is
vital to keep examples. We live in an age of throw-away items: tape-recorders, cassettes, hair dryers –
they are all replaced so quickly.’
King’s second book, Classic Plastics: from Bakelite to High Tech, is the first published guide to
plastics collecting. It describes collections that can be visited and gives simple and safe home tests for
identification.
King admits that ‘plastic is a mysterious substance and many people are frightened of it. Even so, the
band of collectors is constantly expanding.’
D As a boy, Chris Peters collected hundreds of vintage cameras, mostly from jumble sales and
dustbins. Later, when the time came to buy his first house, he had to sell his valuable collection in
order to put down a deposit. A few years after, he took up the interest again and now has over a
thousand cameras, the earliest dating from 1860.
Now Peters ‘just cannot stop collecting’ and hopes to open his own photographic museum where
members of the public will be able to touch and fiddle around with the cameras. Whilst acknowledging
that the Royal Camera Collection in Bath is probably more extensive than his own, he points out that
so few of the items are on show there at the same time that I think my own personal collection will
easily rival it.’

Lengua Inglesa II
2015-2016
Which person
had to re-start their collection? 1.
has provided useful advice on their subject? 2.
was misled by an early success? 3.
received an unexpected gift? 4.
admits to making little practical use of their collection? 5.
regrets the rapid disappearance of certain items? 6.
is aware that a fuller collection of items exists elsewhere? 7.
has a history of collecting different items? 8.
performed a favour for someone they knew? 9.
is a national expert on their subject? 10.
is aware that they form part of a growing group? 11.
insists on purchasing top-quality items? 12.
noticed items while looking for something else? 13.
has to protect their collection from damage? 14.
would like to create a hands-on display of their collection? 15.
4. Multiple choice
You are going to read an extract from a writer’s journal. For Questions 1-8, choose the correct
answer A, B, C or D.
Six months ago I made a rash promise. The
leader of the youth club in our village rang me I needn’t have worried of course as it turned out
in March saying, “We’re thinking of running a to be a marvellous day. We watched
children’s playscheme for a day in October half- entertaining dvd clips, learned ‘action’ songs,
5 term. Would you be prepared to help?” My 40 made clay pyramids, decorated biscuits, played
response was “Sure, why not?” In truth I was a memory games and spent some time in quiet
little flattered to be asked, even though working reflection. I say ‘we’ because I rediscovered my
as a care assistant with old people hardly inner child and joined in all the activities.
qualified me for the role. Still, I duly put the date The particular highlight for me was the final
10 in my diary and of course I forgot all about it. I 45 rendition of “He’s got the whole world in his
don’t know if you’ve noticed this but time has a hands” in the closing part of the day. The
habit of speeding along faster than a police car children knew the words and actions off by
chasing a robber and, before I knew it, the day heart and sang so loudly it was almost enough
was dawning. to bring the roof down. It’s difficult to explain
15 I arrived at the youth centre that morning feeling 50 those moments; only that the body tingles with
full of trepidation. There was a gang of 12 the pleasure of having witnessed something so
helpers including me and each pair had been magical.
allocated a particular age group. Mine was the Of course there were also moments of great
10 to 11 year olds. Even with the planning poignancy. I found it difficult to stop thinking of
20 meeting I had attended the week before, I 55 one little girl, who mentioned oh-so-casually
worried about whether I was up to the task. that her mum was in hospital and would be
Why hadn’t I read through the copious lesson there for a long time. It’s easy for us adults to
plans we were given beforehand? And wasn’t idealise childhood and forget that some children
the average 10-year-old more interested in the have their own burden of anxieties and
25 latest Play Station game than making things 60 concerns. When I got home utterly exhausted,
with paper and glue? still with modelling clay under my fingernails, I
All too quickly the children began arriving. The reflected on what a privilege it had been.
look of relief on parents’ faces as they handed There was one disappointment for the children
their offspring over to us was quite comical. A and that was that the playscheme was only
30 handful of the children were already members 65 running for a day, and not the whole week. As I
of the club but the other forty five or so were said farewell to my group, one of the children
from the local primary schools. Again I asked turned and said “Can we do it again in the next
myself why I had elected to spend a day with all holiday, Miss?” My response was, “Sure, why
these ‘little monsters’ especially when I have not?
35 two all of my own to contend with!

Lengua Inglesa II
2015-2016
1. When the offer of the job was made the 5. The writer needn’t have worried because
writer a. the children were quiet during the day.
a. felt she had made a mistake to agree. b. the children weren’t doing messy activities.
b. thought she had appropriate experience for c. she had fun herself.
the job. d. the time passed quickly.
c. believed she shouldn’t have been asked. 6. The writer’s best moment
d. gave the impression she wasn’t sure about a. occurred in the middle of the day.
accepting the job. b. took her by surprise.
2. When the day arrived the writer was c. was hard to put into words.
surprised d. was when the day was over.
a. that the day had come round so quickly. 7. According to the writer, adults
b. because she’d forgotten to write down the a. think that being a child is a privilege.
date. b. sometimes forget that children have
c. because she witnessed a car chase on the worries too.
way. c. are usually exhausted by bringing up their
d. that she woke up at dawn. children.
3. When the writer arrived to start her job she d. don’t have a stressful life.
a. put the children into pairs. 8. What is the writer’s attitude by the end of
b. realised she should have done more the day?
preparation. a. She could imagine doing the job again next
c. felt confident she could deal with 10 and time.
11 year olds. b. She was sad to say good bye to the
d. saw the children had brought their own chidlren.
electronic games to play with. c. She was disappointed with the experience.
4. According to the writer, the parents were d. She hopes the playscheme will be longer
a. happy to stay with their children all day. in future.
b. worried about children from the other
schools.
c. nervous that their children might not
behave themselves.
d. glad to leave their children.
5. Gapped text
You are going to read a magazine article about John Prince, a dancer, dance teacher and
choreographer. Seven sentences have been removed from the article on the left. Choose the
most suitable sentence from the list A-H on the right for each part (1-7) of the article. There is
one extra sentence which you do not need to use.
Career success in the arts

John Prince, famous dancer and choreographer, gives advice on how to succeed in a career in
the arts.
I asked John how he got started and what requirements there are. “Well, to be a professional dancer
it’s useful to have had acting lessons or some background in drama. If you want to succeed in musical
theatre you have to have a good singing voice as well. When you approach an agent you should take
a portfolio with your CV, your statistics sheet and some good photos and reviews of past
performances. You’ll need dance clothes, ballet shoes, tap shoes, and even roller skates depending
on what kind of show you are going to go for.”
1
“Of course, you need to be extremely fit if you want to be a professional dancer. I dance or move
about for about six hours a day. There are great health benefits to being a dancer. I can eat a lot of
pasta without gaining weight because dancing increases your metabolism so much.”
2
John has a very busy schedule in the next few months. He took time out to speak to me today from
the making of a pop video to promote N-ergy’s latest record. “I choreographed the dance routine for
the boys and they only had 2 days in which to learn it! I am going to be working on a video for another
well known band - but that’s top secret. Next month I’ll be touring Spain in a production of a musical
that was written by a friend of mine, Michaela Evans.
3

Lengua Inglesa II
2015-2016
As for the future, I’ve come to realise that I would never be content to be just a chorus dancer - I’m too
much of an individual for that. Like all artists I’d love to become a household name by writing and
choreographing my own musicals.”
John was born in Jamaica to a Jamaican father and a Scottish mother but the family emigrated to
England 20 years ago. “I have a little sister I adore, who is also training to be a dancer.” How does it
feel to have someone else following in your footsteps?
4
Has he much more to learn, I wondered. “I’ve spent an incredible amount of my life training to get
where I am. I went to college for two years in England, I trained for six months in Paris and about eight
months in America. But you never really stop training or learning your art.”
5
So, would you say it’s been plain sailing? “I feel I’ve been lucky to a degree; many people hit problems
breaking into the arts. It can be a vicious circle really. You can’t become a member of Equity, which is
the actors’ and dancers’ union, without good contracts. and you can’t get good contracts without being
a member of Equity. My advice to people who want to get into the arts would be to go out into the
world, and try everything else first.
6
What has a dance career done for you as a person? “Thanks to dancing, I’ve visited and performed in
23 countries so far. This has opened my eyes to the world, and I’ve been able to understand issues
like racism and inequality from a wider perspective.
7
“So all in all I’m really happy to be a dancer!”
A It's fine, but I try not to give out too much advice as it gets irritating!
B And if nothing you like comes out of it, then come back and be an actor or dancer.
C Without a strict daily timetable like this you find yourself wasting too much time.
D After that it's back to England to start a new term of dance classes.
E Hopefully this has enabled me to become a better and more tolerant person as a result.
F When it comes to coping with stress, I find that exercise helps me to cope with my problems, so
I stay in good shape mentally as well.
G Like any profession where you're always travelling, you tend to acquire something new almost
every day.
H Being fully equipped with all this stuff beforehand makes it easier when you go for auditions.
6. Multiple Matching
You are going to read a selection of letters from a motoring magazine. For questions 1-15,
choose from the people (A-E). The people may be chosen more than once.
Which person(s) ...

1) had a parent who was accused of driving dangerously? 1.
2) bought a car? 2.
3) drove his girlfriend’s dad’s car? 3.
4) drove alone without a license? 4.
5) had to defend one of their parents? 5.
6) drove the family car without permission? 6.
7) was teaching someone to drive? 7.
8) paid for driving lessons? 8.
9) had no driving instruction from their father? 9.
10) was punished for their actions? 10.
11) was given driving lessons by a member of their family? 11.
12) was considering taking driving lessons? 12.
13) advises against being taught to drive by a friend or family member? 13.
14) was given a treat for passing their test? 14.
15) used to make their father nervous? 15.

Lengua Inglesa II
2015-2016
Your Letters
B
This month we feature your early driving My most unfortunate driving experience
experiences. happened ages ago, before I'd actually
passed my driving test. My girlfriend's father
A
used to let her borrow his car whenever we
I'd been taking lessons for a year before I
were going to the cinema or something.
passed my driving test at the age of eighteen,
Anyway, I'd been thinking about learning to
but my dad never gave me any help. Even
drive and I persuaded her to let me have a go.
after I'd passed he never let me use the car.
We took the car down to the beach on the
So I used to take my dad's keys before
sand where no one could see us and she let
leaving the apartment block where we lived
me take the wheel. We were having such fun
and would run round to the car park at the
that we didn't notice the tide was coming in
back where my father left the car at night. He
until the car was actually swimming in the
hardly ever used the car after getting in from
water. We had to leave the car where it was
work. I used to go and see my girlfriend or just
and catch the bus back to tell her dad. By the
drive around and then come back and leave
time the three of us returned, the car was
the car in exactly the same place. One night
almost covered in water. Needless to say, her
though, I got back at around ten thirty only to
father wasn't too pleased. The funny thing is
find there were no parking spaces left. I
her dad ended up selling me the car after I
suppose because I went in and told my dad
passed my test.
the truth straight away he was quite good
Carl
about it. Although he did stop my allowance
for four weeks.
Terry
D
My advice about learning to drive would be to
C have proper lessons from a qualified
I was teaching my mum to drive and we were instructor and never to let a friend or family
coming down a rather narrow road which had member try to teach you. It's a guaranteed
cars parked on both sides. Suddenly, from way to spoil a good relationship. Every
nowhere there was a young man on a bike Sunday, when the traffic was quieter, my
coming towards us. Mum slammed the brakes father would pick me up and take me for a
on but she crashed into us, landed on the car drive along the streets of our hometown and
and then rolled off. My mother and I both give me a lecture on how to drive, explaining
jumped out of the car to see if he was all right. everything he was doing and why. Eventually
Fortunately, he stood up and said he was OK, it was my turn to have a go. My dad was so
just a little shaken. My mum offered to give nervous that he panicked before I'd even
him some money for the repair of the bike, started up the engine. He used to shout at
and then an old lady came along. When she the slightest mistake, and when the lesson
saw what had happened, she began shouting was finally over he'd come home and have a
at my mother, saying she must have been large glass of whisky to calm down.
driving too fast and that it was a bad example Karen
to set her young daughter. Poor old mum
didn't say a word and I had to explain that she
was still learning to drive
Sarah
E
I didn't start learning to drive until I was twenty one. I'd spent lots of money on lessons but I was a
terrible driver, I must admit. The first time I took my driving test nobody expected me to pass. But
after failing another four times the pressure was really on. I took my test for a sixth time and failed
yet again, but I was too embarrassed to admit it to my family, so I just pretended that I'd passed
after all. My family were delighted and my mother went out and bought me a car the next day. I
didn't know what to do so I just got in and drove. I continued to drive - illegally - for three months.
Fortunately I was never stopped by the police and the next time I took my driving test I passed.
Mike

Lengua Inglesa II
2015-2016
7. Multiple choice
You are going to read an article about online safety. For questions 1-8, choose the answer (A,
B, C or D) which you think fits best according to the text.
BE WEB WISE
Protect your computer, by all means, but don’t forget to protect yourself, advises web safety
expert, Amanda Knox
We’re always being urged to stay safe online. But in an era where the internet is part of our everyday
lives - for work, fun, study, shopping, even managing finances - it’s not always easy to spot the
dangers. Web safety expert, Amanda Knox, explores some of the issues lurking in cyberspace.
Her first piece of advice is to install software and a firewall to protect your computer from viruses,
5 hackers and criminals who want to steal your data or financial information. “Think of these as your first
line of defence,” says Amanda.
So much for protecting yourself against intruders, but what about other problems? Say you’ve
accidentally deleted an important file or you’ve been at the mercy of a natural disaster. Katy Marsh
runs an online photography business from home and when a fire destroyed part of her house it could
10 easily have spelled ruin for her business too. “Luckily I keep a regular back-up of my data so it wasn’t
a catastrophe.” Amanda advises that while back-ups are good to have we must ensure we protect our
computers to start with.
Whilst most of us are aware of the need to protect our computers, it seems we’re more lax when it
comes to looking out for ourselves, at least according to a recent web awareness survey. Web safety
15 specialists say better personal awareness is needed and this is due in part to the rise of ‘Social
Networking’ sites like ‘Bebo’, ‘MySpace’ and ‘Facebook’, which allow us to connect with people around
the world with similar interests and professional backgrounds. Chris Simpson, a computer
programmer, learnt the hard way. “I joined a free online networking group in the hope of making some
professional contacts to help me find a new job. After a month, one of my online contacts invited me to
20 take out a subscription to a club that promised access to a network of job recruiters. It turned out to be
a waste of money. I ended up a laughing stock with my mates - they couldn’t believe that someone in
my job could get taken in so easily.” No wonder then that Amanda warns, “It’s easy to get complacent
and let our guard down when we meet someone with the same interests online.”
This brings us to other potential pitfalls. Are the people you meet online who they really claim to be?
25 Can you be sure the person you’re chatting with is in fact a 22-year-old Maths undergraduate from
London and not someone merely masquerading as a student to win your trust? Khaled, a postgrad
from Manchester University, quickly realised that it was unwise of him to post his phone number and
email address in the public forum of an online academic discussion group. He was soon bombarded
with unwanted emails and nuisance phone calls. Yet, it’s astonishing how many highly educated
30 people do this without considering the consequences that anyone in the world could use the
information to make (unwanted) contact.
When networking and joining online communities it’s better to be cautious about the amount of
personal information you share. For example, it isn’t always necessary to use your real name as a
username when registering for a service. You could instead use a pseudonym, or a name that doesn’t
35 give away your real identity to other users. And is it really important to tell the world details about your
school, college or any local clubs you’re a member of? Sometimes it pays to be a little vague and
simply say something like ‘I’m studying at college in Madrid at the moment and I’m a member of a
local tennis club’.
If you do experience problems from another user be prepared to report them for misusing the service.
40 You’ll be doing other users a favour too. And if all else fails, check to see if it is easy to delete your
account and leave the service if you choose to and that you have the option to delete all your details.
A general rule of thumb is not to post any information about yourself that you would not be happy for
the world to know – not just now but in years to come. This includes photographs of yourself,
particularly embarrassing shots of you at that party which you may later regret! It’s not always easy to
45 remove information after it’s been posted so you - not to mention your future employer - may have an
unpleasant surprise a few years down the line.

Lengua Inglesa II
2015-2016
1 In the second paragraph the phrase ‘first 5 Regarding Khaled’s experience, the
line of defence’ suggests something writer is surprised that
A. is the only option. A. people telephone complete strangers.
B. offers protection. B. people don’t think of the results of their
C. is an instruction. actions online.
D. shows weakness. C. university students take part in online
2 The effect of the fire was discussions.
A. worse for Katy’s business than her D. people sent emails to Khaled without
home. asking permission.
B. to ruin Katy’s business. 6 What tip does the writer give for joining
C. not as serious for Katy’s business as it an online community?
could have been. A. Always use a false name.
D. to make Katy start to back up her data. B. Make sure you are properly registered.
3 According to the web awareness survey, C. Limit the information you give to
our attitude to our personal safety is others.
rather D. Tell other users where you’re studying.
A. relaxed. 7 The writer says that you should report
B. concerned. troublesome users
C. positive. A. because other people will benefit.
D. uncertain. B. so you can stop using the service.
4 Chris first joined the networking group C. only if nothing else works.
A. because it promised him a job. D. if you want to delete your own details.
B. in order to make friends and have fun. 8 In the final paragraph, the writer advises
C. to assist him in a job search. people
D. because it didn’t cost him anything. A. not to put photos online.
B. to apply for a job online.
C. not to have any personal information
online.
D. to consider what may cause problems
in the future.
8. Gapped text
You are going to read a magazine article about a type of fruit. Seven sentences have been
removed from the article on the left. Choose the most suitable sentence from the list A-H on
the right for each part (1-7) of the article. There is one extra sentence which you do not need to
use.
Tongue Trickster
Never mind the tongue twister – here’s the tongue trickster Frank Parsons reports on the craze for a
strange type of fruit.
Imagine drinking a glass of pure, freshly-squeezed lemon juice with nothing added. It’s enough to turn
your stomach.
1
I watch as one-by-one they down the drink, tentative at first, and then smiling broadly as they declare,
“It tastes just like grandma’s lemonade.”
Fifty or so people crowd around a table on the rooftop terrace of Larry’s small but swish apartment. I
edge my way forward and arrive at the table that positively groans with the array of food piled high.
2
My host appears at my shoulder, and says, “Here, have this.” This turns out to be a small red berry
about the size of a blueberry, but slightly elongated, the shape of a coffee bean.
He looks at the expression on my face. “It’s known as the miracle fruit. Just put it in your mouth,” he
instructs, “and chew it slightly to separate the pulp from its seed.
3
I obey his command and then discreetly spit the remains into my handkerchief while his glance is
averted.
“Done?” he asks, turning back to me. I nod. He grabs a glass of the lemon juice from a passing waiter
and offers it to me. “Now drink.” I take a small sip, and close my eyes. The guests are right.

Lengua Inglesa II
2015-2016
4
My host states knowingly I have experienced first-hand the phenomenon of the Synsepalum
Dulcificum, or the Miracle Fruit. This small berry has the amazing effect of causing bitter or sour foods
to taste as sweet as sugar candy.
5
When it comes into contact with acidic foods, like vinegar, it starts to behave like a sweetener. A
native fruit of West Africa, the fruit was discovered by western explorers around 1725.
6
Left uncultivated, the miracle fruit grows in bushes reaching six metres in height. It produces crops
twice yearly, usually after the rainy season, and has attractive white flowers.
Despite being around for centuries it is only in recent years that the miracle fruit has been cultivated as
a potential sweetener.
7
Not only that – the fruit can aid patients receiving medical treatment that may leave an unpleasant
taste in the mouth.
A. These range from wedges of fruit, strong cheeses and pickles to plates of Brussel sprouts.
B. It’s like I’ve been transported back to childhood, sitting on the porch with Grandma and her
delicious homemade pop.
C. According to scientists the result happens because of a protein called miraculin.
D. There has been some albeit limited interest from the diet food industry.
E. Then push it around your mouth like you’d do with a piece of gum for about sixty seconds.
F. Yet that is what the guests of host, Larry Walters, are given on their arrival at one of his tasting
parties in an upmarket district of New York.
G. Not everyone is a fan of the berry’s strange effect, however.
H. They first noticed its distinctive property when they saw local people chewing the berry before a
meal.
You are going to read a selection of letters from a problem page in an International English
Language magazine. For questions 1-15, choose from the people (A-H). The people may be
chosen more than once.
Which person:
would appear not to have an English teacher? 1.

doesn’t like studying with people from their own country? 2.
has a job in the UK? 3.
enjoys keeping up with current affairs? 4.
feels that the teacher isn’t doing their job properly? 5.
uses English speaking radio stations to practise English? 6.
had a shock when they visited Britain? 7.
wants to avoid speaking their own language? 8.
wants to speak English like a native speaker? 9.
feels they are the only person with their difficulty? 10.
wonders whether it is rude to correct people when they make mistakes? 11.
worries that their English will cause them problems at work? 12.
had difficulty being understood when they spoke? 13.
is thinking about taking an English exam? 14.
finds it difficult to take part in conversations? 15.

Lengua Inglesa II
2015-2016
This Month’s Letters

See this month’s problems and questions submitted to us by learners of English:
A
I study English for 6 hours per week in secondary B
school. For 1 hour each week we have I’m a 24-year-old business student from Malaysia
conversation classes with a native speaker of and I’ve been attending English classes at night
English where we talk about topics such as school for the past 5 years. Up to now I’ve
drugs, politics and culture. I know it’s a really considered myself to be a good student. Last
good opportunity to practise my spoken English, month I went to Britain to visit my relatives over
but I never make a contribution to the discussion. there and it was awful. People found my
It’s not that I don’t have an opinion, or that I’m pronunciation difficult to follow and I couldn’t
shy, but more that I don’t have the vocabulary to understand them either. What went wrong? My
express my views. I feel really frustrated at the English teacher is very good and I always score
end of the lesson. Nobody else in the group the highest in grammar tests.
seems to have the same problem. Fazlinda
Katalin
C
D
I’m writing to ask your opinion on a matter which
Can you help me? I really want to speak English
is really annoying me. My English teacher never
the right way, with the correct accent. Do you
corrects my mistakes when I am speaking. Isn’t
have any good ideas? I have a particular problem
that her job? How am I going to improve
with sounds like ‘s’. I plan to work in the UK in the
otherwise? Also she’s always telling me that now
future and nobody will take me seriously if my
I’m an advanced student, I should forget all the
English pronunciation is anything short of
rules of grammar that I learnt when I was
excellent.
younger.
Jose
Gunther
F
E
I am an intermediate student of English (I have
I am working as an au pair in London looking
been studying it for 3 years). I’m quite good at
after 2 small children. I love my job but the way
reading and writing but listening is very difficult
that English people speak is a little puzzling. For
for me. My teacher suggested that I listen to the
example, I often hear them say things like ‘more
BBC World Service every day in order to improve
friendlier’, whereas I thought it should be ‘more
my listening. The problem is that it’s hard for me
friendly’. It also seems to be common for them to
to understand every word. Do you have any
say ‘we was’ instead of ‘we were’. Can you
ideas about how to make listening to the radio
explain this? Would it be impolite of me to correct
less difficult? I like listening to the news and
them?
knowing what’s going on in the world.
Lana
Yuki
G
H
I have studied English for 5 years at school but
Could you please give me some advice on a
for the past 6 months I have been doing self-
problem I have at the moment with my English
study using the Internet and books to improve.
studies. I decided to go to the UK to improve my
There are lots of materials to choose but I’m not
English but the college I am studying in at
sure what is best for me and how I should use
present is full of people from my own country.
them. I really would like to take the FCE
Although the teachers tell us we should only try
examination but don’t know how to study on my
to speak in English with each other, it is very
own. Should I take a course in my local school -
difficult to do this, especially in our free time
which is a little expensive for me now - or is it
when we go out together. I am worried that my
possible to prepare for the exam doing self-
speaking will not improve.
study?
Maria
Paula

Lengua Inglesa II
2015-2016
10.Multiple choice
You are going to read a magazine article about crime prevention. Choose the correct answer-
A recent survey of crime statistics shows that we are all more likely to be burgled now than 20 years
ago and the police advise everyone to take a few simple precautions to protect their homes.
The first fact is that burglars and other intruders prefer easy opportunities, like a house which is very
obviously empty. This is much less of a challenge than an occupied house, and one which is well-
5 protected. A burglar will wonder if it is worth the bother.
There are some general tips on how to avoid your home becoming another crime statistic. Avoid
leaving signs that your house is empty. When you have to go out, leave at least one light on as well as
a radio or television, and do not leave any curtains wide open. The sight of your latest music centre or
computer is enough to tempt any burglar.
10 Never leave a spare key in a convenient hiding place. The first place a burglar will look is under the
doormat or in a flower pot and even somewhere more ‘imaginative’ could soon be uncovered by the
intruder. It is much safer to leave a key with a neighbour you can trust. But if your house is in a quiet,
desolate area be aware that this will be a burglar’s dream, so deter any potential criminal from
approaching your house by fitting security lights to the outside of your house.
15 But what could happen if, in spite of the aforementioned precautions, a burglar or intruder has decided
to target your home? Windows are usually the first point of entry for many intruders. Downstairs
windows provide easy access while upstairs windows can be reached with a ladder or by climbing up
the drainpipe. Before going to bed you should double-check that all windows and shutters are locked.
No matter how small your windows may be, it is surprising what a narrow gap a determined burglar
20 can manage to get through. For extra security, fit window locks to the inside of the window.
What about entry via doors? Your back door and patio doors, which are easily forced open, should
have top quality security locks fitted. Even though this is expensive it will be money well spent. Install
a burglar alarm if you can afford it as another line of defence against intruders.
A sobering fact is that not all intruders have to break and enter into a property. Why go to the trouble
25 of breaking in if you can just knock and be invited in? Beware of bogus officials or workmen and,
particularly if you are elderly, fit a chain and an eye hole so you can scrutinise callers at your leisure.
When you do have callers never let anybody into your home unless you are absolutely sure they are
genuine. Ask to see an identity card, for example.
If you are in the frightening position of waking in the middle of the night and think you can hear an
30 intruder, then on no account should you approach the intruder. Far better to telephone the police and
wait for help
1 A well-protected house 5 Gaining entry to a house through a small
a. is less likely to be burgled. window:
b. is regarded as a challenge by most criminals. a. is surprisingly difficult.
c. is a lot of bother to maintain. b. is not as difficult as people think.
d. is very unlikely to be burgled. c. is less likely to happen than gaining entry
2 According to the writer, we should: through a door.
a. avoid leaving our house empty. d. is tried only by very determined burglars.
b. only go out when we have to. 6 According to the writer, window locks,
c. always keep the curtains closed. security locks and burglar alarms:
d. give the impression that our house is a. cost a lot of money but are worth it.
occupied when we go out. b. are good value for money.
3 The writer thinks that hiding a key under a c. are luxury items.
doormat or flower pot: d. are absolutely essential items.
a. is a predictable place to hide it. 7 The writer argues that fitting a chain and
b. is a useful place to hide it. an eye hole:
c. is imaginative. a. will prevent your home being burgled.
d. is where you always find a spare key. b. avoids you having to invite people into your
4 The ‘aforementioned precautions’ refer to home.
steps that: c. is only necessary for elderly people.
a. will tell a burglar if your house is empty or not. d. gives you time to check if the visitor is
b. are the most important precautions to genuine.
take to make your home safe. 8 The best title for the text is:
c. will stop a potential burglar. a. Increasing household crime.
d. will not stop an intruder if he has decided b. Protecting your home from intruders.
to try and enter your home. c. What to do if a burglar breaks into your home.
d. Burglary statistics

Lengua Inglesa II
2015-2016
11.Gapped text
You are going to read a magazine article about Sarah Bryant, an acupuncturist. Seven
sentences have been removed from the article on the left. Complete the text with one of the
options A-H. There is one extra sentence which you do not need to use.
This month in lifestyles we feature Sarah a practising acupuncturist.
I’ve done a lot of travelling in Europe and Asia throughout my adult life and it was whilst I was teaching
in China that I became interested in acupuncture.
1
It was after returning from China and witnessing how successful it had been that I reached the
decision to become an acupuncturist myself. I was lucky to discover that the town where I lived had a
famous and well-reputed college of traditional acupuncture.
Alternative medicine is particularly important for me because I firmly believe that it works on the level
of body, mind and spirit.
2
Of course this medicine is very powerful and can consequently have powerful side effects. Alternative
medicine like acupuncture on the other hand is aimed at treating the person as a whole. When a
person’s ill, there’s something in their life which is putting their energy levels out of balance. What
alternative therapies try to do is help to gradually push that energy back into balance. The result is that
any disease present might naturally disappear as it cannot survive when energies are balanced.
The treatments consist largely of balancing the energy between the different meridians of a person’s
body.
3
Treatment aims to free blocks of energy in these meridians which may be causing ill health and which
may have been there for many years.
It would be an odd state of affairs if a practising alternative therapist had not had treatment themselves
and this is certainly not the case for myself.
4
I’ve never suffered particularly from physical problems but treatment for my mental and spiritual
wellbeing has been very successful.
I’ve treated a wide range of people for various conditions, for example people suffering from stress
and anxiety and helped them to cope with stressful situations in their lives.
5
There’s another woman who suffers from arthritis of the hip and at the moment I’m treating an old lady
who has several health problems, one of them being Parkinson’s Disease. All these people have
found that acupuncture has made them feel more balanced in themselves and they have certainly
benefited from the treatment.
To date I currently own the Licentiate in Acupuncture. This course lasted three years and I had to go
to the college about one weekend in three.
6
I had a large amount of homework to do and practical work, which I did two or three evenings a week.
This entailed locating points on different people. As you can imagine, this isn’t straightforward as
people are different sizes and have different shaped bodies.
In the future I hope to set up an alternative health clinic which will involve myself as an acupuncturist
but perhaps other people as well.
7
I’d like to set this up somewhere in a rural setting, where people could enjoy coming not only for the
treatment but where they would be able to sit and enjoy the scenery, go for walks and basically feel
free from the stresses of life.
A These are twelve acupuncture channels along which energy travels in the human body.
B Also on a physical level I’ve treated a woman for problems with eczema.
C I'd like to work with practitioners of homeopathy, reflexology, aromatherapy and perhaps
counselling.
D There was a lot more to it than that though.
E It is common for people there to have acupuncture treatment, not only if they’re ill but also to
prevent the onset of diseases.
F Contrary to popular belief, having the needles placed in your body is quite painless.
G I’ve had a lot of acupuncture treatment and found it particularly useful.
H This is very different from Western medicine which is supposed to work solely on the body.

Lengua Inglesa II
2015-2016
12.Multiple matching
You are going to read a magazine article about various local campaigns. For Questions 1-15,
choose from the people (A-D).
A Homes For All C New Youth Club
Organisations that help the homeless are Youngsters in the city-centre will lose out on a
warning that people will face even greater much-loved project if substantial funds are not
hardship this winter unless urgent action is taken found this year. The ‘New Youth Club’, which is
to offer shelter to those without a home. This open to young people from the ages of 10 to 17,
warning follows publication of figures showing an is being threatened with closure by Health and
increase in the number of homeless people. Safety officials who claim the building is unsafe.
Susan Evans of the organisation ‘Homes for All’ The club, built 30 years ago, was badly damaged
said: “With a shortage of accommodation, more by heavy storms last year and city engineers
people than ever before - young and old - are estimate that one hundred thousand pounds in
having to sleep rough. A cold winter is predicted needed to repair structural damage. With only
this year which means that these people will have limited funds at their disposal, managers fear the
to put up with sub-zero temperatures. Action club will have to close. Youngsters from the club
must be taken urgently to offer these people have organised an Open Day on Tuesday in an
shelter.” A nationwide demonstration to raise effort to raise some of the money needed to
awareness of the problem will take place this enable the repairs to be undertaken. “This alone
weekend. Supporters welcome. won’t be enough, however” warned Adam Ross,
B Village Protest Youth Leader.
Residents of local village, Shilden, are preparing D Save Lea Valley
for a night of protest to save their village from A rare species of butterfly and many native plants
Government planners. Proposals for a new face extinction if the ‘Lea Valley office complex’
motorway to be built that will run within 2 project goes ahead. This is the claim made by
kilometres of Shilden have caused uproar local environmentalists involved in the ‘Save Lea
amongst residents. They claim that they were Valley’ campaign. They argue that the proposed
given insufficient time to respond to the proposal. development, to be built on the site of woodland
Tony Fellows, spokesperson for the ‘Village dating back hundreds of years, will rob the
Protest’ campaign explains: “The planned route country of several rare species of wildlife. ‘Local
cuts across some of the most picturesque people would be horrified if they knew of the
countryside in the region. Shilden welcomes consequences of this project,’ claimed
thousands of tourists each year. Many of the environmentalist Ian Wilson yesterday. “We need
shopkeepers depend on this trade and would to instigate a local campaign to alert everyone to
almost certainly face ruin if tourists were put off the dangers. We are starting by writing letters to
coming by the damage this road is likely to everyone in the area asking for their support. The
cause”. The all-night protest will take place in the office complex developers must not be allowed to
fields where the building work is likely to begin. do this.”
..... 1 Local businesses could be badly affected.

..... 2 People in the area are not aware of the problem.
..... 3 There are plans to build a brand new building.
...... 4 The campaign supporters do not have to meet together.
..... 5 The problem affects all age groups.
..... 6 The problem was caused by bad weather.
..... 7 If the plan goes ahead it will spoil the look of the area.
.... . 8 The campaign cannot raise enough money on its own.
..... 9 The problem was announced shortly after a report was published.
..... 10 Young people are in danger.
..... 11 Local people are very angry.
..... 12 A meeting will inform people of the problem.
..... 13 People did not have the opportunity to argue against the plan.
..... 14 A demonstration is planned across the country.
.... 15 A fundraising event has been planned.

Lengua Inglesa II
2015-2016
Listening Comprehension
1. Short extracts
You will hear people talking in eight different situations. For questions 1-8, choose the best
answer, A, B or C.
1. You overhear a man talking to a friend C The trip is too expensive.

about a visit to a zoo. What impressed him 5. You hear a man talking about teenagers.
about the zoo? What is the speaker describing?
A The animals’ living conditions are well A where they go in their free time
planned. B how they communicate with each other
B The birds are kept in an aviary. C which networking programs they use
C There is a lot of shade everywhere. 6. You hear a woman talking about her dog.
2. You hear a woman on the radio speaking What is she worried about?
about what she does for a living. What does A someone treating her dog badly
she say about her business? B her dog attacking someone
A She needs more help. C finding someone to walk her dog
B She is thinking of giving it up. 7. You hear a teacher talking about a class
C Her business is profitable. trip. How will most of the students get to the
3. You hear two people talking. What is t heir lake?
relationship? A They will walk.
A They travel to town together. B They will go by bus.
B They work together. C Their parents will drive them.
C They’re neighbours. 8. You hear a man and a woman talking on
4. You hear a man talking to his daughter the phone. What are they discussing?
about a trip she wants to go on. Why is it A an ocean cruise
hard for him to make a decision? B a flight to Jamaica
A He needs more information. C a hotel room
B He’s afraid she’ll be careless.
2. Sentence completion
You are going to hear a radio report about the Edinburgh Festival. For questions 1-10,
complete the sentences with the exact words you hear.
The Edinburgh Festival takes place in the month of 1 ................................................. .
The Festival started in 2 ................................................. when some people decided to organise a
performing arts festival.
At the 3 ................................................. Festival. audiences enjoy the best of theatre, music and dance
from around the world.
After being rejected by the Festival organisers, some 4 ................................................. organised a
separate festival.
The Festival Fringe is held at 5 ................................................. as the International Festival.
In 2008, approximately 6 ................................................. performers participated in the Festival Fringe
shows.
The Fringe organisers think it’s important to give 7 ........................................ an opportunity to perform.
Also included in the Edinburgh Festival are the book festival and the 8 ............................................... .
According to Mark, the best part of the Festival is what happens in 9 ................................................. .
The outdoor entertainment, like magic acts and street theatre, is 10 .................................................
everyone can enjoy it.
You are going to hear five people talk about things they enjoy doing in their free time. Match
each speaker (1 -5) to what he or she says (A-F). There is one extra statement you do not need
to use.
A It took me a while to appreciate it.
B It helped me through a difficult period.
C I enjoy having to be very focused.
D I dislike doing it alone.
E It’s something that really relaxes me.
F I was thrilled to finally succeed at something.

Lengua Inglesa II
2015-2016
4. Multiple choice
You will hear an interview about a computer experiment carried out among poor children in
India. For questions 1-7, choose the best answer, A, B or C.
1. Why was the idea of bringing computers to 5. Dr Mitra gives the example of riding a
poor children so unusual? bicycle to show that
A Many of them have homes with no A children are impatient when learning
running water. new skills.
B They would be unlikely to be interested B formal instruction can help anyone learn.
in computers. C one can learn a new skill by practising it.
C Giving them access to computers 6. Working in groups contributed to the
seemed unrealistic. children’s success because
2. The aim of the experiment was to see if A one child often helped another to solve a
A all children could learn computer skills problem.
on their own. B they were given explanations.
B the quality of computer education could C they were willing to keep trying till they
be improved. succeeded.
C very young children learned more 7. Dr Mitra believes poor children could have
quickly than older ones. a better future if
3. What was a constant feature of the A more jobs were created for them.
experiment? B they learned to use computers.
A the number of children in the group C more teachers were trained in computer
B the types of games that were installed skills.
C the type of locations that were chosen
4. What happened in one particularly poor
village?
A The children were unable to use the
computer.
B The children learned English
vocabulary.
C The teachers in the school got involved.
5. Short extracts
You will hear people talking in eight different situations. For questions 1-8, choose the best
answer, A, B or C.
1. You hear part of a radio programme. What 5. You overhear a man telling a friend about a
kind of programme is it? book he’s reading. How did the man first
A news hear about the book?
B weather A from a shop assistant
C traffic report B from his wife
2. You hear a woman talking about a new C from a critic
shop. What really surprised her? 6. You hear a woman telling a friend about a
A The customers are rich. course she’s taking. How does she like the
B The selection is limited. course’
C The prices are too high. A It is boring.
3. You hear a radio interviewer ask an artist B It is difficult.
about his work. How does the artist feel C It is useful.
when he is painting? 7. You hear somebody talking at a school.
A curious Who is she talking to?
B anxious A parents
C hopeful B teachers
4. You hear a woman talking to a friend about C children
an issue concerning her new flat. How is 8. You hear a man talking on the radio. How
she going to deal with it? does he feel about his career?
A She’ll look for a larger fiat. A unconcerned about his early failure
B She’ll wait till she has more money. B surprised by his success
C She’ll borrow a bed from her friend. C disappointed with his earnings

Lengua Inglesa II
2015-2016
6. Sentence completion
You will hear an interview with a young woman called Mika Lawrence, who volunteered at an
animal refuge called Parque Ambue Ari in Bolivia. Complete the sentences.
Mika went to the animal refuge because she wants to be a 1 ................................................................ .

Volunteers are expected to stay a minimum of 2 ............................................................... at the refuge.
Some of the animals at the refuge used to perform in 3 ......................................................................... .
Animals that are new to the refuge are put 4 ......................................................................... for a while.
Part of the work of some volunteers includes exercising the 5 ............................................................... .
Apart from caring for animals and cleaning up, volunteers also do 6 .......................................................
and build cages.
Long clothes helped protect the volunteers from 7 ................................................................................. .
In Bolivia, most of the rainfall is from 8 ........................................................................................ to April.
Mika worked mainly with 9 ...................................................................................................................... .
The volunteers’ money covers their stay and also helps with 10
..............................................................
of running the refuge.
You will hear five different people talking about preparing food. For questions 1-5, choose from
the list (A-F) the comment that each speaker made. There is one extra letter which you do not
need to use.
A I’m mostly concerned with the quality of the ingredients.

B I find it difficult to organise my meals in advance.
C I think good food is worth waiting for.
D I wish my family were more helpful.
E There’s not much planning in the way I cook.
F I don’t have a problem accepting help when I need it.
8. Multiple choice
You will hear an interview about sporting events that take place in very different climates. For
questions 1-7, choose the best answer, A, B or C.
1. What did the sports in the Nunavut 5. Why has camel racing developed into a
competition have in common? formal sport?
A. They were very unusual. A. It is a good way to make money.
B. They could be held in a small space. B. It helps the local tribes.
C. They demanded great strength. C. It is more exciting than horse racing.
2. How often are the Northern Games 6. Why were children being used as camel
held? jockeys?
A. every year A. They were used to it.
B. every two years B. They needed the money.
C. every six years C. They weighed very little.
3. What is the advantage of the Northern 7. Susan thinks the future of camel racing
Games for the Inuit? depends on
A. They familiarise athletes with sports A. the use of robots.
from other countries. B. adults being used to ride the camels.
B. They teach the young athletes C. people protesting about using
survival skills. children.
C. They help to preserve sporting
traditions.
4. How long can camels go without water
in very hot weather?
A. several months
B. nearly a week
C. a couple of days

Lengua Inglesa II
2015-2016
9. Short Extracts
You will hear people talking in eight different situations. For questions 1 – 8, choose the best
answer, (A, B or C).
1. You hear a young man talking. Why did he 5. You hear part of a lecture about the role of
go back to college? retired people in the economy. What is the
A He needed a better job. lecturer describing?
B He needed an evening activity. A reasons why something is changing
C He needed new skills. B errors in statistical information
2. You hear a man talking on the radio. What C disagreements between researchers
is he? 6. You hear a chef being interviewed on the
A an inventor radio. Why did he decide to become a
B a company employee chef?
C a writer A to follow a family tradition
3. You hear someone talking on the radio B to develop a natural talent
about an artist. How does the artist feel C to pursue his love of cooking
about his work? 7. You hear a teenager talking about the sport
A He would like to exhibit it in an art she plays. How does she feel while she is
gallery. playing the sport?
B He wants to make his creations last A uncomfortable
longer. B embarrassed
C He is happy to see his work destroyed. C confident
4. You hear a woman talking to her son. Why 8. You hear an explorer talking about a
is she talking to him? journey he is making. How will he travel
A to give him a warning once he is across the river?
B to refuse permission A by motor vehicle
C to make a suggestion B on horseback
C on foot
10.Sentence completion
You will hear an interview with a woman called Helen Hunter who runs a summer camp for
teenagers. For questions 1 – 10, complete the sentences.
SUMMER CAMPS
Helen says that people taking part in the summer camp usually sleep in a ........................................... .
The summer camp is a chance for teenagers to meet people and learn .......................................... .
As an example of a practical activity, Helen tells us about a team which built a .................................... .
In the next camp, teams will work out problem-solving activities such as a ...........................................
with clues.
Helen gives the example of ........................................... as the only typical sporting activity at the
camp.
The day when teams can choose their own activities is called ........................................... .
The summer camp is good for people who don’t have opportunities or have little ................................. .
On ‘Battle of the Bands’ day, the teams make a pop record and a ........................................... .
For the teenagers taking part, the camp lasts for ........................................... .
You can book for a summer camp that will be held in the month of ...........................................
11.Multiple matching
You will hear five different people talking about a mistake they recently made. For each
speaker choose from the list (A – F) the type of mistake that each person made. Use the letters
only once. There is one extra letter which you do not need to use.
Speaker 1 ..... A ignoring someone’s advice

Speaker 2 ..... B failing to inform someone about something
Speaker 3 ..... C mistaking someone’s identity
Speaker 4 ..... D arriving somewhere too early
Speaker 5 ..... E getting a particular date wrong
F losing something important

Lengua Inglesa II
2015-2016
12.Multiple choice
You will hear an interview with a conservationist who has built a cable car in the rainforest. For
questions 1 – 7, choose the best answer (A, B or C).
1 What feature of the cable car makes it 4 Why was the cable car redesigned?
particularly good for seeing wildlife in the A so that people could touch the trees
rainforest? B to avoid cutting down too much forest
A the speed at which it moves C because it had to be brought in by air
B the height at which it travels 5 How does Donald react to the suggestion
C the distance that it covers that he has disturbed the wildlife?
2 What is the main aim of the cable car A He explains what happened in the past.
project? B He criticises what happens elsewhere.
A to educate local people C He denies that there’s been any
B to persuade people to save the disturbance.
rainforest 6 Why is Donald sure his project is a
C to raise money for other conservation success?
projects A This piece of forest has survived.
3 What is the advantage of the project for the B Animals have returned to the area.
local people? C Other projects have copied his ideas.
A They can use the land if they want. 7 Donald thinks the future survival of the
B They can sell forest products to the rainforest will depend on
visitors. A the size of the world’s population.
C More work is available to them. B the attitude of people towards it.
C the size of the areas left as forest

Lengua Inglesa II
2015-2016

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Lengua Inglesa II

Prof. Concepción Orna Montesinos

Lengua Inglesa II Syllabus 3

Planificación de actividades de la asignatura

Lengua Inglesa II Syllabus 4

Lengua Inglesa II Syllabus 5

Ejemplos de tareas escritas

ii. A chronological essay

iii. A follow up narrative

Criterios de evaluación del examen de producción escrita

Lengua Inglesa II Syllabus 6

Excellent Good Pass Poor Very poor

1 0,1 21 1,7 41 3,4 61 5,1 81 7,6

No obstante, si el estudiante obtiene menos de un 50% en cualquiera de las pruebas de examen,

Introduction to Military English

Reporting for English Class / Duty

Option A All cadets present or accounted for.

Teacher: Thank you.

The end of the class

At the end of class

Teacher: Option A Yes, it is.

REASONS FOR BEING ABSENT FROM CLASS:

Letter Code word Pronunciation

Basic military vocabulary

Organization: Rank structure

General/ /’dʒenərəl/ General de Ejército

Sergeant Major of the Army /’sɑːdʒənt ’meɪdʒər/

Go to http://dictionary.cambridge.org to hear the pronunciation of the ranks

Military Organization: Arms and services

Arms & services

Each branch (also called an arm or service) within an army has a

Uniforms & tactical gear

1. beret 5. extra ammunition 1. Kevlar helmet 5. canteen holder

to wear = llevar puesto / usar (una prenda)

to fit = sentar bien de talla

to polish = sacar brillo

Life at the Academy

Entering the Academy

Daily routines in the Academy

Talking about the military: Typical mistakes

The Daily Life of a Military Academy Attendee

Unit 4B: In an ideal world

Topics: living places / military places

Military English Practice

Grammar Practice: Conditionals

Vocabulary Practice: Houses

U4B.1 Military English: Military places

Preparing for a visit

suspense vin d'honneur

1. Match the words and the definitions:

SUBJECT: Visit of the Polish Chief of Defence

4. Listen again and answer the questions:

Arriving at the base

5. Match the words and the definitions:

6. Captain Pablo Esteban is visiting a British base. Listen and answer:

A post is a site owned and run by the

barracks cookhouse married quarters parade square sergeants' mess

9. Listen and complete:

The AGM: Facilities and Installations Stables

The World’s 18 Strangest Military Bases

HAARP Research Station

Dugway Proving Ground

Raven Rock Mountain Complex