Unit 1

AGES AND STAGES

➢ Be an infant ➢ Start a business

➢ Be a toddler ➢ Start a family
➢ Be a young child ➢ Start school
➢ Be in yours teens ➢ Buy
➢ Be an adult ➢ Learn
➢ Be in your twenties ➢ Become
➢ Be middle-ages ➢ Die
➢ Be elderly ➢ Leave
➢ Be a centenarian ➢ Not stop
➢ Be born ➢ Retire
➢ Be brought up (by) ➢ Write
➢ Become a grandparent ➢ Grateful
➢ Buy a house or flat ➢ Complimentary
➢ Emigrate ➢ Accusing
➢ Fall in love ➢ Aggressive
➢ Get divorce ➢ Arrogant
➢ Get engaged ➢ Bitter
➢ Get married ➢ Calm
➢ Get your first job ➢ Enthusiastic
➢ Go to university ➢ Miserable
➢ Grow up ➢ Nostalgic
➢ Have a change of career ➢ Optimistic
➢ Inherit (money, a house, etc.) ➢ Pessimistic
➢ Learnt to drive ➢ Sarcastic
➢ Leave home ➢ Sympathetic
➢ Leave school ➢ Urgent
➢ Move (house) ➢ Freedom
➢ Pass away ➢ Privacy
➢ Retire ➢ Interest
➢ Settle down ➢ Decisions
➢ Split up ➢ Idealistic
PHRASAL VERB
• Lives up to • Run out on
• Walks our on • Look up / look up to
• Fits in with • Get away / get away with
• Gets on with • Make up / make up for
• Signs up for • Get up / get up to
• Catches up with • Go in / go in for
• Go through with • Go back / go back on
• Put up with

NOUN AND ADJECTIVES ENDINGS

➢ Adolescence – Adolescent ➢ Criticism – Critical
➢ Dependence – Dependent ➢ Anger – Angry
➢ Privacy – Private ➢ Freedom – Free
➢ Idealism – Idealistic ➢ Emotion – Emotional
➢ Safety – Safe ➢ Impatience –Impatient
➢ Irritation –Irritated ➢ Distrust – Distrustful

GRAMMAR: “PAST TENSE CONTRAST”

We use past simple to talk about past events.

We use the past continuous to describe a scene in the past. The events were in progress at the same
time.
The sun was shining. Aman was standing at the bus stop waiting for a bus.
We use the past simple for actions or events that happened one after the other.
Tom got up, had a shower and got dressed.
We use the past continuous to describe a longer background event, and the past simple to describe
an action or event that interrupted it.
The phone rang while we were having dinner.
We use the past perfect to talk about an event that happened before another event in the past.
I didn't have any money because l'd lost my wallet.
-Notice that with regular verbs the past simple and the past participle form of the past perfect are the
same.
She arrived yesterday night.
She had arrived before we served the dinner.

-However, with irregular verbs the past simple and the past participle form of the past perfect are
often different.
I ate an apple. I'd already eaten.
GRAMMAR: “USED TO CONTRAST WITH BE / GET USED TO”
We use used to when we want to talk about things which were true in the past, but are not true now I
used to read my sister’s magazines ( I don't read them now)
PAY ATTENTION to the spelling of the negative and interrogative forms.
My sister didn't use to like it
Did she use to get angry? Yes, she did.

Do not confuse used to with the phrase be / get used to (doing) something.

I used to ride my bike to school. (used to) P. Simple

These glasses feel strange, but I’ll get used to them. (get used to) P. Simple – P. continuous
[Get used to -> Acostumbrarse : No tenia otra opción!]

We use used to plus the infinitive without to to describe past situations or habits that are different
now.
-L used to go ice skating. (I don't go now.)
-She didn't use to be confident. (She's confident now.)

Affirmative: We used to live in the city

Negative: We didn't use to go hiking.
Interrogative: Did you use to live near the sea?

ADVICE: SHOULD AND OUGHT TO

We use should and ought to to give and advice.
You should / ought to take a dictionary
The negative form are shouldn’t and ought not to. However, we often use I DON’T THINK YOU
SHOULD … instead.
I don’t think you should carry too much money.
We use should I …? Or Do you think / should / ought to …? to ask for an advice.
Should I send thank-you letter?
Do you think I ought to visit London.

WRITING: FIND A PENFRIEND

-Hi! My name is Adam. I'm sixteen years old and I live in Newcastle in the UK. I'm looking for a
penfriend from any country in the world. Send me a message and tell me about yourself and your
family. Also, could you please tell me why you are looking for a penfriend? Thanks – and I hope to
hear from you soon!

-Hi! My name's Dominick and l'm from the Czech Republic. I'm fifteen years old and live in Prague
with my parents and my younger sister. I'm into football, and my sister's mad about horses.
I'd like to have an English penfriend because I'm studying English at school and would like to visit
England one day. Would you mind telling me more about Newcastle? I know it's got a famous
football team, but that's all! Do you enjoy living there?
 Unit 2
LOVE IT OR HATE IT
➢ Bakes cakes ➢ Curry
➢ Collect figures / cards / stamp / etc. ➢ Pie
➢ Draw ➢ Pudding
➢ Hang out with friends ➢ Risotto
➢ Make clothes ➢ Salad
➢ Read books / magazines ➢ Sandwich
➢ Text your friends ➢ Soup
➢ Use social media ➢ Stew
➢ Video blog ➢ Stir-fry
➢ Watch videos online ➢ Lasagne
Do / play or go: ➢ Wheat
➢ Ballet ➢ Pork
➢ Ballroom dancing ➢ Steak
➢ Basketball ➢ Avocado
➢ BMXing ➢ Peanuts
➢ Board games ➢ Exhausted
➢ Bowling ➢ Guilty
➢ Camping ➢ Hot
➢ Cards ➢ Relieved
➢ Chess ➢ Sleepy
➢ Cycling ➢ Upset
➢ Drama ➢ Worried
➢ Gymnastics ➢ Abseiling
➢ Horse riding ➢ Bodyboarding
➢ Ice hockey ➢ Bungee jumping
➢ Ice skating ➢ Climbing
➢ Martial arts ➢ Hang-gliding
➢ A musical instrument ➢ Hiking
➢ Photography ➢ Karting
➢ Rollerblading ➢ Mountain biking
➢ Running ➢ Parkour
➢ Shopping ➢ Snowboarding
➢ Skateboarding ➢ Surfing
➢ Table tennis ➢ Art club
➢ Volleyball ➢ Astronomy club
➢ Weights ➢ Baking club
➢ Karate ➢ Ballroom dancing club
➢ Judo ➢ Computer club
➢ Alkido ➢ Debating society
➢ Tango ➢ Drama society
➢ Waltz ➢ Film club
➢ Violin ➢ Fitness club
➢ Harp ➢ Handball club
➢ Spent ➢ Photography club
➢ Purchase ➢ School choir
➢ Fill ➢ School orchestra
➢ Go abroad ➢ Science club
➢ Do material arts

COUMPOUND NOUNS AND ADJECTIVE

➢ Flood lights ➢ Mountain range
➢ Football pitch ➢ Safety net
➢ Main road ➢ Sea shore
 ➢ Swimming pool ➢ Brightly lit
➢ Tennis court ➢ Eight-lane
➢ Tennis player ➢ Eighteen-hole
➢ Tower block ➢ Full-sized
➢ Athletics ➢ Open-air
➢ Bowling ➢ Solar-heated
➢ Boxing ➢ Soundproof
➢ Climbing ➢ Well-equipped
➢ Dance ➢ Across
➢ Golf ➢ All along
➢ Ice ➢ All over
➢ Alley ➢ Below
➢ Course ➢ Beside
➢ Court ➢ By
➢ Ring ➢ Addictive
➢ Rink ➢ Boring
➢ Room ➢ Difficult
➢ Studio ➢ Exciting
➢ Track ➢ Healthy
➢ Wall ➢ Time-consuming
➢ Air-conditioned

SPEAKING STRATEGY:
Expressing preferences Sorry, but I don’t that’s a very good idea.
I quite fancy … I’m not keen on … because …
I think … would be (fun) I don’t think … would be as (interesting) as …
I’m quite keen on … I’d rather (go climbing) than (karating)
I like the idea of … Coming to an agreement
I think … is a better option than …
.

We need to make a decision

Raising objection Overall, … would be better
Sorry, but I don’t really fancy … Can we agree on … , then?
Don’t you think it (would be expensive)? Ok, I agree.
The problem with … is that … That’s settled then.

DO, PLAY AND GO

We normally use DO with individual sports and activities not ending in –ing.
We normally use PLAY with team sports, ball sports, games and musical instrument.
We normally use GO with sport and activities ending in –ing.

PRESENT SIMPLE AND ADVERB OF FREQUENCY

We use present simple for habits and routines.
Adverbs of frequency (always, usually, often, sometimes, hardly ever, never) COME BEFORE THE
MAIN VERB BUT AFTER THE VERB BE.

COMPOUND NOUNS
Compounds nouns are nouns formed from two words.
1- Noun + noun (bathroom, safety barrier)
2- -ing form + noun (dining room, recording audio)
3- Adjective + noun (wet room, whiteboard)
We usually write compound nouns as two words, but sometimes as one word (whiteboard) or with a
hyphen (make-up). Check in a dictionary.
The stress is usually on the first word.
COMPOUND ADJECTIVES
Compound adjective are adjectives formed from two words.
well – known half – eaten record – breaking wind – powered
We usually write compound adjectives with a hyphen.
Sometimes, compounds adjectives have more than two words (state-of-the-art)

PRESENT PERFECT AND PAST SIMPLE CONTRAST

We use the past simple to talk about a specific occasion in the past.
I went rollerblading last Saturday
We use the present perfect to talk about an event during a period of time that is still continuing.
I’ve lived in Cornwall all my life
We use the present perfect to say how long a situation has existed, often with for, since and how
long.
I’ve been at this school for six years
How long have you had that jacket? Since last spring
We use the present perfect to talk about an event that has a strong connection with the present, often
with just, already and yet.
Look! The sun has come out
Has it stopped raining yet?
I’ve lost my maths textbook. Have you seen it?
We use the present perfect to talk about an experience at an unspecified time in the past, often with
ever or never.
I’ve never been to France
Have you ever eaten Japanese food?
My cousin has met Orlando Bloom
We often use the present perfect to ask or talk about an experience and then the past simple to give
specific information about it.
Have you been to Italy Yes I have I went there last summer
We often use finished past time expressions with the past simple (yesterday, three months ago, last
week, in 1999), but unfinished past time expressions with the present perfect (for, since, already,
just, yet).
I started school in 2006.
I haven't done my homework yet.
I’ve had a cold for four or five days.

PRESENT PERFECT SIMPLE AND CONTINUOUS

WE FORM THE PRESENT PERFECT CONTINUOUS LIKE THIS:

HAVE / HAS BEEN + -ING FORM
We've been doing housework.
We use the present perfect continuous:
• for an action that began in the past and is still in progress. We often use for or since to say how
long the action has been in progress.
I’ve been learning the saxophone since 2010.
• for an action that has recently been in progress and which explains the current situation.
I’ve been tidying my room. It looks a lot better now
• for an action that has happened repeatedly during a recent period (rather than continuously).
I’ve been getting a lot of junk emails recently.
WE FORM THE PRESENT PERFECT SIMPLE LIKE THIS:
HAVE / HAS BEEN + PAST PARTICIPLE
We use the present perfect simple:
• for an action that began in the past and is still in progress. We often use for or since to say how
long the action has been in progress, particularly when it is a long time.
I've lived in this house since l was a child.
• for an action that has recently been in progress, when we want to make clear that it is now
completed.
I’ve done my homework. Let's go out!
• with verbs not used in continuous tenses.
She's had that car for years
NOT She’s been having that car for year. X

ALREADY, YET AND JUST

We use already with the present perfect in affirmative sentences. We put it before the past participle
or at the end of the sentence.
Kate has already left. / Kate has left already.
We use yet with the present perfect in negative sentences and questions. We usually put it at the end
of the sentence.
Kate hasn't left yet. Has Kate left yet?
We use just with the present perfect in affirmative sentences and questions to mean 'a very short time
ago'.
I've just finished my homework.
Have you just eaten?

BEEN AND GONE

We use both been and gone as the past participle of the verb go. We use been when somebody has
returned.
Henry has been to town. (He went to town, but he's here now.)
We use gone when somebody has not returned.
Henry has gone to town. (He is still in town.)
We form the present perfect with have / has + the past participle

WRITING: A BLOG POST

One Saturday last month, the school organised an open day for students and parents to learn about all
the school clubs. The event took place in the playground and also in the school hall. More than two
hundred people came to the school to find out about the activities the school can offer. Most of them
were parents of primary school children who are going to start at the school in September, at the
beginning of the next school year. Some students who are already at the school were there too, as
well as most of the teachers. More than twenty different school clubs had stalls in the playground.
Students and teachers at the stalls explained to the visitors what goes on at the clubs. In the school
hall, there were karate displays from the martial arts club and a short performance by the choir. In
my view, the day was a great success. Everyone seemed to have a very good time. Since the open
day, lots of people have been asking for information about clubs. As well as that, the school has
received suggestions for new clubs, including ballroom dancing and ice skating!
 Unit 3
PART OF THE BODY
➢ Ankle ➢ Have a black eye
➢ Blood ➢ Sprain your wrist
➢ Bottom ➢ Twist you ankle
➢ Brain ➢ Become dehydrated
➢ Calf ➢ Carry
➢ Cheek ➢ Climber
➢ Chin ➢ Cold
➢ Elbow ➢ Desert
➢ Eyebrow ➢ Equipment
➢ Eyelid ➢ Food and water
➢ Forehead ➢ Frostbite
➢ Heart ➢ Heat
➢ Heel ➢ High altitude
➢ Hip ➢ Oxygen
➢ Intestine ➢ Survive
➢ Jaw ➢ Temperature
➢ Kidney ➢ Tent
➢ Knee ➢ Afraid
➢ Lip ➢ Anxious
➢ Lung ➢ Ashamed
➢ Muscle ➢ Cross
➢ Nail ➢ Depressed
➢ Rib ➢ Disgusted
➢ Scalp ➢ Envious
➢ Shin ➢ Proud
➢ Shoulder ➢ Surprise
➢ Skin ➢ Fear
➢ Skull ➢ Disgust
➢ Spine ➢ Sadness
➢ Stomach ➢ Sad
➢ Thigh ➢ Surprised
➢ Throat ➢ Surprise
➢ Thumb ➢ Anxiety
➢ Toe ➢ Love
➢ Waist ➢ Contempt
➢ Wrist ➢ Pride
➢ Treatment ➢ Proud
➢ Antibiotics ➢ Envy
➢ Bandage ➢ Envious
➢ Cream ➢ Anger
➢ Dressing ➢ Angry
➢ Medicine ➢ Shame
➢ Painkillers ➢ Ashamed
➢ X-ray ➢ Happiness
➢ Accidents ➢ Happy
➢ Injuries ➢ Agree
➢ Bang your head ➢ Common
➢ Break a bone ➢ Conclusion
➢ Bruise yourself badly ➢ In order to
➢ Burn yourself ➢ Only
➢ Cut yourself badly ➢ Opinion
➢ Have a bad nosebleed ➢ Propose
 ➢ Said ➢ Sum
➢ See ➢ Vital
➢ Seems ➢ Widely
➢ Solution ➢ Would

SPECULATING AND PREDICTING

We use will / won't to make predictions.
We'll send people to Mars in the near future. Liverpool won't win the Champions League this year.
We can use phrases with will/ won't to make the predictions stronger or weaker.
• I think / I don't think / i doubt / I'm not sure + will (but not won't)
I don't think she'll come to the party.
NOT: I don’t think she won’t…
I doubt she'll come to the party.
NOT: I doubt she won’t
• I'm certain / l'm sure + will / won't
I'm certain she'll come to the party.
I'm sure she won't come to the party.
We use may / might/ could + infinitive without to to talk about possibility in the future.
Scientists may /might/could find a cure for cancer.
We use may not / might not for the negative. We do not use could not.

FIRST CONDITIONAL
We use the first conditional to make predictions about the future.
If I’m late for school, my teacher will tell me off.
We form the first conditional with the present simple in the conditional clause and will + infinitive in
the result clause.
Conditional clause Result clause
If Im late for school, (present simple) my teacher will tell me off. (will + infinitive)
The conditional if clause usually comes first, but it can come after the result clause.
My teacher will tell me off if I'm late for school.
The modal verbs may, might and could can be used instead of will or won't in the result clause in
order to make the prediction less certain.
Scientist may find a cure for cancer if governments invest more money in medical research

FUTURE CONTINUOUS AND FUTURE PERFECT

We form the future perfect with will have + past participle.
She'll have finished that book soon.
We form the future continuous with will be + -ing form.
I’ll be waiting for you at the bus stop.
We use the future perfect to talk about a completed action in the future.
We use the future continuous to talk about an action in progress in the future.

Look at the calendar and sentences below.

Now Mon Tue Wed Thu Fri
Amy is travelling to Japan
On Monday, Amy will be travelling to Japan. (The journey will be in progress.)
By Friday, Amy will have arrived in Japan. (The journey will be finished.)
FUTURE TIME EXPRESSIONS
When we talk about the distant future, we can say:
• About 100 years from now
• In 1,000/ 10,000 l a million years' time
• Within 10/50/ 100 years • by the end of the decade / the century/the next century /the millennium
• A few hundred/thousand years into the future
• In the foreseeable future/ in the long term

WORD FAMILIES
Some nouns are formed by adding a suffix like -ness or -ment to an adjective.
sad - sadness content- contentment
Common adjective endings are -ed, -ing, -ous, ful, -less, y and -al.
surprised / surprising suspicious hopeful / hopeless dirty political
Most adverbs are formed by adding -ly to an adjective.
cross - crossly happy-happily
We can change the meaning of many adjectives and adverbs by adding a prefix.
surprisingly- unsurprisingly

HOMONYMS
Homonyms are words that have the same spelling or pronunciation but a different meaning or part of
speech.
BANK 1a place where you keep money 2 the side of a river
WALK 1a noun 2 a verb

WRITING: AN OPINION ESSAY

Most people agree that the lack of exercise in teenagers' lives is a serious problem. But what are the
causes of this problem and what can we do to address them? I strongly believe that today's teenagers
spend too much time playing on electronic gadgets. They hardly ever do outdoor activities and this is
why many of them do not get enough exercise. What is more, many teenagers are overweight and
this makes them less willing to do exercise. In order to tackle this problem, a number of measures are
necessary. In my view, it is unrealistic to limit the amount of time teenagers spend on gadgets. What
I propose instead is that we make sure school canteens only serve healthy food. Furthermore, I would
strongly recommend that we give all teenagers free membership of their local sports facilities. To
conclude, lack of exercise can cause long-term health problems, so it is vital that we act now. It
seems to me that the measures I propose will begin to remedy the situation.
 SENTENCES ANALISYS
SENTENCES
In grammar sentences is the basic grammatical unit. It contains a group of words and expresses and
complete thought. A sentence consists a subject and predicate and it always start with a capital letter
and ends in a punctuation mar like point, exclamation mark or question mark but not a comma.

IN ENGLISH, WE CAN CONSIDER THREE TYPES OF SENTENCES:

SIMPLE SENTENCES: its express a complete thought. It is different from other types of sentences
because it contains only one independent clause and it has not dependent clauses

COMPUND SENTENCES: it is a sentences that has at least two independent clause joined by a
coma, semicolon or conjunction. When independent clauses are joined with coordinator, coma and
semicolon they do more than join clauses. The coordinators you can used to join independent clause
are: For, And, Nor, But, Or. Yet, So.

COMPLEX SENTENCES: it's a sentences that combines one independent clause with a least one
dependent clause. The dependent clauses begin with subordinator conjunction or subordinators.
Subordinators are conjunctions that indicate the subordinate or dependent role of the clause in the
sentences. Some examples of subordinating conjunction are: Because, Since, And less, When,
Where, Which, While, Who, Whose, etc.

THE CLAUSE
A clause is a group of words that contains both a subject and a predicate but cannot always be
considered as a full grammatical sentence Clause can be either independent (main clause) or
dependent (subordinate).

AN INDEPENDT CLAUSE: contains both a subject and a predicate, can stand alone as a sentences
(simples) or be part of a multi-clause sentence.
Coordinating conjunctions are used to connect elements of equal weight such as two independent
clauses.

A DEPENDENT CLAUSE: Contains both subject and a verb but cannot stand alone as a sentence
It must always be part of a sentence on which it dependent for meaning. When we read a dependent
clause we always expect something else.

CLAUSE ELEMENTS
SUBJECT: it is a noun, a noun phrase, pronoun or subordinate clause. The subject controls singular-
plural verb agreement (you go / she goes) and agreement of reflexive pronouns (she injured herself).
A subject is usually present in a clause but it may be omitted in non-standard (specially spoken)
structures (drinks like a fish) or imperatives (listen to the teacher).

VERB: this is the central and obligatory element. A clause must contain at least one verb phrase
which may be a single verb or a verb phrase.
The verb ca be:
- TRANSITIVE: they can take objects.
- INTRANSITIVE: they don't take object
- FINITE: they show distinction of tense (present past) and include modal auxiliaries.
 - NON-FINITE: they don't show distinction of tense and cannot occur with modal
auxiliaries.
OBJECT: an object is a noun phrase. It usually follows the verb. It only occurs with transitive verb.
They be made:
- DIRECT OBJECT in most cases it refers to the process or the verb.
- INDIRECT OBJECT: it occurs after the transitive verb such as give and tells and can't
before the direct object. It generally refers to the identity receiving or benefiting from the
action of the verb. They made be noun, noun phrase, pronoun or subordinate clause. For an
indirect object to be present in the clause a direct object must always be present to.

COMPLEMENT: the complement is anything which as to the meaning of the subject (subject
complement) or the object (object complement). A subject complement usually follows the verb. The
most common verb for the subject complement is the verb to be, but some other verb made substitute
if when the meaning of be is express. This are called copular verb.

ADVERBIAL: they add or complete the meaning of the verb element. They may be single adverbs,
but they may also include nouns, noun of verb phrases, adjectives and subordinate clause. Adverbials
may appear in several positions in the clause, but are most common at the end. Adverbial may
perform different function: adding information, linking clauses, adding a comment on what is
express

VOCATIVE: they are optional elements use to show the person to whom a sentence is addressed.
They may occur in various positions in the clause they include: name, titles, a vocative, label, the
pronoun you and certain kind of clause. The phrase A phrase is a group of words that does not
contain both subject and a predicate, so it cannot stand alone as a clause or a sentence A phrase may
consist of a single word or a group of word. One phrase can be embedded or included inside another
phrase. This means that a given can be understand in two or more different ways.

THE PHRASE
A phrase is a group of words that does not contain both subject and a predicate, so it cannot stand
alone as a clause or a sentence. A phrase may consist of a single word or a group of word. One
phrase can be embedded or included inside another phrase. This means that a given can be
understand in two or more different ways.

TYPES OF PHRASES
NOUN PHRASE: it functions as a noun in a sentence and it has a noun and its head. The head can
be preceded by a determiner (the, a, her, etc.) or accompany by a modifier or modifiers. An abstract
head noun can also be followed by complement, which complete the meaning of the noun, specially
that clauses or infinitive two clauses.
Noun phrases can be headed by proper nouns, pronouns and occasionally adjectives.

VERB PHRASE: a verb phrase function as the verb in the sentence. It has a lexical verb or primary
verb as its head. The main verb can stand alone or be preceded by one or more auxiliary verb. Verb
phrases can be finite and non-finite. Verb phrases are often split into two parts. They are
discontinuous

PREPOSITIONAL PHRASE: it starts with the preposition and functions as a modifier. It can be
embedded in larger phrases.
ADJECTIVE PHRASE: it has an adjective as its head, and optional modifiers that can preceded or
followed the adjectives. The most important roles of adjective phrases are as modifier (before a noun
(attnbute adjective) and suhject predicative (after verb (that's good, she's tall).

ADVERB PHRASE: it has an adverb as its head and optional modifier that can preceded or
followed the adverb. Adverb phrase are not the same that adverbial.

ADVERBIAL = ADVERB PHRASE = ADVERB

Element in A phrase whose head Type of word
a clause is an adverb always. quickly, ete