English B2

INDICE

BLOQUE 3 ...................................................................................................................................... 3
MÓDULO 1: WISHES ...................................................................................................................... 3
About what we dream of .......................................................................................................... 3
1. WISH .............................................................................................................................. 3
2. RECIPROCAL PRONOUNS ............................................................................................... 7
3. CONNECTORS .............................................................................................................. 10
Let’s practice! .................................................................................................................. 18
1. Reading: Dreams ................................................................................................. 18
GLOSSARY ................................................................................................................ 20
MÓDULO 2: THE CITY .................................................................................................................. 22
About where we live in ........................................................................................................... 22
1. ONE AND ONES ........................................................................................................... 22
2. RELATIVE CLAUSES....................................................................................................... 24
3. EXPRESSING POSSIBILITY AND DOUBT (may, might, I’m not) ..................................... 27
Let’s practice! .................................................................................................................. 28
1. Reading: Living in a Small Village ........................................................................ 28
GLOSSARY ................................................................................................................ 30
MÓDULO 3: NATIONAL TRADITIONS........................................................................................... 33
About national traditions ........................................................................................................ 33
1. PHRASAL VERBS ........................................................................................................... 33
2. POSITION OF ADVERBS. PART 1. ................................................................................. 39
3. POSITION OF ADVERBS. PART 2. ................................................................................. 41
4. DISCOURSE COHESION ................................................................................................ 43
Let’s practice! .................................................................................................................. 46
1. Reading: National Traditions ............................................................................... 46
GLOSSARY ................................................................................................................ 48
KEY ANSWERS...................................................................................................................... 52

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BLOQUE 3
MÓDULO 1: WISHES

WARMING UP

What are you going to see in this lesson?

 WISHES

 About things we want

• Wish

• Reciprocal Pronouns

• Connectors

 Learning words and expressions in context

• Dreams
• Nightmares

About what we dream of

1. WISH

I WISH I WERE YOUNGER…

Introduction

We can use 'wish' to talk about something that we would like to be different in the
present or the future. It's used for things which are impossible or very unlikely.

In any of the cases the structure is used in first person singular.

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Explanation

Wish about a present situation or in the near future.

We can use 'wish' to talk about something that we would like to be different in the
present or the future. It's used for things which are impossible or very unlikely.

We use the next structure I wish + Past simple / Continuous

• I wish I had more free time.

• I wish you weren´t leaving tomorrow.
Important: In formal English the verb TO BE is normally used in third person with the
form WERE in all the persons.
• I wish he were here.

Wish about a situation that could occur in the future.

We use the next structure I wish + would / could + Infinitive

• I wish you would leave.

• I wish I could go on Holiday to Barcelona.

The structure I wish + would is generally used about other people who are
doing (or not doing) something that we don't like and we want that person to
change. It's not usually used about ourselves, or about something which nobody can
change though, exceptionally, we do use it about the weather.

• I wish you would stop making noise so late.

• I wish John wouldn't eat all the chocolate.

Wish about a past situation (missed)

It is about situations that cannot be modified. We use the structure I wish + Past
Perfect.
• I wish I had taken a torch with me (but I didn´t)
• I wish he hadn´t left so soon. (but he did)

When the speaker can’t change a situation or can’t do anything, it’s necessary to use
the verb ‘to hope’ and not ‘wish’. See the following examples and notice the
difference:
• I wish you wouldn’t drive so fast. (you normally drive fast and I would like you to
change that)
• I hope you won’t have an accident. (Having an accident is not something I can

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 change)

EXERCISE 1

Choose the correct form of the verbs between brackets.

1. I wish I ______(spend) more time reading last summer.

2. I wish you _______(be)not late for class every day.

3. I wish you _________(spend) more time with me.

4. I wish I ____(listen) to you in the first place.

5. I wish I _______(own) a bigger house.

6. I wish he ____(go) home soon.

7. I wish I hadn’t _____(say) that before.

8. I wish I ____(speak) better English.

9. This hotel is awful. I wish we hadn’t____(book) it on the Internet.

10. I wish I ________)be) as good as you at maths.

EXERCISE 2

Choose the best option to complete the sentences.

1. Working mothers often wish they ..... more time to spend with their children.
- have
- had

2. I wish I ..... to my parents when I was a child.

- had listened
- listened

3. We wish our readers ..... us know what they think about the new layout of the
magazine.
- will let
- would let

4. Many parents wish that schools ..... serving high-calorie food during meals.
- had stopped
- would stop

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 5. I wish you ..... come to the party this weekend. It won't be the same without
you!
- will come
- could come

6. I've had so many problems with my new laptop that I wish ..... it.
- hadn't bought
- didn't buy

7. I wish I ..... more when I was at university. Now I don't have that much time.
- had read
- didn't read

8. I wish I ..... you, but I really don't have time this weekend.
- could help
- would help

9. Doctors wish people ..... more time exercising and not watching TV.
- Spent
- Spend

10. I ..... I could trust you, but I'm afraid I can't.

- Hope
- wish

EXERCISE 3

Select the correct answer in each case.

/ To remind / You / To be / Me / To make / To see / wish / You / To reserve /

1. I wish ____________ a complaint.

2. I wish ___________ a table for six.

3. We wish____________ our customers we will be closed tomorrow.

4. I wish ___________ all the best in your new job.

5. We wish __________ a merry Christmas.

6. I don't wish ___________ identified.

7. Wish _________ luck for my exam.

8. I wish __________ the manager.

9. I _________ you a safe journey.

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EXERCISE 4

Select the correct answer in each case.

/ I´d / Lived / Was Seeing / Were / Could / Had / Hadn´t / Did /

1. I wish I ______done it.

2. I wish ________passed my exams.

3. I wish I _______slimmer.

4. I can´t go to the party. I wish I _______go.

5. I didn´t go to the cinema. I wish I ______gone.

6. I am not seeing him until Thursday. I wish I ___________him tonight.

7. I don´t know her phone number. I wish I_________.

8. I live in the city. I wish I __________in the country.

2. RECIPROCAL PRONOUNS

Introduction

In English, there are two different reciprocal pronouns, which are each other and
one another.

A reciprocal pronoun is a pronoun used to identify an action or feeling that is

reciprocated. For this reason, it always refers to more than one person. For
example, Anne is waving to Sean and Sean is waving to Anne. So we say:

• Anne and Sean are waving to each other. (The waving is given in return
between the two)
• The sisters were hugging one another.

Finally, you must know that one another sounds more formal than each other,
which is more colloquial.

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Some people debate whether we use each other when we have only two parties
whereas we use one another when there are more than two people involved in the
action.

• The gangsters were fighting one another (maybe there were more than
two)
• John and Mary love each other (there are only two people)

Explanation

We use the reciprocal pronouns each other and one another when two or more
people do the same thing. Traditionally, each other refers to two people and one
another refers to more than two people, but this distinction is disappearing in modern
English.

• Peter and Mary helped each other = Peter helped Mary and Mary helped Peter.
• We sent Christmas cards to one another = We sent them a Christmas card and
they sent us a Christmas card.
• They didn’t look at each other = He didn’t look at her and she didn’t look at
him.

We also use the possessive forms each other’s and one another’s:

• They helped to look after each other’s children

• We often stayed in one another’s houses.

*Note: We do not use reciprocal pronouns as the subject of a clause.

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EXERCISE 1

Choose the right answer

1. She looked at them and they looked at her.

They looked at (hueco).
a) one another (correcta)
b) each other (incorrecta)
2. Paula sent Paul text messages and Paul sent her back text messages.
They sent (hueco) text messages.
a) one another
b) each other
3. We gave them a present and they gave us a present.
We gave (hueco) presents.
a) each other
b) one another
4. I didn’t speak to you, Jack, and you didn’t speak to me.
We didn’t speak to (hueco).
a) each other
b) one another
5. He wore his brother’s clothes and his brother wore his clothes.
They wore (hueco) clothes.
a) each other’s
b) one another’s
6. My brother and I drove you mad and you drove us mad.
We drove (hueco) mad.
a) each other
b) one another

EXERCISE 2

Choose the correct option in each sentence: If both are possible underline BOTH of
them.

1.- Ann and Mary decided to get (each other/one another) some new clothes.

2.- Her parents always blame (each other/one another) for their children’s mistakes.

3.- Mike, Sue and Peter know (each other/one another) quite well.

4.- Our four children must learn to help (each other/one another) whenever they have
a problem.

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5.- It’s unbelievable, but after such a long time, we all talked to (each other/one
another) for hours.

6.- My family can spend hours listening to (each other’s/one another’s) stories.

7.- My husband and I try to tell (each other/one another) all the details of the day.

8.- My colleagues and I bought (each other/one another) presents for Christmas.

9.- When I went into the disco, there were many people who were insulting (each
other/one another).

10.- I told my wife that we had to make a big effort to avoid hurting (each other/one
another).

3. CONNECTORS

Introduction
Connectors are the words which combine two words, phrases and sentences
together. They have the same meaning of a conjunction but differ in their
function.

Difference between conjunction and connectors:

- Conjunctions are used to connect a noun with another noun;
two independent clauses; different sentences; a group of words.
- Connectors are used to connect a large groups of words;
phrases; sentences.

• Lisa and Ria are friends. (Here "and" connects two nouns. It is a conjunction).

• I broke my leg. However, I still feel great. (Here "however' connects two groups of
words, which relate to each other).

Explanation
Sentence connectors are also known as linking language. This linking language can
be used to order what you have to say, show opposition, provide clarification and
so on.
Connectors are usually written in SPECIFIC PLACES in a sentence:

- At the beginning of a sentence: in addition, furthermore, moreover,

however, nevertheless, on the one hand, on the other hand.

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 - Either at the beginning or in the middle: despite, in spite of, although, even
though.

- Only in the middle of a sentence: and, but, also, as well as.

TYPES OF CONNECTORS:

Here are some of the most common types of connectors:

CONNECTORS OF ADDITION:
We can show addition using several different connecting words. The common
connecting words used to show addition are:
In addition – además / además de

Furthermore - además

Moreover - además

As well as - además de / también

Also - también / además

And - y / y con / y así / y entonces

In addition

In addition tends to be often used when describing a situation. For example, use in
addition to add another action, fact, or the feature to a list that characterises an object
or concept. Unlike moreover and furthermore, in addition is not commonly used for
arguing or supporting a viewpoint.

• The day was windy and cold. In addition, it was bright and clear.
• The New York City library is one of the best places to do research. In addition,
it has many different magazines and journals from around the world.

Furthermore

Furthermore tends to also be used when describing a situation. You can use
furthermore when you want to add another point to a list of two or more items
in support of an argument.

• I don’t like using the computer. I don’t type quickly. Furthermore,

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 sometimes the computer crashes and I lose all my material.

Moreover

Moreover is usually used to introduce the second of two points that argue for a
certain viewpoint. The second item supports and reinforces the claim introduced
by the first item.

• Profits have increased over the past months. Moreover, we have increased
our share of the market.

As well as

Although close in meaning to and, the adverb as well as has a specific function to
avoid confusion when listing a series of three or more items. Note below how easily
one can be confused by a list like this containing more than one and.

• Today, there are even greater opportunities for foreign firms that can supply
the capital to fund construction and the technology and management skills
to build and operate infrastructure facilities.

• Today, there are even greater opportunities for foreign firms that can supply
the capital to fund construction as well as the technology and
management skills to build and operate infrastructure facilities.

Also

Similar to and, the adverb also tells the reader nothing about the relationship
between these ideas, and usually does not occur at the beginning of the sentence.
The important thing to remember about also is its position in the sentence:

After the verb 'to be':

• Peach is rich in potassium and sodium. It is also an important source

of calcium.

Before other verbs:

• Vitamin D promotes the body's absorption of calcium. It also helps

maintain the adequate blood levels of calcium and phosphorus.

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After auxiliary verbs:

• Low levels of this nutrient have also been linked to stress and anxiety.

And

The simplest way to join two (or more) ideas is by using and, but ‘and’ tells the
reader nothing about the relationship between these ideas. Be careful, because
overusing and can make your writing and speaking sound repetitive.

• These plans provide a solution to the traffic problems, and they are easy to
implement.

And is not usually used with adjectives placed before a noun.

• That was a nice, long story. (NOT That was a nice and long story.)

When there are more than two items, we usually put and before the last.

• They drank, sang and danced. (NOT They drank and sang and danced.)

CONNECTORS OF CONTRAST:

To show the contrast between two ideas we can use the following sentence
connectors:

However - sin embargo, no obstante

Nevertheless / Nonetheless – sin embargo / aun asi

On the one hand / on the other hand – por un lado / por otro lado

In spite of / despite – a pesar de / pese a

Although / Even though – aunque / a pesar de que

But – pero / sino / nada más que

However

"However" is the most common of the contrastive sentence connectors and can serve
two different functions. It can introduce conflict or a problem that contrasts with the
situation, facts or viewpoints presented in earlier sentences, or signal that the
contrast introduced in the second sentence is somehow surprising or unexpected in

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light of what was said in the first sentence.

Although "however" usually comes at the beginning of the sentence, it can also occur
before the verb or, less frequently, at the end:
Beginning:
• However, most engineers and planners assume that these changes will not
occur.

Before main verb:

• Most engineers and planners, however, assume that these changes will not
occur.
At the end: (rare)
• Most engineers and planners assume that these changes will not occur,
however.

Nevertheless / Nonetheless

Both "nevertheless" and "nonetheless" have the same basic concessive meaning as
"however": They all introduce a sentence that gives information which is unexpected
or surprising in light of information given in a previous sentence.

• Observations suggest that climate may already be changing in the

Mediterranean region. Nonetheless (note’ however’ could also be possible), on
a global scale, there is increasing evidence that climate is changing due to
human influence.

• The high natural variability of the Mediterranean climate make both the
detection of climate change and attribution of its cause very difficult.
Nevertheless (note’ however’ could also be possible), observations suggest
that climate may already be changing in the region.

On the one hand / on the other hand

Are used when you are comparing two different facts or two opposite ways of thinking
about a situation:

• On the one hand I'd like a job that pays more, but on the other hand I enjoy
the work I'm doing at the moment.

In Spite of / Despite

In spite of

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 In spite of is used to show a contrast. It is a preposition and can be followed by a
noun or noun-equivalent.

• We enjoyed our camping holiday in spite of the rain.

• I enjoyed the movie in spite of having a headache.
• He still loves her in spite of the fact that she cheated on him.

Despite

Despite is also used to show a contrast. The only difference between in spite of
and despite is the preposition ‘of’ that cannot be omitted:

• Despite the pain in his leg he completed the marathon.

• In spite of the pain in his leg he completed the marathon

We can use in spite of and despite with a subject and verb if we include the expression
‘the fact that’:

• In spite of the fact that he worked very hard, he didn’t manage to pass the
exam.
• Despite the fact that he worked very hard, he didn’t manage to pass the exam.

Although and even though

We use although and even though to say that a thing is surprising, unusual, or
unexpected. Even though is a slightly stronger form of although.

While the meaning of these words is similar, there is a difference in how we use them.

Although and even though are conjunctions. They have the same meaning. In spoken
English we can use even though or though instead of although.

We use them with this structure:

although + a clause

even though + a clause

though + a clause

• Even though he's a millionaire, he lives in a very small flat.

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 • Although he's a millionaire, he lives in a very small flat.
• Although it rained a lot, I enjoyed the holiday.
• Even though it rained a lot, I enjoyed the holiday.

But

The conjunction 'but' is used to show a contradiction between two phrases. Let's say
the first phrase leads you to expect a certain event and the second phrase tells you
quite a contradictory outcome. In such an event, but, is used.
• He ran, but he missed the bus.
• She studied hard but could not score well in the test.
• The hill was very steep but the old man could climb it easily.

CONNECTORS OF CONSEQUENCE:

Because of and due to

Many people misuse because of and due to without even realizing it. Here you have
an explanation to use both of them.

Due to is a predicate adjective + preposition that means “the result of” or

“resulting from.” It is always used after a form of the verb to be.

• Her headache was due to the lack of sleep.

Because of is a preposition used to introduce an adverbial phrase and means “as a

result of.” It is not used after a form of the verb to be.

• She had a headache because of the lack of sleep.

Remember that due to has to follow some form of the verb TO BE.

EXERCISE 1

Choose the correct connector in every sentence:

However as well as nevertheless in addition despite but

1. Lorena seems to be quite clever. ......., she often gets low marks.

2. The service at this restaurant is excellent. .........., the food is delicious.

3. I've never been to Argentina, .........having relatives there.

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 4. Jordi is a careful driver. .........., he’s had several accidents.

5. Cristina loves playing sport, ........ she’s not very good at it.

6. Anna is talented at music.......... art.

EXERCISE 2

Choose the correct connector in every sentence:

Even though in spite of although even though despite

1. We're studying now _________there's an interesting film on TV.

2. I’d like to talk to you _________ I know you’re busy.

3. ___________her efforts, she failed the exam.
4. ___________we were having difficulties, we felt optimistic.
5. We didn’t win the game ________ all all our hard work.

EXERCISE 3
Fill the gaps with the appropriate connector. You can use the same more than once.
In spite of even though/although but moreover
on the other hand due to because of also
1. ______________all of this, their freezer would be filled with ice cream and joy

for years to come.

2. I tried to look happy ____________ feeling terrible.

3. Personally, I think the unending rain is ______________ your lack of

enthusiasm and incessant whining.

4. ______________we were warned against doing so, we went ahead with the

project.

5. Last winter my children´s school was closed for two weeks ____________

heavy snowfall.

6. _______________we are a small company, we sell almost a hundred machines

a month.

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 7. ____________ working for the company for six months now, he never seems to

know what to do.

8. She left him __________ he was a very good husband.

9. Sharon fell from the horse ______________ she did not cry.

10. On the one hand I'd like a faster car, but _________________ I don´t like to

spend too much money on petrol.

11. Our sales team have increased the company´s earnings this year.

_____________ we are now leaders in our market.

12. Oranges are rich in vitamin C. They are_________ an important source of fiber.

Let’s practice!

1. Reading: Dreams
In the ancient times, dreams were used for healing and for communication with the
Gods. They were used as a rite of passage in certain tribes. These tribes would carry
out spiritual activities in order to receive a guiding dream, and then share it with the
rest of the tribe after it was received.

During the beginning of the 19th Century the way we analyzed and interpreted dreams
where now taken to the next level. It was only recently when two influential
psychiatrists, Carl Jung and Sigmund Freud decided to take dreaming to the next level.
Even though they had their own personal theories on what dreaming meant they both
concluded that dreams were in fact an interaction between the unconscious and the
conscious mind.

People do not realize the importance of emotions in their dreams. A single emotion or
feeling that you possess in your dream can change what the dream represents.
Although the most frequent and recurrent emotion in dreams is anxiety, that is
brought on by nightmares. Also negative emotions are more present in dreaming
rather than positive ones. Dreams also can include emotions like fear, happiness,
rejection, and excitement.

healing - curación

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rite of passage - rito de pasaje

a guiding dream – sueño orientador

recurrent - recurrente

rejection – rechazo

EXERCISE:

Reading Comprehension. Choose the correct answer.

1. The tribes would carry out spiritual activities in order to: do magic / receive a
guiding dream / have rain

2. Carl Jung and Sigmund Freud thought that dreams were:

an interaction between the unconscious and the conscious mind / the reflection of
someone’s desires / not useful

3. The most frequent and recurrent emotion in dreams is: anxiety / desire / stress

4. Anxiety is brought on by: dreams / nightmares / too much stress

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GLOSSARY

PALABRA SIGNIFICADO EJEMPLO

Saying Dicho My father used to tell me sayings all the time

Beggars Mendigo There is an old beggar woman at the door of my office

Torch linterna I wish I had taken a torch with me

In addition además / además The day was windy and cold. In addition, it was bright and
de clear
Furthermore además I don’t type quickly. Furthermore, sometimes the computer
crashes.
Moreover además Profits have increased over the past months. Moreover,
shares have increased.
As well as: además de I will do the task as well as the report
/también
Also: también/además I also like reading

And: y/y con/ y así/ y I think that it is fun and interesting

entonces
However sin embargo, no Most engineers and planners, however, assume that these
obstante changes will not occur
Nevertheless / Nonetheless sin embargo / aun Nevertheless, significant progress has already been made
asi in a number of fields.
On the one hand / on the por un lado / por On the one hand I'd like a job that pays more, but on the
other hand otro lado other hand I enjoy the
work
In spite of / despite a pesar de / pese a We enjoyed our camping holiday in spite of the rain.

Although / Even though – aunque / a pesar Although he's a millionaire, he lives in a very small flat.
de que
But – pero / sino / nada He ran, but he missed the bus.
mas que
Because of por/ debido a She had a headache because of the lack of sleep.

Due to por/ debido a Her headache was due to the lack of sleep.

healing curación My injury is healing

recurrent recurrente A recurrent problem

rejection rechazo He doesn´t like rejection

daydream soñar despierto She was having a daydream

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disorder trastorno An eating disorder
disturbing perturbado A disturbing experience
distress angustia A distressed woman
triggered desencadenar It triggered an attack
vividly gráfico I remember the battle vividly
pounding latir rápidamente My heart was pounding
height altura He is afraid of hights
behavior comportamiento We don´t tolerate bad behaviour
counteract contrarestar These tablets counteract headaches
unwanted no deseado I get lots of unwanted mail
trigger desencadenar The loud bang triggered the avalanche
Thoughts pensamientos She was always in his thoughts

EXPRESIONES SIGNIFICADO

Have you ever heard of..? ¿Has oído alguna vez hablar de…?

That’s deep Eso es profundo

Ask yourself Pregúntate a ti mismo

To achive a goal Conseguir un objetivo

Arrange a meeting Acordar/organizar un reunión

Stop making/doing Dejar de hacer algo

I wish you all the best Te dejeo lo mejor

supporting a viewpoint Apoyar un punto de vista

lack of sleep falta de sueño

help wanted Se necesita personal

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MÓDULO 2: THE CITY

WARMING UP

What are you going to see in this lesson?

 The city

 About where we live in

• One and ones

• Relative subordinated clauses

• Expressing possibility and doubt

 Learning words and expressions in context

• Life in the city

• Pace of life

About where we live in

1. ONE AND ONES

Introduction

We use 'one' and 'ones' when we do not want to repeat the previous noun that was
mentioned already.
 ‘One' is singular and 'Ones' is plural.

Explanation

To avoid unnecessary repetition, in English we use the pronouns one (singular) and ones
(plural). In Spanish we can omit the subject, direct object or indirect object in a sentence
but we normally do not replace them with another word. In English, however, we use

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one/ones.

Examples:

• I have two sisters; the older one is seven and the younger one is five.
• Which car do you prefer; this one or that one?
• New cars are much faster than old ones.
• I need some new glasses; the ones I have at the moment are broken.
• See those two girls? Helen is the tall one and Jane is the short one.
• Which is your car? The blue one or the red one?
• My trousers are torn. I need some new ones.
• Let’s look at the photographs (the ones you took in Paris). We often use them

We often use them after which in questions:

• You can borrow a book. Which one do you want?

• There are lot of books here. Which ones are yours?

If we are referring to an already identified object we use IT instead of ONE.

For example:

Q. Can you lend me a pen?

A. Sorry, I haven’t got one.

Q. Can I borrow your pen?

A. Sorry, I need it.

EXERCISE 1

Fill the gaps with the correct word: one or ones.

1. I have lost my sunglasses; I need to buy new ____

2. Which jumper should I buy? This _____ or that _____?

3. Can I get you a drink? I have already got _____, thank you.

4. Which documents are yours? These _______ or those______?

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 5. I hope this holiday will be ________ to remember.

2. RELATIVE CLAUSES

Introduction

We use relative clauses in English to join sentences, or to give more information about
something. In order to introduce a relative clause we use a relative pronoun.

Explanation

Here is a list of relative pronouns and adverbs and what we use them for:

WHO – subject or object pronoun for people.

WHICH - subject or object pronoun for animals and things / also used when referring to
a whole sentence.

WHOSE - possession for people, animals and things.

WHOM - object pronoun for people, especially in non-defining relative clauses.

THAT – subject or object pronoun for people, animals and things in defining relative
clauses (who or which are also possible).

WHEN – refers to a time expression.

WHERE – refers to a place.

WHY – refers to a reason.

There are two types of relative clauses in English:

Defining

The relative clause can come after the subject or the object of the sentence. We
can't omit the relative pronoun. They give important information.

• I like the man who lives next door.

(If I don't say 'who lives next door', then we don't know which man I mean).

With defining relative clauses we can use who or that to talk about people. There is
no difference in meaning between these, though 'who' tends to be preferred in more

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formal use.

• She’s the woman who cuts my hair.

• She’s the woman that cuts my hair.
We can use that or which to talk about things. Again, there is no difference in meaning
between these, though 'which' tends to be preferred in more formal use.

• This is the dog that bit my sister.

• This is the dog which bit my sister.

Defining relative clauses are not put in commas

Non-defining

A non-defining relative clause gives us extra information about something. We don't

need this information to understand the sentence.

We don't use 'that' in non-defining relative clauses, so we need to use 'which' if the
pronoun refers to a thing, and 'who' if it refers to a person. We can't omit the
relative pronoun in this kind of clause, even if the relative pronoun is the subject of
the clause.

• I live in London, which has some fantastic museums.

(Everybody knows where London is, so 'which has some fantastic museums' is extra
information).

• The skirt, which is a lovely green colour, only cost £20.

(The non-defining relative clause doesn’t tell us which skirt – it gives us more
information about the skirt).

Non-defining relative clauses are more often used in written English than in spoken
English. You can tell that a clause is non-defining because it is separated by commas at
each end of the clause.

Quantifiers and numbers with relative pronouns

We often use quantifiers and numbers with relative pronouns:

many of whom - most of whom - one of which - none of

whom some of which - lots of whom - two of which - etc.

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 • He has three brothers two of whom are in the army.
• I read three books last week, one of which I really enjoyed.

EXERCISE 1

Relative clauses - defining or non-defining?

Study the situations and then decide whether the following relative clauses are
defining or non-defining. Defining – no commas/ non-defining – commas.

1. I have three sisters.

My sister who lives in New York came to see me last month.
My sister, who lives in New York, came to see me last month.

2. Peter’s mum has lost her wallet.

Peter's mum who is a musician has lost her wallet.
Peter's mum, who is a musician, has lost her wallet.

3. I am a shoe fanatic.
The shoes which I bought yesterday are very comfortable.
The shoes, which I bought yesterday, are very comfortable.

4. Anna has two dogs. Both of them are black.

Anna's two dogs which can play outside are black.
Anna's two dogs, which can play outside, are black.

5.We are on holiday. Yesterday we visited a cathedral.

The cathedral which we visited yesterday is very old.
The cathedral, which we visited yesterday, is very old.

6.We are on holiday. Yesterday we visited a church.

St. Patrick's Church which we visited yesterday is very old.
St. Patrick's Church, which we visited yesterday, is very old.

EXERCISE 3

Complete the exercise with who, whom, whose or where.

1. What's the name of the man __________car you borrowed?

2. A cemetery is a place __________people are buried.

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3. A pacifist is a person __________believes that all wars are wrong.

4. An orphan is a child ______________parents are dead.

5. The place __________we spent our holidays was really beautiful.

6. This school is only for children __________first language is not English.

7. I don't know the name of the woman to ___________I spoke on the phone.

3. EXPRESSING POSSIBILITY AND DOUBT (may, might, I’m not)

Introduction
To express possibility and doubt we use structures such as may, might and I’m not

• I may go to the cinema later, I have the afternoon off.

• It might snow on Sunday, but there is only a little chance.
• I’m not sure if Julie will come to the party

Explanation
1. In English we use MAY to suggest that something is possible. For example:

• It may rain tomorrow.

• I may not have time to finish the project.
• I may go to the party on Saturday.

We also use MAY to ask for permission in formal situations:

• May I go now?
• May I think about it and get back to you?

2. We also use MIGHT to express possibility. However, MIGHT suggests a smaller possibility
than MAY and MIGHT is much more usual than MAY in spoken English.

• It might rain this afternoon.

• I might not go to the party.
• I might not finish the project on time.
• She might be at home but I’m not sure.

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3. We also have other expressions we can use in order to express possibility such as:

• I’m not sure if she will call.

• I’m not certain if I am doing the right thing.
• Maybe she will decide to come with us.
• Perhaps we will visit London next year.
• It's possible that they will travel by plane.
• There's a chance she will like the city.
• She will take an umbrella as it could rain there.

EXERCISE 1

Choose the most suitable option to the following sentences.

1. I – maybe, might, not sure- go home early if I’m tired.

2. He – may, possible, chances- visit Italy before going to France.

3. -Might. May, Is possible -I come in?

4. -You –could, maybe, may- leave now. I release you.

Let’s practice!

1. Reading: Living in a Small Village

Read the following excerpt from an article about life in a small village.

WHY LIVING IN A SMALL TOWN?

Living in a small town has its pluses and minuses. Mostly pluses, I think.

Big Bear is the place where everyone knows your name. It’s also the place where
everyone knows your drink or coffee order, your size, your favorite color, how you like
your steak cooked, the best gift for your spouse or best friend, and when you need
your oil changed.

It always amazes me when those things happen, to me or someone I know. Living in a

small town, we are greeted by name in the grocery store, and it’s not because the
checker looked at our Vons Club Card. She or he says hi when we walk into Vons,
Stater Bros. or Community Market.

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I love going to The Copper Q for coffee. Last week I pulled up outside, but didn’t get
out right away. I was speaking with my daughter on the phone, so I stayed in the car a
few extra minutes. When I walked in, Jessie and Carla handed me my coffee. Jessie
said she was going to bring it to me at the car, but she had other customers.

When I go through the drive-thru at Starbucks (I spread my coffee purchases around)

quite often the person working the window recognizes my car and tells me what I want
before I order it.

We are creatures of habit and tend to eat at the same restaurants regularly. It’s rare
we aren’t greeted personally by the owners. It’s something the owners of the
establishments take pride in—they know their customers and call them by name. I’ve
seen Gus and Nancy Gonzales, Maria and Gabe Rojas, and Charlie Brewster take the
time to stop at customers’ tables just to say hello.

At McDonald’s, once again, they greet me by name when I pull through for my iced
coffee or iced tea, and it’s ready before I order. Service with a smile.

(Source: www.bigbeargrizzly.net. For full article: http://bit.ly/1Gja7UE )

Order comanda, pedido (en restauración)

Spouse esposa
To greet saludar
grocery store tienda de alimentación
checker cajero, dependiente/a encargado/a de la caja registradora.
drive-thru también, drive-in; servicio de comida rápida que se entrega sin la
necesidad de que la clientela salga de su coche.
Owner propietario/a
take pride in estar/sentirse orgulloso/a de

EXPRESSIONS
Pluses and minuses “sus más y sus menos”
Right away de inmediato
Vons Club shop online for groceries (www.vons.com)
We are creatures of habit Somos animales de costumbres

EXERCISE: Reading comprehension.

1. The speaker is very fond of living in a small town.

2. The name of the town is Big Beard.
3. The most relevant feature of this place is that everyone knows your name.
4. According to the speaker, living in a small town has plenty of advantages.

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 5. Her/his friends handed to the speaker a hamburger
6. In this village there isn’t a Mc Donald’s?
7. The speaker defines mankind as ‘creatures of habits’
8. The owners of establishments are proud of knowing their customers
personally?

GLOSSARY

PALABRA SIGNIFICADO EJEMPLO

All rooms have elevated views of Sydney

skyline horizonte
city skyline.

endearing It is the world's most elegant and endearing

adorables rascacielos
skyscrapers skyscraper.

The view from the 29 meter tower is simply

breathtaking impresionante
breathtaking.

Eye-popping is something visually

eye-popping algo que llama la atención
astonishing, stunning, incredible.

comprar rápido porque es It's also the place to snap up a half-price

snap up
una ganga y se agota ticket to a Broadway show

Soon the road opened to the beautiful

meadows prados
meadow of Thistle Farm

Newcomers to New York spend much of

skyward hacia el cielo
their time looking skyward

to bow inclinar "Master," he said with a bow of his head.

well-heeled forrado, millonario he comes from a well-heeled family.

GREENWICH, a south-eastern metropolitan

boroughs barrios
borough of London.

pedir (hacer el pedido: de We orderes two red wines while we were

order
comida, bebida, ..) waiting for our friends to arrive

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 Whatever my spouse wishes is my
spouse esposa (wife)
command

greet saludar They greeted each other effusively

tienda de alimentos, tienda AI bought some milk at the grocery store

grocery store
de ultramarinos round the corner

tendero/a, dependiente/a en Her husband works as a checker at

checker
el mostrador Mercadona

The owner of the crashed car reported the

owner propietario
accident

ser aficionado a (algo / hacer

be fond of I am very fond of black and white movies
algo)

trade comerciar, comercio He's one of the best doctors in the trade

investigación (estudio: de Recent research revealed obesity is

research
mercado, científico) dramatically increasing

phonecall llamada de teléfono Can I make a phonecall?

whole todo (el todo) I've been waiting a whole year

I had a glass of wine while I was waiting for

while mientras
her to arrive

There are many means of transport

means medios
nowadays

drawback inconveniente, desventaja Living in the city has its drawbacks

pace paso, ritmo It is better to lose weight at a slow pace

Eisenhower was a brilliant strategist during

strategist estratega
the II World War

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customer cliente Our customers are satisfied with our service

EXPRESIONES SIGNIFICADO

straightforward grid
Sistema de red eléctrica directa
system
when the going got
Es un proverbio que significa: cuando las cosas se ponen
tough, the tough got
difíciles, solo los fuertes avanzan o siguen adelante.
going

the shopping spree Compra compulsiva

The melting pot Crisol, fusión o mezcla de culturas.

(its) pluses and minuses sus más y sus menos

Tienda de alimentación física y online, que nació a

Vons Club
principios del siglo XX.

right away inmediatamente, ahora mismo

servicio de comida rápida que se entrega sin la necesidad

drive-thru (AME)
de que la clientela salga de su coche.

servicio de comida rápida que se entrega sin la necesidad

drive-through (BrE)
de que la clientela salga de su coche.

creatures of habit animales de costumbre

last but not least Por último, pero no menos importante

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MÓDULO 3: NATIONAL TRADITIONS

WARMING UP

What are you going to see in this lesson?

 ST Patrick’s Day

 About national traditions

• Phrasal verbs

• Position of adverbs 1

• Position of adverbs 2

• Cohesion

 Learning words and expressions in context

• National traditions

• National products

About national traditions

1. PHRASAL VERBS

Introduction

Phrasal verbs are special kinds of verbs. They consist of two or three parts: a verb and
one (or two) particles. These particles can be either adverbs or prepositions.

Explanation

The resulting verb of combining a verb and a particle has a different meaning; in some
cases there is a logical meaning, e.g. (go up, look back, turn around), but in some
others, there is no direct relationship, such as put up, look for or make up, just to name
a few.

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Many phrasal verbs have their Latin word counterpart (e.g. build up  accumulate;
carry out  execute; use up  exhaust; give up  surrender, therefore the use
of phrasal verbs is highly recommended in standard English as the Latin one-word may
seem too formal or academic.

In this lesson, we are going to divide phrasal verbs into two types: intransitive and
transitive phrasal verbs

Intransitive phrasal verbs

Intransitive phrasal verbs are those which do not have direct object. For example, eat
out (it means “eat at a restaurant”) in the sentence I eat out from Monday to Friday, it
does not have any object. They cannot be separated either; the sentence I eat from
Monday to Friday out is ungrammatical.

Some phrasal verbs can take more than one meaning, for example:

Make up = become friends (intransitive): After 2 years arguing, they finally made up.

Make up = create, invent (transitive): My little brother is always making up stories

The following verbs are intransitive:

Break down (stop functioning) I knew your sister would break up

with him
Break up (end a relationship) My new car has just broken down
Get up (leave bed) I get up early on Saturday
Give up (surrender) The soldiers gave up
Grow up (become and adult) I grew up fast
Hold on (wait) Hold on, stay there until I get home
Show up (appear) Nobody showed up at the meeting
Take off (leave the ground) The plane didn’t take off due to the
storm

Transitive phrasal verbs

Transitive phrasal verbs are those that can have an object. By object we refer to a
person or something affected by the action of the verb.

a) My mother told me off (tell off = phrasal; me = object)

b) We are running out of money (run out of = phrasal; money = object)

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Separable Phrasal verbs
Some transitive phrasal verbs can be separated by placing the object between the verb
and the particle. When the object is a noun or a noun phrase (more than one word)
the phrasal verb can be either separated or not.

- Put your clothes on

- Put on your clothes
However, when the object is a pronoun the separation is required.

- Put them on
- Put on them
As a general rule, long phrases (group of words) are usually placed at the end of a
sentence. This is particularly relevant in the case of phrasal verbs because, if the
particles of phrasal verbs are too far from the verb, they may lose their meaning or
even become ambiguous. For example;

- Put off the wedding

- Put the wedding off
- Put it off
- Put off the wedding , the honeymoon and the holiday
- Put the wedding , the honeymoon and the holiday off (this sentence is most
unlikely)

Verb Verb + Noun Split by noun Split by

pronoun
Call back Call back your brother Call your Call him back
(return a call) brother back
Call off Call off the meeting Call the meeting Call it off
(cancel) off
Figure out Figure out the clue Figure the clue Figure it out
(find the out
answer)
Fill in (write Fill in the form Fill the form in Fill it in
information)
Find out (get Find out the address Find the address Find it out
information) out
Give away Give away that ring Give that ring Give it away
(give away
something to
someone)
Give back Give back the money Give the money Give it back
(return back

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something to
someone)
Hand in Hand in your assignment Hand your Hang it in
(submit) assignment in
Look up (look Look up those words Look those Look them up
for words up
information)
Make up Make up a tale Make a tale up Make it up
(invent/create
a story)
Pick up (lift, Pick up the toy Pick the toy up Pick it up
get someone)
Put out Put out the cigarette Put the Put it out
(extinguish) cigarette out
Take off Take off your shirt Take your shirt Take it off
(remo off
ve)
Throw away Throw away the meal Throw the mean Throw it away
(discard, put away
in the trash)
Turn on Turn on the radio Turn the radio Turn it down
(start) down
Turn off Turn off the lights Turn the lights Turn them off
(stop) off
Write down Write down the list Write the list Write it down
(make a note down
of something)

Inseparable phrasal verbs

The verbs from this group cannot be separated by nouns, pronouns or noun phrases.

- We count on you
- We count you on
- Get off the bus
- Get the bus off

Although there is not a set rule to determine when a phrasal verb is inseparable, some
particles are likely to form inseparable phrasals, such as with, across, after, into.

- I can’t put up with him

- I can’t put him up with
- The police came across your dog last night

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 - The police came your dog across last night
- Jane can’t look after Charlie next week.
- Jane can’t look Charlie after next week
- I look forward to slip into my suit.
- I look forward to slip my suit into.

Verb
Call on (ask a
question in
class)
Catch up
(with) (reach
the same
level as)
Come across
(find by
chance)
Count on
(depend on)
Get along
(with)
Get in (enter)
Get off (exit)
Get over
(recover
from an
illness or
problem)
Go over
(review or
check)
Look after
(take care of)
Put up with
(tolerate,
stand)
Run into
(meet by
chance)
Run out of
(not have any
more)
Watch out
(be careful)

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EXERCISE 1

Drag the right phrasal verb to complete the sentences

1. My brother will never _______ smoking.

2. These two don’t really _______ well.
3. We need to find a gas station soon or we will _____ petrol.
4. Don’t be sad, you can find another person; ________ it.
5. Can I ______ the worksheet via email?

EXERCISE 2

Choose the right answer. There are more than one available

1. I don’t understand why Jenny had to make it all up.

2. I hope he comes to my party, I count him on.
3. After work, my mother will pick me up.
4. You are too arrogant! You should call back him.
5. C’mon! Get the bus in!
6. I’m afraid well have to put our dinner off.
7. That’s not yours, please, give it back to me.

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 2. POSITION OF ADVERBS. PART 1.

Introduction

In this lesson, you are going to see which positions adverbs and adverbials
(Complemento circunstancial in Spanish) take in a sentence in relation to their meaning
and composition.

Explanation

An adverbial is a group of words that function as an adverb in a sentence:

Have a look at this sentence:

- He ran fast that day

Fast is a single adverb in this case
That day is an adverbial; two words that could be substituted for an adverb
(yesterday, for instance). Neither of them are adverbs: “that” is a determiner
and “day” is a noun but, together, they work as an adverbial.

When adverbs modify verbs, they are placed in three main positions: front, middle and
end.

In front position, adverbs are placed before the subject:

- Tomorrow, I’m coming back home - Sometimes he smokes a cigarette

In middle position, adverbs are placed between the subject and the verb. In this
position, they are placed immediately after the verb “be” or after the first auxiliary
verb. Adverbs of frequency are always placed in this position.
- He is never there when you need him - John will probably pass the exam
- I have already told you my name

In end position, the adverb is placed after the verb, either right after the verb or
further in the clause.
- They strolled quietly for a while - Fred spoke to his friends quietly

FRONT POSITION

Most adverbs can be put in initial position in a sentence or a clause. The adverbs below
are more likely to be placed in front position:

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 - Time adverbs that add more information to previous references, or show a
contrast, e.g. yesterday, tomorrow, someday.
- Connecting adverbs that make clear the logical connection between two
sentences, e.g. as a result, secondly, similarly
- Comment and viewpoint adverbs. They reinforce the speaker’s point of view
about something. E.g. luckily, obviously, presumably, naturally, honestly, clearly
My brother in law is coming to have dinner. Honestly, I don’t like him being
here.
- * Place adverbs. In some cases, especially in written form, place adverbs and
adverbials are put in front position to emphasise an action or modify a
movement, e.g. here, there, up, down.
Here comes the sun.
Up went the flag.
Over the bridge marched the soldiers.

It is important to notice that the same adverb may have a different position depending
on their meaning or syntactic function.

- Clearly, you shouldn’t have bought this car.

- You seem clearly upset

MID POSITION

The types of adverbs below usually hold mid position:

- Adverbs of frequency. They define how something happens in a definite or

indefinite way. See the following adverbs of frequency, just to name a few:
always, never, hardly ever, seldom, often, regularly.
My brother never tips at restaurants
I regularly travel by train

The following adverbials of frequency hold initial position (e.g. on many

occasions, from time to time, every now and then, on a regular basis)

I work out at the gym on a regular basis

On many occasions, the lights went out

- Adverbs that indicate the order of events, e.g., last, first or next. They can also
be put in front position, but always using a comma after it.

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 I first met my girlfriend 5 years ago.
First, we need to save some money.

- Adverbs of degree. They refer to the extent or intensity to which something

happens, e.g. hardly, almost, extremely, rather.

I can hardly remember last night

3. POSITION OF ADVERBS. PART 2.

Adverbs are placed after the object (if there is one) rather than right after the verb.
Adverbs cannot be placed between the verb and its object.

He gave back the money unwillingly (not He gave back unwillingly the money)

When the object is a long phrase, the adverb can be put before the object:

He gave back unwillingly all the money and goods he had stolen

Adverbs are also placed in end position when there is a verb and a following –ing form
or to + infinitive

He continued talking loudly (not He continued loudly talking)

I tried to call him repeatedly (not I tried repeatedly to call him)

When we have more than one adverb or more than one adverbial, we must follow this
order: manner, place and time.

I walk happily by the sea every day (manner + place + time)

He goes to the football stadium on Sundays (place + time)

Nevertheless, in English, long phrases are usually placed at the end of a sentence,
putting shorter elements before. Thus, the natural order of “manner, place and time”
can be altered depending on the length of the adverbial. For example:

I will visit tomorrow the house where I spent my childhood (time + place)

I want to come back home with all my heart (place + manner)

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Lastly, the order of adverbs and adverbials can be switched if the speaker wants to
emphasize any part of the sentence.

In June, they got divorced

On his way home, he regretted his words.

When John saw Sally, naughtily, he pushed her in the swimming pool.

EXERCISE 1

Decide where to put the adverb. There could be more than one position available
1. The teacher told his mother that he __________ gets bored _________ in class.
(easily)
2. The Internet has _______ improved and changed ___________ the way people work

nowadays. (greatly)

3. The police officer ________ explained __________the next steps to the victim.
(calmly)
4. Could I ___________ ask you to stop making so much noise_________? (kindly)
5. Brian was ________________ ignoring his parents __________as he was in a bad
mood. (deliberately)

EXERCISE 2

Put the words and phrases in the most likely order

1. I don’t know why they played __________ . (yesterday / so bad)

2. The king summoned _________. (in the palace / his soldiers / at dawn)
3. When I was a kid, I used to spend three weeks ________. (during the summer /
in Mallorca)
4. My brother finished__________ . (his homework / unwillingly)
5. They enjoyed __________________. (the party / until his mother arrived / a
lot)

EXERCISE 3

Mark the correct sentences:

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 1. He quickly ate his lunch.
2. He ate quickly his lunch.
3. Quickly, he ate his lunch.
4. He ate his lunch quickly.

1. The plane landed safely sooner than expected.

2. The plane safely landed sooner than expected.
3. Safely, the plane landed sooner than expected.
4. The plane landed sooner than expected safely.

1. He obediently followed the teacher’s instructions.

2. He followed the teacher’s instructions obediently.
3. Obediently, he followed the teacher’s instructions.
4. He followed obediently the teacher’s instructions.

1. They were great. I fondly remember them.

2. They were great. I remember them fondly.
3. They were great. I remember fondly them.
4. They were great. Fondly, I remember them.

4. DISCOURSE COHESION

Introduction

We are going to continue studying more elements used for the cohesion in
the discourse.

Explanation

We have to remember that Cohesion is the term used to describe the grammatical
means by which sentences and paragraphed are linked and relationships between
them are established. In English, the principal means of establishing cohesion are
through the use of pronouns, determiners, conjunctions, conjuncts and adverbials to
substitute, repeat, refer or omit items across a text.

In this lesson, we will talk about: SO, IN OTHER WORDS and E.G. (exempli gratia), I.E.
(id est).

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 SO

We use SO as a subordinating conjunction to introduce clauses of result or decision.

In this case, it means ´así que´.

• It’s much cheaper with that airline, isn’t it, so I’ll get all the tickets for us with
them.
(Es mucho más barato con esa compañía aérea, verdad, así que compraré
todos los billetes con ellos)

SO is also a very common discourse marker in speaking. It usually occurs at the

beginning of clauses and we use it when we are summarizing what has just been said,
or when we are changing topic.

• So, we’ve covered the nineteenth century and we’re now going to look at
all the experiments in the novel in the early twentieth century.

(Así que, hemos cubierto el siglo 19 y ahora vamos a mirar todos los
experimentos en la novela de principios del siglo 20)

IN OTHER WORDS

In everyday conversation, it is common to rephrase what we say, perhaps to add a

nuance of meaning, perhaps to make ourselves easier to understand. When doing so,
we often use a phrase such as "in other words," or "that is to say." This phrase means
´en otras palabras´.

• I believe, in other words, that what Lula will try to do is modernize the country.
(Creo en otras palabras que lo que Lula intentará hacer es modernizar el país)

E.G. & I.E.

The abbreviations e.g. (from the Latin exempli gratia) and i.e. (from the Latin id est) are
often confused. This is because they are both used to introduce some clarification of
something previously mentioned. They mean ´por ejemplo´ y ´es decir´.

The abbreviation e.g. is used to provide an example.

• The buffet had excellent variety, e.g., vegetarian and non-vegetarian soups,
Italian and French breads, and numerous sweets. (e.g. = for example)

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 (El bufet tenía una excelente variedad, por ejemplo, sopas vegetarianas y
no vegetarianas, panes franceses e italianos y numerosos dulces)

The abbreviation i.e. is used to restate an idea more clearly or offer more information.

• It happened in August, i.e., two months ago. (i.e. = in other words)

(Pasó en agosto, es decir, hace dos meses)

EXERCISE 1

Choose all the appropriate connectors in each. There could be more than one
possible

1. Service charge is included in all prices; ______, you don’t have to leave a tip
a) in other words
b) i.e.
c) e.g.
d) so

2. He was the school champion of many activities _______, chess, badminton,

100m hurdles and high jump
a) in other words
b) i.e.
c) e.g.
d) so

3. You have to submit your project on time, ______ , before next Friday.
a) in other words
b) i.e.
c) e.g.
d) so

4. It is raining, _____ you will have to take the umbrella.

a) in other words
b) i.e.
c) e.g.
d) so

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Let’s practice!

1. Reading: National Traditions

Read the text:

An example for national tradition in the United Kingdom and Ireland is Bank Holidays.
This refers to a public holiday, when banks and many other businesses are closed for
the day.

This tradition dates back to 1871 when Sir John Lubbock introduced the Bank Holidays
Act, introducing the concept of holidays with pay and designated four holidays in
England, Wales and Northern Ireland, and five in Scotland.

Easter in the UK is one of the most popular Christian traditions in where people
exchange and eat Easter eggs. In the UK before they were replaced by chocolate Easter
eggs real eggs were used, in most cases, chicken eggs. The eggs were boiled and dyed
in various colors and designs. The traditionally bright colours represented spring and
light. Nowadays people give each other Easter eggs made of chocolate, usually hollow
and filled with sweets.

Shrovetide is the English equivalent of what is known in the greater part of Southern
Europe as “Carnival”. Shrove is an old English word meaning to confess one's sins.
On Shrove Tuesday, practising Christians are obliged to use up all the flour, eggs and
sugar they have in their cupboards, and everyone else just makes pancakes - hence
"Pancake Day”

There are lots of customs to discover in this particular part of the world.

Dyed - teñido

hollow - hueco

Shrovetide – carnaval

shrove – confesión

practising - practicante

use up – gastar / usar todo

hence – de ahí / por consiguiente

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EXERCISE 1

True or False. Choose the correct answer:

- The tradition of bank holiday´s goes back to 1781. True / False

- There were four holidays designated in England, Wales and Northern Ireland, and
five in Scotland. True / False
- People never used to boil the eggs. True / False
- Shrovetide is the English equivalent of “Carnival”. True / False

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GLOSSARY

PALABRA SIGNIFICADO EJEMPLO

a mug taza You broke my favourite mug!

a shilling chelín (moneda antígua) I found a shilling in my Grandad´s house

attire vestimenta Her attire is from head to foot in black

This dish must be awful because I thoroughly
awful horrible, terroble, espantoso
enjoyed it.
baked beans alubias en tomate Where is the can of baked beans Mum?

basically básicamente Basically, you are crazy

empeñado en ganar He was bent on earning more than his

bent on gain
(beneficio económico) brother

bubbling burbujeo The champagne was bubbling at the part

The leaves of four-leaf clovers bring good
clover trébol
luck.
cohesion cohesión Cohesion is essential in any language

commonly comunmente, normalmente Fever is commonly a symptom of infection.

Breakfast consisted of dry bread and a cup of
consist of consistir en, constar de
tea.
Countess Condesa She is an old Countess

Students are encouraged to engage in

discourse discurso
discourse with one another.

Dyed teñido She dyed her hair, but it didn´t suit her

each serving cada ración Each serving comes with a free cup of tea

extension extensión (línea telefónica) Please, tell me Peter's extension

fashionable de moda It is fashionable to wear green this season

He never has money, hence he has never
hence de ahí / por consiguiente
bought me a drink

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 The wall was hollow and I broke it with the
Hollow hueco
hammer
hugely enormemente He is hugely sucessful
If you continue to study hard, your
knowledge of French will
improve mejorar
improve.

item artículo, producto They sell some lovely items in the gift shop.

leaf hoja This plant has few leaves.

With his tools and his brain, he had the

means medio
means to repair any stove.

The community meeting lasted for two

meeting reunión, encuentro
hours.

It is sometimes difficult to grasp, but the

nuance matiz, tonalidad
nuance is, I feel, significant.

nymph ninfa The nymph was on the sandy beach

nymph ninfa the nymph was featured in the filf

outstripped aventajar The benefits outstripped the losses

Fry the onions in the pan before you add the
pan sartén
sausages
parlour recepción / sala I was waiting in the parlour
por cada libra (unidad de
per pound the price is four pounds per pound
peso)
phrasal verb verbo frasal Phrasal verbs are very common in English

pork carne de cerdo Do you eat pork?

practising practicante He was a practising doctor before he retired

Proprietors propietarios The proprietors closed the bar early

raider pirata, invasor Irish raiders captured Saint Patrick

Two rashers of bacon fell on the floor, the

rashers tiras de bacon
dog ate them straight away

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rephrase parafrasear Do not rephrase everything she says

resell revender They want to resell their house

saucepan sartén I burnt the saucepan

Shrovetide carnaval Shrovetide was boring this year!

sizzle chisporroteo I can hear the pan sizzling

smuggled artículo de contrabando He smuggled the ileegal goods

Sorrel is a perennial herb in the family
sorrel acedera
Polygonaceae
stable fijo / estable The connection is not stable

stable fijo / estable He was looking for a stable relationship

I have to summarise everything I have done
summarise resumir
today
the stove hornillo Is the soup still on the stove?

the yolks yemas de huevo Take out the yolks before you cook the eggs
He lost his money because he bet against the
to bet apostar
winning horse.
The story symbolizes Patrick cleansing the
to cleanse limpiar
island of Paganism
I visited my Aunt in Greece last year and I
to get back volver
can't wait to get back!
to get in entrar I opened the door and got in.
We got out just as the building was about to
to get out salir
burst into flames.

You need to get rid of those pants - you

to get rid of deshacerse de
never wear them anymore.

I had to get up early today for a meeting at

to get up levantarse
7:00 AM.
to kidnap secuestrar She was kinapped when she was a child.

to occur darse, ocurrir Does this colour actually occur in nature?

verter (en este contexto Hundreds of thousands of Irish immigrants

to pour
salir en masa) pouring into New York

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to put back posponer John decided to put the meeting back

to put on ponerse (ropa) Put that coat on right now!

to put out apagar/extinguir un fuego The firemen had to put out a huge fire

to put up I will not put up with your whining any more.

tolerar, aguantar
with Go to bed this minute!

to toast brindar Shall we toast before we drink?

topic tema The topic of conversation bored him.

They used up all their money at the blackjack
use up gastar / usar todo
table
utensils utensilios Pass me the utensils, please

wholesome saludable I like wholesome soups before I go to bed

EXPRESIONES SIGNIFICADO

play hide-and-seek jugar al escondite

To start with/to begin with Para empezar

La Gran hambruna irlandesa (o Hambruna
The Great potato famine
irlandesa de la patata)
The Holy Trinity La Santísima Trinidad

St. Patrick’s Day Parade Desfile del día de San Patrick

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 KEY ANSWERS

MÓDULO 1: WISHES

1. Wish
EXERCISE 1

1. Had spent
2. Were
3. Would spend
4. Had listened
5. Owned
6. Would go
7. Said
8. Spoke
9. Booked
10. Were

EXERCISE 2

1. had
2. had listened
3. would let
4. would stop
5. could come
6. hadn't bought
7. had read
8. could help
9. spent
10. wish

EXERCISE 3

1. To make
2. To reserve
3. To remind
4. You
5. you
6. To be
7. Me

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 8. To see
9. Wish

EXERCISE 4

1. Hadn´t
2. I´d
3. Were
4. Could
5. Had
6. Was seeing
7. Did
8. Lived

2. Reciprocal Pronouns

EXERCISE 1

7. one another
8. each other
9. one another
10. each other
11. each other’s
12. one another

EXERCISE 2

1. each other
2. BOTH
3. one another
4. one another
5. BOTH
6. one another’s
7. each other
8. one another
9. one another
10. each other

3. Connectors

EXERCISE 1

1. Nevertheless
2. In addition

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 3. Despite
4. However
5. But
6. As well as

EXERCISE 2

1. even though
2. Although
3. Despite
4. Even though
5. In spite of

EXERCISE 3

1. Because of
2. In spite of
3. Due to
4. Even though / Although
5. Because of
6. Even though / Although
7. In spite of
8. Even though
9. But
10. On the other hand
11. Moreover
12. Also

Reading
EXERCISE 1

1. Receive a guiding dream

2. An interaction between the unconscious and the conscious mind

3. Anxiety

4. Nightmares

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MÓDULO 2: THE CITY

1. One and ones

EXERCISE 1

1. Ones
2. One/one
3. One
4. Ones/ones
5. One

2. Relative clauses
EXERCISE 2

1. My sister who lives in New York came to see me last month.

2. Peter's mum, who is a musician, has lost her wallet.
3. The shoes which I bought yesterday are very comfortable.
4. Anna's two dogs, which can play outside, are black.
5. The cathedral which we visited yesterday is very old.
6. St. Patrick's Church, which we visited yesterday, is very old.

EXERCISE 3

1. Whose
2. Where
3. Who
4. Whose
5. Where
6. Who
7. Whom

3. Expressing possibility and doubt (may, might, I’m not)

EXERCISE 2

1. Might
2. May
3. May
4. May

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Reading
EXERCISE 1

1. True
2. False
3. True
4. True
5. False
6. False
7. True
8. True

MÓDULO 3: NATIONAL TRADITIONS

1. Phrasal verbs

EXERCISE 1

1. give up
2. get along
3. run out of
4. get over
5. hand in

EXERCISE 2

1, 3, 6 y 7

2. Position of adverbs. Part 2.

EXERCISE 1

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1. The teacher told his mother that he gets bored EASILY in class. (SEGUNDO HUECO ES
EL CORRECTO)
2. The Internet has GREATLY improved and changed the way people work nowadays.

The Internet has improved and changed GREATLY the way people work nowadays.

(AMBOS HUECOS SERÍA CORRECTOS)

3. The police officer explained CALMLY the next steps to the victim. (EL SEGUNDO
HUECO ES EL CORRECTO)

4. Could I KINDLY ask you to stop making so much noise (PRIMER HUECO ES EL
CORRECTO)

6. Brian was ignoring his parents DELIBRATELY as he was in a bad mood.

(SEGUNDO HUECO ES EL CORRECTO)

EXERCISE 2

Put the words and phrases in the most likely order

6. so bad yesterday
7. his soldiers at dawn in the palace
8. in Mallorca during the summer
9. his homework unwillingly
10. the party a lot until his mother arrived

EXERCISE 3

Mark the correct sentences:

5. He quickly ate his lunch.
6. He ate quickly his lunch.
7. Quickly, he ate his lunch.
8. He ate his lunch quickly.

5. The plane landed safely sooner than expected.

6. The plane safely landed sooner than expected.

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 7. Safely, the plane landed sooner than expected.
8. The plane landed sooner than expected safely.

5. He obediently followed the teacher’s instructions.

6. He followed the teacher’s instructions obediently.
7. Obediently, he followed the teacher’s instructions.
8. He followed obediently the teacher’s instructions.

5. They were great. I fondly remember them.

6. They were great. I remember them fondly.
7. They were great. I remember fondly them.
8. They were great. Fondly, I remember them.

3. Discourse cohesion

EXERCISE 1

5.
b) in other words
b) i.e.
d) so

6. c) e.g.

7. a) in other words
b) i.e.

8. d) so

Reading
EXERCISE 1

- False
- True
- False
- True

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