UNIT
31
1
W hen School W as O ver For Ever M arg.
-
T om! T his m or ning whi le yo u wer e out , I had a conver sat i on in Spa nish wit h a ver y ple asant lad y whom I m et in t he loung e. And I under st ood eve r y wor d she said!
Tom
W hat did you t alk about ?
M arg.
-
Tom
-
Chi ldr en a l wa ys f or get f or eig n lang uag es when t he y g r ow up.
M arg.
-
I didn’t f org et Fr ench wh en I g r ew up. As I have t old you m any t im es, I st il l r em em ber all t he r ul es t hat I le ar nt at school and al l t he ver bs t oo.
Tom
-
O h, wel l, you ar e an except ion. You have a wonder f ul m em or y.
M arg.
-
T hat isn’t t he onl y r eason. I r em em ber all t hat m y Fr ench t eacher t aug ht m e, because I st udied ser iousl y when I was at school; and also becaus e t he da y t hat I lef t school f or ever , I br oug ht all m y Fr ench b ook s hom e wit h m e, put t hem in m y book case and m ade a vo w t o st udy Fr ench f or at least an hour ever y da y.
Tom
-
Did you? W ell, t he day t hat I lef t school, I di d som et hing ver y d if f er ent . I bur nt all m y Fr ench b ook s, and a heap of ot her school boo k s as we l l. I r em em ber ho w I st oo d i n f r ont of t he f ir e, r ubbing m y hands wit h g lee as I wat ched t hem disappear in t he f lam es.
M arg.
-
Dar ling ! Ho w could you be so si ll y! ?
Tom
She t old m e t hat sh e was m ar r ied…. an d t hat , when she was a c hi ld, she sp ent a year in Eng lan d and lear nt a lot of Eng lish, but whe n she cam e back t o Spain, she f org ot it all.
Sil l y? T hose book s wer e m y wor st ene m ies. Af t er t hat I went out and dr ank t hr ee bot t les of beer at t he near est bar .
(continúa)
>>>
UNIT
31
2
(continuación)
W hen School W as O ver For Ever
-
W er e you so t hir st y, dear ?
-
W hy wer e you al l so happy, dear ?
Yes, I ’m af r aid it does, dear . Ver y sill y.
Tom
-
M arg.
-
I don’t bel ie ve it . Yo u ar e m ak ing it up. I’m sur e t hat yo ur par ent s didn’t al lo w you t o st ay out al l ni g ht .
Tom
-
Of cour se t hey d idn ’ t . W hen I ar r ived ho m e next d a y, t he y wer e f ur ious. T hey hadn’t slept al l nig ht , wonder ing wh at had happened t o m e. My f at her t ook m y bic ycl e a wa y f r om m e and lock ed it up in t he lum ber r oom . And didn’t let m e r ide it ag ain f or t he next t hr ee m ont hs.
M arg.
-
And what did your m ot her do?
-
And did it , dear ?
M arg. Tom
M arg. Tom
M arg.
Tom
M arg. Tom
No. Just g lad, because school was o ver f or ever and Fr ench book s wer e a t hing of t he past . T hat evening I r ode m y bic yc le a ll over t he t o wn t og et her wit h m y t hr ee best f r iends who we r e j ust as happy as I was.
Because school w as over f or ever ! Don ’t you under st and? W e had so m uch f un t hat nig ht ! W e shout ed and sang , and even br ok e a wi ndo w pan e or t wo. I suppose it seem s sil l y t o you - -
W ell, sil l y or not , it was a wond er f ul even ing . But suddenl y a po licem a n appear ed and war ned us t hat if we wer e not q uiet he was g oing t o ar r est us all. So we r ode out t o t he h il ls o ut side t he t o wn and l ay on t he g r ass, t alk ing , and br eat hing t he lovel y f r esh air , t ill t he sun r ose t he next m or ning .
She didn ’t let m e have an y lunch or dinn er t hat day. “ T he boy m ust be m ad, ” she said. “ Per ha ps hung er wil l br ing him t o his senses. ”
I t cert ainl y did!
UNIT 1. > > >
> >
31 w hile
3
= mi ent r as
W hile I was walk ing in t he par k , I saw H elen and her bo yf r iend. You can also say: W hile wa lk ing in t he par k, I saw Hel en a nd her boyf r iend. W hile swimming in the sea, Laura saw a dolphin jumping out of the water. Sara met David while studying Hist or y at Oxf ord University. You can also say: She dyed her hair bl onde whi le in Par is f or f ashion we ek .
2.
a w hile
3.
a little w hile
= un r at o = un r ati t o Abel
- Last Sunday, Ba r bar a and I went t o t he par k . W hile walk ing r ound t he lot us pon d, we sa w a young m an sit t ing on a bench r eading an Eng lish ne wspaper . W e sat next t o hi m f or a lit t le whi le and had a n ice chat . He said t hat he was f r om New Ze alan d but his f am ily had li ve d in Aust r alia f or a long whi le. He a lso sa i d t hat he woul d st ay in Flor ence f or a short whi le and t hen woul d g o t o Venice. He ask ed us a lot of q uest ions about Flor ence and I t al y. Bar bar a t old h im t h at she has an uncl e li ving in S ydne y, and one day she would g o t o Aust r alia t o see him . Af t er a whil e we exchang ed our e- m ail addr esses and pr om ised t o k eep in t ouch. === dol phi n = del f í n t o j um p = s al t ar t o dye = t eñi r pond = es t anque chat = char l a, conver s aci ón t o exchange = i nt er cambi ar t o keep i n t ouch = mant ener s e en contact o
UNIT
31
4
w ho - w hom Who es un pr onombr e s uj et o como: he - she - we. Whom es un pr onom br e compl ement o como: hi m - her - us .
>
W ho has m ade t his delic ious cak e? ¿Quién ha hecho esta d elicio sa tarta?
>
W hom have yo u in vi t ed t o t he part y? ¿A q u i é n h a s i n v i t a d o a l a f i e s t a ? W hom ar e you look ing at ? ¿A q u i é n e s t á s m i r a n d o ?
En l a l engua es cri ta a veces s e us a el pronombr e “whom”, aunque cada vez es menos f r ecuent e. M uchas per s onas de habl a i ngl es a pi ens an que “whom” es ant i cuado. En las oraciones siguientes el pronombre relativo es el complemento de las preposiciones with - to - from, por lo tanto tiene que ser “whom”, pero a la mayoría de las personas de habla inglesa les parece natural usar “who”.
>
W ho did you g o t o the beach wit h? W ho did t hey g ive t he f ir st pr ize t o? W ho is t he g ir l Davi d is eng ag ed t o? W ho did you r ecei ve t his nice pr esent f rom ?
Paul Brian, the author of “Common Errors in English Usage” has written: “Whom has been dying an agonizi ng death for decades . Many people nev er use the word in speech at all. However, i n formal writing, criti cal readers still expect it to be used when appropriate.” === pri ze = premio s peech = lengua hablada agoni zi ng = agonizante i n s peech = en conversación deat h = muerte ***
Even if you do learn to speak correct English, whom are you going to speak it to? - Clarence Darrow
UNIT
31
5
Pr epos i ti ons at the End of S entenc es En frases interrogat ivas que empiezan por : who - what - which - where... la preposición se pone generalmente al final de la frase.
>
W ho ( wh o m ) ar e t hese chocolat es f or ? W ho ( wh o m ) ar e you wa it ing f or ? W hat ar e you look ing at ? W her e ar e you g oing t o? - T hat book was r eal l y int er est ing . - W hich book ar e you t alk ing about ? Rober t and Mi l li e
M i l li e
- W her e ar e you g oing t o, Rober t ?
Robert
- Back t o t he f act or y. I t ’s lat e.
M i l li e
- But t oda y is Sat u r day, do n’t yo u k now? Yo u ne edn’t g o back t o wor k .
Robert
- I k now it ’s Sat ur day. But , dur ing t his m ont h and t he ne xt , we have t o do 20 hour s of over t im e.
M i l li e
- My poor R ober t ! But don’t you wa nt any of t his nice pudding ?
Robert
- W hat is it m ade of ?
M i l li e
- Flour , egg s, br own cane sug ar and chocolat e.
Robert M i l li e
- All r ig ht . G ive m e som e of it , but be q uick ! *** - W ell, dear, what ar e you wa it ing f or ? W hy don ’t you eat it ?
Robert
- How can I eat it ?
M i l li e
- W hat do you m ean, dear ? W hat ar e you t alk ing about ?
Robert
- W hat am I t alk ing g iven m e a spoon t o === you needn’ t go = overt i me = s ugar cane =
about ! Ho w can I eat it if you ha ven ’ t eat it wit h?! no hace f al t a que vayas ext r a (t r abaj o) az úcar de caña
UNIT
31
fore ver
6
= par a s i empr e
al s o f or ever
fore ver and e ve r
= par a s i empr e, s i empr e
In America the President reigns for four years, and journalism governs forever and ever. Oscar Wilde
>
I n t he f am ous book “ G ent lem en Pr ef er Blondes” , a g ir l sa ys, “ A k iss on t he hand i s ver y nic e, but a diam ond br acel et l ast s f or ever . ”
>
W hen people ar e in love, t hey of t en say t o each ot her , “ I wil l lo ve you f or ever . ” - “W e wil l l i ve t og et her f or ever . ” === di am ond = di amant e t o l as t = dur ar t o rei gn = r ei nar t o govern = gober nar < < < < < §> > >> >
1
just as …
= pr eci s ament e cuando
Just as T om ’s f at her was g oing t o t elepho ne t he pol ice, T om ar r ived hom e. 2
just as … as
= t ant o … como
T om ’s f r iends wer e just as g lad as he was. T he day t hat T om lef t school f or ever , he was so happ y, t ha t he dr ank t hr ee bot t les of beer , and his thr ee best f r iends we r e j ust as g lad as he was. T hey all f our st ayed out t he whole nig ht t o celebr at e t heir g r eat day. W hen m idnig ht cam e and T om had st ill not com e hom e, his f at her and m ot her becam e t er r ibly wor r i ed, and t he par ent s of t he ot her boys wer e j ust as wor r ied as Tom ’s par ent s wer e.
UNIT
31
to raise
7
= l evant ar; aument ar
T o r aise is a r eg ular ver b. ( r aise – r aised – r aised) I t is tr ansit ive; it has a dir ect obj ect .
>
- T hose t hat k now t he answer r aise t heir hand. W hen Rober t g et s ang r y he r aises his voice.
to rise
= s al i r (el s ol , l a l una); s ubi r , aument ar (p r eci os )
T o r ise is an ir r eg ular ver b.
(r ise - r ose - r isen)
I t is int r ansit ive; it d oes not t ak e an obj ect .
>
T he sun r ises in t he east , and set s in t he west . W hen pr ices r ise Mi l lie g et s wor r ied. Mi l li e
Rober t should ask his boss f or a r aise, because pr ices k eep r ising ever y da y.
aumento aumentando
T his m or ning bef ore t he sun r ose I w as alr ead y at t he m ark et ; when I g o so ear ly I can f ind t he best f r uit and veg et ables. But m y G od! T he pr ices had r isen ag ain!
salió
I was a l it t le ang r y, of cour se, but wit hout r ais ing m y vo ice I said t o m y g r eeng r ocer , “T his is t he t hir d t im e in a m ont h t hat you ha ve r aised your pr ices. ” “ I am ver y sor r y” , h e ans wer ed, “ but I ’m af r aid pr ices ar e g oing t o r ise ag ain because of t he dr ought . ” ( s e q u í a ) Hear ing t his I dec ided t o bu y a l ot m or e f r uit and veg et ables t han I usuall y do.
levantar
T he bag s wer e so h eavy I could har d l y r aise t hem . But I didn ’t m ind. W hen it is a q uest ion of saving m oney, I m ak e any sacr if ices.
levantarlas
subido
frutero subido subir
cuestión
UNIT
31
8
to raise - to rise t o r ai se = s ubi r , aument ar
>
(t r ansi t i ve ver b)
T he g r eengr ocer r aises t he pr ices of veg et ables ever y week .
Pr i ces is t he dir ect obj ect . t o r i se = s ubi r , aument ar
>
( i ntr ans it i ve ver b)
Because of t he dr oug ht pr ices k eep r ising .
Pr i ces is t he subj ect , t her e is no obj ect. < < < < < §> > >> >
also - too - as w ell
= t ambi én
“Al s o” s uel e col ocars e en medi o de l a f r ase, nunca al f i nal . “Too” s uel e col ocar se al f i nal de l a f r as e; en l a l engua f or mal o l i t er ar i a, “t oo” s e puede poner des pués del s uj et o.
>
He, t oo, had st udied in Par is.
“As wel l ” s e col oca al f i nal de l a f r as e.
>
T his eveni ng I ’m g oing t o t he cinem a. I ' m g oing t o a r est aur ant , t oo. o bi en: I 'm g oing t o a r est aur ant as w el l. o bi en: I 'm al so g oing t o a r est aur ant.
>
T he day t hat T om lef t school f or ever , he bur nt all his Fr ench book s. He also bur nt his philo soph y boo k s. He bur nt his Fr ench dict ionar y, t oo. And m any ot her school b ook s as well. === t o burn bu rnt burnt = quemar o bi en: t o burn burned burned
UNIT
31 out
to to to to
be out go out ride out dri ve out
9
= f uer a = = = =
es t ar f uer a (no es tar en cas a) s al i r s al i r (a pas ear ) en bi ci clet a, a cabal l o s al i r en coche
Rober t and Mi l li e M i l li e
- Som et im es I f eel so lonel y, Rober t !
Robert
- Do you? W hy?
M i l li e
- W ell, you’r e out all day, exc ept on Sun days, ar en’t you, dear ? And e ven on Sunda ys, you ha r dly t alk t o m e. You j ust sit in your ar m chair r eading t he paper . I t ’s alm ost t he sam e as when I ’m alone.
Robert
- T hen, g o out .
M i l li e
- T her e is no pleasu r e in g oing out alone, dear . But I have a g ood idea. Just list en! T her e’s a shop near her e t hat sells second- ha nd bic ycles ver y che apl y … and t hey let you pa y so m uch per week . O nly a ver y sm al l sum . W e could buy t wo bic ycl es and r ide out t o t he count r y e ver y S unda y. W e can have so m uch f un!
Robert
- And what ar e we g oing t o do when we ar r ive t her e?
M i l li e
- W e can r ide back ag ain, dear .
Robert
- And t hat ’s what yo u call “ f un” , is it ? Good hea vens! O h, g ood HEAVENS! === l onel y = s ol o s econd- hand = de s egunda mano per w eek = a l a s emana count ry = campo
UNIT
31 reason
reasonable unreasonable the reason w hy
10
= r az ón = r az onabl e = i r r az onabl e = el por qué, el mot i vo Abel
I n t hese days I have d ecide d t o st ar t lear ning Fr ench. I have ask ed Mr W ilson if he is g oing t o help m e, and he says t hat he is wi ll in g t o beg in whene ver I want . T he r eason wh y I want t o lear n Fr ench is t hat at t he end of t he school year m y class is g oing t o Fr ance f or t wo or t hr ee week s. But t he m ain r eason is t hat in m y house we ha ve lot s of Fr ench book s t hat I am long ing t o r ead. For som e st r ang e r eason, whe n I st ud y lang uag es I ne ver g et bor ed or t ir ed. Besides, if I want t o st udy j our nal ism , lang uag es ar e of vit al im por t ance. === he i s w il l i ng = es t á di s puest o w henever = en cual qui er moment o m ai n = pr i nci pal t o l ong t o = des ear mucho; anhel ar < < < < < §> > >> >
all over
>
= por t odas par t es
O n t he even ing of the da y t hat t he y lef t school f or ever , T om and his t hr ee best f r iends r ode t heir bic yc les a l l over t he t own. T om has visit ed co unt r ies all o ver Eur o pe. Eng lish is spok en === al l i n al l m os t of all once and f or all
all o ver t he wor ld. = cons i der andol o t odo = más que nada = de una vez por t odas
UNIT
31
11
to speak - to talk Abel and Mr Wi l son Abel
-
Mr W ilson, what is t he dif f er ence bet ween “ t o speak” and “ t o t alk” ?
M r Wi l s on
-
W ell, t hey have ver y sim ilar m eaning s, but in cer t ain sit uat ions yo u pr ef er one or t he ot her .
Abel
-
But in Spanis h t hey bot h m ean: ‘ habl ar ’ .
I see.
M r Wi l s on
-
Abel
-
I under st and. I s it cor r ect t o say, “ Mr W ilson can speak sever al lang u ag es f luent ly?”
M r Wi l s on
-
Yes, but not f luent ly. Ha ha ha No w l ist en t o t his. W hen you t el ephone m e, and m y wif e t ak es t he phone, you sa y t o her , “I would lik e t o speak t o Mr W ilson. ”
Abel
-
I k now t his. I s it cor r ect t o say, “W hen I am alone I of t en t alk t o m yself ?”
M r Wi l s on
-
Sur e. Rem em ber also t he expr ession: “ W hat ar e you t alk ing about ?”
Abel
-
Oh yes. And the other expression: “Don’t talk nonsense!”
M r Wi l s on
-
Rem em ber t hat when you ar e ha ving a conver sat i on wit h som eone yo u can say t hat you spe ak t o t hem or you t alk t o t hem .
Abel
-
W hen I am in Am er ica I not ice t hat t hey sa y, t o speak wit h and t o t alk wit h t hem , t oo.
M r Wi l s on
T hat ’s r ig ht .
Abel
-
M r Wi l s on
-
W henever you want , Abel.
M r Wi l s on Abel
Yes, but whi le “ t o speak ” alwa ys m eans ‘ habl ar ’ , “ t o t alk ” m eans: ‘hab l ar ’ and ‘conver s ar ’ .
For exam ple, when t wo or m or e people ar e having a conver sat i on, you u suall y sa y t hat t hey ar e t alk ing.
T hank you ver y m uc h Mr W ilson. Ne xt t i m e I would lik e t o t alk about “t o say” and “ t o t ell” .
UNIT
31
verbs of perception
12
= ver bos de per cepción
to watch - to see - to notice - to listen to - to feel to hear - to look at - to perceive - to smell - to observe etc.
1.
Los verbos de percepción pueden ir seguidos de un infinitivo sin “to”, cuando la acción que percebimos ha terminado.
>
I saw m y sister De bra clean my room and make my bed. Vi a mi hermana Debra limpiar mi habitación y hacer mi cama.
2.
A es t os ver bos l es s i gue un ger undi o cuando s e quier e s ubr ayar que l a acci ón t odaví a s e es t á des ar r ol l ando.
>
I saw my sister Debra cleaning my room and making my bed. Vi a mi hermana Debra limpiando mi habitación y haciendo mi cama. Es decir: mientras estaba limpiando... / cuando estaba limpiando
Abel My s ist er Debr a is a dar ling ! At t en o’clock last Sunda y, I hear d som ebody com ing int o m y r oom sof t ly and put t ing som et hing on m y desk . I opened m y eyes a nd saw D ebr a sm ili n g at m e. I look ed at m y desk and saw t hat t her e was a t r ay on it wit h a lar g e cup of chocolat e m ilk , a plat e wit h t oast and but t er, and a pot of j am . Af t er a m om ent she sat on m y bed and said, “ Does t he yo ung g ent lem an want his br eakf ast in bed?” She is al wa ys so lo ving t o m e! T he ot her day whi le I was st ud yi ng , she cam e int o m y r oom and st ar t ed dust ing and put t ing m y t hing s in or der . I wat ched her do these bor ing chores, and smile at the same time. Can you believe it ? === t ray = bandej a t o dus t = qui t ar el polvo chores = t r abaj os domés t icos / quehacer es
UNIT
31
13
only - alone - lonely Sul ki na is an on l y child. Sh e l i ves i n Si l ver Plum e, Color ado. Her par en t s ar e of Russian or ig in, but t hey wer e bor n in Am er ica. She is a pr et t y an d cle ver g ir l, but s he has ver y f ew f r iends. She spe nd s m ost of her t ime alon e r eadi ng or walk ing on her lar ge f am ily f ar m. T he only com pan y she enj oys is t hat of Mood y, her black and whit e S iber ia n husk y. T he onl y t im e t hat she spends wit h her com pan ion s is at school. She sa ys t hat she pr ef er s t o be alone because her com panions bor e h er . T hey l ik e t o t alk only abo ut sil l y t hing s, and t hey ar e child ish. I n spit e of being al one m ost of t he t ime, Sulk ina ne ver f eels lonel y. She ha s her par ent s who a dor e her , her book s and Mood y. Her par ent s ar e a lit t le wor r ied abo ut t heir daug ht er spending all her f r ee t im e alone. Sulk ina l ik es t o st udy f or eig n lang uag es, and pr esent l y she is st udying I t alian wit h a pr ivat e t eacher . T he ot her day af t er t he I t alian lesson, Sulk ina’s m ot her had a lit t le chat wit h t he t eacher . She t old her t hat she was a lit t le wor r ied about Su lk ina being near l y a l wa ys alone. T he t each er list ened t o her , t hen she sa id, “ Don ’ t wor r y, Su lk ina is n ot onl y a br ig ht g ir l, but she is a lso ver y balanced. I am sur e t hat whe n she g et s a lit t le older , she wil l def init el y chan g e. Rem em ber also t hat a Sicil ian pr over b sa ys, “ Megg hiu sulu ca m al u ccum pagnat u. ” And t hat m eans, m or e or less, “ Bet t er alone t han in bad com pany” . onl y = s ól o, s ol ament e, único al one = s ol o (s i n compañí a) t o f eel l onel y = s ent i r se s ol o l onel y = s ol i t ari o, ai s l ado (un l ugar )
>>
UNIT
31
15
Uncle David. He even allows Debra and me to eat pizza sitting on the sof a, watching television! Naturally, t o spoil our f un, my f ather keeps on telling Uncle David, “Keep those kids of f television!” Debra and I get along beautif ully with Uncle David. W hen we ar e in America, he keeps on telling us, “In the evening, when I come back f rom work, come over and have dinner with me.” W e would love to go every evening, but we like to spend time with our grandparents, too. I think I’ve taken af ter Uncle David. W e see most things eye to eye. The other day while I was looking f or something I came across a pict ure of Uncle David when he was more or less m y age; we look so much alike! ===
s i nce ri di cul ous s i t uat i on t o add i nval i d habi t i di ot i di ot i c headphone as regards t o s poi l t o dri ve s om eone crazy not t o s peak of eye t o eye
= = = = = = = = = = = = = =
continúa aleja nos entendemos con vuelvo - venid a visitarme
me parezco ( ca ra cteria lmen te ) buscando encontré por casualidad nos parecemos (físicamente)
des de cuando r i dí cul o s i t uaci ón añadi r i nvál i do cos t umbr e - hábi t o i di ot a (s us t anti vo) i di ot a (adj et ivo) aur i cul ar en cuant o a es t r opear (una cos a); mi mar (a una per s ona) vol ver l oco a al gui en por no habl ar de del mi s mo modo
UNIT
31
16
Phrasal Verbs Un “phrasal verb” es un verbo, que seguido de una preposición o de un adverbio, cambia su significado original. to run to run into
= correr = tropezarse con (alguien)
Yesterday while walking in the park, I ran into my ex girlfriend. Los “phrasal verbs” pueden ser transitivos o intransitivos. 1.
> 2.
Un “phrasal verb” transitivo puede ir seguido de un complemento objeto. Tom made up the whole story.
(Tom se inventó toda la historia.)
Un “phrasal verb” intransitivo nunca va seguido de un complemento objeto.
>
At midnight he finally showed up. (... apareció)
3.
Algunos “phrasal verbs” transitivos se pueden separar. El complemento objeto puede colocarse entre el verbo y la preposición / el adverbio.
>
I talked my father into letting me go to the cinema. (Convencí a mi padre para que me dejara ir al cine.)
4.
Algunos “phrasal verbs” transitivos no se pueden separar.
>
Yesterday while walking in the park, I ran into my ex girlfriend.
5.
Algunos “phrasal verbs” transitivos pueden llevar el complemento objeto tanto entre el verbo y la preposición/adverbio, como después del “phrasal verb”.
>
Abel looked the word up in the dictionary. o bien Abel looked up the word in the dictionary.
6.
Si el complemento objeto es un pronombre, tiene que ir entre el verbo y la preposición. Abel looked it up in the dictionary. Abel looked up it in the dictionary.
¡Error!
UNIT
31
to wonder
17
= pr egunt ar s e; mar avi l l ars e
I w onder w hy = me pr egunt o por qué I w onder if = me pr egunt o s i I w onder w hat - w hen - how - w ho et c. No w onder . Sm al l w onder . Li tt l e w onder . = N o e s d e e x t r a ñ a r . Ab el and Debr a Abel Debra Abel Debra Abel Debra Abel Debra
Debra Abel Debra Abel Debra Abel
-
Hi, Deb!
-
I f eel nauseated.
-
My f riends were smoking cigars, so I wanted to try it, too.
-
Hi, Abel. But awf ul!
-
W hat’s the matter wit h you? You look
W hat’s happened? I’ve smoked a Cuban cigar. No wonder you f eel sick. I wonder why you do such stupid things.
W onders will never cease! W ell, now lie down on my bed, relax, and I’ll bring you a glass of hot water with lemon juice. It works wonders! *** Here you are, wonder boy. Drink it up! I wonder how m y f riends are f eeling. Sick too, of course. I wonder what you would do if your f riends asked you to jump off a bridge. They did. Have you heard about Bungee jumping? Of course. And what did you do?
I ref used. I’m not that stupid! (ta n es t ú p id o ) === nauseated = ma rea d o to cease = ce sa r cigar = p u ro bridge = p u en te Wonders w ill never cease! = ¡La s so rp r e sa s n u n ca se a ca b a n ! It w orks w onders! = ¡Ha c e m ila g ro s ! w onder boy = muchacho prodigio
UNIT
31 human body
18 c uer p o hu m a no
Your bod y is all your physical parts, including your head, arms, and legs. skeleton
es q u el e to
Your skelet on is the f ramework of bones in your body.
bone
hu es o
Your bones are the hard parts inside your body which together f orm your skeleton. skull
c r án e o
Your skull is the bony part of your head which encloses your brain. brain
c er e br o
Your brain is the organ inside your skull that controls your body's activit ies and enables you to think and to f eel things such as heat and pain. muscle
mús c u l o
A muscle is a piece of tissue inside your body which connects t wo bones and which you use when you make a movement. nose
nar i z
Your nose is the part of your f ace which sticks out above your mouth. You use it f or smelling and breathing.
UNIT
31
19
mouth
boca
Your mouth is the area of your face where your lips are or the space behind your lips where your teeth and tongue are. lips
labios
Your lips are the two outer parts of the edge of your mouth. tongue
lengua
Your tongue is the soft movable part inside your mouth which you use for tasting, eating, and speaking. heart
corazón
Your heart is the organ in your chest that pumps the blood around your body. blood
sangre
Blood is the red liquid that flows inside your body, which you can see if you cut yourself.
lungs
pulmones
Your lungs are the two organs inside your chest which fill with air when you breathe in.
chest
pecho
Your chest is the top part of the front of your body where your ribs, lungs, and heart are.
ribs
costillas
Your ribs are the 12 pairs of curved bones that surround your chest. These definitions have been taken from the Collins COBUILD Dictionary
UNIT physica l including arm f ramework to form bony to enclose organ to control activit y to enable heat tissue to connect movement nose to stick out to smell to breathe space outer edge movable to taste to pump liquid to f low to cut to f ill curve curved to surround
31
20
= f í s i co = i ncl us o = br az o = es t r uct ur a = f or mar = ós eo = encer r ar = ór gano = cont r ol ar = act i vi dad = cons ent i r , hacer pos i bl e = cal or = t ej i do = conect ar = movi mi ent o = nar i z = s obr es al i r = ol er = r es pi r ar = es paci o = ext er no = bor de = móvi l ( a d j e t i v o ) = s abor ear = bombear = l í qui do = f l ui r , manar = cor t ar = r el l enar = cur va ( s u s t a n t i v o ) = cur vo = r odear
UNIT
31
21 Chocol at e Cake
As yo u wil l r em em ber , in Unit 23 T o m went out i n a st or m t o buy a loaf of br ead. W hen he r et ur ned hom e he
tormenta
didn ’t r ecei ve t he applause and em br aces t hat he was expect ing , and his f eeli ng s wer e, nat ur all y, t er r ibl y hur t . “ T he next t im e t hat you sen d m e out i n a st or m t o buy br ead, I ’ll st ay out a ll nig ht ! ” he said. “ O h, will you?” , sai d his m ot her . “T hen next t im e you’ ll r ecei ve t wo s laps in st ead of j ust one, and I shal l t ak e awa y your bic yc le as we ll. ” T his m ade T om so ang r y t hat he wen t t o his r oom at once, sa ying , “W ell, I don’t want an y din ner , t hank you. I ’m not hung r y. ” “ T hat ’s all r ig ht , ” said his m ot her cal m ly. “ Jam es says t hat he is ver y hun g r y t his even ing , so he can have your dinner t oo. T hey say t hat when a per son has a cold he m ust eat a lot . ” W hen Jam es hear d t hat , he r ubbed his hands wit h g lee.
se frotó
T heir m ot her al wa ys g ave t hem en oug h t o eat , of cour se, but t hat even ing t her e was also g oing t o be a big chocol at e cak e f or dinner , and bot h t he bo ys lo ved chocol at e cak e. ( No w t hat he is gr own- up, T om doesn’t lik e sweet t hing s, as you a ll k no w, but when he was a bo y, he l ik ed t hem as m uch as Mar g ar et does t oday. ) No w T om had f orgot t en about t he chocolat e cak e, but when he sa w t he j oy o n his br ot her ’s f ace, he suddenly r em em ber ed it and cam e t o his senses.
(continúa)
>>>
UNIT
31
(continuación)
22
Chocol at e Cake
O h! W hy had he said t hat he didn’t want any dinn er ! How st upid! Ho w t er r ib l y st upid! A slap wa s not an im por t ant t hing , and per haps his m ot her hadn ’t u nder st ood t hat t her e wasn’t an y ot her loa f in t he shop, excep t t he loaf of br own
hogaza
br ead. W hen he r eached his r oom he sat f or t he next t en m inut es, wonder ing what t o do. “ Per haps Mot her wi l l call m e when d inn er is r eady, ” he t houg ht at last , “ and even if she doesn ’t , I can al wa ys sa y t hat I am hung r y no w - yes, b ut t hen s he’l l laug h at m e and Fat her and James wil l laug h t oo. ” A f ew m inut es lat e r he hear d t hem all g oing t o t he dini ng - r oom . Jam es g ener ally t a lk ed ver y l it t le at m eals, but t his even ing he not only t alk ed, he also laug hed t wo or t hr ee t im es! He seem ed t o be ver y happ y! T hey a ll seem ed t o be happ y! T hey did n’t seem t o be sor r y f or T om at all! T om beg an t o f eel as lonel y as Robins on Cr u soe. T he st or m was no w o ver . T om opened t he wind o w t o br eat he t he lo ve l y f r esh air t hat al wa ys com es af t er t he r ain. T he m oon shone beaut if ull y. T he sky was f ull of st ar s. I t was r eal l y a wond erf ul nig ht . But T om’s hear t was f ull of bit t er ness. Per haps t his seem s a lit t le r idicu lous, but you
amargura
m ust r em em ber t hat T om was onl y f our teen, and f or a boy of t hat ag e, a delic ious cak e can seem a ver y im por t ant t hing .
(continúa)
>>>
UNIT
31
(continuación)
23 Chocol at e Cake
But in T om ’s eyes the wor st t hing of all was t hat whi le he had g one out into t he st orm t o buy the loaf - and had f allen of f his bic yc le t wice, as wel l - Jam es ( who h ad st ayed at hom e) wa s no w g oing t o e at not onl y his par t of t he cak e, but also Tom ’s! T he t houg ht of t his suddenl y he want ed t o shout and br eak t hat , his f at her wou ld cer t ain l y r oom t ill he cam e t o his senses.
m ade T om so f ur ious t hat t he win do w. But if he did lock hi m up in t he lum ber Ho w unj ust lif e was!
también quedado
pensamiento
injusta
But at t hat m om ent his m ot her cam e into t he r oom , wit h a plat e in her hand. “ Even if you ar en’t hung r y, T om , ” she said, I t hink t hat you wil l not r ef use som e of t his nice cake, wi ll you ?” Ah, we ll! So l if e was not so bad, af t er all! His m ot her st ood and wat che d h im delic ious cak e. T wo big pieces of it!
as
he
at e t he
“W her e is t he bo y who wasn ’t hung r y?” , she ask ed wit h a sm ile. T om want ed t o say: “W ell, wh y di d you scold m e? I hadn’ t done anyt h ing wr ong . O n t he cont rar y, I we nt out int o t he st or m and I f ell of f m y bic ycle t wice. T he t hunder near ly deaf ened m e. And t he lig ht ning alm ost blinded m e. An d t he r ain near l y dr owned m e. And t he r eason wh y I b oug ht br own br ea d was because t her e wasn’t an y ot her br ead in t he shop. ” Yes, he want ed t o say al l t hat , and m any ot her t hing s t oo, but he f elt t hat it was wiser t o say n ot hing . And he was r ig ht , because a m om ent lat er , when s h e sa w t hat t he plat e was em pt y, his m ot h er ask ed k indl y, “ Som e m or e cak e?” And of cour se T om didn ’t r ef use.
me has regañado ensordeció cegó ahogó
más prudente
UNIT
31
24
An O r i gi nal Coupl e - Ever y Sat ur da y af t er noon m y wif e and I have so m uch f un. W e laug h wit h g lee. W e shout and sing . W e of t en br eak a windo w pan e or t wo.
regocijo
¡No me digas!
- You don’t say! - W hy do you look at m e in ast onish m ent ? Don’t you under st and? W e ar e happ y on Sat u r day a nd Su nda y because one m or e bor ing week is over f or ever . But t hen, of cour se, on Monda y m or ning at sunr ise a ne w we ek beg ins, and t hat is al w ays an unp leasa nt m om ent . But it cert ainl y br ing s us t o our senses. (nos hace entrar en razón)
Fir st , m y wif e t ak es all t he r em aining bot t les of whisk y and beer and lock s them up in t he lum ber r oom . T hen she opens a ll t he wind o ws an d b r eat hes t he lo ve l y f r esh air , whil e I burn all t he em pt y cig ar et t e pack et s, and as I wat ch t hem di sappear in t he f lam es I t hink sadly: Dr ink ing and sm ok ing ar e m y t wo wor st enem ies. I m ust al wa ys r em em ber t hat . And I m ak e a vo w not t o dr ink or sm ok e ag ain f or at least a day or t wo. T hen suddenl y m y wif e excla im s bit t er ly, “ I wonder what wil l ha ppen t o us if we cont inu e t o be s o st upid! O ne t hing is cer t ain. W e m ust beg in t o save m one y. So t his week we wil l eat onl y b oi led pot at oes. For bot h lunch and d inner . W e won’t ha ve an y br eak f ast. T wo m eals a da y ar e enoug h. ” T hese st upid wor ds al wa ys ir r it at e m e. “ Boiled pot at oes ar en’t a m eal! ” I exc laim .
vacíos desaparecer
me pregunto qué
comida
“ O h yes t hey ar e, if one eat s enoug h of t hem , ” says m y wif e calm ly. (continúa)
>>>
UNIT
31
25
( c on ti n uac i ó n ) An O r i gi nal Coupl e W hen I hear t hat , I g ener ally be com e f ur ious and shout , “ Ver y wel l! I f t hat is what you t hi nk , t his even ing I shall r i de out t o t he hil ls out side t he t own on m y bic yc le, and I shall st ay out all n ig ht ! ”
grito colinas
- And what does your wif e say t hen? - She j ust sig hs wi t h r elief .
suspira con alivio
- I don’t believe you. You’r e m ak ing it up.
Te lo estás inventando.
UNIT
31
26 Exer c ises
Com plet a las f r ases siguient es con un ver bo en “ past sim ple ”. T his m or ning, in t he hot el loung e, Mar g ar et
..... a char m ing Spanish lad y and ..... a pleasant conver sat i on wit h h er . T he lady ..... ver y slo wl y, so Mar g ar et ..... her ver y wel l. “W hen I ..... a child, ” ..... t he lady, “ I ..... a year in E ng land, I ..... t o an Eng lis h school wher e I ..... a lot of Eng lish. T he y ..... m e m any English songs too, and I ..... so proud when I ..... t hem . But when I ..... back t o Spain I ..... t o st udy Fr en ch and I soon ..... al l m y Eng lish. W hen I ..... I was sor r y about t his because
meet - have speak understand be - say - spend go learn - teach feel - sing come - begin forget grow up
Eng lish is such a us ef ul lang uag e. *** T he day t hat T om .....
school, he ..... all his
leave - bring
school book s hom e wit h him and ..... them . He
burn
..... in f r ont of t he f ir e, r ubbing his ha nds wit h g lee, because sc hoo l ..... o ver f or ever . T hen he ..... out and ..... t hr ee bot t les of beer . A f t er t hat , he and his t hr ee be st f r iends ..... t heir bic ycles all o ver t he t o wn. T hey shout ed and ..... and even ..... a wind o w pane or t wo because t hey ..... so happy. W hen t hey wer e t ir ed, t hey ..... t o t he hil ls out si de t he t own and ..... on t he g r ass t ill t he sun ..... next m or ning . W hen T om ..... Mar g ar et about t his, she onl y ..... t hat it sounded ver y sil l y. She even .....
sit
t hat he was m ak ing it up.
be go - drink ride sing break be - ride lie rise tell say - think
UNIT
31
27 Vocabul ar y
activit y agonizin g to appear appropriate to arrest as regards blood body bony bookcase bracelet to break to breathe to burn cane chat chest ciga r to control country critical curve curved death decade direct to disappear dolphin drought east edge
Activiti AgenaiziN tu EppiE EproupriEt tu Errest Az rega:dz blúd bodi bouni bukkeis breislEt tu breik to bri:T tu b¨:n kein tSAt tSest siga: tu kEntroul kúntri kritikl k¨:v k¨:vd de† dekeid - dekeid
dairet - direkt tu disEpiE dolfin draut i:st edZ
activida d agonizant e aparecer apropiado deten er en cuanto a sangre cuer po óseo estantería con libros pulsera, brazal ete romper , rompers e respirar quema r caña charlar pech o puro controlar campo crítico ( a d j . ) curva ( s u s t a n t i v o ) curvo muert e decenio directo desapar ecer delfín sequía este borde (continúa)
>>>
UNIT
31
28 Vocabul ar y
to enable to enclose error to exchange to f ill f ire f lame to f low f orever to form f ramework f resh glee to gove rn habit headphone heap heat heavy hill howe ver hunger idiot idiotic importance including intransitive irre gular journalism to jump
tu ineibEl tu inklouz erE tu ikstSeindZ tu fil faiE fleim tu flou fErevE to fo:m freimw¨:k freS gli: tu gúvEn hAbit hedfoun hi:p hi:t hevi hil hauevE húNgE idiEt idiotik impo:tEns inklu:diN intrAnsitiv iregjulE dZ¨:nElizEm tu dZúmp
cons entir, ha cer pos ible encerrar error interca mbiar rellena r fuego llama fluir, manar para siempr e formar estruct ura fresco rego cijo gobern ar hábito, costumb re auricular montón, pila calor pesado colina sin embargo, no obst ante hambr e idiota ( s u s t a n t i v o ) idiota (adj. ) importan cia incluso, i nclusi ve intransitivo irregular periodis mo saltar
(continúa)
>>>
UNIT
31
29 Vocabul ar y
liquid to lock lonely lonely lotus lumber room lung movable movement muscle nauseated Ne w Zealand nose object organ outer overt ime physica l pond prize pudding to pump question raise to raise reason regular to reign rib ridiculous to rub to run into to run
likwid tu lok lounli lounli loutEs lúmbE ru:m lúN mu:vEbEl mu:vmEnt músEl no:zieitid nju: zi:lEnd nouz obdZekt o:gEn autE ouvEtaim fisikEl pond praiz pudiN tu púmp kwestSEn reiz tu reiz ri:zEn regjulE tu rein rib ridikjulEs tu rúb tu rúb intu: tu rún
líquido cerra r co n llave solo (y triste) solitario (un lugar ) loto cuarto tra stero pulmón móvil (adj. ) movimi ento múscul o marea do Nueva Z elanda nariz objeto órgano ext erno horas extras (trabaj o ) físico estanqu e premio budín bombear pregunta , cuestión aument o (d el su eldo ) aument ar razón regular reinar costilla ridículo frotar tropezar con correr (continúa)
>>>
UNIT
31
30 Vocabul ar y
sentence seriously to set ( t h e s u n ) since skeleton skull space speech to spoil to spoil to stick out Sydne y to taste tissue tongue transitive usage vital volume vo w to warn west wh ile a while to wonder
sentEns siEriEsli to set sins skelEtEn skúl speis spi:tS tu spoil tu spoil tu stik aut sidni tu teist tiSu: túN trAsitiv ju:sidZ vaitEl volju:m vau to wo:n west wail E wail tu wúndE
to mak e up a s tory to bring s o meone to one’s senses to keep in tou ch with
frase seriamente atardecer desd e cu ando esqu eleto crán eo espa cio discurso, el h abla estrop ear (algo ) mimar (a una per son a ) sobresalir Sydn ey saborea r tejido lengua transitivo uso vital volumen promes a sol emn e, vo to advertir, a visar Oest e mientras un rato pregunta rse = in ventar una hi sto ria = ha cer entra r en ra zón = ma nten ers e en con tacto con
UNIT
32
1
Ther e W as Never a Noisier Ch i ld
-
W er e you a g ood child when you wer e l it t le, T om ?
-
T he poor wom an!
Of cour se she was.
Tom
-
M arg.
-
W ell, you r eall y d e ser ved it . I n your m ot her ’s place I would ha ve g i ven yo u a g ood spank ing , too.
Tom
-
I t houg ht you did n’t lik e vio lence. W ell, she didn ’t beat m e, but f r om t hat day on, she ne ver let m e ent er t he dr awing - r oom ag ain, t ill I was at least t en year s old.
M arg. Tom
M arg. Tom
M arg.
G ood hea vens, no! I was t er r ib l y na ug ht y, and t her e never was a nois ie r child. I f illed t he house wit h no ise f r om m or ning t o nig ht . I could never k eep st ill. I r eal l y don’t k now ho w m y par ent s wer e able t o bear it . But as f ar as I can r em em ber , t hey g ener all y b or e it al l pat ient l y. Exce pt when I dam a g ed t hing s. T hen m y m ot her punished m e, but ver y sel dom ; onl y whe n I becam e r eall y unbear able.
I r em em ber one day, f or exam ple, wh en I built a lit t le t ower wit h her best t ea set , wh ich she k ept in t he dr a wi ng r oom . I put t he t wel ve cu ps and sa ucer s one on t op of t he ot her , on a l it t le t a ble, f eeling im m ensel y sm ar t as t he t ower r ose hig her and hig her . But suddenl y t he whole p ile f ell do wn wit h a t er r i ble cr ash. My m ot he r , who was in t he k it chen, hear d t he noise and r an t o t he dr awing r oom . W hen she saw al l t he br ok en cups an d saucer s on t he f loor , she was f ur ious, of cour se.
She becam e e ven ang r ier when sh e cut her f ing er in pick ing up t he br ok en pieces of china. And of cour se she scolded m e, and t hen she punished m e.
(continúa)
>>>
UNIT
32
(continuación)
2
Th er e W as Never a Noisier Ch ild
M arg.
-
I can q uit e under stand it . W hat a t err ible l it t le bo y you m ust have been! W hen I was sm al l, I was absolut e l y t he opposit e. I was ne ver t r oublesom e or nois y. I of t en sat on t he sof a f or an hour wit hout m ak ing a sound, if m y m ot her want ed t o have a na p. She used t o sleep f or an hour af t er lunch.
Tom
-
Do you m ean t hat yo u j ust sat t her e and did not hing ?
-
You don’t sa y!
-
And did t he y publ ish t hem ?
M arg.
Tom M arg.
Tom M arg.
No, dear , I dr e w f lower s wit h c olour ed penci ls i n a lit t le not ebook , and showed t hem t o m y m ot her when she wok e up. I al wa ys t ook gr eat car e of m y clo t hes t oo. I wor e whit e dr esses in su m m er and I never made t hem dir t y.
W hen I was able t o r ead and wr it e we l l, I spent all m y f r ee t im e r eading or wr it ing . I r ead f or hour s ever y da y and I wr ot e lit t le po em s t hat wer e r eal l y ver y g ood. W hen I was onl y t en year s old, m y m ot her cho se t wo of t he best ones, and sent t hem t o a childr en’s m agazine.
Yes, t hey did. T hey even pa id f or t hem! W hen m y m ot her r ecei ved t he edit or ’ s r epl y t o her let t e r , and hel d it in f r ont of m e, so t hat I could r ead it wit h m y o wn e yes. I was so happ y, t hat I laug hed an d cr ied at t he sam e t im e. I have of t en wond er ed if t hat edit or k new, or r at her im ag ined, how hap p y his let t er m ade m e.
UNIT
32
3
verbs and prepos itions Cuando al gunos v er bos i ngl es es van s egui dos de un compl ement o di r ect o, l es s i gue t ambi én una pr epos i ci ón.
>
Abel want s t o bu y a scoot er because he hat es wa it ing f or t he school bus. When Tom and Margaret go to the park, Margaret loves looking at the stars. I n t he m or ning Abel lik es t o list en t o r ock m usic. T om doesn’t lik e t o g o shopping because he has t o pay f or al l t he t hing s t hat Mar g ar et buys.
Al gunos ver bos i ngl es es r i gen una pr eposici ón di f erent e en es pañol .
>
Abel is g ood at m at hem at ics. Abel es bueno en matemáticas.
G eor g e is m ar r ied t o Lydi a. George está casado con Lydia.
Mar g ar et is eng ag ed t o T om . Margaret está prometida con Tom.
She is in lo ve wit h h im . Ella está enamorada de él.
W hen T om was a lit t le bo y he f illed t he house wit h noise. Cuando Tom era niño llenaba la casa de ruido.
Rober t is f ed up wit h his wor k at t he car f act or y. Robert está harto de su trabajo en la fábrica de automóviles.
T he poor lit t le boy was cr ying wit h f ear . El pobre niño estaba llorando de miedo.
UNIT
32
4
as far as >
as f ar as I k now
= que yo s epa
as f ar as I can r emem ber
= que yo r ecuer de
as f ar as possible
= en l a medi da de l o pos i bl e
as f ar as I ’m concerned
= por l o que a mí r es pect a
Abel and Debr a
-
Hi, Debr a!
-
G ood! W hat t im e is the par t y g oing t o beg in?
-
So t he par t y wil l g o on unt il f ive or si x, I suppose.
W ell, t hen t he only pr oblem wil l be Dad!
Debra
-
Abel
-
As f ar as I am concer ned, if he doesn’t let us st ay unt il t he par t y is over , I wil l not g o.
Debra
-
But wh y? D on’t be sil l y, we ar e g oing t o have s o m uch f un! All our f r iends wil l be t her e.
Abel
-
That’s why I don’t want to go. If Dad makes us leave af ter a couple of hours, as he has done on several occasions, my f riends are going to mock us. They’ll say, “It is t ime f or the childr en to go nighty-night.” And I can’t stand that.
Debra
-
Don’t wor r y! T his t im e I ’ll m anag e t o convince him .
Abel Debra Abel Debra
Abel Debra Abel Debra
Abel
Abel
Hi, Abel! W hat about Mar co’s eig ht eent h bir t hday par t y? As f ar as I k now he is g oing t o celebr ate it at his uncle ’s count r y hous e, so t hat t he loud m usic wo n’t bot her anyo ne. As f ar as I can r em em ber , Mar co ’s s ist er Elen a t old m e t hat t hey ar e plannin g t o st art at eleve n. O r even lat er , but Elena sa ys t hat t her e is no pr obl em . Mar co is g oing t o g ive t he par t y o n Sat u r day, because on Sunda y m or ning eve r yone wil l be f r ee. I k now. But I ’l l g o a s f ar as I can t o co nvince him t o be under st anding once in a whi le.
I hope so! === t o go ni ght y- ni ght = i r s e a l a cama
UNIT
32
5
double comparative 1.
g r adual incr ease o r decr ease
= aumento o dis minución gradual
Par a deci r que al go es t á aument ando o dis mi nuyendo s e us a el ‘ doubl e compar at i ve’ .
>
I t is g et t ing colder and colder . I van is g et t ing st r ong er and st r ong er . I van s e es t á poniendo s i em pr e m ás f uert e. He is sm ok ing less and less. Es t á f umando s i em pre m enos . T he econom ic sit uat ion is g et t ing wor se and wor se. ... s i em pr e peor .
2.
par allel i ncr ease or decr ease
= aumento o dis minuci ón paralela
Par a expr es ar que dos cos as es t án aument ando o di s mi nuyendo al m i sm o t i em po s e us a la s i gui ent e cons t r ucción:
>
T he m or e I st udy, t he m or e I lear n. Cuant o m ás es t udi o más apr endo. T he cooler t he weat her , t he bett er I f eel. Cuant o m ás f r es co es el t i empo, m ej or me encuent r o. T he sooner you ar r ive, t he bet t er . Cuant o ant es l l egues , m ej or . T he m or e j unk f ood you eat , t he f at t er you becom e. Cuant o m ás ‘ j unk f ood’ comas , m ás gor do te pones .
UNIT
32
6
From: Ivan Morrison To: Abel Paganini Subject: Winter in Boston: Freezing Cold!
Hi Abe l! W hat ’s t he weat her lik e in Fl or ence? Her e it is g et t ing colder and col der e ver y da y. W e had a 1 2 inch sno w st or m o n T hur sday int o Fr ida y and anot her 11 inches yest er da y. W hen I r et ir e, in 40 ye ar s t im e, I ’ll spe nd t he who le wint er in Flor i da, as our grandpar ent s do. But I don ’t com pla i n. My wor k is g et t ing m or e and m or e int er est ing ever y da y. Besides, Mr Leeso m , m y boss, sa ys t hat I ’m g et t ing better and bet t er at m y wo r k wit h po lit ic al r ef ug ees. He also t old m e, t hat at t he next b o ar d m eet ing he wi ll pr opose m e f or t he posit ion of gr oup coor dinat or . Since h e t old m e t hi s, I am so happy t ha t I ’ve be en sm ok ing less and less. I t hink t his is t he r ig ht t ime t o f inall y q uit . T he f unny t hing is t hat t he l ess I sm ok e t he bet t er I f eel. I not ice t his when I g o r unning . I ’m r eall y g et t ing st r ong er and st r ong er. T ell m e som et hing a bout you! W hat about m y cous in Debr a? I s she g et t ing pr et t ier and pr et t ier ? T ell her t o wr it e t o m e. Love, your cousi n, I van === f reezi ng = gél i do on Thurs day i nt o F riday = des de el j ueves has ta el vi er nes t o ret i re = j ubi l ar s e board m eet i ng = reunión del consejo de administración t o qui t s m oki ng = dej ar de f umar
UNIT
32
7
to let - to make Cuando ‘to make’ significa ‘obligar’ le sigue un infinitivo sin ‘to’.
>
s uj et o
t o make
com pl em ent o obj et o
My father
makes
me
i nf i nit i vo si n ‘ t o’
study on Sunday, too.
Rober t ’s boss m ak es him wor k 20 hour s of over t im e a m ont h. His neig hbour ’s bar k ing dog didn’t let him sleep all nig ht . Rober t m ade his nei g hbour apolog ize. s uj et o
t o l et
obj et o
i nf i nit i vo si n ‘ t o’
Cuando ‘to let’ significa ‘permitir’ le sigue un infinitivo sin ‘to’. Abel’s father
>
doesn’t let
him
buy a scoot er .
He doesn’t let him st ay out past m idnig ht . He doesn’t let him h ave l ong hair . Accor ding t o Abel hi s f at her doesn’t let him g r ow up.
‘ Let ’ s ’ s e us a par a int r oduci r s uger enci as u ór denes .
>
Let ’s g o t o t he park .
= Vámonos al parque.
Let ’s hur r y up!
= ¡Apresurémonos!
Let ’s not g et angr y.
= No nos enfademos.
‘ Let us ’ s e us a s ol ament e en l engua f or mal .
Nota
to let >
= al qui l ar
My friend Francois lets his villa in Paris for 2,000 euros a month.
UNIT
32
8
Abel and I van Hello, Ivan?
Abel
-
I van
-
Let me think. - I may help you buy it. I’m sure I have enough savings. - How much do you need?
Abel
-
Thank you, Ivan. But it is not a question of money. I am quite convinced that your uncle likes to make me suffer.
I van
-
Don’t say that! Uncle is a very nice person.
-
Do you want me to talk to him?
But why? Does he say why?
Abel
-
I van
-
So what can you answer when he says that?
Abel
- I answer that 9% of fatal accidents are bikers, and 19% are pedestrians.
I van
-
Abel I van Abel I van
Abel
I van Abel
I van
Hi, Abel! How are you? Fine! I’m so happy to hear your voice! Any good news? Have you finally bought your scooter? Not at all. I’ve lost all hope. My father will never let me buy one.
I know, but he doesn’t let me grow up. I’m not allowed to stay out past midnight, I’m not allowed to have long hair, I’m not allowed to have a tattoo... If you like. But it is just a waste of time. I know Daddy. W hen he makes up his mind about something, there is no way to make him change.
Of course, he says that according to statistics, only last year in Italy there were 93,320 traffic accidents: 41% involved motorcycles.
Good! And what does he reply?
”Don’t make me laugh!” === there is no way = no hay manera traffic accident = accidente de tráfico to involve = afectar to make up one’s mind = decidir
Abel
fatal accident biker pedestrian
= accidente mortal = motociclista = peatón
UNIT
32
9
to make angr y
= hacer enf adar
to make happy
= hacer f el i z
to make craz y
= hacer enl oquecer
to make dirt y etc.
= ens uci ar Abel and D ebr a
-
Hi Abe l. Ho w ar e yo u doing ?
-
I k now. T he sam e old st or y. If you had a scoot er . ..
-
W hat t hing s?
Rig ht ! Ha ha ha. You ar e so sm art .
Debra
-
Abel
-
Don’t t hink neg at ive ! I don’t m ak e m y r oom unt idy. I m ak e it hom ey. Ha ha ha. === H ow are you doi ng? =¿Qué t al ? so so = as í as í s m art = i nt el i gent e hom ey = acogedor
Debra Abel Debra Abel Debra Abel Debra Abel Debra Abel
So so. W hat ’s t he m att er ? T her e ar e t hing s t hat m ak e m e r eally an g r y. T his m or ning I had t o wait 18 m inut es f or t he bus - in t he f r eezing cold.
W ell, don’t you t hink I ’m r ig ht ? Abel, you ar e al wa ys so neg at ive. T hink posit ive! T hink about all t he t hing s that m ak e you happ y.
List ening t o loud r o ck m usic m ak es you happ y ever ybod y e lse cr azy.
-
and
No w t el l m e. How do you m anag e t o m ak e your r oom unt id y in such a sho r t t im e?
UNIT
32
ant
10
hormiga
An ant is a social insect living in organized colonies; the males and f ertile queen have wings dur ing breeding season; wingless ster ile f emales are the workers. bird
pájaro
A bird is a creatur e with f eathers and wings. Female birds lay eggs. Most birds can f ly. butterf ly
mariposa
A butterfl y is an insect with large colourf ul wings and a thin body. bull
toro
A bull is a male animal of the cow f amily.
chick
pollito
A chick is a young chicken.
bear
os o
A bear is a large, strong wild animal wit h thick f ur and sharp claws.
chicken
po l l o
Chickens are birds which are kept on a f arm f or their eggs and f or their meat.
UNIT
32
cock
11
ga l l o
r ooster
( US A)
A cock is an adult male chicken.
duck
pa to
A duck is a ver y common water bir d with short legs, a short neck, and a lar ge f lat beak. deer
c ier v o
A deer is a large wild animal that eats grass and leaves. A male deer usually has large, branching horns. frog
r an a
A frog is a small creature with smooth skin, big eyes, and long back legs which it uses f or jumping. Frogs usually live near wat er. swan
c is n e
A sw an is a large bird with a ver y long neck. Swans live on rivers and lakes and are usually white. lamb
c or d er o
A lamb is a young sheep.
sheep
oveja
A sheep is a f arm animal which is covered with thick curly hair called wool. Sheep ar e kept f or their wool or f or their meat.
UNIT
32
12
pig c er d o A pig is a pink or black animal with short legs and not much hair on its skin. Pigs are of ten kept on f arms f or their meat, which is called pork, ham, bacon, or gammon. horse
c ab a l lo
A horse is a large animal which people can ride. Some horses are used f or pulling ploughs and carts.
monkey
mo n o
A monke y is an animal with a long tail which lives in hot countr ies and climbs trees.
eagle
á g ui l a
An eagl e is a lar ge bird that lives by eating small animals.
lion
l e ón
A lion is a large wild member of the cat f amily that is f ound in Af rica. Lions have yellowish fur, and male lions have long hair on their head and neck. elephant
el e fa nt e
An elephant is a ver y large animal with a long, f lexible nose called a trunk, which it uses to pick up things. Elephants live in India and Af rica.
UNIT adult ant bacon beak bear branch branching to breed breeding butterf ly chick cla ws to climb cock colony colourf ul to cover cow creature curly deer duck eagle f arm f eather f emale f ertile f lat f lexible f rog f ur gammon
32
13
adul t o hor mi ga bacon pi co os o r ama r ami f i cado criar r epr oducci ón mar i pos a pol l i t o gar r as t r epar gal l o col oni a con colores muy vivos
cubr i r vaca cr i at ur a r i z ado ci er vo pat o águi l a gr anj a pl uma hembr a f ér t il pl ano ( a d j e t i v o ) f l exi bl e r ana pel o, pel aj e j amón f r es co
horn insect to lay leaf leaves male to organize to pick up pig plough to plough pork to pull queen rooster sharp skin smooth social sterile s wan tail thick thin trunk wild wing wingless wo rker yello wish
cuer no i ns ect o poner (huevos ) hoj a hoj as macho or gani z ar r ecoger cer do ar ado ar ar car ne de cer do t i r ar r ei na gal l o ( U S A ) agudo; af i l ado pi el l i s o, s uave s oci al es t ér il ci s ne col a es pes o del gado, s ut il t r ompa s al vaj e al a s i n al as obr er o amar i l l ent o
UNIT
32
14
A Fool i sh M ot her I k now a wom an w ho im ag ines t hat s he is a g ood and k ind m ot her. But she is q uit e wr ong . Fr om m or ning t o nig ht she allo ws her t hr ee childr en t o f ill t he house wit h noise. T hey ar e ne ver q uiet . T hey ar e never st il l. T hey b r eak or dam ag e ever yt hing t hat t he y t ouch…. . cups,
saucer s,
plat es,
g lasses,
estropean
wi ndo w- pan es,
um br ellas, t heir m other ’s sun- g lasses…. ever yt hing . W hen t hey g o wit h her t o visit one of her f r iends, t hey ar e nois y and t r oubl esom e f r om t he m om ent t hat t hey ent er t he house. T hey put t heir d ir t y sh oes on eleg ant sof as and chair s. T hey pick up va luab le chin a va ses and of t en dr op t hem wit h a cr ash. W hen t he vase lies on t he f loor , in a hundr ed p ieces, t he y do not e ven sa y: “ I am sor r y. ” T hey j ust laug h. If t heir m ot her tr ies t o r eason wit h t hem , t hey r epl y r udel y and r ef use t o say t hat t hey ar e sor r y. If t he lad y of t he h ouse of f er s t hem r ef r eshm ent s, each of t he t hr ee want s t o have t he best c ak e or t he big g est sand wic h. And t hey q uarr el and f ig ht about it t ill t he plat e of cak es or sandwic hes f alls on t he f loor. T hen, whi le t he y ar e eat ing and dr ink i ng , t hey r un all over t he r oom and m ak e t he chair s and cushions dir t y wit h j am or m ilk . If t heir m ot her t ells t hem t o sit down an d k eep st ill f or a m om ent , t hey beg in t o cr y noisi l y.
(continúa)
>>>
UNIT
32
(continuación)
15
A Fool i sh M ot her
W hen at last t he visi t is over and t hey ar e at hom e ag ain, t heir m ot her never g ives t hem t he s lap t hat t hey d eser ve.
merecen
She does not eve n i m ag ine t hat her poor f r iend f ound t hem unbear able and is h oping , wit h al l her hear t , t hat she wil l never see t hem ag ain. O n t he cont r ar y, she im ag ines t hat her f r iend is now t hi nk ing : “W hat sm art , cle ver chil dr en! ” Poor f oolish wom an! As I sa id, she bel ie ves t hat s he is a g ood, k ind m ot her . She is m ak ing a t er r ible m ist ak e. I nst ead of being k ind t o her chi ldr en, she is t he ir wor st enem y.
insoportables
UNIT
32
16
Compl et a l as f r as es s i gui entes con un verbo en “pas t s i mpl e”. W hen T om was a sm all bo y he ..... ve r y
be
t r oublesom e. Fr om the m om ent t hat he ..... he
wak e up
f illed t he house wit h noise. Ever y da y he ..... or
br eak
dam ag ed som et hing t oo. I n t he m or ning , if his f at her ..... in t he g ar den
sit
and ..... t he paper or ..... let t er s, T om alwa ys
r ead - wr it e
..... t o dist ur b him wit h som e noisy g am e.
com e
Af t er lunch, when his m ot her ..... on the sof a,
sleep
T om al wa ys ..... int o t he r oom and ..... her up.
g o - wak e
But his par ent s wer e ver y k ind and ..... it all
bear
pat ient l y, exc ept wh en he ..... som et hing r eall y
do
ver y bad. O ne evening , f or exam p le, he ..... t o the
go
dr awing - r oom wher e his m ot her ..... her best t ea
k eep
set . T om ..... all t he t wel ve cups an d saucer s and
t ak e
..... a t ower wit h t hem , on t he t able. Slowl y t he t ower ..... hig her and hig her and T om ..... ver y pr oud of his wor k . But suddenl y t he t ower ..... do wn wit h a t er r ible cr ash. T om ’s m ot her ..... t he noise and ..... t o t he dr awing - r oom . W hen she ..... all t he br ok en cups an saucer s on the f loor , she ..... t er r ibly ang r y, of cour se, and when, in pick ing up t he br ok en pieces of china she ..... her f ing er , she ..... even ang r ier . T hat day she punished T om and ..... him t o bed wit hou t any
m ak e g r ow - f eel f all hear r un see g et cut becom e send
dinner . N ota En l a Uni t 40 encont r ar ás una li s ta de ver bos i r r egul ares .
