That's English! Module 8 Review

Autores
Caroline Cooke; Philip Wood; Alejandro Zarzalejos
Edición
Gregory Backes; Valerie Clark; Eoin Higgins; Esther
Lema; Verónica Moro; Marisol Yago
Corrección y traducción
Claire Maloney; Nikki Strutt
Ilustración
Chema García
Grabación
EFS Motivation Sound Studios
Edición gráfica
Fidel Puerta
Maquetación
Diego García Tirado; Grupo Kunzzo, S.L.
Coordinación técnica y de diseño
Mario Dequel Losa
Dirección del proyecto
Vicki Caballero Anderson; Janet Wilson-Smith
Diseño curricular y seguimiento técnico del proceso de elaboración de los materiales didácticos de Inglés a Distancia
desde el CIDEAD realizado por:
Rocío Arias Bejarano
Silvia Ávila Duez
Nuria Cambronero Sicilia
Rafael Fernández Alonso
María Ángeles Fernández Melón
Ana Mª García Romero
Sarah Jackson
Karen Ludlow
Cleo Merino de Diego
Ángel Nieto Serrano
Marta PurasTellaeche
María Jesús Sierra Delgado
ElenaTerán Herranz
MINISTERIO DE EDUCACIÓN, CULTURAY DEPORTE
SECRETARÍA DE ESTADO DE EDUCACIÓN, FORMACIÓN PROFESIONALY UNIVERSIDADES
Centro para la Innovación y Desarrollo de la Educación a Distancia (CIDEAD)
Edita:
© SECRETARÍA GENERALTÉCNICA
Subdirección General de Publicaciones y Documentación
Catálogo de publicaciones del Ministerio de Educación, Cultura y Deporte: http://www.educacion.es
Catálogo general de publicaciones oficiales: www.060.es
Fecha de edición: Enero 2014
NIPO: 030-13-089-X
ISBN: 978-84-369-5459-3
Depósito legal: M-15688-2013
Impreso en la UE - Printed in EU
Imprime: Reyper, S.L.
THAT’S ENGLISH!
Este material se ha elaborado con papel
certificado por la cadena de custodia PEFC
(Programme for the Endorsement of Forest
Certification), procedente de plantaciones
forestales, totalmente libre de cloro
(TCF –Totally Chlorine Free) y cumpliendo
la ISO14001, siguiendo lo estipulado en
la Orden PRE/116/2008, de 21 de enero.
Fotografía
Fidel Puerta, María Hidalgo, Sergio Cuesta/Archivo SM; Montse Fontich; Ryan McVay/PHOTODISC; Ragnar Schmuk/
GETTY IMAGES; CORBIS/CORDON PRESS; ALAMY IMAGES/LATINSTOCK; CONTACTO; EFE; DIGITAL VISION; PHOVOIR;
THINKSTOCK; DREAMSTIME; BRAND X PICTURES; STOCKDISC; 123RF; SHUTTERSTOCK;ARGAZKI PRESS; ILLUSTRATED
LONDON NEWS; AGE FOTOSTOCK; ALBUM
Fuentes
P. 10: The Open University (10/10/13); P. 16: European Comission – Education & Training (22/10/13); P. 24: ABC News y
Freedom Informant Network (8/10/13); P. 26:The Hunger Project (8/10/13); P. 34: USAToday yTheWeather Channel (8/10/13);
P. 44:The Guardian y Organisation for Economic Co-operation and Development (10/10/13); P. 46: Daily Mail (10/10/13); P. 50:
Helium.com yThe Guardian (11/10/13); P. 54:The Guardian Reviews (16/9/13); P. 56: British Association for MusicTherapy,
American MusicTherapy Association, Key Changes MusicTherapy, Soundscape MusicTherapy y Manchester Community
Music School (11/10/13); P. 60: Careerplanner.com (2/10/13); P. 64: Lifestyle Lounge (4/10/13); P. 74:The Machine Stops, por
E.M. Forster, 1909 (7/10/13); P. 76: Bloomberg Businessweek e Internet World Stats (7/10/13); P. 80: BBC (14/10/13); P. 84:
TheWall Street Journal (15/10/13); P. 90:Wikipedia, Mamyrock.com y Daily Mail (17/10/13); P. 94:Wikipedia (17/10/13); P. 96:
Wikihow.com (17/10/13); P. 100: PsychologyToday (17/10/13); P. 104: CCTV.com English y Gigaom.com (17/10/13)

THAT’S ENGLISH!
3
Contents 4
Introduction 6
Unit 1 9
Lifelong learning
Unit 2 19
Banks
Unit 3 29
Green issues
Unit 4 39
Shopping
Unit 5 49
The music industry
Unit 6 59
At work
Unit 7 69
Internet
Unit 8 79
Politics
Unit 9 89
Celebrities
Unit 10 99
The media
Unit 11 109
Revision
Reference Section 114
Phonetic Symbols 145
List of Irregular Verbs 146
Audio Scripts 148
Answer Key 158

THAT’S ENGLISH!
FUNCTIONS GRAMMAR
1
UNIT
2
UNIT
3
UNIT
4
UNIT
5
UNIT
6
UNIT
7
UNIT
8
UNIT
9
UNIT
1010
UNIT
Lifelong
learning
Banks
Green issues
may/might/could
should
Shopping
have
made of
The music
industry
what / which
At work
The
Internet
Tell ask not
I’m very interested in +
Politics except, only
Celebrities
The media
Revision11
UNIT
Contents
4

THAT’S ENGLISH!
PHONETICS VOCABULARY SOCIOLINGUISTICS LEARNING STRATEGIES
can could
have əv
have been /hævbɪn/
/əvbɪn/ /ə/ /ɪ/
and /ænd/ /ən/
to /tʊ/ /tə/
yes / no
wh-
/e/ /eə/ /i:/ /ɜ:/ /eɪ/ /ɪə/
ous
əʊ ɔ:
5

6
Introduction
THAT’S ENGLISH!
Bienvenido al módulo ocho del curso That’s English!
con el que seguimos en el nivel intermedio.
En esta introducción queremos ofrecerte varias
sugerencias para seguir cómodamente y con éxito
los módulos de That’s English! Los números de
página que aparecen a continuación se refieren al
orden dentro de cada unidad.
Primer programa de vídeo (1ª página)
Todos los materiales de cada unidad giran en torno
a un tema diferente. Antes de ver el programa
correspondiente a una unidad, te ayudará consultar la
tabla de contenidos al principio del libro donde verás
recogidas las funciones, estructuras, vocabulario,
etc., que la configuran.
Después, echa un vistazo a la primera página de la
sesión A. En ella podrás ver los Objetivos que se
espera que hayas conseguido al finalizar el estudio
de la unidad. Puedes volver a ellos en ese momento
y comprobar si los has conseguido.
Los encabezamientos Before you watch, While you
watch y After you watch te indican qué actividades
debes hacer en cada momento.
Before you watch presenta el vocabulario y las
frases clave del programa. Debes, por tanto, leerlas
atentamente y buscar en el diccionario cualquier
palabra que desconozcas.
While you watch contiene las preguntas que los
presentadores hacen al comienzo del programa;
sirven para que te hagas una idea del contenido del
episodio correspondiente de la serie Cafe 27 y para
que centres tu atención en sus aspectos esenciales.
Los presentadores te darán las respuestas al final del
mismo. Este apartado debes prepararlo cuidadosa-
mente antes de ver el programa, pues te servirá para
su mejor comprensión y aprovechamiento.
Mientras ves el programa, intenta responder a
las preguntas hechas por los presentadores, pero
recuerda que lo más importante es seguir el hilo
general de la trama, y que no debes preocuparte si
hay algunas palabras o expresiones que desconoces.
Muy probablemente las tendrás en cualquiera de
los demás materiales de la unidad. Es conveniente
que tengas papel y lápiz a mano, pues puede haber
palabras o explicaciones de los presentadores que te
interese anotar. En cualquier caso, observarás que
la segunda vez que veas el programa entenderás
mucho más que la primera. Y si lo ves una tercera
vez, aún mejor.
Nada más terminar el programa, conviene que hagas
la sección After you watch. Con estas actividades,
se intenta medir si has comprendido lo fundamental
del programa. Si te resultara muy difícil realizar las
actividades de esta sección, deberías volver a ver el
programa e intentar hacerlas de nuevo.
En la sección Now you! se te pide que relaciones
el tema del programa con tus propias vivencias y
opiniones. Por eso conviene que hagas esta actividad
nada más ver el programa. Es una excelente manera
de repasarlo e interiorizarlo.
Reading (2ª y 6ª páginas)
Así como la primera página se centra en el desarrollo
de la comprensión auditiva, las páginas 2ª y 6ª de
cada unidad están dedicadas al desarrollo de la
capacidad lectora, fundamental, junto con aquella,
para el aprendizaje y dominio de una lengua. Bajo
el encabezamiento Reading, se encuentra un texto
que desarrolla diversos aspectos del tema de la
unidad. Léelo dos veces con detenimiento y vuelve
a él siempre que sea necesario para realizar las
actividades relacionadas con él.
La única diferencia entre las dos páginas es que en
la sexta, el texto suele ser más auténtico y menos
graduado y, por lo tanto, puede resultar más difícil.
Pero lo importante en la comprensión, tanto auditiva
como lectora, no es la comprensión de todas y cada
una de las palabras, sino de lo esencial del texto, ya
sea hablado o escrito.
Language Study (3ª, 4ª y 7ª páginas)
Estas páginas están dedicadas al desarrollo de los
siguientes aspectos:
Pronunciation
Los ejercicios de pronunciación se centran en los
diversos aspectos de la fonética: sonidos, acento,
ritmo y entonación, tratados desde el punto de vista de
las dificultades que presentan habitualmente para el
hablante español. Estos ejercicios son fundamentales
para mejorar tu pronunciación. Para hacerlos, deberás
usar el CD de audio. Conviene que grabes tu propia voz
y la compares con el modelo del CD. Para conseguir
una pronunciación aceptable, necesitarás repetir
muchas veces, pero el esfuerzo merece la pena.
Listening
Estas actividades sirven no solo para desarrollar la
importantísima destreza de comprender la palabra
hablada, sino también para reforzar el vocabulario,
las estructuras y funciones estudiadas. Para ello,
escucha el CD de audio con atención: no escribas
nada. Vuelve a escuchar el CD e intenta completar los
ejercicios cuantas veces sea necesario. Finalmente,
escucha el CD de nuevo, siguiendo el texto y
comprueba que todas las respuestas son correctas.

7THAT’S ENGLISH!
Grammar
La gramática juega un papel importante, pero
no esencial en el aprendizaje de una lengua. El
conocimiento de las reglas no lleva automáticamente
a aplicarlas bien a la hora de hablar o escribir; por
tanto, no debes obsesionarte con la gramática.
Es más importante ser capaz de participar en una
conversación, leer un libro o escribir un correo que
saber todas las reglas de la lengua. Conviene buscar
un equilibrio.
El conocimiento de las reglas gramaticales te ayudará a
entender ciertas estructuras complejas o simplemente
distintas a las españolas; también te permitirá corregir
tus propias producciones, probablemente a posteriori,
y te dará una cierta sensación de conﬁanza; pero
recuerda que se pueden saber todas las reglas de una
lengua y ser incapaz de expresarse en la misma, así
como también es posible expresarse con toda ﬂuidez
y corrección sin conocer las reglas.
Así pues, conviene que estudies los recuadros de
explicaciones gramaticales, que comprendas bien los
ejemplos y que hagas los ejercicios correspondientes.
Speaking
Hay dos clases de actividades de speaking: de
producción y de interacción. Las actividades de
producción las puedes hacer solo. Sin embargo, para
las actividades de interacción necesitas a alguien
con quien interactuar. Si conoces a alguien que
también esté estudiando inglés, sería muy útil que
pudieras hacer estas actividades con esta persona.
Siempre tienes, por supuesto, la sesión de tutoría
donde podrás realizar estas actividades con tus
compañeros de clase. Un consejo: no seas tímido.
Lánzate a hablar. No te preocupes por los errores que
puedas cometer. No hay nada más que una forma de
aprender a hablar y es... hablando.
Writing
Para muchos de los ejercicios de expresión escrita
de estas páginas no hay una solución correcta única.
Esto no debe preocuparte. No es necesario que todo
lo que escribas sea absolutamente correcto. Escribe
sin miedo, echa mano de tus fuentes de consulta:
diccionarios, gramáticas, amigos, internet; de nuevo,
no tengas miedo de cometer errores, y piensa que es
a base de práctica como se aprende a escribir. En
este nivel intermedio está presente una nueva
sección dentro de la parte de Language Study. En las
unidades 3, 6 y 9 del libro verás que se dedica una
columna entera a practicar la destreza de escritura
con diferentes actividades. Está pensada para
ayudarte a comprender mejor el proceso de escritura
y para familiarizarte con los distintos tipos de textos
que puedes necesitar escribir.
Segundo programa de vídeo (5ª página)
La sesión B del libro, que se corresponde con el
segundo programa de vídeo, tiene por objeto
ampliar la lengua presentada en la sesión anterior de
forma menos controlada y más natural. El segundo
programa está compuesto por diversos elementos
que abordan el tema general introducido en la sesión
anterior, desde muy distintos puntos de vista:
Documentary: donde podrás ver un documental
sobre algún aspecto relacionado con el tema de la
unidad.
Same language, different lives: en esta sección
tendrás oportunidad de ver a varias personas de
diferentes países de habla inglesa respondiendo a
preguntas relacionadas con el tema de la unidad.
De esta manera, además de oír diferentes formas de
hablar inglés, podrás aprender cómo es la vida en
estos países y contrastarla con la tuya.
That’s Britain: es una sección con la que podrás
disfrutar de un viaje cultural por diferentes zonas del
Reino Unido. En este módulo visitaremos Escocia
y el norte de Inglaterra. En cada episodio nuestro
presentador, Nigel, visita alguna ciudad o lugar
de interés turístico y conversará con las personas
que vaya encontrando. Esta sección te ayudará a
mejorar tu comprensión auditiva y a conocer de
cerca interesantes aspectos de la cultura británica.
Pues bien, antes de ver el segundo programa, es muy
conveniente que leas todas las actividades que debes
hacer porque te resultará motivador y te ayudará a
comprender lo que vas a ver.
Realiza las actividades de la sección Before you watch
antes de ver el programa deTV: muchas de ellas están
encaminadas a familiarizarte con el lenguaje que se
va a usar y, en ocasiones, a predecirlo.
Realiza las actividades de la sección After you watch
después de ver el programa. Éstas tienen por misión
medir tu comprensión de los diversos elementos.
Un consejo que deberías tener muy en cuenta: no te
preocupes si no entiendes todas y cada una de las
palabras que oigas o leas. Lo importante es entender
lo esencial de cada uno de sus elementos.

Consolidation (8ª y 9ª páginas)
Enestapartedellibroserepasanyamplíanloscontenidos
de las sesionesA y B. Cada una de las actividades integra
varias destrezas, bien sea la comprensión auditiva con la
expresión escrita u oral, o la comprensión lectora con la
expresión escrita u oral, etc.
Algunas de estas actividades pueden ser más abiertas
y menos controladas que las de las sesiones A y B.
No debes preocuparte si no sabes si has resuelto
bien la actividad o no. El mismo hecho de realizarla
te ha servido para mucho. Como muchas otras cosas
de la vida, una lengua se aprende practicándola y
cometiendo errores. La corrección de los errores puede
ser importante, pero mucho más importante es el uso y
la práctica de la lengua con o sin errores. No obstante,
la tutoría presencial puede ser un buen momento para
preguntar tus dudas y practicar las actividades orales
de esta sección con tus compañeros.
Self Test (10ª página)
Esta última página de cada unidad te da la oportunidad
de que te autoevalúes y te ayuda a preparar el examen
de ﬁn de módulo. Cada página constará de una
actividad de comprensión auditiva o lectora, así como
de una actividad de expresión oral o escrita y de algún
ejercicio sobre el uso de la lengua.
No debes realizar estos ejercicios hasta después de
haber completado las otras tres partes de la unidad y
después de haber visto los programas A y B de vídeo.
Si te resultan muy difíciles, vuelve a hacer las partes
relevantes de la unidad, vuelve a ver los programas
de televisión, repasa, si es necesario, toda la unidad
y, sobre todo, no te desesperes.
Reference Section
En este nivel intermedio se ha añadido una sección
completa al ﬁnal del libro que se llama Reference Section.
En ella encontrarás detalladas explicaciones gramaticales
que amplían la información proporcionada por las help
boxesencadaunidad.Tambiénencontraráselvocabulario
principal trabajado en la unidad, con su correspondiente
transcripción fonética en el apartado de Wordlist, así
como las secciones que aparecían en los otros módulos,
List of IrregularVerbs y Phonetic Symbols.
Todos estos elementos están pensados para
proporcionarte la ayuda necesaria con las estructuras y
el vocabulario de cada unidad.
Por último, un consejo muy importante para que
puedas tener éxito con el curso That’s English!:
asiste a las sesiones de tutoría con regularidad. Son
fundamentales para el desarrollo de la expresión oral.
8 THAT’S ENGLISH!

THAT’S ENGLISH!
1
UNIT Lifelong learning
9
· To request information about studies
and courses
· To speculate about the importance of
educational choice
OBJECTIVES
Never too old to learnA
Answer the questions.
Look at some reasons why people don’t study
when they are young. Number them (1-4) in
order of importance to you.
Decide if the following sentences are true (3) or
false (7). Correct the false ones.
Choose the correct option.
Answer the questions.Which speaker…?
Listen to the speakers and tick (3) the subjects
they would study if they could continue learning.
AFTER YOU WATCH
WHILE YOU WATCH
3
4
5
7
6
1
2
BEFORE YOU WATCH
NOW YOU!
If you could go back to college what would you
study? Explain your choice.
8
1 Do you know anyone who has decided to
study when they were older?
2 What are they studying?
3 Are they enjoying it?
4 Laura’s mother is nearly 60 years old.
5 On the interior design course Lindsay would
learn about colour combinations, light and
furniture.
6 The course costs £350 for 10 weeks.
1 Lindsay tells Duncan that their son Liam is
falling behind / doing well at school.
2 Lindsay / Duncan wants some help doing the
accounts.
3 Duncan wants Lindsay to study a course in
accounting / business.
4 Laura thinks that it is very important that
Lindsay enjoys her life / work.
5 In the end Duncan thinks that Lindsay should /
shouldn’t do the course she wants to do.
a thinks that English people don’t often speak
another language
b studied geography and business at university
c thinks that music might be too difficult
d would like to get a certification in music
e would like to do a language course
lack of economic resources
family commitments
lack of time
lack of motivation
1 Why didn’t Lindsay go
to college when she
was younger?
2 What will Lindsay be
able to do if she studies
hard enough?
1 Lindsay always feels great when she goes for
a coffee.
2 Natasha is going to apply for a course in web
design.
3 Laura’s mother has just finished doing a
university degree.
1 432 5
1 Maths 3 Physics 5 Music 7 Art
2 Italian 4 Chinese 6 Law 8 History
If I could go back to college, I would
like to study Chinese. It will be the
language of the future.

‘If it hadn’t been for the Open
University, I would never have
ended up studying for a degree.’
Liz Jenkins talks about her
experience at the Open
University, a UK institution
that provides higher education
to adults through distance
learning.
‘I’d been doing the same job
for ten years and I can’t say
that I was very happy at work.
In all that time, I’d never been
given any real training or got
a promotion. The reason was
pretty obvious: I didn’t have
a degree! Unlike my friends, I
didn’t go into tertiary education after leaving school.
Most of them got jobs as graduate trainees and they
were given excellent in-service training where they
worked. In contrast, I got married and had children
soon after leaving school. One day I finally decided
that my situation at work wasn’t good enough and
that I wasn’t making any progress in my career. If I
wanted to improve my situation, I would need to get
better qualifications! I went to my local careers advice
office to ask about adult education. It was there that
I first heard about the Open University. I couldn’t
afford to give up my job to attend lectures. If I’d had
to stop working, I wouldn’t have been able to pay the
bills. However, this wasn’t a problem with the Open
University because it’s based on online learning.
What’s more, if you don’t have much free time, you
can take a bit longer to do your degree. It was really
perfect for me! I also managed to get some financial
help: I applied for a student loan to pay my tuition fees
and I also got a grant from the government. This made
everything far easier.
It took me six years in all to complete my degree,
studying in the evenings and at the weekend. It was
extremely hard work, but I have absolutely no regrets.
If I had to take the decision again, I’d do exactly the
same thing. My advice to people in a similar situation
is: if you’re a working mum and you want to improve
your career prospects and employability, you’ll be
amazed at what the Open University has to offer. It has
certainly made a huge difference to my life. I’m even
thinking about doing some postgraduate studies in the
future, perhaps an MBA*!’
10
Lifelong learning
THAT’S ENGLISH!
Answer the question.
READING
1
3
4
Read the text.Tick (3) the best description of the Open University.
Complete the paragraph with the highlighted
expressions in the text. You can use two
expressions for the same gap.
5 Choose the correct option. Use the reading text
to help you.
Think of an advantage and a disadvantage of distance learning.
1 It is the best university in the UK.
2 It is ideal if you can’t study full-time.
3 It can be very expensive.
The Open University (1) provides / teaches
higher education to adult learners who want to
study (2) for / in a degree. People who are at the
Open University often want to (3) get / receive
better qualifications to (4) improve / obtain
their career (5) prospects / possibilities or (6)
get / have a promotion. One of the advantages
of the Open University is that you don’t have
to (7) assist at / attend lectures every day.
Although it’s cheaper than other tertiary
education options, it’s not free as you have to
pay (8) matriculation / tuition fees. If you’re
lucky you may (9) take / get a grant. If not, you
might have to apply for a (10) borrow / loan.
1 Liz Jenkins was doing very well at work.
2 Her friends were more successful
professionally than her.
3 She went to the careers advice service to ask
about opportunities for studying.
4 The government provided all the financial
support she needed.
5 It took her so long to finish her degree that she
thinks it was a bad idea.
6 She recommends the Open University.
The best (1) ... I can give you is this: when you
leave school you should immediately go into
(2) ... . When you finish your degree, you’ll be
(onlinesource)
able to get a job as a (3) ... if you want. If you don’t
do this, you’ll probably end up in my situation.
I worked in a company for over 20 years but
didn’t get any useful (4) ... . My whole (5) ...
suffered as a result.
2
1

11
LANGUAGE STUDY
UNIT 1
4 Write the verbs in brackets in the correct tense
form.
Compound nouns usually have the main stress
on the first word when they consist of a noun +
another noun. Listen and repeat.
Underline the syllables with the main stress.
Then listen and repeat.
1 I … (do) better at school if I … (work) harder
last year.
2 If adult education … (not exist), many people
… (not get) a second opportunity.
3 If I … (be) more self-disciplined, I … (do) a
distance learning course in the future.
4 It … (be) very hard to get a decent job if you
… (not have) the right qualifications.
1 If you want to go to university, …
2 If online learning didn’t exist, …
3 If I had the opportunity to do postgraduate
studies, …
4 If I hadn’t decided to doThat’s English!, ...
5 If I had an MBA, …
6 It’s easier to learn if …
a how she studies c exams
b in-service training d the other trainees
1 … 2 … 3 … 4 …
Complete the sentences in your own words.
Then compare your answers with your partner’s.
Complete the text with the words from the box.
5
3
Conditional sentences
- Zero conditional:
If you don’t have much free time, you can take a bit
longer to complete your degree.
- First conditional:
If you want to improve your career prospects, you’ll
be amazed at what the Open University can offer.
- Second conditional:
If I took the decision again, I’d definitely do exactly
the same thing.
- Third conditional:
If it hadn’t been for the Open University, I would
never have ended up studying for a degree.
see page 114
(1) … used to be free in the UK for students
who successfully completed secondary school.
However, things are very different now. (2) …
are getting more and more expensive, and
(3) … are an unpleasant necessity for most people
who want to become (4) … . However, thanks to
the Internet, (5) … is now a viable alternative for
many people, and it’s much cheaper.
1 keyboard 3 airport
2 bus stop 4 distance learning
1 classroom
2 careers advice
3 student loans
4 homework
5 evening school
6 parents’ evening
7 bookshop
8 tuition fees
9 staff room
If you want to go to university, you’ll
have to pass some exams first and
you might need to find a part-time job.
THAT’S ENGLISH!
1
2
2
3
graduates higher education student loans
distance learning tuition fees
Listen to an interview with Rosie Sturton, a
graduate trainee. Put the points in the order you
hear them.
Listen again. Choose the correct option.
6
4
7
4 1 The other people at work are all very … .
a nice
b competent c intense
2 The training is … .
a monotonous
b varied c full of surprises
3 The exams are … .
a important
b unusual c difficult
4 Rosie studies … .
a at the weekend
b in the morning c in the evening
5 If I … (listen) to my careers advisor last year, I
… (make) a better decision.
6 If tuition fees … (not be) so high now, I …
(consider) going to university.

12
Lifelong learning
THAT’S ENGLISH!
When was the last
time that you
attended lectures?
I don’t think I’ve
ever attended
lectures!
Discuss with a partner if you agree or disagree
with the sentences.
Read the formal email requesting information.
Choose the correct phrases.
Imagine you have seen the following
advertisement and you are interested. Write a
formal email requesting more information. Use
the expressions from activity 12.
11
12
13
Ask and answer the questions in pairs.9
1 When is the last time that you studied in a
large class? (lectures)
When is the last time that you attended lectures?
2 Where can you work to get a university
diploma in your province? (a degree)
3 Is it easy to receive money from the
government if you want to go to university in
Spain? Why? / Why not? (a grant)
4 If you wanted to do some exams to be better
prepared for work, what would you do? (better
qualifications)
5 Why do the best people in a company not
always progress? (a promotion)
6 What is the best way to make your job options
better in Spain? (your career prospects)
7 Which institutions in Spain offer university
studies through distance learning? (higher
education)
8 What do banks often ask people when they ask
to borrow money? (loan)
9 Do you think the government should finance
the costs of classes for adult students? (tuition
fees)
Rewrite the underlined words using the word in
brackets and a verb from the box in the correct
form.
8
10
(1) Dear / Hello MrTaylor,
(2) I want to know about / I am writing to enquire
about the distance learning programmes that
your institution offers. In particular, (3) I would
be grateful if you could tell me / I need to know
if it is possible to study anthropology. (4) Also,
please tell me / I would also appreciate it if you
could tell me the fees for the different types of
course.
(5) I look forward to hearing from you. / Please
reply quickly.
(6) All the best /Yours sincerely,
Ruth White
apply for provide attend pay
study for improve get (x3)
Modifying adverbs
Utilizamos adverbios de grado delante de adjetivos y
adverbios, y en una variedad de posiciones con verbos,
para referirnos a su grado de intensidad.
I know very well that...
I rather / quite like...
Things are rather / a lot more complex.
The reason was pretty / rather obvious.
It was almost / nearly perfect for me.
You take a bit longer to complete your degree.
It was extremely / really hard work.
This made everything far / much / slightly / easier.
Fíjate: enough se coloca detrás del adjetivo o adverbio.
It was hard enough to go to work.
see page 115
3 I think I could almost / slightly pass the First
Certificate exam right now.
4 A degree in engineering may give you far / nearly
better career prospects than one in sociology.
5 Distance learning is extremely / absolutely the
best way to study.
6 I like learning English a lot / much.
1 I think I would be a rather / completely good
teacher.
2 I don’t speak English very / enough fluently.
Do you think you’d
be a rather good
teacher?
No way!
I’m too
impatient!
Wildlife Photography Course in SpainWildlife Photography Course in SpainWildlife Photography Course in SpainWildlife Photography Course in SpainWildlife Photography Course in SpainWildlife Photography Course in Spain

UNIT 1
THAT’S ENGLISH! 13
What course shall I do?B
Read the information below. Is this the same in
your country?
1
BEFORE YOU WATCH
Documentary
Complete the sentences.3
AFTER YOU WATCH
Documentary
Answer the questions.2
That’s Britain!
1 Where is the oldest golf course in the world?
a St Andrews, Scotland
b Royal St George’s, England
1 Rob Reynolds says that adult learning has
become p... for a number of reasons.
2 One of the advantages of the adult education
system is that there are no formal e...
requirements.
3 Many people choose d... learning courses.
4 Foreign l… courses are very popular.
5 Alex wants to be a computer p… .
6 Crystal went to college to study h… .
7 To continue studying, you need time, discipline
and m… .
Answer the questions about St Andrews.4
That’s Britain!
1 Name two famous golfers who have played at
St Andrews.
2 What is the most important quality you
probably need to be a golfer?
3 Does Laurie think that Nigel is too old to learn
to play golf?
4 What is Dean’s Court?
5 What is Claire studying?
6 Are there any mature students at St Andrews
University?
Listen to the speakers talking about the
opportunities to continue learning in their
country. Match the speaker (1-5) to the type of
learning (a-e).
5
a the Open University
b e-learning and evening classes
c evening classes in colleges
d night classes
e adult education
1 … 2 … 3 … 4 … 5 …
NOW YOU!
Do you have any historical universities in your
country? Have you ever visited one?
6
Spain has many historical universities and
I have visited a few of them. Last summer
I went on a trip to Salamanca and we
spent hours walking around the university
buildings. One of the buildings is famous
because you can see a frog...
2 Which university did Prince William and Kate
Middleton study at?
a Cambridge b St Andrews
Same language, different lives
1 Scotland
4 India
2 New Zealand
5 England
3 Canada

14
Lifelong learning
THAT’S ENGLISH!
READING
If you could do a part-time course, what would it be? Why?
Place each question in the right gap in the text.
Put the events in the correct order.
1 photography 2 wine-tasting 3 dancing 4 art history 5 cookery 6 something else
1 Why does Janice go to her local adult education centre?
2 What does she decide to do in the end?
1
4
Read the text and answer the questions.
Replace the underlined words with a word or
expression from the box.
5
1 Could you give me a hand?
2 Could you tell me how to sign up?
3 Can I help you?
4 Could you tell me what you’re looking for?
5 What does the course consist of?
1 The receptionist gives Janice detailed
information about one course.
2 Janice eliminates some options.
3 The receptionist gives Janice a booklet with
information.
4 Janice decides what to do.
5 The receptionist tells Janice how to register
for the course.
6 Janice goes to her local adult education centre.
7 Janice says that she doesn’t want to do
anything connected with work.
8 Janice asks for help.
Finding the right course
Janice Brown is at her local institute of adult education. She’s interested in doing a part-time course but she’s not
sure exactly what to do.
Receptionist: a … .
Janice: I hope so! I’d like some information about courses. b … .
I really don’t know where to start!
Receptionist: Yes, of course! Have you seen our prospectus, ‘Lifelong learning for
all’?’ It’s got information about all our courses. Here, take a copy.
Janice: Thanks. It’s very big! The problem is, I’m not sure what I want to do.
Receptionist: Well, c … . I mean, do you want to do something vocational?
Janice: You mean something work-related?
Receptionist: Yes, that’s right!
Janice: To be honest, I’m not really looking to improve my career prospects. But I would like to do something
interesting..., but I don’t want to study full-time.
Receptionist: Well, let’s have a look at the contents page so you can see what kind of things we offer.
Janice: Languages: English, Spanish, Italian… no, I don’t think so. Foreign languages really aren’t my strong
point. Literature… no, I don’t really read a lot. Ballroom dancing… that sounds interesting. d … .
Receptionist: Well, it helps you develop your dancing skills.
Janice: Hmm... I’m not bad at dancing, but it’s been a long time.
Receptionist: Oh, don’t worry about that! The course caters for students of all abilities. The teachers are really
good and they’ll give you plenty of support and encouragement. They start with salsa. You’ll learn
the basics first and then go on to more difficult styles like tango.
Janice: That sounds great. I’d like to enrol. e … .
Receptionist: Sure, you just have to fill in this form and…
prospectus encouragement enrol
basics part-time skills vocational
foreign catered full-time
I went to my local adult education centre to
(1) register for a (2) work-related training course
to improve my career prospects. I was looking
for something (3) where I studied only some
of the time because I haven’t got time to study
(4) all the time. However, when I looked at (5) the
booklet with information about courses, they
only had courses that (6) were for people who
wanttolearnahobby!Forexample,youcanlearn
the (7) fundamental principles of photography,
and there are lots of opportunities for studying
(8) other languages – Spanish, Italian, etc.
But I don’t need to develop my language
(9) abilities! I imagine that the teachers are great
and give you lots of support and (10) positive
stimulation, but the centre doesn’t provide what
I’m looking for.
2
3
5

15THAT’S ENGLISH!
Listen to the sentences using can and could.
Then choose the correct option below.
Listen to another set of sentences and tick (3)
the ones where can / could are stressed.
Complete the dialogue with the words from the
language box.
LANGUAGE STUDY
UNIT 1
a Can and could are stressed only in affirmative /
negative sentences
b In the affirmative, can is pronounced /ə/ / /ae/.
c The only form which has a long vowel is can /
can’t / could / couldn’t.
d In short answers, can, can’t, could and couldn’t
are / are not stressed.
1 We can only hope that you’re on time
tomorrow.
2 You could take a taxi if you needed to.
3 He couldn’t help me, but I can’t complain: at
least he tried.
4 A: Can you help me?
B: Of course I can.
5 A: Could you understand what the teacher was
saying?
B: Yes, I could.
6 A: Can you speak a foreign language?
B: No, I can’t.
1
6
2
7
3
Asking questions with prepositions at the end
- En wh- questions y en las preguntas indirectas las
preposiciones no pueden ir delante de la partícula
interrogativa. Se colocan al final.
What does the course consist of?
Which floor is the library on?
- En las preguntas indirectas el sujeto va delante del
verbo y no se utiliza auxiliar.
Could you tell me what you’re looking for?
see page 116
Write questions for the underlined words.
Rewrite the questions beginning: Could you tell
me… ?
Role play the situations with a partner.
1 Peter comes fromYork.
Where does Peter come from?
2 I’m thinking about someone.
Who are ... ?
3 The dancing class is in room 5.
Which room is ... ?
4 Danny’s talking to his careers advisor.
Who is ... ?
5 The exam will be based on chapter 5.
Which chapter will ... ?
6 I want to listen to this programme.
Which ... ?
1 How much does the course cost?
Could you tell me how much the course costs?
2 Where are you studying?
3 How often does Diana go to class?
4 What kind of courses did they offer?
5 Which course are you interested in?
6 What did you do your project about?
4
5
7
a life at university
b distance learning
c the courses on offer
d deciding on a practical course
e school project
1 … 2 … 3 … 4 … 5 …
Student: (1) … me, (2) … help me please?
Help desk: Yes, of course. What (3) … would
you like (4) … ?
Student: Could you (5) … when term starts?
Help desk: Most classes start on the 15th
September. (6) … more detailed
information, please look on the
website.
Offering and requesting information
- Ofrecer información
Can I help you? / How (exactly) can I help?
What (exactly) would you like (to know)?
If you need more detailed information, please…
- Solicitar información
Excuse me, I’d like to know…
Can / Could you tell me…
I’d like some information about…
- Pedir ayuda
Excuse me, I need some help.
Can / Could you give me a hand?
Can / Could you help me please?
Please help me.
see page 115
Listen and decide what the speakers are talking
about. Match 1-5 to a-e.
6
8
1 You want to know what the course programme
consists of. Ask your teacher.
2 You don’t know where the language school is.
Ask someone on the street.
Excuse me, could you tell me
where the language school is?
1 … 2 … 3 … 4 … 5 … 6 … 7 … 8 …

16
Lifelong learning
THAT’S ENGLISH!
CONSOLIDATION
In your opinion, what does ‘lifelong learning’ mean?
Read the text. Match the headings (1-8) to the paragraphs (a-h).
1 Learning when you are an adult.
2 Learning throughout our lives.
3 Having a longer life because you are always learning.
1 How the programme is structured 5 Great work experience
2 The benefits of an Erasmus year 6 People who can take part
3 Youngsters love the programme, too! 7 The Lifelong Learning Programme
4 The aims of the Lifelong Learning Programme 8 Professional development onThe Grundtvig
Programme
1 Who can take part in the programme?
a Only students
b Only teachers
c Anyone who has a connection with education
2 What can’t you do on the programme?
a Go to school in another country
b Attend a conference in NewYork
c Do something that is work-related
3 Which programme could a 50 year-old possibly take part in?
a Only Leonardo da Vinci and Grundtvig
b Leonardo da Vinci, Grundtvig and Erasmus
c All the programmes
a ... The Lifelong Learning programme is an initiative which organises a
very wide range of education and training activities throughout the EU.
b ... If you are involved in education in any capacity (as a student, teacher,
educational administrator, etc.), you can participate.
c ... The programme provides the opportunity to study, train or work in
another EU country. It also organises events where you can exchange
ideas with colleagues working in other parts of the EU. If you want to learn
more and/or improve your career prospects, this is a great opportunity!
d ... The programme is divided into four parts, depending on the level
of education. The Comenius Programme caters for people involved in
primary and secondary education, including pupils. If you’re a student or
teacher in tertiary education, you can take part in The Erasmus Programme, which gives the opportunity to study
or work in universities across the EU. The Leonardo da Vinci Programme, on the other hand, finances projects in the
field of vocational education and training, while The Grundtvig Programme is for learners in adult education and the
organisations that provide it.
e ... Adrián Gómez (26 years old, from Spain) ‘If I hadn’t spent a year abroad, I probably wouldn’t have got my present
job. What’s more, I think I have become a far more open person as a result of the whole experience. If you have the
opportunity, you really won’t regret spending a year abroad while you’re doing your degree.’
f ... Mary Hogan (32 years old, from Ireland): ‘I teach computer skills to adults over 50. I got a grant to attend a
conference to learn about the different techniques being used in other European countries. It was a very positive
experience, both personally and professionally.’
g ... Jurgen Reiter (28 years old, from Germany): ‘I went to work in a local radio station in Wales for three months.
It was a fantastic way to improve my English and develop my skills as a reporter. I’d be very happy if I could go back
there again next year!’
h ... Alfredo Bonetti (13 years old, from Italy): ‘Our class did a maths project with pupils in Poland, Spain and England.
It was really great to exchange ideas with all the others over the Internet!’
3
2
1
(onlinesource)

17THAT’S ENGLISH!
UNIT 1
1 Could you please wait a minute and I’ll ask?
2 I’m phoning about the EU’s Lifelong Learning
Programme.
3 Could you tell me where exactly you are doing
your training?
4 Hello, how can I help you?
5 You just have to ﬁll in a form on our website.
4
9
Listen to someone phoning to get information
about a course. Put the questions and sentences
in the order you hear them.
1 He is studying for a degree at the moment.
2 He’s training somewhere that doesn’t take
part in the programme.
3 The programme prefers to work with
individuals.
4 He needs to go online to apply for a place.
5 He needs to apply for The Grundtvig
Programme.
1 You want to buy the book How to Study from
a bookshop. You phone them.
2 You don’t agree with your mark in your English
exam. You speak to your teacher.
3 You see an ad that says ‘Exciting opportunities
for good-looking men.’ You ring up to ask for
more information.
a A:Excuse me, do you work here?
B: Yes, I do. How can I help you?
A:Could you tell me where the Dalí exhibition
is, please?
b A:Excuse me, can you give me a hand with
this suitcase? It’s really heavy. And I don’t
want to miss the train!
c A:Logica Communications. Can I help you?
B: I’d like to know why my Internet connection
isn’t working.
A:Have you switched off your router and then
switched it on again?
B: Yes, several times!
A:OK. If you need more detailed information,
please consult our website. Goodbye!
B: Hello? Hello?
d A:Dan, I need some help! This quiz is
impossible!
B: What exactly is the problem?
5
9
Listen again. Decide if the following sentences
are true (3) or false (7). Correct the false ones.
Match the pictures (1-4) to the dialogues (a-d).
Act out the following situations with a partner.
Use the language in bold in activity 6 and your
own ideas.
You are interested in the course below.Write an
email requesting the following:
Good morning.
I’d like to know if you have
the book How to Study.
How can I help you?
Actually, we do. We’ve
got a few copies.
The Rapid Reading Course
You can read faster!
Results guaranteed!
For more information,
email us at
readfaster@gmail.com
6
7
8
2
4
1
3
if it is a distance learning course
how much faster you will be able to read
when the course starts
how long it lasts
how much it costs
where it takes place
Dear Sir/Madam,
I am writing to enquire about your
Rapid Reading Course because I’d like to
improve…

THAT’S ENGLISH!
SELF TEST
18
Complete the sentences with the correct tense
of the verbs in brackets.
1
UNIT 1
Put the words in the correct order.
Complete the dialogues.
Correct the underlined words.
2
3
4
5
A family conversation
‘If I (1) … (go) to university, my life (2) … (be)
quite different,’ said my mother. ‘Why’s that?’ I
asked. ‘Well, if you (3) … (have) a degree, you
(4) … (get) a lot more opportunities in life,’ she
replied. ‘But if you (5) … (go) to university, you
(6) … (never / meet) dad,’ I said. ‘And I (7) … (not
be) here now!’ ‘Yes, that’s true,’ she said. ‘Even
so, if you (8) … (be) in my position, you (9) …
(understand) what I’m saying,’ she insisted.
‘Perhaps I will be in your position,’ I replied. ‘If
my results (10) … (not get) better, I (11) … (not
be) at university next year!’
1 He’s a very / an absolutely good lecturer.
2 I really / a bit think that distance learning is an
excellent idea.
3 I don’t think you’re rather disciplined /
disciplined enough to do a degree.
4 If you don’t read the instructions extremely /
exactly carefully, you’ll make a mistake.
5 I like studying at home very / a lot.
1 thinking / you / about / are / what?
2 they / to / who / talking / are?
3 been / for / looking / they / who / have?
4 me / the / where / you / is / could / library / tell?
5 you / me / who / to / you / can / writing / tell / are?
1 A: Can you give me a ... ?
B: How … can I … you?
2 A: … me, I’d like ... if there are any special
exhibitions at the museum.
B: There’s a Picasso exhibition starting on
Monday. ... you need more … information,
please look on our website.
3 A: ... you please … me more about the exam
next week?
B: What exactly ... you like to know?
Listen to the conversation.Who is speaking?
Listen again. Underline the four mistakes in the
summary.
Complete the sentences with the words from
the box.There are three extra words.
Correct the mistakes in these sentences.
Complete the sentences with your own ideas.
1 a teacher and a student
2 two students
3 two teachers
1 Why do you want to study … a … ?
2 Maria’s got very good … .
3 How often do you … lectures?
4 My parents don’t earn much money, so I got
a … .
5 You’ll have great … prospects if you do a
degree in medicine.
6 In general, primary schools in the UK … an
excellent education.
1 I am look forward to hearing from you.
2 I am writing for to enquire about your courses.
3 I would be grateful that if you could tell me if
the course is free.
4 I would appreciate it if you could tell me when
do the courses start.
1 If I did a speed reading course, ...
2 If you spend a year in Finland, ...
3 If I applied for a place onThe Leonardo da
Vinci programme, ...
4 If schools taught more practical subjects, ...
5 If you never go to your local adult education
centre, ...
8
10
9
10
6
7
10
attend career degree for
grant provide professional
qualiﬁcations teach work
I didn’t get a very good impression of higher
(1) studies when I was at university because it
was all theory and no practice. What’s more, I
didn’t get any practical careers (2) opinion on
my course. However, things were much better
when I became a graduate (3) trainer because I
got lots of (4) serviced training at the company
which was really useful. One thing is for sure:
you never stop learning! I’m doing a (5) distant
learning course now, and I’m over 50!
Carl can’t understand Fiona’s notes, so Fiona
offers to help him. They’ve got a biology exam
next week, but Carl didn’t know because he’s
been ill. He isn’t happy with Fiona. In the end,
Carl decides to copy in the exam.

THAT’S ENGLISH!
2
UNIT Banks
19
· To express opinion on financial matters
· To understand language for banking
OBJECTIVES
Money problemsA
Tick (3) the things which are true in your country.
Complete the sentences.
Listen to the speakers talking about their bank
accounts. Put the answers in the order they talk
about them.
AFTER YOU WATCH
WHILE YOU WATCH
2
3
4
5
1
BEFORE YOU WATCH
1 What will Eddie do if the bank manager doesn’t
give him the loan?
2 For how long was Eddie’s account overdrawn?
3 Where is Geraldine when Eddie comes out of
the bank?
4 Why doesn’t he get the loan?
5 How much is Geraldine going to lend Eddie?
6 How much interest is she going to charge him?
a This person has a personal account and a
business account.
b This person has a bank account in Hong Kong
because his parents live there.
c This person has an account in a Spanish bank.
d This person has had an account for over 40
years.
e This person has only one bank account.
1 … 2 … 3 … 4 … 5 …
NOW YOU!
What is your opinion of your bank? Are their
charges and interest rates high or low?Will they
lend you money?Would you ever change bank?
6
I’m quite happy with my bank.They only
charge me once a year for managing the
account and it’s a small amount.They gave
me a loan a few months ago at a low interest
rate. My bank manager is quite friendly and
helpful. I’m not going to change banks!
1 At the beginning of the video, Eddie is looking
at some bank s… .
2 Bill tried to w… some cash this morning.
3 Bill’s card was e… by the cash machine.
4 Eddie’s office furniture business has c…-…
problems.
5 Eddie needs to borrow about ten t… pounds.
6The Business Advisor tells Eddie he will
probably have the money in his a… by
tomorrow morning.
1 Small businesses can borrow money easily
from banks.
2 Cash machines are usually in good working
order.
3 It’s difficult to get a credit card from a bank.
4 Banks charge customers if they are in the red.
1 Why did Bill have an
argument with his bank
manager?
2 How much profit did
Eddie’s business make
last year?
1 2
4
3
5

Banks: Are we watching them?
Very few people can function without using banks. We rely
on them to look after our money and to make business
transactions easy. However, do we check on these all-
powerful institutions enough? Do you know how much it
really costs to use your bank? What services could you
benefit from? Send our readers your tips.
a SCutter – Harrington 1 hour ago
I read my bank statement the other day. What a nasty
surprise! I found out that my current account and my savings
account were costing me £2.50 a month each. I discovered
that I was paying £7.25 a month
by direct debit to a phone
company I hadn’t used for 6
months. I also realised that I
was paying back my credit card
bill in monthly instalments at
an interest rate of 22.3%, when
I could pay it all off at once for
no charge. It seems to me that
the banks don’t expect you to
read your statement. My advice
is READ IT!
b GRipes – Windsor 20 minutes ago
That’s a good point SCutter! It’s quite obvious to me that
the bankers are not doing what they should do to help
us, especially when there is an economic crisis. I’m quite
sure that if we put more pressure on them, things will
change, so I suggest sending emails to protest. The banks
invest our money to make a profit, but they also charge
us for using their services. Every time I transfer money to
another account or withdraw cash from a cashpoint, my
bank charges me a fee. It’s time the banks started showing
interest in their clients – not charging them more and more
interest! I’m tired of visiting the bank to complain.
c TRicky – New York 5 minutes ago
So am I! And while we’re on the subject of visiting banks, I’d
like to point out that many people are not taking advantage
of the opportunity to save time and stress by using ATMs* to
do other things apart from taking out cash. Queues in banks
are always long and sometimes you have to wait half an hour
just to see a cashier. I always deposit money or pay bills at
the ATMs because it’s quicker. You can even apply for a loan
or a credit card using these machines. In the US everyone
uses the ATMs to do all kinds of transactions. As far as I’m
concerned, it’s a more efficient way to do banking.
20
Banks
THAT’S ENGLISH!
How many of these things (1-4) do you have? Match them with the sentences (a-d).
READING
1
2
11
Read the text. Match the sentences (1-5) to the people (a-c).There are two sentences you don’t need.
4 Complete the sentences with the highlighted
words and expressions from the text.
3 Read the text again and decide if the following
sentences are true (3) or false (7). Correct the
false ones.
1 a current account a I try to put a little money here every month for the future.
2 a credit card b My salary goes in here and my bills go out!
3 a savings account c If I need money at the weekend, I can use this at any time.
4 a cashpoint card / a debit card d I try not to use this too much because I have to pay the money
back later.
1 This person thinks that if we complain, the banks will change their practices.
2 This person tells us we should ask the bank to send us more information.
3 This person advises us to check carefully what banks do with our money.
4 This person feels that banks work better in the USA.
5 This person says we should take more advantage of the services banks offer.
1 SCutter found out that she was paying for a
service that she didn’t use anymore.
2 When SCutter used her credit card the bank
didn’t charge her anything.
3 GRipes thinks we should visit our bank to
complain.
4 GRipes has to pay to take money out of a
cashpoint.
5 TRicky doesn’t mind waiting to be served in a
bank.
6 According toTRicky, you can ask for new bank
services via a cashpoint machine.
1 I have to pay a … of £10 every time I transfer
money to my son.
2 Before we go out to dinner, I need to … . I’ve
only got £20 on me.
3 My bank sends me a … showing the
transactions in my account.
4 I need a … to buy a new computer. I hope the
bank will lend me the money.
5 You don’t have to pay for your new car
immediately. You can pay in … over two years.
6 I bought the old bike for £50, repaired it and
sold it for £80, so I made £30 … .
7 We pay for our monthly electricity by ... so we
don’t have to go to the bank.
8 The ... is very low at the moment, so it’s a good
time to borrow money.
*ATM: automatic teller machine (US); cashpoint machine (UK)

21
LANGUAGE STUDY
UNIT 2
Listen to the comments and agree or disagree.
Use the expressions from the help box.
4
13
3
12
When we agree or disagree we emphasise
some words to make our point clear. Listen and
underline the two words speaker B emphasises.
Write a comment to agree with these sentences.
1
2
1 We shouldn’t have borrowed that money.
2 I need a loan before I can start a business.
3 It’s a good idea to keep your money in a bank.
4 Having a credit card only makes you spend
more money.
1 Harry paid £500 … my account because I
needed some financial help.
2 She took some cash … of her savings account
for her holiday.
3 September is an expensive month because I
have to pay … school books.
4 My credit card bill is enormous. Even if I put
money in every month, it’ll take me a year to
pay it … completely.
5 Can you lend me $10? I’ll pay you … tomorrow,
I promise!
6 You can change euros … dollars at the airport.
1 A: This year’s going to be difficult.
B: That’s just what I was thinking.
2 A: This year’s going to be difficult.
B: I’m not so sure about that.
3 A: The bank also charges for sending statements.
B: That’s a good point.
4 A: I think the charges are fair.
B: I’m afraid I don’t agree.
Complete the sentences with a preposition.5
Agreeing (1) So / Neither
- Para expresar acuerdo con una frase afirmativa
previa se usa So + auxiliar + sujeto.
‘I’m tired of visiting the bank.’ ‘So am I.’
‘I paid the water bill the other day.’ ‘So did I.’
- Para expresar acuerdo con una frase negativa previa
se usa Neither + auxiliar + sujeto.
‘I can’t get a credit card.’ ‘Neither can I.’
‘She didn’t get a loan to buy a new car.’
‘Neither did he.’
Fíjate que el verbo auxiliar tiene que corresponder con el
tiempo del verbo de la frase con la que estás de acuerdo.
see page 116
Agreeing and disagreeing (2)
- Otras expresiones para mostrar acuerdo:
Absolutely!
That’s a good point.
That’s just what I was thinking.
‘I think we’ll have to work harder.’ ‘I think so, too.’
- Otras expresiones para mostrar desacuerdo:
I’m sorry to disagree with you, but…
I see what you mean, but don’t you think…?
I’m afraid I don’t agree.
I’m not so sure about that.
I don’t think the economy will recover this year.
see page 116
1 A: Joe’s got some cash for the holiday.
B: So have / am I.
2 A: She doesn’t read her bank statements.
B: So / Neither do I.
3 A: My bank gave me a free credit card.
B: So does / did mine.
4 A: I’ll get a loan for my studies.
B: So / Neither will I.
5 A: His friend can’t lend him any money.
B: Neither can’t / can his brother.
6 A: He pays a lot for school books.
B: So doesn’t / does she.
1 I can’t believe the interest rate is so low.
Neither can I.
2 I’m sure you’ll get a loan.
3 I always pay my bills on time.
4 I couldn’t pay the school fees.
5 I don’t think we can improve the situation.
6 I bought my car in instalments.
We shouldn’t
have borrowed
that money.
That’s just what
I was thinking.
back for (x2) into off out
THAT’S ENGLISH!
Listen and repeat.12

22
Banks
THAT’S ENGLISH!
Talk to your partner. What do you think we can
do to save money? Use these ideas to help you.
Agree and disagree with each other.
Choose A or B and practise the role-play with a
partner.
6 9
1 Eat only one meal a day.
2 Check on bank charges.
3 Walk instead of taking the bus.
4 Buy food in the local market.
Look at this leaflet from a bank. Listen and tick
(3) the items that the client is interested in.
Your current account and more:
1 n Current account
2 n 24hr telephone, Internet and SMS
banking
3 n Direct debit for regular payments
4 n Debit card – no fee for withdrawals
5 n No-fee mortgage
6 n Credit card – free for one year
7 n Savings account
A:You are a bank employee. You have to
check the bank’s requirements. Ask the
customer:
customer’s income and savings.
interest rates.
B:You are working but you want a loan of
£500 to pay for a course.Tell the bank:
your income and savings.
What do you
think we can do
to save money?
I’m afraid I don’t
agree. I’d get hungry.
What about eating
one meal a day?
So would I!
7
14
Giving opinions
Para dar una opinión se usa:
As far as I’m concerned, it’s an efficient way to do
banking.
It seems to me that the banks don’t expect you to read
your statement.
I’m quite sure that if we put more pressure on them,
things will change.
It’s quite obvious that…
I’d like to point out that…
see page 117
Read the sentences and discuss your opinion
with a partner.
10
1 It’s difficult for young people
to leave home and become
independent nowadays.
2 Banks are not interested in
clients as individuals.
3 We can’t do anything to
change the current economic
situation.
It’s quite obvious
that young people
can’t afford to pay
university fees and be
independent as well.
I think so too.
Flats are too
expensive to
rent in my city.
Match the questions (1-5) to the responses (a-e).8
1 What kind of account would you like?
2 Do you know you can get a better interest rate
in this bank?
3 Do you need an overdraft?
4 What would the credit limit be on my card?
5 What can I do about my debt?
a Really? What percentage is it?
bYou could pay it off in monthly instalments.
c I think it’s 1,500 euros.
d Savings. I’d like to have some money saved
for emergencies.
eYes, I may have to pay some unexpected bills.

UNIT 2
Can we live without banks?B
Read the information. Do you think this is a
good idea? Does anything like this exist in your
country?
1
BEFORE YOU WATCH
Documentary
Read the sentences about the Lewes pound.
Which three are not true? Correct the false ones.
Tick (3) the things you do with your bank
account.
3
2
AFTER YOU WATCH
Documentary
Complete the leaﬂet.4
That’s Britain!
1 transfer money to another country
2 withdraw cash from an ATM
3 24/7 Internet banking
4 telephone banking
1 It is an alternative currency.
2 It makes the town more dependent on the
banking system.
3 It was developed around the time of the
banking crisis in 2008.
4You can’t buy beer with the Lewes pound.
5The Lewes pound can only be spent in Lewes.
6 Lewes is the only town in Britain with its own
money.
7The Lewes pound attracts visitors to the town.
NOW YOU!
Listen to the speakers talking about the most
popular ways to do banking in their country.
Match the speakers (1-5) to the descriptions (a-e).
5
a ... is impressed by the European chip and pin.
b ... thinks online banking is popular because it’s
24/7.
c ... thinks fewer people go into banks today.
d ... can either speak to someone or use a cash
machine in their banks.
e ... says people use Internet banking to transfer
money.
1 ... 2 ... 3 ... 4 ... 5...
1 2
4
3
5
How do people do banking in your country? Do
they prefer to go to the bank or bank online?
6
In my country many people still like to
go to their local bank, especially older
people. At the same time…
Welcome to Glasgow, the centre of Scottish trade
and (1) … and one of Europe’s top ten (2) … centres.
Glasgow has always been a major (3) … centre.
Today it has a huge retail sector and a growing (4)
… industry.
The Theatre Royal is home of the Scottish National
(5) … . The Glasgow School of Art is one of the
world’s ﬁrst (6) … buildings.
There is a wide range of (7) … and other performance
art. We hope you enjoy your stay in Glasgow!
In some parts of the world people have decided
to create alternative money for their local
communities. This helps local businesses and
brings communities closer together.

24
Banks
THAT’S ENGLISH!
READING
Put these events in the correct order.
1 What was the most important news from Cyprus in 2013?
aThere was an earthquake.
bThe economy collapsed.
c Tourism declined.
1
3
Read and check your answer.2
15
Complete the paragraph with some of the
highlighted words from the text.
5
2 financial certificates that confirm money lent
to a company or government
3 collapsed
4 money saved for a specific purpose
5 money taken out of a bank
6 with no money
7 had an obligation to pay
8 fiscal paradise
a The banks were closed.
b The government in Cyprus decided to tax
savings accounts.
c Cypriot banks invested in Greece.
d Cypriot banks lost all their money.
e People tried to withdraw all their money from
the banks.
f People deposited a lot of money in Cypriot
banks.
g The banks opened, but with restrictions.
h The Greek economy had problems.
1 ... 2 ... 3 ... 4 ... 5... 6 ... 7 ... 8...
(onlinesource)
2 financial certificates that confirm money lent
(onlinesource)
Cyprus crisis: savers want their money
News from Cyprus hit the headlines all over the world
between 2012 and 2013. This island near the coast
of Turkey is a member of the EU, but it was also a
tax haven, which meant that little tax was paid by
investors on the interest they earned there. Because
of this tax system, many rich Russians and other
businessmen from different parts of the world put
their money into banks there. Thirty-seven per cent
of the investments in Cyprus came from abroad.
Maria Spyrou, a spokesperson for a major Cypriot bank,
explained the situation, ‘The Cypriot banks had plenty
of money, but they made bad investments. In particular,
a lot of money was lent to Greece. When the economy in
Greece crashed, the Cypriot banks tried to improve the
situation by buying Greek government bonds, hoping
that the struggling Greek authorities would be helped
by the EU. But this didn’t work and they were broke. The
banks owed more money than they had. In fact, they
owed more money than the country produced. At one
point, the country needed $17 billion.’
The EU didn’t want to provide funds to help a lot
of rich people from outside the Union so they told
Cyprus that the money had to be found inside the
country itself. The only money the country had was in
people’s personal savings accounts, so in March 2013
the government decided to put a tax on them.
The obvious reaction of savers was to run to the
bank and take their money out, so the banks closed.
Andreas Constantinou described the scene outside
his local bank. ‘People were queueing for hundreds
of metres down the street. I saw a man crying when
he realised that the cashpoint had run out of money.’
A bank employee told us, ‘I was frightened to go out
of the house. My friends and neighbours felt they had
been cheated by the banks.’
After the initial scare, Cypriot banks opened, but
there were strict financial controls. Cash withdrawals
were limited to €300 per day, all transactions over
€5,000 were checked and nobody leaving Cyprus
could take more than €1,000 with them.
Find synonyms for these words and expressions
in the text.
4
1 exchanges of money or services
I am (1) … ! I have no money to buy food and I (2) …
money to all my friends. The bank won’t let me make
any more (3) … because there is nothing left in my
account. It’s unfair. In these times of crisis rich people
keep their (4) … in (5) … located in foreign countries,
so only the poor suffer.

25THAT’S ENGLISH!
In some cases there are letters which are not
pronounced. Listen and repeat.
Listen, check and repeat.
Listen and check.
Underline the silent letters in these words.
Complete the sentences with words from the
box.There are three extra words.
Say these numbers in words.
LANGUAGE STUDY
UNIT 2
1 debt 3 mortgage 5 receipt
2 interest 4 owe 6 sign
1 doubt
2 scissors
3 Wednesday
4 campaign
5 foreign
6 technical
7 business
8 descend
1The gas company … me for the inspector’s
visit. It cost me £100!
2 I had £600 in my savings account, but I … £200
last week, so I only have £400 left.
3 Nick applied for a … last week to buy a house.
4 I borrowed money twice from my friend so
now I … him £100.
5The … limit on my account is £200. I can take
out £200 more than I have.
1 £7.50 seven pounds ﬁfty
2 $17,000,000,000
3 37%
4 22.3%
5 €3.40
6 150,000
7 $250,490
1
16
17
18
2
3
4
Write two passive sentences. Omit the agent.
Complete the text with the verbs in the correct
passive form.
5
6
1 The manager offered me a loan.
I was offered a loan.
A loan was offered to me.
2 The bank hasn’t sent me a statement.
3 The bank promised him a good interest rate.
4 They should pay me the money soon.
5 The government is selling bonds to the public.
6 The bank gave John a 30-year mortgage.
7 The bank didn’t give him a loan.
Passive
En inglés tanto el objeto directo como el indirecto de
una oración en activa pueden funcionar como sujeto
de la oración en voz pasiva.
The bank gave me a loan.
I was given a loan. (by the bank)
A loan was given to me. (by the bank)
El segundo caso es menos frecuente. Además, fíjate en
que el complemento indirecto va precedido por to.
see page 117
charged lend mortgage overdraft
owe paid statement withdrew
Listen to the radio programme and complete
the table with each person’s job.
Listen again and complete with the speakers’
problems (1-4) and needs. One of them has
more than one problem.
7
19
8
19
9 Write a short contribution to a complaint forum
about excessive bank charges. Say what the
bank charged you for and give your opinion
about the problem or the solution.
I was charged £10 because I used a cashpoint
in a different bank. I only withdrew £50! It
seems to me that we should be informed
better by our banks before they take our
money…
I still (1) … (not / pay) my bonus, but when I (2) …
(give) the money I’ll buy a car. My brother (3) … (sell)
a BMW by the dealer in my town last month. He paid
half the price and (4) … (lend) the difference by my
mother. I hope I (5) … (give) the same amount if she
feels generous!
1 He/She can’t repay a loan.
2 He/She is going to lose his/her house.
3 His/Her business is going to shut down.
4 He/She can’t ﬁnd a job.
Robert
Taylor
Anne
Winter
Frank
Granger
Job
Robert
Taylor
Anne
Winter
Frank
Granger
Problem
Needs

26
Banks
THAT’S ENGLISH!
CONSOLIDATION
What do you think is important if you want to start a
small business? Put these in order of importance.
Read the text and answer the questions.
1 finance 3 new ideas 5 training
2 staff 4 planning 6 location
1 What kinds of people are helped by this project?
2 What sort of businesses do they start?
1
2
Read the text and choose the correct option.
1 According to the text, in developing countries
people need help … .
a to finance building houses
b to become politically independent
c to maintain themselves and their families
2 Aid to Africa’s credit system has lent people in
Africa … .
a 2.9 million dollars
b 1.6 million dollars
c 45,000 dollars
3 The most important result of the project has been
that … .
a the villages have grown
b more children go to school
c women now know they can improve their
situation
4 The rural banks … .
a are only managed by women
b need official authorisation
c use loans to improve their offices
3
Empowerment – giving people the power to manage their lives
Many non-profit organisations aim to help people in developing countries by empowering
them so that they can develop their own economies. Obviously, giving hungry people food
is an immediate concern, but in the long term people need to be financially independent and
prosperous. In many countries, aid programmes have been developed which support women in
starting businesses or simply managing their household finances in an effective way.
The Aid to Africa’s (A2A’s) Microfinance Program promotes training, savings and credit facilities
for women in rural areas.These women are vitally important in the food production process in
Africa, but they are totally unsupported.The programme was started in 1999 and since then 2.9
million dollars have been lent in countries such as Ethiopia, Mozambique, Senegal and Uganda.
45,000 people in the project that have benefitted from these loans have also managed to save
1.6 million dollars in this time.
The programme gives credit facilities to women food farmers
and also training in how to manage money and the importance
of saving money. These women have increased their incomes
and invested the money they earn in education for their children,
improved health care and housing. However, one of the most
important effects of the project is that women realise that they do
have the capacity to improve their lives and their communities.
They become more self-confident and are achieving equality
with men in developing the well-being of their families and the
community.
As a result of the success of these women, the next step has
been to create rural banks. In recent years, 28 rural banks have
been opened. They are financial institutions that are owned by
the community and run principally by women. These banks
are authorised by the government and use the savings of the
members of the community to give loans to others, which in turn
generates more prosperity for the community as a whole.
(onlinesource)

27THAT’S ENGLISH!
UNIT 2
Complete the dialogue with words from the
box.
Jenny Pritchard is the project manager for
The Hunger Project’s work in both Ghana
and Ethiopia. In these two countries women
are given (1) ... to start small businesses. One
example is Amina Bomara, who first bought
two (2) … with the money but now employs a
(3) … and another person to care for the
animals. Apart from finance, Amina has also
received (4) … in how to run a business. With
the (5) … she has made, she has (6) … in
buildings. This means that the business has
(7) … into an important source of income for
the community because other people in the
(8) … have (9) … money working for her.
4
20
5
20
Listen to a radio interview with one of The
Hunger Project’s organisers. Decide if the
following sentences are true (3) or false (7).
Correct the false ones.
Listen again and complete the summary of the
project with words from the box.
1 Amina Bomara is the only woman who has
been successful in the project.
2 Amina Bomara comes from Ghana.
3 With two goats, she only had enough milk for
her family.
4 A butcher sells her goat meat.
5 She can’t pay for her children’s education yet.
A: I would really like to (1) … a microloan to poor
people.
B: Yes, (2) … . Why are you so interested in
helping these people?
A: Well, these people aren’t able to (3) … loans
from (4) … . This microfinance will allow
these people to start up their own small (5)
… . I totally agree with this type of help.
B: Yes, (6) … . And when the full amount of the
loan is (7)… , can these people ask for another
loan?
A: Yes, they can. The cycle can start again, and
these people will continue to (8) … from your
generosity.
Dear Sirs,
I read your article published last Sunday about
microloans which offer very low interest rates
to women. Although the incentive to help
women is a good idea, it seems to me that this
is unfair discrimination against men. Many men
have to support a family and could also benefit
from this help. Why can’t all the members of a
community apply for a loan?
Best wishes
K. Robinson
Dear Sirs,
I am writing in reply to the letter written by
K. Robinson. As far as I’m concerned, women
should be given…
Read this letter to a newspaper and answer the
questions.
8
Write a reply disagreeing with this opinion.
You can use arguments from the text and the
interview to justify your ideas.
9
6
Think about the following sentences. Give your
opinion and agree or disagree with your partner.
1 It’s easy to set up a small business these days
in my country.
2 If you speak several foreign languages, you
can find a job in Spain.
3 Banks always find a way to charge you for
services.
4The best way to save money nowadays is to
keep it in a box under your bed!
1 What is K. Robinson giving his opinion about?
2 Does he agree or disagree? Why?
3 Why does he think men should be offered this
help as well?
I’m afraid I don’t
agree.The banks
won’t lend money
to anyone.
I think it’s still
possible to get a
loan to start a good
business.
7
butcher developed earned goats
invested profits training loans village
so do I give businesses apply for
financial institutions neither am I
so would I benefit repaid
B: What a great idea! I’m not going to waste
another minute to give them my help.
A: Thank you. (9) … .

THAT’S ENGLISH!
SELF TEST
28
Complete the text with the words from the box.1
UNIT 2
Rewrite the sentences in the passive.
Read the text and put the verb in brackets in the
correct form of the passive or active voice.
3
4
I’ve decided to buy my first house. I only have a
little money, but the bank has agreed to give me
a (1) … for the next twenty years. The monthly
(2) … aren’t too much, so I should be able to pay
them. I just hope the (3) … doesn’t increase too
much in the next few years. I think it is a good (4)
… because I won’t sell the house for many years
and if I do, I will hopefully make a (5) … and get
some extra money.The bank has a special offer
at the moment – there is no (6) … for setting up
the mortgage, but I will (7) … them money for
many years!
charge instalments interest rate
investment mortgage owe profit
Choose the correct option.2
1 I pay my car insurance by direct credit / debit
every year.
2 My brother got a bill / loan to buy his car. He’ll
be paying it off for 2 years.
3 My bank doesn’t send paper statements / bills
every month. I can see my current account
movements online.
4 I have reached the limit on my credit card,
so I can only use a loan / cash now for my
shopping.
5 You have to pay an overdraft / a fee every time
you exchange euros for pounds.
6 He couldn’t withdraw / release £500 from his
account because his salary hadn’t been paid
in.
1The bank manager will ask John a lot of
questions.
John …
2The bank has given the women a loan.
The women …
3 A friend sold me this car.
I …
4The bank should send her the new credit card
soon.
She …
5 A charity gave them a new tractor.
They …
Theotherday,I(1)…(take)tothebankbymyfather
to ask for a loan. I (2) … (meet) at the door by the
bank manager.We went to his office and he began
to ask me some questions. ‘How much money (3)
… (you need)?’ he asked. I told him that I needed
£15,000 in order to start up a new restaurant.
Write a brief entry in this forum. Give your
opinion and explain why.
8
Listen and match the numbers (1-5) to what
they refer to (a-e).
Complete the spaces in these dialogues so that
they express agreement.
Giveyouropinionaboutthefollowingsituations.
1 1.5%
2 225,000e
3 4.6%
4 15%
5 20,000e
a average salary
b mortgage rate
c unemployment rate
d average price of an apartament
e fall in the value of property
1 A: I’m worried about the economy.
B: … am I.
2 A: We could borrow some money.
B: That’s just … I was thinking.
3 A: I don’t think we’ll get a loan.
B: I don’t think so … .
4 A: I can’t afford a car.
B: … can I.
1 Banks charge too much commission.
2 University should be free.
3 Banks make too much money.
5
21
6
7
He (4) … (look) at my documentation and (5) …
(agree) to give me the loan. I asked him, ‘What
interest rate (6) … (charge)? He replied, ‘you
(7) … (charge) 4.2% over the next eight years.’ I
agreed and the papers (8) … (sign).The following
day, £15,000 (9) … (pay) into my account.
As far as I’m concerned, banks charge
too much commission. My bank charges
me for transferring my own money to
other accounts…
People are spending less money on leisure
activities and holidays than in the past.
As far as I’m concerned, this is true. Families have
less money to spend on extras, such as…

THAT’S ENGLISH!
3
UNIT Green issues
29
· To discuss main environmental issues
· To express regret and possibility about
the environment
OBJECTIVES
Save our treesA
Tick (3) the things you do to help the
environment.
Read the sentences about Pippa and Jake.
Listen to the speakers’ opinions about
improvements to their local environment.
Complete the sentences with one word.
AFTER YOU WATCH
WHILE YOU WATCH
2
3
4
5
1
BEFORE YOU WATCH
1 Why is Pippa worried about Jake’s future?
2 Why does Pippa think that Jake might have
problems with the police?
3 What is Laura’s suggestion to Pippa?
4 What is the man in the street worried about?
5 What good news does Jake have?
6 What two reasons does Pippa give for selling
her car?
1 There’s been a lot of development in the r…
areas.
2 The good things about the e… have been
neglected.
3 There are more areas for c… .
4 There are more houses and s… .
5 There’s still no r… collection.
NOW YOU!
1 Pippa is stressed because … .
a she’s always arguing with Jake
b Jake didn’t like his breakfast
c Jake cares about the environment
2 Jake is angry because … .
a Pippa had a shower
b Pippa had a bath
c Pippa washes too much
3 Pippa hopes that Jake … .
a will continue his studies
b will never work for the Council
c will ﬁnd a job soon
1 I have a shower instead of a bath.
2 I travel by public transport instead of by private
car.
3 I don’t often travel by plane.
4 I buy locally produced food.
5 I put my waste in the recycling bins.
6 I never drop litter in the street.
1 WhydoesPippawant
to go to Greece?
2 What are the
consequences of
pollution from cars
according to Pippa?
4 Jake is angry with the Council because … .
a the trees have a disease
b they are going to cut down the trees
c they are going to organise a protest
5 Jake doesn’t think Pippa should go to Greece
because … .
a he prefers England to Greece
b aeroplanes pollute the environment
c he thinks aeroplanes are dangerous
6 Pippa is angry because … .
a Jake has put paint on the carpet
b Jake is saving water
c Jake didn’t wash his dirty dishes
What plans does your local council have for
your local area? Do you agree with them? If not,
what can you do?
6
My local council is planning to build
a new car park near my house. I don’t
agree with this plan because we need to
protect our green spaces.

30
Green issues
THAT’S ENGLISH!
Which of these types of rubbish are recycled in your area?
READING
1
Read the article and choose the best title.
4 Complete the sentences with a highlighted
word from the text.
1 Although he was previously sent a … by the
police, he ignored it and so he received a … of
£50 for washing his car in the street.
2 Volunteers from the local school have … the
park after the village festival. Most of the …
has been recycled.
3 The … times are written on the post box. The
postmen … the letters twice a day.
4 The … come twice a week, so I … my rubbish
on Tuesdays and Fridays.
5 Responsible people … their old fridges in the
correct place, but some people just … them by
the side of the road.
3 Decide if the following sentences are true (3) or
false (7) according to the text. Correct the false
ones.
1 Mr and Mrs Jones have to pay to have their
rubbish collected.
2 In the area where Mr and Mrs Jones live, the
residents have to put out kitchen waste on
Tuesdays.
3 Not many people find it difficult to follow the
recycling rules.
4 The council thinks that people will try to
reduce the rubbish they generate when they
have to recycle.
5 The residents have to put glass out to be
collected on Wednesdays.
6 The newspaper thinks that other issues related
to the disposal of rubbish are more important
than the case of Mr and Mrs Jones.
1 An expensive mistake 2 The cost of recycling 3 Collection week
2
22
rubble
kitchen waste
cartons
cans
textile
garden waste
Theresa Jones and her husband received a nasty shock
last week when a letter arrived informing them of a £110
fine for not following the local rubbish collection rules.
‘Imagine my surprise when we found out that we’d
broken the law. The letter said that we shouldn’t have
put out our kitchen waste on Tuesday instead of the
plastic container bag. They could have sent us a warning
first. I normally remember when the refuse collectors
pick up the different kinds of rubbish, but it’s easy to
make a mistake,’ said Mrs Jones. ‘At the moment we’ve
got a bag for kitchen waste to be put out on Mondays and
Wednesdays, a plastic bag to go out on Tuesdays, a can
and cartons bag that is put out on Fridays and a box for
paper and cardboard that we leave out on Thursdays. As
well as that, there’s a glass bin, a textile bin and a garden
waste bin at the end of the road. It’s no wonder we get
confused every now and then.’
A local councillor has defended their action: ‘People who
repeatedly ignore the rules are fined because this is the
only way that the tiny minority of residents who won’t
collaborate are forced to cooperate. Our community
is trying to establish the three r’s philosophy: reduce,
reuse, recycle. If people start to think about the amount
of rubbish they generate, they also try to reduce it. We
can recycle rubbish and even reuse clothes or furniture
if people dispose of them correctly. We send a calendar
of the collection days so the Joneses should have known,
and this isn’t the first time they have made a mistake.
They may have put plastic in the kitchen waste bag or left
rubbish outside the bins on other occasions.’
However, this newspaper agrees with Mr and Mrs Jones in
this case. We think that the council should have informed
them in writing before giving them a fine. Surely the
council should be more concerned about really serious
issues related to waste, such as builders that dump rubble
in fields or toxic waste from chemical industries, which are
cleaned up with taxpayers’ money.

31
LANGUAGE STUDY
UNIT 3
1
23
Remember that in connected speech, we often
pronounce have /əv/ after modal verbs. Listen
to these sentences.
Practise saying these sentences.
Complete the text with the correct form of the
verbs from the box.
2
3
1 They could have sent us a warning.
2 The council should have informed them.
3 We shouldn’t have put it out onTuesday.
4 They may have put plastic in the bin.
1 We left the chairs out so they got wet in the
rain.
We shouldn’t have left the chairs out.
2 We put the used cooking oil down the kitchen
sink. Now it is blocked.
3The council didn’t repair the street lights so an
old lady fell over last night.
4 I didn’t leave the rubbish out on the right day
so I have to wait a week now.
5The company dumped their chemical waste
into the river and all the ﬁsh died.
6 I haven’t got low-consumption bulbs in my
lights so my electricity bill is very high.
7The paper company has cut down all the trees.
Now nothing grows in the area.
Look at these situations and write a sentence
using should / shouldn’t have + past participle.
5
Expressing regret
Para lamentar algo del pasado se usa should + have +
past participle.
We shouldn’t have put out our kitchen waste on
Tuesday.
They should have known the correct day.
see page 117
1 They should have recycled the cartons.
2 He couldn’t have known it was the wrong day.
3 They must have collected it yesterday.
4 She might have warned us.
5 I would have done the shopping.
6 He could have come.
Environmental education is an important part
of school life. Schools have separate bins in
the classroom to (1) … paper, plastic or other
rubbish.Teachers and pupils are encouraged to
(2) … the amount of paper they use by making
fewer photocopies and (3) … electricity by
turning off lights. Children sometimes take these
ideas home so that less rubbish is (4) … from
household activities. The pupils learn to (5) …
the environment by (6) … less paper, electricity
or other materials, to (7) … up their classroom
and (8) … up rubbish from the ﬂoor.
THAT’S ENGLISH!
24 Listen and repeat.
clean generate pick protect
recycle reduce save waste
Replace the underlined words with a word or
expression from the box. There are three extra
words.
4
destroying fossil fuels pollution
turbines non-renewable resources
green energy renewable resources
running out solar energy
Our world cannot function without
energy. Traditional energy sources, such
as (1) petrol, coal etc., have two main
disadvantages. Firstly, they produce
(2) harmful substances in the environment,
and secondly they are limited so they are
in danger of (3) being completely used up.
Nowadays, energy can be produced from
(4) unlimited natural elements. (5) Energy
produced from sunlight is clean and safe.
In many windy areas, we can see huge
wind (6) machines that sometimes provide
electricity for whole towns.

32
Green issues
THAT’S ENGLISH!
Complete the sentences with may / might /
could + have + past participle.
Choose the best option.
Put these ideas in order of importance. Then
compare your ideas with your partner and
explain what concerns you most and why.
6
7
10
1 How did he get to work without his car?
He may / might / could have taken public
transport.
2 How did they reduce waste?
They … (start) recycling.
3 Why did the plants die?
The farmer … (use) polluted water.
4 My car doesn’t work.
You … (run) out of petrol.
5 I got a fine from the council.
You … (leave) your rubbish out on the wrong
day.
6 The gardeners haven’t put the grass cuttings
in the compost bin.
They … (dump) it in another place.
1 The students spent the day in the park and the
park is very dirty now.
The students might / should have picked up
the rubbish.
2 Our electricity bill is quite high.
They should / may have left the lights on.
3 My neighbour received a fine from the city.
He should / might have left his rubbish out.
4 All of the recycling bins at the school are
empty.
Everything may / should have been taken to
the recycling centre.
5 The lights are off in their house.
They would / could have gone out for the night.
6 This town didn’t offer recycling services.
They should / might not have had enough
money in city hall.
I think recycling
paper is important
because too many
trees are cut down.
My biggest
worry is saving
electricity. My
bills are terrible!
Expressing concern
Para expresar preocupación se usa:
be worried about
be concerned about
be afraid of
My biggest worry is
They should be more concerned about really serious
issues.
I’m afraid of using too much electricity.
My biggest worry is global warming.
see page 118
+ sustantivo o –ing
8
25
9
25
Listen toTom and Sue talking about a problem.
Listen again toTom (T) and Sue (S).Tick (3) the
correct person.
Tom Sue
1 Who is worried about rats and
insects?
2 Who thinks individuals can help?
3 Who thinks the authorities should
solve the problem?
4 Who has no time to worry about
recycling?
5 Who thinks we could prevent these
problems if we collaborate?
1 recycling (batteries, cooking oil, paper, metal,
plastic, clothes)
2 making compost
3 saving electricity
4 saving fuel, e.g. petrol or heating oil
1 What is the problem?
2 What does Sue suggest doing to solve the
problem?
3 Who thinks recycling is difficult?
Expressing possibility in the past
Para expresar posibilidad en el pasado se usa could,
may o might + have + past participle
Why is she late?
She may have missed the bus.
She could have forgotten our date.
see page 117

UNIT 3
Protect our planetB
Which of the sentences below are true in your
country?
1
BEFORE YOU WATCH
Documentary
3
AFTER YOU WATCH
Documentary
1 A lot of land is used for farming.
2 Farmers grow crops which are beneficial to
local wildlife.
3 It is very unusual to see bumblebees.
4 Many people enjoy walking in the countryside.
NOW YOU!
1 3 5
2 4 6
Answer the questions.2
That’s Britain!
1 Is gardening a popular hobby in your city or
village?
2 Have you ever grown your own fruit or
vegetables?
3 Are there courses in your town or city where
you can learn about gardening?
1 The industrialisation of the countryside had a
negative effect on wildlife.
2 The environmental scheme aims to bring
people back to the countryside.
3 The government has helped farmers to replant
hedges.
4 Chris Skinner grows crops that attract bees.
5 Farmers need financial help in order to look
after the wildlife.
6 The public don’t look at the information
boards.
7 Less than half the farmland in England is under
an environmental scheme.
1 Harrogate 4 Willow
2 The Stray 5 The Royal HallTheatre
3 Harlow Carr 6 Betty’s
a Britain’s most famous tearoom.
b The spa town of the north.
c It can be used to make structures to support
plants and sculptures.
d It’s a wonderful area of open space protected
by law.
e It’s a place to come and get ideas for gardening.
f It’s a very fine Victorian building.
a drought and climate change
b pollution
c recycling
d clean air and energy conservation
e mining
f over fishing
1 … 2 … 3 … 4 … 5 … 6 …
Match the places or things (1-6) to the
descriptions (a-f).
Listen to the speakers talking about
environmental issues in their country. Match
the speakers to the problem or solution they
mention.
4
5
That’s Britain!
Do you have any green areas in your city? What
can you do there?
6
In Madrid there are many green areas.The
Casa de Campo is a protected area where
there is lots of wildlife.You can cycle, go
jogging, go rowing on the lake or just have
a cup of coffee in one of the lakeside cafés.
Bumblebee

34 THAT’S ENGLISH!
READING
Match the photos (1-6) to the disasters (a-f).Which ones are caused by humans?
Read the two jumbled texts. One is from a newspaper report about a flood.The other is an eyewitness
account of what happened. Separate the two texts and put the paragraphs in the right order.
1
Read the text and answer these questions.3
From the eye witness account:
1What time of day did the flood reach the house?
2 Where did the family find a safe place to wait?
3 How were they rescued?
4 What happened to their neighbours?
From the newspaper report:
1 Why did the rivers overflow?
2 How many people have nowhere to live?
3 Has it ever rained more in the past?
4 What do experts suggest caused the heavy rain?
a tornado
b volcanic eruption
c tsunami
d flooding
e nuclear radiation accident
f oil spill
1
2
3
4
5
6
Paragraph 1 2 3 4
newspaper report d
eyewitness account f
a In total 11,700 people have lost their homes, eight people have died and 1,200 people have been reported as missing.
The total cost of the damage still has to be estimated.
b When the water hit the house the windows and doors were destroyed and rocks, mud and other objects flowed in.
Luckily we were all on the top floor, but we couldn’t do anything except wait. The water was getting higher and higher,
and my biggest worry was that the walls of the house would collapse under the pressure of the water.
c Later that day, I discovered that things could have been worse. Our neighbours’ house, which was further down the
canyon, had been completely destroyed. Although they might have tried to get on to the roof, the water came down
too quickly and they couldn’t escape. The rescue workers found them both unconscious under a pile of debris.
d Last week extensive flooding occurred in Colorado close to the Rocky Mountain National Park area. Heavy rainfall in
the mountains caused rivers to overflow, and water from the Big Thompson River rose as high as first floor windows
in the Estes Park area leaving a sea of mud and debris in the town centre. In mountain areas isolated houses are still
cut off because roads were washed away.
e Daylight came and the force of the water slowed. Finally, we heard a helicopter overhead and we were rescued from
the upstairs balcony.
f It was around 2 a.m. when our dog, Jasper, started barking. It woke me up and at first I thought a cat could have been
in the garden or that he might have heard someone driving past. But then, I heard the noise. It sounded like thunder
and was getting louder and louder.
g Many people question the importance of the effect of climate change in producing these weather conditions. Changing
temperatures of global airstreams may have produced higher levels of water vapour in the air and led to the increase
in rain. The number of people affected by the disaster is larger because of the huge increase in the population of the
area in recent years.
h Could we have avoided these losses? The cause of this disaster has given scientists reasons for concern because of
the abnormal weather conditions. The amount of precipitation was greater than any time in recorded history and
scientists think that the phenomenon was due to unusual weather patterns.
Green issues
2
Match the highlighted words to their meaning.
1 inaccessible
2 air movements caused by changes in
temperature
3 wet earth
4 typical movements of meteorological conditions
5 remains of something destroyed
6 removed by water
7 destruction
8 loud noise during a storm
9 rise above their capacity
4
26
(onlinesource)

35THAT’S ENGLISH!
Match the words (1-6) to make compound
nouns (a-f).
Listen and repeat.
Complete the sentences with a compound noun
from activity 1.
Completethesentences.Useoneoftheadjectives
from the box and the comparative form.
LANGUAGE STUDY
UNIT 3
1 global
2 ozone
3 acid
4 exhaust
5 oil
6 air
a rain
b fumes
c layer
d quality
e warming
f spill
1 dust bin
2 oil spill
3 footprint
4 greenhouse
5 ozone layer
6 sea level
1 forest fire
2 climate change
3 air quality
4 earthquake
5 weather conditions
6 rescue workers
1The increase in temperatures on Earth is
sometimes attributed to … caused by holes in
the … .
2The … from cars contribute to poor … in our
cities.
3 … comes from pollution in the air from
factories while … cause terrible damage in our
seas.
1
28
4
5
Look at the two summaries of the eyewitness
account of the flood in the reading section.
Which is better? Why?
Find the linking words in the second text and
complete the table according to their meaning.
Look at these main points of the newspaper text
from the reading section. Rewrite the summary
using linking words to connect the ideas.
Now add these linking words to the chart.
6
7
8
Natural disasters are becoming more and more
serious.
1The hole in the ozone layer is getting … .
2 New parks make urban areas … .
3 New technologies make our lives … .
4The noise from the tsunami was getting … .
5The flood water was rising … .
Comparatives to express continuing change
Para expresar que algo está cambiando de forma
continua se puede repetir el comparativo.
The water was getting higher and higher.
The noise was louder and louder.
The situation is more and more difficult.
see page 118
serious green high big good loud
Normally the first word in a compound word is
stressed. Listen to the examples and repeat.
Underline the main stress in these compound
words.
2
27
3
WRITING SECTION
contrast
reason
addition
time
due to in addition but then next
There was a lot of rain in Colorado. The
rivers rose. The flooding affected many
people. Many homes were destroyed. The
town centre was filled with mud and debris.
Roads to mountain areas were washed away.
Thousands of people have lost their homes.
Global warming may have produced the
increase in rain.This hasn’t been proven.
1The flood came in the night. We woke up.The
dog was barking. The water rose. We went to
the top floor of the house. A helicopter rescued
us. Our neighbours weren’t so lucky.Their dog
is missing.The ground floor is destroyed.They
lost everything they owned. Their insurance
will cover all the damage. They are a close
family.They will be all right.
2 Although the flood came in the night, we
woke up because the dog was barking. The
water rose so we went to the top floor of
the house. Finally, a helicopter rescued us.
Our neighbours’ house was affected as well.
However, they weren’t as lucky as we were.
Their dog is missing and the ground floor is
destroyed as well. Although they have lost
everything they owned, their insurance will
cover all the damage. They are a close family,
so they will be all right.
see page 130

36
Green issues
THAT’S ENGLISH!
CONSOLIDATION
Read the following explanation. Answer the question.
Read the leaflet and complete the chart.
Ten steps to reducing your carbon footprint
Heating and lighting your home
1 Use solar panels and other green energy. Although the initial costs are high, you’ll soon start saving money at the
same time as you save energy.
2 Use low-consumption bulbs. Again, the price is higher, but they last longer and use less than a third of the power.
3 Turn off lights, TVs and other electrical appliances. Even if they are on standby they use between 10-40% of
power. Don’t leave the fridge door open longer than is necessary.
Travelling
4 Walk to work or use a bike. There are plenty of cycle paths in the city, but be careful!
5 If you have to travel longer distances, use public transport. The more we use buses, trains and trams, the better
the services will be.
6 If you have to use a car, don’t drive more than 90 km/hour. You will use 25% less fuel if you do so. Buy a hybrid
car if you want to be even more fuel efficient.
7 Instead of going abroad to business meetings, use technology such as videoconferencing to reduce air travel and
the carbon dioxide emissions from aeroplanes.
Eating and shopping
8 Use eco-friendly products whenever you can. These days there are lots of products available in your local
supermarket, plus a growing number of green online shopping sites.
9 If you buy locally produced food, less fuel is consumed in transporting it. Not only is this better for the environment,
it’s usually healthier too because it is probably fresher.
10 Buy food without packaging and stop using plastic bags and put your shopping in reusable bags instead. Many
supermarkets sell cheap shopping bags that they will replace when they get worn out.
We should We shouldn’t
in the
home
1 use solar
panels
2
3
1
2
3
travelling
1
2
3
1 use cars
2
eating
and
shopping
1 use eco-friendly
products
2
3
1
2
1 What is the disadvantage of installing solar
panels or using low-consumption bulbs?
2 What do you think happens if you leave the
fridge door open too long?
3 What will improve if more people use public
transport?
4 What is the suggested alternative to flying to
business meetings?
5 Where can you buy eco-friendly products?
6 How do supermarkets help people to save on
plastic bags?
1
2
3
Carbon dioxide emissions come from burning fossil
fuels such as coal and petrol. Every time an individual
uses a fossil fuel powered vehicle or something
produced using fossil fuels, he or she contributes to the
increase of carbon dioxide in our atmosphere. This is
called a carbon footprint.
Do you leave a carbon footprint on the world? How?

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