Elton da Silva Vargas Wellington da Silva Rehder

2 2 Edio Edi Ed di di di o o Revisada d e Ampliada da A Am mp m pl liad ada ad d Sant Sa Santa n a Cruz nt Cru uz do Rio o Pard Pardo Pardo/ do/ S.P S.P. P. Editora Viena Edit Ed itor it tor ora Vie ena 2009 9 2009

NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast New Ne w English Book 3 NewFast English Book 3 NewFast Engli Book Bo ok 3 NewFast English Book 3 NewFast English Book 3 NewFa English Engl En gl Book 3 NewFast English Book 3 NewFast English Book NewFast New Ne w English Book 3 NewFast English Book 3 NewFast Engli Book Bo ok 3 NewFast English Book 3 NewFast English Book 3 NewFa English Engl En gl Book 3 NewFast English Book 3 NewFast English Book NewFast New Ne w English Book 3 NewFast English Book 3 NewFast Engli Book Bo ook 3 NewFast English Book 3 NewFast English Book 3 NewFa English E En ngl g gl Book 3 NewFast English Book 3 NewFast English Book NewFast New Ne w English Book 3 NewFast English Book 3 NewFast Engli Book Bo ok 3 NewFast English Book 3 NewFast English Book 3 NewFa English En ngl g Book 3 NewFast English Book 3 NewFast English Book NewFast New Ne w English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book NewFast English Book 3 NewFast English Book 3 NewFast Engli Book 3 NewFast English Book 3 NewFast English Book 3 NewFa English Book 3 NewFast English Book 3 NewFast English Book

Autores: Elton da Silva Vargas Wellington da Silva Rehder Reviso Tcnica: Josiane Aparecida Ferreira Nicolini Mrcia Cristina Giunta Peregini Projeto grco e diagramao: Canal 6 Projetos Editoriais www.canal6.com.br Capa: Agncia Z3 www.agenciaz3.com.br Ilustraes: Renato Nascimento www.ilustrando.com.br Fotos: Stockxpert Stock.xchng

Dados Internacionais de Catalogao na Publicao (CIP) (Cmara Brasileira do Livro, SP, Brasil) Vargas, Elton da Silva. New Fast English book 3 / Elton da Silva Vargas, Wellington da Silva Rehder / ilustraes Renato Nascimento. - - 2. ed. rev. e ampl. - - Santa Cruz do Rio Pardo, SP : Editora Viena, 2009. ISBN 978-85-371-0187-2 1. Ingls - Estudo e ensino I. Rehder, Wellington da Silva. II. Nascimento, Renato. III. Ttulo. CDD-420.7 ndice para catlogo sistemtico: 1. Ingls : Estudo e ensino 420.7

ISBN: 978-85-371-0187-2 Nenhuma parte desta publicao poder ser reproduzida ou transmitida, sejam quais forem os meios empregados: eletrnicos, mecnicos, fotogrficos, gravaes ou quaisquer outros. Todos os direitos reservados para EDITORA VIENA LEI 9.610/98 e atualizaes Copyright 2009 - Editora Viena Ltda 2 Edio - Revisada e Ampliada - 08/2009 - SCRPardo / SP

EDITORA VIENA Av. Dr. Pedro Camarinha, 31 - Centro Santa Cruz do Rio Pardo - SP CEP 18.900-000 Fone (14) 3332-1155 Home-Page: www.editoraviena.com.br e-mail: editoraviena@editoraviena.com.br

Table of contents
UNIT 1 SPECIAL CELEBRATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 IMPORTANT POINT 1 MODALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 IMPORTANT POINT 2 MODALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 ORAL ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 UNIT 2 THE ZODIAC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 IMPORTANT POINT 1 ADJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 UNIT 3 THE TOURIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 IMPORTANT POINT 1 QUANTIFIERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 IMPORTANT POINT 2 IN A RESTAURANT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 UNIT 4 HOLMES, SWEET HOLMES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 IMPORTANT POINT 1 USED TO WOULD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 EXTRA CURRICULAR ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

three

UNIT 5 ELEMENTARY, MY DEAR DOYLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 IMPORTANT POINT 1 PAST PERFECT TENSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 EXTRA READING AND DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 UNIT 6 THUNDERSTORM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 IMPORTANT POINT 1 THE PASSIVE VOICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 IMPORTANT POINT 2 AGENT ( BY + PRONOUN) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 UNIT 7 MAN THE AGGRESSOR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 IMPORTANT POINT 1 THE PASSIVE WITH TWO OBJECTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 IMPORTANT POINT 2 ADVERBS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 UNIT 8 COUNTRIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 EXTRA READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88

four

UNIT 9 POINT OF VIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92 IMPORTANT POINT 1 DIFFERENT USES OF GERUND . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 IMPORTANT POINT 2 VERBS FOLLOWED BY GERUND. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 IMPORTANT POINT 3 COMPOUND NOUNS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 UNIT 10 THE FOOD YOU EAT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 IMPORTANT POINT 1 SAY AND TELL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 IMPORTANT POINT 2 TALK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 UNIT 11 INVENTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 IMPORTANT POINT 1 FUTURE PERFECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 UNIT 12 ROCK N ROLL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 IMPORTANT POINT 1 RELATIVE CLAUSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 ORAL AND WRITTEN ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

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UNIT 13 RECYCLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 IMPORTANT POINT 1 CONDITIONAL TENSE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 IMPORTANT POINT 2 CONDITIONAL TENSE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 UNIT 14 WORKING CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 IMPORTANT POINT 1 CONDITIONAL TENSE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 UNIT 15 NIGHTLIFE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 READING ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 IMPORTANT POINT 1 NEITHER / NOR EITHER / OR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 IMPORTANT POINT 2 SHORT RESPONSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 VERB FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 UNIT 16 THE REAL STORY OF KENSHIN OSHIMA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 WRITTEN ACTIVITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 IMPORTANT POINT 1 BUSINESS PERSONALITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 EXERCISES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 LISTENING AND COMPREHENSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 ENGLISH TO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

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Special celebrations

UNIT

1
Special celebrations

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Reading activity

UNIT

Introduction Special celebrations Valentines Day February 14th

Legend has it that on third century a priest named Valentine used to perform marriage ceremonies despite the prohibition by a roman emperor named Claudius II who was convinced that single men made better soldiers for his army. After being thrown in jail, Valentine established a relationship with his jailors daughter (it is said that he cured her blindness), and he signed his last message to her from your Valentines, a phrase which still gets a lot of mileage. Valentine was executed on February 14th. Nowadays, Valentines Day is celebrated with gifts, candies, chocolate, dinner, a night out, flowers and jewelry.

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St Patricks Day March 17th

St. Patrick, the patron saint of Ireland. He was born in Wales about AD 385. His given name was Maewyn, and he almost did not get to be Bishop of Ireland because lacked the required scholarship. Much Irish folklore surrounds St. Patricks Day. Actually not much of it is proved. It is believed that Patrick raised people from dead. It is also said that he has given a sermon from a top of a hill that drove all the snakes from Ireland. One tradition icon of the day is the shamrock and the stems from a more bona fide Irish tale that tells how Patrick used the 3 leafed shamrock to explain the trinity. Patrick used it in his sermons to represent how the Father, the Son, and the Holy Spirit could all exist as separate elements of the same entity. His followers adopted the custom of wearing a shamrock on his feast day.

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Questions
1. Answer orally to the questions below.
a. When h is Valentines Day celebrated and why it has such a name? b. Why did Emperor Claudius put Valentine in jail? c. Nowadays, how is Valentines Day celebrated all over the world? d. Who is St. Patrick? e. Why didnt he almost get to be Bishop of Ireland? f. What is believed about Patrick? g. What is the tradition icon of St. Patricks Day? h. According to Patrick, what did the shamrock represent?

UNIT

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Special celebrations

Holidays
American Holidays is an introductory survey of the historical and social background of American people. People in every culture celebrate holidays. Although the word holiday literally means holy day, most American holidays are not religious, but commemorative in nature and origin. Therefore, the nation is blessed with rich ethnic heritage. It is possible to trace some of the American holidays to diverse cultural sources and traditions, but all holidays have taken on a distinctively American flavor. In the United States, the word holiday is synonymous with celebration.

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Exercises

UNIT

1. Interview your classmates and find someone who:

thinks that giving presents and chocolate can be fun. believes that Valentines Day is just a date related to business. believes that Valentines Day might have become an important date. thinks the St. Patrick should be a Saint. believes that a four leaf shamrock is a symbol of luck.

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Special celebrations

2. Now, after ordering your ideas, tell your teacher and classmates about your partners opinion.

Important Point 1
Modals
SHOULD OUGHT TO MAY MIGHT Valentines Day should be a special celebration. It ought to be a special celebration. It may rain later. The sky is cloudy. Valentines Day might have become an important date.

Should
It means an advice or a suggestion. It also means a strong probability.

Ought to
It means an advice or a suggestion. It also means a strong probability.

May / Might
It means a real possibility or a condition. It also means permission.

ten

10

Exercises
1.Use the correct modal to express the ideas of the sentences below. should ought to may might

UNIT

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a. It

have rained. The street is wet.

b. You
healthful habit.

stop smoking. It is not a

c. You

visit your grandparents more

often. They are nice people.

d. I
my duties at home.

go out tonight. Ive finished all

e. He
a toothache.

go to the dentist. Hes gotten

f. You look terrible! You

doctor.

see a

11

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Important Point 2
SHOULD Valentines Day should be a special celebration. Natural or learned capacity, permission or ability. Sometimes it means an offer. Obligation or necessity. Prohibition

UNIT

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Special celebrations

CAN COULD

MUST HAD TO MUSTNT

Exercises
1. Complete the exercises below using one of the possible modals. can could must had to mustnt
a. Mary b. People
to the environment. get her drivers license. She is already 18. throw

garbage on the ground. It causes harm

c. Actually, I

study more

because my grade was not that good.

d.

you take the kids to school for me? I have no time.

e. You
somehow.

take your

studies seriously. It will be good for you

f. Paul, you
It is a one way street.

turn left.

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Modal verbs are auxiliaries verbs used to express a speakers attitude

related to possibility, probability, and capacity. There are ten modal verbs and three semi-modals.

Modals
can could may might will would shall should must ought to can not could not may not might not will not would not shall not should not must not ought not to cant couldnt maynt mightnt wont wouldnt shant shouldnt mustnt oughtnt to

UNIT

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Semimodals
need dare used to need not dare not used not to neednt darent usednt to

Oral Activity
1.What do you think people should or should not do during special celebrations or holidays?

2.What do you usually do to celebrate a special occasion?

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Listening and Comprehension

UNIT

1
Special celebrations

Write down what you listen to.

1. 2. 3. 4. 5.

English to English
Army Bona Bishop Blindness Emperor Fide Heritage Legend Marriage Mileage Patron Priest Scholarship Sermon Shamrock Stem
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Verb Forms
lack perform surround throw

UNIT

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Notes

15

fteen

Notes

UNIT

1
Special celebrations

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16

The Zodiac
UNIT

2
The Zodiac

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seventeen

Reading activity

UNIT

Introduction Cultural fact

Easter - The name Easter comes to us from Ostera or Eostre, the Anglo-Saxon goddess of spring, from whom a spring festival was held annually, from pagan festival that some of our Easter customs have come. Eostre is associated with the egg and with the hare both symbols of procreation. They have been enduringly incorporated by church in the form of Easter eggs and the Easter bunny that brings them. Easter marks the resurrection of Jesus three days after his crucifixion.

2
The Zodiac

Questions
1. In your opinion, is Easter an important date? 2. How do you and your family celebrate Easter? 3. Are there any traditions surrounding Easter in your home?

April Fools Day - It is the first day of April, named for the custom of playing jokes on that date. Its origin is unknown. It resembles the Hizaria Festival of ancient Rome and the Holy Festival of India ending March 31. The custom of playing April Fools jokes was taken to America by the British.

4. Do you play jokes on April Fools Day? 5. What was the funniest joke you have seen or played?

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The zodiac
Discussion
Do you believe in astrology? What is your zodiac sign? How often do you read your horoscope? What do people say about your zodiac sign characteristics?

UNIT

2
The Zodiac

Sun Signs
Capricorn
12/22 1/19

Sagittarius
11/22 12/21

Aquarius
1/20 2/18

Scorpio
10/23 11/21

Pisces
2/19 3/20

Libra
9/23 10/22

Aries
3/21 4/19

Virgo
8/23 9/22

Taurus
4/20 5/20

Leo
7/23 8/22

Gemini
5/21 6/21

Cancer
6/22 7/22

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Main characteristics of

Sagittarius

tolerant, sincere, cheerful, careless, noisy.

UNIT

reliable, careful, patient, inflexible, pessimistic.

2
The Zodiac

Capricorn

Aquarius
Pisces

friendly, progressive, idealistic, odd, rebellious.

emotional, sensitive, gentle, vague, not practical.

Aries Taurus
Gemini

energetic, brave, selfish, impatient.

patient, practical, stubborn, lazy, fond of money.

Leo

clever, amusing, good at languages, superficial, restless.

sensitive, cautious, home-loving, moody, too emotional.

Cancer
generous, good at organizing, snobbish, vain, fond of power.

quiet, tidy, independent, fussy, too critical.

Virgo

Libra
Scorpio

charming, peace-loving, superficial, easily influenced.

passionate, determined, clever, jealous, and stubborn.

Signs of the Zodiac

Constellation Aries Taurus Gemini English Name The Ram The Bull The Twins Symbol Dates Mar. 21Apr. 19 Apr. 20May 20 May 21June 21

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20

Cancer Leo Virgo Libra Scorpio Sagittarius Capricorn Aquarius Pisces

The Crab The Lion The Virgin The Balance The Scorpion The Archer The Goat The Water Bearer The Fish

June 22July 22 July 23Aug. 22 Aug. 23Sept. 22 Sept. 23Oct. 23 Oct. 24Nov. 21 Nov. 22Dec. 21 Dec. 22Jan. 19 Jan. 20Feb. 18 Feb. 19Mar. 20

UNIT

2
The Zodiac

Questions
1. Do you agree with the descriptions given? Why? 2. Do you know anybody who matches perfectly with the characteristics of his/her astrological sign? Who? 3. Do you know your classmates? What characteristics would fit them better?

Important Point 1
Adjectives that Describe People
1. Write the definitions of each adjective.
a. Tolerant b. Charming

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twenty one

c. Sincere d. Energetic

UNIT

e. Quiet f. Superficial g. Passionate h. Emotional i. Sensitive j. Practical k. Odd l. Careful

2
The Zodiac

Exercises
1. Write here some of your characteristics.

2. Now, write here what you think about one of your classmates.

3. Now ask the classmate you have chosen about his or her characteristics and check your previous answer.

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22

Curiosity
Chinese Horoscope
Traditional Chinese astrology is different from the 12 signs of the zodiac. It is based on the year of birth. The signs are named after animals. The Rat is aggressive, the Ox is hard-working, the Tiger is smiling, the Rabbit is cautious, the Dragon is showy, the Snake is wise, the Horse is gifted, the Goat is gentle, the Monkey is merry, the Rooster is proud, the Dog is faithful and the Pig is honest.

UNIT

2
The Zodiac

RA You are imaginative, charming, and truly generous to the RAT: person you love. You have a tendency to be quick-tempered and pe e critical. You are inclined to be somewhat of an opportunist. Born cri i under this sign, you should be happy in sales or as a writer, critic, un or publicist. BUFFALO: Born leader! You inspire confidence from all around nd you. You are conservative, methodical and good using g your hands. Guard against being enthusiastic and always s demanding your own way. The Buffalo would be successful as s a skilled surgeon, general, or hairdresser. T TIGER: You are sensitive, emotional, and capable of great love. You have a tendency to get carried away and g be stubborn about what you think is right. Frequently b seen as a Hothead or rebel. Your sign shows you would be excellent as a boss, explorer, race car-driver, w or o matador. RABBIT: You are the kind of person, that people like to be around; round; affectionate willing to help other people, always pleasant. You have a tendency, to get too sentimental and seem superficial. . Be cautious and conservative! You are successful in business, but ut would also make, a good lawyer, diplomat, or actor. DRA DRAGON: Full of vitality and enthusiasm! Th The Dragon is a popular individual even with the reputation of taking foolish risks and a big mouth at times. You are intelligent, gifted, and a perfectionist but these qualities make you unduly demanding on others. You would be well-suited to be an artist, priest, or politician. SNAKE: Rich in wisdom and charm, you are romantic SN mantic and deep thinking and your intuition guides you strongly. Avoid th void procrastination procrastinatio and your stingy attitude towards money. Keep ep your sense of humor about life. The Snake would be most content t as a teacher, philosopher, writer, psychiatrist, and fortune teller.

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UNIT

HORSE: Your capacity for hard work is amazing. Your are your own wn person! Very independent. While intelligent and friendly, you have a strong mark of selfishness and sharp cunning and should guard against being egotistical. Your sign suggests success as an adventurer, scientist, poe poet, or politician. G GOAT: Except for always getting off on the wrong foot with people, the Goat can be a w charming company. Your are elegant and artistic but ch first to complain about things. You would be best as an the f actor, gardener, or beachcomber. acto

2
The Zodiac

MONKEY: You are an intelligent and a very clever wit. Because of your extraordinary nature and magnetic personality, you are always well-liked. The Monkey, however, must guard against being an opportunist and distrustful of other people.

DOG: The Dog will never let you down. You are honest, and DO faithful to those you love. You are a constant worried person, a fait sharp tongue, and a tendency to be a faultfinder, however. You shar would woul make an excellent executive, activist, teacher, or secret agent.

PIG: You are a fantastic companion, an intellectual with a very strong need to set difficult goals and carry them out. You u are sincere, tolerant, and honest but by expecting the same from others, you are incredibly naive. Your quest for material goods could be your downfall. The Pig would be best in the arts ts as an entertainer, or possibly a lawyer.

Listening and Comprehension

Write down what you listen to.
1. 2. 3. 4. 5.
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24

English to English
Aggressive Amusing Cheerful Cynical Eloquent Fond Fussy Gifted Jealous Moody Navy Odd Pedantic Rebellious Snobbish Stubborn Vain

UNIT

2
The Zodiac

Verb Forms
entertain is / are held incorporate play joke demand guide

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Notes

UNIT

2
The Zodiac

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26

The tourist
UNIT

3
The tourist

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twenty seven

Reading activity

UNIT

Introduction Cultural activity Mothers Day - May

Do you think Mothers Day is too commercial? A woman called The Mothers Day, Anna Jarvis was the person n who did the most to make Mothers Day a national holiday. She thought that it was a poor excuse just writing a card and she ended up spending all her inheritance campaigning against the holiday that she helped to popularize. However, it was in 1907 in Grafton, Virginia (the birthplace of Mothers Day), when she held a memorial for her mother in her church. The service took the f form of i t k th f an appreciation of her mother and those of all the attendees. The idea spread.

3
The tourist

Questions
1. How do you and your family celebrate Mothers Day? 2. What does your Mother like to do during this celebration? 3. Mothers normally wish something special for this date. What is your mothers desire for this day?

Fathers Day - June Fa

In the USA, Fathers Day was first celebrated in 1910 in Spokane, WA, through efforts of Sonora Dodd and YMCA. Sp It is celebrated on the third Sunday in June. It became a legal holiday in 1972. Previously, it was originally a religious holiday just like Mothers Day. Nowadays, both re holidays Mothers Day and Fathers Day have been h commercialized with the sending of greeting cards and c giving gifts. g

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Questions
1. How do you and your family celebrate Fathers day?

UNIT
2. What are your Fathers wishes for this celebration? 3. What was the most special present you have given your parents during Mothers and Fathers Days?

3
The tourist

The tourist
Discussion
How often do you go to restaurants? Have you ever been involved in an embarrassing situation in a
restaurant? Tell your classmates about it if your answer is positive. Have you ever spoken to a non-Brazilian? What was it about?

Listen to the passage below

American tourist A An American tourist had a little money with him(just a few dollars), as he knew that there were a lot of thieves in that area, he walked for some minutes and then entered a little restaurant near his hotel. There were a lot of people in the restaurant, and there werent many tables, but he finally found a free table near the kitchen. . He looked at the menu. There were many y dishes with complicated names, but the tourist had little e trouble in finding the name of that famous Brazilian n dish: feijoada. He didnt eat much(there was too much salt in the beans) and after finishing dinner er he decided to practice his Portuguese. He took ook a small dictionary out of his pocket and looked oked up the word how. Naturally, he found como. mo. Next, he looked up much and he found muito. to. I cant understand why so many Americans ans find Portuguese so difficult, he thought to himself. The waiter was near him, so the tourist touched him in the arm and asked with a smile: Como muito?
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twenty nine

Como muito?

Questions
1. What did the man really want to know?

UNIT

3
The tourist

2. Why didnt he eat too much feijoada? 3. Can you think about other confusing words?

Important Point 1
Quantifiers
Used with uncountable nouns. (Singular form) Example: He didnt have much money.

Much

Many

Used with countable nouns. (Plural form) Example: There were many thieves.

Few

Used as not many with plural nouns. Example: Few tourists go to Acre.

(A) Few

Used as some with countable nouns. Example: Sandra has a few friends = Sandra has some friends. Used as not big before nouns. (adjective) Example: It was a little restaurant. Used as not much before uncountable nouns. Example: I have little time. He had little money with him. Used as some with uncountable nouns. Example: He drank a little bit of wine = He drank some wine.

Little

(A) Little

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Exercises
1. Fill in the blanks with much or many.
a. I dont like b. Jason doesnt have
immediately. salt in my food. time now. He must go home money. She has just enough sandwiches for the picnic. dollars with them to travel to rain last month. mistakes in my composition? things to be done but we dont time. people? has been done to improve quality of the newspapers.

UNIT

c. My friend doesnt have

to take the bus.

3
The tourist

d. I brought e. My parents took

Europe.

f. We didnt have g. Are there h. Hurry up! There are

have

i. Do you know j.

2. Fill in the blanks with little, a little, few or a few.

a. His plan was too complicated. b. They visited
interest in art. people understood it. museums, because in fact they had rest.

c. You look tired. I think you need d. There is e. He is a man of f. There isnt g. I still have h.
There are always

food in the refrigerator. Its almost empty. words. He speaks work to do there. It is boring. things to do. Ill call you later. customers go to the supermarket. parking places at the door. questions. time to finish the test. .

i. I would like to ask my teacher j. The teacher gave us

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thirty one

In a fast food restaurant

UNIT
WAITRESS: May I get the order? CUSTOMER: Yes, please a double hamburger. mburger. WAITRESS: Would you like to drink something? CUSTOMER: A small diet coke. WAITRESS: Anything else? CUSTOMER: Let me see a vanilla ice ce cream, please. WAITRESS: That will be 5 dollars. CUSTOMER: Here you are, 10 dollars. . WAITRESS: And here is your change, thanks. CUSTOMER: Thank you.

3
The tourist

Important Point 2
In a restaurant
Waiter / Waitress May I have the menu, please? Have you got a set menu? May I get your order? What do you recommend? What would you like to have? Can I recommend some typical local dishes? What would you like to drink? Can I see the wine list, please? Would you like to order drinks first? I would like to have Can I have the bill, please? Is the service included? How much is Here is your change.

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Side dishes
Could ld I have... without the...? With a side order of Could I have salad instead of

UNIT

3
The tourist

Vegetables

Salad

Potatoes

Rice

Meat

Sauces

Bread

Butter

Lemon

Mustard

Pepper

Salt

Seasoning

Sugar

French dressing
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thirty three

Soft Viena Caf

Complete the menu and give suggestions to improve our service.

UNIT

3
The tourist
Soda(Coke, Sprite, Pepsi) ..... $ 1,25 Beer ........................................ $ 2,50 Water ..................................... $ 1,00 Cappuccino............................ $ 2,00 Expresso ................................ $ 1,50 Tea.......................................... $ 1,00

Hamburger ........................... $ Cheeseburger........................ $ French Fries ........................... $

Cakes...................................... $ Pie .......................................... $

Group work
Prepare a Menu for a restaurant. Give a name to your restaurant. Choose food and drinks. Pretend that one of the groups is the customer and the other one the server. Pretend you are serving your classmate.

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34

Listening and Comprehension

Write down what you listen to.
1. 2. 3. 4. 5.

UNIT

3
The tourist

English to English
Attendees Birthplace Campaign Dessert Inheritance Sauce Seasoning Service Side dish Waiter/waitress

Verb Forms
appreciate attend campaign commercialize spread
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thirty ve

Notes

UNIT

3
The tourist

thirty six

36

Holmes, sweet Holmes

UNIT

4
Holmes, sweet Holmes

37

thirty seven