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UNIDAD

Eating Habits 6En esta unidad aprenderás a:

1. Expresar la relación gramatical entre el sujeto y el predicado

2. Dar prominencia al elemento oracional que interesa

3. Formar palabras a través de prefijos

4. Elaborar un diálogo

5. Simular su participación en él

6. Diferenciar la pronunciación de los sonidos /›/, /x/

7. Diferenciar la pronunciación de los sonidos /f/, /v/, /b/

Por medio de:

Contenidos gramaticales

1. Voz Pasiva

2. Pasiva con dos Objetos

3. Too/ enough

Vocabulario:

1. Prefijación II: formación de palabras

2. Alimentos y formas de cocinarlos

3. En un restaurante

4. Menús británicos y americanos tradicionales

Fonética:

1. Pronunicación de los fonemas /›/, /x/

2. Pronunciación de los fonemas /f/, /v/, /b/

8

CONTENIDO CONTENIDO

Unit 5. EntertainmentREADING GRAMMAR VOCABULARY

WRITING PRONUNCIATION LISTENING & SPEAKING

The price of fame Oraciones Condicionales: I, II,III.Nexos condicionales.

False Friends.Sufijación en verbos.Cine y Televisión.

Texto argumentativo. Los sonidos /e/, /c/, /f:/. Identificar programas de TV.Identificar expresiones depreferencia y de indiferencia.

FUNCTIONS

Expresar posibilidades.Formular hipótesis probables, improbables e imposibles.

Formar verbos con sufijos.Discernir el uso de 'false friends'.

Escribir un texto argumentativo.Expresar preferencia e indiferencia.

Unit 6. Eating HabitsREADING GRAMMAR VOCABULARY

WRITING PRONUNCIATION LISTENING & SPEAKING

Surviving English food Voz Pasiva.Pasiva con dos Objetos.Cuantificadores: too/ enough.

Prefijación II.Alimentos: cómo cocinarlos.En un restaurante.

Escribir un diálogo. Los sonidos /›/, /x/.Los sonidos /f/, /v/, /b/.

Simulación de interacciónoral.Repetir diálogo simulado enel tiempo y en el contextoadecuado tras reproducción.Completar información.

FUNCTIONS

Expresar la relación gramatical entre el sujeto y el predicado a través de la voz.Dar prominencia al elemento oracional que interesa con estructuras pasivas.

Formar palabras con prefijos.Elaborar un diálogo y participar en él.

Hablar de alimentos y cómo cocinarlos.

(pág. 82)

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Reading1. Warm-up activities (1 ).

a) You can have an idea of the general subject of a text by reading its title. Beforeyou read the text write down five questions you would like to know.

Example: Which is the traditional English breakfast?

.......................................................................................?

.......................................................................................?

.......................................................................................?

.......................................................................................?

.......................................................................................?

b) Select among these options four other pieces of information you think the textmay contain:

English mealtimes

A recipe for an English pudding

Some indications about good table manners

English cooking bad reputation

A vegetarian diet

A list of the best English restaurants

Japanese eating habits

The experience of a person who was invited to have dinner

by an English family

The price of a set menu in Britain

c) After reading the text check your answers. Which of your questions does the textanswer?

d) What other interesting information does it contain?

2. Read and listen to this text . (2 ) ( )

Surviving English FoodOne day the Browns invited my wife and me to have a meal at their house. Tom

Brown was my boss and of course, I couldn't refuse, even though I had absolutely nodesire to go. We didn't get along very well at the office. He was stuck-up and coldand always criticised my work saying that Spanish people don't like to assume responsibility. However, my wife said that it would not be polite to say no. Besides, thereason for the dinner party was to welcome our new colleagues from Egypt and Indiaand introduce them to typical English food.

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I trembled at the thought of having to eat an English meal. I was certain the dinnerTom Brown was going to serve would be terrible. The usual meals are fish and chips,sausage and baked beans, overdone steak and chips, and kidney pudding with redcurrant jelly. I don't consider myself a gourmet, but I certainly enjoy eating. HoweverI had been in England for six months and had lost ten pounds. My wife cookedSpanish dishes for dinner but for lunch, I went to restaurants near the office.

I once heard a definition of English cooking as putting things into boiling water andtaking them out again after a long while. I agree wholeheartedly which is why I hardlyever ate any lunch and lost ten pounds. My friends had warned me that English foodwas tasteless and plain. Beef and pork are boiled and served with lumpy gravy orwatery ketchup. The few types of fish are always swimming in butter or cream. Thevegetables are fresh but there are more potatoes than anything else. I was amazedto see potatoes for frying, baking, boiling and steaming and yet, they all looked andtasted the same to me.

One of my biggest surprises waseating boiled mutton. It tastedawful and I almost cried when Iremembered the roast baby lambwe always ate on someone's birthday. The desserts are strange:puddings, and trifles which are allmade with milk and eggs. Withthese names you need a dictionaryor recipe book to know what youare eating. To top everything off,the wine is nothing to speak of. Teais the national drink. Taking abreak to have a 'cuppa' is the favourite pastime and although I've always liked tea,English tea is cloudy and grey and I feel like I am drinking dirty dish water.

The day of the party arrived. I wasn't looking forward to it and in fact, I felt a bit nervous. I was sure Tom Brown would serve a very formal meal with full place settingswith four forks, three spoons, five knives and four different glasses for each person.I could never remember which size fork was for salad, fish or meat, which spoon wasfor soup, dessert or coffee or which knife was for butter or the main course. What ifTom Brown served us oysters or artichokes? These dishes had their own specialutensils. My only hope would be to watch Tom Brown carefully and choose the sameknife, fork and spoon as he did. Maybe my Egyptian and Indian colleagues knewthe table etiquette rules.

We arrived on time, greeted our hosts, had a cocktail and our hostess announcedthat dinner was served. It was only 7.00 in the evening! Goodness! That was muchtoo early to have dinner. I am on a different timetable to the English. There is anhour´s difference in time and therefore, in England it is an hour earlier. However,when talking about food, the English seem to be on an even earlier schedule. Theyhave a huge breakfast at 8.00 am with eggs, meat, bread, juice and tea, a light lunchat noon, tea at 4.00 pm and dinner at 7.00 pm. I am just the opposite. Whenever

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possible, I wake up at noon and have coffee and a biscuit for breakfast, have lunchat 4.00, skip tea and have dinner at 10.30 pm.

I had no choice and followed everyone into the dining room. My worst fears aboutthe table setting were confirmed as there were enough plates and glasses for fiftypeople. The eight of us sat down. The Egyptian's wife and the Indian's wife sat onboth sides of me. Tom Brown sat at the head of the table and I really couldn't seehim very well. This fact worried me as I needed to be able to notice which knife andfork he picked up for each dish. Conversation began, the wine flowed and the foodwas served. I was surprised. It was delicious. Genuine English food cooked justperfectly. The menu was varied and the ingredients were home-grown. First, wewere served Gardner's Broth, followed by Artichokes with Russian Salad, then Troutwith Hazel Nuts and finally steamed Lancashire Hot Pot accompanied by stuffedaubergines. Dessert was Walnut Pie and coffee.

As I said, the food was exquisite but our table manners were not. Everyone followedtheir own customs and this surprised the others. The Egyptian burped out loudto show that he had liked the meal very much which shocked everyone enormously.Tom Brown kept his hand in his lap while my wife and I kept our arms on the table.We used our knives and held our forks differently than Tom. He cut the meat withthe knife in his right hand and fork in the left but then changed them to oppositehands to actually eat. It seemed very complicated to me and a waste of time. Inany case, the conversation was entertaining and I even understood some Englishhumour and was able to laugh at Tom's jokes. The atmosphere was so enjoyablethat we stayed until midnight. I had made a complete mess of using the differentknives, forks and spoons but it wasn't a problem. Everyone else was in the samesituation and it looked like the Egyptian and the Indian had also decided to do whatever Tom did. That was a mistake because we all discovered that Tom had no ideawhatsoever about the correct procedure. He used the fish fork to eat the dessert,the butter knife to eat the aubergine and he even drank water out of the champglass. Even I know what type of glass is used for champagne! That just shows

agne

you that people pretend to be and know a lot of things, but really they have no ideaand are just showing off. All in all, it was a very pleasant evening and I survivedthe English meal.

Comprehension3. Are the following statements true or false. Find evidence in the text to prove youranswer (3 ).

a) Mr Brown doesn't think much of Spanish people. b) The writer has put on weight since he moved to live in England.c) He'd rather drink English tea than any other kind of tea.d) He was sitting between his two colleagues.e) The ingredients used for cooking the dinner had been bought in a shop.f) The guests' table manners were not very appropriate.g) The writer and his wife stayed at the Brown's house for five hours.

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4. Find words in the text that mean: (4 ).a) Thinking oneself to be important (1st paragraph)

b) Felt great anxiety about (2nd paragraph)

c) With all my feelings and sincerity (3rd paragraph)

d) Something done as a hobby or recreation (4th paragraph)

Learning vocabularyDESCRIBING FOOD

TASTY SABROSOTASTELESS INSÍPIDOFATTENING ENGORDA

BITTER AMARGOSWEET DULCESALT SALADO

SPICY ESPECIADOFRESH FRESCOTENDER TIERNO

TOUGH DUROHEALTHY SALUDABLE

WAYS OF COOKING FOOD

BAKE HACER AL HORNOBOIL COCERFRY FREIR

GRILL HACER AL GRILLROAST ASARRAW CRUDO

RARE POCO HECHOMEDIUM EN SU PUNTO

WELL-DONE MUY HECHO

IN THE KITCHEN

We bake food in the ovenWe fry food in a frying panWe boil food in a saucepanWe cut up food with a knifeWe stir food with a spoonWe hold food with a forkWe heat food on top of the stove

IN THE RESTAURANT

First we have to book a table inadvance. We often have threecourses: a starter, a main course , and a dessert. We may alsohave an aperitif which is a drinkbefore the meal. When we finishwe pay the bill and we may leavea tip for the waiter if the service isnot included.

5. Translate these sections: 'in the kitchen' and 'in the restaurant' (5 ) ( ).

STARTERSEntrantes

MAIN COURSESPlatos principales

DESSERTSPostres

SOUP

PATÉ

CREAM AND BACON

FISH

MEAT AND VEGETABLES

GRILLED STEAK

FRUIT SALAD

ICE CREAM

CHOCOLATE MOUSSE

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6. Match each verb with the right food (6 ).

FOOD

CHIPS

APPLE PIE

TOAST

VEGETABLES

POTATOES

BEANS

ARTICHOKES

FISH

VERBS FOOD

BREAD

CHOPS

EGGS

BEEF

CARROTS

PORK

CAKE

SAUSAGES

GRILL

ROAST

BOIL

FRY

BAKE

T A S T Y E R Q A S

E X T E A W S U G T

N A H Y P C E N A G

D Z F U S P I C Y E

E I N R O N X B A B

R S I L E R N Y D I

K W D T U S A I O T

J I T A F O H U P T

S A L T Y I H M L E

F L P E U R A W O R

7. There are eight words used to describe food in the puzzle below. List them as youfind them (7 ).

1. Food which is not cooked

2. Has lots of taste

3. Easy to cut

4. Makes you put on weight

5. Opposite of sweet

6. Recently produced

7. Lots of spice

8. Lots of salt

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LA VOZ PASIVA (THE PASSIVE VOICE)Se trata de un recurso sintáctico mucho más habitual en inglés que en español. Seforma poniendo el verbo 'to be' en el mismo tiempo verbal que el verbo activo yañadiéndole el participio pasado del verbo que se conjuga. Se utiliza cuando interesa resaltar más la acción realizada que el sujeto que la lleva a cabo, o bien cuando se desconoce quién es el sujeto.

My car was stolen Me robaron el coche (mi coche fue robado)

8. Describe the following types of food using the adjectives you have just learnt. Sayalso which ones can be had as starters, main courses or desserts (8 ) ( ).

Fish pie

Chicken curry

lamb

chocolate

mushroom

salad

Dundee cake

fruit

STARTERS

DESSERTS

MAIN COURSES

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GrammarTIEMPO

Presente simplePasado simpleFuturo simplePret. perfecto

Pret. pluscuamp.Be going to

Pres. continuoPasado continuo

Modales

ACTIVAI eat applesI ate apples

I will eat applesI have eaten applesI had eaten apples

I am going to eat applesI am eating applesI was eating applesI must eat apples

PASIVAApples are eaten

Apples were eatenApples will be eaten

Apples have been eatenApples had been eaten

Apples are going to be eatenApples are being eaten

Apples were being eatenApples must be eaten

EL COMPLEMENTO AGENTEVa introducido por la preposición 'by' e indica quién llevó a cabo la acción. Sueleomitirse cuando el agente es desconocido, se sobreentiende o no es importante.Sólo es necesario utilizarlo:

a) Cuando la persona a quién se refiere es una personalidad (escritor, pintor, inventor, artista)This picture was painted by Picasso Este cuadro fue pintado por Picaso

b) Para introducir información nueva e importanteI was stolen by my own brother Fuí robado por mi propio hermano

PASIVA CON DOS OBJETOSCiertos verbos como ask (pedir), give (dar), offer (ofrecer), pay (pagar), promise (prometer),send (enviar), show (mostrar), tell (contar) que van seguidos de objeto directo y deobjeto indirecto en activa admiten dos estructuras pasivas:

En la primera pasa a sujeto paciente lo que era CD. Se trata de la estructura más parecidaal español. En la segunda pasa a sujeto paciente lo que era CI y se conserva el CD envoz pasiva. A pesar de ser más extraña para los españoles es la más frecuente

John sent a letter to Mary John envió una carta a Mary

A letter was sent to Mary by JohnSujeto Verbo CD CI

Sujeto paciente Verbo Comp. AgenteComp. Indirecto

(Literal: Una carta fue enviada a Mary por John)

1.

Mary was sent a letter by John

Sujeto paciente Verbo Comp. AgenteComp. Directo

2.

(Literal: Mary fue enviada una carta por John)

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Grammar exercices9. Put the following sentences into the passive (9 ).

a) All the students failed the Mathematics exam.

………………………………………………………………………………………...

b) They don't sell artichokes in this greengrocer's.

………………………………………………………………………………………...

c) The workmen have already painted our house.

………………………………………………………………………………………...

d) She will never forget that fateful day.

………………………………………………………………………………………...

e) My mother didn't wake me up.

………………………………………………………………………………………...

f) The police should warn tourists against pickpockets.

………………………………………………………………………………………..

g) How can we reach her to give her the news?

………………………………………………………………………………………..

h) She isn't cooking dinner yet.

………………………………………………………………………………………..

10. Rewrite the following sentences using the two possible passive structures theyadmit (10 ) ( ).

a) I'm going to send her a bunch of flowers. ……………………………………………………………………………………. …………………………………………………………………………………….

b) Our teacher asked us a lot of difficult questions in the exam. ……………………………………………………………………………………. …………………………………………………………………………………….

c) She will tell you the truth when she gets confident. ……………………………………………………………………………………. …………………………………………………………………………………….

d) Have they offered you a higher salary? ……………………………………………………………………………………. …………………………………………………………………………………….

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Working with wordsLos siguientes prefijos modifican el significado del lexema original para formar unanueva palabra

PREFIXES

ANTI-

MID- MIS-

OVER- POST-

FORE-COUNTER-

SEMI-

CO- INTER-

SUPER-RE-PRE- UNDER-

ANTI-DEPRESSANT CO-EXIST COUNTER-WEIGHT

FORE-TELL INTER-NATIONAL MID-AFTERNOON

MIS-UNDERSTAND PREFIXES OVER-COOK

POST-GRADUATE PRE-PAID RE-BUILD

SEMI-DETACHED SUPER-NATURAL UNDER-DEVELOPED

11. Try to guess the meaning of these prefixes (11 ).

12. Starting from the words in the box use some of the above prefixes to make newwords (12 ).

1) Co 2) Over3) Post 4) Mis5) Re 6) Anti

a) Demasiado b) Contrac) De nuevo d) Male) Después f) Juntos

a) ……………… b) ………….. c) ………….. d)…………….e) ……………… f) …………... g) ………….. h)…………….i) ………………. j) …………… k) ………….. l)……………..

a) inflationary b) point c) operate d) dosee) interpret f) social g) graduate h) changei) behave j) runner k) play l) intelligence

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Listening13. Patricia has gone to visit her friend Susan. Listen to the dialogue between them andanswer the following questions. Then repeat each speaker's part (13 ) ( ) ( ).

a) Who makes the invitation to lunch?

b) How many floors has the house got?

c) What types of flowers does Susan grow in her garden?

d) Who loves oriental gardens?

e) What part of the house do they see first?

f) How many bedrooms are there?

g) Who is really hungry?

h) What time is it?

i) Who is allergic to seafood?

j) Who can't eat much salt?

k) Which diet is the best?

l) What two Spanish dishes do they talk about?

m) Who suggests opening a bottle of wine?

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Using English

Enough también puede usarse con sustantivos, en cuyo caso se coloca delante, opuede funcionar como pronombre.

I haven't got enough money No tengo suficiente dinero

Bring some water. There isn't enough Trae más agua. No hay bastante TOO + adj/adv + to infinitivo = Adj/adv + ENOUGH+ to infinitivo

The soup was too cold to eat La sopa estaba demasiado fria para tomar

The soup wasn't hot enough to eat La sopa no estaba lo suficientementecaliente para tomar

TOODEMASIADO

ENOUGHBASTANTE

SUFICIENTE

Va delante de adjetivos y adverbios

He is too fat Está demasiado gordo

Va detrás de adjetivos y adverbios

He isn't strong enough No esbastante fuerte

14. Rephrase the sentences using 'TOO' or 'ENOUGH' (14 ).

a) He is too short to play basketball. (TALL)

He isn't tall enough to play basketball…………………………………………..

b) His car wasn't fast enough to take part in the motor race. (SLOW)

………………………………………………………………………..……………..

c) She isn't too beautiful to be a cover girl. (BEAUTIFUL)

..……………………………………………………………………………………..

d) He is too old to join the army. (YOUNG)

………………………………………………………………………..……………..

e) I'm too poor to buy you such a diamond! (RICH)

………………………………………………………………………………..……..

f) These shoes aren't big enough for me to put on. (SMALL)

…………………………………………………………………………….………..

g) Now it is too late to have breakfast. (EARLY)

………………………………………………………………………………………

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Writing: A dialogueEn la elaboración de un diálogo se han de tener en cuenta las siguientes indicaciones:

15. Write a dialogue between two people who are going to have lunch together. Use thelistening dialogue as a model. Make it as natural as possible by including contractions,short answers, colloquial expressions, words to indicate hesitation and idiomaticexpressions (15 ) ( ).

1 Decidir el número de participantes en elmismo y anotar sus nombres a la izquierdadel texto.

Pensar de antemano qué texto se le va aasignar a cada participante y hacerlo notaren el diálogo con entradas con susnombres cada vez que participen.

Intentar hacer el diálogo lo más naturalposible a través de:

Uso de contracciones Uso de expresiones idiomáticas Uso de expresiones coloquiales Uso de marcadores de duda y titubeo Uso de respuestas cortas

2

3

CONTRACTIONSI'll

I'veHe's

SHORT ANSWERESYes, I do

No, I won'tYes, he has

COLLOQUIAL EXPRESSIONSC'mon

Hold onIt's a pity

HESITATIONSUmEr

Well

IDIOMATIC EXPRESSIONSKick the bucket! to die

Have a heart of gold very kind and generousKeep your chin up! Remain optimistic

PronunciationLos sonidos /›/, /x/ El sonido /›/ se pronuncia igual que la ‘z’ castellana

Think / › w†k/Bath /bY: ›/

El sonido /x/ es la variante sonora del anterior y se pronuncia colocandola punta de la lengua entre los dientes y tratando de pronunciar una ‘d’castellana.

This / x ws /They / x ew /

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Los sonidos /f/, /v/, /b/

El sonido /f/ es similar a la ‘f’ castellana.Foot /f t/Life /law f /

El sonido /v/ es la variante sonora del anterior. Se pronuncia de formasimilar a la ‘v’ catalana, es decir con una suave fricción, a diferencia dela ‘v’ castellana que está neutralizada por pronunciarse igual que la ‘b’.

Van /v æn /Have /hæ v/

El sonido /b/ es más explosivo que la ‘b’ española. Así pues requiere másfuerza para su pronunciación

Bed /b ed/Pub /p b/

16. Listen and repeat. First practice the sound /›/.Then the sound /x/ (16 ) ( ).

17. Listen and repeat these sentences (17 ) ( ).

18. Listen and repeat. First practice the sound /d/.Then the sound /x/ (18 ) ( ).

19. Listen and repeat these sentences (19 ) ( ).

20. Listen and repeat. First practice the sound /t/.Then the sound /›/. (20 ) ( ).

21. Listen and repeat these sentences (21 ) ( ).

22. Listen and repeat. First practice the sound /f/.Then the sound /v/. (22 ) ( ).

Thought/Though Thank/ThanNorth/Nothern South/Southern

He thought, though he was angry The northern star is in the north

The birds flew south to theirsouthern house

Rather than thank them, heignored them

Day/They Doze/ThoseSudden/Southern Dare/There

They came every day They dare to go there

There was a sudden southernwind

How dare those people doze thereevery day?

Tin/Thin Tank/ThanksTaught/ThoughtTree/Three

The tin was thin Three fleas went up the tree

He thought they would be taught Be sure to thank him for the tank

Leaf/Leave Few/ViewFan/Van Fail/Veil

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23. Listen and repeat these sentences (23 ) ( ).

24. Listen and repeat. First practice the sound /b/.Then the sound /v/. (24 ) ( ).

25. Listen and repeat these sentences (25 ) ( ).

26. Listen and identify these sounds in the following words (26 ) ( ).

27. Listen and tick the word you hear (27 ) ( )

Leave a leaf in the vase Put the fan in the van

Don´t fail to wear a veil Those few had a good view

He wore the best vest Ban the van from the land

You can´t vote on a boat I bet the vet the cat was wet

Thick, Thus, Earth, Than

Three, Thumb, Thursday, Gather

Weather, That, Mouth, Their

Best/Vest Bet/VetBoat/VoteBan/Van

› x

1.________

2.________

3.________

4.________

5.________

1.________

2.________

3.________

4.________

5.________

f v bFear, Veer, Beer

Ferry, Very, Bury

Fan, Van, Ban

Fat, Vat, Bat

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VocabularyAgreement /c’gri:mcnt/: acuerdoAll in all /]:l wn ]:l/: en conjuntoAmazed /c’mewzd/: asombradoArtichoke /Y:twt•ck/: alcachofaAubergine /’cbc¥i:n/ :berenjenaBe certain /bi: sf:tn/: estar seguroBean /bi:n/: judíaBeef /bi:f/: carne de vacaBlood /bld/: sangreBroth /brZ›/: caldoBurp /bf:p/ (-ed): eructarBush /b•/: arbustoCarnation /kY:’new•n/: clavelChip / t•wp/: patata fritaColleague /’kZli:g/: compañero de profesiónCosy /kczi/: acogedor, cómodoCuppa /’kpc/ : taza de téCurrant /’krcnt/: pasaCustom /’kstcm/: costumbreDaisy /’dewzi/: margaritaFear /fwcr / (-ed): temerFlow /flc/ (-ed): fluir, circularGet along well /get c’lZ† wel/: llevarsebienGrape /grewp/: uvaGravy /’grewvi/: salsa, jugoGreet /gri:t/ (-ed): recibir, saludarHardly ever /hY:dli evcr / : casi nuncaHazel /’hewzl/: avellanaHome-grown /hcm ‘grcn/: de cosechapropiaHost /hcst/: anfitriónHuge /hju:®/: enormeJelly /®eli/: gelatinaJuice /®u:s/: zumoKidney /kwdni/: riñónLamb /læm/: corderoLap /læp/: regazoLook forward to /lk f]:wcd tc/ (-ed):anhelarLumpy /lmpi/: (salsa) llena de grumosMess /mes/: desastre, lioMushroom /’m•rm/: seta, champiñónMutton /’mtn/ carne de carneroNap /næp/: siestecita, sueñecitoNoon /nu:n/: mediodíaNotice /’nctws/ (-ed): darse cuenta

Nut /nt/: fruto secoOverdone /cvc’dn/: muy hecho, pasadoOyster /]wstcr /: ostraPastime / ‘pY:stawm/: pasatiempoPick up /pwk p/ (-ed): coger algoPie /paw/: pastel, tartaPloughman /’plamcn/: labradorPond /pZnd/: estanquePot /pZt/: olla, carne asada en ollaPretend /prw’tend/ (-ed): fingirProcedure /prc’si:®cr /: procedimientoRecipe /’rescpi/: recetaRule /ru:l/: reglaSaffron /’sæfrcn/: azafránSausage /’sZsw®/: salchichaSchedule /’•edju:l/: horario, calendario,programaSeafood /’si:fu:d/: mariscoSetting /’setw†/: cubiertoShow off /•c Zf/ (pret. showed /•cd/,pp. shown /•cn/): fardarSkip /skwp/ (-ed): saltarse algoSquid /skwwd/: calamarSteak /stewk/: fileteSteaming /’sti:mw†/ : humeanteStuck-up /’stkp/: engreídoStuff /stf/ (-ed): rellenarSurvive /sc’vawv/ (-ed): sobrevivirTaste /tewst/: sabor, gustoThough /xc/: aunqueTremble /’trembl/ (-ed): temblarTrifle /’trawfl/ chuchería; postre hecho abase de bizcocho, fruta, crema y nataTrout /trat/: truchaTurnip /tf:nwp/: naboWalnut /’w ]:lnt/ : nuezWaste /wewst/ : pérdida, desperdicioWelcome /’welkcm/ (-ed): dar la bienvenida Whatsoever /wZtsc’evcr /: en absolutoWholeheartedly /hcl’hY:twdli/: sin reservas, incondicionalmente