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UNIDAD 6 Eating Habits En 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/ 98 CONTENIDO Unit 5. Entertainment GRAMMAR READING The price of fame WRITING Texto argumentativo. Oraciones Condicionales: I, II, III. Nexos condicionales. (pág. 82) VOCABULARY False Friends. Sufijación en verbos. Cine y Televisión. PRONUNCIATION LISTENING & SPEAKING Los sonidos /e/, /c/, /f:/. Identificar programas de TV. Identificar expresiones de preferencia 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 Habits READING Surviving English food WRITING Escribir un diálogo. GRAMMAR VOCABULARY Voz Pasiva. Pasiva con dos Objetos. Cuantificadores: too/ enough. Prefijación II. Alimentos: cómo cocinarlos. En un restaurante. PRONUNCIATION LISTENING & SPEAKING Los sonidos /›/, /x/. Los sonidos /f/, /v/, /b/. Simulación de interacción oral. Repetir diálogo simulado en el tiempo y en el contexto adecuado 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. 8 Reading 1. Warm-up activities (1 ). a) You can have an idea of the general subject of a text by reading its title. Before you 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 text may 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 text answer? d) What other interesting information does it contain? 2. Read and listen to this text . (2 )( ) Surviving English Food One 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 no desire to go. We didn't get along very well at the office. He was stuck-up and cold and 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, the reason for the dinner party was to welcome our new colleagues from Egypt and India and introduce them to typical English food. 99 UNIDAD 6 EATING HABITS I trembled at the thought of having to eat an English meal. I was certain the dinner Tom 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 red currant jelly. I don't consider myself a gourmet, but I certainly enjoy eating. However I had been in England for six months and had lost ten pounds. My wife cooked Spanish 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 and taking them out again after a long while. I agree wholeheartedly which is why I hardly ever ate any lunch and lost ten pounds. My friends had warned me that English food was tasteless and plain. Beef and pork are boiled and served with lumpy gravy or watery ketchup. The few types of fish are always swimming in butter or cream. The vegetables are fresh but there are more potatoes than anything else. I was amazed to see potatoes for frying, baking, boiling and steaming and yet, they all looked and tasted the same to me. One of my biggest surprises was eating boiled mutton. It tasted awful and I almost cried when I remembered the roast baby lamb we always ate on someone's birthday. The desserts are strange: puddings, and trifles which are all made with milk and eggs. With these names you need a dictionary or recipe book to know what you are eating. To top everything off, the wine is nothing to speak of. Tea is the national drink. Taking a break 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 settings with 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 was for soup, dessert or coffee or which knife was for butter or the main course. What if Tom Brown served us oysters or artichokes? These dishes had their own special utensils. My only hope would be to watch Tom Brown carefully and choose the same knife, fork and spoon as he did. Maybe my Egyptian and Indian colleagues knew the table etiquette rules. We arrived on time, greeted our hosts, had a cocktail and our hostess announced that dinner was served. It was only 7.00 in the evening! Goodness! That was much too early to have dinner. I am on a different timetable to the English. There is an hour´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. They have a huge breakfast at 8.00 am with eggs, meat, bread, juice and tea, a light lunch at noon, tea at 4.00 pm and dinner at 7.00 pm. I am just the opposite. Whenever 100 possible, I wake up at noon and have coffee and a biscuit for breakfast, have lunch at 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 about the table setting were confirmed as there were enough plates and glasses for fifty people. The eight of us sat down. The Egyptian's wife and the Indian's wife sat on both sides of me. Tom Brown sat at the head of the table and I really couldn't see him very well. This fact worried me as I needed to be able to notice which knife and fork he picked up for each dish. Conversation began, the wine flowed and the food was served. I was surprised. It was delicious. Genuine English food cooked just perfectly. The menu was varied and the ingredients were home-grown. First, we were served Gardner's Broth, followed by Artichokes with Russian Salad, then Trout with Hazel Nuts and finally steamed Lancashire Hot Pot accompanied by stuffed aubergines. Dessert was Walnut Pie and coffee. As I said, the food was exquisite but our table manners were not. Everyone followed their own customs and this surprised the others. The Egyptian burped out loud to 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 with the knife in his right hand and fork in the left but then changed them to opposite hands to actually eat. It seemed very complicated to me and a waste of time. In any case, the conversation was entertaining and I even understood some English humour and was able to laugh at Tom's jokes. The atmosphere was so enjoyable that we stayed until midnight. I had made a complete mess of using the different knives, forks and spoons but it wasn't a problem. Everyone else was in the same situation 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 idea whatsoever 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 champ agne glass. Even I know what type of glass is used for champagne! That just shows you that people pretend to be and know a lot of things, but really they have no idea and are just showing off. All in all, it was a very pleasant evening and I survived the English meal. Comprehension 3. Are the following statements true or false. Find evidence in the text to prove your answer (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. 101 6 UNIDAD EATING HABITS 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 vocabulary WAYS OF COOKING FOOD DESCRIBING FOOD TASTY SABROSO TASTELESS INSÍPIDO FATTENING ENGORDA BITTER AMARGO SWEET DULCE SALT SALADO SPICY ESPECIADO FRESH FRESCO TENDER TIERNO TOUGH DURO HEALTHY SALUDABLE BAKE HACER AL HORNO BOIL COCER FRY FREIR GRILL HACER AL GRILL ROAST ASAR RAW CRUDO RARE POCO HECHO MEDIUM EN SU PUNTO WELL-DONE MUY HECHO STARTERS MAIN COURSES DESSERTS Entrantes Platos principales Postres SOUP FISH FRUIT SALAD PATÉ MEAT AND VEGETABLES ICE CREAM CREAM AND BACON GRILLED STEAK CHOCOLATE MOUSSE 5. Translate these sections: 'in the kitchen' and 'in the restaurant' (5 ). IN THE RESTAURANT IN THE KITCHEN We We We We We We We )( bake food in the oven fry food in a frying pan boil food in a saucepan cut up food with a knife stir food with a spoon hold food with a fork heat food on top of the stove 102 First we have to book a table in advance. We often have three courses: a starter, a main course, and a dessert. We may also have an aperitif which is a drink before the meal. When we finish we pay the bill and we may leave a tip for the waiter if the service is not included. 6. Match each verb with the right food (6 ). VERBS FOOD FOOD CHIPS BREAD APPLE PIE GRILL CHOPS TOAST ROAST EGGS VEGETABLES BEEF BOIL POTATOES CARROTS FRY BEANS PORK BAKE ARTICHOKES CAKE FISH SAUSAGES 7. There are eight words used to describe food in the puzzle below. List them as you find them (7 ). 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 1. Food which is not cooked 2. Has lots of taste 3. Easy to cut 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 4. Makes you put on weight 5. Opposite of sweet 6. Recently produced 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 103 7. Lots of spice 8. Lots of salt 6 UNIDAD EATING HABITS 8. Describe the following types of food using the adjectives you have just learnt. Say also which ones can be had as starters, main courses or desserts (8 )( ). Fish pie Chicken curry lamb chocolate mushroom salad Dundee cake fruit STARTERS MAIN COURSES DESSERTS LA VOZ PASIVA (THE PASSIVE VOICE) Se trata de un recurso sintáctico mucho más habitual en inglés que en español. Se forma poniendo el verbo 'to be' en el mismo tiempo verbal que el verbo activo y añadiéndole 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) 104 Grammar TIEMPO ACTIVA PASIVA Presente simple Pasado simple Futuro simple Pret. perfecto Pret. pluscuamp. Be going to Pres. continuo Pasado continuo Modales I eat apples I ate apples I will eat apples I have eaten apples I had eaten apples I am going to eat apples I am eating apples I was eating apples I must eat apples Apples are eaten Apples were eaten Apples will be eaten Apples have been eaten Apples had been eaten Apples are going to be eaten Apples are being eaten Apples were being eaten Apples must be eaten EL COMPLEMENTO AGENTE Va introducido por la preposición 'by' e indica quién llevó a cabo la acción. Suele omitirse 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 importante I was stolen by my own brother Fuí robado por mi propio hermano PASIVA CON DOS OBJETOS Ciertos 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 de objeto indirecto en activa admiten dos estructuras pasivas: John sent Sujeto Verbo 1. A letter John envió una carta a Mary CI CD was sent Sujeto paciente 2. Mary a letter to Mary Verbo to Mary Comp. Indirecto by John Comp. Agente (Literal: Una carta fue enviada a Mary por John) was sent a letter by John Sujeto paciente Verbo Comp. Directo Comp. Agente (Literal: Mary fue enviada una carta por John) En la primera pasa a sujeto paciente lo que era CD. Se trata de la estructura más parecida al español. En la segunda pasa a sujeto paciente lo que era CI y se conserva el CD en voz pasiva. A pesar de ser más extraña para los españoles es la más frecuente 105 UNIDAD 6 EATING HABITS Grammar exercices 9. 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 they admit (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? ……………………………………………………………………………………. ……………………………………………………………………………………. 106 Working with words Los siguientes prefijos modifican el significado del lexema original para formar una nueva palabra ANTI- CO- MID- INTERMIS- PREFIXES OVERPRE- FORE- COUNTER- SEMI- RE- POST- SUPER- 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 ). 1) Co 2) Over a) Demasiado b) Contra 3) Post 4) Mis c) De nuevo d) Mal 5) Re 6) Anti e) Después f) Juntos 12. Starting from the words in the box use some of the above prefixes to make new words (12 ). a) inflationary b) point c) operate d) dose e) interpret f) social g) graduate h) change i) behave j) runner k) play l) intelligence a) ……………… b) ………….. c) ………….. d)……………. e) ……………… f) …………... g) ………….. h)……………. i) ………………. j) …………… k) ………….. l)…………….. 107 UNIDAD 6 EATING HABITS Listening 13. Patricia has gone to visit her friend Susan. Listen to the dialogue between them and answer 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? 108 Using English ENOUGH BASTANTE SUFICIENTE TOO DEMASIADO Va delante de adjetivos y adverbios He is too fat Va detrás de adjetivos y adverbios Está demasiado gordo He isn't strong enough bastante fuerte No es Enough también puede usarse con sustantivos, en cuyo caso se coloca delante, o puede 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 caliente para tomar La sopa no estaba lo suficientemente 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) ……………………………………………………………………………………… 109 6 UNIDAD EATING HABITS Writing: A dialogue En la elaboración de un diálogo se han de tener en cuenta las siguientes indicaciones: Decidir el número de participantes en el mismo y anotar sus nombres a la izquierda del texto. 1 Pensar de antemano qué texto se le va a asignar a cada participante y hacerlo notar en el diálogo con entradas con sus nombres cada vez que participen. 2 Intentar hacer el diálogo lo más natural posible 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 3 CONTRACTIONS SHORT ANSWERES Yes, I do No, I won't Yes, he has I'll I've He's COLLOQUIAL EXPRESSIONS C'mon Hold on It's a pity IDIOMATIC EXPRESSIONS HESITATIONS Um Er Well Kick the bucket! to die Have a heart of gold very kind and generous Keep your chin up! Remain optimistic 15. Write a dialogue between two people who are going to have lunch together. Use the listening dialogue as a model. Make it as natural as possible by including contractions, short answers, colloquial expressions, words to indicate hesitation and idiomatic expressions (15 )( ). Pronunciation Los 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 colocando la punta de la lengua entre los dientes y tratando de pronunciar una ‘d’ castellana. This They / x ws / / x ew / 110 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 forma similar a la ‘v’ catalana, es decir con una suave fricción, a diferencia de la ‘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 más fuerza para su pronunciación Bed /b ed/ Pub /p b/ 16. Listen and repeat. First practice the sound /›/.Then the sound /x/ (16 Thought/Though )( ). South/Southern Thank/Than North/Nothern 17. Listen and repeat these sentences (17 )( ). He thought, though he was angry The northern star is in the north The birds flew south to their southern house Rather than thank them, he ignored them 18. Listen and repeat. First practice the sound /d/.Then the sound /x/ (18 Day/They Dare/There Sudden/Southern 19. Listen and repeat these sentences (19 )( )( ). Doze/Those ). They came every day They dare to go there There was a sudden southern wind How dare those people doze there every day? 20. Listen and repeat. First practice the sound /t/.Then the sound /›/. (20 Tin/Thin Tree/Three Taught/Thought 21. Listen and repeat these sentences (21 )( )( ). Tank/Thanks ). The tin was thin Three fleas went up the tree He thought they would be taught Be sure to thank him for the tank 22. Listen and repeat. First practice the sound /f/.Then the sound /v/. (22 Leaf/Leave Fan/Van Fail/Veil 111 )( Few/View ). UNIDAD 6 EATING HABITS 23. Listen and repeat these sentences (23 )( ). Put the fan in the van Leave a leaf in the vase Those few had a good view Don´t fail to wear a veil 24. Listen and repeat. First practice the sound /b/.Then the sound /v/. (24 Best/Vest Ban/Van )( ). Bet/Vet Boat/Vote 25. Listen and repeat these sentences (25 )( ). 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 26. Listen and identify these sounds in the following words (26 1.________ 1.________ 2.________ 2.________ 3.________ 3.________ 4.________ 4.________ 5.________ 5.________ 27. Listen and tick the word you hear (27 f ). Thick, Thus, Earth, Than x › )( v Three, Thumb, Thursday, Gather Weather, That, Mouth, Their )( b ) Fear, Veer, Beer Ferry, Very, Bury Fan, Van, Ban Fat, Vat, Bat 112 Vocabulary Agreement /c’gri:mcnt/: acuerdo All in all /]:l wn ]:l/: en conjunto Amazed /c’mewzd/: asombrado Artichoke /Y:twt•ck/: alcachofa Aubergine /’cbc¥i:n/ :berenjena Be certain /bi: sf:tn/: estar seguro Bean /bi:n/: judía Beef /bi:f/: carne de vaca Blood /bld/: sangre Broth /brZ›/: caldo Burp /bf:p/ (-ed): eructar Bush /b•/: arbusto Carnation /kY:’new•n/: clavel Chip / t•wp/: patata frita Colleague /’kZli:g/: compañero de profesión Cosy /kczi/: acogedor, cómodo Cuppa /’kpc/ : taza de té Currant /’krcnt/: pasa Custom /’kstcm/: costumbre Daisy /’dewzi/: margarita Fear /fwcr / (-ed): temer Flow /flc/ (-ed): fluir, circular Get along well /get c’lZ† wel/: llevarse bien Grape /grewp/: uva Gravy /’grewvi/: salsa, jugo Greet /gri:t/ (-ed): recibir, saludar Hardly ever /hY:dli evcr / : casi nunca Hazel /’hewzl/: avellana Home-grown /hcm ‘grcn/: de cosecha propia Host /hcst/: anfitrión Huge /hju:®/: enorme Jelly /®eli/: gelatina Juice /®u:s/: zumo Kidney /kwdni/: riñón Lamb /læm/: cordero Lap /læp/: regazo Look forward to /lk f]:wcd tc/ (-ed): anhelar Lumpy /lmpi/: (salsa) llena de grumos Mess /mes/: desastre, lio Mushroom /’m•rm/: seta, champiñón Mutton /’mtn/ carne de carnero Nap /næp/: siestecita, sueñecito Noon /nu:n/: mediodía Notice /’nctws/ (-ed): darse cuenta Nut /nt/: fruto seco Overdone /cvc’dn/: muy hecho, pasado Oyster /]wstcr /: ostra Pastime / ‘pY:stawm/: pasatiempo Pick up /pwk p/ (-ed): coger algo Pie /paw/: pastel, tarta Ploughman /’plamcn/: labrador Pond /pZnd/: estanque Pot /pZt/: olla, carne asada en olla Pretend /prw’tend/ (-ed): fingir Procedure /prc’si:®cr /: procedimiento Recipe /’rescpi/: receta Rule /ru:l/: regla Saffron /’sæfrcn/: azafrán Sausage /’sZsw®/: salchicha Schedule /’•edju:l/: horario, calendario, programa Seafood /’si:fu:d/: marisco Setting /’setw†/: cubierto Show off /•c Zf/ (pret. showed /•cd/, pp. shown /•cn/): fardar Skip /skwp/ (-ed): saltarse algo Squid /skwwd/: calamar Steak /stewk/: filete Steaming /’sti:mw†/ : humeante Stuck-up /’stkp/: engreído Stuff /stf/ (-ed): rellenar Survive /sc’vawv/ (-ed): sobrevivir Taste /tewst/: sabor, gusto Though /xc/: aunque Tremble /’trembl/ (-ed): temblar Trifle /’trawfl/ chuchería; postre hecho a base de bizcocho, fruta, crema y nata Trout /trat/: trucha Turnip /tf:nwp/: nabo Walnut /’w ]:lnt/ : nuez Waste /wewst/ : pérdida, desperdicio Welcome /’welkcm/ (-ed): dar la bienvenida Whatsoever /wZtsc’evcr /: en absoluto Wholeheartedly /hcl’hY:twdli/: sin reservas, incondicionalmente 113
