Inglés IV

INGLÉS IV
TRANSVERSAL
 Inglés IV

© Corporación Universitaria
2 Remington
Segunda edición
2018

Inglés IV
María Isabel Gutiérrez Ceballos

Updated by
Leidy Darymar Redondo Fuentes
Departamento de Lenguas y Cultura Extranjera

Editorial Uniremington
Medellín, Colombia
Derechos Reservados ©2011

Primera edición: 2012

Segunda edición: 2018

Responsables
Jorge Mario Uribe Muriel
Director de Relaciones Internacionales
juribe01@[Link]

Francisco Javier Álvarez Gómez

Coordinador CUR-Virtual
falvarez@[Link]

Edición y Montaje
Vicerrectoría de Educación a Distancia y Virtual
Equipo de diseño gráfico

[Link]
virtual@[Link]

Derechos reservados: El módulo de estudio del curso de INGLÉS

IV es propiedad de la Corporación Universitaria Remington; las
imágenes fueron tomadas de diferentes fuentes que se relacionan
en los derechos de autor y las citas en la bibliografía. El contenido
del módulo está protegido por las leyes de derechos de autor que
rigen al país. Este material tiene fines educativos y no puede
usarse con propósitos económicos o comerciales. El autor(es)
certificó (de manera verbal o escrita) No haber incurrido en fraude
científico, plagio o vicios de autoría; en caso contrario eximió de
toda responsabilidad a la Corporación Universitaria Remington y
se declaró como el único responsable.

Esta obra es publicada bajo la licencia Creative Commons.

Reconocimiento-No Comercial-Compartir Igual 2.5 Colombia
 Inglés IV

3 TABLA DE CONTENIDO
Pág.

1 UNIT 1 IT’S A MATTER OF PERSONALITY! 7

1.1.1 CONCEPTS RELATIONSHIP 7
1.1.2 GENERAL OBJECTIVE 7
1.1.3 ESPECIFIC OBJECTIVES 7
1.1.4 PLACEMENT TEST 8

1.2 TOPIC 1 PERSONAL CARE 8

1.2.1 VOCABULARY CHART 9
1.2.2 GRAMMAR POINT 9
1.2.3 LET’S WATCH THIS VIDEO! 10
1.2.4 LET’S READ INTELLIGENCE PILLS 10
1.2.5 WORD BANK: HEALTH AND HEALTHCARE 12
1.2.6 YOUR TURN: 13

1.3 TOPIC 2 INTELLECTUAL CARE 15

1.3.1 VOCABULARY CHART 16
1.3.2 GRAMMAR POINT 17
1.3.3 LET’S PRACTICE SOME EXERCISES 19
1.3.4 TRAINING WORKSHOP: VERB + PREPOSITION + -ING 20
1.3.5 LISTEN UP! 20
1.3.6 YOUR TURN: 21

2 UNIT 2 WHAT ARE THE WORLD ISSUES? 22

2.1.1 CONCEPTS RELATIONSHIP 22
2.1.2 GENERAL OBJECTIVE 22
2.1.3 ESPECIFIC OBJECTIVES 23

2.2 PLACEMENT TEST 23

2.3 TOPIC 1 A CONSUMING WORLD 23

2.3.1 GRAMMAR CHART 25
2.3.2 TRAINING WORKSHOP 27
2.3.3 LET’S WATCH THESE VIDEOS: 29
2.3.4 YOUR TURN 29

2.4 TOPIC 2 ARE WE IN PROBLEMS? 30

2.4.1 VOCABULARY CHART 32
2.4.2 GRAMMAR CHART 33
2.4.3 WATCH THE MOVIE! 38
2.4.4 TRAINING WORKSHOP 39
2.4.5 YOUR TURN 39

2.5 TOPIC 3 AFTER GRADUATION, WHAT? 40

2.5.1 VOCABULARY CHART 42
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2.5.2 GRAMMAR CHART 43

4 2.5.3 LISTEN UP! 45
2.5.4 TRAINING WORKSHOP 45
2.5.5 PRODUCTION 47

3 GLOSARIO 51

4 BIBLIOGRAFÍA 54
 Inglés IV

5 GENERAL PURPOSE

INGLÉS IV
This module proposes the students to master English in a meaningful way, where they
have to give their own opinion about the reality they perceive.
 Inglés IV

INGLÉS IV
GENERAL OBJETIVE
Expand students’ communicative competence through real situations uses, so
that the students can develop their critical thinking in English.

SPECIFIC OBJETIVES
 Understand the principal idea of a text and explain a viewpoint on a topical
issue.

 Improve the fluency at speaking participating in debates and activities

where it would be necessary to interact.

UNIT 1 UNIT 2

It’s a matter of ¿What are the

personality! world issues?
 Inglés IV

7 1 UNIT 1 IT’S A MATTER OF PERSONALITY!

 Video: podEnglish 41 - "health"
 ” View Video”: [Link]

CONCEPTS RELATIONSHIP

GENERAL OBJECTIVE
Understand the principal idea of a text and explain a viewpoint on a topical issue.

ESPECIFIC OBJECTIVES
 Interpret readings about personal care and intellectual education.
 Share information about body care, health, sports, personal qualities and abilities
 Inglés IV

8 PLACEMENT TEST

[Link]

1.2 TOPIC 1 PERSONAL CARE

CONVERSATION: I’M ON A DIET!

BRAT MARY
Would you like to have some ice-cream? I Wow! What choices you have! I wish I could,
have a variety of flavors: strawberry, peach, but I just can’t. I’m on a diet to lose weight.
chocolate, chocolate chips, brownie, coffee,
vanilla, butter pecan and praline.
 Inglés IV

Come on, it’s just a bite. It doesn’t really I’d better not. Please don’t tempt me.
9 hurt to have just a bite. Please!
Gee! You are really strong-willed You’re darn right. I’m not so easily coaxed
into doing something that I think is wrong.
Well, I’d better not tempt you. Otherwise, If
I give you a piece of cake, you might ask for
a glass of milk.

Escuchar el Audio (Conversation - I´m on a diet)

Para escuchar el audio dar doble clic en el icono

VOCABULARY CHART
 I’m on a diet
 Coax someone into something
 Stand the temptation
 Strong-willed

GRAMMAR POINT
MODALS AUXILIARS:

 Would
 have better
 might
MIXED CONDITIONALS AND WISH

 1st TYPE: Present simple-future

 2nd TYPE: Past simple - Modal
 3rd TYPE: past perfect - Modal + present perfect
 Inglés IV

WISH: wish + present

10 Wish + past

Ex. I wish I could

If I give you a piece of cake, you might ask for a glass of milk.

LET’S WATCH THIS VIDEO!

 Video: podEnglish 52 - "health problems"
 ” View Video”: [Link]
BEFORE LISTENING: Have you ever suffered an illness? Which one? What did you do? What do
you prefer western or eastern medicine?

WHILE LISTENING:
1. What illnesses did you hear?
2. What did the woman say to the man?
3. What are the tennis players speaking about?

AFTER LISTENING:
1. What are the prepositions you use to talk about feelings?
2. Do you think alternative medicine can sometimes replace the traditional medicine?
Explain your opinion to the class.

LET’S READ INTELLIGENCE PILLS

Some scientists have predicted that healthy adults and children may one day take drugs
to improve their intelligence and intellectual performance. A research group has
suggested that such drugs might become as common as coffee or tea within the next
couple of decades.

To counter this, students taking exams might have to take drugs tests like
athletes. There are already drugs that are known to improve mental performance, like
Ritalin, which is given to children with problems concentrating. A drug given to people
with trouble sleeping also helps people remember numbers.

These drugs raise serious legal and moral questions, but people already take vitamins
to help them remember things better, so it will not be a simple problem to solve. It will
probably be very difficult to decide at what point a food supplement becomes an unfair
drug in an examination.
 Inglés IV

11
Q1 - Only children will take pills to improve their intellectual performance.
• Right
• Wrong
• Doesn't say

Q2 - Intelligence pills are already as common as coffee or tea.

• Right
• Wrong
• Doesn't say

Q3 - Coffee is as common as tea.

• Right
• Wrong
• Doesn't say

Q4 - Students could have to take intelligence drugs tests.

• Right
• Wrong
• Doesn't say

Q5 - A sleeping pill helps people remember numbers.

• Right
• Wrong
• Doesn't say

Q6 - Vitamins to help people study are illegal.

• Right
• Wrong
• Doesn't say

Q7 - Food supplements are unfair.

• Right
• Wrong
• Doesn't say
 Inglés IV

12 WORD BANK: HEALTH AND HEALTHCARE

The words below are some of the most important used when talking about the Health and
Healthcare.

Health and Healthcare - Health and Healthcare - Health and Healthcare -

Illnesses Treatment Minor Injuries

ache bandage bruise

ear ache check-up cut

headache dose (of medicine) graze

stomach ache drugs wound

toothache injection

cancer give some an injection

cold medicine

cough take medicine

flu operation

heart attack pill

heart disease plaster

infection tablet

infectious disease Tranquilizer

pain

virus
 Inglés IV

13 YOUR TURN:

Let’s play soccer!

[Link]
[Link]

GERUNDS AND INFINITIVES

Gerunds are defined as the -ing form of a verb. They have several functions.

1. Used as subjects and complements

Skiing is my favorite sport.
Hiking can be very strenuous.
Seeing is believing
2. Used as objects following prepositions and prepositional expressions
Thanks for tending my children.
The job consists of typing, filing, and answering the phone.
3. Used as objects following certain verbs. *
The children enjoyed watching the parade.
Ms. Terrell avoided paying her taxes until it was too late.
Gerunds can sometimes take objects of their own:
Roland is afraid of making mistakes.
Sandy is considering leaving New York.
*These verbs are commonly followed by gerunds.

admit advise anticipate appreciate attempt avoid

begin can't help complete consider delay deny
discuss dislike enjoy finish forget go
hate hesitate imagine intend keep like
love mention mind miss neglect postpone
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practice prefer quit recall recollect recommend

14
regret remember resent resist risk start
stop suggest threaten tolerate try understand

Infinitives are defined as to + base form of the verb. They have several functions.

1. Used as subjects and subject complements.

To know me is to love me.
To live in Hawaii is my lifetime dream.

2. Used as objects following certain verbs. *

I wanted to tell you how much I appreciated your gift.
He hesitated to ask the embarrassing question.

3. Used as a shortened form of in order to.

You must take this medicine (in order) to get well.
I went to the bank to cash a check.

Infinitives can sometimes take objects of their own.

We hope to find the person who did this.
I was asked to make a dessert for the potluck dinner.
*These verbs are commonly followed by infinitives.

afford agree appear arrange ask attempt

beg begin care choose claim consent
decide demand deserve desire expect fail
forget go happen hate hesitate hope
intend know how learn like love manage
mean need neglect offer plan prefer
prepare pretend premiso refuse regret remember
seem start stop struggle swear tend
 Inglés IV

15 threaten try volunteer wait want wish

TIPS
To remember:

These three forms are usually used to talk about general

problems. These are the common collocations:

+ ache bad + sore +

headache bad back sore throat
backache bad head sore eyes
stomachache bad leg sore feet
muscle ache

1.3 TOPIC 2 INTELLECTUAL CARE

CONVERSATION: Life is full of opportunities
 Inglés IV

Read and practice the conversation.

16
ANDIE JUAN
Hi Juan! How is it going? I’m doing great Andie, what about you?
Um, I’m worried about my career. Why? What’s the problem?
Well, It’s difficult to say, but I think I’m Ok Andie! I think you need to think over your
doubtful about continuing or not. I think I’m thoughts and make a good decision. Life is
not as skillful as my partners and I always feel full of opportunities; I think that you’re
like if I were in the wrong place. I cannot heading a right way. Or tell me, do you think
understand a word. that scholarship you won for this semester
was a rifle? You won’t thanks to your
potential.

But I don’t feel capable of continuing. Listen! I think you’re just passing a difficult
time, just take a break and relax.

Escuchar el Audio (2.1 Conversation - Life is full

of opportunities)
Para escuchar el audio dar doble clic en el icono

After reading, perform the conversation with a partner, and create one similar.

VOCABULARY CHART
 I’m excited about…
 I’m doubtful about…
 Skillful
 Think over
 Scholarship
 Be capable of…
 Inglés IV

17
GRAMMAR POINT
[Link]

Adjective + prepositions + ing

Examples – use, rules & test exercise

1. List of common adjectives and the prepositions that normally follow them

accustomed to afraid of answerable to attached to

aware of capable of dependent on different to

doubtful about enthusiastic about excited about famous for

fond of guilty of interested in keen on

opposed to pleased with popular with proud of

related to rich in satisfied with serious about

similar to suitable for suspicious of used to (= accustomed to)

2. Some adjectives can be followed by two or more prepositions

 Inglés IV

annoyed about something The Ministry was annoyed about criticism in the paper
18
annoyed with someone They were. annoyed with us for charging them
good/bad at something I’m very bad at mathematics.
good/bad for something The expected cut in interest will be good for industry.
good/bad with something She should be in Marketing. She’s very good with customers.
responsible to someone The Export Manager is responsible to the Sales Director.
responsible for something He is responsible for preparing handouts.
sorry about something I am sorry about the job. It’s a shame you didn’t get it.
sorry for doing something He said he was sorry for keeping me waiting.
(feel) sorry for someone I feel very sorry for Peter. He has been fired.

3. These combinations of adjectives with prepositions may be followed by noun or noun

phrase.
The students were very excited about the results of the experiment.

4. When followed by a verb, the -ing form must be used.

Please let me know whether you would be interested in arranging a meeting.

Verb + Preposition + ing

Examples – use, rules & test exercise

Many verbs can be used in the pattern verb + preposition + -ing. For example, the verbs succeed
+ (in) and look forward + to are used in this way:

1 The lecturer Succeeded in getting The audience´s attention

verb -ing

2 Mary said she´s Looking forward to seeing You next weekend

 Inglés IV

19 verb -ing

Here are some of the most common verbs and their associated prepositions that are also used in
this way:

Verbs used in the pattern verb + preposition + -ing form

insist on think of dream of / about participate in approve of

talk about agree on feel like work on decide on / against

apologise for believe in depend on get on with pay for

Here are some examples of these. Study these and then try the exercise that follows.

1. I've always dreamt of living in Tahiti.

2. they talked about moving to New Zealand.
3. I don't feel like going there tonight.
4. If you participate in doing anything, try to do it well.
5. I am working on improving my spelling..
6. I apologise for losing your essays.

LET’S PRACTICE SOME EXERCISES

Exercise: adjective + preposition + -ing

1. If you are serious _________ going ahead with this, let's have a meeting.
2. The Mini-TV is very popular _______ our younger customers.
3. The new Pilot notebook is similar _______ the previous model, but it has some interesting new
features.
4. The Finance Director said he was strongly opposed __________ awarding everyone a tax
refund.
5. South Africa is rich _________natural resources like diamonds and gold.
6. I have to travel by car or boat because I am afraid _____ flying.
7. He has very little experience. I don't think he would be capable ____ running such a large
project.
 Inglés IV

8. I would be very interested __________ discussing the idea of a joint venture.

20 9. Samsung are famous _________ their electronic goods.
10. I am very proud __________ my younger sister.

TRAINING WORKSHOP: VERB + PREPOSITION + -ING

This exercise uses these verbs. Select which is the best answer from the drop down list.

1. The neighbors next door __________________ the night before.

2. We've ________________ this year as its too expensive.
3. You know I’ve _________________ a house by the sea.
4. I'm really not ______________ to the new building.
5. She ____________ herself although he wanted to pay it all.
6. The Smiths __________ an extension built at the back.
7. If you _________ all your final exams I'll buy you a new car.
8. In Macau there are many casinos, but they _________ in Hong Kong.
9. They are _________, and it will probably be controlled by the Jockey Club.
10. Do you ___________ or would would you prefer Chinese food?
11. I _______ to lend me some money.
12. I _________before trying to find a solution.

LISTEN UP!
[Link]

 BEFORE LISTENING: What do you think is the relationship between Education and creativity?
 WHILE LISTENING: What’s Ken Robinson position about this quotation “schools kill creativity”?
 AFTER LISTENING: What’s your personal opinion about creativity related to education? Write
an essay of 100 words.
 Inglés IV

21 YOUR TURN:

Let’s play a matching interactive game:

[Link]
by%20prepositions/adjectives%20followed%20by%[Link]

TIPS
To remember:
When the prepositions in, at, with, of, for, about and so on are used
before a verb, the verb must use -ing.
 Inglés IV

22 2 UNIT 2 WHAT ARE THE WORLD ISSUES?

 Video: Students Compete to Find Tech Solutions for World Problems
 ” View Video”: [Link]

CONCEPTS RELATIONSHIP

GENERAL OBJECTIVE
Improve the fluency at speaking participating in debates and activities where it would be
necessary to interact.
 Inglés IV

23 ESPECIFIC OBJECTIVES
 Practice language related to environment care and technological trends.
 Share information about world issues and create debates about it.
 Learn strategies for a successful work life.

2.2 PLACEMENT TEST

[Link]

2.3 TOPIC 1 A CONSUMING WORLD

CONVERSATION: Hooking Up My Computer

CARL ALANE
 Inglés IV

24 Hi Alane. Can you give me a hand Sure. What’s up?

I've just bought a new computer and I'm …and I'm a geek. Yeah, I know. I'd be happy to
having some problems hooking everything up. help.

Thanks! I've connected all the cables from my Have you installed the software yet?
monitor, mouse and keyboard, and I've
plugged it in.

No, I haven't. Do I need to? Not always, but it's best to install drivers for
your keyboard and mouse, as well as your
printer.

Will the computer boot up without those? Of course. Boot up the computer and then we
can update the drives.

OK. What's that thing (points to a computer Oh, that's a memory reader which helps you
component) to insert things like SD cards from your camera
and mp3 players into it.

That's handy. You've bought a nice system. How big is the

hard drive?

I think it's 750 gigabyte. Good... we’ll install those drivers as soon as
the computer's booted up.

Before we do that, can I get online? Do you have a modem?

Yes, I do. I think I have a cable modem. hmmm... yes you do. Is the Ethernet cable
plugged in?

What's that? It's the cable that connects your modem to

your computer.

Let's surf the internet! Just a moment... first we need to launch the
browser.

The browser? It's the program that allows you to surf the
internet.
 Inglés IV

25 oh ... I've got a lot to learn. Yes, you do. I can see I'm going to be here all
day...

Escuchar el Audio (1.1 Conversation - Hooking

Up My Computer)
Para escuchar el audio dar doble clic en el icono

GRAMMAR CHART
RELATIVE CLAUSES
We use relative clauses to give additional information about something without starting another
sentence. By combining sentences with a relative clause, your text becomes more fluent and you
can avoid repeating certain words.

How to Form Relative Clauses

Imagine, a girl is talking to Tom. You want to know who she is and ask a friend whether he knows
her. You could say:

A girl is talking to Tom. Do you know the girl?

That sounds rather complicated, doesn't it? It would be easier with a relative clause: you put both
pieces of information into one sentence. Start with the most important thing – you want to know
who the girl is.

Do you know the girl…?

As your friend cannot know which girl you are talking about, you need to put in the additional
information – the girl is talking to Tom. Use „the girl “only in the first part of the sentence, in the
second part replace it with the relative pronoun (for people, use the relative pronoun who “). So
the final sentence is:

Do you know the girl who is talking to Tom?

Other examples:
 Inglés IV

 “that's a memory reader which helps you to insert things”

26  “we’ll install those drivers as soon as the computer's booted up”
 “It's the cable that connects your modem to your computer”
 “It's the program that allows you to surf the internet”

Relative Pronoun Use Example

who subject or object pronoun for people I told you about the
woman who lives next
door.

which subject or object pronoun for animals and Do you see the cat which is
things lying on the roof?

which referring to a whole sentence He couldn’t

read which surprised me.

whose possession for people animals and things Do you know the
boy whose mother is a
nurse?

whom object pronoun for people, especially in I was invited by the

non-defining relative clauses (in defining professor whom I met at
relative clauses we colloquially the conference.
prefer who)

that subject or object pronoun for people, I don’t like the

animals and things in defining relative table that stands in the
clauses (who or which are also possible) kitchen.

Complete:
Choose the correct relative pronoun (who, which, whose).
 This is the bank ___________ was robbed yesterday.
 A boy _________ sister is in my class was in the bank at that time.
 The man__________ robbed the bank had two pistols.
 Inglés IV

 He wore a mask __________ made him look like Mickey Mouse.

27
 He came with a friend __________ waited outside in the car.
 The woman __________ gave him the money was young.

TRAINING WORKSHOP
Read the dialogue and answer the reading comprehension questions.

 Customer Service Representative: Hello, Big City Electricity, how may I help you today?
 Mr. Peters: I'm calling concerning my electricity bill.
 Customer Service Representative: May I have your account number?
 Mr. Peters: Certainly, it's 4392107.
 Customer Service Representative: Thank you, is this Mr. Peters?
 Mr. Peters: Yes, this is Mr. Peters.
 Customer Service Representative: Thank you, what can I help you with?
 Mr. Peters: I think I've been overcharged for the past month.
 Customer Service Representative: I'm sorry to hear that. Why do you think we charged you
too much?
 Mr. Peters: The bill is 300% higher than last month.
 Customer Service Representative: I'm sorry to hear that. Let me ask you a few questions and
then I'll see what I can do.
 Mr. Peters: OK, Thank you for your help.
 Customer Service Representative: Of course, thank you for calling this to our attention. Now,
how much do you usually pay for your electricity?
 Mr. Peters: I usually pay about $50 a month.
 Customer Service Representative: Thank you. and how much did we charge on this bill?
 Mr. Peters: $150. I can't understand why.
 Customer Service Representative: Yes, Mr Peters. Was your usage different in any way?
 Mr. Peters: No, it was an average month.
 Customer Service Representative: I'm sorry there certainly seems to be a mistake.
 Mr. Peters: Well, I'm happy you agree with me.
 Inglés IV

 Customer Service Representative: I'll contact a service representative to come out and check
28 your meter. What's your address Mr Peters?
 Mr. Peters: 223 Flanders St., Tacoma, Washington 94998
 Customer Service Representative: ... and what's your phone number?
 Mr. Peters: 408-533-0875
 Customer Service Representative: I'm terribly sorry about the misunderstanding. We'll do our
best to change this as quickly as possible.
 Mr. Peters: Thank you for your help in clearing this up.

Escuchar el Audio (1.4 Exercises)

Para escuchar el audio dar doble clic en el icono

Reading Comprehension questions:

Q: Which type of bill is Mr. Peters calling about?
_____Gas
_____ Electricity
_____ Cable
Q: Which information does the representative NOT ask for?
_____ Account number
_____ Social Security Number
_____ Name
Q: Which problem does Mr. Peters have?
_____ He feels he's been undercharged.
_____ He feels he's been overcharged.
_____ He wants to disconnect his electricity.
Q: Why does he think he's been overcharged?
_____ The bill is 300% higher than last month.
_____ The bill is 30% lower than last month.
_____ The bill has remained the same as last month.
 Inglés IV

Q: Which question does the representative ask as an explanation for the increase?
29
_____ Has your usage changed?
_____ What's your account number?
_____ How can I help you?
Q: What does the representative promise to do?
_____ Send a customer service representative to check the meter.
_____ Immediately change the bill.
_____ Nothing

LET’S WATCH THESE VIDEOS:

 Video: Customer Service: The Bad and The Ugly
 ” View Video”: [Link]

 Video: Customer Service: The Good

 ” View Video”: [Link]
Answer these questions:
1. What are the differences between these two videos?
2. What do you think is a good service?
3. What do you think is a bad service?
4. Have you ever had a bad service situation? Tell to the class.

YOUR TURN
Role plays
PAIR WORK: In pairs, you will create a conversation similar to the videos, about good and bad
service.
IN GROUPS: Discuss about these environmental issues: [Link]
[Link]/vocabsheets/[Link]
 Inglés IV

30 TIPS
To remember: A relative clause follows the noun it modifies. It
is generally indicated by a relative pronoun at the start of the
clause, although sometimes you can tell simply by word order.

2.4 TOPIC 2 ARE WE IN PROBLEMS?

CONVERSATION: CRIME AND PUNISHMENT
Read aloud in pairs
 Inglés IV

31
A: Do you think we should be tougher on crime?
B: Well, it depends on what you mean.
A: For example, we could bring back the death penalty for murder, give longer prison
sentences for lesser offences and lock up juvenile offenders.
B: Those really sound like Draconian measures. Firstly, what do you do about
miscarriages of justice if you've already put innocent people to death?
A: You'd only use capital punishment if you were absolutely sure that you'd convicted
the right person.
B: But, there've been many cases of wrongful conviction where people have been
imprisoned for many years. The authorities were sure at the time, but later it was
shown that the evidence was unreliable. In some cases, it'd been fabricated by the
police.
A: Well, no system of justice can be perfect, but surely there's a good case for longer
prison sentences to deter serious crime.
B: I doubt whether they could act as an effective deterrent while the detection rate is
so low. The best way to prevent crime is to convince people who commit it that they're
going to be caught. It doesn't make sense to divert all your resources into the prison
system.
A: But if you detect more crimes, you'll still need prisons. In my reckoning, if we could
lock up more juvenile criminals, they'd learn that they couldn't get away with it. Soft
sentences will merely encourage them to do it again.
B: Yes, but remember that prisons are often schools for criminals. To remove crime
from society, you really have to tackle its causes.

Escuchar el Audio (2.1 Conversation - crime

and punishmen)
Para escuchar el audio dar doble clic en el icono
 Inglés IV

32 VOCABULARY CHART
There are many words in English dealing with crime, the courts and punishment.

acquit = to decide that someone is not guilty of a crime: "All the defendants were acquitted."
barrister = a lawyer who is trained to defend or prosecute in a court: "The barrister asked many
difficult questions."
bail = a sum of money that can be paid in some situations to allow someone accused of a crime
to stay out of prison before the court case: "He won't get bail – he's extremely violent."
court = the place where a crime is discussed and judged: "He's in court again – this is the second
time this year!"
in custody = when the police keep someone in prison before the person goes to court: "He's being
kept in custody until the trial begins."
custodial sentence = when someone is sent to prison for a crime: "Custodial sentences are getting
shorter."
conviction = when someone is found guilty of a crime: "He had a string of convictions going back
twenty years."
to defend – to argue the innocence of the person who is accused of a crime (the defendant):"The
barrister defending him is going to have a hard time."
evidence = information that proves someone is guilty: "The forensic evidence shows that he
committed the murder."
fine = a sum of money that is paid as a punishment for a minor crime: "He got a small fine for
speeding."
find someone guilty = when it is decided that someone has committed a crime: "He was found
guilty of murder and sentenced to life imprisonment."
hearsay = when you hear something from someone, but you don't know if it is true or not:
"Although the police are suspicious, they can't prosecute him on what the neighbors think – it's
all hearsay."
illegal = against the law: "The brothers carried out an illegal trade in rare and endangered
animals."
judge = a person who is in control of a court. The judge makes sure that both sides of the
argument are heard, sums up or explains things to the jury, if necessary, and passes sentence if
the defendant is found guilty. "She's a well-respected judge."
jury = 12 citizens who are selected at random to decide whether someone is guilty or not in a
criminal trial: "I have to do jury service next month and I'm a little nervous." "The jury took five
hours to find him not guilty."
 Inglés IV

justice = how people are judged: "The British justice system is unlike other European systems."
33
prosecution = the lawyers arguing against the defendant: "The doctor was a witness for the
prosecution."
victim = the person who has the crime committed against him or her: "The murder victim was
aged between 25 and 30."
verdict = what the jury decides: "The jury returned a verdict of not guilty."
witness = someone who sees a crime being committed: "The police are appealing for witnesses
to come forward."

GRAMMAR CHART
Word formation is the creation of new words putting suffixes and prefixes; we do so by modifying
or changing the meaning of a ROOT WORD. If we take a root word like EMPLOY (verb) or HAPPY
(adjective), we can see how their meaning changes.

*UN + employ + ED = UNEMPLOYED (the verb becomes an adjective with

a negative meaning)

* happy + NESS = HAPPINESS (the adjective becomes a noun)

Miscarriages ------------------MIS- CARRIAGES

Punishment -------------------PUNISH-MENT
Wrongful ----------------------WRONG-FUL
Imprisoned -------------------IM-PRISION-ED
Unreliable --------------------UN-RELIABLE
Surely -------------------------SURE-LY
 Inglés IV

1. PREFIXES like DIS/IN/IM/IR/UN/IL/MIS are used to give an opposite/negative meaning to a

34 word.

Find the opposite of the words on the right and write them down.

POSSIBLE_____________
LOYAL _______________
HONEST _____________
REGULAR ____________
LEGAL _______________
COMPLETE ___________
REPLACEABLE_________
EFFECTIVE ___________
POPULAR ____________
FORTUNE ____________
DIFFERENT ___________
KIND ________________

2. SUFFIXES can be used to form a verb, a noun, an adjective and an adverb.

Examples
*dark (adjective) + ness = darkness (noun)
*strength (noun) + en = strengthen (verb)
*probable (adjective) + (l)y = probably (adverb)
*glory (noun) + ous = glorious (adjective)

Link the verbs with the correct suffix to form nouns and write them down. Follow the example.

a) IMAGINE 1. ance g ASSISTANCE

 Inglés IV

35 b) WEAK 2. ity

c) TEACH 3. ation

d) INFECT 4. sion

e) DECIDE 5. ence

f) ARGUE 6. er

g) ASSIST 7. al

h) SECURE 8. ance

i) REFUSE 9. ment

j) OCCUR 10. ion

k) RESIST 11. ness

3. PREFIXES and SUFFIXES

Task: Add a PREFIX and/or SUFFIX to the words below and put them in the correct sentence.
In brackets you'll find some information on the parts of speech to use.

PROBABLE COMMUNICATE AGREE CURIOUS ANGER HEALTH

RESPONSIBLE FAME HELP LIKE CAREFUL CONCLUDE

a) The lights are green, but nobody is moving. He is so ______ . (adjective)

 Inglés IV

36
b) Don't you know that saying "_______ killed the cat?" (noun)

c) I think you should drive more _______. You're scaring me. (adverb)

d) She is a very __________ TV star. (adjective)

e) They have different opinions on the subject.

Their ________ will last forever. (noun with a negative meaning)

f) Brian is alwa0ys late for work. He is so ________. (adjective with a negative meaning)

g) This Math problem is very difficult. Mary didn't come to any _______. (noun)

h) He can't see the banana peel. He will _______ slip and fall. (adverb)
 Inglés IV

37
i) You shouldn't eat so much junk food. It's very ____. (adjective with a negative
meaning)

j) Thanks for finding my cat. You're a very ________ young man. (adjective)

k) My parents are always fighting. There is no ______ between them anymore. (noun)

l) I really ______ my packed lunch. It doesn't smell so nice. (verb with a negative
meaning)
 Inglés IV

38

WATCH THE MOVIE!

 Video: Dead Man Walking Trailer
 ” View Video”: [Link]
After watching the movie, discuss these questions:

Dead Man Walking - After You Watch: Discussion.

1. Matthew Poncillet and Sister Prejean seem very different. What bonds them together?
2. How is religious imagery used in this film?
3. How does this film show the Death Penalty as a political issue?
4. When asked why she is counseling Death Row inmates, Sister Prejean says, "Every person is
worth more than their worst act." Do you agree with this? Why or why not? How is this statement
central to Sister Prejean's character?
 Inglés IV

5. Do you think the director, Tim Robbins, wants the viewer to come away with a particular
39 opinion about the Death Penalty? Do you think he represents both sides of the issue? In your
opinion, what is the message he wants the viewer to leave with?

TRAINING WORKSHOP
PREFIXES and SUFFIXES
Task: Add a PROBABLE
PREFIX and/orCOMMUNICATE
SUFFIX to the words below CURIOUS
AGREE and put them in the correct
ANGER HEALTH sentence.
In brackets you'll find some information on the parts of speech to use.
RESPONSIBLE FAME HELP LIKE CAREFUL CONCLUDE

YOUR TURN
Discussion questions: ask and answer

1. Should the death penalty exist as a punishment for murder or terrorism?

2. Should the main purpose of prison be punishment or rehabilitation?
3. What is the best way to deal with juvenile crime such as
 joy-riding?
 vandalism?
 graffiti?
4. Is it ever right for political activists to break the law?
5. How strict should the law be with people who drink and drive?
6. Which is the more serious problem in your country - tax evasion or social security fraud?
7. Should the police have the right to stop and search you in the street without a warrant?
8. Should the law respect the rights of homeless people to squat in unoccupied property or shop
doorways?
9. Should smoking cannabis be a criminal offence?
 Inglés IV

40 TIPS
REMEMBER!: Word formation is the creation of new words
putting suffixes and prefixes; we do so by modifying or changing
the meaning of a ROOT WORD. If we take a root word like
EMPLOY (verb) or HAPPY (adjective), we can see how their
meaning changes.

2.5 TOPIC 3 AFTER GRADUATION, WHAT?

CONVERSATION: Job Interviews
Read through this outline of the responses of three applicants to the same questions asked of
them in an interview.

Consider their answers carefully.

Good morning, my name is Ms Martin. You've applied for the Laboratory Assistant's position
right?
A. Yes.
B. Yes Ms Martin, I have.
C. Yes Ms Martin. When I saw it advertised I thought it would really suit me.

Can you tell me why you replied to our advertisement?

A. I .... I 'm not really sure .... ahh ....
B. Well, I've always enjoyed science and felt that this position would offer me an opportunity to
extend my skills in this area.
C. I think that I'd be really good at this kind of work. In fact I learn so fast that I'd be looking for
promotion very shortly.

Do you know exactly what you would be doing as a Laboratory Assistant?

A. Well, I don't really know for sure, but I think it's got something to do with helping out the
scientists in the laboratory hasn't it?
B. A Laboratory Assistant helps to maintain scientific equipment, keeping a check on the supplies
in the store, and preparing the chemicals for experiments.
C. Oh, a Lab. Assistant helps make sure that all the experiments are done properly.
 Inglés IV

What sort of student do you regard yourself as . . . did you enjoy studying while you were at
41 school?
A. I wasn't the best student. I didn't really like study all that much, but I did it when I had to
B. I suppose I'm a reasonable student. I passed all my tests and enjoyed studying subjects that
interested me.
C. I'm a really great student I didn't have to study much because I always seemed to get by without
worrying too much about it.

What were your favourite subjects at school?

A. I liked Science-it was O.K... well, at least the bits I understood were O.K.
B. Maths and Science were my favourite subjects at school. I also enjoyed doing History.
C. I'm afraid that I only liked the ones I was good at. The others were so boring that I found them
to be a thorough waste of my time.

Do you have any further plans for further study?

A. I hadn't really thought much about it . . .I don't know what courses I could do.
B. Well, I've thought about doing the part-time Chemistry Certificate course at Technical College.
I think I would really benefit from doing that.
C. Well, if I had to do it I suppose I would, but now I ve finished school I'd much rather try to get
my social life back into full swing again.

Suppose our company wanted you to attend an institution to further your skills.... How would
you feel about this?
A. Attend a what?
B. If the course would help me improve my prospects for promotion and help me to be better at
my job I would definitely do it.
C. Attend a course? When? I hope it would be in the day time? Would I get time off from work to
attend it? I hope it's not at night-my social life would be ruined.

Have you ever had a job before?

A. No I haven't. I've never really been game enough to get one.
B. Yes. I have worked part-time at a take away food store-the one just round the corner. . .
C. No. I've really been too busy, what with all the study I've had to do to get a good result. . .

We have a lot of other applicants for this position. Why do you think that you deserve to get
the job?
A. I can't think of any special reason-I suppose I'm no different from most other people.
B. Well, I've found out a lot about this type of work and my research suggests that I would be
quite capable of doing the work involved. I also think that I would be able to handle any training
course reasonably well.
C. I reckon I'd probably be the best applicant you're likely to get for the job.
 Inglés IV

Now, do you have any questions you'd like to ask me about the position?
42 A. No thank you. I don't think so.
B. Yes. Ms Martin, could you tell me what hours I'd have to work, and for whom I'd be working?
C. ¿Yes. . . What’s the pay like?

I think I have asked you everything I wanted to. Thank you for coming along to the interview.
A. Thank you Ms Martin. Goodbye.
B. Thank you. When will I know if I am successful?
C. Oh, think nothing of it. . . Could I see where I'll be working?

Questions:

For each applicant, choose three words/phrases from the list below, which best describes their
answers to the interviewer's questions.

Applicant A ............................... ............................... ...............................

Applicant B ............................... ............................... ...............................

Applicant C ............................... ............................... ...............................

Has done some research; confident and prepared; ill-prepared; unsure; arrogant; hesitant; doubts
ability to cope; lazy; not interested in the job; an upstart (presumptuous); modest but sure of
him/ her self; adequate; pushy; polite; rude; interested; keen; under confident; energetic; has
good study habits; has sound attitude to study.

Which applicant do you think would be successful? Why?

VOCABULARY CHART
To describe your skills the following adjectives are useful
 Inglés IV

 Accurate  Honest
43  Active  Innovative
 Adaptable  Logical
 Adept  Loyal
 broad-minded  Mature
 competent  Methodical
 conscientious  Motivated
 creative  Objective
 dependable  Outgoing
 determined  Personable
 diplomatic  Pleasant
 discreet  Positive
 efficient  Practical
 energetic  Productive
 enterprising  Reliable
 enthusiastic  Resourceful
 experienced  Self
 fair  Disciplined
 firm  sense of humor
 genuine  sensitive
 sincere
 successful
 tactful
 trustworthy

GRAMMAR CHART
 The Interview
Congratulations! Your cover letter and resume have made a good impression and the employer
has called you in for an interview. Now it's time to make sure that you also have the right type of
English for that job interview. There are some very important game rules to consider when taking
a job interview. The job interview in English requires a very specific kind of vocabulary. It also
requires good tense usage as you need to make a clear distinction between past and present
responsibilities. Here is a quick overview of the appropriate tenses to use:
 Inglés IV

 Tense
44
Present Simple
I collect data from all of our branches and analyze the information on a weekly basis.

 Explanation
Use the present simple to describe your daily responsibilities. This is the most common tense to
use when speaking about your current position.

 Tense
Past Simple

 Example Sentence
I developed an in-house database for the personnel department.

 Explanation
Use the past simple to describe your daily responsibilities in a former position. This is the most
common tense to use when speaking about past jobs.

 Tense
Present Continuous
Example Sentence
Currently, we are expanding our sales division to include South America.

 Explanation
Use the present continuous to speak about current projects that are happening at that moment
in time. These projects are limited in time and should not be confused with daily responsibilities.
Example: Currently, I am designing a new layout for our local branch. I am usually responsible for
staff organization, but they asked me to help out with design this time.

 Tense
Present Perfect
Example Sentence
I've researched over 300 cases until now.

 Explanation
Use the present perfect to generally describe projects or accomplishments that you have made
up to the present moment in time. Remember not to include specific past time references which
should be used with the past simple.
 Inglés IV

45
Example: I've developed a number of databases using Microsoft Access. Just last week I finished
a database for our warehouse.

 Tense
Future Simple

 Example Sentence
I will be the manager of a medium sized retail outlet.

 Explanation
Use the future simple to discuss your plans for the future. This tense is only used when the
interviewer asks you what you plan to do in the future.
There are a number of other tenses that you can use to speak about experience that you have
had. However, if you do not feel comfortable using more advanced tenses, these tenses should
serve you well in the interview.

LISTEN UP!
 Video: Interview Dos and Don'ts
 ” Ver Video”: [Link]

What are the dos and don’ts to take into account in a job interview?

TRAINING WORKSHOP
Let’s perform a role-play.
The job interview: Job advert:
 Inglés IV

46
Chef Wanted
Are you an experienced Chef in Korean Cuisine?
Are you a hard-working, ambitious person, ready to be a
Head Chef in a famous Korean restaurant?
If you answered yes to these questions, then you are in
luck. Pungduck Dong Does Korea is seeking an
experienced Chef to fill their position of Head Chef.
All applicants must speak fluent English and Korean and
must have the right to work in Australia.

The job interview: Role cards

Employer Card
You are the owner of a Korean Restaurant in Sydney. You need to employ an experienced Korean
Head Chef to work in your kitchen. The prerequisites for this positon are:
1) Must have at least 2 years’ experience as a chef because the person will be in charge of the
kitchen.
2) Must speak fluent English and Korean.
3) Must have recognized training in preparing Korean food from a reputable cooking academy.
4) Must be looking for a long-term position.
5) Must be able to work in Australia.

Jobseeker 1 (Male)
Your name is Tim Chung and you are an experienced Korean chef. You are 55 years old. You
have been living in Sydney since you were ten and learnt to cook Korean food from your mother
and then from the Sydney school of Korean Cuisine. You used to own your own Korean
restaurant in Sydney's south side but you sold it, because you are getting older. You are hoping
to retire in ten years. You speak English better than Korean but still speak Korean well. You are
an Australian citizen.

Jobseeker 2 (Female)
Your name is Han Eun Hwang and you are 30. You are Korean and are in Australia on a 2 year
work visa. You are from Busan and worked in a Korean restaurant in Busan for ten years before
you came over to Australia. You studied Korean Cuisine at the Seoul Centre for Culinary Arts. In
the Korean restaurant, your job was Second Chef and you left the job because you want to be a
Head Chef. You are hoping to get a job in Australia so you can extend your visa and move to
Sydney permanently.
 Inglés IV

47 Jobseeker 3 (Male)
Your name is Peter McDonald and you are 35. You are a Canadian who has been fascinated with
Korean food since teaching English in Korea. You learnt to cook Korean food formally at the
Toronto College of Cuisine and have worked in a Korean restaurant in Toronto for 5 years. For 2
of the 5 years you were the Head Chef there. You left the job however, because you had an
argument with the restaurant owner over the menu. You decided to move to Australia because it
is warmer and you want to work here for at least a year. You’re not sure if you are going to move
permanently yet. You speak English as a first language and studied Korean in Korea for two
years.

PRODUCTION
Let’s make your own resume:

 Your Contact Information

First Last Name
Street Address
City, State, Zip
Phone (Cell/Home)
Email Address

 Objective (optional)
What do you want to do? If you include this section, it should be a sentence or two about your
employment goals. A customized objective that describes why you are the perfect candidate for
the job can help your resume stand out from the competition.

 Career Highlights / Qualifications (optional)

A customized section of your resume that lists key achievements, skills, traits, and experience
relevant to the position for which you are applying can serve dual purposes. It highlights your
relevant experience and lets the prospective employer know that you have taken the time to
create a resume that shows how you are qualified for the job.

 Experience
This section of your resume includes your work history. List the companies you worked for, dates
of employment, the positions you held and a bulleted list of responsibilities and achievements.
 Inglés IV

48  Company #1
 City, State
 Dates Worked

 Job Title
Responsibilities / Achievements
Responsibilities / Achievements

 Education
In the education section of your resume, list the schools you attended, the degrees you attained,
and any special awards and honors you earned.

 Skills
Include skills related to the position / career field that you are applying for i.e. computer skills,
language skills.

References available upon request

There is no need to include references on your resume. Rather, have a separate list of references
to give to employers upon request.

Customize Your Resume

In all cases, be sure to personalize and customize your resume, so it reflects your skills and
abilities and connects them with the jobs you are applying for.

TIPS
TO REMEMBER
[Link]
 Inglés IV

49 TIPS

To remember:
These three forms are usually used to talk about general
problems. These are the common collocations:

+ ache bad + sore +

headache bad back sore throat
backache bad head sore eyes
stomachache bad leg sore feet
muscle ache
 Inglés IV

50

 TO REMEMBER: When the prepositions in, at, with, of, for, about and so on are used
before a verb, the verb must use -ing.

 TO REMEMBER: A relative clause follows the noun it modifies. It is generally indicated by

a relative pronoun at the start of the clause, although sometimes you can tell simply by word
order.

 TO REMEMBER!: Word formation is the creation of new words putting suffixes and
prefixes; we do so by modifying or changing the meaning of a ROOT WORD. If we take a root
word like EMPLOY (verb) or HAPPY (adjective), we can see how their meaning changes.

 TO REMEMBER: [Link]
 Inglés IV

51 3 GLOSARIO
 I’m on a diet
 Coax someone into something
 Stand the temptation
 Strong-willed

Health and Healthcare

Health and Healthcare - Illnesses
 ache
 ear ache
 headache
 stomach ache
 toothache
 cancer
 cold
 cough
 flu
 heart attack
 heart disease
 infection
 infectious disease
 pain
 virus

Health and Healthcare - Minor Injuries

 brease
 cut
 graze
 wound

 acquit = to decide that someone is not guilty of a crime: "All the defendants were acquitted."
 barrister = a lawyer who is trained to defend or prosecute in a court: "The barrister asked
many difficult questions."
 bail = a sum of money that can be paid in some situations to allow someone accused of a
crime to stay out of prison before the court case: "He won't get bail – he's extremely violent."
 court = the place where a crime is discussed and judged: "He's in court again – this is the
second time this year!"
 in custody = when the police keep someone in prison before the person goes to court: "He's
being kept in custody until the trial begins."
 sfs
Inglés IV

52  custodial sentence = when someone is sent to prison for a crime: "Custodial sentences are
getting shorter."
 conviction = when someone is found guilty of a crime: "He had a string of convictions going
back twenty years."
 to defend – to argue the innocence of the person who is accused of a crime (the
defendant):"The barrister defending him is going to have a hard time."
 evidence = information that proves someone is guilty: "The forensic evidence shows that he
committed the murder."
 fine = a sum of money that is paid as a punishment for a minor crime: "He got a small
fine for speeding."
 find someone guilty = when it is decided that someone has committed a crime: "He was
found guilty of murder and sentenced to life imprisonment."
 hearsay = when you hear something from someone, but you don't know if it is true or not:
"Although the police are suspicious, they can't prosecute him on what the neighbors think – it's
all hearsay."
 illegal = against the law: "The brothers carried out an illegal trade in rare and endangered
animals."
 judge = a person who is in control of a court. The judge makes sure that both sides of the
argument are heard, sums up or explains things to the jury, if necessary, and passes sentence if
the defendant is found guilty. "She's a well-respected judge."
 jury = 12 citizens who are selected at random to decide whether someone is guilty or not in a
criminal trial: "I have to do jury service next month and I'm a little nervous." "The jury took five
hours to find him not guilty."
 justice = how people are judged: "The British justice system is unlike other European
systems."
 prosecution = the lawyers arguing against the defendant: "The doctor was a witness for the
prosecution."
 victim = the person who has the crime committed against him or her: "The murder victim
was aged between 25 and 30."
 verdict = what the jury decides: "The jury returned a verdict of not guilty."
 witness = someone who sees a crime being committed: "The police are appealing for
witnesses to come forward."

 Can you give me a hand?

 Hook (something) up!
 I’m a geek!
 Boot up
 That’s handy!
 Surf the internet!

 I’m excited about…

 sfs
Inglés IV

53  I’m doubtful about…

 Skillful
 Think over
 Scholarship
 Be capable of

 Accurate
 Active
 Adaptable
 Adept
 broad-minded
 competent
 conscientious
 creative
 dependable
 determined
 diplomatic
 discreet
 efficient
 energetic
 enterprising
 enthusiastic
 experienced
 fair
 firm
 genuine
 Inglés IV

54 4 BIBLIOGRAFÍA

 ABBS, Brian (2008). Postcards 2b.

Second Edition. White plains, NY. Editorial
Pearson Longman.

 RICHARDS, Jack C. (2005). Interchange.

Third edition. Cambridge, USA. Editorial
Cambridge University press.

 MOLINSKY, Steven J. (1995). Word by

word. Diccionario ilustrado de Ingles. New
Jersey, USA. Editorial Prentice Hall Regent