INGLÉS PARA

LA
TRADUCCIÓN III
2

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ING LÉ S PARA LA TRADUCCIÓN II I 3

ÍNDICE

Presentación 7
Red de contenidos 8

UNIDAD DE : Tema 1: Communication

APRENDIZAJE 1 1.1 Communication 10
1.2 Grammar 11
1.3 Vocabulary 13
1.4 Listening 15
UNIDAD DE Tema 2: Careers
APRENDIZAJE 2 2.1 Communication 18
2.2 Grammar 20
2.3 Vocabulary 22
2.4 Listening 23
UNIDAD DE : Tema 3: Employment
APRENDIZAJE 3 3.1 Communication 26
3.2 Grammar 28
3.3 Vocabulary 29
3.4 Listening 31
UNIDAD DE : Tema 4: Import – Export
APRENDIZAJE 4 4.1 Communication 34
4.2 Grammar 35
4.3 Vocabulary 36
4.4 Listening 38
UNIDAD DE : Tema 5: Marketing
APRENDIZAJE 5 5.1 Communication 42
5.2 Grammar 43
5.3 Vocabulary 45
5.4 Listening 46

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First-week Presentations 50
Clarification 51
Dealing with questions 51
Evaluating your classmates’ presentations 53
: Tema 6: Retail
UNIDAD DE

APRENDIZAJE 6 6.1 Communication 56

6.2 Grammar 56
6.3 Vocabulary 58
6.4 Listening 60
UNIDAD DE : Tema 7: Competition
APRENDIZAJE 7 7.1 Communication 64
7.2 Grammar 65
7.3 Vocabulary 66
7.4 Listening 67
UNIDAD DE : Tema 8: Innovation
APRENDIZAJE 8 8.1 Communication 70
8.2 Grammar 72
8.3 Vocabulary 73
8.4 Listening 74
UNIDAD DE : Tema 9: Money / Negotiation
APRENDIZAJE 9 9.1 Communication 78
9.2 Grammar 80
9.3 Vocabulary 81
9.4 Listening 83
UNIDAD DE : Tema 10: Market Research
APRENDIZAJE 10 10.1 Communication 86
10.2 Grammar 90
10.3 Vocabulary 91
10.4 Listening 93
: Evaluating your classmates’ presentations
UNIDAD DE : Unit 11: Investment
APRENDIZAJE 11 11.1 Communication 102
11.2 Vocabulary 104

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ING LÉ S PARA LA TRADUCCIÓN II I 5

11.3 Grammar 105

11.4 Listening 106
UNIDAD DE : Unit 12: Ethics
APRENDIZAJE 12 12.1 Communication 109
12.2 Vocabulary 109
12.3 Grammar 113
12.4 Listening 116
: Revision Unit
Cloze Test 120
Paraphrasing 121
Error Correction 123
Word Formation 124

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ING LÉ S PARA LA TRADUCCIÓN II I 7

PRESENTACIÓN

INGLÉS PARA LA TRADUCCIÓN III es el tercer curso en la línea de idioma inglés.

Está orientado a la adquisición del idioma inglés a nivel intermedio y comprende el
desarrollo de las cuatro (4) habilidades comunicativas (comprensión auditiva,
comprensión escrita, expresión oral y expresión escrita) dividido en secciones
específicas, tales como Vocabulary, Listening, Reading, Grammar, Language for,
Speaking, Writing además de un Case Study..

Asimismo, el curso contempla el aprendizaje gradual de estructuras gramaticales,

terminología general y especializada y habilidades traductoras e interpretativas.

El manual para el curso ha sido diseñado bajo la modalidad de unidades de

aprendizaje, las que se desarrollan durante semanas determinadas. En cada una de
ellas, hallará los logros, que debe alcanzar al final de la unidad; el tema tratado, el
cual será ampliamente desarrollado; y los contenidos, que debe desarrollar, es
decir, los subtemas especificados en la tabla de contenidos de su libro de texto. Por
último, encontrará las actividades que deberá desarrollar en cada sesión, que le
permitirán reforzar lo aprendido en la clase.

Este manual es de carácter eminentemente práctico: con los diversos ejercicios

seleccionados para reforzar lo aprendido en clase, el alumno podrá verificar cuánta
información ha internalizado, las áreas que necesita repasar y pondrá en práctica
sus habilidades comunicativas en los diálogos que tiene que desarrollar primero, y
luego representar. Además, podrá desarrollar también sus habilidades traductoras,
empezando con frases y expresiones simples para luego interpretar muchos
contenidos culturales que aparecen en la comunicación.

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REDDECONTENIDOS

ENGLISH

III

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ING LÉ S PARA LA TRADUCCIÓN II I 9

UNIDAD DE
APRENDIZAJE

UNIT 1: COMMUNICATION
LOGROS DE LA UNIDAD DE APRENDIZAJE

 Al concluir la unidad, el alumno desarrolla diferentes formas de hacer llamadas

telefónicas, convenciones para dejar y tomar mensajes, empleando inglés
comercial.
 Al concluir la unidad, el alumno maneja los tiempos verbales y los usos
correspondientes estudiados en el nivel pre-intermedio.
TEMARIO

1.1 Comunicación : Presentaciones personales; conversaciones telefónicas.

1.2 Gramática : Revisión de tiempos verbales.
1.3 Vocabulario : Comunicación en los negocios.
1.4 Práctica Auditiva : Comunicación en los negocios.

ACTIVIDADES PROPUESTAS

 Los alumnos trabajan los ejercicios en forma individual o en parejas y

representan los diálogos.
 Los alumnos revisan los puntos gramaticales de la unidad.
 Los alumnos revisan vocabulario prestando especial atención a la morfología.
 Los alumnos practican su habilidad auditiva escuchando un texto y contestando
preguntas relacionadas al mismo.

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UNIT 1: COMMUNICATION

1.1 COMMUNICATION
Read the following conversation:

INTERVIEWER : So, Chris, what do you do exactly?

CHRIS : Well, I’m an HR manager.
INTERVIEWER : And which department do you work in?
CHRIS : I work in the learning and development department of the HR
division.
INTERVIEWER : And what are your main responsibilities? Management
development? Training?
CHRIS : That’s right. I’m in charge of the management training for the
group, which means designing a training strategy and buying
courses from training providers.
INTERVIEWER : Sounds interesting. How long have you been in HR?
CHRIS : Around six years now. It’s interesting but the hours are long!
INTERVIEWER : When do you start work?
CHRIS : I usually start at around 8 o’clock and finish at six, depending on
the number of mails I get.
INTERVIEWER : How many emails do you get per day?
CHRIS : Too many! I normally get about fifty.

NOW INTERVIEW ONE OF YOUR CLASSMATES. USE THE SAME QUESTIONS.

YOU MAY WANT TO ADD QUESTIONS OF YOUR OWN.

1. What do you do exactly?

2. Which department do you work in?
3. How long have you been doing this
job?
4. What are your main responsibilities?
5. When do you start work?
6. How many emails do you get per
day?
7.
8.

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ING LÉ S PARA LA TRADUCCIÓN II I 11

1.2 GRAMMAR

A. Mach the questions and short answers.

1. Do you like our new teacher?

2. Have you got the time?
3. Is it cold outside today?
4. Did you have a good holiday?
5. Was there a lot of traffic on the roads this morning?
6. Are your neighbors nice?
7. Were you at the football match on Saturday?
8. Has your brother got a girlfriend?
9. Does it take long to do this exercise?
10. Was the film good?

a) Yes, they are.

b) No, he hasn’t.
c) Yes, I did.
d) Yes, I was.
e) No, it wasn’t.
f) No, it isn’t.
g) Yes, Ido.
h) No, it doesn’t.
i) Yes, there was.
j) No, I haven’t.

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B. Write the correct word in each gap to complete the following passage.

Shirley Hopkins is (1) her way home (2) five in the morning after
a long night, exhausted but proud (3) the job she’s done. Shirley works
(4) a DJ in the clubs (5) and around Manchester and has done
(6) the last year years. After relaxing for an hour and then sleeping, she
gets up (7) around midday and a typical day begins. The first thing she has
to do is listen to any new CDs that have arrived (8) the post. It’s very
important for a DJ to keep up with the latest trends (9) music. With the use
of computers to make music, there has been an enormous increase (10) the
number of young people hoping that there is a demand (11) what theyproduce.
After choosing the tracks she is going to use, her early evening is spent getting
(12) the right mood. She arrives (13) work (14) about
eleven and it’s her job to get the people (15) the dance floor. Six hours
later, with the beat of the music still ringing (16) her ears, she leaves the
club and her whole day starts again.

C. DISCUSSION

Compare your answers with your partner’s. Where you disagree, see if you can
decide between which answer is correct.

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ING LÉ S PARA LA TRADUCCIÓN II I 13

1.3 VOCABULARY
A. Which word? For each question, circle the correct word.

Which word……
1. is a singular countable noun?
a) teens b) teenager c) teenagers

2. is a plural countable noun?

a) child b) children c) childish

3. is an uncountable noun?
a) advice b) advise c) advises

4. is a positive adjective?
a) attraction b) unattractive c) attractive

5. is a negative adjective?
a) impatient b) impatiently c) impatience

6. is a positive adverb?
a) abnormally b) normally c) normal

7. is a negative adverb?
a) unhappy b) unhappily c) unhappiness

8. is an infinitive?
a) approval b) disapprove c) disapproving

9. is a past participle?
a) grow b) grew c) grown

10. is a pronoun?
a) no one b) no c) not

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B. Use the words given in capitals at the end of each line to form a word that fits in the
space in the same line. There is an example at the beginning (0)

If you work in a large (0) organization, it is likely that, at certain ORGANISE

times, you will have (1) with colleagues. AGREE
Learning how to manage these successfully is an VALUE
skill.

The first thing to remember is that, however (3) PROFESSION

your colleague is in terms of his or her (4) , BEHAVE
you must never lose control. Let them make a fool of (5) SELF
if they want to, but if you stay calm and deal with the situation (6) LOGIC
and sensibly, things will not get out of hand.

Secondly, don’t be (7) to see things from their point of WILL

view. Arrange a (8) where you can discuss your MEET
differing opinions openly and honestly. Try to be as (9) UNDERSTAND
YOU CAN. With any luck, you’ll be able to find a (10) SOLVE
to the problem, and they may even learn something from the way you
handled the situation.

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ING LÉ S PARA LA TRADUCCIÓN II I 15

Resumen

W While further studies, students should be exposed to information about different

professions, so they can have a clearer idea of the working world.

W It is also important to know some key words about a job and its working
environment.

W If you would like to have additional practice, visit

8 [Link]
Here you will find exercises about the simple present and the present continuous.

8 [Link]
To test your vocabulary, you can visit this web page.

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UNIDAD DE
APRENDIZAJE

UNIT 2: CAREERS
LOGROS DE LA UNIDAD DE APRENDIZAJE

 Al concluir la unidad, el alumno brinda consejos a colegas en relación a sus

posibilidades en el campo laboral.
 Al concluir la unidad, el alumno contrasta el presente simple y el presente
continuo.
 Al concluir la unidad, el alumno escribe un Curriculum Vitae.

TEMARIO

2.1. Comunicación : Preguntas típicas en una entrevista de trabajo

2.2. Gramática : Revisión del tiempo presente y del presente
continuo.
2.3. Vocabulario : Buscandoempleo.
2.4 Práctica auditiva : Tipos deentrevista

ACTIVIDADES PROPUESTAS

 Los alumnos complementan los contenidos desarrollados en la unidad

correspondiente.
 Los alumnos simulan entrevistas de trabajo y utilizan las preguntas usuales en
este tipo de situaciones.
 Los alumnos ponen en práctica su habilidad auditiva desarrollando ejercicios de
comprensión auditiva.

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ING LÉ S PARA LA TRADUCCIÓN II I 17

UNIT 2: CAREERS
2.1 COMMUNICATION

A. Read these questions, typically posed in an interview for most positions:

1. What can you tell me about

yourself?
2. What are your greatest
strengths/weaknesses?
3. Why did you decide to be a ?
[Link] was the most valuable
experience you have had so far?
5. What qualities do you think a good
needs to have?
6. Which accomplishment are you most proud of?
7. What do you know about this company?
8. What do you want to know about this company?
9. Why should we hire you?
10. How would you describe your ideal job / boss ?

B. Now work in pairs and choose a role: either the interviewer o interviewee. Pose most
of these questions which will invite a wide range of possible responses and lead to
discussion.

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C. Read the thank-you note below, then complete the spaces (1-5) using these
phrases:

a) As I mentioned during our conversation

b) I appreciated
c) The interview convinced me that mybackground
d) Thank you again
e) I am confident that my ability to

Dear Mr. Patrick,

1. for the opportunity to interview for the position of in your
company. 2) your hospitality and enjoyed meeting you and
members of your staff. I especially enjoyed hearing about your company’s
plans for expansion.

3. , interest, and skills are compatible with the goals of your company.
4) , the experience I gathered in my previous employment has
prepared me well for .
5) work in teams in nice working environment will be of value to your
company.

I look forward to hearing from you

Yours sincerely,

Julia Powers

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ING LÉ S PARA LA TRADUCCIÓN II I 19

2.2 GRAMMAR

A. Circle the correct form of the verb in each sentence. Then, write the correct letter
in the space provided to explain why the verb is in this form. Use each letter
once.

1. Call me back later because I watch / am watching a video at the

moment.
2. My brother always changes / is always changing the channel when I’m
watching TV.
[Link] best films teach / are teaching us something about real people and
the problems they face.
4. We probably go / are going to the cinema about once a month, on
average.
5. I have / am having lesson in film-making so I can use my new video
camera better.
6. I live / am living in this small flat until I can find somewhere closer to the
studio.
7. If you ask me, the films coming out of Hollywood get / are getting more
violent.
8. It’s a good film, but it contains / is containing some quite violent
scenes.
9. I wish I have / had more free time to watch videos and go the cinema!
10. If they spend / spent more time on the script, the films would be better.

A. This expresses a general, scientific truth.

B. This describes an action happening at the moment of speaking.
C. This uses a ‘state verb’ , not usually used in the continuous form.
D. This expresses a regular habitual action
E. This expresses a temporary series of actions.
F. This expresses annoyance with somebody’s habit.
G. This expresses a wish about the present.
H. This describes an imaginary present in a conditional sentence.
J. This expresses a changing or developing situation.

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B. Frank, a salesman, is talking to his doctor about his stress problems. Complete the
conversation with the present simple o continuous of the verbs in brackets.

DOCTOR : How can I help you, Mr. Daniels?

FRANK : Well, I started having bad headaches a couple of weeks ago and they
(1) (get) worse. I can’t sleep properly; I’m tired all the time
and the worst thing is my hair (b) (go)
gray and I’m only 31!
DOCTOR : I see. let me ask you some questions. (c ) (you smoke)
FRANK : No, I gave up a month ago.
DOCTOR : Right. I see you’re a salesman. How many hours a week (d)
(you work)?
FRANK : Well, I normally (e) (o) eight hours a day, but at the
moment I (f) (work) at least ten hours and some
Saturdays.
DOCTOR : That is a lot. How (g) (you relax)?
FRANK : Well, I usually (h) (sit) in front of the TV with a pizza and
a few beers.
DOCTOR : Hmm. (i) (you do) any exercise at the moment?
FRANK : Not really, but I’m losing a lot of weight and I (j) (not
know) why.
DOCTOR : I think you (k) (suffer) from stress. I (l)
(want) you to eat a more varied diet and to do some exercise. Come
back and see me in four weeks and I’ll check you again.

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ING LÉ S PARA LA TRADUCCIÓN II I 21

2.3 VOCABULARY

A. For each group, circle the word that does not belong.

1. variances inconsistencies similarities conflicts

act spontaneously react quickly plan ahead think on your feet
concise wordy succinct brief
diplomacy insensitivity tact courtesy
complement supplement enhance clash
harmony disagreement rapport
perfect ultimate ideal latest
deliberate purposeful hasty planned
jeering mocking sarcastic pleasant
disorganization clarification disorder misunderstanding

B. For each word below, study the different parts. Then, write the part of the speech and
a simple definition. Use a dictionary if necessary. Share your ideas with your
classmates.

DEFINITION
intrapersonal adjective within the individual self or mind
interpersonal
internet
intranet
intermingle
[Link]
interactive
interfere
interject
intermarriage

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Resumen

W Students need to get information about the real working world.

W They should also be able to talk about his skills, objectives and backgrounds as
professionally as possible.

W To reinforce your knowledge of this unit, you can visit the following web pag es:

8 [Link]
Here you can find lots of information about job interviews.

8 [Link]/film/job-interviews-why-dont...
On this web site you can watch videos related to the topic

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ING LÉ S PARA LA TRADUCCIÓN II I 23

UNIDAD DE
APRENDIZAJE

UNIT 3: EMPLOYMENT
LOGROS DE LA UNIDAD DE APRENDIZAJE

 Al concluir la unidad, el alumno expresa sus preferencias en relación a las

condiciones laborales.

 Al concluir la unidad, el alumno contrasta el tiempo pasado simple y el

presenteperfecto.

 Al concluir la unidad, el alumno redacta la carta de presentación u hoja de

vida que acompaña al Curriculum Vitae.

TEMARIO

3.1 Comunicación : Cómo expresar preferencias en relación a las

condicioneslaborales.

3.2 Gramática : Revisión de los tiempos pasados.

3.3 Vocabulario : Empleo de adjetivos para describir personas.

3.4 Práctica Auditiva : Tipos de entrevista laboral.

ACTIVIDADES PROPUESTAS

 Los alumnos practican las nuevas expresiones aprendidas en la unidad en forma

de diálogos.

 Los alumnos investigan sobre el tema haciendo uso de los links sugeridos en
el resumen de la unidad.

 Los alumnos practican su habilidad auditiva y expanden su conocimiento sobre

los tipos de entrevista en el mundo laboral.

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UNIT 3: EMPLOYMENT

3.1 COMMUNICATION

A. You have agreed your pay with the Board. Fill in the missing words in the
sentences below.

benefits bonus car expenses health insurance income

pension rise salary stock option vouchers

1. Your base will be $500,000 per year.

2. When you are 65, you will get a of $400,000 per year.
3. But you will get many other as well.
4. A plan gives you shares in the company which you can
sell at a profit if the price goes up.
5. You have an expensive company .
6. You have unlimited travel and entertainment .
7. You get free
8. You getfree luncheon which you can use in most
restaurants in the city.
9. And you get a special if the company’s sales go up by
more than 15% in the year.
10. So your total next year could be more than a million pounds. Even
so, you are thinking about asking for another soon.

B. Now work with a partner and make up a dialogue using these sentences. Think
about appropriate responses to each of the benefits you are offered.

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ING LÉ S PARA LA TRADUCCIÓN II I 25

C. With a partner read the following dialogue and answer the questions below

INTERVIEWER: Timmy, where were you born? Here in London?

TIMMY : No, I was born in Devon, in the south-west of England.
INTERVIEWER :Really? And how long have you been living in London?
TIMMY : Quite a while. I’ve been here for about ten years now.
INTERVIEWER : Do you have any family?
TIMMY : Yes. I’m married with a son and a daughter.
INTERVIEWER : I guess you take your holidays together. Where did you go on
holiday last year?
TIMMY : We went to Japan – we had a really good time there.
INTERVIEWER : Do you like Japanese food?
TIMMY : Oh yes, they have some wonderful dishes and I love healthy
food.
INTERVIEWER: And what are you doing this weekend?
TIMMY : We’re going to visit my parents in Devon – but it’s a long drive!

1. Where were you born?

2. What’s your hometown?
3. Where do you live?
4. How long have you lived there?
5. Do you have any family?
6. Where did you go on holiday last year?
7. Have you ever been to Africa?
8. What sort of food do you like best?
9. What are you interested in?
10. What are you doing this weekend?

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3.2 GRAMMAR
A. Each of these sentences is about the past. Choose the correct form of the verb in
each sentence. Then, write the correct letter in the space provided to explain why the
verb is this form. You have to use one letter three times.

1. I saw / was seeing a great programme about working on a newspaper

last night.
2. I walked / was walking o the underground every morning when I
worked in the centre of London.
3. I knew / was knowing nothing about being a vet until I spent the summer
on a farm.
4. They wanted me to go for an interview on Saturday, but I had already
arranged / was already arranging t o play tennis.
5. I have been / used to go to Germany a couple of times, but I didn’t like it
much.
6. When I arrived, the other workers were discussing / would discuss the
new office rules.
7. My mum used to travel / has travelled to work until she started to work
by e-mail from home.
8. Dad would drive /was driving me to school every morning on his way to
work.
9. While I was working / had worked hard, the others in the office
were sitting / had sat around doing nothing.
10. I was tired because I had been working / was being working all day.

A. That describes a past state.

B. This describe two events that were both
in progress at the same time.
C. This describes a past habit.
D. This describes something that has
happened ‘before the past’.
E. This describes an event in progress when
another, shorter event happened.
F. This describes something that happened
at an indefinite time in the past.
G. This describes a single event completed in the past.
H. This describes something with duration that happened ‘before the past’.

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ING LÉ S PARA LA TRADUCCIÓN II I 27

3.3 VOCABULARY
A. Mr. Jones has filled in the form below. Write the following headings in the
correct spaces on the form.

Business address company date date of birth

extension number first names job title marital status
place of birth postcode signature surname
work telephone number

Jones
Brisa Ysabel
Oeschle
Director of Marketing
65 Piccadilly Street, London
NW6 7TL
7. 00 44 020 7965 4200
8. 372
9. 14 May 1979
Cairo, Egypt
_ Married
20 January 2009

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B. Replace the underlined words with a word or phrase which has a similar meaning.

1. It’s important to develop newrelationships.

2. People need to handle pressure.

3. Our staff have to work to deadlines.

4. We have to know what we’re doing in the future .

5. We always have to install the latest versions of security

systems.

6. Staff have to get better in their work skills.

C. Match the descriptions (a-m) with the personality

adjectives (1-13)

1. tidy a. works well, does not waste time

2. shy b. wants to have a top job
3. self-confident c. doesn’t get angry when he or she has to wait
4. reliable d. doesn’t feel confident when talking to people he or
she doesn’t know
5. patient e. trustworthy, dependable
6. demanding f. thinks carefully before doing or deciding anything
7. nervous g. arrives on time
8. ambitious h. keeps desk, papers, files, etc. in good order
9. relaxed i. calm, unstressed, unworried
10. cautious j. has a positive feeling about him or herself
11. dynamic k. makes other people work hard, often to a high standard
12. efficient l. afraid, does not have a lot of confidence
13. punctual m. energetic and (usually) successful

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ING LÉ S PARA LA TRADUCCIÓN II I 29

Resumen

W Students reinforce the main topics of the lesson.

W Students can practice with others new words related to work benefits.

W Students have the opportunity to expand their knowledge by complementing

the information already learned.

W If you want to continue reinforcing any of these topics, please go to

8 [Link]
Here you will find valuable information to write a CV

8 [Link]
Go to this page and practice vocabulary and collocations.

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ING LÉ S PARA LA TRADUCCIÓN II I 31

UNIDAD DE
APRENDIZAJE

UNIT 4: IMPORT - EXPORT

LOGROS DE LA UNIDAD DE APRENDIZAJE

 Al concluir la unidad, el alumno atiende llamadas de clientes y emplea la

nueva terminología aprendida..

 Al concluir la unidad, el alumno aplica los diferentes usos de los

sustantivos contables o no contables.

 Al concluir la unidad, el alumno redacta la carta que acompaña a una proforma.

TEMARIO

4.1. Comunicación : Cómo realizar una orden de compra por teléfono.

4.2 Gramática : Revisión de sustantivos contables y no contables.

4.3. Vocabulario : Terminología relacionada a la importación y exportación
de productos.
4.4. Práctica Auditiva : Problemas que conlleva el comercio exterior.

ACTIVIDADES PROPUESTAS

 Los alumnos investigan sobre el tema e intercambian información.

 Los alumnos aprenden vocabulario relacionado con el tema.

 Los alumnos revisan los diferentes usos de los sustantivos contables y no

contables.

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UNIT 4: IMPORT - EXPORT

4.1 COMMUNICATION

Read the following information about Import-Export.

Then do your own research and while sitting in
small groups, exchange the information and clarify
concepts if necessary.

Importing and exporting are two aspects of foreign trade:

a country spends Money on goods it imports and gains
money through its exports. Valuable thought foreign trade
is for keeping domestic prices down by creating
competition at home and providing large markets abroad,
governments may have to put restrictions on it, which they
usually do by subjecting imports to customs duties or by
restricting some types of exports.

Customs authorities must make sure that imported goods

are not sold at a lower price than in their country of
origin; to assess the domestic price they require consular
invoices or certificates of value and origin.

Large firms may have their own import and export

departments, but both large and small firms deal with
clearing and forwarding agents who handle all the details
of transporting cargo.

When goods are sold abroad, buyers who are stockists

will have to pay for stock for which they will not receive
payment for some time; they must, therefore, work on a
higher profit market to cover this. Many buyers prefer to
become foreign agents who work on commission; they
will not then have to pay for the goods but they must obtain
the highest possible prices when the goods are sold.

So, after careful market research, a manufacturer can sell

to a large export market if he has the right products, of
the right quality, and sells them at the right price.

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ING LÉ S PARA LA TRADUCCIÓN II I 33

4.2 GRAMMAR

A. Complete the sentences using these words. Sometimes you need the plural (-
s).

1. I didn’t have much - just two small bags.

2. They’ll tell you all you want to know. They’ll give you
plenty of . chair
3. There is room for everybody to sit down. They’ll give you experience
plenty of . furniture
4. We have no -not even a bed or a table. hair
5. “What does Alan look like?” He’s got a long beard and very information
short job
6. Carla’s English is better than it was. She’s made luggage
permission
7. George is unemployed. He’s looking for a progress
8. George is unemployed. He’s looking for
work
9. If you want to leave work early, you have to ask for

10. I don’t think Ann will get the job. She doesn’t have enough

B. Complete the sentences with two-word verbs from the box that mean the
same as the words in brackets. Note that one is a three-word verb.

work out sell out put up came up with

keep down come down took of go up

1. Several companies have prices by 10 % (increased)

2. Veronica the core idea for the campaign (suggested a theme)
3. I can’t the meaning of the advertisement (understand)
4. Sales really in the summer (began to go very well).
[Link] offer cheap seats but they always very quickly.
(are not available).
6. Holiday prices always during the school term. (become
cheaper)
7. We try to our prices even when our costs
. (hold at a low level )

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4.3 VOCABULARY

A. What is your company’s Unique Selling Propositions or USP? Fill in the

missing words in the sentences below. Choose from the following

care competitors employees empowered flexible

experience goal invest quality talking

1. Our are the best trained in the country.

2. We look at what our do, then we do it better.
3. We spend more time to our customers than
any other company in our field.
4. The of our goods and services is second to none.
5. We regularly win industry awards for our levels of customer
6. We have more years of or working in this sector than
any other organization in this country.
7. We havea more approach to the needs of our customers
than anyof our competitors.
8. We more in research and development than anyone else
in the business.
9. All our people are to take decisions on the spot about what is
best for the customer.
10. Our is to be number one in every area in which we operate.

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ING LÉ S PARA LA TRADUCCIÓN II I 35

B. Match these types of warranties and concepts related to warranties (1-7) with
their definition (a-g).

1. express warranty a) a warranty that the goods being sold are

suitable for the purpose for which the
buyer is purchasing them.
2. implied warranty b) a warranty that the seller of the goods
owns them. (e.g. the goods have not been
stolen or already sold to someone else).
3. warrantyof fitness c) a violation of a warranty when the goods do
not comply in some regard with an express
or implied promise at the time of sale.
4. warranty of d) a spoken or written promise made by the
merchantability seller about the quality, performance or other
considerations concerning the goods covered
by the contract which would affect the buyer’s
decision to purchase.
5. warranty of title e) a negation or restriction of the rights under
a warranty given by a seller to a buyer.
6. breach of warranty f) a warranty that the goods being sold are of a
quality that generally conforms to ordinary
standards of similar goods sold under similar
circumstances.
7. disclaimer of warranty g) a warranty which is not explicitly stated but
that is imposed by the law due to the nature
of the transaction.

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36

C. Complete the tale below using the words in the box.

commodity consumer customer to deal with merchandise

merchant to offer for sale to pay for to purchase purchaser
retailer supplier vendor wares

1. words related to the act of buying

2. words related to the act of selling

3. words for buyer of goods

4. words for sellers of goods

5. words for goods

4.4 LISTENING
Jason, a sales Manager, talks to his colleague Molly about and online sales
promotion. Listen and complete the notes.

Meeting Friday 3rd March

Participants: Sales Team
Purpose : To discuss the promotion of the new
(1)

Notes:
Ask Peter for some (2)
Call Sally from the (3)
Decide whether to offer an (4)
_

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ING LÉ S PARA LA TRADUCCIÓN II I 37

Resumen

W Students reinforce and expand terminology related to the topic.

W Students get familiar with the topic and have the opportunity to discuss their
own ideas about different aspects of the Import-Export business.

W Students sharpen their listening skills by doing focused listening exercises.

W If you want to continue reinforcing any of these topics, please go to

8 [Link]
Here you can learn vocabulary about money in the business context.

8 [Link]
You can practice more complex partitives by doing this suggested exercise.

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CARRERAS PROFESIONALES CIBERTEC

ING LÉ S PARA LA TRADUCCIÓN II I 39

UNIDAD DE
APRENDIZAJE

UNIT 5: MARKETING

LOGROS DE LA UNIDAD DE APRENDIZAJE

 Al concluir la unidad, el alumno presenta un producto y elabora conexiones

lógicas.

 Al concluir la unidad, el alumno emplea los verbos modales revisando los

usos estudiados anteriormente, aprendiendo a su vez los nuevos usos de
grado de probabilidad.

 Al concluir la unidad, el alumno hace el seguimiento a un contacto de cliente

potencia.

TEMARIO

[Link]ón : Comunicación entreprofesionales.

5.2 Gramática : Revisión de usos de modales y grados de probabilidad.
5.3 Vocabulario : Marketing.
5.4 Práctica Auditiva : Presentación sobreplaneamiento estratégico.

ACTIVIDADES PROPUESTAS

 Los alumnos revisan funciones comunicativas en el contexto profesional.

 Los alumnos revisan y aprenden los usos de los diversos modales.
 Los alumnos refuerzan su práctica auditiva con un segmento que incluye
modales en las predicciones sobre la economía de diversos países.

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40

UNIT 5: MARKETING

5.1 COMMUNICATION

A. Match the functions (1-10) with the sentences (1-j).

1. Start the meeting.

2. Welcome the people.
3. Ask someone to write down the main
points.
4. Say someone will not be at the meeting.
5. State purpose of meeting.
6. Invite the first speaker to talk.
7. Ask someone to summarize their opinion.
8. Close the meeting.
9. Invite suggestions for a future meeting.
10. Thank the participants.

a) Ok, everyone. I think we can stop here.

b) So, in a few words, can you tell us what
you think.
c) Sam, you can start on this.
d) What about another meeting?
e) Welcome, everyone –thanks for coming.
f) Unfortunately, Ann is ill and sends her
apologies.
g) I think we should get started.
h) We’re here to talk about the new promotion strategy.
i) Thanks for your input, everyone.
j) Could someone take some minutes?

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ING LÉ S PARA LA TRADUCCIÓN II I 41

5.2 GRAMMAR

A. Unscramble these sentences offering recommendation or advice. Three of them

are questions.

1. good / a / here / restaurant / can / near / you /

recommend

2. you / I / were / I / smoking / stop / if / would

3. you / anywhere / sells /multilingual / which / do /

DVDs / know

4. more / good / email / be / idea / it / would / often / a / to / check / your

5. about / Susan / it / don’t / to/ you / why / talk

6. doctor / should / think / I / you / see / a

7. the / best / probably / website / to / their / place / look / is

8. you / supermarket / try / the / local / could

B. In each of the following sentences, circle the correct modal verb.

Then circle the best description of the meaning of the sentence.

1. I think I should / would have cooked more food. There is nothing left, now!
a) I didn’t do something and I think it was a mistake.
b) It’s possible I did something, but I’m not sure.

2. You must / could have told me you were going to be late for dinner.
a) Judging by the evidence, I’m sure you didn’t do something.
b) You didn’t do something and I think it was a mistake.

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3. Looks like Dad may / can’t have forgotten to add salt to the soup again.
a) Dad definitely forgot to add salt.
b) It’s possible that Dad forgot to add salt.

4. You really needn’t / mustn’t have cooked so

much food –we’re on a diet.
a) It’s good that you didn’t cook too much food.
b) It wasn’t necessary to cook a lot of food, even
though you did.

5. You needn’t / can’t have added any garlic or

we’d be able to taste it.
a) Judging by the evidence, I’m sure you didn’t do
something.
b) It’s possible you did something but I’m not sure.

6. It would / must have been a great meal, if the restaurant hadn’t been so cold.
a) The restaurant wasn’t so cold and the meal was great.
b) The restaurant was cold and that spoiled the meat.

7. There’s no milk left. Somebody should / must have drunk it.

a) Judging by the evidence, I’m sure somebody drank the milk.
b) It’s possible somebody drank the milk, but I’m not sure.

8. You really ought to / had to have asked Sarah if she liked pork before you started
cooking.
a) You didn’t do something and I think that was a mistake.
b) Judging by the evidence, I’m sure you asked Sarah a question.

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ING LÉ S PARA LA TRADUCCIÓN II I 43

5.3 VOCABULARY
A. Which of the verbs does not match each noun?

1. PRODUCT
a) influence
b) design
c) sell
d) advertise

2. BRAND
a) establish
b) create
b) build
d) open

3. A MARKET
a) target
b) dominate
c) guarantee
d) enter

4. AN IMAGE 5. AWARENESS
a) distribute a) raise
b) have b) heighten
c) project c) pick up
d) present d) increase

B. Complete the sentences with the correct alternative.

1. Younger customers regularly from one brand to another.

a) branch b) distract c) switch

2. It’s crucial to up a good client base.

a) extend b) build c) increase

3. Our competitors are trying to us from expanding.

a) destroy b) disappoint c) deter

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4. The logo stands quality and value for money.

a) for b) out c) in

5. Consumers the product with glamour and social status.

a) aspire b) associate c) attach

6. Our aim is to up with a new concept.

a) come b) go c) take

7. The Mani perfume range to the younger end of the

market.
a) attracts b) advertisers c) appeals

8. The market has changed beyond

a) recognition b) proportion c) expectation

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ING LÉ S PARA LA TRADUCCIÓN II I 45

Resumen
 Students practice different expressions making use of different functions
when in meetings.
 Students use their analytical skills when using modals.
 Students have listening practice to sharpen their skills.

 To reinforce the contents of this lesson, you can visit the following web sites

8 [Link]
Here you will find a set of business expressions to be used when
being in a professional context.

8 [Link]
To reinforce learned vocabulary, go to this web site.

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CARRERAS PROFESIONALES CIBERTEC

ING LÉ S PARA LA TRADUCCIÓN II I 47

PRIMERA
SEMANA DE
PRESENTACIONES

FIRST WEEK PRESENTATIONS

LOGROS DE LA UNIDAD DE APRENDIZAJE

 Al concluir la unidad, el alumno elabora diferentes formas de presentarse y

presentar el tema de su exposición.

 Al concluir la unidad, el alumno identifica el propósito de su presentación

empleando las diversas fórmulas y colocaciones sugeridas.

 Al concluir la unidad, el alumno evalúa las diferentes presentaciones hechas

en clase.

TEMARIO

1. Información personal
2. Indicar el propósito de la presentación
3. Evaluar las presentaciones de sus compañeros

ACTIVIDADES PROPUESTAS

 Los alumnos emplean diferentes estilos de acuerdo al contexto en que se

encuentren.
 Los alumnos indican el objetivo de su presentación e indican la secuencia
a seguir.
 Los alumnos evalúan las presentaciones de sus compañeros e intercambian
impresiones sobre las mismas.

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FIRST WEEK PRESENTATIONS

1. INTRODUCTIONS

How you begin your presentation depends on how much formal the situation is.
Most audiences prefer a relatively informal approach.

Below you will find two alternative ways of introducing yourself and the subject of your
presentation –one fairly formal, the other more friendly. At each stage choose the
expression you would feel more comfortable using and highlight it.

FAIRLY FORMAL MORE FRIENDLY

Erm, perhaps we should begin. OK, let’s get started.
Good morning, ladies and gentlemen. Morning everyone.
On behalf of, …. may I welcome you to… Thanks for coming.
My name’s…. I’m …..
For those of you who don’t know me already, As you know, ….
I’m responsible for ….. I’m in charge of ….
This morning I’d like to ….. What I want to do this morning is…
discuss… talk to you about….
report on…. tell you about….
and present ….. and show you ……
If you have any questions, you’d like Feel free to ask any questions you
to ask, I’ll be happy to answer them. like as we go along.
or
Perhaps we can leave any questions you And don’t worry, there’ll be plenty of
may have until the end of the presentation. time left over for questions at the
end.

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ING LÉ S PARA LA TRADUCCIÓN II I 49

2. STATING YOUR PURPOSE

It is essential to state the purpose of

your presentation near the beginning.
To do this clearly and effectively you
need a few simple presentation verbs:
take a look at, report on,
give an overview of, etc.

Below you will find a number of ways

of stating the purpose of your
presentation. Complete them using
the words given.

A. OK, let’s get started. Good morning,

everyone,. Thanks for coming.
I’m (your name). This morning I’m
going to be:

showing talking taking reporting telling

1. to you about the videoconference project.

2. you about the collapse of the housing market in the last decade.
3. you how to deal with late payers.
4. a look at the recent boom in virtual reality software
companies.
5. on the results of the market study we carried out in
Austria.

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B. …. so, I’ll begin by:

making outlining bringing giving filling

1. you in on the background to the project.

2. a few observations about the event leading up to that collapse.
3. company policy on bad debt.
4. you an overview of the history of VR.
5. you up-to-date on the latest findings of the study.

[Link] then I’ll go on to:

put discuss make highlight talk

1. what I see as the main advantages of the new system.

2. the situation into some kinds of perspective.
3. you through our basic debt management procedure.
4. detailed recommendations regarding our own R & D.
5. in more depth the implications of the data in the files in front of you.

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ING LÉ S PARA LA TRADUCCIÓN II I 51

3. EVALUATING YOUR CLASSMATES’ PRESENTATIONS

Use this chart for each of your classmate’s presentations.

Speaker’s name:
Topic of the presentation:
Unit: Date:

What I learned about this issue:

What you did well

What you can improve

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52

Resumen
 Students get familiar with new phrases and practice them in context.
 Students reinforce theirspeaking skills.
 Students evaluate their classmates’ presentations.

 To reinforce the contents of this lesson, you can visit the following web sites

8 [Link]
Do this exercise before presenting your topic, so you become more confident
of your presentation skill.

8 [Link]
Visit this web site and get some practice before doing your own presentation
in class.

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ING LÉ S PARA LA TRADUCCIÓN II I 53

UNIDAD DE
APRENDIZAJE

UNIT 6: RETAIL
LOGROS DE LA UNIDAD DE APRENDIZAJE

 Al concluir la unidad, el alumno se comunica en forma escrita en el plano

laboral.

 Al concluir la unidad, el alumno emplea el tiempo futuro empleando el modal

will además de otras formas gramaticales.

 Al concluir la unidad, el alumno conoce los diferentes tipos de comunicaciones

escritas.

TEMARIO

[Link]ón : Cómo dar instrucciones y cómo usar los equipos de la

oficina.
6.2 Gramática : Futuro con will
6.3 Vocabulario : Distribuidores al por menor y la cadena de producción.
6.4 Práctica auditiva : Predicciones acerca de la economía mundial

ACTIVIDADES PROPUESTAS

 Los alumnos se familiarizan con documentación empleada en la oficina.

 Los alumnos reconocen las diferentes formas gramaticales empleadas para
expresar el futuro.
 Los alumnos escuchan y reconocen predicciones en el plano económico.
 Los alumnos afinan sushabilidades auditivas.

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UNIT 6: RETAIL
6.1 COMMUNICATION

A. The phrases below are taken from four emails. One gives good news (GN), one
bad news (BN), one contains apologies (AP) and one assurances (AS). Decide
which email each phrase comes from.

1. I would like to apologize

2. I can promise you that ….
3. I’m pleased to tell you …..
4. Unfortunately, ….
5. We are very happy with the results….
6. I regret to tell you….
7. We’ve had a lot of problems with …
8. Please accept my apologies forthe delay.
9. We will send the goods as soon as we can.
10. You will be glad to know….
11. We have excellent news about ….

6.2 GRAMMAR
A. Underline the correct future forms
in italics.

1. The department ‘s going to allocate/

allocates more resources to the
project than intended in the future.

2. We hold / are holding a strategy

meeting next Wednesday.

3. I will be / am going to be happy to answer any questions later.

4. The company will meet / is meeting all its objectives by spring.

5. Sorry, I can’t talk now. I will call / call you back later.

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ING LÉ S PARA LA TRADUCCIÓN II I 55

6. The next plane will leave / leaves at 11.03.

7. I begin / am going to begin my talk by looking at successful strategies.

8. What will you do / are you doing tomorrow evening?

9. Looking at the high level of demand, we aren’t going to have / aren’t having
enough resources.

10. Let me move on now and I come / will come back to that point later.

B. Read the email arranging a meeting. Complete the mail with the correct future
form of the verbs in brackets.

FROM: ckeough@[Link]
TO: mjones@[Link]
Subject: Change of plan

Dear Martin
Thanks for your feedback on the business plan. I (1. pass)
your
Ideas to the head of department. I (2. see) him tomorrow
morning as
we (3. have) a last minute meeting to discuss the plans further.
The meeting (4. start) at 11:00 and probably (5. not
finish) until 1:30 at the earliest. This means that I’m afraid I
([Link]/ be able to) meet you for lunch as we originally planned. Can we meet
another day instead? What ([Link]/do) on Thursday? I
([Link]) a presentation to a client in the morning but I
([Link]) back by lunchtime. I think the train ([Link]) in at
12:50. Let me know if Thursday is OK.
Anyway, I ([Link]) you thisafternoon.
Regards
Christine.

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6.3 VOCABULARY

A. Complete each sentence with a word from the box.

agenda annual report contract directory fax in house magazine

invoice mailshot memo minutes newsletter order form
price list sales brochure sales report user manual

1. it tells people –usually people inside the

company- about the life of the organization

2. a report of a meeting

3. a letter sent at the same time to a number of customers or possible customers,

for example about a new product or service

4. a paper which you fill in when you want to buy something from a company.

5. an internal message, usually from one person to group of people

6. a list of things to discuss at a meeting

7. it tells people – usually people outside the company- about the life of the
organization.

8. it gives information aboutthe company’s products

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ING LÉ S PARA LA TRADUCCIÓN II I 57

9. it tells you how much products cost

10. a book with lists of telephone numbers or other information

11. the paper which tells you how much you must pay when you buy something
from a company

12. a document which tells you about the company’s performance over the year,
including the accounts of the year

13. a legal agreement between two parties

14. a message sent by facsimile machine

15. it tells you how a piece of equipment works

16. it contains figures on how much money people have spent on the company’s
products in, for example, a month

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Resumen
 Students define different kinds of documents and their use.
 Students use the future in memos.
 Students sharpen their listening skills.

 To reinforce the contents of this lesson, you can visit the following web sites

8 [Link]
This is an excellent way to test how much you know about abbreviations.

8 [Link]
These are collocations used in business English. Have fun while learning!

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ING LÉ S PARA LA TRADUCCIÓN II I 59

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60

UNIDAD DE
APRENDIZAJE

UNIT 7: COMPETITION

LOGROS DE LA UNIDAD DE APRENDIZAJE

 Al concluir la unidad, el alumno da sugerencias y discute sobre las diversas

maneras de mejorar un producto.

 Al concluir la unidad, el alumno elabora comparaciones.

 Al concluir la unidad, el alumno redacta cartas de respuesta a quejas de

clientes.

TEMARIO

[Link]ón : Sugerencias y discusión acerca de las estrategias

para mejorar un producto.
7.2 Gramática : Comparativos.
7.3 Vocabulario : Competencia comercial y desarrollo de productos.
7.4 Práctica Auditiva : El poder del consumidor

ACTIVIDADES PROPUESTAS

 Los alumnos practican en parejas empleando las frases aprendidas.

 Los alumnos repasan y refuerzan las estructuras de la unidad.

 Los alumnos complementan la unidad con ejercicios de escucha.

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ING LÉ S PARA LA TRADUCCIÓN II I 61

7. COMPETITION
7.1 COMMUNICATION

A. Match the customer complaint (1-5) with the responses (a-e)

1. I sent an email a month ago but nobody has replied yet.

2. Your letter hasn’t arrived yet. I expected it three days ago.
3. The machine arrived but there’s no operator manual.
4. The delay is unacceptable. My customers are phoning me
every day to complain.
5. You sent me a pdf file but it’s about another project.

a) Really? There must have been an administrative error. We’ll send you one
immediately.
b) I’m sorry about that. Can you tell me the date you sent it?
c) Oh, I’m very sorry about the mistake. I’ll sent the right one now.
d) That’s strange. We posted it last week. Would you like me to email a copy?
e) Yes, I’m sure. We’ve had problems with our warehouse but the goods will be
send today, I promise.

B. Now work in pairs and complain about different services. Try to use some
of the expressions from A and some others of your own.

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7.2 GRAMMAR

A. Rewrite these sentences so that they have the same meaning.

1. Jack is younger than he looks.

Jack isn’t
2. I didn’t spend as much money as you did.

3. The station was nearer than I thought.

The station wasn’t
4. I go out less than I used to.
I don’t
5. Her hair isn’t as long as it used to be.
She used to
6. I know them better than you do.
You don’t
7. There were fewer people at this meeting than at the last one.
There weren’t
B. What do you say in these situations? Use a superlative + …. ever …. Use the
words given in parentheses (in the correct form)

1. You’ve just been to the movies. The

movie was extremely boring. You tell
your friend: (boring/movie/see)

2. Your friend has told you a joke, which

you think is very funny. You say:
(funny/ joke/ hear)

3. You’re drinking coffee with a friend. It’s really good coffee. You say:
(good/coffee/taste)
This

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ING LÉ S PARA LA TRADUCCIÓN II I 63

4. You are talking to a friend about Mary. Mary is very patient. You tell your friend

about her: (patient/person/meet)

5. You have just run ten miles. You never run farther than this. You say to your friend:
(far/run)
That

7.3 . VOCABULARY

A. Match the pairs

1. niche a) margin
2. corporate b) share
3. profit c) strategy
4. market d) computer
5. personal e) market
6. distribution f) player
7. competitive g) network
8. mass h) advantage

B. Complete each of these sentences with one word.

1. I’m sorry, Janice, but you no right to say that.

2. Ian, can we set our differences, for the sake of the project?
3. If I’m honest, I really don’t see what all the fuss is , We’ve
done it before.
4. Let’s another go at finding a solution.
5. Gill, what are your views the two models?
6. I know we don’t see eye eye on the budget, but are you happy with
everything else?
7. you like it or not, Max will be involved in the discussions.
8. Let’s keep things perspective. It will only be a short term venture.

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Resumen
 Students practice their social skills.
 Students check and practice grammar points.
 Students reinforce and expand vocabulary.
 Students reinforce listening skills.

 If you want to further practice, visit these web sites:

8 [Link] [Link]/en/exercises/adjectives_adverbs/adjectives_comparison_as_as.htm
Expand your knowledge of comparisons by practicing the use of
as….as, not as……as

8 [Link]
Try and practice error correction in questions to reinforce what you
have studied so far.

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UNIDAD DE
APRENDIZAJE

UNIT 8: INNOVATION
LOGROS DE LA UNIDAD DE APRENDIZAJE

 Al concluir la unidad, el alumno brinda información empleando la voz pasiva.

 Al concluir la unidad, el alumno conoce las diferentes formas de la voz pasiva.

 Al concluir la unidad, el alumno conoce innovaciones que han sido un gran

éxito y otras que no lo han sido tanto.

TEMARIO

8.1 Comunicación : Brindar información en forma eficiente.

8.2 Gramática : Empleo de la voz pasiva-
8.3 Vocabulario : Inventos e innovaciones
8.4 Práctica auditiva : Innovaciones exitosas y no tan exitosas.

ACTIVIDADES PROPUESTAS

 Los alumnos practican las situaciones comunicativas relacionadas al texto.

 Los alumnos aprenden vocabulario relacionado al tema e identifican las

palabras que no corresponden a la unidad.

 Los alumnos refuerzan la práctica auditiva identificando en el segmento de

un programa de radio, innovaciones que han sido exitosas y otras que no.

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ING LÉ S PARA LA TRADUCCIÓN II I 67

UNIT 8: INNOVATION
8.1. COMMUNICATION

A. LogoTree specializes in providing logo designs and stationery products.

Rewrite the sentences using the present simple passive, as in the example.

1. Our designers discuss possible concepts with the clients.

Possible concepts are discussed with the client. (Example)_.

2. We analyze the client’s objectives for the new logo in detail.

.

3. The logo designers prepare a first graphic design.

.

4. We complete stages 1 and 2 within four business days.

.

5. We give the client the first eight logo design concepts.

.

6. The client selects a preferred design.

.

7. We develop the client stationery within an additional four business days.

.

8. We do not include printing fees in the package prices.

.

B. Now you tell your colleagues about an innovation of yours. Use passive voice
whenever possible. You may want to take notes in the space provided below.

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C. Put the words in the correct order to make sentences reviewing achievement.
Then decide which sentences offer praise (P) and which offer criticism (C).

1. spoken / you / to / don’t / I / manager / think / should / the / have

I don’t think you should have spoken to the manager. (C)

2. complete / to / time / able / come / how / you / weren’t / on / project / the ?

3. led / how / by / really / I’m / impressed / you/ meeting / the

4. with / job / a / new / done / range / you’ve / great / the

5. by / little / current / a / disappointed / your / I’m / performance

6. job / better / have / could / no-one / done / a

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8.2 GRAMMAR

A. Each of these sentences in the passive voice contains a mistake. Rewrite

the words in bold so that the sentence is correct.

1. Physiotherapy sessions are holding every Tuesday and Thursday.

(present simple)

2. Dan is been treated by a top physician at the moment.

(present continuous)

3. Acupuncture has used for over 400 years.

(present perfect simple)

4. Julie has hypnotized in an attempt to quit smoking.

(past simple)

5. I was being showed how to use the exercise bike when I tripped over
and broke my ankle.
(past continuos)

6. I knew I have been prescribed some medicine but I didn’t know what it was
for.

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7. You will be being informed what time your appointment is at a later date.
(future simple)

8. We are going to given flue jabs at school tomorrow.

(going to)

9. This time next week my plaster will been cut off.

(future perfect)

10. My plaster will be cut off from a nurse.

(agent)

11. It will be cut off by a special saw which doesn’t cut skin.
(instrument)

8.3 . VOCABULARY
A. Which word is the odd one out in each set?

1. a. profit b. failure c. reward d. margin

2. accomplishment b. disaster c. breakthrough d. achievement
3. transform b. adapt c. research d. modify
4. flop b. dud c. fiasco d. design
5. devise b. invent c. predict d. come up with
6. feature b. boundary c. frontier d. threshold

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ING LÉ S PARA LA TRADUCCIÓN II I 71

B. Match the verbs with the nouns.

1. develop a. time
2. pay b. a system
3. waste c risks
4. build d. research
5. find e. a product
6. take f. a prototype
7. set g. interest
8. carry out h. a problem
9. launch i. a solution
10. solve j. a trend

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Resumen
 Students put into practice their communication skills by sharing their
own new ideas.

 Students can make logical connections and choose the words that form
either collocations and/or do not correspond to the series.

 Students can complement the information about innovation with real

cases presented on a radio programme.

 If you want to practice more, visit the following web pages:

8 [Link]
To review passive voice, do this challenging set of exercises.

8 [Link]
Visit this web site to improve your vocabulary.

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UNIDAD DE
APRENDIZAJE

UNIT 9: MONEY / NEGOTIATION

LOGROS DE LA UNIDAD DE APRENDIZAJE

 Al concluir la unidad, el alumno discute y propone soluciones a problemas de

diversa índole.

 Al concluir la unidad, el alumno conoce y utiliza correctamente los

condicionales I y II.

 Al concluir la unidad, el alumno conoce la organización y distribución de la

información de una carta comercial.

TEMARIO

9.1 Comunicación : Cómo negociar y llegar a acuerdos comerciales

9.2 Gramática : Empleo de condicionales I y II
9.3 Vocabulario : Compra, venta y negociación de productos.
9.4 Práctica auditiva : Extracto de un programa radial sobre compañías on line.

ACTIVIDADES PROPUESTAS

 Los alumnos practican las situaciones comunicativas relacionadas al texto.

 Los alumnos aprenden vocabulario relacionado al tema y las partes de una

carta.

 Los alumnos refuerzan los conceptos gramaticales estudiados.

 Los alumnos identifican diferentes compañías y verifican los datos.

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ING LÉ S PARA LA TRADUCCIÓN II I 75

UNIT 9: MONEY / NEGOTIATION

9.1. COMMUNICATION

A. Jonathan and Melanie are discussing the recruitment of a new sales director.
Choose the correct form of each verb to complete the conversation.

JONATHAN: I think we should recruit externally. If we (1) do / did that, we can

bring fresh blood into the organization.
MELANIE : I don’t agree. If we (2) recruit / recruited externally, motivation will
be damaged. We have to support existing staff. No, if we recruit
from inside the company, it (3) will / would take much less time
and create a motivating atmosphere.
JONATHAN: How long will it take?
MELANIE : If we (4) start /started the process now, we can find the right
person in a week.
JONATHAN: If we looked outside the company, it (5) will / might take over two
months.
MELANIE : Exactly. So you agree with me. If we (6) do / did my way, we can
save a lot of time.
JONATHAN: OK. But if we (7) don’t / didn’t find the right person, I’ll hold you
responsible.
MELANIE : Don’t worry. If we don’t find the right person, (8) I’ ll / ‘d resign!

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B. Your turn. Now create your own conversation. Choose a topic and right your
own arguments. Negotiate and get to an agreement.

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ING LÉ S PARA LA TRADUCCIÓN II I 77

9.2 GRAMMAR

A. Circle the letters to complete the following sentences. There may be more than
one correct choice.

Talking about a general truth

If you heat water……
a. it boils at one hundred degrees centigrade.
b. It will boil at one hundred degrees centigrade.
c. it would boil at one hundred degrees centigrade

Talking about a real possibility in the present or future.

If I have some time this evening…
a. I’ll read my computer magazine.
b. I would have read my computer magazine.
c. I’m going to read my computer magazine.

Should I find your palmtop…

a. I’ll bring it round to your house.
b. I would have brought it round to your house.
c. I had brought it round to your house.

Talking about an unlikely or impossible situation in the present or future

If I had more money….
a. I will buy myself a new computer.
b. I would buy myself a new computer.
c. I had myself a new computer.

Were we to buy a computer….

a. I’d be able to write e-mails to friends.
b. I would have sent more e-mails.
c. we could learn something about the internet.

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9.3 . VOCABULARY

A. . Match each quote (a-j) with the correct description (1-10)

a. We haven’t put enough profit back into the company.
b. We don’t have enough money coming into the company for us to
pay our own bills.
c. We made more money this year than last year.
d. Last year, we spent more money than we earned.
e. We have to spend less money on things like electricity, rent and postage.
f. At the moment we’re spending more than we said at the beginning of the
year.
g. We have decided to bill customers before delivery of goods.
h. We think the figure for next year are going to be very positive.
i. We don’t make enough money on the sale of each unit.
j. We can’t do it on our own so we should ask the government for financial
help.

1. The company
is thinking 3. Profits are up.
about asking 2. The
for a subsidy forecasts
are good.

5. Spending is
4. The invoicing
over budget.
procedure has
6. Cash flow is been changed.
poor.

7. There was a
loss.
9. Overheads
8. Investment is
are too high.
too low.

10. Margins are

too low.

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ING LÉ S PARA LA TRADUCCIÓN II I 79

B. Match the different parts of the letters with their corresponding headings.

1. salutation 8. sender’s address

2. signature 9. main paragraph
3. letterhead 10. website
4. enclosures 11. introductory paragraph
5. complimentary close 12. date
6. final paragraph 13. sender’s name
7. sender’s title 14. addressee’s name and address

a. GEA

d.

e.

f.

g.

h.

i.

j.
k.
l.

Great Eastern Associates

Partners: FMcDuff, [Link], [Link], H. Mcechnie
[Link]

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Resumen
 Students put into practice their communication skills by building up dialogs
based on a model.

 Students analyze the different uses of conditionals.

 Students expand their vocabulary related to the topic.

 If you want to practice more, visit the following web pages:

8 [Link]
To do some miscellaneous practice, visit this web site.

8 [Link] To reinforce your

knowledge about conditionals, try this exer

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UNIDAD DE
APRENDIZAJE

10

UNIT 10: MARKETRESEARCH

LOGROS DE LA UNIDAD DE APRENDIZAJE

 Al concluir la unidad, el alumno realiza encuestas empleando preguntas

indirectas.

 Al concluir la unidad, el alumno conoce y utiliza correctamente los pronombres

y cláusulas relativas.

 Al concluir la unidad, el alumno redacta un pequeño reporte sobre los hallazgos

de la investigación.

TEMARIO

10.1 Comunicación : Cómo expresarse en diversas circunstancias.

10.2 Gramática :Pronombres y cláusulas relativas.
10.3 Vocabulario : Investigación de mercado, campañas comerciales.
10.4 Práctica auditiva : El mercado en Europa.

ACTIVIDADES PROPUESTAS

 Los alumnos practican las situaciones comunicativas relacionadas al texto.

 Los alumnos aprenden vocabulario relacionado al tema y trabajan con frases

idiomáticas de diversos tipos.

 Los alumnos refuerzan la práctica auditiva identificando información específica

en el texto.

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ING LÉ S PARA LA TRADUCCIÓN II I 83

UNIT 10: MARKET RESEARCH

10.1. COMMUNICATION

A. Use your own ideas to complete the sentences below.

1. I’ll always remember the day

2. I’ll never forget the time
3. The reason
4. Unfortunately, I wasn’t aware of
5. The reason is that they don’t need one.

B. Now work in pairs. State beginnings for your partner.

1.
2.
3.
4.
5.

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C. Idioms as responses.
Complete the dialogues below with a suitable idiomatic phrae. Choose from the
following and use each phrase once only. Some of them are extra.

a little bird told me all ears and pigs might fly

better safe than sorry have a go I haven’t a clue
it serves him right it’s a mug’s game keep your hair on
mind your own business no way rings a bell sleep on it
the more the merrier your guess is as good as mine
you’re pulling my leg

1. A. Hurry up, will you, or we’ll be late!

B. All right! Keep your hair on! I’m coming.
(Meaning: Stay calm, don’t get excited)

2. A. So are you going to take the job or not?

B. I’m not sure. I’d like to first!
(Meaning: I’d like to put off making a decision until I’ve thought about it
some more).

3. A. How did you find out that Rosita and I had got engaged?
B. !
(Meaning: You say this when you don’t want to give the name of the person
who told you)

4. A. Do you ever play the National Lottery, Jack?

B. No, ! You don’t have a ghost of a chance of
winning!
(Meaning: It’s something only fools would get involved in as you can never
win)

5. A. Do you think Mark and Helga will ever get married?

B. ! But it’s possible, I suppose.
(Meaning: I have no idea)

6. A. Have you ever heard of Billie Redman?

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B. Yes, her name ! She’s been on TV,

hasn’t he?
(Meaning; Her name sounds familiar; I recognize the name)

7. A. Shall we bother with holiday insurance this time? We’re only away for a
week.
B. Yes, I think we should
(Meaning: It is better to be careful now so that nothing bad will happen
later)

8. A. Can I borrow the car, Dad?

B. ! You nearly crashed it the last
time you drove it!
(Meaning: Definitely not.)

D. Now use the remaining idioms to make up your own

mini dialogues.

9.

(Meaning: You’re teasing me; you can’t mean it.)

10.

(Meaning: I’m listening with great interest and attention)

11.

(Meaning: I’ll try and do it)

12.

(Meaning: You use this when you tell someone you will be happy if they
and others join you in something you are doing)
13.

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(Meaning: You use this phrase to tell someone that something is private
and that you don’t want them to ask about it)

14.

(Meaning: It’s his own fault, he deserves it)

15.

(Meaning: You say this when you believe that something is very unlikely
to happen)

16.

(Meaning: I have no idea)

10.2 GRAMMAR

A. Read the sentences with relative clauses and choose the best explanation of the
meaning of the words in italics. Then, complete the rules by underlining the
correct option.

1. The River Lee, which is over fifty miles long,

flooded due to the heavy rain.
a) This is just extra information and could be left out.
b) This is essential for us to know which river we are talking about.

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 ING LÉ S PARA LA TRADUCCIÓN II I 87

2. The man who forecasts the weather on Channel 12 isn’t really a good
meteorologist.
a) This is just extra information and could be left out.
b) This is essential for us to know which man we are talking about.

3. The storm that was expected at the weekend never came.

a) This is just extra information and could be left out.
b) This is essential for us to know which storm we are talking about.

4. You can see the spot where a bolt of lightning struck the house up there.
a) This is just extra information and could be left out.
b) This is essential for us to know which place we are talking about.

1. We generally use who / which / or that when we are talking about people.
2. We generally use who / which / or that when we are talking about things.
3. We generally use who / where / or in which when we are talking about places.
4. If the relative clause contains extra information, we put / don’t put commas
around it.
5. If the relative clause is essential for us to know which one we are talking
about, we put / don’t put commas around it.
6. We use / don’t use that in a relative clause which gives extra information and
which has commas round it.

B. Read the text below about a survey of British managers. Tick the lines that are
correct. Write the word that is extra (if any).

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

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10.3 . VOCABULARY

A. Which word is the odd one in each set?

1. a. hip b. fashionable c. trendy d. animation
2. a. scanner b. user c. computer d. printer
3. a. impose b. unveil c. disclose d. reveal
4. a. give up b. abandon c. cede d. control
5. a. change b. evolve c. adapt d. release
6. a. attack b. defend c. contest d. fight
7. a. sector b. rival c. competitor d. opposition
8. a. mainstream b. widespread c. niche d. mass
9. a. profits b. revenues c. sales d. positions
10. a. expand b. grow c. dabble d. enhance

B. Match the statements about the imaginary country of Ciberland (1-10) with
their meanings (a-j)

1. There are 20 million people in Ciberland who want to work. One million
do not have jobs.

2. Some industries are privately owned and some are stated owned.

3. Last year the size of the economy was $100 billion. This year is
$101 billion.

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4. Prices are much higher this year than last year.

5. Banking, insurance and tourism, etc are important to the country’s

economy.

6. But the production of cars, machine tools, white goods, etc, is still
the most important part of the economy.

7. At the moment, the economic situation is bad. There is a danger that

the economy will get smaller, not bigger this year.

8. Most working people have to pay about a third of their income to the
government.

9. Today you can buy 10 Cibers for one dollar. Last year it was the same.

10. Two million workers are members of labour organizations.

a) The EXCHANGE RATE isstable.

b) The standard RATE OF INCOME TAX is 30%.
c) The MANUFACTURING SECTOR is larger than the service sector.
d) The UNEMPLOYMENT RATE is 5 %.
e) People are afraid of RECESSION.
f) The GROWTH RATE was 1 %.
g) The economy has a large SERVICE SECTOR.
h) TRADE UNION MEMBERSHIP is about 10 % of the whole workforce.
i) Ciberland has a MIXED ECONOMY.
J) The RATE OF INFLATION is hig

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Resumen
 Students put into practice their communication skills by building up
sentences and challenging their classmates to finish sentence
beginnings.

 Students can make logical connections and find word out as well as
work with different idioms.

 Students can expand their knowledge of the topic.

 If you want to practice more, visit the following web pages:

8[Link]
0/01/100209_aae_ecomonic_page.shtml
Visit this web site and ask any questions related to the English language.

8[Link]
04/090427_tae_al.shtml

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ING LÉ S PARA LA TRADUCCIÓN II I 91

If you want to improve your listening skills, visit this web page. You will find lots
of useful exercises.

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SEGUNDA
SEMANA DE
PRESENTACIONES

SECOND -WEEK PRESENTATIONS

LOGROS DE LA UNIDAD DE APRENDIZAJE

 Al concluir la unidad, el alumno contesta los diferentes requerimientos para

aclarar algún punto o tema que no haya quedado claro a su audiencia.

 Al concluir la unidad, el alumno conoce e identifica los tipos de preguntas que

le pueden hacer durante su presentación y esta preparado para contestarlas
satisfactoriamente.

 Al concluir la unidad, el alumno evalúa las diferentes presentaciones hechas

en clase.

TEMARIO

1. Confirmar información.
2. Cómo manejar las preguntas de los asistentes.
3. Evaluar las presentaciones de sus compañeros.

ACTIVIDADES PROPUESTAS

 Los alumnos reconocen las maneras más apropiadas de contextualizar un

tema para luego elaborar preguntas que aclaren sus dudas.

 Los alumnos reconocen y clasifican las diversas clases de preguntas que

son inherentes a las presentaciones.

 Los alumnos evalúan las presentaciones de sus compañeros e intercambian

impresiones sobre las mismas.

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ING LÉ S PARA LA TRADUCCIÓN II I 93

SECOND- WEEK PRESENTATIONS

1. CLARIFICATION

A large audience may not get the chance to ask questions until the presenter has
finished the talk. So, if you want to clarify something the presenter said, first focus
their attention on the subject that you are unclear about:

FOCUS: You talked about concentrating in our core business.

CLARIFICATION: Could you say a bit more about that?

In a longer presentation, you may need to contextualize the question more:

CONTEXT: When you were talking about raising capital, ….
FOCUS : … you mentioned the possibility of a flotation
CLARIFICATION: Could you clarify your position on that?

COMMON QUESTIONS

What exactly did you mean by….?

Could we go back to what you were saying about……?
How did you arrive at the figure of…..?
I think I misunderstood you. Did you say…….?
You spoke your .............. Could you explain that in more detail?
Going back to the question of ........... Can you be more specific?
You didn’t mention ............. Why not?
If I understood you correctly,.......... Is that right?
I’m not sure I fully understood .......... Can you run through that again,
please?
There’s one thing I’m not clear about: …… Could you go over that again,
please?

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2. DEALING WITHQUESTIONS

When someone in the audience asks you a question, it’s a good idea to
comment on it before you actually answer it. This gives you time to think.
There are four basic types of questions:

Thank people for asking them. They help you to get your message across
to the audience better.

These are the ones you can’t o prefer not to answer. Say you don’t know,
offer to find out or ask the questioner what they think.

You have already given this information. Point this out, answer briefly
again and move on.

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A. Put the following responses into 4 groups: responses to good questions, difficult
questions, unnecessary questions and irrelevant questions.

1. I’m afraid I don’t see the connection.

2. Sorry, I don’t follow you.
3. I don’t know that off the top of my head.
4. Can I get back to you on that?
5. I think I answered that earlier.
6. Good point.
7. Interesting. What do you think?
8. Well, as I said…
9. I’m afraid I’m not in the position to comment on that.
10. I wish I knew
11. I’m glad you asked that.
12. Well, as I mentioned earlier.
13. To be honest, I think that raises a different issue.
14. That’s a very good question.
15. I’m afraid I don’t have that information with me.

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3. EVALUATING YOUR CLASSMATES’ PRESENTATIONS

Use this chart for each of your classmate’s presentations.

Speaker’s name:
Topic of the presentation:
Unit: Date:

What I learned about this issue:

What you did well

What you can improve

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ING LÉ S PARA LA TRADUCCIÓN II I 97

Resumen
 Students enhance their conversational skills.
 Students identify and use functional language.
 Students evaluate their classmates’ presentations.

 To reinforce the contents of this lesson, you can visit the following web sites

8 [Link]
Do this exercise before presenting your topic, so you become more confident
about your own body language.

8 [Link]
Visit this web site and read about how sometimes being nervous help you
to anticipate to questions and figure out some strategies to succeed.

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98

UNIDAD DE
APRENDIZAJE

11

UNIT 11: INVESTMENT

LOGROS DE LA UNIDAD DE APRENDIZAJE

 Al concluir la unidad, el alumno asume el rol de tomar parte en reuniones.

 Al concluir la unidad, conoce y utiliza las diferentes formas del discurso

indirecto.

 Al concluir la unidad, el alumno redacta minutas en las reuniones.

TEMARIO

11.1 Comunicación : Reuniones de trabajo

11.2 Gramática : Discurso indirecto.

11.3 Vocabulario : La economía y la inversión.

11.4 Práctica auditiva : Propósito de las reuniones

ACTIVIDADES PROPUESTAS

 Los alumnos intercambian puntos de vista

 Los alumnos complementan la información gramatical estudiada en la unidad.
 Los alumnos reconocen información en la práctica auditiva.

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ING LÉ S PARA LA TRADUCCIÓN II I 99

UNIT 11: INVESTMENT

11.1 COMMUNICATION

A. Read the dialogue below about a meeting where someone discusses ideas with
a colleague.

ROBERT : We have a big delay with the e-learning project. What do you think we
should do?
COLLEAGUE: I think we should be open and inform the board of the delay.
ROBERT : I agree that we have to be open, but the big problem is the delay. We
can’t be late! What can we do to help the project?
COLLEAGUE: Why not bring some new people into the project team?
Maybe we can reduce the delay with more people working on it.
ROBERT : I understand what you’re saying, but that’s an extra cost.
COLLEAGUE: Yes, I know. But what do you think we should do?
CHRIS : My view is that we should ask everyone to do some extra work at
weekends.
COLLEAGUE: Sorry, but I can’t agree to that. People wouldn’t like it, and to start with,
I wouldn’t be able to come this weekend.

B. Now make sentences you can use to exchange opinions in a meeting. Try to think
of two different sentences for each of the following.

Ask for an opinion

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Give an opinion

Agree with someone

Disagree with someone

C. Work in pairs and make up a dialogue using the expressions above. Role play it
to your classmates.

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ING LÉ S PARA LA TRADUCCIÓN II I 10
1

11.2 GRAMMAR

A. Circle the correct word or phrase to complete the sentences on the right.

DIRECT SPEECH REPORTED SPEECH

1. I’m a peaceful person’ said Ghandi. Ghandi said he was / is a peaceful
person.
2. ‘Are you winning the battle?’ asked Julius Caesar asked if his side is /
Julius Caesar was winning the battle.
3. ‘You’ve annoyed me, Peter’, said Helen told Peter that he has / had
Helen. annoyed her.
4. ‘I didn’t think it would end like this’, Napoleon said that he hasn’t / hadn’t
Said Napoleon. thought it would end like this / that
5. ‘I was joking about the Earth being Galileo said he was being / had been
flat’ said Galileo. joking about the Earth being flat.
6. ‘I think my music will be remembered Elvis said he thought / thinks his
for a long time’, said Elvis. music will / would be remembered for
a long time.
7. ‘I can see into the future’ said Nostradamus said that he can / could
Nostradamus. see into the future.

8. ‘I must try’, said David. David said that he must / had to try.
9. ‘I may write a play one day’ said William Shakespeare told his mother
William Shakespeare to his mother. that
he may / might write a play one day.
10. ‘Don’t worry! said the Captain to his The captain told his guests not to / to
guests. ‘Titanic is unsinkable’ not worry as Titanic was / is
unsinkable
11. ‘What did it feel like to be the first man Neil Armstrong was asked what had it
on the Moon?’ the reporter asked Neil felt / it had felt like to e the first man
Armstrong. on the Moon.
12. ‘Why can’t we leave in peace?’ John Lennon wondered why we
wondered John Lennon. couldn’t / couldn’t we live in peace.
13. ‘Do you want to be in my next movie?’ Steven Spielberg asked if I wanted /
asked Steven Spielberg. did want to be in his next movie.

14. ‘I’ll go home tomorrow’, said Jenny. Jenny said that she will / would go
home tomorrow / the next day.
15. ‘I wish someone would run me a nice Cleopatra wished that someone would
bath of milk’ thought Cleopatra. have run / run her a bath of milk.

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11.3 VOCABULARY

A. Match the pairs.

1. strategic a. movement
2. venture b. gains
3. stock market c. alliance
4. business d. angel
5. financial e. capitalist
6. business f. portfolio
7. investment g. venture

B. Complete the table

ADJECTIVE NOUN
1. stubborn
2. entrepreneur
3. bankrupt
4. ethics
5. intuitive
6. risk
7. analytical
8. diversification

C. Make words with prefixes to complete the sentences.

1. That document pre-dates me. I only started here last June.

2. My colleague’s bi . She speaks French and Spanish fluently.
3. The team have under- their budget by about 5%.
4. I’m only half-way through my report. I really under how long
it would take.
5. The meeting was pre , and will take place on Friday.
6. The cheque’s been post for next Tuesday.
7. I think the shares have been over by about 10%.

CARRERAS PROFESIONALES CIBERTEC

ING LÉ S PARA LA TRADUCCIÓN II I 10
3

Resumen
 Students expand their knowledge and practice their conversational skills
by working in pairs.

 Students learn more about reported speech.

 Students work with new vocabulary and word formation.

 Students listen to a text and answer the related questions.

 If you want to complement your learning, you can visit the following web pages:

8 [Link]
Visit this web page to learn more about indirect questions.

8 [Link]
Have fun while learning. Do this crossword to check your knowledge of
Europe.

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CARRERAS PROFESIONALES CIBERTEC

ING LÉ S PARA LA TRADUCCIÓN II I 10
5

UNIDAD DE
APRENDIZAJE

12

UNIT 12: ETHICS

LOGROS DE LA UNIDAD DE APRENDIZAJE

 Al concluir la unidad, el alumno expresa su sentir respecto a situaciones que

no son afortunadas o circunstancias que no puede cambiar.
 Al concluir la unidad, el alumno conoce y utiliza correctamente el Condicional
III.
 Al concluir la unidad, el alumno conoce las ventajas y desventajas de trabajar
en diferentes estudios de abogados.

TEMARIO

12.1 Comunicación : Agradeciendo la hospitalidad brindada. Despedidas.

12.2 Gramática : El condicional III. Revisión gramatical de un texto.

12.3 Vocabulario :Secuencia de actividades y frases idiomáticas diversas.

.

12.4 Práctica auditiva : Ventajas y desventajas de trabajar en diferentes

compañías..

ACTIVIDADES PROPUESTAS

 Los alumnos expresan su sentir en relación a diversas situaciones.

 Los alumnos complementan la información sobre el condicional III:

 Los alumnos mejoran su práctica auditiva escuchando una serie de

descripciones e identifican a qué tipo de compañía corresponden.

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UNIT 12: ETHICS

12.1 COMMUNICATION

A. Write a sentence for each situation.

1. I wasn’t hungry, so I didn’t eat anything.

If I’d been hungry, I would have eaten something.

2. The accident happened because the driver in front stopped so suddenly.

If the driver in front

3. I didn’t know that Matt had to get up early, so I didn’t wake him up.

4. I was able to buy the car only because Jim lent me the money.

5. Michelle wasn’t injured in the accident because she was wearing a seat belt.

6. You didn’t have any breakfast –that’s why you’re hungry

now.

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ING LÉ S II I 111

B. Imagine that you are in these situations. For each situation, write a sentence with

I wish.

1. You’ve eaten too much and now you feel sick. You say:

2. There was a job advertised in the newspaper. You decided not to apply for it.

Now you think that your decision was wrong. You say:

3. When you were younger, you didn’t learn to play a musical instrument. Now you

regret this. Yousay:

4. You are walking in the country. You would like to take some pictures, but you

didn’t bring your camera. You say:

5. You have some unexpected guests. They didn’t tell you they were coming. You are

very busy and you are not prepared for them You say (to yourself):

12.2 GRAMMAR

A. Put the verb in the correct form:

1. I didn’t know you were in the hospital. If

(I/know) (I/go) to seeyou.

2. John got to the station in time to catch his train.

If (he/miss)it,

(he/be) late for hisinterview.

3. I’m glad that you reminded me bout Rachel’s birthday.

(I/forget) if

(you / not / remind) me.

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4. Unfortunately, I didn’t have my address book with me when I was on vacation. If

(the weather/ be)nicer.

5. A. How was your trip? Did you have a nice time?

B. it was OK, but (it/be) better if

(the weather / be ) nicer.

1. I’m not tired. If (I/be) tired, I’d go home now.

2. I wasn’t tired last night. If (I/be) tired, Iwould

have gone home earlier.

B. Read through the article of ‘graphology’ and

correct any spelling error you find.

Graphology is the study and analisis of

handwriting in order to assess the writer’s
personality. In crime detection, graphology
is used to determine the authenticity of a
signature or documents, such as a will or
manuscript, witout concern for the writer’s
personality. Graphologists need at least a
ful-page ink specimen, writen
spontaneously under normal physical
conditions, by a person able to write with
ease. Before the analysis, the
graphologists must know the writer’s age,
sex, and nationality, none of wich is
revealed by the writing itself. Handwriting
conssits of measureable elements such as
slant and size, and of descriptive
elements, such as letter form and
tendencies to the right and the left.
However, allthough the results of

handwriting analysis sometimes

correspond impresively with
experimental evidence, graphology has
still not been fully acepted as a legitimate
branch of phsychology.

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ING LÉ S II I 113

12.3 VOCABULARY

A. There are three verbs in each of the groups below. First, match each group of
verbs with a noun in the table. Then write the verbs in the right order in the
table from what happens first to what happens last.

1. start up complete manage

2. sell off run set up
3. discuss solve identify
4. negotiate propose sign
5. test research launch
6. set meet work to
7. postpone fix hold
8. build break up lead
9. receive resolve deal with
10. keep fire hire

First verb Second Verb Last verb Noun

a a company
b a meeting
c staff
d a new product
e a presentation
f start up manage complete a project
g a team
h a problem
i a deadline
j a complaint
k a deal

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B. Choose the best idiom to complete the sentence below. To help you, the meaning of
the idiom is given in brackets after each sentence.

1. We must at all costs catch the 7:30 train. Otherwise we won’t get to the meeting in
time.
a) at all costs b) at best c) at once
Meaning: We must catch it without fail.

2. He wasn’t prepared for the question, so he was forced to answer

a) on all fours b) on the go c) off the top of his head
Meaning: without preparing beforehand, spontaneously.

3. Christmas decorations are nice, but my neighbours have really gone

this year – their whole house is covered in flashing lights.
a) over the moon b) over the top c) at half mast
Meaning: They have done more than is necessary or suitable.

4. They say that when John Lennon first saw Yoko Ono it was a classic case of love
.
a) at first sight b) for keeps c) in a jiffy
Meaning: It was love from the very moment they saw each other.

5. Swimming is something I like and am good at. It’s right

a) in my element b) up my street c) in my prime
Meaning: It’s exactly what I like doing.

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ING LÉ S II I 115

C. Now use a dictionary and find 5 idioms. Write sentences on your own. Share them
with your classmates.

1.
a)
b)
c)
Meaning:

2.
a)
b)
c)
Meaning:

3.
a)
b)
c)
Meaning:

4.
a)
b)
c)
Meaning:

5.
a)
b)
c)

Meaning:

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Resumen
 Students make use of their creativity to express their feelings about
different situations.
 Students expand their knowledge of conditional III.
 Students work with sequence of words in different events and with idioms.
 Students listen to a professional talking to first-year students so they have
a clearer idea of their working ladder future.

 For further practice, do thefollowing exercises:

8 [Link]
Expand your knowledge of conditionals by reading the information and doing
the suggested exercises.

8 [Link]
Visit this web site to learn more about business.

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ING LÉ S II I 117

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118

FINAL
UNIT REVIEW

FINAL REVIEW UNIT

LOGROS DE LA UNIDAD DE APRENDIZAJE:

 Al concluir la unidad el alumno conoce los contenidos adquiridos durante todo

el curso.

TEMARIO

 Texto con espacios para completar

 Parafrasear

 Corrección de errores

 Formación de palabras

ACTIVIDADES PROPUESTAS

 Los alumnos revisan las estructuras presentadas en las unidades anteriores

y las practican en ejercicios más complejos.

 Los alumnos practican corrección de redacción en un párrafo de mediana

dificultad.

 Los alumnos practican el análisis morfológico empleando la categoría de

palabras que el contexto necesita.

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ING LÉ S II I 121

A. CLOZE TEXT

For questions 1-15, read the text below and think of the word which best fits each
space. Use only ONE word in each space. There is an example at the beginning (0).

The word “teenager” only came (0) into existence in the 1940s. Before that, young
people in their teens were generally (1) as ‘adolescents? or just
‘young adults’. This change in terminology marked a cultural and social change.
(2) the first time in the West, adolescents were asserting
their independence and creating a culture for (3) . They were (4)
to do this because of their increased spending power, brought (5)
by their parents’ increasing disposable income.

Teenagers in the West today are generally expected to achieve several goals.
Firstly, they are expected to separate to a (6) extend from their families,
and start to lead independent lives. It is (7) uncommon in countries
such as the UK for teenagers to leave home (8) the age of sixteen.
Secondly, they are expected to develop a sense of their (9)
identity as male or female. Thirdly, they are expected to (10)
completed their basic education by the end of (11) teens, and to be
thinking about and starting to find a way of (12) a living.

Teenagers are often thought to be rebellious. This is for several reasons The
physical and hormonal changes that (13) place as we reach maturity
can lead to some frustration and confusion, often producing some emotional
imbalance. Moreover, for the last fifty years or so, (14) have been
rapid changes in social attitudes. These often create differences in opinion
(15) teenagers and the
older generation.

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B. PARAPHRASING
For questions 16-25, complete the second sentence so that it has a similar meaning to
the first sentence, using the word given. Do not change the word given. You must use
between two and five words, including the word given. Here is an example (0)

Example:
(0) You must do exactly what the manager tells you.
carry
You must instructions exactly.

16. I am totally convinced that you’ll pass the exam.

chance
In myopinion, there your failing the exam.

17. Not many people came to the wedding.

number
Only people came to the wedding.

18. I haven’t got any money left.

run
I money.

19. The play was shorter than we had expected.

last
The play didn’t we had expected.

20. I couldn’t concentrate fully because of the noise coming from the next room.
hard
The noise coming from the next room to concentrate
fully.

21. The twins described their experience to me in detail.

description
The twins gave their experience.

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22. You can go to the cinema but you must get a taxi home afterwards.
long
You can go to the cinema a taxi home
afterwards.

23. The flooding led to the road being closed.

result
The road had to of the flooding.

24. That contestant didn’t succeed in getting to the final round of the quiz show.
to
That contestant didn’t to the final round of the quiz show.

25. Carol would rather not come to the beach with us today.
feel
Carol to the beach with us today.

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ING LÉ S II I 123

C. ERROR CORRECTION
For questions 26-40 read the text below and look carefully at each line. Some of
the lines are correct and some have a word which should not be there. If the line
has a word which should not be there, write the word on the left. There are two
examples at the beginning (0 and 00)

THE QUIZ SHOW

0 My best friend Gemma appeared on a television quiz show a few

00 of of nights ago. It was very exciting. We all knew that she would be
26 on, so all our friend met her at her parents’ house so to watch it.
27. Her parents recorded it too, of course. The programmed was
28. started at half of past seven. We screamed and clapped when
29. we saw Gemma. She looked great. She had had her hair has
30. done, and was wearing the new top she had bought the day
31. before. She sat in the chair in the middle of the studio while the
32. presenter asked her some of questions. The questions got
33. harder and harder as they had increased in value. If she didn’t
34. make any mistakes and got up the most difficult question right,
35. she would win a million pounds. By this time, Jenny had won a
36. thousand pounds. That was definitely for hers, whatever
37. happened. She answered to the next question correctly, which
38. was worth five thousand pounds. I did not know the answer, but
39. she did know! Then, with the next question, she took a risk
40. but got the answer wrong. She has gone out of the game. Still,
she had her thousand pounds, and we were very proud of her!

CARRE
124

D. WORD FORMATION

For questions 41-50, read the text below. Use the word given in capitals at the
end of each line to form a word that fits in the space in the same line. There is an
example at the beginning (0)

Mobile phones have increased in (0) popularity over the last POPULAR
few years, and these days almost everyone has one. We
(41) use them mainly to make calls and to send CURRENT
text messages. Soon, however, (42) such as INFORM
exactly where you are, to the (43) few meters, NEAR
may be available through a mobile. This could be extremely
(44) if you got lots, say when driving a car. There USE
is now no (45) reason why your phone shouldn’t SCIENCE
also be able to tell you that you are entering an area of high
(46) activity. Such technology has been available CRIME
to (47) such as the police and pilots for a long SPECIAL time,
but now that the (48) cost of such FINANCE equipment have come
down, mobile phone companies are
looking atthe (49) of offering these services SUITABLE
to the public. In their (50) , there will be a great JUDGE
demand for such services. It remains to be seen, of course, whether
the public agrees.

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ING LÉ S II I 125

Resumen

 Students have the opportunity to expand their knowledge of

the language.
 Students enhance their skills with further practice.
 Students determine their own weaknesses and strengths.

 If you want further practice, go to this web pages:

8 [Link]
Here you will find a whole set of exercises to practice verb tenses.

8 [Link]
This is an excellent way to review the right combinations of adjectives
plus prepositions.

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CARRERAS PROFESIONALES CIBERTEC