1

ANEXOS
7 aspectos gramaticales para recordar en ingls (propia autora)
Business English Book
Modals Chart
Chart of Prepositions
Chart of Transitional devices
List of Regular Verbs
List of Irregular Verbs
List of Compounds Verbs
Algunas Print Screen del Aula Virtual en SEDLUZ
Banners creados para el Aula Virtual

UNIVERSIDAD DEL ZULIA

FACULTAD DE CIENCIAS ECONMICAS Y SOCIALES

Gustavo E. Lpez Medina

Hugo R. Navarro Palomares
Mara de Lourdes Garca de Vargas

CONTENT
UNIT 0: REVIEW UNIT...04
7 A SPECTOS G RAMATICASLES B SICOS PARA R ECORDAR EN I NGLS .05
UNIT I: READING THE DICTIONARY09
UNIT II: DEFINITIONS AND DESCRIPTIONS.18
P ROFILE OF A C OMPANY C HAIRMAN 19
W HAT ECONOMICS IS 21
M ARKETING M ANAGER 27
M ARKS & S PENCER 30
UNIT II: NARRATION..35
S IR P ETER P ARKER : A MAN OF MANY PARTS 36
K ENSHIN OSHIMA : M AKING MONEY OUT OF MONEY 40
T HE S TORY OF C OKE.44
UNIT III: INSTRUCTIONS..49
T IPS FOR S UCCESS ON THE T ELEPHONE ..50
H OW TO R EDUCE S TRESS AND B E H APPY ON THE J OB .53
UNIT IV: TABLES GRAPHS AND DIAGRAMS58
C OMPARING C OUNTRIES .59
H EALTHCARE E XHIBITION .62
H EADLINES ...63
C OMPLETE G RAPHS 64
S ALES OF R EACH P RODUCT .65
UNIT V: INTENSIVE READING FOR DISCUSSION.67
W AGES AND S ALARIES ..68
B ALANCING THE B OOKS 71

7 ASPECTOS GRAMATICALES BSICOS PARA RECORDAR EN INGLS

(DISEO Y ELABORACIN: PROF. G. LPEZ)

1. TO BE: SER/ESTAR
PRESENTE: AM ARE IS
N
SINGULAR

PLURAL

Pronombre Presente Be

Traduccin:
estar

1
2

I
YOU

AM
ARE

3
3
3

HE
SHE
IT

IS
IS
IS

WE

ARE

Somos, estamos

2
3

YOU
THEY

ARE
ARE

Son, estn
Son, estn

Ser;

Soy; estoy
Eres, ests
Es, est
Es, est
Es, est

Ej1. I am Venezuelan. Ej2: She is a very intelligent girl. Ej3: We are in class.
Ej1. Soy venezolan@. Ej2:Ella es una muchacha muy inteligente. Ej3: Estamos en clase.

PASADO: WAS WERE

N
SINGULAR

PLURAL

1
2
3
3
3
1
2
3

Pronombre Presente Be
I
YOU
HE
SHE
IT
WE
YOU
THEY

WAS
WERE
WAS
WAS
WAS
WERE
WERE
WERE

Traduccin:
Ser;
estar
Fui; estuve
Fuiste, estuviste
Fue, estuvo
Fue, estuvo
Fue, estuvo
Fuimos, estuvimos
Fuiste, estuviste
Fueron, estuvieron

Adems, el verbo TO BE significa:

I. TENER cuando nos referimos a edad.
Ej. How old is she? Qu edad tiene ella?
II. HACER cuando nos referimos a condiciones atmosfricas.
Ej. Its hot. Hace calor

2. USOS DEL AUXILIAR:

El auxiliar sirve para:
a) Identificar el tiempo de la oracin (pasado, presente o futuro):
My brother will be here in December. (Futuro simple)
b) Formular preguntas:
Have you studied English before? (Interrogativa presente perfecto)
c) i. Negar:
I didnt visit her.
ii. Enfatizar comentarios afirmativos:
She did go to class no matter that she had a fever.

3. PRESENTE SIMPLE:
I. Do - Does : Auxiliar que indica el tiempo presente simple.
II. En presente al hablar/escribir en forma positiva de la 3 persona del singular
(He/She/It), los verbos terminados en: CH - S - SH - X O - Z, agregan ES.
Ej Wash WashES; Teach TeachES, Go GoES
III. Todos los verbos que terminan en: Consonante + Y, cambian la Y por I y agregan
ES.
Ej. Study StudIES
IV. Todos los dems verbos agregan S Ej. Work WorkS , Say SayS

4. PASADO SIMPLE:
I. Did: auxiliar que indica el pasado simple:
Ej. Did you do your research on crops?
II. ed: indica tanto el pasado simple como el pasado participio de verbos regulares;
adems de una accin culminada.
Ej. He developed a new theory.
Nota: el pasado participio puede funcionar como adjetivo.
Ej. A developed country. Un pas desarrollado.

5. QU INDICA LA S?
I. Plural (sustantivos o nombres):
Ej. The studies of different sciences can lead to a better understanding of the situation.

II. 3 persona del Singular (He, She, It) en tiempo Presente Simple
Ej. He works a lot
III. La pertenencia (forma nominal).
Ej. Professor Beauports research on triune brain is very interesting.

6. CMO LEER EL ING?

El ING
Cuando acompaa al verbo To Be conjuga al otro verbo terminando en:
ANDO o IENDO
Ej. I AM not smokING = (Yo) No estoy fumando.
We ARE studyING = (Nosotros) Estamos estudiando.
Al comienzo de oracin o su final (complemento), funciona como nombre = sustantivo
y agrega el artculo determinado EL o LA.
Ej. Smoking is dangerous - El fumar es nocivo;
Swimming is my favorite sport = La natacin es mi deporte favorito.
Al acompaarse de preposicin puede leerse el verbo en infinitivo, es decir,
terminando en: AR, ER, IR.
Ej. On entering, close the door. = Al ENTRAR cierre la puerta.
Puede significar QUE, al funcionar como adjetivo (es quien modifica al sustantivo).
Ej. Drugs affecting the brain can also damage other organs. =
Las drogas QUE afectan al cerebro pueden tambin daar otros rganos.
Indica proceso: Developing countries = Pases EN DESARROLLO.

7. LA VOZ PASIVA:
VPARTICIPIO

PASADO;

se forma con la combinacin de dos verbos: V

TO BE

EL VERBO TO BE DETERMINA EL TIEMPO DE LA ORACIN

PASIVA.
Am
Are
Is
Was
Were
Can be
Could be
May be
Might be
Will be
Would be
Should be
Must be

+ Verbo en pasado participio

Have been
Has been
Had been
Oracin
Activa

Sujeto
Williams

Verbo
Painted

Objeto
the house.

Pasiva

The house

was painted

by Williams.

Oracin Sujeto
Activa
Williams

Verbo
painted

Objeto
the house.

Pasiva

Sujeto
The house
was painted
by Williams
Nota1: El objeto de la oracin activa se convierte en el sujeto de la oracin pasiva.
Nota2: Cuando no aparecer el agente de la accin; es decir, by + agent, puede leerse
como SE, por tratarse de una forma impersonal. Ejemplos:
It is said SE dice;
It was considered SE consider;
It has been said SE ha dicho;
It might be shown Puede demostrarSE;
It had been studied SE haba estudiado.

10

Reading the Dictionary

Experts believe that most English-speaking adults use between 25,000 and
50,000 words. That seems like a large number, yet the English language has over a
million words. Effective readers use a dictionary to understand new or difficult words.
Most dictionaries provide the following information:

Guide words (the words at the top of each page)

Spelling (how the word and its different forms are spelled)
Pronunciation (how to say the word)
Part of speech (the function of the word)
Definition (the meaning of the word)
Synonyms (words that have similar meanings)
Etymology (the history of the word)

All dictionaries have guide words at the top of each page. However, dictionaries differ from each other in the way they give other information about
words. Some dictionaries give more information about the origin of the word;
other dictionaries give long lists of synonyms. Each dictionary will explain how to use
its resources in the first few pages.

How to Read a Dictionary Entry

The following entry from Merriam-Websters Collegiate Dictionary,
10th edition, will be used as an example for the discussions about
the kinds of information a dictionary provides.
herbicide n: an agent used to destroy or inhibit
plant growth herbicidal
adj
herbicidally adv

11

Spelling and Syllables

The spelling of the main word is given first in bold type.

The word is also divided into syllables. The word herbicide
has three syllables: her-bi-cide. Spellings of words based on
this word are given at the end of the entry. This listing is especially helpful when letters are dropped or added to
create a new word. The word herbicide changes form and
spelling to become herbicidal, which has four syllables, herbi-cid-al, and herbicidally, which has five syllables, her-bicid-al-ly.
EXAMPLES Use a dictionary to break the following words
into syllables. In the spaces provided, rewrite each word,
placing a dot ( ) between the syllables.
1. intermit _________________________________________
2. pedagogy _________________________________________
EXPLANATIONS
1. Intermit has three syllables: in-ter-mit.
2. Pedagogy has four syllables: ped-a-go-gy.
PRACTICE 1
Use a dictionary to break the following words into
syllables. In the spaces provided, rewrite each word,
placing a dot ( ) between the syllables.
1. scavenger _______________________________________
2. tundra _________________________________________
Parts of Speech
Parts of speech indicate how a word functions in a sentence.
Dictionary entries tell you what part of speech a word isnoun,
verb, adjective, and so on. The part of speech is abbreviated and
printed in italics. Your dictionary provides a full list of
abbreviations. The following are the most common abbreviations
for the parts of speech:

12

Parts of Speech

noun

adj

adjective

prep

preposition

adv

adverb

pron

pronoun

conj conjunction

v, vi, vt verb

interj Interjection
Read again the sample dictionary entry for herbicide.
herbicide n: an agent used to destroy or inhibit plant
growth herbicidal adj herbicidally adv
As the entry shows, the word herbicide is a noun. Two other
forms of the word are identified as an adjective (herbicidal) and
an adverb (herbicidally).
EXAMPLES Use your dictionary to identify the parts of speech for
each of the following words. A word may be used as more than
one part of speech.
1. complement ______________________________________
2. before___________________________________________
3. fly ______________________________________________

1. Complement can be used as a noun or a verb.

2. Before can be used as an adjective, an adverb, a conjunction, or a
preposition.
3. Fly can be used as an adjective, a noun, or a verb.

13

PRACTICE 2
Use your dictionary to identify the parts of speech for each of the
following words. A word may be used as more than one part of speech.
1. graph_______________________________________________________
2. angle _______________________________________________________
3. degree ______________________________________________________

Definitions
Most words have more than one meaning. When there is more than one definition, each meaning is numbered. Many times the dictionary will also provide
examples of sentences in which the word is used.
EXAMPLE Three definitions are given for the word degree. In the spaces provided,
write the number of the definition that best fits its meaning in each sentence.
1. A step or stage in a process
2. A unit of measurement for angles and curves
3. A title conferred on students by a college, university, or professional school
upon completion of a program of study
___ A. Joanne changed her physical fitness activities by degrees; she began
with short 5-minute walks and built up to 30-minute walks every day of the
week.
___ B. John received his associate of arts degree from a community college and
his bachelor of arts degree from a four-year university.
___ C. If two triangles are similar, their corresponding angles have the same
number of degrees.
EXPLANATION
A. The correct answer is a step or stage in a process (1).
B. The correct answer is a title conferred on students by a college, university,
or professional school upon completion of a program of study (3).
C. The correct answer is a unit of measurement for angles and curves (2).

14

PRACTICE 3
Here are two words, their definitions, and sentences using the
words based on their various definitions. In the spaces
provided, write the number of the definition that best fits each
sentence. Note that one definition is not used.
A. factor : 1 something that brings about a result, ingredient 2
one who acts or transacts the business of another 3 a number
that will divide into another number exactly
____ 1. The manufacturer submits the order, along with the
terms and conditions, to the factor for approval.
____ 2. The factors of 10 are 1, 2, and 5.
____ 3. The doctor discovered that pollen was a factor in
Justines sinus condition.

B. plot : 1 n a small area of planted ground 2 n the plan or main story of a

literary work 3 v to mark or note on as if on a map or chart
___ 4. The graph of an equation is a drawing that plots all its solutions.
___ 5. Grandmother worked in the vegetable plot all morning.

15

READINGS!
TEXT # 1

TEXT # 2

TEXT # 3

16

TASK 2: FIND FIVE (5) NOUNS AND FIVE (5) VERBS IN EACH TEXT .
TEXT 1

NOUNS

VERBS

TEXT 2

TEXT 3

17

UNIT I: USO DEL DICCIONARIO

PROFILE. Business Objectives by Hollett, V. Oxford University Press. Oxford, England.

1991. p. 13.
ASSISTANT DIRECTOR CORPORATE FINANCE. Business Objectives by Hollett, V. Oxford
University Press. Oxford, England. 1991. p. 127.
A FAMILY CRISIS. Business Basics by Grant, D. & McLarty, R. Oxford University Press.
New York. 1995. p. 105.

18

19

TASK 1: READ THE FOLLOWING ARTICLE

TASK 2: SCRAMBLED PARAGRAPHS, ARRANGE THE FOLLOWING IDEAS

Company activities ............................. ______
Durys private life ............................... ______
Biographical references ....................... ______

TASK 3: TICK () WHETHER THE FOLLOWING STATEMENTS ARE TRUE

OR FALSE
STATEMENTS
1. He started his own repair company at the age of 15.
2. The president of DURANCO plc. is Alan Dury.
3. DURANCO plc. is an American Company.
4. The Company sells electronic devices at reasonable prices.
5. The Company Factory is settled in England.
6. He manages the business from home.
7. He is a rich man who lives an unusual life.

TRUE

FALSE

20

TASK 4: ANSWER IN SPANISH THE FOLLOWING QUESTIONS.

1. How old is Alan Dury?
2. Where is he from?
3. What does he do?
4. Where does he live?
5. What kind of Company does he manage?
6. Where is the Company based?
7. What does the Company manufacture?
8. Why is the Company successful?
9. In what ways is Alan Dury an unusual Company Chairman?

TASK 5: COMPLETE THE FOLLOWING TABLE

1 NAME :
2 AGE :
3 PLACE OF BIRTH :
4 PLACE OF RESIDENCE :
5 JOB :
6 COMPANY NAME :
7 COMPANY ACTIVITY :
8 LIFE STYLE :

21

Task 1: Reading. WHAT ECONOMICS IS

1. As

a
scholarly
discipline,
Economics is only two centuries
old. Adam Smith published his
pathbreaking book, The Wealth
of Nations in 1776, a year
notable also for the Declaration
of Independence. It is no
coincidence that both documents
appeared the same year: Political
freedom from the tyranny or
monarchy was closely related to
emancipation of prices and
wages from the interfering hand
of state regulation.

2. Adam

Smith,
of
course,
represented only the beginning.

In more than a century and a half

that
elapsed
between
the
appearance of The Wealth of
Nations and the publication of
John Maynard Keynes' The
General Theory of Employment,
Interest and Money (1936),
economics went through many
stages of development. Almost at
the
halfway
point,
there
appeared the massive critique of
capitalism by Karl Marx: Das
Kapital (1867, followed by two
posthumous volumes). More than
a billion people, one-third of the
world's population, live
in
countries where Das Kapital is
economic gospel.

TASK 2: WRITE WHETHER THE FOLLOWING STATEMENTS ARE TRUE OR FALSE.

JUSTIFY IN SPANISH THE FALSE ONES.
1. Economics is more than 300 years old as a scholarly discipline.
2. The Declaration of Independence and the Wealth of Nations
appeared in 1776.
3. Economics did not evolve too much from 1776 to 1936.
4. Adam Smith wrote Das Kapital.
5. Das Kapital is considered the economic gospel by billions of
people all over the world.

22

TASK 3: Answer the following questions. Do it in Spanish

1. How old is economics as a scholarly discipline?

2. What did Adam Smith do?

3. Why was 1776 important?

4. What two elements were related then?

5. Did economics develop at once? Why?

6. What is Das Kapital?

7. When did it appear?

8. How is Das Kapital considered worldwide?

TASK 4: READ THE FOLLOWING PARAGRAPHS:

DEFINITIONS
a) On first encountering with
economics, people often want a
short definition. In response to
this demand, there is no shortage
of supply. Here are a few popular

definitions: a) Economics is the

study of those activities that
involve production and exchange
among people. b) Economics
analyzes movements in the overall

23

economy trends in prices, output,

and unemployment. Once such
phenomena
are
understood,
economics helps develop the
policies by which governments can
affect the overall economy. c)
Economics is the science of choice.
It studies how people choose to
use scarce or limited productive
resources (land, labor, equipment,
technical knowledge) to produce
various commodities (such as
wheat, beef, overcoats, concerts,
roads, missiles) and distribute
these goods to various members of
society for their consumption. d)
Economics is the study of how
human beings go about the
business
of
organizing
consumption
and
production
activities. e) Economics is the
study of money, interest rates,
capital and wealth.

TASK 5: TAKE NOTES FROM THE READING:

Term to be defined:
Class:
Characteristics:

The list is a good one, yet a

philosopher can extend it many times
over. Why is it so long? Because, for
a subject that encloses so much and
evolves so rapidly, it is always hard to
compress into a few lines an exact
description that will differentiate its
boundaries from those of other
disciplines. Economics certainly does
involve all the elements stressed in
these various definitions - and more.
Economists today agree on a general
definition
something
like
the
following: Economics is the study of
how people and society choose to employ
scarce resources that could have
alternative uses in order to produce
various commodities and to distribute
them for consumption, now or in the
future, among various persons and groups
in society.

24

TASK 6: WRITE YOUR OWN DEFINITION ABOUT ECONOMICS. DO IT IN SPANISH.

TASK 7: READ THE FOLLOWING PARAGRAPHS:

MEASUREMENT IN ECONOMICS
3. We might conclude that economics
talks about many of life's practical
questions. But it does more than talk:
Economics is vitally concerned with
the measurement of important
phenomena - unemployment, prices,
Incomes, and so forth.
4. One important example of such
measurement
occurs
in
macroeconomics.
Microeconomics
studies the behavior of the economy as
a whole - movements in overall prices
or
output
or
employment.
Microeconomics, in a sense, looks at
the economy through a microscope studying the behavior of an economy's
individual molecules, like firms or
households.

5. Returning to measurement, one of the

most important concepts in all
economics is the gross national
product (GNP). This represents the
total dollar value of all goods and
services produced each year in a
nation. The GNP tells us much about
the real economic performance of a
country. It is the best available
summary measure of the quantity of
real goods and services - food,
clothing, penicillin, ballet, baseball,
and so forth - a country is capable of
generating. It tells us much about a
country's living standard, its health
status, and its educational attainment.

25

TASK 8: REARRANGE THE FOLLOWING DEFINITIONS AND TRANSLATE IT INTO

SPANISH:

Macroeconomics

represents the total dollar value

studies the behavior

of the economy as a whole

Microeconomics

of an economy's individual
molecules

of all goods and

Services produced each year

studies the behavior

GNP

Macroeconomics
Microeconomics
GNP

TASK 9 SKIM AND SCAN THE EXTRACTS AND TICK () NEXT TO THE TOPICS DISCUSSED:
1. _____ Definitions of field of study.
2. _____ Some examples of how the study of economics can influence policy decisions.
3. _____Indication of importance of field of study.
4. _____ Presentation and definitions of essential terminology.
5. _____ Historical references to the development of the field of study.
6. _____ The relationship of economics to other social sciences.
7. _____ Some methodological principles, and problems.

26

TASK 10: SUMMING - UP: WRITE IN SPANISH A SUMMARY OF THE THREE

PASSAGES STUDIED IN CLASS .

27

TASK 1: Read the following advertisement :

28

TASK 2: TAKE NOTES FROM THE READING:

What is the job? - What is the salary? - Where is the job? - What is the name of the
company? - What kind of company is it? - What qualities is the company looking for?

TASK 3: FILL IN THE BLANKS: Complete the paragraph using the

following words.
1. short list
2. offer
3. interview

4. post/position
5. CV (Am. English : resume)
6. application

7. Apply
8. advertisement
9. Candidate

Luis decides to____________ for the job . He has to send his __________
and a letter of _______________to the address given in the
____________. If he is a good _______________, he will be put on a
_______________ and invited for an _______________. If he is
successful, they will _______________ him the _______________.

29

TASK 4 Mark a tick () next to the most important aspects you consider
when preparing a job ad.

1. benefits ______
2. kind of company ______

9. holidays ______
10. responsibility ______

3. company name ______

4. working skills ______

11. job description ______

12. salary ______

5. company address ______

6. professional qualification__

13. languages ______

14. travel ______

7. experience ______
8. promotion ______

15. job satisfaction _____

TASK 5: Using the information in exercise 4 write your own job

advertisement. Do it in Spanish.

TASK 1: Read the following article:

31

TASK 2: After having read the passage given in Task 1, tick () the main
function of that passage:
Narration
Instructions

Definition

Description of places

Description of objects

Description of people

Classification

Process

TASK 3: Refer back to the passage and choose the correct answer:
1. They in line 5 refers to :
a) France, Belgium, Holland, Spain
and Portugal
b) Marks and Spencer
2. Their in line 9 refers to :
a) People
b) Marks and Spencer
3. Their in line 13 refers to :
a) Franchises
b) Marks and Spencer

4. They in line 18 refers to:

a) Countries
b) Marks and Spencer
5. They in line 26 refers to:
a) Customers
b) Marks and Spencer
6. His in line 31 refers to:
a) man
c) woman
7. Her in line 32 refers to:
a) man
b) woman

TASK 4: Write whether the following statements are true (t) or false
(f), justify the false ones:
1. Marks and Spencer is based in the United Kingdom (UK)

32

2. At the moment they are constructing a new shop in Canada

3. The company hires about 50,000 people in Great Britain (GB)

4. Marks and Spencer has been growing for the last 10 years

5. The company pays a percentage of its turnover to the owners of franchises

6. Marks and Spencers clothes and food are standard all over the world

7. Theyre very successful due to their high quality standards

8. By the year 2,000, about 20% of the Chinese population will get

their clothes from Marks and Spencer

TASK 5: Answer in Spanish the following questions:

1. Where is Marks and Spencer building a new store?

2. What does M&S sell?

3. What is M&S studying at the moment?

33

4. How many people does the company employ?

5. What varies from country to country?

6. What are more and more people doing?

TASK 6: Circle the letter of the best answer according to the passage:
1. Company is a synonym of :
a. corporation
b. situation
c. fabrics
2. Currently is a synonym of :
a. Actually
b. in fact
c. at the moment
3. Overseas is a synonym of :
a. worldwide

b. abroad
c. national
4. Stock is a synonym of :
a. merchandise
b. quality
c. item
5. Average is a synonym of :
a. centre
b. rate
c. midpoint

TASK 7: Match the TERMS on the left with their DEFINITIONS on the
right:
TERMS

DEFINITIONS

1.
2.
3.
4.
5.
6.

a) sales income.
b) an agreement to use a companys name in return for a fee.
c) a company which sells items to another company.
d) people who use a particular shop or firm.
e) how long an item remains on sale.
f) the thing a company sells.

Customer
Shelf life
Turn over
Franchise
Item
Supplier

34

TASK 8: SCRAMBLED PARAGRAPHS: Organize the following ideas

Selling varieties from country to country _____
High quality standards

_____

Importance of M&S in the world

_____

Future expectations

_____

The growth of M&S in the world

_____

TASK 9: SUMMINGUP: Write in Spanish a short summary about the

article:

35

REFERENCES:
UNIT II: DESCRIPTIONS AND DEFINITIONS:
PROFILE OF A COMPANY CHAIRMAN. A First Course in Business English by Benn, C. &
Dummett, P. Heinemann. New York. 1994. pw.2.

WHAT ECONOMICS IS. Economics by Samuelson, P.A. & Nordhaus, A. McGraw-Hill.

New York. 1985. p. 21

MARKETING MANAGER (SOUTH AMERICA). Business Basics by Grant, D. & McLarty,

R. Oxford University Press. New York. 1995. p.134.

MARKS & SPENCER. Business Basics by Grant, D. & McLarty, R. Oxford University
Press. New York. 1995. p.67.

36

37

TASK 1: Read the article about SIR PETER PARKER:

SIR PETER PARKER: A MAN OF MANY PARTS

Sir Peter Parker is well known as a top manager. He finally
chose a career in business but there were always other
things he wanted to do as well.
He studied History at Oxford University between 1947 and
1950, but he had many other interests. He wanted to be a
sportsman: he played rugby for the University team and
for his hometown. He also wanted to be an actor and,
when he was a student, he acted in a lot of plays. In 1948,
he played the long and difficult role of Hamlet. He wanted
to be a politician - in the same year, he was chairman of
the University Labour Club. Three years later, he was a
candidate for parliament in his hometown, Bedford. He
lost the election, but he increased his party's vote.
In 1956, Peter Parker organized a big international
conference on 'The Human Problems of Industry'- the
chairman was Prince Philip. He worked as a manager for a
number of companies during the 1950s and 1960s, and
later became well known to the public as Chairman of
British Rail. He joined British Rail in 1976, and left in 1983.
In 1978, he was awarded a knighthood by the Queen, and
became Sir Peter Parker. He received another award from
the Queen in 1993 for his 'contribution to public life'.
He is currently Chairman of several companies, including
Mitsubishi Electric (UK), who appointed him in 1984. He
was the first non-Japanese to become chairman of a
Japanese company. In 1991, the Japanese Government
awarded him the 'Grand Cordon of the Order of the Sacred
Treasure.'
He wrote his autobiography, For Starters, in 1989.

37

TASK 2: AFTER HAVING READ THE ARTICLE GIVEN IN TASK 1, INDICATE

WITH A TICK () THE MAIN FUNCTION OF THAT ARTICLE
(

) Description of people

) Definition

) Instructions

) Description of places

) Description of products

) Comparison

) Narration

) Process

TASK 3: SKIMMING
STATE, IN ONLY ONE SENTENCE, THE MAIN IDEA OF THE ARTICLE GIVEN
IN TASK 1:

TASK 4: WRITE WHETHER THE FOLLOWING STATEMENTS ARE TRUE OR FALSE

T
1. Sir Peter Parker was just interested in business.
2. He studied History for three years.
3. When he was a student he was an actor, a sportsman and a
politician.
4. He was president of the University Labour Club in 1948.
5. In 1952, he lost the election for parliament in Bedford.
6. Prince Phillip carried out the organization of the Conference
on The Human Problems of Industry in 1956.
7. Sir Peter Parker managed a lot of companies for two decades
8. He worked for the British Rail.
9. He was awarded twice by the Queen the same year.
10. He received the Grand Cordon of the Order of Sacred
Treasure from a British Organization.

38

TASK 5: ANSWER THE FOLLOWING QUESTIONS IN SPANISH:

1. Who is Sir Peter Parker?

2. Where did he study History?
3. What were his interests?
4. What happened in 1951?
5. When did he organize an International Conference?
6. What did he do between the 1950's and the 1960's?
7. How many awards did he receive?
8. What did he do in 1989?

TASK 6: Fill in the blanks using the information from the reading:
Sir

Peter

Parker

was

____________________
_____________________.

born
at

in

_____________________,

_______________________

and

he

studied

finished

in

He was so versatile that he was interested in

____________________, _____________________, __________________ and

_____________________.

39

TASK 7: COMPLETE THE FOLLOWING CHRONOLOGICAL TABLE USING INFORMATION FROM

THE READING . D ATES CAN BE A SPECIFIC YEAR OR A PERIOD :
DATE
EVENT
1. 1947-1950
2.

a. Personific Hamlet.

3.
4.
5.
6.
7.
8.
9.
10.
11.

TASK 8: SUMMING-UP: WRITE IN SPANISH A SHORT BIOGRAPHY ABOUT SIR PETER PARKER:

40

TASK 1: Read the text about Kenshin Oshima:

TASK 2: Underline the Main Verbs.

TASK 3: Fill in with the correct information:
Function of the Text: _____________________________________________
Verb Form Used: ________________________________________________

TASK 4: SKIMMING.
STATE, IN ONLY ONE SENTENCE, THE MAIN IDEA OF THE ARTICLE GIVEN:

41

TASK 4: MULTIPLE CHOICE

1. When did Kenshin Oshima join Mitsui and Co.?
a. At the age of 22
b. At the age of 29
c. In 1978
2. Why did he resign from his job?
a. Because his salary was very high.
b. Because he wanted to work for another company.
c. Because he wanted to earn a lot of money.
3. Why didnt he start his company before 1978?
a. Because he spent a lot of money.
b. Because he didnt want to be rich.
c. Because he didnt have enough money.
4. Where did he get the money to launch his business?
a. He saved money from his salary.
b. He borrowed it from a bank.
c. A friend lent it to him.
5. What does his company do?
a. It owes money.
b. It lends money.
c. It borrows money.

42

TASK 5: MATCH THE VERBS ON THE LEFT WITH THEIR CORRESPONDING MEANING
ON THE RIGHT :
1.
2.
3.
4.
5.
6.

(
(
(
(
(
(

) INVEST
) BORROW
) LEND
) AFFORD
) EARN
) SAVE

a.
b.
c.
d.

To have enough money.

To take a loan.
To keep money for future use.
To use money to buy business shares, property,
etc. in order to make more money.
e. To give a loan.
f. To get money by working.

TASK 6: Fill in the blanks choosing the words from the box.
gets benefits owes- loan interest invest
borrow lends afford earn save - worth

A bank makes a __________(1) when it __________(2) money to its

customers. For example, a customer wants to buy a new car, but he cant
__________(3) to pay for it, because he doesnt __________(4) enough money at
work. So he goes to his bank manager and asks to __________(5) some money.
But when he __________(6) the loan he also has to pay __________(7) on the
money that he owes (8).
A bank is also a place where customers can make money. For example, they
can __________(9) their money in a fix interest account.

With this type of

account, they usually know what their money will be __________(10) in three or
four years time.
Alternatively, customers can __________(11) their capital in a portfolio of
company __________(12) which is managed by the bank.

43

TASK 7: NOTE MAKING: Write notes about the most important events mentioned
in the text.

44

TASK 1: READ THE FOLLOWING ARTICLE:

THE STORY OF COKE

sold his last shares to Asa G. Candler, a

businessman from Atlanta.
He distributed thousands of coupons for a
complimentary glass of Coca-Cola and he promoted
the drink with souvenirs fans, calendars, clocks, and
novelties. Sales rose dramatically and, by 1892,
they were ten times their 1888 level.
Coca-Cola had to develop a bottling system and set
up plants. The first bottling plant opened in
Vicksburg in 1894 and over the next 25 years, the
20 number of plants rose from two to over a
thousand. Other soft drink companies tried to
imitate the Coca-Cola taste so the company kept
the drinks formula secret and searched for a
distinctive package. In 1916, they introduced the
first bottle with the famous Coca-Cola shape.
Then the United States joined the war, and the
company President gave an order to see that every
man in uniform gets a bottle of Coca-Cola for 5
cents, wherever he is and whatever the cost to the
company. As a result, Coca-Cola shipped 64
bottling plants abroad during the war. And when the
war finished, they were ready to conquer the world.
From the mid 1940s until 1960, the number of
countries with bottling plants nearly doubled.

Dr. John Styth Pemberton made it in his backyard,

took it to his local pharmacy, and they put it on sale
at 5 cents a glass. Hand-painted signs saying
Coca-Cola appeared outside the store and inside
signs invited costumers to Drink. But sales didnt
take off. In the first year they average just 9 drinks a
day.
He thought it would never be very successful and
he steadily sold his shares in the business to
different partners. In 1888, just before he died, he

This was the first change in the secret formula since

1886. In pre-launch tests, consumers preferred the
new taste. But the tests couldnt measure their
feelings for the brand. Coca-Cola had a special
place in their hearts and they didnt want a change.
For the first time in History, sales of Coca-Cola fell.
The company responded quickly and marketed the
original formula again as Coca-Cola Classic. Sales
climbed back up again, and continued to grow.
And if youre not sure what the worlds top selling
soft drink is by now; Coke is it.

45

TASK 2: Underline the main verbs:

TASK 3: Fill in with the correct information:
Function of the Text: ________________________________________
Verb Form Used: ___________________________________________

TASK 4: SCRAMBLED PARAGRAPHS: The first sentence in each

paragraph of this article is missing. They are all listed below. Read
the article and decide where each sentence goes.
1. Asa Candler had a talent for marketing.
2. In the 1980s, in the USA only, the Company launched a new taste for Coke.
3. In 1941, there were bottling plants in 44 countries.
4. Coca-Cola was invented in Atlanta, Georgia on May 8th, 1886.
5. So today millions of people all over the world are drinking Coke.
6. The huge increase in the popularity of the drink led to problems meeting
demand.
7. Dr. Pemberton didnt see the potential of his new drink.

TASK 5: Try to guess what these words mean in Spanish:

1.
2.
3.
4.
5.
6.

signs
take off
shares
coupons
bottling plants
shape

7.
abroad
8.
conquer
9.
brand
10. responded

46

TASK 6: Answer in Spanish the following questions:

1. Who was the inventor of Coke?
2. Where was Coca-Cola invented?
3. How much was a glass of Coca-Cola at the beginning?
4. Why did Dr. Pemberton sell his shares in Coca-Cola?
5. Who did he sell his last shares?
6. What did Mr. Candler do to increase Coca-Cola sales?
7. Why did Coca-Cola Company keep the drinks formula in secret?
8. What happened to Coca-Cola after the war?

TASK 7: CHRONOLOGICAL TABLE: FILL IN THE FOLLOWING TABLE USING

INFORMATION FROM THE READING.
DATE
1) May 8th, 1886
2)
3)
4)
5)
6)
7)
8)
9)

EVENT

Se invent la Coca-Cola

47

TASK 8: SUMMING - UP: USING THE INFORMATION FROM THE TABLE ABOVE,
WRITE A SHORT SUMMARY ABOUT THE STORY OF COKE. DO IT IN SPANISH.

48

UNIT III: NARRATION:

SIR PETER PARKER: A MAN OF MANY PARTS. Business Basics by Grant, D. &
McLarty, R. Oxford University Press. New York. 1995. p.99.
KENSHIN OSHIMA: MAKING MONEY OUT OF MONEY . Business Basics by Grant, D.
& McLarty, R. Oxford University Press. New York. 1995. p.102.
THE STORY OF COKE. Business Venture by Barnard, R. & Cady, J. Oxford University
Press. Oxford, England. 1992. p. 56.

49

50

TASK 1: Read the following passage:

TASK 2: IDENTIFY:
Function:
Verb Form Used:

TASK 3: FIND THE REFERENT:

IT in line 4 refers to:
THIS in line 19 refers to:
IT in line 34 refers to:
THESE in line 37 refers to:
THEM in line 38 refers to:

51

TASK 4: TICK () WHETHER THE FOLLOWING STATEMENTS ARE TRUE OR

FALSE, JUSTIFY THE FALSE ONES.
STATEMENT

1. Always give your name when you ask to speak to someone.

2. Speak slowly and clearly.

3. Always leave your phone number.

4. When you thank someone, use the persons name.
5. Always say hello and not hi when you ask to speak to
someone.

TASK 5: SKIMMING:
STATE, IN ONLY ONE SENTENCE, THE GENERAL IDEA THAT THE AUTHOR
WANTS TO TRANSMIT TO THE READER IN THE PASSAGE GIVEN IN TASK 1.
DO IT IN SPANISH:

52

TASK 6: Answer the following questions in Spanish according to the

text.
1. How can you be successful on the phone?

2. Why do you have to pronounce your words clearly when talking on the phone?

3. What is the difference between a business call and a personal call?

4. Do you always leave your phone number? Why?

5. Why do you have to thank the person you speak with on the phone?

TASK 7: NOTE-MAKING: Write in Spanish the suggestions given in the

passage.

53

TASK 1: Read the following passage.

TASK 2: Identify.
Function: ____________________________________________________
Verb Form Used: ______________________________________________
Type of Text: __________________________________________________

54

TASK 3: Circle the best answer:

WHAT DOES THE ARTICLE MAINLY DISCUSS?
A. INCREASING STRESS ON THE JOB
B. REDUCING STRESS IN YOUR DAILY LIFE
C. DECREASING TENSION ON THE JOB
D. RAISING TENSION IN YOUR DAILY LIFE

TASK 4: Find the referent corresponding to the highlighted words.

1. their: ____________________

2. his or her: ________________

3. yours : __________________

4. them : __________________

5. each : ___________________

6. It : ______________________

TASK 5: Match the verbs on the left with their corresponding meaning
on the right:
1. (

) Propose

A. To allow

2. (

) Study the future

B. To assign

3. (

) Permit

C. To suggest

4. (

) Delegate

D. To think about what will happen

55

TASK 6: According to the passage, tick () the following statements

TRUE or FALSE. Justify the false ones.
T
1. Suggest your own deadlines, rather than waiting for your boss to
give them to you.

2. Try not to think about what will happen in the future.

3. Never allow interruptions.

4. Give work to other employees, if possible, rather than doing

everything yourself.

5. Dont spend time thinking about problems.

6. Take on as much work as you can, without worrying about how

much time it will take.

7. Try to understand your bosss point of view.

8. Postpone taking action on a problem if you know it will upset you.

56

TASK 7: Write in Spanish a set of instructions to reduce stress.

57

UNIT IV: INSTRUCTIONS:

TIPS FOR SUCCESS ON THE TELEPHONE. Spectrum 1 by Dye, J. & Frankfort, N.

Prentice Hall Regents. Englewood Cliffs, New Jersey. 1993. p. 76.

HOW TO REDUCE STRESS AND BE HAPPY ON THE JOB. Spectrum 4 by Dye, J. &
Frankfort, N. Prentice Hall Regents. Englewood Cliffs, New Jersey. 1994. p. 110.

58

59

TASK 1: Study the graphs and complete the reports. Use only one
word per space.
A.

________________ has the highest level of productivity.

________________ has a higher level than Japan but a lower level than
Germany. ________________ has the lowest level of productivity.

B.

Portugal has ____________ ____________ level of labour costs and

Switzerland has ____________
____________. Spain has a
____________ level ____________ Greece, but a ____________ level
____________ Italy.

60

C.

________________ spends the most money on research and

development. ________________ spends less than Japan but more than
France, and ________________ spends the least.

61

D.

Norwegians pay ____________

____________tax and Turks pay
____________
____________. The Japanese pay ____________
____________ the Italians but ____________
____________ the
Austrians.

E. There are fewer students in full-time education in ________________ than

in Belgium, but there are more than in the Netherlands. ________________
has the most students in higher education and ________________ has the
fewest.

62

TASK 2: READ THE FOLLOWING PASSAGE.

In 1987, the Healthcare Exhibition moved from Geneva to a bigger
exhibition center in Zurich, so many more exhibitors were able to
attend. But the first exhibition in Zurich was badly organized and,
because of this, the number of exhibitors dropped in 1988. The
organizers wanted to make sure that this did not happen again, so
in 1989 they reduce the cost of a stand and sent letters to hundred
of companies, advertising the exhibition to non-European
companies and in 1991, 118 companies attended.

Over 85.000 visitors came to the Healthcare Exhibition on the first

day. This was due to a good publicity campaign and because May
1st is a public holiday in Switzerland. However, on the second day
the weather was bad and many people stayed at home. On
Wednesday, another important exhibition - Salvacon 93 - opened
in Zurich, and the number of visitors fell again. Because of this, the
organizers decided to make entrance to the exhibition free from
Thursday. Their idea worked and 300.000 people visited the
exhibition over the last three days.

63

TASK 3: Find the reasons mentioned for the changes A B C D.

TASK 4: Look at the verbs and match them with the right headlines.
(Taken from: A First Course in Business English By: Heinemann)

BE

GO UP

INCREASE

RISE

DROP

GO DOWN

REMAIN AT
THAT LEVEL

STAND AT

FALL

IMPROVE

STAY THE SAME

64

TASK 5: Look at the meaning of the following verbs and decide if

they indicate an Upward (), Downward () or Horizontal ()
movement.
(Taken from: Speaking Activities for Professional People By: Oxford University Press)

to bottom out

to drop

To hit a low

to recover

to climb

To even out

To improve

To decline

to fall

To increase

to
stable

to decrease

to go down

to pick up

To deteriorate

to go up

to reach a peak

TASK 6: Complete these Graphs:

remain

to rise
to slip back

65

TASK 7: Look at the graph and use these words to complete the
sentences:
(Taken from: A First Course in Business English By: Heinemann)
AT THE END OF

UNTIL

SLOWLY

AT THE BEGINNING OF

OVER

RAPIDLY

BETWEEN AND

IN

SHARPLY
SLIGHTLY

_______________

(1)

January 1986, sales stood at 900 million.

_______________ (2) the next 12 months they rose _______________ (3). But
_______________

(4)

1987 they dropped _______________

million. They remained at this level _______________

_______________(7) 1988 _______________

(8)

(6)

(5)

to 700

the end of 1987.

1990 they increased

_______________ (9) and reached 1.250 million. In 1990 they continued to

rise, but more _______________
were 1.380 million.

(10)

and _______________

(11)

1990 sales

66

UNIT IV: TABLES, GRAPHS AND DIAGRAMS:

COMPARING COUNTRIES. Business Objectives by Hollett, V. Oxford University

Press. Oxford, England. 1991. p. 99, 100, 101.
HEALTHCARE EXHIBITION. . A First Course in Business English by Benn, C. &
Dummett, P. Heinemann. New York. 1994. p.38.
HEADLINES. . A First Course in Business English by Benn, C. & Dummett, P.
Heinemann. New York. 1994. p.36.
COMPLETE GRAPHS. Business Objectives by Hollett, V. Oxford University Press.
Oxford, England. 1991. p. 78.
SALES OF REACH PRODUCTS. . A First Course in Business English by Benn, C. &
Dummett, P. Heinemann. New York. 1994. p.37.

67

68

TASK 1: Read the following text:

WAGES AND SALARIES

The
organization
and
administration of wages and salaries
is complex and varied. In some
companies,
the
Personnel
Department has more responsibility
for wages and salaries than the
Accounts Department. In others, the
Accounts Department is more
interested in negotiations with staff
about pay.
If a firm wants to introduce a
new wage and salary structure, it will
have to decide on a method of job
evaluation and ways of measuring the
performance of its employees. In
order to be successful, that pay
structure will need agreement
between
Trade
Unions
and
management or a clearly defined
system for dealing with problems.
In job evaluation, all of the
requirements of each job are
specified in a detailed job description.
Each of these requirements is given a
value, usually in points or factors,
which are added together to give a
total value for the job. To pay each
job what it is worth, the values are
linked to the firms salary structure.
For middle and higher management, a
well-known points method is the Hay
System. This evaluates personnel on
their knowledge of the job, their
responsibility, and their ability to
solve problems. Because of the

difficulty in measuring administrative

work, however, job grades there are
often decided without reference to
an evaluation system based on points
or factors.
In attempting to reach a
salaries policy, the Personnel
Department should compare the
value of each job with those in the job
market. It should also analyse
economic factors such as the cost of
living and the labour supply.
It is said that payment for a job
should vary with any differences in
the way that job is performed. Where
it is simple to measure the work
done, as in manual work, monetary
incentive schemes and merit awards
are often selected. For indirect
workers, where measurement is
difficult, methods of additional
payments include bonus schemes
based on the performance of the
company.
Non-financial
incentive
schemes are becoming more popular
for all grades of staff. Fringe benefits
such as sickness and pension
schemes, sports club, housing and
canteens are all an accepted part of
the conditions of work.

69

TASK 2: Identify.
Function: ____________________________________________________
Verb Form Used: ______________________________________________
Type of Text: __________________________________________________

TASK 3: Find the referent.

It in paragraph 2 refers to:
A. wage
B. salary
C. firm
This in paragraph 3 refers to:
A. Hay System
B. method
It in paragraph 4 refers to:
A. job market
B. Personnel Dpt.

C. salaries policy

TASK 4: Answer and discuss the following questions in Spanish.

1. What is the Accounts Department responsible for?
2. What is the Personnel Department responsible for?
4. What will a firm have to do if it wants to introduce a new wage and salary

structure?
5. How are job factors calculated?
6. Which is the method known for middle and higher management? What

does it evaluate?

7. Explain the difference between a direct and indirect worker. For which

of those workers is it more difficult to calculate their output and salary or

wage?

70

TASK 5: Find the main idea or important words in each paragraph.

Paragraph # 1: _____________________________________________
Paragraph # 2: _____________________________________________
Paragraph # 3: _____________________________________________
Paragraph # 4: _____________________________________________
Paragraph # 5: _____________________________________________
Paragraph # 6: _____________________________________________

TASK 6: Write a short summary of the text in Spanish.

71

TASK 1: READ THE FOLLOWING PASSAGE.

BALANCING THE BOOKS

Although accounting has been
moving towards a common standard of
comparability in company reporting,
experienced company watchers know
that for a full understanding of a profit
and loss account or of a balance sheet,
careful interpretation may be required.
At the moment, it seems that this
question of standards has divided the
profession.
I asked Henry Lovett, who is
about to retire from his job as Managing
Director of the international auditing
firm of Henshaws, why his company
were in favor of the flexible approach:
Having studied the problem closely,
Henshaws decided that in special
circumstances we were justified in not
using a common standard. My own view,
based on over thirty years experience, is
that all creditors are sufficiently
protected, provided that there are
proper explanations in the notes to the
accounts.
However, according to
Samuel Wright of Denham, Coutts and
Patterns: We want to see an end to the
present flexibility in company reporting
and a system of penalties for those who
do not follow regulations.
Of course, if accounting policies
were completely voluntary, all kinds of
methods might be employed by
companies
intent
on
presenting
themselves in the best possible way. A
good example of this is the voluntary
guidelines in relation to inflation

accounting. For a variety of reasons,

many
companies
have
avoided
publishing inflation adjusted figures.
Problems of avoidance such as
this should be solved when current cost
accounting becomes compulsory. Yet
there are other areas of accounting
where discretion is allowed. Take the
old case of extraordinary items which are
often treated in different ways.
Extraordinary costs incurred for such
items
as
plant
overhaul
and
redundancies have in the past been
charged
differently
by
different
accountants. Nor is it difficult to find
discrepancies in the way that assets are
valued and depreciated, for it appears
that some companies have been
recommended not to carry balance sheet
assets at their present value but at some
anticipated value. Tyne Oil is a good
example. Having acquired a new tanker,
they valued it an optimum disposal price.
The problem centers on the
question of flexibility. The system of
accounting in the UK is neither at
historical cost, as in the US, nor at
current cost. It is a system favored by
companies because they can revalue
their assets at convenient times, such as
when their liabilities are heavy. Then a
short qualification is made in the
auditors report pointing out the
difficulty of making an accurate
evaluation of assets, and that is all.

72

TASK 2: Identify.
Function: ____________________________________________________
Verb Form Used: ______________________________________________
Type of Text: __________________________________________________

TASK 3: Say what the words in ITALIC refers to.

1.
2.
3.
4.
5.
6.
7.
8.

this question of standards

the profession.
the flexible approach
the problem
A good example of this
Tyne Oil is a good example.
It is a system
and that is all.

TASK 4: Match the terms on the left with their corresponding

definition on the right:
TERMS
1. Assets
2. Auditing Firm
3. Balance Sheet
4. Creditors
5. Discrepancies
6. Disposal
7. Guidelines
8. Liabilities
9. Penalties
10. Profit and Loss
Account

DEFINITIONS
A. All debts
B. All the entries on a balance sheet which
show all of a companys property and
resources
C. Differences and Disagreements
D. Fines and other punishment
E. Firm that performs a critical examination
and analysis of a companys accounts
F. Persons to whom money is owed
G. Standards of principles of operation
H. Statement of a firms financial position
I. Statement of the revenues and expenses of
a firm
J. Transferring, selling or throwing away

73

TASK 5: Answer in Spanish the following questions.

1. Why is the article entitled Balancing the Books?

2. In Henshaws view, how are the creditors protected in company

reporting?

3. State in as few words as possible the difference between Lovetts

and Wrights view of company reporting.

4. What one reason is suggested for companies not publishing current

cost figures?

5. What does the writer think will probably happen when voluntary
current cost accounting comes to an end?

6. Give examples of how accounting practices are still left to the

discretion of individual companies.

7. When did Tyne Oil value their new tanker? Why did they value it at
an optimum disposal price?

8. In what circumstances might an auditor enter a qualification in his

report?

74

TASK 6: Answer according to the reading.

WHAT THREE METHODS OF ACCOUNTING ARE MENTIONED IN THE
ARTICLE AND WHICH ONE WOULD YOU USE? WHY?
DO IT IN SPANISH.

75

UNIT V: INTENSIVE READING:

WAGES AND SALARIES. Manage with English by Sandler, P.L. & Stott, C.L. Oxford
University Press. Oxford, England. 1981. p.32.

BALANCING THE BOOKS. Manage with English by Sandler, P.L. & Stott, C.L. Oxford
University Press. Oxford, England. 1981. p.159.

76

Modals Chart

Modal

Past Modal

Negative

Negative Past

Can

Could

Can't
Cannot

Couldn't
Could not

Could

Could have

Could not

Couldn't
Could not have

Will

Would

Won't
Will not

Wouldn't
Would not

Would

Would have

Wouldn't
Would not

Wouldn't
Would not have

May

May have

May not

May not have

Might

Might have

Might not

Might not have

Should

Should have

Should not

Should not have

Must

Had
Must have

Ought to

Ought to have

Have
Has to

to Must
Mustn't

to Had to

Ought not to
Don't
have
Doesn't have to

have

have

not Must not have

Ought not to have
to Didn't
have
Did not have to

to

Have got to
Has got to
Be going to Was/were
Be supposed to

Is/are/am/not
going
to Wasn't/weren't going to
Isn't/aren't/am not supposed to Wasn't/weren't supposed to

Be able to

Was/were able to

Isn't/aren't able to

Wasn't/weren't able to

Be to

Was/were to

Is/are/am/not to

Wasn't/weren't to

Doesn't need to

Didn't
Needn't

Need
Needs to

to Needed to

Had better

Had better not

Used to

Didn't use to

need

Be about to

Was/were about to Is/are/am not about to

Wasn't/weren't about to

Would rather

Would rather have Would rather not

Would rather not have

to

77

MAKE SURE YOU KNOW THE MEANING OF THE THESE PREPOSITIONS

About
ACERCA DE
EN TORNO A

Before
ANTES

Down
DEBAJO

Like
COMO

Out of
SIN
FUERA DE

Till (until)
HASTA

Above
ENCIMA DE

Behind
DETRS

For
POR/PARA

Near
CERCA

Outside
FUERA

To
PARA
A

Across
A TRAVS DE

Below
BAJO
DEBAJO DE

From
DESDE

N EXT TO
PRXIMO
AL LADO DE

Over
POR ENCIMA

Towards
HACIA

After
DESPUS

Beneath
BAJO
DEBAJO DE

In
EN

Of
DE

Past
PASADO

Under
DEBAJO

Along
A LO LARGO DE

Beside
AL LADO DE

In front of
FRENTE A

On
EN
ENCIMA DE

Round
ALREDEDOR DE

Up
ARRIBA

Among
ENTRE
(MS DE 2)

Between
ENTRE
(SLO 2)

Inside
DENTRO DE

On top of
ENCIMA DE

Since
DESDE

With
CON

At
EN

By
POR

Into
DENTRO

Opposite
OPUESTO

Through
A TRAVS (DE)

Without
SIN

78

Taken from: WRITING ACADEMIC ENGLISH By: OSIMA, Alice & A. Hogue. Addison-Wesley Publishing Company. 1983

Meaning/ Function

Sentence Connectors

To introduce an additional Furthermore

idea
moreover
in addition
To introduce an opposite on the other hand
idea
however
in contrast

for example
for instance
e.g.
To introduce a restatement i.e.
or explanation
To introduce a conclusion in conclusion
or summary
in summary
to conclude
to summarize
To clarify chronological first
(second.
third,
order and order of fourth, etc.) next, last.
importance
finally
first of all,
above all
after that
since then
more important,
most important
To introduce a cause or
reason

Clause
Connectors
Others
Coordinators
Subordinators
And
another (+ noun)
an additional (+ noun)
but
although
yet
though
even though
whereas
while

To introduce an example

in spite of (+ noun)
despite (+ noun)

an example of (+ noun)
such as (+ noun)

before
after
while
until
as soon as

the first (+ noun)

the second (+ noun)
before the (+ noun)
in the year
since the (+ noun)
the most important
(+ noun)

for
because
since
as

because of
due to
to result from
the result of
the effect of x on y
the consequence of

79

To introduce a cause or as a result of

result
as a consequence
therefore
thus
consequently
hence
To introduce a comparison Similarly
likewise
also
too

so

To introduce a contrast

but
although
yet
though
even though
whereas
while

on the other hand

in contrast
however
by (in) comparison

and
as
just as

the cause of
the reason for
the result in
to cause
to have an effect on
to affect

Like
just like
alike
similar (to)
the same as
both... and
not only... but also
compare to
different from
dissimilar
unlike
to differ from
to compare to
to compare with

80

REGULAR AND IRREGULAR VERBS.

VERBOS REGULARES:
Son los que forman el pasado y el participio pasado aadiendo la terminacin '-ed'
I work / Yo trabajo

I worked / Yo trabaj o trabajaba

Abandon

Abandonar

Abolish

Abolir

Absolve

Absolver

Absorb

Absorber

Abuse

Injuriar

Accede

Acceder

Accelerate Acelerar

Accent

Acentuar

Accept

Aceptar

Accuse

Acusar

Accustom

Acostumbrar

Achieve

Llevar a cabo

Acquire

Adquirir

Act

Actuar

Add

Sumar

Address

Dirigir

Admire

Admirar

Admit

Admitir

Adore

Adorar

Adorn

Adornar

Advance

Avanzar

Advertise

Anunciar

Advise

Aconsejar

Affirm

Afirmar

Agree

Acceder

Allow

Permitir

Amount

Ascender/cantidad

Amuse

Divertir

Announce

Anunciar

Annoy

Molestar

Answer

Contestar

Apologize

Excusarse

Appear

Aparecer

Appoint

Nombrar

Approach

Acercarse

Approve

Aprobar

Arrange

Arreglar

Arrive

Llegar

Ask

Preguntar

Assure

Asegurar

Astonish

Asombrar

Attack

Atacar

Attempt

Intentar

Attend

Asistir

Attract

Atraer

Avoid

Evitar

Bathe

Baarse

Beg

Rogar, pedir

Believe

Creer

Belong

Pertenecer

Blame

Culpar

Book

Reservar

Call

Llamar

Carry

Llevar

Cash

Cobrar

Cease

Cesar

Change

Cambiar

Check

Comprobar

81

Claim

Reclamar

Clean

Limpiar

Clear

Aclarar, limpiar

Climb

Trepar

Close

Cerrar

Collect

Recoger

Comb

Peinar

Combine

Combinar

Command

Mandar

Commit

Cometer

Compare

Comparar

Complain

Quejarse

Compose

Componer

Conceal

Ocultar

Consider

Considerar

Consist

Consistir

Contain

Contener

Continue

Continuar

Copy

Copiar

Correct

Corregir

Cough

Toser

Count

Contar

Cover

Cubrir

Cross

Cruzar

Crown

Coronar

Cry

Gritar, llorar

Damage

Daar

Dance

Bailar

Dawn

Amanecer

Deceive

Engaar

Decide

Decidir

Declare

Declarar

Defend

Defender

Deliver

Entregar

Desire

Desear

Despise

Despreciar

Destroy

Destruir

Detach

Separar

Develop

Desarrollar

Devote

Dedicar

Devour

Devorar

Discover

Descubrir

Dislike

Desaprobar

Disturb

Perturbar

Divide

Dividir

Drag

Arrastrar

Drop

Dejar caer

Dry

Secar

Earn

Ganar

Elect

Elegir

Employ

Emplear

Enclose

Incluir

Encourage Animar

End

Terminar

Enjoy

Disfrutar

Enter

Entrar

Establish

Establecer

Esteem

Estimar

Evoke

Evocar

Exchange

Cambiar

Expect

Esperar

Explain

Explicar

Explode

Estallar

Expose

Exponer

Express

Expresar

Extract

Extraer

Fail

Fallar

Fear

Temer

Fetch

Ir por

Fill

Llenar

Finish

Acabar

Fish

Pescar

82

Fit

Ajustar

Fix

Fijar

Float

Flotar

Fold

Doblar

Follow

Seguir

Found

Fundar

Gain

Ganar

Gamble

Jugar

Gather

Recoger

Govern

Gobernar

Grant

Conceder

Greet

Saludar

Guard

Guardar

Guess

Adivinar

Handle

Manejar

Hang

Ahorcar

Happen

Suceder

Hate

Odiar

Heat

Calentar

Help

Ayudar

Hire

Alquilar

Hope

Esperar

Hunt

Cazar

Hurry

Apresurarse

Imagine

Imaginar

Imply

Implicar

Import

Importar

Impress

Impresionar

Improve

Mejorar

Include

Incluir

Increase

Aumentar

Inquire

Averiguar

Intend

Proponerse

Invent

Inventar

Invite

Invitar

Iron

Planchar

Join

Unir

Joke

Bromear

Jump

Saltar

Justify

Justificar

Kick

Cocear

Kill

Matar

Kiss

Besar

Knock

Golpear

Land

Aterrizar

Last

Durar

Laugh

Rer

Lie

Mentir

Like

Gustar

Listen

Escuchar

Live

Vivir

Look

Mirar

Love

Amar

Lower

Bajar

Maintain

Mantener

Marry

Casarse

Measure

Medir

Mend

Componer

Mention

Mencionar

Move

Mover

Name

Nombrar

Note

Notar

Notice

Notar, darse cuenta Number

Numerar

Obey

Obedecer

Oblige

Obligar

Oblige

Obligar

Occupy

Ocupar

Offer

Ofrecer

Open

Abrir

Order

Ordenar

Organize

Organizar

83

Pack

Empaquetar

Paint

Pintar

Pass

Pasar

Permit

Permitir

Place

Colocar

Play

Jugar

Please

Agradar

Possess

Poseer

Practise

Practicar

Prefer

Preferir

Prepare

Preparar

Present

Presentar

Produce

Producir

Promise

Prometer

Propose

Proponer

Pull

Tirar de

Punish

Castigar

Push

Empujar

Rain

Llover

Reach

Alcanzar

Receive

Recibir

Refer

Referir

Refuse

Rehusar

Relieve

Aliviar

Remain

Permanecer

Remember Recordar

Remind

Recordar

Remove

Quitar

Rent

Arrendar

Repair

Reparar

Repeat

Repetir

Reply

Replicar

Report

Informar

Request

Suplicar,
requerir

Require

Requerir

Rest

Descansar

Return

Volver

Rush

Precipitarse

Sail

Navegar

Save

Ahorrar

Seem

Parecer

Sharpen

Afilar

Shout

Gritar

Sign

Firmar

Smile

Sonrer

Smoke

Fumar

Sound

Sonar

Start

Empezar

Stop

Parar

Study

Estudiar

Suffer

Sufrir

Suggest

Sugerir

Suppose

Suponer

Surprise

Sorprender

Talk

Hablar

Tame

Domesticar

Taste

Probar

Tire

Cansar

Touch

Tocar

Test

Probar

Thank

Agradecer

Tie

Atar

Translate

Traducir

Travel

Viajar

Trouble

Molestar

Trust

Confiar

Try

Probar

Turn

Girar

Unite

Unir

Use

Usar

84

Vary

Variar

Visit

Visitar

Wait

Esperar

Walk

Andar

Want

Querer

Wash

Lavar

Watch

Vigilar

Weigh

Pesar

Wish

Desear

Work

Trabajar

Worry

Preocuparse

Wound

Herir

85

VERBOS IRREGULARES:
Forman el pasado y participio pasado de manera irregular. Para el presente se comportan como
los verbos regulares, aadiendo '-s' a la tercera persona singular (excepto 'to be' y 'to have').
INFINITIVO

PASADO SIMPLE PARTICIPIO PASADO

TRADUCCIN

Arise

Arose

Arisen

Surgir, Levantarse

Awake

Awoke

Awoken

Despertarse

Be/ am, are, is Was / Were

Been

Ser / Estar

Bear

Bore

Borne / Born

Soportar, dar a luz

Beat

Beat

Beaten

Golpear

Become

Became

Become

Llegar a Ser

Begin

Began

Begun

Empezar

Bend

Bent

Bent

Doblar

Bet

Bet

Bet

Apostar

Bind

Bound

Bound

Atar, encuadernar

Bid

Bid

Bid

Pujar

Bite

Bit

Bitten

Morder

Bleed

Bled

Bled

Sangrar

Blow

Blew

Blown

Soplar

Break

Broke

Broken

Romper

Breed

Bred

Bred

Criar

Bring

Brought

Brought

Traer Llevar

Broadcast

Broadcast

Broadcast

Radiar

Build

Built

Built

Edificar

Burn

Burnt /Burned

Burnt / Burned

Quemar

Burst

Burst

Burst

Reventar

Buy

Bought

Bought

Comprar

Cast

Cast

Cast

Arrojar

Catch

Caught

Caught

Coger

Come

Came

Come

Venir

Cost

Cost

Cost

Costar

Cut

Cut

Cut

Cortar

Choose

Chose

Chosen

Elegir

Cling

Clung

Clung

Agarrarse

Creep

Crept

Crept

Arrastrarse

Deal

Dealt

Dealt

Tratar

86

Dig

Dug

Dug

Cavar

Do (Does)

Did

Done

Hacer

Draw

Drew

Drawn

Dibujar

Dream

Dreamt / Dreamed Dreamt / Dreamed

Soar

Drink

Drank

Drunk

Beber

Drive

Drove

Driven

Conducir

Eat

Ate

Eaten

Comer

Fall

Fell

Fallen

Caer

Feed

Fed

Fed

Alimentar

Feel

Felt

Felt

Sentir

Fight

Fought

Fought

Luchar

Find

Found

Found

Encontrar

Flee

Fled

Fled

Huir

Fly

Flew

Flown

Volar

Forbid

Forbade

Forbidden

Prohibir

Forget

Forgot

Forgotten

Olvidar

Forgive

Forgave

Forgiven

Perdonar

Freeze

Froze

Frozen

Helar

Get

Got

Got / Gotten

Obtener

Give

Gave

Given

Dar

Go (Goes)

Went

Gone

Ir

Grow

Grew

Grown

Crecer

Grind

Ground

Ground

Moler

Hang

Hung

Hung

Colgar

Have

Had

Had

Haber o Tener

Hear

Heard

Heard

Oir

Hide

Hid

Hidden

Ocultar

Hit

Hit

Hit

Golpear

Hold

Held

Held

Agarrar Celebrar

Hurt

Hurt

Hurt

Herir

Keep

Kept

Kept

Conservar

Know

Knew

Known

Saber Conocer

Kneel

Knelt

Knelt

Arrodillarse

Knit

Knit

Knit

Hacer punto

Lay

Laid

Laid

Poner

Lead

Led

Led

Conducir

87

Lean

Leant

Leant

Apoyarse

Leap

Leapt

Leapt

Brincar

Learn

Learnt / Learned

Learnt / Learned

Aprender

Leave

Left

Left

Dejar

Lend

Lent

Lent

Prestar

Let

Let

Let

Permitir

Lie

Lay

Lain

Echarse

Light

Lit

Lit

Encender

Lose

Lost

Lost

Perder

Make

Made

Made

Hacer

Mean

Meant

Meant

Significar

Meet

Met

Met

Encontrar

Mistake

Mistook

Mistaken

Equivocar

Overcome

Overcame

Overcome

Vencer

Pay

Paid

Paid

Pagar

Put

Put

Put

Poner

Read

Read

Read

Leer

Ride

Rode

Ridden

Montar

Ring

Rang

Rung

Llamar

Rise

Rose

Risen

Levantarse

Run

Ran

Run

Correr

Say

Said

Said

Decir

See

Saw

Seen

Ver

Seek

Sought

Sought

Buscar

Sell

Sold

Sold

Vender

Send

Sent

Sent

Enviar

Set

Set

Set

Poner(se)

Sew

Sewed

Sewed / Sewn

Coser

Shake

Shook

Shaken

Sacudir

Shear

Shore

Shorn

Esquilar

Shine

Shone

Shone

Brillar

Shoot

Shot

Shot

Disparar

Show

Showed

Shown

Mostrar

Shrink

Shrank

Shrunk

Encogerse

Shut

Shut

Shut

Cerrar

Sing

Sang

Sung

Cantar

88

Sink

Sank

Sunk

Hundir

Sit

Sat

Sat

Sentarse

Sleep

Slept

Slept

Dormir

Slide

Slid

Slid

Resbalar

Smell

Smelt

Smelt

Oler

Sow

Sowed

Sowed / Sown

Sembrar

Speak

Spoke

Spoken

Hablar

Speed

Sped

Sped

Acelerar

Spell

Spelt

Spelt

Deletrear

Spend

Spent

Spent

Gastar

Spill

Spilt / Spilled

Spilt / Spilled

Derramar

Spin

Spun

Spun

Hilar

Spit

Spat

Spat

Escupir

Split

Split

Split

Hender / partir / rajar

Spoil

Spoilt / Spoiled

Spoilt / Spoiled

Estropear

Spread

Spread

Spread

Extender

Spring

Sprang

Sprung

Saltar

Stand

Stood

Stood

Estar en pie

Steal

Stole

Stolen

Robar

Stick

Stuck

Stuck

Pegar Engomar

Sting

Stung

Stung

Picar

Stink

Stank/Stunk

Stunk

Apestar

Stride

Strode

Stridden

Dar zancadas

Strike

Struck

Struck

Golpear

Swear

Swore

Sworn

Jurar

Sweat

Sweat

Sweat

Sudar

Sweep

Swept

Swept

Barrer

Swell

Swelled

Swollen

Hinchar

Swim

Swam

Swum

Nadar

Swing

Swung

Swung

Columpiarse

Take

Took

Taken

Coger

Teach

Taught

Taught

Ensear

Tear

Tore

Torn

Rasgar

Tell

Told

Told

Decir

Think

Thought

Thought

Pensar

Throw

Threw

Thrown

Arrojar Tirar

89

Thrust

Thrust

Thrust

Introducir

Tread

Trod

Trodden

Pisar, hollar

Understand

Understood

Understood

Entender

Undergo

Underwent

Undergone

Sufrir

Undertake

Undertook

Undertaken

Emprender

Wake

Woke

Woken

Despertarse

Wear

Wore

Worn

Llevar puesto

Weave

Wove

Woven

Tejer

Weep

Wept

Wept

Llorar

Wet

Wet

Wet

Mojar

Win

Won

Won

Ganar

Wind

Wound

Wound

Enrollar

Withdraw

Withdrew

Withdrawn

Retirarse

Wring

Wrung

Wrung

Torcer

Write

Wrote

Written

Escribir

90

VERBOS COMPUESTOS
Verbos que se acompaan de un adverbio (phrasal verbs) o preposicin (prepositional verbs)
modificando su sentido segn el adverbio o la preposicin.
ADD UP

Totalizar

ADD UP TO

alcanzar un total

ANSWER BACK

contestar de malos modos

ANSWER FOR

responder de

ASK ABOUT

preguntar por (un asunto)

ASK AFTER

preguntar por la salud

ASK FOR

pedir, preguntar por

ASK UP TO

pedir hasta (un precio)

ASK BACK

invitar a volver

ASK DOWN

invitar a bajar

ASK IN

invitar a entrar

ASK OUT

invitar a salir

ASK UP

invitar a subir

BACK AWAY

retroceder

BACK OUT

volver atrs

BACK UP

Reforzar

BE ABOUT

estar por (un lugar)

BE AWAY

estar fuera

BE BACK

estar de vuelta

BE FOR

estar a favor de

BE IN

estar en casa

BE OFF

irse, estar apagado

BE ON

estar encendido

BE OUT

estar fuera

BE OVER

estar acabado

BE UP

estar levantado

BEND DOWN

Agacharse

BEND OVER

Inclinarse

BLOW AWAY

llevarse (el viento)

BLOW DOWN

derrumbarse por el viento

BLOW OFF

dejar salir (el vapor)

BLOW OUT

apagar (se) (una llama)

BLOW UP

volar (con explosivos)

BREAK AWAY

Soltarse

BREAK DOWN

derruir, averiarse

BREAK IN

irrumpir, interrumpir

BREAK OFF

romper (se) (relaciones)

BREAK UP

terminar el curso o una

BREAK OUT
relacin

estallar (una guerra)

BRING BACK

Devolver

BRING ABOUT

Acarrear

BRING ALONG

traer (consigo)

BRING DOWN

derribar, rebajar

BRING IN

hacer entrar

BRING OUT

hacer salir, publicar

BRING UP

criar, educar

BRUSH OFF

quitar el polvo

BURN AWAY

consumirse (el fuego)

BURN DOWN

derrumbarse
fuego)

BURN OUT

consumirse (el fuego)

BURN UP

consumirse (por el fuego)

BUY FOR

comprar por o para

BUY OVER

Sobornar

BUY UP

Acaparar

CALL AT

Hacer una visita, hacer

CALL AWAY
escala

Seguir llamando

CALL BACK

Llamar (a alguien) para que

CALL FOR
regrese

Pedir a voces, exigir

(por

el

91

CALL IN

Llamar (a alguien) para que

CALL ON
entre

Ir a ver (a alguien)

CALL OUT

Gritar

CALL OVER

Pasar lista, enumerar

CALL UP

Telefonear

CALL DOWN

Llamar (a alguien) para

que baje

CARRY ALONG

Persuadir

CARRY OFF

Llevarse a la fuerza

CARRY ON

Continuar

CARRY OUT

Llevar a cabo

CLEAR AWAY

Dispersar (se)

CLEAR OFF

Marcharse

CLEAR OUT

Marcharse

CLEAR UP

Aclararse (el tiempo,un

misterio)

CLOSE DOWN

Cerrar

CLOSE UP

Acercarse

COME ABOUT

Suceder

COME ACROSS

Encontrarse con

COME ALONG

Acompaar, venir por (la

COME AT
calle)

Embestir

COME AWAY

Desprenderse

COME DOWN

Bajar

COME FOR

Venir por (en busca de)

COME FROM

Venir de

COME IN

Entrar

COME OFF

Desprenderse

COME ON

Vamos! (en imperativo)

COME OUT

Salir

COME TO

Ascender (una
volver en s.

COME UP

Subir

COME UP TO

Acercarse a

COUNT IN

Incluir

COUNT ON

Contar con

COUNT UP

Calcular

COUNT UP TO

Contar hasta

CRY FOR

Pedir llorando

CRY OUT

Llorar a gritos

CRY OVER

Lamentarse

CRY TO

Llamar a gritos

CUT DOWN

Reducir gastos, talar

CUT IN

Interrumpir

CUT OFF

Separar de un tajo

CUT OUT

Recortar, omitir

CUT THROUGH

Acortar por un atajo

CUT UP

Trinchar, triturar

DIE AWAY

Cesar poco a poco

DIE DOWN

Apaciguarse

DIE OUT

Extinguirse

DO UP

Abrochar

DO WITHOUT

Pasarse sin (carecer de)

DRAW AWAY

Alejarse

DRAW BACK

Retroceder

DRAW DOWN

Bajar

DRAW IN

Economizar, encoger (se)

DRAW OFF

Apartarse

DRAW ON

Aproximarse, retirar fondos

DRAW OUT

Sacar, redactar, alargarse

(el da)

DRAW UP

Para (un vehculo)

DRIVE AWAY

Ahuyentar, alejarse en
coche

DRIVE BACK

Rechazar

DRIVE BY

Pasar en coche

DRIVE IN

Entrar en coche, introducir

DRIVE OUT

Salir en coche, expulsar

suma),

92

DRIVE OFF

Alejarse
ahuyentar

EAT AWAY

Erosionar

EAT UP

Devorar

FALL DOWN

en

coche,
EAT INTO

Roer

Caerse

FALL OFF

Disminuir, desprenderse

FALL OVER

Tropezar

FIGHT OFF

Ahuyentar

FIGHT ON

Seguir luchando

FIGHT UP

Luchar valerosamente

FILL IN

Rellenar

FILL UP

Rellenar, llenar

FIND OUT

Averiguar

FIX UP

Arreglar (un asunto)

FLY ABOUT

Volar de un lado a otro

FLY AT

Atacar

FLY AWAY

Huir volando

FLY DOWN

Descender

FLY OFF

Desprenderse

GET ABOUT

Ir de ac para all

GET ALONG

Hacer progreso

GET AT

Dar a entender

GET AWAY

Escaparse

GET BACK

Volver, recuperar

GET DOWN

Descender

GET TO

Llegar a

GET IN / INTO

Entrar, meterse

GET OUT (OF)

Salir, apearse

GET OFF

Apearse, bajarse

GET ON

Subirse, progresar

GET OUT

Producir, salir

GET OVER

Saltar
por
recobrarse

GET THROUGH

Abrirse camino

GET UP

Levantarse

GIVE AWAY

Repartir, denunciar

GIVE BACK

Devolver

GIVE OFF

Despedir (humo, olor)

GIVE OUT

Agotarse, repartir

GIVE UP

Entregar, rendirse

GO ABOUT

Ir de un lado para otro

GO ALONG

Ir a lo largo de

GO AT

Atacar

GO AWAY

Marcharse

GO BY

Pasar por

GO DOWN

Bajar

GO IN / INTO

Entrar

GO OFF

Explotar, marcharse

GO ON

Continuar

GO OUT

Salir, pasarse de moda,

apagarse

GO OVER

Repasar

GO THROUGH

Penetrar, sufrir

GO UP

Subir

GO UP TO

Acercarse a

GO ACROSS

Atravesar

GO WITHOUT

Pasarse sin

HANG ABOUT

Vagar

HANG BACK

Retraerse

HANG BEHIND

Quedarse atrs

HANG FROM

Colgar de

HANG OFF

Colgar (el telfono)

HANG UP

Colgar (un cuadro)

HOLD BACK

Detener

HOLD ON

Continuar

HOLD OUT

Resistir

HURRY ALONG

Darse prisa

encima,

93

HURRY AWAY

Irse rpidamente

HURRY OFF

Irse rpidamente

HURRY UP

Darse prisa

JUMP ABOUT

Dar saltos

JUMP AT

Atacar

JUMP DOWN

Bajar de un salto

JUMP IN

Entrar de un salto

JUMP ON

Subir de un salto

JUMP OVER

Saltar por encima de

KEEP AWAY

Mantenerse alejado

KEEP BACK

Mantenerse separado

KEEP DOWN

Controlar

KEEP OFF

Abstenerse

KEEP UP

Mantenerse de pie, resistir

KNOCK ABOUT

Golpear ac y all

KNOCK AT

Llamar (a la puerta)

KNOCK DOWN

Derribar

KNOCK OUT

Dejar fuera de combate

LOOK AFTER

Cuidar

LOOK AT

Mirar

LOOK BEHIND

Mirar atrs

LOOK DOWN

Mirar abajo

LOOK FOR

Buscar

LOOK FORWARD TO

Anhelar

LOOK IN

Mirar dentro

LOOK LIKE

Parecer

LOOK OUT

Mirar fuera

LOOK OVER

Mirar por encima de

LOOK ROUND

Mirar alrededor

LOOK UP

Mirar arriba, buscar

MOVE AWAY

Alejarse

MOVE ALONG

Pasar, no detenerse

MOVE DOWN

Bajar

MOVE IN

Mudarse (de domicilio)

MOVE OFF

Marcharse

MOVE ON

No detenerse, pasar a
(otro asunto)

MOVE OUT

Mudarse (de domicilio)

MOVE UP

Moverse (para dejar sitio)

PASS AWAY

Fallecer

PASS BY

Pasar por (un sitio)

PASS IN

Entrar

PASS ON

Pasar (de mano en mano)

PAY FOR

Pagar

PAY IN

Ingresar (dinero)

PAY OFF

Liquidar
pagar

PAY UP

Pagar (una deuda)

POINT AT

Sealar

POINT AWAY

Sealar a lo lejos

POINT TO

Sealar

POINT DOWN

Sealar abajo

POINT OUT

Destacar

POINT UP

Sealar arriba

PULL AWAY

Arrancar

PULL DOWN

Derribar

PULL OFF

Arrancar

PULL OUT

Sacar

PULL UP

Parar (un vehculo)

PUT AWAY

Poner a un lado

PUT BACK

Poner en su sitio

PUT DOWN

Anotar, bajar (algo)

PUT IN

Meter, instalar

PUT OFF

Posponer

PUT ON

Ponerse (una prenda)

PUT OUT

Apagar, sacar

PUT UP

Subir (algo), alojarse

PUT UP WITH

Soportar

RUN ABOUT

Correr de ac para all

RUN ACROSS

Encontrarse con, atravesar corriendo

(una

cuenta),

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RUN DOWN

Pararse (un reloj), enfermar RUN IN

Entrar corriendo

RUN OFF

Escapar corriendo

RUN OUT

Salir corriendo

RUN OVER

Atropellar

RUN UP

Subir corriendo

SEE ABOUT

Indagar

SEE OFF

Despedir (a alguien)

SEE TO

Encargarse de

SEND ALONG

Despachar

SEND DOWN

Bajar (algo)

SEND FOR

Enviar por

SEND OFF

Despachar,despedir
(trabajadores)

SEND ROUND

Circular

SEND UP

Subir (algo)

SET ABOUT

Ponerse (a trabajar)

SET DOWN

Asentar, colocar

SET OFF

Partir (para un viaje)

SHUT IN

Encerrar

SHUT UP

Callarse,
tienda)

SIT DOWN

Sentarse

SIT UP

Incorporarse,
erguido

SIT FOR

Presentarse (a un examen)

SPEAK FOR

Hablar a favor de

SPEAK TO

Hablar con

SPEAK UP

Hablar en alta voz

STAND BY

Quedarse cerca

STAND OFF

Mantenerse alejado

STAND OUT

Destacar

STAND UP

Ponerse de pie

STAY AT

Hospedarse

STAY BY

Permanecer al lado de

STAY IN

Quedarse en casa

STAY OUT

Quedarse fuera de casa

STEP ACROSS

Atravesar

STEP DOWN

Bajar

STEP IN

Entrar

STEP OUT

Salir

STEP UP

Subir

STEP UP TO

Acercarse a (alguien)

STOP BY

Quedarse al lado de

STOP IN

Quedarse en casa

STOP UP

Empastar (una muela),

tapar (una botella)

TAKE DOWN

Escribir al dictado, bajar

TAKE FOR
(algo)

Tomar por (equivocarse)

TAKE IN

Engaar, meter

TAKE OFF

Quitarse (una prenda),

despegar

TAKE OUT

Sacar, quitar

TAKE TO

Llevar a

TAKE UP

Subir (algo)

TALK ABOUT

Hablar acerca de

TALK OF

Hablar de

TALK TO

Hablar con

TEAR AWAY

Quitar (rasgando)

TEAR OFF

Separar (rasgando)

TEAR UP

Hacer pedazos (rasgando)

THROW AWAY

Tirar (algo inservible)

THROW BACK

Devolver

THROW DOWN

Tirar hacia abajo

THROW IN

Tirar hacia adentro

THROW OFF

Echar fuera

THROW OUT

Arrojar

THROW UP

Tirar hacia arriba

cerrar

(una

sentarse

95

TRY ON

Probarse una prenda

TURN AWAY

Mirar a otro lado

TURN BACK

Darse la vuelta

TURN DOWN

Poner boca abajo

TURN OFF

Apagar (la luz), cerrar (una

TURN ON
llave)

Encender (la luz), abrir

(una llave)

TURN OUT

Apagar

TURN OVER

Volcar, poner boca abajo

TURN INTO

Convertirse

TURN UP

Llegar

WALK ABOUT

Andar de ac para all

WALK ALONG

Andar por

WALK AWAY

Alejarse andando

WALK DOWN

Bajar

WALK IN

Entrar

WALK OFF

Marcharse

WALK UP

Subir

WORK OUT

Calcular

WORK UNDER

Trabajar a las rdenes de

WRITE DOWN

Anotar

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