Instituto Privado de Estudios

Superiores de Misiones

Carreras
a Distancia

Carrera de

Informática

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Módulo III
 INDICE
ORGANIZACIÓN DE LA UNIDAD 3 ................................................................. 3
y TEMA 2: SPECIAL VERB FORMS ...................................................................... 3
y TEMA 5: THE PRESENT PERFECT TENSE ......................................................... 3
CASOS Y USOS .................................................................................................. 3
y TEMA 7: INTERACCIÓN VERBAL ...................................................................... 3
INTRODUCCIÓN ............................................................................................... 4
FIRST SECOND THIRD ........................................................... 6
FIG 1 PERSON & NUMBER.................................................................................. 7
VOICE & TENSE OF VERB.................................................................................... 8
TEMA 1 SIMPLE PAST ............................................................................... 10
EL USO DEL AUXILIAR “DID” ............................................................................. 10
TEMA 2 SPECIAL VERB FORMS ................................................................ 11
SÍNTESIS CONCEPTUAL .................................................................................... 11
THE KEY COMPETENCE IN COMPUTING IS VIEWING ............................................... 12
................................................................................................................... 12
TO SUCCEED IN LEARNING LANGUAGES IS NOT EASY. .......................................... 12
.................................................................................................................. 13
THE REFORMING COMMISSION HAS BEEN DESIGNED. ........................................... 13
TEMA 3 : THE PAST PARTICIPLE .............................................................. 14

TEMA 4 INTERPRETACIÓN Y TRADUCCIÓN DE LA TERMINACIÓN ...... 15

“ ING” .............................................................................................................. 15

TEMA 5 PRESENTE PARTICIPLES AND GERUNDS ................................ 17

TASK 1 GERUNDS OR PRESENT PARTICIPLES ? ............................................... 17
FRANCHISING ............................................................. ................................ 17
TRAINING ............................................................. .................................... 17
TASK 2 MATCH THE ADVANTAGES OF A FRANCHISING !!! .................................. 18
IS NEVER ALONE ............................................................................................... 18
ADVERTISED AROUND THE WORLD ................................................................... 18
ARE EXCELLETNT ............................................................................................. 18
THE FRANCHISEE ............................................................................................. 18
TASK 3 MIND THE PASSIVE FORMS AND TRANSLATE THEM ON YOUR OWN !!!
...................................................................................................................... 18
TEMA 5 UNA APROXIMACIÓN AL TIEMPO “ PRESENT PERFECT “ ... 18

TEMA 6 MORE ABOUT “MODALS” ............................................................ 21

PROCESS EVALUATION................................................................................ 26
 Organización de la Unidad 3
Temas Textos Autoevaluación
yIntroducción
La importancia de las dos lenguas en el traducción ( LP ) y LT )

yFeedback
Irregularidad y auxiliaridad
Interacciones
y Revision and consolidation
Person Number Tense Voice

y Tema 1: Did You Know ?

El uso del auxiliar “ did “

y Tema 2: Special verb forms

Síntesis Conceptual
Gerunds Infinitives Participles

y Tema 3: The “ ING” forms

Estructuras comparadas

y Tema 4: Present Participles and Gerunds

Reconocimiento y diferenciación de las formas “Ing “ en los textos.

y Tema 5: The Present Perfect Tense

Casos y Usos

y Tema 6: More about “ Modals ”

Integración de las formas modales con los verbos principales.

y Tema 7: Interacción verbal

Modelos para la comprensión y traducción: otros contextos de uso
y Tema 8: Glosario

y Autoevaluación
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Introducción

El objetivo de esta unidad es otorgarle al interlenguaje el

rol que le corresponde en el proceso global de aprendizaje.

Es necesario destacar que el desarrollo curricular de las unidades está

organizado alrededor de ejes, que transitoriamente en estos contextos
académicos, focalizan el lenguaje escrito y contemplan principalmente la
lecto-comprensión y traducción de textos.
( o producciones en Español )

Una clave para lograrlo !!! Práctica Acción Reflexión

Esta tarea exige necesariamente la comparación y yuxtaposición de
estructuras semánticas y sintácticas en ambas lenguas:

La tarea consiste básicamente en la acción de poner en juego todos los

elementos disponibles de las dos lenguas ( Español / Inglés ) para
resignificar la realidad. Es decir, poner en práctica las estrategias de
lectocomprensión y traducción a las que nos hemos referido en la unidad 2.

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en esta etapa usted deberá realizar

en una búsqueda activa de

que representen
? la intención o propósito del texto

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Feedback

A verb is a word that expresses action or state of being.

Forms of verbs depending on :

singular plural

first second third

active pasive

present past future

present perfect past perfect
conditional

indicative imperative subjunctive

Como hemos visto en las unidades anteriores la TERCERA PERSONA

SINGULAR ( he/she/it) manifiesta una irregularidad fuerte y distintiva en
el tiempo Presente, a la que hemos denominado el caso de la “s” en la
tercera persona singular. ( Fig 1 )

En esta unidad avanzaremos en el proceso de análisis y

comprensión de las interacciones verbales que se producen en
los textos, contemplando los conceptos de irregularidad y
auxiliaridad que intervienen en la morfosintaxis de los
tiempos verbales ( tenses ) sus interrelaciones y sus usos.

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Revision and consolidation

Fig 1 Person & Number

Singular Plural
First Person I work We work
Second Person You work You work
Third Person He/she/it/ works They work

Tense INDICATES Time

Podríamos decir que todos los verbos en Inglés exhiben tres formas
verbales básicas tanto para los verbos regulares como para los verbos
irregulares.
Observemos la tabla
֠
Present Past Past Participle
Look Looked Looked
See Saw Seen
Operate Operated Operated
Go Went gone
Allow Allowed Allowed
Have Had had
Provide Provided Provided
Be is-are Was - were been
Require Required Required
Do Did done
Find Found Found
Send Sent Sent
Make Made Made
Enter Entered Entered
Put Put Put
Get Got Got

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Con el propósito de facilitar la comprensión de estas tres categorías

verbales básicas, se han seleccionado al azar un conjunto de verbos
regulares e irregulares que exhiben la morfología correspondiente a sus
pasados y participios pasados.

֠ Como se observa en la tabla los verbos regulares ( look/allow )

forman sus pasados y sus participios pasados con la terminación “ed “ o
solamente “d” ( en operate /require ).

En esta unidad nos compete focalizar el estudio en los pasados regulares e

irregulares y en los participios pasados para la formación del tiempo verbal
Present Perfect que veremos más adelante.

Voice & Tense of verb

En la tabla a continuación observe el desarrollo de los tiempos y voces del
verbo irregular see ( ver ).

Tense Active Voice Passive Voice

Singular Plural Singular Plural
Present I see We see I am seen We are seen
You see You see You are seen You are seen
He/she/it sees They see He/she/it is They are seen
seen
Past I saw We saw I was seen We were seen
You saw you saw You were seen You were seen
He/she/it saw They saw He was seen They were seen

Future I will see We will I will be seen We will be seen

You will see see You will be seen You will be seen
He/she/it will see You will He will be seen hey will be seen
see
They will
see
Present I have seen We have I have been We have been
Perfect You have seen seen seen seen
He/she/it/ has You have You have been You have been
seen seen seen seen
They have He has been They have been
seen seen seen

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֠
Mind the auxiliaries “WILL”
and “ HAVE “ “HAS “
For the Future and Present Perfect Tenses
Activity 1
Elabore una tabla similar seleccionando un verbo regular y otro irregular y
desarrolle sus respectivos tiempos y voces como en el modelo.
Ejemplo: verbos send ( enviar ) produce ( producir )

Tense Active Voice Passive Voice

Singular Plural Singular Plural
Present

Past

Future

Present
Perfect

Activity 2
Traduzca las formas verbales construídas. Seguramente encontrará casos
que manifiesten grados de ambigüedad y/o escasa significación pero
recuerde que en esta instancia de práctica sólo pretendemos aproximarnos
a la comprensión del sistema morfosintáctico de los tiempos verbales en las
voces activa y pasiva.1

1
Sobre las estructuras comparadas de voces activa y pasiva nos referiremos especialmente en la Unidad
4.

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Tema 1 Simple Past

El uso del auxiliar “did”

Did you know ?

Reading Text 1

The Word “ franchise” is a French word meaning priviledge or freedom. It

came into use in the Middle Ages when a sovereign could grant the right
to hold markets or fairs on his land.

In 1851 the Singer Sewing Machine company gave distribution franchises

for their machines and they became world famous.

In the business jargon, the franchiser is known as ZOR and the franchisee
as ZEE.

Task 1
Observe la colocación del auxiliar did en la pregunta y formule respuestas
completas usando el verbo principal en pasado como se infiere del texto.

When did it come into use ?

..........................................................................................................
When did the Singer Sewing Machine give franchises for their
machines?
..........................................................................................................

Task 2
Observe los verbos en la tabla y complete las siguientes formas
Affirmative Interrogative Negative
It came into Did it come into It didn´t come into
It gave ...................... ......................
He granted ...................... ......................
They became ...................... ......................

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Tema 2 Special verb forms

Síntesis Conceptual

A verbal o verboide is a word that

b is derived from a verb

b has the power of a verb

b functions as a noun (sustantivo)

an adjective
or an adverb

The verbals are

The Gerund is a verbal that

ends in “ ing ”

and is used as a noun (sustantivo)

Veamos estos ejemplos

1. Gerund as subject

Taking charge of technological changes is a great challenge.

...............................................................................................................................

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2. Gerund as direct object

I start working at about six o´clock

...............................................................................................................................
3. Gerund as object of the preposition

I work at jump-starting my weary system.

..............................................................................................................................
4. Gerund as predicate noun
The key competence in computing is viewing
..........................................................................
Activity 1

¿ Se anima a traducir estas oraciones en las líneas de puntos indicadas ?

An infinitive is a verbal that

is usually introduced by to

and is used as a noun ( sustantivo)

as an adjective

or as an adverb
Veamos estos ejemplos

1. Infinitive as noun subject

To succeed in learning languages is not easy.

.............................................................................................................................................
1. Infinitive as adjective

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Reading is the most important skill to learn foreign languages.

.............................................................................................................................................
2. Infinitive as adverb
Employees are wise to work hard.

.............................................................................................................................................
Activity 1

¿ Se anima a traducir estas oraciones en las líneas de puntos indicadas ?

A participle is a verbal usually ending in “ing” or “ ed”.

Participle as adjective2

The worker stamping orders is tired.

.............................................................................................................................
The stack of stamped papers grows taller by the minute.

..............................................................................................................................

Task: Present or Past participle ?

Diferencie los participios presentes de los participios pasados y traduzca.

The declared intention is to prescribe solutions.

.............................................................................................................................
The reforming commission has been designed.
..............................................................................................................

2
Stamping is an adjective: modifies worker. Stamped is an adjective: modifies worker and
papers. Material en proceso de elaboración.

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Tema 3 : The Past Participle

En la tabla a continuación observará tres grandes agrupamientos de formas
verbales. Observemos !!!

Presente del verbo3 Pasado del verbo Participio Pasado del

verbo
Do Did done
Be: Is / are Was/were been
Have Had had
Go/goes Went gone
Check Checked checked
Debug Debugged debugged
Write Wrote written
Use Used used
Work Worked worked
See Saw seen
Put Put put
Open Opened opened
Read Read read
Provide Provided provided
Buy Bought bought
Listen Listened listened
Add Added added
Choose Chose chosen

En este listado se han agrupado un conjunto de verbos sin distinción de sus

irregularidades ( regular/irregular) con el objeto de estudiar las formas
que adoptan para los participios pasados.

֠La propuesta consiste en diferenciar

los pasados y los participios pasados
en los textos seleccionados
y su correspondiente
estructura comparada para la traducción.

3
Se agrupan diez verbos principales a modo de ejemplo. Las formas irregulares
deben ser estudiadas en los contextos de uso.

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Tema 4 Interpretación y traducción de la terminación

“ ing”
Las palabras terminadas en “ing” que caracterizan a la lengua Inglesa
siempre se asocian con la terminación ando/endo del Español. Esta variante
de las formas “ing” pertenece al grupo de los Tiempos Progresivos o
Tiempos en proceso.

1.The importance of methanol as a source of energy is growing rapidly.

La importancia del metanol como fuente de energía está aumentando

rápidamente.

2.The earth shook as if a huge hand was /were moving it.

La tierra se agitó como si una enorme mano estuviera moviéndola.

La tierra se agitó como si una enorme mano la estuviera moviendo.

En estos dos ejemplos observe las estructuras, compare y reflexione sobre

los tiempos verbales en LP y LT y asocie las terminaciones ando/endo.

Task Podríamos usar el segundo ejemplo para analizar las dos versiones

del enclítico4 “ la “
y
el modo subjuntivo expresado por el verbo estuviera ( LP) y
was/were/ (LT)

Pero esta terminación tiene otras colocaciones e interpretaciones

para la traducción en diferentes contextos de uso.

1. Después de la preposición “ by “
Psychiatrists may help more people by assisting and advising other
medical professions.
Los psiquiatras pueden auxiliar a mayor número de personas ayudando y
aconsejando a otras profesiones médicas.

4
Buscar información sobre los pronombres enclíticos en Español.

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It can be remedial by changing the direction of the vector of the applied

insertion force.
Se puede corregir cambiando la dirección del vector de la fuerza de
inserción aplicada.

2. Después del nexo “thus”

Many factories pump out untreated detergents, thus polluting water.
Muchas fábricas expulsan detergentes sin tratar , contaminando así el agua.

They move in all directions, thus causing expansion.

....................................................................................................................................
1. Después de preposición

A microscope is an instrument used for looking at small objects.

.....................................................................................................................................
Many different factors must be considered in assembling an analog
computer.
...............................................................................................................................................................

By allowing some of the steam to escape we can relieve the pressure in

the boiler.
.....................................................................................................................................................................

for looking = para mirar

in assembling = al armar
By allowing = al permitir

4. Despues de “WHEN”
When considering such factors special care must be taken.
Al considerar tales factores debe tenerse especial cuidado. ( o se debe
tener )
Cuando se consideran tales factores debe tenerse especial cuidado. ( o se
debe tener )

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Tema 5 Presente Participles and Gerunds

Reading Text Fran Info

START YOUR OWN BUSINESS

GO INTO FRANCHISING

A franchise is basically a contract between the franchiser and the

franchise, also known as franchising agreement.
Franchisers are the owners of the make and the Know-how. They provide
training and technical assistance , and allow others to use their products.
Franchisees pay an initial fee as well as appropiate royalties. In exchange
they have the priviledge to use a firm ´s name and trade with it.
There has been a big increase in this type of business.

Don´t miss the chance of going into

the best , latest and most affordable
entrance business

Task 1 Gerunds or present participles ?

Observe la colocación de estas formas con “ing “ en el contexto y traduzca

la oración:

Franchising .............................................................

Training .............................................................

Going into .................................... ........................

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Task 2 Match the advantages of a franchising !!!

Products is never alone

Labels are given easily
Profit margins are well known
Loans advertised around the world

Growth are excelletnt

The franchisee is rapid

Task 3 MIND THE PASSIVE FORMS and translate them on your

own5 !!!

1. ........................................................................................................................................

2. ........................................................................................................................................

3. ........................................................................................................................................

4. ........................................................................................................................................

Tema 5 Una aproximación al tiempo “ Present Perfect “

Fig1

Pasado Presente Futuro

+
Simple Present Simple Simple
Past Perfect Present Future

5
On your own quiere decir a su manera / como usted pueda / usted solo . . .

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Fig 2 La auxiliaridad en los tiempos Present Past Future

Revision

did you / he / she do you / we / they ? will you / he /she

it/ we / they ? does he /she / it ? it / they ?

+
I / you / he / she / it I / you / we / they don´t I / you/ he / she

we / they didn´t he/ she / it doesn´t it / they won´t

Fig 3 La auxiliaridad para el Present Perfect

Have I you /we/ they do you / we / they ? wiil you / he /she

Has he/she/it does he /she / it ? it / they ?

+
I /you/ we/they have you / we / they don´t I / you/ he / she
He/she /it has
haven´t he/ she / it doesn´t it / they won´t
hasn´t

Fig 4 El caso del verbo “ be”

Simple Past
was/were
wasn´t/ weren´t Presente Futuro

Present Perfect Simple Simple

have/has Present Future
haven´t/hasn´t been is/ are will be
isn´t / aren´t won´t be

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The Present Perfect Tense

For or since

Dear John
How have you been ? I´m sorry I haven´t written for a few
months, but I´ve been really busy since I arrived.

I´ve made a lot of nice friends. . . . . . . . . . . I got here. I´ve met

people from all over the world. Yesterday I went running with a young
doctor from Japan. As you can see I am becoming quite international.

I´m learning to speak French too. I´ve gone to class. . . . . . . . . . .

the beginning of the month and I think my french is improving a lot.

The weather has been beautiful. We´ve had sunny weather. . . . . . .

. . . more than a week. I hope it continues.

This week I plan to go rafting with some friends on the Rouge River.
I haven´t had an exciting adventure like this . . . . . . . . . . . some months.
I´ll tell you all about it in my next letter.

Write soon. I haven´t had any letters . . . . . . . . . . . . . ten days.

Miss you all, Tex

Para averiguar duración o desde qué tiempo

How long have you been there? Since 1987
For five years

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Task
Responda usando since and for ?
How long have you studied English ?
.........................................
.........................................

Tema 6 More about “Modals”

Can could may might ought to should

Este conjunto de verbos llamados “ modals “ y sus formas negativas se

caracterizan porque:

determinan una modalidad, intención o sugerencia

funcionan con un verbo principal

con la excepción de “ought to” los modals no admiten el verbo en infinitivo

( can go / must learn / should read )

estas modalidades son en sí mismas formas afirmativas, negativas o

interrogativas según la intencionalidad que se le adjudique

no exhiben irregularidades para las terceras personas del singular

no forman “verboides” : infinitivos, participios y gerundios

para la traducción se sugiere tener en cuenta los contextos de uso y la

intencionalidad del texto.
Can habilidad capacidad posibilidad

El futuro se expresa con “ be able to”

Ej. He will be able to solve the problem. ( podrá ) (o sabrá resolver el
problema )
He won´t be able to do it.

El pasado se expresa con el modal

Could
Ej 1. He could operate the machine ( podía ) ( o sabía como hacerlo )
2. Could you do it ? ( podrías hacerlo )
3. You could scale mountains of data ( podría /podrías escalar montañas de
datos )
4. You could have a nice trip ( en este caso “podrías” es una expresión de
deseo )

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Nota: Nuevamente destaco la importancia del contexto para la traducción de

estas formas modales

May permiso autorización posibilidad probabilidad

Might posibilidad probabilidad

Los usos de los verbos modales “ Must” “Mustn´t” “Should” “Ought to”

Must obligación / deber / tener que

El concepto de deber u obligación se expresa también con las formas “ have

to” y “has to”
Ej. I have to study the case
I have to go
He will have to study more for the exam
People have to be informed
He has to work
Do you have to buy new spares?

Nota: Para la negación el uso habitual es:

You don´t have to ... . . . . . . . . . . . . . . . . . .
He doesn´t have to. . . . . . . . . . . . . . . . . . . .

Mustn´t expresa prohibición

........................................................................................................................................................
Should expresa sugerencia o recomendación
( debería)

.........................................................................................................................................................
Ought
deber u obligación ( tiene que o es
aconsejable que )

.......................................................................................................................................................

Task 1
¿Podría proveer ejemplos en las líneas de puntos utilizando estos usos?

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Task 2

Fill in the blanks with the correct modal verb:

Use should, would, can, could, might, must, have to, had to

1. You ................use the forward error recovery to detect a mistake.

2. Microcomputers .....................handle multi-tasking and they ...............be

connected to other micros by a Lan, so that many different users...........have
access to different parts of centrally-stored data and languages.

3. Whenever you detect an error in the hardware system you .................restart

the operation. Only the latest processes ................have to be aborted, but
the previous ones....................be restarted.

4. Fully object-oriented operating systems .................appeal to systems

programmers and users alike. At the system level, objects.................. enable
programmers to dig deeply into the depths of the operating system to
customize it to their needs, without disrupting system integrity. At the
application level , users...................find that they ..............mix and match
features and accessories.

Tema 7: Interaction
How do you write these texts
Reading Texts: Globalization in Spanish ?

1.Adapting to the new global format won´t be easy; managers will have to
adjust to new world economic organizations.
..........................................................................................................................................................
..........................................................................................................................................................

2.E-mails have turned communications easy, fast and cheap.

..........................................................................................................................................................

3. Franchising is a way of making business grow with O.P. M. ( Other

People´s money )
..........................................................................................................................................................

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..........................................................................................................................................................

4. After seven years of a robust economy and low unemployment rates , the
labour market is growing in every sector, from unskilled labourers to information
technology professionals.
..............................................................................................................................................…………..
...........................................................................................................................................................
..............…………………………………………………………………………………………………………………………………………

5. Compaq competes across the computer market and is still taking over Digital
Equipment Corp. Their commercial rival Hewlett- Packard Co is always there, and
although Compaq is the PC-market leader , it is losing momentum fast.
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................

6. We are here to meet the Headquarters´new CEO who is arriving from

England. . He is the one who makes all the important decisions to re-engineer the
company to obtain higher benefits and position it better in the market.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
More Models
Otros modelos para la traducción

֠ Interprete y traduzca los textos a continuación.

Focalice la actividad en la interacción verbal.

1.
When we talk about finance and financial plans we have to answer
these three fundamental questions:
How much money are we going to spend ?
How miuch money are we going to receive ?
What bnefits are we going to obtain ?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………

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2. Budgeting is the plan of operations that estimates how to get the

money that is needed ( income ) and how it is going to be spent
( expense ) for a period of time in the future.
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….

Tema 8: Glossary6
Agreement Acuerdo
Assistance Aayuda
Allow Permitir
Barter Trueque
Bearish market Mercado deprimido
Budget Presupuesto
Bullish market Mercado alcista
Coin Moneda
Cash Dinero en efectivo
Currency Dinero/moneda en circulación
Debt Deuda
Domestic Nacional
Expense Gasto
Fees Honorarios
Franchise Franquicia
Headquarters Casa matriz
Improve Mejorar
Income Ingresos
Instalment Cuota
Investment Inversión
Know-how Experiencia/ pericia
Loan Crédito
Paper-note Billete
Profit margin Margen de ganancia
Provide Proveer
Remove Quitar/Retirar
Royalties Regalías

6
Este glosario es parte del campo de los negocios y contribuye a extender el
vocabulario para la traducción.

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Set Establecer
Spring Expandirse
Supply Proveer/suministrar
Stock-market Mercado/bolsa de valores
Shares Acciones
Stockbroker Corredor de bolsa
Trade Comercio

Process Evaluation
La siguiente autoevaluación da cuenta de SU progreso y proceso de
avance en el desarrollo de estrategias para la comprensión y traducción de
textos.

1. Reading comprehension
Read the following text and try to answer the comprehension questions
below:

Reading text: Investment banking

Schroders, the biggest surviving British investment bank, has been

bagged by an American. It will make a fine trophy.

It is not going to change the world. It doesn’t involve the Internet. And,
to be frank, it is , in the scheme of things , rather small. But the
announcement on January 18th that Salomon Smith Barney(SSB), part of
Citigroup, would buy the investment-banking operations of Schroders, a
British investment bank, for ( $ 2.2 billion ) was intriguing nonetheless.
( The Economist January 22nd - 28th 2000 )

Comprehension questions

1. What is Schroders ?
……………………………………………………………………………………………………………………………………

2. Who is Salomon Smith Barney ?

……………………………………………………………………………………………………………………………………

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3. What does “ a fine trophy “ mean in this context ?

…………………………………………………………………………………………………………………………………..

֠ Observe la colocación del auxiliar “would” ( would buy =

compraría ) que será estudiado en la unidad 4.

2. Use of language
In the box below you will find words that should be placed in their
context.

usually might how much budgeting

an marketing income human

In …………………… organisation, company or enterprise, …………………………is part

of a financial plan and it is……………………….. controlled by a Financial
Committee. In a company, budgets forecast………………………….money will go
to research, technology , …………………….resources, ……………………… and
advertising, taxes, salaries and what prospective ………………………..such
business …………….get.

3. Present Perfect and Past Tense

En este ejercicio Usted tiene que diferenciar estos dos tiempos verbales
teniendo en cuenta los indicadores.
Complete las oraciones usando el tiempo correspondiente

1. I - - - - - - - - - - - - - - - - - - - - in France from 1978 to 1980. ( live)

2. They - - - - - - - - - in the garden since 10 o´clock this morming. (be)

3. Susan - - - - - - - - - - - - - - - school in 1987. ( leave )

4. We- - - - - - - - - - - - - - - - to Italy for our holidays last year. ( go )

5. Mr. Perez - - - - - - - - - - - - - in the same company for twenty five

years. ( work )

6. I - - - - - - - - - - - - - - - - - a good film last week . ( see )

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7. He - - - - - - - - - - - - - - - his car for 3 years, and it looks new. ( have )

4. The present Perfecte Tense: Forma Interrogativa
Answer using the forms provided in the box.

Yes, I have No, I haven´t No, never Yes, sometimes.

Yes, but only once Yes, I have to the see

1. Have you ever written a computer program ?

--------------------------------------
2. Have you ever had a Chinese meal?

---------------------------------------
3. Have you ever seen a shark ?

----------------------------------------
4. Have you ever ridden a Yamaha?

-----------------------------------------
5. Have you ever been to Mar del Plata?
------------------------------------------

Now Translate !!!

Foreign investment
For many years governments of both parties have boasted about
Britain´s success in attracting foreign direct investment ( FDI ).
Britain attracts more inward investment than any country in the world,
except the United States. Between 1987 and 1998, 26 % of all FDI into
tha 15 current European Union countries went to Britain.
( The Economist January 22nd - 28th 2000 )

………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….

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………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………….
MIND THE TRANSPARENT WORDS AND TRY TO PRODUCE A GOOD TEXT
IN SPANISH ! ! !
BE CONFIDENT IN YOU
AND GO ON . . .

yBibliografía
• Association for Supervision and Curriculum Development ( 1997 ) “
Planning integrated units: A concept-based approach” Alexandria, Virginia
USA.

• Allemand M.E. & Clausen L. ( 1998 ) “Guías de Estudio para la lecto

comprensión y traducción ” - Instituto Universitario Gastón Dachary- Posadas-
Misiones - Argentina

• Avendaño Fernando - Cetkovich Gabriel ( 1998 ) “El texto, el contexto y los

procedimientos” Santillana - Argentina

• Bolton D. & Goodey N. ( 1997 ) “ Grammar Practice in Context “ Richmond

Publishing London, UK

• Freire, P. ( 1987 ) “Literacy: Reading the word and the world “ South Hadley ,
MA: Bergin and Harvey.

• Howard-Williams & Herd (1992 ) “Business Words “ Heinemann - Oxford,

London, UK

• Jacobs, H.H. ( 1989 ) ”Interdisciplinary Curriculum: Design and

Implementation” ASCD Virginia USA.

• Kaufman Ana María (1998 ) “La lecto-escritura una experiencia

constructivista” Aula XXI – Santillana - Buenos Aires

• Sarlo Beatriz ( 1998 ) “La máquina cultural” Ed. Planeta - Argentina

• Slavin, R. ( 1995 ) “Cooperative Learning: Theory, Research, and Practice “

Allyn and Bacon, Massachusetts , US.

• Sebranek P. ,Meyer V., Kemper D. & Van Rys J. ( 1996 ) “ School to Work
A Student Handbook “ Great Source Education Group - A Houghton Mifflin
Company , Massachusetts U.S

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• Tobelem Mario ( 1994 ) “ El libro de Grafein “ Teoría y práctica de un taller

de escritura “ Santillana – Argentina

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