Modulo de Ingles # 1 PDF

MÓDULO
INGLÉS
COMERCIAL
UNO
Elaborado por: Ana María Moncada Carvajal

CORPORACIÓN UNIVERSITARIA REMINGTON
POR UNA FORMACIÓN SIN DISTANCIAS
TABLA DE CONTENIDO
PÁG.
1. INTRODUCCIÓN 5
2. MAPA DE LA ASIGNATURA 6
3. JUSTIFICACIÓN DEL MÓDULO 7
4. OBJETIVO GENERAL DEL MÓDULO 8
5. OBJETIVO TERMINAL DEL MÓDULO 8
6. OBJETIVOS ESPECÍFICOS DEL MÓDULO 8
7. UNIDAD N°. 1
7.1. OBJETIVO GENERAL 9
7.2. OBJETIVO TERMINAL 9
7.3. OBJETIVOS ESPECÍFICOS 9
7.4. PRUEBA INICIAL 9
7.5. LESSON 1- NANCY LÓPEZ WRITES A LETTER 10
7.6. GRAMMAR SECTION 1 12

7.6.1. THE ORDER OF WORDS IN A SENTENCE 12
7.6.2. THE GENDER OF WORDS IN ENGLISH 12
7.6.3. THE SUBJECT PRONOUNS I, YOU, HE, SHE, IT, WE, YOU, THEY 13
7.6.4. THE DEFINITE AND INDEFINITE ARTICLES 13
7.6.5. THE PLURAL OF NOUNS 14
7.6.6. THE FORM AND POSITION OF ADJECTIVES 18

7.7.1. THE PRESENT TENSE OF THE VERB BE (SER, ESTAR) 18
7.7.2. THE PRESENT TENSE OF THE VERB HAVE (TENER, HABER) 19
7.7.3. THE PRESENT TENSE OF OTHER VERBS, REGULAR OR IRREGULAR 19
7.8. COMMERCIAL LETTERS 21
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7.9. PRUEBA FINAL: THE ORDER OF SENTENCES IN A LETTER 25
8. UNIDAD N°. DOS 27
8.3. OBJETIVOS ESPECÍFICOS 27
8.5. LESSON 2 - THE HOUSE WHERE MR. AND MRS. MILLER LIVE 30
8.6. ECONOMY DEFINITIONS 31

8.6.1. (FREE) MARKET ECONOMY 31
8.6.2. PLANNED ECONOMY 32
8.6.3. NATIONAL INCOME 32

8.7.1. THE OBJECT PRONOUNS 32
8.7.2. THE PREPOSITIONS IN, ON, AT 33

8.8.1. QUESTIONS WITH THE VERB BE 35
8.8.2. THERE IS, THERE ARE (HAY) 35
8.8.3. IRREGULAR VERB FORMS IN THE THIRD PERSON SINGULAR OF THE
SIMPLE PRESENT TENSE 36
9. UNIDAD N°. TRES 37
9.3. OBJETIVOS ESPECIFICOS 37
9.5. LESSON 3 - AT THE GROCERY STORE 40
9.6. WHAT IS ECONOMICS ABOUT? 42

9.7.1. THE AUXILIARY VERB DO 42
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9.7.2. THE VERB LIKE 43

9.8.1. THE USE OF THE DEFINITE AND INDEFINITE ARTICLES 45
9.8.2. PREPOSITIONS 47
10. EVALUACIÓN FINAL 48
11. FICHA TÉCNICA ASIGNATURA INGLÉS COMERCIAL UNO 51
12. BIBLIOGRAFÍA 52
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1. INTRODUCCIÓN
Cada área del conocimiento humano maneja distintos lenguajes que son: el lenguaje
científico, el lenguaje profesional, el lenguaje técnico e incluso el lenguaje empírico. El
estudiante moderno debe conocer la forma básica en que se comunican estas personas
dependiendo del área específica en que se desempeñen.
La sofisticación para explicar los detalles complejos mediante palabras especiales es lo

que caracteriza el lenguaje técnico como tal, por su puesto, que cuando se organiza el
conocimiento, la descripción del concepto recae en ciertas palabras, las cuales hacen que
sea necesario comprenderlas como tal, debido a que representan el lenguaje interno de
esa ciencia en especial y de esa manera ir eliminando el lenguaje empírico que conlleva a
ser una tendencia caótica y dispersa con nombres que muchas veces no tienen nada que
ver con determinaciones lógicas para describir el fenómeno como tal.
El lenguaje técnico también va evolucionando constantemente. Exigiéndole al estudiante

el mejoramiento tanto escrito como oral de este modelo comunicacional y esto es
precisamente hacia donde tiende atrevidamente este módulo, el cual interactúa entre el
lenguaje técnico y el lenguaje común. Permitiendo que en la medida en que se desarrolle
el módulo como tal se genere una visión más práctica del buen desarrollo profesional.
Este Módulo de Inglés Comercial uno, es la primera parte de 5 módulos los cuales
están diseñados para todas las personas que requieran de una comunicación comercial
efectiva a nivel escrito y verbal. Presenta los fundamentos básicos de la gramática
inglesa, así como, la presentación del inglés comercial a través de las diferentes maneras
de transmitir la comunicación por medio de de la correspondencia y sus diferentes
medios.
El módulo contiene tres unidades en las cuales se presentan diversos temas sobre
gramática básica, economía, y el formato para la elaboración de una carta comercial.
Debido a que la parte técnica de un idioma es importante en el desarrollo profesional, el

lenguaje común continúa siendo prevaleciente, por cuanto desligar el inglés técnico del
lenguaje diario generaría una incomunicación total debido a que el lenguaje técnico es
complementario al lenguaje coloquial.
De esta manera se hace necesario que este módulo maneje paralelamente las dos
situaciones, teniendo en cuenta las grandes deficiencias que existen en la educación
primaria y secundaria e incluso a nivel universitario con respecto al conocimiento de un
segundo idioma. En este caso el inglés.
Este módulo tiene el propósito permanente de interactuar entre el lenguaje común y el
lenguaje técnico del área administrativa y los temas relacionados con la misma.
Este módulo de Inglés Comercial uno ha sido elaborado como referente escrito para los
diferentes programas de la Corporación Universitaria Remington (CUR), y con el fin de
ayudar al docente y a los alumnos como una guía académica y pedagógica.
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2. MAPA DE LA ASIGNATURA
INGLÉS COMERCIAL UNO
Lenguaje técnico del área administrativa complementada con el

inglés coloquial con el fin de formar un profesional bilingüe que le
permita ampliar su margen de acción.
OBJETIVO TERMINAL
Llevar al estudiante paso a paso a través del conocimiento de la gramática

inglesa y su aplicación práctica en el inglés comercial. Aprender a pensar y
a escribir en otro idioma.
Desarrollar la capacidad de interpretar textos del área administrativa.
OBJETIVOS ESPECÍFICOS
9 Conocer paso a paso la gramática del Inglés.

9 Describir la estructura y la metodología para elaborar una
carta comercial.
9 Aprender vocabulario técnico en inglés del área
administrativa.
9 Desarrollar la capacidad de interpretar textos del área
administrativa.
UNIDAD 1 UNIDAD 2 UNIDAD 3
Capacidad de Habilidad Habilidad para

análisis y de para pensar en otro
relación interpretar idioma
idiomática
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3. JUSTIFICACIÓN
El cambio en las telecomunicaciones y la superación de las fronteras ha generado un

mayor acercamiento entre las personas que viven en lugares distantes, por lo tanto, el
mundo empezó una era de globalización desde hace mucho tiempo, en donde la distancia
ya no es un impedimento para realizar transacciones comerciales, o ampliar el segmento
de mercado a plazas internacionales.
Un profesional de las ciencias administrativas debe tener un lenguaje común, en este

caso el idioma inglés, que le permita comunicarse con el entorno global, con empresas a
nivel mundial, con otras culturas, bien sea por un medio escrito o verbal. El no tener esta
posibilidad genera una gran limitante en el futuro profesional el cual queda por fuera de la
actividad comercial mundial.
Hablar un segundo idioma ya no es un privilegio de unos cuantos, sino, una necesidad

sentida que se hace cada vez más incidente en el desarrollo de la economía, de la
formación de empresas y de la expansión de mercados.
Para un empresario es de gran utilidad comercial tener la posibilidad de exportar sus

productos y ampliar su mercado objetivo, sin embargo, el desconocimiento del inglés
como idioma básico a nivel mundial le limita todas las posibilidades tanto para diligenciar
la documentación requerida por el comercio Internacional, así como, la comunicación con
los clientes potenciales.
Con los cinco módulos de Inglés Comercial el estudiante también tendrá la capacidad de
estar preparado para presentar los exámenes requeridos por las universidades y
empresas.
Los temas de esta primer módulo inician con la gramática básica e incluye una explicación
y ejercicios prácticos sobre la correspondencia en cartas a nivel comercial, también se
inicia un acercamiento a la definición de la economía y sus diferentes connotaciones.
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4. OBJETIVO GENERAL DEL MÓDULO
9 Llevar al estudiante paso a paso a través del conocimiento de la gramática inglesa

y su aplicación práctica en el inglés comercial. Aprender a pensar y a escribir en
otro idioma.
9 Desarrollar la capacidad de interpretar textos del área administrativa.
9 Interactuar desde otros saberes que complementen la profesión.
5. OBJETIVO TERMINAL DEL MÓDULO
9 Lograr que a través de este módulo el estudiante adquiera el conocimiento de una

segunda lengua, de sus expresiones idiomáticas y del conocimiento del
vocabulario técnico del área administrativa que le permita leer libros y documentos
en Inglés propios de la carrera administrativa.
6. OBJETIVOS ESPECÍFICOS DEL MÓDULO
9 Explicar paso a paso la gramática del idioma inglés.
9 Describir la estructura y la metodología para elaborar una carta comercial.
9 Aprender vocabulario técnico en idioma inglés del área Administrativa.
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7. UNIDAD N°. UNO
7.1. OBJETIVO GENERAL
9 Iniciar a los estudiantes en un segundo idioma, el cual se ha emprendido, incluso,

desde la primaria, experiencia que será de gran ayuda para asimilar con más
facilidad, permitiendo de esta manera detectar y solucionar otros problemas de
aprendizaje que son muy comunes en los estudiantes hispanoparlantes,
presentando sus conceptos gramaticales básicos: el género, los artículos definidos
e indefinidos, todas las posibilidades del plural de los sustantivos, la forma y
posición de los adjetivos, el presente del verbo be, have y el presente progresivo
con ing.
9 Explicar como se elabora una carta comercial, en forma y contenidos, que se debe
evitar y algunas recomendaciones.
7.2. OBJETIVO TERMINAL
9 Al finalizar la unidad el estudiante estará en la capacidad de estructurar

apropiadamente el orden en una frase, así como, el reconocimiento del contenido
y orden de secuencia en una correspondencia comercial.
7.3. OBJETIVOS ESPECÍFICOS.
9 Reconocer el orden en una frase
9 Conocer el género de los sustantivos.
9 Identificar las formas regulares e irregulares para elaborar el plural de los

sustantivos.
9 Identificar la forma y la ubicación de los adjetivos con respecto al sustantivo.
9 Estudiar el presente de los verbos to be y to have.
9 Estudiar el presente simple y el presente con ing.
9 Reconocer la estructura y la forma de una carta comercial.
7.4. PRUEBA INICIAL
I. Give the plural of the following nouns:
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1. address 6. match
2. fly 7. glory
3. go 8. orange
4. woman 9. tooth
5. city 10. handkerchief
II. Change the word in italics to personal pronoun.
1. The money is on the desk

2. The new words are on the black board
3. Mr. Miller is late today
4. Mrs. Miller is always early
5. Lalita is a student.
7.5. LESSON 1
NANCY LÓPEZ WRITES A LETTER
The doorbell rings. I answer the door, and I find the postman there with a letter. It is from
my sister Nancy, who is in the United States now. She has one of the scholarships which
the Institute of International Education gives to worthy students each year. My sister says
that she is learning a great deal at the university which she is attending. She is studying
International Business.
We expect to see her again next summer. We know that she is having a good time, but we
miss her very much.
VOCABULARY
again otra vez to learn aprender
to attend asistir a Postman cartero
business negocios to ring sonar
doorbell timbre scholarship beca
each cada that que
to expect esperar which que
International Internacional worthy digno
IDIOMS
a great deal (of) mucho
to answer the door ir a ver quién llama a la puerta
every year todos los años
to have a good time divertirse, estar contento
How do you say beca in English? ¿Cómo dice Ud.. beca en inglés?
Is it correct to say...? ¿es correcto decir . . .?
to miss a person echar de menos a una persona
next summer el verano próximo
What does beca mean? ¿Qué significa beca?
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What is the meaning of beca? ¿Cuál es el significado de beca?
WORD STUDY
The verb esperar has four meanings in English.
1. to hope, tener esperanza
I hope to see you again soon. I hope that you can come.
2. to expect, estar casi seguro, contar con
We expect to see Nancy next year.

We expect her to be here.
We expect that she will be here.
3. to wait (a while), esperar (un rato)
Wait a minute, please.

The postman is waiting at the door.
He is waiting to see you.
4. to wait for (someone or something), esperar (a alguien o algo)
Please wait for me at the corner.

We waited ten minutes for the bus.
We waited for it to come.
CONVERSATION
Answer these questions in complete sentences.
1. Who rings the doorbell? 2. From whom is the letter? 3. What is her name? 4. Where is
she now? 5. What is she doing there? 6. Where is she studying? 7. Is she learning a great
deal? 8. Is she also having a good time? 9. Do we miss her very much? 10. When do we
expect to see her again? 11. Who gives scholarships to worthy students? 12. What is she
studying in the United States?
13. Who answers the door at your house? 14. What is your name? 15.What are you
studying? 16. Where are you studying English? 17. Are you learning a great deal? 18. Are
you having a good time in this class? 19. Is your teacher speaking English now? 20. Is
there a university in your city? 21. What do people study at a university? 22. Why is it that
some people like to go to the United States to study? 23. Is it necessary to know English to
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get a scholarship? Why? 24. What is the meaning of Who? Whom? Where? When? how?
what?
7.6. GRAMMAR Section 1
7.6.1. The Order of Words in a Sentence.
In an English sentence, the subject usually precedes the verb, except in questions.
On the following page you will see columns of words arranged in no special order. Arrange
the words in each column so that they make good sentences. Think of all the thing you
know about word order before you begin.
1. at a university 3. has
is a scholarship
studying my sister
Mary
2. is 4. country
difficult the
pronunciation beautiful
English is
7.6.2. The Gender of Words in English.
A. Articles and adjectives are invariable; they do not change to indicate gender. One
exception is blond, blonde, derived from French.
the little boy the little girl

the blond boy the blonde girl
B. The only pronouns which indicate gender are he (masculine), she (feminine), and it
(neuter). He and she refer to persons in the singular, and it refers to a thing. For an animal
it is generally used, but he or she is often used in speaking of a pet.
Where is your father? He is at the office.

Where is your sister? She is in the United States.
Is that dog friendly? Yes, it is very friendly.
Is Nimai playing with the children? Yes, he is playing with them.
C. Nouns indicating persons often differ in the masculine and feminine forms. Among the
most common ones are the following:
Man woman Father mother
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Husband wife male female

Son daughter king queen
Brother sister monk nun
boy girl actor actress
uncle aunt host hostess
nephew niece bridegroom bride
bachelor old maid
single (adj.)
7.6.3. The Subject Pronouns I, you, he, she, it, we, you, they.
Subject pronouns are always expressed, except in imperative sentences. I is always

written with a capital letter. You is both singular and plural, polite and familiar. They refers
to both things and persons in the plural.
Practice changing the words in italics to pronouns.
1. The university is very large.

It is very large.
2. My sister is in the United States.

3. The doorbell is ringing.
4. Her scholarship is a good one.
5. The scholarships are for worthy students.
6. The postman comes very late.
7. The students are taking English lessons.
8. The letters are in English.
9. Her sister speaks English very well.
10. The university has a beautiful campus.
7.6.4. The Definite and Indefinite Articles.
A. The definite article the is the same in the singular and the plural. Before a vowel
sound it is pronounced [ji]. Before a consonant sound it is pronounced [je].
Practice reading aloud:
[ji] 1. the ocean, the oceans, the idea, the ideas, the apple, the apples, the hour, the
hours, the uncle, the uncles, the end, the ends, the Andes, the Atlantic, the only girl.
[je] 2. the sister, the sisters, the doorbell, the doorbells, the scholarship, the scholarships,
the student, the students, the letter, the letters, the postman, the house, the country, the
university , the United States, the one girl.
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Note: The last three examples begin with a consonant sound.
B. The indefinite article has two forms, a and an. Before a consonant sound a [e]
is used. Before a vowel sound an [æn] is used.
7.6.5. The Plural of Nouns.
The plural of nouns is generally formed by adding s to the singular. After a voiceless
consonant (f, k, p, t), the s ending is pronounced [s]. After a vowel or a voiced consonant,
the s is pronounced [z]. (similar a la zeta francesa, con un leve zumbido, ya que la “ese”
española es muy silbante).
[s] 1. coats, hats, students, books, banks, desks, stamps, maps,

scholarships, cuffs, handkerchiefs.
[z] 2. letters, summers, sisters, doors, stores, hands, sounds, friends, sons,
lessons, doors, doorbells, dogs, customs, boys, girls, hours, ideas, shoes.
If a singular noun ends in s, sh, ch, or x, the plural is formed by adding es. The ending es
is pronounced as a separate syllable [iz].
dress dresses class classes

watch watches church churches
wish wishes dish dishes
fox foxes box boxes
If a singular noun ends in ce, se, or ge, the plural is formed by adding s, but the ending es
is pronounced [iz] as in B.
voice voices [siz] sentence sentences [siz]

case cases [siz] course courses [siz]
rose roses [ziz] house houses [ziz]
age ages [d§iz] language languages [d§iz]
Irregular Nouns: For most irregular nouns, the spelling changes to form the plural.
Because the spelling changes do not follow any general rule, the forms must be
memorized.
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Singular Plural
Child children
Goose geese
Man men
Mouse mice
Woman women
Some irregular nouns keep the same form for both singular and plural.
Singular Plural
Deer deer
Sheep sheep
Specie specie
Nouns Ending in “y” For nouns ending in “y” preceded by a consonant, change the “y”
to “I” and add “es”. For nouns ending in “y” preceded by a “vowel”, simply add “s”.
Nouns ending in “y” preceded by a consonant:
category categories secretary secretaries

currency currencies territory territories
Nouns ending in “y” preceded by a vowel:
delay delays relay relays

holiday holidays Wednesday Wednesdays
Nouns Ending in “o”: For nouns ending in “o” preceded by a consonant, add “s” or
“es”. If the “o” is preceded by a “vowel”, add “s”.
Nouns ending in “o” preceded by a “consonant”.
hero heroes
potato potatoes
tomato tomatoes
zero zeroes
Nouns ending in “o” preceded by a vowel.
radio radios stereo stereos studio studios
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All musical and literary terms ending in “o” add “s” to form the plural.
oratorio oratorios rondo rondos

piano pianos soprano sopranos
Nouns Ending in “f” or “fe”. Many nouns ending in “f” or “fe” simply add “s” to form
the plural. However, some nouns change the “fe” to “v” and add “es”.
Add “s”
chief chiefs dwarf dwarfs
Change “f” or “fe” to “v” and add “s” or “es”
half halves self selves

knife knives wife wives
life lives wolf wolves
Exceptions: handkerchiefs, roofs, proofs, and cuffs.
Compound Nouns as One Word Compound nouns written as one word and ending in s, sh,
ch, or x form the plural by adding “es”. In all other cases, the plural is formed by simply adding
“s”.
Compound nouns adding es
lockbox lockboxes toothbrush toothbrushes
Compound nouns adding s
firefighter firefighters mainframe mainframes
Compound Nouns as Two Words The plural of compound nouns written as two or more
words is formed by adding s to the main word.
chairman of the board chairmen of the boards
editor in chief editors in chief
notary public notary publics
vice president vice presidents
Hyphenated Compound Nouns Hyphenated compound nouns are made plural either by
adding s to the main word or, if there is no main word, adding s to the end of the compound.
Adding s to the main word
ex-governor ex-governors
passer-by passers-by
president-elect presidents-elect
son-in-law sons-in-law
Adding s to the end of the compound
grown-up grown-ups
start-up start-ups
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trade-in trade-ins
write-in write-ins
Foreign Words Some foreign words form the plurals as they would in the original
language.
Singular Plural
alumna (female) alumnae
alumnus (male) alumni
basis bases
crisis crises
datum data
tableau tableaux
Other foreing words form the plural either as they do in the original language or by adding
“s” or “es” as in English. When in doubt about the preferred form, consult a dictionary.
Singlular Foreing plural English plural
Appendix appendices appendixes

Formula formulae formulas
Index indeces indexes
Number, letters, Words, Symbols the plural of numbers, letters, words, and symbol is
formed by adding apostrophe s to the term.
Three 5´s two &´s and tree #´s

Use 1´s and m´s yes´s and no´s
Practice writing and pronouncing the plural forms of these nouns.
town university room

loaf boy dollar
lunch street wall
house yard child
woman city month
half porch sandwich
company foot wife
brick potato address
man library flower
key tomato glass
The noun people is used with a plural verb. The noun news is used with a singular verb.
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There are many people in front of the theater.

Those people speak English.
The North American people are friendly.
No news is good news.
The news is broadcast at seven o'clock.
When the news is good, people are happy.
Practice using the correct form of the verb be.
1. The news ———— important this morning.

2. The people ———— renting the house.
3. There ———— many people in the store.
4. There ———— some good news for you.
5. The people ———— happy because she has a scholarship.
6. The news about her ———— very interesting.
7.6.6. The Form and Position of Adjectives.
The form of adjectives does not change in the plural, usually precede the nouns that they
modify.
the large classes the old houses

the interesting letters the white handkerchiefs
7.7. Grammar Section 2
7.7.1. The Present Tense of the Verb be (ser, estar).
Long Forms Contracted Forms
I am we are I'm we´re

you are you are you're you're
he is he's
she is they are she´s they´re
it is it´s
Note: Be is the infinitive of this verb and corresponds to the Spanish form ending in r
(estar, ser). The infinitive may be used with or without the word to: be or to be.
The subject pronouns are always expressed except in imperative sentences. The verb
contractions are frequently used in conversation. These contractions are not often
written, except in friendly personal letters and in writing which reproduces conversation.
Practice reading these sentences using the verb contractions:
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1. I am a Colombian. 6. It is important.
2. He is a Brazilian. 7. You are the teacher.
3. She is an American. 8. I am a student.
4. They are North Americans. 9. It is time to go.
5. We are South Americans. 10. They are in the United States.
7.7.2. The Present Tense of the Verb have (tener, haber).
I have we have
you have you have
he has
she has they have
it has
Practice reading these sentences rapidly.
1. I have a sister. 5. They have a big house.

2. She has a scholarship. 6. He has a letter.
3. You have a map in the room. 7. I have a good book to read.
4. We have a new student. 8. You have good pronunciation.
7.7.3. The Present Tense of Other Verbs, Regular or Irregular.
A. in English there are two forms of the present tense, the simple present and the present
with ing. To form the simple present, the infinitive without to, or simple form of the verb, is
used in all persons except the third person singular, where the ending is “s”. To form the
present with ing, the present tense of the verb be is used with the present participle or ing
form of the principal verb.
Simple Present Progressive Present tense with ing
I learn we learn I am learning we are learning

you learn you learn you are learning you are learning
he learns he is learning
she learns they learn she is learning they are learning
it learns it is learning
Note 1: In the simple present tense, the “s” ending of the third person singular is
pronounced [s] after a voiceless sound and [z] after a voiced sound.
Voiceless: likes [ks], speaks [ks], wants [ts], expects [ts], stops [ps;]
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Voiced: gives [vz], learns [nz], finds [dz], comes [mz], knows [oz]
Note 2: In the present with ing, the present participle is formed by adding ing to the
simple form of the verb. If the simple form ends in “e”, the “e” is omitted before adding
ing. If the simple form ends in a single consonant preceded by a single vowel and if the
stress is on the last syllable, the consonant is doubled before adding ing.
give giving stop stopping

come coming run running
hope hoping begin beginning
live living omit omitting
B. The two forms of the present tense have different uses.
1. The simple present tense describes a customary action or a general truth.
We always have a good time. I want to know English.

I study my English every day. You learn best by practice.
Practice reading each sentence, using he and she instead of I.
1. I like the university. 6. I expect to see you soon.

2. I have a scholarship. 7. I have a letter for you.
3. I want to see you. 8. I give English lessons.
4. I speak a little English. 9. I answer the door.
5. I always learn the new words. 10. I find the postman at the door.
2. The present tense with ing is the true present. It describes an action which is happening
at the present moment.
I am studying English now.

The doorbell is ringing.
We are having a good time.
Practice reading these sentences, using the simple present tense or the present tense with
ing, as required, of the verbs in parentheses.
1. Nancy ———— (speak) English very well.

2. She always ———— (want) to practice it.
3. She ———— (learn) a great deal this year.
4. Mr. and Mrs. Miller ———— (build) a new house.
5. The doorbell ———— (ring) very often.
6. The doorbell ———— (ring) now.
7. Nancy always ———— (have) a good time.
20
8. She ———— (have) a good time now.

9. We ———— (miss) her very much.
10. I ———— (write) many letters to her.
11. I ———— (write) a long letter now.
12. This class ------------ (begin) at eight o'clock.
13. Now we -------------- (begin) to understand some English,
14. we -------------- (study) the present tense now.
15. We ----------- (like) this class.
16. The bus ———— (stop) at the corner now.
17. The bus always ———— (stop) there.
18. It ———— (rain) a great deal in the tropics.
19. It ———— (rain) a little now.
20. The Institute of International Education --------- (give) scholarships to worthy
students.
7.8. COMMERCIAL LETTERS
Nancy has to learn how to write a commercial letter. Laura Brill explains how to do it:
BUSINESS WRITING QUICK AND EASY— SOME GENERAL PRINCIPIES
Writing experts have analyzed what makes memos and business letters easy to read. One
expert Laura Brill, the author of Business Writing Quick & Easy, lists ten simple rules to
follow. Before you read Brill's advice. Do the following task with your business team: List
three or more rules you think people should follow when writing business Communications.
Here are some simple rules to follow when writing business

communications:
1. Write the way you speak. If you wouldn’t say something. Don´t write it. Don´t,
however. Say slang or colloquial expressions.
2. Be as specific and concrete as possible in your choice of language. Avoid abstract,

fancy-sounding words and phrases that wouldn’t make sense to all your readers.
3. Avoid jargon. If you use it, define terms for your lay audience.
4. Use a friendly, positive tone for letters. Avoid clichés and use phrases that sound
businesslike.
5. Get to the point as quickly as possible in all your writing. Don't wait until the middle or
end to express your message.
6. Translate archaic language into conversational words and phrases. Say "if" instead
of “in the event that" and "give" instead of “render”.
21
7. Use 17 or fewer words per sentence. And if some of your sentences are long (which
they certainly can be), balance them with shorter sentences.
8. Read your Communications aloud from time to time; you´ll pick up inconsistencies
and repetition, among other errors.
9. Proofread carefully, preferably at least a few hours after you have written the
document. Otherwise you'll get caught up in the majesty of your language and
overlook some silly typos.
10. Put yourself in your reader's place. Ask yourself whether the communication would
get the job done for you. And remember: There's no substitution for common sense.
Apply yours all the time.
JARGON, BUZZWORDS, AND SLANG: BUSINESS LANGUAGE

Following is a list of some types of language to avoid in business writing, according to Brill.
Work with an associate. Share your understanding of the language types and match the
definitions on the right with the terms on the left
TERMS: TYPES OF LENGUAGE DEFINITION
__e__ slang a. Words and expressions used in a

particular field of srudy or profession.
_____ colloquial expression People who aren´t in the field of
profession usually, don´t know what
_____ jargon they mean.
b. Words and cxpressions that are
_____ cliché overused—so much so that they have
begun to lose meaning.
_____ archaic language c. An idiomatic expression used in
informal communication. This kind of
_____ abstract language expression is usually difficult for
nonnative speakers 10 understand.
d. Language that is vague, unclear. or
imprecise.
e. Words and expressions that are very
informal
f. Words and expressions that are old-
fashioned or no longer in use.
According to the following letter answer the questions:
1. Is this a letter from?

a. an athletic clothing manufacturer to an athletic club?
b. an athletic club to an athletic clothing manufacturer?
c. an athletic club to an athletic equipment manufacturer?
22
2. Where is the main idea of the letter stated?

3. What is the purpose of the second paragraph?
4. What is the purpose of the third paragraph?
5. What does the word "Enclosures" mean at the end of the letter?
23
S O U T H P A R K
Logo ATHLETIC
C · L · U · B
Date
June 3, 2006
Sanderson Athletic Clothing Co.

Addressee 1377 Valerie Drive
Flint, MI 32094-1377
Salutation Ladies and Gentlemen:
Will you please fill the enclosed order on a credit basis? We are eager to offer your
popular line of athletic clothing to our customers.
Established in 1974, we are the largest indoor athletic facility in Charlotte. From
aerobics and racquetball to a health-food cafe, our club offers members the most
diversified selection of recreational activities available locally.
Body
The enclosed financial statements indicate that we purchase on account regularly
from other vendors. Credit references can be provided. If you need additional
Information, please write to me.
Many of our customers lave been asking us to stock your line; therefore, we expect
to place a similar order every six weeks.
Closing Sincerely,
Edward Brooks
Signature
Block Edward Brooks
Manager
Attachments Enclosures
Address
Company 1256 N. MACON ST. CHARLOTTE. NC 28202-12556
Remittent (704) 555-4910
24
7.9. PRUEBA FINAL: THE ORDER OF SENTENCES IN A LETTER
Practice: these two letters are all mixed up. Put the sentences in the right order. Each
letter has tree separate main parts.
Exercise 1:
12 June 2006
Mrs S. Weinburger
ABC Business Consultants
1911 N Formosa Avenue
Los Angeles
California USA
a) Please give my regards to Steven Hill.
b) Hans Seitz
c) It was interesting to hear your views on our new products.
d) I would be very grateful, therefore, if you could send me a list of agents - perhaps
from the yellow pages.
e) Hans Seitz
f) With best wishes,
g) As you know, our company is planning to open a branch in Los Angeles.
h) I was wondering if you could help me.
i) Divisional Director
j) It was a pleasure to meet you at the Trade fair last month.
k) Dear Mrs. Weinburger
l) We are now looking for office space in the town centre and we need to know the
names and addresses of some property agents.
25
Exercise 2:
16 June 2006
Ms. F. Soares
Rúa J. Falcao 20-7
4001 Porto
Portugal
a) Thank you very much for your letter.
b) I hope that this does not inconvenience you in anyway.
c) I hope that you have completely recovered now.
d) Overseas Sales Dept.
e) Due to unforeseen problems, we are unable to deliver your order on time.
f) Please give my regards to Mr. Segall.
g) Dear Ms. Soares,
h) we expect to be back to normal by the end of this month, so I am sure that you will
receive the goods within three weeks .
i) Ke Soon Lee
j) I am afraid that I have some bad news.
k) I was sorry to hear that you have been ill recently.
l) Kind regards
m) Ke Soon Lee
26
8. UNIDAD N°. DOS
Conocer los object pronouns, la diferencia entre las preposiciones in, on, at, elaboración
de preguntas con el verbo be y aplicar el conocimiento adquirido en la unidad uno del
plural de los sustantivos con el fin de explicar la misma forma gramatical para elaborar la
forma irregular de la tercera persona del singular.
Desarrollar la capacidad de interpretar textos del área administrativa y Adquirir nuevo
vocabulario técnico-comercial con la lectura del tema “Economy Definition”.
Al finalizar la unidad el estudiante estará en la capacidad de elaborar preguntas con el

verbo be y elaborar una frase teniendo en cuenta las diferentes connotaciones de la
gramática estudiada. También adquirirá vocabulario técnico comercial y se estará
familiarizando con la lectura e interpretación de temas relacionados con el área
administrativa.
8.3. OBJETIVOS ESPECÍFICOS.
9 Adquirir nuevo vocabulario de inglés corriente y de inglés comercial
9 Conocer las expresiones de tiempo y medida empleando el artículo indefinido.
9 Conocer el objeto pronombre directo e indirecto.
9 Iniciar con el estudio de algunas preposiciones de lugar.
9 Elaborar preguntas con el verbo be.
9 Elaborar la forma irregular de la tercera persona del singular teniendo en cuenta

las reglas gramaticales para formar el plural de los sustantivos.
27
8.4. PRUEBA INICIAL
Read the following text and answer the questions:
HOW CITIES BEGAN
1. Do you live in a city? Do you know how cities began? Long ago,
the world had only a few thousand people. These people moved
from place to place. They moved over the land, hunting animals for
food.
2. No one knows how or when these people learned about growing
food. But when they did, their lives changed. They did not have to
look for food any more. They could stay in one place and grow it.
3. People began to live near one another. And so the first villages
grew. Many people came to work in the villages. These villages
grew very big.
28
4. When machines came along, life in the villages changed again.
Factories were built. More and more people lived near the
factories. The cities grew very big.
5. Today, some people are moving back to small towns. Can you tell
why?
FIND THE ANSWERS
1. People moved from place to place hunting
a. animals. c. machines,
b. villages. d. factories.
2. The word in the story that means found out about something is __________.
3. The story says, "No one knows how or when these people learned about growing food.
But when they did, their lives changed."
The word they means _________.
4. Which of the following does this story lead you to believe?
a. All people like to live only in very big cities.

b. It is good to live near a factory.
c. Some people do not like to live in big cities.
5. What happened when factories were built? (Which sentence is exactly like the one in
the text?)
a. People began to live in the factories.

b. More and more people lived near the factories.
c. There are many machines in big city factories.
6. The main idea of the whole story is that
a. factories were built after the cities grew big.

b. people like to eat when they visit big cities.
c. cities began when people lived and worked near each other.
7. The opposite of to (in sentence four) is __________.
29
8.5 LESSON 2
THE HOUSE WHERE MR. AND MRS. MILLER LIVE
Nancy López lives with Mr. and Mrs. Miller in a college town. Their address is 431 Clark
Street. Mr. Miller is renting the house from a real-estate company. She pays one hundred
dollars a month for it.
The house is made of brick and wood. There is a large front porch and a big yard around
the house. There is no wall around the yard. The front yard has a nice green lawn, and the
back yard has many pretty flowers.
It is an eight-room house with four rooms downstairs and four rooms upstairs. The rooms
downstairs are the living room, the library, the dining room, and the kitchen. There are four
bedrooms and a bath upstairs.
The living room is large and light. It has a fireplace, several tables and chairs, a sofa, a
floor lamp, and three table lamps. There are also a bookcase and a radio with a record
player. There is a large rug on the floor, and there are some pictures on the walls.
VOCABULARY
address dirección living room sala

around alrededor de made of hecho de
back de atrás nice bonito, atractivo
bath baño picture cuadro
bedroom alcoba porch pórtico
bookcase Estante de libros real estate bienes raíces
bríck ladrillo record player tocadiscos, fonó-
college town ciudad donde hay grafo
Una universidad to rent arrendar, alquilar
dining room comedor rug alfombra
downstairs abajo several varios
fireplace chimenea there is hay(singular)
floor piso there are hay(plural)
floor lamp lámpara de pie upstairs arriba
front de enfrente
(one) hundred Ciento, (cien) wall pared, tapia
kitchen cocina wood madera
lawn prado yard patio; espacio al-
library biblioteca rededor de una
light claro casa
30
IDIOMS
Expressions of Time and Measure with the Indefinite Article a or an.
Time
seventy dollars a month (por mes) forty pages an hour (por hora)
three classes a week (por semana) a mile a minute (por minuto)
one hour a day (por día)
Measure
five dollars a pair (el par) one dollar a bottle (la botella)
twenty cents a gallon (el galón) five dollars each (cada uno)
eighty cents a pound (la libra) five dollars a piece (cada uno)
fifty cents a dozen (la docena)
Practice using these expressions in original sentences.
CONVERSATION
1. With whom is Nancy living? 2. Is she living in a college town? 3. What is her address? 4.
What is the house made of? 5. Is there a wall around the yard? 6. Is Mr. Miller renting the
house? 7. From whom is he renting it? 8. How much is the rent? 9. How many rooms are
there downstairs? Name them. 10. How many rooms are there upstairs? Name them.
11. Is the living room small? 12. What is there on the floor? 13. Are there many lamps? 14.
Where is the green lawn? 15. Where are the flowers? 16. What is your address? 17. Are
you living in a house or an apartment? 18. Is your house made of brick? 19. Is there a yard
around your house, or is there a patio in the center? 20. Is it an eight-room house? 21. Are
there two floors in your house? 22. What are the names of the rooms? 23. How many
bedrooms are there? 24. Is there a fireplace in your house? 25. Are you renting the house
from a real-estate company? 26. Are houses to rent difficult to find in your city? 27. Are the
rents high or low? 28. Are there many new houses in your city?
8.6. ECONOMY DEFINITIONS
Activity: Look for technical vocabulary and interpret the following text:
8.6.1. (FREE) MARKET ECONOMY
An economic system in which the market—that is the relations between producers and
consumers, buyers and sellers, investors and workers, management and labor —is
supposed to be regulated by the law of supply and demand. Business firms are supposed
31
to compete freely, and any attempt at hindering free competition ("restrictive practices") is
punishable by law.
Direct government intervention is theoretically ruled out although the government will
influence the economic situation through its fiscal and budgetary policies.
8.6.2. PLANNED ECONOMY
A system whereby the structure of the market is deliberately planned by the state, in which
production and consumption quotas are fixed beforehand and where there is no real
competition between industrial or commercial organizations. In the socialist model, for
instance, all the means of production and the channels of distribution were state
controlled. Private ownership didn’t exist in this field. In practice, there is a wide gap
between the theoretical models and economic realities: the so-called market economies
rely more and more on Government planning and intervention, whereas in planned
economies, such capitalistic notions as profit tend to be reintroduced.
8.6.3. NATIONAL INCOME
It is the Gross National Product less sums set aside for depreciation and indirect taxes,
plus state subsidies.
8.7.1. The Object Pronouns.
A. The object pronouns, direct and indirect, are me, you, him, her, it, us, you, and them.
They follow the verb.
B. The same object pronouns are used after a preposition: with me, for you, from him,
about her, on it, to us, after them
Practice using the correct object pronouns instead of the words in italics.
1. Mr. Miller is renting the house.

2. I see Mr. Miller every day.
3. Nancy attends the university.
4. The students like Nancy.
5. We like her letters very much.
6. They are speaking with the teacher (profesor-a).
7. The teacher is explaining the lesson to the students.
8. Nancy usually answers the questions correctly.
9. Nancy is going to the party with John.
32
10. We receive many letters from Nancy.

11. You have the letters in your pocket.
12. The news is about George.
13. She likes the college town very much.
14. He is giving the news on the radio now.
15. I like those people very much.
8.7.2. The Prepositions in, on, at.
A. The preposition in is used in the following ways:
1. Time: with the names of months, years, and seasons.
in March, in 1946, in the winter
2. Time: with parts of the day or night used in a general sense.
in the morning, in the afternoon, in the evening

But: tomorrow morning, yesterday morning
3. Place: inside of something (en, dentro de alguna cosa)
Nancy is in the United States.

She lives in a college town.
His office is in that building.
The letters are in the drawer of the desk.
Please sit in this chair.
B. The preposition on is used in the following ways:
1. Time: with days of the week, and days of. the month.
on Tuesday, on the tenth of March, on March tenth.

But: next Tuesday, next March, last Tuesday, last March
2. Place: to indicate contact with a surface.
The rug is on the floor.

The pictures are on the wall.
She lives on Clark Street.
Please “sit on” this sofa.
Note: A sofa is large and sometimes armless; therefore one does not “sit in” it.
C. The preposition at is used to indicate a definite time or place.
33
1. Time: for hours and minutes, and with noon, night, midnight.
at six o'clock, at ten minutes to two, at half past five,at noon, at night, at midnight
2. Place: for a definite position.
They are at home.

The postman is at the door.
She lives at 431 Clark Street.
She writes her name at the end of the letter.
We are studying English at the university.
D. Different prepositions are used after the verb arrive (llegar a).
1. In English “llegar a” is never translated by “arrive to”.
2. The correct expressions are arrive in a country, in or at a city, and at other places.
She arrives in the United States next Sunday.

She arrives in (at) New York on Monday.
She always arrives at school a little early.
It is necessary to arrive at the airport early.
Practice using the correct preposition, if one is needed.
______ Sunday ______ the summer

______ First Street ______ Saturday
______ 431 Clark Street ______ last Saturday
______ the evening ______1950
______ night ______ the top of the page
______ next Sunday ______ July 4 (fourth)
______ December 7 (seventh) ______ noon
______ December ______ Fifth Avenue
______ the spring ______ 1025 Fifth Avenue
______ 1941 ______ the morning
1. She is ______ the university this morning.

2. He is sitting ______ the table.
3. The lamp is ______ the desk.
4. Mrs. Miller is ______home.
5. They live ______ Clark Street.
6. There are many flowers ______ the yard.
7. The name is ———— the door of the house.
8. His birthday is ______ June
9. His birthday is ______ June 4 (fourth)
10. He arrives ———— Miami ———— six o'clock ----------the morning.
34
8.8.1. Questions with the Verb be.
In the present tense the principal verb be or the auxiliary be precedes the subject in
questions, except when the subject is who or what.
Who is coming to the door? What is on the table?

Is Nancy in the United States? Is the doorbell ringing?
Practice changing the following sentences to questions.
1. The house is on Clark Street. 11. John is very busy now.

2. The bedrooms are upstairs. 12. He is writing a letter.
3. They are renting the house. 13. They are standing at the door.
4. The front porch is large. 14. His name is Smith.
5. The address is 431 Clark Street. 15. They are speaking to Mr. Miller.
6. The doorbell is ringing. 16. Nancy is a good student.
7. Mr. Miller is coming now. 17. The lessons are easy.
8. He is late for dinner. 18. They are living in an apartment.
9. Nancy is having a good time. 19. The news is very interesting.
10. We are expecting her next year. 20. The people are ready to go.
8.8.2. There is, there are (hay).
There is is used for hay before a singular noun, and there are is used for hay before a
plural noun. The interrogative forms are is there? and are there?
There is a good drugstore on the corner.

Is there a good drugstore on the corner?
There are some new books in the library.

Are there some new books in the library?
Replace each blank with the correct translation of hay; change the sentences to
questions.
1. (Hay) _____ many students in the room

2. (Hay) _____ a big map on the wall.
3- (Hay) _____ classes on Tuesdays and Thursdays.
4. (Hay) _____ a lecture tomorrow night.
5. (Hay) _____ five children in the family.
6. (Hay) _____ a nice front lawn.
7. (Hay) _____ four bedrooms upstairs.
8. (Hay) _____ a telephone downstairs.
35
9. (Hay) _____ some letters on the desk for you.

10. (Hay) _____ twelve months in a year.
Practice making sentences about your classroom, using there is and there are.
8.8.3. Irregular Verb Forms in the Third Person Singular of the Simple Present
Tense.
The following changes in spelling and pronunciation occur in the third person singular of
the simple present tense:
1. To verbs of one syllable that end in “o”, the ending “es” is added. The sound of “es” is
[z].
He goes.
2. With verbs that end in “y” preceded by a “consonant”, the “y” is changed to “i”, and the
ending “es” is added. The sound of “es” is [z].
He flies.
3. To verbs that end in s, sh, ch, x, or z, the ending “es” is added. The “es” is
pronounced as a separate syllable.
He misses.
4. To verbs that end in ge, ce, or se, the ending s is added. The es is pronounced as a
separate syllable [iz].
He uses.
Note: Compare these with the plural forms of nouns in Lesson 1.
Practice reading these forms with he or she as subject.
goes misses washes

does passes wishes
studies expresses cashes
flies notices catches
cries pronounces watches
replies ceases teaches
pays closes fixes
buys uses mixes
says changes buzzes
36
9. UNIDAD TRES
Comprender la manera como se empleaa el verbo auxiliar do, el verbo like y el uso de
las preposiciones in, on, at, beside, besides, next to, near, far from, in front of,
behind. Interpretación del tema “What is Economics about?” (¿Qué es la Economía?)
Realizar una evaluación final que contiene todos los temas presentados en la primera
unidad.
Al finalizar la unidad el estudiante estará en la capacidad de elaborar preguntas con el

auxiliar do, Aplicar apropiadamente el uso de las preposiciones in, on, at, beside,
besides, next to, near, far from, in front of, behind, y ampliar la correcta elaboración de
estructuras gramaticales teniendo en cuenta las normas de la aplicación de los artículos
definidos e indefinididos.
También adquirirá vocabulario técnico comercial y se estará familiarizando con la lectura e

interpretación de temas relacionados con el área administrativa.
9.3. OBJETIVOS ESPECIFICOS.
9 Estudiar el verbo auxiliar do.
9 Analizar los casos en los que se debe y no se debe emplear el artículo definido e
indefinido.
9 Diferenciar las preposiciones in, on, at, beside, besides, next to, near, far from,
in front of, behind.
9 Adquirir nuevo vocabulario de inglés corriente y de inglés comercial
9 Conocer las expresiones de tiempo y medida empleando el artículo indefinido.
9 Conocer el objeto pronombre directo e indirecto.
9 Iniciar con el estudio de algunas preposiciones de lugar.
9 Elaborar preguntas con el verbo be.
37
9 Elaborar la forma irregular de la tercera persona del singular teniendo en cuenta

las reglas gramaticales para formar el plural de los sustantivos.
9.4. PRUEBA INICAL
PLEASE PASS THE PEPPER
1. Long ago, some people in Europe went to fight a war. The

war was in Asia. These people lost the war. But they came
back with many new things.
2. They brought back glass. They brought silk. And they
brought back spices. Pepper and cinnamon were some of
the spices.
3. People in Asia had used spices for a long time. But before
the war in Asia, people in Europe knew nothing about

spices. Once they tasted spices on their food, they wanted
more. But spices were hard to get. Having lost the war,
people could not go to Asia by land. They had to find other
ways to get there. They looked for a way to go by sea.
4. They did not find their way to Asia. But they found
something else. They found America. Many people left
their own countries. They came to America to live.
5. Because of spices, the lives of some people changed.
38
FIND THE ANSWERS
1. The war was in:

a. South America. c. Asia.
b. North America. d. the United States.
2. The word in the story that means pepper and cinnamon is

________________.
3. The story says, "Many people left their own countries. They came to America to
live." The word they means __________.
4. Which of the following does this story lead you to believe?

a. Looking for one thing may lead to finding something else.
b. People cannot live in their own countries.
c. People in Europe had known about spices for many years.
5. What happened when the people of Europe tasted spices? (Which sentence is
exactly like the one in your book?)
a. Once they tasted spices on their food, they wanted more,
b. Once they tasted spices, they ate all their food,
c. Once they tasted spices, they would not eat.
39
6. The main idea of the whole story is that:

a. the people of Europe wanted spices,
b. glass and silk are better than spices,
c. pepper is hard to get.
7. The opposite of sea (paragraph three, sentence five) is __________
9.5. LESSON 3
AT THE GROCERY STORE
Nancy López goes to the grocery store With Mrs. Miller. She listens to Mrs. Miller talking
with the clerk, Mr. Brown.
Mrs. Miller: Good morning, Mr. Brown.

Mr. Brown: Good morning, Mrs. Miller.
Mrs. Miller: Can you wait on me?
Mr. Brown: Yes. What can I do for you?
Mrs. Miller: I have a lot of groceries to buy this morning.
Mr. Brown: What would you like?
Mrs. Miller: Are your vegetables fresh? I need some radishes, tomatoes, and
lettuce for a salad.
Mr. Brown: How do you like these tomatoes? They are fresh this morning. Some are
a little green; but if you put them in the sun, they will be all right for
tomorrow.
Mrs. Miller: I think they will do. Now, do you have string beans and cauliflower?
Mr. Brown: Yes, the beans are fifteen cents a pound or two pounds for a quarter. The
cauliflower is thirty cents. Will one cauliflower be enough?
Mrs. Miller: Yes; please give me two pounds of beans and one cauliflower. I also
need a quart of milk, a pound of butter, a dozen oranges, a loaf of bread,
and a pound of cheese.
Mr. Brown: Is that all, Mrs. Miller?
Mrs. Miller: Yes, that's all this morning.
Mr. Brown: All right. If you want to go to the cheese counter and pick out your cheese,
I will get the rest of your order ready in a minute.
Mrs. Miller: Thank you, Mr. Brown.
Mr. Brown: You're welcome.
VOCABULARY
a lot of muchos to buy comprar

butter mantequilla cauliflower coliflor
40
clerk dependiente to eat comer

counter mostrador to need necesitar
orange naranja order pedido
enough suficiente to pick out escoger
fresh fresco pound libra
groceries víveres, abarrotes to put poner
grocery store almacén de víveres quarter moneda de 25
lettuce lechuga centavos
to listen to escuchar radish rábano
loaf of bread pan rest resto
salad ensalada sun sol
cheese queso to think pensar, creer
store almacén vegetable legumbre, verdura
string beans habichuelas tiernas
IDIOMS
All right. Muy bien, Está bien.

Can you wait on me? ¿Puede Ud. atenderme?
Good morning. Buenos días.
How do you like these? ¿Qué tal le parecen éstos?
I think they would do. Creo que servirán.
I will get it ready. Lo tendré listo.
What can I do for you? ¿Qué se le ofrece?
What would you like? ¿Qué le gustaría?
You're welcome. No hay de qué.
CONVERSATION
1. Where does Mrs. Miller go this morning? 2. Does Nancy go with her? 3. Does Nancy
listen to her conversation with Mr. Brown? 4. Does Mrs. Miller have many groceries to
buy? 5. Who is Mr. Brown? Is Mrs. Miller a customer? 6. What does the clerk do? 7. What
does Mrs. Miller need for her salad? 8. Why is it necessary to put the tomatoes in the sun?
9. Does Mrs. Miller think that they will do? 10. How much are the string beans? How many
does she buy? 11. How much is the cauliflower? How much does she buy? 12. What other
things does she need? 13. Where does she go to pick out the cheese? 14. Who buys the
groceries for your family? 15. Do many North American families have maids? 16. Do you
buy cheese and vegetables in the same store? 17. Do you like green tomatoes or ripe
tomatoes? 18. Which vegetables do you like best? 19. What kind of cheese do you like?
20. How much are oranges now? potatoes? carrots? peas? 21. How much is milk now?
butter? 22. Is cheese cheap or expensive now? 23. Where do you buy your groceries, at a
grocery store or a market? 24. Do you like to go to market?
41
9.6. WHAT IS ECONOMICS ABOUT?
Activity: Look for technical vocabulary and interpret the following text:
Economics is about the everyday things of life; how we get our living and why sometimes
we get more and sometimes less. Nowadays everybody realizes the important part played
in their lives by economic factors, because nothing seems to remain in the same place for
more than a few weeks on end. Prices are continually changing, generally upwards, and
no sooner do we congratulate ourselves on being a bit better off than we seem to lose all
we have gained because of having to pay more for everything we want. Industries, such as
coal mines and railways, which we have taken for granted as a natural part of the scene,
decline in size, and other quite new ones, electronics and plastics and so on, take their
place as big fields of employment; and these changes in size directly affect the lives of
hundreds of thousands of families.
Those of us who are now middle-aged can recall the shock we had during the war when
the scarcity of so many of the goods we needed for our day-today living made us
understand how much we depend on the four corners of the world for all the things we
normally use without generally giving a moment's thought to their origin.
There was a time when each family actually produced for itself most of the things it needed
for its everyday life. In the modern world, the relationship between work and wants is much
less direct than it used to be, for most of us spend our time making things for sale and not
for our own use. This specialization, which is the characteristic of the modern economy,
enables us to enjoy things of which our grandfathers never dreamed, motor-driven bicycles
and planes, vacuum cleaners and refrigerators, rayon and plastic clothing, more varied
foods, and all sorts of other goods, but it also makes the world very much more complex.
Gertrude Williams (The Economics of Everyday Life)

9.7.1. The Auxiliary Verb do.
The verb do is a principal verb (hacer) and also an auxiliary verb which has no meaning
in itself. As an auxiliary, it is used in questions with all verbs except be (Lesson 2) and
other auxiliaries. It is equivalent to the inverted question mark in Spanish. In the present
tense, the form do is used in all persons except the third person singular, where it changes
to does. The word order in a question is as follows:
Do (Does) —» Subject —» Principal Verb (simple form)
Do you prefer bananas or oranges?

Do they rent the house?
Do we have a big class?
Does Nancy live on Clark Street?
Does the house have a nice green lawn?
Does Mrs. Miller go to the store every day?
42
Note 1: The simple form of the principal verb is always used after do or does.
Note 2: When the affirmative question begins with the subject who or what, the auxiliary
do is not necessary.
Who lives in that house?

What costs fifteen cents a pound?
Note 3: In the present tense only, questions with the verb have may be expressed in two
ways, with or without the auxiliary do. In idioms the auxiliary is necessary.
Do you have a book?

Have you a book?
But: Do you have to go? (¿Tiene que ir?)
Practice changing these sentences to questions.
1. Mr. and Mrs. Miller rent the house.

2. It has a nice living room.
3. They have four bedrooms in the house.
4. They speak English and Spanish.
5. He speaks Spanish very well.
6. The students understand their teacher.
7. She wants to study English.
8. We learn the vocabulary and the idioms of each lesson.
9. Mr. Miller has a new car.
10. They go to New York on business.
11. Nancy goes to the grocery store with Mrs. Miller.
12. I have many things to buy today.
13. The clerk waits on Mrs. Miller.
14. She puts the tomatoes in the sun.
15. Mrs. Miller thinks that they will do.
16. I need to buy cheese and vegetables.
17. The cauliflower costs thirty cents.
18. You have my order ready.
19. Mrs. Miller picks out a good cheese.
20. We listen to the radio after dinner.
9.7.2. The Verb like.
A. The verb like is conjugated in the same way as other verbs, with the personal pronoun
subjects. It is the reverse of the Spanish verb gustar because:
1. The indirect object of gustar becomes the subject of like.
43
2. The subject of gustar becomes the direct object of like.
I like it. Me gusta. We like them. Nos gustan.

You like it. Te gusta. You like them. Les gustan. (os gustan).
He likes it. Le gusta. They like them. Les gustan.
Interrogative: Do you like it? ¿ Le gusta a Ud..?

Does he like it? ¿ Le gusta a él?
Notice the idiom: How do you like it? Qué tal le parece?
I like it very much. Me gusta mucho.
B. An infinitive with to is often used after the verb like.
We like to listen to the radio.

He likes to study English.
Practice answering these questions in the affirmative, using complete sentences.
1. Do you like the movies?

2. When do you like to go to the movies?
3. Which do you like hest, peas, carrots, or cauliflower?
4. Do you like to drink coffee or tea?
5. Does Nancy like the United States?
6. Do you like music?
7. When do you like to listen to the radio?
8. Do you like to speak English?
9. Do they like the English class?
10. Do they like the teacher?
11. Does Nancy like to dance?
12. How do you like her hat?
13. How do you like the house?
14. How do you like the lectures?
15. What do you like to do on Saturday?
16. What do you like to do during your vacation?
44
9.8.1. The Use of the Definite and Indefinite Articles.
A. Definite articles are not used in the following cases:
1. with nouns used in a general sense.
Coffee is exported from several Latin-American countries.

But: The coffee which is exported from Colombia is excellent.
Vegetables contain many vitamins.

But: The vegetables which I like best are peas and string beans.
Patience is necessary in a good teacher.

But: He has the patience of Job.
2. with the names of persons preceded by a title.
Nancy López is living with Mr. and Mrs. Miller.

President Jones is taking a short vacation now.
General Green is in Washington now.
But: The general likes to read.
3. with the names of continents, countries, states, lakes, cities, and streets.
Brazil is the largest country in South America.

Many people go lo Florida for the winter.
Lake Michigan is one of the five Great Lakes.
They are going to Havana next week.
She lives on the corner of Fifth Avenue and Tenth Street.
Exceptions: the United States, the British Isles, the Netherlands, the Soviet Union, the
Dominican Republic.
4. with the names of languages used without the word language.
He understands English, but he speaks it badly.

But: He thinks that the English language is difficult to learn.
5. before the words next and last in expressions that are related to the present moment.
next Sunday el domingo entrante

next week la semana que viene
next year el año que viene
last Sunday el domingo pasado
45
last week la semana pasada

last year el año pasado
But: the last Sunday of the month el último domingo del mes
6. with the words breakfast, lunch, and dinner, when used without modifiers.
What do you eat for breakfast?

I am going to have lunch now.
7. with the noun home when it is used without a modifier.
Nancy is at home.
Are you going home now?
But: No, we are going to the home of some friends.
Practice reading these sentences, inserting the definite article if necessary.
1. North Americans usually like ———— sports of all kinds.

2. ———— sports which Americans like best are football and baseball.
3. ———— exercise is good for one's health.
4. ———— exercise which he receives from tennis is good for his health.
5. ——— oil is found in eastern part of Texas.
6. bananas are exported from ———— Central America.
7. Do you prefer ———— coffee or ———— tea?
8. He is from ———— Argentina, but he lives in ———— Havana now.
9. Lake Ontario is situated between ———— United States and ———— Canada.
10. ————Captain Smith is not at ————home now.
11. Where does ————Professor White live?
12. Does he live on ————Seventh Avenue near ————Morton Street?
13. I live on ———— ———— (Street or Avenue).
14. New York City is in ——— state of ———New York and at ———— mouth
of ———— Hudson River.
15. Is ———— English more difficult than ———— French?
16. People say that ————English language is difficult to learn.
B. Indefinite articles are used in the following cases:
1. In referring to someone's profession or nationality after the verb be.
Mr. Miller is a lawyer. He is an American.
Practice answering these questions.
1. Is Mr. Miller a North American? 2. Are you an American?
46
3. Are you a Latin American? 8. Is Mr. Miller a doctor?

4. What is your nationality? 9. Is his friend an engineer?
5. Is Mr. Brown a clerk? 10. Is she a teacher or a secretary?
6. Is he a bank clerk? 11. What is your profession or
7. Are you a salesman? occupation?
2. In expressing a unit of time or measure. (See Lesson 2.)
fifty dollars a week fifteen cents a pound

fifty miles an hour twenty cents a dozen
3. A or an is much more common in English than the numeral one. One is used for
emphasis or comparison.
He is a doctor, and his wife is a nurse.

The Millers have a nice house.
Nancy is attending a large university.
She has one class in the morning and three in the afternoon.
One girl is tall, but the other girl is short.
9.8.2. Prepositions.
The following prepositions indicate place.
1. beside (al lado de); next to (junto a)
Mrs. Miller is sitting beside Air. Miller.

She is sitting next to Mr. Miller.
Note: Besides (además de) is similar in form to beside (al lado de),but different in
meaning.
Besides vegetables, Mrs. Miller needs to buy milk, butter, and cheese.
2. near (cerca de); far from (lejos de)
They live near the corner.

My house is far from the stores.
3. in front of (delante de); behind (detrás de)
There is a nice lawn in front of the house.

The garden is behind the house.
4. Opposite (frente a, al otro lado de la calle)
47
They live opposite the park.

The house opposite our house is for rent.
FuIl each blank with the correct English translation of the Spanish proposition, and
practice reading the sentences aloud.
1. She is sitting -———— the door. (cerca de)

2. He always sits ———— the Window. (al lado de)
3. The teacher is standing ———— the class. (delante de)
4. He is standing —-—— the blackboard. (junto a)
5. The car is ———— the house. (delante de)
6. My sister lives ———— the church. (frente a)
7. Her house is ———— downtown. (lejos de)
8. Washington is ———— New York, (cerca de)
9. ———— a coat, I need a new hat. (además de)
10. His store is ———— the bank. (frente a)
10. EVALUACIÓN FINAL
1. Give the plural of the following nouns.
glory rose loaf address

day dish city American
son lesson chair boy
house lunch foot fly
orange potato month banana
week church match life
wife year meal hero
tooth glass key room
man street fox bridge
handkerchief sandwich child woman
2. Change the words in italics to personal pronouns.
1. The money is on the desk.

2. The new words are on the blackboard.
3. Mr. Miller is late today.
4. Mrs. Miller is always early.
5. Are you going with George?
6. Where is my English book?
7. I have a surprise for my friends.
8. I am waiting for my sister.
48
9. He is taking his son with him.

10. Mr. and Mrs. Miller rent the house.
11. Nancy is a student.
12. The students are working hard.
13. The President is speaking now.
14. The university is very old.
15. I have my books with me.
16. The news is very good.
17. We see those people every day.
18. The maid opens the door.
19. I see Nancy at lunch.
20. Does she have dinner early?
3. Use the correct form of the simple present tense of the verb.
1. He ———— (come) from Brazil.

2. ———— (be) you from New York?
3. He ———— (go) to class early.
4. You ———— (explain) the lesson.
5. He ———— (understand) the words.
6. The teachers ———— (be) North Americans.
7. Nancy ———— (like) the university.
8. She ———— (have) many books.
9. The lesson ———— (be) important.
10. Mr. Miller ———— (rent) the house.
11. The house ———— (have) a nice green lawn.
12. There ———— (be) four rooms downstairs.
13. There ———— (be) a garden in the back yard.
14. Nancy ———— (live) on Clark Street.
15. Mrs. Miller ———— (have) many things to buy.
16. The tomatoes ———— (be) a little green.
17. She ———— (need) to buy vegetables.
18. I ———— (listen) to the radio every night.
19. We ———— (want) to speak English well.
20. There ———— (be) many Latin Americans in the United States
21. Those people ———— (be) North Americans.
22. The news ———— (be) bad tonight.
23. There ———— (be) some good news for you in this letter.
24. There ———— (be) not many people in the bank now.
25. The people in this class ———— (want) to learn English.
4. Change these sentences to questions.
1. Nancy is in the United States. 3. It is difficult.

2. She is studying at a university. 4. She is learning a great deal.
49
5. She is having a good time. 14. We need butter.

6. The house is made of brick. 15. She wants to eat now.
7. There are four bedrooms upstairs. 16. You understand his English.
8. The front yard is small. 17. They listen to the radio in the
9. Her friends are expecting her evening.
soon. 18. Mrs. Miller has many things to
10. She is a South American. buy.
11. They know Spanish. 19. Mr. Brown waits on Mrs. Miller.
12. He likes to speak English. 20. Nancy goes to the store with her.
13. You come to class early.
5. Answer these questions in complete sentences.
1. How much is butter? 2. How much is coffee? 3. How much are oranges? 4. How much
is sugar? 5. How much is gasoline? 6. How much do tomatoes cost? 7. How much do
apples cost? 8. How much does bread cost? 9. How much does milk cost? 10. How much
do nylon stockings cost? n. In what country do you live? 12. In what city do you live? 13.
On what street do you live? 14. What is your address? 15. Do you speak Spanish?
English? 16. Are you studying English? 17. Where are you studying English? 18. Do you
like to study English? 19. Do you like to listen to English? 20. Is English pronunciation
difficult? 21. Do you arrive at class on time? 22. Are you going home after class? 23. On
what days do you have your English class? 24. How much coffee do you drink a day? 25.
Do you like to sit in a chair or on a sofa? 26. Is Nancy a South American? 27. Are you a
Mexican? 28. Is your teacher a North American? 29. Are you a student? 30. Are you an
engineer? 31. Does it often rain in the tropics? 32. Is it raining now?
50
11. FICHA TÉCNICA ASIGNATURA INGLÉS COMERCIAL UNO

Área Nivel de Objetivos
Global Específica Formación General Específicos
Perceptual Explorar Explorar
Administrativas
Administración
Describir x Describir
X Aprehensivo Comparar x Comparar
Ciencias
X Analizar x Analizar
X Comprensivo Explicar Explicar
Predecir Predecir
Proponer Proponer
Integrativo Modificar Modificar
Confirmar Confirmar
Evaluar Evaluar
Indicadores Metodológicos
X Fundamentación Conceptual
Propósito de Formación Fundamentación Procedimental
X Aplicación en el Saber Específico
X Interpretativas
Competencias a
Argumentativas
Desarrollar
Propositivas
X Capacidad para Representar
Uso del Conocimiento X Capacidad para Reconocer Equivalencias
Capacidad para Recordar Objetos y sus propiedades
Habilidad y Destreza para Usar Equipos
Uso de Procedimientos X Habilidad y Destreza para Usar Procedimientos de Rutina
Habilidad y Destreza para Usar Procedimientos Complejos
51
12. BIBLIOGRAFÍA
EBERT J. Ronald y GRIFFIN W. Ricky. Business Esentials. Editorial Prentice Hall.
LIDDLE William, Reading for Concepts. Second Edition. Editorial McGraw Book
Company.
RAY Auner Robert. Efective English in Business. Second Edition. Editorial South-
Western Publishing Company.
REYNOLDS Atkinson. Business and Procedures. Editorial Educational Publishing,

Inc.
SUE L. Baugh. Essentials of English Grammar. Second Edition. Editorial Passport

Books.
52

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MÓDULO

Elaborado por: Ana María Moncada Carvajal

3. JUSTIFICACIÓN DEL MÓDULO 7

4. OBJETIVO GENERAL DEL MÓDULO 8

5. OBJETIVO TERMINAL DEL MÓDULO 8

6. OBJETIVOS ESPECÍFICOS DEL MÓDULO 8

7.2. OBJETIVO TERMINAL 9

7.3. OBJETIVOS ESPECÍFICOS 9

7.4. PRUEBA INICIAL 9

7.5. LESSON 1- NANCY LÓPEZ WRITES A LETTER 10

7.6. GRAMMAR SECTION 1 12

7.7. GRAMMAR SECTION 2 18

7.8. COMMERCIAL LETTERS 21

7.9. PRUEBA FINAL: THE ORDER OF SENTENCES IN A LETTER 25

8. UNIDAD N°. DOS 27

8.1. OBJETIVO GENERAL 27

8.2. OBJETIVO TERMINAL 27

8.3. OBJETIVOS ESPECÍFICOS 27

8.4. PRUEBA INICIAL 28

8.6. ECONOMY DEFINITIONS 31

8.7. GRAMMAR SECTION 1 32

8.8. GRAMMAR SECTION 2 35

9. UNIDAD N°. TRES 37

9.1. OBJETIVO GENERAL 37

9.2. OBJETIVO TERMINAL 37

9.3. OBJETIVOS ESPECIFICOS 37

9.4. PRUEBA INICIAL 38

9.5. LESSON 3 - AT THE GROCERY STORE 40

9.6. WHAT IS ECONOMICS ABOUT? 42

9.7. GRAMMAR SECTION 1 42

9.7.2. THE VERB LIKE 43

9.8. GRAMMAR SECTION 2 45

10. EVALUACIÓN FINAL 48

11. FICHA TÉCNICA ASIGNATURA INGLÉS COMERCIAL UNO 51

La sofisticación para explicar los detalles complejos mediante palabras especiales es lo

El lenguaje técnico también va evolucionando constantemente. Exigiéndole al estudiante

Debido a que la parte técnica de un idioma es importante en el desarrollo profesional, el

INGLÉS COMERCIAL UNO

Lenguaje técnico del área administrativa complementada con el

Llevar al estudiante paso a paso a través del conocimiento de la gramática

9 Conocer paso a paso la gramática del Inglés.

UNIDAD 1 UNIDAD 2 UNIDAD 3

Capacidad de Habilidad Habilidad para

El cambio en las telecomunicaciones y la superación de las fronteras ha generado un

Un profesional de las ciencias administrativas debe tener un lenguaje común, en este

Hablar un segundo idioma ya no es un privilegio de unos cuantos, sino, una necesidad

Para un empresario es de gran utilidad comercial tener la posibilidad de exportar sus

4. OBJETIVO GENERAL DEL MÓDULO

9 Llevar al estudiante paso a paso a través del conocimiento de la gramática inglesa

5. OBJETIVO TERMINAL DEL MÓDULO

9 Lograr que a través de este módulo el estudiante adquiera el conocimiento de una

6. OBJETIVOS ESPECÍFICOS DEL MÓDULO

9 Explicar paso a paso la gramática del idioma inglés.

9 Describir la estructura y la metodología para elaborar una carta comercial.

9 Aprender vocabulario técnico en idioma inglés del área Administrativa.

9 Desarrollar la capacidad de interpretar textos del área administrativa.

7. UNIDAD N°. UNO

7.1. OBJETIVO GENERAL

9 Iniciar a los estudiantes en un segundo idioma, el cual se ha emprendido, incluso,

7.2. OBJETIVO TERMINAL

9 Al finalizar la unidad el estudiante estará en la capacidad de estructurar

7.3. OBJETIVOS ESPECÍFICOS.

9 Reconocer el orden en una frase