Filename 118

Inglés en el mundo
globalizado
Inglés
Undécimo Grado
©Libro de texto de inglés-Undécimo Grado
Este libro de texto es propiedad del Ministerio de Educación.
Se prohíbe su reproducción total o parcial por cualquier otro medio, sin previa autorización de la
Dirección General de Educación de Jóvenes y Adultos.
Centro Cívico, Módulo M, Managua, Nicaragua
Segunda Edición 2018

Créditos
Omar Martín Cortedano Larios

Director General de Educación de Jóvenes y Adultos
Rebeca Ninoska Argüello Juárez

Directora de Educación Secundaria de Jóvenes y Adultos
Autor:
Francisco Antonio Ortíz Robleto
Diseño y Diagramación:
Mariángel Escobar Ramírez
Presentación
El Ministerio del Poder Ciudadano para la Educación, en el Marco del Plan
Nacional del Desarrollo Humano y en cumplimiento al Plan Estratégico de
Educación de nuestro Gobierno de Reconciliación y Unidad Nacional, inició
el proceso de transformación curricular de Secundaria de Jóvenes y Adultos
con Enfoque Técnico Ocupacional, que se consolida como una alternativa
educativa adecuada a las características de las personas jóvenes y adultas,
permitiéndoles desarrollar habilidades y destrezas para el mejoramiento
de la calidad de vida y la resolución de problemas de desarrollo socio
económico.
El Ministerio del Poder Ciudadano para la Educación, a través de la

Dirección de Secundaria de Jóvenes y Adultos, tomando en cuenta el modelo
curricular con Enfoque Técnico Ocupacional, le facilita el libro de
texto de la asignatura inglés correspondiente al Undécimo Grado de la
Modalidad de Secundaria por Encuentro, el cual le permitirá adquirir
nuevos conocimientos, optar a una carrera técnica o superior y mejorar su
desempeño en los ámbitos familiar, laboral y comunitario.
Estimado estudiante de la Modalidad de Secundaria por Encuentro, el presente

libro de texto ha sido elaborado en correspondencia a la transformación
curricular con enfoque técnico ocupacional, considerando las características
de usted, joven o adulto. En éste encontrará información científica de
los contenidos y actividades prácticas que le ayudarán a consolidar su
aprendizaje significativo.
El libro de texto que tiene en sus manos está elaborado en unidades de

aprendizaje que desarrollan los contenidos y las actividades de una manera
clara y sencilla lo que le permitirá reforzar el hábito de autoestudio, así
como ser protagonista activo durante el proceso de enseñanza aprendizaje.
Con este esfuerzo colectivo y el entusiasmo, creatividad, dedicación

y amor que caracteriza a los docentes por nuestros jóvenes y adultos,
debemos de hacer buen uso de esta herramienta pedagógica que contribuya a
una educación de calidad, con calidez y pertinencia.
Instamos a docentes y estudiantes a promover el cuido de este libro de

texto, para que pueda ser utilizado en años venideros por otros estudiantes.
Ministerio de Educación
Índice de Contenidos
Unit 1: Interesting reading from the work environment
1.The parts of speech 10
Grammar notes about the parts of the speech 13
Exceptions of plural nouns 14
Nouns can be proper nouns or common nouns 14
Adjectives17
Adverbs18
Prepositions20
General rules for the use of articles 22
Word search puzzle 25
La pronunciación figurada 26
2. Analysis of contextual vocabulary 29
Grammar notes about contextual analysis of vocabulary 30
Rescuing the cultural heritage 31
Grammar notes about simple present and simple past tense 37
Grammar structure 37
Unit 2: Idiomatic expressions

1. Furniture store 44
Idioms from the conversation 46
Idioms with colors (Frases idiomáticas con colores) 49
Idioms with numbers (Frases idiomáticas con números) 59
Idioms with food (Frases idiomáticas con comida) 62
Idioms related to music (Frases idiomáticas relacionados con la música) 63
Idioms related to sports 65
Idioms to do with emotions 66
Grammar notes about conditionals 68
Grammar notes about passive voice 74
Grammar notes about much / many 78
Unit 3: Types of payments

1. Types of payment 86
2. Technical vocabulary 90
3. The mayor currencies 93
World highest trading currencies 94
4. Grammar notes about action verbs 97
Verbos dinámicos y verbos estáticos 97
A few more things to remember: 103
Grammar notes about prefixes and suffixes 104
Beginning, middle, and end 104
Unit 4: Computing world

1. History of the computer 114
2. Characteristics of the PC 117
3. Basic computer operations 118
4. Technology 123
Nicaragua: fertile ground for innovation 123
Do you see yourself without technology? 125
Grammar note 129
5. Modernization 132
Grammar note comparatives and superlatives 136
6. Globalization 138
Grammar note about modal verbs 142
Appendix149
Bibliography 156
Unit 1:
Interesting
reading from the
work environment
INDICADORES DE LOGRO CONTENIDOS BÁSICOS

(Achievement indicators) (BASICS CONTENTS)
1. Identifies the sentence structure: 1.The Parts of Speech
subject, verb, complement and 2. Analysis of contextual vocabulary
connectors in short readings and
conversations refering at work
environment to be used them in oral
practice.
2. Reads brief texts of his/her social and

labor environment to practice in writing,
reading and orally.
In this first unit of eleventh grade we retake two very basic contents in the english learning
process of the language, which have been studied in previous grades, in order to consolidate
the knowledge in our students and giving logical sequence and greater depth in their
development.
As well as study of the verb TO BE, the different verbal tenses that have been studied from
seventh to eleventh grade, the parts of speech and reading comprehension are part of the
set of skills and abilities that students should study, assimilate, understand and develop in
the teaching and learning process of the english language.
Leer es soñar con

los ojos abiertos
1.The parts of speech

Today society demands of us more preparation for the labor world and
in this context we find amazing people with a great spirit of success and
entrepreneurship, as the protagonist of this story, you’ll read below.
Hoy en día la sociedad nos exige una mayor preparación para el mundo laboral y en ese
contexto nos encontramos con personas increíbles, con un gran espíritu de superación
y emprendimiento, como el protagonista de la siguiente historia, que leeremos a
continuación.
Let’s talk about the different jobs that your family members do:
Hablemos sobre los diferentes trabajos que realizan los miembros de su familia:
Example: My father is a driver, my mother works at Manolo Morales Hospital, she is nurse and
my sister is a secretary.
Jobs that your family members like to do.
Jobs that you like to do.
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Interesting reading from the work environment
Observe the picture and read some details of a very special man.
Observemos la ilustración y leamos algunos detalles de un hombre muy especial.
They are Héctor and his wife Elena.

Héctor is a very busy man.
He is 57 years old.
He is married and has several occupations.
He studied in INATEC.
Look at the following images that illustrate some works that Héctor
does.
Observemos las siguientes imágenes que ilustran algunos trabajos que Héctor
realiza.
Read in group about the incredible life of Héctor.

Lea en grupo acerca de la increíble vida de Héctor.
Héctor is a very busy man. He is 57 years old. He is married and he studied in INATEC several
occupations described below: Shop assitant, barman, accounting, and professional chef. Let’s
know more about his life!
Héctor lives and works in the Brig Bay neighborhood on Little Corn Island, where live 4,212
habitants. The island is an important tourist attraction, and many people visit it during the summer.
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In the morning, Héctor works at his small hotel with his wife. He prepares breakfast for the guests
and then checks the accounts and assists the guests. Then, he works as a shop assistant at the
local supermarket.
At night, he cooks dinner for the hotel guests and mixes drinks for them at the hotel bar. By the
end of the day he usually feels exhausted.
Transcribe in our notebook the following chart and write Héctor´s

occupations in correspondence with the previous reading.
Transcribamos en nuestros cuadernos el siguiente cuadro y escribamos las
ocupaciones de Héctor en correspondencia con la lectura anterior.
Basado en la lectura anterior.
Héctor’s occupations
1 ____________________ 2 _____________________
3 ____________________ 4 _____________________
Based on the previous reading write true or false as appropriate.

Basado en la lectura anterior escribamos verdadero o falso según corresponda.
1. Héctor is single. _____________
2. He lives in Little Corn Island. _____________
3. Little Corn Island attracts tourists in summer and winter. _____________
4. He cooks dinner for his wife. _________________
5. He usually feels exhausted at night. _________________
Let´s make groups of three students and enumerate them from 1 to 3

to complete the information that is requested in the following box.
Formemos grupos de tres estudiantes y enumérelos del 1 al 3 para completar la
información que se solicita en el siguiente cuadro.
Questions Answer student 1 Answer student 2 Answer student 3

What’s your father’s job?
What’s his name?
How old is he?
What’s your mother’s job?

What’s her name?
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Questions Answer student 1 Answer student 2 Answer student 3

How old is she?
What’s your brother’s job?

What’s his name?
How old is he?
What’s your sister’s job?

What’s her name?
How old is she?

With the information given above in the box, write the profiles of our
relatives as shown in the following example.
Con la información dada anteriormente en la tabla, escribamos los perfiles de
nuestros familiares como se muestran en los ejemplos siguientes:
Examples:
Pablo is Marco’s father. He is 34 years old. He is a taxi driver. He works in the morning. He
drives a Suzuki.
Lorena is Florencia’s sister. She’s 28 years old. She’s a doctor. She works at the Lenin
Fonseca Hospital.
Occupation 1:
Occupation 2:
Occupation 3:
Read aloud the profiles of our relatives.

Leamos en voz alta los perfiles de nuestros familiares.
Grammar notes about the parts of the speech

The parts of speech are important because they show us how the words relate to each
other.
There are nine parts of speech. They are articles, nouns, pronouns, adjectives, verbs, adverbs,
conjunctions, prepositions, and interjections.
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 Nouns
A noun is part of speech that denotes a person, animal, place, thing, or idea.
a place, a thing, or an idea. For example, all of the following are nouns:
 Pedro, Ignacio, Frank, Antony
 Japan, Venezuela, Atlanta, Kroger, the Gap
 pencil, store, music, air
 biology, theory of Relativity, Pythagorean theory
 Nouns are classified in several ways

2. Nouns can be singular or plural
Singular nouns name only one person, place, thing or idea.
An apple, a pencil, the book
Plural nouns name two or more people, places, things or ideas. Most singular nouns (not all) are
made plural by adding –s. For example, (pencil is a singular noun. The word pencils is a plural
noun.)
Exceptions of plural nouns

If a noun ends with the –s, sh, ch, or x like the words, kiss, church, ash or box, then they are made
plural by adding –es (kisses, churches, ashes, and boxes).
There are also irregular nouns that do not follow any rules.
For example, the plural form of the word child is children.
Nouns can be proper nouns or common nouns

A. Proper nouns refer to specific people, places, things and ideas. A person’s name (Leonardo
García) is a proper noun, for example. Other examples are names of places (Masaya, Bluefield)
and names of things (the army).
They are always capitalized!
 People’s names and titles- King Henry, Mrs. Miranda.

 Names for deity, religions, religious followers, and sacred books- God, Allah, Buddha,
Islam, Catholicism, Christians.
 Races, nationalities, tribes, and languages- African American, Polish-American, Black,
Chinese, Russian.
 Specific Places like countries, cities, buildings, and parks.
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 Specific organizations- Organization of American States. (OAS)

 Days of the week, and months.
 Brand names of products.
 Historical periods. Middle ages.
 Titles of publications and written documents.
b. Common nouns are all other nouns. For example: cat, pencil, paper, etc. They are not
capitalized unless they are the first word in the sentence.
 Pronouns
A pronoun is a word that replaces a noun.
For Example:
Instead of Emma talked to Emma’s child, you might say: I talked to Emma last night.
Her is the pronoun. It renames the antecedent, Emma.
There are several types of pronouns.
 Personal Pronouns refer to specific people or things.

Singular: I, you, she, he, it.
Plural: we, you, they.
I, you, she, he, it, we, and they are used as subjects of sentences.
For example, She knew the prices of the products very well.
Accusative pronouns in english, also known as personal pronouns complement are:
Me, You, him, her, it, us, you and them.
For Example:
• The teacher gave all of them good grades.
• Tomas gave his poetry book to her.
• Then, Antonio gave it to me.
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 Possessive Pronouns indicate ownership or possession.
Singular: my, mine, your, yours, hers, his, its.
Plural: yours, ours, theirs.
For Example: She returned my pencil to me because it was mine.
 Reflexive Pronouns name a receiver of an action who is identical to the doer of the action.
Singular: myself, yourself, himself, herself, itself.
Plural: ourselves, yourselves, themselves.
For example: Manuela congratulated herself on her good grades.
Here, Manuela is both the doer and the receiver of the action.
Q: So, who did Manuela congratulate?
A: Herself.
 Demonstrative Pronouns identify nouns. They “point” towards nouns,

this, that, these, those.
For Example:
That woman attends American Institute.
That points out which woman.
The woman attends American Institute.
Which woman? That woman.
 Interrogative Pronouns introduce questions.

Who, Whom, Whose, Which, What.
For Example:
Who is going on vacation? To whom will the teacher give an “A”?
What are you doing?
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 Relative Pronouns introduce dependent clauses and refers to a person or thing already
mentioned in the sentence (i.e. the antecedent).
Who, whoever, whom, whomever, whose, which, that.
For Example:
The girl who was dancing in the party is my sister.
Who was dancing in the party is the adjective clause that describes girl. And, that is the relative
pronoun.
Q: Which girl?
A: who was dancing in the party—as opposed to the english we learn around our friends.
Adjectives
An adjective modifies (describes) a noun or pronoun.

Normally in english, the adjective comes before the noun. For example:
The smart student earned an “A”.
They also come after linking verbs. For example:
I feel happy.
Adjectives can be used to make comparisons
• For most adjectives of one or two syllables, you can add –er. For example, greater, faster,
stronger.
• For adjectives longer than two syllables, you should use the word more.
For example, He was more intelligent than his sister was.
Adjectives can also be used as superlatives
• This is usually done by adding –est to the end of an adjective that is one or two syllables.
For example, the loudest, the coolest, the smartest.
• If an adjective is three syllables or longer, you must use the words the most. For example:
Karla is the most intelligent person in the world!
There are some irregular adjective and adverb forms. For example:
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Adjective Adverb Comparative Superlative
Bad badly Worse worst
Good Well Better Best
Little Less Least
Much Many More Most
Adverbs
An adverb is a word that modifies an action verb, an adjective or another adverb.
• The teacher carefully graded the homework.
Carefully is an adverb that modifies the action verb to grade.
• Tommy was extremely enthusiastic about doing his homework.
Extremely is an adverb that modifies the adjective enthusiastic.
• Manuel ran out of the classroom very quickly.
Very is an adverb that modifies the adverb quickly.
Conjunctions are the scotch tape of the grammatical world. They join together words and phrases.
There are three kinds of conjunctions: coordinating conjunctions, correlative conjunctions, and
subordinating conjunctions.
1. Coordinating Conjunctions
There are seven coordinating conjunctions in english.
For But So
And Or
Nor Yet
They can be used with commas to create compound sentences. For example:
Ignacio loves to dance, but Rocío has no rhythm.
Fernando works hard, yet she still earns low grades.
2. Correlative Conjunctions also join ideas, but they work in pairs. They are:
Both…and
Neither…nor
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Whether…or
Either…or
Not only…but also
For Example:
Not only am I happy about the grades, but I am also excited that you are learning!
3. Subordinating Conjunctions join an independent clause to a subordinate clause. That is,

they join a clause that can stand alone with a clause that cannot stand alone. Some frequently
used subordinating conjunctions are:
After, although, as, if, because, before, even if, even though, if, since, so that, though, unless,
until, when, whenever, where, wherever, whether, while.
For Example:
Although the students were tired, they still came to class.
 Interjections
Interjections are words used to express emotional states. They can usually be found in narrative
writing, interviews, and in spoken english. They can stand alone. For example:
Oh! Wow! Ouch! Oops! Hey!
Note: They are punctuated with either commas or exclamation marks. Mild interjections are
followed by a comma, but stronger interjections are punctuated with an exclamation mark (!).
Oh, we’re late for the movie.
Generally, the movie is not an important destination. Therefore, the person making this statement
will sound less urgent than the next example.
Oh! I’m late for work.
Work, unlike the movies, is generally considered a very important destination. If one doesn’t
arrive on time, there is the possibility of being fired or of losing face. Here, the speaker will have
a greater sense of urgency.
Generally, you do not find interjections in academic writing.
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Prepositions
Prepositions are words that, like conjunctions, connect a noun or pronoun to another word in a
sentence. Some common prepositions:
About Before Down Into Through

Above Behind During Like To
Across Below Except Of Toward
After Beneath For Off Under
Among Beside From On Up
Around Between In Over With
At By Instead of Since Without
A prepositional phrase is a group of words that begins with a preposition and ends with a noun or
pronoun. They can act as adjectives or as adverbs.
Manuela, the student from Germany, wrote an excellent paper on the computer.
 Verbs
Verbs generally express action or a state of being. There are several classifications for verbs:
action verbs, linking verbs, main verbs, auxiliary verbs, transitive / intransitive verbs and phrasal verbs.
1. Action verbs show action.
He runs. He plays. They study.
2. Linking Verbs links a subject with its complement.
Paul became a physician.
Paul (subjects) equals physician (complement).
1. Main verbs can stand alone.
2. Auxiliary verbs, also called helping verbs, serve as support to the main verb.
The most common auxiliary verbs are:

1) Have, has, had.
2) Do, does, did.
3) Be, am, is, are, was, were, being, been.
4) Should, could, will, would, might, can, may, must, shall, ought (to).
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For example:
Maria has run every day.
Run is an action verb. The subject can actually “do” it.
Has is the helping verb. It helps the main verb run to be present perfect tense.
Verbs can be transitive or intransitive.
Transitive Verbs require a direct object in order to make sense.
For Example:
Carol takes aspirin for her headaches.
Here, takes is a transitive verb since the sentence Carol takes has no meaning without its direct
object aspirin.
Intransitive Verbs do not need direct objects to make them meaningful.
For Example:
Julio swims.
The verb swim has meaning for the reader without an object.
Caution: A verb can be either transitive or intransitive depending on its context.
For Example:
• The cars race. – Here, race is intransitive. It does not need an object.
• My father races horses. – Here, a race is transitive. It requires the object horses in order to
make sense.
Articles are: the, a, and an.
What do articles do in a sentence?
Articles signal that a noun is going to follow.
Example:
• Who invented the telephone? The wheel?
• The refrigerator? The airplane?
• A cat was chasing a mouse in my back yard.
Modifiers (adjectives & adverbs) can appear between an article and a noun.
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Examples:
• A sunset.
• A spectacular sunset.
• An exceptionally spectacular sunset.
The indefinite article ‘a’ can only appear before nouns that begin with a consonant sound:
a hand, a book, a world, a computer…
The indefinite article ‘an’ can only appear before nouns that begin with a vowel sound: an
apartment, an hour, an article.
General rules for the use of articles:

I. Use a/an with singular count nouns whose specific identity is not known to the reader
either because it is being mentioned for the first time, or because its specific identity is
unknown even to the writer.
Examples:
• Julia arrived in a limousine. (a = one among many. Not a specific one.)
• We’re looking for an apartment. (an = anyone.)
II. Do not use a/an with non-count nouns. Only use a/an with non-count nouns if you add a count
noun in front of the non-count noun.
Examples:
• Ann asked her mother for an advice.
• Ann asked her mother for a piece of advice.
III. Use the with most nouns whose specific identity is known to the reader because:
1. The noun has been previously mentioned:
• Yesterday I saw a group of ESL students. The students were playing with a ball. The ball was
white and blue. The ball rolled into a hole. The hole was small.
2. The noun is made specific by a superlative:

• I bought the fastest computer they had.
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3. The noun describes a unique person, place, or thing:

• Please give this to the manager.
• The sun is bright today.
• Rain is falling heavily in the North.
Let´s choose the correct option from the underlined words and write
them on your notebook.
Escojamos la opción correcta de las palabras subrayadas y escríbalas en su
cuaderno.
1. I bought a beautiful dress at the mall.
a) preposition
b) adjective
c) noun
2. What did she ask you to do?

a) conjunction
b) preposition
c) pronoun
3. I left my shoes under the kitchen table.

a) adjective
b) preposition
c) pronoun
4. If we finish our work quickly we can go to the movies.

a) adverb
b) conjunction
c) verb
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5. on Saturdays I work from nine to five.
a) verb
b) preposition
c) adverb
6. I want to go to a university in the United States.

a) adjective
b) preposition
c) common noun
7. I’m sure I have met your girlfriend before.

a) verb
b) preposition
c) interjection
8. Well, I don’t think I will be here to answer thephone.

a) interjection
b) preposition
c) pronoun
9. Andy knocked on the door but nobody answered.

a) adverb
b) adjective
c) conjunction
10. After lunch let’s go out for a coffee.

a) pronoun
b) preposition
c) verb
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Rewrite the sentences on your notebook and according to the different

definitions write T (true) o F (false).
Reescriba las oraciones en su cuadernos y de acuerdo a las diferentes definiciones
escriba T si es (verdadero) y F si es (falso).
1. Verbs generally express action or a state of being. _______
2. Conjunctions don´t join together words and phrases. ______
3. An adverb is a word that modifies an action verb, an adjective or another adverb. _______
4. An adjective describes a noun or pronoun. _______
5. Personal Pronouns refer to specific persons or things. ________
6. A noun is a word used to name something. ________
7. A pronoun never replaces a noun. ________
8. Possessive Pronouns sometimes indicate ownership or possession. ________
9. Reflexive Pronouns seldom name a receiver of an action who is identical to the doer of the
action. __________
10. Indefinite Pronouns refer to non-specific persons and things. _________
11. Interjections never express emotional states. ________
12. Prepositions are words that connect a noun or pronoun to another word in a sentence. ____
Word search puzzle

Sopa de Letras
In the following puzzle find 5 adjectives, 5 verbs and 5 adverbs and write them
in your notebook.
En la siguiente sopa de letras encuentre 5 adjetivos, 5 verbos, 5 adverbios y escríbalos
en su cuaderno.
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La pronunciación figurada
Sabemos que la lengua permite articular los sonidos, dichos sonidos se convierten en palabras
y ese conjunto de palabras sirven para comunicarse.
Si sabemos que los sonidos existieron antes que las palabras, estas son en cierta medida una
modificación de dichos sonidos, por lo tanto, para pronunciarlas acudiremos a ellos, imitando el
sonido al que esta palabra se refiere.
En otras palabras, a dichos sonidos, los llamaremos, pronunciación figurada.
A continuación le presentamos un vocabulario con las siguientes características:
La palabra escrita correctamente en inglés.
Su transcripción fonética.
Su pronunciación figurada
Significado en español.
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Forma correcta Pronunciación

Fonética Significado en español
escrita en inglés figurada
fact fækt/fækt fakt hecho
far fɑ/fɑr far lejos
work wɜk/wɜrk uork trabajo
flower flaʊə/flaʊər flauer flor
cat kæt/kæt kat gato
think θɪŋk/θɪŋk zink pensar
start stɑ:t/stɑrt start empezar
somewhat sʌmwɒt/sʌmhwʌt sammuat algo
shade ʃeɪd/ʃeɪd sheid sombra
Como podemos observar en este cuadro, la transcripción fonética es complicada

en cuanto a su comprensión y pronunciación, por lo tanto el vocabulario que
estudiaremos en esta unidad llevará la forma correcta escrita de la palabra en
inglés, su pronunciación figurada y su significado en español.
Let´s learn, pronounce and practice the following vocabulary:

Aprendamos, pronunciemos y practiquemos el vocabulario siguiente.
Pronunciación figurada/
Inglés Significado en español
aproximada
letter leter/leta/lerer letra
capital capital/capiral mayúscula
small smól minúscula/capital
word uerd palabra
phrase fréis frase
sentence sentens oración
paragraph paregrap párrafo
gramatical words grematikel uerds palabras gramaticales
noun naun sustantivo
adjective ajiktiv/ayiktiv adjectivo
demonstrative dimanstretiv demostrativo
descriptive diskriptiv descriptivo
quantitative kuéntetiv cuantitativo
verb verb verbo
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aproximada
adverb advérb adverbio
pronoun prónaun pronombre
subject sabyéct sujeto
direct object dáirreckt obyekt objeto directo
indirect object indeireckt obyekt objeto indirecto
possessive pózesiv posesivo
reflexive rifleksiv reflexivo
prepositional prepozishional después de la preposición
preposition prepozishión preposición
conjunction kenyonshión conjunción
interjection interyekshión interjección
parts of a parts oveisentens/
partes de la oración
sentence partsoveisentens
parts of speech parts ovspich/partsovspich partes de la oración
declarative deklereitiv/deklereirit declarativa
interrogative interroguetiv interrogativa
simple simpol sencilla
compound kámpound compuesta
complex kamplex complejo
affirmative aférmetiv/aférmerit afirmativa
negative neguetiv negativa
agreement agríment concordancia
placement pléisment colocación
infinitive infinitiv/infinidit infinitivo
root/stem ruut/stem radical
ending ending terminación
28
2. Analysis of contextual vocabulary

“Reading is to the “La lectura es a
mind that exercise la mente lo que el
to the body” ejercicio al cuerpo”
Joseph Addison Joseph Addison
El aprendizaje y la enseñanza de vocabulario han sido durante años los grandes descuidados en
cualquier clase de lenguas extranjeras. Erróneamente se consideraba que un enfoque meramente
gramatical era prioritariamente necesario, cuando hoy sabemos que una mayor profundidad en
el conocimiento del vocabulario facilita el proceso de aprendizaje gramatical y ayuda al alumno
a identificar estructuras con mayor facilidad, los alumnos se familiarizan a la hora de escribir o
leer cuando tienen más vocabulario, se facilita la comprensión de las diferentes oraciones,
párrafos y textos a los que se expone al alumno. La estructura y la norma estaban por encima
de la comunicación que es, en definitiva, el fin crucial y básico de una lengua. Dicho enfoque
comunicativo ubica al alumno en contextos reales y favorece el recuerdo en la memoria después
de haber estudiado una segunda lengua.
The contextual analysis is an effective tool to build vocabulary and a very important skill in the
process of reading comprehension.
El análisis contextual es una herramienta eficaz para desarrollar el vocabulario y una
habilidad muy importante en el proceso de comprensión lectora.
What does this mean?

¿Qué significa eso?
Sometimes when we read a text we find many unfamiliar words, thinking that is impossible to
understand anything, it’s too hard ... it’s the end of the world.
A veces cuando leemos un texto nos encontramos con muchas palabras desconocidas,
pensando que no es posible entender nada, que es demasiado difícil... Es el fin del mundo.
Deducting by context the meaning of one or more words will help to easily find the main idea and
infer in a real-life situation.
Deducir por contexto el significado de una o más palabras ayudará a encontrar con facilidad
la idea principal e inferir en una situación de la vida real.
29
It is also important to note that the same word can mean different things depending on the context
in which it is written. Therefore, you should never lose sight of the full text when understanding the
meanings.
También es importante tener en cuenta que una misma palabra puede significar cosas
distintas según el contexto en que está escrita. Por lo tanto, nunca se debe perder de vista la
totalidad del texto a la hora de comprender los significados.
It is very important to consider the following suggestions

before beginning the study of this reading.
Es muy importante tomar en cuenta antes de comenzar el
estudio de esta lectura las siguientes sugerencias.
Grammar notes about contextual analysis of vocabulary

Contextual analysis involves using the context or text that surrounds an unknown word as clues
to reveal its meaning.
Now we provide several types of context clues with their respective examples that will help us to
develop the process of analysis and understanding word meanings in context by students.
 Definition: The word is defined in the sentence. (Example: The surplus___ that is, an
amount left over___ was so great that the office was full and desks and Chairs were lying on
the floor).
 Synonym: The word is compared to another word with a similar meaning. (Example: When
Tom went to the parking garage and his car was not there, he was furious. Tom was very
mad).
 Description: The word is described by the context. (Example: After taking a spill on her bike,
she was able to stand up, get back on the bike, and pedal away on her own volition.)
 Contrast. The word is compared with some other word like an antonym. (Example: Kim was
lethargic, yet her sister was very energetic.)
 Comparison: The word is compared with some other word or phrase to illustrate the
similarities between them. (Example: John was exhausted after the interview, which was more
work than mowing grass all day in the neighborhood.)
Let´s read carefully the following legend.

Leamos cuidadosamente la leyenda siguiente.
“La Cegua” is a legend that chastises improper and loose female behaviour, as well as
drunken and unfaithful activity of men.
30
Rescuing the cultural heritage

Rescatando el acervo cultural.
Let´s present two legends, representative of Nicaraguan culture and

tradition.
Le presentamos dos leyendas representativas de la cultura y tradición nicaragüense.
“La Cegua” es una leyenda que castiga el comportamiento femenino impropio y

libertino, así como la actividad de ebriedad e infidelidad de los hombres.
The most terrifying of Nicaragua’s folkloric characters is La Cegua, a witch who resides in the
woods. She takes on several facades. At times she appears in a white corn leaf dress with
a veil covering her face. It is said that she has long black hair covering over her face. She is
also said to wear a Guarumo Tree leaf dress and her voice is made rasping and hollow by
plantain leaves covering her teeth.
Others say that her face is ghostly and that her eyes stare into her victim’s souls. Still another
version says that she is believed to have the face of a horse. Nicaraguans also say that she
walks through the woods and back roads naked, waiting for her next victim. Men are drawn
to her fantastical silhouette. The words she speaks to these men is so horrific that the victim
goes insane instantaneously something from which they never recover.
La Cegua is believed to have super-human abilities and is able to walk through solid objects,
gravitate above ground and fly at extreme speeds in her efforts to lure men into her trap. To
save yourself from such an encounter you should carry mustard seeds and throw them before
her. She apparently will stop to try and pick up the magical seeds. As with other myths in
Nicaraguan folklore, the tale of La Cegua is believed to ensure that men come straight home
after work.
31
Based on the text “La Cegua” answer on your notebook the following
questions.
Basado en el texto “La Cegua” respondamos en su cuaderno las preguntas
siguientes.
1. Where does “La Cegua” live?

2. How does she appear to the people?
3. Does she have long black hair covering her face?
4. Does she make her voice rasping and hollow?
Rewrite the sentences on your notebook and according to the text

write T (true) o F (false).
Reescriba las oraciones en su cuadernos y de acuerdo al texto escriba T si es
(verdadero) y F si es (falso).
1. La Cegua is believed to have super-human abilities. __________

2. Her face is ghostly and here yes stare into her victim’s souls. ________
4. She doesn´t wear a Guarumo Tree leaf dress. ________
5. According with the text La Cegua has a horse face. _________
6. The victim is not going insane instantaneously. ________
Identify in the reading the connectors, the words that indicate contrast,
description and comparison.
Identifique en la lectura los conectores, las palabras que indican contrastes,
descripción y comparación.
Let´s learn, pronounce and practice with your classmate and teacher
the following vocabulary.
Aprendamos, pronunciemos y practiquemos con nuestros compañeros de clase
y docente el vocabulario siguiente.
Pronunciación
figurada/aproximada
also ólso además
appears apierz aparece
corn korn maíz
32
Pronunciación
figurada/aproximada
covering kovéring cubierta
facade fésad fachada
hollow jálou hueco
leaf liif hoja
leaves liifs hojas
long black hair lón blák jéer pelo largo y negro
plantain plan-ten plátano
rasping rásping áspero
resides rizaíd reside
semblance semblens apariencia/aspecto
several sev(e)ral/sevral varios
takes on teikzon/teikzon adquiere
terrifying terrifaín pavoroso
veil vél velo
voice vois voz
wear Tree weértrí llevar árbol
white guáit blanco
witch wích bruja
wood uód madera
Aprendamos, pronunciemos y practiquemos con sus compañeros de clase y docente el
vocabulario siguiente.
aproximada
after work aftér uork después del trabajo
another anóda/anóder otro
believed bilivd se cree
drawn drón dibujado
encounter enkounter encuentro
extreme ékstrim extremo
face feis cara
fantastical fantástikel fantástico
fly flái volar
33
aproximada
ghostly góstli fantasmal
gravitate graviteit gravitar
ground graund suelo
horrific hórrifik/jórrifik horrendo
horse hórs/jórs caballo
insane insein demente
instantaneously instanteniosli / instanteniusli instantánamente
lure loor señuelo
mustard mósterd mostaza
naked níked desnudo
recover rikóver recuperar
roads rroús carreteras
silhouette sílouet siluetas
speeds spids velocidades
stare stia/ster mirar fijamente
still stil todavía/aún
teeth tiíz dientes
through zruu mediante
trap trap trampa
version vershion versión
victim’s souls. viktemzsóls almas de las víctimas
walk uóks/wóks caminar/pasear/paseos
Aprendamos, pronunciemos y practiquemos con sus compañeros de clase y docente el
vocabulario siguiente.
aproximada
ensure enshiú/enshiúr asegurar
home hóm/jóm casa
magical majikel mágico
myths mizs mitos
pick up pick áp recoger
seed sid/siíd semilla
straight strét derecho
34
aproximada
tale teil cuento
throw zrou lanzar
try trai probar
Read carefully the following.

Leamos cuidadosamente el texto siguiente
Developing a small project of realistic

entrepreneurship
The eleventh-grade students form work teams, each of them has the task of developing a
small project of realistic entrepreneurship. They talk about defining the type of project. Martha
suggested a brainstorming that allows to choose between several alternatives, obtaining valuable
contributions. Among them was to formulate a multiple
service project that would make electrical repairs at
home, the implementation of a virtual business, which
intermediates the commercialization of products from
other companies, the technical assistance service in
sales to small businesses and others. Martha proposed
to the team that the project profile corresponds to a
business located in the agroindustrial branch, specifically
the elaboration of fruit juices with their packaged pulp,
explained that in this way they could take advantage of
the fact that in the locality they are cultivated, almost in a
natural way. Many fruit trees whose product is often lost, such as mango, cashew, oranges, jocotes
and others, but Martha always emphasized in respecting Mother Earth, protecting the environment
and nature. She suggested to her companions to make a feasibility study before starting the project
and they welcomed the idea of Martha as it seemed very novel.
We will introduce you below.
Types of fries that are more abundant and the periods of harvesting them.
Territorial location and belonging to the trees.
Possibility of diversifying the fruit harvest at the local level.
Level of acceptance of the product among the population.
The competition that a company of this type faces.
35
Processes that must be done with the raw material
Market sector that will be the potential clients.
Let´s learn, pronounce and practice the following vocabulary.

Pronunciación
inglés Significado en español
figurada/aproximada
acceptance akseptáns aceptación
advantage advántich ventaja
allow aláo permitir
among amóng entre
belonging bilónguin pertenencia
brainstorming bréinstorming reunión creativa
branch branch rama
businesses bíznes empresas
cashew kásiu marañón
choose chús escoger
company kómpani empresa
developing divélopin desarrollando
diversifying dáiversifain diversificando
entrepreneurship anterprenuarship emprendimiento
environment envaironment ambiente
fact fákt hecho
feasibility fizibiliti factibilidad
fries fraís papas fritas
harvesting hávesting cosecha
mother earth moder érz madre tierra
raw material róu matirial materia prima
realistic ríilistik realista
suggested soyestíd sugirió
task task tarea
technical assistance téknikal asisténs asistencia técnica
work teams uérk tims equipos de trabajo
36
According with the text and vocabulary studied before write on the line
true (T) or false (F) as appropriate.
De acuerdo con lo el texto y vocabulario estudiado anteriormente escribamos
sobre la línea verdadero o falso según corresponda.
1. Martha did not suggest brainstormings that allow them choosing between several alternatives.
__________
2. Ten-grade students developed a small realistic entrepreneurship project. _______
3. Martha’s idea is novel. ________
4. The project profile corresponds to a business located in the agroindustrial branch. ________
5. The companions did not welcome the idea of Martha as it seemed very novel. _________
6. She recommended doing a market study. ______
Grammar notes about simple present and simple past tense

The simple present tense expresses:
Routines = I work at university from Monday to Friday.
Permanent situations = She has a beautiful and big house.
Natural or physical laws = The sun appears in the east.
Grammar structure
Proper/common/ nouns/ Personal

Main verb Complement
pronouns
Affirmative Maria cooks very delicious.
Proper/common/Personal pronouns + do or
Negative does + not / don´t or doesn´t
Maria does not / doesn´t cook very delicious.
Do/Does + Proper/common/Personal
Interrogative pronouns + main verb +?
Does she cook very delicious?
+ Yes she does/ - No she does not/ doesn´t
Short answer
Do = It is used with: I, You, we and they.
Note Does = It is used with : she, he, and It.
37
The simple past tense expresses:
Actions began in the past and finished in it.
Example:
You ate apple yesterday.
Marlon won the match last weekend.
In the simple past tense we use temporary additions (Complementos temporales).
Temporary additions spanish meaning

last year hace un año
last week la semana pasada
last weekeng el pasado fin de semana
yesterday ayer
in 2009 en 2009
Proper/common/ nouns/ Personal

Main verb Complement
pronouns
Affirmative Maria cooked very delicious.
Proper/common/Personal pronouns + did
Negative not or did´nt
Maria did not / didn´t cook very delicious.
Did + Proper/common/Personal pronouns
Interrogative + main verb in present + ?
Did she /Maria cook very delicious?
Yes, she did. / No she did not/ didn´t
Short answer
Did = It is used with: All personal pronouns
Note (I, you, she, he, it, we and they)

38
Put in the right form of the verb. Use either Simple Present or Simple
Past. Using the verbs into the parentheses.
Escriba la forma correcta del verbo. Utilice Simple Present o Simple Past. Usando los verbos
que están dentro de los paréntesis.
g) I __________ (to clean) my car yesterday.
h) It ___________ (to rain) at the moment. Let’s ___________ (to stay) inside today.
i) María_________ (to be) at the zoo last week. She__________ (to see) a monkey there.
j) Gustavo ________ (to be) at the restaurant right now. Let’s go and _________ (to meet) him.
k) Susana________ (to come) yesterday, because she ________ (to have) a car accident.
l) Look! I ________ (to see) Juanito over there. I __________ (to think) he _______ (to be) ill a
few days ago.
m) The weather ___________ (to look) good today, but remember last week? It _______ (to be)
raining the whole time.
n) Last year, Camila ________ (to visit) the Granada city. She _________ (to want) to go to León
city this year.
39
Let’s identify in the sentences the parts of speech. Then write them in
your notebook according the given example.
Identifiquemos las partes que componen la oración. Luego escríbalas en su
cuaderno siguiendo el ejemplo dado.
Example:
Héctor works at this small hotel:
Proper noun: Héctor
Verb: works
Preposition: at
Demonstrative pronoun: this
Adjective: small
Common noun: hotel
1. I live in Managua.
2. We feel tired.
3. Héctor helps at the police station and the fire station.
4. At night, he cooks dinner for the hotel guests and mixes drinks.
5. He is a driver.
6. He is an accountant.
7. Hugo loves his job.
8. You can eat your cake with a spoon or fork.
9. Ahh, that feels wonderful.
10. Oh dear! I don’t know what to do about this mess.
Let´s write the following sentences in the notebook and then underline
the adverbs.
Escriba en el cuaderno de trabajo las siguientes oraciones y subrayemos los
adverbios.
1. Computers are relatively new devices.
40
2. Many businesses use them daily.
3. Today, very fast computers are needed.
4. Generally, they are quite easy to use.
5. Many people have never used a computer.
6. Finally, she wrote the very last sentence correctly.
Now we will practice the pronunciation of useful phrases to keep a

short conversation in english.
Ahora practique la pronunciación de frases útiles para mantener una conversación
breve en inglés.
N° English Pronunciation Spanish meaning

1 What do you do for a living? juót du yu du for a livín? ¿Que haces para vivir?
2 I don’t understand the aí don’t ánderstend di Yo no entiendo la pregunta
question cuesshón
3 I do lots of work ai du losof uérk Yo trabajo mucho
4 That is really interesting dat is rilí intrestíng Eso es realmente interesante
5 How many cars do you think jau meni cars du yu zink, ¿Cuantos autos crees
you fix in a day? you fix in a dei? reparar en un día?
6 On average on averiesh en promedio
7 What sort of job do you juót sortóf jáb du yu jav ¿Qué tipo de empleo tienes?
have?
8 Thanks for the chat, now I zénks for di chat ai jav tu Gracias por la charla, ahora
have to get back to work guet bak tu uérk nao? debo regresar al trabajo
9 I don’t have a job at the ai don jave a jáb at di No tengo trabajo en este
moment moment momento
Note:
Role Play is a dynamic technique of group. It is also known as dramatization or simulation, or
role play. It consists of two or more people representing a specific situation or case of real life,
acting according to the role assigned to them, so that it becomes more lived and authentic. In the
practice of dialogues in english we will use this technique to promote communication in the group
and increase participation.
El Role Play es una técnica de dinámica de grupo. También se conoce como técnica de
dramatización, simulación o juego de roles. Consiste en que dos o más personas representen
una situación o caso concreto de la vida real, actuando según el papel que se les ha asignado, de
tal forma que se haga más vivido y auténtico. En la práctica de los diálogos en inglés usaremos
esta técnica para promover la comunicación en el grupo y aumentar la participación.
41
Using the Role Play, let´s practice the following dialogue in front of the
class to improve the pronunciation with help of your teacher and the
classmates.
Usando la técnica de Role Play, practique el siguiente diálogo frente a la clase, para
mejorar la pronunciación con ayuda de su docente y compañeros (as) de clase.
Mr. Gómez is talking to Mr. Rosales who he has just met in a cafe. They are having a conversation
when Mr. Gómez asks Mr. Rosales what he does for a living...
Mr. Gómez: What do you do for a living?
Mr. Rosales: I´m sorry, I don’t understand the question.
Mr. Gómez: What is your occupation?
Mr. Rosales: I’m a mechanic; I work in a garage near Bill Stewart Park.
Mr. Gómez: A mechanic? You must do a lot of work and get very tired.
Mr. Rosales: Yes I do lots of work. Every day I fix cars but I don´t get tired after my work.
Mr. Gómez: That is really interesting. How many cars do you fix in a day?
Mr. Rosales: On average I probably fix about seven cars every day.
Mr. Rosales: What, sort of job do you have Mr. Gómez?
Mr. Gómez: I don’t have a job at the moment.
Mr. Rosales: why?
Mr. Gómez: Because, I study english in INATEC.
Mr. Rosales: Thanks for the chat I have to get back to work now.
Mr. Gómez: yes, thanks also.
Write in your notebook a short talk based on the vocabulary and example
given before.
Escriba en su cuaderno una breve conversación basado en el vocabulario y
ejemplo dado anteriormente.
Let´s practice the oral expression, reading the dialogue aloud in front of
the clase.
Practique la expresión oral, leyendo el diálogo en voz alta frente a la clase.
42
Unit 2:
Idiomatic
expressions

1. Identifies the idioms with colors, 1. Furniture store
numbers, food, music, sports, and
emotions to use them in the writing
of short sentences, to establish
simple conversations in some labor
environments.
2. Recognizes the passive voice in different
verbal tenses and use it in writing of
short sentences, and conversations to
improve oral skill.
Describe us with our own words everything you watch in the following
picture.
Describamos con nuestras propias palabras todo lo que ve en la siguiente imagen.
1. Furniture store
Let´s practice with our classmates in oral way the description done
before.
Practiquemos de forma oral con nuestros compañeros de clase la descripción
hecha anteriormente.
Let´s share our description with the class group.

Compartamos nuestra descripción con grupo de clases.
Let’s practice the following dialogue developed in a furniture store,

between the owner and his manager where we will observe the use of
idiomatic expressions that will help you to recognize the idioms used
by english-speaking natives in work environments.
Practiquemos el siguiente diálogo desarrollado en una tienda de muebles, entre el
propietario y su gerente donde observaremos el uso de expresiones idiomáticas que te
ayudarán a reconocer los modismos usados por los nativos de habla inglesa en entornos
laborales.
44
Idiomatic expressions
Roberto´s day at work

Roberto works as a manager in a furniture store in Masaya. Pablo, his boss, is not happy
about sales. Roberto´s new advertising campaign hasn´t helped. Pablo decides to fire him.
Roberto trabaja como gerente en una tienda de muebles. Pablo, su jefe, no está contento con
las ventas. La nueva campaña publicitaria de Roberto no ha ayudado. Pablo decide despedirlo.
Pablo: Roberto, I hate to break the news, but our sales were down again last month.
Roberto: Down again, Pablo?
Pablo: Yeah. These days, everybody´s shopping at our competition, Honest Abel´s
Furniture Store.
Roberto: But everything in there costs an arm and a leg!
Pablo: That´s true. They do charge Top dollar.
Roberto: And their salespeople are very strange. They give me the creeps!
Pablo: Well, they must be doing something right over there.
Meanwhile, we´re about to go belly up.
Roberto: I´m sorry to hear that. I thought my new advertising campaign would
Save the day.
Pablo: Let´s face it: Your advertising campaign was a real flop.
Roberto: Well then I´ll go back to the drawing board.
Pablo: It´s too late for that. You´re fired!
Roberto: What? You´re giving me the ax?
Pablo: Yes, I´ve already found a new manager. She´s as a sharp as a tack
Roberto: Can´t we even talk this over? After all, I have been working here for 10 years!
Pablo: There´s no point in arguing, Roberto. I´ve already made up my mind
Roberto: Oh well, at least I won´t have to put up with your not sense anymore!
Good bye to you and good bye to this dead-end job.
Pablo: Please leave before I lose my temper!
45
Practice orally the following idioms from the previous dialogue and
learn its spanish meaning.
Practiquemos oralmente los siguientes idioms del diálogo anterior y aprendamos
su significado en español.
Idioms from the conversation
Idioms Pronunciation spanish meaning

about to abaút tu listo para; en el borde de/al borde de
after all áfter ól/afteról a pesar de todo; cuando todo ha sido
considerado; el hecho es
at least at liís por lo menos: de todos modos; lo bueno
es que
(to) break the news tu breík di niús dar a conocer algo
(to) cost an arm and a leg tu cost anarm anda leg muy costoso/demasiado caro
dead-end-job ded - en - yáb un trabajo donde no hay oportunidad de
crecimiento o progreso
(let´s) face it let´s feisit aceptar una realidad difícil/enfrentar
una situación difícil
(to) give one the creeps (tu) guiv úan di creps para crear una sensación de
repugnancia u horror
(to) go back to the drawing (tu) goú bak tu di drauín empezar de nuevo desde el principio
board bord
(to) go belly-up (tu) goú beli áp ir a la bancarrota / ir a la quiebra
(to) give someone the ax (tu) guiv somúan di ac despedir a alguien
(to) lose one´s temper (tu) lús uán temper perder los estribos /enojarse demasiado
(to) make up one ´s mind (tu) maikap uán main para llegar a una decisión; para decidir
no point in noú pointin no hay razón para / no vale la pena
(hacer algo)
(to) put up with (tu) pút áp uiz soportar sin quejarse
real flop or flopped rial flop or flopd fracaso/falla/error
(to) save the day (tu) seiv di dei para prevenir un desastre del infortunio
(as) sharp as attack (as) sharp as attak muy inteligente
(to) talk over (tu) tók over discutir/debatir
top dollar táp dolar una gran cantidad o suma de dinero

46
Read carefully the following sentences and observe the use of idioms
in every one of them.
Leamos cuidadosamente las siguientes oraciones y observemos el uso de los
idioms en cada una de ellas.
1. I’m glad you’re finally home. I was just about to have diner without you.
2. You’d better invite Eduardo to your party. After all, he’s a good friend
3. We’ve run out of coffee, but at least we still have tea.
4. Samantha and Miguel are getting married, but they haven’t yet broken the news to their
parents.
5. All of the furniture at Honest Abel’s costs an arm and a leg!
6. Jim worked many dead-end jobs before finally deciding to starts his own business.
7. There was a strange man following me around the grocery store. He was giving me the
creeps!
8. Franz’s new business failed, so he had to go back to the drawing board.
9. Mary used to talk to her friends on the phone all day at work, until one day her boss finally
gave her the ax.
10. There’s no points in worrying about things you can’t change.
Let’s orally practice the sentences written above with the help of your
teacher and the whole class, translate them into Spanish in your
notebook.
Practiquemos oralmente las oraciones escritas anteriormente, con la ayuda de su maestro
y toda la clase tradúzcalas a español en su cuaderno.
Let’s write in our notebooks 6 sentences using the idioms studied

before and read them aloud in front of the class.
Escribamos en nuestros cuadernos 6 oraciones utilizando los idioms estudiados antes y

leámoslos en voz alta en frente a toda la clase.
Grammar notes about Idiomatic Expressions or idioms used with colors, numbers, food,
music, sports and emotions.
47
¿Qué son los modismos o frases idiomáticas?
Los modismos o frases idiomáticas son frases que no se pueden traducir literalmente.
Tienen un significado muy particular dentro de la cultura.
Características de los modismos o frases idiomáticas

Son metafóricas o sea que comparan una cosa con otra.
Utilizan partes del cuerpo, para representar otras ideas.
Utilizan colores para simbolizar estados de ánimo o existencia.
Comparan algunas veces la apariencia y conducta de los seres humanos a la de los animales.
Ejemplo. She pigged out on French fries at Lunch. (Ella se sació de papas fritas en el almuerzo)
Observemos a continuación las siguientes oraciones donde usamos modismo o

frases idiomáticas.
1. She just over a bad cold. (Ella acaba de recuperarse de un fuerte resfriado)
2. My sisters don’t get along. (Mis hermanas no se llevan bien)
3. We will get through this economic depression somehow.
(Sobreviviremos a esta depresión económica de algún modo).
4. Roberta was at work at 7:30 am today. What an early bird!
What an early bird! = Persona que llega temprano a todo.
5. Connie and Sheila are so similar; they’re birds of a feather.
Birds of a feather = Similares/Iguales.
6. We have to keep it secret. Don’t spill the beans!
Spill the beans= Revelar la verdad.
7. A great idea just came to me out of the blue.
Out of the blue = caido del cielo, de repente.
8. Maria felt blue after her father die.
Feel blue = estar deprimido (a)
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9. Ernesto always tells blue jokes.

Tell blue jokes = Contar chistes verdes, vulgares.
10. Today women figure prominently in the government.
Figure in something = Jugar un papel en algo.
11. You can´t ignore the problem. Wake up and smell coffee.
Wake up and smell coffee = Darse cuenta de la verdad.
12. Marvin is a really good egg.
A good egg= Un tipo simpático.
Los hablantes nativos usan estas expresiones tan frecuentemente en situaciones diarias que no
se dan cuenta de la naturaleza figurativa de las expresiones.
El significado de las expresiones pueden ser obtenidas por contexto y por algunos elementos
que componen el idiom.
También tengan cuidado con pensar que los idioms son simplemente expresiones coloquiales
que no tienen lugar dentro de formalismos. Es muy común usar y encontrar idioms en contextos
informales pero hay cientos de idioms que son usados en situaciones académicas o de negocios.
Por estas y otras razones incluimos a los idioms en nuestro texto, los cuales deben estudiarse
de manera sistemática.
Idioms with colors (Frases idiomáticas con colores)
Black
1. To be in the black ( tu bí in di black) = Tener dinero en la cuenta bancaria.
I’m still in the black, so I don’t need your money.
Aún tengo dinero en la cuenta bancaria, por lo tanto no necesito tu dinero.
2. To Black out (tu blackaout) = Perder la conciencia o memoria temporalmente.
3. The plane dived suddenly, causing the pilot to black out.
El avión se sumergió de repente, causando que el piloto perdiera la conciencia temporalmente.
4. A Black day (a black dei) = un día triste, cuando algo malo pasa.
9/11 was a black day in history.
9/11 fue un día triste en la historia.
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5. A Black list ( a black list) = lista de personas que se consideran indeseables.
You are not on the blacklist yet, but be careful.
Usted no está en la lista negra aún, pero ten cuidado.
• Black look ( black luk) = Una Mirada de enojo.
When Sarah heard him talk like that, she gave him a black look.
Cuando Sara le oyó hablar así, le miró con enojo.
6. Black market (black market) = Mercado negro (Mercado ilegal).
7. Black and blue (blackan blu) = Negro y azul.
Covered with bruises = Cubierto de moretones
8. In black and white (In blackan uait) = En blanco y negro.
In writing or in print (In rairin or in print) = Escrito o impreso.
Do you understand? Or shall I put it in black and white?
¿Entiendes? o te lo pongo en blanco y negro?
Not so black as somebody is painted = no es tan malo como alguien lo pinta. (not soú black
as sombary is peintid)
Peter is a nice person; he’s not so black as he is painted.
Peter es una buena persona, no es tan malo como lo pintan.
9. The black sheep of the family = La oveja negra de la familia.
(di black shiip (of di femli) considerada ser una desgracia para la familia.
John is considered the black sheep of the family.
John es considerado la oveja negra de la familia.
10. The pot calling the kettle black (di pot coling di kerel black) = El comal le dice a la hoya./
“ver la paja en el ojo ajeno y no la viga en el propio” / Mutuos reproches.
She accused us of being extravagant! Talk about the pot calling the kettle black.
Ella nos acusó de ser extravagante! El comal le dice a la hoya / ver la paja en el ojo ajeno y no
la viga en el propio.
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Choose the right answer and write it on the empty line.

Escoge la respuesta correcta y escribala en la linea vacía.
1. If you do that again, I will beat you ______________________.
1. in black in white
2. in the black
3. black and blue
2. Hah! You say I’m slow at work? And you? Talk about __________________.
a. the black sheep
b. in black and white
c. the pot calling the kettle black
3. This has been a ____________________ for the car industry with more job losses announced.
a. black look
b. black market
c. black day.
4. For a few seconds, he felt like he was going to____________________.

a. be in the black
b. black out
c. black and blue
5. For me, Denise is a friendly girl. She’s not _______________________.

a. in the black
b. the pot calling the kettle black
c. so black as she is painted
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6. The government has created a _____________________ of environmentally damaging
products.
a. black market
b. black list
c. black look
7. Laura was so angry that she gave her husband a _________________.

a. black and blue
b. black look
c. black day
Blue
to go off into the blue ( tu gou of into di blu) = desaparece de repente y sin dejar rastro
The cashier went off into the blue with ten thousand dollars.
El cajero desapareció de repente con diez mil dólares.
To have blue blood (tu jav blu bluud) = Ser aristocrático.
To look/feel blue ( to luk/fiil blu) = se mira / se siente triste, deprimido.
To scream/yell blue murder (to scrim/yell blu morer/morder) = protesta violenta y ruidosa.
The union yelled blue murder when one of its members was sacked = La unión protestó
violentamente cuando uno de sus miembros fue capturado.
To do something till one is blue in the face (tu du somzin til uanis blu in di feis) = Hacer
algo hasta la saciedad (por lo general sin éxito).
He can write me letters till he’s blue in the face, I’m not going to reply = Me puede escribir
cartas hasta la saciedad, no voy a responder.
Once in a blue moon ( uancina blu muún) = Muy rara vez o nunca / a la muerte de un Obispo.
I see her once in a blue moon. La miró a la muerte de un Obispo.
Out of the blue ( ourof di blu) = De forma inesperada.

Her resignation came right out of the blue = Su renuncia se produjo de manera inesperada.
A bolt from the blue (a bolt from di blu) = evento inesperado y no deseado por lo general/
rayo caído del cielo.
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The news of her resignation was like a bolt from the blue.
La noticia de su renuncia fue como un rayo caído del cielo.
a blue-collar worker = Obrero manual.

According to Toffler, the information age most likely began in the mid-1950s when ‘white collar’
and service workers began to outnumber ‘blue collar’ workers.
Según Toffler, la era de la información se inició muy probablemente a mediados del decenio de
1950, cuando el total de trabajadores no manuales y de servicios comenzó a sobrepasar al de
obreros manuales.
a blue film/joke (a blu film/yók) = una película pornográfica o indecente / broma.
the boys in blue (di bois in blu) = La policía.
Red
to be in the red (to bi in di red) = No tener dinero /saldo en la cuenta bancaria.
to catch someone red-handed (to cach somúan red jended) = Atrapar a alguién infraganti.
discover somebody in the act of doing something wrong or criminal.
Descubrir a alguien en un acto incorrecto o criminal.
I caught the cat red handed eating the chicken in the kitchen.
Atrapé al gato con las manos en la masa comiendose el pollo en la cocina.
to roll out the red carpet ( tu rolaùt di red carpet) = Desplegar la alfombra roja.
To give a special welcome to an important visitor = Dar una especial bienvenida a un
visitante importante.
We haven’t seen Uncle Jones for years, so when he arrives tomorrow from Europe, we’ll be
rolling out the red carpet = No hemos visto el tío Jones durante años, así que cuando llega
mañana de Europa, estaremos extendiendo la alfombra roja.
to see red (tu sii red) = Estar enojado con mucha rabia.
Her criticisms were enough to make anyone see red.
Sus críticas fueron suficientes para hacer enojar a cualquiera.
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A red herring (a red jirrin) = Una cortina de humo.
Don’t let him confuse you with any red herring. = No dejes que te confundan desviándote la
atención del tema principal/ con cualquier pista falsa.
red tape = exceso de burocracia.
It takes weeks to get that visa. There’s so much red tape involved.
Se necesita semanas para obtener el visado. Hay demasiada burocracia involucrada.
a red-letter day (a red-lerer dei) = Un día memorable.

An important or memorable day because something good happened on it.
Un día importante y memorable porque algo bueno pasó en él.
Choose the right answer and circle it.

Seleccione la respuesta correcta y enciérrela en un círculo.
1. May 20th is the day we met for the first time, remember? For me, it’s…
a. A red herring
b. A red letter day
c. To see red
2. Kimberly has always been avoiding the answer to that matter with …
a. A red herring
b. Red tape
c. A red letter day
3. The new rules to get a driver’s license should help cut the …
a. A red letter day
b. A red herring
c. Red tape
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4. He started to criticize me in a way that made me….

a. Roll out the red carpet.
b. Be in red
c. See red
5. Why are you borrowing money from me again? Are you…

a. A red herring
b. In the red
c. To see red
6. The police caught the thief ….

a. To see red
b. In the red
c. Red handed
7. Your cousin is not welcome at my home. Why are we going to …?

a. See red
b. Roll out the red carpet
c. Red handed
White
A white-collar worker (a uait colar uorker) = Oficinistas, directivos y ejecutivos de empresas
As white as a sheet (as uait asa shiit) = Blanco como un papel.
She went as white as a sheet when I told her the news.
Se puso blanca como un papel cuando le dije las noticias.
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As white as snow (as uait as snou) = blanco como la nieve.
That old man had his hair as white as snow.
Ese viejo tenía el pelo blanco como la nieve.
A white elephant (a uait elefant) = una posesión que es inútil y a menudo caros de mantener.
A white lie (a uait lai) = Una mentira piadosa.
Choose the right answer and write it on the empty line.

Eliga la respuesta correcta y escríbala en la línea en blanco.
1. I’m sorry, what I told you was ________________________. Please forgive me, but I had to
invent something!
a. As white as snow
b. A white lie
c. A white elephant.
2. Are you OK? You are ________________________________.

a. a white elephant
b. a white collar worker
c. as white as a sheet
3. Peter works in an office, he’s _____________________________.

a. as white as a sheet
b. a white collar worker
c. a white elephant
4. After painting the walls, I can assure you that they look ___________________.
a. a white elephant
b. a white lie
c. as white as snow
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5. I told him a thousand times to get rid of that expensive car that he doesn’t even use. He doesn’t
realize that it’s _____________________________.
a. a white lie
b. a white elephant
c. as white as snow
Brown
To be browned off ( to bi braúndof) = Estar aburrido/harto.
He’s browned off with his job = Está aburrido/harto con su trabajo.
As brown as a berry = Tener la piel bronceada por el sol o el clima.
In a brown study = En una profunda reflexión.
Write in your notebook 3 sentences using the given idiomatic phrases.

Escriba en su cuaderno de trabajo 3 oraciones usando las expresiones idiomáticas
dadas.
Green
To be green (to bi grin) = Ser inmaduro, inexperto, fácil de engañar.
You must be green to believe that!
Debes de ser inmaduro/inexperto/fácil de engañar para creer eso.
To be green with envy (to bi griin uiz envy) = Ser extremadamente enviodioso.
I was absolutely green with envy when I saw his splendid new car.
Yo estaba absolutamente envidioso al ver su nuevo carro lujoso.
To have green fingers (tu jav grin finguers) = Tener habilidad en la jardinería/plantas.
She keeps a beautiful garden – like the rest of her family, she seems to have green fingers. Ella
mantiene un hermoso jardín - como el resto de su familia, ella parece tener habilidades para las
plantas/ la jardinería.
To give someone the green light (tu giv somuándi griin laitz) = Dar permiso a alguien para
hacer algo.
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The employee asked the boss to give him the green light to take his vacation in December.
El empleado le preguntó al jefe que le diera permiso/luz verde para tomar sus vacaciones en
diciembre.
A green belt (a grin belt) = cinturón verde: una zona de campos y árboles alrededor de un pueblo
The city has a policy of increasing the green belt around the city.
La ciudad tiene una política de incremento del cinturón verde alrededor de la ciudad.
Let´s read with the teacher the following talks.

Leamos con el docente las conversaciones siguientes.
Conversation 1
A: I can’t believe that they made this error!
B: I know! We’re going to lose thousands of dollars!
A: Who gave her the green light to do this?
B: I have no idea!
Conversation 2
A: Are you planning on giving your son the green light to go to
Canada to study english?
B: Yeah, I want him to speak well, so I’m going to let him go.
Let´s practice orally the dialogues in pair.

En pareja practiquemos oralmente los diálogos.
Grey
Grey area (grei eirea) area gris = difícil de tratar.
When the rules for police procedure were laid down, a lot of grey areas remained. Cuando las
reglas de procedimiento policial fueron establecidas muchas zonas grises se mantuvieron.
Grey matter (grei marer) materia gris = Cerebro, inteligente. He’s a boy with much grey
matter, he is extremely good at math Es un chico con mucha material gris, extremadamente
bueno para las matematica.
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Yellow
A yellow streak (a yeloú strik) Raya amarilla = Cobardía.
The yellow press (di yeloú press) = Prensa sensacionalista/amarillista.

Newspapers that deliberately include sensational news items to attract readers.
Los diarios deliberadamente incluyen noticias sensacionalistas para atraer nuevos lectores.
Idioms with numbers (Frases idiomáticas con números)
ONE
• At one time (at uan taim) = en el pasado, en un momento dado.
• Back to square one (back tu squer uan) = de nuevo en el comienzo.
• For one thing (for uan zing)= principalmente.
• One and the same (uan in di seim) = exactamente el mismo.
• One fine day (uan fain dei) = algún día.
• One in a million (uan ina milion) = uno en un millón.
• One of these days (uanof diis deis) = uno día de estos, pronto.
• One too many (uan tu many) = demasiado.
• The one and only (di uan an onli) = el único.
• To be at one with somebody (tu bi at uan uiz sombari) = estar de acuerdo con alguien.
• To pull a fast one on somebody (tu pul a fast uanon sombari) = engañar a alguien.
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TWO
• In two shakes of a lamb’s tail (in tú sheiks ofa lembs stel) = rápido, en un abrir y cerrar de
ojos.
• In twos and threes (in tú and zriis) = de a dos o tres.
• It takes two to do something (it teiks tú tudu somzing) = Se necesitan dos para hacer algo.
• To be in two minds about something (tu bi in tú mainds abaut somzing) = estar indeciso
sobre algo.
• To be two-faced (tu bi tú feit) = no ser sincero.
• To have two bites of the cherry (tu jav tú baits in di cherri) = tener dos chances.
• To have two strings to your bow = tener una segunda alternativa por si la primera falla.
• To put two and two together (tu put tú an tú tugüeder) = deducir, darse cuenta.
THREE
• A three-piece suit (a zrii pics sut) = un traje de tres piezas.
• A three-point turn (a zrii point torn) = mover el automóvil en un espacio reducido, hacia
adelante y hacia atrás.
• In twos and threes (in tú an zriis) = de a dos o tres.
FOUR
• On all fours (on ol fors) = en cuatro patas, con las manos y las piernas.
• To be on all fours with somebody (tu bi on ol fors uiz sombari) = estar a la misma altura de
alguien, tener la misma jerarquía.
FIVE
• A nine-to-five job (a nain tu faiv jáb) = un trabajo rutinario, de oficina o comercio.
• To give somebody five (tu giv sombari faiv) = chocar las manos para felicitar a alguien.
• To take five (tú teik faiv) = tomarse cinco minutos.
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SIX
• Six feet under (six fiit onder) = bajo tierra, muerto y enterrado.
• Six of the best (sixzof di best) = golpiza.
• To knock somebody for six (tu nock sombari for six) = golpear a alguien.
SEVEN
• At sixes and sevens (at sixzes an sevens) = en desorden.
EIGHT
• To have one over the eight (tu jav uanover di eit) = tomar mucho alcohol.
NINE
• A nine days’ wonder (a nain deis uonder) = una maravilla pero de corta duración.
• A nine-to-five job (a nain tu faiv jab) = un trabajo rutinario, de oficina o comercio.
• Nine times out of ten (nain taims aurof ten) = casi siempre, dos por tres.
• To be dressed up to the nines (tu bi dressdap tu di nains) = vestir formalmente.
• To be on cloud nine (to bi in the claud nain) = estar muy feliz.
TEN
• Ten to one (ten tu uan) = muy probable, casi seguro.
• A ten-gallon hat (a ten galon jat) = sombrero alto usado por los vaqueros.
Let´s orally practice with classmates the idioms given with numbers.
Practiquemos oralmente con los compañeros (as) de clase las frases idiomáticas
dadas con números.
Write in the notebook 5 sentences using idioms with numbers.
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Let´s come in front of the class and read aloud the sentences written
before.
Pasemos al frente de la clase y leamos en voz alta las oraciones escritas
anteriormente.
Idioms with food (Frases idiomáticas con comida)
• Hard-boiled (jard boilt) = Duro, sin mostrar ninguna emoción.

My boss is really hard-boiled. He’s impossible to fool.
Mi jefe es realmente duro. Es imposible de engañar.
• Fishy (fishi) = Sospechoso.
b. I think that man’s behaviour is a bit fishy. Call the police, please.
Creo que el comportamiento del hombre es un poco sospechoso. Llame a
la policía, por favor.
• Easy as pie (isi as pai) = Muy fácil. Learning english is easy as pie. Aprender inglés es muy fácil.
• In a stew (ina stiú) = Confundido o preocupado por una situación dificil.
When David’s girlfriend was late, he got into a stew.
Cuando la novia de David se tardo, él se preocupó.
• To be in a pickle (to bi ina pickal) = Estar en una situación difícil y no saber qué hacer.
When Mark lost his passport, he was in a pickle.
Cuando Mark perdió su pasaporte, estuvo en una situación difícil y no sabía qué hacer.
• To be packed like sardines (tu bi packd laik sardins) = Estar apiñado en un espacio muy pequeño.
People on the evening bus are packed like sardines.
La gente en el bus de la noche se llena como sardinas.
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Let´s orally practice with classmates the idioms given with food.
relacionadas con comida.
Write in the notebook 5 sentences using idioms with food.

Escribamos en el cuaderno 5 oraciones usando las frases idiomáticas relacionadas
con la comida.
before.
Pasemos frente a la clase y leamos en voz alta las oraciones escritas anteriormente.
Idioms related to music (Frases idiomáticas relacionados con la música)
• To call the tune (tu cól di tun) Llevar la voz cantante = Estar en posición de autoridad para
ordenar y decider. In his job, Peter was able to call the tune.
En su trabajo, Peter fue capaz de llevar la voz cantante.
• To change one’s tune (tu chein uans tiun) = Cambiar de ideas/Comenzar a cambiar de idea/
pensar de manera diferente después que algo ha sucedido.
After the strike, will the president change his tune on taxes?
¿Después de la huelga, el presidente cambiará de idea sobre los impuestos?
• (As) clear as a bell (as clir asa bel) = Muy claro.
I fixed the radio, so now all the stations come in clear as a bell.
Reparé la radio, ahora todas las estaciones suenan muy claro.
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• To dance to somebody’s tune (tu daens tu sombaris tiun) = Hacer lo que alguién quiere
que hagas.
She’s always dancing to her husband’s tune.
Ella siempre baila el son que le tocan.
• To face the music (tu feis di miusic) = Enfrentar/asumir un castigo por algo que se cometió
He made a big mistake but he can’t still face the music.
El cometió un gran error pero él no puede enfrentarlo/asumirlo.
• For a song (for a song) = Muy barato.
He bought his house for a song two years ago.
Él compró su casa muy barata hace dos años.
It takes two to tango (it teik tú tu tango) = Esta expresión se utiliza para sugerir que cuando
las cosas van mal, ambas partes están implicadas y ninguna de las partes es completamente
inocente.
Stop blaming me for it; you know it takes two to tango!
Deja de culparme, ya sabes que ambos estamos implicados /se necesitan dos para bailar un
tango!
Write in the blank the number that corresponds to the correct answer.
Escriba en el espacio en blanco el número que le corresponda a la respuesta
correcta.
• to call the tune ___ Cambiar de ideas
• to dance to somebody’s tune ___ Muy claro
• to face the music ___ Enfrentar /asumir un castigo
• (as) clear as a bell ___ Muy barato
• to change one’s tune ___ Las cosas van mal
• it takes two to tango ___ Llevar la voz cantante
• for a song ___ bailar el son que le tocan
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Idioms related to sports

(Frases idiomáticas relacionada a los deportes)
• The ball is in your court (di ból is in yór cort) = Es tu turno/ decision.
We already decided what to do, now the ball is in your court.
Ya hemos decidido que hacer ahora la bola esta en tu cancha.
Ya hemos decidido que hacer es tu decisión/turno.
• Out of left field (aurof lef field) = Inesperado.

Sheila didn’t know what to do when she was asked that question out of left field.
Sheila no sabía qué hacer cuando se le preguntó algo inesperado.
• To play the game (tu plei di gueim) = aceptar las reglas, hacer las cosas de la forma esperada
o habitual If you want to be promoted, you have to play the game.
Sí quieres ser promovido, debes de aceptar las reglas del juego.
• To hit below the belt (tu jit bilou di belt) = Golpe bajo.
To hurt somebody in an unfair or cruel way = Herir a alguien de forma injusta o cruel.
• To kick off (tu kick off) = Comenzar/ dar inicio.
The meeting kicked off with the director’s speech = La reunión se inició con el discurso del director.
To take time out (tu teik taimaut) = Tomar un descanso.
I have a terrible headache, could we just take a time-out.
Tengo un terrible dolor de cabeza podríamos tomar simplemente un descanso.
• To throw in the towel (tu zroú in di tauel) = Tirar la toalla. Admitir que has sido derrotado.
I have to go on until I succeed; I’m not going to throw in the towel yet.
Tengo que ir hasta alcanzar el éxito no tiraré la toalla todavía.
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Let’s orally practice with the classmates the given idioms related to
sports.
relacionadas con los deportes.
Write in the notebook 5 sentences using idioms related to sports.

con los deportes.
Let’s come in front of the class and read aloud the sentences written
before.
Pasemos frente a la clase y leamos en voz alta las oraciones escritas anterior-
mente.
Idioms to do with emotions
Feeling happy
Jose is as pleased as punch because he won the game.
• To be as pleased as Punch (tu bi as plizt as ponch) = Estar

realmente contento.
• To be in seventh heaven (tu bi in sevenz jeven) = Ser muy
feliz.
• To be on top of the world (tu bi on tap of /tapof di uól) =Estar
realmente feliz.
• To be thrilled to bits (tu bi trild tu bits) = Estar muy feliz y contento.
Feeling sad / fed up

• To be as miserable as sin (tu bi as miseraból as sin) Muy /
extremadamente triste.
• To be browned off (tu bi braúnt of/ tu bi braúntóf) = Estar
aburrido/aburrirse.
• To be downhearted (tu bi daúnjaret) = Sentirse triste.
• To have a long face (tu jav a long feís) = Lucir infeliz.
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Feeling frightened / shocked

• To be in a cold sweat (tu bi in a cól suet)= sudar la gota fria/
sufrir de alguna forma/estado de shock o miedo.
• To be rooted to the spot (tu bi rutid/ruitid) = Estar de pie,
quieto sin poder moverse del miedo.
• To be scared to death (tu bi skert to dez) = Estar temeroso.
• To go white as a sheet (tu goú guáit as a shit) = Pálido de
miedo.
Feeling worried / anxious / nervous
• To be keyed up (tu bi kidap) = Estar excitado/tenso.

• To be on tenterhooks (tu bi in tenterjoks) = Estar en ascuas/
vilo.
• To have something on one,s mind (tu jav somzin on uans
maind) = Tener problema que te está preocupando.
Feeling confused / uncertain

• To be all at sea (tu bi ól at si) = Estar aturdido/desconcertado.
• To be at sixes and sevens (tu bi at sixs and sevens) =
Estar confundido.
• To be out of one’s depth (tu bi out uans depz) = Estar en
una situación dificil.
Feeling angry
• To be hopping mad (tu bi jopin mad) = Estar realmente
enojado.
• To be hot under the collar (Tu bi jat ónder di colar) = Estar
molesto/incomodo.
• To go off at the deep end (tu gou of at diip end) = Perder la
calma/estar muy enojado.
• To go spare (tu gou sper) = Perder la calma el temperamento.
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Feeling surprised
• to be gob smacked (tu bi gob smockt) = Estar muy
sorprendido.
• That’s a turn up for the books! (dats a turnip for di buks) =
Cuando algo sorpresivo sucede.
• You could have knocked me down with a feather! (yú cúd
jav knoct mi daún uiz a fédzer) = Enfatizar lo sorprendido
o sorpresa de que te has enterado.
Feeling quarrelsome / unfriendly

Martha avoids her boyfriend like the plague in the Port Salvador Allende.
• To have a go at somebody (tu jav a gou at sombadi/sombari)
= Llamar la atención a alguien enfadado.
• To tear somebody off a strip (tu tir sombadi of a strip) = Llamar
fuerte la atención a alguien porque ha cometido un error.
• To avoid somebody like the plague (tu avoid sombadi laik di
plég) = Ignorar a alguien completamente
Let's orally practice the given idiomatic phrases with your classmates
in short conversations.
Practiquemos oralmente las frases idiomáticas dadas, con sus compañeros de
clase en pequeñas conversaciones.
Write in the notebook 5 sentences using idioms with emotions.

con emociones.
before.
Pasemos frente a la clase y leamos en voz alta las oraciones escritas anterior-
mente.
Grammar notes about conditionals

Note: Remember that you have studied the conditionals in the previous grade.
Recordemos que todos los tipos de oraciones condicionales son recursos gramaticales, que
se utilizan constantemente en el idioma inglés para indicar que una acción depende de otra y
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también para hablar sobre situaciones reales o irreales.

En esta unidad estudiaremos con mayor profundidad los tipos de oraciones condicionales así
como su estructura, uso en diferentes diálogos y lecturas.
En el idioma inglés conocemos los siguientes tipos de oraciones condicionales que a continuación
se describen.
Tipo -1 Órdenes.
Tipo 0 Realidades Científicas.
Tipo I Situaciones Posibles.
Tipo II Situaciones Teóricas.
Tipo III Situaciones no Posibles.
1. Oración condicional tipo 1 “órdenes”

Este tipo de oraciones condicionales es la más básica del idioma inglés, por la que muchas
veces no es tomada en cuenta por ciertos académicos. Este tipo es utilizado para dar órdenes
condicionales, según el cumplimiento de una acción.
La estructura del tipo -1 es: If + Simple Present + Imperativ
If + Simple Present + Imperativ

If she cooks at the party, call me
Si ella cocina en la fiesta, ¡llámame!
If you talk to many people, Speak up!
Si hablas a muchas personas, ¡Háble con voz fuerte!
If it rains, Don’t open the window!
Si llueve ¡no habrás la ventana
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2. Oración condicional tipo 0 “realidades científicas”
Este tipo de oraciones condicionales es utilizado para expresar realidades científicas y empíricas,
es decir cuando la condición y el resultado siempre es verdadero.
La estructura del tipo 0 es: If + Simple Present + Simple Present
If + Simple present + Simple present

If I work my Project grows
Si Yo trabajo mi proyecto crece
If you study every day, you learn more english
Si estudias diario, aprendes más ingles
If you heat mercury, this explodes
Si calientas el mercurio éste explotará
3. Oración condicional tipo (i) “situaciones posibles”

Este tipo de oraciones condicionales expresan sucesos o amenazas que son posibles
de ocurrir.
La estructura es: If + Simple Present + Simple Future
If + Simple present + Simple future

If you learn english you’ll travel to the U.S.A
Si aprendes inglés viajarás a Estados Unidos
If you travel to Germany I wont see you again
Si viajas a Alemania no te volveré a ver
If you tell me that you love me I will stay by your side
Si me dices que me amas me quedaré a tu lado
4. ORACIÓN CONDICIONAL TIPO (II) “SITUACIONES TEÓRICAS”

Este tipo de oraciones condicionales se utiliza para expresar una posibilidad irreal en el presente,
como deseos, sueños o para acciones del futuro que no son tan probables.
La estructura es: If + Tiempo Pasado + (Would o Could) + Infinitive
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Would or could +
If + Simple past tense + infinitive
If they were here they would give you the money

Si ellos estuvieran aquí te darian el dinero
If I had a car I would sell it
Si tuviera un coche, lo vendería
If you had a Iphone you could play video games
Si tuvieras un Iphone podrías jugar videojuegos
If she learned english, she could travel to England
Si ella aprendió inglés podría viajar a Inglaterra
5. ORACIÓN CONDICIONAL TIPO (III) “SITUACIONES NO POSIBLES”

Este tipo de oraciones condicionales son utilizados para expresar situaciones del pasado que no
han sucedido y que no son posibles en el presente.
La estructura es: If + Past Perfect + (Would have) and Past participle
Would have + past

If + Past perfect tense + participle
If I had been president I would have bought a helicopter

Si yo hubiera sido presidente, me habría comprado un helicóptero
If Laura had been careful, she wouldn’t have had the heart attack
Si Laura hubiera tenido cuidado, ella no hubiera tenido un ataque cardíaco
If I had been lucky, I would have traveled to Italy
Si yo hubiera tenido suerte, habría viajado a Italia
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Practice with your classmates the following dialogue and identify the
conditional used in the conversation.
Practique con sus compañeros de clases el siguiente diálogo e identifique el condicional
usado en la conversación
Bill: What will you do if it rains this weekend?
Bob: If it rains this weekend, I’ll stay home and watch a film.
Bill: And what will you do if it’s sunny?
Bob: If it’s sunny I’ll go to the park and have a picnic.
Bill: What will you do if your alarm doesn’t go off tomorrow?
Bob: If my alarm doesn’t go off tomorrow, I’ll be late for work.
Bill: Will you lose your job if you’re late?
Bob: I don’t think so. I’m usually on time.
Rewrite the following sentences in your notebook and identify what

kind of conditional is and write it on the line.
Reescriba las siguientes oraciones en su cuadernos e Identifique que tipo de condicional
es y escríbalo sobre la línea.
Example: If you went to Brazil, you wouldn’t want to come back. III Conditional
1. If we don’t hurry, we’ll miss our bus. ________________________________
2. If I work too much, I get tired. ________________________________________
3. If I saw her, I would ask her out.____________________________________
4. If he is busy now, I will come back tomorrow.____________________________
5. If I didn’t want to go, I would tell you. __________________________________
Let’s orally practice with the classmates the following talk.

Practiquemos oralmente con los compañeros (as) de clase la conversación
siguiente.
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Read carefully the following short talk and with help of your teacher
identify what kind of conditional is used.
Leamos detenidamente la siguiente conversación y con ayuda del docente
identifiquemos qué tipo de condicional es usado.
Let´s write in pair 3 sentences using the conditional identified in the

short talk.
Escribamos en pareja oraciones usando el condicional identificado anteriormente
en el breve diálogo.
Juan: Carlos, take a look at this! This guy’s won three million dollars in the lotto!
Carlos: What luck! What would you do if you won three million dollars?
Juan: Well, I know what I WOULDN’T do! If I won so much money, I wouldn’t spend it. I’d
put it in the bank!
Carlos: You’ve got to be joking! I’d make sure to spend at least the first two million having a
good time and buying things I’ve always wanted. I’d definitely spend a lot of time travelling.
Juan: Use your head! If you spent money like that, you’d soon have spent all your winnings!
Carlos: That’s right. I’m sure I’d eventually start spending some money, but I’d be very
careful to make that money last for the rest of my life.
Translate it into spanish in pairs or group with help of your teacher.

Tradúzcalo a español en pareja o grupo con ayuda de su docente.
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Grammar notes about passive voice
Carmen What do you

think about the passive
voice in english?
Well, Juan I consider it

very similar than in our
mother tongue, but we
will see
Passive voice / voz pasiva

Hablaremos en esta ocasión sobre un recurso gramatical de gran importancia en la lengua
inglesa: la voz pasiva. Para comenzar estableceremos la diferencia con el lenguaje que utilizamos
habitualmente llamado voz activa en el cual la acción del verbo recae sobre el sujeto mientras
que en la voz pasiva la acción del verbo recae sobre el objeto. Observa los siguientes ejemplos:
active Voice/Voz activa

The girl buys a new hat.
La muchacha compra un sombrero nuevo.
(El verbo “comprar” recae sobre “la muchacha” indicando que ella es quien realiza
la acción).
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Passive voice /Voz Pasiva

A new hat is bought by the girl.
Un nuevo sombrero es comprado por la dama.
(En este caso interesa que “un nuevo sombrero es comprado” sin demasiada.
importancia de quien realiza la acción).
Para construir la voz pasiva es necesario que la oración en voz activa cuente con objeto directo,
es decir que responda a la pregunta “¿qué cosa?”, por ejemplo:
My sister lost the keys.

Mi hermana perdió las llaves.
¿Qué cosa perdió mi hermana?
Las llaves (éste es el objeto directo).
Luego el objeto directo establecido pasará a ocupar el lugar de sujeto, el sujeto de la voz activa
pasa a ser complemento agente acompañado de la preposición BY y el verbo principal se coloca
en pasado participio acompañado por el ver to TO BE en el tiempo que se encuentra la voz
activa. Por ejemplo:
My sister lost the keys. Active voice / Voz active

The keys were lost by my sister. Passive voice / voz activa.
Observe en la oración pasiva que “the keys” ocupan el lugar de sujeto, “by my sister” es
el complemento agente y el verbo principal está ahora en pasado participio acompañado por
el verbo to be (were) en pasado simple ya que la oración activa se encontraba en ese tiempo
verbal.
Veremos en el siguiente cuadro como se modifican los verbos de Voz Activa a Voz Pasiva:
Tiempo verbal de la
Voz activa Voz pasiva
oración en voz activa
My brother studies the The lesson is studied by my
Presente Simple
lesson. brother.
My brother is The lesson is being studied by
Presente Continuo
studying the lesson. my brother.
My brother studied the The lesson was studied by my
Pasado Simple
lesson. brother.
My brother was The lesson was being studied by
Pasado Continuo
studying the lesson. my brother.
My brother will study the The lesson will be studied by my
Futuro Simple
lesson. brother.
My brother is going to The lesson is going to be
Futuro Cercano
study the lesson. studied by my brother.
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Tiempo verbal de la
Voz activa Voz pasiva
oración en voz activa
My brother has The lesson has been studied by
Presente Perfecto
studied the lesson. my brother.
My brother had The lesson had been studied by
Pasado Perfecto
studied the lesson. my brother.
Read the following reading carefully in pair and then make the exercises
indicated.
Lea cuidadosamente la siguiente lectura en pareja y realice los ejercicios
indicados.
Artisan’s land
Known as The City of Flowers, Masaya is
also known for being the cradle of humble
artisans and workers who work day by day in
wood, leather, clay, fabrics and stones giving
form to magnificent articles that are admired
by both domestic and foreign clients. The
work done by the craftsmen is the main axis
that moves the economy of this department,
rich in culture. Approximately 28 thousand
artisans are in the city of Masaya, of which
about 9 thousand are dedicated to work
ceramics. “Of every three dwellings in one
of them there is a craftsman who works a certain product”. They are small family workshops
that also give jobs to an average of four to five people. However, there are workshops that have
grown to the point that their workforce can be around 15 to 40 people. The 78 percent of the
economy of the city of Masaya is originated thanks to the work of the artisans. The quality in
the work they do has allowed a lot of recognition both at home and abroad. Today, primary and
secondary education of Youth and adults takes an occupational technical approach.
Let's learn, pronounce and practice the following vocabulary.

Pronunciación
figurada/aproximada
abroad abród en el extranjero
allowed aloúd permitido
approximately aproximeitli aproximadamente
artisans ártisan artesanos
average averiech/averij promedio
axis áksis eje
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Pronunciación
figurada/aproximada
being biín siendo
both bóz ambos
ceramic serámik cerámico
clay klèi arcilla
cradle krádel cuna
craftsmen kratsmen artesanos
dwellings duéling viviendas
foreign clients fórin kláiens clientes extranjeros
however jaúever sin embargo
humble jámból /jámbel humilde
indirectly indiréctly indirectamente
jobs yóbs trabajos
known noún conocido
leather léder cuero
magnificent mágnificent magnífico
move múv movimiento
stones stons piedras
takes teíks toma
the work done di uérk don el trabajo hecho
wood uud madera
workers uerkers trabajadores
workshops uérshops talleres
Based on the previous reading answer the following questions.

Basado en la lectura anterior responda las preguntas siguientes.
1. What are the materials used by Masaya artisans to make beautiful crafts?
2. How many people work in crafts the city of Masaya?
3. How many people are working now with ceramic in the city?
4. How is known the city of Masaya?
5. What moves the economy the city of Masaya?
6. Does Youth and Adults education in Nicaragua have an occupational technical approach?
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Based on the previous reading identify the sentences in passive voice
and write them in your notebook. Share them with your classmate to
be corrected.
Basado en la lectura anterior, identifique las oraciones pasivas y escríbalas en su cuaderno.
Compártalas con sus compañeros e clase para ser corregidas.
Grammar note about much / many

Much / many
Rule: Use much if the noun is non-countable (e.g., water, sand). Use many if the noun is
countable (e.g., oranges, children).
Regla: Use much si el sustantivo no es contable (por ejemplo, agua, arena). Utilice many si el
sustantivo es contable (por ejemplo, naranjas, niños).
Example with much/ejemplo con much:
1. I don’t have much money.
2. We didn’t have much profit this year.
3. How much money have you got?
4. It doesn’t need much milk.
5. We had so much fun.
Example with many/ejemplo con many:

1. They own many houses.
2. Sara does not have many friends.
3. Pedro owns many properties in Matagalpa.
4. There are too many students in this class.
5. I spent many days there.
Decide whether you have to use much or many:

Decida si debe usar much o many.
1. We saw _____ animals at the zoo.
2. How _____ oranges did you put in the box?
3. There isn’t _____ sugar in my coffee.
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4. I don’t have ______ friends.

5. The old man hasn’t got _____ hair on his head.
6. I’ve packed _____ bottles of water.
7. I didn’t get _____ sleep last night.
8. How _____ fruit do you eat in an average day?
Change the following sentences written in active voice to passive voice

in your notebook.
Cambie las siguientes oraciones escritas en voz activa a voz pasiva en su
cuaderno.
1. He took the Money last Sunday evening.
2. He will deliver the beauty products next week.
3. He ate the cake this morning.
4. Manuel wrote the book last winter.
5. Rebeca has just taken the newspaper.
Change the following sentences written in passive voice to active voice

in your notebook.
Cambie las siguientes oraciones escritas en voz pasiva a voz activa en su
cuaderno.
1. The books were found by Karla.
2. The money was stolen by a robber.
3. The city has been destroyed by the hurricane.
4. The novel will be published next year.
5. The car will be delivered next month.
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Rewrite the following sentences written in passive voice in negative
and then change them to questions as the example given. (Make this
exercise in your notebook)
Reescriba las siguientes oraciones escritas en voz pasiva en interrogativa y luego cámbielas
a preguntas como en el ejemplo dado. (Realice este ejercicio en su cuaderno).
Example: The work will be done by Mr. Perez.
Negative: The work won´t be done by Mr. Perez.
Question: Will the work be done by Mr. Perez?
1. America was discovered in 1492.
2. The lesson is taught by Mr. Lopez.
3. The cries of the child were heard clearly.
4. The book was written by Mr. Martinez.
5. The glass was broken by Martha.
Rewrite the following sentences written in passive voice to question

form, beginning each question with the question word in parentheses.
(Make the exercise in your notebook)
Reescriba las siguientes oraciones escritas en voz pasiva a pregunta, comenzando cada
pregunta con la palabra interrogativa que está en paréntesis.
(Haga el ejercicio en su cuaderno)
Example:
America was discovered in 1492. (When) When was America discovered?
1. The buildings were destroyed by fire. (How)

2. The work will be completed next week. (When)
3. The child was finally found in the museum. (Where)
4. The tree was planted by my father. (Who…by/By whom)
5. The house was built in 1925. (In what year)
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Circle the correct answer of different idiomatic expressions that are
presented below.
Encierre en un círculo la respuesta correcta de las diferentes expresiones
idiomáticas que se les presentan a continuación.
1. A red-letter day
Today is a red-letter day for our community. For the first time ever, we’ve
a) A missed out on the finals.

b) Failed to make a profit.
c) won the championship of the baseball national league.
2. A white lie
Luis asked me how he looked after his operation, so I told a white lie and said
a) He looked great
b) I´d gone blind and I couldn´t see him.
c) He looked terrible
3. In two minds
Veronica’s in two minds about keeping her job. She says she’s tired of working as a waitress, but
she
a) Would love to be a chef
b) likes being waitress
c) Isn´t sure if she can get another job
4. A piece of cake/easy as pie
Her homework was a piece of cake:

a) it was so easy to do
b) it was filled with suspicions
c) the house was very quiet.
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5. face the music
James will have to face the music when he

a) goes to a concert
b) goes to hospital
c) goes to court
Exercise using the Zero Conditional
Conditions Results
1. you’ve got a headache you get pink
2. you don’t wear a crash helmet A dog bites
3. you heat it to 100° The dvd players comes on
4. she comes home very late Butter melts
5. you leave gates open in the country. It scratches you
6. You add sugar you have more chance of being killed
Use the conditions and results written in the box to complete the
phrases below.
Use las condiciones y resultados escritos en el cuadro para completar las frases
siguientes.
1. Water boils if ____________________________________________________
2. If you mix red and White ___________________________________________
3. ____________________________________________ if you leave it in the sun.
4. If __________________________________________ take an aspirin.
5. If __________________________________________ it tastes sweet.
6. ___________________________________ if you go near its food when it´s eating.
7. If you pull a cat´s tail, _______________________________________________
8. ___________________________________________ If you don´t wear a seat belt.
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9. You can end up brain damaged if ______________________________________
10. If you press this switch, _____________________________________________
11. If ______________________________, her folks get very angrey.
12. Farmers get very angry if ___________________________________________
Choose the correct form of each verb to complete each sentence.

Seleccione la forma correcta de cada verbo para completar cada oración.
1. If we don’t protect the elephant, it ________ extinct.
A. Becomes
B. will become
2. You ________ heart disease if you eat too much meat.

A. get
B. will get
3. If a deer ________ into your garden, it ________ all your plants.

A. gets / will eat
B. will get / eats
4. She ________ completely different if she cuts her hair.

A. looks
B. will look
5. You won’t pass the course if you ________

A. won’t study
B. don’t study
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Answer in your notebook he following questions asked in passive voice
as the example given. Use the information given in parentheses.
Conteste en su cuaderno las siguientes preguntas realizadas en voz pasiva como el ejemplo
dado. Use la información dada en paréntesis.
Example:
By who was America discovered? (by Christopher Columbus)
America was discovered by Christopher Columbus.
1. In what year was America discovered? (In 1492)

2. When was this book published? (in 1995)
3. Where was this book published? (in Madriz)
4. Who was the money stolen by? (one of the attendants)
5. Where was the child finally found? ( in the museum)
6. Who will the dinner be prepared by?( by the chef)
7. By who are your exercises corrected? ( by our trainer)
8. Why was the train delayed? (because of bad conditions)
9. Where was the money hidden? ( in a wooden container)
10. When will the work be completed? (by the end of the week)
11. Where were they married? ( in Managua)
12. In what country was Marlene born? (in Nicaragua)
13. Where was the money put? (in the in safe hands)
14. How long was the man held by the police? (for about 4 hours)
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Unit 3:
Types of
payments

1. Identifies technical vocabulary in 1. Types of payment

readings and short talks to get better 2. Technical vocabulary
the participation and interactions in the
classroom with his/her classmates. 3. The Mayor Currencies
2. Reads brief texts of his/her social and 4. Grammar notes about action verbs
labor environment such as young
culture and citizenship using technical
vocabulary and grammatical rules
including his/her personal interest
and values of respect and solidarity to
improve our social relationships.
1. Types of payment
Look at the following illustrations that show us the methods of payment
using at the moment.
Observemos las siguientes ilustraciones que nos muestran los métodos de
pagos usados en el presente/la actualidad.
POS terminals/ Point of sale terminals
Credit Card ATM

Debit card
Money Check
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Types of payment
Orally answer the following questions based on the illustrations

observed before.
Respondamos oralmente las siguientes preguntas basadas en las ilustraciones observadas
anteriormente.
1. What kind of methods of payment do you know and use?
2. Are they difficult to use?
3. How do you prefer to pay by cash or debit/credit card?
4. Why do you prefer this method?
Look at the following pictures related to the methods of payment Used

by different civilizations in the development of humanity.
Observemos las siguientes ilustraciones relacionadas a los métodos de pago
usados por diferentes civilizaciones en el desarrollo de la humanidad.
Aztecs used cacao beans The early U.S colonists and Animal’s skin
used tobacco leaves
The people of Paraguay Roman soldiers were The ancient Egyptians

used snails paid a “salarium” of salt used silver coins
87
Read carefully this short History about the money.
Lea cuidadosamente esta breve historia sobre el dinero.
The use of money is as old as the human civilization. Money is basically a method of exchange,
and coins and notes are just items of exchange. Payment methods have had different evolutionary
stages in the development of the human species.
El uso del dinero es tan antiguo como la civilización humana. El dinero es básicamente un
método de intercambio, monedas y billetes son sólo elementos de cambio. Las formas de pago
han tenido diferentes etapas evolutivas durante el desarrollo de la especie humana.
The basis of all early commerce was barter, in other words the direct exchange of one product for
another, with the relative values a matter for negotiation. Subsequently both livestock, particularly
cattle, and plant products such as grain, were used as money in many different societies at
different periods. Cattle are probably the oldest of all forms of money, as domestication of
animals tended to precede the cultivation of crops. The earliest evidence of banking is found in
Mesopotamia between 3000 and 2000 B.C. when temples were used to store grain and other
valuables used in trade.
La base de todo el comercio primitivo fue el trueque, es decir, el intercambio directo de un producto
por otro, con los valores relativos materia de negociación. Posteriormente, tanto el ganado,
especialmente ganado vacuno, y productos vegetales como los cereales, fueron utilizados como
dinero en muchas sociedades diferentes en distintos períodos. El ganado es probablemente la
más antigua de todas las formas de dinero, ya que la domesticación de los animales tiende a
preceder a la producción de cultivos. La evidencia más temprana de la banca se encuentra en
Mesopotamia entre el 3000 y el 2000 Antes de Cristo (AC) cuando se utilizaron los templos para
almacenar grano y otros objetos de valor utilizados en el comercio.
Various items have been used by different societies at different times.
Aztecs used cacao beans.
Norwegians butter.
The early U.S. colonists used tobacco leaves and animal hides.
The people of Paraguay used snails.
Roman soldiers were paid a “salarium” of salt.
On the island of Nauru, the islanders used rats.
The ancient Egyptians developed a system for making payments with weighed amounts of
precious metal, such as the silver.
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Types of payment
Varios artículos han sido utilizados por las diferentes sociedades en diferentes momentos.
aztecas usaban semillas de cacao.
noruegos mantequilla.
Los primeros colonos estadounidenses utilizaron hojas de tabaco y pieles de animales.
La gente de Paraguay utilizan caracoles.
soldados romanos se les pagaba un “salarium” de sal.
Los antiguos egipcios desarrollaron un sistema para realizar pagos con cantidades pesadas
de metal precioso, como la plata.
The story also indicates that the personage that helped spread the use of metal coins was the
King of Macedonia, Alexander The Great, who since 335 BC, imposed a system of coinage in
Persia, Mesopotamia, Syria, Egypt and several territories that are now part of Turkey, Afghanistan,
Pakistan and India.
After his death in those territories continued with the practice of minting coins and many of them,
with the bust of Alexander the Great himself.
La historia indica además que el personaje que más ayudó a diseminar el uso de las monedas de
metal fue el Rey de Macedonia, Alejandro Magno, quien desde el año 335 Antes de Cristo, impuso
el sistema de acuñar monedas en Persia, Mesopotamia, Siria, Egipto y en varios territorios que
hoy forman parte de Turquía, Afganistán, Pakistán y la India.
Después de su muerte, en esos territorios se continuó con la práctica de acuñar monedas y
muchas de ellas, con el busto del propio Alejandro Magno.
Throughout history humans have specialized in producing goods and figuring out ways to pay for
them. We began by bartering goods with each other, moved on to more sophisticated methods of
payment like metal and paper currency, and finally, today, to making payments with credit cards,
debit cards, A.T.M. and smart phones.
A lo largo de la historia los seres humanos nos hemos especializado en la producción de bienes
y encontrar la manera de pagar por ellos. Empezamos por el trueque de productos entre sí,
cambiamos a métodos más sofisticados de pago como el metal y el papel moneda, y, finalmente,
hoy, para hacer los pagos con tarjetas de crédito, tarjetas de débito, cajeros automáticos y
teléfonos inteligentes.
89
Answer the following questions according with the data given in the
reading and share them with the classmates.
Conteste las siguientes preguntas en correspondencia con la información dada
en la lectura y compártala los compañeros de clase.
1. What was the basis of early trade?
2. Where and when is found the earliest evidence of banking?
3. What did temples work to store grain and other valuables used in trade?
4. Who was the personage that helped spread the use of metal coins?
5. What kind of payment methods is using now humans?
2. Technical vocabulary
Learn the following vocabulary and practice orally with our classmates.
Aprendamos el siguiente vocabulario y practiquémoslos oralmente con nuestros
compañeros (as) de clase.
Vocabulary: Money and Payment

English Pronunciation Meaning
Asset aset activos
A.T.M. ei, ti em cajero automático, dispensador de efectivo
Banknote bánk nout papel moneda (billetes)

Borrow borroú prestar
Broke (to be) brouk tu bi no tener dinero (en bancarrota)
Budget boyét presupuesto
cheque de gerencia/bancario/efecto
Banker’s draft bánkers draf
bancario
Barter barer canjear/hacer trueque
Branch braench rama/sucursal
Cash kásh efectivo
Cashflow cashflou flujo de caja
Cashier kashier cajero

Check book chék buk chequera
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Types of payment

Coin coin moneda
Counterfeit conterfit falsificación imitación /moneda falsa
Credit kredit crédito
Credit card kredit card tarjeta de crédito
Currency kiurrenci moneda corriente/dinero corriente
Current account kiurrenacaunt cuenta corriente
Bank Loans bánk louns préstamos bancarios
Deposit account deposit acaunt cuenta de depósito
Debit debit débito
Debit card debit card tarjeta de débito
Debt debt deuda
Denomination denomineishión denominación
Deposit deposit depósito
Donate doneit donar
Exchange rate ekcheinsh reit tasa de cambio
Fee fii cuota/pago/precio/honorario/derecho
Fill in fil in llenar
Interest intrest interés
Interest rate intres reit tasa de interés
Invest invest invertir
Liability laibiliri pasivo/obligación/deuda
Legal tender ligal tender moneda de curso legal
Lend lend prestar con interés
Loan loun préstamo
Local currency local kurrenci moneda local /moneda nacional
Mortgage mórtguesh hipoteca/prenda garantía de pago
Overdraft overdraf sobregiro saldo deudor préstamo
Owe oú tener deuda/deuda
Pay in pe in / pein pagar en
Payee peii beneficiario/tenedor de cheque
Paying-in slip peinin slep remunerados de acuerdo al deslizamiento
Petty cash peti cash dinero para gastos menores
Receipt recip recibo
Refund rifond reembolso
Tip tip propina
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Standing order stendin order orden permanente
Statement steiment declaración
Withdraw uizdrá retirar dinero de una cuenta bancaria
Practice with your classmates and teacher the following dialogue.

Practique con sus compañeros de clase y docente el diálogo siguiente.
Peter: I´d like to open a bank account, please
(aid laik tu open a baek account, please)
Cashier: Certainly. Do you have some form of
identification?
(certenli. Du iu jav som formof identifiqueishion)
Peter: Yes, I bought my passport. Is that OK?
(Yes, ai bot mai pas-port. Is dad okei.)
Cashier: Yes. We also need proof of your current address.
Do you have a utility bill or your driver’s licence with you?
(Yes ui olso ni-id prufof iuor kiurrent adres. Du iu jav a iutiliri bil or iuor draivers
laicens uiz iu?)
Peter: I’ve got my driver’s licence.
(aiv got mai draivers laicens)
Cashier: What kind of account do you want?
(uát kaindof account du iu úant?)
Peter: Well, I want a deposit account and a savings account.
(Uel, ai úant a deposit account enda seivins acaunt)
Cashier: That’s fine, we do both. Do you have any proof of income?
(dats fain, ui du boz. Du iu jav eny prufof income?)
Peter: Yes, I brought my pay slips for the last three months.
(Yes, ai brot mai pei slips for di last zrii monz)
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Types of payment
Cashier: Good. You could also apply for a credit card at the same time, if you like.
(Gúd. iu cúd olso aplai fora credit card at di seim taim. ifiu laik.)
Peter: Yes, that would be great. (Yes, dat úd bi greit)
Cashier: OK. If you would just like to fill out these forms...
(okei. ifiu úd jost laid to fiaut di-is forms)
Now go in front of the class in pair to orally practice the dialogue and
correct the pronunciation with the help of our teacher.
Ahora pasemos frente a la clase en pareja para practicar el diálogo oralmente y corregir
la pronunciación con la ayuda de nuestro docente.
With the vocabulary and dialogue studied previously with your/her

classmates and teacher write in pair a brief dialogue and pass in front
of the class to read it, using the role play technique.
Con el vocabulario y el diálogo estudiado previamente con sus compañeros de estudios
y maestro (a) escribamos en pareja un breve diálogo y pasemos frente a la clase a leerlo
usando la técnica del Role Play.
3. The mayor currencies

Observe the following symbols of some currencies used in international
trade, write in your notebook what kind of international currency
belongs and name the country where it circulates.
Observemos los siguientes símbolos de algunas monedas usadas en el comercio
internacional, escriba en su cuaderno a qué tipo de moneda internacional pertenece y
nombre el país donde circula.
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Work in group or in pairs and answer the following questions with help
of your teacher.
Trabaje en grupo o en parejas y responda las siguientes preguntas con ayuda de su
docente.
6) What is our local currency?
7) How many denominations of our local currency do you know?
8) How many international currencies do you know?
9) What are Highest Trading Currencies in the world?
World highest trading currencies
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Types of payment
Now we present the most widely circulated currency in international

trade with their countries.
Ahora le presentamos las divisas de mayor circulación en el comercio internacional con
sus respectivos países.
No. Country Currency Name trading%

1 United States United States dollar USD ($) 84.9%
2 European Union Euro EUR (€) 39.1%
3 Japan Japanese yen JPY (¥) 19.0%
4 United Kingdom Pound sterling GBP (£) 12.9%
At the bank (en el banco)

Algunas expresiones en inglés útiles usadas en los bancos
Learn and practice with your classmates and teacher the following
vocabulary.
Aprendamos y practiquemos con nuestros compañeros y compañeras de clases y maestro
(a) el vocabulario siguiente.
English Pronountiation Spanish meaning
I need some coins (small ai niid som koins (smól necesito algunas monedas
bills) bils) (billetes de baja denominación)
I want to withdraw (deposit) aí guant tu uizdró (deposit) quiero retirar (depositar) algo
some money som moní de dinero
How much is the rate of jaó moch is di reit of ¿a cuánto está el tipo de
exchange? ekschench/cheinch cambio?
Do I have to endorse (sign) du ai jav tu endors (sain) ¿tengo que endosar (firmar)
this check? dis check? este cheque?
I need to make a bank draft ai niid tu meik ei/a bank draf necesito hacer un giro bancario
I would like to send money to aí laik tu send moni tu ma- quisiera enviar dinero a
Managua. nagua managua
Which window should I go to? uích uíndo schu ai gou tu? ¿a qué ventanilla debería ir?
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English Pronountiation Spanish meaning
I would like to apply for a loan aí úd laik tu aplai for a lon quisiera solicitar un préstamo
What are the interest rates? ¿cuáles son las tasas de
úat ar di intrest reits?
interés?
Write in your notebook a short talk based on the vocabulary studied

before and practice it with his/her classmate orally in front of the
class. As the dialogue practiced in pages 92 and 93.
Escriba en su cuaderno una conversación breve basada en el vocabulario estudiado
anteriormente y practíquelo con sus compañeros oralmente frente a la clase. Como el
diálogo practicado en las páginas 92 y 93.
Methods of payment
Now, we will know the most common payment´s means in international

trade.
Ahora, conoceremos los medios de pago más comunes en el comercio
internacional
English Pronunciation Spanish meaning

Banker’s draft /cheque bánkers draf/chek orden de pago, giro bancario
Bill of exchange. (B/E)/ Draft bilof ekscheinsh (bi/i draf letra de cambio
By check bai check con/por cheque
Cash cash en efectivo
Cash against documents cash agueinst dokiuments pago contra entrega de
(CAD) (si, ei, di ) documentos
Cash in advance (CIA) or cash in advanz(si,ai, ei) or pago anticipado
advance payment advanz peiment
Cash on Delivery (COD) cash on deliveri(sí oú di) venta contra reembolso
Documentary credit dokiumentari krédit crédito documentario
Documentary remittance dokiumentari remitenz remesa documentaria
Documents against dokiuments agueinst aceptación letra contra
Acceptance (D/A) aceptenz (di/ei) entrega de documentos
Documents against Payment. dokiuments agueints pago contra entrega de
(D/P) peiment (di/pi) documentos
Letter of credit (L/C) lererof krédit/leterof krédit carta de crédito/ crédito
(el/si) documentario
Payment order paiment order/orer orden de pago
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Types of payment

Credit and Debit cards krédit an débit cars tarjetas de crédito y débito
Online Bank Transfers onlaín bank transférs transferencia bancaria en
línea
Direct Debits daírrect débit débitos directos
Invoices ínvoisis facturas
Cash Payments cash paíments pagos en efectivo
Common expressions (Expresiones comunes)

Where is the closest/nearest wuer is de clousest/nierest ¿dónde está el banco más
bank? bank? cercano?
Do you accept Dollars? du yu acept dólars? ¿acepta dólares?
I would like to change some ai úd laik to cheinsh sóm quisiera cambiar unos dólares
Dollars dólars
What is the exchange rate? wúat is the excheinsh reit? ¿cuál es la tasa de cambio?
Where can I get traveler’s wuer ken ai guet travelers ¿dónde puedo cambiar
checks changed? cheks cheinshd cheques de viajero?
Where do I sign? wuer du ai sain? ¿dónde firmo?
Where is an automatic teller wuer is an automatic teler ¿dónde hay un cajero
machine? (ATM) machin? (ei-ti-em) automático?
4. Grammar notes about action verbs

Verbos dinámicos y verbos estáticos
Los verbos dinámicos vs. los verbos estáticos pueden causar confusión para estudiantes.
Realmente no son tan difíciles o complicados como podrías pensar.
La razón más importante por la que debes entender estos verbos es que los verbos estáticos
normalmente no se pueden usar en la forma progresiva.
Primero, ¿qué significan las palabras “dynamic” (“dinámico”) y “stative” (“estático”)?
Dynamic (dinámico)
“Dynamic” es un adjetivo que significa que algo está moviendo o cambiando.

En la gramática inglesa un “verbo dinámico” significa que el verbo describe una acción en vez
de un estado. Los verbos dinámicos son llamados “action verbs” (“verbos de acción”).
Estos verbos se pueden usar en forma progresiva.
97
Look at the following example.
Observemos el ejemplo siguiente.
“Maria is chasing the bus.”
Maria is cheisin da bás
(“Maria esta persiguiendo el bus.”)
Stative (Estático)
“Stative” es un adjetivo que describe algo como teniendo un estado o existiendo (es un adjetivo
poco común).
En la gramática inglesa un “verbo estático” significa que el verbo describe un estado en vez de
una acción.
Los verbos estáticos llamados “state verbs” (“verbos de estado”).
Look at the following example.

Observemos el ejemplo siguiente.
“Karen wants some ice-cream.”
(“Karen quiere helado.”)
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Ahora que conocemos el significado de estos términos, ¡veamos unos ejemplos!

Primero, aquí hay una lista de algunos verbos dinámicos. Puedes ver que todos se usan para
describir una acción, un cambio o un proceso. La mayoría se usan para describir una actividad
que tiene un principio y un fin.
Now observe the following action verbs or dinamic and practice your
pronunciation.
Ahora observemos los siguientes verbos de acción o dinámicos y practique su
pronunciación.
• eat (iít) = comer

• walk (úok) = caminar
• learn (lérn) = aprender
• grow (groú) = crecer
• sleep (slíp) = dormir
• talk (tók) = hablar
• write (raít) = escribir
• run (ran) = correr
• read (ríd) = leer
• become (bicóm) = volverse
• go (góu) = ir
Los verbos dinámicos conocidos como verbos de acción se pueden usar en la forma progresiva.
Ejemplos:
• “I can’t talk right now, I’m eating dinner.”
Aí kent tok rait nao, aim itín díner
(“No puedo hablar ahora, estoy cenando.”)
Recordemos:
El present progressive (presente progresivo) se usa para describir una acción
que está ocurriendo ahora.
99
• “Sorry, I’m out of breath because I’ve been running.”
Sorri, aim aut/aimaut af bréz bicoús aív bín ranin
(“Perdón, estoy sin aliento porque he estado corriendo.”)
Recordemos:
El present perfect progressive (presente perfecto progresivo) se usa para
describir una acción que empezó en el pasado, continuó durante un tiempo y
tiene resultados en el presente.
• “I didn’t steal the necklace! I was sleeping when someone broke into the shop!”
Aí dídent stíl di necklez¡ Aí slipin úen somúan brók intu da shóp!
(“¡No robé el collar! ¡Estaba durmiendo cuando alguien entró en la tienda a la fuerza!”)
Recordemos:
El past progressive (pasado progresivo) se usa para hablar de una acción que
estaba ocurriendo en un momento en particular en el pasado.
Ahora observemos algunos ejemplos de los verbos estáticos. Muchos de estos describen
relaciones entre cosas o personas (por ejemplo, “own” que significa “ser dueño de”) y algunos
describen emociones o estados mentales.
Ejemplos de verbos estáticos:
• love (láv) = amar
• hate (heít) = odiar
• like (laík) = sentir gusto por
• prefer (príféar) = preferir
• doubt (daút) = dudar
• seem (síim) = parecer
• know (nóu) = saber/conocer
• own (ón) = ser dueño de
• understand (anderstánd) = entender
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A continuación observemos que los verbos mostrados anteriormente

no se pueden usar en la forma progresiva.
Correcto: “I like chocolate, but I prefer cake.”

Aí laík chokleit bát aí prefeár keik
(“Me gusta el chocolate pero prefiero el pastel.”)
Incorrecto: “I’m liking chocolate but I’m preferring cake.”
Aí laikin chokleit bat aím prifering keik
Correcto: “I don’t understand you when you speak quickly.”

Aí don anderstaend yú uén yú spik kuikli
(“No te entiendo cuando hablas rápidamente.”)
Incorrecto: “I’m not understanding you when you speak quickly.”

Aím not anderstaendin yú úen yú spik kuikli
Algunos verbos pueden ser dinámicos o estáticos dependiendo de su significado y el contexto

de la oración.
¡Como es de tu conocimiento hay muchas palabras en inglés que pueden tener más de un
significado!
Ejemplos de verbos que pueden ser dinámicos o estáticos:
• think (zínk) = pensar
• mind (maind) = sentir molestia por
• have (jav) = tener
• smell (smél) = oler
• sound (saund) = sonar/sonido
Conozcamos algunos ejemplos de las distintas formas de usar estos verbos.
“I think it is wrong to hit children.”
Aí zinkit is ron tu jít children
(“Yo creo que está mal pegar a los niños.”)
101
AQUÍ, think es un verbo estático. Significa “tener una opinión” y no se puede usar en la forma
progresiva en este caso.
PERO
“I’m thinking about buying a new car.”
Aím zinkin abaút bayin a niu car
(“Estoy pensando en comprar un coche nuevo.”)
AQUÍ, thinking está describiendo un proceso o una acción. Esto es algo que está ocurriendo en
vez de simplemente ser. Entonces aquí podemos usar la forma progresiva.
• “I don’t mind if we watch a movie tonight.”
Aí don maind if uí uóch a moví tunait
(“No me molesta si vemos una película esta noche.”) Aquí, mind significa “sentir molestia por”, lo
cual es un estado mental y no una acción. Por lo tanto es estático.
PERO
“I’m not being nosy. I’m minding my own business!”

Aím not biín nozi. Aím maindin mai ón bíznes
(“No estoy siendo entrometido. ¡Me estoy ocupando de mis cosas!”)

AQUÍ, minding significa “ocuparse de” y por lo tanto es un proceso y un verbo dinámico.
• “I have three brothers.”
Aí jav zrii broders
(“Tengo tres hermanos.”)
AQUÍ have habla de la relación familiar que la que habla tiene con sus hermanos y por lo tanto
es estático.
PERO
“I’m having a bad day today. I’ll call you when things are better.”
Aím jabín bad deí tudei, Ail kól yú uen zins ar berer/beta
(“Estoy pasando mal hoy. Te llamaré cuando las cosas están mejor.”)
En esta oración having significa que el que habla está pasando por el proceso de un día difícil.
Por lo tanto es dinámico.
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Read carefully the following text, identify the dynamic and stative
verbs in the paragraph, underline them and with help of your teacher
make a practice pronunciation.
Lea cuidadosamente el siguiente párrafo, identifique los verbos dinámicos y estáticos
subráyelos y con la ayuda de su docente realice una práctica de pronunciación.
Go to work
Patricia did not have much time. It was time to go to work. She did not want to be late for work.
She would lose her job if she was late. She finished her coffee. She drank the last drop. She put
the coffee cup in the kitchen sink. She turned on the kitchen faucet. She poured water into the
cup. She turned off the faucet. She picked up her keys. The keys were on the kitchen table. She
grabbed her gray coat. Her gray coat was on the chair. The chair was next to the door. She walked
outside. She locked her door with her house key.
A few more things to remember:

Action verbs can also be mental actions or things that can be seen, such as: Mary thought about
her homework. She wanted a good grade.
Un par de cosas más para recordar:
Los verbos de acción también pueden ser acciones mentales o cosas que se pueden ver, tal
como: María pensó en su tarea. Ella quería una buena calificación.
Action verbs can have a present tense, past tense, or future tense.
Los verbos de acción pueden tener un tiempo presente, pasado o futuro.
Ejemplos:
The cheetah runs faster than humans. (Present tense)
Di chirah rans faster dan iúmans.
El guepardo corre más rápido que los humanos. (Tiempo presente)
The cheetah ran through the jungle. (Past tense)
Di chiroh rean zru da changuel /changol.
El guepardo corrió por la selva. (Pasado)
A cheetah will run down its prey. (Future tense)
A chiroh uíl ran daun its preí.
Un guepardo derribará a su presa. (Tiempo futuro)
103
Action verbs can also use a helping verb. For example,
Los verbos de acción también pueden utilizar un verbo auxiliar. Por ejemplo:
If you don’t watch where you’re going, you will trip on the rocks.
If yu don uocht úer yor goin, yu uil trip on da roks
Si usted no mira por dónde vas, se tropezará en las rocas.
Grammar notes about prefixes and suffixes
Let’s orally answer the following questions in our mother tongue.

Contestemos oralmente las siguientes preguntas en nuestra lengua materna.
1. ¿Conoce que son afijos en nuestra lengua materna?
2. ¿Para qué usamos en nuestra lengua materna los prefijos y sufijos?
3. ¿Por qué es importante el estudio de los prefijos y sufijos en nuestra lengua materna?
4. ¿Cree usted que existen diferencias importantes entre los prefijos y sufijos de nuestra lengua
materna y el de la lengua inglesa?
Beginning, middle, and end

Prefix, Suffix, and Root Words
Words are made up of different parts. All of these parts give meaning to, or can change the
meaning of, the word. When you know the meaning of any part, it will help you to understand the
whole word.
Las palabras se componen de diferentes partes. Todas estas partes dan significado o pueden
cambiar el significado de, la palabra. Cuando sabes el significado de cualquier parte, te ayudará
a entender toda la palabra.
Three of these parts are: Prefix: a group of letters that come at the beginning of a word.
Tres de estas partes son: Prefijo: un grupo de letras que vienen al principio de una palabra.
Suffix: a group of letters that come at the end of a word.
Sufijo: un grupo de letras que vienen al final de una palabra.
Root: the basic part of a word; the prefixes and suffixes are added to it. Some words are just root
words, meaning they don’t have a prefix or suffix.
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Raíz: la parte básica de una palabra; Se añaden los prefijos y los sufijos. Algunas palabras son
sólo palabras raíz, lo que significa que no tienen un prefijo o sufijo.
Some words have a root word and just a prefix or just a suffix. Let’s explore parts of a words some
more.
Algunas palabras tienen una palabra raíz y sólo un prefijo o simplemente un sufijo. Vamos a
explorar partes de palabras un poco más.
Example: Change is a root word. By adding the prefix ‘un’ and the suffix ‘able’ you create a new
word with a new meaning, unchangeable.
Ejemplo: El cambio es una palabra raíz. Añadiendo el prefijo ‘un’ y el sufijo ‘capaz’, se crea una
nueva palabra con un nuevo significado, inalterable.
prefix root word suffix
un + change + able = Unchangeable new word.

(inmutable/inalterable)
So, what does this new word mean? The prefix and suffix bring a new meaning to the root word.
So, we need to figure out the meaning of the prefix and suffix to find the meaning of the new word.
The prefix “un” means “not” The root word “change” means “to alter” or “to make different” The
suffix “able” means “can do” So, unchangeable means “not able to be altered or made different”.
Entonces, ¿qué significa esta nueva palabra? El prefijo y el sufijo aportan un nuevo significado
a la palabra raíz. Por lo tanto, tenemos que averiguar el significado del prefijo y el sufijo para
encontrar el significado de la nueva palabra. El prefijo “un” significa “no”. La palabra raíz “cambio”
significa “alterar” o “hacer diferente” El sufijo “capaz” significa “puede hacer” Así, inmutable
significa “no puede ser alterado o hecho diferente”.
Let’s study prefixes some more. The chart shows some common
prefixes and their meaning.
Vamos a estudiar los prefijos un poco más. La tabla muestra algunos prefijos
105
comunes y su significado.
Prefix Meaning Example Meaning of Example

an without without without government
anti against antibacterial against bacteria
bene well, good benefit a good thing for someone
bi two bicycle vehicle with two wheels
bio life biology the study of live things
co with together cooperate work together
dis not disrespect not respect
ex out exit the way to go out
geo earth geology the study of the earth
hyper over hypertension being overly tense
im possible impossible not possible
in not incomplete not complete
inter between interstate states between state
micro small microbiology the study of tiny living things
mid middle midway middle of the way, half way
mono one monorail a train that runs on one track
post after post-test a test taken after the unit
pre before pre-test a test taken before the unit
re do again repeat to do something again
trans across transatlantic across the atlantic ocean
un not unhappy not happy
Use what you know about prefixes to match each word with the correct
definition. The first one is done for you.
Utilice lo que sabe sobre prefijos para que coincida con cada palabra con la
definición correcta. El primero de ellos está hecho para usted.
f 1. anemia a. something that can hurt life
____ 2. benefactor b. wait until after to do something
____ 3. biannual c. between countries
____ 4. biohazard d. send out
____ 5. coauthor e. a tiny living thing
____ 6. expel f. without enough red blood cells
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Types of payment
Use what you know about prefixes to match each word with the correct
Utilice lo que sabe sobre prefijos para que coincida con cada palabra con la definición
correcta. El primero de ellos está hecho para usted.
____ 7. geothermal g. over active
____ 8. Hyperactive h. not sure of
____ 9. international i. a person who does a good thing for you
____ 10. recall j. look at something before
____ 11. monochromatic k. against freezing
____ 12. incorrect l. write with another person
____ 13. preview m. not agree
____ 14. postpone n. heat made by the earth
____ 15. transport o. bring across, from one place to another
____ 16. midlife p. to remember, think of again
____ 17. microorganism q. middle of someone’s life
____ 18. disagree r. one color
____ 19. uncertain s. not correct
____ 20. antifreeze t. every two years
Use the word bank to complete each sentence. The first one is done
for you.
Use el banco de palabras para completar cada oración, la primera esta hecha
para usted como ejemplo.
Word bank
Biweekly, costar, disabled, ex-girlfriend, microphone,
midflight, monotone, rewrite unclear, uninterested.
His handwriting was so messy, his teacher made him rewrite his paper more neatly.
If you are confused or __________________ about any information, please ask me questions
after the presentation. Because we get paid ___________________ I won’t get another paycheck
107
until next week. She acted ____________________even though she was very curious about
the new guy at work. The plane ran out of fuel ______________. The presenter spoke with a
_____________________ voice. Selma Hayek and Tom Hanks will __________________ in a
new movie. She is my ____________________. We broke up last year. Please speak into the
___________________ so the whole audience can hear you. The robber __________________
the security alarm.
Like prefixes, suffixes are letters that are added to a word to give it a different
meaning. However, they are added at the end of the word. Here is a list of
commonly used suffixes:
Suffix Meaning Example Meaning of example

-able can do (something portable able to be carried
-ible can do (something) edible able to be eaten
-ed has happened, past tense walked the walk has already happened
-er a person who does an action teacher one who teaches
-ful full of hopeful full of hope
-fy to make magnify to make bigger
-ing is happening, present tense talking there is talk happening
-ist a person who does an action artist person who works with art
or believes in a certain idea of
religion
-ize to make victimize make someone a victim; harm
someone
-less not having hopeless having no hope
-ment the action of amendment the action of changing
-ness condition of brightness how much light there is
-ology the study of zoology study of animals
-ous full of, having joyous having much joy
-tion action, process of creation the act of making
Use what you know about suffixes to match the word with the correct
Utilice lo que sabe sobre sufijos para que coincida con cada palabra con la
definición correcta. El primero está hecho para usted.
k edible a. can be of comfort
____ consideration b. the watching has already happened
____ beautify c. the study of life
108
Types of payment
____ scientist d. the action of considering, or thinking about something

____ legalize e. the action of advancing, or moving forward
____ glorious f. there is singing happening
____ advancement g. to make beautiful
____ biology h. not having a home
____ wonderful i. a person who studies science
____ homeless j. a person who drives
____ happiness k. able to be eaten
____ driver l. having or deserving glory; magnificent
____ watched m. to make legal, or permitted by law
____ singing n. full of wonder; really great
____ comfortable o. the condition of being happy
Based on the reading from the pages 88 and 89 write in your notebook
a summary about the evolution process of the currencies in the history
of the mankind
Basado en la primera unidad escriba en su cuaderno un resumen sobre el proceso de
evolución de las monedas en la historia de la humanidad.
Answer in your notebook the following questions about currencies in

different countries.
Responda en su cuaderno las siguientes preguntas basado en la circulación de
monedas en los diferentes países.
1. What are Highest Trading Currencies in the world?
2. What kind of currencies do you know that circulate in Central America?

3. What kind of payment methods is using in several parts of the world?
Write in your notebook a short paragraph by using action verbs

(dynamic) and static verbs.
Escriba un breve párrafo usando los verbos dinámicos y los verbos estáticos.
109
Write in your notebook 5 sentences by using prefixes and 5 sentences
with suffixes.
Escriba en su cuaderno de trabajo 5 oraciones usando prefijos y 5 oraciones con
sufijos.
110
Unit 4:
Computing
world
CONTENIDOS BÁSICOS
INDICADORES DE LOGRO (BASICS CONTENTS)
(Achievement indicators)
1. History of computer
2. Characteristics of PC
1. Identifies and interpret technical
3. Basic computer operations
vocabulary on the characteristics
4. Technology
and operational actions in computer
5. Modernization
programs used in short technical talks.
6. Globalization
2. The student explains the importance of
modern technology in his or her life.
3. The student compares and contrasts
the advantages and disadvantages of
traditional and modern methods.
4. The student analyzes the negative
and positive effects of globalization in
Nicaragua and explores, evaluates the
information resources of the community.
(Newspapers, library, internet,
television, radio).
Read the following dialogue about a computer technician who is being
interviewed about his job responsibilities.
Lea el siguiente diálogo sobre un técnico informático que está siendo entrevistado sobre
sus responsabilidades laborales.
Javier: Hi Pedro. Can you tell me a little bit about your current job?
Pedro: Certainly what would you like to know?
Javier: First of all, what do you work as?
Pedro: I work as a computer technician at INSS.
Javier: What do your responsibilities include?
Pedro: I’m responsible for systems administration and in-house programming.
Javier: What sort of problems do you deal with on a day to do basis?
Pedro: Oh, there are always lots of small system glitches. I also provide information on a need-
to-know basis for employees.
Javier: What else does your job involve?
Pedro: Well, as I said, for part of my job I have to develop in-house programs for special company
tasks.
Javier: Do you have to produce any reports?
Pedro: No, I just have to make sure that everything is in good working order.
Javier: Do you ever attend meetings?
Pedro: Yes, I attend organizational meetings at the end of the month.
Jack: Thanks for all the information, Peter. It sounds like you have an interesting job.
Pedro: Yes, it’s very interesting, but stressful, too!
Orally practice the dialogue with the classmates and the teacher
Practique con los compañeros y compañeras de clases y el docente el diálogo
siguiente.
Now go in front of the class in pair to practice the dialogue orally and
correct the pronunciation with the help of our teacher.
Ahora pasemos frente a la clase en pareja para practicar el diálogo oralmente y
corregir la pronunciación con la ayuda de nuestro docente.
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Computing world
Learn the following vocabulary and practice orally with our classmates.
Aprendamos el siguiente vocabulario y practiquémoslo oralmente con nuestros
compañeros (as) de clase.
Vocabulary: From the reading

computer technician kómpiurer technichian técnico informático
day to day basis dei tu dei beisis todos los días
glitch glich falla/problema relacionado a software o el
hardware
good working order guúd uérkin órer en buenas condiciones/en buen estado de
funcionamiento
in-house in jaús trabajo realizado por la propia empresa en
lugar de un tercero
need-to-know basis niíd tu noú beisis a alguien se le dice algo sólo cuando sea
necesario
organizational meeting organiseishionel miirín una reunión centrada en la estructura de
una empresa o proyecto
stressful stresfol lleno de tensión/estresante/alguien
nervioso
to be responsible for tu bi responsiból for ser responsable de una tarea especifica
to work as tu uérk as trabajar como
to involve tu invólv involucrar
to produce reports tu prodius riports producir reportes
According with dialogue studied before write true or false as appropriate.

En correspondencia con el dialogo estudiado anteriormente escriba verdadero o
falso según corresponda.
1. Pedro is responsible for managing other computer technicians. _______
2. He usually doesn’t have to deal with minor glitches. _______
3. Pedro’s responsible for helping staff with computer issues. _______
4. He develops software to sell to other companies. _______
5. Pedro has to attend a lot of meetings. _______
113
Let’s check our vocabulary.
Comprobemos nuestro vocabulario.
Complete the following sentences by using the words into the box.
Completemos las siguientes oraciones usando las palabras que se encuentran
dentro del recuadro.
In good working order, develop, involve, task, responsible, in-house, stressful,

glitch, technician, need-to-know basis, organizational meeting
1. I think you’ll find this computer in _________________. I checked it yesterday.

2. He’s been asked to ___________ a new database to keep track of our clients.
3. I think we can find somebody ________ to do that. We don’t need to hire a consultant.
4. I’ve had such a ____________ day! It’s been one problem after another!
5. Unfortunately, our computer has a ___________ and we need to call a computer ___________.
6. I’ll give you information on a ___________________. Don’t worry about studying up on any
procedures.
7. I have a ___________ for you to do. Could you get last quarter’s sales figures for me?
8. I have an _________________ at two o’clock tomorrow afternoon.
9. Pedro is _____________ for making sure that are systems are up and running.
10. You’ll find that this job wills ___________ a lot of research, as well as travel.
1. History of the computer

Orally answer in our mother tongue the following questions written in
spanish.
Respondamos oralmente en nuestra lengua materna a las siguientes preguntas
escritas en español.
1. ¿Cómo define usted una computadora?
2. ¿Cuántos tipos de computadora usted conoce?
3. ¿Tenemos todos los ciudadanos acceso hoy en día a una computadora?
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Computing world
Read carefully the following Reading then orally practice the vocabulary
given on the table.
Leamos cuidadosamente la siguiente lectura, después practiquemos oralmente
el vocabulario dado en la tabla.
Computers
A computer is a programmable machine designed to automatically carry out a sequence of
arithmetic or logical operations. The first use of the word “computer” was recorded in 1613,
referring to a person who carried out calculations, or computations, and the word continued with
the same meaning until the middle of the 20th century. From the end of the 19th century the word
began to take on its more familiar meaning, a machine that carries out computations.
In the beginning, computers were as big as a large room. It is only later that they have become
smaller and smaller, accessible to anyone. This has given way to personal computers. Later
developers created new applications to help users perform many things from word processing to
image editing. A large scale of programs, some free and others costly have opened new horizons
in information technology.
Now computers have noticeable impact on social relations. They have enabled entirely new forms
of social interaction, activities, and organizing. With the Internet, working with computers has
become part of our daily lives thanks to its basic features such as widespread usability and
access. In addition to face to face communication that characterized humans for centuries, a new
form of virtual communication has become more predominant.
Vocabulary from the reading

access akcess acceso
accessible ekcesiból accesible
applications aplikeishión aplicaciones
arithmetic e/arizmeric/e/arizmetic aritmética
automatically otomatiklí automáticamente
become bíkám hacerse
beginning biguinin comenzando
calculations kalkuleishions cálculos
carry out kerri aút llevar a cabo
century zenshurí siglo
computations kompiuteishions cálculos
designed disaind diseñado
developers divelopérs desarrolladores
115
enabled eneibél/eneiból activado
logical operations lódchikal apereishions las operaciones lógicas
machine mechín máquina
meaning minén sentido
middle midél/mirél medio
noticeable noutiziból notable
personal computers. personal kompiurers computadoras personales.
processing to image editing. procesín tu imich editin/ procesamiento de edición
edirín de imágenes.
programmable programaból/ programable
programabél
recorded recordéd grabado
sequence zikuénz secuencia
social interaction soschial interacshión interacción social
users iúsers usuarios
widespread usability uaispred iusabiliri/ usabilidad generalizada
iusabiliti
Read carefully each sentence and write beside them true or false.
according with the reading studied before.
Leamos cuidadosamente cada oración y escriba a la par verdadero o falso en
correspondencia con la lectura estudiada anteriormente.
1. The word computer is a new term. ________
2. Computers were accessible to anyone in the beginning. _______
3. All computer applications are free. ______
4. Computers and the Internet have shaped new social relations. _______
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Computing world
Notes about computer
2. Characteristics of the PC
Mention in your mother tongue the features of a PC that you know.
Mencionemos en su lengua materna las caracteristicas de una pc que usted
conoce.
Accuracy
Accuracy of a computer is consistently high and the degree of accuracy of a particular computer
depends on the instructions and the type of processor.
Versatility
Versatility is one of the most wonderful things about computer. Multi-processing features of
computer makes it quiet versatile in nature.
Reliability
Computer provides very high speed accompanied by an equality high level for reliability. Thus
computers never make mistakes of their own accord.
Power of Remembering
A computer can store and recall any amount of information because of its secondary storage
capability.
Common Data Used
One item can be involved in several different procedures or accessed update and inspected by a
number of different users. This can hinder the work of those who need access to data.
Diligence
The computer is a machine, does not suffer from the human traits of tiredness. Nor does it lose
concentration even after working continuously for a long time.
Storage
The computers have a lot of storage devices which can store a tremendous amount of data. Data
storage is essential function of the computer. Second storage devices like floppy disk can store a
large amount of data permanently.
117
3. Basic computer operations
Mention orally in your mother tongue the basic computer operations
that you know.
Mencionemos oralmente en su lengua materna las operaciones básicas de un
ordenador que usted conozca.
Five basic operations performed by computer system:
• Inputting
• Storing
• Processing
• Outputting
• Controlling
The internal structure of a computer looks like above:
Input unit:
Input unit links the external environment with the computer system.
Data or instructions can be entered through input devices such as key board, or any other input
devices.
Output unit:
The job of output unit it is just the viewers of that any input unit it provides information reasons
of computation to the output of the world. Output unit links the computer with the external world.
Storage unit:
Before actual processing start, data & instructions entered to the computer must be stored inside
the computer. Similarly, results produced by the computer are required to be stored before being
passed to the output unit.
ALU: (Arithmetic Logic Unit)
ALU is the place where actual execution of the instructions takes places during the processing
operations. All calculations & comparisons are made in the ALU. The data and instructions stored
in the primary storage are transferred as where required.
Number of arithmetic & logical operation that a computer can perform is determined by the design
to perform the four basic arithmetic operations. They are +,-,*, /. The logic operations like.
Control unit:
It manages co-ordinates the entire system.
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Computing world
Vocabulary from the reading

Vocabulario de la lectura
English Spanish Meaning

accuracy exactitud
calculations cálculos
common data used datos comunes utilizados
data datos
devices dispositivos
diligence diligencia
execution ejecución
external externo
input entrada
keyboard teclado
links enlaces
logical lógico
output salida
power of remembering capacidad de restaurar
processing procesamiento
reliability confiabilidad
slots ranuras
software software
storage almacenamiento
task tarea
para ser almacenado antes de ser
to be stored before being passed
pasado
versatility versatilidad/flexibilidad
viewers espectadores
website sitio web
windows ventanas
word processor procesador de textos
world wide web banda ancha mundial
change cambiar
close cerrar
computer computadora
computing informática
cooler dispositivo de refrigeración de los
componentes interno
119
copy copiar
create crear
cut cortar
delete borrar
desktop superficie del escritorio
drag and drop arrastrar y soltar
dragging arrastrando
email correo electrónico
links enlaces
export exportar
find encontrar
flash drive memoria flash
folder archivo
hard drive disco duro
holding mantener
home page página principal
icon icono
insert insertar
internet internet
jump saltar
keyboard teclado
mouse ratón
open abrir
paste pegar
performing realizar
print imprimir
printer impresora
save guardar
screen pantalla
scroll wheel rueda de desplazamiento
search engine buscador
send enviar
set up instalar
Technical Vocabulary of computing (Vocabulario técnico de informática)
English Term Technical spanish definition

@ Se lee “arroba” y forma parte importante en el internet
Access Término que se utiliza para acceder a diversas aplicaciones en internet
Avatar Icono que representa quienes somos en el mundo virtual
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Computing world

Una copia de archivos creados como una alternativa en caso se pierdan
Backup
los datos originales
Se refiere a cuanta información uno puede mandar a través de una red
Bandwide
o conexión.
Una página web (o sección de una) en donde se postean artículos de
Blog
forma cronológica y en donde los lectores pueden hacer comentarios
Actúa como marcador de páginas de internet que quieran guardar como
Bookmark
favoritas.
Browser Programa utilizado para ver documentos en internet – navegador
Almacena información recientemente utilizada para que sea más rápido
Cache
abrir una página de internet.
Son datos que son mandados a su computador de una página de
Cookies internet que almacena sus datos para que la página cargue páginas
con información personalizada.
Delete Borrar
Download Transferir o bajar archivoz de un computador a otro
e-commerce Negocios en línea
La persona (usuario final) a la cual un programa o software está dirigida
End-user
a servir
Las imágenes u objetos en forma de caras que ayudan al usuario a
Emoticon
expresar emociones (caritas felices)
Hardware o software que limita los datos que pasan a la computadora y
Firewall
protege a la red o servidor de ataques de usuarios no autorizados
GPS Sistema de navegación usado para determinar una posición terrestre.
En el mundo de la informática se refiere a los lugares en donde
Hot spot
encontramos conexiones inalámbricas para acceder al internet
Login (sustantivo) / La acción de conectarse a un sistema o servidor con un nombre y
Log in (verbo) contraseña
New boy – es lo que se le llama a alguien que no sabe mucho de
Newbie o “noob”
computadoras e informática.
Frase que describe a los aparatos que trabajan con la computadora y
Plug and Play que son reconocidos instantáneamente al ser conectados sin necesidad
desinstalar ningún driver.
El acto de mandar información para aparentar ser legitima con el único
Phishing
propósito de obtener información personal para perjudicar al usuario
Plugged-in Estar conectado
Email basura o no deseada muchas veces haciendo marketing a un
Spam
producto o enlace.
Surf o surfing El acto de navegar en el internet
121
Serie de entradas o temas relacionados in foros o páginas de internet.
Thread
También se puede dar a través de cadena de emails
Texting Mandar mensajes electrónicos cortos
User Usuario
Archivo comprimido que toma menos espacio en el disco duro que los
Zip file
archivos normales.
Browser Navegador
Cables (Usb – universal serial bus / de red)
Unidad central de proceso es el componente central de la pc. Todo el
Central Processing trabajo que ejecuta la computadora es realizado, directa o indirectamente,
Unit or CPU por él. Básicamente, el procesador se encarga de interpretar y llevar a
cabo las instrucciones que permiten el funcionamiento de la pc.
Placa madre “la gran placa” que se encuentra en el interior de la
Motherboard computadora. Se encarga de coordinar y de comunicar a todos los
demás componentes de la PC.
Una red de ordenadores es un sistema de comunicación de datos
que conecta entre sí sistemas informáticos situados en lugares más o
Network
menos próximos. Puede estar compuesta por diferentes combinaciones
de diversos tipos de redes.
NC computador de red, ordenador de red. Máquina de computación
cuyo objetivo exclusivo es el de conectarse a la red y que por tanto
Network Computer incorpora únicamente los recursos hardware y software necesarios para
tal fin. Aunque el concepto es prometedor los modelos comerciales de
NC comercializados hasta la fecha han tenido escasa aceptación.
Puerto en la informática, es una forma genérica de denominar a una
Port interface a través de la cual los diferentes tipos de datos se pueden
enviar y recibir.
Random Access Memory) memoria de Acceso Aleatorio) es donde
el computador guarda los datos que está utilizando en el momento
RAM presente. El almacenamiento es considerado temporal porque los
datos y programas permanecen en ella mientras que la computadora
este encendida o no sea reiniciada.
(Sistema Operativo): un sistema operativo es un programa especial
que se carga en un ordenador tras ser encendido y cuya función es
Operating System gestionar los demás programas, o aplicaciones, que se ejecutarán en
OS dicho ordenador, como, por ejemplo, un procesador de texto o una hoja
de cálculo, o la impresión de un texto en una impresora o una conexión
a Internet.
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Computing world
Organize groups of 3 students to do a small project to explain the main

functions and characteristics of the parts of a computer. Use illustrations, or
pictures of the PC indicating their respective names in english.
Organice grupos de 3 estudiantes para que realicen un pequeño proyecto para explicar
las funciones principales y características de las partes de una computadora. Use
ilustraciones, o dibujos de la PC señalando sus respectivos nombres en inglés.
Some notes about technology
4. Technology
indicated.
Lea cuidadosamente la siguiente lectura en pareja y realice los ejercicios indicados.
Nicaragua: fertile ground for innovation

Nicaragua is a growing country and is fertile land for innovation. It is necessary for entrepreneurs
and businesses to dare to innovate, to open up a space to learn together, and to take advantage
of all the tools available to drive innovation.
Innovation can be the introduction of new products and services, as well as new ways of doing
things to create tangible benefits, solve problems and create efficiencies. The creation of innovative
products and services not only improve the quality of life of consumers, but translates into greater
profitability for companies, resulting in higher economic growth for the country.
Any limitation or obstacle that presents itself along the way should become an opportunity to
innovate.
There are many innovations that are being developed daily worldwide in the areas of agriculture,
medicine, environment, transportation, communications and more. We too must innovate. We
too must worldwide to produce more and better. We too must innovate to eradicate poverty and
generate more wealth while seeking new ways to achieve positive impacts in our economy and
our lives.
It is necessary that together we push Nicaragua towards a better future and take advantage of
this fertile ground for innovation.

achieve positive impacts achív pózitiv pózirit impáks lograr impactos positivos
advantage édventij ventaja
available abeloból disponible
businesses biznizís negocios
123
creation kreieshión creación
dare to innovate dér tú innoveit atreverse a innovar
entrepreneurs anterpernoers empresarios
eradicate poverty irradikeít póverty erradicar pobreza
fertile land fertil/féril lénd tierra fértil
growing grouíng creciente
higher economic growth for the jaier economic grouz for di mayor crecimiento económico
country kántri para el país
improve imprúv mejorar
innovation innoveishión innovación
more wealth mór wélz/uélz más riqueza
open up a space oupénape speís abrir un espacio
our economy and our lives aúer ekómi an aúer laivs nuestra economía y nuestras
vidas
tangible benefits ténjibol benefits beneficios tangibles
tools túuz herramientas
translates into greater trázleits intu greirer proférabiliri se traduce en una mayor
profitability rentabilidad
worldwide uóldguaid en todo el mundo
Read the previous reading in pair.

Lea la lectura anterior en pareja.
Let's orally practice the vocabulary from the reading.

Practique oralmente el vocabulario de la lectura.
With help of the teacher and the class translate into spanish the
reading.
Con ayuda del maestro(a) traduzcamos a español la lectura.
Mention orally in your mother tongue that you know about the new
technology.
Mencionemos oralmente en su lengua materna lo que usted conoce sobre la
nueva tecnología.
1. Mencione que tipo de nuevas tecnologías tiene acceso en su entorno social y laboral.
2. ¿Con qué frecuencia usted hace uso de las nuevas tecnologías?
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Computing world
3. ¿El uso de las nuevas tecnologías han significado un gran avance en el desarrollo de la
humanidad? Argumente su respuesta.
Read carefully the following reading then orally practice the vocabulary
given in the table.
Leamos cuidadosamente la siguiente lectura y practiquemos oralmente el
vocabulario dado en la tabla.
Do you see yourself without technology?

The impact in technology in our lives, today, is immeasurable. We use technology every day, in
different ways and we do it to harming up our lives or the society we live in. But what we are used
to call modern technology, technically it is not as new as we think.
For instance, if we have a great Smartphone today we can figure out that it is just an advancement
of an ordinary mobile phone that we had years ago. Or look at a train today – we used to use
steam powered trains and now we have electronic trains – just to get faster to some place. The
technology evolves, but it finds old ways and old technologies to evolve.
We use technology every day, in order to fulfill specific tasks or specific interests. We have specific
needs and we want to have faster technologies.
So, what are the advantages and disadvantages of the so called “Modern Technology”? Take a
look below.
Learn the vocabulary from the reading and practice aloud with the
classmates.
Aprendamos el vocabulario de la lectura y practiquémoslo con los compañeros
de clase en voz alta.
English Spanish meaning

advancement adelanto/progreso/avance
automated automatizado
businesses empresas/negocios
compare comparar
convenience conveniencia/comodidad
electronic trains trenes electrónicos
entertainment entretenimiento
evolves evoluciona
evolving the patients treatments la evolución de los tratamientos de los pacientes
figure out descifrar/averiguar/calcular
for instance por ejemplo
125
harming up dañar / perjudicar hasta
health industry industria de la salud/industria médica
immeasurable incommensurable/incalculable
improved housing mejora de la vivienda
improvement mejora
modern technology tecnologia moderna
ordinary mobile móvil normal
saving ahorro
smartphone smartphone
steam powered vapor
tasks tareas
tools herramientas
weapons armas
Base on the Reading select the correct answer and rewrite in your
notebook.
Basado en la lectura seleccione la respuesta correcta y reescríbala en su
cuaderno.
1- Information technology is changing principally because of:
a. The changing needs.
b. New technological advances.
2. Development of information technology is the result of:

a. Advances in computing systems.
b. Development of machinery in general.
Come in front of the class and read aloud the translation to be corrected
by the teacher and the whole class.
Pase al frente de la clase y lea en voz alta la traducción para ser corregida por
el docente y toda la clase.
Read the following reading carefully in pair and then make the
exercises indicated.
indicados.
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Computing world
Stages to produce rosquillas in Somoto.

The first step is to clean the corn and select the best
grains (the ones in the best condition). The selected
corn is then ground, weighed, cleaned, baked, and
ground again.
The next step is to mix the corn with “cuajada”
(traditional cheese), and both then enter the next
phase that consists of shaping this mass to a variety
of rosquilla cookies or other treats like patties or
“viejitas”. The final step is to toast the rosquillas in an
artisan wood-fired oven, where they will get their final
shape and taste.
When the primary products are scarce (the cuajada cheese
for instance has ups and downs in the production) the smaller
producers dedicate themselves to the creation of other traditional
products including rosquetes, picos, or espumillas, among others.
About three dozen producers of varying sizes exist in Somoto.
These places often employ family members of the owner but
often people from outside are contracted to augment the output. A
midsize producer generates between 6,000 and 15,000 rosquillas
of various types per day, and almost all producers are able to
produce custom-made orders.
According with Export Processing Center (CETREX) for its
acronym in spanish, this item generates between 1,500 and 3,000
jobs in the municipalities of Somoto and Yalaguina, reaching in the
period from January 1st to May 22nd, 2017 an export equivalent
to $ 267,022 (two hundred and sixty seven thousands dollars with 22/100 Americans) with a
139% increase in correspondence to the same period of the year 2016. Boosting our economy
and of this picturesque town of our country.

aproximada
artisan wood-fired oven ártisan uúd-faierd ouven horno artesanal de leña
augment the output aument di autput aumentar la salida
baked baiket horneado
127
aproximada
boosting bóstin dinamizando
both boz ambos
cleaned cliint limpiado
custom-made orders kiustom-maid-orders pedidos por encargo
enter enter entrar
for instance has ups and downs for instanz jasapz an daón in por ejemplo tiene altibajos
in the production the producshión en la producción
generates genereits genera
ground graúnd suelo
midsize midsais tamaño medio
mix mix mezcla
municipalities municipalities municipios
owner oúner propietario
phase fei fase
picturesque píkchurask pintoresco
places often employ pleis ofen emploi lugares suelen emplear
producers prodiucers productores
scarce skers escaso
shape sheíp forma
shaping sheípin organización
taste teist gusto
themselves demselvs sí mismos
toast tost horno artesanal de leña
variety variety aumentar la salida
varying sizes varien záis horneado
it is weighed iris ueit se pesa
Read carefully the text given before about Rosquillas and write a short
paragraph making a comparison about the advantages and
disadvantages between the craft and the use of the new technology.
Lea cuidadosamente el texto dado anteriormente sobre las rosquillas y escribamos
un breve párrafo haciendo una comparación sobre las ventajas y desventajas entre lo
artesanal y uso de la nueva tecnología.
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Computing world
According with the text and vocabulary studied before write on the
line true (T) or false (F) as appropriate.
De acuerdo con lo el texto y vocabulario estudiado anteriormente escribamos
sobre la línea verdadero o falso según corresponda.
1. The best grain and cheese has ups and downs in the production of Rosquillas. _______
2. The smaller producers do not dedicate to the creation of other traditional products.________
3. A producer generates between 6,000 and 15,000 rosquillas. __________
4. Somoto is a picturesque town of our country. ____________
5. The rosquillas are boosting our economy. ______________
Grammar note:
Preposition of places.
What is a preposition of place?
A preposition of place is a preposition which is used to refer to a place where something or
someone is located. There are only three prepositions of place; however they can be used to
discuss an almost endless number of places.
Una preposición de lugar es una preposición que se utiliza para referirse a un lugar donde se
ubica algo o alguien. Sólo hay tres preposiciones de lugar; Sin embargo se pueden utilizar para
referirse a un número casi infinito de lugares.
1. At is used to indicate:
Time: At 3:00 p.m.
Hours of food: At lunch time.
Holidays: At Christmas.
Weekend: On the weekend.
Parts of the day: At noon, at night, at midnight, at dawn.
Places: At home, at school, at the university at the door, at the traffic light.
129
2. On is used to indicate:
Days: On Monday.
One particular day: On the 1st of July.
Day + part of the day: On Monday morning.
On floors and buildings: On the second floor.
Parts of a room: On the wall, on the ceiling, on the floor.
Some transports: On the boat, on the train.
3. In is used to indicate:
Months: In December.
Years: In 1988.
Seasons: In summer.
Centuries: In the 21st.
Some parts of the day: In the morning, in the afternoon.
Closed spaces: In the kitchen, in the office, in the park, in the hospital.
Open spaces with defined limits: In the park, on the street, in the garden.
Cities: In Matagalpa, in Managua.
Countries: In Nicaragua, In El Salvador.
Select the correct preposition of place and write it on the line.

Seleccione la preposición correcta de lugar y escríbalo sobre la línea.
1) He´s swimming _____ river.
A. at
B: in
C: on
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Computing world
2. Please put those apples ______ table.

A.on
B: in
C: at
3. Where’s Julie? She’s ______ school.

A.on
B: at
C: in
4. I read the news _______ the newspaper.

A. in
B: at
C: on
5. She hung a picture _______ wall.

A. at
B: in
C: on
6. Jorge is __________ the garden.

A.on
B: in
C: at
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Some notes about Modernization
5. Modernization
Define with your own words in spanish language Modernization.
Defina con sus propias palabras en idioma español modernización.
What is the relationship between technology and modernization?

¿Cuál es la relación que existe entre tecnología y modernización?
Read carefully the following reading then practice orally the vocabulary
given in the table.
Lea cuidadosamente la siguiente lectura y practique oralmente el vocabulario
dado en la tabla.
Modernization is a constant phenomenon. It never stops. Modernization brings changes and
those changes receive impact from the present in either good or bad way. But it never rests. In a
modernized society discussions are open as compared to what had been in the past. Promiscuity
is also common with children being exposed to adult issues and complexities far sooner than
the preceding generation. Nowadays people feel less about their belonging from a closely knit
society. Joint families are disintegrated into smaller ones due to necessities aroused by certain
external compulsions. Everything else makes children matured or adapted sooner than they
have to. They do not get the chance of enjoying their innocent childhood properly. They are
thrown into competition soon.
Effects of modernization can be seen everywhere. With the expansion of industrialization now
everything is industry made. People have no time to spend on making rag dolls for their children
to play with. They will directly buy an xbox or a Barbie doll. Nowadays mothers don’t have time
to knit sweaters for their children or any other member of the family because in modern societies
maximum women choose to work. Even food materials are processed. Inextricably, modern
society can be linked with the emergence of industrial society.
classmates.
Aprendamos el vocabulario de la lectura y practiquémoslo con los compañeros
de clase en voz alta.

adapted adaptado
aroused despertado
belonging perteneciente
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but it never rests pero nunca descansa
chance oportunidad
changes cambios
childhood infancia
children being exposed to adult issues and los niños están expuestos a problemas y
complexities complejidades de los adultos
closely knit society sociedad estrechamente unida
disintegrated desintegrado
either ya sea
emergence aparición
everywhere en todos lados
external compulsions compulsiones externas
feel less sentirse menos
inextricably inextricablemente
joint sociedad estrechamente unida
knit sweaters suéteres
linked vinculado
matured madurado
modernized society sociedad modernizada
nowadays hoy en día
phenomenon fenómeno
promiscuity promiscuidad
rag dolls muñecos de trapo
those aquellas
thrown lanzado
what had been in the past lo que había sido en el pasado
xbox video consola de mesa para juegos
Write true or false according to the reading

Escribamos verdadero o falso según corresponda basado en la lectura
1. Nowadays people doesn´t feel less about their belonging from a closely knit society. _____
2. World´s modernization never stop. ______
3. Effects of modernization can be seen everywhere. _____
4. Modernization brings changes. ______
5. People have no time to spend with their children to play with. _____
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indicated.
indicados.
Learning for Life

Workers, who work independently and others, are progressively required to obtain higher
productivity and better quality in a shorter time. Curricular policy conceives the Youth and Adults
Education as a preparation for productive life (learning to
do), development of personality and character (learning
to be), practice of the highest values and human rights
and citizenship (Learning to live together) Requirements
for the growth and development of young and adults
people in their family, work and community environment.
Provide opportunities for people to develop and
strengthen the capacity to assume their responsibilities
with themselves and others. Relationship between
people with other human beings and the world.
Conserve and renew in the midst of a culture that is globalized the sense of self and a commitment
to the living traditions of the community.
Ethical and evaluative training: Developing a new sense of citizenship and their responsibilities.
Development of reflective critical thinking: Provide the opportunity to deepen skills and knowledge
to live and progress in the world and broaden their understanding of the world, capacity for
reflection and ethical judgment. Develop labor competencies that allow them to participate
creatively in the labor market. Objectives of the Occupational Technical Approach in Youth and
Adult Education Assisting the individual to choose intelligently the occupation (s), art or trade (s)
by which the person has the most natural disposition, in accordance with Interests, aptitudes,
attitudes, habits, skills and abilities.

aproximada
accordance éikordans conformidad
assisting asístin ayudando
conceives kónsevs concibe
deepen dipen profundizar
developing divelopin desarrollando
development divelópment desarrollo
ethical judgment ezical yódchment juicio ético
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aproximada
growth and self-affirmation groz en/an self-afirmeishión crecimiento y autoafirmación:
higher jaer mayor
highest jaiest más alto
in a shorter time ina shorter taim en un tiempo más corto
independently independentli independientemente
life laif vida
occupational ocupashional ocupacional
personality personaliti/personaliry personalidad
policy polizí política
productive productiv productivo
productivity productivity productividad
progressively progresivli progresivamente
reflective riflectiv reflexivo
relationship rileishiónschip relación
strengthen stréngzen fortalecer
technical técnikal técnico
values and human rights and valiús an iúman rais en valores y derechos humanos
citizenship citizenship y ciudadanía
Now we will work in group of three students the following activities

based on the reading given above and the vocabulary practiced in the
class.
Ahora trabajaremos en grupo de tres estudiantes las siguientes actividades basadas en
la lectura dada anteriormente y el vocabulario practicado en la clase.
Activity 1: Read carefully the first paragraph, identify the sentence that expresses the main idea
and underlined. Share your answer with the rest of the class.
Actividad 1: Leamos cuidadosamente el primer párrafo, identifique la oración que expresa
la idea principal y subrayela. Comparta su respuesta con el resto de la clase.
Activity 2: Translate into spanish the second and third paragraph, write it in your notebook and
share it with the rest of the class.
Actividad 2: Traduzcamos al idioma español el Segundo y tercer párrafo, escribámosla en
nuestros cuadernos y compartámoslo con el resto de la clase.
Activity 3: Read carefully the fourth paragraph, identify 4 verbs in simple present tense, and
then write four sentences with each of them. Share with your classmates.
Actividad 3: Leamos detenidamente el cuarto párrafo, identifiquemos 4 verbos en tiempo
presente simple y luego escribamos cuatro oraciones con cada uno de ellos. Comparta
con sus compañeros de clase.
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Gramar note comparatives and superlatives:
Comparatives and Superlatives

Forming regular comparatives and superlatives
1) We use comparatives to compare two things or two people. (e.g She is taller than her husband)
2) Superlatives are used, however, to compare to show the difference between more than two
things or more than two people. (e.g Managua is the biggest city in Nicaragua)
3) To form comparatives and superlatives you need to know the number of syllables in the
adjective. Syllables are like “sound beats”.
For instance:
• “find” contains one syllable,
• but “finding” contains two — find and ing.
The rules to form comparatives and superlatives:

1) One syllable adjective ending in a silent ‘e’ — nice.
• Comparative — add ‘r’ — nicer.

• Superlative — add ‘st’ — nicest.
2. One syllable adjective ending in one vowel and one consonant — big.
• Comparative — the consonant is doubled and ‘er’ is added —bigger.
• Superlative — the consonant is doubled and ‘est’ is added—biggest.
3. One syllable adjective ending in more than one consonant or more than a vowel — high, cheap.
• Comparative — ‘er’ is added — higher, cheaper.
• Superlative — ‘est is added — highest, cheapest.
4. A two syllable adjective ending in ‘y’ — happy.

• Comparative — ‘y’ becomes ‘i’ and ‘er’ is added — happier.
• Superlative — ‘y’ becomes ‘i’ and ‘est’ is added — happiest.

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5. Tow syllable or more adjectives without ‘y’ at the end — exciting.

• Comparative — more + the adjective + than — more exciting than.
• Superlative — more + the adjective + than — the most exciting.
Examples:
• The Coco River is longer and more famous than the Tuma River.
• Chinandega is much hotter than León.
• Everest is the highest mountain in the world.
• This is one of the most exciting films I have ever seen.
Complete with the comparative or superlative form of the adjective

written in parentheses.
Completa con la forma comparativa o superlativa del adjetivo escrito entre
paréntesis.
1. This computer is (new) _________________ than your computer.
2. Lisa is (old) ____________________ than George.
3. George is (young) _________________ than Lisa.
4. Lucy is (young) ___________________ in the class.
5. That car is (expensive) _________________ than this car.
6. That car is (expensive) __________________ in the market.
7. Your car is (fast) _____________________ than this car.
8. Your car is (fast) _____________________ in the race.
9. This house is (big) ___________________ than my house!
10. This house is (big) __________________ in the neighbourhood.
137
Some notes about Globalization
6. Globalization
What is for you globalization?
¿Qué es para usted globalización?
What is the relationship between technology, modernization and

globalization?
¿Cuál es la relación que existe entre tecnología, modernización y globalización?
Read carefully the following reading then practice orally the vocabulary
given in the table.
Leamos cuidadosamente la siguiente lectura y practiquemos oralmente el
vocabulario dado en la tabla.
It is a system of international integration that often arises from the interchange of world products,
views, ideas and some aspects of culture. Globalization is a process in which there is a mutual
interaction of countries interested in each other for cultural, trade related or any other such
exchanges. It is a system of unification of ideas and unification of people guided by a profit factor.
Globalization has been a continuous phenomenon. The history of mankind is a proof to the fact
that from the ancient times itself people from different places have come together for trade,
cultural exchanges and also ideas.
Globalization creates competition between foreign companies and so there is pressure on them
to improve quality and structure for more consumer interest and sale. The prices get cheaper
too. Education quality has also become a need of the hour and in consequence literacy rate
have also increased. Communication has improved with progress in internet and media. Foreign
companies setting up their institutes open up job opportunities for the host country.
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classmates
Aprendamos el vocabulario de la lectura y practiquemos con los compañeros de
clase en voz alta.
integration integración
arises sugir
interchange intercambio
views vistas
globalization globalización
mutual interaction interacción mutua
cultural cultura
trade comercio
exchanges intercambio
related relacionado
unification unificación
guided guiado
mankind humanidad
competition competencia
creates crea
ancient times tiempos antiguos
profit factor factor de ganancia
proof to the fact prueba al hecho
companies empresas
pressure presión
improve mejorar
quality calidad
become hacerse
in consequence literacy rate have also en la tasa de alfabetización consecuencia
increased tener
increased también aumentó
setting up aumentado
open up job la creación de
opportunities for the host country abrir empleo
139
indicated.
indicados.
Entrepreneurship`s result of Nicaraguan women
Flora Ortiz Torres, owner of the small company Delicias del Norte, which produces, markets and
exports rosquillas, was awarded last May 19th in Business Management Awards 2017 organized
by Global Business Corporation in Brazil as part of the Business Summit of the Americas 2017.
This award is given annually to the company or companies that stand out for having an integral
management, which allows them to achieve a high competitiveness and reliability in their products
and services. As well as being in constant innovation and having leadership in their community,
being an opportunity to evaluate their organizational management, receive feedback and improve
their performance.
The awards are open to all organizations in the private, public and nonprofit sectors. This
recognition is a great opportunity for organizations around the world to achieve this competitive
advantage by having their projects, initiatives and achievements recognized.
Let´s learn, pronounce and practice the following vocabulary.

Aprendamos, pronunciemos y practiquemos el siguiente vocabulario.
aproximada
owner oúner propietario
produces prodius produce
markets markets mercados
exports exports exportaciones
awarded ouerded galardonado
Global Business corporación de negocios
global biznes corporeishión
Corporation globales
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aproximada
Business Summit biznes sumit cumbre empresarial
award euord/euòd premio
given annually guiven anuilei/anuili dado anualmente
company compani empresa
competitiveness competitivnes competitividad
reliability riliabiliti confiabilidad
products products productos
services serviz servicios
As well as being in constant as uél as biin in constant además de estar en constante
innovation innoveishión innovación
community comiuniti comunidad
being biin siendo
management manechment administración
feedback fiidback realimentación
improve imprúv mejorar
performance perfomens actuación
nonprofit non profit sin ánimo de lucro
recognition ricognishión reconocimiento
to achieve tu achiv conseguir
competitive advantage competitiv advantich ventaja competitiva
initiatives and achievements iniciativs an achivments
iniciativas y logros reconocidos.
recognized. reconaiz.
Based on the previous reading answer the following questions.

Basado en la lectura anterior responda las siguientes preguntas.
1. Why was Flora Ortiz awarded?
2. Where was the entrepreneur Ortiz awarded?
3. To whom is this award given annually?
4. What does this award mean for our entrepreneurs?
5. Mrs. Ortiz is an example of entrepreneurship in their family, community and national environment?
If the answer is yes substantiate your answer.
141
Grammar note about modal verbs:
Algunos verbos modales

Can
Expresa: habilidad o posibilidad, se traduce como poder en español.
Ejemplos:
I can swim.

Paulo can stay with you when I leave.
También se usa para: pedir permiso o preguntar por la posibilidad de algo.

Ejemplos:
Can I have some water, please?

Can you drive me home tomorrow after work?
Could
Expresa: habilidad o posibilidad en el pasado, es la forma de pasado del verbo can.
Ejemplos:
When I was younger, I could stay up all night studying.

We could go to the beach tomorrow, it’s going to be sunny.
También se usa para: se puede usar para pedir permiso o preguntar por la posibilidad de algo,
pero es más formal que can.
Ejemplos:
Could you please help me with this suitcase?

Could you come tomorrow by noon?
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Will
Expresa: aunque este verbo expresa voluntad o determinación de hacer algo, en la práctica se
usa para formar el futuro, ya que no existe un tiempo verbal para hacerlo en inglés.
Ejemplos:
I’ll visit my friends in Bilwi next month.

The company will be dissolved sooner or later.
También se usa para: en interrogaciones se puede usar para pedir favores o información.
Ejemplos:
Will you help me move this bag?

Will they cover your travel expenses?
Shall
Expresa: se usa, al igual que will, para formar el futuro, aunque shall es mucho más formal.
Ejemplos:
I shall be happy to finally meet you in person

We shall leave early tomorrow
También se usa para: hacer ofrecimientos y sugerencias o para preguntar por ellas.
Ejemplos:
Shall we start the presentation?

Shall I pick you up at 6 o’clock
Should
Expresa: una obligación o recomendación, lo que es correcto. En español se traduce como deber.
Ejemplos:
You shouldn’t treat people like that.

I should not leave early without a good reason.
143
También se usa para: preguntar opinión o qué se debe hacer.
Ejemplos:
Should I wait here?

Should I take this job?
Ought to
Expresa: es sinónimo de should, aunque menos común. Nunca se usa en interrogaciones en el
inglés americano.
Ejemplos:
You ought to quit your smartphone for a while.

Mary ought to go to the police after what happened.
Must
Expresa: obligación, prohibición o necesidad; se trata de una obligación más fuerte que la de los
verbos anteriores.
Ejemplos:
All drivers must use their seatbelts, even for short distances.
You must watch the movie, it is awesome.
También se usa para: indicar algo que creemos probable.
Ejemplos:
That new restaurant must be really good, it is always fully booked.
Would
Expresa: se usa para preguntar algo educadamente y para indicar qué preferimos o deseamos.
Ejemplos:
Would you like some tea with your dinner?

I would rather have a coffee.
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También se usa para: una función muy importante, formar el condicional en inglés
Ejemplo:
I would like to go to Argentina, if I had the money.
May
Expresa: posibilidad en el futuro, al igual que could.
Ejemplos:
It may rain this weekend for the first time this year.
My sister may come home for Christmas.
También se usa para: dar instrucciones o permiso.

Ejemplos:
You may leave the room now.

May I turn the air conditioning off?
Might
Expresa: se puede usar como sinónimo de may para expresar probabilidad.
Ejemplos:
It might rain this weekend for the first time this year.
My sister might come home for Christmas.
También se usa para: hacer peticiones u ofrecimientos de manera educada, al igual que may,
aunque se usa más en Reino Unido que en Estados Unidos.
Ejemplos:
Might I help you, madam?

Might you hold the door for me, please?
145
indicated.
indicados.
What is a consumer society?

A consumer is a person who buys things, and a consumer society is a society that encourages
people to buy and use goods.
1. Some people think that a consumer society provides people with better lives. People in
consumer societies tend to live more comfortably. They eat a wider variety of food. They go to
restaurants more often. They also buy a lot of products, may be more than they need. Products
such as TVs, cell phones, and computers used to be luxuries.
2. Today people can buy these things more easily than ever before. The market for these goods
is growing faster all the time. Consumer societies encourage people to buy bigger and better
products. For example, “smarter” phones come out every year. In a consumer society, people are
often buying newer and more advanced products. This creates a lot of waste.
Nowadays, many people are thinking more seriously about the effects of consumer societies on
the environment, and they are trying to become more responsible consumers.
1. goods: items that can be bought or sold.
2. luxury: something that is expensive but not necessary.
Read each statement. Circle T for true or F for false, based on the text
read before.
Lea cada oración. Encierre T si es verdadero o F si es falso, basado en el texto
leído anteriormente.
1. Everyone agrees that consumer products improve their lives. T F
2. These days, consumer goods are hard to find. T F
3. Many people want luxury products these days. T F
4. Consumer societies help the environment. T F
Identify the comparatives, superlatives and modal verbs given in the

text, then write them in your notebook and practice them in oral way
with your classmates.
Identifique los comparativos, superlativos y verbos modales dados en el texto, luego
escríbalos en su cuaderno y practíquelos de manera oral con sus compañeros de clase.
146
Read carefully the following paragraph and underline the prepositions,
then write them in the space given below.
Lea cuidadosamente el siguiente párrafo y subraye las preposiciones, luego
escríbalas en los espacios dados abajo.
Last week my class went on a field trip to see a play. We sat about six rows back. My teacher let
me sit by my best friend. They play was over two hours long! I enjoyed going on a field trip, but
I'd rather watch a sporting event than a play
1.__________________________________
2 __________________________________
3.__________________________________
4___________________________________
5.__________________________________
6.__________________________________
7.__________________________________
Let’s practice the following dialogue developed in a office, between a
supervisor and his boss where we will observe the use of modal verbs
that will help you to recognize and use them in real conversation.
Practiquemos el siguiente diálogo desarrollado en una oficina, entre un supervisor y su
jefe donde observaremos el uso de los verbos modales que te ayudarán a reconocerlos y
usarlos en situaciones reales.
Supervisor: Morning Boss, regarding to the new policy. Should we work on Saturday?
Boss: Of course, we can increase our production through this new policy.
Supervisor: But, some of the workers might not agree with the new policy because some of
them may have plan on Saturday.
Boss: I am the boss. You ought to agree with me!
Supervisor: Yes, I know that you are the boss. But, you should consider our opinion.
Boss: Hmm.. I may increase the salary on that day.
Supervisor: If that is the case. I have to agree with you. Hehehe
Boss: So, I will announce this matter on the meeting tomorrow. Shall we go for breakfast now?
Supervisor: Yes, we shall go to that new restaurant that you mentioned before.
Boss: That is a good idea. I could not agree more.
147
Read carefully each statement; rewrite them in your notebook and put
true or false according with your knowledge.
Lea cuidadosamente cada enunciado; reescríbalos en su cuaderno y escriba falso
o verdadero de acuerdo con sus conocimientos.
Accuracy of a computer is consistently high and the degree of accuracy of a particular computer
depends on the instructions and the type of processor. ____
Versatility is not one of the most wonderful things about computer. It can perform. ___
A computer is not capable of performing almost any task provided that the task can be reduced to
a series of logical steps.____
Computer provides very high speed accompanied by an equality high level for reliability. ____
A computer cannot store and recall any amount of the information. ____
The computer is a machine that suffers from the human traits of tiredness. ____
Data storage is essential function of the computer. ____
Answer the following questions in your notebook according with your

knowledge
Conteste las siguientes preguntas en su cuaderno de acuerdo con su conocimiento.
1. What is the impact of the technology in our lives?

2. When do you use the new technology?
3. What are the advantages and disadvantages of the technology?
4. What is the relationship between technology, globalization, modernization and computing?
148
Appendix
Dialogues section
This section will help you improve your participation and interaction with their classmates.
Esta sección le ayudará a mejorar su participación e interrelación con sus compañeros de clase.
With the help of his teacher using the technique of Role Play we will practice these dialogues to
practice what we have learned and strengthen oral practice.
Con la ayuda de su docente usando la técnica del Role Play practicaremos estos diálogos para
poner en práctica lo aprendido y fortalecer la práctica oral.
Dialogue 1
A: Hello. My name’s Pete. What’s yours?
B: Ann
A: Nice name. I like it very much.
B: Thank you. You name’s good, too.
A: It was nice meeting you.
B: Thanks. It was nice meeting you.
Dialogue 2
A: What’s the date today, I wonder?
B: Sunday, the 8th of March.
A: What is it famous for?
B: Don’t you know? It’s International Women’s Day.
149
Dialogue 3
A: Oh, dear, hurry up!
B: I’m trying to.
A: Well, come on. It’s your first day at school.
B: Do you want to be late?
A: I’m ready now.
B: Off we go!
Dialogue 4
A: I don’t think english is easy.
B: Why do you think so?
A: Because I have to work hard learning a lot by heart.
Dialogue 5
A: I’m going to be an english language teacher.
B: Why?
A: For a number of reasons.
B: What reasons, I wonder?
A: The main one is I like english.
Dialogue 6
A: What do you think the best sort of job is?
B: Engineering, I think.
A: I like medicine.
B: To my mind the best one is the one you like the most.
150
Dialogue 7
A: I say, where’re you going?
B: To school, as you see.
A: Why so early, I wonder? It’s only 12 o’clock now.
B: That’s right, but I’m on duty, you know.
A: I see.
B: Where’re you going?
A: To a friend of mine to play chess. Bye-bye.
B: Bye-bye.
Dialogue 8
A: Please give me that book.
B: What for?
A: To have a look at it.
B: Here you are.
A: Thank you.
B: Not at all.
Dialogue 9
A: Have you had a good day at school?
B: Wonderful! I’ve got three really good marks!
A: Jolly good. Congratulations!
B: Thank you.
151
Dialogue 10
A: You’re far too lazy. Look at your english. Is this the best you can do?
B: You know I’m no good at english.
A: And what about Physics?
B: I’m ashamed of myself.
A: You could easily come top of the class.
B: I’ll work harder, I promise.
Dialogue 11
A: Well, hurry up.
B: I’m trying to. But look, isn’t there half an hour before school starts?
A: Is that the right time?
A: I’m sure it is.
Dialogue 12
A: School’s almost over.
B: Yes, I know.
A: How many more days?
B: Six.
A: When do the holidays start?
B: Next week.
152
Dialogue 13
A: How did you enjoy your summer holidays?
B: Oh, yes, very much. I spent them at a youth camp.
A: On the south coast as usual with your elder sister?
B: Yes, but this time I was alone.
A: How lucky you were!
B: That’s right.
Dialogue 14
A: Look here, this has got to stop. You’ve come bottom in nearly every subject.
B: Except Geography.
A: Yes, indeed. You came second to bottom in that.
B: It wasn’t really my fault. I was ill for some time, wasn’t I?
A: That’s no excuse.
B: I’ll improve.
A: I doubt it.
Dialogue 15
A: My bag, please.
B: Which one is it?
A: It’s one of those, there.
B: This one?
A: No, not that one.
B: What colour?
A: It’s brown… Yes. That’s it. Thank you.
B: Not at all.
153
Dialogue 16
A: So you’ve passed your exams.
B: It wasn’t all that difficult.
A: It’s because you worked hard, I think.
B: Well, I was all right in History, but I didn’t do so well in Literature.
A: And how about your english?
B: Not so good, only so-so.
Dialogue 17
A: Hello, glad to see you!
B: Hello, so am I.
A: Today’s your birthday, isn’t it?
B: That’s right. It’s kind of you to remember.
A: Well, many happy returns of the day. Here’s a present for you.
A: Oh, thank you. What beautiful flowers! I don’t know how to thank you.
Dialogue 18
A: Is painting your hobby?
B: Why do you think so?
A: Because there’re a lot of pictures in this room.
B: It’s my elder brother’s hobby.
A: I see, but what about you?
B: I prefer books.
154
Dialogue 19
A: What shall we have for breakfast?
B: What about some bread and butter, two eggs and a cup of tea?
A: Well, I don’t mind, but I’d like to add some biscuits.
B: OK.
Dialogue 20
A: What’s the matter with you?
B: I’m not feeling very well today.
A: Do you have a headache?
B: Yes, and a sore throat, too.
A: Well, in that case you’d better stay at home.
B: Oh, yes, I’ll have to.
155
Bibliography
1. - Supergoal Manuel Dos Santos Split Edition 1
(Mcgraw-Hill/Contemporary)
2. - Sherton english
3. - La Mansion Del Ingles
4. - Streamline Bernard Hartley&Peter Viney
(Oxford University Press)
5. - Take Shape Paul A. Devies (Macmillan)
6. - Cross Roads english Level 5 Phillip Haines And Gabriela Villarino (Oxford)
7. - english Grammar Third Edition Betty Schrampfer Azar
156

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Inglés en el mundo

Segunda Edición 2018

Omar Martín Cortedano Larios

Rebeca Ninoska Argüello Juárez

El Ministerio del Poder Ciudadano para la Educación, a través de la

Estimado estudiante de la Modalidad de Secundaria por Encuentro, el presente

El libro de texto que tiene en sus manos está elaborado en unidades de

Con este esfuerzo colectivo y el entusiasmo, creatividad, dedicación

Instamos a docentes y estudiantes a promover el cuido de este libro de

Unit 2: Idiomatic expressions

Unit 3: Types of payments

Unit 4: Computing world

INDICADORES DE LOGRO CONTENIDOS BÁSICOS

2. Reads brief texts of his/her social and

Leer es soñar con

1.The parts of speech

 Jobs that you like to do.

They are Héctor and his wife Elena.

Read in group about the incredible life of Héctor.

Transcribe in our notebook the following chart and write Héctor´s

Based on the previous reading write true or false as appropriate.

Let´s make groups of three students and enumerate them from 1 to 3

Questions Answer student 1 Answer student 2 Answer student 3

What’s your mother’s job?

Questions Answer student 1 Answer student 2 Answer student 3

What’s your brother’s job?

What’s your sister’s job?

Read aloud the profiles of our relatives.

Grammar notes about the parts of the speech

 Nouns are classified in several ways

Exceptions of plural nouns

Nouns can be proper nouns or common nouns

They are always capitalized!

 People’s names and titles- King Henry, Mrs. Miranda.

 Specific organizations- Organization of American States. (OAS)

 Personal Pronouns refer to specific people or things.

 Demonstrative Pronouns identify nouns. They “point” towards nouns,

 Interrogative Pronouns introduce questions.

An adjective modifies (describes) a noun or pronoun.

 Adjectives can be used to make comparisons

 Adjectives can also be used as superlatives

3. Subordinating Conjunctions join an independent clause to a subordinate clause. That is,

About Before Down Into Through

The most common auxiliary verbs are:

 Intransitive Verbs do not need direct objects to make them meaningful.

General rules for the use of articles:

2. The noun is made specific by a superlative:

3. The noun describes a unique person, place, or thing:

2. What did she ask you to do?

3. I left my shoes under the kitchen table.

4. If we finish our work quickly we can go to the movies.

6. I want to go to a university in the United States.

7. I’m sure I have met your girlfriend before.

8. Well, I don’t think I will be here to answer thephone.

9. Andy knocked on the door but nobody answered.

10. After lunch let’s go out for a coffee.

Rewrite the sentences on your notebook and according to the different

1. Verbs generally express action or a state of being. _______

2. Conjunctions don´t join together words and phrases. ______

4. An adjective describes a noun or pronoun. _______

5. Personal Pronouns refer to specific persons or things. ________

6. A noun is a word used to name something. ________

7. A pronoun never replaces a noun. ________

Jobs that you like to do.

Adjectives can be used to make comparisons

Adjectives can also be used as superlatives

Intransitive Verbs do not need direct objects to make them meaningful.

Territorial location and belonging to the trees.

Possibility of diversifying the fruit harvest at the local level.

Level of acceptance of the product among the population.

The competition that a company of this type faces.

Market sector that will be the potential clients.

Tienen un significado muy particular dentro de la cultura.

Utilizan partes del cuerpo, para representar otras ideas.

Utilizan colores para simbolizar estados de ánimo o existencia.

Out of the blue ( ourof di blu) = De forma inesperada.

a blue-collar worker = Obrero manual.

the boys in blue (di bois in blu) = La policía.

a red-letter day (a red-lerer dei) = Un día memorable.

A white lie (a uait lai) = Una mentira piadosa.

As brown as a berry = Tener la piel bronceada por el sol o el clima.

In a brown study = En una profunda reflexión.

The yellow press (di yeloú press) = Prensa sensacionalista/amarillista.