1-His wife never lets him do what he wants and as a result he leads a dog's life.
3-I would advise you to wait and see which way the cat jumps.
4-I don't honestly think he is capable of being polite as the leopard never changes his spots.
5-He's very greedy when it comes to eating and always takes the lion's share of the food.
7-Until he is more serious in his job and stops playing the goat, he won't get any more money.
8-He never makes any silly mistakes because he's got too much horse sense.
9-Charlie doesn't like getting too tired so he gets his assistant to do all the donkey work.
10-He doesn't really go around with many people because he's a bit of a lone wolf.
Here's what's important from the point of view of foreign language learning:
The brain produces sentences based on the sentences it has seen or heard (input). So the way to improve is to feed
your brain with a lot of input — correct and understandable sentences (written or spoken). Before you can start
speaking and writing in a foreign language, your brain must get enough correct sentences in that language.
Output (speaking and writing) is less important. It is not the way to improve your language skills. In fact, you should
remember that you can damage your English through early and careless output. Also, it may be possible to develop
great output skills without output practice!
Do you know what is the difference between a learner and a native speaker? The native speaker "feels" what is correct. He
can tell that a sentence sounds either good or bad (unnatural) and he doesn't need to use grammar rules for that. He can do it
because he has heard and read lots of English sentences in his life. This is the only difference between a learner and a
native speaker — the amount of input. You can be like a native speaker if you get lots of input, too.
You can damage your English by writing and speaking without a prior grammar learning
We agree that practice can be very useful. It's even necessary to learn English well. So what's the problem? The problem is
that for many learners, "speaking" or "writing" means "making a lot of mistakes". Some people make a mistake in
every sentence!
If you don't make many mistakes, then you can speak or write in English and it can only help. But if you make many
mistakes, then every time you write or speak, you reinforce your mistakes. As you write or speak, you repeat your
mistakes constantly and your incorrect habits become stronger.
Imagine this situation: You are writing an e-mail message in English. Your English is not perfect and you want to write the
message quickly. You write (incorrectly): "I want speak English."
When you write a sentence, you also read it. So the incorrect sentence goes into your head. The next time you write a
message, you will be more likely to write "I want finish" or "I want be happy". Why? Because "I want speak English" is fresh
in your head — you've just used it! And when you write "I want <do something>" the second time, you've got a "bad habit",
or a reinforced mistake.
Now do you see our point? You write — you make mistakes — those mistakes become your habit, they become your way of
writing in English. So, the more you write, the worse your English becomes.
The Emperor
by Hans Christian Andersen.
Many years ago, there was an Emperor, who was so excessively fond of new clothes, that he spent all his money in dress. He did not
trouble himself in the least about his soldiers; nor did he care to go either to the theatre or the chase, except for the opportunities
then afforded him for displaying his new clothes. He had a different suit for each hour of the day; and as of any other king or
emperor, one is accustomed to say, "he is sitting in council," it was always said of him, "The Emperor is sitting in his wardrobe."
Time passed merrily in the large town which was his capital; strangers arrived every day at the court. One day, two rogues, calling
themselves weavers, made their appearance. They gave out that they knew how to weave stuffs of the most beautiful colors and
elaborate patterns, the clothes manufactured from which should have the wonderful property of remaining invisible to everyone
who was unfit for the office he held, or who was extraordinarily simple in character.
"These must, indeed, be splendid clothes!" thought the Emperor. "Had I such a suit, I might at once find out what men in my
realms are unfit for their office, and also be able to distinguish the wise from the foolish! This stuff must be woven for me
immediately." And he caused large sums of money to be given to both the weavers in order that they might begin their work
directly.
So the two pretended weavers set up two looms, and affected to work very busily, though in reality they did nothing at all. They
asked for the most delicate silk and the purest gold thread; put both into their own knapsacks; and then continued their pretended
work at the empty looms until late at night.
"I should like to know how the weavers are getting on with my cloth," said the Emperor to himself, after some little time had
elapsed; he was, however, rather embarrassed, when he remembered that a simpleton, or one unfit for his office, would be unable
to see the manufacture. To be sure, he thought he had nothing to risk in his own person; but yet, he would prefer sending
somebody else, to bring him intelligence about the weavers, and their work, before he troubled himself in the affair. All the people
throughout the city had heard of the wonderful property the cloth was to possess; and all were anxious to learn how wise, or how
ignorant, their neighbors might prove to be.
"I will send my faithful old minister to the weavers," said the Emperor at last, after some deliberation, "he will be best able to see
how the cloth looks; for he is a man of sense, and no one can be more suitable for his office than be is."
So the faithful old minister went into the hall, where the knaves were working with all their might, at their empty looms. "What
can be the meaning of this?" thought the old man, opening his eyes very wide. "I cannot discover the least bit of thread on the
looms." However, he did not express his thoughts aloud.
The impostors requested him very courteously to be so good as to come nearer their looms; and then asked him whether the design
pleased him, and whether the colors were not very beautiful; at the same time pointing to the empty frames. The poor old minister
looked and looked, he could not discover anything on the looms, for a very good reason, viz: there was nothing there. "What!"
thought he again. "Is it possible that I am a simpleton? I have never thought so myself; and no one must know it now if I am so.
Can it be, that I am unfit for my office? No, that must not be said either. I will never confess that I could not see the stuff."
"Well, Sir Minister!" said one of the knaves, still pretending to work. "You do not say whether the stuff pleases you."
"Oh, it is excellent!" replied the old minister, looking at the loom through his spectacles. "This pattern, and the colors, yes, I will
tell the Emperor without delay, how very beautiful I think them."
"We shall be much obliged to you," said the impostors, and then they named the different colors and described the pattern of the
pretended stuff. The old minister listened attentively to their words, in order that he might repeat them to the Emperor; and then
the knaves asked for more silk and gold, saying that it was necessary to complete what they had begun. However, they put all that
was given them into their knapsacks; and continued to work with as much apparent diligence as before at their empty looms. The
Emperor now sent another officer of his court to see how the men were getting on, and to ascertain whether the cloth would soon
be ready. It was just the same with this gentleman as with the minister; he surveyed the looms on all sides, but could see nothing at
all but the empty frames...
"Is not the work absolutely magnificent?" said the two officers of the crown, already mentioned. "If your Majesty will only be
pleased to look at it! What a splendid design! What glorious colors!" and at the same time they pointed to the empty frames; for
they imagined that everyone else could see this exquisite piece of workmanship. "How is this?" said the Emperor to himself. "I can
see nothing! This is indeed a terrible affair! Am I a simpleton, or am I unfit to be an Emperor? That would be the worst thing that
could happen--Oh! the cloth is charming," said he, aloud. "It has my complete approbation." And he smiled most graciously, and
looked closely at the empty looms; for on no account would he say that he could not see what two of the officers of his court had
praised so much. All his retinue now strained their eyes, hoping to discover something on the looms, but they could see no more
than the others; nevertheless, they all exclaimed, "Oh, how beautiful!" and advised his majesty to have some new clothes made
from this splendid material, for the approaching procession. "Magnificent! Charming! Excellent!" resounded on all sides; and
everyone was uncommonly gay. The Emperor shared in the general satisfaction; and presented the impostors with the riband of an
order of knighthood, to be worn in their button-holes, and the title of "Gentlemen Weavers."
The rogues sat up the whole of the night before the day on which the procession was to take place, and had sixteen lights burning,
so that everyone might see how anxious they were to finish the Emperor's new suit. They pretended to roll the cloth off the looms;
cut the air with their scissors; and sewed with needles without any thread in them. "See!" cried they, at last. "The Emperor's new
clothes are ready!” And now the Emperor, with all the grandees of his court, came to the weavers; and the rogues raised their
arms, as if in the act of holding something up, saying, "Here are your Majesty's trousers! Here is the scarf! Here is the mantle! The
whole suit is as light as a cobweb; one might fancy one has nothing at all on, when dressed in it; that, however, is the great virtue of
this delicate cloth."
"Yes indeed!" said all the courtiers, although not one of them could see anything of this exquisite manufacture."If your Imperial
Majesty will be graciously pleased to take off your clothes, we will fit on the new suit, in front of the looking glass."
The Emperor was accordingly undressed, and the rogues pretended to array him in his new suit; the Emperor turning round, from
side to side, before the looking glass.
"How splendid his Majesty looks in his new clothes, and how well they fit!" everyone cried out. "What a design! What colors!
These are indeed royal robes!"
"The canopy which is to be borne over your Majesty, in the procession, is waiting," announced the chief master of the ceremonies.
"I am quite ready," answered the Emperor. "Do my new clothes fit well?" asked he, turning himself round again before the
looking glass, in order that he might appear to be examining his handsome suit.
The lords of the bedchamber, who were to carry his Majesty's train felt about on the ground, as if they were lifting up the ends of
the mantle; and pretended to be carrying something; for they would by no means betray anything like simplicity, or unfitness for
their office; So now the Emperor walked under his high canopy in the midst of the procession, through the streets of his capital;
and all the people standing by, and those at the windows, cried out, "Oh! How beautiful are our Emperor's new clothes! What a
magnificent train there is to the mantle; and how gracefully the scarf hangs!" in short, no one would allow that he could not see
these much-admired clothes; because, in doing so, he would have declared himself either a simpleton or unfit for his office.
Certainly, none of the Emperor's various suits, had ever made so great an impression, as these invisible ones. "But the Emperor
has nothing at all on!" said a little child. "Listen to the voice of innocence!" exclaimed his father; and what the child had said was
whispered from one to another.
"But he has nothing at all on!" at last cried out all the people. The Emperor was vexed, for he knew that the people were right; but
he thought the procession must go on now! And the lords of the bedchamber took greater pains than ever, to appear holding up a
train, although, in reality, there was no train... to hold.
Cuadro III-6 Practice:
The names of some of the numbers in English can cause some confusion. The number 1 is spelled 'one' and is
pronounced like 'wun' but there is no such word. gun, sun, fun, bun and run rhyme with 1 (one) and with ton (2000
pounds) and won (was victorious in a fight or contest). How did 'one' come to be pronounced 'wun'? I don't
know. Next is the number 2, spelled 'two' and pronounced tu. 'To' and 'do' are also pronounced as if they were
spelled tu and du, but 'go' and 'so' are pronounced with a Long O sound. How is a person to know how to pronounce
or spell such words? Practice, practice, practice. Then there is the number 4, spelled 'four' and pronounced the same
as fore and for. The number 8 is spelled 'eight' (pronounced 'ate') which puts it in the same family as 'weight' and
'freight' (words that rhyme with wait and crate).
If you think English numbers are confusing, what about the words that are spelled exactly the same but are
pronounced differently and have different meanings? READ (pronounced like 'reed' and is the Present Tense form of
the verb meaning to look at written words and derive a meaning from them. READ (pronounced like the color 'red')
is the Past Tense of READ (pronounced 'reed'). WIND , with a short 'i' sound and the word 'in' in the middle, means
the movement of air over the land or water. WIND , rhyming with 'find' and 'whined', means to tighten the spring of
a clock or other mechanism with a turning or twisting motion. BOW , which rhymes with go, no, slow, means the
long, curved stick whose ends are connected by a string of some sort and is used to shoot arrows. It is also the name
of the accessory to stringed instruments such as violins and cellos which is drawn over the strings to cause a musical
vibration. BOW , rhyming with how and now means a forward movement of the head or upper body to show respect
or subservience. SOW rhyming with go and no means to spread seeds in a field or garden. SOW, rhyming with how
and now, is a female pig. There are many more words like these that you need to watch out for in English.
THE SUPERFLUOUS "G" and "GH": You have already studied the "EIGHT", "OUGH" and "IGHT" families
and some of their relatives (though, thought, tough, rough, cough, enough, freight, weight, sleigh. weigh, light, sight,
night, fright, blight, right, etc.). Here are some more: STRENGTH and LENGTH; STRAIGHT (rhymes with late);
TROUGH (rhymes with off); NIGH (rhymes with by); ALIGN and SIGN (rhyme with dine); BROUGHT and
FRAUGHT (rhyme with rot). We can think of no logical reason to continue using "G" or "GH" in these words, and
yet it seems that no-one knows how to stop it. Edition after edition, Dictionaries are printed with the same ridiculous
spellings in them and we are forced to study, practice and memorize words that make no sense, but that is the good
old American way.
Poets think it's sublime when the words they write rhyme,
But to Teachers and Students, they're trouble.
Is it right to write white or is it rite to right wight,
And when do those consonants double?
Is it 'i' before 'e' except after 'c',
Or is it 'e' before 'i' as in weird and seize,
But then what do you say
When they sound like 'A'
As in neighbor and weight and sleigh?
We're told 'oo' sounds like 'u' as in shoot and cartoon,
But then blood, door and floor sing a different tune.
It's driving me mad, all those sayings and rules
To help us make sense (cents?) of it all.
Lea los textos, analícelos y comente en grupo cuál es falso o verdadero y porqué.
I.
II.
Cuadro III-8 Practice:
Society still tells girls they have a choice as to whether or not they will work for pay. Yet, women are nine times as
likely as men to be single parents.
Nine out of ten women work for pay at some time during their lives. Eight out of ten women between the ages of 20
and 44 are working nowadays
By paying attention to girls' educational achievements and career aspirations we will ensure that women can have
economic security, a better quality of life, and more career choices. We will also reduce the need for social welfare;
since most families in poverty are headed by women with inadequate education.
Women who choose non-traditional careers can expect to have lifetime earnings that are 150% of women who
choose traditional careers.
Females continue to be clustered into traditionally female occupations.
If present trends continue and girls are not encouraged into math and science and language skills they will be trained
only for the data and information-retrieval capabilities of the computer. These are still secretarial/clerical skills, and
females will remain at the low end of the service-oriented pay scale.
Excluding sales, the highest paying occupations will be those requiring the highest technical and language skills,
such as: computer systems analysis, programmers, engineers, technicians, and repair and service people.
90% of the jobs today's kindergartners will be doing when they reach adulthood do not even exist today.
-Nearly three-quarters of a million women work as "sales associates" in Wal-Mart stores. On average these women
earn $6.10 per hour, or $12,688 per year if they are permitted to work full-time. This wage puts many of their families
below the poverty level —
-Women who make pants in El Salvador earn 15 cents for each pair; Wal-Mart sells these pants for $16.95 in its U.S.
stores. Also, contractors in El Salvador force workers to take pregnancy tests….
-According to Brandeis University Professor Ellen I. Rosen, women in Central America who make clothes for Wal-
Mart live in shacks lacking running water or plumbing while women in China live nine to twelve to a room in
government-provided dormitories. -----Some of Wal-Mart's workers in the U.S. spend their nights in trucks of motel
rooms without cooking facilities
-In average, Wal-Mart's assets totaled more than the GDP of 155 of the 192 countries in the world, with annual sales
of more than $137.6 billion.
Occupational Distribution Women remain clustered in jobs that are traditionally dominated by women and pay low wages:
Nursery, Secretaries, Food Attendants, etc.
Cuadro III-9 Practice:
Curious Facts
1. What is called a "French kiss" in the English speaking world is known as an "English kiss" in France.
2. "Almost" is the longest word in the English language with all the letters in alphabetical order.
3. "Rhythm" is the longest English word without a vowel
4. There is a city called Rome on every continent.
5. Right-handed people live, on average, nine years longer than left-handed people
6. The elephant is the only mammal that can't jump!
7. One quarter of the bones in your body, are in your feet!
8. Like fingerprints, everyone's tongue print is different!
9. Most dust particles in your house are made from dead skin!
10. The present population of 6 billion people of the world is predicted to become 15 billion by 2080.
11. Honey is the only food that does not spoil. Honey found in the tombs of Egyptian pharaohs has been tasted
by archaeologists and found edible.
12. Months that begin on a Sunday will always have a "Friday the 13th."
13. Coca-Cola would be green if colouring weren’t added to it.
14. More people are killed each year from bees than from snakes.
15. Camels have three eyelids to protect themselves from blowing sand.
16. The placement of a donkey's eyes in its' heads enables it to see all four feet at all times!
17. Owls are the only birds who can see the colour blue.
18. A man named Charles Osborne had the hiccups for 69 years!
19. A giraffe can clean its ears with its 21-inch tongue!
20. The average person laughs 10 times a day!
21. A kiss lasting one minute can burn more than 100 calories.
22. Buckingham Palace in England has over six hundred rooms.
23. There was once an undersea post office in the Bahamas.
24. Abraham Lincoln's mother died when she drank the milk of a cow that grazed on poisonous snakeroot.
25. After the death of Albert Einstein, his brain was removed by a pathologist and put in a jar for future study.
Lea el texto y analice en grupo (Debate Grupal y Exposiciones: Substancias Adictivas y Vicios)
The world’s view on smoking cigarettes has changed dramatically over the last century. The habit was once considered to be cool, sexy,
good for your health, and widely enjoyed by many people. It was promoted by sportsmen, and advertised all over television. No one
could be seen acting in a movie without a lit cigarette in their hand! Today, smoking is considered to be a nasty addictive habit that can
kill you and those around you. You won’t find them advertised anywhere – nor will you see anyone smoking inside a public building. It
seems that these days smokers are considered to be anti-social and are often frowned at if seen smoking outside in crowded places.
Below is a list of interesting facts about cigarettes.
Oops…
-Cigarettes are the single-most traded item on the planet, with approximately 1 trillion being sold from country to country each year. At a
global take of more than $400 billion, it’s one of the world’s largest industries.
-The American brands Marlboro, Kool, Camel and Kent own roughly 70% of the global cigarette market.
-Cigarettes contain arsenic, formaldehyde, lead, hydrogen cyanide, nitrogen oxide, carbon monoxide, ammonia and 43 known
carcinogens.
-Urea, a chemical compound that is a major component in urine, is used to add “flavor” to cigarettes.
-Scientists claim the average smoker will lose 14 years of their life due to smoking. This however does not necessarily mean that a smoker
will die young – and they may still live out a ‘normal’ lifespan.
-The United States is the only major cigarette market in the world in which the percentage of women smoking cigarettes (22%) comes
close to the number of men who smoke (35%). Europe has a slightly larger gap (46% of men smoke, 26% of women smoke), while most
other regions have few women smokers. The stats: Africa (29% of men smoke, 4% of women smoke); Southeast Asia (44% of men, 4% of
women), Western Pacific (60% of men, 8% of women)
-Nicotine reaches the brain within 10 seconds after smoke is inhaled. It has been found in every part of the body and in breast milk.
-The immune systems of smokers has to work harder every day than non-smokers. As a result, a smokers’ blood will contain less
antioxidants, although a smokers immune system may be quicker to respond to virus attacks due to its more active nature.
-Some people (mostly males) can be aroused by the sight of smoker smoking (usually females). This is called the Smoking Fetish, and
affects a small number of the population, However, cigarettes – particularly menthols, force blood away from the penis if smoked while
aroused.
-Smokers generally report a variety of after-effects; such as calmness, relaxation, alertness, stimulation, concentration and many others.
In fact, smoking will produce a different effect in each individual depending on ‘what they expect to get’; turning the cigarette into the
world’s most popular placebo (satisfying the brains hunger for nicotine being the only ‘relaxing’ factor). The smoker will then use these
expectations as a means to continue the habit.
Cuadro III-11 Practice:
Question 1: If you knew a woman who was pregnant, who had 8 kids already, three who were deaf, two who
were blind, one mentally retarded, and she had syphilis; would you recommend that she have an abortion?
Give your own answer and read the next question before reading the answers at the bottom of the page.
Question 2: It is time to elect a new world leader, and your Vote counts. Here are the facts about the three
leading candidates:
Candidate A: Associates with crooked politicians, and consults with astrologists. He's had two
mistresses. He also chain smokes and drinks 8 to 10 martinis a day.
Candidate B: He was kicked out of office twice, sleeps until noon, used opium in college and drinks
a quart of whisky every evening.
Candidate C: He is a decorated war hero. He's a vegetarian, doesn't smoke, drinks an occasional
beer and hasn't had any extramarital affairs.
Which of these candidates would be your choice? Decide first, no peeking, then read the answers.
Answers:
Hitler Candidate C is Adolph
And by the way: regarding the answer to the abortion question, if you said yes... you just killed:
Beethoven
Pretty interesting isn't it? Makes a person think before judging someone. Remember, amateurs built the Ark,
professionals built the Titanic…
II. Now write a 25 lines composition about one of your classmates, no names nor nicknames
mentioned, just express your opinion about him or her, it could even be your Teacher…
Be careful about your judgment.
Cuadro III-13 Practice:
Can you fit the words correctly into the grid?
4 letter words 5 letter words 6 letter words 7 letter words 8 letter words
ARIA BASIL ASPIRE ADDRESS DECLARED
TREK BROKE ELDEST INSIPID INVOLVED
ENDED RARELY LOCATED
EQUAL SHAPES PROSPER
IGLOO SHERRY SCIENCE
LITHE SLEIGH STUDENT
LIVID UMPIRES
OLIVE VACCINE
PAUSE
RAVEN
What is Love?
Falsos Cognados, Analiza las palabras y forma 10 oraciones que utilicen al menos tres cognados en ellas.
an abstract: resumen (y no abstracto) college: facultad, colegio universitario (y no colegio, que se dice
to achieve: lograr (y no archivar, que se dice to file) school)
actual: real, efectivo (y no actual, que se dice current) coloured: de color (y no colorado, que se dice red)
actually: en realidad (y no actualmente, que se dice nowadays, command: orden, mandato (y no comando, que se dice
at present) commando unit)
to advertise: anunciar (y no advertir, que se dice to warn) commodity: mercancía o materia prima (y no comodidad, que se
advice: consejos (y no aviso, que se dice warning, notice) dice comfort)
ailment: enfermedad leve, achaque (y no alimento, que se dice to complain: quejarse (y no complacer, que se dice to please)
food) complexion: tez, tono de la piel (y no complexión, que se dice
apparel: ropa, vestimenta (y no aparato, que se dice apparatus, body type)
machine) to compromise: ceder, transigir, poner en peligro (y no
application form: formulario de solicitud (y no formulario de compromiso, que se dice commitment, engagement o agreement)
aplicación) conductor: director de orquesta o cobrador (y no conductor, que
to apologise: pedir disculpas (y no apología, que se dice se dice driver)
defence) confident: seguro de sí mismo (y no confidente, que se dice
apt: propenso (y no apto, que se dice qualified, able) confidant)
argument: discusión, pelea (y no argumento de un libro/una (to be) constipated: sufrir de estreñimiento (y no estar
película, que se dice plot) constipado, que se dice to have a cold/chill)
arena: estadio, plaza de toros (y no arena, que se dice sand) contest: concurso (y no contestar, que se dice to answer)
arm: brazo (y no arma, que se dice gun) to convene: convocar, reunir (y no convenir, que se dice to
army: ejército (y no armada, que se dice navy) agree, to be advisable)
aspersion: calumnia (y no aspersión, que se dice sprinkling) council: consejo (y no conciliar, que se dice to reconcile)
assessment: evaluación (y no asesoría, que se dice crane: grúa (y no cráneo, que se dice skull)
consultancy) curse: maldición (y no curso, que se dice course)
assessor: evaluador, tasador (y no asesor, que se dice advisor o date: fecha (y no dato, que se dice a piece of information o data)
consultant) deception: engaño (y no decepción, que se dice disappointment)
to assist: ayudar (y no asistir a un lugar, que se dice to attend) to deliver: entregar (y no deliberar, que se dice to deliberate)
to attain: lograr, conseguir (y no atar, que se dice to tie) deprivation: privación, pérdida (y no depravación, que se dice
attempt: intento (y no atentado, que se dice terrorist attack) depravity)
attendance: asistencia (y no atención, que se dice attention) derogatory: despectivo (la palabra despective no existe en
avocado: aguacate (y no abogado, que se dice lawyer) inglés)
balloon: globo (y no balón, que se dice ball) desperate: desesperado (y no despertar, que se dice to wake
bank: banco - la institución (y no banco de plaza, que se dice up)
bench) dessert: postre (y no desierto, que se dice desert)
bark: ladrar o ladrido (y no barco, que se dice boat o ship) dinner: cena (y no dinero, que se dice money)
beef: carne vacuna (y no bife, que se dice steak) discrete: diferenciado (y no discreto, que se dice discreet)
billet: acuartelamiento, alojamiento militar (y no billete, que se disgust: asco, repugnancia (y no disgusto, que se dice
dice ticket o note) annoyance, quarrel, trouble o to be upset)
billion: mil millones (y no billón, que se dice trillion) disparate: dispar (y no disparate, que se dice nonsense o foolish
body: cuerpo (y no boda, que se dice wedding) act)
bomber: avión bombardero o persona que coloca bombas (y no diversion: desviación (y no diversión, alegría, que se dice fun)
bombero, que se dice fireman o firefighter) to doze: dormitar (y no doce, que se dice twelve)
brave: valiente (y no bravo, que se dice fierce) dramatic: drástico, espectacular
camp: base militar o campamento (y no campo en general, que economics: economía (y no económicos, que se dice cheap)
se dice field) embarrassed: avergonzado/a (y no embarazada, que se dice
can: lata o el verbo poder (y no cana, que se dice white hair) pregnant)
cap: gorra (y no capa, que se dice layer) estate: propiedad, bien inmueble, patrimonio (y no estado, que
career: carrera profesional, ocupación luego del estudio (y no se dice state)
carrera referida al curso universitario, que se dice degree) eventual: definitivo o posible (y no eventual, que se dice casual,
carpet: alfombra (y no carpeta, que se dice folder) incidental)
cartoon: dibujos animados, tira cómica (y no cartón, que se dice eventually: finalmente, tarde o temprano (y no eventualmente
cardboard) que se dice by chance, possibly)
casual: fortuito, ocasional, informal, superficial (y no casual, que exit: salida (y no éxito, que se dice success)
se dice accidental, chance) fabric: tela (y no fábrica, que se dice factory)
casualty: víctima o herido (y no casualidad, que se dice familiar: conocido, familiar (adjetivo) (y no pariente, familiar
coincidence) (sustantivo), que se dice relative)
cave: cueva (y no cavar, que se dice to dig) fin: aleta (y no fin, que se dice end)
cellular: celular, relativo a la célula (y no teléfono celular, que se form: formulario (y no forma, que se dice shape)
dice mobile telephone) fray: riña, irritarse o deshilacharse (y no fraile, que se dice friar)
chafed: rozado (y no chafado, que se dice crushed o flattened) fume: vapor o gas (y no fumar, que se dice smoke)
collar: cuello de las prendas de vestir (y no collar, que se dice gang: pandilla (y no ganga, que se dice bargain)
necklace) Geneva: Ginebra (y no Génova, que se dice Genoa)
to collapse: hundirse, derrumbarse (y no colapsar, que se dice to gentle: moderado, suave (y no gentil, que se dice gentile, kind)
bring to a standstill)
Cuadro III-16 Practice Part 2:
Falsos Cognados, Analiza las palabras y forma 10 oraciones que utilicen al menos tres cognados en ellas.
to grab: agarrar, asir (y no grabar, que se dice to record) quince: membrillo (y no quince, que se dice fifteen)
gracious: cortés (y no gracioso, que se dice funny) to quit: abandonar, dejar (y no quitar, que se dice to remove o to
grocery: tienda de comestibles (y no grosería, que se dice put away)
rudeness o rude word/expression) quite: bastante, totalmente (y no quitar, que se dice to remove o
hardly: apenas, difícilmente (y no duramente, que se dice to put away)
strongly) quote: cita o presupuesto (y no cuota, que se dice fee,
by heart: de memoria (y no de corazón, que se dice from one's installment o payment)
heart) to rape: violar (y no rapar, que se dice to shave o to crop)
horn: cuerno (y no horno, que se dice oven) recollection: recuerdo (y no recolección, que se dice harvest o
idiom: modismo, locución (y no idioma, que se dice language) collection)
influenza: gripe (y no influencia, que se dice influence) red: rojo (y no red, que se dice net)
ingenuity: ingenio (y no ingenuidad, que se dice naivety) regular: de tamaño normal (y no regular, que se dice bad, not so
inhabitant: habitante (y no inhabitado, que se dice uninhabited) good)
installment: cuota, plazo o entrega (y no instalación, que se dice relatives: parientes (y no relativos, que se dice relative
installation) (adjective))
to intend: tener la intención de (y no intentar, que se dice to try) rope: cuerda, soga (y no ropa, que se dice clothes)
intoxicated: ebrio (y no intoxicado, que se dice with food rude: maleducado, descortés (y no rudo, que se dice rough)
poisoning) to raze: arrasar (y no raza, que se dice race)
involve: involucrar (y no envolver, que se dice wrap) to realize: darse cuenta (y no realizar, que se dice to make)
jam: mermelada (y no jamón, que se dice ham) recipe: receta de cocina (y no recibo, que se dice receipt)
lame: cojo, rengo (y no lamer, que se dice to lick) to record: grabar (y no recordar, que se dice to remember)
large: grande (y no largo, que se dice long) reluctantly: de mala gana (y no relucientemente o
lecture: conferencia (y no lectura, que se dice reading) brillantemente, que se dice brilliantly)
lentil: lenteja (y no lentilla, que se dice contact lens) to remove: quitar, eliminar (y no remover, que se dice to stir)
letter: letra del abecedario o carta (y no letra de una canción, que resort: centro turístico o recurso (y no resorte, que se dice
se dice lyrics) spring)
library: biblioteca (y no librería, que se dice bookshop) to rest: descansar (y no restar, que se dice to subtract)
lobe: lóbulo (y no lobo, que se dice wolf) to resume: reanudar, continuar o reasumir (y no resumir, que se
luxury: lujo (y no lujuria, que se dice lust) dice to summarize o to sum up)
macaroon: galleta con almendras o coco (y no macarrón, que se to reckon: calcular, considerar o creer (y no reconocer, que se
dice a piece of macaroni) dice to recognize)
man: hombre (y no mano, que se dice hand) salad: ensalada (y no salado, que se dice salty)
mascot: persona, animal u objeto que da buena suerte (y no sane: cuerdo (y no sano, que se dice healthy)
mascota como animal doméstico, que se dice pet) scallop: vieira (y no escalope, que se dice escalope)
mayor: alcalde (y no mayor, que se dice bigger) sensible: sensato (y no sensible, que se dice sensitive)
media: medios (y no media, que se dice sock) sensitive: sensible (y no sensitivo, que se dice related to the
misery: tristeza (y no miseria, que se dice poverty) senses)
mocha: café moca (y no mocha/o, desafilada/o, que se dice signature: firma (y no asignatura, que se dice subject)
blunt) sin: pecado (y no sin, que se dice without)
to molest: abusar sexualmente (y no molestar, que se dice to soap: jabón (y no sopa, que se dice soup)
bother o to annoy) socket: enchufe o toma de corriente (y no soquete, que se dice
notice: nota, anuncio (y no noticia, que se dice a piece of news) ankle sock)
occurrence: aparición (y no ocurrencia, que se dice absurd idea) son: hijo (y no son, conjugación del verbo ser, que se dice are)
office: oficina (y no oficio, que se dice trade o job) spade: pala (y no espada, que se dice sword)
once: una vez (y no once, que se dice eleven) stationery: artículos de papelería (y no estacionario, que se dice
oration: discurso ceremonial (y no oración, que se dice sentence stationary)
o prayer) to stay: quedarse (y no estar, que se dice to be)
ordinary: común (y no ordinario, que se dice vulgar) to stir: revolver un líquido (y no estirar, que se dice to stretch)
pan: cacerola, cazuela (y no pan, que se dice bread) stranger: desconocido o forastero (y no extranjero, que se dice
parade: desfile (y no pared, que se dice wall) foreigner)
to pare: pelar o cortar las uñas (y no parar, que se dice to stop) success: éxito (y no suceso, que se dice event)
parents: padres (y no parientes, que se dice relatives) to support: apoyar (y no soportar, que se dice to put up with)
pendant: colgante de un collar (y no pendiente, que se dice sympathetic: comprensivo (y no simpático, que se dice nice,
earring) likeable)
petrol: gasolina o nafta (y no petróleo, que se dice oil, petroleum) sympathy: compasión, comprensión, pésame (y no simpatía,
pie: pastel (y no pie, que se dice foot) que se dice friendliness, affection)
place: lugar (y no plaza, que se dice square) target: objetivo (y no tarjeta, que se dice card)
plate: plato o lámina (y no plata, el metal, que se dice silver) tax: impuesto (y no taxi, que se dice taxi)
policy: política (y no policía, que se dice police) tea: té (y no tía, que se dice aunt)
politic: diplomático, cortés o prudente (y no político, que se dice terrific: fenomenal, genial (y no terrorífico, que se dice terrifying)
politician) to traduce: calumniar (y no traducir, que se dice to translate)
preservative: conservante (y no preservativo, que se dice trait: rasgo (y no trato, que se dice deal o treatment)
condom) to translate: traducir (y no trasladarse, que se dice to move)
prize: premio (y no precio, que se dice price) tramp: vagabundo (y no trampa, que se dice trap)
to probe: investigar (y no probar, que se dice to prove, taste o ultimate: final (y no último, que se dice last)
try) umpire: árbitro (y no imperio, que se dice empire)
prospect: posibilidad, perspectiva o posible cliente (y no zealous: entusiasta (y no celoso, que se dice jealous)
prospecto, que se dice leaflet o pamphlet)
Cuadro III-17 Practice:
Can you fit the words correctly into the grid? The letters in the color boxes will spell out another
word.
3 letter word
SUN
4 letter words
MARS
MOON
STAR
5 letter words
COMET
EARTH
PLUTO
SPACE
VENUS
6 letter words
COSMOS
GALAXY
METEOR
NEBULA
PULSAR
SATURN
URANUS
7 letter words
JUPITER
MERCURY
NEPTUNE
8 letter words
ASTEROID
MILKY WAY
UNIVERSE
9 letter word
SUPERNOVA
Cuadro III-18 Practice:
American Jokes… Do you catch the sense? Explain them to your classmates.
A man is out walking in New York city when he sees a little girl Once there was a rabbit and a bear living in a forest. They went
being chased by a fierce dog. He fights off the dog by hitting the out for a walk and saw a magic golden frog. The rabbit and bear
dog’s head with a stick and saves the girl’s life. The girl’s mother said, “Goodie, three wishes!” The frog then said, “No, six wishes
rushes over to him: “Thank you so much for saving my little girl. since there are two of you.” They got even more excited.
You are a true hero. Tomorrow all the newspapers will have The bear went first. “I wish that all the bears in this forest are
headlines about ‘Brave New Yorker Saves the Life of Young Girl’” females, except for me.” POOF! His wish was granted.
“But I’m not a New Yorker,” the man says. Then it was the rabbit’s turn. “I wish for a racing bike helmet.”
“Oh, then it will say in all the newspapers Brave American Saves POOF! His wish was granted.
Life of Young Girl,” says the mother. The bear hesitated, then said, “I wish all the bears in the
“But I’m not an American neither,” the man says. neighboring forests were females, except for me.” POOF! His
“So, what are you then?” asks the mother. wish was granted.
“I’m an Iranian,” the man replied politely. The rabbit already knew what he wanted, “I wish for a
The next day he sees the newspaper headlines: motorcycle!” POOF! His wish was granted.
“Islamic Extremist Kills American Dog The frog broke in and said, “Now hurry up, I must be on my way!
***** And, may I add, choose carefully your last wish!!”The bear said,
One afternoon, a rich man was riding in the back of his limousine “Alright, I know my last wish. I wish all the bears in the world
when he noticed a man was eating grass by the road side. He were female, except for me.” POOF! His wish was granted.
ordered his driver to stop and he got out to investigate. “Why are The rabbit thought for a while, put on his helmet, and got on his
you eating grass?” he asked the man. motorcycle. With a smirk on his face he said, “I wish the bear
“I don’t have any money for food so I am eating grass,” the poor were gay.”
man replied. *****
“Oh, come along with me then,” said the rich man.
The 70-year-old George went for his annual physical. All of his
“But sir, I have a wife with two children!”
tests came back with normal results. Dr. Smith said, “George,
“Bring them as well,” said the rich man.
everything looks great physically. How are you doing mentally
So, the poor man got into his car and expressed his gratitude,
and emotionally? Are you at peace with yourself, and do you have
“Sir, you are too kind. Thank you for taking us with you.”
a good relationship with your God?”
The rich man replied, “No problem, my friend. The grass at my
George replied, “God and me are tight. He knows I have poor
place is about three feet tall and I could use your help!”
eyesight, so He’s fixed it so that when I get up in the middle of the
***** night to go to the bathroom, poof! the light goes on when I pee,
A guy came into a bar one day and said to the bartender, “Give
and then poof! the light goes off when I’m done.
me six double vodka.”
”“Wow,” commented Dr. Smith, “That’s incredible!” A little later in
The barman says, “Wow! you must have had very bad day.” “Yes,
the day Dr. Smith called George’s wife. “Thelma,” he said,
I’ve just found out my older brother is gay.”
“George is just fine. Physically he’s great. But I had to call
The next day the same guy came into the bar and asked for the
because I’m in awe of his relationship with God. Is it true that he
same drinks.
gets up during the night and poof! the light goes on in the
When the bartender asked what the problem was today the
bathroom and then poof! the light goes off?”
answer came back, “I’ve just found out that my younger brother is
George’s wife exclaimed, “That old fool! He’s peeing in the
gay too!”
refrigerator again!”
On the third day the guy came into the bar and ordered another
six double vodkas.
The bartender said, “What the hell? Doesn’t anybody in your
family like women?”
“Yes, my wife…”
Cuadro III-19 Practice:
Can you fit the words correctly into the grid? The letters in the color boxes will spell out another
word.
4 letter words
CARP
CRAB
DORY
TUNA
5 letter words
BREAM
GUPPY
KRILL
PERCH
PRAWN
SQUID
TROUT
6 letter words
MULLET
MUSSEL
SALMON
SHRIMP
7 letter words
GROUPER
HADDOCK
OCTOPUS
8 letter words
CRAYFISH
FLOUNDER
9 letter word
BARRACUDA
10 letter word
CUTTLEFISH
Cuadro III-20 Practice:
2. Some people claim to have seen UFOs (Unidentified Flying Objects) such as flying saucers. Do you believe
3. What is your opinion of people who say that they can communicate with spirits? Have you ever taken part in a
session?
5. Do you believe in telepathy? Is there another person in the world with whom you have a special understanding?
6. Would you ever visit an astrologer for a forecast of how your life will run in the future or read in news?
7. What does your star sign tell you about your personality and your compatibility with other people?
8. Do you believe in other forms of fortune telling such as Palmistry, Tarot cards, or Reading teacups?
II. Personal Exposition: Beliefs & Myths, choose with your Teacher a date of presentation &
theme.
Cuadro III-21 Practice:
Dialogue: read aloud in pairs.
A: What do you think is the problem between the English and the Americans?
B: That's a very interesting question, because both nationalities share a common language and are usually on the same side
in war-time, yet they rarely speak well of one another on a personal level.
B: Yes, but we measure our superiority in different ways. Ours is cultural and historical. We believe we're more civilized. We're
the country of Shakespeare and the industrial revolution. Americans visit England in search of culture and history.
B: Well, obviously in size. Everything's bigger - their country, their salaries, their roads, their companies. Theirs is the land of
MacDonald's, Coca Cola, Microsoft and IBM. They enjoy telling us that they're the best.
B: Yes, if you measure success purely in dollars, but there're two points here. Firstly, many English people actually believe
that "Small is Beautiful". They prefer countries where you don't get mugged in parks and subways.
B: I was coming to that. It's the difference in character. Maybe you think you're the best in the world, but you don't go shouting
about it from the rooftops. Americans lack our modesty and reserve. They're probably warmer and more friendly, but they're
often very loud and extrovert to go with it.
B: Not entirely. We tend to be rather oblique in our conversation. When Americans speak, you can take them literally, but
when English people speak you have to read between the lines.
B: Exactly.
Cuadro III-22 Practice:
1. "There should be strict censorship of films and news bulletins on television to prevent children from copying violent
2. "Children’s cartoons such as Tom & Jerry and Popeye teach children the wrong lessons." Do you agree?
3. "Television cameras should not record crowd disturbances during sporting events such as football matches." What do you
think?
4. "Combat sports such as boxing where the aim is to injure your opponent should be banned and should certainly not be part
5. "Products such as pornographic videos and rap music which give expression to violence against women should be
6. "In most countries, military training which prepares people for violence against an enemy, should be replaced by schemes
7. "Nobody should be permitted to own a hand gun for a hobby." What do you think?
9. "Parents should not buy toy guns or war toys for their children." Do you agree?
10. "Corporal punishment should not be used either at school or in the home." Do you agree?
Cuadro III-23 Practice:
1. In this puzzle, each letter represents a different number. Can you work out what number (0-9) each letter
stands for? The leftmost letter cannot be zero in any word.
2. Carla is married to Edward, Tracy is married to Michael, Barbara is married to Robert, Stella is married to
Steven. Who is married to Christopher - Rosemary or Stephanie and why?
3. ADVERB, CARBON, CHOICE, ERASED, SURVEY. Which one of the following words belongs in the list above and
why? CRATER, INCOME, LATEST, LENGTH, SCENIC.
4. Leonard is 15, Darren is 18, Desmond is 19, Matthew is 20, Stuart is 21. How old is Raymond?
5. Seven friends each has a home aquarium and each aquarium contains a different number of tropical fish. Bill
has four times as many fish as Angela, who has three times as many fish as Carol, who has ten fewer fish than
Colin, who has a third as many fish as Jenny, who has twice as many fish as Jamie who has twice as many fish as
Brian. How many fish has each person got if the total number of fish is 107?
Across Down
2. Tom Cruise is Vincent in this 2004 movie (10) 1. Glenn Close is Alex Forrest in this 1987 movie
5. Joaquin Phoenix is Johnny Cash in this 2005 (5,10)
movie (4,3,4) 3. Arnold Schwarzenegger plays the title role in
6. Maggie Smith is Mother Superior in this 1992 this 1984 movie (3,10)
movie (6,3) 4. Clive Owen is Louis Salinger in this 2009 movie
11. Dustin Hoffman is Raymond Babbitt in this (3,13)
1998 movie (4,3) 7. Arnold Schwarzenegger is Harry Tasker in this
12. Julianne Moore is Clarice Starling in this 2001 1994 movie (4,4)
movie (8) 8. John Travolta is Edna Turnblad in this 2007
13. Jessica Alba is Sue Storm in this 2005 movie movie (9)
(9,4) 9. Tom Cruise is David Aames in this 2001 movie
14. Brad Pitt is Achilles in this 2004 movie (4) (7,3)
10. Leonardo DiCaprio is Howard Hughes in this
2004 movie (3,7)
Cuadro III-25 Practice:
I. Solutions class 23
1. A=1 D=6 E=5 G=3 H=9 L=4 O=7 P=0 R=8 S=2
2. The third letter of each woman's name is the same as the fifth letter of each man's name, so Rosemary is
married to Christopher.
3. The second and fourth letters of each of the first set of words are consecutive, so INCOME.
4. The letters in each person's name have a numerical value A-Z=1-26. The third letter of each name is equal to
each person's age, so Raymond is 25
5. Jenny 36, Bill 24, Jamie 18, Colin 12, Brian 9, Angela 6, Carol 2.
II. Can you find the ten European cities listed below? No vowels are shown and the remaining
letters have been jumbled.
1. SMRTMD ______________________________________
2. TSPBD ______________________________________
3. CLNBR ______________________________________
4. NDNL ______________________________________
5. NLM ______________________________________
6. SSSBRL ______________________________________
7. SPR ______________________________________
8. WGGSL ______________________________________
9. PLSN ______________________________________
10. N V C ______________________________________
Cuadro III-26 Practice:
When he had things arranged on the table, he pulled the drill toward the dental chair and sat down to polish the false
teeth. He seemed not to be thinking about what he was doing, but worked steadily, pumping the drill with his feet,
even when he didn't need it.
After eight he stopped for a while to look at the sky through the window, and he saw two pensive buzzards who were
drying themselves in the sun on the ridgepole of the house next door. He went on working with the idea that before
lunch it would rain again. The shrill voice of his eleven year-old son interrupted his concentration.
"Papa."
"What?"
He was polishing a gold tooth. He held it at arm's length, and examined it with his eyes half closed. His son shouted
again from the little waiting room.
The dentist kept examining the tooth. Only when he had put it on the table with the finished work did he say:
He operated the drill again. He took several pieces of a bridge out of a cardboard box where he kept the things he still
had to do and began to polish the gold.
"Papa."
"What?"
"He says if you don't take out his tooth, he'll shoot you."
Without hurrying, with an extremely tranquil movement, he stopped pedaling the drill, pushed it away from the chair,
and pulled the lower drawer of the table all the way out. There was a revolver. "O.K.," he said. "Tell him to come and
shoot me."
He rolled the chair over opposite the door, his hand resting on the edge of the drawer. The Mayor appeared at the
door. He had shaved the left side of his face, but the other side, swollen and in pain, had a five-day-old beard. The
dentist saw many nights of desperation in his dull eyes. He closed the drawer with his fingertips and said softly:
"Sit down."
Aurelio Escovar turned his head toward the light. After inspecting the infected tooth, he closed the Mayor's jaw with a
cautious pressure of his fingers.
"Why?"
The Mayor looked him in the eye. "All right," he said, and tried to smile. The dentist did not return the smile. He
brought the basin of sterilized instruments to the worktable and took them out of the water with a pair of cold
tweezers, still without hurrying. Then he pushed the spittoon with the tip of his shoe, and went to wash his hands in
the washbasin. He did all this without looking at the Mayor. But the Mayor didn't take his eyes off him.
It was a lower wisdom tooth. The dentist spread his feet and grasped the tooth with the hot forceps. The Mayor
seized the arms of the chair, braced his feet with all his strength, and felt an icy void in his kidneys, but didn't make a
sound. The dentist moved only his wrist. Without rancor, rather with a bitter tenderness, he said:
The Mayor felt the crunch of bones in his jaw, and his eyes filled with tears. But he didn't breathe until he felt the
tooth come out. Then he saw it through his tears. It seemed so foreign to his pain that he failed to understand his
torture of the five previous nights.
Bent over the spittoon, sweating, panting, he unbuttoned his tunic and reached for the handkerchief in his pants
pocket. The dentist gave him a clean cloth.
The Mayor did. He was trembling. While the dentist washed his hands, he saw the crumbling ceiling and a dusty
spider web with spider's eggs and dead insects. The dentist returned, drying his hands. "Go to bed," he said, "and
gargle with salt water." The Mayor stood up, said goodbye with a casual military salute, and walked toward the door,
stretching his legs, without buttoning up his tunic.
The Mayor didn't look at him. He closed the door and said through the screen:
____________________________________________________________________________________________________
III. Why?
Cuadro III-27 Practice:
The goal is to fold the puzzle into a shape with a solid grey tone on each side. Simply cut out, and
fold to match the finished picture...
START
If Only . . .
by Duncan Mackellar
Comprehension Lecture (Expositions: The Major Problems Youth faces, chose a subject)
“We’re not sure what the school-to-work transition breakdown is,” Some teens with bipolar disorder show signs of mania and
Cunningham says, citing several possible reasons. It may be that depression in the same day, sometimes even at the same time,
young people don’t know how to find jobs, or that employers are such as feeling depressed, but engaging in manic activities. Other
looking at issues broader than just education, such as how reliable teens with bipolar disorder never have severe manic episodes,
or customer-service oriented young people are. only minor episodes known as hypomania. Teens who suffer from
Youth Statistics bipolar disorder may deny that they have a problem, especially
while experiencing mania. Some other signs of teen bipolar
Half of the world's population is under 25 disorder can include:
85% of youth between the ages of 15 and 24 live in developing Poor performance in school
countries Talking or thinking about running away
Globally, young people account for 47% of all unemployment Using drugs or alcohol
113 million of young people are illiterate Engaging in self-destructive behaviors, such as fighting
In sub-Saharan Africa, less than 20% of young people complete Becoming isolated
secondary school Being overly sensitive
Young people account for nearly half of all new HIV infections Delusions or hallucinations
Thinking about or attempting suicide
Teens with bipolar disorder, a serious obstacle for the future.
Because doctors are just beginning to understand teen bipolar
They experience intense moods, often without a clear cause. They disorder, they are not yet sure of the number of teens who suffer
may change rapidly from mania to depression, or experience one from it.
extreme or the other with long periods of normal or less extreme A teen who may have bipolar disorder should visit a doctor, who
moods in between. These mood changes are more severe and can make sure the teen does not have another medical condition
extreme than the normal ups and downs that every teen such as attention deficit hyperactivity disorder (ADHD), conduct
experiences. Sometimes stress, medications, or environmental disorder, or substance abuse problems. A doctor or therapist can
factors can trigger a manic or depressive episode, but the exact recommend and provide treatments for teen bipolar disorder.
causes of bipolar disorder are not yet known. Bipolar disorder Treatment may consist of counseling, often combined with a
seems to have a genetic component, and teens whose close family mood stabilizing medication. The use of medication by teens
members have bipolar disorder are more likely to develop bipolar should be monitored carefully; while it helps many people, it may
disorder. cause suicidal thoughts and behavior in teens.
Cuadro III-31 Practice:
Read and comment. Have you ever had any similar experience?
There's a defiled cemetery in the outskirts of Ciudad Juarez, Mexico, the city I was born in. People who can't
afford to pay funerary services often bury their loved ones here. In Mexico, there's no such thing as medical aid
for low income workers. People that come from out of town are not used to the ever changing weather and as
consequence, many children die in the winter and end up buried in the old, defiled cemetery.
When I was about ten years old, four older friends and I decided to check it out. We walked for hours and when
we finally arrived, it was almost dark. We started walking around and nothing seemed out of place. The air was
getting very heavy and we heard a strange noise from an old, rotted tree. As we got near it, the tree started
shaking. We all got really scared and ran. Later on, we found out that it was one of our friends playing a prank on
us.
We were laughing when suddenly the old grave keeper showed up. He said "Boys, I know you are all just here to
have fun and fool around, but please understand that horrible things happen here! I live in that house over there
(about 100 feet from the cemetery), and every night that those high school punks come and drink and make their
mess, weird things begin to happen. Last time there were loud voices and someone was knocking on my door at
2:00 am. I thought it was those punks, but no one was there. I am very tired and I really would like to sleep
tonight, so if you have no business here, please leave." We felt bad for the poor old guy and left.
We never returned to that place until I was seventeen. I was with my high school punk friends in a truck, and we
were looking for the old cemetery. After ten years, the place had really changed and we were having trouble
finding the cemetery. The trail was wet and muddy and there were so many of us that the truck got stuck in the
mud. When we got out of the truck, we soon found out that we were inside the cemetery.
My friend left the truck in neutral so we could push it, when suddenly the truck began moving by itself. After we
saw that, we were so scared that we just got in the truck and drove off. When we finally decided to stop, we
noticed that the truck was marked with tiny foot and hand prints all over. Then the grave keeper showed up and
said "I remember you, you don't understand what is going on, do you?" The spirits will chase you for a long time."
I really didn't pay much attention to what he said until I later learned that there hadn't been any grave keeper
there for years. I got really freaked out when my friends started telling me that I looked different. The said they
would run into me and I would have a disturbing, "evil" look in my eyes. The weird part is that I was never even at
the place and time they would tell me they saw me.
One of my friends said he chased me all the way into a dead-end alley, and that I would just disappear without a
trace. Even my girlfriend said she would sometimes see me near her house, dressed in black, with a disturbing
glare, when I was actually out somewhere drinking, with someone else.
My sister says that sometimes she hears me when I get home, and watches me open the door and go into the
living room with the light turned off. She would see me lay down on the sofa from across the hall, and suddenly I
would begin ripping my clothes off like some wild animal. When she turns the light on, there's no one there. Hours
later, I would arrive home, leave my keys on the table and go to my room. All of this happens as if someone, or
something was imitating me -- like a mimic.
Cuadro III-32 Practice:
Fit the underlined words correctly into the grid.
1. Tom: I really want to go see a movie tonight, but I’m trying to save my money to buy a new watch.
Advice: ______________________________________________________________________________________________________________________
2. Julie: I just saw my brother’s girlfriend with another boy, but he’s in a really bad mood because he got fired this morning. Do you think I should
tell him?
Advice: ______________________________________________________________________________________________________________________
3. Iris: Did you hear that? I think I heard something in the kitchen! Wait. . . . I’m not sure. There it is again! I think I heard something. Do you hear
it? Maybe it’s a ghost! Maybe it’s a thief!
Advice: ______________________________________________________________________________________________________________________
4. William: My grandfather is so old that he’s almost deaf. When I talk to him, he doesn’t even notice that I’m talking.
Advice: ______________________________________________________________________________________________________________________
5. Rita: My sister always steals my money! I yelled at her, and she apologized and promised that she would stop, but I don’t know if I should
believe her.
Advice: ______________________________________________________________________________________________________________________
6. David: My girlfriend got a really good job offer in Taipei, but I’m afraid that if she moves away, she’ll forget about me and we might break up.
Advice: ______________________________________________________________________________________________________________________
Cuadro III-34 Practice:
Across Down
1. ___ speak louder than words (7) 1. Question and ___ (6)
5. Pieces of ___ (5) 2. ___ pink (7)
8. Trade ___ (7) 3. The ___ and only (3)
9. The Holy ___ (5) 4. You can't beat the ___ (6)
10. __ the lion (3) 5. Chicken and ___ (3)
12. Lead by ___ (7) 6. ___ the nettle (5)
14. A little rough around the ___ (5) 7. Fortune ___ (6)
15. Last but not ___ (5) 11. A drop in the ___ (5)
20. Time is of the ___ (7) 13. Secret ___ (5)
22. Tic-Tac- ___ (3) 16. Helter ___ (7)
23. A ___ playing field (5) 17. Health, ___ and happiness (6)
25. Sorely ___ (7) 18. ___ late than never (6)
27. __ your bets (5) 19. Jack of all ___ (6)
28. Many happy ___ (7) 21. ___ by the bell (5)
24. Let sleeping dogs ___ (3)
26. ___ his match (3)
Cuadro III-35 Practice:
Idiom Advice
Using the idioms, give advice to these people:
Tom: I really want to drive to my girlfriend’s house, but there’s a typhoon right now and it’s quite dangerous outside.
Advice: ______________________________________________________________________________________________________________________
Julie: My brother is so mean! He just kicked me and threw water in my face! I hope he gets hit by a car!
Advice: ______________________________________________________________________________________________________________________
Now, look at the advice given, and think of a situation that would cause someone to give that advice:
William: ____________________________________________________________________________________________________________________
Advice: It’s better late than never!
Rita: ____________________________________________________________________________________________________________________
Advice: Break a leg!
David: ____________________________________________________________________________________________________________________
Advice: Bite your tongue!
Cuadro III-36 Practice: Comprehension Reading
How the Leopard Got His Spots by Rudyard Kipling
In the days when everybody started fair, Best Beloved, the Leopard lived in a place called the High Veldt. 'Member it wasn't the Low Veldt, or the
Bush Veldt, or the Sour Veldt, but the 'sclusively bare, hot shiny High Veldt, where there was sand and sandy-coloured rock and 'sclusively tufts of
sandy-yellowish grass. The Giraffe and the Zebra and the Eland and the Koodoo and the Hartebeest lived there: and they were 'sclusively sandy-
yellow-brownish all over; but the Leopard, he was the 'sclusivest sandiest-yellowest-brownest of them all -- a greyish-yellowish catty-shaped kind of
beast, and he matched the 'sclusively yellowish-greyish-brownish colour of the High Veldt to one hair. This was very bad for the Giraffe and the
Zebra and the rest of them: for he would lie down by a 'sclusively yellowish-greyish-brownish stone or clump of grass, and when the Giraffe or the
Zebra or the Eland or the Koodoo or the Bush-Buck or the Bonte-Buck came by he would surprise them out of their jumpsome lives. He would
indeed! And, also, there was an Ethiopian with bows and arrows (a 'sclusively greyish-brownish-yellowish man he was then), who lived on the High
Veldt with the Leopard: and the two used to hunt together -- the Ethiopian with his bows and arrows, and the Leopard 'sclusively with his teeth
and claws -- till the Giraffe and the Eland and the Koodoo and the Quagga and all the rest of them didn't know which way to jump, Best Beloved.
They didn't indeed!
After a long time -- things lived for ever so long in those days -- they learned to avoid anything that looked like a Leopard or an Ethiopian: and bit
by bit -- the Giraffe began it, because his legs were the longest -- they went away from the High Veldt. They scuttled for days and days till they
came to a great forest, 'sclusively full of trees and bushes and stripy, speckly, patchy-blatchy shadows, and there they hid: and after another long
time, what with standing half in the shade and half out of it, and what with the slippery-slidy shadows of the trees falling on them, the Giraffe grew
blotchy, and the Zebra grew stripy, and the Eland and the Koodoo grew darker, with little wavy grey lines on their backs like bark on a tree-trunk:
and so, though you could hear them and smell them, you could very seldom see them, and then only when you knew precisely where to look. They
had a beautiful time in the 'sclusively speckly-spickly shadows of the forest, while the Leopard and the Ethiopian ran about over the 'sclusively
greyish-yellowish-reddish High Veldt outside, wondering where all their breakfasts and their dinners and their teas had gone. At last they were so
hungry that they ate rats and beetles and rock-rabbits, the Leopard and the Ethiopian, and then they had the Big Tummy-ache, both together: and
then they met Baviaan -- the dog-headed, barking baboon, who is Quite the Wisest Animal in All South Africa.
Said the Leopard to Baviaan (and it was a very hot day), 'Where has all the game gone?'
And Baviaan winked. He knew.
Said Ethiopian to Baviaan, 'Can you tell me the present habitat of the aboriginal Fauna?' (That meant just the same thing, but the Ethiopian
always used long words. He was a grown-up.)
And Baviaan winked. He knew.
Then said Baviaan, 'The game has gone into other spots: and my advice to you, Leopard, is to go into other spots as soon as you can.'
And the Ethiopian said, 'That is all very fine, but I wish to know whither the aboriginal Fauna has migrated.'
Then said Baviaan, 'The aboriginal Fauna has joined the aboriginal Flora because it was high time for a change; and my advice to you, Ethiopian,
is to change as soon as you can.'
That puzzled the Leopard and the Ethiopian, but they set off to look for the aboriginal Flora, and presently, after ever so many days, they saw a
great, high, tall forest full of tree-trunks all 'sclusively speckled and sprottled and spottled, dotted and splashed and slashed and hatched and cross-
hatched with shadows. (Say that quickly aloud, and you will see how very shadowy the forest must have been.)
'What is this,' said the Leopard, 'that is so 'sclusively dark, and yet so full of little pieces of light?'
'I don't know,' said the Ethiopian, 'but it ought to be the aboriginal Flora. I can smell Giraffe, and I can hear Giraffe, but I can't see Giraffe.'
'That's curious,' said the Leopard. 'I suppose it is because we have just come in out of the sunshine. I can smell Zebra, and I can hear Zebra, but I
can't see Zebra.'
'Wait a bit,' said the Ethiopian. 'It's a long time since we've hunted 'em. Perhaps we've forgotten what they were like.'
'Fiddle!' said the Leopard. I remember them perfectly on the High Veldt, especially their marrow- bones. Giraffe is about seventeen feet high, of a
'sclusively fulvous golden-yellow from head to heel: and Zebra is about four and a half feet high, of a 'sclusively grey-fawn colour from head to
heel.'
'Umm,' said the Ethiopian, looking into the speckly-spickly shadows of the aboriginal Flora-forest. 'Then they ought to show up in this dark place
like ripe bananas in a smoke-house.'
But they didn't. The Leopard and the Ethiopian hunted all day; and though they could smell them and hear them, they never saw one of them.
'For goodness' sake,' said the Leopard at tea-time, 'let us wait till it gets dark. This daylight hunting is a perfect scandal.'
So they waited till dark, and then the Leopard heard something breathing sniffily in the starlight that fell all stripy through the branches, and he
jumped at the noise, and it smelt like Zebra, and it felt like Zebra, and when he knocked it down it kicked like Zebra, but he couldn't see it. So he
said, 'Be quiet, O you person without any form. I am going to sit on your head till morning, because there is something about you that I don't
understand.'
Presently he heard a grunt and a crash and a scramble, and the Ethiopian called out, 'I've caught a thing that I can't see. It smells like Giraffe, and
it kicks like Giraffe, but it hasn't any form.'
To be continued…
Cuadro III-37 Practice: Comprehension Reading. Continuation…
'Don't you trust it, said the Leopard. 'Sit on its head till the morning -- same as me. They haven't any form -- any of 'em.'
So they sat down on them hard till bright morning-time, and then Leopard said, 'What have you at your end of the table, Brother?'
The Ethiopian scratched his head and said, 'It ought to be 'sclusively a rich fulvous orange-tawny from head to heel, and it ought to be Giraffe; but
it is covered all over with chestnut blotches. What have you at your end of the table, Brother?'
And the Leopard scratched his head and said, 'It ought to be 'sclusively a delicate greyish-fawn, and it ought to be Zebra; but it is covered all over
with black and purple stripes. What in the world have you been doing to yourself, Zebra? Don't you know that if you were on the High Veldt I
could see you ten miles off? You haven't any form.'
'Yes,' said the Zebra, 'but this isn't the High Veldt. Can't you see?'
'I can now,' said the Leopard, 'But I couldn't all yesterday. How is it done?'
'Let us up,' said the Zebra, 'and we will show you.'
They let the Zebra and the Giraffe get up; and Zebra moved away to some little thorn-bushes where the sunlight fell all stripy, and the Giraffe
moved off to some tallish trees where the shadows fell all blotchy.
Now watch,' said the Zebra and the Giraffe. 'This is the way it's done. One -- two -- three! And where's your breakfast?'
Leopard stared, and Ethiopian stared, but all they could see were stripy shadows and blotched shadows in the forest, but never a sign of Zebra and
Giraffe. They had just walked off and hidden themselves in the shadowy forest.
'Hi! Hi!' said the Ethiopian. 'That's a trick worth learning. Take a lesson by it, Leopard. You show up in this dark place like a bar of soap in a coal-
scuttle.'
'Ho! Ho!' said the Leopard. 'Would it surprise you very much to know that you show up in this dark place like a mustard-plaster on a sack of
coals?'
'Well, calling names won't catch dinner,' said the Ethiopian. 'The long and the little of it is that we don't match our backgrounds. I'm going to take
Baviaan's advice. He told me I ought to change: and as I've nothing to change except my skin I'm going to change that.'
'What to?' said the Leopard, tremendously excited.
'To a nice working blackish-brownish colour, with a little purple in it, and touches of slaty-blue. It will be the very thing for hiding in hollows and
behind trees.'
So he changed his skin then and there, and the Leopard was more excited than ever: he had never seen a man change his skin before.
'But what about me?' she said, when the Ethiopian had worked his last little finger into his fine new black skin.
'You take Baviaan's advice too. He told you to go into spots.'
'So I did,' said the Leopard. 'I went into other spots as fast as I could. I went into this spot with you, and a lot of good it has done me.'
'Oh,' said the Ethiopian. 'Baviaan didn't mean spots in South Africa. he meant spots on your skin.'
'What's the use of that?' said the Leopard.
'Think of Giraffe,' said the Ethiopian. 'Or if you prefer stripes, think of Zebra. They find their spots and stripes give them per-fect satisfaction.'
'Umm,' said the Leopard. 'I wouldn't look like Zebra -- not for ever so.'
'Well, make up your mind,' said the Ethiopian, 'because I'd hate to go hunting without you, but I must if you insist on looking like a sunflower
against a tarred fence.'
'I'll take spots, then,' said the Leopard; 'but don't make 'em too vulgar-big. I wouldn't look like Giraffe -- not for ever so.'
'I'll make 'em with the tips of my fingers,' said the Ethiopian. 'There's plenty of black left on my skin still. Stand over!'
Then the Ethiopian put his five fingers close together (there was plenty of black left on his new skin still) and pressed them all over the Leopard,
and wherever the five fingers touched they left five little black marks, all close together. You can see them on any Leopard's skin you like, Best
Beloved. Sometimes the fingers slipped and the marks got a little blurred; but if you look closely at any Leopard now you will see that there are
always five spots -- off five black finger-tips.
'Now you are a beauty!' said the Ethiopian. 'You can lie out on the bare ground and look like a heap of pebbles. You can lie out on the naked rocks
and look like a piece of pudding-stone. You can lie out on a leafy branch and look like sunshine sifting through the leaves; and you can lie right
across the centre of a path and look like nothing in particular. Think of that and purr!'
'But if I'm all this,' said the Leopard, 'why didn't you go spotty too?'
'Oh, plain black's best,' said the Ethiopian. 'Now come along and we'll see if we can't get even with Mr One-Two-Three-Where's-your-Breakfast!'
So they went away and lived happily ever afterwards, Best Beloved. That is all.
Oh, now and then you will hear grown-ups say, 'Can the Ethiopian change his skin or the Leopard his spots?' I don't think even grown-ups would
keep on saying such a silly thing if the Leopard and the Ethiopian hadn't done it once -- do you? But they will never do it again, Best Beloved. They
are quite contented as they are.
Cuadro III-38 Practice: Personality Test
Instructions: In the table below, for each statement 1-50 mark how much you agree with on the scale 1-5, where 1=disagree,
2=slightly disagree, 3=neutral, 4=slightly agree and 5=agree, in the box to the left of it.
E = 20 + (1) ___ - (6) ___ + (11) ___ - (16) ___ + (21) ___ - (26) ___ + (31) ___ - (36) ___ + (41) ___ - (46) ___ = _____
A = 14 - (2) ___ + (7) ___ - (12) ___ + (17) ___ - (22) ___ + (27) ___ - (32) ___ + (37) ___ + (42) ___ + (47) ___ = _____
C = 14 + (3) ___ - (8) ___ + (13) ___ - (18) ___ + (23) ___ - (28) ___ + (33) ___ - (38) ___ + (43) ___ + (48) ___ = _____
N = 38 - (4) ___ + (9) ___ - (14) ___ + (19) ___ - (24) ___ - (29) ___ - (34) ___ - (39) ___ - (44) ___ - (49) ___ = _____
O = 8 + (5) ___ - (10) ___ + (15) ___ - (20) ___ + (25) ___ - (30) ___ + (35) ___ + (40) ___ + (45) ___ + (50) ___ = _____
The scores you calculate should be between zero and forty. Below is a description of each trait.
• Extroversion (E) is the personality trait of seeking fulfillment from sources outside the self or in community. High scorers tend
to be very social while low scorers prefer to work on their projects alone.
• Agreeableness (A) reflects much individuals adjust their behavior to suit others. High scorers are typically polite and like
people. Low scorers tend to 'tell it like it is'.
• Conscientiousness (C) is the personality trait of being honest and hardworking. High scorers tend to follow rules and prefer
clean homes. Low scorers may be messy and cheat others.
• Neuroticism (N) is the personality trait of being emotional.
• Openness to Experience (O) is the personality trait of seeking new experience and intellectual pursuits. High scores may day
dream a lot. Low scorers may be very down to earth.
Cuadro III-39 Practice:
1. "Cultural differences cause problems. It is better for people to stay in their own countries rather than
to migrate to other ones." Do you agree?
2. Would you prefer to live in a monoculture or in a multi-racial (Chinese, black, white, etc.) society?
Why?
3. "It is better to study major international languages like English rather than spending time on minority
languages for the sake of regional identity like Spanish" Do you agree?
4. "Governments should give regions in their countries more autonomy so that they can protect and
enjoy their own cultures rather than serving the centralized policies of the capital city." Do you agree?
5. Is it better to marry someone of the same cultural background than interracial or intercultural?
6. "Religion as a school subject should include all the major world religions - not only the majority
religion in the country concerned like Catholicism" Do you agree?
7. How do you think "Mexican Culture" differs from "North American Culture"? How do these cultures
differ in your country?
Cuadro III-40 Practice:
1. Are young people generally more selfish than their parents and grandparents?
2. Should adults try to teach young people lessons, such as the dangers of drinking too much, taking drugs or
contracting the HIV virus, or should they leave them alone to find out about these things themselves?
3. What do you think is the best age to be? Explain your opinion.
4. Most countries give young people rights as they reach a certain age. For example, British people can legally
make love or fight for their country at the age of 16; they can drink, vote and drive a car when they are 18. Does
your country have similar laws? Do you think that any of the age limits need changing?
5. Should young people have to do some form of military or community service by law?
6. Should people of between 60 and 65 be obliged to retire from their jobs in order to make way for younger
workers?
7. Are there many things that the old can teach the young or are they hopelessly out of touch by the time they
reach a certain age?
8. In most countries, compulsory education is targeted at 5 - 16 year olds. Would it be better to offer it to
pensioners who want to learn rather than young people who prefer not to be in school?
9. In Russia, China and many other countries, there is a tradition of choosing leaders who are advanced in years.
Do you think that older people make better leaders?
10. Many elderly people have disabilities, which limit their mobility. Do buses, shops and public buildings in your
country provide easy access for the disabled or are your towns and cities designed mainly for the young and able-
bodied?
11. Should the elderly be expected to pay for residential care out of their own savings or should appropriate
accommodation and nursing be provided by the taxpayer?
Cuadro III-41 Practice:
1. The universe is controlled by a God who rewards good and punishes wrongdoing.
4. The story of Adam and Eve is not to be believed. Darwin’s theory of evolution is more credible.
5. It is impossible for the rich to be truly religious. That’s why Christians have Lent and Muslims have Ramadan.
7. Do people have free will to choose between right or wrong or are our choices determined by hereditary and
environmental influences?
8. Are the Ten Commandments out of date? Which rules do you think are needed for religion or society today?
9. In Western Europe, church attendance has gone down, while in the Arab world religious worship has kept its
popularity. Can you explain why?
Find and circle all of the words that are hidden in the grid.
Nihilism is the view that nothing exists. There are different kinds of nihilism; one can be a moral nihilist, for
instance, holding that morality does not exist, or a religious nihilist, holding that God does not exist. The problem
of the specious present supports a universal nihilism, the view that nothing whatsoever exists.
In order for something to exist, it must have duration; it must exist for a certain amount of time. To say that
something exists for no time at all, that at the very moment that it comes into existence it also passes out of it, is
to say that it doesn’t exist at all. Unicorns exist for no time at all; so do square circles. Things that exist for no time
at all don’t exist. In order for something to exist, it must have duration.
The past and the future do not exist; they are not there, in the world. Perhaps the past once existed, and perhaps
its effects can still be seen in the world today, but the past doesn’t exist now; if it exists now, then where is it? And
perhaps the future will exist one day, but it doesn’t exist yet; again, if it exists now, then where is it? The past and
the future clearly do not exist; the universe consists only of the gap between them, the present.
How large is the gap between the past and the future? What is the duration of the present? A minute? A second?
A nano-second?
Clearly the present does not last as long as a minute. A minute consists of different temporal parts. First comes
its beginning, then its middle, and then its end. Each of its parts occurs at a different time. If its beginning is
present then its middle and end are future. If its middle is present, then its beginning is past and its end is future.
If its end is present then its beginning and middle are past. If the present lasted as long as a minute then it would
consist of past, present, and future elements, but that would be absurd; the present must be wholly present.
The same, though, could be said if the present were of shorter duration, lasting only a second, or even only a
nano-second. In either case, the present would have temporal parts: a beginning, a middle, and an end. If its
beginning were present then its middle and end would be future. If its middle were present, then its beginning
would be past and its end would be future. If its end were present then its beginning and middle would be past. If
the present has any duration at all then it consists of past, present, and future elements, but that, as I said before,
would be absurd.
The present, then, has no duration; there is no gap between the past and the future. It has already been seen,
though, that to say that something has no duration is to say that it does not exist. The present, then, like the past
and the future, does not exist.
If there is neither past, nor present, nor future, though, then what is there? Nothing. Nothing exists at all.
Universal nihilism is true and you do not exist. . .
Is this true?
Cuadro III-45 Practice:
A farmer had some puppies he needed to sell. He painted a sign advertising the 4 pups, and set about nailing it to a
post on the edge of his yard. As he was driving the last nail into the post, he felt tug on his overalls.
He looked down into the eyes of a little boy. "Mister," he said, "I want to buy one of your puppies."
"Well," said the farmer, as he rubbed the sweat of the back of his neck, "these puppies come from fine parents and cost
a good deal of money." The boy dropped his head for a moment. Then reaching deep into his pocket, he pulled out a
handful of change and held it up to the farmer. "I've got thirty-nine cents. Is that enough to take a look?"
"Sure," said the farmer. And with that he let out a whistle. "Here Dolly!" he called out from the doghouse and down ramp
ran Dolly followed by four little balls of fur. The little boy pressed his face against the chain link fence. His eyes danced
with delight. As the dogs made their way to the fence, the little boy noticed something else stirring inside the doghouse.
Slowly another little ball appeared, this one noticeably smaller. Down the ramp it slid. Then in a awkward manner, the
little pup began hobbling toward the others, doing its best to catch up.... "I want that one," the little boy said, pointing to
the runt. The farmer knelt down at the boy's side and said, "Son, you don't want that puppy. He will never be able to run
and play with you like these other dogs would." With that the little boy stepped back from the fence, reached down, and
began rolling up one leg of his trousers. In doing so he revealed a steel brace running down both sides of his leg
attaching itself to a specially made shoe. Looking back up at the farmer, he said, "You see sir, I don't run too well
myself, and he will need someone who understands."
* * * * *
A certain man planted a rose and watered it faithfully and before it blossomed, he examined it.
He saw a bud that would soon blossom but noticed thorns upon the stem, and he thought, "How can any beautiful
flower come from a plant, burdened with so many sharp thorns?" Saddened by this thought, he neglected to water the
rose, and before it was ready to bloom. . . . It died.
So it is with many people. Within every soul, there is a rose. The "God-like" qualities planted in us at birth, growing
amidst the thorns of our faults. Many of us look at ourselves and see only the thorns, the defects.
We despair; thinking nothing good can possibly come from us. We neglect to water the good within us, and eventually it
dies. We never realize our potential.
Some don't see the rose within themselves. It takes someone else to show it to them. One of the greatest gifts a person
can possess is to be able to reach past the thorns and find the rose within them.
This is one of the characteristics of love – to look at a person, know their true faults and accepting that person into your
life… all the while recognizing the nobility in their soul. Help others to realize they can overcome their faults. If we show
them the “rose” within themselves, they will conquer their thorns. Only then will they blossom many times over.
Cuadro III-46 Practice:
By the time the Lord made mothers, he was into the sixth day working overtime. An Angel appeared and
said "Why are you spending so much time on this one?"
And the Lord answered and said, "Have you read the spec sheet on her? She has to be completely washable,
but not plastic; have 200 movable parts, all replaceable; run on black coffee and leftovers; have a lap that
can hold three children at one time and that disappears when she stands up; have a kiss that can cure
anything from a scrape knee to a broken heart; and have six pairs of hands."
The Angel was astounded at the requirements for this one. "Six pairs of hands! No Way!" said the Angel.
The Lord replied, Oh, it's not the hands that are the problem. It's the three pairs of eyes that mothers
must have!"
"And that's on the standard model?" the Angel asked. The Lord nodded in agreement, "Yep, one pair of
eyes are to see through the closed door as she asks her children what they are doing even though she
already knows. Another pair in the back of her head, are to see what she needs to know even though no one
thinks she can. And the third pair are here in the front of her head. They are for looking at an errant child
and saying that she understands and loves him or her without even saying a single word."
The Angel tried to stop the Lord. "This is too much work for one day. Wait until tomorrow to finish."
"But I can't!" The Lord protested, "I am so close to finishing this creation that is so close to my own heart.
She already heals herself when she is sick and can feed a family of six on a pound of hamburger and can
get a nine year old to stand in the shower."
The Angel moved closer and touched the woman, "But you have made her so soft, Lord."
"She is soft," the Lord agreed, "but I have also made her tough. You have no idea what she can endure or
accomplish."
The Lord replied, "Not only will she be able to think, she will be able to reason, and negotiate."
The Angel then noticed something and reached out and touched the woman's cheek. "Oops, it looks like you
have a leak with this model. I told you that you were trying to put too much into this one."
The Lord said, "The tear is her way of expressing her joy, her sorrow, her disappointment, her pain, her
loneliness, her grief, and her pride.” The Lord said, "The tear is her way of expressing her joy, her sorrow,
her disappointment, her pain, her loneliness, her grief, and her pride."
The Angel was impressed. "You are a genius, Lord. You thought of everything for this one. You even created
the tear!"
The Lord looked at the Angel and smiled and said, "I'm afraid you are wrong again, my friend. I created the
woman, but she created the tear!"
Cuadro III-47 Practice: Comprehension Reading
I started for school very late that morning and was in great dread of a scolding, especially because M. Hamel had said that he
would question us on participles, and I did not know the first word about them. For a moment I thought of running away and
spending the day out of doors. It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open
field back of the sawmill the Prussian soldiers were drilling. It was all much more tempting than the rule for participles, but I
had the strength to resist, and hurried off to school.
When I passed the town hall there was a crowd in front of the bulletin-board. For the last two years all our bad news had come
from there—the lost battles, the draft, the orders of the commanding officer—and I thought to myself, without stopping:
Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there, with his apprentice, reading the bulletin,
called after me:
I thought he was making fun of me, and reached M. Hamel’s little garden all out of breath.
Usually, when school began, there was a great bustle, which could be heard out in the street, the opening and closing of desks,
lessons repeated in unison, very loud, with our hands over our ears to understand better, and the teacher’s great ruler rapping
on the table. But now it was all so still! I had counted on the commotion to get to my desk without being seen; but, of course,
that day everything had to be as quiet as Sunday morning. Through the window I saw my classmates, already in their places,
and M. Hamel walking up and down with his terrible iron ruler under his arm. I had to open the door and go in before
everybody. You can imagine how I blushed and how frightened I was.
“Go to your place quickly, little Franz. We were beginning without you.”
I jumped over the bench and sat down at my desk. Not till then, when I had got a little over my fright, did I see that our teacher
had on his beautiful green coat, his frilled shirt, and the little black silk cap, all embroidered, that he never wore except on
inspection and prize days. Besides, the whole school seemed so strange and solemn. But the thing that surprised me most was to
see, on the back benches that were always empty, the village people sitting quietly like ourselves; old Hauser, with his three-
cornered hat, the former mayor, the former postmaster, and several others besides. Everybody looked sad; and Hauser had
brought an old primer, thumbed at the edges, and he held it open on his knees with his great spectacles lying across the pages.
While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave and gentle tone which he had used to
me, said:
“My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in the schools of
Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson. I want you to be very attentive.”
Oh, the wretches; that was what they had put up at the town-hall!
My last French lesson! Why, I hardly knew how to write! I should never learn any more! I must stop there, then! Oh, how
sorry I was for not learning my lessons, for seeking birds’ eggs, or going sliding on the Saar! My books, that had seemed such a
nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn’t give
up. And M. Hamel, too; the idea that he was going away, that I should never see him again, made me forget all about his ruler
and how cranky he was.
Poor man! It was in honor of this last lesson that he had put on his fine Sunday clothes, and now I understood why the old men
of the village were sitting there in the back of the room. It was because they were sorry, too, that they had not gone to school
more. It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country
that was theirs no more.
(To be continued)
Cuadro III-48 Practice: Comprehension Reading. Continuation…
While I was thinking of all this, I heard my name called. It was my turn to recite. What would I not have given to be able to say
that dreadful rule for the participle all through, very loud and clear, and without one mistake? But I got mixed up on the first
words and stood there, holding on to my desk, my heart beating, and not daring to look up. I heard M. Hamel say to me:
“I won’t scold you, little Franz; you must feel bad enough. See how it is! Every day we have said to ourselves: ‘Bah! I’ve plenty
of time. I’ll learn it to-morrow.’ And now you see where we’ve come out. Ah, that’s the great trouble with Alsace; she puts off
learning till to-morrow. Now those fellows out there will have the right to say to you: ‘How is it; you pretend to be
Frenchmen, and yet you can neither speak nor write your own language?’ But you are not the worst, poor little Franz. We’ve
all a great deal to reproach ourselves with.
“Your parents were not anxious enough to have you learn. They preferred to put you to work on a farm or at the mills, so as to
have a little more money. And I? I’ve been to blame also. Have I not often sent you to water my flowers instead of learning
your lessons? And when I wanted to go fishing, did I not just give you a holiday?”
Then, from one thing to another, M. Hamel went on to talk of the French language, saying that it was the most beautiful
language in the world—the clearest, the most logical; that we must guard it among us and never forget it, because when a
people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison. Then he opened a
grammar and read us our lesson. I was amazed to see how well I understood it. All he said seemed so easy, so easy! I think,
too, that I had never listened so carefully, and that he had never explained everything with so much patience. It seemed almost
as if the poor man wanted to give us all he knew before going away, and to put it all into our heads at one stroke.
After the grammar, we had a lesson in writing. That day M. Hamel had new copies for us, written in a beautiful round hand:
France, Alsace, France, Alsace. They looked like little flags floating everywhere in the school-room, hung from the rod at the
top of our desks. You ought to have seen how every one set to work, and how quiet it was! The only sound was the scratching
of the pens over the paper. Once some beetles flew in; but nobody paid any attention to them, not even the littlest ones, who
worked right on tracing their fish-hooks, as if that was French, too. On the roof the pigeons cooed very low, and I thought to
myself:
Whenever I looked up from my writing I saw M. Hamel sitting motionless in his chair and gazing first at one thing, then at
another, as if he wanted to fix in his mind just how everything looked in that little school-room. Fancy! For forty years he had
been there in the same place, with his garden outside the window and his class in front of him, just like that. Only the desks
and benches had been worn smooth; the walnut-trees in the garden were taller, and the hopvine that he had planted himself
twined about the windows to the roof. How it must have broken his heart to leave it all, poor man; to hear his sister moving
about in the room above, packing their trunks! For they must leave the country next day.
But he had the courage to hear every lesson to the very last. After the writing, we had a lesson in history, and then the babies
chanted their ba, be bi, bo, bu. Down there at the back of the room old Hauser had put on his spectacles and, holding his primer
in both hands, spelled the letters with them. You could see that he, too, was crying; his voice trembled with emotion, and it
was so funny to hear him that we all wanted to laugh and cry. Ah, how well I remember it, that last lesson!
All at once the church-clock struck twelve. Then the Angelus. At the same moment the trumpets of the Prussians, returning
from drill, sounded under our windows. M. Hamel stood up, very pale, in his chair. I never saw him look so tall.
“My friends,” said he, “I—I—” But something choked him. He could not go on.
Then he turned to the blackboard, took a piece of chalk, and, bearing on with all his might, he wrote as large as he could:
“Vive La France!”
Then he stopped and leaned his head against the wall, and, without a word, he made a gesture to us with his hand: “School is
dismissed—you may go.”
Cuadro III-49 Practice:
Read and give your opinion.
Wolf, meeting with a Lamb astray from the fold, resolved not to lay violent hands on him, but to find some plea to
justify to the Lamb the Wolf's right to eat him. He thus addressed him: "Sirrah, last year you grossly insulted me."
"Indeed," bleated the Lamb in a mournful tone of voice, "I was not then born." Then said the Wolf, "You feed in my
pasture." "No, good sir," replied the Lamb, "I have not yet tasted grass." Again said the Wolf, "You drink of my
well." "No," exclaimed the Lamb, "I never yet drank water, for as yet my mother's milk is both food and drink to
me." Upon which the Wolf seized him and ate him up, saying, "Well! I won't remain supper-less, even though you
refute every one of my imputations."
The tyrant will always find a pretext for his tyranny.
A Bat who fell upon the ground and was caught by a Weasel pleaded to be spared his life. The Weasel refused,
saying that he was by nature the enemy of all birds. The Bat assured him that he was not a bird, but a mouse,
and thus was set free. Shortly afterwards the Bat again fell to the ground and was caught by another Weasel,
whom he likewise entreated not to eat him. The Weasel said that he had a special hostility to mice. The Bat
assured him that he was not a mouse, but a bat, and thus a second time escaped.
It is wise to turn circumstances to good account.
An Ass having heard some Grasshoppers chirping, was highly enchanted; and, desiring to possess the same
charms of melody, demanded what sort of food they lived on to give them such beautiful voices. They replied,
"The dew." The Ass resolved that he would live only upon dew, and in a short time died of hunger.
A Lion was awakened from sleep by a Mouse running over his face. Rising up angrily, he caught him and was
about to kill him, when the Mouse piteously entreated, saying “if you would only spare my life, I would be sure to
repay your kindness.”
The lion laughed and let him go. It happened shortly after this that the Lion was caught by some hunters, who
bound him by ropes to the ground. The Mouse, recognizing his roar, came gnawed the rope with his teeth, and
set him free, exclaim “you ridiculed the idea of my ever being able to help you, expecting to receive from me any
repayment of your favor; I know you know that it is possible for even a Mouse to con benefits to a Lion.”
A Charcoal-Burner carried on his trade in his own house. One day he met a friend, a Fuller, and entreated him to
come and live with him, saying that they should be far better neighbors and that their housekeeping expenses
would be lessened. The Fuller replied, "The arrangement is impossible as far as I am concerned, for whatever I
should whiten, you would immediately blacken again with your charcoal."
Like will draw like.
Cuadro III-50 Practice:
Le participe présent
I. Récrivez ces phrases en utilisant le participe présent à la place des éléments soulignés.
II. Remplacez les éléments soulignés par la forme composée du participe présent.
1. Les passagers qui n'ont pas rempli de fiche de police devront se présenter au contrôle.
_________________________________________________________________________________
2. Les candidats qui auront obtenu le plus de voix se présenteront au deuxième tour des élections.
_________________________________________________________________________________
3. Les vêtements qui ont été achetés pendant les soldes ne pourront pas être repris.
_________________________________________________________________________________
4. Les étudiants titulaires du baccalauréat pourront s'inscrire en faculté.
_________________________________________________________________________________
III. Mettez les phrases suivantes au style télégraphique en utilisant le participe présent.
IV. Utilisez les éléments suivants pour exprimer la cause avec le participe présent.
⊣1⊢
EXERCICES
Jeunes diplômés
Anne vient de terminer avec succès sa troisième et dernière année à l'École supérieure de commerce.
Avec ses amis Pierre et Sophie, de la même promotion qu’elle, elle discute projets d’avenir autour d'un
expresso à la cafèt' de l'école.
2. Pierre : Pas encore pour moi, car les hommes, eux, n'échappent pas au service militaire.
3. Sophie : Je ne m'en fais pas pour toi. Je sais que tu t'arrangeras pour le faire dans les meilleures
conditions possibles.
4. Pierre : En effet. J'ai été pistonné par un oncle ! Je pars en coopération à l'étranger. Mais à ce stade, je
n'ai encore aucune idée de mon point de chute. Après mon service, je n'aurais rien contre une formation
complémentaire aux États-Unis type MBA si je trouve les fonds nécessaires.
5. Anne : Ça n'est pas évident, compte tenu du coût des études, surtout dans les meilleures universités. Et
toi, Sophie, où en es-tu ?
6. Sophie : J'ai l’esprit plutôt indépendant. Vous avez eu souvent l’occasion de vous en rendre compte !
C’est pourquoi j’aimerais créer ma propre entreprise de relations publiques. C'est un créneau toujours très
porteur qui demande peu de capital de départ. J'avais aussi envisagé la publicité, mais c'est difficile d’y
démarrer de rien.
7. Anne : Tu pourras profiter du carnet d'adresses que tu t'es constitué en travaillant au bureau des élèves.
C'est aussi un point du CV que les futurs employeurs apprécient. Ils y voient une marque de dynamisme
et d'esprit d'entreprise.
8. Sophie : Je pense que je le mérite, car j'ai consacré beaucoup de temps à diverses activités étudiantes,
souvent au détriment de mes résultats aux examens, je m'empresse de le dire ... ! Mais parle-nous un peu
de tes propres projets. Connaissant ton esprit méthodique, je suis sûre que tu as déjà établi ton plan de
carrière.
9. Anne : Je n'en suis pas encore là. Mon responsable de stage marketing qui est chef de produit chez
Génal m'a proposé d'entrer dans son équipe. J'ai beaucoup appris avec lui, mais j 'aimerais bien élargir
mon expérience ...
10. Pierre (l’interrompant) : Sophie a raison. Tu m'as l'air de savoir ce que tu veux.
11. Anne : Quel mal y a-t-il à ça ? Dans un premier temps, je voudrais m'orienter vers la gestion des
ressources humaines. C'est peut-être le meilleur moyen - ou le plus rapide - d'être confronté aux réalités
pas toujours drôles de la vie d'une entreprise.
⊣2⊢
EXERCICES
13. Anne : J'ai répondu à plusieurs annonces parues dans l'Express et dans le bulletin de l'association des
anciens et j'ai déjà eu trois entretiens par l'intermédiaire du bureau Carrières de l'école. Enfin, j'ai écrit
directement au DRR de Génal en me recommandant de mon responsable de stage. Maintenant, comme
Pierre, j’attends avec impatience des réponses favorables ou du moins des convocations à des entretiens
ou même à des tests.
15. Anne : Mes trois stages m'ont permis de me familiariser avec l’agro-alimentaire, la banque et la
distribution. Mais je reste ouverte à toute proposition, pourvu que j'y trouve un moyen de m'épanouir.
16. Pierre (un peu ironique) : Ton enthousiasme m’impressionne. En attendant, je vous invite à venir
prendre un pot chez moi !
Répondez :
⊣3⊢
EXERCICES
Le gérondif
⊣4⊢
EXERCICES
Le gérondif (suite)
III. Indiquez dans les phrases suivantes si le gérondif exprime la simple simultanéité, la cause, le
moyen, la condition ou l'opposition.
3. En ne jetant pas l'argent par les fenêtres, il aurait moins de soucis. ____________________________
⊣5⊢
EXERCICES
L'élève français désirant poursuivre ses études au niveau supérieur doit d'abord réussir son
baccalauréat à la fin de sa dernière année de lycée (la classe de terminale). Mais à partir de ce moment-là,
il a le choix entre deux voies : l'université ou les grandes écoles. Ces dernières se sont spécialisées
traditionnellement dans des domaines plus directement liés au monde du travail (écoles d'ingénieur ou de
gestion), alors que l'université, outre h médecine, la pharmacie ou le droit, offrait toute la gamme, des
humanités aux sciences.
Si le baccalauréat ouvre la porte de l'université, ce diplôme n'est pas suffisant pour entrer dans une
grande école. Pour cette deuxième voie il faut encore passer deux ans (normalement) en classe
préparatoire avant d'être reçu à un concours d'entrée comportant des épreuves écrites et orales. Cette
première différence est importante, car elle reflète une attitude divergente vis-à-vis de la sélection : les
grandes écoles en font une garantie de la qualité de leurs diplômés alors que l'université est ouverte (en
principe) à tout bachelier.
Dans le domaine des études de gestion, on assiste actuellement à une concurrence accrue entre les
écoles supérieures de commerce (dites ESC ou Sup de Co) et les universités, avec leurs diplômes
spécialisés (maîtrises, DESS, DEA, etc.). Concurrence parfois difficile, lorsqu'on sait que les ESC vivent
en grande partie de leurs frais de scolarité (relativement élevés) alors que l'université pratique la quasi-
gratuité des études.
⊣6⊢
EXERCICES
L’adjectif verbal
IV. Transformez ces phrases pour faire apparaître un adjectif verbal ou un participe présent.
1. Je l'ai vu le jour qui précédait la rentrée.__________________________________________________
2. Ses arguments nous ont convaincus. _____________________________________________________
3. Cet enfant me fatigue beaucoup. ________________________________________________________
4. C'est une personne qui a de l'influence. ___________________________________________________
5. On l'a aperçu qui émergeait de l'eau.___________________________________________________
⊣7⊢
EXERCICES
La place de l'adjectif
Mon _________ appareil photo _________ est un _________ appareil_________. (nouveau/très bon)
Le _________ jour _________ de la semaine est un _________ jour _________. (premier/difficile)
Les _________ trois _________ exercices sont des _________ exercices _________. (dernier/faciles)
La _________ station de métro _________ est la _________ station _________. (prochaine/dernière)
⊣8⊢
EXERCICES
Adjectifs particuliers
Médor (chien, animal) (gros, très doux) → Médor est un gros chien, mais c’est un animal très doux.
II. Complétez les phrases avec « neuf »/« nouveau », « vieux »/« ancien ».
⊣9⊢
EXERCICES
Offre d'emploi
Regardez bien l’exemple d'offre d'emploi ci-dessous. Vous remarquerez qu'elle est construite selon le
schéma suivant :
présentation de l’entreprise,
profil du candidat « idéal »,
description du poste à pourvoir.
Bien sûr, l'ordre de ces trois éléments peut varier d'une offre à l’autre.
Nous sommes une vieille PME familiale (100 personnes), en pleine expansion. Déjà
bien implantés sur le marché français, nous souhaitons exporter nos produits sur les
marchés espagnol et portugais et cherchons un(e):
⊣ 10 ⊢
EXERCICES
Application
Choisissez, complétez.
parue, également, PJ , Dijon, métier, complémentaire, diplômée, attention, entretien, scolarité, agréer,
souhaiterais, relever, recherche, madame, suite, semestre, distinguées, stages, commerciale
Magali Marques
30 allée des Myosotis
2 1 000 Dijon
(4. ____ ) à votre annonce, (5. ____ ) dans le Figaro économie de cette semaine, je (6. ____ )
poser ma candidature pour le poste d'attachée (7. ____ ) export.
(8. ____ ) de l'Ecole Supérieure de Commerce de Dijon (Promotion 199.), option Marketing /
Vente, je suis actuellement à la (9. ____ ) d'un premier emploi. Vous verrez, cependant, sur mon CV, ci-
joint, que j'ai effectué deux (10. ____ ) (chez Kraft France et chez Amora), qui m'ont bien préparée au
(11. ____ ) de la vente, aussi bien en France qu'à l'étranger.
Tout au long de ma (12. ____ ), j ' ai étudié l'espagnol et l'anglais, et je parle (13. ____ ) le
portugais, mes parents étant d'origine portugaise. J'ai passé le deuxième (14. ____ ) de ma troisième (et
dernière) année (d'ESC) à l'Université Catholique de Lisbonne.
C'est pour ces raisons que je me sens tout à fait apte à (15. ____ ) le défi que vous proposez. Je
reste à votre entière disposition pour tout renseignement (16. ____ ).
En espérant avoir l'occasion de vous convaincre lors d'un (17. ____ ), je vous prie d'(18. ____ ),
Madame, l'expression de mes salutations (19. ____ ).
Magali MARQUES
(20. ____ ) : CV
⊣ 11 ⊢
EXERCICES
Application
Choisissez et complétez :
accueil, caissière, célibataire, clientèle, concours, couramment, diplômée, écoles, étrangères, Finistère,
naissance, nationalité, option, planche, pratique, prénom, préparatoire, professionnelle, série, supérieures
Curriculum Vitae
Nom : THIBAUD
(1. _____ ) Anne
Date et lieu de (2 . _____ ): le 14 décembre 1974, Brest, (3. _____ )
Domicile : 157 avenue de Paris, 78000 Versailles
Situation de famille : (4. _____ ) Française
Études et diplômes
Autres activités
⊣ 12 ⊢
EXERCICES
La forme passive
⊣ 13 ⊢
EXERCICES
L'entretien
Dans une tour de la Défense, le bureau de M. Quéré, DRH de Génal France SA, filiale française d'une
multinationale suisse, un des leaders mondiaux de l'agro-alimentaire. (Un coup discret à la porte)
1. M. Quéré : Entrez !
2. Mlle Lavergne : Monsieur le Directeur, Monsieur Ancel vient d'arriver.
3. M. Quéré : Il est à l'heure : un bon point pour lui. Avez-vous préparé son dossier?
4. Mlle Lavergne : Oui, Monsieur. Il est dans la chemise bleue sur votre bureau. Voici votre courrier.
5. M. Quéré : Merci. Faites entrer ce jeune homme. (Elle. ressort. Frédéric entre, costume sombre, cravate
discrète, attaché-case) Bonjour monsieur. Asseyez-vous, je vous prie. Votre curriculum vitae a attiré mon
attention, et en particulier votre connaissance de quatre langues étrangères.
6. Frédéric : J'en suis heureux et flatté. Mais, pour être franc, mon espagnol et mon italien ont besoin
d'être rafraîchis.
7. M. Quéré : J'ai cru comprendre que vous vous intéressiez à tout ce qui touche au secteur alimentaire.
8. Frédéric : En effet. Pendant mon CSNE au Canada, j'ai été chargé du suivi des négociations concernant
l'exportation de céréales et l'importation de canne à sucre des Antilles.
9. M. Quéré : Deux des denrées de base qui entrent dans nos différentes fabrications... Je note aussi que
vous avez fait du démarchage par téléphone.
10. Frédéric : C’était pendant ma dernière année de fac. J'avais besoin d'argent. On m'a demandé si je
voulais vendre des encyclopédies. La commission était intéressante, mais il n'est pas facile d'obtenir un
rendez-vous par téléphone. Et à Paris, le porte-à-porte n'est pas très bien vu. Enfin, j’ai beaucoup appris
sur le tas.
11. M. Quéré : Le vin n'a plus de secrets pour vous ...
12. Frédéric : Comment? Ah oui ! 1'ai fait les vendanges dans le Midi après mon bac, mais ça ne suffit
pas pour faire de vous un connaisseur. Je me rappelle surtout mes courbatures et mes coups de soleil !
13. M. Quéré : Très bien ... Le poste que nous proposons exigera de fréquents déplacements en province,
voire dans les pays francophones riverains, c'est-à-dire la Suisse et la Belgique. Vous étiez au courant?
14. Frédéric : L'annonce était tout à fait claire sur ce point. J'y ai répondu en toute connaissance de cause,
et j'ai insisté sur ma totale disponibilité.
15. M. Quéré : Bon, je crois que nous avons abordé l'essentiel. Permettez que je vous pose maintenant une
question assez délicate : selon vous, quels sont les points faibles de votre CV ?
16. Frédéric (après un moment d’hésitation) : Sans doute une expérience trop sommaire du monde de
l'entreprise· et une maîtrise insuffisante des outils de gestion.
⊣ 14 ⊢
EXERCICES
17. M. Quéré : Sur ces deux points, nous veillerons à compléter votre formation, si vous venez travailler
chez nous. Vous ferez une période d'essai de six mois. Vous apprendrez alors à connaître l'entreprise, ses
produits, ses activités. Vous serez intégré dans une équipe de vendeurs expérimentés qui guideront vos
premiers pas sur le terrain.
18. Frédéric : Et au bout de ces six mois ?
19. M. Quéré : Il ne tient qu'à vous. Si vous nous donnez satisfaction, nous confinerons votre emploi par
un CDI. Voilà, je crois que nous nous sommes tout dit: Je dois recevoir un autre candidat. (Se levant pour
lui serrer la main et le raccompagner) Je pense pouvoir vous donner une réponse d'ici un mois au plus
tard.
20. Frédéric : Merci beaucoup et au revoir, j'espère !
21. M. Quéré : Au revoir.
Répondez.
⊣ 15 ⊢
EXERCICES
1. Qui a inventé le compact disc ? Le compact disc a été inventé par Philips
2. Qui a découvert l'Amérique ? _______________________________________________________
3. Qui a écrit « Le Petit Prince » ? _______________________________________________________
4. Qui a découvert la pénicilline ? _______________________________________________________
5. Qui a inventé l'imprimerie ? _______________________________________________________
6. Qui a peint la chapelle Sixtine ? _______________________________________________________
⊣ 16 ⊢
EXERCICES
IV. Utilisez «se faire» ou «se laisser» + infinitif à la place de la forme passive.
1. Elle a été renversée par une voiture.___________________________________________________
2. Il a été agressé dans la rue et n'a pas réagi. _____________________________________________
3. Ils ont été punis par le maître. _______________________________________________________
4. Il a été séduit par son sourire.________________________________________________________
5. Vous avez été battu et vous ne vous êtes pas défendu ? _____________________________________
6. Elle a été entraînée dans une histoire bizarre. ____________________________________________
⊣ 17 ⊢
EXERCICES
Objets de légende
L’histoire commence en Californie e 1848. C’est la ruée vers l’or. Un prospecteur a besoin d’un
pantalon résistant à l’érosion1 par eau. Le jeune Bavarois Oscar Levi-Strauss lui taille un pantalon dans la
toile de bâche2 qu’il achète à Nimes pour fabriquer… des tentes. En 1873, Levi-Strauss s’associe avec un
tailleur3 du Nevada, Jacob Davis.
Ensemble, ils perfectionnent leur pantalon. Mais c’est au début des années 20 que le blue-jean
prend son nom : « bleu » par sa nouvelle couleur car le denim (« de Nimes »), qui était ocre, est
désormais teint au bleu indigo ; et « jean » pour Gênes comme le port d’Italie, le pantalon d’Oscar Levi-
Strauss ressemblant beaucoup à celui des marins génois du XVIe siècle.
Sous son nouveau patronyme4, le bleu jean est prêt pour une nouvelle carrière. Jusque-là réservé
aux cow-boys, aux ouvriers et bûcherons5 du western, il va se transformer en vêtement de loisir. La crise
de 1929 oblige la bourgeoisie américaine à faire des économies, elle ne passe plus ses vacances en Europe
mais dans les ranchs de l’Ouest. C’est là qu’elle va découvrir le blue-jean et l’adopter pour le weekend.
À la liberation6, c’est le grand boum. La jeunesse du monde entier en fait l’emblème d’un nouveau
mode de vie, libre et contestataire7.
1. Usure à cause de l’eau / 2. Tissu imperméable qui sert à protéger les marchandises, les véhicules de la pluie / 3. Personne qui fabrique des
vêtements / 4. Nom / 5. Personnes qui travaillent dans la forêt / 6. Fin de la guerre de 1939-1945 (en France) / 7. Qui aime s’opposer aux
traditions.
⊣ 18 ⊢
EXERCICES
Application
⊣ 19 ⊢
EXERCICES
La vente
La force de vente constitue l'organe essentiel chargé du contact entre l'entreprise et la clientèle. Son
rôle est de s'assurer que le produit ou le service est accessible dans le plus grand nombre de points de
vente, ou à la disposition des clients.
Pour les biens industriels, la force de vente est en liaison directe avec les utilisateurs et les
acheteurs. Pour les produits de grande consommation, elle travaille surtout au niveau de la distribution.
Elle se compose généralement de représentants et de VRP (voyageurs-représentants- placiers). Les biens
de consommation exigent des forces de vente étoffées parce qu'il faut beaucoup de monde pour visiter 10
000 ou 20 000 magasins plusieurs fois par an.
Il faut aussi contrôler en permanence les activités de la force de vente et lui fournir la motivation
nécessaire à l'accomplissement de sa mission. Il est donc indispensable de définir un système de
rémunération qui incite chacun à effectuer sa tâche dans les meilleures conditions possibles. Le
représentant est généralement salarié de l'entreprise. Il touche un fixe et une prime qui varie selon le
chiffre obtenu. Le VRP est payé à la commission. Il peut représenter plusieurs maisons, c'est-à-dire avoir
plusieurs cartes. On dit alors qu'il est "multicarte". Il dispose d'une plus grande liberté de choix dans
l'organisation de son travail. Cette formule convient aux entreprises qui débutent ou qui ont des
ressources limitées. Elle est moins favorable au travail en profondeur, pour une firme dont la taille ou
l'évolution technique par exemple demande des liens de subordination plus étroits.
Application
Reliez :
A. B.
1. cadre a. péage
2. VRP b. intérêt
3. retraite c. contravention
4. docteur d. salaire
5. autoroute e. prime
6. appartement f. commission
7. stationnement interdit g. honoraires
8. corruption de fonctionnaire h. cotisation de sécurité sociale
9. emprunt i. loyer
10. assurance j. pot de vin
⊣ 20 ⊢
EXERCICES
L’adverbe de quantité
IV. Écrivez un petit texte en utilisant quelques adverbes de temps choisis dans la liste suivante.
hier - alors - depuis 2 heures les pompiers - aujourd'hui - avant - déjà - demain - après
autrefois - aussitôt après - aussitôt - maintenant - ensuite - bientôt – enfin
⊣ 21 ⊢
EXERCICES
Frédéric vole maintenant de ses propres ailes. Bien formé et bien encadré pendant ses premiers mois, il
doit aujourd’hui affronter pour la première fois la colère d’un client, M. Legendre, responsable des
achats d’une PME de demi-gros.
1. Frédéric (décrochant le téléphone) : Frédéric Ancel, direction régionale des ventes, à votre service.
2. M. Legendre (d'un ton furieux) : Allô, ici Legendre, service achats des "Distributeurs Réunis". Vous
devinez l'objet de mon appel. J'essaie en vain de vous joindre personnellement depuis hier.
3. Frédéric : Je sais. J'étais en déplacement et j’ai trouvé vos messages à mon retour. Et je suis déjà au
courant de votre problème.
4. M. Legendre : Ça me fait une belle jambe ! Vous admettrez que nous avons des raisons de nous
plaindre.
6. M. Legendre : Je tiens à vous rappeler une fois de plus notre commande de fin octobre. Vous
comprendrez mon étonnement et mon mécontentement de n'avoir encore rien vu venir, à part un bref
accusé de réception par fax m'indiquant que vous faisiez de votre mieux pour accélérer les choses.
7. Frédéric (dans ses petits souliers) : Je vous comprends et je suis absolument désolé, mais ...
8. M. Legendre : En prenant vous-même ma commande, vous vous étiez engagé à livrer la marchandise
dans les plus brefs délais.
9. Frédéric : Absolument. Mais vous connaissez les difficultés auxquelles nous avons dû faire face
pendant la longue grève des transports ferroviaires.
10. M. Legendre : Ne me racontez pas d'histoires ! Vous avez toute une flotte de camions pour votre
distribution. Vous n'êtes donc pas trop tributaires de la SNCF.
11. Frédéric : Sauf pour certains produits qui arrivent par conteneurs dans nos usines. Plusieurs
chargements sont restés bloqués sur les voies, ce qui a provoqué d'importants ralentissements dans la
fabrication et, par conséquent, dans nos livraisons.
12. M. Legendre : Ce ne sont pas vos justifications, si valables soient-elles, qui vont m'être d'un grand
secours. Ayant prévu une livraison ponctuelle, je n'avais pris aucune disposition pour garantir
l'approvisionnement de notre stock qui est à l'heure actuelle presque entièrement épuisé. Nos clients
n'arrêtent pas de nous téléphoner en nous harcelant de questions. Il y en a même qui nous menacent de
changer de fournisseur. Je vous laisse juge des graves conséquences que peut entraîner votre retard sur la
bonne marche de nos affaires !
⊣ 22 ⊢
EXERCICES
13. Frédéric : Je vous promets de trouver une solution rapide à vos problèmes.
14. M. Legendre : Encore du bla-bla ! Jusqu' à maintenant, je n'avais eu qu’à me féliciter de l'efficacité de
vos services. Ce n'est malheureusement plus le cas !
15. Frédéric : Je vais immédiatement voir mon directeur afin d'obtenir la priorité absolue pour votre
livraison.
16. M. Legendre : Faites-lui bien comprendre que si vous ne pouviez pas honorer notre commande avant
la fin de la semaine, je serais dans l'obligation de m'adresser ailleurs ce qui représenterait pour vous une
perte de chiffre d'affaires non négligeable.
17. Frédéric : Cher monsieur, je suis conscient de la position délicate dans laquelle nous vous avons mis.
Vous pouvez compter sur moi. Je vous rappelle dans les deux heures pour vous informer des dispositions
que nous prenons pour résoudre vos problèmes. A tout de suite. (Frédéric raccroche avec un soupir de
soulagement) Ouf !
Répondez, expliquez.
⊣ 23 ⊢
EXERCICES
L’adverbe de modalité
I. Vous êtes l'ami(e) de Pierre. Portez votre propre jugement sur ces propos à l'aide des adverbes
qui conviennent.
- Tu as revu Pierre?
- Oui. Il voulait que nous sortions. On est allés au cinéma. Il a choisi un film policier. Le film était bon,
les acteurs ne l'étaient pas trop.
- Tu aurais préféré une comédie musicale ?
II. Renforcez les affirmations et les négations à l'aide des adverbes qui conviennent.
1. Un Etat, comme un ménage, ne peut dépenser plus d'argent qu'il n'en gagne.
2. On peut présenter les choses comme ça. Mais il ne faut pas oublier qu’à notre époque, c'est une règle
difficile à appliquer.
3. Je n'ai pas envie d'entrer dans une telle discussion.
III. Vous êtes allé(e) a une exposition de peinture. Rapportez les exclamations admiratives ou non
que vous avez entendues devant certains tableaux.
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
IV. Vous êtes au Salon de l'automobile, vous vantez les qualités du dernier modèle de la marque X.
Développez vos arguments.
1. D'abord ______________________________________________________________________
2. Par ailleurs ____________________________________________________________________
3. De plus _______________________________________________________________________
4. En outre ______________________________________________________________________
5. En fin ________________________________________________________________________
V. Employez ≪ au moins ≫ et ≪ du moins ≫ dans un contexte de votre choix.
_____________________________________________________________________________________
____________________________________________________________________________________
⊣ 24 ⊢
EXERCICES
La place de l’adverbe
⊣ 25 ⊢
EXERCICES
L'histoire d'amour des Français avec la cuisine n'est pas terminée ... mais un fait est certain, les
Français mangent moins. La "grande bouffe" traditionnelle, c'est fini.
Il y a cinquante ans, on absorbait en moyenne 2 500 calories par jour. Aujourd'hui, selon les
dernières études publiées, les hommes en consomment tout juste 2000 et les femmes 1800. Et ces chiffres
continuent de baisser dans toutes les couches de la population.
On passait encore deux heures trente minutes à table par jour en 1965. Le chiffre est tombé à une
heure vingt minutes. Seul le petit déjeuner fait exception : au moins vingt minutes contre cinq à six
minutes alors. Il est en passe de devenir un vrai repas, au détriment de celui de midi : mode anglo-
saxonne et influence de la publicité pour les céréales peut-être, et sans doute modification des horaires de
travail.
Par ailleurs, alors que le pouvoir d'achat n'a cessé d'augmenter, la part réservée à l'achat de
nourriture a baissé. Les" Français(es) mangent moins et mangent différemment : moins de pain, de
pommes de terre (sauf les travailleurs de force, agriculteurs et ouvriers), moins de légumes frais, de lait,
de sucre et de beurre.
Le malheur des uns fait le bonheur des autres. Les ventes de surgelés ont été multipliées par vingt.
Egalement grands gagnants, le poisson et le jambon. Le vin ordinaire a chuté au profit des vins
d'appellation d'origine contrôlée (AOC). Au palmarès des ventes, les boissons non alcoolisées et eaux
minérales. Il faut enfin signaler la percée des nourritures exotiques dont la vogue rappelle celle des ethnic
foods dans les pays anglo-saxons : le couscous est devenu avec le steak-frites le plat préféré !
Quelles sont les causes profondes de toutes ces mutations ?
• La féminisation de l'emploi (trois femmes sur quatre travaillent entre vingt-cinq et cinquante ans).
• Le temps consacré à la cuisine diminue d'autant. La mode "minceur'.' est le standard imposé aux deux
sexes. Ce qui explique par exemple le boom des yaourts consommés dans 95% des foyers. S'il est une
tradition qui demeure bien ancrée, c'est le repas pris à la maison autour de la table familiale. On y passe
certes moins de temps qu'il y a trente ans mais le rituel persiste, surtout pour le dîner. Le plateau-repas
des Anglo-saxons n'a pas fait de percée notable.
Identifiez.
⊣ 26 ⊢
EXERCICES
1. Nous avons célébré le mariage ______ famille _______ la plus stricte intimité car nous étions
_______ deuil.
2. L'institutrice exigeait des élèves qu'ils rentrent______ la classe ______ silence.
3. Ils habitent______ Norvège _______une petite ville du nord du pays.
4. Ils se sont refugies _______ la montagne ou ils vivent _______ pleine nature.
5. J'ai voyagé _______ première classe _______ un wagon non-fumeurs.
6. Nous étions _______ classe, _______ la salle située ______ face du laboratoire.
7. L'orage nous a surpris_______ chemin______ un petit village près de Rennes.
8. Ils se sont déguises ______ extraterrestres et ils sont apparus _______ des costumes extravagants.
9. Elle était ______ forme, _______ une forme incroyable.
10. Ils aspirent à vivre _______ paix, ________ une paix durable.
11. Elle était habillée _______ bleu, _______ un bleu azur magnifique.
12. Pendant mon séjour _______ France, j'ai vécu ______ famille, ______ une famille très accueillante
ou il y avait quatre enfants.
⊣ 27 ⊢
EXERCICES
La publicité
Qu'elles soient petites ou grandes, les entreprises font une place grandissante à la publicité dans leur
politique commerciale. Elle est d'abord nécessaire pour porter à la connaissance des consommateurs les
nouveaux produits et pour écouler une production généralement en avance sur la demande. Si les progrès
de la technique et de la science ont mis des moyens d'expression diversifiés à la disposition des
annonceurs, depuis l'enseigne lumineuse jusqu'à la publicité dans le ciel, ce sont la presse, la radio et la
télévision qui disposent encore du plus fort rayonnement.
Mais le monde de la communication est en train de vivre un bouleversement. Un nouveau média a
débarqué : le on-line, avec les millions d'utilisateurs d'ordinateurs. On voit ainsi se développer une
publicité interactive sous forme de dialogue direct avec le consommateur.
À l'heure actuelle, la publicité ne se contente pas de participer par sa créativité à la conception
d’annonces originales et esthétiques destinées à attirer l’attention du consommateur en puissance. Elle est
aussi associée à l'élaboration du produit et à sa commercialisation.
Dans le développement d'une stratégie publicitaire, on doit tenir compte d'un facteur important : la
disposition du consommateur vis-à-vis d'un produit donné. L'image de marque représente un patrimoine
économique et social considérable. Les relations publiques ont pour objectif de l'entretenir ou de la
modifier par des méthodes variées telles que le patronage d'événements sportifs ou les actions
spectaculaires en faveur de la recherche médicale ou de l'assistance humanitaire. L'insistance que met un
client à réclamer une marque particulière dépend largement de l'habileté et de la force avec laquelle la
publicité et ses auxiliaires, comme la promotion des ventes, ont agi sur sa motivation.
Les pouvoirs publics et les associations de consommateurs disposent maintenant d'un arsenal
juridique important pour lutter contre la publicité mensongère et même contre la représentation imparfaite
des caractéristiques d'un produit. Une bonne publicité doit être de l'information précise et contrôlée; ce
qui ne l'empêche pas d'être intelligemment et agréablement mise en valeur.
On peut contrôler l'efficacité de la publicité par des enquêtes, des questionnaires ou des sondages.
Mais le meilleur test réside, en dernier ressort, dans le choix d'une marque plutôt qu’une autre par le
consommateur.
Identifiez.
⊣ 28 ⊢
EXERCICES
II. Répondez aux questions suivantes en utilisant la préposition « pour» comme dans le modèle.
⊣ 29 ⊢
EXERCICES
BILAN
B. Ils étaient venus______ partout, _______ pied, ______ cheval, _______ voiture _______ rendre
un dernier hommage ______ celui _______ lequel ils avaient mis tous leurs espoirs.
⊣ 30 ⊢
EXERCICES
Mystères et légendes
Au milieu du XVIIIe siècle, un étrange animal a tué plus de cent personnes dans la région du
Gévaudan (l'actuel département de la Lozère).
Selon les rares témoins, la bête était plus grande qu'un loup. Elle avait une force extraordinaire et
s’attaquait surtout aux femmes et aux enfants.
Certains croyaient qu'il s'agissait d’un tigre ou d'un ours qui appartenait à un montreur d’animaux
sauvages. D'autres imaginaient un homme déguisé en loup. Pour d'autres enfin, la bête était une créature
du diable.
Mais trois ans après le début du massacre, un paysan, Jean Chastel, tue un loup « aussi gros qu’une
vache » et la série des agressions s'arrête.
Pourtant, la rumeur n'est pas morte. En effet, l'animal tue par Chastel n’a pas été examine par des
scientifiques et il ne correspond pas tout à fait aux descriptions des témoins.
Aujourd'hui encore, certains historiens se passionnent pour le mystère de la bête du Gévaudan. Un
film récent Le Pacte des loups, révèle une explication possible.
Derrière les meurtres du Gévaudan se cachait une société secrète qui voulait s'attaquer au pouvoir
du roi Louis XV. La bête trompait la police et faisait croit une malédiction sur la région.
⊣ 31 ⊢
EXERCICES
Application
II. Faites correspondre les répliques et les actes de parole qu’elles illustrent.
Ex. : Ça, c'est sûr, elle était plus grande qu'un loup! → affirmation
5. Cette affaire n'est pas aussi claire : on a l'impression que derrière la bête il pourrait y avoir une
⊣ 32 ⊢
EXERCICES
I. Rédigez le compte rendu du voyage d'une vedette de cinéma pour le journal régional.
II. Complétez le texte suivant en utilisant les adverbes de temps qui conviennent.
Dans les lycées on a vu _______________ une montée de la violence. Des crimes ont été commis. On
s'interroge ___________________ sur les causes de tels actes. On a peur que _____________________
lycées soient transformés en lieux plus dangereux que certains quartiers la nuit.
III. Complétez le texte suivant en utilisant les adverbes ou les indications de temps qui conviennent.
Je passerai vous laisser mes clés ___________________ de partir; j'apporterai____________________
mon petit chat. Il ne devrait pas vous ennuyer car ________________ sa série de piqures, il va beaucoup
mieux. Mais il ne faudra pas oublier de lui donner __________________ matins sa pilule.
____________________ la fin de ses piqures, c'est indispensable. ____________________ j’avais
oublié de les lui donner, il a été horriblement malade. ____________________ on ne s'occupait pas des
animaux comme aujourd'hui._____________________ que les gens se sentent seuls, ils ont besoin de ces
petits compagnons et ce n'est pas parce que ___________________ l'homme communiquera sur les
autoroutes de l'information qu'il communiquera plus avec ses voisins. Allez, au revoir et merci.
⊣ 33 ⊢
EXERCICES
C’était le soir du 28 mars 1902. Marie et Pierre Curie étaient restés tard dans leur laboratoire de la
rue Lhomond et allaient rentrer chez eux. Avant de sortir, Marie s’est retournée. Sur la table, dans
l’obscurité, les petites coupelles émettaient une lumière bleue. À ce moment-là, Marie a su qu’elle avait
enfin isolé le radium, cet élément chimique sur lequel elle avait travaillé les cinq années précédentes.
L’année suivante, pour cette découverte qui va révolutionner la science du XX e siècle, elle
obtiendra le prix Nobel de physique.
Maria Sklodowska était née en Pologne en 1867. Très tôt, elle avait montré des capacités
intellectuelles exceptionnelles. À l’âge de 24 ans, elle était venue à Paris pour faire des études de
physique et trois ans plus tard, elle avait épousé le scientifique Pierre Curie.
Mais tout a commencé ce jour de 1897 où Marie a choisi comme sujet de thèse l’étude des
éléments radioactifs. Un an auparavant, Henri Becquerel avait découvert que l’uranium émettait des
rayonnements. Marie a alors une intuition : d’autres éléments peuvent être radioactifs. À partir de ce
moment, malgré des conditions de travail difficiles, elle consacrera toute son énergie à ses recherches.
En 1911, elle obtient un deuxième prix Nobel, celui de chimie. Elle aura été la première femme à
recevoir ce prix et le premier scientifique à l’obtenir deux fois.
⊣ 34 ⊢
EXERCICES
Application
I. Racontez l'histoire de Marie Curie en utilisant les mots de la 2e colonne du tableau « pour situer
dans le temps » et en commençant par :
« C’est le soir du 28 mars 1902 que Marie Curie a découvert… »
II. Racontez l'histoire de la première vaccination par Lois Pasteur en utilisant les mots de la 2e
colonne du tableau « pour situer dans le temps » et en commençant par :
⊣ 35 ⊢
EXERCICES
L’expression de la durée
III. Complétez le texte suivant de manière à exprimer que l'action se fait dans l'immédiat.
Je veux que vous soyez partis dans l'heure_____________________. Rassurez-vous, ils seront partis dans
____________________. Mais n'oubliez pas que dans_____________________ vous devrez avoir réglé
leur problème de relogement. Je m'engage à ce qu'il soit reg le ____________________ leur départ. Je
tiens vraiment à ce qu'ils soient installés _____________________ les deux jours.
IV. Complétez ce texte par « depuis» ou «pendant» en mettant les verbes au temps convenable.
Nous (être) _____________________ au service militaire ensemble mais après avoir été libérés, (être)
_____________________ perdus de vue et ____________________ nous ne nous (être)
_____________________ jamais revus. Mais _____________________ hier, j'ai retrouvé sa piste, grâce
au journal. On n'en est pas sûr, mais il (avoir fait) _______________________ de la contrebande au
Paraguay___________________ plusieurs années. Mais ____________________ les mesures
d'extradition prises par le gouvernement, il (être) ________________________ rentre en France ou il
(être resté) ____________________cache____________________ tout ce temps.
⊣ 36 ⊢
EXERCICES
Accidents de la route
Il y a trente ans, on désignait l’état des routes comme la principale cause des accidents.
Or, depuis longtemps, les spécialistes savent qu’un accident est souvent dû à multiples facteurs :
puissance et le poids de la voiture, la vitesse, le type de route et son état, les conditions météo, la présence
Accuser seulement l’automobiliste a donc pour conséquence de passer sous silence les raisons de
son comportement. Cela permet par ailleurs de cacher certaines vérités embarrassantes.
Les services publics et les constructeurs automobiles n’ont pas intérêt à ce qu’on accuse les routes
⊣ 37 ⊢
EXERCICES
Application
II. Précisez l’époque. Mettez les indicateurs de temps dans l’ordre chronologique et accordez les
verbes.
aujourd'hui - dans les années qui ont suivi - il y a trente ans (2) - il y a quelques années - depuis
longtemps
Ex. Il y a trente ans (désigner) on désignait l'état des routes comme principale cause des accidents.
⊣ 38 ⊢
EXERCICES
L’expression de la cause
IV. Reliez les phrases proposées par « étant donné que » ou « du fait que » pour créer un rapport
cause/conséquence.
1. Les loyers sont chers. / Les gens désertent les grandes villes pour aller habiter en banlieue.
____________________________________________________________________________________
2. Les gens regardent beaucoup la télévision. / Le cinéma est en crise.
____________________________________________________________________________________
3. Vous n'avez pas 18 ans. / Vous avez besoin d'une autorisation parentale.
____________________________________________________________________________________
4. Les aiguilleurs du ciel sont en grève. / Les avions ne partiront pas.
____________________________________________________________________________________
⊣ 39 ⊢
EXERCICES
L’expression de la cause
⊣ 40 ⊢
EXERCICES
Le Canada
Les liens historiques et culturels entre la France et le Canada sont très forts et pour beaucoup de
Français, cette moitié de l'Amérique du Nord représente une sorte de pays cousin, certes lointain, voire
inaccessible, mais qui laisse rêveur. En effet, lorsqu' on regarde la carte du monde, on est tout de suite
frappé par la taille du Canada. Avec une superficie de presque dix millions de kilomètres carrés, dont
environ 7,5% sont couverts d'eau, il fait dix-huit fois la France et dépasse légèrement son voisin, les
États-Unis. Et lorsqu’on sait que sa population est de 30 millions d'habitants à peine - c'est-à-dire moitié
moins qu'en France - on ne peut s’empêcher de rêver aux grands espaces !
Du point de vue politique, le Canada est aujourd'hui un État fédéral, membre du Commonwealth,
avec ainsi comme chef d'État, la Reine Élisabeth II d'Angleterre. La confédération compte dix provinces
(Ontario, Québec, Nouveau-Brunswick, Nouvelle-Ecosse, Manitoba, Colombie-Britannique, Île du Prince
Édouard, Alberta, Saskatchewan et Terre-Neuve) et deux territoires (ceux du Nord-Ouest et du Yukon), la
capitale fédérale étant Ottawa.
L'histoire du Canada, cependant, est autant française que britannique. C’est Jacques Cartier qui en
1534, a pris possession du Canada au nom de François 1er. Hélas, plus de deux siècles après, en 1 763, la
France a dû renoncer à ce pays lors du traité de Paris. Et même si l'acte du Québec (1774) a permis aux
Canadiens français de conserver un certain nombre de droits, les Français ressentent souvent de
l'amertume vis-à-vis de ces Britanniques envahissants. Ils peuvent néanmoins se consoler en se rappelant
que le français est toujours une des deux langues officielles de ce grand pays.
Application
Vrai ou Faux ?
l. La superficie de la France est dix-huit fois plus petite que celle du Canada. _____________
2. La population de la France fait deux fois celle du Canada. _____________
3. Les états fédéraux, comme le Canada, sont membres du Commonwealth. _____________
4. Le Saskatchewan et Terre-Neuve sont les deux territoires du Canada. _____________
5. Jacques Cartier a vécu à l'époque de François 1er. _____________
6. Le traité de Paris a précédé l'acte du Québec. _____________
7. Le Canada a trois langues officielles, dont le français. _____________
8. Deux pour cent de la population mondiale parlent dix langues différentes. _____________
9. Le français est une langue officielle dans plusieurs pays européens. _____________
10. Les Français sont pleins d'admiration pour l’accent suisse. _____________
⊣ 41 ⊢
EXERCICES
L’expression de la conséquence
IV. Exprimez la conséquence avec les éléments donnés. Variez les expressions de la conséquence.
1. Etre très ému - Ne plus pouvoir parler
2. Un grand choix de vêtement - Difficile de choisir
3. Beaucoup de bruits - Ne pas entendre l'orateur
4. Avoir très faim - Avoir mal à l'estomac
5. Manifestations violentes - Intervention de la police
6. Augmentation du travail des femmes - Baisse du taux des naissances
⊣ 42 ⊢
EXERCICES
L’expression de la conséquence
III. Exprimez la conséquence avec les éléments donnés. Variez les expressions de la conséquence.
1. Tous les partis politiques y sont représentés. - Une véritable démocratie.
2. Madame Bovary de Flaubert - Roman juge immoral. - Censure.
3. Fenêtre en ancien français s'écrivait ≪ fenêtre ≫. - Accent circonflexe sur le ≪ e ≫ en français
moderne.
4. Un train a déraillé. - Fermeture de la ligne pendant trois jours.
5. Il s'est mis à hurler et à nous insulter. - On a quitté la pièce sans répondre.
6. Vous n'avez pas de pièces d'identité. - Nous ne pouvons pas vous payer.
7. Un désordre général régnait sur le pays. - L'armée a pu prendre le pouvoir.
8. Il avait insulte le patron. - Il a été renvoyé.
9. Le triangle a un angle droit. - C'est un triangle rectangle.
⊣ 43 ⊢
EXERCICES
Le contrôle de qualité
Lorsqu’on parle des entreprises dans la presse économique, deux mots reviennent souvent :
productivité et qualité. La productivité, qui est avant tout une notion de quantité, est certes importante
mais elle ne peut plus se passer de la qualité.
L'Américain, W. Edwards Deming, a été le premier à alerter les entreprises américaines sur
l'importance de l'amélioration de la qualité et cela après la deuxième guerre mondiale. Mais ce sont les
Japonais qui ont été les premiers à l'écouter. En effet, il a fallu attendre les problèmes économiques des
années 70 et 80 pour que les Américains - et à leur tour, les Européens - s'y mettent.
Aujourd’hui, l'objectif de toute entreprise dynamique est d'instaurer la gestion de la qualité totale
(total quality management, TQM, en anglais), qu' on appelle aussi parfois la fabrication zéro-défaut Une
telle démarche, si elle est menée selon un cahier des charges précis, sera reconnue et récompensée par la
certification : l'entreprise sera certifiée conforme aux normes ISO 9000. Ce label se révèle de plus en plus
souvent indispensable, car imposé par le client. Et si un concurrent l'obtient, comment ne pas suivre
l'exemple ?
Sans rentrer dans · les détails de sa mise en œuvre, il faut tout de même comprendre les deux
principales prémisses de la gestion de la qualité totale :
• l'objectif ultime de toute entreprise est que le client soit satisfait, voire ravi !
• l'amélioration de la qualité ne s'arrête jamais ; elle est permanente.
A partir de là, il est évident qu'il vaut mieux planifier, organiser et gérer afin d'obtenir la qualité le plus
régulièrement possible. Cela veut dire que la qualité devienne l'affaire de tous (d'où l'importance des
fameux cercles de qualité) : laisser la qualité entre les seules mains de "contrôleurs" est une forme de
gaspillage. Sans oublier l'autre gaspillage, plus concret, celui-là, qui est le nombre plus élevé de produits
défectueux qui doivent être mis au rebut.
En conclusion, n'oublions pas le benchmarking qui est devenu au cours de ces dernières années un
outil performant dans la recherche de la qualité.
Reliez.
⊣ 44 ⊢
EXERCICES
Premières lignes
Les spécialistes du marketing littéraire et cinématographique n’ont rien inventé. Les grands
auteurs des siècles passés savaient déjà que l’adhésion du lecteur se joue dès les premières lignes.
Voici quelques débuts d’œuvres littéraires qui ont le pouvoir de nous faire entrer dans un univers
magique : celui de la littérature…
a) Vers la fin du mois d'octobre dernier, un jeune homme entra dans le Palais-Royale au moment où
les maisons de jeux ouvraient [. . .] Sans trop, hésiter, il monta l'escalier du tripot 1 désigné sous le
nom de numéro 36.
b) Lorsqu'avec ses enfants vêtus de peaux de bêtes Échevelé 2, livide3 au milieu des tempêtes, Caïn se
fut enfui de devant Jehovah comme le soir tombait l'homme sombre arriva, au bas d'une montagne
en une grande plaine.
c) La cigale ayant chanté tout l'été, se trouva fort dépourvue, quand la bise 4 fut venue
d) Nous étions à l'Étude, quand le Proviseur5 entra, suivi d'un nouveau habillé en bourgeois et d'un
garçon de classe qui portait un grand pupitre6. Ceux qui dormaient se réveillèrent, et chacun se
leva comme surpris dans son travail.
e) La première fois que je me vis dans un miroir, je ris : je ne croyais pas que c'était moi. À présent,
quand je regarde mon reflet, je ris : je sais que c'est moi. Et tant de hideur 7 a quelque chose de
drôle. Mon surnom arriva très vite. Je devais avoir six ans quand un gosse me cria, dans la cour :
« Quasimodo ! » Fous de joie, les enfants reprirent en chœur : « Quasimodo ! Quasimodo ! »
1. Maison de jeux / 2. Les cheveux en désordre / 3. Qui a le teint vert (ou pâle) / 4. Le vent d’hiver / 5. Le directeur d’un lycée /
6. Table d’écolier / 7. Laideur
⊣ 45 ⊢
EXERCICES
Application
I. Relevez les différentes façons de noter le temps. Notez les expressions qui évoquent :
a) Le moment :
_______________________________________________________________________________
b) La durée :
_______________________________________________________________________________
c) L’âge :
_______________________________________________________________________________
II. Relevez les verbes conjugués. Classez les temps grammaticaux dominants.
a) Imparfait :
_______________________________________________________________________________
b) Passé simple :
_______________________________________________________________________________
c) Passé antérieur :
_______________________________________________________________________________
a) Leur nom :
_______________________________________________________________________________
b) Leur métier :
_______________________________________________________________________________
c) Leurs qualités physiques :
_______________________________________________________________________________
d) Leurs qualités morales :
_______________________________________________________________________________
⊣ 46 ⊢
EXERCICES
L’expression de la comparaison
II. Choisissez un adjectif ou un adverbe pour exprimer la comparaison comme dans le modèle.
Chauffage électrique - cher - un chauffage au gaz.
→ Le chauffage électrique est plus cher que le chauffage au gaz.
→ Il est beaucoup plus cher. - Il est bien plus cher.
III. Complétez avec « aussi... que », « autant de ... que » ou « autant que... ».
1. Ils ne viennent pas ___________________ souvent ____________________ avant.
2. Il n'a pas plu ____________________ hier.
3. Je n'ai jamais vu quelqu'un qui a ___________________ énergie ____________________ lui.
4. Tu peux crier ____________________ tu veux, je ne t'écoute pas.
5. En France il y a __________________ sortes de fromage_____________________ de jours dans
l'année.
IV. Complétez.
1. __________________________ on est de fous, __________________________ s'amuse.
2. __________________________ il travaille, __________________________ il a envie de travailler.
3. Moins____________________________, _____________________________________________.
⊣ 47 ⊢
EXERCICES
II. Reliez les deux phrases par « tandis que » ou « pendant que ».
1. Elle travaillait dur. - Ils jouaient aux cartes. ______________________________________________
2. Tout le monde se prépare pour la fête. - Elle pleure dans sa chambre. _________________________
3. Les voleurs cambriolaient leur appartement. - Ils dormaient à poings fermes. ___________________
III. Transformez les phrases en introduisant «au lieu de» + infinitif ou nom.
1. Je ne boirai pas d'apéritif mais je prendrai un jus d'orange.
_________________________________________________________________________________
2. Ne mettez pas d'huile mais utilisez du beurre. C'est meilleur !
_________________________________________________________________________________
3. Nous prendrons le train mais pas l'avion. C'est trop cher !
_________________________________________________________________________________
4. Pour son anniversaire elle veut un disque et non un livre.
_________________________________________________________________________________
5. Je préfère un hors-d’œuvre et un dessert et pas de plat.
_________________________________________________________________________________
⊣ 48 ⊢
EXERCICES
La concession
III. Utilisez «malgré» ou «en dépit de» pour exprimer une concession; faites les transformations
nécessaires.
1. Il fait froid. Il est sorti sans manteau.
____________________________________________________________________________________
2. Il y a de nombreuses recherches sur la maladie. Aucun vaccin n'a été trouvé.
____________________________________________________________________________________
3. Les prix augmentent. Les gens continuent de consommer.
____________________________________________________________________________________
4. Son propriétaire a menacé de le poursuivre en justice. Il ne paye toujours pas son loyer.
____________________________________________________________________________________
5. Ce film a reçu de mauvaises critiques. Il a eu du succès auprès du grand public.
____________________________________________________________________________________
⊣ 49 ⊢
EXERCICES
L’expression du but
1. Ils ont entouré leur maison d'une barrière pour que les animaux (ne pas pouvoir)
_______________________ pénétrer dans le jardin.
2. Laisse le plat dans le four pour qu'il (ne pas refroidir) _____________________________.
3. Ils ont installé un foyer dans l'école pour que les élèves (aller) _________________________ s'y
reposer a l'heure du déjeuner.
4. Nous leur avons prêté une boussole afin qu'ils (ne pas se perdre) ____________________________
dans la forêt.
5. Ils continueront leur enquête afin que la vérité (être) _________________________________ connue.
⊣ 50 ⊢
EXERCICES
BILAN
I. Nous sommes le 19 juin 2001 à Paris avant le départ pour Dakar pour le Rallye automobile
Dakar-Dakar. Indiquez par rapport à cette date tout ce qui s'est passé avant et ce qui se passera
après.
La veille avait eu lieu la dernière réunion de travail.../La semaine suivante...
II. Exprimez la cause en utilisant les prépositions qui conviennent. Utilisez des propositions
différentes.
1. L'aéroport est ferme ___________________ le brouillard.
2. Mes enfants ont pu être sauvés ____________________ au dévouement des médecins.
3. Il fallait se presser de rentrer la récolte ____________________ l'orage qui arrivait.
4. __________________ les grèves de métro et ___________________ la SNCF, le magasin sera fermé.
5. __________________ le stationnement dans une zone interdite, je suis oblige de vous adresser une
contravention.
III. Complétez avec les conjonctions qui conviennent pour exprimer la conséquence; utilisez autant
que possible des conjonctions différentes.
1. Il dit n'importe quoi ____________________ personne ne l'écoute.
2. Elle était _____________________ étrangement habillée ___________________ tout le monde se
retournait sur son passage.
3. Il avait ________________ plu _____________________ l'eau rentrait sous les portes.
4. Il est ________________ riche ____________________ ne sait pas quoi faire de son argent.
5. Le chien a eu très peur _____________________ s'est caché sous l'armoire.
6. J'étais ________________ en colère ________________ j'ai cassé une assiette.
⊣ 51 ⊢
EXERCICES
BILAN
Elle avait __________________ mal qu'elle avait appelé son médecin. Quand elle est arrivée à son
cabinet, il avait tout prépare _____________________ l'intervention a eu lieu immédiatement et
___________________ tout s'est très bien passe. Elle était endormie, elle ne peut
_____________________ pas savoir ce qu'on lui a fait. En fait, ce n'était pas grave__________________
elle a pu sortir de l'hôpital le lendemain. Tout a été fait ___________________ qu'elle retrouve sa santé et
ses activités le plus vite possible.
⊣ 52 ⊢
I TRIMESTRE
LEZIONE 1
L'ALFABETO ITALIANO
A B C D E F G H I J K
a bi ci di e effe gi acca i i lunga cappa
L M N O P Q R S T U V
elle emme enne o pi qu erre esse ti u vu/vi
W X Y Z
doppia vu ics ipsilon zeta
L’ARTICOLO DETERMINATIVO
MASCHILE FEMMINILE
SINGOLARE IL *LO **L’ LA **L’
PLURALE I GLI GLI LE LE
* Antes de sustantivo con s + consonante, x, y, z, pn, ps, gn, ( scherzo, xilofono, yen, zaino, pneumatico, psicologo, gnome, etc. )
** Antes de sustantivo con vocal.
Esempi:
MASCHILE FEMMINILE
SINGOLARE il bambino lo zio l’anno la donna l’idea
PLURALE i bambini gli zii gli anni le donne le idee
L’ARTICOLO INDETERMINATIVO
MASCHILE FEMMINILE
SINGOLARE UN *UNO UNA **UN’
Esempi:
MASCHILE FEMMINILE
SINGOLARE un terreno, un anno uno psicologo una macchina un’idea
Ante la carencia del artículo indefinido plural, suele usarse en su lugar un artículo partitivo (dei, degli,
delle) → dei lavori, degli amici, delle mele; o el adjetivo indefinido “alcuni” → alcuni lavori, alcuni amici,
alcune mele.
Italiano Español
io yo
tu tú
lui (egli / esso) él
lei (ella / essa) ella
Lei usted
noi nosotros
voi vosotros / ustedes (en América)
loro (essi / esse) ellos / ellas
Cabe mencionar que en el italiano, como en el español, generalmente no es necesario incluir el pronombre
personal sujeto antes de un verbo conjugado, excepto si dicho pronombre evita la ambigüedad.
Existen tres grupos verbales principales cuyas terminaciones en infinitivo son: -are, -ere, -ire, cada uno de los
cuales contiene verbos de conjugación regular.
Para conjugar de manera regular un verbo en presente simple del indicativo se sustituye la terminación del
infinitivo por las correspondientes indicadas en la siguiente tabla (separadas por un guión y resaltadas en negrillas
solamente para su mejor identificación) :
Algunos verbos de la tercera conjugación (capire, finire, etc.), requieren que se agregue -isc a la raíz de las tres
personas del singular y de la tercera persona del plural. Ejemplo:
Io capisco, tu capisci, lei capisce, Lei capisce, noi capiamo, voi capite, loro capiscono.
Desde luego en italiano también existen verbos que presentan conjugaciones irregulares; a continuación se
presentan algunos de uso frecuente.
… è / sono di colore…
LEZIONE 4
I VERBI RIFLESSIVI
Los verbos reflexivos son verbos que indican generalmente que la acción recae sobre el mismo sujeto que la
realiza.
Los verbos reflexivos se caracterizan por utilizarse en combinación con un pronombre reflexivo.
En infinitivo se suprime la -e final y se coloca este pronombre después del verbo formando con éste una sola
palabra. Al conjugarse, se separa y se coloca antes del verbo.
ITALIANO ESPAÑOL
chiamarsi llamarse
A continuación se presenta a manera de tabla la lista de los pronombres reflexivos junto con los pronombres
personales sujeto para poder identificar plenamente a cuál persona gramatical corresponde cada uno de ellos.
Al usarse un verbo modal en combinación con un reflexivo, el pronombre reflexivo puede colocarse antes del
modal o después del reflexivo, de manera similar a las estructuras usadas en español.
SINGOLARE PLURALE
FEMMINILE -A -E
MASCHILE -O -I
MASC. O FEM. -E -I
SINGOLARE PLURALE
Femeninos en -tà y -tù città, gioventù città, gioventù
Femeninos en -o , y formas abreviadas radio, moto(cicletta) radio, moto(ciclette)
Femeninos en -si crisi, tesi crisi, tesi
Extranjeros (masculinos) en consonante autobus, computer, bar, film autobus, computer, bar, film
Monosílabos il re i re
Masculinos en -a problema, poeta problemi, poeti
Masculinos y Femeninos en -ista artista (m / f ) artisti (m) / artiste (f )
En -io (i no es la vocal acentuada) figlio figli
En -io (i es la vocal acentuada) zio zii
Algunos masculinos en -co e -go tedesco, albergo tedeschi, alberghi
Otros masculinos en -co e -go amico, psicologo amici, psicologi
En -ca y -ga amica, collega amiche, colleghe
En -cia y -gia precedidos de consonante arancia, pioggia arance, piogge
En -cia y -gia precedidos de vocal camicia, ciliegia camicie, ciliegie
uovo, braccio, ginocchio, osso, uova, braccia, ginocchia, ossa,
Masculinos con plural femenino en -a
dito, labbro, sopracciglio, paio dita, labbra, sopracciglia, paia
Otros nombres irregulares uomo (m), mano (f ), dio (m) uomini (m), mani (f ), dei (m)
Vocabolario: Alcuni nomi comuni usati solo al plurale ed altri usati solo al singolare
Este tiempo gramatical, indica que la acción fue realizada en un punto más o menos lejano del tiempo pero que ya
no guarda ninguna relación con el presente, es decir, que concluyó totalmente en el pasado. Por lo general se
refiere a hechos o sucesos históricos. Este tiempo no es de uso tan frecuente en el lenguaje coloquial, sin embargo
es utilizado a menudo en la expresión escrita (literatura, artículos, etcétera).
Verbi regolari
* Nótese que los verbos del segundo grupo tienen dos posibilidades para las 1a y 3a personas del singular, así
como para la 3a persona del plural.
Exceptuando los primeros diez números (que tienen formas particulares), los ordinales se forman generalmente
eliminando la última vocal del número cardinal y agregando la terminación -esimo.
Sin embargo los números con terminaciones -tré y –sei mantienen su última vocal, aunque sin la tilde:
ventitr é → ventitr e esimo
Al acompañar o representar sustantivos, los números ordinales deben mantener concordancia en género y número
con dichos sustantivos : il primo giorno, la prima settimana, i primi giorni, le prime settimane.
I giorni della settimana: lunedì - martedì - mercoledì - giovedì - venerdì - sabato - domenica
gennaio - febbraio - marzo - aprile - maggio - giugno
I mesi dell'anno:
luglio - agosto - settembre - ottobre - novembre - dicembre
Le stagioni dell'anno: primavera - estate - autunno - inverno
Adjetivos posesivos: Establecen una relación de posesión o pertenencia entre las personas gramaticales y el
sustantivo al que determinan. Como regla general en italiano los adjetivos posesivos van precedidos del artículo
definido correspondiente al sustantivo al que acompaña.
El artículo no se usa antes de mio, tuo, suo, nostro y vostro (en sus diferentes géneros y números) con un nombre
de pariente o familiar singular.
Pronombres posesivos: Establecen una relación de posesión o pertenencia entre el sustantivo al que sustituyen y
la persona gramatical.
En italiano las mismas palabras son usadas como adjetivos y como pronombres posesivos.
Vocabolario: La famiglia
Este tiempo gramatical suele usarse para describir acciones pasadas de duración indefinida, es decir, que no se
precisa su inicio ni su conclusión. También es utilizado para expresar acciones habituales o que se repetían en el
pasado, así como después de la palabra mentre (en el sentido de quando) para referir acciones simultáneas:
Mentre mangiavo guardavo la tv
Este tiempo se forma sustituyendo la terminación RE del infinitivo con las mostradas en el esquema siguiente:
Verbi regolari
Los demostrativos señalan la situación espacial o temporal (proximidad o lejanía) de un sustantivo con respecto
al hablante.
Los adjetivos acompañan a dicho sustantivo mientras que los pronombres lo sustituyen y en italiano las mismas
palabras son usadas como adjetivos y como pronombres demostrativos.
Vicino :
MASCHILE FEMMINILE
SINGOLARE questo * quest’ questa * quest’
PLURALE questi queste
Lontano :
MASCHILE FEMMINILE
* Antes de sustantivo con s + consonante, x, y, z, pn, ps, gn, ( scherzo, xilofono, yen, zaino, pneumatico, psicologo, gnome, etc. )
** Antes de sustantivo con vocal.
La preposición es una palabra invariable en género o número que sirve para conectar o relacionar entre sí de
manera lógica elementos de la oración.
En italiano las preposiciones se dividen en propias, cuya única función es preposicional, e impropias, que son
otras partes del discurso como adjetivos o adverbios, usadas con función prepositiva.
A. (AD) Su sentido fundamental es dirección, aunque tiene múltiples usos y puede introducir diferentes
elementos como: término, modo, medio, precio y varios otros como se muestra en los ejemplos siguientes.
Regalare un disco a un amico; restare a casa; svegliarsi all'alba; arrivò a mezzogiorno; lui morì a trentanove
anni; parlare a voce bassa; imparare a memoria; andare a piedi; barca a vela; una gonna a pieghe; una villa a
due piani; vendere a cinque euro il chilo; andare a cento chilometri l'ora; a cento metri da casa mia.
DI. (D’) Su sentido fundamental es relación, aunque tiene múltiples usos y puede introducir diferentes elementos
como: especificación, comparación, argumento, materia y varios otros como en los ejemplos siguientes.
L'albero dell'ulivo; molti di noi; il mese di febbraio; è più magro di te; esco di casa; girare di città in città; di tre
in tre; sono di Roma; un giovane di buona famiglia; un libro di filosofia; parlare di affari; una statua di marmo;
ridere di gusto; cintura di sicurezza; tremare di freddo; un compito zeppo d'errori; un uomo di bassa statura; di
notte; d'estate; un bambino di dieci mesi; multato di diecimila euro; un grattacielo di cento metri.
DA. Su sentido fundamental es proveniencia, aunque tiene múltiples usos y puede introducir diferentes
elementos como: movimiento de o desde un lugar, agente o causa eficiente, casa o lugar de trabajo y varios otros
como en los ejemplos siguientes.
Vengo da Milano; trasferito da Roma a Firenze; arrivo subito da te; ti aspetto dall'avvocato; è stimato da tutti;
piangeva dalla gioia; la lingua italiana deriva dal latino; Leonardo da Vinci; non lo vedo da molti anni; lavorare
dalla mattina alla sera; sala da pranzo; spazzolino da denti; abito da sera; occhiali da sole; una ragazza dagli
occhi azzurri; un uomo dal cuore d'oro.
IN. Su sentido fundamental es situación en el espacio o en el tiempo, aunque tiene múltiples usos y puede
introducir varios elementos diferentes como se muestra en los ejemplos siguientes.
Sto in ufficio; vivo in città; vado in Francia; cambiare euro in dollari; verrò in estate; finirò in due settimane;
stare in ansia; stare in pigiama; andare in treno; pagare in contanti; sculture in bronzo; venire in soccorso.
CON. Su sentido fundamental es adición, aunque puede introducir varios elementos diferentes como se muestra
en los ejemplos siguientes.
Vado con loro; arrosto con patate; si sposa con te?; battere con un martello; arrivare con l'aereo; guardare con
attenzione; una ragazza con i capelli biondi; il denaro vale meno con l'inflazione; come vai con lo studio?
SU. Su sentido fundamental es posición superior, aunque puede introducir varios elementos diferentes como se
muestra en los ejemplos siguientes.
Il libro è sul tavolo; una casa sul mare; le finestre guardano sul giardino; discutevamo sulla situazione;
vediamoci sul tardi; ho lavorato sulle cinque ore; un abito su misura; tre analfabeti su cento abitanti.
PER. Su sentido fundamental es vía, aunque puede introducir varios elementos diferentes como se muestra en los
ejemplos siguientes.
Passare per Milano; uscire per la porta; partire per l'America; l'autobus per la stazione, una lettera per te;
passione per la musica; era seduto per terra; ho lavorato per tutta la notte; comunicare per telefono; combattere
per la libertà; meglio (o peggio) per loro; per quanto hai venduto l'automobile?
TRA/FRA. Indica una posición intermedia, entre dos elementos, aunque puede introducir otros elementos como
se muestra en los ejemplos siguientes.
Una casa tra gli alberi; tra due chilometri c'è un benzinaio; arriverà tra due ore; sono libero tra le otto e le nove;
parlare tra il sonno; una discussione tra amici; si consultarono tra loro.
LE PREPOSIZIONI ARTICOLATE
Cuando el artículo definido es precedido por alguna de las preposiciones A, DI, DA, IN, SU, se une con ésta,
dando lugar a las conocidas en italiano como preposiciones articuladas.
IL LO LA L’ I GLI LE
A al allo alla all’ ai agli alle
DI del dello della dell’ dei degli delle
DA dal dallo dalla dall’ dai dagli dalle
IN nel nello nella nell’ nei negli nelle
SU sul sullo sulla sull’ sui sugli sulle
LEZIONE 13
IL FUTURO SEMPLICE
Este tiempo gramatical indica que la acción expresada por el verbo se realiza en algún momento sucesivo al
presente.
Para conjugar un verbo regular en futuro simple basta sustituir la terminación -are, -ere, -ire, del infinitivo, con
las correspondientes respectivamente, como se puede observar en la siguiente tabla:
Verbi regolari
Aggettivi:
CHE
Che lavoro fai?; Che strada prendi?; Che libri leggi di solito?; Che novità ci sono?;
Estos adjetivos también pueden tener una función exclamativa e inclusive, en el lenguaje coloquial suele usarse
che seguido de un adjetivo sin sustantivo:
Che palazzo monumentale!; Quale coraggio!; Quanta gente!; Che bella!; Che strano!; Che simpatico!
Pronomi:
CHE
Che è successo?; Che vuoi?; Di che ti preoccupi?; A che pensi?; Da che lo deduci?; Con che lo aggiusti?
CHI
Chi è venuto?; chi è stata?; Chi siete?; Chi sono quelle signore?; Chi chiami?; Di chi parli?; A chi ti rivolgi?;
Da chi vai?; Con chi esci?; Per chi parteggi?
QUALE, QUALI
Quale dei tuoi amici ti è più simpatico?; Quale dei due sarà stato?; Di questi libri quali preferisci?; A quale di
questi argomenti sei più interessato?
Los pronombres interrogativos también pueden tener una función exclamativa: Che vedo!
Avverbi:
PERCHÉ / COME MAI → Perché hai fatto questo? / Come mai hai fatto questo?
1. B, b ( ) ipsilon
2. F, f ( ) cappa
3. H, h ( ) esse
4. N, n ( ) bi
5. Q, q ( ) cu
6. S, s ( ) i lunga
7. V, v ( ) acca
8. J, j ( ) effe
9. K, k ( ) doppia vu
10. W, w ( ) enne
11. X, x ( ) vu
12. Y, y ( ) ics
II. Escribe el significado, género y número de las siguientes palabras e identifica las
características de pronunciación diferentes del español.
casa scherzo
pochi cognome
maschera guardare
mago pizza
guerra questo
giorno cugino
angelo seguente
figlio scuola
qui gomma
ragazzo cielo
gelato cancellare
uscire stomaco
chiave gatto
certo mangiare
I. Completa las siguientes frases conjugando los verbos entre paréntesis en presente simple.
a) Gli amici di Carlo ____________ alle tre. (partire)
b) Philippe e Jeanne ____________ la lingua francese. (parlare)
c) Voi ____________ il giornale ogni giorno? (leggere)
d) Io ____________ volentieri in treno. (viaggiare)
e) Gianni ____________ la porta perché fa caldo. (aprire)
f) (Noi) ____________ la finestra per vedere la gente che passa. (aprire)
g) Mario ____________ a Firenze; Franco e Paolo ____________ a Roma. (vivere)
h) Di solito guardiamo la televisione mentre ____________. (mangiare)
II. Completa la siguiente conversación telefónica conjugando los verbos entre paréntesis en
presente simple.
II. Reordena las palabras conjugando los verbos que lo requieran en presente de indicativo
para hacer oraciones coherentes.
115 ________________________________________________________________________
243 ________________________________________________________________________
364 ________________________________________________________________________
539 ________________________________________________________________________
626 ________________________________________________________________________
808 ________________________________________________________________________
5.937 ________________________________________________________________________
78.250 ________________________________________________________________________
293.111 ________________________________________________________________________
4.578.147 ________________________________________________________________________
9.544.218.219 ________________________________________________________________________
II. Completa las preguntas usando el verbo entre paréntesis y respóndelas escribiendo con
letras la hora indicada.
III. Subraya el enunciado que exprese correctamente una idea similar a la de la oración en
negrillas pero que incluya un cambio de género o de número.
A. Io saluto al professore.
1) Io saluti ai professori.
2) Io saluto ai professori.
3) Io saluti alle professoresse.
B. Lei legge il giornale.
1) Lei legge i giornali.
2) Lei legge il giornali.
3) Lei legge la giornala.
C. Noi apriamo la finestra.
1) Noi apriamo il finestro.
2) Noi apriamo i finestri.
3) Noi apriamo le finestre.
D. Mario lavora un’ora.
1) Io lavoro un’ora.
2) Mario lavora molte ore.
3) Mario lavora molti ori.
ESERCIZI - Lezione 7
12. I nostri genitori ________________ una casa al mare tanti anni fa. (comprare)
III. Completa escribiendo con letras los números ordinales de los paréntesis.
2. Dal ___________ al __________ piano, tutti gli appartamenti sono occupati. (9°) (11°)
I. Completa la tabla.
SINGOLARE PLURALE
MASCHILE FEMMINILE MASCHILE FEMMINILE
i miei gatti
il tuo amico
la sua compagna
le nostre insegnanti
vostro figlio
i loro colleghi
mio sue suo suoi i suoi i tuoi il mio il suo il tuo la mia la tua le sue
I. Completa los siguientes enunciados con el pasado imperfecto del verbo entre paréntesis.
II. Completa las frases con un verbo del recuadro conjugado en pasado imperfecto.
SINGOLARE PLURALE
MASCHILE FEMMINILE MASCHILE FEMMINILE
questo compagno questa compagna
quest’amico
quest’operaia
quel professore
quella dottoressa
quell’uomo
quelle studentesse
quei ragazzi
Heidi vive a Roma da/fra 3 anni. La sua storia è piuttosto comune: è arrivata a Roma 3 anni
da/fa per rimanere solo per/da un anno, imparare l'italiano e tornare a casa. Invece ha trovato un
lavoro in un pub e lì ha conosciuto un ragazzo, Antonio. Si sono innamorati e hanno passato ogni
fine settimana insieme, per/da mattina a/da sera. Ormai stanno insieme fa/da più di due anni e
pensano di sposarsi fa/fra un anno.
Mauro è una persona molto attiva, ha sempre mille cose da/a/per fare e, quando non lavora,
inventa sempre qualcosa da/di/su nuovo e interessante per passare il tempo. Il mese scorso ha
organizzato una caccia al tesoro per gli amici. È stata davvero divertente. I partecipanti hanno
avuto molti enigmi a/da/di risolvere e diverse cose per/da/di fare: il giro del paese in bicicletta,
salire sul campanile della chiesa, correre a/in/da macelleria a trovare della carne di tacchino.
Le squadre poi hanno anche dovuto organizzare una sfilata di moda con abiti a/da/di materiali
alternativi, come carta e plastica. Alla fine della caccia tutti i partecipanti, stanchissimi, sono
andati in/per/a pizzeria insieme e poi hanno continuato la serata a/in/da birreria.
Un’indagine dell’ISTAT ______ uso ______ lingua italiana e i dialetti ______ 1995 aveva
mostrato che circa il 94% ______ italiani parlava l'italiano in almeno una situazione (famiglia,
amici, ecc.), ma solamente il 43% lo parlava in famiglia e il 46% ______ amici. La situazione
naturalmente cambiava a seconda ______ regione di appartenenza. Ad esempio, mentre circa il
90% ______ toscani parlava l'italiano, in Veneto quasi la metà ______ abitanti parlava il dialetto
sia in famiglia che ______ amici. Un’indagine simile era stata fatta otto anni prima. In otto anni
c’era stato un aumento significativo ______ uso ______ italiano e un calo ______ uso ______
dialetto.
ESERCIZI - Lezione 13
II. Subraya los errores en la siguiente tabla y escribe al lado la forma correcta.
Leone: “Grazie a Plutone e Urano ____________ (vivere) momenti magici che ____________
(portare) molta felicità.”
Bilancia: “Sotto la guida di Nettuno, i nati sotto questo segno ____________ (entrare) in
contatto con il mondo artistico dove ____________ (incontrare) nuovi amici e persone
interessanti.”
ESERCIZI - Lezione 14
1) sei/così/ieri/tornato/perché/sera/tardi/? _______________________________________________________________
2) tua/lavora/sorella/dove/? _______________________________________________________________
3) mangiato/a/ieri/pranzo/cosa/hai/? _______________________________________________________________
4) guadagni/mese/quanto/al/? _______________________________________________________________
I - Completa los siguientes enunciados con el imperfecto del verbo entre paréntesis.
1. Da quanto tempo (tu) ___________ in Italia? (essere)
2. Loro non ___________ da sei mesi. (visitare)
3. Io ___________ lí da tre mesi. (lavorare)
4. Giorgio lo ___________ da molti anni. (sapere)
5. Tu ___________ sempre la verità. (dire)
6. Pietro ___________ sempre con attenzione. (ascoltare)
7. Loro ___________ sempre fino a tardi. (dormire)
1. Le strade ___________ strette. (essere)
1.- Completa la siguiente conversación conjugando el verbo que está entre paréntesis y
escribiendo con letras el número ordinal señalado.
Signor Rossi: A che piano __________________, signora? (salire)
occupati.
I - Completa la tabla.
Singolare Plurale
MASCHILE FEMMINILE MASCHILE FEMMINILE
questo compagno questa compagna
quest’amico
quest’operaia
quel professore
quella dottoressa
quell’uomo
quelle studentesse
quei ragazzi
p) Quell’aquiloni è giallo.
q) Quell’aquilone è gialla.
r) Quell’aquilone è giallo.
Bilancia: “Sotto la guida di Nettuno, i nati sotto questo segno _______________ (entrare)
in contatto con il mondo artistico dove ________________ (incontrare) nuovi
amici e persone interessanti.”
Lezione 14-Esercizi
III – Ordena las palabras para que expresen una idea coherente.
1. la / ora / a / casa / Mario, / esci / di / che / mattina?
__________________________________________________________________
2. signora: / tè? / bevi / cosa / o / caffè / Che
__________________________________________________________________
3. fai? / rimango / e / tu / Stasera / che / casa, / a
__________________________________________________________________
4. Mary? / è / -Chi _____________________________________________________
studentessa / -è / americana. / una ______________________________________
5. mettere / Quanta / pentola? / devo / nella / acqua
__________________________________________________________________
6. sei / Da / Italia? / tempo / in / quanto
__________________________________________________________________
7. ragazze / Di / parli? / quali
__________________________________________________________________
8. per / domani? / programmi / hai / Che
__________________________________________________________________