Daniel Pulaski: Presentador de Aprende Inglés TV
APRENDE CON LOS PROFESIONALES DEL INGLÉS
Abril 2009 - Issue 57 - € 4.10
to turn up subir, aparecer, llegar
all the same de todas formas
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w w w. v a u s y s . c o m
index Abril 2009
THE VAUGHAN REVIEW is published monthly and is a Vaughan Systems publication. All rights reserved. Publisher: Richard Vaughan
03
Editorial
05
Nuts & Bolts
06
Grammar Matters
11
Cloverdale’s Characters
12
People & Places
14
Business Letter 50
16
Marketing
List 13
17
Pence & R
Sección Infantil
21
Expressions with
22
Humanities
24
Phrasal Verbs
26
Something to Chew Over
30
Mastering the Interrogative 46
31
Elision Fields
Depósito legal: M-46.801-2002
32
Sudoku
ISSN: 1887-6137
34
Translation List
Nivel principiante y nivel avanzado: LISTA 11
35
Creepy Corner
El terrible “I enjoy to study”
Can’t quite put my finger on it...
Editor in chief: Richard Brown Co-Editor in chief: David Waddell Art Editor: Annie Casasús
Phrasal Verb 1: Up & Down Different to / Just what The same All the same / Samey To not mind
English Edition: Greg Stanford Spanish Edition: Lidia Están Design Team Ivan Morgan Juan Ignacio Fernández Peón
Michael Johnson
Entrevista a Daniel Pulaski
Illustrator Pablo Gonzalo Contributing Editors: Cloverdale / Conor McAlinden Audio Editors: Alberto Alonso Daniel Escudero Distribution Manager: Rubén Palomero Subscriptions team: Enebral Luengo Jose Carlos Morales
[email protected] Cover Photograph: Juan Ignacio Fernández Peón Newsroom/ Redacción: Edificio Master 1 Avda. General Perón, 38 - 2ª Planta in Madrid. Telephone/Teléfono: 91 748 59 50 E-mail/Correo electrónico:
[email protected] Printed by/Imprime: Grupo Aries
Lugar y fecha de impresión: Madrid, el 1 de Abril de 2009
Apple
The Write Stuff To turn up - To turn down
Lai-ta
Question Words
Edita
Vaughan
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2104vaughan2104 Copyright © de la Edición: Vaughan Systems, S.L., Madrid – 2007. Todos los derechos reservados. All rights reserved.
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2
editorial Can’t quite put my finger on it... Nobody really remembers how each one of us came to master the language of our forefathers, but master it we all did.
Everything around me was grey: the sky, the pavement, the trees, the concrete overpass (paso elevado), the faces on the people, the thoughts whirring (rondando) round my head, everything. Scrunched up (encogido) from the cold in my anorak, Monday the 9th February looked like it was going to be just another long continuation of the same, the same wintry bleakness (crudeza), the same coldness, the same sterile numbness (estirilidad que adormece) that seemed to have washed across (impregnar) our lives for as long as we could all remember. Then, all of a sudden, it happened. I recognised it instantly, that acrid (acre) sweetness that fresh shoots (brote) always bring with them, a lightness in the air which yet (no obstante) made me dizzy (me mareaba), an explosion of flowers whose overwhelming (abrumador) power was to be had in its very subtlety (propia sutileza). Every membrane in my body rejoiced (se alegró) as I knew this smell so well, despite not remembering the last time I had smelled it. A smile of absolute contentment (felicidad), that instinctive movement of the face muscles we so rarely experience, shot across (iluminó) my face and my whole being (ser) felt, for just this one moment, at one (en paz) with the earth. Spring was in the air. Its smell was unmistakeable (inconfundible). My greedy lungs (pulmones), so long deprived of it, inflated and deflated like a blacksmith’s bellows (fuelle de herrero), so desperate was I to fill up on this thick, sweet air that had for so long been hibernating. Where had it come from? Where had it been all this time? Who had decided to release (soltar) it so suddenly and why? As I started to ask myself these questions my initial euphoria began to abate (amainar) as my mind became occupied by a number of concerns (preocupaciones) I was still yet unable to resolve. How was my mind capable of instantly recognizing the perfume of spring when I was, and still am, incapable of telling myself or anyone else what spring smells like? I can’t really tell you whether it was sweet or bitter, or both at the same time. I don’t recall if it was a voluptuous fragrance or an earthy one. Was it the green buds (capullos) I could detect or embryonic life still pushing its way through the brittle branches (ramas
quebradizas) of the trees, hardened by the hoary frost (helada blanca) of so many winter mornings? Yet (sin embargo), if I cannot put my finguer on a single feature of this heaven-sent smell, how is it that I can speak of its coming (llegada) with such certainty? More to the point, unlike (al contrario de lo que pasa con) other pleasure-inducing (placenteros) smells such as, in my case at any rate (al menos), the smell of grinding coffee (café moliéndose), cigar boxes or melting chocolate, it remains, even now, quite impossible for me to conjure it up from the deepest recesses of my mind and reproduce it in my imagination. How can I be so sure that spring made its return on that day just from one brief olfactory sensation? I am at a loss as to how (no sé cómo) to answer that question, but I am equally sure that I am right. All this makes me think that we all have certain abilities, be they innate or acquired, whose roots go well beyond the realms of conscious thought. Our command (dominio) of our mother tongue is a case in point (un ejemplo que viene al caso). Nobody really remembers how each one of us came to master the language of our forefathers, but master it we all did. We are, it seems, born with an inner ability to soak up (absorber) lexical combinations and, through a long process of trial and error and incessant repetition, we all end up (acabamos) speaking fluently. What’s more, not once in this learning process do such concepts as “subject”, “verb”, “object” or “adjective” come into play. Grammatical terminology is simply a means of labelling and not a functional necessity per se. Our understanding of what constitutes say (por ejemplo), an adverb is instinctive and consequently millions of people can go through their lives quite happily (sorry!) using adverbs left, right and centre without necessarily knowing what one is. Conscious awareness of the mechanics of the learning process is neither here nor there (no tiene ninguna importancia); what matters is that all of us are capable of learning. So you know you can do it. What’s more, if you can do it once, you can do it twice. Don’t ask yourself how or why because you won’t come up with any satisfactory answers. Just do it!
Richard Brown
3
nuts & bolts PHRASAL VERBS 1 - UP & DOWN Por fin, tras meses de incubación, lanzamos el nuevo libro sobre los míticos “phrasal verbs”. ¡¡Una herramienta fantástica para aprendértelos bien de una vez por todas!! p ” y “down” Verbos con “u Phrasal Verbs 1 - Up & Down Un repaso divertido y didácticamente muy original para ayudarte a consolidar el uso de aquellos verbos que más cuesta aprender a los españoles.
verbo Ejemplos bilingües de cada Para que veas y escuches el verbo “en acción”, cada capítulo viene con diez ejemplos reales en inglés y sus correspondientes traducciones en castellano. De esta manera, podrás trabajar el verbo en todas sus formas: el presente, el pasado, el afirmativo, el negativo, el interrogativo, el participio, etc.
Secciones con enfoque mn emónico Una doble página dedicada a cada verbo En muchos casos, no hay relación entre dos “phrasal verbs” que contienen el mismo verbo, pero sí que la hay entre dos “phrasal verbs” que llevan la misma preposición. Por ello hemos creado el primer libro de una nueva serie que, en este caso, se centra en las preposiciones “up” y “down”. Además, hemos agrupado los verbos en diferentes secciones temáticas para facilitar la memorización y aprendizaje de los mismos.
Historias con múltiples uso s de cada verbo Para que asimiles mejor los conceptos hemos escrito distintas historias, muchas de ellas graciosas, para que expongas tu oído al mismo verbo de forma intensa en cuestión de 30 segundos. El propósito exclusivo de esto es mejorar tu comprensión auditiva, por lo que no debes en ningún momento consultar el texto.
reiteradas Enseñanzas claves
Dos CDs de audio Cada CD se centra en verbos con una de las dos preposiciones que figuran en el libro que también viene con una lista de pistas muy clara para facilitar el acceso a las mismas. El audio, como siempre decimos, es la parte más importante del libro por lo que hay que escucharlos repetidas veces para llegar a tener una comprensión consolidada de los “phrasal verbs”.
Algunos conceptos gramáticales especificamente relacionadas con los “phrasal verbs” se repiten con frecuencia para que los captes y los digieras. Un buen ejemplo es la colocación correcta de los pronombres que tantos problemas causa a los españoles. Además el libro está repleto de consejos sobre pronunciación, gramática y muchos ejemplos de sustantivos y adjetivos derivados de los mismos “phrasal verbs”.
5
Different to / just what Cuando algo es differente a otra cosa empleamos el adjetivo “different” seguido de “to”, “from” e incluso, en EE.UU., “than”. Veamos unos ejemplos. Fue diferente a lo que me esperaba.
It was different to what I expected.
Ella es diferente a como la recuerdo.
She’s different to how I remember her.
Son diferentes a como me imaginaba que serían.
They’re different to how I imagined they would be.
Es diferente a lo que piensas.
It’s different to what you think.
Somos diferentes a ellos.
We’re different from them.
Contrariamente a las aparencias, la palabra “different” sólo contiene dos sílabas en inglés. Decimos /dífrent/, enfatizando la primera sílaba. Recuerda que puedes sustituir la palabra “to” por “from” o “than”.
Para decir que algo es exactamente lo que esperamos o necesitamos, no empleamos “exactly the same as” sino “just”.
Fue exactamente lo que me esperaba.
It was just what I expected.
¡Eso fue exactamente lo que pensaba yo!
That was just what I was thinking!
¡Eso es exactamente lo que estoy buscando!
That’s just what I’m looking for!
¡Él es exactamente el hombre que buscamos!
He’s just the man we’re after!
¡Eso es exactamente lo que necesito!
That’s just what I need!
“To be after something” es una forma muy común de decir “buscar algo”.
Presta atención al audio para pillar bien la pronunciación de “just”.
6
grammar matters The same En cambio cuando nos referimos a dos objetos que consideramos iguales sí empleamos “the same”.
Mi hermano y yo somos iguales.
My brother and I are the same.
Son exactamente iguales.
They’re exactly the same.
Vuestros gemelos parecen exactamente iguales.
Your twins look exactly the same.
Mi casa y la de mi vecino son exactamente iguales.
My house and my neighbour’s are exactly the same.
Todos los hombres son iguales.
All men are the same.
No es necesario repetir la palabra “house” en el cuarto ejemplo: “my neighbour’s” es suficiente. En el último ejemplo, es importantísimo no emplear el artículo ya que estamos hablando de los hombres en general. “The same” también se emplea como pronombre igual que “lo mismo” en español.
Yo haría lo mismo.
I’d do the same.
Yo tomaré lo mismo.
I’ll have the same.
Es más de lo mismo.
It’s more of the same.
No puedo decir lo mismo de él.
I can’t say the same about him.
¿Harías lo mismo por mí?
Would you do the same for me?
7
All the same / samey La expresión “all the same” tiene varias acepciones, entre otras:“de todas formas”, “a pesar de todo” y “no obstante”. Veamos unos ejemplos. La quiero a pesar de todo.
I love her all the same.
De todas formas, de eso no se trata.
All the same, that’s not the point.
Jugaron muy bien pero no obstante perdieron.
They played very well but they lost all the same.
Yo no quise ir, pero fuimos de todas formas.
I didn’t want to go, but we went all the same.
De todas formas, no creo que sea una buena idea.
All the same, I don’t think it’s a good idea.
Cuando “all the same” viene al principio de la frase, exageramos la pausa que le sigue antes de continuar.
Empleamos “samey”, un adjetivo muy expresivo, para indicar que algo es monótono o para hablar de cosas que se parecen mucho. Suele tener una connotación algo negativa.
La comida en aquel restaurante varía muy poco.
The food at that restaurant is a bit samey.
Todos sus cuadros se parecen un poco.
His paintings are all a bit samey.
Sus artículos son todos iguales.
His articles are very samey.
Mi trabajo es siempre tan monótono.
My job is always so samey.
¿Por qué todo es tan monótono aquí?
Why is everything always so samey here?
Enfatizamos la primera sílaba del adjetivo “samey” diciendo: /seími/.
8
grammar matters To not mind Hay una ocasión cuando NO decimos “it’s the same” y ésta es precisamente cuando en español se dice “me es igual” o “es lo mismo”. Solemos decir “I don’t mind”. Me es igual.
I don’t mind.
Creo que le es igual.
I think he doesn’t mind.
Me es igual si vamos o no.
I don’t mind whether we go or not.
Te es igual, ¿verdad?
You don’t mind, do you?
Estoy seguro de que les da igual.
I’m sure they don’t mind.
En estos contextos NO digas “it’s the same” porque suena horrible.
También se podría decir “I don’t care” aunque en inglés británico sobre todo, esta alternativa puede conllevar la idea de irritación o de absoluta indiferencia.
Hemos dicho que no se puede decir “it’s the same” para “es lo mismo”. Sin embargo, sí podemos decir “it’s all the same to me”.
Me da exactamente igual.
It’s all the same to me.
Si no te importa, yo recogeré a los niños.
If it’s all the same to you, I’ll pick the kids up.
Me es igual si te vas o si te quedas.
It’s all the same to me whether you go or stay.
Les es igual si vendemos más o no.
It’s all the same to them whether we sell more or not.
Quédate si quieres; nos da igual.
You’re welcome to stay; it’s all the same to us.
Recuerda que es más natural traducir “si...o no” por “whether....or not” en lugar de “if...or not”.
9
cloverdale’s CHARACTERS
Michael Johnson
www.vaughantienda.com
Michael Johnson is 14 years old. He lives with his parents and sister in Lincoln, Nebraska. He goes to a public school 10 minutes from his house by car. His sister goes to a different school three blocks from his. Michael is in the ninth grade and he studies Math, Science, History, English, Speech and Music. He plays the trumpet in music class, but he isn’t a member of the school band because he doesn’t have time to practice with the band after school. School starts at 9 o’clock. Michael gets to school a little early because his father takes him every day and leaves him there at 8:40. Michael spends the 20 minutes before his first class talking with some of his friends. Lunch is at 12:00 and Michael usually eats a sandwich and a bowl of
soup and drinks a Coke. His mother doesn’t like this, so Michael tells his mother that he drinks milk for lunch. His classes in the afternoon end at 3:30. Michael is a member of the football, basketball and baseball teams at school. He is a good athlete. He’s fast and strong. He plays football in the fall, between September and December. He plays basketball in the winter, between January and April, and he plays baseball in the spring. He is a very popular boy because he is good at sports. He’s intelligent but he doesn’t work very hard in class and he doesn’t spend much time on his homework. His teachers like him but they tell his parents that he needs to think more about his studies and less about sports.
1. Is Michael 12 years old?
24. What instrument does he play?
48. Does his mother know that he drinks Coke?
2. How old is he?
25. Is he a member of the school band?
49. What does she think he drinks?
3. Does he live alone?
26. Why not?
50. Why does she think he drinks milk?
4. Who does he live with?
27. Does the band practice before school?
51. Does Michael have classes after lunch?
5. Does he live in Kansas?
28. When does the band practice?
52. What time does he finish school?
6. Where does he live?
29. Does school start at 9:30?
53. Does Michael like sports?
7. Does he go to a private school?
30. What time does school start?
54. Is he a good athlete or a bad athlete?
8. What kind of school does he go to?
31. Does Michael often get to school late?
55. Does he play any sports at school?
9. Is the school far from his house?
32. When does he get to school?
56. How many sports does he play?
10. Is it near or far from his house?
33. Why does he get to school a little early?
57. Does he play basketball?
11. How far is it from his house by car?
34. How often does his father take him to school?
58. What other two sports does he play?
12. Does his sister go to the same school?
35. Does his father leave him at school at 8:30?
13. Does she go to the same school or to a different one?
36. What time does his father leave him at school?
59. Is he a member of the school team in these sports?
37. Does Michael spend the 20 minutes studying?
60. Is he fast and strong?
14. Is his school far from his sister’s school?
38. What does he spend the time doing?
61. When does he play football?
15. How far is it from his sister’s school?
39. Does he have lunch at home?
62. When does he play basketball?
16. Is Michael in the 8th grade?
40. Where does he have lunch?
63. When does he play baseball?
17. What grade is he in?
41. Does he have lunch at 12:30?
64. Is he a popular boy at school?
18. Does he study just 3 subjects?
42. What time does he have lunch?
65. Why is he popular?
19. How many subjects does he study?
43. Does Michael usually eat a sandwich at school?
66. Is he an intelligent boy?
20. Does he study Speech and Music?
44. What else does he eat?
67. Is he a good student?
21. What other 4 subjects does he study?
45. Does he drink milk for lunch?
68. Why isn’t he a good student?
22. Does he play a musical instrument in music class?
46. Does he drink Pepsi Cola?
69. Do his teachers like him?
23. Does he play the clarinet?
47. What does he drink?
70. What do they tell his parents?
11
Q. What’s your name? A. My name is Daniel Pulaski. Q. Where were you born? A. I was born in Summit, New Jersey, USA. Q. What do you do? A. Currently, I am the coordinator of Club Junior classes, camps, and activities. I also still teach a couple of hours a day at a law firm and am looking forward to working again on TV. (No olvides que la traducción más correcta de “actualmente” es CURRENTLY y no ACTUALLY). Q. Do you have any brothers or sisters? A. I have one older sister who is married and lives in London.
This section gives you a chance to familiarize yourself with common structures we use when breaking the ice with someone. This month’s interview is with Daniel Pulaski, coordinator of Club Junior and star of Aprende Inglés TV.
FACT FILE Name Age Nationality Position
Fact
12
Daniel Pulaski 26 American Aprende Inglés TV presenter and Línea Junior Operations Manager Daniel is an exception to the rule: he’s American and he can dance! Salsa, meringue, house music if it has a good beat, he’ll be on the dance floor quicker than you can say “boogie on down”!
Q. How long have you been living in Spain? A. I lived in Spain for a year, studying politics at the Complutense in 2002/2003 and then worked in Madrid for the summer of 2003. I then went back to the US to finish my degree and moved to Peru for two years to work as a volunteer in the southern most city of Peru, Tacna. After completing two years, I decided to move back to Madrid in January 2006 and have been living here ever since. Q. Why did you choose Spain as a place to live? A. The lifestyle here in Madrid is simply amazing. I love the way people live, work, and enjoy life. It is definitely a work hard / play hard type of environment.The only problem is if you have to go to sleep early, it’s seriously impossible! The food, wine, music, and nightlife is incredible. Furthermore, Spain’s rich history and influence makes Madrid so dynamic. Q. What are your favourite hobbies? & why? A. My favourite hobby is dancing. I always seem to find myself moving to the rhythm. Yes, yes, I know I am from the United States, but I promise I can dance! And I am not talking about line dancing either. I love going out and dancing to merengue and salsa, house music, 80´s, rock, whatever, just as long as it has a good beat. I also love to cook, and most nights make myself dinner. My specialities are rice and pasta dishes, but I love trying out new recipes.
people & places Q. What’s your favourite kind of music? & why? A. I listen to a wide range of music. I really don’t have a favourite. What I don’t like is the typical ¨pachangueo¨ music I sometimes hear in some bars at night, or country music from the US. Q. What do you look like? A. Let’s just say that even though I’m half Spanish, I don’t really look it. I have blue eyes, light brown/dirty blonde hair, and I am tall, about 192 cm. (“I have the eyes blue” sería una traducción literal y muy mala del español. En inglés, no hace falta emplear el artículo definido en este contexo).
To really learn a language you need to dedicate yourself to that language and understand that change will not happen over night.
Q. What are you like? A. That’s a tough question to ask! I guess I consider myself patient and try to be kind. I know when to have fun and when to be serious. I normally have a smile on my face and like putting smiles on other people’s faces. (¿“To make a question” o “to ask a question”? la respuesta es obivia. En inglés “preguntamos preguntas”). Q. What’s your favourite city? & why? A. That’s impossible to answer. I guess it depends on what we are talking about. In terms of beauty, I think one of the most beautiful cities in Spain is Santiago de Compostella. For going out and having a good
time, I love Madrid and London. But I guess my favourite city could be the Big Apple (NYC) because of its mix of influences, food, culture, and people. (Nunca decimos IT DEPENDS OF sino IT DEPENDS ON). Q. What’s your favourite expression, saying or quote? & why? A. One of my favourite movies is the Shawshank Redemption (known as “Cadena Perpetua” in Spain), and in it, the character played by Morgan Freeman says, ¨Get busy living, or get busy dying¨. For me it is a reminder that I am here to live new experiences each day, meet new people, and enjoy life as much as I can. Q. What would you do if you won 5 million euros? A. I would celebrate with a huge party for all of my family and friends. I would then most likely give half to charity and invest the other half. I think I would also take a year off and travel around the world. There are so many places I want to see and have never been to before! (Fíjate en que en inglés no tenemos una traducción para “regalar”. Por eso, tenemos que conformarnos con el verbo “to give” dar). Q. What advice would you give someone learning a foreign language? A. Patience, patience, patience. To really learn a language you need to dedicate yourself to that language and understand that change will not happen over night. You need to pour yourself into the language and listen, speak, or think it whenever and as much as you can. Of course, living in a country and completely surrounding yourself is the best and most effective way. Q. What did you used to do? A. I used to work as a volunteer in a high school in Tacna, Peru. I was an English teacher and social worker at Colegio Cristo Rey, not
only trying to teach the basics of English, but attempting to inspire my students to understand their immense potential. Q. What’s your favourite sport to watch? On TV or live? A. On TV, since living in Spain, I almost always watch soccer on the weekend. In the United States, European football isn’t really as popular as other sports like baseball or American football, so it is pretty difficult to see live games being broadcasted. I love watching basketball live and even though I don’t follow ice hockey at all, it’s also a great sport to see live. There is always action for the entire game. (En Estados Unidos es muy común oír “on the weekend” mientras que en el Reino Unido solemos decir “at the weekend”). Q. Do you play any sports? A. I play soccer and have been ever since I was 5 years old. But it seems like the only time I play these days is at Camp with my students!
13
business letter 50 Hola Pablo,
Hi Pablo,
¿Qué tal todo?
How’s everything going?
Te tengo que pedir un pequeño favor. Necesito tus consejos sobre un asunto importante.
I have to ask you for a small favour. I need your advice on an important matter.
Mi jefe me ha dicho que comprara unos 20 ordenadores nuevos My boss has told me to buy around 20 new computers for our para nuestros vendedores. Los que utilizan actualmente sales team (1). The ones they are currently using are about tienen unos 6 ó 7 años, ¡lo cual significa que en términos 6 or 7 years old, which means that in computing terms de informática pertenecen a la edad de piedra! Quiere they almost belong to the Stone Age. He wants me que compre unos portátiles modernos y potentes to buy some modern, powerful laptops that are r duci a r t que sean buenos para hacer presentaciones, pero good for making presentations but that don’t cost ta ego Inten u l que no cuesten un riñón; sin duda pronto me an arm and a leg...no doubt he’ll soon be asking y rta la n la ca o pedirá que camine sobre agua también. me to walk on water as well. c la
ra
mpá
co ra En realidad no estoy de acuerdo con él. No creo I don’t actually agree with him. I don’t think the uest n que los portátiles tengan que ser tan potentes, ya que laptops have to be so powerful, as our sales staff (2) nuestro personal de ventas sólo los utilza para acceder only use them to access their emails and the internet, a sus correos e Internet y para hacer presentaciones. Para and for making presentations. To be honest, the most ser sincero, lo más importante es que los portátiles, del mismo important thing is that the laptops, in the same way as the sales modo que los propios vendedores, tengan buen aspecto para que people (3) themselves, look good so that they make a good den una buena impresión en las otras empresas. La gente habla impression with other companies. People are talking a lot about mucho últimamente de los notebooks. ¿Qué son? y ¿cómo son? notebooks recently. What are they and what are they like? ¿Qué marcas o modelos me recomendarías?
What makes or models would you recommend?
Saludos,
Cheers,
to ask you for advice
En inglés “pedir algo a alguien” es “to ask somebody FOR something”.
“Advice” en inglés es un sustantivo incontable. No podemos decir nunca “adviceS”. Si quieres expresar la idea de que es un único consejo, hay que decir “a piece of advice”.
sales team (1)(2)(3)
Esperamos que no hayas puesto “salesmen”, que es sumamente sexista porque las mujeres también pueden ser vendedoras. En la carta hay tres traducciones de esta palabra para que no vuelvas a cometer ese fallo de incorrección política.
laptops
Hay dos tipos de ordenadores en inglés: “laptops” (¡literalmente significa encima del regazo!) que son los portátiles y “desktops” que son los de PC de mesa.
he’ll soon be asking me to walk
En inglés “pedir a alguien que haga algo” es “to ask somebody to do something”. Nunca decimos “to ask that somebody does something”.
I don’t actually agree
Jamás, pero jamás en la historia de los jamases se ha dicho “I am agree” o “I’m not agree”. En inglés “estar de acuerdo” es “TO AGREE”.
what are they like?
14
No es “How are they?” Lo cual significa “¿Cómo están?” Cuando quieres que alguien te dé una descripción generalizada de algo utilizamos esta estructura: What + to be + lo que quieras qu te describan + like? Ej: What is gazpacho like?, What was the concert like?, What were their friends like?
marketing en igue Cons enda an Ti h g u Va cífico espe l a i r les. mate iona s e f pro para a.com iend hant
vaug
List 13 Ponte a prueba. Tapa la columna derecha con un papel y traduce al inglés las frases en español. Irás ganando en vocabulario y fluidez, a medida que aumentes el número de repeticiones.
La idea de la gestión de marcas fue inventada en los años 50.
The idea of brand management was invented in the 50s.
Tenemos que reducir conflictos entre marcas.
We have to reduce brand conflict.
Los minoristas se están haciendo más fuertes.
Retailers are getting stronger.
Ya no podemos controlar a los mayoristas.
We can’t control wholesalers any more.
La gestión del canal se está haciendo cada vez más complicada.
Channel management is getting more and more complicated.
¿Me puedes recomendar un plan de acción?
Can you recommend an action plan?
¿Cuál es la rentabilidad prevista de esta iniciativa?
What’s the projected profitability of this initiative?
Cuesta demasiado hacerlo así.
It costs too much to do it that way.
¿Entonces cómo esperas que consigamos la meta?
Then how do you expect us to accomplish the goal?
Del mismo modo que lo habéis estado haciendo hasta ahora.
In the same way you’ve been doing it up to now.
Quiero implantar un sistema de control de marketing.
I want to implement a marketing control system.
Quiero conocer las tendencias demográficas.
I want to know the demographic trends.
¿Por qué compran lo que compran?
Why do they buy what they buy?
¿Has elaborado un presupuesto para este año?
Have you drawn up a budget for this year?
¿Quiénes son nuestros principales competidores?
Who are our main competitors?
¿Cómo reaccionarán si tomamos esta decisión?
How will they react if we make this decision?
Nos falta un buen sistema de información.
We’re lacking a good information system.
Recibo la información crítica con mucho retraso.
I receive the critical information very late.
Nuestros clientes no actúan de forma racional.
Our customers don’t behave rationally.
¿Cómo podemos influir en sus decisiones de compra?
How can we influence their buying decisions?
16
Art Editor: Annie Casasús
Illustrator: Pablo Gonzalo
A spot of bother ¡Lee cómo Pence aprende que a veces el remedio llama más atención que el problema! One day, Pence woke up and went to the bathroom.
Un día, Pence se despertó y fue al cuarto de baño. Cuando
When he looked at himself in the mirror, he got a nasty
se miró en el espejo se llevó una sorpresa desagradable.
shock. What should he see at the end of his nose but one
¡Qué veía en la punta de la nariz sino un
horrible…gigantic…SPOT! What was he to do? He couldn’t
asqueroso...gigantesco...GRANO! ¿Qué podría hacer? De
possibly go out looking like that. He started running around
ninguna manera podía salir con ese aspecto. Preso de
in a panic, frantically looking for something to cover up
pánico, se puso a corretear, desesperadamente buscando
his hideous spot. He looked upstairs, he looked downstairs,
algo que pudiera cubrir su horrible grano. Buscó arriba,
he looked in the garage and he looked in the loft. Eventually,
buscó abajo, buscó en el garaje y buscó en el desván y
he found what he was looking for.
al final encontró lo que buscaba.
Later that day, R was very surprised to see his friend
Un poco más tarde, R estaba muy sorprendido al ver a
Pence wearing a hat, a false moustache and the biggest
su amigo llevando un sombrero, un falso bigote y las gafas
pair of dark glasses you could possibly imagine. He looked
de sol más grandes que te puedes imaginar. Parecía tan
so ridiculous that R couldn’t take his eyes off him. In fact,
ridículo que R no le podía quitar los ojos de encima. Es
nobody could take their eyes off Pence and everyone
más, nadie podía quitarle los ojos de encima y todos se
started to laugh at him.
pusieron a reírse de él.
Pence got very upset at this and took off his hat, moustache
Con eso, Pence se mosqueó mucho y se quitó el sombrero,
and sunglasses. “But just look at my face!” he exclaimed.
el bigote y las gafas. “¡Pero mirad mi cara!” exclamó.
Everyone looked hard at Pence but none of them could
Todos le examinaban a Pence pero ninguno veía nada
see anything different about him. Then, R saw what the
diferente en él. Entonces, R vió la causa del problema. En
problem was. At the end of Pence’s nose was a tiny little
la punta de la nariz de Pence había un pequeño granito
spot that nobody had noticed. “Pence,” he said, “I think
que nadie había visto. “Pence,” le dijo, “Creo que has
you’ve made a mountain out of a mole-hill”.
hecho una montaña de un grano de arena!”.
Sometimes, what might seem like a big problem to us
A veces, lo que nos puede parecer un problemazo no tiene,
is really quite trivial in other people’s eyes.
en realidad, mucha importancia ante los ojos de los demás.
Mix and match
Why can t
Hoy jugamos de nuevo con las preguntas negativas tipo: “¿Por qué no…?”. Sin embargo, esta vez nos centraremos en el auxiliar “can”. Por ejemplo: Por que no lo puedes hacer?
?
Why
can t
you
do
it?
CÓMO JUGAR: Recorta los cuadrados con la ayuda de un adulto e intenta formar 6 frases siguiendo la estructura gramatical que te indicamos en el ejemplo (si quieres puedes hacer una fotocopia en color de la página). Algo que te puede ayudar a hacerlo correctamente es ir uniendo las fichas por sus colores. Es decir, el rojo al final de una palabra siempre tiene que coincidir con el rojo al principio de otra. ¿Por qué no podemos decírselo?
¿Por qué ella no me puede llamar?
¿Por qué no puedes venir esta noche?
¿Por qué no pueden comer ahora?
¿Por qué él no puede encontrarnos?
¿Por qué no puedo jugar yo también?
us? Why
call they
CAN T
me?
CAN T
find
Why
come
tonight?
CAN T
Why
Why
now?
eat
Play
too? Why
CAN T
she
he i
CAN T TELL
CAN T
Why
you
THEM?
WE
LO QUE NECESITAS: Scissors
ask mummy and daddy for help!!!
Word search
(the garden)
Encuentra las palabras que te indicamos a continuación en la siguiente sopa de letras:
1.
Garden (Jardín)
11. Hedge (Seto)
2.
Grass (Hierba)
12. Pond (Estanque)
3.
Lawn (Césped)
13. Path (Camino)
4.
Flowerbed (Parterre)
14. Gazebo (Cenador)
5.
Flower (Flor)
15. Patio (Terraza)
Soil (Tierra)
16. Shed (Cobertizo)
Weeds (Malas hierbas)
17. Bush (Arbusto)
8.
Greenhouse (Invernadero)
18. Gate (Puerta)
9.
Birdbath (Pilón para pájaros)
19. Plant pot (Maceta)
10. Shrubbery (Macizo de arbustos)
20. Compost (Abono)
pence
6. 7.
o n s h e d c i r g g e p p y
c r h c e p o a u t a a g f a
p b r y g o n b a r z r a h p
u n c u u b a s o c r s f i l R o l w e e b r o d e e e l a
e m b g h l f l n e o s s a n
s g e i a e l h c o m p o s t
t p r n l l o s n i u m i o p
P e y a o u w p a u e a l n o
e n w g s p e a a h g d h c t
Anagrams Unscramble the five garden-related words below.
1. You can grow plants all year round in a R H U E N O S E G E 2. Most unwanted wild plants are called D E W E S 3. The area in which flowers are planted is called a B L O D E R F E W 4. Bushes that are planted closely in a row form a G E H D E 5. Rotting organic material used as fertilizer is called P O M S C O T
p n r e i s r t o e p a L k f
p a P A R R b i r d b a t h u
m r z g o n a v S n p E r o A h n G e d c o l t b w r g e i s e a i d n t s g e h l a r d
1. Greenhouse (Invernadero). 4. Hedge (Seto). RESPUESTAS:
2. Weeds (Malas hierbas). 5. Compost (Abono).
3. Flowerbed (Parterre).
expressions with An apple a day keeps the doctor away.
APPLE
A diario una manzana es cosa muy sana. She’s the apple of my eye! ¡Ella es la niña de mis ojos! She’s a bad apple! ¡Ella es un garbanzo negro! It only takes one bad apple to spoil the barrel. Una manzana podrida echa ciento a perder. He’s as American as apple pie. Él es típicamente norteamericano. Don’t upset the applecart! ¡No lo eches a perder! Adam’s apples develop when your voice breaks. La nuez se desarrolla cuando se cambia la voz. Have you ever been to the Big Apple? ¿Has estado alguna vez en la Gran Manzana? This issue could become an apple of discord. Este asunto puede convertirse en la manzana de la discordia. He tripped and fell down the apples and pears. Tropezó y cayó por las escaleras.
21
The Write Stuff
By Jane Mitchell Lecturer in Ancient Civilizations and World History
Right now you are doing a task that has taken the human species millions of years to develop. You are looking at a set (serie) of symbols, recognising what they are and associating them with concepts and ideas. In short (en resumidas cuentas), you are reading. Every day we scribble (garabatear) shopping lists on a post-it note, we send text messages to our friends, we write long, detailed reports for our boss and perhaps we even write a love letter, but our collective ability to do this took an extremely long time (tardó muchísimo tiempo) to develop. Humans were probably using spoken language around one hundred thousand years ago. The ability to do this was an enormous step forward (paso adelante) for us. It allowed us to share ideas directly among members of a tribe (tribu) and among neighbouring tribes. However, we didn’t develop writing systems until around the third or fourth millennium BC. Writing allows us to store (almacenar) information which can be transported and interpreted by someone else at a later time. Perhaps this seems simple, but the development of writing meant ideas could be shared across much wider distances and would not be forgotten over time, or lost through the death of a wise man (sabio) or storyteller. The first writing system was developed in Mesopotamia (modern day Iraq). Other significant, early writing systems evolved in China, India, Egypt, Mesoamerica and Minoa. It is
22
humanities A PASSION FOR LEARNING worth noting that many other societies used marks and shapes as basic representation, but these were not necessarily developed into a complete writing system.
recognisable. In comparison Chinese has thousands of complex characters which appear (parecen) completely undecipherable to our Western eyes.
In Sumer, Mesopotamia, the earliest form of writing was Cuneiform script. The letters were formed on clay tablets (tablillas de arcilla) using a blunt stylus (estilo desafilado). The word Cuneiform can be literally translated as “wedge shaped” (en forma de cuña) due to the shape of the stylus. Obviously, stone tablets are not easily transported, but fortunately they are extremely durable and leave us with an incredible record of this civilisation.
The roots (raíces) of the “Latin” alphabet come from Phoenicia, which was a culture based in Canaan (now modern day Lebanon and Syria) from around 1500BC. The Phoenicians were prodigious traders all over the Mediterranean and with them they took their alphabet. The Greeks spoke their own language, but borrowed (sacaron) the Phoenician script. When the Greeks colonised the Italian peninsula, they brought a version of this adopted alphabet. This eventually became the Latin alphabet, used by the Romance languages and, with a few alterations, the alphabet of most European languages.
Egyptian hieroglyphics date from around 3000 BC and can still be seen today engraved in ancient stone temples and tombs throughout Egypt. Many of the “letters” are stylised representations of birds or animals. Significantly, the Egyptians also used a reed pen (bolígrafo de carrizo) to write with ink on papyrus. However, most of these papyrus documents have not survived the centuries. Although hieroglyphics engraved in stone have endured for millenniums, the meaning of many had been lost. During the 17th and 18th centuries experts struggled (lucharon) to decipher what the symbols meant. The answer came unexpectedly in 1799 when Napoleon prepared to invade Egypt. A stele (placa con inscripción) was uncovered (dejado al descubierto) near the city of Rashid. This is now known as the Rosetta Stone. It contained the same text in three languages: - hieroglyphics, Demotic (another Egyptian script) and classical Greek. This allowed (permitió que) scholars to deduce the meaning of the hieroglyphics and comprehend thousands of other texts. Where do the letters you are looking at now come from (provienen)? One of the benefits (ventajas) for a Spaniard learning to read in English (or vice versa) is that the alphabet is
However, the fact that a written language was available did not mean that most people (la mayoría de la gente) could use it. Until the 15th century, writing was mainly (por la mayor parte) used for religious texts, diplomatic correspondence and trade inventories (inventarios de comercio). Books and documents were transcribed by hand. Very few people could read, even fewer (aun menos) could write. The Gutenberg printing press (imprenta) took Europe by storm (tuvo un gran éxito en Europa) in the middle of the 15th century. One hundred and eighty copies of the Gutenberg Bible were printed. This is sometimes called “The Age of the Printed Book.” The number of books printed was still relatively small, but compared to transcribing by hand this was a big change. The printing press was used significantly in the production of leaflets (panfletos) during the Reformation. Both ideas and propaganda could be produced quickly and in great quantity. However, for the illiterate (analfabeto) general public these were often pictures (dibujos), not text.
Over the next three centuries scientific (avances científicos), breakthroughs dictionaries, bibles and encyclopaedias were printed, allowing ideas and knowledge to be shared across nations and continents. However, printing was still expensive and books were a luxury, upper class (de clase alta) product. In the 19th century the industrial revolution brought mass paper production and printing (mejoras). This made improvements newspapers and books readily (fácilmente) and cheaply available (diponibles a bajo precio) to the entire population. Around the same time, education improved in many western societies and literacy rates increased rapidly. Nowadays, 99% of the population of Western Europe can read and write. In Kenya, by comparison this is 69% and in Niger 29%. So what happens now, with the rise (ascenso) of the computer and the internet? The pen has been swept aside (arrastrado) and there is a printing press in every office. However, our need to read and write (or in this case, type) has escalated. We read and write more emails and blogs every day. We have long “conversations” in instant messenger and text. We now use a “written” form of communication more regularly and more colloquially than ever before. There is no doubt that this is a change in our society. Our written communication is becoming faster and more frequent. In the long term (a largo plazo), this could even (incluso) change us, the human species. However, it’s definitely not the first time that writing has altered (cambiado) our societies and it certainly won’t be the last.
For more information on the Humanities program please visit www.vaughanmaster.com
23
A week aft star ting er our honeym oon, ou r luggag finally tu rned up e .
in here, ly il h c it It’s a b turn the u o y n a C isn’t it? up? heating
Una sem ana des pués nuestra luna de de comenzar miel, po apareció r fin nuestro equipaje .
¿no? ío aquí, fr e d o poc ión? Hace un ubir la calefacc s s ¿Puede
is song; h t e v lo I p. turn it u nta esta Me enca bela. sú canción;
To turn up Subir (sonido, temperatura...) Aparecer Llegar
dr unk, p u n r u . If they t them in t le ’t n do s, borracho n e c e r a Si ap rar. ejes ent no les d
24
He turn ed late as u up sual. Llegó ta rd como sie e mpre.
Guess w ho’s just turned up! ¡Adivina q acaba d uién e llegar!
phrasal verbs Turn colour in down the tensity o n it looks like eve the TV, r ybo bathed in gazpa dy’s cho.
you, I fI I were n the ’t tur wouldn ; it’s the wn offer do lifetime. a f o e chanc
Baja la intensida d de c tele, par ece com olores en la os mundo e stuviera i todo el bañado de gazpach o.
aría la o rechaz ad n ú t e u Yo q rtunid s la opo oferta; e u vida. de t
fered They of job but p o t a her down. it d e n r she tu
esto de n un pu o r ie c e fr a lo Le o , pero ell ia c n a t r impo . rechazó
To turn down Bajar (sonido, temperatura...) Rechazar
if I can w o n k ’t iation, I don il m u h e mor s take any ifth gir l who ha f h. e is mont that’s th h t n w o me d turned ás rm aguanta este o d e u p i No sé s es la quinta vez ha ión, humillac e una chica me u q s me do. rechaza
Turn th a music d t bloody own or the poli I’ll call ce! Baja esa m si no lla aldita música, mo a la policía.
Do you min the air c d if I turn on down? I ditioning ’m freez ing.
¿Te impo rta si ba jo el aire Estoy he ? lado.
25
something TO CHEW OVER ¡Algo para pensar! Abajo encontrarás una serie de frases. Sólo una es correcta en cada caso, bien sea por razones gramaticales o por el contexto. Piensa la respuesta muy bien antes de contestar y piensa el porqué de la respuesta correcta y de las incorrectas. Como siempre, las respuestas vienen en la página 28 con sus correspondientes explicaciones.
1
2.a. Way the flower.
1.b. Prepare all the ingredients before to cook.
2.b. Wait the flour.
1.c. Prepare all the ingredients before that you cook.
2.c. Weigh the flour.
1.d. Get all the ingredients prepared before cook.
2.d. Weight the flower.
1
1
3.a. Then, sift through the sugar.
4.a. Add the eggs in the mixture.
3.b. Next, sift you the sugar.
4.b. Add the eggs through the mix.
3.c. After, sieve the sugar.
4.c. Add eggs through the mixture.
3.d. Next, sift the sugar.
4.d. Add the eggs to the mixture.
1
1
5.a. Remove the ingredients thoroughly.
6.a. Poor mixture in the mould.
5.b. Stir the ingredients throughly.
6.b. Pour the mix into the cake tins.
5.c. Stir the ingredients thoroughly.
6.c. Poor the mix in the mole.
5.d. Remove the ingredients thoughly.
6.d. Pour the mix into the moles.
1
26
1
1.a. Get all the ingredients ready before beginning to cook.
1
7.a. Bake in the oven for 25 minutes.
8.a. Allow cool for 15 minutes.
7.b. Baker in the oven for 25 minutes.
8.b. Let to refresh for 15 minutes.
7.c. Beak in the oven for 25 minutes.
8.c. Let cool for 15 minutes.
7.d. Beaker in the oven for 25 minutes.
8.d. Allow to cool for 15 minutes.
answers SOMETHING TO CHEW OVER Aquí tienes las respuestas al reto que te propusimos en la página 26. La idea no es sólo acertar, sino también sacar provecho de las respuestas erróneas que, en muchos casos, son errores típicos.
Aquí estamos ante uno de los errores más comunes que cometen Tanto encuando recetas como en laintegrarse vida en general más normal los españoles quieren en laes cocina con encontrar la expresión “get everything ready” que “prepare angloparlantes. “Remover” no se traduce ni “move” (cambiar de 1.sitio) A ni everything”. De todos modos,sesiempre de “remove” (quitar). A veces dice entraducimos las recetas“antes “remove hacer algo” con “before” seguido del gerundio (verbo the sauce” pero casi siempre se añade “from the heat”. En cuanto acabado “-ing”). a “moven” me loen inventé para la ocasión.
Aquí estamos ante uno de los errores más comunes que cometen Tres homónimos: (forma / camino) (pesar); los españoles cuando “way” quieren integrarse eny “weigh” la cocina con “flower” (flor) y “flour” (harina); “wait” (esperar) y “weight” angloparlantes. “Remover” no se traduce ni “move” (cambiar de 2.sitio) C ni (peso). Sabiendo si estássepensando en recetas argumentar, por “remove” (quitar).esto, A veces dice en las “remove muy raro que suene, que se puede “esperar la harina”, te the sauce” pero casi siempre se añade “from the heat”. En cuanto equivocas ya que faltaría la preposición “for”. a “moven” me lo inventé para la ocasión.
Primero, “luego” puede traducirse “next”que o “then” (o Aquí estamos ante uno de los errores más por comunes cometen incluso “afterwards”) pero nunca por “after”. Tanto “to sift” los españoles cuando quieren integrarse en la cocina con como “to sieve” significan “to (cambiar sift through”, angloparlantes. “Remover” no se “tamizar” traduce nipero “move” de 3.sitio) D ni aun teniendo un significado parecido, significa “pasar por la “remove” (quitar). A veces se dice en las recetas “remove tamiz” el sentido por ejemplo, the sauce” peroencasi siempre metafórico, se añade “from the heat”.refiriéndose En cuanto a documentos, pruebas o hechos. “Sift you” es un a “moven” me lo inventé para la ocasión. imperativo atrozmente espanglizado.
“Mix” yante “mixture” como más traducción de que “mezcla”. Lo Aquí estamos uno devalen los errores comunes cometen importante aquí era discernir cuál de las preposiciones era los españoles cuando quieren integrarse en la cocina con la correcta. La respuesta “to” aunque también se podría angloparlantes. “Remover” no seestraduce ni “move” (cambiar de 4.sitio) D ni emplear “into” pero no “in” a secas. El uso del artículo “remove” (quitar). A veces se dice en las recetas “remove “the” también es esencial ya que por the el contexto una the sauce” pero casi siempre se añade “from heat”. En de cuanto receta se supone que estamos refiriéndonos a número a “moven” me lo inventé para la ocasión. predeterminado de huevos.
Aquí estamos ante uno de los errores más comunes que cometen los españoles quieren integrarseSignifica en la “quitar” cocina ycon El verbo cuando “to remove” es traicionero. no angloparlantes. “Remover” no se traduce ni “move” (cambiar de “remover” que se dice “to stir”. El equivalente en inglés de 5.sitio) C ni “remove” (quitar). A veces se dice en las recetas “remove “mezclar bien” es “stir thoroughly” o “mix thoroughly”, los the sauce” peroadverbios casi siempre se frutos añade de “from the heat”. En cuanto demás siendo nuestra imaginación. a “moven” me lo inventé para la ocasión.
Aquí estamos ante uno de los errores más comunes que cometen los españoles quieren integrarse en la cocina“pobre con La A escuando gramáticamente correcta pero significa angloparlantes. “Remover” no se traduce ni “move” (cambiar de en el moho” por lo que, creo, podemos descartarla. 6.sitio) B ni mezcla “remove” (quitar). A veces se dice en las recetas “remove “Un molde de bizcocho” es “a cake tin”. Si pusiste la D, has the sauce” pero casi siempre se la añade “from thetopos”. heat”. Good! En cuanto acabado diciendo “Echa mezcla en los a “moven” me lo inventé para la ocasión.
Aquí estamos anteesuno los errores máscomo comunes que cometen “Hornear” “tode bake”. La B suena un titular absurdo los españoles cuando quieren integrarse en la 25 cocina con “Panadero (atrapado) en el horno durante minutos”. angloparlantes. “Remover” no “Pico se traduce ni “move” (cambiar de Bueno, la C también: (de pájaro) (atrapado) en 7.sitio) A ni “remove” (quitar). A veces se dice en las recetas “removeel horno durante 25 minutos”. Lo mismo va para la D que the sauce” pero casi siempre añade “fromunthe heat”. En cuanto relata el mismo sucesose¡pero como vaso de plástico de a “moven” lo inventé para la ocasión. niñome como protagonista!
Aquí estamos ante es unonuestro de los errores cometen “To cool” verbo más paracomunes “enfriar”quecuando lo los españoles quieren en la algo cocina con hacemoscuando a propósito y “to integrarse get cold” cuando se enfría angloparlantes. “Remover” no senotraduce ni “move” (cambiar de nuestro pesar. Cuando mencionamos el complemento 8.sitio) D ni a“remove” veces diceno enpodemos las recetas “remove directo (el (quitar). bizcochoAen estese caso) emplear el the sauce” pero casipara siempre añade heat”. cuanto verbo “let” decir se “deja que “from enfríe”the sino que En hemos de a “moven” me “allow lo inventé utilizar to”. para la ocasión.
28
mastering THE INTERROGATIVE 46 This month it’s the turn of the question word “why”. As always, cover the right-hand column and try to construct the questions using the answers in the left-hand column.
He’s here because you invited him.
?
Why is he here?
I bought it because it was on sale.
?
Why did you buy it?
We stole it because we were hungry.
?
Why did you steal it?
I slept badly because of the noise.
?
Why did you sleep badly?
They flew because it’s much faster.
?
Why did they fly?
She’s happy because he called her.
?
Why is she happy?
It hurt because there was no cushion.
?
Why did it hurt?
I’m buying it because they told me to.
?
Why are you buying it?
I caught a taxi because I was late.
?
Why did you catch a taxi?
They’re losing because they’re weak.
?
Why are they losing?
We’re coming because we’re invited.
?
Why are you coming?
I’m paying because I have the money.
?
Why are you paying?
She left because she was unhappy.
?
Why did she leave?
He ate it all because he was hungry.
?
Why did he eat it all?
I forgot because I’m absent-minded.
?
Why did you forget?
She’s selling it because she’s broke.
?
Why is she selling it?
30
elision fields ‘LAI-TA’ Yet another look at the way we slide one word into another creating “new words” which sound unintelligible to a Spaniard. For example, when we say “itsa” we are actually using three words you know perfectly well - it + is + a. It is essential to learn these “new words” as it will help your understanding of the spoken language enormously. Recognizing these contractions or, in some cases, elisions, represents the key to reaching a better understanding of English as spoken by native speakers. It is the key to “English Paradise”. Don’t forget that the “Elision Fields” are right before the “Elysian Fields”.
La pá gina que te ay uda con com la pren sión
This month’s example of “real” spoken English is the way we tend to say “like to” when not thinking about trying to make ourselves understood to non-native speakers or people with hearing difficulties. Notice that the “k” often disappears and the “o” becomes an “a” sound. Listen closely to the audio in order to hear this phenomenon properly.
Would you LAI-TA come?
¿Te gustaría venir?
Would you like to come?
I’d LAI-TA see it.
Me gustaría verlo.
I’d like to see it.
We’d LAI-TA speak to him.
Nos gustaría hablar con él.
We’d like to speak to him.
What would you LAI-TA do?
¿Qué te gustaría hacer?
What would you like to do?
Where would you LAI-TA sit?
¿Dónde te gustaría sentarte?
Where would you like to sit?
How many would you LAI-TA take?
¿Cuántos te gustaría llevar?
How many would you like to take?
I think he’d LAI-TA choose.
Creo que le gustaría elegir.
I think he’d like to choose.
Would you LAI-TA speak perfect English?
¿Te gustaría hablar un inglés perfecto?
Would you like to speak perfect English?
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translation list ue tu
Consig
tion Transla t Bookle
Ponte a prueba. Tapa la columna derecha con un papel y traduce al inglés las frases en español. Comprobarás que tu nivel mejora a medida que avanzas en la lista. Incluimos dos listas para diferentes niveles.
Nivel Principiante (LISTA 11) 1.
Aquél es el mío.
1.
That one’s mine.
2.
¿Es tuyo?
2.
Is it yours?
3.
¿Dónde están los nuestros?
3.
Where are ours?
4.
¿Es nuevo?
4.
Is it new?
5.
El de él está bien.
5.
His is okay / fine.
6.
El de ellos es para ella.
6.
Theirs is for her.
7.
Soy yo.
7.
It’s me.
8.
Está oscuro.
8.
It’s dark.
9.
¿Quién es?
9.
Who is it?
10. Aquellos bolígrafos son nuestros.
10. Those pens are ours.
Nivel Avanzado (LISTA 11) 1.
No se ha tomado una decisión.
1.
A decision hasn’t been made.
2.
No quiero que digas nada.
2.
I don’t want you to say anything.
3.
Hay varios casos.
3.
There are several cases.
4.
Hubo varios accidentes.
4.
There were several accidents.
5.
Habrá bastantes candidatos.
5.
There will be quite a few candidates.
6.
Va a haber una manifestación.
6.
There’s going to be a demonstration.
7.
Ha habido un malentendido.
7.
There’s been a misunderstanding.
8.
Ha habido muchas tormentas este mes.
8.
There have been a lot of storms this month.
9.
Puede que no estén en casa.
9.
They may not be at home.
10. Puede que le conozcas.
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10. You may know him.
creepy corner e los d a n i g La pá más errores s s y má e n u m co es horribl
El TERRIBLE... “I enjoy to study” Después del verbo “to enjoy”, siempre hay que emplear el gerundio. Si dudas de si puedes utilizarlo o no, no te compliques y emplea “to like”. Con “to like” puedes colocar el infinitivo o el gerundio sin problema. No obstante, si realmente quieres emplear “to enjoy” ten la información de esta página en cuenta.
¿Te gusta esquiar?
Do you enjoy to skiing?
A Brian le gusta dar clases a niños.
Brian enjoys to teaching children.
Creo que te gustará conducir mi coche nuevo.
I think you’ll enjoy to driving my new car.
¿A tu marido le gusta cocinar?
Does your husband enjoy to cooking?
¿No te gusta leer?
Don’t you enjoy to reading?
Nos gusta ir al cine.
We enjoy to going to the cinema.
A Pedro no le gusta estudiar.
Pedro doesn’t enjoy to studying.
¿Qué es lo que más te gusta hacer?
What do you most enjoy to doing?
Nunca me ha gustado hablar en público.
I’ve never enjoyed to speaking in public.
Realmente lo pasé bien conociendo a tus padres.
I really enjoyed to meeting your parents.
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