INGLÉS APLICADO

RENÉ VILLALOBOS LETELIER

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UNIDAD TEMÁTICA III. “THE WORLD OF WORK”

En esta última Unidad Tematica del Libro de Inglés, aprenderemos la construcción de los verbos en tiempo
pasado simple que usamos para referirnos a acciones realizadas en un tiempo determinado del pasado. En
este tiempo verbal estudiaremos los pasado de los verbos regulares e irregulares. Además aprenderemos
formas para expresar habilidades, características predominantes de los objetos y personas. Los ejercicios
incorporados son muy importantes para la comprensión y mecanización del manejo de las estructuras
gramaticales y funcionales.

Sub – Unidad 3.1 “What did she cook?”

When Harry Met Fran

Cuando Harry Conoció a Fran

Listen to Harry and Fran and answer the questions.

Escucha a Harry y Fran y contesta las preguntas.

1. Are they married?

2. Where are they in the photo?

Listen again and put the following sentences in the correct order.
Escucha de nuevo y pon las siguientes frases en el orden correcto .

-?-
a) Harry and Fran had their 50th wedding anniversary
-?-
b) Harry and Fran got married
-?-
c) Fran met Harry
-?-
d) Fran and Harry went on a cruise
Got married = were married
To meet = conocer
Met = conocido

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 Answer the questions. Listen again if necessary.
Contesta las preguntas. Escucha más veces si lo necesitas.

1. When did Fran meet Harry?

2. When did they get married?

3. Where was Harry when they got married?

4. Did they have much money?

5. When was their 50th wedding anniversary?

6. What did they do to celebrate?

7. Where did they go?

8. How long did they go for?

Listen again and read the dialogue.

Escucha de nuevo y lee la trascripción.

- Hello Harry, hello Fran. Welcome to Mansion Inglés. Fran, when did you meet Harry?

- In 1947.
- It was fifty-three years ago.

- How did you meet him Fran?

- We went dancing together.

- We actually went to the same youth club.

- I see. And Harry, when did you get married?

- In 1951.
- Yes, we got married in July on a Sunday.

- Did you have any problems Harry when you first got married?

- I was in the army at the time.

- And we didn’t have much money.

- Fran, when was your fiftieth wedding anniversary?

- On the first of July.

- Yes, it was five months ago.

- Did you do anything special Harry?

- Yes, we went on a cruise.

- Around the Caribbean.

- How long did you go for Fran?

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 - We had a week in Miami before the cruise.
- And then we spent two weeks cruising.

- Well, thank you for joining us.

- You’re welcome.

- And congratulations on your anniversary.

- Thank you very much.

together = juntos cruise = crucero

actually = en realidad around = alrededor
youth club = club juvenil spent (time) = pasé (tiempo)
army = ejército thank you very much for joining us = muchas gracias por estar con nosotros
at the time = en aquella época/por entonces

Listen and repeat the time expressions

Escucha y repite las expresiones de tiempo

When did you have breakfast? Three hours ago.

When did you start learning Spanish? Two years ago.
When were you born? In 1931, seventy years ago.
When did your parents get married? In 1919, eighty-three years ago.
When did John F. Kennedy die? About thirty years ago.
When did John Lennon die? In 1980, twenty-two years ago.
When did you buy your car? At Christmas, three years ago.

Who is the Mystery Personality?

Lee el texto sobre un hombre famoso y escribe su nombre al final. Inténtalo

aunque no estés seguro.

He was born with the name Farrokh Bulsara on September 5th 1946 on the small island of
Zanzibar. His parent’s names were Bomi and Jer Bulsara. They were both Persian.

He moved to India in 1947, and went to school in Panchgani, near Bombay.

At school he had piano lessons. He loved playing the piano. He also liked hockey, boxing and table
tennis.

He moved to England with his parents and his sister, Kashmira, in 1963.

He studied art in London, and left college in 1969 with a diploma in graphic art and design.

He moved into a flat in Kensington, London, and started playing music and writing songs with
college friends. He played in different groups, including ‘Smile’, ‘Ibex’ and ‘Sour Milk Sea’. He liked
the music of Jimi Hendrix and Led Zeppelin.

In 1970 he joined the group ‘Smile’ as lead singer. He changed his name to , and

the name of the group to .

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He died on 24th November 1991.

island = isla graphic art and design = arte y diseno gráfico

both = ambos to play in a group = tocar en un grupo
to move = trasladar(se)to join = unir(se)/juntar(se)
boxing = boxeo lead singer = cantante principal
college = colegio to change = cambiar

Sub- Unidad 3.2: “I can’t do it”.

Common Mistakes / Errores frecuentes

Corrige las faltas y escribe las frases correctas en los huecos.

He borned on 1946 X He w as born in 1946

1. When you went home? X

2. I no went out last night. X
3. I went there ago two weeks. X
4. Where did go Peter? X
5. My dog died for a month. X
6. I went to Granada before two weeks. X
7. When did you went home? X

Opposites / Los Contrarios

En esta sección estudiaremos los adjetivos, parte de la oración que nos sirve para
calificar sustantivos.

Relaciona las palabras en español con sus equivalentes (sinónimos) en inglés.

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 -?-
1. verdad
-?-
2. alto
-?-
3. gordo
-?-
4. caro
-?-
5. primero
-?-
6. feliz
-?-
7. fuerte
-?-
8. interesante
-?-
9. mojado
-?-
10. futuro
-?-
11. diferente
-?-
12. rico
-?-
13. temprano
-?-
14. difícil
-?-
15. negro
-?-
16. casado
-?-
17. norte
-?-
18. bueno
-?-
19. izquierda
-?-
20. frío

¿Sabes cuáles son los contrarios (antónimos) de las palabras anteriores?

good -?- fat -?-

expensive -?- married -?-

interesting -?- north -?-

different -?- happy -?-

strong -?- future -?-

early -?- first -?-

cold -?- true -?-

tall -?- difficult -?-

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 rich -?- wet -?-

left -?- black -?-

Escucha las palabras y repítelas

Escúchalas más veces, intentando recordar los contrarios y repítelas antes

de oírlas.

COMPARATIVE AND SUPERLATIVE ADJECTIVES

- Who are they?

- How old are they?
- How tall are they?

(*) Para contestar a las preguntas de la 'edad' y 'altura', puedes consultar como ayuda en los
cuadernos de la izquierda unas anotaciones que Craig ha tomado.

years old years old years old years old

metres tall metres tall metres tall metres tall

Sample
than / father / is / mother / is / my / younger / my
My mother is younger than my father.

1. cheapest / store / table / is / the / in / this / the

Respuesta:
This table is the cheapest in the store.

2. as / cookies / good / mine / as / are / Sue's / not

Respuesta:
Sue's cookies are not as good as mine.

3. football / more / than / basketball / is / popular

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Respuesta
Football is more popular than basketball

4. more / is / a lot / this / than / black dress / expensive / the / dress

Respuesta:
The black dress is a lot more expensive than this dress.

5. sister / faster / Sue / than / her / speaks

Respuesta:
Sue speaks faster than her sister.

Listen to the following adjectives and write them in the correct stress
group.
Escucha los siguientes adjetivos y escríbelos en el grupo de 'acento' correcto.

friendly

Listen and repeat

Respuestas

friendly
boring interesting
attractive
handsome horrible
unfriendly
pretty beautiful
ugly

Beautiful (hermosa)
Unfriendly (antipático)

Complete this table of opposite adjectives.

Completa los espacios de este cuadro con los adjetivos contrarios .

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 slim fat
rich
1.
boring
2.
short
3.
friendly
4.
old
5.
horrible
6.
handsome ugly
ugly
7.
ugly
8.
unattractive
9.

Listen and repeat

Lee estas frases:

- Penelope is shorter than Catherine

- Penelope is more beautiful than Catherine
- Michael is older than Tom
- Tom is more handsome than Michael

¿Cuántas sílabas tienen las siguientes palabras:

1.-Short
2.-Old
3.-Beautiful
4.-Handsome

¡Cuidado!
- Cuando el adjetivo tiene una sola sílaba, el comparativo termina en 'er'
(Ej. 'old' 'older')
- Con dos sílabas, puede terminar en 'er' o poner delante la palabra 'more'.
(Ej. 'handsome' 'more handsome'; 'polite' (educado) 'more polite / politer').
- Con tres o más sílabas, normalmente se pone 'more' delante.
(Ej. 'beautiful' 'more beautiful'

¿Qué pasa con los adjetivos que terminan en 'y'?

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 Penelope is pretty. Naomi is pretty.
Penelope is prettier than Naomi.

Escribe frases comparativas en los espacios, siguiendo el ejemplo.

A Ferrari is fast. A BMW is fast.

A Ferrari is faster than a BMW.

1. An Audi is expensive. A Ferrari is expensive.

A Ferrari an Audi.
2. A horse is big. An elephant is big.

An elephant a horse. 210 Km/h

3. Frankenstein is ugly. Dracula is ugly.

4. Football is interesting. Tennis is interesting.

5. Mel Gibson is handsome. George Clooney is handsome. 260 Km/h

6. Cricket is boring. Politics is boring.

horse = caballo
7. Birthdays are nice. Holidays are nice. politics = la política
fast = rápido
ugly = feo/fea

Escucha la opinión de Craig. ¿Estás de acuerdo con él?

SUPERLATIVE FORMS

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 Tom Clint Michael
1.70 metres 1.93 metres 1.76 metres

- Michael is taller than Tom.

- Clint is taller than Michael and Tom.
- Clint is the tallest.

Listen and repeat

- El superlativo termina con 'est' (en las palabras cortas con una sola sílaba y a veces dos sílabas)
y con 'iest' si la palabra termina con una 'y'.
- Si la palabra no es corta (tiene más de dos sílabas), el superlativo se forma con 'the most
_____'
Help
the tallest = el más alto

Fíjate en los siguientes ejemplos:

- Penelope Cruz is very pretty. I think she's the prettiest actress in Spain.
Penélope Cruz es muy guapa. Creo que es la actriz más guapa de España.
- My girlfriend is the most beautiful woman in the world.
Mi novia es la mujer más hermosa del mundo.

Choose the best answer

Elige la mejor respuesta

-?-
1.We stayed in hotel in Paris
-?-
2. Harry Potter films are than the Lord of the Rings
-?-
3. Britney Spears is than Madonna.
-?-
4. Bill Gates is than Tom Cruise.
-?-
5. Brad Pitt is than Anthony Hopkins.

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 -?-
6. Robbie Williams is than Sting.
-?-
7. 'La Mansión del Inglés' is site on the web.
-?-
8. Luis is webmaster in the world.

Listen and repeat

¡Cuidado!
Para complicarnos la vida, también existen adjetivos irregulares:
- good (bueno) better (mejor) the best (el mejor)
- bad (malo) worse (peor) the worst (el peor)

Burger Queen's hamburgers are worse than

Arsenal are better than Manchester McDonald's
United. Casa Manoli's are the best.
Arsenal are the best.
Chelsea are the worst.

Estudia El comparativo y el Superlativo

Sub-Unidad 3.3: “Read Better”

READ BETTER
LEE MEJOR

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 Lee los siguientes textos y relaciónalos con la persona famosa que les
corresponda. (Cuidado, hay en la lista dos personajes que no tienen texto
asociado).

1. This person was born in Wales and was a very good singer and -?-
dancer when he/she was young. moved = El pasado del verbo ‘to move’
He/she moved to France to make his/her first film, which (trasladar)
was 'Les1001 Nuits/Scheherazade', and then became famous on singer = cantante
dancer = bailarina
British television. film = película
His/her introduction to Hollywood was with the film ‘Mask of Zorro’ introduction = presentación
2. This person was born in Syracuse, New York and was very good -?-
at sports at school. In his/her films he/she has been a pilot (‘Top
Gun’ with Kelly McGillis), a car salesman (with Dustin Hoffman in sports = deportes
pool player = jugador de billar
‘Rain Man’), a pool player (‘The Colour of Money’ with Paul car salesman = vendedor de coches
Newman), a Vietnam veteran, a vampire, a sports agent and an vampire = vampiro
international agent in ‘Mission Impossible’. veteran = veterano / excombatiente

3. This person was born in New Jersey, but lived in Connecticut -?-
from eight years old. He/she went to the University of California at
Santa Barbara. He/she lived with Danny DeVito at university.
acted = el pasado del verbo ‘to act’
He/she has acted in films with Jack Nicholson, Demi Moore, (actuar)
Kathleen Turner, Glen Close, Gwyneth Paltrow, Jane Fonda and has got = has (tiene)
many more. This person has got a famous father.
4. This person became very famous because of films made in Spain - ? -
with Italian director Sergio Leone. He/she is famous for the
producer = productor de cine
character ‘Dirty Harry’, and this person is also a successful director character = papel/personaje
and producer. He/she won an Oscar in 1992 for Best Director in the won = el pasado del verbo 'to win'
film ‘Unforgiven’. (ganar)

5. This person is young and likes working with the film director -?-
Pedro Almodóvar. In 2001 this person made a film with Nicholas
Cage. The film is called ‘Captain Corelli’s Mandolin’. is called = se llama

6. This person made a song called ‘La La La Love Song’ in 1995 -?-
with Japanese singer ‘Toshi’. The song was number one in Japan.
He/she has made films with Antonio Banderas, Madonna, Jackie wrote = el pasado del verbo 'to write'
Chan, Sylvester Stallone, Mia Farrow and Whoppi Goldberg. (escribir’)
charities = obras benéficas
This person wrote a book called ‘Swan’, and gives money to cross = cruz
charities like UNESCO and The Red Cross.

PRESENT CONTINUOUS OR NOW PRESENT

1. Con la mayoría de los verbos, sólo hay que añadir 'ing'

Ej. watching, looking, wearing

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2. Si el verbo termina con la letra 'e',se quita.

Ej: take taking come coming write writing

3. Si el verbo tiene una sola sílaba y termina por consonante-vocal-consonante, hay que doblar la
consonante final.

Ej. Run running Sit sitting Swim swimming

Change these sentences from present simple to present continuous. Use

contractions and follow the example.
Cambia las siguientes frases de 'presente simple' a 'presente continuo'. Pon las contracciones y
sigue el ejemplo.

Ej. I don't usually read books.

I'm reading 'Harry Potter' at the moment because I saw the film.

1. He usually plays football on Saturdays. I am = I'm

He is = he's
She is = She's
football at the moment. You are = you're
2. She usually drinks vodka. We are = we're
They are = they're
Now Martini.
3. They always shop at the supermarket.

at the market at the moment.

4. I don’t drive to work. I don't usually read books.

But today to work.

5. He never runs on the beach.

But today on the beach. I'm reading 'Harry Potter'...

6. You don’t usually have eggs for breakfast.

Why you eggs for breakfast? To shop = hacer la compra

7. We usually speak Spanish at home. Beach = playa
Eggs = huevos
English because we want to practise. To practise = practicar
The market = el mercado
8. I usually take my wife to work in the car.

But today she the bus.

Check. Listen and repeat

Usually...
¿Has observado que en los ejemplos anteriores, los adverbios de frecuencia (usually, always,
never...) aparecen al principio de las frases?
La posición de los adverbios de frecuencia depende del verbo al que acompañen. Con verbos
auxiliares y modales (have, can, be, etc) van detrás del verbo y con los demás verbos delante.

I have never visited him / Nunca he ido a visitarle.

We usually speak Spanish at home / Normalmente hablamos español en casa.

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Los adverbios usually, sometimes, frequently, normally, often y occasionally pueden
aparecer al principio de la frase para darle un mayor énfasis. En cambio, rarely, seldom y ever
no suelen aparecer al principio de la frase. Always y never solo aparecen al principio cuando
acompañan a un verbo en imperativo.

Estudia El Gerundio (verbos).

En la siguiente sección de esta Sub-Unidad titulada “READ BETTER” estudiaremos, como su nombre lo indica,
una selección de lecturas cortas focalizadas en el mundo del trabajo. Estos extractos han sido analizados y
seleccionados por Profesores de Inglés, ayudados por la experticia de profesionales de las distintas áreas del
conocimiento que configuran el espectro de carreras de CFTCENCO.

En primer término, se incluyen cinco lecturas focalizadas en la tecnología y la ciencia, seguidas de ejercicios de
comprensión. El objetivo es que leas y revises cada lectura con detalle para comprender mejor el mensaje
escrito. Los contenidos lexicológicos y morfosintácticos son representativos de los elementos lingüísticos que,
en general, se usan en la comunicación escrita en este idioma internacional de las ciencias y la tecnología.

En segundo lugar, se incluyen algunos glosarios específicos de tópicos relevantes en las carreras que se
imparten en CFTCENCO. Se pretende que te puedas familiarizar con la terminología esencial de los temas
adscritos y así, avanzar en la incorporación del vocabulario de mayor necesidad en tu campo laboral.

Reading Comprehension Section

Lea los textos valiéndose de todos los medios disponibles (apuntes, los contenidos del libro de inglés,
diccionario, medios tecnológicos), si no entiende lo medular del mensaje escrito, vuelva a leer hasta

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adquirir la destreza necesaria para responder acertadamente los ejercicios de verdadero o falso que
aparecen al final de la lectura.

INSTRUCCIONES

Responda los ejercicios de las unidades de aprendizaje I – II y III, en la parte de comprensión de

lectura. Al terminar revise su asertividad en las respuestas. Posteriormente, revise en la página
siguiente las soluciones a los ejercicios. Esta verificación NO la haga antes de terminar y asegurarse
que sus respuestas son las elegidas.

Practice of Medicine (Reading 3.1)

Modern scientific and technological developments in the practice of medicine and public health have drawn
nursing into new and wider fields of activity, and its functions have been expanded accordingly. Therefore,
nursing is no longer limited mainly to activities within the hospital, or to what is called curative nursing. It has
become also a community service in which preventive and rehabilitative functions are a vital part of its
program. The modern concept of nursing considers the hospital, however central, as only one of many health
agencies in the community.

1. As we understand from the reading, today ----.

A) the only reason people go to hospitals is for nursing care

B) most of the nursing practice now takes place in people's homes
C) hospitals are not the only setting where people receive care or support
D) scientific and technological developments can't improve the quality of
care that is delivered in hospitals
E) nursing care is not vital to the core competency of hospitals any more

2. One can infer from the passage that ----.

A) nurses were treating more people in the patient's own home in the past
B) hospitals are the only places where nursing care is crucial
C) nurses don't see the hospital and clinic as important units in the
community health program
D) hospitals are still the most important component of the healthcare
sector
E) nursing shortage has had significant consequences during the past few
years

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3. According to the passage, the nurse's function has been expanded because of ----.

A) the nurse's activities in the hospital

B) hospitals, which are the most common work environments for nurses
C) the reluctance of nurses to work in the hospital
D) the necessity of working longer hours
E) the progress in science and technology in related fields

Reading Comprehension - A Brief History of Time by Stephen Hawking (Reading 3.2)

Develop your reading skills. Read the following text about Stephan Hawking's book A Brief History of Time and
do the comprehension questions

"A Brief History of Time: From the Big Bang to Black Holes" is one of Stephen
Hawking's bestsellers. It is a popular-science book on cosmology. Hawking first
published the book in 1988 with the intention to explain difficult theoretical
concepts to laymen.

Because Hawking wrote A Brief History of Time for nonspecialist readers with no
prior knowledge of scientific theories, he used non-technical terms about the
structure, origin, development and eventual fate of the universe, which is the
object of study of astronomy and modern physics.

Throughout the chapters of the book, Hawking explains basic concepts like space
and time, basic building blocks that make up the universe (such as quarks) and the
fundamental forces that govern it (such as gravity). He also writes about cosmological phenomena such as the
Big Bang and black holes. Professor Hawking also discusses two major theories that modern scientists use to
describe the universe, namely general relativity and quantum mechanics. Finally, the book also discusses the
search for a unifying theory that describes everything in the universe in a coherent manner. Recent advances in
science have confirmed many of Professor Hawkin’s theoretical predictions in the first edition of this book.

The book became a bestseller and sold more than 10 million copies in 20 years. It was also on the London
Sunday Times bestseller list for more than five years and was translated into 35 languages by 2001.

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Comprehension:

1. A Brief History of Time is about the study of the universe.

a. True
b. False
2. Hawking wrote the book for experts in the field.
a. True.
b. False.
3. Hawking's scientific ideas in this book are outdated.
a. True
b. False

Reading Comprehension - Public Debt (Reading 3.3)

Develop your reading skills. Read the following text and do the comprehension questions

Public Debt

Government debt refers to the money owed at any given time by any government. This may include public
debt owed by the federal government, the state government, or the municipal and local government. Public
debt increases when government spends more money than it collects in taxation. This leads to "government
deficit" which refers to the difference between government receipts and spending in a single year, that is, the
increase of debt over a particular year.

Government debt is also called public debt, national debt or sovereign debt. Government debt can be
categorized as internal debt (owed to lenders within the country) and external debt (owed to foreign lenders).
Another common division of government debt is by duration until repayment is due. Short term debt is
generally considered to be for one year or less, long term is for more than ten years. Medium term debt falls
between these two boundaries.

A broader definition of government debt considers all government liabilities, including future pension
payments and payments for goods and services the government has contracted but not yet paid.

Comprehension:

1. Government debt is money owed by individuals

a. True
b. False

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 2. Government deficit refers an excess of expenditures over revenues during a certain period.
a. True
b. False
3. One classification of government debt includes a division between internal and external debt.
a. True
b. False

Reading Comprehension - Juvenile Crime (Reading 3.4)

Develop your reading skills. Read the following text and do the comprehension question

Juvenile Crime

Juvenile delinquency refers to antisocial or illegal behavior by children or adolescents and is considered a
serious problem all over the world. It is caused by social, economic and cultural factors. This juvenile criminality
is apparent in marginal sectors of urban areas where children are exposed to violence in their immediate social
environment, either as observers or as victims. Because delinquents basic education, if they have any, is poor
they have been marginalized from society and destitute of any dignity or self esteem. Although most legal
systems prescribe specific procedures for dealing with young criminals, such as juvenile detention centers and
suppression, approaches to prevent youth from becoming delinquent should also include measures to instill
equality and justice, fight poverty and create an atmosphere of hope and peace among youth. These
preventive policies should be given priorities over any coercive measures.

Socioeconomic opportunities and administrative services should be provided in rural areas to discourage young
people from migrating to urban areas. Similarly, youth from poor urban settings should benefit from plans that
focus on education, employment and access to leisure programs , especially during long school holidays. Young
people who drop out of school or come from broken families should have access to specific social programs
that help them become responsible adults.

Information campaigns should be planned to sensitize youth to be aware of the detrimental effects of violence
on the family, community and society, to teach them how to communicate without violence. Focus on the
importance of family should become a priority because it is the primary institution of socialization of youth and
continues to play an important role in the prevention of juvenile delinquency and underage crime.

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Comprehension

1. Juvenile crime is affected by economic factors

a. true b. false
2. Migration might be another cause of juvenile criminality
a. true
b. false.
3. Family is not an important factor when dealing with juvenile criminality
a. true
b. false.
4. Suppression is not an option when dealing with juvenile criminality
a. true
b. false

Reading Comprehension - The Internet (Reading 3.5)

Develop your reading skills. Read the following text and do the comprehension questions

What is the internet?

The Internet is a global system of interconnected computer networks that use the standard Internet protocol
suite, a set of communications protocols, to serve billions of users worldwide. The internet has reshaped and
redefined most traditional communications media including telephone, music, film, and television. This has given
birth to new services. Newspaper, book and other print publishing are adapting to Web site technology, or are
reshaped into blogging and web feeds.

The Internet has enabled or accelerated new forms of human interactions through instant messaging, Internet
forums, and social networking. Online shopping has boomed both for major retail outlets and small artisans and
traders. Business-to-business and financial services on the Internet affect supply chains across entire industries.

The origins of the Internet reach back to research of the 1960s, commissioned by the United States government
in collaboration with private commercial interests to build robust, fault-tolerant, and distributed computer
networks. The commercialization of what was by the 1990s an international network resulted in its
popularization and incorporation into virtually every aspect of modern human life. As of 2011, more than 2.1
billion people — nearly a third of Earth's population — use the services of the Internet

Comprehension:

1. The internet has completely dethroned traditional media.

a. True
b. False

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2. The internet has had an impact on commerce.
a. True
b. False
3. The internet was first introduced in the 1990s.
a. True
b. False
4. More than a quarter of the Earth'spopulation are internet users
a. True
b. False

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COMPRUEBA TUS RESPUESTAS

Reading 3.1

1) C 2) D 3) E

Reading 3.2

1) true – A 2) false B 3) false B

Reading 3.3

1) false B 2) true - A 3) true -A

Reading 3.4

1) true –A 2) nada 3) false -B 4) true - A

Reading 3.5

1) false - B 2) true -A 3) false - B 4) true A .

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GLOSSARY SECTION

20 Top Business Administration Vocabulary Words for English Learners

(1) Facilitate

To facilitate means to make things easier and help them run more smoothly. A facilitator is the person whose
job is to facilitate.

Sample sentence: “The course facilitator is there to provide guidance and encouragement for the group to find
out the answers for themselves.”

(2) Coordinate

The verb to coordinate means to arrange for two or more parties (people or groups) to work together. The
person who coordinates tasks or activities is known as a coordinator.

Sample sentence: “We need someone to coordinate the conference call with our business partners in Europe
and Asia.”

(3) Prioritize

To prioritize means to deal with things in their order of importance or urgency. Things that are more important
are given a higher priority so they get done before the less important things.

Sample sentence: “I have eight emails waiting in my inbox. Let me prioritize which ones I should answer first.”

(4) Schedule

The verb to schedule means to plan for an event (such as meetings, conference calls and deliveries) to take
place at a certain time and place.

Sample sentence: “Peter’s stuck in a traffic jam. We may run into scheduling problems if we can’t confirm what
time he’ll be at the office for the meeting.”

(5) Process

The verb to process means to put something through a series of actions to achieve a certain result. The
noun processing describes the series of actions and steps needed to produce a certain result.

23
Sample sentence: “You may submit your business loan application today. Processing usually takes up to two to
three weeks.”

(6) Motivate

The verb to motivate means to provide a good reason for doing something, or to encourage someone to work
harder.

Sample sentence: “George doesn’t seem to be putting in much effort lately. It’s time his sales manager steps in
and motivates him to meet his quota.”

(7) Collaborate

The verb to collaborate means to work together with another person or group to achieve a common goal.

Sample sentence: “Higher management wants us to collaborate with our partners in Britain to develop a better
product.”

(8) Supervise

The verb to supervise means to direct and be in charge of someone or something. The adjective supervisory is
used to describe the quality of someone who’s in charge.

Sample sentence: “The contractor will be in later to supervise the office remodeling.”

(9) Document

You might already know that the noun document refers to a paper or computer file. The noun documentation
refers to the creation of records or files.

Sample sentence: “I think you should read the document carefully before signing it.”

(10) Budget

The verb to budget means to make a plan for the amount of money to spend on something. The word budget
can also be used as a noun to mean the amount of money that’s made available for spending.

Sample sentence: “If you’re organizing a year-end office party, you’ll have to work out a budget for it.”

(11) Negotiate

The verb to negotiate means to formally discuss something and come to an agreement. The noun
negotiation refers to the formal discussion to arrive at a decision that all parties agree to.

24
Sample sentence: “After a week of negotiation, we still can’t agree on the terms of the contract.”

(12) Implement

The verb to implement means to effectively start using or enforcing an action or plan. You might implement a
set of measures or rules, for instance.

Sample sentence: “We’re now ready to implement security measures that we hope will make this office
building a safer place for our employees.”

(13) Communicate

You’ve probably heard of the verb to communicate, which means to pass on information to someone. The
noun communication refers to the act of expressing or exchanging information.

Sample sentence: “Due to the lack of communication, we don’t have all the facts we need.”

(14) Recruit

The verb to recruit means to find suitable people to work for your company.

Sample sentence: “After securing this deal, we had to recruit more managers to head the projects.”

(15) Authorize

The verb to authorize means to give approval or permission to someone to do something. Authorization, or
the act of giving approval, is commonly given in the form of a signature.

Sample sentence: “I’ll have to get my supervisor to authorize this check before I send it to you.”

(16) Merchandise

The noun merchandise simply refers to the products or goods that are bought and sold by your company.

Sample sentence: “This year, there has been an increase in our imports of foreign merchandise.”

(17) Inventory

The noun inventory refers to the items or products you have in stock.

Sample sentence: “The year end is the time when we check our stock and update our inventory lists.”

(18) Turnover

25
 The noun turnover is pretty interesting. It may refer to the amount of money your company receives in sales,
or the rate at which your company’s merchandise is sold and replaced by new stock. It could also mean the rate
at which staff leave your company and are then replaced by new people.

Sample sentence: “Our total sales turnover this year is higher than the past two years combined. You can all
expect a bonus at the end of the year.”

(19) Distribution

The noun distribution refers to the delivery of products or merchandise to your store or business.

Sample sentence: “The new manager takes care of the distribution of our sports and fitness products to other
countries.”

(20) Profitability

The noun profitability refers to the profit or amount of money gained from your sales or business.

Sample sentence: “Management would like you to conduct a study of the profitability of expanding our market
overseas.”

Dental Care

=== Things You Can Do with This Word List ===

 breath
 cavities
 chew
 cup
 dental surgeon
 dentist

 enamel
 erosion
 filling
 floss
 fluoride
 gingivitis

 gum-line
 gums
 molar
 mouthwash
 periodontal

26
 root canal

 smile
 teeth
 tooth fairy
 toothbrush
 toothpaste
 toothpick
 whitening

ACCOUNTING: VOCABULARY

To pass this unit, please study the 15 vocabulary words below.

US

UK

balance sheet
a document which summarizes the assets, liabilities and equity of a business entity at a given time
UK

The analysis of balance sheets for the last three months showed an increase in the value of the company.
US

UK

CPA (certified public accountant)

the American and Australian equivalent of a Chartered accountant
UK

After James passed his exams, he became a certified public accountant.

US

UK

CFO (chief financial officer)

27
 the most senior financial manager, responsible for overseeing the financial activities of
the entire company
UK

The board of directors were satisfied with the CFO's explanation of the unexpected loss reported in the
accounts.
US

UK

credits
an entry showing the amount of money owed to the company by its customers
UK

The sales ledger clerk totaled the credits and saw that the company was owed over $1 million.
US

UK

debit
an entry showing an amount owed (due to be paid by the company), entered on the left hand side
UK

Before we can pay the invoice, we need to record the invoice as a debit in the accounting system.
US

UK

deferral
the state for postponing the recognition of an asset or liability until a future time
UK

As his accountant hadn't finished the tax calculations, he applied for a deferral.
US

UK

double taxation
the state where income tax is paid twice (often to two different governments) on one income
UK

A lot of countries now have double taxation agreements, so people should only pay the tax in the country
where the money was earned.
US

UK

due diligence
reasonable actions taken by a person to satisfy a law or regulation
UK

28
The accountant suggested not signing the final contract until all due diligence was done to
check that the company would be profitable.
US

UK

foreign currency
the money used in another country.
UK

Because the company had offices in Spain, Brazil and America, they had to deal with several foreign currencies
including the euro.
US

UK

in excess of
more than, greater than
UK

The most recent set of accounts reported a net profit in excess of $5 million.
US

UK

LLC (limited liability company)

a business entity where the debts of the company are separate from the debts of the share-holder
UK

As it was a Limited liability company, the creditors couldn't get at John's private assets when the company went
bankrupt.
US

UK

reconcile
to ensure that two figures agree with each other
UK

A lot of accounting departments reconcile the bank account to the accounts every day.
US

UK

record
a written account of a transaction
UK

29
The auditors went through every record of sale over the last decade before they were
satisfied.
US

UK

sole-trader
a business which is owned and run by one person
UK

Sole-traders don’t have to meet such strict accounting requirements as larger corporations.
US

UK

trial balance
a statement of all debits and credits in the double-entry account book, with any discrepancies shown
UK

30
31
 ANEXO
ÁREAS TÉCNICAS POR ESPECIALIDAD
Estimado Estudiante
El presente Anexo que incluye artículos editados por organismos internacionales
sobre la especialidad que estudias, presenta vocabulario, estructuras gramaticales y
términos especializados de uso recomendado en la literatura técnica. Paralelamente,
representa un inicio en la lectura de temáticas relevantes de la profesión en que te
estás formando.
Este Anexo, que se incluye en la Unidad 3, se evaluará en el Examen Final Escrito y
consecuentemente, deberás prepararte para poder expresar en Inglés las ideas
principales del texto anexado. Para cumplir en forma eficiente en esta evaluación,
realiza una lectura minuciosa de las siguientes instrucciones.

INSTRUCCIONES:

1. Leer el artículo tratando de entender el tema que se presenta. Es una lectura global, sin preocuparse
del significado exacto de los términos desconocidos, tratar de entenderlas por el contexto, es un poco
como deducir, o inferir los significados.
2. Una vez que hayas terminado el texto, escribe en tu cuaderno personal las tres (3) ideas principales
con sus correspondientes razones de importancia. Luego, analiza lo escrito, reflexionando si tiene
sentido lógico.
3. En caso que el resumen que has escrito carezca de sentido, o falten ideas, busca el significado de los
términos y palabras desconocidas y mejora tu resumen. Para ayudarte con los diccionarios usa toda la
tecnología disponible (diccionarios digitales, traductores, Youtube, etc.) e incluso la ayuda de algún
amigo que tenga conocimientos más avanzados de la lengua Inglesa.
4. Para demostrar tu comprensión del artículo leído, es necesario que identifiques las tres ideas
principales y el porqué de su importancia, en no más de 12 líneas; siguiendo el patrón Nº 1 o Nº 2 que
a continuación sugiero. (Puedes usar otro si quieres) :

Patrón Nº 1
a) After reading the text, I consider these ideas as the main ones:
First of all, …………………………………………………………………………,
because…………………………………………………………………………………………………………………………………………………
………………………………
Second………………………………………………………………………, due
to…………………………………………………………………………………………………………………………………………………………
…………………………….
And finally…………………………………………………………………in view of the fact
that………………………………………………………………………………………………………………………………………………………
………………………….
Summing up, I consider this information is very important for me.
--------------------------------------------------

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 También puedes usar este Patrón Nº 2 para ordenar el resumen de las tres ideas principales. Los dos
tipos de patrones son mis recomendaciones, sin embargo puedes usar cualquier otro sistema con el
que estés familiarizado

Patrón Nº 2

The Introduction
 The author of the reading feels that ______.
 He is of the opinion that _____.

The Body Paragraphs

 To begin with, the author argues that _____.
 The article mentions that ____.
 He claims ____.
 Additionally, he says ______.
–
 Secondly, the writer suggests ______.
 In the article, it is said that _____.
 He elaborates on this by bringing up the point that ______.
–
 Finally, the author posits that _____.
 Moreover, it is stated in the article that ____.
 He notes that _____.

Todo lo anterior lo escribes en tu cuaderno como ejercicio para la evaluación del Examen Final. Durante
la preparación del Anexo, me puedes enviar las dudas y consultas por medio de la Plataforma Cenco.
Espero que tengas un buen desempeño en esta actividad que te ayudará en tu formación profesional
de calidad.
Profesor
René Villalobos Letelier
MA

PD. Adjunto esta dirección que te puede ayudar: https://www.youtube.com/watch?v=dsB73dRuGcE

33
A Global Knowledge Society
In 1993, esteemed management scholar Peter Drucker did not say we were heading
towards a knowledge society, where the minds and expertise of employees, of
knowledge workers, are a firm’s greatest asset. He said we were already there,
adding that “we” pertains to the entire globe, not just Western society.

23 years have passed. This should have been plenty of time for theorists and
practitioners, together or separately, to develop sound models for managing this new
post-capitalist wave of knowledge workers, models that actually work and are more
than fads. It seems not.

What we know is that the supply of management models has flourished, alongside
cybernetic systems, most of which are concerned with how to store and transfer
knowledge, seeing it as a structural commodity. Putting workers’ knowledge, and the
sharing and development of such, into systems has been recognized as crucial for
making firms less vulnerable to turn-over, and more prone to innovation and the
development of firm-specific expertise. The individual responsible for these structures
and systems has traditionally been the manager. In this case the knowledge
manager.

34
Management, a mere Leftover from the
Industrialization?
Shenhav and Weitz (2000) make the argument that management is an inheritance
from the early period of industrialization, inspired by the many gains the western
world was making from industrialization and engineering almost two centuries ago.
They claim that ideas from engineering were taken from the world of machines into
the world of people for the sake of reducing uncertainty in managing a workforce and
enhancing productivity.

35
Management was from the start a way of controlling through deploying
standardization and systems. During the latter decades of the 20th century, these
ideas were brought into the domain of knowledge as a new wave of knowledge
workers emerged, precisely as depicted by Drucker.

____

GET A 90-MINUTES FREE PEER-COACHING SESSION WITH THE HENRY

MINTZBERG GROUP WHEN BECOMING A MANAGEMAGAZINE MEMBER

_____

Knowledge was partly seen as something tacit residing beneath the surface of
language, inextricably connected with practice, and partly as something explicit that
could easily be binary coded, stored and transferred between workers. As a result,
today knowledge management systems are an expected component in the
management of companies.

The contradictions of Knowledge and

Management
Critical voices have, however, pointed out that knowledge and management form an
oxymoronic relationship; a relationship where contradictory terms are sought united
(e.g. Alvesson and Karreman, 2001; Styhre, 2003). Knowledge cannot be managed,
as it is private property, which cannot be shared, as such, between workers. The
stuff, which is codified and stored in systems, or in books or manuals for that sake, is
worthless outside of the practical experience and context of those possessing it.

One might store a word, an SOP or a narrative, but what is stored are merely
symbols, not knowledge itself. When using ‘knowledge management systems’, then,
workers experience massive difficulties in interpreting, translating and breathing life
into language symbols to which they may have little or no personal ownership. For

36
instance, as reported in Alvesson’s and Karreman’s (2001) empirical analysis of
knowledge management in a Swedish consulting company:

“It is not difficult [to publish material in the knowledge management system]. The
problem is rather that the procedures for uploading information are weak. So when
you search the databases you often get 1000 hits with varying degree of relevance”
(p. 1009).

Giving voice to ‘Communities of Practice’

Challenges with knowledge sharing through information technology seem to protect,

even enhance, the autonomy of knowledge workers. Their practical experience and
expertise are desired treasures, hidden privately. Scholars have therefore started
looking at alternatives for knowledge sharing and development, and recently ideas
have emerged from studying the practice and learning of traditional craftsmanship.

37
Coining it “Communities of Practice”, Jean Lave and Etienne Wenger (1991) were
pioneers in promoting knowledge sharing through informal co-practicing, mentoring
and lingo-forming, such as are found in many of the traditional trades. These models,
interestingly, incorporate ideas from pragmatist philosophers basically saying that
knowing and learning is always, and should always be, practical more than
theoretical. Knowledge is practice.

Leading as in the Good Old Days

Not much closer to a model of how to manage knowledge workers, one is prone to
ask – how does one go about one’s role as a leader in a knowledge incentive firm?
What is the lesson learned from all these wicked issues of knowledge, expertise,
sharing and autonomy, particularly under growing demands for innovation and
knowledge development?

Answers may be ready at hand, but perhaps we should look beyond yet more models
or systems of management. A cruel joke has been made in Norway at the expense of
sheep farmers for losing much of their stock to wolves; how about herding them like
in the old days? A similar joke can be made at the expense of the over-managed
corporation – how about leading instead of more management?

Characteristics of the Knowledge Workers

38
We know that knowledge workers are deeply vested, often ideologically, in their
trade. Typically they are highly educated, specialized and prone to changing
workplaces, off to seek new adventures (see for instance Hislop, 2013). We label
them autonomous. From a manager’s point of view, autonomy may be seen as a
problem, because it renders the workforce uncontrollable.

Knowledge workers such as doctors, lawyers, engineers, and scholars, on their side,
may hold their ethos high, maybe higher than monetary incentives – they do what
they do because it is (part of) who they are. Their work is their identity.

Efforts of management control may be counter-effective with these workers, in the

worst case, it may motivate them to leave the organization, taking with them much
needed expertise and experience. But instead of asking how you can control these
individuals, you might want to ask why you should control them in the first place?

Trust-Based Leadership or Distrustful

Management?
Autonomy does not imply by default that one is always full out dedicated or
energized. Laziness, unwillingness, resistance, may always lurk in the shadows. Or

39
sometimes even out in the open. A knowledge manager must, however, make a
choice whether to direct one’s focus on distrust, and pick one’s methods accordingly,
or on trust, and develop approaches from that. This is a choice more easily made in
theory than in practice, especially when one’s career is dependent upon delivering
results. Still, I would argue that more is gained through trust-based leadership than
by distrustful management. And I’ll explain why.

Peter Drucker (1993) says that “partnership with the responsible worker is the only
way to improve productivity. Nothing else works at all” (p. 92). Prone to
overstatements, we should take his words seriously, though discern them critically.
What does such a partnership entail?

For one, in the field of practice, this is formalized in what is referred to as “the
Scandinavian model” – a partnership between the state, the employers and the
workforce. Even if this model is constantly battled and challenged, and soaked with
uncertainty and vagueness, it is based on a firm belief in cooperation. Behind it is a
long tradition of democracy and co-determination, and even if highly contested it
delivers a high standard of living for many.

Macro-level analyses of societal models are, however, outside of the scope of this
article. And as we approach the micro-level of everyday work life, we shall look into
what ‘partnership’ may mean in the context of organizing practices, where managers
and workers meet and make exchanges.

The Empowerment of Knowledge Workers

Empowerment is an obvious candidate as a tool for managing knowledge workers.
Henry Mintzberg (1999) says the following about the phenomenon:

“ORGANIZATIONS THAT HAVE REAL EMPOWERMENT

DON’T TALK ABOUT IT. THOSE THAT MAKE A LOT OF

40
 NOISE ABOUT IT GENERALLY LACK IT: THEY HAVE
BEEN SPENDING TOO MUCH OF THEIR PAST
DISEMPOWERING EVERYBODY. THEN, SUDDENLY,
EMPOWERMENT APPEARS AS A GIFT FROM THE
GODS.” (P. 25).
Empowerment, for it to be meaningful and have an impact, has to be more than a
management technique, and perhaps it is not so much something a manager can
give away as it is a core value to organize around. And in that case, co-determination
may be a more accurate term.

Co-determination: What Does it Mean?

Co-determination is not laisses-faire leadership. It is not some blunt form of
‘anything goes’. It is authentic involvement with the workers, acknowledgment of
their presence and recognition of their skills. It is different from empowerment,
because under conditions of co-determination the knowledge worker is always
already in power. It may, however, be necessary for a manager from time to time to
remind knowledge workers of their significance, illume their professional value and
related responsibilities, but always with respect and from a dedication to cooperate
rather than control.

As a starting point for any change process, co-determination should be considered for
the sake of arriving at sound courses of action, with minimum risk of conflict and
maximum potential for success. Co-determination must, however, be made with
caution and cleverness.

For a manager or a group of managers, to decide when to involve whom, at which

stage and to what extent is a complex affair. It can be wrong to involve a worker in
one setting, just as it is wrong not to do so in another. The crucial thing is to always

41
consider, how co-determination is a factor in a work situation, seeing it more as a
professional value than a managerial instrument. This implies that the managers are
themselves a part of those processes of organizing and innovation going on at a
given time, and therefore should be ready to undertake the same changes as
everyone else (Klev and Levin, 2009; Quinn, 2010).

SÍNTESIS DE LA UNIDAD

Estimados estudiantes, al finalizar esta Unidad hemos aprendido a

diferenciar las distintas maneras de expresar acciones futuras, lo que implica
el uso de una forma o de otra y la contraposición entre ellas, en la intención.
En este mismo tópico, hemos conocido las tres formas básicas de expresión
de ideas (afirmativa, interrogativa y negativa) con abundante ejercitación
incorporada, además de los links de la WEB que aportan mayores
oportunidades para el estudiante pueda comprender mejor estas estructuras
gramaticales. Como estamos en el ámbito de la comprensión y uso de verbos
para expresar acciones futuras, también hemos conocido expresiones de
tiempo asociadas a este tiempo verbal; estas expresiones de tiempo
combinadas en forma acertada nos facilitaron la elección que realizamos
para usar una u otra forma de expresión del futuro.

En esta unidad, también hemos aprendido a familiarizarnos con la destreza

de la Lectura Comprensiva, esto significa leer un texto de extensión
significativa (250 palabras aprox.), acerca un tema tecnológico o científico,
donde predomina la existencia de las estructuras y léxico tratados en la
unidad. El texto es seguido de distintos ejercicios de comprensión de lo leído
y de técnicas para encontrar información relevante y específica (skimming y
scanning) , importante para el lector.

42
 Al finalizar la unidad, hemos adquirido el conocimiento para entender
expresiones técnicas (nivel Pre-Intermedio) relacionadas con la Carrera de
Estudio, seleccionar aquellas que son válidas para determinada operación y
redactar correctamente las frases que corresponden a la operación indicada
en el ejercicio. Considerando el fuerte avance que has logrado en el
aprendizaje del idioma inglés, como lengua extranjera, incluimos una
variedad seleccionada de textos de comprensión lectora que te permitirá
básicamente aumentar aún más tu vocabulario y estructuras gramaticales.
Adicionalmente, se han incorporado algunos glosarios de términos técnicos
y científicos, de uso habitual, que facilitarán tus estrategias comunicativas,
no sólo en el ámbito de tu quehacer laboral, sino también en otras
disciplinas.

Sean las palabras finales para recordar que cuando se encuentre con
problemas de comprensión de los temas tratados, no dude en comunicarse
con el tutor académico para solicitar una explicación más profunda y clara.

--------------------------------------------------------------------------------------------------------------------------------------

Por favor, revise el siguiente enlace para complementar su estudio:

Nombre del contenido del enlace:

https://www.youtube.com/watch?v=AZytMU2BzUg (Use of do – does – did)

https://www.youtube.com/watch?v=dhlu5Wtrj4Q ( Can and could exercises)
https://www.youtube.com/watch?v=eOXHiiJUfcw (Comparative and superlative forms)
https://www.youtube.com/watch?v=t-1DEiGO5OA (Present Continuous Tense)

Estimado(a) estudiante:

A continuación lo invito a debatir sobre los contenidos tratados en la sub unidad

temática, con la finalidad de elaborar un argumento donde plantee su opinión y

43
pueda, además, conocer la opinión de sus compañeros(as) de clase en el Foro de
la Unidad que en su Aula dispone para tales efectos. De esta manera no solo
logrará dar a conocer su nuevo aprendizaje en un proceso de autoevaluación, sino
y lo más importante, podrá construir aprendizajes con otros/as.

TUTOR ACADÉMICO

44