Cuadernillo Tutoria N2 - 2 C2022 PDF

UNLaM – DPU
Tutoría Inglés II
UNIVERSIDAD NACIONAL DE LA MATANZA

DIRECCIÓN DE PEDAGOGÍA UNIVERSITARIA
TUTORÍA DE INGLÉS II
SEGUNDO CUATRIMESTRE 2022
PROYECTO ORIGINAL:
Prof. Efraín Davis
DIRECCIÓN:
Prof. Ana Claudia Saraceni
DISEÑO DE MATERIAL:
Prof. Iris Morena y Prof. Bárbara Konicki
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Index
MODULE 1 – THE FUTURE OF EDUCATION
- Let’s revise grammar! Theory: Connectors revisited 4

- Let’s revise grammar! Theory: New connectors – Part 1 8
- Let’s practise! Connectors 10
- Let’s revise grammar! Theory: Yes/No and Wh- questions 12
- Let’s practise! Completing a dialogue 15
- Let’s revise grammar! Theory: Active and passive voice 16
- Let’s practise! Active and passive voice 20
- Let’s revise grammar! Theory: New connectors – Part 2 22
- Let’s practise connectors! 24
- Time for Fiction I: “Dr. Son Tech” by M. M. Rold 25
- Expressing yourself: Cloning 29
- Video time: Classroom education 30
MODULE 2 – THE RIGHT PERSON FOR THE RIGHT JOB
- Revision exercise: Personality traits 32

- Expressing yourself: Soft skills 34
- How to express qualities, skills and likes and dislikes 36
- Vocabulary building: Strengths and weaknesses 39
- Let’s revise grammar! Theory: Relative pronouns “who/that” 41
- Expressing yourself: Weaknesses and strengths 43
- Time for Fiction II: “The Selfish Giant” by Oscar Wilde 44
- Let’s revise grammar! Theory: Past Simple and Past Continuous 47
- Let’s practise past tenses! 50
- Expressing yourself: Personality traits 51
MODULE 3 – INTELLIGENCES AT WORK
- Revision exercise: Multiple intelligences 53

- Expressing yourself: Personality traits and your future job 57
- Let’s revise grammar! Theory: Conditional Type II 58
- Let’s practise! Conditional Type 2 59
- Expressing yourself: What would you do? 60
- Let’s practise! Completing a dialogue 61
- Time for Fiction III: “The Exam” 62
- Let’s revise grammar! Past Simple and Past Continuous 63
MODULE 4 – FITTING IN WORK ENVIRONMENTS
- Revision exercise: Work environments 67

- Vocabulary building: characteristics of work environments 69
- Time for Fiction IV: “Stitches” by G. Alex 71
- Expressing yourself: Describing a work environment 73
- Video Time: Silvia’s workplace 74
LIST OF IRREGULAR VERBS 76
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Tutoría Inglés II
CUA

MODULE 1
THE FUTURE OF
EDUCATION

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Tutoría Inglés II
LET’S REVISE GRAMMAR! THEORY: CONNECTORS REVISITED
Las palabras conectoras son las que sirven de conexión o unión entre elementos de una
misma oración o entre oraciones. Estas palabras se pueden clasificar según la función que
tienen (por ejemplo, hay conectores que se usan para agregar información y otros para
contrastar ideas) y, además, se pueden clasificar según la posición y puntuación que
requieren dentro de un texto (por ejemplo, algunos conectores pueden ir tanto al inicio
como en el medio de una oración y, según la posición elegida, es que requieren el uso de
coma o no).
Recordemos que, para poder interpretar la columna en donde se presentan la posición y

puntuación de los conectores, es necesario tener en claro qué simboliza cada elemento:
Elemento Significado
~ Representa al conector
_____ Representa una oración o cláusula (es decir, sujeto + verbo)
Noun Sustantivo
-ing Verbo con –ing
A continuación se presenta una revisión de los conectores estudiados en Inglés I. Pueden

observar que, en cada cuadro, hay oraciones para unir con el conector propuesto, utilizando
las dos posiciones/puntuaciones posibles para cada conector. ¿Se animan a unir dichas
oraciones? Veamos el ejemplo:
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Adición Posición y Ejemplo

puntuación
Universities will adopt the latest technologies. Universities will

train teachers. Universities will transform education.
___ ~ ___ .
 Universities will adopt the latest technologies, train
AND or teachers and transform education.
___ , ~ ___ .
 Universities will adopt the latest technologies, train

teachers, and transform education.
Contraste Posición y Ejemplo

puntuación
Digital technologies will transform education. Campuses

won’t disappear.
___ ~ ___ .  ………………………………………………………………………………………

………………………………………………………………………………………
BUT
or
___ , ~ ___ .
 ………………………………………………………………………………………
………………………………………………………………………………………
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Razón Posición y Ejemplo

puntuación
LCD interactive walls are useful in the classroom. They

facilitate active learning.
___ ~ ___ .  …………………………………………………………………………………………

…………………………………………………………………………………………
BECAUSE or
~___ , ___ .  …………………………………………………………………………………………

………………………………………………………………………………………
Condición Posición y Ejemplo

puntuación
Universities adopt digital technologies. They will transform

education.
~___ , ___ .  …………………………………………………………………………………………………

………………………………………………………………………………………………..
IF or
___ ~ ___ .  …………………………………………………………………………………………………

………………………………………………………………………………………………..
Resultado Posición y Ejemplo

puntuación
New technology is sometimes complicated. Teachers need

special training.
___ ~ ___ .  …………………………………………………………………………………………………

………………………………………………………………………………………………..
SO or
___ , ~ ___ .  …………………………………………………………………………………………………

………………………………………………………………………………………………..
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Tiempo Posición y Ejemplo

puntuación
The university implemented the new technology. All the

community was excited about it.
~___ , ___ .  …………………………………………………………………………………………………

………………………………………………………………………………………………..
WHEN or
___ ~ ___ .  …………………………………………………………………………………………………

………………………………………………………………………………………………..

puntuación
First, the professors were trained. Then, the university

implemented the new technology.
~___ , ___ .  …………………………………………………………………………………………………

………………………………………………………………………………………………..
AFTER or
___ ~ ___ .  …………………………………………………………………………………………………

………………………………………………………………………………………………..

puntuación
First, the professors were trained. Then, the university

implemented the new technology.
~___ , ___ .  …………………………………………………………………………………………………

………………………………………………………………………………………………..
BEFORE or
___ ~ ___ .  …………………………………………………………………………………………………

………………………………………………………………………………………………..
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LET’S REVISE GRAMMAR! THEORY: NEW CONNECTORS – PART 1
Ahora, se presenta una revisión de los primeros conectores presentados en Inglés II.
Pueden observar que, en cada cuadro, hay oraciones para unir con el conector propuesto,
utilizando las dos posiciones/puntuaciones posibles para cada conector. ¿Se animan a unir
dichas oraciones? Veamos el ejemplo:
Razón Posición y Ejemplo

puntuación
Technology is advancing fast. Teachers need to

update their technological skills.
BECAUSE ~___ , ___ .  Because/As technology is advancing fast, teachers

AS
(PORQUE) or
need to update their technological skills.
___ ~ ___ .
 …………………………………………………………………………………
…………………………………………………………………………………
Technology is advancing fast. Teachers need to

update their technological skills.
BECAUSE OF ~ +NOUN, __ .  ………………………………………………………………………………

DUE TO ……………………………………………………………………………….
(DEBIDO A) or
__ ~+NOUN .  ………………………………………………………………………………
……………………………………………………………………………….
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puntuación
The university implemented new technology. The

university had many technical complications.
AFTER ~___ , ___ .  …………………………………………………………………………………

(DESPUÉS) ………………………………………………………………………………….
BEFORE
(ANTES) or
 …………………………………………………………………………………
___ ~ ___ .
………………………………………………………………………………….

~+NOUN , __ .  …………………………………………………………………………………
…………………………………………………………………………………
AFTER or
(DESPUÉS)
BEFORE
(ANTES) ___~+NOUN .  …………………………………………………………………………………
………………………………………………………………………………….

~ +ING , ___ .  …………………………………………………………………………………

………………………………………………………………………………….
AFTER
(DESPUÉS) or
BEFORE
(ANTES)  …………………………………………………………………………………
___ ~ +ING.
………………………………………………………………………………….
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Adición Posición y Ejemplo

puntuación
Virtual reality allows children to travel to faraway

places. Virtual reality addresses a key challenge to
getting students engaged.
WHAT’S MORE
 ……………………………………………………………………………
MOREOVER ___ . ~ , ___ .
BESIDES ……………………………………………………………………………
(ASIMISMO, or
ADEMÁS)
 ……………………………………………………………………………
___ ; ~ , ___ .
……………………………………………………………………………
LET’S PRACTISE! CONNECTORS
a. Choose the correct connector. Pay attention to position and meaning.
1. Developing countries will improve their universities if/because of governments invest

more money on educational technology.
2. There will be more distance learning courses, but/so campuses will remain.
3. Many people think the universities will not implement changes due to/as budgetary
restrictions.
4. Digital technologies have an impact on media and sales. Moreover/After, they
influence entertainment and many other industries.
5. When/After we were at school, our teachers used chalkboards.
6. If/Due to higher education is to evolve, it will need to adapt to the new technological
trends.
7. After/When a deep analysis of the present situation, the institutions will surely modify
their policies on educational technology.
8. An interactive LCD wall will deliver learning points. Besides/And, it will allow for
multiple learners to touch the screen at once.
9. Because/Because of new advancements in technology, old-fashioned boards will
soon be replaced.
10. Some scientists believe that campuses will disappear, but/so others think the changes
in education will be, as usual, very slow.
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b. Fill in the blanks with the correct connector from the box.
because of / as / but / so / what’s more / if
The teacher’s role in the classroom of the future
1
__________ technology is making fast advancements, teachers need to realize that their
role in the classroom is changing. Blended learning gives students control over their
2
learning _________ they become more autonomous. What happens with teachers? They
are still vital aspects, 3_________ they need to be trained on how to teach and manage the
classrooms of the future if they want to be effective. Teachers may not stand up at the front
and lecture. Instead, they may teach from the back and keep an eye on students’ screens.
4 5
_________, they may have to do videoconferences on a daily basis. _________ this new
scenario, teachers need to update their knowledge. 6_________ teachers want to succeed
in the classroom of the future, they will have to morphe.
Source: https://www.theedadvocate.org/10-ways-create-classroom-future/
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LET’S REVISE GRAMMAR! THEORY: YES/NO AND WH- QUESTIONS
a. Reread the article “The Classroom of the Future” in your class material. Then,
do the activities below.
b. Match the questions with the tense used in each one of them.
1. Were chalkboards the norm last century?

2. What advantages do interactive walls have? a. Present Continuous
3. Does technology offer many possibilities in the field of
education? b. Simple Present
4. How is technology transforming education at present?
5. What will kids do thanks to virtual reality in ten years’ time? c. Simple Past
6. Can technology improve education?

7. Why is technology important? d. Modal Verb
8. When did teachers use chalkboards? (will, can, must, etc.)
9. Are pilots using virtual reality to train at present?

10. Did students use touch-screen technology fifty years ago?
1. ………
2. ………
3. ………
4. ………
5. ………
6. ………
7. ………
8. ………
9. ………
10. ………
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c. Now, answer the questions above.
1. ………………………………………………………………………………………………………………………………………
2. ………………………………………………………………………………………………………………………………………
3. ………………………………………………………………………………………………………………………………………
4. ………………………………………………………………………………………………………………………………………
5. ………………………………………………………………………………………………………………………………………
6. ………………………………………………………………………………………………………………………………………
7. ………………………………………………………………………………………………………………………………………
8. ………………………………………………………………………………………………………………………………………
9. ………………………………………………………………………………………………………………………………………
10. ………………………………………………………………………………………………………………………………………
Let’s revise grammar!
FORMULACIÓN DE PREGUNTAS
En los siguientes cuadros, se encuentran las preguntas del ejercicio anterior. ¿Cuál
es la regla de construcción de la pregunta en cada caso? ¡Complete los espacios en
blanco!
Simple Interrogative Rest?

Present word
(if necessary)
Wh- What do interactive walls have? ---

question advantages
Yes/No --- Does technology offer many possibilities

question in the field of
education?
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Simple
Past
Wh- When did teachers use chalkboards?

question
Yes/No --- Did students use touch-screen

question technology last
century?
Present
Continuous
Wh- --- Are pilots using virtual reality to

question train at present?
Yes/No How is technology transforming education at

question present?
Modal
Verbs
Wh- What will kids do thanks to

question virtual reality in
10 years’ time?
Yes/No --- Can technology improve education?

question
A continuación se presentan dos preguntas del ejercicio anterior. La primera está

en Pasado Simple mientras que la segunda está en Presente Simple. ¿Por qué no
fueron incluidas en los cuadros de arriba? ¿Cuál es la regla?
 Why is technology important?

 Were chalkboards the norm last century?
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d. Now, unjumble the following questions and then answer them.
1. technology - evolving - rapidly - is - ?

………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….
2. past - what - teachers - use - did - the - in - ?
………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….
3. does - encourage - “active learning” - what - ?
………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….
4. can - walls - operate - interactive - who - ?
………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….
5. do - what - pilots - to train themselves - use - ?
………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….
LET’S PRACTISE! COMPLETING A DIALOGUE
a. Complete this dialogue between a fresher and a tutor.
1
Tutor …………………………………………………………………………………………………………….………………..?
Fresher In fact, I hardly ever use technology for study purposes.
Tutor Really, why not?

2
Fresher …………………………………………………………………………………………………………………………………
Tutor Oh, what a pity! And what about your secondary school teachers?
3
………………..…………………………………………………………………………………………………………….?
Fresher Actually, my secondary school teachers didn’t use technology either!
Tutor Well, but we should encourage the use of technology. What do you think the
classroom of the future will look like? For example, in 2030?

4
Fresher ……………………………………………………………………………………………………………………………….;
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besides, 5…………………………………………………………………………………………………………………
Tutor That’s interesting! We should implement the latest trends. The problem is the
lack of resources.
6
Fresher …………………………………………………………………………………………………………………………….…?
Tutor I mean that the latest technology is expensive and most state-run educational
institutions can’t afford to buy it.
Fresher You’re right. However, I think technology influences all areas.

7
…………………………………………………………………………………………………………………………….…?
Tutor Yes, distance learning will make a great impact on future education.
LET’S REVISE GRAMMAR! THEORY: ACTIVE AND PASSIVE VOICE
En inglés, la información que colocamos al principio de la oración es aquella a la que

queremos dar mayor prominencia. Es por esto que habitualmente armamos las oraciones de
la siguiente manera:
SUJETO QUE REALIZA LA ACCIÓN + ACCIÓN + RESTO DE LA INFORMACIÓN

An interactive LCD wall will deliver learning points.
El sujeto que realiza la acción es la información más importante. Esta estructura utiliza la
voz activa.
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Sin embargo, hay casos en los que quien realiza la acción no es importante, es obvia en el
contexto dado o simplemente lo importante es la acción en sí, sin importar quién la realice.
Entonces, se debe variar el orden de la información para resaltar la información realmente
importante.
Ejemplo:
Old-fashioned boards will be replaced with touch-screen technology.
Lo importante es el reemplazo de las pizarras obsoletas y no quién lo hará (seguramente

será una decisión que tome cada institución educativa). Es por ello que se expresa la idea
en Voz Pasiva.
En cambio, si la acción de reemplazar dichas pizarras fuera realizada por los gobiernos
como una política educativa y lo quisiéramos resaltar, la oración sería la siguiente:
Governments will replace old-fashioned boards with touch-screen technology.
Lo relevante en este caso es que los gobiernos llevarán a cabo el reemplazo de las pizarras
obsoletas. Es por ello que la idea está expresada en Voz Activa.
¿Se animan a transcribir las siguientes oraciones en los cuadros de abajo? De esta
manera quedarán ejemplificadas todas las formas pasivas trabajadas en Nivel 2.
Hay un ejemplo como guía:
1. Virtual reality is used to teach pilots how to fly planes.

2. Old-fashioned boards will be replaced with something more similar to touch-screen
technology.
3. Chalk boards were used when we were at school.
4. Students are given tools that facilitate “active learning”.
5. Interactive walls can be operated by learners in their classroom.
6. The first interactive whiteboard was launched in 1991.
7. I am considered an expert in educational technology.
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PRESENTE Sujeto Pasivo Verbo “to be” Pasado Resto

SIMPLE
(AM/IS/ARE) Participio
(3° columna)
Virtual reality is used to teach pilots how to fly

planes
PASADO Sujeto Pasivo Verbo “to be” Pasado Resto

SIMPLE
(WAS/WERE) Participio
(3° columna)
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VERBOS Sujeto Pasivo Verbo Modal Pasado Resto

MODALES
+ Participio
BE (3° columna)
En ocasiones, la persona que realiza la acción no es necesariamente obvia por lo que se

menciona en la oración pasiva. Para ello se usa la estructura BY + PERSONA.
Ejemplo:
These interactive walls could be operated by learners not only in their classroom, but by
learners from classrooms all over the world.
Lo más relevante es el uso de las pizarras interactivas, por lo que aparece en primer lugar,
pero es necesario mencionar que pueden manejarlas tanto los alumnos en su aula como
otros alumnos en distintas partes del mundo, por lo que se agrega el agente (by+persona).
Tip for Passive Voice

Antes de completar un espacio en blanco con la Voz Activa o la Voz Pasiva, siempre hay que asegurarse si el
sujeto mencionado (que puede ser una persona o una cosa) hizo, hace o hará la acción indicada por el verbo o si
fue, es o será afectada por dicha acción.
Por ejemplo:
In a few years’ time, chalkboards ____________(replace) with interactive boards. These new boards
_____________ (facilitate) active learning.
Preguntas a formularse:
● Las pizarras de tiza (Chalkboards)... ¿reemplazarán algo o serán reemplazadas?

Serán reemplazadas (por pizarras interactivas). “Chalkboards” es, entonces, un sujeto pasivo por lo que la
oración debería ser así: Chalkboards will be replaced with interactive boards.
● Estas nuevas pizarras (These new boards)… ¿facilitarán algo o serán facilitadas?
Facilitarán (el aprendizaje activo). En este caso, “These new boards” es un sujeto activo por lo que la oración
debería ser así: These new boards will facilitate active learning.
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LET’S PRACTISE! ACTIVE AND PASSIVE VOICE
a. Label tense and voice of the verbs in bold letters.
1. A research company will investigate the influence of technology in higher education.
Tense: ………………………………………… Voice: ………………………………………….
2. To explore the influence of technology on education, a study will be carried out.
Tense: ………………………………………… Voice: ………………………………………….
3. Some new teaching and learning strategies were developed in the past.
Tense: ………………………………………… Voice: ………………………………………….
4. In some schools, holographic technology is used to teach complex topics.
Tense: ………………………………………… Voice: ………………………………………….
5. There are changes in higher education in most countries.
Tense: ………………………………………… Voice: ………………………………………….
6. Some companies use video walls to attract clients.
Tense: ………………………………………… Voice: ………………………………………….
7. During the industrial revolution, technology was not implemented in education first,
but in industry.
Tense: ………………………………………… Voice: ………………………………………….
8. The FBI used the Internet in the mid XX century.
Tense: ………………………………………… Voice: ………………………………………….
b. Circle the correct option.
Video Wall
The first video wall design/was designed 1 by ESI Design in 2016 for the wall of the Terrell
Place building lobby in Washington D.C. This wall follows/is followed2 the movement of
people. The video powers/is powered 3 by nearly 5 million LEDs. The motion response
makes/is made4 possible by sensors with infrared cameras and a software program. It
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could apply/could be applied5 in education. If it applies/is applied6, it will
change/will be changed7 the classroom of the future.
c. Turn these active sentences into the passive.
1. Digital technologies will change higher education.

………………………………………………………………………………………………………………………………..
2. The role of technology transformed education in the past.
………………………………………………………………………………………………………………………………
3. The university needs stronger connection with the social context.
………………………………………………………………………………………………………………………………..
4. Students need teachers to guide them.
………………………………………………………………………………………………………………………………
5. More research can help the government.
……………………………………………………………………………………………………………………………
d. Put the verbs into the correct verb form (Simple Present, Simple Past, Simple
Future or Modals) and voice (active or passive).
Uses of 3D Printing: Education and Research
In the present scenario, 3D printing ……………………………………….(have) 1 many applications. It

……………………………………….(apply) 2 in manufacturing, medicine, architecture, and custom art
and design. Some people ……………………………………….(use)3 3D printers to create more 3D
printers.
In the near future, 3D printing ……………………………………….(be)5 the latest technology in the

classroom. Therefore, it ……………………………………….(change)4 the future of education and
research. For example, prototypes ……………………………………….(create) 6 and actual models
……………………………………….(design and produce) 7 by students thanks to this technology. In
this way, they will know how feasible a new project is.
Engineering and design principles ……………………………………….(can/explore) 8 as well. Historical

artifacts ……………………………………….(can/duplicate)9 in the classroom. In the past, flat maps
……………………………………….(use)10 whereas now 3D printing …………………….(can/give) students
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a new perspective with topographic maps. Moreover, future applications for 3D printing
……………………………………….(might/include)11 the creation of scientific equipment.
LET’S REVISE GRAMMAR! THEORY: CONNECTORS – PART 2
A continuación se presenta una revisión de la segunda parte de los nuevos conectores

presentados en Inglés II. Pueden observar que, en cada cuadro, hay oraciones para unir con
el conector propuesto, utilizando las dos posiciones/puntuaciones posibles para cada
conector. ¿Se animan a unir dichas oraciones? Veamos el ejemplo:

puntuación
Online education is growing fast. Campuses will remain.
___ ~ ___ .  Online education is growing fast but campuses will

remain.
BUT or
(PERO)
 Online education is growing fast, but campuses will

___ , ~ ___
. remain.
4
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puntuación
Online education is growing fast. Campuses will

remain.
___ . ~ , ___ .  ……………………………………………………………………………

……………………………………………………………………………
HOWEVER or
(SIN EMBARGO)
 ……………………………………………………………………………
___ ; ~ , ___ .
……………………………………………………………………………

remain.
 ……………………………………………………………………………
~___ , ___ . ……………………………………………………………………………
ALTHOUGH
(AUNQUE) or
 ……………………………………………………………………………
___~ ___ .
……………………………………………………………………………

remain.
~+NOUN , ___ .  ……………………………………………………………………………

DESPITE ……………………………………………………………………………
IN SPITE OF
(A PESAR DE) or
 ……………………………………………………………………………
___~+NOUN .
……………………………………………………………………………
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Resultado Posición y Ejemplo

puntuación
Universities will adopt new technologies. They will need

to use new teaching mechanisms.
 …………………………………………………………………………………
___ . ~ , ___ . …………………………………………………………………………………
THEREFORE
(POR ENDE) or
 …………………………………………………………………………………
___ ; ~ , ___ .
…………………………………………………………………………………

puntuación
When I was a child, I didn’t have many technological

devices at home.
 ………………………………………………………………………………
~+NOUN, ___ . ………………………………………………………………………………
AS or
(CUANDO…/DE…)
 ………………………………………………………………………………
___ ~ +NOUN. ………………………………………………………………………………
LET’S PRACTISE CONNECTORS!
a. Read the following paragraph on classrooms in the future and fill in the blanks
with appropriate connectors from the box.
due to / what’s more / if / although / after / moreover / however / as
Classrooms in the future will need new investments of creativity. ………………………… 1, they will
require significant financial investment. …………………..2 technology is quickly entering the
industry, finance is a barrier to building these new classrooms.
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“I work in a private school with good funding. ……………………..3, technology is definitely an

ongoing cost,” said Kelly, a primary school director. “At the same time, …………………….4
introducing new technology, we usually notice that it can replace some costs of traditional
resources. …………………….5 this fact, it usually saves administration cost and time.”
……………………..6 not every school will be able to install smartboards in the next few years,
they will need to use other strategies to make the most out of their educational practices.
For example, they can look at updating lesson structures to fully utilize any available
technology and do resource sharing among students. ………………….7, they can re-think their
educational spaces within their budgets.
………………….8 students get the best education, they will prepare themselves for the future.
And the world needs the best prepared students to have a better future.
Adapted from
https://www.globalcitizen.org/en/content/8-high-tech-gadgets-that-are-making-classrooms-sma/
TIME FOR FICTION I: “DR. SON TECH” BY M.M. ROLD
a. Reread the story “Dr. Son Tech” by M.M. Rold and fill in the blanks with the
missing words from the box. Then, do the activities below.
surface human cells

science teenager
inheritance studies
deeds incubator
genes actions
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Dr. Son Tech

by M.M. Rold
Have you ever thought why you are the way you are? I, Dr. James Son Tech Jr,
have. All my life has been marked by this internal uneasiness of not knowing why I could
not control all my acts. As time went by, I reached some definite conclusions: We, humans,
are a mix of genetic ……………….……….1 and social environment.
When I was a child, I discovered that I shared my father’s interest in ………….………..2
–he was awarded a Nobel Prize for inventing a cloned embryos incubator; and my mother’s
religious beliefs –she took me to church every Sunday. However, I never found out why evil
forces compelled me to do atrocious things such as kicking a little kitten hard into the air
right after helping it come down from the top of a tree just to see the effect of gravity.
As a ………………….3, things got worse and the forces grew stronger. I was the best in
my class but I was not popular. Therefore, I spent most of my time working with my father
or praying with my mother, asking God for forgiveness for my bad ………………….. 4; some of
them are too embarrassing to be told here.
After graduating from university, I was determined to find the answer to my long-
lasting question in the root of life: …………….……..5, so I specialized in biogenetics. In one of
my projects, I worked on my own cells. First, I isolated the ……………….. 6 of good and evil,
and then I divided one of my own cells into two and placed both parts next to the genes
fusing them with a jolt of electricity. As a result, I got two embryos containing a group of
DNA molecules genetically manipulated. Finally, thanks to my father’s ………………… 7, I gave
birth to my twin clones: Billy Earl and Willy Oswald Ray Son Tech –I named them like that
just to play with the initials, if you know what I mean.
Through my ………….……..8, I realized that Billy and Willy grew up ten times faster
than humans so two years after they were born they were already adults. I discovered, too,
a surprising ability to improve themselves day by day. Besides, Billy amazed me with his
never-ending good ……………...……9 and Willy with his incredibly perverse doings.
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One day, when they were three or should I say thirty better? Willy did something
terrible to his brother. However, Billy forgave him and filled him with brotherly love.
Surprisingly, from that day on Willy changed and became tenderer, more compassionate.
What’s more, the good in him came to the ……………….….10. My experiment had failed but…
b. Decide if these statements are true or false. Mark the corresponding letters.
TRUE FALSE
1. Dr. Son Tech Jr. had some strange feeling about his own personality, C E
so he started experimenting with his own cells.
2. Although Dr. Son Tech Jr. was interested in his father’s science, he M L
preferred spending time with his mother at church.
3. Dr. Son Tech Jr. did terrible things. However, he wasn’t aware of B O
that.
4. Billy Earl had a tender and compassionate heart. N R
5. Unlike his brother, Willy Oswald Ray had a violent nature. I Y
6. Although Billy was loving to his brother, Willy wasn’t touched by his O N
tenderness.
7. Dr. Son Tech Jr. concluded that one’s personality is determined by G S
both genetics and the social environment.
What’s the secret word?
__ __ __ __ __ __ __
c. Complete the following text about Dr. Son Tech with the right option.
The narrator, Dr. James Son Tech, begins/began1 the story explaining that,
after/when2 years of discomfort, he was concluded/concluded3 that human beings are
the product of nature and nurture.
In his childhood, he realizes/realized4 that he liked science as much as his father,
winner of a Nobel Prize for cloning. Besides/However5, he has/had 6 the same religious
beliefs as his mother, with whom he went to Sunday mass every week.
7 8
Although/However , he wasn’t understood/did not understand what made him do
terrible things to innocent beings sometimes to see how the principles of physics
works/worked9. Some of these evil things were too cruel and embarrassing to share.
When he is/was10 an adolescent, things got worse. Although/In spite of11 he was the
best student, he had/did not have12 no friends. Therefore/Moreover13, in his free time,
he works/worked14 with his father or prays/prayed15 with his mother.
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After/Before16 his graduation from college, he decided to focus on human cells.

“If/As17 I conduct a study on human cells, the nature versus nurture debate will probably
be closed/was probably closed 18. However/What’s more19, I should/will20 solve
many social problems,” Dr. Son Tech thought. Therefore/However21, he majored in
biogenetics. In one of his projects, he conducted/was conducted22 research on his cells.
This is what he did.
First, the genes of good and evil separated/were separated23 and his cells
divided/were divided 24 into two. Then, one united/was united 25 to the genes of good
and the other to the genes of evil. Once this procedure completed/was completed26, two
embryos with the same DNA genetically manipulated was obtained/were obtained27.
Last, they kept/were kept 28 in his father’s incubator. Because of/After29 nine months,
his twin clones were born. They called/were called 30 Billy Earl and Willy Oswald Ray Son
Tech. Their names represented their personalities.
The twin clones grow up/grew up31 ten times faster than humans. When two years
passed by, they was/were32 twenty years old. Billy was surprisingly good and Willy
incredibly evil.
One year later, before/when33 his brothers were already thirty, Willy did something
terrible to Billy. Despite/Due to34 this terrible deed, Billy was/was not35 angry and was
forgiven/forgave36 his twin clone. Billy’s brotherly love transformed/was
transformed37 Willy, who became good. This change in the experiment made Dr. James
Son Tech understand the nature-nurture dilemma.
d. Read the answers carefully and ask the questions.
1. ………………………………………………………………………………….……………..…………………………………..?
After his experiment, Dr. Son Tech concluded that humans are a mix of genetic
inheritance and social environment.
2. …………………………………………………………………………………………………………………………..…………..?
He discovered that he shared his father’s interest in science and his mother’s religious
beliefs.
3. ………………………………………………………………………………………………………………………….…………..?
She took him to church every Sunday.
4. ……………………………………………………………………………………………..………………………………..……..?
No, he didn’t know why he did terrible things.
5. …………………………………………………………………………………………………………………….………………..?
Things got worse when he was an adolescent.
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6. …………………………………………………………………………………………………………..………………..………..?
He spent a long time with his parents because he was not popular at school.
7. ………………………………………………………………………………………………………..…………………………….?
Yes, he attended university. Then, he specialized in biogenetics.
8. ..…………………………………………………………………………………………………………………………..………..?
He worked on his own cells.
9. ………………………………………………………………………………………………….…………..……………………..?
He isolated the genes of good and evil.
10. …………………………………………………………………………………………………………………………………….…?
After isolating the genes of good and evil, he divided one of his own cells into two and
placed both parts next to the genes to fuse them.
11. ………………………………………………………………………………………………………………………………….……?
After nine months, two twin clones were born.
12. …………………………………………………………………………………………………………………………………….…?
Billy was good and Willy was evil.
13. …………………………………………………………………………………………………………………………….…………?
Willy changed his personality because Billy forgave him.
14. ………………………………………………………………………………………………………………………………….……?
After doing the experiment, Dr Son Tech confirmed his initial conclusion that humans
are a mix of genetic inheritance and social environment.
EXPRESSING YOURSELF
Write down your opinion about one the following quotes on cloning. Then, share it
with the rest of the class. Discuss which aspects of your partners’ opinions you
don’t agree with. Remember to use appropriate structures to express your
reservations and counter arguments.
Reservations
Yes, but …
Yes, but don’t forget that …
That’s a good point but …
Possibly, but the problem is …
Counter arguments
Even so, …
By Douglas Coupland By George Annas
Even if that is so, …
That may be so, but …
That’s probably true, but …
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……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
VIDEO TIME
Watch the video “Five technologies that will change classroom education”
and compare it to the article “The classroom of the future”. Then, write
down two similarities and two differences.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
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MODULE 2
THE RIGHT PERSON

FOR THE RIGHT JOB

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REVISION EXERCISE: PERSONALITY TRAITS
a. Reread the first part of the article “The personality traits that will get you
hired” in your class material. Then, do the two activities below.
b. Fill in the blanks with words from the box.
employers / traits / soft / fit / skills / qualified / pressure / candidates
When you’re applying for a job, your professional success and industry experience are only
part of what your interviewer wants to see. Many times, your personality …………………. 1 are
crucial for getting the job because they make you the right …………………..2 for the company.
“Employers want to know that you are …………………… 3 for a position, but they also want to
see that you will fit in with the company culture. The only way to assess this is to get a
sense of your personality,” said Susan Peppercorn, CEO of Positive Workplace
Partners. “Knowing that someone has the experience and …………………… 4 to be successful in a
job is very important, but when two candidates have similar capabilities, often the
……………………5 skills are the reason why one person gets the job and the other doesn’t.”
A study by the career resource site CareerBuilder found that many ………………….6 prioritize
the same soft skills in employees, looking for ……………….7 who are dependable, positive,
flexible and effective communicators who work well under ……………….8, among other
personality traits.
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c. Match the words with their definitions.
Word Definition
1 apply for (v) a the person who asks the questions in an interview
2 success (n) b to make a request, usually in writing, for something

such as a job, a place at college, university
3 interviewer (n) c having the practical/theoretical knowledge or skills to

do something
4 employer (n) d the fact that you have achieved something that you
want
5 qualified (adj) e a person or company that pays people to work for

them
6 fit in (v) f to make a judgement about the nature or quality of

somebody/something
7 assess (v) g a person working for another person or a business firm

for pay.
8 employee (n) h something that a person has and can use to do what
she/he needs
9 resource (n) i reliable
10 dependable (adj) j to make somebody suitable for a job
d. Answer the following questions.
1. When you are applying for a job, which is the most important aspect? Your
accomplishments, your experience or your personality traits? Why?
……………………………………………………………………………………………………………………………………..…
…………………………………………………………………………………………………………………………………………
2. What makes the difference between two candidates with similar qualifications?
……………………………………………………………………………………………………………………………………..…
…………………………………………………………………………………………………………………………………………
3. What are soft skills?
……………………………………………………………………………………………………………………………………..…
…………………………………………………………………………………………………………………………………………
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e. Circle the correct option.

In a job interview, applicants highlight their qualifications/qualified1, experience and
accomplishments. However/Therefore2, the interviewer should/may3 be more
interested in the personality traits that might/will4 make them suitable for the job.
One way to see that the applicants will fit in the company is to have an idea of their
personality traits. If/As5 two applicants have similar capabilities, their personality traits
will/must 6 make the difference. Candidates hire/are hired 7 when they fit in.
A study that conducted/was conducted8 by the career resource site CareerBuilder

concluded/was concluded9 that many employers prioritize the same soft skills in
employees for different jobs. They usually are looking for/look for candidates10 who
is/are11 dependable, positive, flexible and effective communicators.
12
Therefore/Besides , they want employees who work well under pressure and who can
motivate and lead other employees because/although13 team work is the usual practice
in most jobs.
EXPRESSING YOURSELF
Reflect on the following idea. Do you think you have these soft skills? Why? Why
not? Write down a cohesive paragraph and then share it orally with the rest of
the class.
"It's important to highlight soft skills that can give employers an idea of how quickly you
can adapt and solve problems, whether you can be relied on to follow through, and how
effectively you can lead and motivate others."
……………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………
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f. Reread the second part of the article “The personality traits that will get you
hired” in your class material. Then, do the two activities below.
Complete the subheadings with the personality traits mentioned in the article!
1. ________________
This personality trait entails the ability to work pleasantly and effectively with others. If you
find it easy to deal with people, you will be considered a good candidate who is flexible
enough to get along well with a variety of personalities and work styles.
2. ________________
Every business needs employees who can identify long-term goals. It’s critical to
demonstrate that you have not only a vision for the future, but also a plan to get there.
Therefore, if you can plan strategically, you will be successful.
3. _______________
Companies rarely hire employees to perform only one function. Especially in a small
business, companies need people who find it easy to come out of their roles and perform
different and varied tasks. If you are a multitasker, you will have many chances to be hired.
4. _______________
Although people who can follow instructions are necessary in any business, leaders
ultimately need team members who will challenge the status quo if it’s better for the
business.
5. _______________
These people are good at providing balance and stability as they do not like risks. If
businesses want to prevent dangerous risks, they will need to hire an employee with this
personality trait.
6. ______________
Employers look for people who can fit in the company’s culture. Every company’s culture is
different and each is founded on different values. Therefore, if an employee can match
these values, he/she will be the perfect cultural fit.
7. _______________
People who can use their own judgment and take decisive action are valuable to any
company. Business leaders can’t be involved in every minor decision. Therefore, they look
for a candidate who has the ability to act and take responsibility for the results.
Write a tick () next to the right description.
1. A multitasker
a. can do whatever is necessary.
b. uses his/her judgement to make decisions.
2. A strategist
a. comes out of his/her role whenever there is chaos.
b. can plan future goals.
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3. A decider
a. can imagine and project the future.
b. can act and take responsibility.
4. A cautious person
a. is good at providing stability.
b. understands different identity values.
5. An independent thinker
a. does not always agree with the rest and says so.
b. collaborates with co-workers and clients, for example.
6. A team player
a. balances the risks that are taken by others.
b. finds it enjoyable to work with others.
7. A cultural fit
a. easily adapts to the culture of a company.
b. challenges the bosses’ decisions.
Do you remember the opposite personality traits?
HOW TO EXPRESS QUALITIES, SKILLS AND LIKES AND DISLIKES
Expresiones útiles para describir habilidades, cualidades y gustos
PARA EXPRESAR HABILIDADES
 A cautious person can provide stability.

(sujeto + can + verbo en infinitivo)
El verbo modal “can” es uno de los verbos más usados en inglés. Aparte de expresar
posibilidad, nos ayuda a describir nuestras habilidades, es decir, lo que podemos o sabemos
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hacer bien. Este verbo modal puede usarse con cualquier sujeto y va acompañado de un
verbo principal en su forma infinitiva sin “to”.
 Some people are good at providing stability.

(sujeto + verbo “to be” + good/bad + at + verbo con -ing)
La estructura “sujeto + verbo ‘to be’+ good/bad + at + verbo con –ING” nos permite
contar cuáles son nuestros talentos o nuestras debilidades, en qué actividades somos
buenos y/o no tan buenos. La elección del adjetivo (good/bad) dependerá del emisor y del
mensaje que se desee transmitir. Debemos prestar atención a la conjugación del verbo “to
be” de acuerdo al sujeto que nos encontremos describiendo. Asimismo, notemos que
“good/bad at” va seguido de un verbo con –ING.
 The candidates are good at languages.

(sujeto + verbo “to be” + good/bad + at + sustantivo*)
*(tal como maths/languages/etc. Sin embargo, se debe decir “I am good with numbers”)
Cuando queremos describir en qué campo o disciplina somos buenos/malos, usamos “to
be” + good/bad + at + sustantivo. Sin embargo, hay excepciones a la regla.
 A cautious person finds it easy to provide stability.

(sujeto + find + it + adjective* + verbo en infinitivo con “to”)
*(por ejemplo, difficult/easy/interesting/useful/attractive/etc.)
La estructura “sujeto + find + it + adjetivo + verbo en infinitivo con TO” nos ayuda a
describir lo que nos resulta fácil, difícil, interesante, útil, etc., hacer. La elección del adjetivo
dependerá del emisor y del mensaje que se desee transmitir. Asimismo, debemos usar el
verbo en su forma infinitiva con “to” luego del adjetivo.
PARA EXPRESAR CUALIDADES
 “You are a suitable candidate because of your leadership qualities,” said the
interviewer to a candidate.
(sujeto + verbo “to be” + a/an + adjetivo + sustantivo)
Usamos la estructura “sujeto + verbo ‘to be’ + a/an + adjetiv + sustantivo” para describir
cómo es la personalidad de una persona. Recordemos que el artículo indefinido “a” antecede a
una palabra que comienza con un sonido consonante y el artículo indefinido “an” antecede a
una palabra que comienza con sonido vocal. La frase sustantiva que aparece al final de esta
estructura contiene un adjetivo que se ubica delante del sustantivo y que nos brinda
información sobre el mismo (a suitable candidate = a candidate who is suitable).
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 “You are creative, so you will fit in our company’s culture,” said Max Yoder to a
candidate.
(subject + verb “to be” + adjective)
Además, podemos emplear la estructura “sujeto + verbo ‘to be’ + adjetivo” y concentrar
el énfasis en la información que contiene el adjetivo.
 A good leader is organized enough to lead a large group of people.

(sujeto + verbo “to be” + adjetivo + enough + verbo en infinitive con “TO”)
Usamos “enough” con adjetivos para indicar que es suficiente o igual que lo necesario. En la
estructura “subject + verb ‘to be’ + adjetivo + enough + verbo en infinitivo con
TO”, usamos “enough” luego de un adjetivo y antes de un verbo en infinitivo con “to”. En el
ejemplo de arriba, la frase “organized enough to lead…” (adjective + enough + TO
infinitive) expresa que el sujeto es lo suficientemente organizado para liderar un equipo de
personas grande.
PARA EXPRESAR GUSTOS
 A sociable person likes dealing with people.

(sujeto + verbo de emoción* + verbo con -ing)
*(Por ejemplo, like, love, enjoy, dislike, hate, etc.)
En este caso, los verbos que expresan emociones anteceden a un verbo con –ING.
 A sociable person likes the contact with people.

(sujeto + verbo de emoción* + sustantivo)
*(Por ejemplo, like, love, enjoy, dislike, hate, etc.)
Sin embargo, no realizamos ningún cambio luego del verbo de emoción si lo que
necesitamos expresar luego del mismo contiene un sustantivo.
¡Atención!
Si se desean expresar debilidades, es recomendable ‘suavizarlas’ contrastándolas
con una idea positiva. Podemos usar “a little” para indicar “un poco” y/o
conectores de contraste como “Although/Despite/In spite of/However/But” para
conectar y contrastar una idea negativa con una más positiva.
 I’m a little absent-minded, but I’ve found a solution to this problem by keeping an
organized planner.
 Although I’m not sociable enough to make friends at work, I can work pleasantly and
effectively with others.
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Now complete these descriptions with the correct personality traits. Then, rewrite
the sentences using the word(s) between parentheses. Have a look at the
example!
Example:
A decider uses his/her judgement to make decisions. (can)
A decider can use his/her judgement to make decisions.
1. __________ comes out of his/her role whenever there is chaos. (good at)
……………………………………………………………………………………………………………………………
2. __________ imagines and projects the future. (finds it easy)
……………………………………………………………………………………………………………………………
3. __________ understands different identity values. (can)
……………………………………………………………………………………………………………………………
4. __________ collaborates with co-workers and clients. (likes)
……………………………………………………………………………………………………………………………
5. __________ balances the risks that are taken by others. (good enough)
……………………………………………………………………………………………………………………………
6. __________ challenges the bosses’ decisions. (finds it easy)
……………………………………………………………………………………………………………………………
VOCABULARY BUILDING
Strengths and weaknesses
a. Choose the best definition.
1. Adventurous
a. willing to take risks and try new ideas; enjoying being in new, exciting situations
b. willing to receive or consider new ideas or arguments
2. Assertive
a. somebody who asserts something
b. expressing opinions or desires strongly and with confidence
3. Bossy
a. always telling people what to do
b. always playing the boss
4. Cautious
a. not taking any risks
b. not having any fun
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5. Energetic
a. having or needing a lot of energy and enthusiasm
b. showing or revealing very strong emotions
6. Generous
a. more than necessary
b. giving or willing to give freely
7. Moody
a. having no money
b. bad-tempered or upset, often for no particular reason
8. Organized
a. careful
b. able to plan your work, life, etc. well and in an efficient way
9. Quiet
a. tending not to talk very much
b. offensive
10. Sensible
a. able to make good judgements based on reason and experience, not on emotion;
practical
b. good at learning
11. Sensitive
a. able to understand English
b. able to understand other people and their feelings
12. Serious
a. bad or dangerous
b. thinking about things in a careful and sensible way; not silly
13. Outgoing
a. that must be treated as important
b. liking to meet other people, enjoying their company and being friendly towards
them
14. Talkative
a. liking to learning a lot
b. liking to talk a lot
15. Thoughtful
a. showing signs of careful thought
b. full of ideas
b. Fill in the blanks with the compound adjectives in the box. Use one of the
following structures: be + adjective; be + a/an + adjective + noun
easy-going / open-minded / hard-working

strong-willed / even-tempered / self-confident
I like working in teams because projects usually get enriched by each member’s
contributions. In my work team, you can find people with very different personalities, which
1
makes each meeting challenging as well as fulfilling. For example, Jack is _____________
because he always considers everyone else’s ideas or arguments. In this way, nobody feels
2
that their viewpoints are overlooked. Liam is ______________ and ______________ 3 so
he doesn’t get easily upset or angry when there are heated discussions on certain issues.
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That’s positive because he can help the group find a balance between tension and tolerance.
Annie is an essential member of the team as she is _______________ 4. She has an
extraordinary working capacity. Another important team player is Sophie. She is so
5
_______________ that she doesn’t let the group lose heart and she makes us keep on
trying even when we have to face major obstacles. What we all have in common is that we
are _______________ 6. We trust our own abilities.
LET’S REVISE GRAMMAR! THEORY AND PRACTICE: RELATIVE PRONOUNS THAT / WHO
ORACIONES RELATIVAS: THAT/WHO

Las oraciones subordinadas de relativo, u oraciones relativas, son frases que se unen a una
oración principal y sirven para dar información adicional acerca de una persona que se ha
mencionado previamente en la oración principal. Estas oraciones subordinadas se unen a la
oración principal mediante pronombres relativos, que son palabras que actúan como nexo
entre ambas oraciones. Los pronombres relativos hacen referencia a la persona de la
oración principal (lo que se conoce como antecedente) y lo sustituye. Para referirnos a
personas, los pronombres relativos usados son “who” y “that”. Para referirnos a cosas, el
pronombre relativo usado es “that”.
Frase 1: A multitasker is a person.

Frase 2: This person can perform many tasks at the same time.
A multitasker is a person who/that can perform many tasks at the same time.
Oración principal NEXO Oración subordinada de relativo
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1. Match the personality traits in column A with their definitions in column B. Use
the relative pronouns “who” or “that” to join both parts. Also, remember to
write the verbs between parentheses in the correct Present Simple form. Have a
look at the example!
A B
1. A team player a. (not be) afraid of speaking his/her mind, even when
his/her ideas are contrary to those of the rest.
2. A strategist b. (come) out of his/her role and (do) whatever is
necessary.
3. A cultural fit c. (not take) unnecessary risks.
4. A decider d. (be) good at setting short-term and long-term

objectives.
5. A cautious person e. (take) decisions easily and (take) responsibility for
them.
6. An independent thinker f. easily (adapt) to the core values and culture of an
organization.
7. A multitasker g. (like) working with others.
1. A team player is someone/a person who/that likes working with others.
2. ………………………………………………………………………………………………………………………………
3. ………………………………………………………………………………………………………………………………
4. ………………………………………………………………………………………………………………………………
5. ………………………………………………………………………………………………………………………………
6. ………………………………………………………………………………………………………………………………
7. ………………………………………………………………………………………………………………………………
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EXPRESSING YOURSELF
What are you like as a university student? Think about your weaknesses and
strengths. Use vocabulary from the box and appropriate structures.
ambitious - creative - hard-working - motivating - helpful

punctual - relaxed - sociable - practical - reliable
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
I am a/an …
I have …
I find it … to …
I can …
I’m good/bad at …
I like …
I’m a little … but …
Although I’m not … enough to … , I can …
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TIME FOR FICTION II: “THE SELFISH GIANT” BY OSCAR WILDE
THE SELFISH GIANT
a. Read the first part of the summary of “The Selfish Giant” and complete the
blanks with connectors from the box.
who after
due to as
so that
however therefore
what’s more although
There was once a giant 1_______ had a beautiful garden. He had gone to visit his friend,
2
the Ogre, for seven years. _______ returning home, he found children playing in his
beautiful garden. He infuriated at their happy voices. 3________, he threw them out of his
garden and built a high wall around it. The children couldn’t return to the place.
As the seasons passed and Spring was supposed to arrive, the Giant waited eagerly to
watch his garden bloom with beautiful flowers. 4__________, Spring never came to his
garden.
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Days passed by and the Giant was worried and sad for his garden until one day he heard
the laughter of children 5_________ had entered through a small hole in the wall. The trees
blossomed beautifully 6___________ they were happy to see the children. 7
___________
all the children were happy, the Giant noticed a boy who was sad. He was so small that he
couldn’t reach the branches of a tree, which was still covered with frost and snow. The Giant
felt sorry for the child 8__________ he decided to put that poor little boy on the top of the
tree. At that precise moment, the tree broke into blossom, and the birds started singing on
it. 9___________ the Giant’s good action, the little boy showed him his appreciation by
10
stretching out his two arms and hugging him. ____________, he kissed him.
b. Now, read the second part of the summary of the story and fill in the blanks
with the verbs between parentheses in the Past Simple, in the active or passive
voice.
After realizing how selfish he had been, the Giant 1……………………(knock down) the wall and
the children 2………………..(play) in his garden all day long. In the evening, all of them came
to the Giant to tell him goodbye but his little boy was not with them. In fact, nobody
3
………………….(know) who he was or where he 4……………….(live).
From that day on, every afternoon, when school was over, the children
5
………………….(receive) in the Giant’s garden. However, his little boy
6
……………………(never/see) again.
After a very long time, when the Giant was old, he 7………………….. (wake up) in the morning
and 8……….…….(see) his little friend in his garden. He 9…………………..(feel) exhilarated but his
10
happiness ……………………..(not last) long because the boy’s palms and feet were wounded.
The child explained to the Giant that those were the wounds of Love. Feeling intrigued, the
11
Giant asked the child who he was, but his question …………………….(not answer). Instead,
12 13
the child …………………….(smile) at the Giant and …………………(tell) him that it was time to
play in his own garden, which was Paradise. That afternoon, the Giant
14
…………………………..(find) lying dead under a tree, all covered with white blossoms.
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c. Tick the sentences that reflect the teachings of the story.
1. It is important to share the good things in life.
2. A mean heart cannot change.
3. Being generous does not always bring happiness.
4. Sharing brings happiness to everyone, even to the person who shares something.
5. A kind heart is always a blessing and is amply blessed by the Almighty.
6. Meanness is rewarded.
7. You get what you give.
8. If you spread happiness, you will get happiness in return and if you give sadness
to others, it also comes back to you.
d. Make questions for the following answers.
1. ……………………………………………………………………………………………………………………..…………………?
The Giant found out that children used his beautiful garden as their playground.
2. ………………………………………………………………………………………………………………………………..………?
The giant threw the children out of his garden because their happy voices infuriated
him.
3. ………………………………………………………………………………………………………………………………..………?
He felt worried and sad when he noticed that Spring never came to his garden.
4. …………………………………………………………………………………………………………………………………..……?
The Giant helped a little boy that couldn’t reach up to the branches of a tree.
5. ………………………………………………………………………………………………………………………………………?
When the Giant put the boy on the tree, it broke into blossom and the birds came to
sing.
6. ……………………………………………………………………………………………………………………………………..…?
The Giant knocked down the wall around his garden after realizing how selfish he had
been.
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7. ……………………………………………………………………………………………………………………………………..…?
The Giant received the children in his garden.
8. ……………………………………………………………………………………………………………………………………..…?
The Giant became furious because the child had wounds on his body.
9. ……………………………………………………………………………………………………………………………………..…?
The child explained to the Giant his wounds were the wounds of Love.
10. …………………………………………………………………………………………………………………………………..……?
The child visited the Giant to take him to his own garden, which was Paradise.
LET’S REVISE GRAMMAR! THEORY: PAST SIMPLE AND PAST CONTINUOUS
Para relatar eventos en el pasado, se pueden utilizar distintos tiempos verbales como
Pasado Simple (Past Simple), Pasado Continuo (Past Continuous) o Pasado Perfecto
Simple/Continuo (Past Perfect Simple/Continuous). En las próximas actividades estaremos
repasando el Pasado Simple y abordaremos el Pasado Continuo.
Observemos los verbos subrayados en el siguiente texto. ¿En qué tiempos verbales están
expresados?
One morning, the Giant looked out of the window and saw a wonderful sight. What did he
see? Children! They were sitting in the branches of the trees. All of them were laughing,
except for one. He was standing at the foot of a tree. He was crying bitterly.
8
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Completar el cuadro a continuación con estos elementos:

1. Pasado Continuo
2. Pasado Simple
3. Este tiempo verbal expresa una acción concreta que empezó y terminó en el pasado.
4. Este tiempo verbal expresa una acción que estaba en progreso o sucediendo en un
momento determinado del pasado.
VERBO TIEMPO VERBAL USO

The Giant saw a wonderful
sight. What did he see?
The children were sitting in

the branches of the trees. All
of them were laughing,
except for one. He was
standing at the foot of a tree.
He was crying bitterly
Veamos ahora estas dos oraciones. ¿Cuál de ellas refleja lo que realmente ocurrió en la
historia “The Selfish Giant”?
1. When the Giant arrived at his castle, the children played in his garden.
2. When the Giant arrived at his castle, the children were playing in his garden.
Como conocemos la historia, sabemos que la oración “2” es la que refleja lo que ocurrió en
la misma: When the Giant arrived at his castle, the children were playing in his garden.
Sabemos que cuando el Gigante llegó a su castillo, encontró a los niños jugando en su
jardín, es decir, la acción de jugar estaba en progreso. El verbo “play” está expresado en
Pasado Continuo (…the children were playing in his garden. = …los niños estaban
jugando en su jardín.)
Si bien la otra oración es gramaticalmente correcta, expresa una idea distinta y no refleja lo
que realmente sabemos que ocurrió en la historia. Veamos:
- When the Giant arrived at his castle, the children played in his garden.
En este caso, el Gigante llegó a su castillo y los niños comenzaron a jugar y después de un
tiempo finalizaron dicha acción. El verbo “play” está expresado en Pasado Simple (…the
children played in his garden. = …los niños jugaron en su jardín.).
Después de haber analizado los ejemplos presentados, repasemos estos dos tiempos
verbales en pasado.
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PAST SIMPLE
Example:
One morning, the Giant looked out of the window and saw a wonderful sight.
Usamos el Pasado Simple (Simple Past) para describir eventos que empezaron y
finalizaron en el pasado. Lo asociamos a ciertas expresiones de tiempo (last
week/month/year, yesterday, when I was a child, five weeks ago, the other day, a long time
ago, etc.) que nos permiten marcar cuándo tuvo lugar el evento que estamos describiendo.
Para conjugar una oración en el Pasado Simple hacemos uso de los verbos regulares e
irregulares. Una vez identificado el verbo, la estructura de las oraciones afirmativas es
bastante simple:
Sujeto + verbo regular/irregular en pasado (2° columna) + resto de la oración.
Las oraciones negativas requieren el uso del auxiliar “did”. Tienen la siguiente forma:
Sujeto + did not (didn’t) + verbo en infinitivo (sin “to”) + resto de la oración.
Las oraciones interrogativas también requieren el auxiliary “did”. Toman la siguiente
forma:
- Preguntas de Sí/No:
Did + sujeto + verbo en infinitivo (sin “to”) + resto de la oración?
- Preguntas de Información:
Wh- + did + sujeto + verbo en infinitivo (sin “to”) + resto de la oración?
PAST CONTINUOUS
Example:
When the Giant looked out the window, he saw that the children were sitting in the
branches of the trees.
El Pasado Continuo (Past Continuous) es usado para describir:

1. Eventos del pasado que se encuentran en progreso/en curso.
2. El contexto de la escena de una historia.
3. Eventos que ocurren simultáneamente.
4. Un evento en curso que se ve interrumpido por otro suceso (generalmente la interrupción
se marca con el uso del Pasado Simple).
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La estructura de la oración afirmativa es la siguiente:

Sujeto + was/were + verbo con ING + resto de la oración.
La estructura de la oración negativa es la siguiente:

Sujeto + wasn’t/weren’t + verbo con ING + resto de la oración.
La estructura de la oración interrogativa es la siguiente:

- Preguntas de Sí/No:
Was/Were + sujeto + verbo con ING + resto de la pregunta?
- Preguntas de Información:
Wh- + was/were + sujeto + verbo con ING + resto de la pregunta?
LET’S PRACTISE PAST TENSES!
Read this text about “The Selfish Giant” and fill in the blanks with the verbs
between parentheses in the correct past tense: Past Simple or Past Continuous.
Once upon a time, there was a Giant who 1_______ (own) a beautiful garden. One day, he
2
_________(return) home after a long holiday. When he 3________(open) the gate of his
garden, he saw that many children 4_______(play) in it. This made him really angry. As he
5
________(not want) to share his garden with anyone, he 6________(throw) them out of
his garden and 7_______(build) a high wall around it. The children couldn’t return to the
place.
The seasons passed and the Giant waited eagerly for Spring to arrive but it never
8
__________ (come) to his garden. The trees were sad and grey. However, one day he
9
________(hear) the laughter of children who had entered through a small hole in the wall.
When the Giant looked out of the window, he saw a beautiful sight: Children
10 11
________(sit) in the branches of the trees and birds _________(sing). Everybody was
12
happy except for one boy who was in a corner of the garden. He _______(cry) because he
couldn’t reach the branches of a tree, which was still covered with frost and snow. The Giant
13
_______(feel) sorry for the child and decided to put that poor little boy on the top of the
14
tree. At that precise moment, the tree broke into blossom, and the birds ________(start)
singing on it. The boy wanted to show him his appreciation. Therefore, he kissed him.
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EXPRESSING YOURSELF
What kind of personality did the Giant have? Remember to use

appropriate vocabulary and structures and illustrate your point!
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CUA MODULE 3
INTELLIGENCES AT WORK

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REVISION EXERCISE: MULTIPLE INTELLIGENCES
a. Reread the article “How to Find a Career Path Using the Theory of Multiple
Intelligences”. Be careful! The types of intelligence are in a different order from
the original text. Can you label each type of intelligence?
Nature Smart Number/Reasoning Smart

People Smart Music Smart
Picture Smart Body Smart
Self-Smart Word Smart
How to Find a Career Path Using the Theory of Multiple Intelligences

By Joe Wilner
Last updated: 21 Jan 2017
People still maintain the incomplete sentiment that “success” depends on a high IQ. This can
really limit someone’s perspective for career possibilities if they don’t relate to this standard definition of
success. One way to expand on career possibilities is to use the theory of multiple intelligences.
The term “multiple intelligences” was coined by developmental psychologist, Dr. Howard Gardner
in 1983, as a way to describe peoples’ natural inclination for learning and engaging in the world.
You may be more intelligent than you think. Read on to find a career that fits your essential
intelligence.
1. A person who is ……………………….. has the ability to think in words and to use language to
express and appreciate complex meanings. Possible jobs include: editor, public speaker,
politician, historian, journalist, teacher, writing tutor, language teacher, and actor/actress.
2. A person who is ………………………….. can effectively communicate both verbally and non-
verbally. She/He can note distinctions among others, and has sensitivity to the moods and
temperaments of others. Possible jobs include: diplomat, leader, manager, politician, social
worker, receptionist, sales representative, counselor, and coach.
3. A person that is ………………………….. has the capacity to discern pitch, rhythm, timbre, and
tone. This intelligence enables us to recognize, create, reproduce, and reflect on music. Possible
jobs include: audiologist, choir director, music critic, music promoter, music teacher, music
therapist, recording engineer, sound editor, and speech pathologist.
4. Someone who is ………………………….. has the ability to think in three dimensions. Core
capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic
skills, and an active imagination. Possible jobs include: artist, architect, graphic designer,
engineer, fashion designer, interior decorator, strategic planner, surveyor, and urban planner.
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5. A person that is ………………………….. has the ability to calculate, quantify, consider

propositions and hypotheses, and carry out complete mathematical operations. This fits the
traditional view of intelligence and encompasses the stereotypical prestigious career. Possible
jobs include: accountant, computer analyst or technician, computer programmer, database
designer, economist, engineer, lawyer, mathematician, physician, and researcher.
6. Someone that is ………………………….. has the capacity to manipulate objects and use a variety
of physical skills. There is a body-mind coordination that supersedes articulating verbal or
mathematical reasoning. Possible jobs include: athlete, dancer, mechanic, actor/actress, physical
education instructor, physical therapist, firefighter, and paramedic.
7. A person who is …………………….. has the ability to discriminate among living things (plants,
animals) as well as sensitivity to other features of the natural world (clouds, rock configurations).
Possible jobs include: astronomer, botanist, conservationist, marine biologist, ecologist,
veterinarian, and meteorologist.
8. Someone that is ………………………….. has the capacity to understand oneself and one’s
thoughts and feelings, and to use such knowledge in planning and directing one’s life. Possible
jobs include: psychologist, philosopher, writer, career counselor, consultant, criminologist,
personal counselor, and program planner.
You’ll probably find proficiency in several of these categories, so a helpful exercise is to select your top
three areas of aptitude and create a Venn-diagram. From here you can explore careers that overlap
between your different capacities.
Adapted from: https://blogs.psychcentral.com/working-well/2017/01/how-to-find-a-career-path-using-the-theory-of-multiple-intelligences/
b. What type of intelligence do these people have?
1. Naturalist Intelligence a. “I consider myself an athlete.”
2. Interpersonal Intelligence b. “I often think about the influence I have on others.”
3. Spatial Intelligence c. “Knowing directions is easy for me.”
4. Logical-Mathematical Intelligence d. “I enjoy new or unique social situations.”
5. Intrapersonal Intelligence e. “I can remember the tune of a song when asked.”
6. Musical Intelligence f. “I talk a lot and I enjoy telling stories.”
7. Bodily-Kinesthetic Intelligence g. “I enjoy my pets.”
8. Linguistic Intelligence h. “Using numerical symbols is easy for me.”
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c. Complete the following descriptions with the name of the professional from the
box and choose the correct verb form, active or passive, and the correct
connector.
Architects - Accountants - Nutritionists - Mechanical Engineers

Public Relations Experts - Nurses - Labour Relations Experts - Physicians
d. Then, below each description, write qualities that those professionals have and
the personality traits that are necessary to do their jobs. Have a look at the
example!
1. Mechanical engineers are professionals who plan and/but design tools, engines,
machines, and other equipment. Gas, water, and steam systems can repair/can
be repaired by them.
Dominant intelligence:
They have logical-mathematical intelligence… / They are number smart… because
they are good at making calculations.
Personality traits:
They need to be strategists because they usually have to identify long-term goals.
2. ……………………. are professionals who work as intermediaries between the public and
an organization or business. They effectively communicate/are communicated its
mission, policies and goals to the public.
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….
Personality traits:
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….
3. …………………... are professionals who play/are played significant roles in hospitals,

clinics and private practices. Their duties include/are included communicating
between patients and doctors and caring for patients. Therefore/Besides, they can
deal with the patients’ family.
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….
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Personality traits:
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….
4. …………………… are professionals who have knowledge on economics, wage data, and
labor law. They write/are written employees' contracts with respect to wages or
salaries, employee welfare, healthcare benefits, pensions, union practices, etc.
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….
Personality traits:
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….
5. …………………... are professionals who prepare and examine financial records. They
make sure that records are accurate and that taxes pay/are paid properly and on
time.
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….
Personality traits:
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….
6. ……………………… are professionals who care for patients in a variety of ways with the
primary responsibility the well being of their patients. However/Although, they
also make preventive medicine. They also call/are also called medical
practitioners or doctors.
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….
Personality traits:
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….
7. …………………… design all kinds of buildings. Before/Despite constructing a building,

they need/are needed to draw a plan of the building. The building then builds/is
then built by a construction company.
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…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….
Personality traits:
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….
8. …………………... advise/are advised people on what to eat to lead a healthy lifestyle
or achieve a specific health-related goal. They work in hospitals, cafeterias, nursing
homes, and schools.
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….
Personality traits:
…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….
EXPRESSING YOURSELF
Write down a description of your future profession. What type of
intelligence and personality traits do you need to do a good job?
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
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LET’S REVISE GRAMMAR! THEORY: CONDITIONAL TYPE 2
CONDICIONAL TIPO 2
 El Condicional Tipo 2 se utiliza para hacer suposiciones acerca de situaciones

presentes imaginarias, es decir, se usa cuando imaginamos un contexto presente
distinto.
Observen los siguientes ejemplos. ¿Se animan a completar la regla de

construcción de este tipo de oraciones?
Ejemplos
 If I a recruiter asked me an unusual question, I would be totally spontaneous.

(Si un reclutador me hiciera una pregunta inusual, sería totalmente espontáneo.)
 I would be totally spontaneous if I a recruiter asked me an unusual question.

(sería totalmente espontáneo si un reclutador me hiciera una pregunta inusual.)
CONDICIÓN RESULTADO
IF ……… + ……………………………… , …………… + ……… + ………………………
RESULTADO CONDICIÓN
…………… + ……… + ……………………… IF ……… + ………………………………
Como se puede observar en los ejemplos anteriores, la cláusula que expresa la

condición puede aparecer en primer lugar, seguida de la cláusula de resultado, o
viceversa. No hay diferencia en cuando al significado de la oración. La única
diferencia es que cuando el conector “if” aparece en la mitad de la oración, no se
usa coma.
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¡Importante! Noten el uso del verbo “to be” en la cláusula “if”:
If + I/you/he/she/it/we/you/they + were/weren’t, …
Esta estructura se utiliza frecuentemente para expresar consejo.
Ejemplo
If I were you, I would be totally spontaneous.
LET’S PRACTISE CONDITIONAL TYPE 2!
a. Read the following text on unusual interview questions. Put the verbs between
parentheses in the correct form. Be careful with word order in the case of
questions!
As a hiring manager, you probably ask similar questions to most of your candidates: "What
are your strengths? What interests you in our company?" Most of these questions are
standard and evoke similarly typical responses.
Now, imagine you ask your candidate this: "Cats or dogs?” You may think you can’t obtain
much information from your candidate through this question but the truth is that unusual
questions can help you get a glimpse of your candidate's true personality. During your next
interview, consider asking one of these unexpected questions:
a. How 1_____________ (you/solve) problems if you 2_____________(be) from Mars?
b. If you 3_____________(be) a tree, what kind of tree 4_____________(be) and why?
c. You’ve been given an elephant. You can’t give it away or sell it. What
5
__________(you/do) with the elephant?
d. If you 6____________(have) a choice between two superpowers, being invisible or
flying, which 7_____________(choose)?
8
e. If you ____________(compare) yourself with any animal, which
9
_____________(it/be) and why?
10
Now… think about this… If you _____________(not be) a hiring manager but a candidate,
11
how ___________(you/answer) the questions above? Have fun!
Adapted from: https://blog.hubspot.com/marketing/funny-weird-interview-questions
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b. Now, if you were a candidate, what answers would you give to the questions
above?
1. ………………………………………………………………………………………………………………………………………
………..…………………………………………………………………………………………………………………………….
2. ………………………………………………………………………………………………………………………………………
………..……………………………………………………………………………………………………………………………
3. ………………………………………………………………………………………………………………………………………
………..…………………………………………………………………………………………………………………………….
4. ………………………………………………………………………………………………………………………………………
………..…………………………………………………………………………………………………………………………….
5. ………………………………………………………………………………………………………………………………………
………..…………………………………………………………………………………………………………………………….
EXPRESSING YOURSELF
Lea has been offered a promotion at work. Unfortunately, it’s terribly unfair to a
lot of other colleagues who deserve it more than she does. She is fully aware of
that. Anyway, she decides to accept it. What would you do if you were in her
shoes? Why?
………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………….............................
………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………….............................
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LET’S PRACTISE! COMPLETING A DIALOGUE
a. Complete this conversation between two recent graduates. Use different main
verbs. Don’t repeat them.
Carol I’ve just read an article on personality traits that will get you hired. It’s quite
interesting. I think I’m a team player.
1
Sam _______________________________________________________________?
Carol Well… a team player has the ability to work pleasantly and effectively with others.
2
Sam _______________________________________________________________?
Carol Yes, I worked as part of a team in my last job. It was an enriching experience.
3
Sam _______________________________________________________________?
Carol I learned that you need to be open-minded. If you listen to people’s opinions, you
have better chances of making the right decisions.
Sam Employers usually look for self-confident and decisive people.
4
_______________________________________________________________?
Carol Yes, of course I do. Making decisions is not a problem for me!
5
Sam ________________________________________________________________?
Carol Yes, I am looking for a job at present. I’d like to work as an executive secretary in
a multinational company. I wonder if I have the necessary skills…
Sam I’m sure you do! Tell me… 6__________________________________________?
Carol Well… I’m good at dealing with travel issues such as hotel, car, and flight
bookings. Besides, I can write official letters.
Sam That’s great! 7_____________________________________________________?
Carol Yes, I find it easy to use office software like Excel and PowerPoint.
Sam And what about foreign languages? 8___________________________________?
Carol Yes, I can speak French and German quite fluently.
Sam Well, Carol, with all your qualities and skills, you won’t have trouble finding the
job you’re looking for. Good luck!
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TIME FOR FICTION III: “THE EXAM”
a. How well do you remember the story? Are the following sentences true or false?
1. ___ The three candidates felt relaxed before they went into the exam hall.
2. ___ The candidates were applying for a job in a local business.
3. ___ Before the exam started, the only person who talked was the resource
manager.
4. ___ The exam instructions were confusing and misleading.
5. ___ Two of the candidates had the right answer.
b. Read this text about “The Exam”. Put the verbs between parentheses in the
correct form, Past Simple or Past Continuous. Fill in the dotted blanks (….) with
connectors from the box.
after / but / therefore / however / moreover / when / although
The Exam
One morning, three applicants for a job were in a room while it

_____________(freeze)1 cold outside. They _____________(wait)2 wait to be called
for an exam as they wanted to work in one of the most prestigious multinational companies
in the world. They ______________(feel)3 colder than the day because there were three
candidates. ……………………..…4, they ___________(know)5 that there was only one
vacancy.
Eventually, a secretary called them into an exam hall where they
6
___________(see) three desks with a paper sheet and a pen on each. After that, the
human resource manager ____________(go)7 into the room and
8
_____________(tell) them the exam conditions. He said there was only one question
and if they answered it, they would get the job, …………………. 9 they couldn’t crumple the
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paper or spoil it in any way. …………………..10, they couldn’t leave the room before three
hours and there ___________(be)11 a guard in the room who would throw them out if
they didn’t follow the rules. ………………….12 a pause, the manager ____________(ask)13
the candidates: “Have you understood?” They were so silently puzzled that, before they
could react, the manager left the room.
When the applicants looked at the exam sheets, they realized that they
14 15
____________(be) blank. …………………….. , they started to suspect that the manager
_____________(have)16 a tricky exam in store for them. ………………… 17 the manager had
told them that they couldn’t spoil the paper in any way, Candidate 1 wrote something on it
so the guard ____________(throw)18 him out of the room although he was considered
the most intelligent.
Now, there were two confused candidates left. ………………… 19 the manager came back, he
could see they ___________(think)20 hard. He asked them if they
21
____________(know) the answer. Candidate 3 immediately replied that the question
was if they had understood the exam conditions and the answer was ‘Yes’. The manager
_____________(congratulate)22 him. Of course, Candidate 3 got the job. Candidate 2
felt so stupid that he left the room in anger.
LET’S REVISE GRAMMAR! THE PAST SIMPLE AND THE PAST CONTINUOUS REVISITED
10
PASADO SIMPLE
El Pasado Simple se utiliza para hablar de una acción que comenzó y concluyó en un
tiempo anterior al actual. La duración no es relevante. Normalmente, se utiliza con
10
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expresiones temporales pasadas que indican cuándo ocurrió la acción, por ejemplo, last
year/month, a few days ago, in 1990, etc.
Hay verbos regulares, que agregan –ed a la forma base del verbo, y verbos irregulares, que
adoptan distintas formas. Ejemplo:
 Candidate 3 had linguistic intelligence. Therefore, he answered the question correctly.

( tenía/verbo irregular “have”) (contestó/verbo regular “answer”)
PASADO CONTINUO
El Pasado Continuo es utilizado para describir los siguientes tipos de eventos:
1. El contexto de la escena de una historia. Ejemplo:
 It was a cold morning in the city. It was raining heavily. Three people were waiting
nervously in an exam hall. (estaba lloviendo) (estaban esperando)
2. Una acción en curso que se vio interrumpida por otra acción. Generalmente, la
interrupción se marca con el uso del Pasado Simple. Ejemplo:
 The applicants were sitting in the exam hall when the manager came in.
(estaban sentados)
3. Dos eventos que estaban ocurriendo simultáneamente. Ejemplo:
 While the applicants were waiting in the exam hall, the manager was thinking of a
tricky exam for them. (estaban esperando) (estaba pensando)
Las formas afirmativas y negativas del Pasado Continuo se construyen de la siguiente

manera:
Sujeto Verbo Verbo principal Resto

auxiliar en Pasado
(was/were) Participio
Forma It was raining heavily.
afirmativa
Forma The three weren’t waiting calmly and happily.
negativa candidates
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Para formar una interrogación se debe colocar la palabra interrogativa, si es necesaria.

Luego, se ubica el auxiliar (was/were), luego el sujeto y posteriormente el verbo principal
con -ING:
[Palabra Verbo Sujeto Verbo Resto

interrogativa] auxiliar principal
(was/were) con
-ING
Forma Why were the three waiting in the exam
interrogativa applicants hall?
Have a look at the answers on the story “The Exam”. What are the corresponding
questions?
1. ………………………………………………………………………………………………………………………………………………?
They were feeling colder than the day because they were nervous.
2. ………………………………………………………………………………………………………………………………………………?
He wrote something on the paper.
3. ………………………………………………………………………………………………………………………………………………?
When the manager came back, they were thinking hard.
4. ………………………………………………………………………………………………………………………………………………?
He got the job because he had linguistic, interpersonal, and logical intelligence.
5. ………………………………………………………………………………………………………………………………………………?
He congratulated Candidate 3.
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CUA

MODULE 4
FITTING IN WORK
ENVIRONMENTS

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REVISION EXERCISE: WORK ENVIRONMENTS
a. How well do you remember the article “The 5 Most Successful Work
Environments (and the 5 Worst)”? In the list below, you’ll find the types of
environment mentioned in the text. Can you classify them according to
whether they’re positive or negative?
- The class-system environment - The 'compartment' environment
- The 'open skeptic' environment - The sink-or-swim environment
- The punitive environment - The individual-focused environment
- The 9-to-5 environment - The unified environment
- The mutual-feedback environment - The no-walls environment
- …………………………………………………………………… - ……………………………………………………………………
- …………………………………………………………………… - ……………………………………………………………………
- …………………………………………………………………… - ……………………………………………………………………
- …………………………………………………………………… - ……………………………………………………………………
- …………………………………………………………………… - ……………………………………………………………………
- …………………………………………………………………… - ……………………………………………………………………
b. Read what these people say about their workplaces. What kind of environment
do they work in?
1. …………………………………………………….
“My job is so tedious. It’s the same thing day after day. Starting work at 9 a.m.,
filling in forms in the morning, making calls in the afternoon, preparing the
workload for the following day at 4 p.m, and leaving the office at 5. It’s totally
unchallenging.”
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2. ……………………………………………………..
“My present job is so different from my previous one! I love it. Everybody feels
close to everybody else because we work in an open-plan office. There’re no
private offices for anyone, not even the bosses. Isn’t it great?”
3. ……………………………………………………..
“I love the brain-storming sessions at work because they boost creativity.

However, the most interesting aspect is that, at the end of each session, we must
come up with questions on each colleague’s ideas. In this way, we can make
better decisions.”
4. ……………………………………………………..
“Unlike my previous job, now I feel free to ask my co-workers and even my boss
what they think about my work while I’m doing it. In this way, I can make
improvements during the process. I love it because I don’t feel exposed.”
5. ……………………………………………………..
“Last month, my team worked on a project that didn’t result as expected.

Therefore, the team was immediately dissolved, which I made me feel really bad.
However, when the same team was highly successful last year, nobody ever
complimented us on our work.”
6. ……………………………………………………..
“What I don’t like about my workplace is that we’re never given the chance to
work in teams. Everything is done in complete isolation.”
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GRAMMAR STOP
Defining and describing working environments
To define or describe a place we are talking about, we introduce the new

information using where.
- I would like to work in a place WHERE employees’ opinions are respected.
Join the ideas by using WHERE.
1. Last year, I worked in a company. In this place, accomplishments were not rewarded.
Last year, I worked in a company where accomplishments were not rewarded.
2. For many years, I worked in a factory. In this workplace, there was a strong hierarchical
organization.
______________________________________________________________________
3. At present, I am working in an open-plan office. In this place, all employees can interact
with each other.
______________________________________________________________________
4. I would like to work in a company. In this place, employees are allowed to work
flexitime.
______________________________________________________________________
VOCABULARY BUILDING
a. Complete the table with words from the box.
Dead-end job / Stressful / Job satisfaction / Well-paid / Steady / Fun
CHARACTERISTICS
POSITIVE NEGATIVE
………………………………………. Under-paid
………………………………………. Insecure
Promotion prospects ……………………………………….
Stress free / Relaxing ……………………………………….
………………………………………. Dull
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Job satisfaction ……………………………………….
b. Now, complete the text with characteristics from the chart above.
I am a football coach in an A-division club in Argentina. I think it’s an

1
…………………………. job as it is highly improbable that coaches will keep
their job for a long time. It all depends on game scores! However, I must admit
it is 2…………………….. . My salary is very good. I can’t complain. If the team
wins, you get a lot of 3…………………….. . It feels so good to see your team win
a game! This job is really 4…………………. because there is constant pressure.
However, it is 5……………………… . You never have time to get bored! Besides, it
has 6………………………… . If you do a good job, you always have the chance to grow
professionally. In my opinion, it is a good work environment because it favors honest
feedback.
b. Write a short description of an environment where you would like to work. Use
the vocabulary in text on work environments and the box above. Have a look at
the example.
In the future, I would like to be a football coach in an A-division. I would like to work in a
club where people are friendly. I think it’s an insecure job. However, it is well-paid. If the
team wins, you will get a lot of job satisfaction. Although it must be stressful, this job is
interesting and has promotion prospects. In my opinion, it can be a good work environment
because it favors honest feedback.
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
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TIME FOR FICTION IV: “STITCHES” BY G. ALEX
11
a. Complete this passage with the appropriate form of the verb (tense and voice)
and underline the right connector.
Miguel and his family ……………………………………...(live)1 in a small village in Mexico. He

……………………………………...(be)2 a strong boy, a Maya. They
3
…………………………………...(work) in a Maquila.
Once, some fantastic T-shirts ……………………………………...(make)4 at the factory and

Miguel thought: “Oh, I really ……………………………………...(like)5 them although/but6 I
…………………………...(can/not/buy) 7 one. Although/In spite of8 I
9
…………………………...(work) hard every day, I
……………………………...(cannot/afford)10 to have one now. However, I
11
……………………………...(have) one in the future, I promise.”
One afternoon, Miguel ……………………………………...(fall)12 asleep and Sr. Costas

13
……………………………………...(shout) at his mother. Therefore/However14, Miguel
believed Sr. Costas ………………………………...(not be)15 a bad man because/because
of16 he had given them a small house by the river for very little money. Miguel usually
imagined a different reality for him and his family: “When/If18 I
19 20
……………………...(have) money, I …………………………...(buy) a big house for my
family and we …………………………...(be)21 together, but I don’t have enough money for
that.”
b. Ask questions. Focus on the answers.
1. ………………………………………………………………………………………………….……………………….?
The maquila was at the end of their street, next to the store El Quetzal.
11
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qrRtcvhfcHxUx1KWdD
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2. ……………………………………………………………………………………………………….………………….?
They got their food at El Quetzal.
3. …………………………………………………………………………………………….…………………………….?
No, he didn’t go to school.
4. ………………………………………………………………………………………………………………………….?
Because Miguel fell asleep.
5. ……………………………………………………………………………………………………………………….….?
No, he didn’t. He worked in the plantation.
6. ……………………………………………………………………………………………………….………………….?
He put a secret stitch and said to himself that that shirt, no matter who bought it,
would be his shirt forever because it had his secret mark.
7. ………………………………………………………………………………………………………………………….?
The black waters came into the village and destroyed every house, every tree, and
the maquila.
8. ……………………………………………………………………………………………………….………………….?
Because some people helped them.
9. ……………………………………………………………………………………………………………….………….?
They gave them food, medicine, bottled water and clothes.
10. ……………………………………………………………………………………………….………………………….?
Because in the bottom of the box he found HIS shirt.
c. Match the following suppositions. Some of them are expressed in the First
Conditional and some others in the Second Conditional. Can you identify them?
1. In most countries, children would be a. if the weaker members are abused.

forced to work
2. Maquila owners would be in prison b. if there were no laws to protect them.
3. Society will never be just c. if the law were enforced.
4. If there were better opportunities for d. this abusive system will never end.
parents,
5. If we continue buying goods in the black e. children wouldn’t be exploited.

market,
d. Now, write the complete sentences below and reflect on their structure and
meaning.
1. ………………………………………………………………………………………………………………………………………….
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2. ………………………………………………………………………………………………………………………………………….
3. ………………………………………………………………………………………………………………………………………….
4. …………………………………………………………………………………………………………………………………………
5. ………………………………………………………………………………………………………………………………………….
EXPRESSING YOURSELF
a. After rereading the story, put a tick when the word represents the situation in
the story and a cross when it doesn’t.
Flexible hours Fixed hours
Well-paid Under-paid
Steady / Permanent Insecure / Temporary
Promotion prospects Dead-end job
Varied Repetitive
Stress free / Relaxing Stressful
Skilled Unskilled
Interesting Boring /Tedious
Fun Dull
Job satisfaction Job dissatisfaction
b. Describe the working environment in Stitches. Use vocabulary from the chart
above.
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
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………………………………………………………………………………………………………………………………....................
................................................................................................................................
VIDEO TIME
Describe the environment at Silvia’s workplace. Use appropriate vocabulary and

connectors.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………........................................................................................................................
.........................................................................................................................................................
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CUA

LIST OF IRREGULAR VERBS

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Tutoría Inglés II
LIST OF IRREGULAR VERBS
BARE INFINITIVE PAST PAST PARTICIPLE TRANSLATION
be was/were been ser, estar

become became become llegar a ser
begin began begun comenzar
break broke broken romper
bring brought brought traer
build built built construir
buy bought bought comprar
catch caught caught atrapar
choose chose chosen elegir
come came come venir
cost cost cost costar
cut cut cut cortar
do did done hacer
draw drew drawn dibujar
drink drank drunk beber
drive drove driven conducir
eat ate eaten comer
fall fell fallen caer
feel felt felt sentir
find found found encontrar
fly flew flown volar
forget forgot forgotten olvidar
get got got obtener, llegar
give gave given dar
go went gone ir
grow grew grown cultivar, crecer
hang hung hung colgar
have had had tener
hear heard heard oír
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keep kept kept guardar, mantener

know knew known saber, conocer
learn learnt, learned learnt, learned aprender
leave left left partir, abandonar
lend lent lent prestar
let let let permitir
lie lay lain yacer, recostarse
make made made hacer, fabricar
meet met met encontrarse con
pay paid paid pagar
put put put poner
read read read leer
ride rode ridden cabalgar
ring rang rung sonar
run ran run correr
say said said decir
see saw seen ver
sell sold sold vender
send sent sent enviar
set set set establecer, fijar
show showed shown, showed mostrar
shut shut shut cerrar
sing sang sung cantar
sit sat sat sentarse
sleep slept slept dormir
smell smelt, smelled smelt, smelled oler
speak spoke spoken hablar
spend spent spent gastar, pasar
stand stood stood estar de pie
steal stole stolen robar
stand stood stood estar de pie
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steal stole stolen robar
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Tutoría Inglés II
swim swam swum nadar

take took taken tomar, llevar
teach taught taught enseñar
tell told told decir, contar
think thought thought pensar, creer
understand understood understood entender
wake (up) woke (up) woken (up) despertarse
wear wore worn vestir
win won won ganar
write wrote written escribir
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UNLaM – DPU

UNIVERSIDAD NACIONAL DE LA MATANZA

SEGUNDO CUATRIMESTRE 2022

- Let’s revise grammar! Theory: Connectors revisited 4

MODULE 2 – THE RIGHT PERSON FOR THE RIGHT JOB

- Revision exercise: Personality traits 32

MODULE 3 – INTELLIGENCES AT WORK

- Revision exercise: Multiple intelligences 53

MODULE 4 – FITTING IN WORK ENVIRONMENTS

- Revision exercise: Work environments 67

LIST OF IRREGULAR VERBS 76

LET’S REVISE GRAMMAR! THEORY: CONNECTORS REVISITED

Recordemos que, para poder interpretar la columna en donde se presentan la posición y

A continuación se presenta una revisión de los conectores estudiados en Inglés I. Pueden

Adición Posición y Ejemplo

Universities will adopt the latest technologies. Universities will

 Universities will adopt the latest technologies, train

Contraste Posición y Ejemplo

Digital technologies will transform education. Campuses

___ ~ ___ .  ………………………………………………………………………………………

Razón Posición y Ejemplo

LCD interactive walls are useful in the classroom. They

___ ~ ___ .  …………………………………………………………………………………………

~___ , ___ .  …………………………………………………………………………………………

Condición Posición y Ejemplo

Universities adopt digital technologies. They will transform

~___ , ___ .  …………………………………………………………………………………………………

___ ~ ___ .  …………………………………………………………………………………………………

Resultado Posición y Ejemplo

New technology is sometimes complicated. Teachers need

___ ~ ___ .  …………………………………………………………………………………………………

___ , ~ ___ .  …………………………………………………………………………………………………

Tiempo Posición y Ejemplo

The university implemented the new technology. All the

~___ , ___ .  …………………………………………………………………………………………………

___ ~ ___ .  …………………………………………………………………………………………………

Tiempo Posición y Ejemplo

First, the professors were trained. Then, the university

~___ , ___ .  …………………………………………………………………………………………………

___ ~ ___ .  …………………………………………………………………………………………………

Tiempo Posición y Ejemplo

First, the professors were trained. Then, the university

~___ , ___ .  …………………………………………………………………………………………………

___ ~ ___ .  …………………………………………………………………………………………………

LET’S REVISE GRAMMAR! THEORY: NEW CONNECTORS – PART 1

Razón Posición y Ejemplo

Technology is advancing fast. Teachers need to

BECAUSE ~___ , ___ .  Because/As technology is advancing fast, teachers

Technology is advancing fast. Teachers need to

BECAUSE OF ~ +NOUN, __ .  ………………………………………………………………………………

Tiempo Posición y Ejemplo

The university implemented new technology. The

AFTER ~___ , ___ .  …………………………………………………………………………………

The university implemented new technology. The

The university implemented new technology. The

~ +ING , ___ .  …………………………………………………………………………………

Adición Posición y Ejemplo

Virtual reality allows children to travel to faraway

LET’S PRACTISE! CONNECTORS

_ ~ _ .  ………………………………………………………………………………………

_ ~ _ .  …………………………………………………………………………………………

~_ , _ .  …………………………………………………………………………………………

~_ , _ .  …………………………………………………………………………………………………

_ ~ _ .  …………………………………………………………………………………………………

_ ~ _ .  …………………………………………………………………………………………………

_ , ~ _ .  …………………………………………………………………………………………………

~_ , _ .  …………………………………………………………………………………………………

_ ~ _ .  …………………………………………………………………………………………………

~_ , _ .  …………………………………………………………………………………………………

_ ~ _ .  …………………………………………………………………………………………………

~_ , _ .  …………………………………………………………………………………………………

_ ~ _ .  …………………………………………………………………………………………………

BECAUSE ~_ , _ .  Because/As technology is advancing fast, teachers

AFTER ~_ , _ .  …………………………………………………………………………………