Vocabulario
| 1. the = el, la, los, las | 12. young = joven | ||||
| 2. yes = sí | 13. new = nuevo | ||||
| 3. boy = muchacho, niño | 14. red = rojo | ||||
| 4. girl = muchacha, niña | 15. green = verde | ||||
| 5. man = hombre, señor | 16. American = americano | ||||
| 6. woman = mujer, señorita, señora | 17. Mexican = mexicano | ||||
| 7. house = casa | 18. where = dónde | ||||
| 8. car = coche | 19. apple = manzana | ||||
| 9. big = grande | 20. sweet = (adj.) dulce | ||||
| 10. little = pequeño, chico | 21. desk = escritorio | ||||
| small = pequeño, chico | 22. brown = café | ||||
| 11. old = viejo , grande (edad) |
| MODISMOS |
| 1. hello = hola |
| 2. good-bye = adiós |
| 3. good morning = buenos días |
| 4. good afternoon = buenas tardes |
| 5. good evening = (para saludar) buenas noches cuando llegas |
| 6. good night = (para despedirse) buenas noches |
| 7. the young man (boy) = el joven |
| the young woman (girl) = la joven |
| 8. the old man = el anciano |
| the old woman = la anciana |
Lección 2
Colors (US) colours (UK)
| pink = rosa | (pink) | brown = café | (braun) |
| yellow = amarillo | (ielou) | Light blue = azul cielo | (lait blu) |
| blue = azul | (blu) | orange = naranja | (oranch) |
| green = verde | (grin) | red = rojo | (red) |
| gray = gris | (grey) | white = blanco | (uait) |
| purple = morado | (parpl) | black = negro | (black) |
Verbo Be
EL TIEMPO PRESENTE DEL VERBO “BE”
Los infinitivos en inglés se forman colocando la partícula to antes del verbo. Así to be forma un infinitivo con la partícula to antes del verbo be. Los infinitivos en castellano se forman con las terminaciones ar, er, ir. To be equivale a ser (terminación er) o estar (terminación ar) En inglés no se puede sobreentender el pronombre como en castellano. Siempre hay que expresarlo
| Be – afirmativo |
| I am (yo) soy, estoy |
| you are (tú) eres, estás |
| you are (Ud.) es, está |
| he is (él) es, está |
| she is (ella) es, está |
| it is (cosa) es, está |
| we are (nosotros) somos estamos |
| you are (uds.) son,están |
| they are (ellos) son, están |
| they are (ellas) son, están |
| they are (cosas) son, están |
Ahora haz los ejercicios del libro con tu profesor
EL USO DE LA PARTÍCULA NOT
La palabra not se usa en inglés para negar con verbos, en general se coloca inmediatamente después del verbo . En las frases I am not, he is not, they are not, we are not, notése que el verbo y la partícula not se escriben como dos palabras separadas. Esto es muy común en el inglés escrito. En conversación, sin embargo, el verbo y la partícula not se juntan para formar una contracción, la que se usa con gran frecuencia y casi sin excepción. En la primera persona del singular la contracción es I´m not. La contracción de is not es la palabra isn´t y de are not es la palabra aren´t.
| Be – negativo |
| I´m not (yo) no soy, no estoy |
| you aren´t (tú) no eres no estás |
| you aren´t (Ud.) no es, no está |
| he isn´t (él) no es, no está |
| she isn´t (ella) no es, no está |
| it isn´t (cosa) no es, no está |
| we aren´t (nosotros) no somos, no estamos |
| you aren´t (Uds.) no son, no están |
| they aren´t ( ellos) no son ,no están |
| they aren´t ( ellas) no son ,no están |
| they aren´t ( cosas) no son ,no están |
Ahora haz los ejercicios del libro con tu profesor
Be – Interrogativo
La forma interrogativa del verbo Be se forma colocando el verbo antes del sustantivo o pronombre.
| am I? ¿soy yo? ¿estoy yo? |
| are you? ¿eres tú? ¿estás tú? |
| are you? ¿es Ud.? ¿está Ud.? |
| is he? ¿es él? ¿está él? |
| is she? ¿es ella? ¿está ella? |
| is it? ¿es?(cosa) ¿está?(cosa) |
| are we? ¿somos nosotros? ¿estamos nosotros? |
| are you? ¿son Uds.? ¿están Uds.? |
| are they?¿son ellos? ¿Están ellos? |
| are they?¿son ellas? ¿Están ellas? |
| are they?¿son?(cosas) ¿Están?(cosas) |
Ahora haz los ejercicios del libro con tu profesor
Be – interrogativo negativo
La forma interrogativa negativa del verbo be se forma colocando la contracción del negativo antes del sustantivo o pronombre. Fíjese que en la primera persona singular no es posible ninguna contracción con am y not.
| am I not? ¿no soy yo? ¿ no estoy yo? |
| aren´t you?¿no eres tú? ¿no estas tú? |
| aren´t you?¿no es ud.? ¿no está ud.? |
| isn´t he? ¿no es él? ¿no está él? |
| isn´t she? ¿no es ella? ¿no está ella? |
| isn´t it? ¿no es?(cosa)¿no esta?(cosa) |
| aren´t we? ¿no somos nosotros? |
| aren´t you? ¿no son uds.?¿no están uds.? |
| aren´t they? ¿no son ? ¿no están? |
| aren´t they? ¿ no son ? ¿ no están ? |
| aren´t they? ¿no son? ¿no están? |
| aren´t they? (cosas) ¿no son? ¿no están? |
Ahora haz los ejercicios del libro con tu profesor
Lección 1
FIRST BOOK
We are going to learn the alphabet and the cardinal numbers
There are 26 letters in the American Alphabet
ALPHABET AND VOWELS
| ALPHABET | VOWELS | ||||
| A: (ey) | H: (eich) | O: (ou) | V: (vi) | A: (ey) | |
| B: (bi) | I: (ay) | P: (pi) | W: (daobliu) | E: (i) | |
| C: (ci) | J: (yei) | Q: (kiu) | X: (exs) | I: (ay) | |
| D: (di) | K: (key) | R: (ar) | Y: (uay) | O: (ou) | |
| E: (i) | L: (el) | S: (es) | Z: (tzi) | U: (iu) | |
| F: (ef) | M: (em) | T: (ti) | |||
| G: (yi) | N: (en) | U: (iu) |
CARDINAL NUMBERS
| CARDINAL NUMBERS | ||||
| 0. zero (tziro, ou) | 20. twenty (tuenti, tueni) | |||
| 1. one (uán) | 21. twenty one (tuenti uán) | |||
| 2. two (tú) | 22. twenty two (tuenti tú) | |||
| 3. three (thri) | 23. twenty three (tuenti thri) | |||
| 4. four (four) | etc… | |||
| 5. five (faiv) | 30. thirty (thirty, thery) | |||
| 6. six (sixs) | 40. forty (forty, fori) | |||
| 7. seven (seven) | 50. fifty (fifti) | |||
| 8. eight (eith) | 60. sixty (sixti) | |||
| 9. nine (nain) | 70. seventy (seventi) | |||
| 10. ten (ten) | 80. eighty (eiti, eiri) | |||
| 11. eleven (ileven) | 90. ninety (naity, nairi) | |||
| 12. twelve (twelf) | 100. one hundred (uán jandred) | |||
| 13. thirteen (thírtin) | 101. one hundred one (uán jandred uán) | |||
| 14. fourteen (fóurtin) | 200. two hundred (tú jandred) | |||
| 15. fifteen (fíftin) | 1000. one thousand (uán thzauzand) | |||
| 16. sixteen (síxtin) | 1001. one thousand one (uán thzauzand uán) | |||
| 17. seventeen (séventin) | 2000. two thousand (tú thzauzand) | |||
| 18. eighteen (eítin) | 1000 000. one million (uán mílion) | |||
| 19. nineteen (náintin) | 1000 000 000. one billion (uán bílion) |
Main Verbs
to be = ser / estar
to do = hacer
to have = tener / haber
can = poder (auxiliar)
| 1.- Personal Pronouns | ||||
| 1.- I (ay) = yo | 7.- We (ui) = nosostros | |||
| 2.- You (iu) = tú | 8.- You (iu) = ustedes | |||
| 3.- You (iu) – Ud. | 9.- They (tzhey) = ellos (personas) | |||
| 4.- He (ji) = él | 10.- They (tzhey) = ellas (personas) | |||
| 5.- She (shi) = ella | 11.- They (tzhey) = ellos/ellas | |||
| 6.- It (iet) = animal o cosa (el o ella) | 12.- They (tzhey) = (animales o cosas) |
Lección 1
English Really
Les voyelles
a – e – i – o – u
l’alphabet
| A | a | N | en | |
| B | be | O | o | |
| C | se | P | pe | |
| D | de | Q | ku | |
| E | e | R | er | |
| F | ef | S | es | |
| G | she | T | te | |
| H | ash | U | i | |
| I | i | V | ve | |
| J | shi | W | duble v | |
| K | k | X | iks | |
| L | el | Y | i grek | |
| M | em | Z | zed |
les numéros
| Cardinal | Ordinal | |
| 0 | zéro | |
| 1 | un (m), une (f) | premier (m), première (f) |
| 2 | deux | deuxième, second (m), seconde (f) |
| 3 | trois | troisième |
| 4 | quatre | quatrième |
| 5 | cinq | cinquième |
| 6 | six | sixième |
| 7 | sept | septième |
| 8 | huit | huitième |
| 9 | neuf | neuvième |
| 10 | dix | dixième |
| 11 | onze | onzième |
| 12 | douze | douzième |
| 13 | treize | treizième |
| 14 | quatorze | quatorzième |
| 15 | quinze | quinzième |
| 16 | seize | seizième | |
| 17 | dix-sept | dix-septième | |
| 18 | dix-huit | dix-huitième | |
| 19 | dix-neuf | dix-neuvième | |
| 20 | vingt | vingtième | |
| 21 | vingt et un | vingt et unième | |
| 22 | vingt-deux | vingt-deuxième | |
| 23 | vingt-trois | vingt-troisième | |
| 24 | vingt-quatre | vingt-quatrième | |
| 25 | vingt-cinq | vingt-cinquième | |
| 26 | vingt-six | vingt-sixième | |
| 27 | vingt-sept | vingt-septième | |
| 28 | vingt-huit | vingt-huitième | |
| 29 | vingt-neuf | vingt-neuvième | |
| 30 | trente | trentième | |
| 40 | quarante | quarantième | |
| 50 | cinquante | cinquantième |
A project management meeting
Listen to a project management meeting to practise and improve your listening skills.

Preparation
Words, contractions and expresions| Vocabulary | Definition |
| 1. …… to collaborate | a. a benefit that a company’s products or services provide to customers |
| 2. …… a value proposition | b. something that a person has agreed to have ready by a specific time |
| 3. …… to work crossfunctionally | c. someone who has an interest in the success or failure of a project or product |
| 4. …… a deliverable | d. to work together with others in order to achieve something |
| 5. …… a timeline | e. a project schedule |
| 6. …… a stakeholder | f. to work with people from different divisions or departments |
Task 1
See moreChoose the correct option to complete the sentences.
- The project is important because …
a. it will improve what the company is offering the customer.
b. it involves working with people from other departments.
c. the head office is closely following its progress. - Matteo is concerned about …
a. communication in the team.
b. taking on work that they have little experience of.
c. not having time to work on the project. - Akiko is the best person to do the customer survey questionnaire because …
a. she normally handles the company’s marketing initiatives.
b. she has worked with John on similar tasks.
c. she has studied the subject.
© 2019 British Council www.britishcouncil.org/learnenglish - Matteo initially asks for …
a. paid overtime.
b. an assistant.
c. a reduction in his targets. - John’s immediate response to Barbara’s offer to help Matteo is …
a. enthusiastic.
b. not entirely positive.
c. a definite no. - It’s important that Matteo does the designs because …
a. a client has asked specifically for him.
b. no one else knows how to do them.
c. he has the software to do them at home.
Task 2
See morePut the words and phrases in the correct order to make longer phrases.
- get good clear to It’s this
- up It’s to you
- all have a lot you I know on
- this your help appreciate on I really
- to do So, the need first thing we is the questionnaire
- to but I’m already I’d love up tied
- moment I’m at overloaded the
- OK. We’ll out it It’s work
Activities
A job interview

Things you need to know
words and contractionslearning and development = L&D
human resources = HR
business to business = B2B
business to customer =B2C
Listen to the job interview to practise and improve your listening skills.
Transcription
The less you use it the betterInterviewer: Hello, Maria. Thanks for coming in for the interview.
Maria: It’s my pleasure. Thanks for inviting me.
Interviewer: Well, as you know, the company has been expanding and we have an opening in our HR department. We’re creating a new role for someone to lead our training and development within the company.
Maria: Yes, I very much think that my skills and experience are a good fit for what you’re looking for.
Interviewer: That sounds great. So, your CV looks strong, though it would be good if you could give us an overview, in your own words, of what you’ve been doing over the past four years or so.
Maria: Well, in my first job, four years ago, I was working for a small HR services provider which offered HR services, including L&D, to corporate clients.
Interviewer: OK, so it was only B2B?
Maria: Yes, we only offered services to other companies, not B2C.
Interviewer: Right, and it says here you then left that company about three years ago.
Maria: Yes, that’s right. I was looking for a little more stability and also to be part of a larger organisation. So I joined a company with around one hundred staff and a small HR team. As there are only a few of us, we each deal with a range of HR topics. In addition to payroll, one of the areas I was responsible for was learning and development.
Interviewer: I see. And, so why do you want to change jobs now?
Maria: Well, I very much like the L&D side of my role and I’ve always had particularly good feedback for my work in this area. I believe I excel in that field. So, I’m looking to specialise, and as your company has around 2,000 people, right …?
Interviewer: Yes, that’s right.
Maria: Well, an organisation of this size would give me the scope to specialise in L&D. I’m also a big follower of your brand and feel fully aligned with your image and values.
Interviewer: Well, that all sounds good. And I can see you have an L&D qualification.
Maria: Yes, I got a diploma two years ago. I am also currently working on a further diploma in psychology, with a specific focus on learning and performance management.
Interviewer: Very good. Well, it looks like you have the qualifications and experience we’re looking for. What do you think will be the main challenges of coming to a much larger company?
Maria: I can see that it might be perceived as a weakness to not have experience in an organisation of this size, though I see that it could also be a benefit. I won’t be bringing too many preconceived and possibly inflexible ideas with me to the role.
Interviewer: Yes, that would be a good thing.
Maria: Also, I’m used to taking a very personal approach to employee development. I realise that such an approach with 2,000 staff members will have to happen in a different way, but I bring many ideas with me that can be replicated on a larger scale.
Interviewer: I see what you mean. Right, so, do you have any questions for me?
Maria: Um, I think we’ve covered many of the areas I had wanted to address. I have two quick questions though.
Interviewer: Go on.
Maria: Who would I mostly work with on a daily basis?
Interviewer: Well, there’s the HR manager who you would report to. And then the HR team, which currently has six people in it. There’s usually an intern or two who you can get some support from also.
Maria: OK. Thanks. That’s all really clear. And my other question is how performance in this role will be measured. What does success look like?
Interviewer: That’s a good question. As you know, we have a performance management system in place, and from that we have identified some learning and development needs within the organisation. But we haven’t devised a strategy. Your role would be to devise and then successfully implement this strategy.
Maria: Thank you. That sounds interesting.
Interviewer: Great. So, thanks again for coming in today. We’ll be discussing all candidates next week and then I’ll get back to you by the end of next week to let you know the outcome.
Maria: Thank you for your time. I’d welcome the opportunity to continue discussing this role with you.
Task 1
See moreTask 2
See moreA phone call from a customer

Task 2
true or false
Task 3
Discussion
Do you ever do favours or make exceptions for important clients?
Task 4
Download the following pdf file to see the transcription
A request from your boss

Listen to some requests from a manager to practise and improve your listening skills.
Do the preparation task first. Then listen to the audio and do the exercises.
Preparation
See moreListening A1: A request from your boss – preparation
Put the sentences in the correct group.
Transcript
See moreSusanne: Hi, Mario. Can you help me prepare some things for the next month?
Mario: OK, sure. What can I help you with?
Susanne: I need to visit the customer in Germany. It’s important.
Mario: What can I do to help?
Susanne: Can you send an email to the customer? Ask them when I can visit them next week. Please do this first. It’s a priority and very urgent.
Mario: Right. I’ll do it today.
Susanne: Thanks. This next task is also important. Can you invite everyone to the next team meeting?
Mario: Yes, I will.
Susanne: But first you need to book a meeting room. After that, please send everyone an email about it.
Mario: Yes, of course.
Susanne: And finally, can you write a short report about our new project? I have to give a presentation to our managers next month. Please do it when you have time – sometime in the next two or three weeks. It’s not too urgent.
Mario: Sure, no problem. I can do it this week.
Susanne: There’s no hurry. Take your time.
Task 1
See moreListening A1: A request from your boss – 1
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