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Abril 2009 - Issue 57 - € 4.1APRENDE CON LOS PROFESIONALES DEL INGLÉS

w w w . v a u s y s . c o m

all the sameall the samede todas formas

subir, aparecer, llegar

DESCARGA

TU AUDIO EN

www.vaughanreview.com

to turn upto turn up



index

2

is published monthly and is a Vaughan Systemspublication. All rights reserved.

Publisher:Richard Vaughan

Editor in chief:Richard Brown

Co-Editor in chief:David Waddell

Art Editor:Annie Casasús

English Edition:Greg Stanford

Spanish Edition:Lidia Están

Design Team

Ivan Morgan Juan Ignacio Fernández Peón

Illustrator Pablo Gonzalo

Contributing Editors:Cloverdale / Conor McAlinden

Audio Editors:Alberto AlonsoDaniel Escudero

Distribution Manager:Rubén Palomero

Subscriptions team:Enebral Luengo

Jose Carlos [email protected]

Cover Photograph: Juan Ignacio Fernández Peón

Newsroom/ Redacción:Edificio Master 1

Avda. General Perón, 38 - 2ª Planta in Madrid.

Telephone/Teléfono:91 748 59 50

E-mail/Correo electrónico:[email protected]

Printed by/Imprime:Grupo Aries

Depósito legal:M-46.801-2002

ISSN:1887-6137

Lugar y fecha de impresión:Madrid, el 1 de Abril de 2009

Edita

Copyright © de la Edición: Vaughan Systems, S.L.,Madrid – 2007. Todos los derechos

reservados. All rights reserved.

THE VAUGHAN REVIEW Abril 2009

CLAVE DE ACCESO AUDIO:

2104vaughan2104


VaughanS Y S T E M S


DESCARG

TU AUDIO E

03 Editorial Can’t quite put my finger on it...

05 Nuts & Bolts Phrasal Verb 1: Up & Down

06 Grammar Matters Different to / Just whatThe sameAll the same / Samey To not mind

11 Cloverdale’s Characters Michael Johnson

12 People & Places Entrevista a Daniel Pulaski

14 Business Letter 50

16 Marketing List 13

17 Pence & R Sección Infantil

21 Expressions with Apple

22 Humanities The Write Stuff

24 Phrasal Verbs To turn up - To turn down

26 Something to Chew Over

30 Mastering the Interrogative 46

31 Elision Fields Lai-ta

32 Sudoku Question Words

34 Translation List Nivel principiante y nivel avanzado: LISTA 11

35 Creepy Corner El terrible “I enjoy to study”



editorial

3

Everything around me was grey: the sky, the pavement, the trees, the concrete overpass (paso elevado), thefaces on the people, the thoughts whirring (rondando)round my head, everything. Scrunched up (encogido)from the cold in my anorak, Monday the 9th February looked like it was going to be just another longcontinuation of the same, the same wintry bleakness(crudeza), the same coldness, the same sterilenumbness (estirilidad que adormece) that seemed tohave washed across (impregnar) our lives for as long aswe could all remember.

Then, all of a sudden, it happened. I recognised itinstantly, that acr id (acre) sweetness that fresh shoots(brote) always bring with them, a lightness in the air which yet (no obstante) made me dizzy (me mareaba),an explosion of flowers whose overwhelming(abrumador) power was to be had in its very subtlety (propia sutileza). Every membrane in my body rejoiced(se alegró) as I knew this smell so well, despite notremembering the last time I had smelled it. A smile of absolute contentment (felicidad), that instinctivemovement of the face muscles we so rarely experience, shot across (iluminó) my face and my whole being (ser) felt, for just this one moment, at one

(en paz) with the earth.

Spring was in the air. Its smell was unmistakeable(inconfundible). My greedy lungs (pulmones), so longdeprived of it, inflated and deflated like a blacksmith’sbellows (fuelle de herrero), so desperate was I to fill upon this thick, sweet air that had for so long beenhibernating. Where had it come from? Where had itbeen all this time? Who had decided to release (soltar)it so suddenly and why? As I started to ask myself thesequestions my initial euphoria began to abate (amainar)as my mind became occupied by a number of concerns(preocupaciones) I was still yet unable to resolve.

How was my mind capable of instantly recognizing theperfume of spring when I was, and still am, incapable of telling myself or anyone else what spring smells like? Ican’t really tell you whether it was sweet or bitter, or both at the same time. I don’t recall if it was avoluptuous fragrance or an earthy one. Was it thegreen buds (capullos) I could detect or embryonic lifestill pushing its way through the brittle branches (ramas

quebradizas) of the trees, hardened by the hoary frost(helada blanca) of so many winter mornings?

Yet (sin embargo), if I cannot put my finguer on a singlefeature of this heaven-sent smell, how is it that I canspeak of its coming (llegada) with such certainty? More to the point, unlike (al contrario de lo que pasa con)other pleasure-inducing (placenteros) smells such as, inmy case at any rate (al menos), the smell of grindingcoffee (café moliéndose), cigar boxes or meltingchocolate, it remains, even now, quite impossible for me to conjure it up from the deepest recesses of my mindand reproduce it in my imagination. How can I be sosure that spring made its return on that day just fromone brief olfactory sensation? I am at a loss as to how(no sé cómo) to answer that question, but I am equally sure that I am right.

All this makes me think that we all have certain abilities,be they innate or acquired, whose roots go wellbeyond the realms of conscious thought. Our command (dominio) of our mother tongue is a case inpoint (un ejemplo que viene al caso). Nobody really remembers how each one of us came to master thelanguage of our forefathers, but master it we all did. Weare, it seems, born with an inner ability to soak up(absorber) lexical combinations and, through a longprocess of trial and error and incessant repetition, weall end up (acabamos) speaking fluently.

What’s more, not once in this learning process dosuch concepts as “subject”, “verb”, “object” or “adjective” come into play. Grammatical terminology issimply a means of labelling and not a functionalnecessity per se. Our understanding of whatconstitutes say (por ejemplo), an adverb is instinctiveand consequently millions of people can go through their lives quite happily (sorr y!) using adverbs left, rightand centre without necessarily knowing what one is.

Conscious awareness of the mechanics of the learningprocess is neither here nor there (no tiene ningunaimportancia); what matters is that all of us are capableof learning.

So you know you can do it. What’s more, if you can doit once, you can do it twice. Don’t ask yourself how or why because you won’t come up with any satisfactory answers. Just do it!

Can’t quite put my finger on it...

Nobody really remembershow each oneof us came tomaster thelanguage

of our forefathers,but master itwe all did.

Richard Brown



nuts & boltsPHRASAL VERBS 1 - UP & DOWN

5

Por fin, tras meses de incubación, lanzamos el nuevo libro sobre los míticos “phrasal verbs”. ¡¡Una herramienta fantástica para

aprendértelos bien de una vez por todas!!

Ejemp los bi lingües de cada verbo

Sec c iones c on enfoque mnemónic o

Dos CDs de audio

En muchos casos, no hay relación entre dos

“phrasal verbs” que contienen el mismo

verbo, pero sí que la hay entre dos “phrasal

verbs” que llevan la misma preposición. Por ello hemos creado el primer libro de una

nueva serie que, en este caso, se centra en

las preposiciones “up” y “down”. Además,

hemos agrupado los verbos en diferentes

secciones temáticas para facilitar la

memorización y aprendizaje de los mismos.

Una doble páginadedic ada a c ada verbo

Para que veas y escuches el verbo “en acción”, cada capítulo

viene con diez ejemplos reales en inglés y sus correspondientes

traducciones en castellano. De esta manera, podrás trabajar el

verbo en todas sus formas: el presente, el pasado, el afirmativo,

el negativo, el interrogativo, el participio, etc.

Historias c on múltiples usos de c ada verbo

V e r bos con “u p” y “ do wn”

Para que asimiles mejor los conceptos hemos escrito distintas

historias, muchas de ellas graciosas, para que expongas tu oído al

mismo verbo de forma intensa en cuestión de 30 segundos. El

propósito exclusivo de esto es mejorar tu comprensión auditiva,

por lo que no debes en ningún momento consultar el texto.

Cada CD se centra en verbos con una de las dos

preposiciones que figuran en el libro que también viene

con una lista de pistas muy clara para facilitar el acceso a

las mismas. El audio, como siempre decimos, es la parte

más importante del libro por lo que hay que escucharlos

repetidas veces para llegar a tener una comprensión

consolidada de los “phrasal verbs”.

Algunos conceptos gramáticales especificamenterelacionadas con los “phrasal verbs” se repiten

con frecuencia para que los captes y los digieras.

Un buen ejemplo es la colocación correcta de

los pronombres que tantos problemas causa a

los españoles. Además el libro está repleto de

consejos sobre pronunciación, gramática y

muchos ejemplos de sustantivos y adjetivos

derivados de los mismos “phrasal verbs”.

Phrasal Verbs 1 - Up & Down

Un repaso divertido y didácticamente

muy original para ayudarte a consolidar

el uso de aquellos verbos que más

cuesta aprender a los españoles.

Ens e ñanzas c lav es r eit eradas



Different to / just what

Fue exactamente lo que me esperaba. It was just what I expected.

¡Eso fue exactamente lo que pensaba yo! That was just what I was thinking!

¡Eso es exactamente lo que estoy buscando! That’s just what I’m looking for!

¡Él es exactamente el hombre que buscamos! He’s just the man we’re after!

¡Eso es exactamente lo que necesito! That’s just what I need!

Fue diferente a lo que me esperaba. It was different to what I expected.

Ella es diferente a como la recuerdo. She’s different to how I remember her.

Son diferentes a como me imaginaba que serían. They’re different to how I imagined they would be.

Es diferente a lo que piensas. It’s different to what you think.

Somos diferentes a ellos. We’re different from them.

Cuando algo es differente a otra cosa empleamos el adjetivo “different” seguido de “to”, “from” e incluso, en EE.UU.,

“than”. Veamos unos ejemplos.

Para decir que algo es exactamente lo que esperamos o necesitamos, no empleamos “exactly the same as” sino “just”.

Contrariamente a las aparencias, la palabra “different” sólo contiene dos sílabas en inglés. Decimos /dífrent/,

enfatizando la primera sílaba.

Presta atención al audio para pillar bien la pronunciación de “just”.

Recuerda que puedes sustituir la palabra “to” por “from” o “than”.

“To be after something” es una forma muy común de decir “buscar algo”.



grammar matters

7

Mi hermano y yo somos iguales. My brother and I are the same.

Son exactamente iguales. They’re exactly the same.

Vuestros gemelos parecen exactamente iguales. Your twins look exactly the same.

Mi casa y la de mi vecino son exactamente iguales. My house and my neighbour’s are exactly the same.

Todos los hombres son iguales. All men are the same.

Yo haría lo mismo. I’d do the same.

Yo tomaré lo mismo. I’ll have the same.

Es más de lo mismo. It’s more of the same.

No puedo decir lo mismo de él. I can’t say the same about him.

¿Harías lo mismo por mí? Would you do the same for me?

En cambio cuando nos referimos a dos objetos que consideramos iguales sí empleamos “the same”.

“The same” también se emplea como pronombre igual que “lo mismo” en español.

No es necesario repetir la palabra “house” en el cuarto ejemplo: “my neighbour’s” es suficiente.

The same

En el último ejemplo, es importantísimo no emplear el artículo ya que estamos hablando de los hombres en

general.



All the same / samey

La quiero a pesar de todo. I love her all the same.

De todas formas, de eso no se trata. All the same, that’s not the point.

Jugaron muy bien pero no obstante perdieron. They played very well but they lost all the same.

Yo no quise ir, pero fuimos de todas formas. I didn’t want to go, but we went all the same.

De todas formas, no creo que sea una buena idea. All the same, I don’t think it’s a good idea.

La comida en aquel restaurante varía muy poco. The food at that restaurant is a bit samey.

Todos sus cuadros se parecen un poco. His paintings are all a bit samey.

Sus artículos son todos iguales. His articles are very samey.

Mi trabajo es siempre tan monótono. My job is always so samey.

¿Por qué todo es tan monótono aquí? Why is everything always so samey here?

La expresión “all the same” tiene varias acepciones, entre otras:“de todas formas”,“a pesar de todo” y “no obstante”.

Veamos unos ejemplos.

Empleamos “samey”, un adjetivo muy expresivo, para indicar que algo es monótono o para hablar de cosas que se

parecen mucho. Suele tener una connotación algo negativa.

Cuando “all the same” viene al principio de la frase, exageramos la pausa que le sigue antes de continuar.

Enfatizamos la primera sílaba del adjetivo “samey” diciendo: /seími/.



grammar matters

9

To not mind

Me es igual. I don’t mind.

Creo que le es igual. I think he doesn’t mind.

Me es igual si vamos o no. I don’t mind whether we go or not.

Te es igual, ¿verdad? You don’t mind, do you?

Estoy seguro de que les da igual. I’m sure they don’t mind.

Me da exactamente igual. It’s all the same to me.

Si no te importa, yo recogeré a los niños. If it’s all the same to you, I’ll pick the kids up.

Me es igual si te vas o si te quedas. It’s all the same to me whether you go or stay.

Les es igual si vendemos más o no. It’s all the same to them whether we sell more or not.

Quédate si quieres; nos da igual. You’re welcome to stay; it’s all the same to us.

Hay una ocasión cuando NO decimos “it’s the same” y ésta es precisamente cuando en español se dice “me es

igual” o “es lo mismo”. Solemos decir “I don’t mind”.

Hemos dicho que no se puede decir “it’s the same” para “es lo mismo”. Sin embargo, sí podemos decir “it’s all the

same to me”.

Recuerda que es más natural traducir “si...o no” por “whether....or not” en lugar de “if...or not”.

También se podría decir “I don’t care” aunque en inglés británico sobre todo, esta alternativa puede conllevar

la idea de irritación o de absoluta indiferencia.

En estos contextos NO digas “it’s the same” porque suena horrible.



cloverdale’sC H A R A C T E R S

11

Michael Johnson is 14 years old. He lives with

his parents and sister in Lincoln, Nebraska. He

goes to a public school 10 minutes from his

house by car. His sister goes to a different

school three blocks from his. Michael is in the

ninth grade and he studies Math, Science,

History, English, Speech and Music . He plays the

trumpet in music class, but he isn’t a member of

the school band because he doesn’t have time to practice with the band after school. School

starts at 9 o’clock. Michael gets to school a little

early because his father takes him every day

and leaves him there at 8:40. Michael spends

the 20 minutes before his first class talking with

some of his friends. Lunch is at 12:00 and

Michael usually eats a sandwich and a bowl of

soup and drinks a Coke. His mother doesn’t

like this, so Michael tells his mother that he

drinks milk for lunch. His classes in the

afternoon end at 3:30. Michael is a member of

the football, basketball and baseball teams at

school. He is a good athlete. He’s fast and

strong. He plays football in the fall, between

September and December. He plays basketball

in the winter, between Januar y and April, and heplays baseball in the spring. He is a very popular

boy because he is good at sports. He’s

intelligent but he doesn’t work very hard in

class and he doesn’t spend much time on his

homework. His teachers like him but they tell

his parents that he needs to think more about

his studies and less about sports.

www.vaughantienda.com

Michael Johnson

1. Is Michael 12 years old?

2. How old is he?3. Does he live alone?

4. Who does he live with?

5. Does he live in Kansas?

6. Where does he live?

7. Does he go to a private school?

8. What kind of school does he go to?

9. Is the school far from his house?

10. Is it near or far from his house?

11. How far is it from his house by car?

12. Does his sister go to the same school?

13. Does she go to the same school or to adifferent one?

14. Is his school far from his sister’s school?

15. How far is it from his sister’s school?

16. Is Michael in the 8th grade?

17. What grade is he in?

18. Does he study just 3 subjects?

19. How many subjects does he study?

20. Does he study Speech and Music?

21. What other 4 subjects does he study?

22. Does he play a musical instrument in music class?

23. Does he play the clarinet?

24. What instrument does he play?

25. Is he a member of the school band?26. Why not?

27. Does the band practice before school?

28. When does the band practice?

29. Does school start at 9:30?

30. What time does school start?

31. Does Michael often get to school late?

32. When does he get to school?

33. Why does he get to school a little early?

34. How often does his father take him to school?

35. Does his father leave him at school at 8:30?

36. What time does his father leave him at school?

37. Does Michael spend the 20 minutes studying?38. What does he spend the time doing?

39. Does he have lunch at home?

40. Where does he have lunch?

41. Does he have lunch at 12:30?

42. What time does he have lunch?

43. Does Michael usually eat a sandwich at school?

44. What else does he eat?

45. Does he drink milk for lunch?

46. Does he drink Pepsi Cola?

47. What does he drink?

48. Does his mother know that he drinks Coke?

49. What does she think he drinks?50. Why does she think he drinks milk?

51. Does Michael have classes after lunch?

52. What time does he finish school?

53. Does Michael like sports?

54. Is he a good athlete or a bad athlete?

55. Does he play any sports at school?

56. How many sports does he play?

57. Does he play basketball?

58. What other two sports does he play?

59. Is he a member of the school team in thesesports?

60. Is he fast and strong?

61. When does he play football?

62. When does he play basketball?

63. When does he play baseball?

64. Is he a popular boy at school?

65. Why is he popular?

66. Is he an intelligent boy?

67. Is he a good student?

68. Why isn’t he a good student?

69. Do his teachers like him?

70. What do they tell his parents?



Q. What’s your name?

A. My name is Daniel Pulaski.

Q. Where were you born?

A. I was born in Summit, New Jersey, USA.

Q. What do you do?

A. Currently, I am the coordinator of Club

Junior classes, camps, and activities. I also still

teach a couple of hours a day at a law firm and

am looking forward to working again on TV.

(No olvides que la traducción más correcta de

“actualmente” es CURRENTLY y no ACTUALLY).

Q. Do you have any brothers or sisters?A. I have one older sister who is married and

lives in London.

Q. How long have you been living in Spain?

A. I lived in Spain for a year, studying politics at

the Complutense in 2002/2003 and then

worked in Madrid for the summer of 2003. I

then went back to the US to finish my degree

and moved to Peru for two years to work as a

volunteer in the southern most city of Peru,

Tacna. After completing two years, I decided to

move back to Madrid in January 2006 and have

been living here ever since.

Q. Why did you choose Spain as a place to live?

A. The lifestyle here in Madrid is simply

amazing. I love the way people live, work, and

enjoy life. It is definitely a work hard / play hard

type of environment. The only problem is if you

have to go to sleep early, it’s seriously

impossible! The food, wine, music, and nightlife

is incredible. Furthermore, Spain’s rich history

and influence makes Madrid so dynamic.

Q. What are your favourite hobbies? & why?

A. My favourite hobby is dancing. I always

seem to find myself moving to the rhythm. Yes,

yes, I know I am from the United States, but I

promise I can dance! And I am not talking

about line dancing either. I love going out and

dancing to merengue and salsa, house music,

80´s, rock, whatever, just as long as it has a

good beat. I also love to cook, and most nights

make myself dinner. My specialities are rice and

pasta dishes, but I love trying out new recipes.

Name Daniel Pulaski

Age 26

Nationality American

Position Aprende Inglés TV presenter and Línea Junior Operations Manager

Fact Daniel is an exception to the rule: he’s Americanand he can dance! Salsa, meringue, house music -if it has a good beat, he’ll be on the dance floor quicker than you can say “boogie on down”!

This section gives you a chance to familiarize yourself with

common structures we use when breaking the ice withsomeone. This month’s interview is with Daniel Pulaski,

coordinator of Club Junior and star of Aprende Inglés TV.

FACT FILE



business letter 50

14

to ask you for En inglés “pedir algo a alguien” es “to ask somebody FOR something”.

advice“Advice” en inglés es un sustantivo incontable. No podemos decir nunca “adviceS”. Si quieres expresar la idea de

que es un único consejo, hay que decir “a piece of advice”.

sales team

(1)(2)(3)

Esperamos que no hayas puesto “salesmen”, que es sumamente sexista porque las mujeres también pueden ser vendedoras.

En la carta hay tres traducciones de esta palabra para que no vuelvas a cometer ese fallo de incorrección política.

laptopsHay dos tipos de ordenadores en inglés: “laptops” (¡literalmente significa encima del regazo!) que son los portátiles y

“desktops” que son los de PC de mesa.

he’ll soon beasking me to walk

En inglés “pedir a alguien que haga algo” es “to ask somebody to do something”. Nunca decimos “to ask that

somebody does something”.

I don’t

actually agree

Jamás, pero jamás en la historia de los jamases se ha dicho “I am agree” o “I’m not agree”. En inglés “estar de

acuerdo” es “TO AGREE”.

what are

they like?

No es “How are they?” Lo cual significa “¿Cómo están?” Cuando quieres que alguien te dé una descripción

generalizada de algo utilizamos esta estructura: What + to be + lo que quieras qu te describan + like? Ej: What is

gazpacho like? , What was the concert like? , What were their friends like?

Hola Pablo,

¿Qué tal todo?

Te tengo que pedir un pequeño favor. Necesito tus consejossobre un asunto importante.

Mi jefe me ha dicho que comprara unos 20 ordenadores nuevospara nuestros vendedores. Los que utilizan actualmente tienen unos 6 ó 7 años, ¡lo cual significa que en términosde informática pertenecen a la edad de piedra! Quiereque compre unos portátiles modernos y potentesque sean buenos para hacer presentaciones, peroque no cuesten un riñón; sin duda pronto mepedirá que camine sobre agua también.

En realidad no estoy de acuerdo con él. No creoque los portátiles tengan que ser tan potentes, ya que

nuestro personal de ventas sólo los utilza para acceder a sus correos e Internet y para hacer presentaciones. Paraser sincero, lo más importante es que los portátiles, del mismomodo que los propios vendedores, tengan buen aspecto para queden una buena impresión en las otras empresas. La gente hablamucho últimamente de los notebooks. ¿Qué son? y ¿cómo son?

¿Qué marcas o modelos me recomendarías?

Saludos,

Hi Pablo,

How’s everything going?

I have to ask you for a small favour. I need your advice on animportant matter.

My boss has told me to buy around 20 new computers for our sales team (1). The ones they are currently using are about

6 or 7 years old, which means that in computing terms they almost belong to the Stone Age. He wants me

to buy some modern, powerful laptops that aregood for making presentations but that don’t costan arm and a leg...no doubt he’ll soon be asking

me to walk on water as well.

I don’t actually agree with him. I don’t think thelaptops have to be so powerful, as our sales staff (2)

only use them to access their emails and the internet,and for making presentations. To be honest, the most

important thing is that the laptops, in the same way as the sales

people (3) themselves, look good so that they make a goodimpression with other companies. People are talking a lot aboutnotebooks recently. What are they and what are they like?

What makes or models would you recommend?

Cheers,

I n t e n t a t r

a d u c i r

l a c a r t a y

l u e g o

c o m p á r a

l a c o n l a

n u e s t r a



marketing

List 13

16

La idea de la gestión de marcas fue inventada en los años 50. The idea of brand management was invented in the 50s.

Tenemos que reducir conflictos entre marcas. We have to reduce brand conflict.

Los minoristas se están haciendo más fuertes. Retailers are getting stronger.

Ya no podemos controlar a los mayoristas. We can’t control wholesalers any more.

La gestión del canal se está haciendo cada vez más complicada. Channel management is getting more and more complicated.

¿Me puedes recomendar un plan de acción? Can you recommend an action plan?

¿Cuál es la rentabilidad prevista de esta iniciativa? What’s the projected profitability of this initiative?

Cuesta demasiado hacerlo así. It costs too much to do it that way.

¿Entonces cómo esperas que consigamos la meta? Then how do you expect us to accomplish the goal?

Del mismo modo que lo habéis estado haciendo hasta ahora. In the same way you’ve been doing it up to now.

Quiero implantar un sistema de control de marketing. I want to implement a marketing control system.

Quiero conocer las tendencias demográficas. I want to know the demographic trends.

¿Por qué compran lo que compran? Why do they buy what they buy?

¿Has elaborado un presupuesto para este año? Have you drawn up a budget for this year?

¿Quiénes son nuestros principales competidores? Who are our main competitors?

¿Cómo reaccionarán si tomamos esta decisión? How will they react if we make this decision?

Nos falta un buen sistema de información. We’re lacking a good information system.

Recibo la información crítica con mucho retraso. I receive the critical information very late.

Nuestros clientes no actúan de forma racional. Our customers don’t behave rationally.

¿Cómo podemos influir en sus decisiones de compra? How can we influence their buying decisions?

C o n s i g u e

e n

V a u g h a n T i e n d

a

m a t e r i a l e

s p e c í f i c o

p a r a p r o f e

s i o n a l e s.

v a u g h a n t

i e n d a. c o m

Ponte a prueba. Tapa la columna derecha con un papel y

traduce al inglés las frases en español. Irás ganando en

vocabulario y fluidez, a medida que aumentes el número de

repeticiones.



Illustrator : Pablo GonzaloArt Editor: Annie Casasús



¡Lee cómo Pence aprende que a veces el remedio llama más atención que el problema!

Un día, Pence se despertó y fue al cuarto de baño. Cuando

se miró en el espejo se llevó una sorpresa desagradable.

¡Qué veía en la punta de la nariz sino unasqueroso...gigantesco...GRANO! ¿Qué podría hacer? De

ninguna manera podía salir con ese aspecto. Preso de

pánico, se puso a corretear, desesperadamente buscando

algo que pudiera cubrir su horrible grano. Buscó arriba,

buscó abajo, buscó en el garaje y buscó en el desván y

al final encontró lo que buscaba.

Un poco más tarde, R estaba muy sorprendido al ver a

su amigo llevando un sombrero, un falso bigote y las gafas

de sol más grandes que te puedes imaginar. Parecía tan

ridículo que R no le podía quitar los ojos de encima. Es

más, nadie podía quitarle los ojos de encima y todos se

pusieron a reírse de él.

Con eso, Pence se mosqueó mucho y se quitó el sombrero,

el bigote y las gafas. “¡Pero mirad mi cara!” exclamó.

Todos le examinaban a Pence pero ninguno veía nada

diferente en él. Entonces, R vió la causa del problema. En

la punta de la nariz de Pence había un pequeño granito

que nadie había visto. “Pence,” le dijo, “Creo que has

hecho una montaña de un grano de arena!”.

A veces, lo que nos puede parecer un problemazo no tiene,

en realidad, mucha importancia ante los ojos de los demás.

One day, Pence woke up and went to the bathroom.

When he looked at himself in the mirror, he got a nasty

shock. What should he see at the end of his nose but onehorrible…gigantic…SPOT! What was he to do? He couldn’t

possibly go out looking like that. He started running around

in a panic, frantically looking for something to cover up

his hideous spot. He looked upstairs, he looked downstairs,

he looked in the garage and he looked in the loft. Eventually,

he found what he was looking for.

Later that day, R was very surprised to see his friend

Pence wearing a hat, a false moustache and the biggest

pair of dark glasses you could possibly imagine. He looked

so ridiculous that R couldn’t take his eyes off him. In fact,

nobody could take their eyes off Pence and everyone

started to laugh at him.

Pence got very upset at this and took off his hat, moustache

and sunglasses. “But just look at my face!” he exclaimed.

Everyone looked hard at Pence but none of them could

see anything different about him. Then, R saw what the

problem was. At the end of Pence’s nose was a tiny little

spot that nobody had noticed. “Pence,” he said, “I think

you’ve made a mountain out of a mole-hill”.

Sometimes, what might seem like a big problem to us

is really quite trivial in other people’s eyes.

A spot of bother



LO QUE NECESITAS:

Whycan t

ask mummyand daddy

for help!!!

Mix andmatch

CÓMO JUGAR: Recorta los cuadrados con la ayuda de un adulto e intenta formar 6 frases siguiendo la

estructura gramatical que te indicamos en el ejemplo (si quieres puedes hacer una fotocopia en color de lapágina). Algo que te puede ayudar a hacerlo correctamente es ir uniendo las fichas por sus colores. Es decir,

el rojo al final de una palabra siempre tiene que coincidir con el rojo al principio de otra.

Scissors

Hoy jugamos de nuevo con las preguntas negativas tipo: “¿Por qué no…?”. Sin embargo, esta vez nos

centraremos en el auxiliar “can”. Por ejemplo:

¿Por qué no podemos decírselo?

¿Por qué no puedes venir esta noche?

¿Por qué él no puede encontrarnos?

¿Por qué ella no me puede llamar?

¿Por qué no pueden comer ahora?

¿Por qué no puedo jugar yo también?

Por que no lo puedes hacer? ?

Why you do it?can t

CAN T heWhyme? eatnow?

Why comeus? call CAN T

Why tonight? CAN Tthey Why

CAN T CAN T WhyiPlay

TELL youshetoo?

WETHEM?Why find CAN T



Encuentra las palabras que te indicamos a continuación en la siguiente sopa de letras:

Word search (the garden)

R E S P U E S T A S :

1 . G r e e n h o u s e ( I n v e r n a d e r o ) . 2 . W e e d s ( M a l a s h i e r b a s ) . 3 . F l o w e r b e d ( P a r t e r r e ) .

4 . H e d g e ( S e t o ) . 5 . C o m p o s t ( A b o n o ) .

o c p u n e s t P e p p m r z

n r b c u m g p e n n a o ns h r u b b e r y w r P a v S

h c y a s g i n a g e A n p E

e e g o c h a l o s i R r o A

d p o r s l e l u p s R h n G

c o n f i f l o w e r b e d c

i a b l R l h s p a t i o l t

r u a o l n c n a a o r b w r

g t r w e e o i u h e d g e i

g a z e b o m u e g p b s e ae a r r o s p m a d a a i d n

p g a d e s o i l h L t t s g

p f h e e a s o n c k h e h l

y a p l a n t p t f u a r d

g

Unscramble the five garden-related words below.Anagrams

1. You can grow plants all year round in a R H U E N O S E G E

2. Most unwanted wild plants are called D E W E S

3. The area in which flowers are planted is called a B L O D E R F E W

4. Bushes that are planted closely in a row form a G E H D E

5. Rotting organic material used as fertilizer is called P O M S C O T

p e n c e

o

1. Garden (Jardín)

2. Grass (Hierba)

7. Weeds (Malas hierbas)

10. Shrubbery (Macizo de arbustos)

8. Greenhouse (Invernadero)

9. Birdbath (Pilón para pájaros)

4. Flowerbed (Parterre)

6. Soil (Tierra)

5. Flower (Flor)

3. Lawn (Césped)

14. Gazebo (Cenador)

11. Hedge (Seto)

18. Gate (Puerta)

12. Pond (Estanque)

13. Path (Camino)

15. Patio (Terraza)

16. Shed (Cobertizo)

17. Bush (Arbusto)

20. Compost (Abono)

19. Plant pot (Maceta)



expressions with

21

An apple a day keeps the doctor away.

A diario una manzana es cosa muy sana.

She’s the apple of my eye!

¡Ella es la niña de mis ojos!

She’s a bad apple!

¡Ella es un garbanzo negro!

It only takes one bad apple to spoil the barrel.

Una manzana podrida echa ciento a perder.

He’s as American as apple pie.

Él es típicamente norteamericano.

Don’t upset the applecart!

¡No lo eches a perder!

Adam’s apples develop when your voice breaks.

La nuez se desarrolla cuando se cambia la voz.

Have you ever been to the Big Apple?

¿Has estado alguna vez en la Gran Manzana?

This issue could become an apple of discord.

Este asunto puede convertirse en la manzana de la discordia.

He tripped and fell down the apples and pears.

Tropezó y cayó por las escaleras. A

P P

L E



Right now you are doing a task that has taken

the human species millions of years to develop.

You are looking at a set (serie) of symbols,

recognising what they are and associating them

with concepts and ideas. In short (en resumidas

cuentas), you are reading. Every day we scribble

(garabatear) shopping lists on a post-it note, we

send text messages to our friends, we write

long, detailed reports for our boss and perhaps

we even write a love letter, but our collective

ability to do this took an extremely long time

(tardó muchísimo tiempo) to develop.

Humans were probably using spoken language

around one hundred thousand years ago. The

ability to do this was an enormous step

forward (paso adelante) for us. It allowed us to

share ideas directly among members of a tribe

(tribu) and among neighbouring tribes.

However, we didn’t develop writing systems

until around the third or fourth millennium BC.

Writing allows us to store (almacenar)

information which can be transported and

interpreted by someone else at a later time.

Perhaps this seems simple, but thedevelopment of writing meant ideas could be

shared across much wider distances and would

not be forgotten over time, or lost through the

death of a wise man (sabio) or storyteller.

The first writing system was developed in

Mesopotamia (modern day Iraq). Other

significant, early writing systems evolved in

China, India, Egypt, Mesoamerica and Minoa. It is

By Jane Mitchell

Lecturer in Ancient Civilizations and World Histor y

The Write Stuff



worth noting that many other societies usedmarks and shapes as basic representation, but

these were not necessarily developed into a

complete writing system.

In Sumer, Mesopotamia, the earliest form of

writing was Cuneiform script. The letters were

formed on clay tablets (tablillas de arcilla) using

a blunt stylus (estilo desafilado). The word

Cuneiform can be literally translated as “wedge

shaped” (en forma de cuña) due to the shape

of the stylus. Obviously, stone tablets are not

easily transported, but fortunately they areextremely durable and leave us with an

incredible record of this civilisation.

Egyptian hieroglyphics date from around 3000

BC and can still be seen today engraved in

ancient stone temples and tombs throughout

Egypt. Many of the “letters” are stylised

representations of birds or animals. Significantly,

the Egyptians also used a reed pen (bolígrafo

de carrizo) to write with ink on papyrus.

However, most of these papyrus documents

have not survived the centuries.

Although hieroglyphics engraved in stone have

endured for millenniums, the meaning of many

had been lost. During the 17 th and 18 th

centuries experts struggled (lucharon) to

decipher what the symbols meant. The answer

came unexpectedly in 1799 when Napoleon

prepared to invade Egypt. A stele (placa con

inscripción) was uncovered (dejado al

descubierto) near the city of Rashid. This is now

known as the Rosetta Stone. It contained the

same text in three languages: - hieroglyphics,Demotic (another Egyptian script) and classical

Greek. This allowed (permitió que) scholars to

deduce the meaning of the hieroglyphics and

comprehend thousands of other texts.

Where do the letters you are looking at now

come from (provienen)? One of the benefits

(ventajas) for a Spaniard learning to read in

English (or vice versa) is that the alphabet is

recognisable. In comparison Chinese has thousands of complex characters which appear

(parecen) completely undecipherable to our

Western eyes.

The roots (raíces) of the “Latin” alphabet come

from Phoenicia, which was a culture based in

Canaan (now modern day Lebanon and Syria)

from around 1500BC. The Phoenicians were

prodigious traders all over the Mediterranean

and with them they took their alphabet. The

Greeks spoke their own language, but

borrowed (sacaron) the Phoenician script.When the Greeks colonised the Italian

peninsula, they brought a version of this

adopted alphabet. This eventually became the

Latin alphabet, used by the Romance languages

and, with a few alterations, the alphabet of most

European languages.

However, the fact that a written language was

available did not mean that most people (la

mayoría de la gente) could use it. Until the 15 th

century, writing was mainly (por la mayor

parte) used for religious texts, diplomaticcorrespondence and trade inventories

(inventarios de comercio). Books and

documents were transcr ibed by hand. Very few

people could read, even fewer (aun menos)

could write .

The Gutenberg printing press (imprenta) took

Europe by storm (tuvo un gran éxito en

Europa) in the middle of the 15 th century. One

hundred and eighty copies of the Gutenberg

Bible were printed. This is sometimes called

“The Age of the Printed Book.” The number of books printed was still relatively small, but

compared to transcribing by hand this was a

big change. The printing press was used

significantly in the production of leaflets

(panfletos) during the Reformation. Both ideas

and propaganda could be produced quickly

and in great quantity. However, for the illiterate

(analfabeto) general public these were often

pictures (dibujos), not text.

Over the next three centuries scientific

breakthroughs (avances científicos),

dictionaries, bibles and encyclopaedias were

printed, allowing ideas and knowledge to be

shared across nations and continents. However,

printing was still expensive and books were a

luxury, upper class (de clase alta) product. In

the 19 th century the industrial revolution

brought mass paper production and printing

improvements (mejoras). This made

newspapers and books readily (fácilmente) and

cheaply available (diponibles a bajo precio) to

the entire population. Around the same time,education improved in many western societies

and literacy rates increased rapidly. Nowadays,

99% of the population of Western Europe can

read and write. In Kenya, by comparison this is

69% and in Niger 29%.

So what happens now, with the rise (ascenso)

of the computer and the internet? The pen has

been swept aside (arrastrado) and there is a

printing press in every office. However, our

need to read and write (or in this case, type)

has escalated. We read and write more emailsand blogs every day. We have long

“conversations” in instant messenger and text.

We now use a “written” form of

communication more regularly and more

colloquially than ever before.

There is no doubt that this is a change in our

society. Our written communication is

becoming faster and more frequent. In the long

term (a largo plazo), this could even (incluso)

change us, the human species. However, it’s

definitely not the first time that writing hasaltered (cambiado) our societies and it

certainly won’t be the last.

humanitiesA PASSION FOR LEARNING

23

For more information on the

Humanities program please visit

www.vaughanmaster.com



I t ’ s a b i t c h i l l y i n he re,

i s n ’ t i t ? C a n yo u t u r n t he

he a t i n g u p ?

Ha ce un po co de f

río aquí, ¿no ?

¿Pue de s subir la c

ale f a c ción ?

I f t he y t u r n u p d r u n k ,

do n ’ t le t t he m i n.

Si a pare cen borr

a c ho s,

no le s de je s en tra

r.

A w e e k a f t e r s t a r t i n g o u r ho n e y mo o n , o u r l u g g a g e f i n a l l y t u r ne d u p .U n a s e m a n a d e s p u é s d e c o m e n z a r

n u e s t r a l u n a d e m i e l , p o r f i n a p a r e c i ó n u e s t r o e q u i p a j e .

G u e s s w ho ’ s j u s t t u r ne d u p !

¡ Ad i v i n a q u i é n a c a b a d e l l e g a r !

H e t u r ne d u p l a t e a s u s u a l .

Ll e g ó t a r d e c o m o s i e m p r e .

I lo ve t h i s so n g ;

t u r n i t u p.

Me en can ta e s ta

can ción; sú

bela.

To turn up

Subir (sonido, temperatura...)

Aparecer

Llegar



phrasal verbs

25

I do n ’ t k no w i f I c a n

t a k e a n y mo re h u m i l i a t io n,

t h a t ’ s t he f i f t h g i r l w ho h a s

t u r ned me d o w n t h i s mo n t h.

No sé si pue do a g

uan tar má s

humilla ción, e s la quin

ta ve z e s te

me s que una c hi ca

me ha

re c ha za do.

I f I we re yo u, I

wo u ld n ’ t t u r n t he

o f fe r d o w n ; i t ’ s t he

c h a nce o f a l i fe t i me.

Yo que tú no re c

ha zaría la

o f er ta; e s la o po

r tuni da d

de tu vi da.

T u r n d o w n t he c o l o u r i n t e n s i t y o n t he T V ,i t l o o k s l i k e e v e r y b o d y ’ s b a t he d i n g a z p a c ho .

B a j a l a i n t e n s i d a d d e c o l o r e s e n l a t e l e , p a r e c e c o m o s i t o d o e l m u n d o e s t u v i e r a b a ñ a d o d e g a z p a c h o .

D o y o u mi n d i f I t u r nt he a i r c o n d i t i o n i n g d o w n? I ’ m f r e e z i n g .

¿ T e i m p o r t a s i b a j o e l a i r e ? E s t o y h e l a d o .

T u r n t ha t b l o o d y mu s i c d o w n o r I ’ l l c a l l t he p o l i c e !

B a j a e s a m a l d i t a m ú s i c a ,s i n o l l a m o a l a p o l i c í a .

T he y o f fe red

he r a to p jo b b u t

s he t u r ned i t d o w n.

Le o f re cieron un

pue s to de

im por tan cia, pero

ella lo

re c ha zó.

To turn down

Bajar (sonido, temperatura...)

Rechazar



somethingTO CHEW OVER

26

1

1.a. Get all the ingredients ready before beginning to cook.

1.b. Prepare all the ingredients before to cook.

1.c. Prepare all the ingredients before that you cook.

1.d. Get all the ingredients prepared before cook. 1

2.a. Way the flower.

2.b. Wait the flour.

2.c. Weigh the flour.

2.d. Weight the flower.

13.a. Then, sift through the sugar.

3.b. Next, sift you the sugar.

3.c. After, sieve the sugar.

3.d. Next, sift the sugar.

14.a. Add the eggs in the mixture.

4.b. Add the eggs through the mix.

4.c. Add eggs through the mixture.

4.d. Add the eggs to the mixture.

15.a. Remove the ingredients thoroughly.

5.b. Stir the ingredients throughly.

5.c. Stir the ingredients thoroughly.

5.d. Remove the ingredients thoughly.

16.a. Poor mixture in the mould.

6.b. Pour the mix into the cake tins.

6.c. Poor the mix in the mole.

6.d. Pour the mix into the moles.

17.a. Bake in the oven for 25 minutes.

7.b. Baker in the oven for 25 minutes.

7.c. Beak in the oven for 25 minutes.

7.d. Beaker in the oven for 25 minutes.

18.a. Allow cool for 15 minutes.

8.b. Let to refresh for 15 minutes.

8.c. Let cool for 15 minutes.

8.d. Allow to cool for 15 minutes.

¡Algo para pensar!

Abajo encontrarás una serie de frases. Sólo una es correcta en cada caso, bien sea por razones gramaticales o por el contexto.

Piensa la respuesta muy bien antes de contestar y piensa el porqué de la respuesta correcta y de las incorrectas. Como

siempre, las respuestas vienen en la página 28 con sus correspondientes explicaciones.



answersSOMETHING TO CHEW OVER

28

Aquí estamos ante uno de los errores más comunes que cometenlos españoles cuando quieren integrarse en la cocina conangloparlantes. “Remover” no se traduce ni “move” (cambiar desitio) ni “remove” (quitar). A veces se dice en las recetas “remove

the sauce” pero casi siempre se añade “from the heat” . En cuantoa “moven” me lo inventé para la ocasión.



Tanto en recetas como en la vida en general es más normalencontrar la expresión “get everything ready” que “prepare

everything” . De todos modos, siempre traducimos “antes de

hacer algo” con “before” seguido del gerundio (verboacabado en “-ing” ).

1. A





Tres homónimos: “way” (forma / camino) y “weigh” (pesar);“flower” (flor) y “flour” (harina); “wait” (esperar) y “weight”

(peso). Sabiendo esto, si estás pensando en argumentar, por muy raro que suene, que se puede “esperar la harina” , teequivocas ya que faltaría la preposición “for” .

2. C





Primero, “luego” puede traducirse por “next” o “then” (oincluso “afterwards” ) pero nunca por “after” . Tanto “to sift”

como “to sieve” significan “tamizar” pero “to sift through” ,aun teniendo un significado parecido, significa “pasar por la

tamiz” en el sentido metafórico, por ejemplo, refiriéndosea documentos, pruebas o hechos. “Sift you” es unimperativo atrozmente espanglizado.

3. D





“Mix” y “mixture” valen como traducción de “mezcla” . Loimportante aquí era discernir cuál de las preposiciones erala correcta. La respuesta es “to” aunque también se podríaemplear “into” pero no “in” a secas. El uso del artículo“the” también es esencial ya que por el contexto de unareceta se supone que estamos refiriéndonos a númeropredeterminado de huevos.

4. D





El verbo “to remove” es traicionero. Significa “quitar” y no“remover” que se dice “to stir” . El equivalente en inglés de“mezclar bien” es “stir thoroughly” o “mix thoroughly” , losdemás adverbios siendo frutos de nuestra imaginación.

5. C





La A es gramáticamente correcta pero significa “pobre

mezcla en el moho” por lo que, creo, podemos descartarla.“Un molde de bizcocho” es “a cake tin” . Si pusiste la D, hasacabado diciendo “Echa la mezcla en los topos” . Good!

6. B





“Hornear” es “to bake” . La B suena como un titular absurdo“Panadero (atrapado) en el horno durante 25 minutos” .Bueno, la C también: “Pico (de pájaro) (atrapado) en el

horno durante 25 minutos” . Lo mismo va para la D querelata el mismo suceso ¡pero como un vaso de plástico deniño como protagonista!

7. A





“To cool” es nuestro verbo para “enfriar” cuando lohacemos a propósito y “to get cold” cuando algo se enfríaa nuestro pesar. Cuando no mencionamos el complementodirecto (el bizcocho en este caso) no podemos emplear elverbo “let” para decir “deja que enfríe” sino que hemos deutilizar “allow to” .

8. D

Aquí tienes las respuestas al reto que te propusimos en la página 26. La idea no es sólo acertar, sino también sacar provecho de las respuestas erróneas que, en muchos casos, son errores típicos.



Why is he here?

Why did you buy it?

Why did you steal it?

Why did you sleep badly?

Why did they fly?

Why is she happy?

Why did it hurt?

Why are you buying it?

Why did you catch a taxi?

Why are they losing?

Why are you coming?

Why are you paying?

Why did she leave?

Why did he eat it all?

Why did you forget?

Why is she selling it?

He’s here because you invited him.

I bought it because it was on sale.

We stole it because we were hungry.

I slept badly because of the noise.

They flew because it’s much faster.

She’s happy because he called her.

It hurt because there was no cushion.

I’m buying it because they told me to.

I caught a taxi because I was late.

They’re losing because they’re weak .

We’re coming because we’re invited.

I’m paying because I have the money.

She left because she was unhappy.

He ate it all because he was hungry.

I forgot because I’m absent-minded.

She’s selling it because she’s broke.

masteringTHE INTERROGATIVE 46

30

This month it’s the turn of the question word “why”. As always,

cover the right-hand column and try to construct the questionsusing the answers in the left-hand column.

?

?

?

?

?

?

?

?

?

?

?

?

?

?

?

?



elision fields

31

‘LAI-TA’ Yet another look at the way we slide one word into another creating “new words” which soundunintelligible to a Spaniard. For example, when we say “itsa” we are actually using three words you knowperfectly well - it + is + a. It is essential to learn these “new words” as it will help your understanding of thespoken language enormously. Recognizing these contractions or, in some cases, elisions, represents the key toreaching a better understanding of English as spoken by native speakers. It is the key to “English Paradise”.Don’t forget that the “Elision Fields” are right before the “Elysian Fields”.

This month’s example of “real” spoken English is the way we tend to say “like to” when not thinking about trying to makeourselves understood to non-native speakers or people with hearing difficulties. Notice that the “k” often disappears and the “o” becomes an“a” sound. Listen closely to the audio in order to hear this phenomenon properly.

La p á g i n a q u e t e a y u d a c o n l a c o m p r e n s i ó n

Would you LAI-TA come? ¿Te gustaría venir?

Would you like to come?

I’d LAI-TA see it. Me gustaría verlo.

I’d like to see it.

We’d LAI-TA speak to him.Nos gustaría hablar con él.

We’d like to speak to him.

What would you LAI-TA do? ¿Qué te gustaría hacer?

What would you like to do?

Where would you LAI-TA sit? ¿Dónde te gustaría sentarte?

Where would you like to sit?

How many would you LAI-TA take? ¿Cuántos te gustaría llevar?

How many would you like to take?

I think he’d LAI-TA choose.Creo que le gustaría elegir.

I think he’d like to choose.

Would you LAI-TA speak perfect English? ¿Te gustaría hablar un inglés perfecto?

Would you like to speak perfect English?



translation list

34

1. Aquél es el mío. 1. That one’s mine.

2. ¿Es tuyo? 2. Is it yours?3. ¿Dónde están los nuestros? 3. Where are ours?

4. ¿Es nuevo? 4. Is it new?

5. El de él está bien. 5. His is okay / fine.

6. El de ellos es para ella. 6. Theirs is for her.

7. Soy yo. 7. It’s me.

8. Está oscuro. 8. It’s dark.

9. ¿Quién es? 9. Who is it?

10. Aquellos bolígrafos son nuestros. 10. Those pens are ours.

C o n s ig u e t u

T r a n s l a t i o n

B o o k l e t

Ponte a prueba. Tapa la columna derecha con un papel y traduce al

inglés las frases en español. Comprobarás que tu nivel mejora a medidaque avanzas en la lista. Incluimos dos listas para diferentes niveles.

Nivel Principiante (LISTA 11)

1. No se ha tomado una decisión. 1. A decision hasn’t been made.

2. No quiero que digas nada. 2. I don’t want you to say anything.

3. Hay varios casos. 3. There are several cases.

4. Hubo varios accidentes. 4. There were several accidents.

5. Habrá bastantes candidatos. 5. There will be quite a few candidates.

6. Va a haber una manifestación. 6. There’s going to be a demonstration.

7. Ha habido un malentendido. 7. There’s been a misunderstanding.

8. Ha habido muchas tormentas este mes. 8. There have been a lot of storms this month.

9. Puede que no estén en casa. 9. They may not be at home.

10. Puede que le conozcas. 10. You may know him.

Nivel Avanzado (LISTA 11)



creepy corner

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L a p ág i n a de

lo s

e r ro re s m á s

co m u ne s y m

á s

ho r r i b le s

El TERRIBLE “I enjoy to study”

Después del verbo “to enjoy”, siempre hay que emplear el gerundio. Si dudas de si

puedes utilizarlo o no, no te compliques y emplea “to like”. Con “to like” puedes

colocar el infinitivo o el gerundio sin problema. No obstante, si realmente quieres

emplear “to enjoy” ten la información de esta página en cuenta.

¿Te gusta esquiar? Do you enjoy to skiing?

A Brian le gusta dar clases a niños. Brian enjoys to teaching children.

Creo que te gustará conducir mi coche nuevo. I think you’ll enjoy to driving my new car.

¿A tu marido le gusta cocinar? Does your husband enjoy to cook ing?

¿No te gusta leer? Don’t you enjoy to reading?

Nos gusta ir al cine. We enjoy to going to the cinema.

A Pedro no le gusta estudiar. Pedro doesn’t enjoy to study ing.

¿Qué es lo que más te gusta hacer? What do you most enjoy to doing?

Nunca me ha gustado hablar en público. I’ve never enjoyed to speak ing in public.

Realmente lo pasé bien conociendo a tus padres. I really enjoyed to meeting your parents.

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