Cuadro III-1

IV TRIMESTRE
Cuadro III-1
Practice:
Escriba bajo de cada oración la posible traducción coloquial al español.
1-His wife never lets him do what he wants and as a result he leads a dog's life.
2-A word of warning: don't let him make a monkey of you.
3-I would advise you to wait and see which way the cat jumps.
4-I don't honestly think he is capable of being polite as the leopard never changes his spots.
5-He's very greedy when it comes to eating and always takes the lion's share of the food.
6-I really don't know how to explain it as I am completely foxed.
7-Until he is more serious in his job and stops playing the goat, he won't get any more money.
8-He never makes any silly mistakes because he's got too much horse sense.
9-Charlie doesn't like getting too tired so he gets his assistant to do all the donkey work.
10-He doesn't really go around with many people because he's a bit of a lone wolf.
11-You want to know why I've got a bee in my bonnet?
12-Well, he's not that at all. He's a bird brain.
Análisis Gramatical: “English idioms” son expresiones Idiomáticas coloquiales que
deben ser interpretadas
más que traducidas literalmente, como puede observarse, todas las oraciones contienen expresiones
referentes a animales, pero las puede haber de cualquier tipo.
Cuadro III-2
Practice:
Lectura: Los Países Ricos y Pobres, (Debate grupal)
The world's most expensive cities
London is the most expensive city in the world due to the UK capital’s high cost of renting accommodation. If rents are excluded, Oslo, Copenhagen,
Tokyo and Zurich are among the most costly cities in the world. In terms of living costs, Oslo remains the most expensive of the 71 cities surveyed, now
followed by Copenhagen, Tokyo, Zurich and London. A basket of goods and services assembled in line with western European consumer habits
(excluding rents) costs 15.5 per cent more in Oslo than it does in Zurich – over two-thirds more than the global average. If we include rents in the
comparison, the differences from city to city are even more pronounced. The most expensive places to live in this respect are London, Oslo and New
York. There have been some significant shifts in the top places since the 2005 edition: Copenhagen has gone from sixth to second-most expensive city,
while Hong Kong has fallen from second spot and no longer ranks among the world’s most expensive cities. Our basket is still cheapest in Mumbai,
Karachi, Buenos Aires and the eastern European cities of Kiev, Bucharest and Sofia. The cost in these cities is a third or less of the price in Zurich.
Highest earners in Swiss and Scandinavian cities
Net income is highest in Swiss cities while gross earnings are highest in Scandinavian cities. Citizens in Zurich, Basel and Geneva enjoy the highest
take home pay in the world. However, Copenhagen replaces Zurich as the city with the highest gross wages. The reasons for this change at the top of
the rankings are 4.3 per cent appreciation by the Danish krone against the Swiss franc, slightly higher inflation in Denmark and the fact that the Danish
economy has grown faster than the Swiss economy since 2005.
Rank
Cities
Wage
index
1
2
Zurich
Basel
100.0
95.8
3
4
5
Geneva
Oslo
Lugano
88.5
86.2
85.1
6
7
8
Luxembourg
Copenhagen
Dublin
82.0
79.9
73.6
9
10
Chicago
New York
72.8
70.6
11
12
13
Tokyo
London
Los Angeles
67.6
65.9
65.4
14
15
16
Frankfurt
Helsinki
Stockholm
63.3
62.1
61.9
17
18
19
Amsterdam
Brussels
Berlin
60.6
60.0
57.6
20
21
Miami
Paris
56.7
56.4
22
23
24
Vienna
Nicosia
Toronto
56.0
56.0
54.1
25
26
27
Montreal
Sydney
Barcelona
53.3
47.4
45.6
28
29
Milan
Madrid
43.6
43.5
30
31
32
Athens
Auckland
Rome
41.9
40.6
36.2
33
34
35
Taipei
Dubai
Seoul
33.3
33.1
31.9
36
37
38
Tel Aviv
Hong Kong
Lisbon
31.3
31.2
27.2
39
40
Johannesburg
Manama
26.5
26.5
41
42
43
Singapore
Istanbul
Ljubljana
26.2
24.1
19.6
44
45
46
Budapest
Moscow
Santiago de Chile
18.3
16.9
16.3
47
48
49
São Paulo
Kuala Lumpur
Prague
15.1
15.0
13.9
50
51
Tallinn
Riga
13.5
13.3
52
53
54
Bratislava
Warsaw
Shanghai
13.1
12.8
12.4
55
56
57
Caracas
Rio de Janeiro
Bogotá
11.8
11.7
11.6
58
59
Vilnius
Lima
11.3
10.9
60
61
62
Mexico City
Buenos Aires
Bangkok
9.6
9.4
8.7
63
64
65
Bucharest
Jakarta
Lagos
8.2
7.5
6.8
66
67
Sofia
Kiev
6.6
6.2
68
69
70
Manila
Nairobi
Mumbai
5.6
4.5
3.8
71
Karachi
3.5
Cuadro III-3
Practice:
Lea el texto y comente su opinión en grupo de lo propuesto en el mismo.
Here's what's important from the point of view of foreign language learning:

The brain produces sentences based on the sentences it has seen or heard (input). So the way to improve is to feed
your brain with a lot of input — correct and understandable sentences (written or spoken). Before you can start
speaking and writing in a foreign language, your brain must get enough correct sentences in that language.

Output (speaking and writing) is less important. It is not the way to improve your language skills. In fact, you should
remember that you can damage your English through early and careless output. Also, it may be possible to develop
great output skills without output practice!
Do you know what is the difference between a learner and a native speaker? The native speaker "feels" what is correct. He
can tell that a sentence sounds either good or bad (unnatural) and he doesn't need to use grammar rules for that. He can do it
because he has heard and read lots of English sentences in his life. This is the only difference between a learner and a
native speaker — the amount of input. You can be like a native speaker if you get lots of input, too.
You can damage your English by writing and speaking without a prior grammar learning
How practice can damage your English
If you ask "How can I learn to speak English better?", many people will tell you "Practice, practice, practice". "Speak and
write in English whenever you can" — they will say. All English classes are full of activities which involve speaking and
writing. You produce sentences when you do an exercise in your textbook, when your teacher makes you speak in class, or
when you have to write a composition. All these activities are supposed to help you with your English.
We agree that practice can be very useful. It's even necessary to learn English well. So what's the problem? The problem is
that for many learners, "speaking" or "writing" means "making a lot of mistakes". Some people make a mistake in
every sentence!
If you don't make many mistakes, then you can speak or write in English and it can only help. But if you make many
mistakes, then every time you write or speak, you reinforce your mistakes. As you write or speak, you repeat your
mistakes constantly and your incorrect habits become stronger.
Imagine this situation: You are writing an e-mail message in English. Your English is not perfect and you want to write the
message quickly. You write (incorrectly): "I want speak English."
When you write a sentence, you also read it. So the incorrect sentence goes into your head. The next time you write a
message, you will be more likely to write "I want finish" or "I want be happy". Why? Because "I want speak English" is fresh
in your head — you've just used it! And when you write "I want <do something>" the second time, you've got a "bad habit",
or a reinforced mistake.
Now do you see our point? You write — you make mistakes — those mistakes become your habit, they become your way of
writing in English. So, the more you write, the worse your English becomes.
Stop making mistakes!
We have said that you need practice to learn English. We have also said that when you practice, you reinforce your mistakes.
I suggest a simple solution to this paradox: Never make mistakes!
Cuadro III-4
Practice:
Lectura de Comprensión (Lectura de Clásicos)
The Emperor
by Hans Christian Andersen.
Many years ago, there was an Emperor, who was so excessively fond of new clothes, that he spent all his money in dress. He did not
trouble himself in the least about his soldiers; nor did he care to go either to the theatre or the chase, except for the opportunities
then afforded him for displaying his new clothes. He had a different suit for each hour of the day; and as of any other king or
emperor, one is accustomed to say, "he is sitting in council," it was always said of him, "The Emperor is sitting in his wardrobe."
Time passed merrily in the large town which was his capital; strangers arrived every day at the court. One day, two rogues, calling
themselves weavers, made their appearance. They gave out that they knew how to weave stuffs of the most beautiful colors and
elaborate patterns, the clothes manufactured from which should have the wonderful property of remaining invisible to everyone
who was unfit for the office he held, or who was extraordinarily simple in character.
"These must, indeed, be splendid clothes!" thought the Emperor. "Had I such a suit, I might at once find out what men in my
realms are unfit for their office, and also be able to distinguish the wise from the foolish! This stuff must be woven for me
immediately." And he caused large sums of money to be given to both the weavers in order that they might begin their work
directly.
So the two pretended weavers set up two looms, and affected to work very busily, though in reality they did nothing at all. They
asked for the most delicate silk and the purest gold thread; put both into their own knapsacks; and then continued their pretended
work at the empty looms until late at night.
"I should like to know how the weavers are getting on with my cloth," said the Emperor to himself, after some little time had
elapsed; he was, however, rather embarrassed, when he remembered that a simpleton, or one unfit for his office, would be unable
to see the manufacture. To be sure, he thought he had nothing to risk in his own person; but yet, he would prefer sending
somebody else, to bring him intelligence about the weavers, and their work, before he troubled himself in the affair. All the people
throughout the city had heard of the wonderful property the cloth was to possess; and all were anxious to learn how wise, or how
ignorant, their neighbors might prove to be.
"I will send my faithful old minister to the weavers," said the Emperor at last, after some deliberation, "he will be best able to see
how the cloth looks; for he is a man of sense, and no one can be more suitable for his office than be is."
So the faithful old minister went into the hall, where the knaves were working with all their might, at their empty looms. "What
can be the meaning of this?" thought the old man, opening his eyes very wide. "I cannot discover the least bit of thread on the
looms." However, he did not express his thoughts aloud.
The impostors requested him very courteously to be so good as to come nearer their looms; and then asked him whether the design
pleased him, and whether the colors were not very beautiful; at the same time pointing to the empty frames. The poor old minister
looked and looked, he could not discover anything on the looms, for a very good reason, viz: there was nothing there. "What!"
thought he again. "Is it possible that I am a simpleton? I have never thought so myself; and no one must know it now if I am so.
Can it be, that I am unfit for my office? No, that must not be said either. I will never confess that I could not see the stuff."
"Well, Sir Minister!" said one of the knaves, still pretending to work. "You do not say whether the stuff pleases you."
"Oh, it is excellent!" replied the old minister, looking at the loom through his spectacles. "This pattern, and the colors, yes, I will
tell the Emperor without delay, how very beautiful I think them."
"We shall be much obliged to you," said the impostors, and then they named the different colors and described the pattern of the
pretended stuff. The old minister listened attentively to their words, in order that he might repeat them to the Emperor; and then
the knaves asked for more silk and gold, saying that it was necessary to complete what they had begun. However, they put all that
was given them into their knapsacks; and continued to work with as much apparent diligence as before at their empty looms. The
Emperor now sent another officer of his court to see how the men were getting on, and to ascertain whether the cloth would soon
be ready. It was just the same with this gentleman as with the minister; he surveyed the looms on all sides, but could see nothing at
all but the empty frames...
(Continúa en la práctica siguiente)
Cuadro III-5
Practice: - Continuación -
"Does not the stuff appear as beautiful to you, as it did to my lord the minister?" asked the impostors of the Emperor's second
ambassador; at the same time making the same gestures as before, and talking of the design and colors which were not there."I
certainly am not stupid!" thought the messenger. "It must be, that I am not fit for my good, profitable office! That is very odd;
however, no one shall know anything about it." And accordingly he praised the stuff he could not see, and declared that he was
delighted with both colors and patterns. "Indeed, please your Imperial Majesty," said he to his sovereign when he returned, "the
cloth which the weavers are preparing is extraordinarily magnificent. "The whole city was talking of the splendid cloth which the
Emperor had ordered to be woven at his own expense. And now the Emperor himself wished to see the costly manufacture, while it
was still in the loom. Accompanied by a select number of officers of the court, among whom were the two honest men who had
already admired the cloth, he went to the crafty impostors, who, as soon as they were aware of the Emperor's approach, went on
working more diligently than ever; although they still did not pass a single thread through the looms.
"Is not the work absolutely magnificent?" said the two officers of the crown, already mentioned. "If your Majesty will only be
pleased to look at it! What a splendid design! What glorious colors!" and at the same time they pointed to the empty frames; for
they imagined that everyone else could see this exquisite piece of workmanship. "How is this?" said the Emperor to himself. "I can
see nothing! This is indeed a terrible affair! Am I a simpleton, or am I unfit to be an Emperor? That would be the worst thing that
could happen--Oh! the cloth is charming," said he, aloud. "It has my complete approbation." And he smiled most graciously, and
looked closely at the empty looms; for on no account would he say that he could not see what two of the officers of his court had
praised so much. All his retinue now strained their eyes, hoping to discover something on the looms, but they could see no more
than the others; nevertheless, they all exclaimed, "Oh, how beautiful!" and advised his majesty to have some new clothes made
from this splendid material, for the approaching procession. "Magnificent! Charming! Excellent!" resounded on all sides; and
everyone was uncommonly gay. The Emperor shared in the general satisfaction; and presented the impostors with the riband of an
order of knighthood, to be worn in their button-holes, and the title of "Gentlemen Weavers."
The rogues sat up the whole of the night before the day on which the procession was to take place, and had sixteen lights burning,
so that everyone might see how anxious they were to finish the Emperor's new suit. They pretended to roll the cloth off the looms;
cut the air with their scissors; and sewed with needles without any thread in them. "See!" cried they, at last. "The Emperor's new
clothes are ready!” And now the Emperor, with all the grandees of his court, came to the weavers; and the rogues raised their
arms, as if in the act of holding something up, saying, "Here are your Majesty's trousers! Here is the scarf! Here is the mantle! The
whole suit is as light as a cobweb; one might fancy one has nothing at all on, when dressed in it; that, however, is the great virtue of
this delicate cloth."
"Yes indeed!" said all the courtiers, although not one of them could see anything of this exquisite manufacture."If your Imperial
Majesty will be graciously pleased to take off your clothes, we will fit on the new suit, in front of the looking glass."
The Emperor was accordingly undressed, and the rogues pretended to array him in his new suit; the Emperor turning round, from
side to side, before the looking glass.
"How splendid his Majesty looks in his new clothes, and how well they fit!" everyone cried out. "What a design! What colors!
These are indeed royal robes!"
"The canopy which is to be borne over your Majesty, in the procession, is waiting," announced the chief master of the ceremonies.
"I am quite ready," answered the Emperor. "Do my new clothes fit well?" asked he, turning himself round again before the
looking glass, in order that he might appear to be examining his handsome suit.
The lords of the bedchamber, who were to carry his Majesty's train felt about on the ground, as if they were lifting up the ends of
the mantle; and pretended to be carrying something; for they would by no means betray anything like simplicity, or unfitness for
their office; So now the Emperor walked under his high canopy in the midst of the procession, through the streets of his capital;
and all the people standing by, and those at the windows, cried out, "Oh! How beautiful are our Emperor's new clothes! What a
magnificent train there is to the mantle; and how gracefully the scarf hangs!" in short, no one would allow that he could not see
these much-admired clothes; because, in doing so, he would have declared himself either a simpleton or unfit for his office.
Certainly, none of the Emperor's various suits, had ever made so great an impression, as these invisible ones. "But the Emperor
has nothing at all on!" said a little child. "Listen to the voice of innocence!" exclaimed his father; and what the child had said was
whispered from one to another.
"But he has nothing at all on!" at last cried out all the people. The Emperor was vexed, for he knew that the people were right; but
he thought the procession must go on now! And the lords of the bedchamber took greater pains than ever, to appear holding up a
train, although, in reality, there was no train... to hold.
Cuadro III-6
Practice:
Análisis Gramatical. Lea el texto y comente en grupo.
The names of some of the numbers in English can cause some confusion. The number 1 is spelled 'one' and is
pronounced like 'wun' but there is no such word. gun, sun, fun, bun and run rhyme with 1 (one) and with ton (2000
pounds) and won (was victorious in a fight or contest). How did 'one' come to be pronounced 'wun'? I don't
know. Next is the number 2, spelled 'two' and pronounced tu. 'To' and 'do' are also pronounced as if they were
spelled tu and du, but 'go' and 'so' are pronounced with a Long O sound. How is a person to know how to pronounce
or spell such words? Practice, practice, practice. Then there is the number 4, spelled 'four' and pronounced the same
as fore and for. The number 8 is spelled 'eight' (pronounced 'ate') which puts it in the same family as 'weight' and
'freight' (words that rhyme with wait and crate).
If you think English numbers are confusing, what about the words that are spelled exactly the same but are
pronounced differently and have different meanings? READ (pronounced like 'reed' and is the Present Tense form of
the verb meaning to look at written words and derive a meaning from them. READ (pronounced like the color 'red')
is the Past Tense of READ (pronounced 'reed'). WIND , with a short 'i' sound and the word 'in' in the middle, means
the movement of air over the land or water. WIND , rhyming with 'find' and 'whined', means to tighten the spring of
a clock or other mechanism with a turning or twisting motion. BOW , which rhymes with go, no, slow, means the
long, curved stick whose ends are connected by a string of some sort and is used to shoot arrows. It is also the name
of the accessory to stringed instruments such as violins and cellos which is drawn over the strings to cause a musical
vibration. BOW , rhyming with how and now means a forward movement of the head or upper body to show respect
or subservience. SOW rhyming with go and no means to spread seeds in a field or garden. SOW, rhyming with how
and now, is a female pig. There are many more words like these that you need to watch out for in English.
THE SUPERFLUOUS "G" and "GH": You have already studied the "EIGHT", "OUGH" and "IGHT" families
and some of their relatives (though, thought, tough, rough, cough, enough, freight, weight, sleigh. weigh, light, sight,
night, fright, blight, right, etc.). Here are some more: STRENGTH and LENGTH; STRAIGHT (rhymes with late);
TROUGH (rhymes with off); NIGH (rhymes with by); ALIGN and SIGN (rhyme with dine); BROUGHT and
FRAUGHT (rhyme with rot). We can think of no logical reason to continue using "G" or "GH" in these words, and
yet it seems that no-one knows how to stop it. Edition after edition, Dictionaries are printed with the same ridiculous
spellings in them and we are forced to study, practice and memorize words that make no sense, but that is the good
old American way.
Poets think it's sublime when the words they write rhyme,
But to Teachers and Students, they're trouble.
Is it right to write white or is it rite to right wight,
And when do those consonants double?
Is it 'i' before 'e' except after 'c',
Or is it 'e' before 'i' as in weird and seize,
But then what do you say
When they sound like 'A'
As in neighbor and weight and sleigh?
We're told 'oo' sounds like 'u' as in shoot and cartoon,
But then blood, door and floor sing a different tune.
It's driving me mad, all those sayings and rules
To help us make sense (cents?) of it all.
What do you think?...
Cuadro III-7
Practice:
Lea los textos, analícelos y comente en grupo cuál es falso o verdadero y porqué.
I.
II.
Cuadro III-8
Practice:
Lea el texto, analícelo y comente en grupo su opinión.
Society still tells girls they have a choice as to whether or not they will work for pay. Yet, women are nine times as
likely as men to be single parents.
Nine out of ten women work for pay at some time during their lives. Eight out of ten women between the ages of 20
and 44 are working nowadays
By paying attention to girls' educational achievements and career aspirations we will ensure that women can have
economic security, a better quality of life, and more career choices. We will also reduce the need for social welfare;
since most families in poverty are headed by women with inadequate education.
Women who choose non-traditional careers can expect to have lifetime earnings that are 150% of women who
choose traditional careers.
Females continue to be clustered into traditionally female occupations.
If present trends continue and girls are not encouraged into math and science and language skills they will be trained
only for the data and information-retrieval capabilities of the computer. These are still secretarial/clerical skills, and
females will remain at the low end of the service-oriented pay scale.
Excluding sales, the highest paying occupations will be those requiring the highest technical and language skills,
such as: computer systems analysis, programmers, engineers, technicians, and repair and service people.
90% of the jobs today's kindergartners will be doing when they reach adulthood do not even exist today.
Women’s Educational Attainment Median Annual Income in U.S. (Comparison)
Woman with….Less than 9th grade $12,217 (primary)
9th to 12th grade non-graduate $14,302 (secondary)
High school graduate (including GED) $20,254
Associate degree $26,474 (Tech)
Bachelor’s degree $34,232 (Licentiate)
Master’s degree $42,301
Doctorate Degree $55,674
Wal-Mart: The Facts
-Nearly three-quarters of a million women work as "sales associates" in Wal-Mart stores. On average these women
earn $6.10 per hour, or $12,688 per year if they are permitted to work full-time. This wage puts many of their families
below the poverty level —
-Women who make pants in El Salvador earn 15 cents for each pair; Wal-Mart sells these pants for $16.95 in its U.S.
stores. Also, contractors in El Salvador force workers to take pregnancy tests….
-According to Brandeis University Professor Ellen I. Rosen, women in Central America who make clothes for WalMart live in shacks lacking running water or plumbing while women in China live nine to twelve to a room in
government-provided dormitories. -----Some of Wal-Mart's workers in the U.S. spend their nights in trucks of motel
rooms without cooking facilities
-In average, Wal-Mart's assets totaled more than the GDP of 155 of the 192 countries in the world, with annual sales
of more than $137.6 billion.
Occupational Distribution Women remain clustered in jobs that are traditionally dominated by women and pay low wages:
Nursery, Secretaries, Food Attendants, etc.
Cuadro III-9
Practice:
I. Lea el texto y comente.
Curious Facts
1. What is called a "French kiss" in the English speaking world is known as an "English kiss" in France.
2. "Almost" is the longest word in the English language with all the letters in alphabetical order.
3. "Rhythm" is the longest English word without a vowel
4. There is a city called Rome on every continent.
5. Right-handed people live, on average, nine years longer than left-handed people
6. The elephant is the only mammal that can't jump!
7. One quarter of the bones in your body, are in your feet!
8. Like fingerprints, everyone's tongue print is different!
9. Most dust particles in your house are made from dead skin!
10. The present population of 6 billion people of the world is predicted to become 15 billion by 2080.
11. Honey is the only food that does not spoil. Honey found in the tombs of Egyptian pharaohs has been tasted
by archaeologists and found edible.
12. Months that begin on a Sunday will always have a "Friday the 13th."
13. Coca-Cola would be green if colouring weren’t added to it.
14. More people are killed each year from bees than from snakes.
15. Camels have three eyelids to protect themselves from blowing sand.
16. The placement of a donkey's eyes in its' heads enables it to see all four feet at all times!
17. Owls are the only birds who can see the colour blue.
18. A man named Charles Osborne had the hiccups for 69 years!
19. A giraffe can clean its ears with its 21-inch tongue!
20. The average person laughs 10 times a day!
21. A kiss lasting one minute can burn more than 100 calories.
22. Buckingham Palace in England has over six hundred rooms.
23. There was once an undersea post office in the Bahamas.
24. Abraham Lincoln's mother died when she drank the milk of a cow that grazed on poisonous snakeroot.
25. After the death of Albert Einstein, his brain was removed by a pathologist and put in a jar for future study.
II. Comment about curious facts you know.
Cuadro III-10
Practice:
Lea el texto y analice en grupo (Debate Grupal y Exposiciones: Substancias Adictivas y Vicios)
The world’s view on smoking cigarettes has changed dramatically over the last century. The habit was once considered to be cool, sexy,
good for your health, and widely enjoyed by many people. It was promoted by sportsmen, and advertised all over television. No one
could be seen acting in a movie without a lit cigarette in their hand! Today, smoking is considered to be a nasty addictive habit that can
kill you and those around you. You won’t find them advertised anywhere – nor will you see anyone smoking inside a public building. It
seems that these days smokers are considered to be anti-social and are often frowned at if seen smoking outside in crowded places.
Below is a list of interesting facts about cigarettes.
Oops…
-Cigarettes are the single-most traded item on the planet, with approximately 1 trillion being sold from country to country each year. At a
global take of more than $400 billion, it’s one of the world’s largest industries.
-The American brands Marlboro, Kool, Camel and Kent own roughly 70% of the global cigarette market.
-Cigarettes contain arsenic, formaldehyde, lead, hydrogen cyanide, nitrogen oxide, carbon monoxide, ammonia and 43 known
carcinogens.
-Urea, a chemical compound that is a major component in urine, is used to add “flavor” to cigarettes.
-Scientists claim the average smoker will lose 14 years of their life due to smoking. This however does not necessarily mean that a smoker
will die young – and they may still live out a ‘normal’ lifespan.
-The United States is the only major cigarette market in the world in which the percentage of women smoking cigarettes (22%) comes
close to the number of men who smoke (35%). Europe has a slightly larger gap (46% of men smoke, 26% of women smoke), while most
other regions have few women smokers. The stats: Africa (29% of men smoke, 4% of women smoke); Southeast Asia (44% of men, 4% of
women), Western Pacific (60% of men, 8% of women)
-Nicotine reaches the brain within 10 seconds after smoke is inhaled. It has been found in every part of the body and in breast milk.
-The immune systems of smokers has to work harder every day than non-smokers. As a result, a smokers’ blood will contain less
antioxidants, although a smokers immune system may be quicker to respond to virus attacks due to its more active nature.
-Some people (mostly males) can be aroused by the sight of smoker smoking (usually females). This is called the Smoking Fetish, and
affects a small number of the population, However, cigarettes – particularly menthols, force blood away from the penis if smoked while
aroused.
-Smokers generally report a variety of after-effects; such as calmness, relaxation, alertness, stimulation, concentration and many others.
In fact, smoking will produce a different effect in each individual depending on ‘what they expect to get’; turning the cigarette into the
world’s most popular placebo (satisfying the brains hunger for nicotine being the only ‘relaxing’ factor). The smoker will then use these
expectations as a means to continue the habit.
Cuadro III-11
Practice:
Lectura Compleja de Comprensión. Use diccionario para aprendizaje de nuevas palabras.
Professor Panini (Bagel is a Rolled Circle Bread)
Before my many years' service in a restaurant, I attended a top science university. The year was 2023 and I was finishing the project that would
win me my professorship. In the end, it resulted in my becoming a kitchen employee.
My forty-second birthday had made a lonely visit the week before, and I was once again by myself in the flat. Like countless other mornings, I
ordered a bagel from the toaster. 'Yes, sir!' it replied with robotic relish, and I began the day's work on the project. It was a magnificent machine,
the thing I was making, capable of transferring the minds of any two beings into each other's bodies.
As the toaster began serving my bagel on to a plate, I realised the project was in fact ready for testing. I retrieved the duck and the cat - which I
had bought for this purpose - from their containers, and set about calibrating the machine in their direction. Once ready, I leant against the table,
holding the bagel I was too excited to eat, and initiated the transfer sequence. As expected, the machine whirred and hummed into action, my
nerves tingling at its synthetic sounds.
The machine hushed, extraction and injection nozzles poised, scrutinizing its targets. The cat, though, was suddenly gripped by terrible alarm.
The brute leapt into the air, flinging itself onto the machine. I watched in horror as the nozzles swung towards me; and, with a terrible,
psychedelic whirl of colours, felt my mind wrenched from its sockets.
When I awoke, moments later, I noticed first that I was two feet shorter. Then, I realised the lack of my limbs, and finally it occurred to me that I
was a toaster. I saw immediately the solution to the situation - the machine could easily reverse the transfer - but was then struck by my utter
inability to carry this out.
After some consideration, using what I supposed must be the toaster's on-board computer; I devised a strategy for rescue. I began to familiarise
myself with my new body: the grill, the bread bin, the speaker and the spring mechanism. Through the device's rudimentary eye - with which it
served its creations - I could see the internal telephone on the wall. Aiming carefully, I began propelling slices of bread at it. The toaster was fed
by a large stock of the stuff, yet as more and more bounced lamely off the phone, I began to fear its exhaustion.
Toasting the bread before launch proved a wiser tactic. A slice of crusty wholemeal knocked the receiver off its cradle, and the immovable voice
of the reception clerk answered. Resisting the urge to exclaim my unlikely predicament, I called from the table: 'I'm having a bit of trouble up
here, Room 91. Could you lend a hand?'
'Certainly, sir. There's a burst water pipe on the floor above, I suppose I'll kill two birds with one stone and sort you out on the way,'
The clerk arrived promptly, leaving his 'caution, wet floor' sign in the corridor. He came in, surveying the room in his usual dry, disapproving
fashion. I spoke immediately, saying I was on the intercom, and requested that he simply press the large button on the machine before him.
'This one, sir?' he asked, and before I could correct him, the room was filled with a terrible, whirling light, and he fell to the ground.
A minute later, he stood up again, uncertainly, and began moving in a manner that can only be described as a waddle. The duck, meanwhile, was
scrutinising the flat with an air of wearied distaste. I gazed at the scene with dismay. Suddenly an idea struck the clerk, and with avian glee he
tottered towards the window. I spluttered a horrified warning to no avail. He leapt triumphantly from the balcony, spread his 'wings' and
disappeared. I would have wept, but managed only to eject a few crumbs.
Hours of melancholy calculation and terrible guilt gave no progress, and left me with a woeful regret for the day's events. Determined not to give
up hope, I began to burn clumsy messages into slices of bread, and slung these desperate distress calls through the window. I sought not only my
own salvation, but also to account for the bizarre demise of the clerk, who must not doubt have been discovered on the street below. I soon
found my bread bin to be empty, and sank again into a morose meditation. A large movement shocked me from my morbid contemplation.
Before me, having clambered up from the floor, stood my own body. It regarded me with dim cheer.
'I have been upgraded,' it announced in monotone. The room was silent as I struggled to cope with this information. Then:
'Would you like some toast?'
The truth dawned on me, and I wasted no time in seeing the utility of this revelation. I informed the toaster, which was now in control of my
body, that I wished it to fetch help. It regarded me warily, then asked if I would like that buttered. Maintaining patience, I explained the
instruction more thoroughly. I watched with surreal anticipation as my body of forty-two years jerked its way out of the flat. It rounded the
corner, and there was a hope-dashing crash. It had tripped up on the 'caution: wet floor' sign. To my joyous relief, however, I heard the thing
continue on its way down the corridor.
Minutes passed, then hours. I entertained myself flicking wheat-based projectiles at the cat. On the dawn of the third day, I concluded that the
toaster had failed in its piloting of my body, and that help was not on its way. Gripped by the despair of one who must solve the puzzle of toaster
suicide, I resigned myself to my fate.
Pushed on by a grim fervour, I began igniting the entire stock of bread. As the smoke poured from my casing, and the first hints of deadly flame
flickered in my mechanisms, I began the solemn disclosure of my own eulogy.
Suddenly the fire alarm leapt into action, hurling thick jets of water across the flat, desperate to save its occupant s. A piercing wail erupted from
all sides, and a squabbling mixture of annoyance, relief and curiosity filtered into my mind.
Once the firemen had visited and deactivated the alarm, I was identified as the fault, unplugged and hauled away to a repair shop. The staff
there, finding nothing to remove but a faulty speech chip, apparently put me up for sale. I only know this because, on being reconnected to the
mains, I found myself in a shiny, spacious kitchen. Missing my electronic voice, I could only listen to the conversation of the staff, discussing the
odd conduct of their new cook. The end of their hurried discussion heralded his arrival. I gazed at the door in silent surrender, as my body
stepped proudly on to the premises, displaying its newly designed menu. At the top of the list, I could discern 'Buttered bagel'.
Cuadro III-12
Practice:
I. Read the following text…
QUESTIONS
Question 1: If you knew a woman who was pregnant, who had 8 kids already, three who were deaf, two who
were blind, one mentally retarded, and she had syphilis; would you recommend that she have an abortion?
Give your own answer and read the next question before reading the answers at the bottom of the page.
Question 2: It is time to elect a new world leader, and your Vote counts. Here are the facts about the three
leading candidates:
Candidate A: Associates with crooked politicians, and consults with astrologists. He's had two
mistresses. He also chain smokes and drinks 8 to 10 martinis a day.
Candidate B: He was kicked out of office twice, sleeps until noon, used opium in college and drinks
a quart of whisky every evening.
Candidate C: He is a decorated war hero. He's a vegetarian, doesn't smoke, drinks an occasional
beer and hasn't had any extramarital affairs.
Which of these candidates would be your choice? Decide first, no peeking, then read the answers.
Answers:
Candidate C is Adolph
Hitler
Churchill
Candidate B is Winston
D. Roosevelt
Candidate A is Franklin
And by the way: regarding the answer to the abortion question, if you said yes... you just killed:
Beethoven
Pretty interesting isn't it? Makes a person think before judging someone. Remember, amateurs built the Ark,
professionals built the Titanic…
II. Now write a 25 lines composition about one of your classmates, no names nor nicknames
mentioned, just express your opinion about him or her, it could even be your Teacher…
Be careful about your judgment.
Cuadro III-13
Practice:
Can you fit the words correctly into the grid?
4 letter words
ARIA
TREK
Solution ( Try not to cheat )
5 letter words
BASIL
BROKE
ENDED
EQUAL
IGLOO
LITHE
LIVID
OLIVE
PAUSE
RAVEN
6 letter words
ASPIRE
ELDEST
RARELY
SHAPES
SHERRY
SLEIGH
7 letter words
ADDRESS
INSIPID
LOCATED
PROSPER
SCIENCE
STUDENT
UMPIRES
VACCINE
8 letter words
DECLARED
INVOLVED
Cuadro III-14
Practice:
Fit the underlined words correctly into the grid.
What is Love?
The simple spark that sets the fire,
A gentle gaze of deep desire.
Often spoken, sometimes meant,
Heat of passion, sweetly spent.
Pleasure sought and object lured,
Emotions cherished and endured.
Forever, or a brief affair,
Not forgotten, always there.
Few resist and many fall,
Some are wary, not at all.
Found in tears, a smile, a sigh,
When unrequited, passes by.
Not for sale at any price,
Trust, compassion, sacrifice.
Common bonds of tempered past,
Kindred spirits, first and last.
Feelings ever changing flow,
Nurtured well, the best will grow.
Is it ever understood?
This much we know, love is good.
Solution ( Try not to cheat )
Cuadro III-15
Practice Part 1:
Falsos Cognados, Analiza las palabras y forma 10 oraciones que utilicen al menos tres cognados en ellas.
an abstract: resumen (y no abstracto)
to achieve: lograr (y no archivar, que se dice to file)
actual: real, efectivo (y no actual, que se dice current)
actually: en realidad (y no actualmente, que se dice nowadays,
at present)
to advertise: anunciar (y no advertir, que se dice to warn)
advice: consejos (y no aviso, que se dice warning, notice)
ailment: enfermedad leve, achaque (y no alimento, que se dice
food)
apparel: ropa, vestimenta (y no aparato, que se dice apparatus,
machine)
application form: formulario de solicitud (y no formulario de
aplicación)
to apologise: pedir disculpas (y no apología, que se dice
defence)
apt: propenso (y no apto, que se dice qualified, able)
argument: discusión, pelea (y no argumento de un libro/una
película, que se dice plot)
arena: estadio, plaza de toros (y no arena, que se dice sand)
arm: brazo (y no arma, que se dice gun)
army: ejército (y no armada, que se dice navy)
aspersion: calumnia (y no aspersión, que se dice sprinkling)
assessment: evaluación (y no asesoría, que se dice
consultancy)
assessor: evaluador, tasador (y no asesor, que se dice advisor o
consultant)
to assist: ayudar (y no asistir a un lugar, que se dice to attend)
to attain: lograr, conseguir (y no atar, que se dice to tie)
attempt: intento (y no atentado, que se dice terrorist attack)
attendance: asistencia (y no atención, que se dice attention)
avocado: aguacate (y no abogado, que se dice lawyer)
balloon: globo (y no balón, que se dice ball)
bank: banco - la institución (y no banco de plaza, que se dice
bench)
bark: ladrar o ladrido (y no barco, que se dice boat o ship)
beef: carne vacuna (y no bife, que se dice steak)
billet: acuartelamiento, alojamiento militar (y no billete, que se
dice ticket o note)
billion: mil millones (y no billón, que se dice trillion)
body: cuerpo (y no boda, que se dice wedding)
bomber: avión bombardero o persona que coloca bombas (y no
bombero, que se dice fireman o firefighter)
brave: valiente (y no bravo, que se dice fierce)
camp: base militar o campamento (y no campo en general, que
se dice field)
can: lata o el verbo poder (y no cana, que se dice white hair)
cap: gorra (y no capa, que se dice layer)
career: carrera profesional, ocupación luego del estudio (y no
carrera referida al curso universitario, que se dice degree)
carpet: alfombra (y no carpeta, que se dice folder)
cartoon: dibujos animados, tira cómica (y no cartón, que se dice
cardboard)
casual: fortuito, ocasional, informal, superficial (y no casual, que
se dice accidental, chance)
casualty: víctima o herido (y no casualidad, que se dice
coincidence)
cave: cueva (y no cavar, que se dice to dig)
cellular: celular, relativo a la célula (y no teléfono celular, que se
dice mobile telephone)
chafed: rozado (y no chafado, que se dice crushed o flattened)
collar: cuello de las prendas de vestir (y no collar, que se dice
necklace)
to collapse: hundirse, derrumbarse (y no colapsar, que se dice to
bring to a standstill)
college: facultad, colegio universitario (y no colegio, que se dice
school)
coloured: de color (y no colorado, que se dice red)
command: orden, mandato (y no comando, que se dice
commando unit)
commodity: mercancía o materia prima (y no comodidad, que se
dice comfort)
to complain: quejarse (y no complacer, que se dice to please)
complexion: tez, tono de la piel (y no complexión, que se dice
body type)
to compromise: ceder, transigir, poner en peligro (y no
compromiso, que se dice commitment, engagement o agreement)
conductor: director de orquesta o cobrador (y no conductor, que
se dice driver)
confident: seguro de sí mismo (y no confidente, que se dice
confidant)
(to be) constipated: sufrir de estreñimiento (y no estar
constipado, que se dice to have a cold/chill)
contest: concurso (y no contestar, que se dice to answer)
to convene: convocar, reunir (y no convenir, que se dice to
agree, to be advisable)
council: consejo (y no conciliar, que se dice to reconcile)
crane: grúa (y no cráneo, que se dice skull)
curse: maldición (y no curso, que se dice course)
date: fecha (y no dato, que se dice a piece of information o data)
deception: engaño (y no decepción, que se dice disappointment)
to deliver: entregar (y no deliberar, que se dice to deliberate)
deprivation: privación, pérdida (y no depravación, que se dice
depravity)
derogatory: despectivo (la palabra despective no existe en
inglés)
desperate: desesperado (y no despertar, que se dice to wake
up)
dessert: postre (y no desierto, que se dice desert)
dinner: cena (y no dinero, que se dice money)
discrete: diferenciado (y no discreto, que se dice discreet)
disgust: asco, repugnancia (y no disgusto, que se dice
annoyance, quarrel, trouble o to be upset)
disparate: dispar (y no disparate, que se dice nonsense o foolish
act)
diversion: desviación (y no diversión, alegría, que se dice fun)
to doze: dormitar (y no doce, que se dice twelve)
dramatic: drástico, espectacular
economics: economía (y no económicos, que se dice cheap)
embarrassed: avergonzado/a (y no embarazada, que se dice
pregnant)
estate: propiedad, bien inmueble, patrimonio (y no estado, que
se dice state)
eventual: definitivo o posible (y no eventual, que se dice casual,
incidental)
eventually: finalmente, tarde o temprano (y no eventualmente
que se dice by chance, possibly)
exit: salida (y no éxito, que se dice success)
fabric: tela (y no fábrica, que se dice factory)
familiar: conocido, familiar (adjetivo) (y no pariente, familiar
(sustantivo), que se dice relative)
fin: aleta (y no fin, que se dice end)
form: formulario (y no forma, que se dice shape)
fray: riña, irritarse o deshilacharse (y no fraile, que se dice friar)
fume: vapor o gas (y no fumar, que se dice smoke)
gang: pandilla (y no ganga, que se dice bargain)
Geneva: Ginebra (y no Génova, que se dice Genoa)
gentle: moderado, suave (y no gentil, que se dice gentile, kind)
Cuadro III-16
Practice Part 2:
Falsos Cognados, Analiza las palabras y forma 10 oraciones que utilicen al menos tres cognados en ellas.
to grab: agarrar, asir (y no grabar, que se dice to record)
gracious: cortés (y no gracioso, que se dice funny)
grocery: tienda de comestibles (y no grosería, que se dice
rudeness o rude word/expression)
hardly: apenas, difícilmente (y no duramente, que se dice
strongly)
by heart: de memoria (y no de corazón, que se dice from one's
heart)
horn: cuerno (y no horno, que se dice oven)
idiom: modismo, locución (y no idioma, que se dice language)
influenza: gripe (y no influencia, que se dice influence)
ingenuity: ingenio (y no ingenuidad, que se dice naivety)
inhabitant: habitante (y no inhabitado, que se dice uninhabited)
installment: cuota, plazo o entrega (y no instalación, que se dice
installation)
to intend: tener la intención de (y no intentar, que se dice to try)
intoxicated: ebrio (y no intoxicado, que se dice with food
poisoning)
involve: involucrar (y no envolver, que se dice wrap)
jam: mermelada (y no jamón, que se dice ham)
lame: cojo, rengo (y no lamer, que se dice to lick)
large: grande (y no largo, que se dice long)
lecture: conferencia (y no lectura, que se dice reading)
lentil: lenteja (y no lentilla, que se dice contact lens)
letter: letra del abecedario o carta (y no letra de una canción, que
se dice lyrics)
library: biblioteca (y no librería, que se dice bookshop)
lobe: lóbulo (y no lobo, que se dice wolf)
luxury: lujo (y no lujuria, que se dice lust)
macaroon: galleta con almendras o coco (y no macarrón, que se
dice a piece of macaroni)
man: hombre (y no mano, que se dice hand)
mascot: persona, animal u objeto que da buena suerte (y no
mascota como animal doméstico, que se dice pet)
mayor: alcalde (y no mayor, que se dice bigger)
media: medios (y no media, que se dice sock)
misery: tristeza (y no miseria, que se dice poverty)
mocha: café moca (y no mocha/o, desafilada/o, que se dice
blunt)
to molest: abusar sexualmente (y no molestar, que se dice to
bother o to annoy)
notice: nota, anuncio (y no noticia, que se dice a piece of news)
occurrence: aparición (y no ocurrencia, que se dice absurd idea)
office: oficina (y no oficio, que se dice trade o job)
once: una vez (y no once, que se dice eleven)
oration: discurso ceremonial (y no oración, que se dice sentence
o prayer)
ordinary: común (y no ordinario, que se dice vulgar)
pan: cacerola, cazuela (y no pan, que se dice bread)
parade: desfile (y no pared, que se dice wall)
to pare: pelar o cortar las uñas (y no parar, que se dice to stop)
parents: padres (y no parientes, que se dice relatives)
pendant: colgante de un collar (y no pendiente, que se dice
earring)
petrol: gasolina o nafta (y no petróleo, que se dice oil, petroleum)
pie: pastel (y no pie, que se dice foot)
place: lugar (y no plaza, que se dice square)
plate: plato o lámina (y no plata, el metal, que se dice silver)
policy: política (y no policía, que se dice police)
politic: diplomático, cortés o prudente (y no político, que se dice
politician)
preservative: conservante (y no preservativo, que se dice
condom)
prize: premio (y no precio, que se dice price)
to probe: investigar (y no probar, que se dice to prove, taste o
try)
prospect: posibilidad, perspectiva o posible cliente (y no
prospecto, que se dice leaflet o pamphlet)
quince: membrillo (y no quince, que se dice fifteen)
to quit: abandonar, dejar (y no quitar, que se dice to remove o to
put away)
quite: bastante, totalmente (y no quitar, que se dice to remove o
to put away)
quote: cita o presupuesto (y no cuota, que se dice fee,
installment o payment)
to rape: violar (y no rapar, que se dice to shave o to crop)
recollection: recuerdo (y no recolección, que se dice harvest o
collection)
red: rojo (y no red, que se dice net)
regular: de tamaño normal (y no regular, que se dice bad, not so
good)
relatives: parientes (y no relativos, que se dice relative
(adjective))
rope: cuerda, soga (y no ropa, que se dice clothes)
rude: maleducado, descortés (y no rudo, que se dice rough)
to raze: arrasar (y no raza, que se dice race)
to realize: darse cuenta (y no realizar, que se dice to make)
recipe: receta de cocina (y no recibo, que se dice receipt)
to record: grabar (y no recordar, que se dice to remember)
reluctantly: de mala gana (y no relucientemente o
brillantemente, que se dice brilliantly)
to remove: quitar, eliminar (y no remover, que se dice to stir)
resort: centro turístico o recurso (y no resorte, que se dice
spring)
to rest: descansar (y no restar, que se dice to subtract)
to resume: reanudar, continuar o reasumir (y no resumir, que se
dice to summarize o to sum up)
to reckon: calcular, considerar o creer (y no reconocer, que se
dice to recognize)
salad: ensalada (y no salado, que se dice salty)
sane: cuerdo (y no sano, que se dice healthy)
scallop: vieira (y no escalope, que se dice escalope)
sensible: sensato (y no sensible, que se dice sensitive)
sensitive: sensible (y no sensitivo, que se dice related to the
senses)
signature: firma (y no asignatura, que se dice subject)
sin: pecado (y no sin, que se dice without)
soap: jabón (y no sopa, que se dice soup)
socket: enchufe o toma de corriente (y no soquete, que se dice
ankle sock)
son: hijo (y no son, conjugación del verbo ser, que se dice are)
spade: pala (y no espada, que se dice sword)
stationery: artículos de papelería (y no estacionario, que se dice
stationary)
to stay: quedarse (y no estar, que se dice to be)
to stir: revolver un líquido (y no estirar, que se dice to stretch)
stranger: desconocido o forastero (y no extranjero, que se dice
foreigner)
success: éxito (y no suceso, que se dice event)
to support: apoyar (y no soportar, que se dice to put up with)
sympathetic: comprensivo (y no simpático, que se dice nice,
likeable)
sympathy: compasión, comprensión, pésame (y no simpatía,
que se dice friendliness, affection)
target: objetivo (y no tarjeta, que se dice card)
tax: impuesto (y no taxi, que se dice taxi)
tea: té (y no tía, que se dice aunt)
terrific: fenomenal, genial (y no terrorífico, que se dice terrifying)
to traduce: calumniar (y no traducir, que se dice to translate)
trait: rasgo (y no trato, que se dice deal o treatment)
to translate: traducir (y no trasladarse, que se dice to move)
tramp: vagabundo (y no trampa, que se dice trap)
ultimate: final (y no último, que se dice last)
umpire: árbitro (y no imperio, que se dice empire)
zealous: entusiasta (y no celoso, que se dice jealous)
Cuadro III-17
Practice:
Can you fit the words correctly into the grid? The letters in the color boxes will spell out another
word.
3 letter word
SUN
4 letter words
MARS
MOON
STAR
5 letter words
COMET
EARTH
PLUTO
SPACE
VENUS
6 letter words
COSMOS
GALAXY
METEOR
NEBULA
PULSAR
SATURN
URANUS
7 letter words
JUPITER
MERCURY
NEPTUNE
8 letter words
ASTEROID
MILKY WAY
UNIVERSE
9 letter word
SUPERNOVA
Cuadro III-18
Practice:
American Jokes… Do you catch the sense? Explain them to your classmates.
A man is out walking in New York city when he sees a little girl
Once there was a rabbit and a bear living in a forest. They went
being chased by a fierce dog. He fights off the dog by hitting the
out for a walk and saw a magic golden frog. The rabbit and bear
dog’s head with a stick and saves the girl’s life. The girl’s mother
said, “Goodie, three wishes!” The frog then said, “No, six wishes
rushes over to him: “Thank you so much for saving my little girl.
since there are two of you.” They got even more excited.
You are a true hero. Tomorrow all the newspapers will have
The bear went first. “I wish that all the bears in this forest are
headlines about ‘Brave New Yorker Saves the Life of Young Girl’”
females, except for me.” POOF! His wish was granted.
“But I’m not a New Yorker,” the man says.
Then it was the rabbit’s turn. “I wish for a racing bike helmet.”
“Oh, then it will say in all the newspapers Brave American Saves
POOF! His wish was granted.
Life of Young Girl,” says the mother.
The bear hesitated, then said, “I wish all the bears in the
“But I’m not an American neither,” the man says.
neighboring forests were females, except for me.” POOF! His
“So, what are you then?” asks the mother.
wish was granted.
“I’m an Iranian,” the man replied politely.
The rabbit already knew what he wanted, “I wish for a
The next day he sees the newspaper headlines:
motorcycle!” POOF! His wish was granted.
“Islamic Extremist Kills American Dog
The frog broke in and said, “Now hurry up, I must be on my way!
*****
And, may I add, choose carefully your last wish!!”The bear said,
One afternoon, a rich man was riding in the back of his limousine
“Alright, I know my last wish. I wish all the bears in the world
when he noticed a man was eating grass by the road side. He
were female, except for me.” POOF! His wish was granted.
ordered his driver to stop and he got out to investigate. “Why are
The rabbit thought for a while, put on his helmet, and got on his
you eating grass?” he asked the man.
motorcycle. With a smirk on his face he said, “I wish the bear
“I don’t have any money for food so I am eating grass,” the poor
were gay.”
man replied.
*****
“Oh, come along with me then,” said the rich man.
“But sir, I have a wife with two children!”
“Bring them as well,” said the rich man.
So, the poor man got into his car and expressed his gratitude,
“Sir, you are too kind. Thank you for taking us with you.”
The rich man replied, “No problem, my friend. The grass at my
place is about three feet tall and I could use your help!”
*****
A guy came into a bar one day and said to the bartender, “Give
me six double vodka.”
The barman says, “Wow! you must have had very bad day.” “Yes,
I’ve just found out my older brother is gay.”
The next day the same guy came into the bar and asked for the
same drinks.
When the bartender asked what the problem was today the
answer came back, “I’ve just found out that my younger brother is
gay too!”
On the third day the guy came into the bar and ordered another
six double vodkas.
The bartender said, “What the hell? Doesn’t anybody in your
family like women?”
“Yes, my wife…”
The 70-year-old George went for his annual physical. All of his
tests came back with normal results. Dr. Smith said, “George,
everything looks great physically. How are you doing mentally
and emotionally? Are you at peace with yourself, and do you have
a good relationship with your God?”
George replied, “God and me are tight. He knows I have poor
eyesight, so He’s fixed it so that when I get up in the middle of the
night to go to the bathroom, poof! the light goes on when I pee,
and then poof! the light goes off when I’m done.
”“Wow,” commented Dr. Smith, “That’s incredible!” A little later in
the day Dr. Smith called George’s wife. “Thelma,” he said,
“George is just fine. Physically he’s great. But I had to call
because I’m in awe of his relationship with God. Is it true that he
gets up during the night and poof! the light goes on in the
bathroom and then poof! the light goes off?”
George’s wife exclaimed, “That old fool! He’s peeing in the
refrigerator again!”
Cuadro III-19
Practice:
Can you fit the words correctly into the grid? The letters in the color boxes will spell out another
word.
4 letter words
CARP
CRAB
DORY
TUNA
5 letter words
BREAM
GUPPY
KRILL
PERCH
PRAWN
SQUID
TROUT
6 letter words
MULLET
MUSSEL
SALMON
SHRIMP
7 letter words
GROUPER
HADDOCK
OCTOPUS
8 letter words
CRAYFISH
FLOUNDER
9 letter word
BARRACUDA
10 letter word
CUTTLEFISH
Cuadro III-20
Practice:
I. Discussion questions, give a complete answer and opinion.
1. Do you think there is intelligent life on other planets?
2. Some people claim to have seen UFOs (Unidentified Flying Objects) such as flying saucers. Do you believe
them and why?
3. What is your opinion of people who say that they can communicate with spirits? Have you ever taken part in a
session?
4. Do you know anybody with psychic powers or extra sensory perception?
5. Do you believe in telepathy? Is there another person in the world with whom you have a special understanding?
6. Would you ever visit an astrologer for a forecast of how your life will run in the future or read in news?
7. What does your star sign tell you about your personality and your compatibility with other people?
8. Do you believe in other forms of fortune telling such as Palmistry, Tarot cards, or Reading teacups?
II. Personal Exposition: Beliefs & Myths, choose with your Teacher a date of presentation &
theme.
Cuadro III-21
Practice:
Dialogue: read aloud in pairs.
A: What do you think is the problem between the English and the Americans?
B: That's a very interesting question, because both nationalities share a common language and are usually on the same side
in war-time, yet they rarely speak well of one another on a personal level.
A: Are we talking about a struggle for superiority?
B: Yes, but we measure our superiority in different ways. Ours is cultural and historical. We believe we're more civilized. We're
the country of Shakespeare and the industrial revolution. Americans visit England in search of culture and history.
A: So in what ways are they superior?
B: Well, obviously in size. Everything's bigger - their country, their salaries, their roads, their companies. Theirs is the land of
MacDonald's, Coca Cola, Microsoft and IBM. They enjoy telling us that they're the best.
A: And are they right?
B: Yes, if you measure success purely in dollars, but there're two points here. Firstly, many English people actually believe
that "Small is Beautiful". They prefer countries where you don't get mugged in parks and subways.
A: What's the other point?
B: I was coming to that. It's the difference in character. Maybe you think you're the best in the world, but you don't go shouting
about it from the rooftops. Americans lack our modesty and reserve. They're probably warmer and more friendly, but they're
often very loud and extrovert to go with it.
A: So you prefer the British character?
B: Not entirely. We tend to be rather oblique in our conversation. When Americans speak, you can take them literally, but
when English people speak you have to read between the lines.
A: We say one thing and mean another?
B: Exactly.
Cuadro III-22
Practice:
I. Discussion questions, give a complete answer and opinion.
1. "There should be strict censorship of films and news bulletins on television to prevent children from copying violent
incidents." Do you agree?
2. "Children’s cartoons such as Tom & Jerry and Popeye teach children the wrong lessons." Do you agree?
3. "Television cameras should not record crowd disturbances during sporting events such as football matches." What do you
think?
4. "Combat sports such as boxing where the aim is to injure your opponent should be banned and should certainly not be part
of the Olympic Games." Do you agree?
5. "Products such as pornographic videos and rap music which give expression to violence against women should be
withdrawn from sale." Do you agree?
6. "In most countries, military training which prepares people for violence against an enemy, should be replaced by schemes
to serve the community." Do you agree?
7. "Nobody should be permitted to own a hand gun for a hobby." What do you think?
8. "Combat knives should be made illegal." Do you agree?
9. "Parents should not buy toy guns or war toys for their children." Do you agree?
10. "Corporal punishment should not be used either at school or in the home." Do you agree?
Cuadro III-23
Practice:
Solve the Brainteasers.
1. In this puzzle, each letter represents a different number. Can you work out what number (0-9) each letter
stands for? The leftmost letter cannot be zero in any word.
2. Carla is married to Edward, Tracy is married to Michael, Barbara is married to Robert, Stella is married to
Steven. Who is married to Christopher - Rosemary or Stephanie and why?
3. ADVERB, CARBON, CHOICE, ERASED, SURVEY. Which one of the following words belongs in the list above and
why? CRATER, INCOME, LATEST, LENGTH, SCENIC.
4. Leonard is 15, Darren is 18, Desmond is 19, Matthew is 20, Stuart is 21. How old is Raymond?
5. Seven friends each has a home aquarium and each aquarium contains a different number of tropical fish. Bill
has four times as many fish as Angela, who has three times as many fish as Carol, who has ten fewer fish than
Colin, who has a third as many fish as Jenny, who has twice as many fish as Jamie who has twice as many fish as
Brian. How many fish has each person got if the total number of fish is 107?
Solution in Class 25…
Cuadro III-24
Practice:
Choose the movie…
Across
2. Tom Cruise is Vincent in this 2004 movie (10)
5. Joaquin Phoenix is Johnny Cash in this 2005
movie (4,3,4)
6. Maggie Smith is Mother Superior in this 1992
movie (6,3)
11. Dustin Hoffman is Raymond Babbitt in this
1998 movie (4,3)
12. Julianne Moore is Clarice Starling in this 2001
movie (8)
13. Jessica Alba is Sue Storm in this 2005 movie
(9,4)
14. Brad Pitt is Achilles in this 2004 movie (4)
Down
1. Glenn Close is Alex Forrest in this 1987 movie
(5,10)
3. Arnold Schwarzenegger plays the title role in
this 1984 movie (3,10)
4. Clive Owen is Louis Salinger in this 2009 movie
(3,13)
7. Arnold Schwarzenegger is Harry Tasker in this
1994 movie (4,4)
8. John Travolta is Edna Turnblad in this 2007
movie (9)
9. Tom Cruise is David Aames in this 2001 movie
(7,3)
10. Leonardo DiCaprio is Howard Hughes in this
2004 movie (3,7)
Cuadro III-25
Practice:
I. Solutions class 23
1. A=1 D=6 E=5 G=3 H=9 L=4 O=7 P=0 R=8 S=2
2. The third letter of each woman's name is the same as the fifth letter of each man's name, so Rosemary is
married to Christopher.
3. The second and fourth letters of each of the first set of words are consecutive, so INCOME.
4. The letters in each person's name have a numerical value A-Z=1-26. The third letter of each name is equal to
each person's age, so Raymond is 25
5. Jenny 36, Bill 24, Jamie 18, Colin 12, Brian 9, Angela 6, Carol 2.
II. Can you find the ten European cities listed below? No vowels are shown and the remaining
letters have been jumbled.
1.
SMRTMD
______________________________________
2.
TSPBD
______________________________________
3.
CLNBR
______________________________________
4.
NDNL
______________________________________
5.
NLM
______________________________________
6.
SSSBRL
______________________________________
7.
SPR
______________________________________
8.
WGGSL
______________________________________
9.
PLSN
______________________________________
10. N V C
______________________________________
Cuadro III-26
Practice:
I. Read and comment.
One of these days
Monday dawned warm and rainless. Aurelio Escovar, a dentist without a degree, and a very early riser, opened his
office at six. He took some false teeth, still mounted in their plaster mold, out of the glass case and put on the table a
fistful of instruments which he arranged in size order, as if they were on display. He wore a collarless striped shirt,
closed at the neck with a golden stud, and pants held up by suspenders He was erect and skinny, with a look that
rarely corresponded to the situation, the way deaf people have of looking.
When he had things arranged on the table, he pulled the drill toward the dental chair and sat down to polish the false
teeth. He seemed not to be thinking about what he was doing, but worked steadily, pumping the drill with his feet,
even when he didn't need it.
After eight he stopped for a while to look at the sky through the window, and he saw two pensive buzzards who were
drying themselves in the sun on the ridgepole of the house next door. He went on working with the idea that before
lunch it would rain again. The shrill voice of his eleven year-old son interrupted his concentration.
"Papa."
"What?"
"The Mayor wants to know if you'll pull his tooth."
"Tell him I'm not here."
He was polishing a gold tooth. He held it at arm's length, and examined it with his eyes half closed. His son shouted
again from the little waiting room.
"He says you are, too, because he can hear you."
The dentist kept examining the tooth. Only when he had put it on the table with the finished work did he say:
"So much the better."
He operated the drill again. He took several pieces of a bridge out of a cardboard box where he kept the things he still
had to do and began to polish the gold.
"Papa."
"What?"
He still hadn't changed his expression.
"He says if you don't take out his tooth, he'll shoot you."
Without hurrying, with an extremely tranquil movement, he stopped pedaling the drill, pushed it away from the chair,
and pulled the lower drawer of the table all the way out. There was a revolver. "O.K.," he said. "Tell him to come and
shoot me."
He rolled the chair over opposite the door, his hand resting on the edge of the drawer. The Mayor appeared at the
door. He had shaved the left side of his face, but the other side, swollen and in pain, had a five-day-old beard. The
dentist saw many nights of desperation in his dull eyes. He closed the drawer with his fingertips and said softly:
"Sit down."
"Good morning," said the Mayor.
"Morning," said the dentist.
While the instruments were boiling, the Mayor leaned his skull on the headrest of the chair and felt better. His breath
was icy. It was a poor office: an old wooden chair, the pedal drill, a glass case with ceramic bottles. Opposite the
chair was a window with a shoulder-high cloth curtain. When he felt the dentist approach, the Mayor braced his heels
and opened his mouth.
Aurelio Escovar turned his head toward the light. After inspecting the infected tooth, he closed the Mayor's jaw with a
cautious pressure of his fingers.
"It has to be without anesthesia," he said.
"Why?"
"Because you have an abscess."
The Mayor looked him in the eye. "All right," he said, and tried to smile. The dentist did not return the smile. He
brought the basin of sterilized instruments to the worktable and took them out of the water with a pair of cold
tweezers, still without hurrying. Then he pushed the spittoon with the tip of his shoe, and went to wash his hands in
the washbasin. He did all this without looking at the Mayor. But the Mayor didn't take his eyes off him.
It was a lower wisdom tooth. The dentist spread his feet and grasped the tooth with the hot forceps. The Mayor
seized the arms of the chair, braced his feet with all his strength, and felt an icy void in his kidneys, but didn't make a
sound. The dentist moved only his wrist. Without rancor, rather with a bitter tenderness, he said:
"Now you'll pay for our twenty dead men."
The Mayor felt the crunch of bones in his jaw, and his eyes filled with tears. But he didn't breathe until he felt the
tooth come out. Then he saw it through his tears. It seemed so foreign to his pain that he failed to understand his
torture of the five previous nights.
Bent over the spittoon, sweating, panting, he unbuttoned his tunic and reached for the handkerchief in his pants
pocket. The dentist gave him a clean cloth.
"Dry your tears," he said.
The Mayor did. He was trembling. While the dentist washed his hands, he saw the crumbling ceiling and a dusty
spider web with spider's eggs and dead insects. The dentist returned, drying his hands. "Go to bed," he said, "and
gargle with salt water." The Mayor stood up, said goodbye with a casual military salute, and walked toward the door,
stretching his legs, without buttoning up his tunic.
"Send the bill," he said.
"To you or the town?"
The Mayor didn't look at him. He closed the door and said through the screen:
"It's the same damn thing."
____________________________________________________________________________________________________
II. Who do you think the author is?
a) Robert Landon
b) Gabriel García Márquez
c) E. Allan Poe
III. Why?
Cuadro III-27
Practice:
The goal is to fold the puzzle into a shape with a solid grey tone on each side. Simply cut out, and
fold to match the finished picture...
Solution… A hint: you need 5 folds.
Cuadro III-28
Practice:
Use a pencil and solve the maze.
START

Got it? It should be done in one minute…
Cuadro III-29
Practice:
Fit the underlined words correctly into the grid.
If Only . . .
by Duncan Mackellar
If I know now what I didn't know then
I suppose I've learned a lot.
If I knew before what I don't know now
I must have learned it, then forgot.
If I'd known before what I know right now
I'd recall as much as I should.
If I don't know now what I didn't before
Then I didn't learn all that I could.
If I didn't know now what I'd known before
I'd know nothing of what I once knew.
I couldn't know now what I knew back then
And wouldn't now know what I do.
If I knew before what I might have known,
I'd remember what I knew then.
And now I'd know all there is to know
About what I learned and when.
If only I'd known what I know I know now,
If only I'd known what I do,
I'd know I knew then what I know
I now know,
And know what I now know I knew
Cuadro III-30
Practice:
Comprehension Lecture (Expositions: The Major Problems Youth faces, chose a subject)
The World’s Youth, Their Future
Half of the world’s population is 25 or younger and most live in
developing countries.
Supporting these young people in their successful transition into
productive and engaged adulthood can have a big impact on the
countries’ progress and growth.
International Youth Day, celebrated on August 12 each year,
raises awareness of global youth issues.
Developing countries that invest in better education, healthcare,
and job training for their youth could create strong economic
growth and sharply reduce poverty,
Healthy and Educated, but Unemployed
In many ways, young people are better off than previous
generations, but their potential is not always best utilized.
“Compared to their parents’ generation, young people have more
education, more opportunities, and more say in decision-making,
but there is still a lot of potential that’s not recognized,” says
Wendy Cunningham, World Bank Coordinator for Children and
Youth
Cunningham says one puzzling phenomenon is that while
education rates are higher than ever before, so are the
unemployment rates.
“It’s rather confusing why youth unemployment rates are high,”
she says. “Clearly we need to do something more than education.
We’re looking at what else needs to be done.”
“We’re not sure what the school-to-work transition breakdown is,”
Cunningham says, citing several possible reasons. It may be that
young people don’t know how to find jobs, or that employers are
looking at issues broader than just education, such as how reliable
or customer-service oriented young people are.
Youth Statistics
 Half of the world's population is under 25
 85% of youth between the ages of 15 and 24 live in developing
countries
 Globally, young people account for 47% of all unemployment
 113 million of young people are illiterate
 In sub-Saharan Africa, less than 20% of young people complete
secondary school
 Young people account for nearly half of all new HIV infections
Teens with bipolar disorder, a serious obstacle for the future.
They experience intense moods, often without a clear cause. They
may change rapidly from mania to depression, or experience one
extreme or the other with long periods of normal or less extreme
moods in between. These mood changes are more severe and
extreme than the normal ups and downs that every teen
experiences. Sometimes stress, medications, or environmental
factors can trigger a manic or depressive episode, but the exact
causes of bipolar disorder are not yet known. Bipolar disorder
seems to have a genetic component, and teens whose close family
members have bipolar disorder are more likely to develop bipolar
disorder.
Commons signs of mania include:
• High energy
• Irritability
• Violent outbursts
• Excessive, rapid talking, often jumping from one topic to
another
• Inability to concentrate
• Little need for sleep
• Poor judgement, sometimes leading to spending sprees, drug
use, or sexual promiscuity
• Obsession with sexuality
• Grandiosity, which is an unrealistic sense of one's abilities, such
as thinking one has special powers. Many young people like to
imagine having special abilities, have trouble evaluating risk, or
exaggerate their own unique talents and skills; this generally only
becomes a symptom if the teen tries to act on the ability,
Episodes of depression can cause:
• Prolonged sadness or boredom
• A feeling of emptiness
• Loss of interest or energy
• Headaches and body aches
• Changes in sleeping or eating habits
• Fatigue
• Feeling worried, hopeless, guilty, or anxious
• Suicidal thoughts or behavior
Some teens with bipolar disorder show signs of mania and
depression in the same day, sometimes even at the same time,
such as feeling depressed, but engaging in manic activities. Other
teens with bipolar disorder never have severe manic episodes,
only minor episodes known as hypomania. Teens who suffer from
bipolar disorder may deny that they have a problem, especially
while experiencing mania. Some other signs of teen bipolar
disorder can include:
Poor performance in school
Talking or thinking about running away
Using drugs or alcohol
Engaging in self-destructive behaviors, such as fighting
Becoming isolated
Being overly sensitive
Delusions or hallucinations
Thinking about or attempting suicide
Because doctors are just beginning to understand teen bipolar
disorder, they are not yet sure of the number of teens who suffer
from it.
A teen who may have bipolar disorder should visit a doctor, who
can make sure the teen does not have another medical condition
such as attention deficit hyperactivity disorder (ADHD), conduct
disorder, or substance abuse problems. A doctor or therapist can
recommend and provide treatments for teen bipolar disorder.
Treatment may consist of counseling, often combined with a
mood stabilizing medication. The use of medication by teens
should be monitored carefully; while it helps many people, it may
cause suicidal thoughts and behavior in teens.
Cuadro III-31
Practice:
Read and comment. Have you ever had any similar experience?
The Cemetery Mimic
There's a defiled cemetery in the outskirts of Ciudad Juarez, Mexico, the city I was born in. People who can't
afford to pay funerary services often bury their loved ones here. In Mexico, there's no such thing as medical aid
for low income workers. People that come from out of town are not used to the ever changing weather and as
consequence, many children die in the winter and end up buried in the old, defiled cemetery.
When I was about ten years old, four older friends and I decided to check it out. We walked for hours and when
we finally arrived, it was almost dark. We started walking around and nothing seemed out of place. The air was
getting very heavy and we heard a strange noise from an old, rotted tree. As we got near it, the tree started
shaking. We all got really scared and ran. Later on, we found out that it was one of our friends playing a prank on
us.
We were laughing when suddenly the old grave keeper showed up. He said "Boys, I know you are all just here to
have fun and fool around, but please understand that horrible things happen here! I live in that house over there
(about 100 feet from the cemetery), and every night that those high school punks come and drink and make their
mess, weird things begin to happen. Last time there were loud voices and someone was knocking on my door at
2:00 am. I thought it was those punks, but no one was there. I am very tired and I really would like to sleep
tonight, so if you have no business here, please leave." We felt bad for the poor old guy and left.
We never returned to that place until I was seventeen. I was with my high school punk friends in a truck, and we
were looking for the old cemetery. After ten years, the place had really changed and we were having trouble
finding the cemetery. The trail was wet and muddy and there were so many of us that the truck got stuck in the
mud. When we got out of the truck, we soon found out that we were inside the cemetery.
My friend left the truck in neutral so we could push it, when suddenly the truck began moving by itself. After we
saw that, we were so scared that we just got in the truck and drove off. When we finally decided to stop, we
noticed that the truck was marked with tiny foot and hand prints all over. Then the grave keeper showed up and
said "I remember you, you don't understand what is going on, do you?" The spirits will chase you for a long time."
I really didn't pay much attention to what he said until I later learned that there hadn't been any grave keeper
there for years. I got really freaked out when my friends started telling me that I looked different. The said they
would run into me and I would have a disturbing, "evil" look in my eyes. The weird part is that I was never even at
the place and time they would tell me they saw me.
One of my friends said he chased me all the way into a dead-end alley, and that I would just disappear without a
trace. Even my girlfriend said she would sometimes see me near her house, dressed in black, with a disturbing
glare, when I was actually out somewhere drinking, with someone else.
My sister says that sometimes she hears me when I get home, and watches me open the door and go into the
living room with the light turned off. She would see me lay down on the sofa from across the hall, and suddenly I
would begin ripping my clothes off like some wild animal. When she turns the light on, there's no one there. Hours
later, I would arrive home, leave my keys on the table and go to my room. All of this happens as if someone, or
something was imitating me -- like a mimic.
Cuadro III-32
Practice:
Fit the underlined words correctly into the grid.
Inventors and Inventions
by Duncan Mackellar
Inventors and inventions,
Seeds of progress sown.
Some were cheered, others feared,
Some remain unknown.
The radio; the safety pin;
The telescope; the dime;
The key and lock; atomic clock
But who invented time?
The limousine; the satellite;
Photography and lace;
The sprocket and the rocket
But who invented space?
The paper cup; the mobile phone;
The wheel; the pick-up truck;
Feet and yards; playing cards
But who invented luck?
The TV and the lightbulb;
The electron microscope;
Chopsticks and politics
But who invented hope?
Battle lines; exclusion zones;
Ways to devastate;
The fighter jet; the bayonet
But who invented hate?
The motor car; the tricycle;
The gauntlet and the glove;
The teddy bear; the rocking chair
But who invented love?
Who created life on Earth
And all that we can see?
What soul or mind, of wondrous kind,
Invented you and me?
Cuadro III-33
I.
Practice:
Analyze the Idioms
(Don’t) add fuel to the fire
(Don’t) add insult to injury
(Don’t) kick a man when he’s down
- don’t make a bad situation even worse
Absence makes the heart grow fonder
- being far away from a person you love makes your love even stronger
A penny saved is a penny earned
- it’s good to save money, rather than spending and wasting it
A picture is worth a thousand words
- pictures can give more information that words alone
Actions speak louder than words
- what you actually do is more important than what you say you will do
(It’s) all in your head
- imagined, not real
Around the clock
- all the time; 24 hours
Asleep at the wheel
- not paying attention; not doing his/her responsibilities
(Shout or yell) at the top of your lungs
(to shout or yell) as loud as you can
Idiom Advice Exercise
Using the idioms, give advice to these people:
1.
Tom: I really want to go see a movie tonight, but I’m trying to save my money to buy a new watch.
Advice: ______________________________________________________________________________________________________________________
2.
Julie: I just saw my brother’s girlfriend with another boy, but he’s in a really bad mood because he got fired this morning. Do you think I should
tell him?
Advice: ______________________________________________________________________________________________________________________
3.
Iris: Did you hear that? I think I heard something in the kitchen! Wait. . . . I’m not sure. There it is again! I think I heard something. Do you hear
it? Maybe it’s a ghost! Maybe it’s a thief!
Advice: ______________________________________________________________________________________________________________________
4.
William: My grandfather is so old that he’s almost deaf. When I talk to him, he doesn’t even notice that I’m talking.
Advice: ______________________________________________________________________________________________________________________
5.
Rita: My sister always steals my money! I yelled at her, and she apologized and promised that she would stop, but I don’t know if I should
believe her.
Advice: ______________________________________________________________________________________________________________________
6.
David: My girlfriend got a really good job offer in Taipei, but I’m afraid that if she moves away, she’ll forget about me and we might break up.
Advice: ______________________________________________________________________________________________________________________
Cuadro III-34
Practice:
Complete and Fit in the blanks.
Across
1. ___ speak louder than words (7)
5. Pieces of ___ (5)
8. Trade ___ (7)
9. The Holy ___ (5)
10. __ the lion (3)
12. Lead by ___ (7)
14. A little rough around the ___ (5)
15. Last but not ___ (5)
20. Time is of the ___ (7)
22. Tic-Tac- ___ (3)
23. A ___ playing field (5)
25. Sorely ___ (7)
27. __ your bets (5)
28. Many happy ___ (7)
Down
1. Question and ___ (6)
2. ___ pink (7)
3. The ___ and only (3)
4. You can't beat the ___ (6)
5. Chicken and ___ (3)
6. ___ the nettle (5)
7. Fortune ___ (6)
11. A drop in the ___ (5)
13. Secret ___ (5)
16. Helter ___ (7)
17. Health, ___ and happiness (6)
18. ___ late than never (6)
19. Jack of all ___ (6)
21. ___ by the bell (5)
24. Let sleeping dogs ___ (3)
26. ___ his match (3)
Cuadro III-35
Practice:
Analyze the Idioms.
Back to square one
start over; back to the beginning
Bark up the wrong tree
Looking for information in the wrong place; asking the wrong person
Be careful what you wish for
- When you wish (or hope) for something, it may not be as good as you think – there may be negative consequences that you hadn’t thought of.
Beggars can’t be choosers
If you beg (or ask) for a thing or a favor, then you shouldn’t complain about what you get.
Better late than never
It’s better to do something late than to not do it.
Better safe than sorry
It’s better to be cautious (careful) than to take a risk that you might regret.
Bite your tongue!
- Don’t say something that might be rude or inappropriate – keep the words in your mouth, and don’t let them out!
Break a leg!
This is a (funny) way to say “Good luck” – we usually say it to someone before a performance or contest.
Idiom Advice
Using the idioms, give advice to these people:
Tom: I really want to drive to my girlfriend’s house, but there’s a typhoon right now and it’s quite dangerous outside.
Advice: ______________________________________________________________________________________________________________________
Julie: My brother is so mean! He just kicked me and threw water in my face! I hope he gets hit by a car!
Advice: ______________________________________________________________________________________________________________________
Iris: Mom, can I have 20 dollars?
Mom: Absolutely not.
Iris: Pleeeeeease! I need to buy a new cell phone!
Mom: No way.
Iris: But Mommmm. . . all my friends have new cell phones!
Mom: Too bad.
Advice: ______________________________________________________________________________________________________________________
Now, look at the advice given, and think of a situation that would cause someone to give that advice:
William: ____________________________________________________________________________________________________________________
Advice: It’s better late than never!
Rita:
____________________________________________________________________________________________________________________
Advice: Break a leg!
David:
____________________________________________________________________________________________________________________
Advice: Bite your tongue!
Cuadro III-36
Practice:
Comprehension Reading
How the Leopard Got His Spots by Rudyard Kipling
In the days when everybody started fair, Best Beloved, the Leopard lived in a place called the High Veldt. 'Member it wasn't the Low Veldt, or the
Bush Veldt, or the Sour Veldt, but the 'sclusively bare, hot shiny High Veldt, where there was sand and sandy-coloured rock and 'sclusively tufts of
sandy-yellowish grass. The Giraffe and the Zebra and the Eland and the Koodoo and the Hartebeest lived there: and they were 'sclusively sandyyellow-brownish all over; but the Leopard, he was the 'sclusivest sandiest-yellowest-brownest of them all -- a greyish-yellowish catty-shaped kind of
beast, and he matched the 'sclusively yellowish-greyish-brownish colour of the High Veldt to one hair. This was very bad for the Giraffe and the
Zebra and the rest of them: for he would lie down by a 'sclusively yellowish-greyish-brownish stone or clump of grass, and when the Giraffe or the
Zebra or the Eland or the Koodoo or the Bush-Buck or the Bonte-Buck came by he would surprise them out of their jumpsome lives. He would
indeed! And, also, there was an Ethiopian with bows and arrows (a 'sclusively greyish-brownish-yellowish man he was then), who lived on the High
Veldt with the Leopard: and the two used to hunt together -- the Ethiopian with his bows and arrows, and the Leopard 'sclusively with his teeth
and claws -- till the Giraffe and the Eland and the Koodoo and the Quagga and all the rest of them didn't know which way to jump, Best Beloved.
They didn't indeed!
After a long time -- things lived for ever so long in those days -- they learned to avoid anything that looked like a Leopard or an Ethiopian: and bit
by bit -- the Giraffe began it, because his legs were the longest -- they went away from the High Veldt. They scuttled for days and days till they
came to a great forest, 'sclusively full of trees and bushes and stripy, speckly, patchy-blatchy shadows, and there they hid: and after another long
time, what with standing half in the shade and half out of it, and what with the slippery-slidy shadows of the trees falling on them, the Giraffe grew
blotchy, and the Zebra grew stripy, and the Eland and the Koodoo grew darker, with little wavy grey lines on their backs like bark on a tree-trunk:
and so, though you could hear them and smell them, you could very seldom see them, and then only when you knew precisely where to look. They
had a beautiful time in the 'sclusively speckly-spickly shadows of the forest, while the Leopard and the Ethiopian ran about over the 'sclusively
greyish-yellowish-reddish High Veldt outside, wondering where all their breakfasts and their dinners and their teas had gone. At last they were so
hungry that they ate rats and beetles and rock-rabbits, the Leopard and the Ethiopian, and then they had the Big Tummy-ache, both together: and
then they met Baviaan -- the dog-headed, barking baboon, who is Quite the Wisest Animal in All South Africa.
Said the Leopard to Baviaan (and it was a very hot day), 'Where has all the game gone?'
And Baviaan winked. He knew.
Said Ethiopian to Baviaan, 'Can you tell me the present habitat of the aboriginal Fauna?' (That meant just the same thing, but the Ethiopian
always used long words. He was a grown-up.)
And Baviaan winked. He knew.
Then said Baviaan, 'The game has gone into other spots: and my advice to you, Leopard, is to go into other spots as soon as you can.'
And the Ethiopian said, 'That is all very fine, but I wish to know whither the aboriginal Fauna has migrated.'
Then said Baviaan, 'The aboriginal Fauna has joined the aboriginal Flora because it was high time for a change; and my advice to you, Ethiopian,
is to change as soon as you can.'
That puzzled the Leopard and the Ethiopian, but they set off to look for the aboriginal Flora, and presently, after ever so many days, they saw a
great, high, tall forest full of tree-trunks all 'sclusively speckled and sprottled and spottled, dotted and splashed and slashed and hatched and crosshatched with shadows. (Say that quickly aloud, and you will see how very shadowy the forest must have been.)
'What is this,' said the Leopard, 'that is so 'sclusively dark, and yet so full of little pieces of light?'
'I don't know,' said the Ethiopian, 'but it ought to be the aboriginal Flora. I can smell Giraffe, and I can hear Giraffe, but I can't see Giraffe.'
'That's curious,' said the Leopard. 'I suppose it is because we have just come in out of the sunshine. I can smell Zebra, and I can hear Zebra, but I
can't see Zebra.'
'Wait a bit,' said the Ethiopian. 'It's a long time since we've hunted 'em. Perhaps we've forgotten what they were like.'
'Fiddle!' said the Leopard. I remember them perfectly on the High Veldt, especially their marrow- bones. Giraffe is about seventeen feet high, of a
'sclusively fulvous golden-yellow from head to heel: and Zebra is about four and a half feet high, of a 'sclusively grey-fawn colour from head to
heel.'
'Umm,' said the Ethiopian, looking into the speckly-spickly shadows of the aboriginal Flora-forest. 'Then they ought to show up in this dark place
like ripe bananas in a smoke-house.'
But they didn't. The Leopard and the Ethiopian hunted all day; and though they could smell them and hear them, they never saw one of them.
'For goodness' sake,' said the Leopard at tea-time, 'let us wait till it gets dark. This daylight hunting is a perfect scandal.'
So they waited till dark, and then the Leopard heard something breathing sniffily in the starlight that fell all stripy through the branches, and he
jumped at the noise, and it smelt like Zebra, and it felt like Zebra, and when he knocked it down it kicked like Zebra, but he couldn't see it. So he
said, 'Be quiet, O you person without any form. I am going to sit on your head till morning, because there is something about you that I don't
understand.'
Presently he heard a grunt and a crash and a scramble, and the Ethiopian called out, 'I've caught a thing that I can't see. It smells like Giraffe, and
it kicks like Giraffe, but it hasn't any form.'
To be continued…
Cuadro III-37
Practice:
Comprehension Reading. Continuation…
'Don't you trust it, said the Leopard. 'Sit on its head till the morning -- same as me. They haven't any form -- any of 'em.'
So they sat down on them hard till bright morning-time, and then Leopard said, 'What have you at your end of the table, Brother?'
The Ethiopian scratched his head and said, 'It ought to be 'sclusively a rich fulvous orange-tawny from head to heel, and it ought to be Giraffe; but
it is covered all over with chestnut blotches. What have you at your end of the table, Brother?'
And the Leopard scratched his head and said, 'It ought to be 'sclusively a delicate greyish-fawn, and it ought to be Zebra; but it is covered all over
with black and purple stripes. What in the world have you been doing to yourself, Zebra? Don't you know that if you were on the High Veldt I
could see you ten miles off? You haven't any form.'
'Yes,' said the Zebra, 'but this isn't the High Veldt. Can't you see?'
'I can now,' said the Leopard, 'But I couldn't all yesterday. How is it done?'
'Let us up,' said the Zebra, 'and we will show you.'
They let the Zebra and the Giraffe get up; and Zebra moved away to some little thorn-bushes where the sunlight fell all stripy, and the Giraffe
moved off to some tallish trees where the shadows fell all blotchy.
Now watch,' said the Zebra and the Giraffe. 'This is the way it's done. One -- two -- three! And where's your breakfast?'
Leopard stared, and Ethiopian stared, but all they could see were stripy shadows and blotched shadows in the forest, but never a sign of Zebra and
Giraffe. They had just walked off and hidden themselves in the shadowy forest.
'Hi! Hi!' said the Ethiopian. 'That's a trick worth learning. Take a lesson by it, Leopard. You show up in this dark place like a bar of soap in a coalscuttle.'
'Ho! Ho!' said the Leopard. 'Would it surprise you very much to know that you show up in this dark place like a mustard-plaster on a sack of
coals?'
'Well, calling names won't catch dinner,' said the Ethiopian. 'The long and the little of it is that we don't match our backgrounds. I'm going to take
Baviaan's advice. He told me I ought to change: and as I've nothing to change except my skin I'm going to change that.'
'What to?' said the Leopard, tremendously excited.
'To a nice working blackish-brownish colour, with a little purple in it, and touches of slaty-blue. It will be the very thing for hiding in hollows and
behind trees.'
So he changed his skin then and there, and the Leopard was more excited than ever: he had never seen a man change his skin before.
'But what about me?' she said, when the Ethiopian had worked his last little finger into his fine new black skin.
'You take Baviaan's advice too. He told you to go into spots.'
'So I did,' said the Leopard. 'I went into other spots as fast as I could. I went into this spot with you, and a lot of good it has done me.'
'Oh,' said the Ethiopian. 'Baviaan didn't mean spots in South Africa. he meant spots on your skin.'
'What's the use of that?' said the Leopard.
'Think of Giraffe,' said the Ethiopian. 'Or if you prefer stripes, think of Zebra. They find their spots and stripes give them per-fect satisfaction.'
'Umm,' said the Leopard. 'I wouldn't look like Zebra -- not for ever so.'
'Well, make up your mind,' said the Ethiopian, 'because I'd hate to go hunting without you, but I must if you insist on looking like a sunflower
against a tarred fence.'
'I'll take spots, then,' said the Leopard; 'but don't make 'em too vulgar-big. I wouldn't look like Giraffe -- not for ever so.'
'I'll make 'em with the tips of my fingers,' said the Ethiopian. 'There's plenty of black left on my skin still. Stand over!'
Then the Ethiopian put his five fingers close together (there was plenty of black left on his new skin still) and pressed them all over the Leopard,
and wherever the five fingers touched they left five little black marks, all close together. You can see them on any Leopard's skin you like, Best
Beloved. Sometimes the fingers slipped and the marks got a little blurred; but if you look closely at any Leopard now you will see that there are
always five spots -- off five black finger-tips.
'Now you are a beauty!' said the Ethiopian. 'You can lie out on the bare ground and look like a heap of pebbles. You can lie out on the naked rocks
and look like a piece of pudding-stone. You can lie out on a leafy branch and look like sunshine sifting through the leaves; and you can lie right
across the centre of a path and look like nothing in particular. Think of that and purr!'
'But if I'm all this,' said the Leopard, 'why didn't you go spotty too?'
'Oh, plain black's best,' said the Ethiopian. 'Now come along and we'll see if we can't get even with Mr One-Two-Three-Where's-your-Breakfast!'
So they went away and lived happily ever afterwards, Best Beloved. That is all.
Oh, now and then you will hear grown-ups say, 'Can the Ethiopian change his skin or the Leopard his spots?' I don't think even grown-ups would
keep on saying such a silly thing if the Leopard and the Ethiopian hadn't done it once -- do you? But they will never do it again, Best Beloved. They
are quite contented as they are.
Cuadro III-38
Practice:
Personality Test
Instructions: In the table below, for each statement 1-50 mark how much you agree with on the scale 1-5, where 1=disagree,
2=slightly disagree, 3=neutral, 4=slightly agree and 5=agree, in the box to the left of it.
Rating I....
Rating I.....
1. Am the life of the party.
26. Have little to say.
2. Feel little concern for others.
27. Have a soft heart.
3. Am always prepared.
28. Often forget to put things back in their proper place.
4. Get stressed out easily.
29. Get upset easily.
5. Have a rich vocabulary.
30. Do not have a good imagination.
6. Don't talk a lot.
31. Talk to a lot of different people at parties.
7. Am interested in people.
32. Am not really interested in others.
8. Leave my belongings around.
33. Like order.
9. Am relaxed most of the time.
34. Change my mood a lot.
10. Have difficulty understanding abstract ideas.
35. Am quick to understand things.
11. Feel comfortable around people.
36. Don't like to draw attention to myself.
12. Insult people.
37. Take time out for others.
13. Pay attention to details.
38. Shirk my duties.
14. Worry about things.
39. Have frequent mood swings.
15. Have a vivid imagination.
40. Use difficult words.
16. Keep in the background.
41. Don't mind being the center of attention.
17. Sympathize with others' feelings.
42. Feel others' emotions.
18. Make a mess of things.
43. Follow a schedule.
19. Seldom feel blue.
44. Get irritated easily.
20. Am not interested in abstract ideas.
45. Spend time reflecting on things.
21. Start conversations.
46. Am quiet around strangers.
22. Am not interested in other people's problems.
47. Make people feel at ease.
23. Get chores done right away.
48. Am exacting in my work.
24. Am easily disturbed.
49. Often feel blue.
25. Have excellent ideas.
50. Am full of ideas.
E = 20 + (1) ___ - (6) ___ + (11) ___ - (16) ___ + (21) ___ - (26) ___ + (31) ___ - (36) ___ + (41) ___ - (46) ___
A = 14 - (2) ___ + (7) ___ - (12) ___ + (17) ___ - (22) ___ + (27) ___ - (32) ___ + (37) ___ + (42) ___ + (47) ___
C = 14 + (3) ___ - (8) ___ + (13) ___ - (18) ___ + (23) ___ - (28) ___ + (33) ___ - (38) ___ + (43) ___ + (48) ___
N = 38 - (4) ___ + (9) ___ - (14) ___ + (19) ___ - (24) ___ - (29) ___ - (34) ___ - (39) ___ - (44) ___ - (49) ___
O = 8 + (5) ___ - (10) ___ + (15) ___ - (20) ___ + (25) ___ - (30) ___ + (35) ___ + (40) ___ + (45) ___ + (50) ___
= _____
= _____
= _____
= _____
= _____
The scores you calculate should be between zero and forty. Below is a description of each trait.
• Extroversion (E) is the personality trait of seeking fulfillment from sources outside the self or in community. High scorers tend
to be very social while low scorers prefer to work on their projects alone.
• Agreeableness (A) reflects much individuals adjust their behavior to suit others. High scorers are typically polite and like
people. Low scorers tend to 'tell it like it is'.
• Conscientiousness (C) is the personality trait of being honest and hardworking. High scorers tend to follow rules and prefer
clean homes. Low scorers may be messy and cheat others.
• Neuroticism (N) is the personality trait of being emotional.
• Openness to Experience (O) is the personality trait of seeking new experience and intellectual pursuits. High scores may day
dream a lot. Low scorers may be very down to earth.
Cuadro III-39
Practice:
Discussion questions. Ask and answer.
1. "Cultural differences cause problems. It is better for people to stay in their own countries rather than
to migrate to other ones." Do you agree?
2. Would you prefer to live in a monoculture or in a multi-racial (Chinese, black, white, etc.) society?
Why?
3. "It is better to study major international languages like English rather than spending time on minority
languages for the sake of regional identity like Spanish" Do you agree?
4. "Governments should give regions in their countries more autonomy so that they can protect and
enjoy their own cultures rather than serving the centralized policies of the capital city." Do you agree?
5. Is it better to marry someone of the same cultural background than interracial or intercultural?
6. "Religion as a school subject should include all the major world religions - not only the majority
religion in the country concerned like Catholicism" Do you agree?
7. How do you think "Mexican Culture" differs from "North American Culture"? How do these cultures
differ in your country?
Cuadro III-40
Practice:
Discussion questions. Ask and answer.
1. Are young people generally more selfish than their parents and grandparents?
2. Should adults try to teach young people lessons, such as the dangers of drinking too much, taking drugs or
contracting the HIV virus, or should they leave them alone to find out about these things themselves?
3. What do you think is the best age to be? Explain your opinion.
4. Most countries give young people rights as they reach a certain age. For example, British people can legally
make love or fight for their country at the age of 16; they can drink, vote and drive a car when they are 18. Does
your country have similar laws? Do you think that any of the age limits need changing?
5. Should young people have to do some form of military or community service by law?
6. Should people of between 60 and 65 be obliged to retire from their jobs in order to make way for younger
workers?
7. Are there many things that the old can teach the young or are they hopelessly out of touch by the time they
reach a certain age?
8. In most countries, compulsory education is targeted at 5 - 16 year olds. Would it be better to offer it to
pensioners who want to learn rather than young people who prefer not to be in school?
9. In Russia, China and many other countries, there is a tradition of choosing leaders who are advanced in years.
Do you think that older people make better leaders?
10. Many elderly people have disabilities, which limit their mobility. Do buses, shops and public buildings in your
country provide easy access for the disabled or are your towns and cities designed mainly for the young and ablebodied?
11. Should the elderly be expected to pay for residential care out of their own savings or should appropriate
accommodation and nursing be provided by the taxpayer?
Cuadro III-41
Practice:
Discussion questions. Ask and answer.
1. The universe is controlled by a God who rewards good and punishes wrongdoing.
2. True religion is incompatible with war.
3. There is life after death - for example, heaven, hell or reincarnation.
4. The story of Adam and Eve is not to be believed. Darwin’s theory of evolution is more credible.
5. It is impossible for the rich to be truly religious. That’s why Christians have Lent and Muslims have Ramadan.
6. It is better to have any religion than to be atheist or agnostic.
7. Do people have free will to choose between right or wrong or are our choices determined by hereditary and
environmental influences?
8. Are the Ten Commandments out of date? Which rules do you think are needed for religion or society today?
9. In Western Europe, church attendance has gone down, while in the Arab world religious worship has kept its
popularity. Can you explain why?
10. Should women be allowed to become priestesses?
11. Should divorced men or women be allowed to re-marry in church?
Cuadro III-42
Practice:
Find the words in the maze.
VISIT THE DOCTOR
Cuadro III-43
Practice:
Find and circle all of the words that are hidden in the grid.
BAROMETER
FLOOD
ICE
STORM
BLIZZARD
FLURRIES
LIGHTNING
SUNNY
CELSIUS
FOG
MIST
TEMPERATURE
CLOUDS
FORECAST
MONSOON
THERMOMETER
COLD
FREEZE
OVERCAST
THUNDER
CYCLONE
FROST
RAIN
TORNADO
DOWNPOUR
HAIL
SHOWER
TSUNAMI
DRIZZLE
HOT
SLEET
TYPHOON
DROUGHT
HUMIDITY
SNOW
VISIBILITY
FAHRENHEIT
HURRICANE
SQUALL
WINDY
Cuadro III-44
Practice:
Read and give your opinion.
The problem of the Specious Present
Nihilism is the view that nothing exists. There are different kinds of nihilism; one can be a moral nihilist, for
instance, holding that morality does not exist, or a religious nihilist, holding that God does not exist. The problem
of the specious present supports a universal nihilism, the view that nothing whatsoever exists.
In order for something to exist, it must have duration; it must exist for a certain amount of time. To say that
something exists for no time at all, that at the very moment that it comes into existence it also passes out of it, is
to say that it doesn’t exist at all. Unicorns exist for no time at all; so do square circles. Things that exist for no time
at all don’t exist. In order for something to exist, it must have duration.
The past and the future do not exist; they are not there, in the world. Perhaps the past once existed, and perhaps
its effects can still be seen in the world today, but the past doesn’t exist now; if it exists now, then where is it? And
perhaps the future will exist one day, but it doesn’t exist yet; again, if it exists now, then where is it? The past and
the future clearly do not exist; the universe consists only of the gap between them, the present.
How large is the gap between the past and the future? What is the duration of the present? A minute? A second?
A nano-second?
Clearly the present does not last as long as a minute. A minute consists of different temporal parts. First comes
its beginning, then its middle, and then its end. Each of its parts occurs at a different time. If its beginning is
present then its middle and end are future. If its middle is present, then its beginning is past and its end is future.
If its end is present then its beginning and middle are past. If the present lasted as long as a minute then it would
consist of past, present, and future elements, but that would be absurd; the present must be wholly present.
The same, though, could be said if the present were of shorter duration, lasting only a second, or even only a
nano-second. In either case, the present would have temporal parts: a beginning, a middle, and an end. If its
beginning were present then its middle and end would be future. If its middle were present, then its beginning
would be past and its end would be future. If its end were present then its beginning and middle would be past. If
the present has any duration at all then it consists of past, present, and future elements, but that, as I said before,
would be absurd.
The present, then, has no duration; there is no gap between the past and the future. It has already been seen,
though, that to say that something has no duration is to say that it does not exist. The present, then, like the past
and the future, does not exist.
If there is neither past, nor present, nor future, though, then what is there? Nothing. Nothing exists at all.
Universal nihilism is true and you do not exist. . .
Is this true?
Cuadro III-45
Practice:
Read and give your opinion.
A farmer had some puppies he needed to sell. He painted a sign advertising the 4 pups, and set about nailing it to a
post on the edge of his yard. As he was driving the last nail into the post, he felt tug on his overalls.
He looked down into the eyes of a little boy. "Mister," he said, "I want to buy one of your puppies."
"Well," said the farmer, as he rubbed the sweat of the back of his neck, "these puppies come from fine parents and cost
a good deal of money." The boy dropped his head for a moment. Then reaching deep into his pocket, he pulled out a
handful of change and held it up to the farmer. "I've got thirty-nine cents. Is that enough to take a look?"
"Sure," said the farmer. And with that he let out a whistle. "Here Dolly!" he called out from the doghouse and down ramp
ran Dolly followed by four little balls of fur. The little boy pressed his face against the chain link fence. His eyes danced
with delight. As the dogs made their way to the fence, the little boy noticed something else stirring inside the doghouse.
Slowly another little ball appeared, this one noticeably smaller. Down the ramp it slid. Then in a awkward manner, the
little pup began hobbling toward the others, doing its best to catch up.... "I want that one," the little boy said, pointing to
the runt. The farmer knelt down at the boy's side and said, "Son, you don't want that puppy. He will never be able to run
and play with you like these other dogs would." With that the little boy stepped back from the fence, reached down, and
began rolling up one leg of his trousers. In doing so he revealed a steel brace running down both sides of his leg
attaching itself to a specially made shoe. Looking back up at the farmer, he said, "You see sir, I don't run too well
myself, and he will need someone who understands."
The world is full of people who need someone who understands.
* * * * *
A certain man planted a rose and watered it faithfully and before it blossomed, he examined it.
He saw a bud that would soon blossom but noticed thorns upon the stem, and he thought, "How can any beautiful
flower come from a plant, burdened with so many sharp thorns?" Saddened by this thought, he neglected to water the
rose, and before it was ready to bloom. . . . It died.
So it is with many people. Within every soul, there is a rose. The "God-like" qualities planted in us at birth, growing
amidst the thorns of our faults. Many of us look at ourselves and see only the thorns, the defects.
We despair; thinking nothing good can possibly come from us. We neglect to water the good within us, and eventually it
dies. We never realize our potential.
Some don't see the rose within themselves. It takes someone else to show it to them. One of the greatest gifts a person
can possess is to be able to reach past the thorns and find the rose within them.
This is one of the characteristics of love – to look at a person, know their true faults and accepting that person into your
life… all the while recognizing the nobility in their soul. Help others to realize they can overcome their faults. If we show
them the “rose” within themselves, they will conquer their thorns. Only then will they blossom many times over.
Cuadro III-46
Practice:
Read and give your opinion.
By the time the Lord made mothers, he was into the sixth day working overtime. An Angel appeared and
said "Why are you spending so much time on this one?"
And the Lord answered and said, "Have you read the spec sheet on her? She has to be completely washable,
but not plastic; have 200 movable parts, all replaceable; run on black coffee and leftovers; have a lap that
can hold three children at one time and that disappears when she stands up; have a kiss that can cure
anything from a scrape knee to a broken heart; and have six pairs of hands."
The Angel was astounded at the requirements for this one. "Six pairs of hands! No Way!" said the Angel.
The Lord replied, Oh, it's not the hands that are the problem. It's the three pairs of eyes that mothers
must have!"
"And that's on the standard model?" the Angel asked. The Lord nodded in agreement, "Yep, one pair of
eyes are to see through the closed door as she asks her children what they are doing even though she
already knows. Another pair in the back of her head, are to see what she needs to know even though no one
thinks she can. And the third pair are here in the front of her head. They are for looking at an errant child
and saying that she understands and loves him or her without even saying a single word."
The Angel tried to stop the Lord. "This is too much work for one day. Wait until tomorrow to finish."
"But I can't!" The Lord protested, "I am so close to finishing this creation that is so close to my own heart.
She already heals herself when she is sick and can feed a family of six on a pound of hamburger and can
get a nine year old to stand in the shower."
The Angel moved closer and touched the woman, "But you have made her so soft, Lord."
"She is soft," the Lord agreed, "but I have also made her tough. You have no idea what she can endure or
accomplish."
"Will she be able to think?" Asked the angel.
The Lord replied, "Not only will she be able to think, she will be able to reason, and negotiate."
The Angel then noticed something and reached out and touched the woman's cheek. "Oops, it looks like you
have a leak with this model. I told you that you were trying to put too much into this one."
"That's not a leak." the Lord objected. "That's a tear!"
"What's the tear for?" the Angel asked.
The Lord said, "The tear is her way of expressing her joy, her sorrow, her disappointment, her pain, her
loneliness, her grief, and her pride.” The Lord said, "The tear is her way of expressing her joy, her sorrow,
her disappointment, her pain, her loneliness, her grief, and her pride."
The Angel was impressed. "You are a genius, Lord. You thought of everything for this one. You even created
the tear!"
The Lord looked at the Angel and smiled and said, "I'm afraid you are wrong again, my friend. I created the
woman, but she created the tear!"
Cuadro III-47
Practice:
Comprehension Reading
The Last Lesson by Alphonse Daudet
I started for school very late that morning and was in great dread of a scolding, especially because M. Hamel had said that he
would question us on participles, and I did not know the first word about them. For a moment I thought of running away and
spending the day out of doors. It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open
field back of the sawmill the Prussian soldiers were drilling. It was all much more tempting than the rule for participles, but I
had the strength to resist, and hurried off to school.
When I passed the town hall there was a crowd in front of the bulletin-board. For the last two years all our bad news had come
from there—the lost battles, the draft, the orders of the commanding officer—and I thought to myself, without stopping:
“What can be the matter now?”
Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there, with his apprentice, reading the bulletin,
called after me:
“Don’t go so fast, bub; you’ll get to your school in plenty of time!”
I thought he was making fun of me, and reached M. Hamel’s little garden all out of breath.
Usually, when school began, there was a great bustle, which could be heard out in the street, the opening and closing of desks,
lessons repeated in unison, very loud, with our hands over our ears to understand better, and the teacher’s great ruler rapping
on the table. But now it was all so still! I had counted on the commotion to get to my desk without being seen; but, of course,
that day everything had to be as quiet as Sunday morning. Through the window I saw my classmates, already in their places,
and M. Hamel walking up and down with his terrible iron ruler under his arm. I had to open the door and go in before
everybody. You can imagine how I blushed and how frightened I was.
But nothing happened. M. Hamel saw me and said very kindly:
“Go to your place quickly, little Franz. We were beginning without you.”
I jumped over the bench and sat down at my desk. Not till then, when I had got a little over my fright, did I see that our teacher
had on his beautiful green coat, his frilled shirt, and the little black silk cap, all embroidered, that he never wore except on
inspection and prize days. Besides, the whole school seemed so strange and solemn. But the thing that surprised me most was to
see, on the back benches that were always empty, the village people sitting quietly like ourselves; old Hauser, with his threecornered hat, the former mayor, the former postmaster, and several others besides. Everybody looked sad; and Hauser had
brought an old primer, thumbed at the edges, and he held it open on his knees with his great spectacles lying across the pages.
While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave and gentle tone which he had used to
me, said:
“My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in the schools of
Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson. I want you to be very attentive.”
What a thunderclap these words were to me!
Oh, the wretches; that was what they had put up at the town-hall!
My last French lesson! Why, I hardly knew how to write! I should never learn any more! I must stop there, then! Oh, how
sorry I was for not learning my lessons, for seeking birds’ eggs, or going sliding on the Saar! My books, that had seemed such a
nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn’t give
up. And M. Hamel, too; the idea that he was going away, that I should never see him again, made me forget all about his ruler
and how cranky he was.
Poor man! It was in honor of this last lesson that he had put on his fine Sunday clothes, and now I understood why the old men
of the village were sitting there in the back of the room. It was because they were sorry, too, that they had not gone to school
more. It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country
that was theirs no more.
(To be continued)
Cuadro III-48
Practice:
Comprehension Reading. Continuation…
While I was thinking of all this, I heard my name called. It was my turn to recite. What would I not have given to be able to say
that dreadful rule for the participle all through, very loud and clear, and without one mistake? But I got mixed up on the first
words and stood there, holding on to my desk, my heart beating, and not daring to look up. I heard M. Hamel say to me:
“I won’t scold you, little Franz; you must feel bad enough. See how it is! Every day we have said to ourselves: ‘Bah! I’ve plenty
of time. I’ll learn it to-morrow.’ And now you see where we’ve come out. Ah, that’s the great trouble with Alsace; she puts off
learning till to-morrow. Now those fellows out there will have the right to say to you: ‘How is it; you pretend to be
Frenchmen, and yet you can neither speak nor write your own language?’ But you are not the worst, poor little Franz. We’ve
all a great deal to reproach ourselves with.
“Your parents were not anxious enough to have you learn. They preferred to put you to work on a farm or at the mills, so as to
have a little more money. And I? I’ve been to blame also. Have I not often sent you to water my flowers instead of learning
your lessons? And when I wanted to go fishing, did I not just give you a holiday?”
Then, from one thing to another, M. Hamel went on to talk of the French language, saying that it was the most beautiful
language in the world—the clearest, the most logical; that we must guard it among us and never forget it, because when a
people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison. Then he opened a
grammar and read us our lesson. I was amazed to see how well I understood it. All he said seemed so easy, so easy! I think,
too, that I had never listened so carefully, and that he had never explained everything with so much patience. It seemed almost
as if the poor man wanted to give us all he knew before going away, and to put it all into our heads at one stroke.
After the grammar, we had a lesson in writing. That day M. Hamel had new copies for us, written in a beautiful round hand:
France, Alsace, France, Alsace. They looked like little flags floating everywhere in the school-room, hung from the rod at the
top of our desks. You ought to have seen how every one set to work, and how quiet it was! The only sound was the scratching
of the pens over the paper. Once some beetles flew in; but nobody paid any attention to them, not even the littlest ones, who
worked right on tracing their fish-hooks, as if that was French, too. On the roof the pigeons cooed very low, and I thought to
myself:
“Will they make them sing in German, even the pigeons?”
Whenever I looked up from my writing I saw M. Hamel sitting motionless in his chair and gazing first at one thing, then at
another, as if he wanted to fix in his mind just how everything looked in that little school-room. Fancy! For forty years he had
been there in the same place, with his garden outside the window and his class in front of him, just like that. Only the desks
and benches had been worn smooth; the walnut-trees in the garden were taller, and the hopvine that he had planted himself
twined about the windows to the roof. How it must have broken his heart to leave it all, poor man; to hear his sister moving
about in the room above, packing their trunks! For they must leave the country next day.
But he had the courage to hear every lesson to the very last. After the writing, we had a lesson in history, and then the babies
chanted their ba, be bi, bo, bu. Down there at the back of the room old Hauser had put on his spectacles and, holding his primer
in both hands, spelled the letters with them. You could see that he, too, was crying; his voice trembled with emotion, and it
was so funny to hear him that we all wanted to laugh and cry. Ah, how well I remember it, that last lesson!
All at once the church-clock struck twelve. Then the Angelus. At the same moment the trumpets of the Prussians, returning
from drill, sounded under our windows. M. Hamel stood up, very pale, in his chair. I never saw him look so tall.
“My friends,” said he, “I—I—” But something choked him. He could not go on.
Then he turned to the blackboard, took a piece of chalk, and, bearing on with all his might, he wrote as large as he could:
“Vive La France!”
Then he stopped and leaned his head against the wall, and, without a word, he made a gesture to us with his hand: “School is
dismissed—you may go.”
Cuadro III-49
Practice:
Read and give your opinion.
Aesop’s Fables by Aesop
The wolf and the lamb
Wolf, meeting with a Lamb astray from the fold, resolved not to lay violent hands on him, but to find some plea to
justify to the Lamb the Wolf's right to eat him. He thus addressed him: "Sirrah, last year you grossly insulted me."
"Indeed," bleated the Lamb in a mournful tone of voice, "I was not then born." Then said the Wolf, "You feed in my
pasture." "No, good sir," replied the Lamb, "I have not yet tasted grass." Again said the Wolf, "You drink of my
well." "No," exclaimed the Lamb, "I never yet drank water, for as yet my mother's milk is both food and drink to
me." Upon which the Wolf seized him and ate him up, saying, "Well! I won't remain supper-less, even though you
refute every one of my imputations."
The tyrant will always find a pretext for his tyranny.
The Bat and the Weasels
A Bat who fell upon the ground and was caught by a Weasel pleaded to be spared his life. The Weasel refused,
saying that he was by nature the enemy of all birds. The Bat assured him that he was not a bird, but a mouse,
and thus was set free. Shortly afterwards the Bat again fell to the ground and was caught by another Weasel,
whom he likewise entreated not to eat him. The Weasel said that he had a special hostility to mice. The Bat
assured him that he was not a mouse, but a bat, and thus a second time escaped.
It is wise to turn circumstances to good account.
The Ass and the Grasshopper
An Ass having heard some Grasshoppers chirping, was highly enchanted; and, desiring to possess the same
charms of melody, demanded what sort of food they lived on to give them such beautiful voices. They replied,
"The dew." The Ass resolved that he would live only upon dew, and in a short time died of hunger.
The Lion and the Mouse
A Lion was awakened from sleep by a Mouse running over his face. Rising up angrily, he caught him and was
about to kill him, when the Mouse piteously entreated, saying “if you would only spare my life, I would be sure to
repay your kindness.”
The lion laughed and let him go. It happened shortly after this that the Lion was caught by some hunters, who
bound him by ropes to the ground. The Mouse, recognizing his roar, came gnawed the rope with his teeth, and
set him free, exclaim “you ridiculed the idea of my ever being able to help you, expecting to receive from me any
repayment of your favor; I know you know that it is possible for even a Mouse to con benefits to a Lion.”
The Charcoal-Burner and the Fuller
A Charcoal-Burner carried on his trade in his own house. One day he met a friend, a Fuller, and entreated him to
come and live with him, saying that they should be far better neighbors and that their housekeeping expenses
would be lessened. The Fuller replied, "The arrangement is impossible as far as I am concerned, for whatever I
should whiten, you would immediately blacken again with your charcoal."
Like will draw like.
Cuadro III-50
Practice:
Read and give your opinion.
The Father and His Sons
A Father had a family of sons who were perpetually quarreling among themselves. When he failed to heal their
disputes by his exhortations, he determined to give them a practical illustration of the evils of disunion; and for this
purpose he one day told them to bring him a bundle of sticks. When they had done so, he placed the faggot into
the hands of each of them in succession, and ordered them to break it in pieces. They tried with all their strength,
and were not able to do it. He next opened the faggot, took the sticks separately, one by one, and again put them
into his sons' hands, upon which they broke them easily. He then addressed them in these words: "My sons, if
you are of one mind, and unite to assist each other, you will be as this faggot, uninjured by all the attempts of your
enemies; but if you are divided among yourselves, you will be broken as easily as these sticks."
The Boy Hunting Locusts
A Boy was hunting for locusts. He had caught a goodly number, when he saw a Scorpion, and mistaking him for a
locust, reached out his hand to take him. The Scorpion, showing his sting, said: If you had but touched me, my
friend, you would have lost me, and all your locusts too!"
The Cock and the Jewel
A Cock, scratching for food for himself and his hens, found a precious stone and exclaimed: "If your owner had
found thee, and not I, he would have taken thee up, and have set thee in thy first estate; but I have found thee for
no purpose. I would rather have one barleycorn than all the jewels in the world."
The Kingdom of the Lion
THE Beasts of the field and forest had a Lion as their king. He was neither wrathful, cruel, nor tyrannical, but just
and gentle as a king could be. During his reign he made a royal proclamation for a general assembly of all the
birds and beasts, and drew up conditions for a universal league, in which the Wolf and the Lamb, the Panther and
the Kid, the Tiger and the Stag, the Dog and the Hare, should live together in perfect peace and amity. The Hare
said, "Oh, how I have longed to see this day, in which the weak shall take their place with impunity by the side of
the strong." And after the Hare said this, he ran for his life.
The Wolf and the Crane
A WOLF who had a bone stuck in his throat hired a Crane, for a large sum, to put her head into his mouth and
draw out the bone. When the Crane had extracted the bone and demanded the promised payment, the Wolf,
grinning and grinding his teeth, exclaimed: "Why, you have surely already had a sufficient recompense, in having
been permitted to draw out your head in safety from the mouth and jaws of a wolf."
In serving the wicked, expect no reward, and be thankful if you escape injury for your pains.
The Fisherman Piping
A FISHERMAN skilled in music took his flute and his nets to the seashore. Standing on a projecting rock, he
played several tunes in the hope that the fish, attracted by his melody, would of their own accord dance into his
net, which he had placed below. At last, having long waited in vain, he laid aside his flute, and casting his net into
the sea, made an excellent haul of fish. When he saw them leaping about in the net upon the rock he said: "O you
most perverse creatures, when I piped you would not dance, but now that I have ceased you do so merrily."
IV TRIMESTRE
EXERCICES
Le participe présent
I. Récrivez ces phrases en utilisant le participe présent à la place des éléments soulignés.
1. C'est un tableau qui représente la Nativité.
_________________________________________________________________________________
2. Comment appelle-t-on ce poisson qui a une tête de chat?
_________________________________________________________________________________
3. Sur cette photo, c'est ma fille qui dansait au bal de l'école.
_________________________________________________________________________________
4. C'est un livre qui dépeint la vie des habitants de Terre-Neuve.
_________________________________________________________________________________
II. Remplacez les éléments soulignés par la forme composée du participe présent.
1. Les passagers qui n'ont pas rempli de fiche de police devront se présenter au contrôle.
_________________________________________________________________________________
2. Les candidats qui auront obtenu le plus de voix se présenteront au deuxième tour des élections.
_________________________________________________________________________________
3. Les vêtements qui ont été achetés pendant les soldes ne pourront pas être repris.
_________________________________________________________________________________
4. Les étudiants titulaires du baccalauréat pourront s'inscrire en faculté.
_________________________________________________________________________________
III. Mettez les phrases suivantes au style télégraphique en utilisant le participe présent.
1. Nous cherchons un appartement qui ait une vue sur la mer.
_________________________________________________________________________________
2. Nous recherchons une voiture diesel qui ait moins de 1000 km.
_________________________________________________________________________________
3. Nous offrons des chiens et des chats qui possèdent un pedigree.
_________________________________________________________________________________
4. Nous engageons un commercial qui sache parfaitement le japonais.
_________________________________________________________________________________
IV. Utilisez les éléments suivants pour exprimer la cause avec le participe présent.
1. Le 23 -jour férié/ aucun magasin ouvert
_________________________________________________________________________________
2. Ce film - peu de succès / rapidement retiré des salles
_________________________________________________________________________________
3. Le brouillard - se lever/décider de dormir en route
_________________________________________________________________________________
⊣1⊢
EXERCICES
Jeunes diplômés
Anne vient de terminer avec succès sa troisième et dernière année à l'École supérieure de commerce.
Avec ses amis Pierre et Sophie, de la même promotion qu’elle, elle discute projets d’avenir autour d'un
expresso à la cafèt' de l'école.
1. Anne (tout sourire) : Eh bien, le monde s’offre à nous maintenant !
2. Pierre : Pas encore pour moi, car les hommes, eux, n'échappent pas au service militaire.
3. Sophie : Je ne m'en fais pas pour toi. Je sais que tu t'arrangeras pour le faire dans les meilleures
conditions possibles.
4. Pierre : En effet. J'ai été pistonné par un oncle ! Je pars en coopération à l'étranger. Mais à ce stade, je
n'ai encore aucune idée de mon point de chute. Après mon service, je n'aurais rien contre une formation
complémentaire aux États-Unis type MBA si je trouve les fonds nécessaires.
5. Anne : Ça n'est pas évident, compte tenu du coût des études, surtout dans les meilleures universités. Et
toi, Sophie, où en es-tu ?
6. Sophie : J'ai l’esprit plutôt indépendant. Vous avez eu souvent l’occasion de vous en rendre compte !
C’est pourquoi j’aimerais créer ma propre entreprise de relations publiques. C'est un créneau toujours très
porteur qui demande peu de capital de départ. J'avais aussi envisagé la publicité, mais c'est difficile d’y
démarrer de rien.
7. Anne : Tu pourras profiter du carnet d'adresses que tu t'es constitué en travaillant au bureau des élèves.
C'est aussi un point du CV que les futurs employeurs apprécient. Ils y voient une marque de dynamisme
et d'esprit d'entreprise.
8. Sophie : Je pense que je le mérite, car j'ai consacré beaucoup de temps à diverses activités étudiantes,
souvent au détriment de mes résultats aux examens, je m'empresse de le dire ... ! Mais parle-nous un peu
de tes propres projets. Connaissant ton esprit méthodique, je suis sûre que tu as déjà établi ton plan de
carrière.
9. Anne : Je n'en suis pas encore là. Mon responsable de stage marketing qui est chef de produit chez
Génal m'a proposé d'entrer dans son équipe. J'ai beaucoup appris avec lui, mais j 'aimerais bien élargir
mon expérience ...
10. Pierre (l’interrompant) : Sophie a raison. Tu m'as l'air de savoir ce que tu veux.
11. Anne : Quel mal y a-t-il à ça ? Dans un premier temps, je voudrais m'orienter vers la gestion des
ressources humaines. C'est peut-être le meilleur moyen - ou le plus rapide - d'être confronté aux réalités
pas toujours drôles de la vie d'une entreprise.
12. Sophie : Comment vas-tu t'y prendre ?
⊣2⊢
EXERCICES
13. Anne : J'ai répondu à plusieurs annonces parues dans l'Express et dans le bulletin de l'association des
anciens et j'ai déjà eu trois entretiens par l'intermédiaire du bureau Carrières de l'école. Enfin, j'ai écrit
directement au DRR de Génal en me recommandant de mon responsable de stage. Maintenant, comme
Pierre, j’attends avec impatience des réponses favorables ou du moins des convocations à des entretiens
ou même à des tests.
14. Pierre : Y a-t-il un secteur qui t'attire plus qu'un autre ?
15. Anne : Mes trois stages m'ont permis de me familiariser avec l’agro-alimentaire, la banque et la
distribution. Mais je reste ouverte à toute proposition, pourvu que j'y trouve un moyen de m'épanouir.
16. Pierre (un peu ironique) : Ton enthousiasme m’impressionne. En attendant, je vous invite à venir
prendre un pot chez moi !
Répondez :
1. Où a lieu la discussion entre Anne et ses deux amis, Pierre et Sophie ?
_____________________________________________________________________________________
2. Que veut dire Anne quand elle annonce que le monde s'offre à eux ?
_____________________________________________________________________________________
3. Pourquoi Pierre ne se sent-il pas concerné par la remarque d'Anne ?
_____________________________________________________________________________________
4. Pierre va-t-il faire un service militaire traditionnel ?
_____________________________________________________________________________________
5. Souhaite-t-il entrer dans la vie active dès la fin de son service ?
_____________________________________________________________________________________
6. Sera-t-il facile pour Pierre de financer ses études aux États-Unis?
_____________________________________________________________________________________
7. Pourquoi Sophie veut-elle créer tout de suite sa propre entreprise ?
_____________________________________________________________________________________
8. Comment justifie-t-elle son choix d'une entreprise de relations publiques ?
_____________________________________________________________________________________
9. Pour quelle raison Anne préfère-t-elle s'orienter d'abord vers la gestion des ressources humaines ?
_____________________________________________________________________________________
10. Comment s'y prend-elle pour trouver son premier emploi ?
_____________________________________________________________________________________
⊣3⊢
EXERCICES
Le gérondif
I. Utilisez un gérondif, selon le modèle.
Il travaille et il chante en même temps. → Il travaille en chantant.
1. Il parle et il mange en même temps.
___________________________________________
2. Il étudie et il écoute du rock en même temps.
___________________________________________
3. Il téléphone et il conduit en même temps.
___________________________________________
4. Il mange et il lit en même temps.
___________________________________________
5. Il se douche et il chante en même temps.
___________________________________________
II. Transformez en utilisant des gérondifs.
a) Faites des exercices !
On progresse en faisant des exercices.
b) Lisez des romans !
On progresse ____________________________________________
c) Parlez le plus possible !
_______________________________________________________
d) Apprenez du vocabulaire !
_______________________________________________________
e) Écoutez des chansons !
_______________________________________________________
III. Donnez les contraires, selon le modèle.
Il parle sans bégayer.
Il parle en bégayant.
Il discute sans s'énerver.
_________________________________________________
Il dit au revoir sans sourire.
_________________________________________________
Il part sans fermer la porte.
_________________________________________________
Il s'éloigne sans regarder derrière lui.
_________________________________________________
IV. Complétez avec des causes, des conditions ou des circonstances.
faire -:- marcher -:- appeler -:- boire
1. J'ai perdu mes clés en marchant dans la rue.
2. J'ai taché ma robe __________________________ du café.
3. Vous pouvez me joindre __________________________ ce numéro.
4. Paul s'est cassé le bras __________________________ du ski.
⊣4⊢
EXERCICES
Le gérondif (suite)
I. Récrivez ces phrases en utilisant le gérondif.
1. Il lit son journal et il fume la pipe. ______________________________________________________
2. Elle mange des amandes et regarde la télévision. ___________________________________________
3. Il fait ses devoirs et écoute de la musique. ________________________________________________
4. Il téléphone et conduit sa voiture. _______________________________________________________
II. Récrivez ces phrases en transformant les mots soulignés en gérondif.
1. Méfie-toi à l'atterrissage, la manœuvre est délicate.
____________________________________________________________________________________
2. À la traversée de Lyon, évite le centre-ville, il y a des ralentissements.
____________________________________________________________________________________
3. Roule doucement dans la descente, il y a souvent des animaux qui traversent.
____________________________________________________________________________________
4. À l'amorce du virage, ralentis, il est dangereux.
____________________________________________________________________________________
5. Dans l'entreprise de cette affaire sois prudent; tu prends des risques.
____________________________________________________________________________________
III. Indiquez dans les phrases suivantes si le gérondif exprime la simple simultanéité, la cause, le
moyen, la condition ou l'opposition.
1. Il a failli se noyer en faisant de la planche à voile.__________________________________________
2. Elle ne se concentre pas assez en prenant ses cours.________________________________________
3. En ne jetant pas l'argent par les fenêtres, il aurait moins de soucis. ____________________________
4. Fais attention en lui parlant; il est susceptible. ____________________________________________
5. En travaillant trop, elle a fini par avoir une dépression. _____________________________________
6. Il est très heureux tout en ayant peu de moyens. __________________________________________
IV. Reliez ces phrases comme il convient et récrivez-les en utilisant le gérondif.
1. Elle s'est cassé un bras.
2. Vous ne tousserez plus.
3. Elle s'est brûlée.
4. Je n'arriverai pas à acheter cette maison.
5. Prends le métro.
6. Elle est toujours élégante.
a. Pourtant j'économise autant que je peux.
b. Tu iras beaucoup plus vite.
c. Elle s'habille pourtant pour pas cher.
d. Elle était en train de faire la cuisine.
e. Elle a glissé sur de la neige verglacée.
f. Si vous arrêtez de fumer.
⊣5⊢
EXERCICES
L'enseignement supérieur en France : les deux voies
L'élève français désirant poursuivre ses études au niveau supérieur doit d'abord réussir son
baccalauréat à la fin de sa dernière année de lycée (la classe de terminale). Mais à partir de ce moment-là,
il a le choix entre deux voies : l'université ou les grandes écoles. Ces dernières se sont spécialisées
traditionnellement dans des domaines plus directement liés au monde du travail (écoles d'ingénieur ou de
gestion), alors que l'université, outre h médecine, la pharmacie ou le droit, offrait toute la gamme, des
humanités aux sciences.
Si le baccalauréat ouvre la porte de l'université, ce diplôme n'est pas suffisant pour entrer dans une
grande école. Pour cette deuxième voie il faut encore passer deux ans (normalement) en classe
préparatoire avant d'être reçu à un concours d'entrée comportant des épreuves écrites et orales. Cette
première différence est importante, car elle reflète une attitude divergente vis-à-vis de la sélection : les
grandes écoles en font une garantie de la qualité de leurs diplômés alors que l'université est ouverte (en
principe) à tout bachelier.
Dans le domaine des études de gestion, on assiste actuellement à une concurrence accrue entre les
écoles supérieures de commerce (dites ESC ou Sup de Co) et les universités, avec leurs diplômes
spécialisés (maîtrises, DESS, DEA, etc.). Concurrence parfois difficile, lorsqu'on sait que les ESC vivent
en grande partie de leurs frais de scolarité (relativement élevés) alors que l'université pratique la quasigratuité des études.
Année 6
Année 5
Année 4
Année 3
Année 2
Année 1
Année 0
FRANCE
Grandes Écoles
FRANCE
Université
ROYAUME-UNI
Université
ÉTATS-UNIS
Université
Mastère spécialisé
ESC 3
ESC2
ESC 1
Classes
préparatoires 2
Classes
préparatoires 1
Baccalauréat
Doctorat
DEAIDESS
Maîtrise
Licence
DEUG 2
PhD
MBA
BA/BSc 4
BA/BSc 3
BA/BSc 2
MBA2
MBA 1
Bachelor's 4
Bachelor's 3
Bachelor's 2
DEUG 1
BA/BSc 1
Bachelor's 1
Baccalauréat
GCE 'A' Levels
High-school
Graduation
⊣6⊢
EXERCICES
L’adjectif verbal
I. Formez des adjectifs verbaux comme dans l'exemple.
Des enfants qui obéissent sont des enfants obéissants.
1. Une couleur qu'on voit bien _______________________________________________________
2. Des enfants qui font du bruit ______________________________________________________
3. Un enfant qui sourit souvent_______________________________________________________
4. Des femmes qui charment _________________________________________________________
5. Des articles qui intéressent les lecteurs _______________________________________________
II. Complétez par l'adjectif verbal ou le participe présent. Attention à la graphie.
Je l'avais rencontré l'année (précéder) ____________________ ; c'était un jour du mois
(précéder).___________________ les fêtes. Nous avions échangé des idées (converger)
_________________ sur bien des points, mais nous avions des opinions (diverger) _______________
(convaincre)____________________, nous avions bu un (exceller) sur le néolibéralisme. Ses arguments
me ________________ champagne pour fêter notre rencontre. Après, je ne l'ai plus revu. Il est devenu,
paraît-il, un homme (influer) ___________________mais aussi (intriguer) ____________________,
hélas ! Qu'importe, je ne suis pas (adhérer) a son parti, ni à sa politique.
III. Transformez les phrases en utilisant un adjectif verbal.
1. C'était un enfant qui remuait tout le temps. En effet, il était ___________________________________
2. C'était une fille qui provoquait tous les garçons. En effet, elle _________________________________
3. C'est un ouvrier qui néglige trop son travail. En effet, il ______________________________________
4. On a fait une marche qui nous a fatigués. En effet, __________________________________________
5. J'ai vu un spectacle qui a enthousiasmé tout le monde. C'est vrai, ______________________________
6. Il a fait une chaleur qui nous suffoquait. Ah oui, __________________________________________
IV. Transformez ces phrases pour faire apparaître un adjectif verbal ou un participe présent.
1. Je l'ai vu le jour qui précédait la rentrée.__________________________________________________
2. Ses arguments nous ont convaincus. _____________________________________________________
3. Cet enfant me fatigue beaucoup. ________________________________________________________
4. C'est une personne qui a de l'influence. ___________________________________________________
5. On l'a aperçu qui émergeait de l'eau.___________________________________________________
⊣7⊢
EXERCICES
La place de l'adjectif
I. Décrivez, selon le modèle:
garçon (petit) yeux (immenses)
→ Un petit garçon avec des yeux immenses.
1. monsieur (vieux) barbe (blanche)
2. homme (sportif) visage (carré)
___________________________________
___________________________________
3. dame (brune) lunettes (noires)
4. poisson (gros) ventre (jaune)
___________________________________
___________________________________
5. fille (belle) jambes (longues)
6. voiture (grosse) coffre (grand)
___________________________________
___________________________________
7. livre (précieux) illustrations (belles)
8. whisky (double) glaçons (deux)
___________________________________
___________________________________
9. appartement (beau) terrasse (petite)
10. soirée (bonne) amis (vieux)
___________________________________
___________________________________
II. Mettez les adjectifs à la bonne place.
Le vieil oncle _________ de Charles est encore un bel homme _________.
(vieux / beau)
Mon _________ appareil photo _________ est un _________ appareil_________. (nouveau/très bon)
Le _________ jour _________ de la semaine est un _________ jour _________.
(premier/difficile)
Les _________ trois _________ exercices sont des _________ exercices _________. (dernier/faciles)
La _________ station de métro _________ est la _________ station _________.
(prochaine/dernière)
III. Transformez, selon le modèle.
IV. Décrivez, en accordant.
1. Cet immeuble est très vieux !
1. voiture (vieux/anglais)
Oui, c’est un vieil immeuble.
Une vieille voiture anglaise.
2. Cette actrice est très belle !
2. maison (grand/blanc)
___________________________________
___________________________________
3. Cet ordinateur est nouveau ?
3. garçon (beau/brun)
___________________________________
___________________________________
4. Cet avion est très vieux !
4. étudiantes (nouveau/américain)
___________________________________
___________________________________
⊣8⊢
EXERCICES
Adjectifs particuliers
(valeur physique)
(indiscret)
(sans argent)
(sans amis)
(valeur marchande)
(nettoyée)
(époque passée)
(variés)
un homme grand
un voisin curieux
un homme pauvre
une femme seule
un collier cher
une chambre propre
un immeuble ancien
des livres différents
un grand homme
un curieux voisin
un pauvre homme
une seule femme
mon cher collier
ma propre chambre
mon ancien immeuble
différents livres
(valeur morale)
(bizarre)
(malheureux)
(pas d'autres)
(valeur affective)
(personnelle)
(précédente adresse)
(plusieurs)
I. Faites l'exercice selon le modèle.
Médor (chien, animal) (gros, très doux) → Médor est un gros chien, mais c’est un animal très doux.
1. Dustin Hoffman (homme, acteur) (petit, grand)
_____________________________________________________________________________________
2. Alexandre (enfant, écolier) (agité, studieux)
_____________________________________________________________________________________
3. Madame Claude (femme, voisine) (seule, bruyante)
_____________________________________________________________________________________
4. Les ordinateurs portables (appareils, objets) (pratiques, chers)
_____________________________________________________________________________________
5. Le mari de Nadia (mari, sculpteur) (mauvais, bon)
_____________________________________________________________________________________
6. Kitty (femme, actrice) (belle, mauvaise)
_____________________________________________________________________________________
7. Monsieur Barlou (maire, voyou) (respecté, ancien)
_____________________________________________________________________________________
8. Mademoiselle Éléonore (voisine, femme) (réservée, curieuse)
_____________________________________________________________________________________
II. Complétez les phrases avec « neuf »/« nouveau », « vieux »/« ancien ».
1. Je dois vous donner mon _________________ numéro de téléphone.
2. J'ai mal aux pieds parce que mes chaussures sont _________________.
3. Je connais Patricia depuis hier, c'est ma _________________ copine !
4. Ma grand-mère est une _________________ dame de quatre-vingt-dix ans.
5. Paul a vingt-cinq ans. On se connaît depuis 15 ans : c'est un _________________ copain !
⊣9⊢
EXERCICES
Offre d'emploi
Regardez bien l’exemple d'offre d'emploi ci-dessous. Vous remarquerez qu'elle est construite selon le
schéma suivant :
présentation de l’entreprise,
profil du candidat « idéal »,
description du poste à pourvoir.
Bien sûr, l'ordre de ces trois éléments peut varier d'une offre à l’autre.
Les Confiseries du Mesnil SA
Nous sommes une vieille PME familiale (100 personnes), en pleine expansion. Déjà
bien implantés sur le marché français, nous souhaitons exporter nos produits sur les
marchés espagnol et portugais et cherchons un(e):
ATTACHÉ(E) COMMERCIAL(E) EXPORT
Jeune diplômé(e) ESC ou équivalent, débutant(e) ou avec une première expérience.
Vous avez effectué une partie de vos études dans une université étrangère, vous êtes
fortement motivée e) par la vente et le challenge. Bien sûr, vous parlez couramment
l'espagnol et également, de préférence, l'anglais et/ou le portugais.
Rattaché(e) directement au directeur commercial, votre mission sera dans un premier
temps de prospecter le marché ibérique, et ensuite de développer et de fidéliser une
clientèle (essentiellement GMMP et GMS). Votre rémunération et votre carrière seront
à la mesure de vos ambitions.
Nous vous remercions d'adresser votre candidature (lettre, CV et prétentions) aux
Confiseries du Mesnil, Béatrice Dubuisson, 61 rue Villebois-Mareuil, 93157 Le
Blanc-Mesnil Cedex.
⊣ 10 ⊢
EXERCICES
Application
Choisissez, complétez.
parue, également, PJ , Dijon, métier, complémentaire, diplômée, attention, entretien, scolarité, agréer,
souhaiterais, relever, recherche, madame, suite, semestre, distinguées, stages, commerciale
Magali Marques
30 allée des Myosotis
2 1 000 Dijon
(1. ____ ), le 1 5 septembre 199.
Les Confiseries du Mesnil
à 1'(2 . _____ ) de Béatrice Dubuisson
61 rue Villebois-Mareuil
93 1 57 Le Blanc-Mesnil Cedex
(3. ____ ),
(4. ____ ) à votre annonce, (5. ____ ) dans le Figaro économie de cette semaine, je (6. ____ )
poser ma candidature pour le poste d'attachée (7. ____ ) export.
(8. ____ ) de l'Ecole Supérieure de Commerce de Dijon (Promotion 199.), option Marketing /
Vente, je suis actuellement à la (9. ____ ) d'un premier emploi. Vous verrez, cependant, sur mon CV, cijoint, que j'ai effectué deux (10. ____ ) (chez Kraft France et chez Amora), qui m'ont bien préparée au
(11. ____ ) de la vente, aussi bien en France qu'à l'étranger.
Tout au long de ma (12. ____ ), j ' ai étudié l'espagnol et l'anglais, et je parle (13. ____ ) le
portugais, mes parents étant d'origine portugaise. J'ai passé le deuxième (14. ____ ) de ma troisième (et
dernière) année (d'ESC) à l'Université Catholique de Lisbonne.
C'est pour ces raisons que je me sens tout à fait apte à (15. ____ ) le défi que vous proposez. Je
reste à votre entière disposition pour tout renseignement (16. ____ ).
En espérant avoir l'occasion de vous convaincre lors d'un (17. ____ ), je vous prie d'(18. ____ ),
Madame, l'expression de mes salutations (19. ____ ).
Magali MARQUES
(20. ____ ) : CV
⊣ 11 ⊢
EXERCICES
Application
Choisissez et complétez :
accueil, caissière, célibataire, clientèle, concours, couramment, diplômée, écoles, étrangères, Finistère,
naissance, nationalité, option, planche, pratique, prénom, préparatoire, professionnelle, série, supérieures
Curriculum Vitae
Nom :
(1. _____ )
Date et lieu de (2 . _____ ):
Domicile :
Situation de famille :
THIBAUD
Anne
le 14 décembre 1974, Brest, (3. _____ )
157 avenue de Paris, 78000 Versailles
(4. _____ ) Française
Études et diplômes
1984-91 :
1991-96 :
1991-93 :
1993-96 :
Juin 1996 :
Études secondaires Lycée La Bruyère, Versailles Baccalauréat, (6. _____ )
scientifique
Études (7. _____ )
Classe (8. _____ ) aux Grandes (9. _____ ) de Commerce, Lycée Louis Le
Grand, Paris. Admise 21 e sur 350 au (10. _____ ) d'entrée de l'École
Supérieure de Commerce de Lyon
École Supérieure de Commerce de Lyon
(11. _____ ) ESC Lyon, option marketing
Stages et expérience (12 . ..... )
Juillet 1992 :
Août 1993 :
Juillet-août 1994 :
Juillet-août 1995 :
Janvier-mars 1 996 :
Assistante d'animation, Bureau Information Jeunesse, Versailles
Hôtesse d'(13. _____ ), Hôtel Mercure, Annecy (Haute-Savoie)
Stage exécutant comme (14. _____ ) à l'hypermarché Carrefour, Antibes
(Alpes Maritimes)
Stage à l'étranger : relations (15. _____ ), Société Générale, Hong"Kong
Stage d'(16. _____ ), Direction du marketing, Génal France SA, Paris-La
Défense
Langues (17. _____ )
Anglais :
Espagnol :
Allemand :
lu, parlé et écrit (18. _____ )
lu, parlé et écrit
bonnes notions de base mais manque de (19. _____ )
Autres activités
Loisirs :
Sports :
Centres d'intérêt :
Lecture (romans policiers et aventures)
Volley ball, (20. _____ ) à voile, natation
Photographie amateur, informatique
⊣ 12 ⊢
EXERCICES
La forme passive
I. Mettez ce texte à la forme passive.
Les autonomistes corses ont placé une bombe à la mairie de Bordeaux. Immédiatement le Premier
ministre a pris des mesures de sécurité. Le ministre de l'intérieur a mobilisé plusieurs services pour faire
la chasse aux terroristes. L'opinion publique attendait ces mesures depuis longtemps.
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
II. Mettez les phrases de ce texte à la forme active.
Une solution a été trouvée par le gouvernement à la crise qui l'oppose au monde paysan. Des subventions
seront versées rapidement aux éleveurs par l'Union européenne et par le gouvernement français. Des
mesures seront prises par les services des douanes pour empêcher les importations illégales.
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
III. Développez ces gros titres de journaux comme dans l'exemple.
Élection hier du Président : 250 voix contre 198 » Le Président a été élu hier avec 250 voix contre 198.
1. Arrêt ce matin de trois suspects en plein centre-ville.________________________________________
2. Possibilité de mise au point d'un vaccin avant l'an 2000.___________________________________
3. Organisation d'une conférence au sommet avant la fin de l'année. ____________________________
4. Sampras bat Agassi : 2 sets à 1. ______________________________________________________
5. Abrogation de la loi en 1985. ________________________________________________________
6. Abolition de la peine de mort en 1981. _________________________________________________
IV. Transformez à la forme passive quand c'est possible.
1. Quatre grands fleuves arrosent la France. ______________________________________________
2. L'opinion publique prend ses mesures au sérieux.________________________________________
3. Le nouveau locataire a constaté une fuite d'eau. _________________________________________
4. Toute la ville a parlé de l'incident.____________________________________________________
5. La presse locale a exagéré les détails de l'incident. _______________________________________
⊣ 13 ⊢
EXERCICES
L'entretien
Dans une tour de la Défense, le bureau de M. Quéré, DRH de Génal France SA, filiale française d'une
multinationale suisse, un des leaders mondiaux de l'agro-alimentaire. (Un coup discret à la porte)
1. M. Quéré : Entrez !
2. Mlle Lavergne : Monsieur le Directeur, Monsieur Ancel vient d'arriver.
3. M. Quéré : Il est à l'heure : un bon point pour lui. Avez-vous préparé son dossier?
4. Mlle Lavergne : Oui, Monsieur. Il est dans la chemise bleue sur votre bureau. Voici votre courrier.
5. M. Quéré : Merci. Faites entrer ce jeune homme. (Elle. ressort. Frédéric entre, costume sombre, cravate
discrète, attaché-case) Bonjour monsieur. Asseyez-vous, je vous prie. Votre curriculum vitae a attiré mon
attention, et en particulier votre connaissance de quatre langues étrangères.
6. Frédéric : J'en suis heureux et flatté. Mais, pour être franc, mon espagnol et mon italien ont besoin
d'être rafraîchis.
7. M. Quéré : J'ai cru comprendre que vous vous intéressiez à tout ce qui touche au secteur alimentaire.
8. Frédéric : En effet. Pendant mon CSNE au Canada, j'ai été chargé du suivi des négociations concernant
l'exportation de céréales et l'importation de canne à sucre des Antilles.
9. M. Quéré : Deux des denrées de base qui entrent dans nos différentes fabrications... Je note aussi que
vous avez fait du démarchage par téléphone.
10. Frédéric : C’était pendant ma dernière année de fac. J'avais besoin d'argent. On m'a demandé si je
voulais vendre des encyclopédies. La commission était intéressante, mais il n'est pas facile d'obtenir un
rendez-vous par téléphone. Et à Paris, le porte-à-porte n'est pas très bien vu. Enfin, j’ai beaucoup appris
sur le tas.
11. M. Quéré : Le vin n'a plus de secrets pour vous ...
12. Frédéric : Comment? Ah oui ! 1'ai fait les vendanges dans le Midi après mon bac, mais ça ne suffit
pas pour faire de vous un connaisseur. Je me rappelle surtout mes courbatures et mes coups de soleil !
13. M. Quéré : Très bien ... Le poste que nous proposons exigera de fréquents déplacements en province,
voire dans les pays francophones riverains, c'est-à-dire la Suisse et la Belgique. Vous étiez au courant?
14. Frédéric : L'annonce était tout à fait claire sur ce point. J'y ai répondu en toute connaissance de cause,
et j'ai insisté sur ma totale disponibilité.
15. M. Quéré : Bon, je crois que nous avons abordé l'essentiel. Permettez que je vous pose maintenant une
question assez délicate : selon vous, quels sont les points faibles de votre CV ?
16. Frédéric (après un moment d’hésitation) : Sans doute une expérience trop sommaire du monde de
l'entreprise· et une maîtrise insuffisante des outils de gestion.
⊣ 14 ⊢
EXERCICES
17. M. Quéré : Sur ces deux points, nous veillerons à compléter votre formation, si vous venez travailler
chez nous. Vous ferez une période d'essai de six mois. Vous apprendrez alors à connaître l'entreprise, ses
produits, ses activités. Vous serez intégré dans une équipe de vendeurs expérimentés qui guideront vos
premiers pas sur le terrain.
18. Frédéric : Et au bout de ces six mois ?
19. M. Quéré : Il ne tient qu'à vous. Si vous nous donnez satisfaction, nous confinerons votre emploi par
un CDI. Voilà, je crois que nous nous sommes tout dit: Je dois recevoir un autre candidat. (Se levant pour
lui serrer la main et le raccompagner) Je pense pouvoir vous donner une réponse d'ici un mois au plus
tard.
20. Frédéric : Merci beaucoup et au revoir, j'espère !
21. M. Quéré : Au revoir.
Répondez.
1. Quelles sont les fonctions de M. Quéré à Génal France SA ?
_____________________________________________________________________________________
2. Comment s'appelle la personne qui introduit Frédéric Ancel dans le bureau de M. Quéré et quel est son
rôle, d'après vous ?
_____________________________________________________________________________________
3. Pour quelle raison M. Quéré pense-t-il que Frédéric s'intéresse au secteur alimentaire ?
_____________________________________________________________________________________
4. Dans quelles circonstances Frédéric a-t-il fait du démarchage par téléphone ?
_____________________________________________________________________________________
5. Sous quelle forme se faisait la rémunération de son travail ?
_____________________________________________________________________________________
6. Pourquoi le démarchage par téléphone, plutôt que le porte-à-porte habituel ?
_____________________________________________________________________________________
7. Quels souvenirs Frédéric conserve-t-il des vendanges qu'il a faites dans le midi ?
_____________________________________________________________________________________
8. Quels sont, selon Frédéric lui-même, les points faibles de son CV ?
_____________________________________________________________________________________
9. En quoi consistera la période d'essai de Frédéric, s'il obtient le poste ?
_____________________________________________________________________________________
10. Que se passera-t-il si, au bout de 6 mois, Frédéric a donné satisfaction à son employeur ?
_____________________________________________________________________________________
⊣ 15 ⊢
EXERCICES
La forme passive (suite)
I. Mettez les phrases au passif, selon le modèle.
Philips - : - Fleming - : - Michel-Ange - : - Christophe Colomb - : - Gutenberg - : - Saint-Exupéry
1. Qui a inventé le compact disc ?
Le compact disc a été inventé par Philips
2. Qui a découvert l'Amérique ?
_______________________________________________________
3. Qui a écrit « Le Petit Prince » ?
_______________________________________________________
4. Qui a découvert la pénicilline ?
_______________________________________________________
5. Qui a inventé l'imprimerie ?
_______________________________________________________
6. Qui a peint la chapelle Sixtine ? _______________________________________________________
II. Complétez, selon le modèle.
annuler -:- avertir -:- reporter -:- envoyer -:- arracher -:- inonder -:- évacuer -:- couper
Le directeur est malade :
La réunion a été annulée.
La Seine a débordé :
Des maisons ont été inondées,
La date _____________________________
Des arbres ____________________________
Nos clients __________________________
L'électricité ___________________________
Un courrier __________________________
Des familles __________________________
III. Mettez à la forme passive.
1989 : démolition du Mur de Berlin. → Le Mur de Berlin a été démoli en 1989.
1202 : introduction des chiffres arabes en Occident.
_____________________________________________________________________________________
1253 : fondation de l'université de la Sorbonne.
_____________________________________________________________________________________
1789 : démolition de la Bastille.
_____________________________________________________________________________________
1840 : abolition de l'esclavage dans les colonies françaises.
_____________________________________________________________________________________
1945 : création de l'ONU.
_____________________________________________________________________________________
⊣ 16 ⊢
EXERCICES
Emplois de la forme passive
I. Remplacez « on » par la forme passive.
On a cambriolé le musée de la ville. On a volé des toiles et divers objets. On constate depuis ces derniers
mois une augmentation des vols. Mais on ne note pas proportionnellement une augmentation des succès
de la police. On enregistre plutôt une campagne de calomnies dans une certaine presse.
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
II. Mettez les phrases de ce texte à la forme passive.
Tout le monde le connaissait et tous l'appréciaient. Il ouvrait sa maison à tout le monde. Des livres dans
toutes les langues composaient sa bibliothèque. Des peintures anciennes et modernes couvraient les murs.
Des objets exotiques remplissaient les coins laissés libres par les livres et les tableaux.
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
III. Remplacez «on» par la forme pronominale de sens passif.
1. On rencontre souvent cette situation. __________________________________________________
2. On emploie de moins en moins cette expression. _________________________________________
3. On utilise de plus en plus la violence.__________________________________________________
4. On ne publie pas beaucoup ce type de livres. ____________________________________________
5. On voit souvent ce genre de phénomène.________________________________________________
6. On doit laver ce pull à l'eau froide. ____________________________________________________
IV. Utilisez «se faire» ou «se laisser» + infinitif à la place de la forme passive.
1. Elle a été renversée par une voiture.___________________________________________________
2. Il a été agressé dans la rue et n'a pas réagi. _____________________________________________
3. Ils ont été punis par le maître. _______________________________________________________
4. Il a été séduit par son sourire.________________________________________________________
5. Vous avez été battu et vous ne vous êtes pas défendu ? _____________________________________
6. Elle a été entraînée dans une histoire bizarre. ____________________________________________
⊣ 17 ⊢
EXERCICES
Objets de légende
Le jean, symbole d’égalité et de liberté :
L’histoire commence en Californie e 1848. C’est la ruée vers l’or. Un prospecteur a besoin d’un
pantalon résistant à l’érosion1 par eau. Le jeune Bavarois Oscar Levi-Strauss lui taille un pantalon dans la
toile de bâche2 qu’il achète à Nimes pour fabriquer… des tentes. En 1873, Levi-Strauss s’associe avec un
tailleur3 du Nevada, Jacob Davis.
Ensemble, ils perfectionnent leur pantalon. Mais c’est au début des années 20 que le blue-jean
prend son nom : « bleu » par sa nouvelle couleur car le denim (« de Nimes »), qui était ocre, est
désormais teint au bleu indigo ; et « jean » pour Gênes comme le port d’Italie, le pantalon d’Oscar LeviStrauss ressemblant beaucoup à celui des marins génois du XVIe siècle.
Sous son nouveau patronyme4, le bleu jean est prêt pour une nouvelle carrière. Jusque-là réservé
aux cow-boys, aux ouvriers et bûcherons5 du western, il va se transformer en vêtement de loisir. La crise
de 1929 oblige la bourgeoisie américaine à faire des économies, elle ne passe plus ses vacances en Europe
mais dans les ranchs de l’Ouest. C’est là qu’elle va découvrir le blue-jean et l’adopter pour le weekend.
À la liberation6, c’est le grand boum. La jeunesse du monde entier en fait l’emblème d’un nouveau
mode de vie, libre et contestataire7.
1. Usure à cause de l’eau
vêtements
/
4. Nom
/
/
2. Tissu imperméable qui sert à protéger les marchandises, les véhicules de la pluie
5. Personnes qui travaillent dans la forêt
/
/
6. Fin de la guerre de 1939-1945 (en France)
3. Personne qui fabrique des
/
7. Qui aime s’opposer aux
traditions.
⊣ 18 ⊢
EXERCICES
Application
I. Notez dans le tableau les principales étapes de l’histoire du pantalon « jean ».
Le lieu
L’époque
Les événements
La Californie
(États-Unis)
1848
(époque de la ruée vers l’or)
Un prospecteur
A besoin de…
II. Dites si les phrases suivantes sont vraies ou fausses.
a) Le premier jean a été créé pour un chercheur d’or.
b) Le premier jean vient de France.
c) C’est Oscar Levi-Strauss qui, en 1848, a conçu le premier jean.
d) Le tissu du premier jean était de la toile de tente.
e) Le jean a toujours été bleu.
f) Oscar Levi-Strauss s’est inspiré des pantalons des marins du port de Gênes au XVI e siècle.
g) Le jean est devenu populaire dans le monde entier après la guerre de 1939-1945.
II. Découvreurs et inventeurs. Mettez à la forme passive.
1. Le virus du sida (découvrir) ____________________________ par le professeur Montagnier.
2. Les plus beaux meubles de l'époque Lois XIV (réaliser) __________________________ par
Boulle.
3. Le cinéma (inventer) _______________________________ par les frères Lumière.
4. Le champagne (produire) ________________________________ pour la première fois par Dom
Pérignon en 1688.
5. Les jeux Olympiques modernes (concevoir) _______________________________ par le baron
Pierre de Coubertin.
6. Le premier parfum moderne, Chanel no 5. (créer) _______________________________ par Coco
Chanel.
⊣ 19 ⊢
EXERCICES
La vente
La force de vente constitue l'organe essentiel chargé du contact entre l'entreprise et la clientèle. Son
rôle est de s'assurer que le produit ou le service est accessible dans le plus grand nombre de points de
vente, ou à la disposition des clients.
Pour les biens industriels, la force de vente est en liaison directe avec les utilisateurs et les
acheteurs. Pour les produits de grande consommation, elle travaille surtout au niveau de la distribution.
Elle se compose généralement de représentants et de VRP (voyageurs-représentants- placiers). Les biens
de consommation exigent des forces de vente étoffées parce qu'il faut beaucoup de monde pour visiter 10
000 ou 20 000 magasins plusieurs fois par an.
Ce nombre important de représentants ou de vendeurs chargés de transmettre auprès de la clientèle
l'image de l'entreprise pose certains problèmes de gestion. Il faut d'abord recruter les personnes ayant les
caractéristiques requises. Le vendeur ou la vendeuse est, en quelque sorte ; l'ambassadeur de la maison.
Parfois, la clientèle ne connaît que lui ou qu'elle. L'énergie, la bonne humeur, la persévérance, la force de
persuasion, la connaissance du produit vendu, l'aptitude au contact personnel sont les qualités qui
garantissent la réussite.
Il faut aussi contrôler en permanence les activités de la force de vente et lui fournir la motivation
nécessaire à l'accomplissement de sa mission. Il est donc indispensable de définir un système de
rémunération qui incite chacun à effectuer sa tâche dans les meilleures conditions possibles. Le
représentant est généralement salarié de l'entreprise. Il touche un fixe et une prime qui varie selon le
chiffre obtenu. Le VRP est payé à la commission. Il peut représenter plusieurs maisons, c'est-à-dire avoir
plusieurs cartes. On dit alors qu'il est "multicarte". Il dispose d'une plus grande liberté de choix dans
l'organisation de son travail. Cette formule convient aux entreprises qui débutent ou qui ont des
ressources limitées. Elle est moins favorable au travail en profondeur, pour une firme dont la taille ou
l'évolution technique par exemple demande des liens de subordination plus étroits.
Application
Reliez :
A.
1. cadre
2. VRP
3. retraite
4. docteur
5. autoroute
6. appartement
7. stationnement interdit
8. corruption de fonctionnaire
9. emprunt
10. assurance
B.
a. péage
b. intérêt
c. contravention
d. salaire
e. prime
f. commission
g. honoraires
h. cotisation de sécurité sociale
i. loyer
j. pot de vin
⊣ 20 ⊢
EXERCICES
L’adverbe de quantité
I. Complétez à l'aide d'adverbes de quantité.
- Voila vos fruits.
- J'en ai beaucoup___________________. Enlevez-m ‘en un ________________________.
- En avez-vous___________________ comme ça ?
- Oui, ça va. Par contre mettez-moi de haricots verts.
II. Complétez à l'aide d'adverbes d'intensité.
- Il faisait ___________________ froid et nous avions_______________________ marche dans la neige
que
nous
étions
morts
de
fatigue.
Nous
étions
______________________
fatigués,
_______________________ fatigués que nous voulions nous arrêter, mais alors nous serions morts de
froid.
III. Dites le contraire.
1. Elle est plus grande que lui. __________________________________________________________
2. Elle est moins gentille que lui. ________________________________________________________
3. Elle est aussi intelligente que lui.______________________________________________________
4. Il y a plus d'hommes que de femmes dans ce parti. _______________________________________
5. J'ai eu autant de chance que toi. ______________________________________________________
6. Elle est de plus en plus jeune.________________________________________________________
IV. Écrivez un petit texte en utilisant quelques adverbes de temps choisis dans la liste suivante.
hier - alors - depuis 2 heures les pompiers - aujourd'hui - avant - déjà - demain - après
autrefois - aussitôt après - aussitôt - maintenant - ensuite - bientôt – enfin
V. Complétez ce dialogue avec les adverbes de lieu qui conviennent.
- Il est d'ici? - Non, il e s t __________________________.
- Il habite loin d'ici ? - Non, son logement est ____________________________ d'ici.
- Il a travaillé quelque part? - Non, _________________________.
- Il a voyage ? - Non, il est toujours reste ___________________________.
⊣ 21 ⊢
EXERCICES
Le client est roi
Frédéric vole maintenant de ses propres ailes. Bien formé et bien encadré pendant ses premiers mois, il
doit aujourd’hui affronter pour la première fois la colère d’un client, M. Legendre, responsable des
achats d’une PME de demi-gros.
1. Frédéric (décrochant le téléphone) : Frédéric Ancel, direction régionale des ventes, à votre service.
2. M. Legendre (d'un ton furieux) : Allô, ici Legendre, service achats des "Distributeurs Réunis". Vous
devinez l'objet de mon appel. J'essaie en vain de vous joindre personnellement depuis hier.
3. Frédéric : Je sais. J'étais en déplacement et j’ai trouvé vos messages à mon retour. Et je suis déjà au
courant de votre problème.
4. M. Legendre : Ça me fait une belle jambe ! Vous admettrez que nous avons des raisons de nous
plaindre.
5. Frédéric (conciliant) : Je suis tout à fait d'accord avec vous ...
6. M. Legendre : Je tiens à vous rappeler une fois de plus notre commande de fin octobre. Vous
comprendrez mon étonnement et mon mécontentement de n'avoir encore rien vu venir, à part un bref
accusé de réception par fax m'indiquant que vous faisiez de votre mieux pour accélérer les choses.
7. Frédéric (dans ses petits souliers) : Je vous comprends et je suis absolument désolé, mais ...
8. M. Legendre : En prenant vous-même ma commande, vous vous étiez engagé à livrer la marchandise
dans les plus brefs délais.
9. Frédéric : Absolument. Mais vous connaissez les difficultés auxquelles nous avons dû faire face
pendant la longue grève des transports ferroviaires.
10. M. Legendre : Ne me racontez pas d'histoires ! Vous avez toute une flotte de camions pour votre
distribution. Vous n'êtes donc pas trop tributaires de la SNCF.
11. Frédéric : Sauf pour certains produits qui arrivent par conteneurs dans nos usines. Plusieurs
chargements sont restés bloqués sur les voies, ce qui a provoqué d'importants ralentissements dans la
fabrication et, par conséquent, dans nos livraisons.
12. M. Legendre : Ce ne sont pas vos justifications, si valables soient-elles, qui vont m'être d'un grand
secours. Ayant prévu une livraison ponctuelle, je n'avais pris aucune disposition pour garantir
l'approvisionnement de notre stock qui est à l'heure actuelle presque entièrement épuisé. Nos clients
n'arrêtent pas de nous téléphoner en nous harcelant de questions. Il y en a même qui nous menacent de
changer de fournisseur. Je vous laisse juge des graves conséquences que peut entraîner votre retard sur la
bonne marche de nos affaires !
⊣ 22 ⊢
EXERCICES
13. Frédéric : Je vous promets de trouver une solution rapide à vos problèmes.
14. M. Legendre : Encore du bla-bla ! Jusqu' à maintenant, je n'avais eu qu’à me féliciter de l'efficacité de
vos services. Ce n'est malheureusement plus le cas !
15. Frédéric : Je vais immédiatement voir mon directeur afin d'obtenir la priorité absolue pour votre
livraison.
16. M. Legendre : Faites-lui bien comprendre que si vous ne pouviez pas honorer notre commande avant
la fin de la semaine, je serais dans l'obligation de m'adresser ailleurs ce qui représenterait pour vous une
perte de chiffre d'affaires non négligeable.
17. Frédéric : Cher monsieur, je suis conscient de la position délicate dans laquelle nous vous avons mis.
Vous pouvez compter sur moi. Je vous rappelle dans les deux heures pour vous informer des dispositions
que nous prenons pour résoudre vos problèmes. A tout de suite. (Frédéric raccroche avec un soupir de
soulagement) Ouf !
Répondez, expliquez.
1. Quelles sont les fonctions de M. Legendre ?
_____________________________________________________________________________________
2. Pourquoi est-il furieux ?
_____________________________________________________________________________________
3. Frédéric a-t-il une excuse ?
_____________________________________________________________________________________
4. De quoi se plaint M. Legendre ?
_____________________________________________________________________________________
5. Frédéric était-il au courant de ce retard ?
_____________________________________________________________________________________
6. Quel motif invoque-t-il pour justifier ce retard ?
_____________________________________________________________________________________
7. Pourquoi M. Legendre répond-t-il à Frédéric qu'il lui raconte des histoires ?
_____________________________________________________________________________________
8. Est-ce entièrement vrai ?
_____________________________________________________________________________________
9. Les justifications de Frédéric sont-elles d'un grand secours pour M. Legendre ?
_____________________________________________________________________________________
10. Comment Frédéric se tire-t-il de cette situation délicate ?
_____________________________________________________________________________________
⊣ 23 ⊢
EXERCICES
L’adverbe de modalité
I. Vous êtes l'ami(e) de Pierre. Portez votre propre jugement sur ces propos à l'aide des adverbes
qui conviennent.
- Tu as revu Pierre?
- Oui. Il voulait que nous sortions. On est allés au cinéma. Il a choisi un film policier. Le film était bon,
les acteurs ne l'étaient pas trop.
- Tu aurais préféré une comédie musicale ?
II. Renforcez les affirmations et les négations à l'aide des adverbes qui conviennent.
1. Un Etat, comme un ménage, ne peut dépenser plus d'argent qu'il n'en gagne.
2. On peut présenter les choses comme ça. Mais il ne faut pas oublier qu’à notre époque, c'est une règle
difficile à appliquer.
3. Je n'ai pas envie d'entrer dans une telle discussion.
III. Vous êtes allé(e) a une exposition de peinture. Rapportez les exclamations admiratives ou non
que vous avez entendues devant certains tableaux.
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
IV. Vous êtes au Salon de l'automobile, vous vantez les qualités du dernier modèle de la marque X.
Développez vos arguments.
1. D'abord ______________________________________________________________________
2. Par ailleurs ____________________________________________________________________
3. De plus _______________________________________________________________________
4. En outre ______________________________________________________________________
5. En fin ________________________________________________________________________
V. Employez ≪ au moins ≫ et ≪ du moins ≫ dans un contexte de votre choix.
_____________________________________________________________________________________
____________________________________________________________________________________
⊣ 24 ⊢
EXERCICES
La place de l’adverbe
I. Placez les adverbes suivants là où ils conviennent.
peu - très - plutôt - régulièrement - beaucoup - bien
- Comment vas-tu ?
- Je vais bien en ce moment. Je travaille, je sors, je fais du sport, je dors. Voilà mon secret.
- Et avec tes voisins comment ça marche ?
- Ils ne sont pas sympathiques. Ils font hurler la télé ou la radio. Ils parlent fort. C'est l'enfer !
II. Même exercice.
encore - partout - déjà - toujours - violemment
Il a nié avoir été l'auteur du hold-up de la banque. Il est arrivé que l'on condamne un innocent, mais on n'a
pas vu quelqu'un comme lui être blanc comme neige. Cependant il a réagi aux accusations portées contre
lui et on n'a pas trouvé ses empreintes. La police a pourtant cherche.
III. Récrivez ces phrases de telle manière qu'elles commencent par un adverbe. Faites toutes les
transformations nécessaires.
Il va venir dans la soirée. Il aura pris ses précautions. Il est malin mais nous serons là pour l'attendre. Dès
qu'il entrera dans l'immeuble, nous bloquerons toutes les issues. Nous pourrons l'arrêter tranquillement,
sans risques inutiles.
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
IV. Dites à quelle catégorie appartiennent les adverbes suivants. Donnez de leur sens un équivalent.
1. Vous avez assez bavarde, taisez-vous maintenant. ________________________________________
2. Cette femme est assez jolie. __________________________________________________________
3. Pierre travaille plus que toi. ___________________________________________________________
4. Pierre, est plus intelligent que Paul._____________________________________________________
5. Notre voyage s'est terminé heureusement. ______________________________________________
6. Heureusement, notre voyage s'est terminé. ______________________________________________
7. Ce garçon est bien aimable. __________________________________________________________
8. C'est bien elle. ____________________________________________________________________
9. Cet ouvrier travaille bien. ___________________________________________________________
10. Cet élève fait encore bien des fautes. __________________________________________________
⊣ 25 ⊢
EXERCICES
Les habitudes alimentaires des Français
L'histoire d'amour des Français avec la cuisine n'est pas terminée ... mais un fait est certain, les
Français mangent moins. La "grande bouffe" traditionnelle, c'est fini.
Il y a cinquante ans, on absorbait en moyenne 2 500 calories par jour. Aujourd'hui, selon les
dernières études publiées, les hommes en consomment tout juste 2000 et les femmes 1800. Et ces chiffres
continuent de baisser dans toutes les couches de la population.
On passait encore deux heures trente minutes à table par jour en 1965. Le chiffre est tombé à une
heure vingt minutes. Seul le petit déjeuner fait exception : au moins vingt minutes contre cinq à six
minutes alors. Il est en passe de devenir un vrai repas, au détriment de celui de midi : mode anglosaxonne et influence de la publicité pour les céréales peut-être, et sans doute modification des horaires de
travail.
Par ailleurs, alors que le pouvoir d'achat n'a cessé d'augmenter, la part réservée à l'achat de
nourriture a baissé. Les" Français(es) mangent moins et mangent différemment : moins de pain, de
pommes de terre (sauf les travailleurs de force, agriculteurs et ouvriers), moins de légumes frais, de lait,
de sucre et de beurre.
Le malheur des uns fait le bonheur des autres. Les ventes de surgelés ont été multipliées par vingt.
Egalement grands gagnants, le poisson et le jambon. Le vin ordinaire a chuté au profit des vins
d'appellation d'origine contrôlée (AOC). Au palmarès des ventes, les boissons non alcoolisées et eaux
minérales. Il faut enfin signaler la percée des nourritures exotiques dont la vogue rappelle celle des ethnic
foods dans les pays anglo-saxons : le couscous est devenu avec le steak-frites le plat préféré !
Quelles sont les causes profondes de toutes ces mutations ?
• La féminisation de l'emploi (trois femmes sur quatre travaillent entre vingt-cinq et cinquante ans).
• Le temps consacré à la cuisine diminue d'autant. La mode "minceur'.' est le standard imposé aux deux
sexes. Ce qui explique par exemple le boom des yaourts consommés dans 95% des foyers. S'il est une
tradition qui demeure bien ancrée, c'est le repas pris à la maison autour de la table familiale. On y passe
certes moins de temps qu'il y a trente ans mais le rituel persiste, surtout pour le dîner. Le plateau-repas
des Anglo-saxons n'a pas fait de percée notable.
Identifiez.
1. Eau de Badoit
2. Filet grillé saignant
3. Saint-Émilion
4. Roquefort
5. Dame de saumon à l'oseille
6. Coq au vin
7. Corton-Charlemagne
8. Camembert
9. Moutarde de Dijon
10. Pâté de campagne
a. vin blanc
b. condiment
c. plat de bœuf
d. fromage de vache
e. plat de volaille
f. eau minérale pétillante
g. charcuterie
h. vin rouge
i. plat de poisson
j. fromage de brebis
⊣ 26 ⊢
EXERCICES
Les prépositions « EN » / « DANS » (Reprise)
I. Complétez avec la préposition ≪en≫ et apprenez ces expressions.
1. Je voyage_______ train plutôt que _______ voiture.
2. Ils habitent ______ France, _______ Alsace précisément.
3. Elle passe ses vacances soit _______ Corse, soit ________ Sardaigne.
4. Il se met souvent______ colère.
5. Nous l'avons trouvé _______ meilleure forme.
6. Nous avons passé les fêtes entre amis, _____ toute tranquillité.
7. Le texte a été traduit _______ plusieurs langues.
8. Il dort toujours______ travers du lit.
9. N'oubliez pas de signer______ bas de la page.
10. Elle était toujours vêtue______ noir et portait une bague _______ diamant.
11. On leur avait demandé de s'habiller _______ pantalon et, _______ veste.
12. Il est resté _______ exil pendant trois ans.
13. Le moniteur leur disait de se mettre______ rangs, de s'asseoir _______ tailleur, de courir ______
zigzag.
14. Son œuvre a été publiée ________ trois volumes.
15. Il disait qu'il ne croyait plus _______ rien ni _______ personne.
16. J'ai fait le trajet______ cinq heures.
17. Elle nous a expliqué ce qui s'était passé ______ quelques mots.
18. Ils aiment partir______ vacances _______ groupes.
II. Complétez avec les prépositions ≪ en ≫ ou ≪ dans ≫ et apprenez ces expressions.
1. Nous avons célébré le mariage ______ famille _______ la plus stricte intimité car nous étions
_______ deuil.
2. L'institutrice exigeait des élèves qu'ils rentrent______ la classe ______ silence.
3. Ils habitent______ Norvège _______une petite ville du nord du pays.
4. Ils se sont refugies _______ la montagne ou ils vivent _______ pleine nature.
5. J'ai voyagé _______ première classe _______ un wagon non-fumeurs.
6. Nous étions _______ classe, _______ la salle située ______ face du laboratoire.
7. L'orage nous a surpris_______ chemin______ un petit village près de Rennes.
8. Ils se sont déguises ______ extraterrestres et ils sont apparus _______ des costumes extravagants.
9. Elle était ______ forme, _______ une forme incroyable.
10. Ils aspirent à vivre _______ paix, ________ une paix durable.
11. Elle était habillée _______ bleu, _______ un bleu azur magnifique.
12. Pendant mon séjour _______ France, j'ai vécu ______ famille, ______ une famille très accueillante
ou il y avait quatre enfants.
⊣ 27 ⊢
EXERCICES
La publicité
Qu'elles soient petites ou grandes, les entreprises font une place grandissante à la publicité dans leur
politique commerciale. Elle est d'abord nécessaire pour porter à la connaissance des consommateurs les
nouveaux produits et pour écouler une production généralement en avance sur la demande. Si les progrès
de la technique et de la science ont mis des moyens d'expression diversifiés à la disposition des
annonceurs, depuis l'enseigne lumineuse jusqu'à la publicité dans le ciel, ce sont la presse, la radio et la
télévision qui disposent encore du plus fort rayonnement.
Mais le monde de la communication est en train de vivre un bouleversement. Un nouveau média a
débarqué : le on-line, avec les millions d'utilisateurs d'ordinateurs. On voit ainsi se développer une
publicité interactive sous forme de dialogue direct avec le consommateur.
À l'heure actuelle, la publicité ne se contente pas de participer par sa créativité à la conception
d’annonces originales et esthétiques destinées à attirer l’attention du consommateur en puissance. Elle est
aussi associée à l'élaboration du produit et à sa commercialisation.
Dans le développement d'une stratégie publicitaire, on doit tenir compte d'un facteur important : la
disposition du consommateur vis-à-vis d'un produit donné. L'image de marque représente un patrimoine
économique et social considérable. Les relations publiques ont pour objectif de l'entretenir ou de la
modifier par des méthodes variées telles que le patronage d'événements sportifs ou les actions
spectaculaires en faveur de la recherche médicale ou de l'assistance humanitaire. L'insistance que met un
client à réclamer une marque particulière dépend largement de l'habileté et de la force avec laquelle la
publicité et ses auxiliaires, comme la promotion des ventes, ont agi sur sa motivation.
Les pouvoirs publics et les associations de consommateurs disposent maintenant d'un arsenal
juridique important pour lutter contre la publicité mensongère et même contre la représentation imparfaite
des caractéristiques d'un produit. Une bonne publicité doit être de l'information précise et contrôlée; ce
qui ne l'empêche pas d'être intelligemment et agréablement mise en valeur.
On peut contrôler l'efficacité de la publicité par des enquêtes, des questionnaires ou des sondages.
Mais le meilleur test réside, en dernier ressort, dans le choix d'une marque plutôt qu’une autre par le
consommateur.
Identifiez.
Slogan
1. Misez gagnant sur votre formation
2. Toujours plus près, mais peau douce
3. Votre argent nous intéresse
4. Chaussés par nous, plus de kilomètres, moins d'usure
5. Couchez-vous. Il fera le reste
6. Buvez. Éliminez
7. Avec nous, vous y seriez déjà
8. Gardez l'éclat de votre jeunesse
9. Pensez à vos vieux jours
10. Unissons-nous pour le sauvegarder
Produit ou service
a. banque
b. matelas
c. école de commerce
d. cosmétique
e. assurance-retraite
f. pneus
g. l'environnement
h. rasoir
i. eau minérale
j. compagnie aérienne
⊣ 28 ⊢
EXERCICES
Les prépositions « PAR » / « POUR » (Reprise)
I. Complétez en utilisant la préposition ≪ par ≫ et quelque complément logique.
Ex : Aujourd'hui on dispose de beaucoup de moyens pour envoyer une information. On peut l'envoyer
par e-mail ,
par fax , ou
par courrier .
1. Il y a plusieurs explications possibles à sa conduite. Elle a pu agir __________________,
____________________, _____________________ ou ________________________.
2. Nous les avons connus tout à fait ___________________ au cours d'un voyage.
3. On ignore jusqu'à maintenant l'auteur de cette œuvre. Elle a peut-être été écrite
_____________________ ou ____________________.
4. On regarde régulièrement cette émission : elle a lieu ____________________.
5. Le spectacle a commencé ___________________ et a fini ______________________.
6. Ils avaient oublié la clef, ils ont dû entrer _______________________.
II. Répondez aux questions suivantes en utilisant la préposition « pour» comme dans le modèle.
Ou sont-ils partis ? → Ils sont partis pour le Mexique.
1. A qui est adresse ce message ? ________________________________________________________
2.. Pourquoi a-t-il dit ça ? ________________________________________________________________
3. Pour quelle raison le magasin est-il ferme ? _______________________________________________
4. Pourquoi est-il si aime de ses amis ? ____________________________________________________
5. Elle s'est absentée pour longtemps ? _____________________________________________________
6. Pourquoi le musée est-il ferme? ________________________________________________________
7. Pourquoi ont-ils été arrêtés par la police ? _______________________________________________
III. Complétez par « par » ou « pour ».
1. Elle s'absente _____________ un mois ______________ cause de maladie.
2. Il a fini _____________ accepter notre proposition.
3. J'ai été arrêté_____________ excès de vitesse.
4. Il a tout abandonne_____________ peur d'échouer.
5. Elle s'est mariée _____________ amour et non___________ intérêt.
6. Il a fini _____________ avouer son erreur.
7. L'avion vient de décoller _____________ Londres.
8. On est partis _____________ Lyon à 3 heures et on a été arrêtés __________ un orage violent peu de
temps après.
9. Il a eu une contravention_____________ avoir oublié de composter son billet.
10. Elle a cité plusieurs philosophes, _____________ exemple Spinoza.
⊣ 29 ⊢
EXERCICES
BILAN
I. Placez, là où c'est possible, les adverbes proposés pour modaliser ce texte :
aussitôt - poliment - lentement - bien - juste - évidemment - longtemps - précisément encore - à peine - élégamment - d'habitude – longuement
On avait rendez-vous au métro Saint-Michel, ______________________ â côté de la fontaine. Elle était
heures, elle n'était pas_______________________ là. Alors, j'ai marche ___________________ vers la
terrasse du café d'en face, en me disant que je rencontrerais ________________________ quelqu'un que
je
connaissais.
J'étais
________________________
assis
que
j'ai
vu
arriver
Nathalie
_____________________ habillée comme ___________________________.
Elle s'est excusée _________________________ puis _______________________ elle a commencé à me
raconter _______________________ ses amours, ses ennuis de travail, ses problèmes de sante. Je
connaissais sa vie de A à Z.
II. Complétez ces textes avec la préposition qui convient.
A.
- ______ quoi était la statue ? - Elle était ______ or massif.
- ______ ou venait-elle ? ______ Extrême-Orient.
- ______ quel pays ? Je ne sais pas. - _______ Japon ou ______ Indes.
- Comment se trouvait-elle _______ le magasin de M. Chang ? - _______ hasard, je pense.
- Qui l'a achetée ? - ______ chance, une femme _______ diplomate, je crois.
- Vous vous souvenez______ elle ? - Un peu. Elle était _______ pantalon _______ la manière des
Pakistanaises. Elle portait des bijoux______ grande valeur. C'est tout ce qui m'a frappé.
B.
Ils étaient venus______ partout, _______ pied, ______ cheval, _______ voiture _______ rendre
un dernier hommage ______ celui _______ lequel ils avaient mis tous leurs espoirs.
⊣ 30 ⊢
EXERCICES
Mystères et légendes
Le mystère de la bête du Gévaudan :
Au milieu du XVIIIe siècle, un étrange animal a tué plus de cent personnes dans la région du
Gévaudan (l'actuel département de la Lozère).
Selon les rares témoins, la bête était plus grande qu'un loup. Elle avait une force extraordinaire et
s’attaquait surtout aux femmes et aux enfants.
Certains croyaient qu'il s'agissait d’un tigre ou d'un ours qui appartenait à un montreur d’animaux
sauvages. D'autres imaginaient un homme déguisé en loup. Pour d'autres enfin, la bête était une créature
du diable.
Mais trois ans après le début du massacre, un paysan, Jean Chastel, tue un loup « aussi gros qu’une
vache » et la série des agressions s'arrête.
Pourtant, la rumeur n'est pas morte. En effet, l'animal tue par Chastel n’a pas été examine par des
scientifiques et il ne correspond pas tout à fait aux descriptions des témoins.
Aujourd'hui encore, certains historiens se passionnent pour le mystère de la bête du Gévaudan. Un
film récent Le Pacte des loups, révèle une explication possible.
Derrière les meurtres du Gévaudan se cachait une société secrète qui voulait s'attaquer au pouvoir
du roi Louis XV. La bête trompait la police et faisait croit une malédiction sur la région.
⊣ 31 ⊢
EXERCICES
Application
I. Faites des suppositions. Utilisez le conditionnel.
Ex: Un tigre s’attaquerait aussi bien aux hommes qu'aux femmes.
1. L'enquête (se préciser) ____________________________
2. Une pétition (obtenir) ____________________________ de nombreuses signatures.
3. Les obstacles (tomber) ____________________________ les uns après les autres.
4. Le projet (avancer) ____________________________ assez rapidement.
5. L'environnement (se dégrader) ____________________________ plus vite que prévu.
6. La pollution (gagner) ____________________________ du terrain.
II. Faites correspondre les répliques et les actes de parole qu’elles illustrent.
interrogation - hypothèse - affirmation - contradiction - soupçon - objection
Ex. : Ça, c'est sûr, elle était plus grande qu'un loup!
→
affirmation
1. Mais non ! elle ne ressemblait pas à un tigre mas à un ours. ____________________________
2. Et si ce n'était pas un animal mais un homme déguisé en animal... ______________________
3. ... pas un homme déguisé, mas une créature du Diable ! _______________________________
4. Et pourquoi les scientifiques n'ont-ils pas eu le droit d'examiner la bête ? __________________
5. Cette affaire n'est pas aussi claire : on a l'impression que derrière la bête il pourrait y avoir une
société secrète. __________________________________________________________________
III. Croyez-vous ou non aux phénomènes inexpliqués ? Dites pourquoi.
IV. Racontez des histoires de personnages ou animaux mystérieux.
⊣ 32 ⊢
EXERCICES
La situation dans le temps
I. Rédigez le compte rendu du voyage d'une vedette de cinéma pour le journal régional.
hier
dans la soirée, départ de chez elle
aujourd'hui
à 22 h avion pour Bangkok
demain
tôt le matin arrivée à Bangkok
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________________
II. Complétez le texte suivant en utilisant les adverbes de temps qui conviennent.
Dans les lycées on a vu _______________ une montée de la violence. Des crimes ont été commis. On
s'interroge ___________________ sur les causes de tels actes. On a peur que _____________________
lycées soient transformés en lieux plus dangereux que certains quartiers la nuit.
III. Complétez le texte suivant en utilisant les adverbes ou les indications de temps qui conviennent.
Je passerai vous laisser mes clés ___________________ de partir; j'apporterai____________________
mon petit chat. Il ne devrait pas vous ennuyer car ________________ sa série de piqures, il va beaucoup
mieux. Mais il ne faudra pas oublier de lui donner __________________ matins sa pilule.
____________________ la fin de ses piqures, c'est indispensable. ____________________
j’avais
oublié de les lui donner, il a été horriblement malade. ____________________ on ne s'occupait pas des
animaux comme aujourd'hui._____________________ que les gens se sentent seuls, ils ont besoin de ces
petits compagnons et ce n'est pas parce que ___________________ l'homme communiquera sur les
autoroutes de l'information qu'il communiquera plus avec ses voisins. Allez, au revoir et merci.
IV. Complétez ce texte avec les indications de temps qui conviennent.
Il avait reçu des lettres anonymes___________________. C'est q u e ____________________ quelque
temps, il faisait des affaires un peu louches et ___________________ plus personne ne le regardait.
Même s'il passait ___________________ dans la rue principale pour aller au bureau de tabac, plus
personne____________________ ne le saluait. D'ailleurs___________________ 'il serait entendu par le
juge. On connaitra ___________________ la vérité !
⊣ 33 ⊢
EXERCICES
Marie Curie : une vie pour la science
C’était le soir du 28 mars 1902. Marie et Pierre Curie étaient restés tard dans leur laboratoire de la
rue Lhomond et allaient rentrer chez eux. Avant de sortir, Marie s’est retournée. Sur la table, dans
l’obscurité, les petites coupelles émettaient une lumière bleue. À ce moment-là, Marie a su qu’elle avait
enfin isolé le radium, cet élément chimique sur lequel elle avait travaillé les cinq années précédentes.
L’année suivante, pour cette découverte qui va révolutionner la science du XX e siècle, elle
obtiendra le prix Nobel de physique.
Maria Sklodowska était née en Pologne en 1867. Très tôt, elle avait montré des capacités
intellectuelles exceptionnelles. À l’âge de 24 ans, elle était venue à Paris pour faire des études de
physique et trois ans plus tard, elle avait épousé le scientifique Pierre Curie.
Mais tout a commencé ce jour de 1897 où Marie a choisi comme sujet de thèse l’étude des
éléments radioactifs. Un an auparavant, Henri Becquerel avait découvert que l’uranium émettait des
rayonnements. Marie a alors une intuition : d’autres éléments peuvent être radioactifs. À partir de ce
moment, malgré des conditions de travail difficiles, elle consacrera toute son énergie à ses recherches.
En 1911, elle obtient un deuxième prix Nobel, celui de chimie. Elle aura été la première femme à
recevoir ce prix et le premier scientifique à l’obtenir deux fois.
⊣ 34 ⊢
EXERCICES
Application
* Pour situer dans le temps
Par rapport au moment présent
Aujourd'hui
Ce mois-ci
Maintenant
Hier
Avant-hier
La semaine dernière
Il y a 10 ans
Demain
Après-demain
La semaine prochaine
Dans 10 ans
Par rapport à un autre moment
Ce jour-là
Ce mois- là
À ce moment-là
La veille
L'avant- veille
La semaine précédente
Dix ans avant (auparavant)
Le lendemain
Le surlendemain
La semaine suivante
10 ans après (plus tard)
I. Racontez l'histoire de Marie Curie en utilisant les mots de la 2e colonne du tableau « pour situer
dans le temps » et en commençant par :
« C’est le soir du 28 mars 1902 que Marie Curie a découvert… »
La première vaccination sur l’homme :
1822
Naissance de Louis Pasteur.
1865
Louis Pasteur commence a travailler sur les maladies infectieuses.
1879
Il découvre la vaccination. Il ne la pratique que sur des animaux
1885 (4 juillet)
Un enfant, Joseph Meister, est mordu par un chien qui a la rage. Il tombe malade.
(6 juillet)
Louis Pasteur vaccine l'enfant.
(7 juillet)
L'enfant s'amuse normalement.
(27 juillet)
Il est définitivement guéri.
II. Racontez l'histoire de la première vaccination par Lois Pasteur en utilisant les mots de la 2e
colonne du tableau « pour situer dans le temps » et en commençant par :
« C’est le 6 juillet 1885 que Louis Pasteur a vacciné… »
⊣ 35 ⊢
EXERCICES
L’expression de la durée
I. Dites d'au moins trois manières différentes :
Il y a huit jours qu'il pleut. - Il y avait trois jours qu'elle ne mangeait plus.
_____________________________________________________________________________________
__________________________________________________________________________________
II. Dites d'une autre manière :
Il a atterri à midi, il redécollera dans deux heures. __________________________________________
Il racontait qu'il avait ________________________________________________________________
Il avait atterri à midi _________________________________________________________________
III. Complétez le texte suivant de manière à exprimer que l'action se fait dans l'immédiat.
Je veux que vous soyez partis dans l'heure_____________________. Rassurez-vous, ils seront partis dans
____________________. Mais n'oubliez pas que dans_____________________ vous devrez avoir réglé
leur problème de relogement. Je m'engage à ce qu'il soit reg le ____________________ leur départ. Je
tiens vraiment à ce qu'ils soient installés _____________________ les deux jours.
IV. Complétez ce texte par « depuis» ou «pendant» en mettant les verbes au temps convenable.
Nous (être) _____________________ au service militaire ensemble mais après avoir été libérés, (être)
_____________________
perdus
de
vue
et
____________________
nous
ne
nous
(être)
_____________________ jamais revus. Mais _____________________ hier, j'ai retrouvé sa piste, grâce
au journal. On n'en est pas sûr, mais il (avoir fait) _______________________ de la contrebande au
Paraguay___________________
plusieurs
années.
Mais
____________________
les
mesures
d'extradition prises par le gouvernement, il (être) ________________________ rentre en France ou il
(être resté) ____________________cache____________________ tout ce temps.
V. Complétez à l'aide de « pendant » ou « en ».
1. Il a neige _________________ toute la nuit, mais la route a été dégagée ________________ une heure.
2. Je lis Le Monde chaque jour ___________________ deux heures, alors que mon ami qui lit rapidement
arrive à le parcourir ___________________ quarante minutes.
3. Il a économisé __________________ des années pour s'acheter une voiture qu'il a abimée
___________________ quelques jours.
⊣ 36 ⊢
EXERCICES
Accidents de la route
À qui est la faute ?
Il y a trente ans, on désignait l’état des routes comme la principale cause des accidents.
Aujourd’hui, l’opinion accuse les fautes de conduite.
Or, depuis longtemps, les spécialistes savent qu’un accident est souvent dû à multiples facteurs :
l’expérience et l’état du conducteur, le type de déplacement (trajet maison-travail, week-end, etc.), la
puissance et le poids de la voiture, la vitesse, le type de route et son état, les conditions météo, la présence
d’un obstacle, etc.
Accuser seulement l’automobiliste a donc pour conséquence de passer sous silence les raisons de
son comportement. Cela permet par ailleurs de cacher certaines vérités embarrassantes.
Les services publics et les constructeurs automobiles n’ont pas intérêt à ce qu’on accuse les routes
et les voitures. Elles sont pourtant elles aussi responsables.
⊣ 37 ⊢
EXERCICES
Application
I. De quoi parle-t-on ? Choisissez et complétez.
l'état du conducteur - le type de déplacement - la faute de conduite - la vitesse de la voiture l'expérience du conducteur - les conditions météo - le type de route et son état.
1. Il n'a pas vu que le feu était rouge : la faute de conduite
2. Il n'y a pas un an qu'il a son permis de conduire :
_____________________________________________________________________________
3. Il venait de fêter la victoire de l'équipe de football locale. Il était trop gai ! :
_____________________________________________________________________________
4. Un trop long trajet de nuit pour un conducteur inexpérimenté : l'accident était programmé :
_____________________________________________________________________________
5. Rien n'y fait : 50 km/ heure devient 70 ; quand on lit 90, on roule à 120 ; et autoriser de rouler à
130 signifie rouler à 150 : _______________________________________________________
6. Une route sinueuse, sans visibilité, sans possibilité de doubler. . . Et pourtant le conducteur a osé.
Hélas pour ceux qui arrivaient en face ! : __________________________________________
7. Brouillard sur toute la vallée du Rhône. Prudence ; réduisez votre vitesse.
_____________________________________________________________________________
II. Précisez l’époque. Mettez les indicateurs de temps dans l’ordre chronologique et accordez les
verbes.
aujourd'hui - dans les années qui ont suivi - il y a trente ans (2) - il y a quelques années - depuis
longtemps
Ex. Il y a trente ans (désigner) on désignait l'état des routes comme principale cause des accidents.
1. __________________ on (savoir) __________________ que l'automobile (être)
__________________ une cause importante de la pollution.
2. __________________ on (penser) __________________ encore que la voiture (être)
__________________ un signe d'indépendance et une nécessité individuelle.
3. __________________ le nombre d'automobiles (augmenter) __________________
considérablement.
4. __________________ on (remettre en cause) __________________ son utilisation systématique.
5. __________________ on (vouloir) __________________ limiter son accès aux villes ; on lui
(préférer) __________________ les transports en commun.
⊣ 38 ⊢
EXERCICES
L’expression de la cause
I. Répondez aux questions en utilisant « parce que ».
1. Pourquoi est-ce que tu pars tôt? ______________________________________________________
2. Pourquoi est-ce qu'elle rentre dans son pays ? _____________________________________________
3. Pourquoi n'étiez-vous pas à la réunion hier soir ? _________________________________________
4. Pourquoi ne lui a-t-il pas dit la vérité ? _________________________________________________
II. Mettez le verbe proposé au temps qui convient.
1. Comme elle (oublier) ____________________ ses clefs et qu'elle (ne pas vouloir) ________________
réveiller ses parents, elle est restée dormir à la maison.
2. Comme il (être) ___________________ seul, nous l'avons invité à diner avec nous.
3. Comme il (faire) __________________ beau, elle va emmener les enfants jouer au parc.
4. Comme je (avoir) __________________ mal à l'estomac, je ne bois pas de jus d'orange.
III. Complétez avec « puisque » comme dans le modèle.
Puisque tu es bon en maths, explique-moi ce problème de géométrie !
1. _____________________________________________, partons sans lui !
2. _____________________________________________, je ne t'en reparlerai pas !
3. _____________________________________________, allons voir un autre film !
IV. Reliez les phrases proposées par « étant donné que » ou « du fait que » pour créer un rapport
cause/conséquence.
1. Les loyers sont chers. / Les gens désertent les grandes villes pour aller habiter en banlieue.
____________________________________________________________________________________
2. Les gens regardent beaucoup la télévision. / Le cinéma est en crise.
____________________________________________________________________________________
3. Vous n'avez pas 18 ans. / Vous avez besoin d'une autorisation parentale.
____________________________________________________________________________________
4. Les aiguilleurs du ciel sont en grève. / Les avions ne partiront pas.
____________________________________________________________________________________
⊣ 39 ⊢
EXERCICES
L’expression de la cause
I. Complétez avec « grâce à » ou « à cause de ».
1. Il a pu continuer ses études ____________________ une bourse du ministère.
2. Elle a été sauvée ________________________ un nouveau médicament.
3. J'ai mal aux pieds ________________________ mes chaussures neuves.
4. Je me suis enrhume ___________________ changement de temps et _________________ l'humidité.
5. Cette entreprise a continue de fonctionner ___________________ une subvention de la région.
6. Ils sont arrivés en retard ____________________ d'une panne de voiture.
II. Terminez les phrases.
1. Les magasins sont illumines en raison de _________________________________________________
2. J'ai raté mon train à cause de ___________________________________________________________
3. Il a réussi son examen grâce a __________________________________________________________
4. Le poisson est cher en raison de _________________________________________________________
5. Les banques seront fermées en raison de __________________________________________________
6. Il a raté son examen __________________________________________________________________
7. Ils ont pu faire ce voyage ______________________________________________________________
III. Transformez la phrase en utilisant « étant donné + nom » ou « du fait de + nom ».
1. Nous sommes rentres parce qu'il y avait une tempête.
____________________________________________________________________________________
2. La rue est interdite à la circulation parce qu'il y a des travaux.
____________________________________________________________________________________
3. La population était mécontente parce que les prix augmentaient.
____________________________________________________________________________________
4. Il a dû quitter son poste parce qu'il y avait un scandale autour de sa vie privée.
____________________________________________________________________________________
5. Il y aura une manifestation parce que l'Assemblée a voté une nouvelle loi.
____________________________________________________________________________________
6. Ils ont changé le règlement parce qu'il y avait trop de fraudes.
____________________________________________________________________________________
⊣ 40 ⊢
EXERCICES
Le Canada
Les liens historiques et culturels entre la France et le Canada sont très forts et pour beaucoup de
Français, cette moitié de l'Amérique du Nord représente une sorte de pays cousin, certes lointain, voire
inaccessible, mais qui laisse rêveur. En effet, lorsqu' on regarde la carte du monde, on est tout de suite
frappé par la taille du Canada. Avec une superficie de presque dix millions de kilomètres carrés, dont
environ 7,5% sont couverts d'eau, il fait dix-huit fois la France et dépasse légèrement son voisin, les
États-Unis. Et lorsqu’on sait que sa population est de 30 millions d'habitants à peine - c'est-à-dire moitié
moins qu'en France - on ne peut s’empêcher de rêver aux grands espaces !
Du point de vue politique, le Canada est aujourd'hui un État fédéral, membre du Commonwealth,
avec ainsi comme chef d'État, la Reine Élisabeth II d'Angleterre. La confédération compte dix provinces
(Ontario, Québec, Nouveau-Brunswick, Nouvelle-Ecosse, Manitoba, Colombie-Britannique, Île du Prince
Édouard, Alberta, Saskatchewan et Terre-Neuve) et deux territoires (ceux du Nord-Ouest et du Yukon), la
capitale fédérale étant Ottawa.
L'histoire du Canada, cependant, est autant française que britannique. C’est Jacques Cartier qui en
1534, a pris possession du Canada au nom de François 1er. Hélas, plus de deux siècles après, en 1 763, la
France a dû renoncer à ce pays lors du traité de Paris. Et même si l'acte du Québec (1774) a permis aux
Canadiens français de conserver un certain nombre de droits, les Français ressentent souvent de
l'amertume vis-à-vis de ces Britanniques envahissants. Ils peuvent néanmoins se consoler en se rappelant
que le français est toujours une des deux langues officielles de ce grand pays.
Application
Vrai ou Faux ?
l.
La superficie de la France est dix-huit fois plus petite que celle du Canada.
_____________
2.
La population de la France fait deux fois celle du Canada.
_____________
3.
Les états fédéraux, comme le Canada, sont membres du Commonwealth.
_____________
4.
Le Saskatchewan et Terre-Neuve sont les deux territoires du Canada.
_____________
5.
Jacques Cartier a vécu à l'époque de François 1er.
_____________
6.
Le traité de Paris a précédé l'acte du Québec.
_____________
7.
Le Canada a trois langues officielles, dont le français.
_____________
8.
Deux pour cent de la population mondiale parlent dix langues différentes.
_____________
9.
Le français est une langue officielle dans plusieurs pays européens.
_____________
10.
Les Français sont pleins d'admiration pour l’accent suisse.
_____________
⊣ 41 ⊢
EXERCICES
L’expression de la conséquence
I. Complétez en exprimant la conséquence.
1. Le bébé avait de la fièvre tant et si bien que ______________________________________________
2. La situation s'est aggravée si bien que __________________________________________________
3. Le gouvernement a pris une mesure impopulaire tant et si bien que ___________________________
4. Il a arrêté de prendre les médicaments si bien que __________________________________________
5. La voiture n'avait pas été révisée si bien que ____________________________________________
6. Un malaise général envahissait le pays si bien que ________________________________________
7. Il avait plu pendant une semaine si bien que _____________________________________________
8. Elle voyageait sans billet de sorte que __________________________________________________
9. Je n'avais pas paye ma facture de téléphone de sorte que ___________________________________
II. Complétez avec « si » ou « tant ».
1. Il avait ______________________ peur que ses mains tremblaient.
2. Elle l'aime _____________________ qu'elle ne peut pas vivre sans lui.
3. Le soleil était _____________________ fort qu'ils ont la peau brûlée.
4. L'herbe est ______________________ haute qu'on peut à peine marcher.
5. .Elle a _______________________ de soucis qu'elle ne dort plus.
6. Nous chantions _____________________ fort que les voisins se sont réveillés.
III. Complétez avec « tellement » ou « tant ».
1. J'ai ___________________ chanté que je n'ai plus de voix.
2. Ils couraient ______________________ vite qu'on n'a pas pu les rattraper.
3. Elle a ______________________ bijoux qu'elle peut en changer tous les jours.
4. La pièce est _________________________ sombre que je ne peux pas lire.
5. Il a fait ___________________________ de bêtises qu'il a été renvoyé du lycée.
6. On avait _____________________________ froid qu'on ne pouvait plus bouger les doigts.
7. Il a _____________________ parlé qu'il n'a plus de voix.
IV. Exprimez la conséquence avec les éléments donnés. Variez les expressions de la conséquence.
1. Etre très ému - Ne plus pouvoir parler
2. Un grand choix de vêtement - Difficile de choisir
3. Beaucoup de bruits - Ne pas entendre l'orateur
4. Avoir très faim - Avoir mal à l'estomac
5. Manifestations violentes - Intervention de la police
6. Augmentation du travail des femmes - Baisse du taux des naissances
⊣ 42 ⊢
EXERCICES
L’expression de la conséquence
I. Choisissez entre ≪ alors ≫ ou ≪ donc ≫.
1. Le restaurant était complet ; _____________ on est allés diner à la brasserie.
2. J'ai raté le train de 15 heures ;_____________ j'ai pris celui de 18 heures.
3. La vie est de plus en plus chère ; _____________ la population est mécontente.
4. Vous êtes en retard ; vous allez _____________ être obligés d'attendre l'entracte pour rentrer.
5. Vous avez passe au feu rouge et vous n'avez pas de permis de conduire. Veuillez ____________ me
suivre au poste de police.
6. On avait deux valises chacun ; _____________ on a pris un taxi.
II. Complétez et exprimez une conséquence.
1. La chanteuse était souffrante ; par conséquent ____________________________________________.
2. Voltaire a critiqué le pouvoir ; c'est pour cela que _________________________________________.
3. Le musée était en réparations ; en conséquence ___________________________________________.
4. Elle maitrise trois langues étrangères ; c'est pourquoi ______________________________________.
5. Je suis tombée dans la rue hier ; c'est pour ça que_________________________________________.
6. Camille Claudel n'était pas reconnue comme un grand sculpteur; c'est pour cette raison____________.
7. Ils ont annoncé des licenciements massifs; aussi __________________________________________.
8. Le Premier ministre a retiré sa proposition de loi ; ainsi _____________________________________.
III. Exprimez la conséquence avec les éléments donnés. Variez les expressions de la conséquence.
1. Tous les partis politiques y sont représentés. - Une véritable démocratie.
2. Madame Bovary de Flaubert - Roman juge immoral. - Censure.
3. Fenêtre en ancien français s'écrivait ≪ fenêtre ≫. - Accent circonflexe sur le ≪ e ≫ en français
moderne.
4. Un train a déraillé. - Fermeture de la ligne pendant trois jours.
5. Il s'est mis à hurler et à nous insulter. - On a quitté la pièce sans répondre.
6. Vous n'avez pas de pièces d'identité. - Nous ne pouvons pas vous payer.
7. Un désordre général régnait sur le pays. - L'armée a pu prendre le pouvoir.
8. Il avait insulte le patron. - Il a été renvoyé.
9. Le triangle a un angle droit. - C'est un triangle rectangle.
⊣ 43 ⊢
EXERCICES
Le contrôle de qualité
Lorsqu’on parle des entreprises dans la presse économique, deux mots reviennent souvent :
productivité et qualité. La productivité, qui est avant tout une notion de quantité, est certes importante
mais elle ne peut plus se passer de la qualité.
L'Américain, W. Edwards Deming, a été le premier à alerter les entreprises américaines sur
l'importance de l'amélioration de la qualité et cela après la deuxième guerre mondiale. Mais ce sont les
Japonais qui ont été les premiers à l'écouter. En effet, il a fallu attendre les problèmes économiques des
années 70 et 80 pour que les Américains - et à leur tour, les Européens - s'y mettent.
Aujourd’hui, l'objectif de toute entreprise dynamique est d'instaurer la gestion de la qualité totale
(total quality management, TQM, en anglais), qu' on appelle aussi parfois la fabrication zéro-défaut Une
telle démarche, si elle est menée selon un cahier des charges précis, sera reconnue et récompensée par la
certification : l'entreprise sera certifiée conforme aux normes ISO 9000. Ce label se révèle de plus en plus
souvent indispensable, car imposé par le client. Et si un concurrent l'obtient, comment ne pas suivre
l'exemple ?
Sans rentrer dans · les détails de sa mise en œuvre, il faut tout de même comprendre les deux
principales prémisses de la gestion de la qualité totale :
• l'objectif ultime de toute entreprise est que le client soit satisfait, voire ravi !
• l'amélioration de la qualité ne s'arrête jamais ; elle est permanente.
A partir de là, il est évident qu'il vaut mieux planifier, organiser et gérer afin d'obtenir la qualité le plus
régulièrement possible. Cela veut dire que la qualité devienne l'affaire de tous (d'où l'importance des
fameux cercles de qualité) : laisser la qualité entre les seules mains de "contrôleurs" est une forme de
gaspillage. Sans oublier l'autre gaspillage, plus concret, celui-là, qui est le nombre plus élevé de produits
défectueux qui doivent être mis au rebut.
En conclusion, n'oublions pas le benchmarking qui est devenu au cours de ces dernières années un
outil performant dans la recherche de la qualité.
Reliez.
1. ( _____ )-Chalon
2. Clos de ( _____ )
3. Château ( _____ ) Blanc
4. ( _____ )-du-Rhône
5. Beaujolais ( _____ )
6. Pouilly-( _____ )
7. Château ( _____ )-Rothschild
8. ( _____ ) Rôtie
9. Châteauneuf-du-( _____ )
10. ( _____ )-Montrachet
a. Fuissé
b. Pape
c. Mouton
d. Cheval
e. Château
f. Côte
g. Puligny
h. Nouveau
i. Vougeot
j. Côtes
⊣ 44 ⊢
EXERCICES
Premières lignes
Les spécialistes du marketing littéraire et cinématographique n’ont rien inventé. Les grands
auteurs des siècles passés savaient déjà que l’adhésion du lecteur se joue dès les premières lignes.
Voici quelques débuts d’œuvres littéraires qui ont le pouvoir de nous faire entrer dans un univers
magique : celui de la littérature…
a) Vers la fin du mois d'octobre dernier, un jeune homme entra dans le Palais-Royale au moment où
les maisons de jeux ouvraient [. . .] Sans trop, hésiter, il monta l'escalier du tripot 1 désigné sous le
nom de numéro 36.
b) Lorsqu'avec ses enfants vêtus de peaux de bêtes Échevelé 2, livide3 au milieu des tempêtes, Caïn se
fut enfui de devant Jehovah comme le soir tombait l'homme sombre arriva, au bas d'une montagne
en une grande plaine.
c) La cigale ayant chanté tout l'été, se trouva fort dépourvue, quand la bise 4 fut venue
d) Nous étions à l'Étude, quand le Proviseur5 entra, suivi d'un nouveau habillé en bourgeois et d'un
garçon de classe qui portait un grand pupitre6. Ceux qui dormaient se réveillèrent, et chacun se
leva comme surpris dans son travail.
e) La première fois que je me vis dans un miroir, je ris : je ne croyais pas que c'était moi. À présent,
quand je regarde mon reflet, je ris : je sais que c'est moi. Et tant de hideur 7 a quelque chose de
drôle. Mon surnom arriva très vite. Je devais avoir six ans quand un gosse me cria, dans la cour :
« Quasimodo ! » Fous de joie, les enfants reprirent en chœur : « Quasimodo ! Quasimodo ! »
1. Maison de jeux
/ 2. Les cheveux en désordre
6. Table d’écolier
/
/
3. Qui a le teint vert (ou pâle)
/
4. Le vent d’hiver
/
5. Le directeur d’un lycée
/
7. Laideur
⊣ 45 ⊢
EXERCICES
Application
I. Relevez les différentes façons de noter le temps. Notez les expressions qui évoquent :
a) Le moment :
_______________________________________________________________________________
b) La durée :
_______________________________________________________________________________
c) L’âge :
_______________________________________________________________________________
II. Relevez les verbes conjugués. Classez les temps grammaticaux dominants.
a) Imparfait :
_______________________________________________________________________________
b) Passé simple :
_______________________________________________________________________________
c) Passé antérieur :
_______________________________________________________________________________
* Le plus employé est :
_______________________________________________________________________________
* Dans chacun de ces événements, quel est le temps utilisé ?
_______________________________________________________________________________
III. Les personnages. Relevez :
a) Leur nom :
_______________________________________________________________________________
b) Leur métier :
_______________________________________________________________________________
c) Leurs qualités physiques :
_______________________________________________________________________________
d) Leurs qualités morales :
_______________________________________________________________________________
⊣ 46 ⊢
EXERCICES
L’expression de la comparaison
I. Mettez le verbe au temps qui convient.
1. Nous passerons Noel en famille comme nous le (faire) ________________ tous les ans.
2. Je te prêterai de l'argent comme je te le (promettre) __________________ au début du mois.
3. Je te conseille d'abandonner ce projet mais tu feras comme tu (vouloir) _____________________.
4. Il criait comme chaque fois qu'il (se mettre en colère) ______________________.
II. Choisissez un adjectif ou un adverbe pour exprimer la comparaison comme dans le modèle.
Chauffage électrique - cher - un chauffage au gaz.
→ Le chauffage électrique est plus cher que le chauffage au gaz.
→ Il est beaucoup plus cher. - Il est bien plus cher.
1. Chemise en laine - chaud - chemise en coton.
____________________________________________________________________________________
2. L'anglais - facile/difficile - le chinois.
____________________________________________________________________________________
3. Le football - populaire - le tennis.
____________________________________________________________________________________
III. Complétez avec « aussi... que », « autant de ... que » ou « autant que... ».
1. Ils ne viennent pas ___________________ souvent ____________________ avant.
2. Il n'a pas plu ____________________ hier.
3. Je n'ai jamais vu quelqu'un qui a ___________________ énergie ____________________ lui.
4. Tu peux crier ____________________ tu veux, je ne t'écoute pas.
5. En France il y a __________________ sortes de fromage_____________________ de jours dans
l'année.
IV. Complétez.
1. __________________________ on est de fous, __________________________ s'amuse.
2. __________________________ il travaille, __________________________ il a envie de travailler.
3. Moins____________________________, _____________________________________________.
⊣ 47 ⊢
EXERCICES
L’expression de l’opposition et de la concession
I. Complétez les phrases suivantes.
1. Ce candidat est populaire auprès des jeunes alors que ______________________________________
2. Cet avion fait escale à Athènes tandis que _______________________________________________
3. Elle ressemble à sa mère alors que _____________________________________________________
4. Ils ont commencé par traduire le texte alors que __________________________________________
II. Reliez les deux phrases par « tandis que » ou « pendant que ».
1. Elle travaillait dur. - Ils jouaient aux cartes. ______________________________________________
2. Tout le monde se prépare pour la fête. - Elle pleure dans sa chambre. _________________________
3. Les voleurs cambriolaient leur appartement. - Ils dormaient à poings fermes. ___________________
III. Transformez les phrases en introduisant «au lieu de» + infinitif ou nom.
1. Je ne boirai pas d'apéritif mais je prendrai un jus d'orange.
_________________________________________________________________________________
2. Ne mettez pas d'huile mais utilisez du beurre. C'est meilleur !
_________________________________________________________________________________
3. Nous prendrons le train mais pas l'avion. C'est trop cher !
_________________________________________________________________________________
4. Pour son anniversaire elle veut un disque et non un livre.
_________________________________________________________________________________
5. Je préfère un hors-d’œuvre et un dessert et pas de plat.
_________________________________________________________________________________
IV. Complétez les phrases suivantes.
1. Elle a un appétit d'oiseau, contrairement à ______________________________________________
2. Contrairement à New York, __________________________________________________________
3. Il est têtu et colérique, contrairement à __________________________________________________
4. Le ciel du nord de la France est gris et brumeux, contrairement à _____________________________
⊣ 48 ⊢
EXERCICES
La concession
I. Conjuguez les verbes au mode et au temps qui conviennent.
1. Bien que (être) ____________________ une ville médiévale, il y a beaucoup d'immeubles modernes.
2. Ce magasin a beaucoup de clients, même si les vendeurs (ne pas être) ____________________
aimables.
3. Quoique des accords de paix (signer) ____________________ l'an dernier, la tension dans la région
persiste.
4. Je lui envoie une lettre de temps en temps, bien qu'elle (écrire) __________________ jamais.
5. Elle parait jeune même si elle (fêter) _____________________ ses quarante ans le mois dernier.
II. Reliez les deux phrases en introduisant « sans que ».
1. Il est passé près de moi. Je ne l'ai pas vu.
____________________________________________________________________________________
2. Les voleurs lui ont pris son sac. Elle n'a pas eu le temps de réagir.
____________________________________________________________________________________
3. Le professeur les a punis collectivement. Il n'a pas cherché à connaitre l'origine du chahut.
____________________________________________________________________________________
4. Ils se sont mariés. Personne ne le savait.
____________________________________________________________________________________
III. Utilisez «malgré» ou «en dépit de» pour exprimer une concession; faites les transformations
nécessaires.
1. Il fait froid. Il est sorti sans manteau.
____________________________________________________________________________________
2. Il y a de nombreuses recherches sur la maladie. Aucun vaccin n'a été trouvé.
____________________________________________________________________________________
3. Les prix augmentent. Les gens continuent de consommer.
____________________________________________________________________________________
4. Son propriétaire a menacé de le poursuivre en justice. Il ne paye toujours pas son loyer.
____________________________________________________________________________________
5. Ce film a reçu de mauvaises critiques. Il a eu du succès auprès du grand public.
____________________________________________________________________________________
⊣ 49 ⊢
EXERCICES
L’expression du but
I. Complétez en utilisant le temps et le mode qui conviennent.
1. Ils ont entouré leur maison d'une barrière pour que les animaux (ne pas pouvoir)
_______________________ pénétrer dans le jardin.
2. Laisse le plat dans le four pour qu'il (ne pas refroidir) _____________________________.
3. Ils ont installé un foyer dans l'école pour que les élèves (aller) _________________________ s'y
reposer a l'heure du déjeuner.
4. Nous leur avons prêté une boussole afin qu'ils (ne pas se perdre) ____________________________
dans la forêt.
5. Ils continueront leur enquête afin que la vérité (être) _________________________________ connue.
II. Complétez les phrases suivantes.
1. Elle a caché sa robe de peur que ______________________________________________________
2. Il a emporté des chèques de voyage pour ne pas __________________________________________
3. Ils n'ont rien dit à leurs parents de peur que _____________________________________________
4. J'ai pris de l'essence pour ne pas _______________________________________________________
III. Complétez avec le mot qui convient :
préparation - achat - repassage – dépannage
1. Elle m'a conseillé un produit pour ___________________ des chemises.
2. J'ai appelé un spécialiste pour ___________________ rapide du lave-linge.
3. Ils se sont réunis pour ____________________ de la conférence.
4. Il m'a donné le nom d'un magasin pour ____________________ d'un bon ordinateur.
⊣ 50 ⊢
EXERCICES
BILAN
I. Nous sommes le 19 juin 2001 à Paris avant le départ pour Dakar pour le Rallye automobile
Dakar-Dakar. Indiquez par rapport à cette date tout ce qui s'est passé avant et ce qui se passera
après.
La veille avait eu lieu la dernière réunion de travail.../La semaine suivante...
15 juin 2001
Regroupement des équipes. Entrainement
17 juin 2001
Réunion de travail pour les entraineurs et les mécaniciens.
18 juin 2001
Dernière réunion avant le départ. Etude du parcours.
19 juin 2001
Départ pour Dakar.
26 juin 2001
Mise en place du camp de base.
30 juin 2001
Derniers entrainements. Dernières mises au point.
1er juillet
Départ de la course.
II. Exprimez la cause en utilisant les prépositions qui conviennent. Utilisez des propositions
différentes.
1. L'aéroport est ferme ___________________ le brouillard.
2. Mes enfants ont pu être sauvés ____________________ au dévouement des médecins.
3. Il fallait se presser de rentrer la récolte ____________________ l'orage qui arrivait.
4. __________________ les grèves de métro et ___________________ la SNCF, le magasin sera fermé.
5. __________________ le stationnement dans une zone interdite, je suis oblige de vous adresser une
contravention.
III. Complétez avec les conjonctions qui conviennent pour exprimer la conséquence; utilisez autant
que possible des conjonctions différentes.
1. Il dit n'importe quoi ____________________ personne ne l'écoute.
2. Elle était _____________________ étrangement habillée ___________________ tout le monde se
retournait sur son passage.
3. Il avait ________________ plu _____________________ l'eau rentrait sous les portes.
4. Il est ________________ riche ____________________ ne sait pas quoi faire de son argent.
5. Le chien a eu très peur _____________________ s'est caché sous l'armoire.
6. J'étais ________________ en colère ________________ j'ai cassé une assiette.
⊣ 51 ⊢
EXERCICES
BILAN
I. Complétez ces phrases comme il convient.
1. Je lui ai dit cela parce que ___________________________________________________________
2. Puisqu'elle a déjà travaillé avec nous ___________________________________________________
3. Il ne s'est pas soigne sérieusement c'est pourquoi _________________________________________
4. Elle parlait doucement si bien que ______________________________________________________
5. Ils ont trop exagère de sorte que ______________________________________________________
6. Il jouera le prochain match ; ainsi _____________________________________________________
7. Elle ne lui avait pas téléphone car _____________________________________________________
II. Complétez ce texte comme il convient.
Elle avait __________________ mal qu'elle avait appelé son médecin. Quand elle est arrivée à son
cabinet, il avait tout prépare _____________________ l'intervention a eu lieu immédiatement et
___________________
tout
s'est
très
bien
passe.
Elle
était
endormie,
elle
ne
peut
_____________________ pas savoir ce qu'on lui a fait. En fait, ce n'était pas grave__________________
elle a pu sortir de l'hôpital le lendemain. Tout a été fait ___________________ qu'elle retrouve sa santé et
ses activités le plus vite possible.
III. Comparez les éléments proposés.
La femme des années 60 / la femme des années 90
→
La femme des années 90 est beaucoup plus indépendante que celle des années 60.
1. L'homme des années 60 / l'homme des années 90
____________________________________________________________________________________
2. L'équipe italienne de football / l'équipe brésilienne de football
____________________________________________________________________________________
3. La langue française / la langue anglaise
____________________________________________________________________________________
⊣ 52 ⊢
I TRIMESTRE
LEZIONE 1
L'ALFABETO ITALIANO
A
B
C
D
E
F
G
H
I
J
K
a
bi
ci
di
e
effe
gi
acca
i
i lunga
cappa
L
M
N
O
P
Q
R
S
T
U
V
elle
emme
enne
o
pi
qu
erre
esse
ti
u
vu/vi
W
X
Y
Z
doppia vu
ics
ipsilon
zeta
Letras o combinaciones cuya pronunciación (aproximada) en italiano es diferente de la del español:
Italiano
ce
ci
che
chi
sce
sci
Español
che
chi
ke
ki
she
shi
** ***
Italiano
ge
gi
ghe
ghi
gue
gui
Español
ye
yi
gue
gui
güe
güi
*** *
Italiano
gli
gn
qua
que
qui
z
Vocabolario: Saluti e frasi di cortesia
Buongiorno / buon giorno
Addio
Sto (molto) bene.
Buon pomeriggio
Signore
Così così.
Buonasera / buona sera
Signora
Non molto bene.
Buonanotte / buona notte
Signorina
Per favore
Buona giornata
Come ti chiami?
Grazie
Salve
Come si chiama?
Prego / Di niente
Ciao
Mi chiamo…
Permesso
Arrivederci
Piacere
Scusi
Ci vediamo
Molto lieto / lieta
Mi perdoni
A domani
Come stai?
Mi dispiace
A dopo
Come va?
Non importa
Español
ll
ñ
kua
kue
kui
ds/ts
LEZIONE 2
GLI ARTICOLI
L’ARTICOLO DETERMINATIVO
SINGOLARE
PLURALE
*
**
IL
I
MASCHILE
*LO
GLI
FEMMINILE
**L’
LA
LE
LE
**L’
GLI
Antes de sustantivo con s + consonante, x, y, z, pn, ps, gn, ( scherzo, xilofono, yen, zaino, pneumatico, psicologo, gnome, etc. )
Antes de sustantivo con vocal.
Esempi:
SINGOLARE
PLURALE
il bambino
i bambini
MASCHILE
lo zio
gli zii
FEMMINILE
la donna
l’idea
le donne
le idee
l’anno
gli anni
L’ARTICOLO INDETERMINATIVO
SINGOLARE
UN
MASCHILE
*UNO
UNA
FEMMINILE
**UN’
Esempi:
SINGOLARE
MASCHILE
un terreno, un anno
uno psicologo
FEMMINILE
una macchina
un’idea
Ante la carencia del artículo indefinido plural, suele usarse en su lugar un artículo partitivo (dei, degli,
delle) → dei lavori, degli amici, delle mele; o el adjetivo indefinido “alcuni” → alcuni lavori, alcuni amici,
alcune mele.
Vocabolario: A scuola, gli oggetti in un’aula
l'alunno/ l'alunna
l'aula (f)
il banco
il blocchetto per appunti
la borsa
il cancellino
la carta
la cartella
la classe
i compiti
l'evidenziatore (m)
il foglio di carta
il gessetto
la gomma (per cancellare)
l'insegnante
la lavagna (bianca)
la lezione
il libro
il libro di esercizi
la matita
la penna
il pennarello
il portafogli
il portapenne
il quaderno
il professore / la professoressa
il righello
la scrivania
la sedia
il taccuino
il tavolo
il temperamatite, il temperino
lo zaino
la porta
la finestra
la lampada
la parete
il pavimento
il soffitto
LEZIONE 3
IL PRESENTE INDICATIVO
Los pronombres personales sujeto son:
Italiano
Español
io
tu
lui (egli / esso)
lei (ella / essa)
Lei
noi
voi
loro (essi / esse)
yo
tú
él
ella
usted
nosotros
vosotros / ustedes (en América)
ellos / ellas
Cabe mencionar que en el italiano, como en el español, generalmente no es necesario incluir el pronombre
personal sujeto antes de un verbo conjugado, excepto si dicho pronombre evita la ambigüedad.
I verbi della prima, seconda e terza coniugazione (presente indicativo regolare)
Existen tres grupos verbales principales cuyas terminaciones en infinitivo son: -are, -ere, -ire, cada uno de los
cuales contiene verbos de conjugación regular.
Para conjugar de manera regular un verbo en presente simple del indicativo se sustituye la terminación del
infinitivo por las correspondientes indicadas en la siguiente tabla (separadas por un guión y resaltadas en negrillas
solamente para su mejor identificación) :
Prima Coniugazione
Seconda Coniugazione
Terza Coniugazione
PARL -ARE
CRED -ERE
DORM -IRE
io
parl -o
cred -o
dorm -o
tu
parl -i
cred -i
dorm -i
lui/ lei/ Lei
parl -a
cred -e
dorm -e
noi
parl -iamo
cred -iamo
dorm -iamo
voi
parl -ate
cred -ete
dorm -ite
loro
parl -ano
cred -ono
dorm -ono
Algunos verbos de la tercera conjugación (capire, finire, etc.), requieren que se agregue -isc a la raíz de las tres
personas del singular y de la tercera persona del plural. Ejemplo:
Io capisco, tu capisci, lei capisce, Lei capisce, noi capiamo, voi capite, loro capiscono.
NEGAZIONE :
(Io) non parlo cinese .
INTERROGAZIONE :
(Tu) parli cinese ?
INTERROGAZIONE NEGATIVA :
(Tu) non parli cinese ?
Il presente irregolare
Desde luego en italiano también existen verbos que presentan conjugaciones irregulares; a continuación se
presentan algunos de uso frecuente.
ESSERE
sono
sei
è
siamo
siete
sono
AVERE
ho
hai
ha
abbiamo
avete
hanno
POTERE
posso
puoi
può
posiamo
potete
possono
VOLERE
voglio
vuoi
vuole
vogliamo
volete
vogliono
DOVERE
devo
devi
deve
dobbiamo
dovete
devono
ANDARE
vado
vai
va
andiamo
andate
vanno
VENIRE
vengo
vieni
viene
veniamo
venite
vengono
SAPERE
so
sai
sa
sappiamo
sapete
sanno
FARE
faccio
fai
fa
facciamo
fate
fanno
DARE
do
dai
dà
diamo
date
danno
DIRE
dico
dici
dice
diciamo
dite
dicono
SALIRE
salgo
sali
sale
saliamo
salite
salgono
USCIRE
esco
esci
esce
usciamo
uscite
escono
RIMANERE
rimango
rimani
rimane
rimaniamo
rimanete
rimangono
CONOSCERE
conosco
conosci
conosce
conosciamo
conoscete
conoscono
STARE
sto
stai
sta
stiamo
state
stanno
TENERE
tengo
tieni
tiene
teniamo
tenete
tengono
BERE
bevo
bevi
beve
beviamo
bevete
bevono
MORIRE
muoio
muori
muore
moriamo
morite
muoiono
PORRE
pongo
poni
pone
poniamo
ponete
pongono
TRADURRE
traduco
traduci
traduce
traduciamo
traducete
traducono
Vocabolario: Il colore, i colori
nero
bianco
azzurro, blu
rosso
giallo
Di che colore è / sono…?
… è / sono di colore…
grigio
marrone
verde
arancione
rosa
dorato
argento
viola, violetto
beige
trasparente
scuro
chiaro
pallido
colorato, pieno di colori
multicolore
LEZIONE 4
I VERBI RIFLESSIVI
Los verbos reflexivos son verbos que indican generalmente que la acción recae sobre el mismo sujeto que la
realiza.
Los verbos reflexivos se caracterizan por utilizarse en combinación con un pronombre reflexivo.
En infinitivo se suprime la -e final y se coloca este pronombre después del verbo formando con éste una sola
palabra. Al conjugarse, se separa y se coloca antes del verbo.
ITALIANO
ESPAÑOL
chiamarsi
llamarse
(io) mi chiamo
(yo) me llamo
A continuación se presenta a manera de tabla la lista de los pronombres reflexivos junto con los pronombres
personales sujeto para poder identificar plenamente a cuál persona gramatical corresponde cada uno de ellos.
PRONOMBRES SUJETO
io
tu
lui
lei
noi
voi
loro
PRONOMBRES REFLEXIVOS
mi
ti
si
si
ci
vi
si
Al usarse un verbo modal en combinación con un reflexivo, el pronombre reflexivo puede colocarse antes del
modal o después del reflexivo, de manera similar a las estructuras usadas en español.
(Io) devo svegliarmi presto.
(Io) mi devo svegliare presto.
Vocabolario: Alcuni verbi riflessivi usati comunemente
svegliarsi
alzarsi
lavarsi
farsi la doccia / il bagno
farsi la barba
pettinarsi
vestirsi
cambiarsi
truccarsi
sbrigarsi
divertirsi
riposarsi
sedersi
coricarsi
addormentarsi
chiamarsi
LEZIONE 5
I NUMERI CARDINALI
1
uno
31
trentuno
108
centootto
2
due
32
trentadue
110
centodieci
3
tre
38
trentotto
111
centoundici
4
quattro
40
quaranta
118
centodiciotto
5
cinque
41
quarantuno
120
centoventi
6
sei
42
quarantadue
123
centoventitré
7
sette
48
quarantotto
130
centotrenta
8
otto
50
cinquanta
200
duecento
9
nove
51
cinquantuno
201
duecentouno
10
dieci
52
cinquantadue
208
duecentootto
11
undici
58
cinquantotto
210
duecentodieci
12
dodici
60
sessanta
220
duecentoventi
13
tredici
61
sessantuno
230
duecentotrenta
14
quattordici
62
sessantadue
300
trecento
15
quindici
68
sessantotto
400
quattrocento
16
sedici
70
settanta
500
cinquecento
17
diciassette
71
settantuno
600
seicento
18
diciotto
72
settantadue
700
settecento
19
diciannove
78
settantotto
800
ottocento
20
venti
80
ottanta
900
novecento
21
ventuno
81
ottantuno
22
ventidue
82
23
ventitré
88
24
ventiquattro
90
novanta
25
venticinque
91
novantuno
23
ventisei
92
novantadue
200.000
duecentomila
27
ventisette
98
novantotto
1.000.000
un milione
28
ventotto
100
cento
2.000.000
due milioni
29
ventinove
101
centouno
1.000.000.000
un miliardo
30
trenta
102
centodue
2.000.000.000
due miliardi
1.000
mille
ottantadue
2.000
duemila
ottantotto
10.000
diecimila
20.000
ventimila
100.000
centomila
Vocabolario: Chiedere / Dire l’ora
Che ora è?
Che ore sono?
Potrebbe dirmi che ore sono?
Scusi, sa dirmi che ora è?
Scusa, sai dirmi l’ora?
Sono le…
è l’una
è mezzogiorno
è mezzanotte
in punto
… e cinque, dieci, ecc.
… e un quarto
… e mezzo/mezza
… e tre quarti
… meno un quarto
… meno venti
… della mattina
… del pomeriggio
… della sera
… all’una e mezza
… alle nove
essere in ritardo
essere in orario
essere puntuale
il giorno
la giornata
la serata
le ore
il minuto
I minuti
il secondo
i secondi
LEZIONE 6
NOMI MASCHILI, FEMMINILI E PLURALI
Sostantivi con terminazione regolare
Generalmente los nombres comunes o sustantivos terminados en -O son masculinos: il bambino, en -A son
femeninos: la bambina, y en -E los hay masculinos y femeninos: il padre, la madre.
SINGOLARE
-A
-O
-E
FEMMINILE
MASCHILE
MASC. O FEM.
PLURALE
-E
-I
-I
→ i bambini, le bambine, i padri, le madri .
Sostantivi con plurale irregolare:
SINGOLARE
PLURALE
Femeninos en -tà y -tù
città, gioventù
città, gioventù
Femeninos en -o , y formas abreviadas
radio, moto(cicletta)
radio, moto(ciclette)
Femeninos en -si
crisi, tesi
crisi, tesi
Extranjeros (masculinos) en consonante
autobus, computer, bar, film
autobus, computer, bar, film
Monosílabos
il re
i re
Masculinos en -a
problema, poeta
problemi, poeti
Masculinos y Femeninos en -ista
artista (m / f )
artisti (m) / artiste (f )
En -io (i no es la vocal acentuada)
figlio
figli
En -io (i es la vocal acentuada)
zio
zii
Algunos masculinos en -co e -go
tedesco, albergo
tedeschi, alberghi
Otros masculinos en -co e -go
amico, psicologo
amici, psicologi
En -ca y -ga
amica, collega
amiche, colleghe
En -cia y -gia precedidos de consonante
arancia, pioggia
arance, piogge
En -cia y -gia precedidos de vocal
camicia, ciliegia
camicie, ciliegie
Masculinos con plural femenino en -a
uovo, braccio, ginocchio, osso,
dito, labbro, sopracciglio, paio
uova, braccia, ginocchia, ossa,
dita, labbra, sopracciglia, paia
Otros nombres irregulares
uomo (m), mano (f ), dio (m)
uomini (m), mani (f ), dei (m)
Vocabolario: Alcuni nomi comuni usati solo al plurale ed altri usati solo al singolare
SOLO AL PLURALE
gli occhiali
le forbici
le stoviglie
i pantaloni
le mutande
SOLO AL SINGOLARE
*********
la gente
la frutta
la fame
la sete
LEZIONE 7
IL PASSATO REMOTO
Este tiempo gramatical, indica que la acción fue realizada en un punto más o menos lejano del tiempo pero que ya
no guarda ninguna relación con el presente, es decir, que concluyó totalmente en el pasado. Por lo general se
refiere a hechos o sucesos históricos. Este tiempo no es de uso tan frecuente en el lenguaje coloquial, sin embargo
es utilizado a menudo en la expresión escrita (literatura, artículos, etcétera).
Verbi regolari
Prima Coniugazione
Seconda Coniugazione *
Terza Coniugazione
PARLARE
CREDERE
DORMIRE
io
parl -ai
cred -ei /-etti
dorm -ii
tu
parl -asti
cred -esti
dorm -isti
parl -ò
cred -é /-ette
dorm -ì
noi
parl -amo
cred -emmo
dorm -immo
voi
parl -aste
cred -este
dorm -iste
loro
parl -arono
cred -erono /-ettero
dorm -irono
lui/ lei/ Lei
* Nótese que los verbos del segundo grupo tienen dos posibilidades para las 1a y 3a personas del singular, así
como para la 3a persona del plural.
Alcuni verbi irregolari usati comunemente:
ESSERE
fui
fosti
fu
fummo
foste
furono
AVERE
ebbi
avesti
ebbe
avemmo
aveste
ebbero
SAPERE
seppi
sapesti
seppe
sapemmo
sapeste
seppero
CONOSCERE
conobbi
conoscesti
conobbe
conoscemmo
conosceste
conobbero
POTERE
potetti, potei
potesti
potette, poté
potemmo
poteste
potettero, poterono
FARE
feci
facesti
fece
facemmo
faceste
fecero
STARE
stetti
stesti
stette
stemmo
steste
stettero
VOLERE
volli
volesti
volle
volemmo
voleste
vollero
DARE
diedi, detti
desti
diede, dette
demmo
deste
diedero, dettero
TENERE
tenni, tenetti
tenesti
tenne
tenemmo
teneste
tennero
DOVERE
dovetti, dovei
dovesti
dovette, dové
dovemmo
doveste
dovettero, doverono
DIRE
dissi
dicesti
disse
dicemmo
diceste
dissero
BERE
bevvi, bevetti, bevei
bevesti
bevve, bevette
bevemmo
beveste
bevvero
SALIRE
salii
salisti
salì
salimmo
saliste
salirono
MORIRE
morii
moristi
morì
morimmo
moriste
morirono
ANDARE
andai
andasti
andò
andammo
andaste
andarono
USCIRE
uscii
uscisti
uscì
uscimmo
usciste
uscirono
PORRE
posi
ponesti
pose
ponemmo
poneste
posero
VENIRE
venni
venisti
venne
venimmo
veniste
vennero
RIMANERE
rimasi
rimanesti
rimase
rimanemmo
rimaneste
rimasero
TRADURRE
tradussi
traducesti
tradusse
traducemmo
traduceste
tradussero
LEZIONE 8
I NUMERI ORDINALI
1°
2°
3°
4°
5°
6°
7°
8°
9°
10°
primo
secondo
terzo
quarto
quinto
sesto
settimo
ottavo
nono
decimo
11°
12°
13°
14°
15°
16°
17°
18°
19°
20°
undicesimo
dodicesimo
tredicesimo
quattordicesimo
quindicesimo
sedicesimo
diciassettesimo
diciottesimo
diciannovesimo
ventesimo
21º
22º
23º
24º
25º
26º
27º
28º
29º
30º
ventunesimo
ventiduesimo
ventitreesimo
ventiquattresimo
venticinquesimo
ventiseiesimo
ventisettesimo
ventottesimo
ventinovesimo
trentesimo
40° quarantesimo
50° cinquantesimo
60° sessantesimo
70° settantesimo
80° ottantesimo
90° novantesimo
100° centesimo
500° cinquecentesimo
1000° millesimo
1.000.000º milionesimo
Exceptuando los primeros diez números (que tienen formas particulares), los ordinales se forman generalmente
eliminando la última vocal del número cardinal y agregando la terminación -esimo.
Sin embargo los números con terminaciones -tré y –sei mantienen su última vocal, aunque sin la tilde:
ventitr é
→
ventitr e esimo
Al acompañar o representar sustantivos, los números ordinales deben mantener concordancia en género y número
con dichos sustantivos : il primo giorno, la prima settimana, i primi giorni, le prime settimane.
Vocabolario: Espressioni di tempo e data
I giorni della settimana:
lunedì - martedì - mercoledì - giovedì - venerdì - sabato - domenica
I mesi dell'anno:
gennaio - febbraio - marzo - aprile - maggio - giugno
luglio - agosto - settembre - ottobre - novembre - dicembre
Le stagioni dell'anno:
primavera - estate - autunno - inverno
Alba
Che giorno è oggi?
Il giorno dopo
Sabato scorso
Mattina
Quanti ne abbiamo oggi?
Il giorno prima
Sempre
Mezzogiorno
Di solito
Il prossimo sabato
Spesso
Pomeriggio
Domani
L’altro ieri
Stamattina
Sera
Dopodomani
Mai
Stasera
Tramonto
Fine settimana
Qualche volta
Tutti i giorni
Notte
Fra tre giorni
Quasi sempre
Una settimana fa
Mezzanotte
Ieri
Raramente
Anno bisestile
LEZIONE 9
I POSSESSIVI
PERSONA
GRAMMATICALE
MASCHILE
SINGOLARE
FEMMINILE
SINGOLARE
MASCHILE
PLURALE
FEMMINILE
PLURALE
IO
MIO
MIA
MIEI
MIE
TU
TUO
TUA
TUOI
TUE
LUI
SUO
SUA
SUOI
SUE
LEI
SUO
SUA
SUOI
SUE
NOI
NOSTRO
NOSTRA
NOSTRI
NOSTRE
VOI
VOSTRO
VOSTRA
VOSTRI
VOSTRE
LORO
LORO
LORO
LORO
LORO
Adjetivos posesivos: Establecen una relación de posesión o pertenencia entre las personas gramaticales y el
sustantivo al que determinan. Como regla general en italiano los adjetivos posesivos van precedidos del artículo
definido correspondiente al sustantivo al que acompaña.
El artículo no se usa antes de mio, tuo, suo, nostro y vostro (en sus diferentes géneros y números) con un nombre
de pariente o familiar singular.
Se usa el artículo si el nombre de pariente o familiar es:
 precedido por loro: il loro padre
 plural: i nostri genitori
 alterado o modificado: il mio zietto, il mio papà
 caracterizado: il tuo fratello minore
Pronombres posesivos: Establecen una relación de posesión o pertenencia entre el sustantivo al que sustituyen y
la persona gramatical.
En italiano las mismas palabras son usadas como adjetivos y como pronombres posesivos.
Vocabolario: La famiglia
Genitori
Padre/ Papà
Madre/Mamma
Figlio
Figlia
Fratello
Sorella
Parente
Parentela
Nonno
Nonna
Nipote(m/f)
Zio
Zia
Cugino
Cugina
Bisnonno
Bisnonna
Suocero
Suocera
Genero
Nuora
Cognato
Cognata
Figliastro/a
Ragazzo/a
Fidanzato/a
Marito
Moglie
Coniuge, sposo/a
Stato civile
Celibe
Nubile
Sposato/a
Divorziato/a
Vedovo/a
LEZIONE 10
L'IMPERFETTO
Este tiempo gramatical suele usarse para describir acciones pasadas de duración indefinida, es decir, que no se
precisa su inicio ni su conclusión. También es utilizado para expresar acciones habituales o que se repetían en el
pasado, así como después de la palabra mentre (en el sentido de quando) para referir acciones simultáneas:
Mentre mangiavo guardavo la tv
Este tiempo se forma sustituyendo la terminación RE del infinitivo con las mostradas en el esquema siguiente:
Verbi regolari
Prima Coniugazione
Seconda Coniugazione
Terza Coniugazione
PARLA-RE
CREDE-RE
DORMI-RE
io
parla -vo
crede -vo
dormi -vo
tu
parla -vai
crede -vai
dormi -vai
lui/ lei/ Lei
parla -va
crede -va
dormi -va
noi
parla -vamo
crede -vamo
dormi -vamo
voi
parla -vate
crede -vate
dormi -vate
loro
parla -vano
crede -vano
dormi -vano
Alcuni verbi irregolari usati comunemente:
ESSERE
ero
eri
era
eravamo
eravate
erano
AVERE
avevo
avevi
aveva
avevamo
avevate
avevano
SAPERE
sapevo
sapevi
sapeva
sapevamo
sapevate
sapevano
CONOSCERE
conoscevo
conoscevi
conosceva
conoscevamo
conoscevate
conoscevano
FARE
facevo
facevi
faceva
facevamo
facevate
facevano
STARE
stavo
stavi
stava
stavamo
stavate
stavano
POTERE
potevo
potevi
poteva
potevamo
potevate
potevano
DARE
davo
davi
dava
davamo
davate
davano
TENERE
tenevo
tenevi
teneva
tenevamo
tenevate
tenevano
VOLERE
volevo
volevi
voleva
volevamo
volevate
volevano
DOVERE
dovevo
dovevi
doveva
dovevamo
dovevate
dovevano
DIRE
dicevo
dicevi
diceva
dicevamo
dicevate
dicevano
SALIRE
salivo
salivi
saliva
salivamo
salivate
salivano
BERE
bevevo
bevevi
beveva
bevevamo
bevevate
bevevano
MORIRE
morivo
morivi
moriva
morivamo
morivate
morivano
ANDARE
andavo
andavi
andava
andavamo
andavate
andavano
USCIRE
uscivo
uscivi
usciva
uscivamo
uscivate
uscivano
PORRE
ponevo
ponevi
poneva
ponevamo
ponevate
ponevano
VENIRE
venivo
venivi
veniva
venivamo
venivate
venivano
RIMANERE
rimanevo
rimanevi
rimaneva
rimanevamo
rimanevate
rimanevano
TRADURRE
traducevo
traducevi
traduceva
traducevamo
traducevate
traducevano
LEZIONE 11
PRONOMI E AGGETTIVI DIMOSTRATIVI
Los demostrativos señalan la situación espacial o temporal (proximidad o lejanía) de un sustantivo con respecto
al hablante.
Los adjetivos acompañan a dicho sustantivo mientras que los pronombres lo sustituyen y en italiano las mismas
palabras son usadas como adjetivos y como pronombres demostrativos.
Vicino :
MASCHILE
SINGOLARE
questo
PLURALE
*
Esempi:
* quest’
FEMMINILE
questa
questi
* quest’
queste
Antes de sustantivo con vocal.
questo bambino, questo zaino, quest’anno, questa donna, quest’idea
questi bambini, questi zaini, questi anni, queste donne, queste idee
Lontano :
MASCHILE
*
**
FEMMINILE
SINGOLARE
quel
* quello
** quell’
quella
** quell’
PLURALE
quei
quegli
quegli
quelle
quelle
Antes de sustantivo con s + consonante, x, y, z, pn, ps, gn, ( scherzo, xilofono, yen, zaino, pneumatico, psicologo, gnome, etc. )
Antes de sustantivo con vocal.
Esempi:
quel bambino, quello zaino, quell’anno, quella donna, quell’idea
quei bambini, quegli zaini, quegli anni, quelle donne, quelle idee
Vocabolario: Il corpo umano
testa, capo
capelli, peli
faccia, viso, volto
fronte
sopracciglio
occhio
palpebra
ciglia
guancia
orecchio
naso
bocca
labbro
dente
lingua
palato
baffo
barba
mento
collo
gola
spalla
braccio
gomito
polso
mano
dito
pollice
indice
medio
anulare
mignolo
unghia
torace/petto
seno
addome
stomaco
ombelico
vita, girovita
anca
genitali
schiena
sedere
natica
gamba
ginocchio
piede
pelle
muscolo
carne
osso
sangue
cervello
cuore
senso
olfatto
tatto
vista
udito
gusto
LEZIONE 12
LA PREPOSIZIONE
La preposición es una palabra invariable en género o número que sirve para conectar o relacionar entre sí de
manera lógica elementos de la oración.
En italiano las preposiciones se dividen en propias, cuya única función es preposicional, e impropias, que son
otras partes del discurso como adjetivos o adverbios, usadas con función prepositiva.
Preposizioni proprie: A, DI, DA, IN, CON, SU, PER, TRA/FRA.
A. (AD) Su sentido fundamental es dirección, aunque tiene múltiples usos y puede introducir diferentes
elementos como: término, modo, medio, precio y varios otros como se muestra en los ejemplos siguientes.
Regalare un disco a un amico; restare a casa; svegliarsi all'alba; arrivò a mezzogiorno; lui morì a trentanove
anni; parlare a voce bassa; imparare a memoria; andare a piedi; barca a vela; una gonna a pieghe; una villa a
due piani; vendere a cinque euro il chilo; andare a cento chilometri l'ora; a cento metri da casa mia.
DI. (D’) Su sentido fundamental es relación, aunque tiene múltiples usos y puede introducir diferentes elementos
como: especificación, comparación, argumento, materia y varios otros como en los ejemplos siguientes.
L'albero dell'ulivo; molti di noi; il mese di febbraio; è più magro di te; esco di casa; girare di città in città; di tre
in tre; sono di Roma; un giovane di buona famiglia; un libro di filosofia; parlare di affari; una statua di marmo;
ridere di gusto; cintura di sicurezza; tremare di freddo; un compito zeppo d'errori; un uomo di bassa statura; di
notte; d'estate; un bambino di dieci mesi; multato di diecimila euro; un grattacielo di cento metri.
DA. Su sentido fundamental es proveniencia, aunque tiene múltiples usos y puede introducir diferentes
elementos como: movimiento de o desde un lugar, agente o causa eficiente, casa o lugar de trabajo y varios otros
como en los ejemplos siguientes.
Vengo da Milano; trasferito da Roma a Firenze; arrivo subito da te; ti aspetto dall'avvocato; è stimato da tutti;
piangeva dalla gioia; la lingua italiana deriva dal latino; Leonardo da Vinci; non lo vedo da molti anni; lavorare
dalla mattina alla sera; sala da pranzo; spazzolino da denti; abito da sera; occhiali da sole; una ragazza dagli
occhi azzurri; un uomo dal cuore d'oro.
IN. Su sentido fundamental es situación en el espacio o en el tiempo, aunque tiene múltiples usos y puede
introducir varios elementos diferentes como se muestra en los ejemplos siguientes.
Sto in ufficio; vivo in città; vado in Francia; cambiare euro in dollari; verrò in estate; finirò in due settimane;
stare in ansia; stare in pigiama; andare in treno; pagare in contanti; sculture in bronzo; venire in soccorso.
CON. Su sentido fundamental es adición, aunque puede introducir varios elementos diferentes como se muestra
en los ejemplos siguientes.
Vado con loro; arrosto con patate; si sposa con te?; battere con un martello; arrivare con l'aereo; guardare con
attenzione; una ragazza con i capelli biondi; il denaro vale meno con l'inflazione; come vai con lo studio?
SU. Su sentido fundamental es posición superior, aunque puede introducir varios elementos diferentes como se
muestra en los ejemplos siguientes.
Il libro è sul tavolo; una casa sul mare; le finestre guardano sul giardino; discutevamo sulla situazione;
vediamoci sul tardi; ho lavorato sulle cinque ore; un abito su misura; tre analfabeti su cento abitanti.
PER. Su sentido fundamental es vía, aunque puede introducir varios elementos diferentes como se muestra en los
ejemplos siguientes.
Passare per Milano; uscire per la porta; partire per l'America; l'autobus per la stazione, una lettera per te;
passione per la musica; era seduto per terra; ho lavorato per tutta la notte; comunicare per telefono; combattere
per la libertà; meglio (o peggio) per loro; per quanto hai venduto l'automobile?
TRA/FRA. Indica una posición intermedia, entre dos elementos, aunque puede introducir otros elementos como
se muestra en los ejemplos siguientes.
Una casa tra gli alberi; tra due chilometri c'è un benzinaio; arriverà tra due ore; sono libero tra le otto e le nove;
parlare tra il sonno; una discussione tra amici; si consultarono tra loro.
Preposizioni improprie: (esempi)
accanto a
davanti a
durante
insieme con
nonostante
senza
assieme
dentro (di)
eccetto
lontano da
presso (di)
sopra (di)
attraverso
di fianco a
escluso
lungi da
prima di
sotto (di)
avanti
dietro (di)
fino a
lungo
rasente
tolto
contro (di)
discosto da
fuori di
mediante
salvo
tranne
dato
dopo
innanzi
mentre
secondo
vicino a
LE PREPOSIZIONI ARTICOLATE
Cuando el artículo definido es precedido por alguna de las preposiciones A, DI, DA, IN, SU, se une con ésta,
dando lugar a las conocidas en italiano como preposiciones articuladas.
IL
LO
LA
L’
I
GLI
LE
A
al
allo
alla
all’
ai
agli
alle
DI
del
dello
della
dell’
dei
degli
delle
DA
dal
dallo
dalla
dall’
dai
dagli
dalle
IN
nel
nello
nella
nell’
nei
negli
nelle
SU
sul
sullo
sulla
sull’
sui
sugli
sulle
LEZIONE 13
IL FUTURO SEMPLICE
Este tiempo gramatical indica que la acción expresada por el verbo se realiza en algún momento sucesivo al
presente.
Para conjugar un verbo regular en futuro simple basta sustituir la terminación -are, -ere, -ire, del infinitivo, con
las correspondientes respectivamente, como se puede observar en la siguiente tabla:
Verbi regolari
Prima Coniugazione
Seconda Coniugazione
Terza Coniugazione
PARLARE
CREDERE
DORMIRE
io
parl - erò
cred - erò
dorm - irò
tu
parl - erai
cred - erai
dorm - irai
lui/ lei/ Lei
parl - erà
cred - erà
dorm - irà
noi
parl - eremo
cred - eremo
dorm - iremo
voi
parl - erete
cred - erete
dorm - irete
loro
parl - eranno
cred - eranno
dorm - iranno
Alcuni verbi irregolari usati comunemente:
ESSERE
sarò
sarai
sarà
saremo
sarete
saranno
SAPERE
saprò
saprai
saprà
sapremo
saprete
sapranno
CONOSCERE
conoscevo
conoscevi
conosceva
conoscevamo
conoscevate
conoscevano
AVERE
avrò
avrai
avrà
avremo
avrete
avranno
FARE
farò
farai
farà
faremo
farete
faranno
STARE
starò
starai
starà
staremo
starete
staranno
POTERE
potrò
potrai
potrà
potremo
potrete
potranno
DARE
darò
darai
darà
daremo
darete
daranno
TENERE
terrò
terrai
terrà
terremo
terrete
terranno
VOLERE
vorrò
vorrai
vorrà
vorremo
vorrete
vorranno
DIRE
dirò
dirai
dirà
diremo
direte
diranno
BERE
berrò
berrai
berrà
berremo
berrete
berranno
DOVERE
dovrò
dovrai
dovrà
dovremo
dovrete
dovranno
SALIRE
salirò
salirai
salirà
saliremo
salirete
saliranno
ANDARE
andrò
andrai
andrà
andremo
andrete
andranno
USCIRE
uscirò
uscirai
uscirà
usciremo
uscirete
usciranno
MORIRE
morirò, morrò
morirai, morrai
morirà, morrà
moriremo, morremo
morirete, morrete
moriranno, morranno
PORRE
porrò
porrai
porrà
porremo
porrete
porranno
VENIRE
verrò
verrai
verrà
verremo
verrete
verranno
RIMANERE
rimarrò
rimarrai
rimarrà
rimarremo
rimarrete
rimarranno
TRADURRE
tradurrò
tradurrai
tradurrà
tradurremo
tradurrete
tradurranno
LEZIONE 14
AGGETTIVI, PRONOMI ED AVVERBI INTERROGATIVI
Aggettivi:
CHE
Che lavoro fai?; Che strada prendi?; Che libri leggi di solito?; Che novità ci sono?;
QUALE (QUAL), QUALI
In quale città ti hanno trasferito?; Qual è la tua opinione?; Quali intenzioni hai?
QUANTO, QUANTA, QUANTI, QUANTE
Quanto denaro hai speso?; Quanta pasta vuoi?; Quanti anni hai?; Quante persone avete invitato?
Estos adjetivos también pueden tener una función exclamativa e inclusive, en el lenguaje coloquial suele usarse
che seguido de un adjetivo sin sustantivo:
Che palazzo monumentale!; Quale coraggio!; Quanta gente!; Che bella!; Che strano!; Che simpatico!
Pronomi:
CHE
Che è successo?; Che vuoi?; Di che ti preoccupi?; A che pensi?; Da che lo deduci?; Con che lo aggiusti?
CHI
Chi è venuto?; chi è stata?; Chi siete?; Chi sono quelle signore?; Chi chiami?; Di chi parli?; A chi ti rivolgi?;
Da chi vai?; Con chi esci?; Per chi parteggi?
QUALE, QUALI
Quale dei tuoi amici ti è più simpatico?; Quale dei due sarà stato?; Di questi libri quali preferisci?; A quale di
questi argomenti sei più interessato?
QUANTO, QUANTA, QUANTI, QUANTE
Quanto mancherà alla partenza?; «Vorrei della stoffa» «Quanta gliene occorre?»; Quanti hanno aderito alla
nostra proposta?; Quante eravate?
Los pronombres interrogativos también pueden tener una función exclamativa: Che vedo!
Avverbi:
COME
→
Come stai?
QUANDO
→
Quando torni?
DOVE
→
Dove lavora?
PERCHÉ / COME MAI
→
Perché hai fatto questo? / Come mai hai fatto questo?
QUANTO
→
Quanto hai speso?
ESERCIZI - Lezione 1
I. Relaciona las letras con su nombre:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
B, b
F, f
H, h
N, n
Q, q
S, s
V, v
J, j
K, k
W, w
X, x
Y, y
(
(
(
(
(
(
(
(
(
(
(
(
)
)
)
)
)
)
)
)
)
)
)
)
ipsilon
cappa
esse
bi
cu
i lunga
acca
effe
doppia vu
enne
vu
ics
II. Escribe el significado, género y número de las siguientes palabras e identifica las
características de pronunciación diferentes del español.




























casa
pochi
maschera
mago
guerra
giorno
angelo
figlio
qui
ragazzo
gelato
uscire
chiave
certo
scherzo
cognome
guardare
pizza
questo
cugino
seguente
scuola
gomma
cielo
cancellare
stomaco
gatto
mangiare
III. Completa la conversación con las siguientes palabras:
Grazie
Paola:
Lidia:
Juan:
Tom:
Paola:
piacere
spagnolo
americano
Ciao
mi chiamo
________________ Lidia. Questi sono i miei amici.
Piacere! Io ________________ Lidia. E voi, come vi chiamate?
Io sono Juan, ________________ !
Ciao, sono Tom.
Tom e Juan sono stranieri. Tom è ________________ , di Texas e Juan è
________________ , di Madrid.
Lidia:
Benvenuti in Italia!
Tom e Juan: ________________ !
ESERCIZI - Lezione 2
I. Escribe el artículo definido que corresponda a cada palabra.
1. ___ allievo
2. ___ americano
3. ___ donna
4. ___ amici
5. ___ esame
6. ___ zaino
7. ___ svizzero
8. ___ uomo
9. ___ quaderno
10. ___ studente
11. ___ uomini
12. ___ indirizzo
13. ___ matita
14. ___ penna
15. ___ studentessa
16. ___ professore
17. ___ messicana
18. ___ signore
19. ___ allieve
20. ___ esperienza
21. ___ professoressa
22. ___ specchio
23. ___ ragazza
24. ___ amico
25. ___ ragazzi
26. ___ sedia
27. ___ scuole
28. ___ partita
29. ___ idea
30. ___ zio
31. ___ orario
32. ___ zia
33. ___ lampada
34. ___ finestre
35. ___ italiani
36. ___ borsa
II. Completa las siguientes oraciones con el artículo indefinido adecuado.
1. Heidi è _________ ragazza svizzera.
2. Laura ha _________ ora libera.
3. Luigi è _________ professore italiano.
4. Non voglio _________ specchio roto.
5. Tom è _________ ragazzo americano.
6. Loro sono studentesse _________ francese.
7. Mario incontra _________ suo vecchio amico.
8. Abbiamo ancora _________ esame.
9. È _________ spettacolo interessante.
10. Paola è _________ studentessa intelligente.
11. Non ho _________ minuto libero.
12. Sofia Loren è _________ famosa artista.
III. Agrega el artículo definido adecuado y descubre de qué prendas se trata.
una camicia
dei guanti
dei pantaloni
a) Ho ____ braccia, ma non ____ mani.
Ho ____ collo ma non ____ testa:
________________________
b) Ho ____ gambe, ma non ____ piedi:
________________________
c) Abbiamo ____ dita, ma non ____ unghie: ________________________
ESERCIZI - Lezione 3
I. Completa las siguientes frases conjugando los verbos entre paréntesis en presente simple.
a) Gli amici di Carlo ____________ alle tre.
(partire)
b) Philippe e Jeanne ____________ la lingua francese.
(parlare)
c) Voi ____________ il giornale ogni giorno?
(leggere)
d) Io ____________ volentieri in treno.
(viaggiare)
e) Gianni ____________ la porta perché fa caldo.
(aprire)
f) (Noi) ____________ la finestra per vedere la gente che passa.
(aprire)
g) Mario ____________ a Firenze; Franco e Paolo ____________ a Roma.
(vivere)
h) Di solito guardiamo la televisione mentre ____________.
(mangiare)
II. Completa la siguiente conversación telefónica conjugando los verbos entre paréntesis en
presente simple.
G:
M:
G:
M:
G:
M:
G:
M:
G:
M:
G:
M:
G:
M:
G:
M:
Maria, sono Gianna.
Ehi, buonasera! Come stai?
Bene, e tu?
Bene è da un po’ che (noi) __________________.
(Tu) ____________ ragione.
(Io) ____________ molte cose da raccontare.
Cioè?
La cosa più importante è che __________________ più
in quella farmacia vicino a casa mia.
Ah, no? E dove ____________ adesso?
Al CTS: il Centro Turistico Studentesco.
Bene, complimenti! ____________ soddisfatta?
Abbastanza: i colleghi ____________ tutti simpatici;
il direttore, gentile e carino...
Interessante... e lo stipendio, l’orario?
Purtroppo __________________ molto bene.
Ma l’orario__________________ tanto pesante.
L’agenzia ____________ un po’ presto la mattina.
Ma per fortuna __________________ tardi.
Cioè, a che ora finite di lavorare?
Dipende. Di solito io ____________ a casa verso le sei.
L’ufficio ____________ vicino. Ad una stazione del metrò,
così __________________ molto tempo.
Brava Gianna! (io) ____________ contenta per te.
(parlare) (negativo)
(avere)
(avere)
(lavorare) (negativo)
(lavorare)
(essere)
(essere)
(pagare) (negativo)
(essere) (negativo)
(aprire)
(chiudere) (negativo)
(tornare)
(essere)
(perdere) (negativo)
(essere)
ESERCIZI - Lezione 4
I. Completa con el pronombre reflexivo necesario:
1. Dario, a che ora __________ svegli di solito?
2 __________ fate la barba tutti i giorni?
3 __________ lavo sempre con l'acqua calda.
4. Lei non __________ fida di te.
5. Non __________ ricordate il nostro indirizzo?
6. Dove __________ riposano i tuoi amici?
7. Molti studenti __________ addormentano in classe.
8. Lucia __________ pettina con cura.
II. Reordena las palabras conjugando los verbos que lo requieran en presente de indicativo
para hacer oraciones coherentes.
1. alzarsi / Paola / 9 / alle
_____________________________________________________________________________
2. Susanna / addormentarsi / tardi
_____________________________________________________________________________
3. bambini / facilmente / piccoli / ammalarsi / i
_____________________________________________________________________________
4. l’autobus / fermarsi / non / qui
_____________________________________________________________________________
5. sorella / con / arrabbiarsi / sempre / me / mia.
_____________________________________________________________________________
6. così / potere / rompersi / lui / braccio / un.
_____________________________________________________________________________
7. essere / questo / libero / posto / ?, / sedersi / potere / ?
_____________________________________________________________________________
8. come / tuoi / i / chiamarsi / nipoti / ?
_____________________________________________________________________________
ESERCIZI - Lezione 5
I. Escribe correctamente con letras las siguientes cifras:
115
________________________________________________________________________
243
________________________________________________________________________
364
________________________________________________________________________
539
________________________________________________________________________
626
________________________________________________________________________
808
________________________________________________________________________
5.937
________________________________________________________________________
78.250
________________________________________________________________________
293.111
________________________________________________________________________
4.578.147
________________________________________________________________________
9.544.218.219 ________________________________________________________________________
II. Completa las preguntas usando el verbo entre paréntesis y respóndelas escribiendo con
letras la hora indicada.
A che ora ____________ il treno per Milano?
(parte)
_________________________________________________________________
(16:25)
A che ora ____________ i negozi?
(aprire)
_________________________________________________________________
(15:30)
A che ora ____________ Gianni?
(tornare)
_________________________________________________________________
(12:00)
A che ora ____________ il treno a Bologna?
(arrivare)
_________________________________________________________________
(18:45)
A che ora ____________ la posta?
(aprire)
_________________________________________________________________
(07:00)
ESERCIZI - Lezione 6
I. Escribe el plural de las siguientes palabras.
a)
b)
c)
d)
e)
italiano
partita
ristorante
scuola
madre
______________
______________
______________
______________
______________
f)
g)
h)
i)
j)
idea
luce
anima
pesce
studente
______________
______________
______________
______________
______________
II. Subraya la pareja de sustantivos que concuerden en número y que exprese
correctamente los géneros masculino / femenino.
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
bambino / bambina
amico / amiche
italiano / italiani
studente / studenta
rosso / rosa
doppio / duppia
lungo / lunga
divino / divina
dottore / dottora
rotto / rotte
bambino / bambini
amici / amiche
italiano / italiana
studente / studente
rosso / rossa
duppio / duppia
lungho / lungha
divini / divinii
dottore / dottoressa
roto / rote
bambina / bambine
amico / amici
italiano / italiane
studente / studentessa
rosso / rossi
doppio / doppia
lunghi / lunga
divino / divine
dotore / dotoresa
rotto / rotta
III. Subraya el enunciado que exprese correctamente una idea similar a la de la oración en
negrillas pero que incluya un cambio de género o de número.
A. Io saluto al professore.
1) Io saluti ai professori.
2) Io saluto ai professori.
3) Io saluti alle professoresse.
B. Lei legge il giornale.
1) Lei legge i giornali.
2) Lei legge il giornali.
3) Lei legge la giornala.
C. Noi apriamo la finestra.
1) Noi apriamo il finestro.
2) Noi apriamo i finestri.
3) Noi apriamo le finestre.
D. Mario lavora un’ora.
1) Io lavoro un’ora.
2) Mario lavora molte ore.
3) Mario lavora molti ori.
ESERCIZI - Lezione 7
I. Completa las oraciones con el pasado simple.
1. Con quel brutto tempo noi ________________ di restare a casa.
(decidere)
2. Quell’anno ________________ molti incidenti aerei.
(accadere)
3. Mesi fa Lucio mi ________________ che il suo matrimonio era in crisi.
4. Benito Mussolini ________________ nel 1945.
(confessare)
(morire)
5. Quell’anno i tuoi nonni ________________ casa cinque volte.
(cambiare)
6. Nella prima guerra mondiale moltissimi soldati ________________ la morte.
(trovare)
7. Gli Etruschi non si ________________ nell’Etruria.
(fermare)
8. Da due anni a questa parte il numero dei disoccupati ________________.
9. Dieci anni fa in questa città ________________ un fatto inesplicabile.
(salire)
(succedere)
10. Nel 1976 lui e Franca ________________ un viaggio insieme.
(fare)
11. Il signor Rossi ________________ la fortuna di mettersi in quegli affari.
12. I nostri genitori ________________ una casa al mare tanti anni fa.
(avere)
(comprare)
II – Completa la tabla siguiente.
ESSERE
AVERE
fui
FARE
VENIRE
feci
avesti
fu
fummo
volesti
fece
avemmo
venimmo
aveste
furono
VOLERE
voleste
fecero
ESERCIZI - Lezione 8
I. Completa la siguiente conversación conjugando el verbo que está entre paréntesis y
escribiendo con letras el número ordinal señalado.
Signor Rossi:
A che piano _______________ , signora?
(salire)
Signora Mori:
Al _______________ , e Lei?
(3°)
Signor Rossi:
Io _______________ al _______________.
(andare) (2°)
E Lei, signore?
Signor Pini:
Salite pure, prego! Io _______________ qui
(rimanere)
perché _______________ le valigie.
(avere)
II. Responde las siguientes preguntas.
1. Qual è il secondo giorno della settimana?
____________________________________
2. Qual è il decimo mese dell'anno?
____________________________________
3. Quale lezione segue la settima?
____________________________________
4. Qual mese dell'anno è giugno?
____________________________________
5. Quale lezione studiamo adesso?
____________________________________
III. Completa escribiendo con letras los números ordinales de los paréntesis.
1. Domani leggeremo il ______________________ capitolo.
(8°)
2. Dal ___________ al __________ piano, tutti gli appartamenti sono occupati.
(9°) (11°)
3. Le _______________ Olimpiadi sono celebrati a Londra.
(30°)
4. L’italiano è la _______________ classe del giorno.
(2°)
5. Leggiamo la _________ pagina.
(100a)
ESERCIZI - Lezione 9
I. Completa la tabla.
SINGOLARE
MASCHILE
PLURALE
FEMMINILE
MASCHILE
i miei gatti
FEMMINILE
il tuo amico
la sua compagna
le nostre insegnanti
vostro figlio
i loro colleghi
II. Completa el diálogo eligiendo la forma adecuada de posesivo de la lista.
mio
sue
suo
suoi
i suoi
i tuoi
il mio
il suo
il tuo
la mia
la tua
le sue
Madre:
Come, mai ancora qui? Non esci stasera?
Elena:
No mamma, stasera rimango a casa.
Madre:
Strano! E perché non esci con ___________ amici, come al solito?
Elena:
Niente... ho litigato con Carla e non ho voglia di andare da nessuna parte.
Madre:
Con Carla? Hai litigato con ___________ amica del cuore?
Elena:
Non è più ___________ amica.
Madre:
Perché? Cos’è successo?
Elena:
Ieri è andata a mangiare con Franco.
Madre:
E allora? Perché, non possono andare a mangiare insieme?
Elena:
Perché Franco è ___________ ragazzo.
Madre:
Ah, Franco si chiama ___________ nuovo amore.
Elena:
Sì. E secondo me un’amica vera deve stare molta attenta a certe cose.
Madre:
E lui, cosa dice di tutto questo?
Elena:
Lui dice che il problema è __________ e che nel __________ tempo libero può
fare quello che vuole come vedere __________ amici o __________ amiche.
Madre:
E tu, cosa hai risposto?
Elena:
Di andare a quel paese con tutti i __________ amici e le __________ amiche! E
poi ho fissato un appuntamento con ___________ migliore amico per domani.
ESERCIZI - Lezione 10
I. Completa los siguientes enunciados con el pasado imperfecto del verbo entre paréntesis.
1. Da quanto tempo (tu) ___________ in Italia?
(essere)
2. Loro non ___________ da sei mesi.
(visitare)
3. Io ___________ lì da tre mesi.
(lavorare)
4. Giorgio lo ___________ da molti anni.
(sapere)
5. Tu ___________ sempre la verità.
(dire)
6. Pietro ___________ sempre con attenzione.
(ascoltare)
7. Loro ___________ sempre fino a tardi.
(dormire)
8. Le strade ___________ strette.
(essere)
9. Anni fa Teresa ___________ delle belle poesie.
(comporre)
10. Sempre (io) ___________ tutto.
(credere)
11. Io ___________ andare in Italia.
(volere)
12. Il cielo ___________ sempre blu.
(essere)
II. Completa las frases con un verbo del recuadro conjugado en pasado imperfecto.
studiare
andare
invitare
uscire
dormire
cambiare
1.
L’estate scorsa noi _______________ al mare tutti i fine settimana.
2.
Da giovane Luigi _______________ spesso lavoro.
3.
Il mese scorso Paola _____________ a pranzo Giulio tutte le domeniche.
4.
In quel periodo loro _________________ di casa tutte le mattine alle otto.
5.
L’anno scorso Carla ________________ spesso dai nonni.
6.
Due anni fa Franco e Renato _______________ quasi tutti i giorni insieme.
III. Completa la siguiente frase de manera personal usando el pasado imperfecto.
Quando ero un(a) bambinetto/a, i fine settimana, io ____________________________________
_____________________________________________________________________________
_____________________________________________________________________________
ESERCIZI - Lezione 11
I. Completa la tabla siguiente con los sustantivos y adjetivos demostrativos adecuados.
SINGOLARE
MASCHILE
FEMMINILE
questo compagno
questa compagna
quest’amico
quest’operaia
quel professore
quella dottoressa
quell’uomo
PLURALE
MASCHILE
FEMMINILE
quelle studentesse
quei ragazzi
II. Subraya la oración que esté expresada correctamente.
A.
1) Mia fratella legge questo libro.
2) Mia fratella legge queste libri.
3) Mio fratello legge questo libro.
B.
1) Quegli uomini sono simpatici.
2) Quei uomini sono simpatici.
3) Quest’uomini sono simpatici.
C.
1) Questa belle ragazze leggono un libro interessante.
2) Quelle belle ragazze leggono un libro interessante.
3) Quelle belle ragazze leggono un libro interessanti.
D.
1) Quest’ genitori esagerano.
2) Queste genitori esagerano.
3) Questi genitori esagerano.
E.
1) Quegli uomo e questa donna lavorano.
2) Quest’uomo e questa donna lavorano.
3) Quest’uomo e quelle donna lavorano.
F.
1) Quell’aquiloni è giallo.
2) Quell’aquilone è gialla.
3) Quell’aquilone è giallo.
G.
1) Quela ragazzina compra una mela.
2) Quella ragazzina compra una mela.
3) Quella ragazzina compri una mela.
ESERCIZI - Lezione 12
I. Subraya la preposición correcta.
A)
B)
A)
B)
A)
B)
A)
Pronto signora, sono Giacomo Nicoli, vorrei parlare con Elisabetta.
Elisabetta non c’è, mi dispiace. Non abita più qui.
Ah, posso avere il nuovo telefono?
Betti non vive più in/a Genova, ora abita in/a Inghilterra, lavora là.
Bello! È in/a Londra?
Sì, abita a/da sua zia che è sposata con un inglese, Le do il numero.
Grazie.
II. Mismo ejercicio.
Heidi vive a Roma da/fra 3 anni. La sua storia è piuttosto comune: è arrivata a Roma 3 anni
da/fa per rimanere solo per/da un anno, imparare l'italiano e tornare a casa. Invece ha trovato un
lavoro in un pub e lì ha conosciuto un ragazzo, Antonio. Si sono innamorati e hanno passato ogni
fine settimana insieme, per/da mattina a/da sera. Ormai stanno insieme fa/da più di due anni e
pensano di sposarsi fa/fra un anno.
III. Mismo ejercicio.
Mauro è una persona molto attiva, ha sempre mille cose da/a/per fare e, quando non lavora,
inventa sempre qualcosa da/di/su nuovo e interessante per passare il tempo. Il mese scorso ha
organizzato una caccia al tesoro per gli amici. È stata davvero divertente. I partecipanti hanno
avuto molti enigmi a/da/di risolvere e diverse cose per/da/di fare: il giro del paese in bicicletta,
salire sul campanile della chiesa, correre a/in/da macelleria a trovare della carne di tacchino.
Le squadre poi hanno anche dovuto organizzare una sfilata di moda con abiti a/da/di materiali
alternativi, come carta e plastica. Alla fine della caccia tutti i partecipanti, stanchissimi, sono
andati in/per/a pizzeria insieme e poi hanno continuato la serata a/in/da birreria.
IV. Completa el texto eligiendo la preposición articulada adecuada de la lista. Algunas
requieren usarse más de una vez.
con gli
degli
dei
del
dell’
della
nel
sull’
Un’indagine dell’ISTAT ______ uso ______ lingua italiana e i dialetti ______ 1995 aveva
mostrato che circa il 94% ______ italiani parlava l'italiano in almeno una situazione (famiglia,
amici, ecc.), ma solamente il 43% lo parlava in famiglia e il 46% ______ amici. La situazione
naturalmente cambiava a seconda ______ regione di appartenenza. Ad esempio, mentre circa il
90% ______ toscani parlava l'italiano, in Veneto quasi la metà ______ abitanti parlava il dialetto
sia in famiglia che ______ amici. Un’indagine simile era stata fatta otto anni prima. In otto anni
c’era stato un aumento significativo ______ uso ______ italiano e un calo ______ uso ______
dialetto.
ESERCIZI - Lezione 13
I. Completa las oraciones utilizando el futuro simple.
1.
2.
3.
4.
5.
6.
7.
8.
L'anno prossimo (noi) _______________ casa. (cambiare)
Sbrigati! Il treno _______________ tra mezzora.
(partire)
Il prezzo del grano _______________ perché non piove. (salire)
Il medico _______________ a visitare Paola domani mattina. (venire)
Il prossimo anno scolastico _______________ il 3 settembre. (cominciare)
Secondo le previsioni meteo domani il tempo_______________. (migliorare)
A luglio Cristina _______________ in Romania a prendere la figlia. (tornare)
Questa triste vicenda non _______________ mai, _______________ per sempre. (finire)
(continuare)
9. Sono più che sicuro che Arturo non _______________ e neppure ______________. (venire)
(telefonare)
10. Elena mi ha promesso che non _______________ più bugie e che _____________ i miei
consigli. (dire) (ascoltare)
II. Subraya los errores en la siguiente tabla y escribe al lado la forma correcta.
sarò
ESSERE
avrè
AVERE
ANDARE
andarò
potrò
POTERE
volerò
VOLERE
sarai
avrai
andarai
potrai
volerai
sarè
avrà
andarà
potrè
volerà
saremo
averemo
andremo
potreremo
volemo
sarete
averete
andrete
potrerete
volete
sarono
avranno
andaranno
potranno
volerono
III. Completa los horóscopos utilizando el futuro simple.
Toro: “Saturno ____________ (stimolare) le Sue azioni. Lui ____________ (fare) un viaggio a
breve, molto interessante e utile per il Suo lavoro. Nuove amicizie in vista.”
Leone: “Grazie a Plutone e Urano ____________ (vivere) momenti magici che ____________
(portare) molta felicità.”
Bilancia: “Sotto la guida di Nettuno, i nati sotto questo segno ____________ (entrare) in
contatto con il mondo artistico dove ____________ (incontrare) nuovi amici e persone
interessanti.”
ESERCIZI - Lezione 14
I. Completa las siguientes frases con el adjetivo, pronombre o adverbio interrogativo
correcto.
1 _____________ è quel ragazzo? È il fratello di Giovanni?
2 _____________ piangi?
3 _____________ sei nato? A Vienna, vero?
4 _____________ anni hai?
5 _____________ sei tornato dalle vacanze? La settimana scorsa?
6 _____________ libri preferisci? I libri di narrativa o di saggistica?
7 _____________ è quella macchina? È di tua madre?
8 _____________ vuoi bere? Una birra?
II. Relaciona las preguntas con las repuestas.
1. Dove vai quest’estate?
(
) a. Non molto bene. Sai, ha già 88 anni.
2. Perché non esci con noi sabato sera?
(
) b. Alessandro Manzoni.
3. Quanto costa una bottiglia di olio di oliva?
(
) c. Penso di andare in Portogallo.
4. Chi è l'autore dei Promessi Sposi?
(
) d. Circa 6 euro, penso.
5. Quando parti per Roma?
(
) e. Vorrei andare al cinema.
6. Come sta tua nonna?
(
) f. Uno francese di azione, ma non me ne ricordo il titolo.
7. Quale film ti è piaciuto di più quest’anno?
(
) g. Perché ho promesso a mia moglie di andare al ristorante.
8. Cosa fai questo fine settimana?
(
) h. Venerdì prossimo.
III. Ordena las palabras para formar oraciones interrogativas correctas.
1) sei/così/ieri/tornato/perché/sera/tardi/?
_______________________________________________________________
2) tua/lavora/sorella/dove/?
_______________________________________________________________
3) mangiato/a/ieri/pranzo/cosa/hai/?
_______________________________________________________________
4) guadagni/mese/quanto/al/?
_______________________________________________________________
5) la/che/si vede/casa/di chi/laggiù/è/?
_______________________________________________________________
6) quella/carina/da dove/ragazza/viene/così/?
_______________________________________________________________
7) comincia/quando/il/di/spagnolo/?
_______________________________________________________________
8) puoi/di/pensare/come/questo/?
_______________________________________________________________
Lezione 9-Esercizi
I - Completa los siguientes enunciados con el imperfecto del verbo entre paréntesis.
1. Da quanto tempo (tu) ___________ in Italia?
(essere)
2. Loro non ___________ da sei mesi.
(visitare)
3. Io ___________ lí da tre mesi.
(lavorare)
4. Giorgio lo ___________ da molti anni.
(sapere)
5. Tu ___________ sempre la verità.
(dire)
6. Pietro ___________ sempre con attenzione.
(ascoltare)
7. Loro ___________ sempre fino a tardi.
(dormire)
1. Le strade ___________ strette.
(essere)
2. Anni fa Teresa ___________ delle belle poesie.
(comporre)
3. Sempre (io) ___________ tutto.
(credere)
4. Io ___________ andare in Italia.
(volere)
5. Il cielo ___________ sempre blu.
(essere)
II - Completa las frases eligiendo un verbo de la caja y conjugándolo en imperfecto.
studiare
andare
invitare
uscire
dormire
cambiare
1.
L’estate scorsa noi _______________ al mare tutti i fine-settimana.
2.
Da giovane Luigi _______________ spesso lavoro.
3.
Il mese scorso Paola _____________ a pranzo Giulio tutte le domeniche.
4.
In quel periodo loro _________________ di casa tutte le mattine alle otto.
5.
L’anno scorso Carla ________________ spesso dai nonni.
6.
Due anni fa Franco e Renato _______________ quasi tutti i giorni insieme.
III – Responde las preguntas utilizando el imperfecto:
- Quando hai conosciuto Pietro?
- Tanti anni fa, quando (io) __________ ancora l’università.
(fare)
- Perché hai lasciato il tuo ragazzo, Maria ?
- Perché ________________________ troppo.
(bere)
- Perché sei uscito quando _________________ Luisa?
- Perché solo _____________________ bugie.
(parlare)
(dire)
Lezione 10-Esercizi
1.- Completa la siguiente conversación conjugando el verbo que está entre paréntesis y
escribiendo con letras el número ordinal señalado.
Signor Rossi:
A che piano __________________, signora?
(salire)
Signora Mori:
Al __________________, e Lei?
(3°)
Signor Rossi:
Io _______________ al _______________.
E Lei signor?
(andare) (2°)
Signor Pini:
Salite pure, prego! Io ______________ qui
perche _______________ le valigie.
(rimanere)
(avere)
2.- Responde las siguientes preguntas.
I.
Qual è il secondo giorno della settimana?
__________________________
Qual è il decimo mese dell'anno?
__________________________
III.
Quale lezione segue la settima?
__________________________
IV.
Qual mese dell'anno è giugno?
__________________________
V.
Quale lezione studiamo adesso?
__________________________
II.
3.- I numeri ordinali. Scrivere i numeri indicati con parole.
1. Domani leggiamo il ______________________ capitolo.
(8°)
2. Dal ___________ al __________ piano, tutti gli appartamenti sono
(9°-11°)
occupati.
3. Le _______________ Olimpiadi sono celebrati a Londra.
(30°)
4. L’italiano è la _______________ classe del giorno.
(2°)
5. Leggiamo la _________ pagina.
(100a)
Lezione 11-Esercizi
I - Completa la tabla.
Singolare
MASCHILE
FEMMINILE
questo compagno
questa compagna
quest’amico
quest’operaia
quel professore
quella dottoressa
quell’uomo
Plurale
MASCHILE
FEMMINILE
quelle studentesse
quei ragazzi
II - Subraya la oración que esté expresada correctamente.
a) Mia fratella legge questo libro.
b) Mia fratella legge queste libri.
c) Mio fratello legge questo libro.
d) Quegli uomini sono simpatici.
e) Quei uomini sono simpatici.
f) Quest’ uomini sono simpatici.
g) Questa belle ragazze leggono un libro interesante.
h) Quelle belle ragazze leggono un libro interesante.
i) Quelle belle ragazze leggono un libro interesanti.
j) Quest’ genitori essagerano.
k) Queste genitori essagerano.
l) Questi genitori essagerano.
m) Quegli uomo e questa donna lavorano.
n) Quest’uomo e questa donna lavorano.
o) Quest’uomo e quelle donna lavorano.
p) Quell’aquiloni è giallo.
q) Quell’aquilone è gialla.
r) Quell’aquilone è giallo.
s) Quela madre compra una mela.
t) Quella madre compra una mela.
u) Quella madre compri una mela.
Lezione 12-Esercizi
1.- Subraya la opción que complete correctamente las oraciones.
1. Ogni pomeriggio andiamo ________ biblioteca________ studiare.
a) in / per
b) a / a
c) in / a
2. Il mese prossimo Lugi va ________ Inghilterra.
a) per
b) a
c) in
3. Sono stanco; vado ________ letto presto stasera.
a) al
b) a
c) alla
4. I signori Bianchi vanno prima ________ cena e poi ________ teatro.
a) a / in
b) a / a
c) in / a
5. Vai ________ Roma domani?
a) per
b) in
c) a
6. Domani Luisa va ________ città ________ fare spese.
a) in / a
b) a / per
c) in / per
7. Ogni giorno vengo ________ scuola ________ autobus.
a) a / nel
b) a / nel’
c) a / in
8. Anche Paola e Gino vengono ________ discoteca ________ noi.
a) in / con
b) nella / con
c) a / con
9. Di solito, il signor Dotti viene ________ ufficio ________ piedi.
a) in / in
b) in / a
c) a / a
10. Nessuno ________ voi viene ________ Firenze ________ me?
a) da / in / con
b) di / a / con
c) di / in / con
2.- Relaciona la preposición en negrita con el significado que exprese.
a.
b.
c.
d.
e.
f.
g.
h.
Sono morto di stanchezza.
A Valerio piace disegnare.
Se uscito con i tuoi amici?
Ho visto un nido tra le foglie.
Non riesco a dormire di giorno.
Il marito di Franca si chiama Claudio.
Studio per poter andare a lavorare.
La professoressa ha parlato della seconda
guerra mondiale.
(
(
(
(
(
(
(
(
) luogo
) causa
) possesso
) termine
) tempo
) argomento
) compagnia
) Fine
Lezione 13-Esercizi
I - Completa las oraciones utilizando el futuro simple.
1.
2.
3.
4.
5.
6.
7.
8.
L'anno prossimo (noi) _________________ casa.
(cambiare)
Sbrigati! Il treno ________________ tra mezz'ora.
(partire)
Il prezzo del grano ________________ perché non piove.
(salire)
Il medico _______________ a visitare Paola domani mattina.
(venire)
Il prossimo anno scolastico _________________ il 3 settembre.
(cominciare)
Secondo le previsioni meteo domani il tempo________________ .
(migliorare)
A luglio Cristina _______________ in Romania a prendere la figlia. (tornare)
Questa triste vicenda non ________________ mai, ________________ per sempre.
(finire)
(continuare)
9. Sono più che sicuro che Arturo non _______________ e neppure ______________.
(venire)
(telefonare)
10. Elena mi ha promesso che non _______________ più bugie e che _____________
i miei consigli.
(dire)
(ascoltare)
II – Subraya los errores en la siguiente tabla y escribe al lado la forma correcta.
Essere
sarò
sarai
sarè
saremo
sarete
sarono
Avere
avrè
avrai
avrà
averemo
averete
avranno
Andare
andarò
andarai
andarà
andremo
andrete
andaranno
Potere
potrò
potrai
potrè
potreremo
potrerete
potranno
Volere
volerò
volerai
volerà
volemo
volete
volerono
III - Completa los horóscopos utilizando el futuro simple.
Toro:
“Saturno ____________ (stimolare) le Sue azioni. Lui ________ (fare) un viaggio
a breve, molto interessante e utile per il Suo lavoro. Nuove amicizie in vista.”
Leone: “Grazie a Plutone e Urano ________________ (vivere) momenti magici che
________________ (portare) molta felicità.”
Bilancia: “Sotto la guida di Nettuno, i nati sotto questo segno _______________ (entrare)
in contatto con il mondo artistico dove ________________ (incontrare) nuovi
amici e persone interessanti.”
Lezione 14-Esercizi
I - Completa las siguientes frases con el adjetivo interrogativo correcto.
1)
2)
3)
4)
5)
6)
7)
______________ latte bevi al mattino?
______________ frutta preferisci?
______________ colore ti piace di più?
______________ ragazzi vanno alla gita?
In ______________ via abiti? A ______________ piano abiti?
______________ progetti hai per le vacanze?
In ______________ giorni riceve il medico?
II - Completa el siguiente diálogo con las palabras de la caja.
il
-
quanti
lo
che
quanto
secondi
chi
alle
quant'
due
A ______________ ora comincia ______________ spettacolo?
______________ ventuno precise.
______________ dura?
Tre ore circa.
______________ biglietti, per piacere.
Platea o galleria?
Platea; ______________’è?
Duecenti Euro.
Grazie!
III – Ordena las palabras para que expresen una idea coherente.
1. la / ora / a / casa / Mario, / esci / di / che / mattina?
__________________________________________________________________
2. signora: / tè? / bevi / cosa / o / caffè / Che
__________________________________________________________________
3. fai? / rimango / e / tu / Stasera / che / casa, / a
__________________________________________________________________
4. Mary? / è / -Chi _____________________________________________________
studentessa / -è / americana. / una ______________________________________
5. mettere / Quanta / pentola? / devo / nella / acqua
__________________________________________________________________
6. sei / Da / Italia? / tempo / in / quanto
__________________________________________________________________
7. ragazze / Di / parli? / quali
__________________________________________________________________
8. per / domani? / programmi / hai / Che
__________________________________________________________________