DICCIONARIO

BILINGÜE

Inglés - Castellano
Castellano - Inglés

ACTIVITY BOOK

1
 Título de la obra
Activity Book

© 2017. Derechos de autor reservados

Miguel Oré de los Santos

© 2017. Derechos de artes gráficas reservados

Miguel Oré de los Santos

TERCERA EDICIÓN

E-mail: migueloredelossantos@[Link]
moredelosantos@[Link]
Blog: [Link]
Facebook: Miguel Oré de los Santos
Tefs.: 460-1285 / 992-535615

Reservados todos los derechos

Los profesores usuarios del Diccionario Bilingüe Bruño están

autorizados para reproducir las actividades aquí presentadas,
para su uso en clase sin fines comerciales.

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 PRESENTACIÓN
El uso del diccionario en las clases regulares de inglés suele limitarse,
casi como una tradición, a la búsqueda de significados específicos o tra-
ducciones de determinadas palabras. Creemos que en esta práctica limita-
da subyace una de las razones por las cuales los alumnos suelen conside-
rar el diccionario como una herramienta fácilmente prescindible o de im-
portancia secundaria para el aprendizaje del idioma inglés.
Con este nuevo Activity Book, complemento del Diccionario Bilingüe
Bruño, deseamos contribuir a superar la referida práctica. Para ello le
proveemos, a modo de sugerencias pedagógicas para emplear en clase, un
conjunto variado de actividades orientadas a propiciar un uso creativo,
motivador y autónomo del diccionario.
La primera sección, Getting to know your Bilingual Dictionary, está desti-
nada a que el alumno se familiarice con su diccionario, llevándolo a que
explore sus contenidos de manera sistemática y se percate por sí mismo de
las posibilidades de información que le presenta; las cuatro siguientes —
Lexical Items, Syntactical Items, Semantic Items y Phonetics— presentan
actividades agrupadas a partir de la prioridad que se da a uno u otro ele-
mento lingüístico; y la última, Miscellaneous Activities, combina práctica
variada y entretenimiento.
Las actividades aquí propuestas pueden emplearse para reforzar puntos
específicos del curso (plurales irregulares, uso de preposiciones después
de adjetivos o verbos, falsos cognados, expresiones idiomáticas, etc.), en
cualquier momento en que usted sienta la necesidad de variar el ritmo de
la clase, o bien como homework que contribuya a que sus alumnos cons-
truyan su aprendizaje por sí mismos.
Con el material que aquí le presentamos deseamos complementar las acti-
vidades que ya usted pueda haber desarrollado para que sus alumnos usen
su diccionario adecuadamente. Si lo cree necesario, por ello, amplíe o va-
ríe los contenidos de nuestra propuesta de acuerdo a la realidad y necesi-
dades específicas de cada grupo de clase. Utilice la pizarra para presen-
tar una determinada actividad como un ejercicio breve, de motivación in-
mediata, o prepare fotocopias de algunas secciones para que sus alumnos
las desarrollen en clase —individualmente o en grupos—o en sus casas.
Los aportes que le presentamos en este Activity Book, sumados a su propia
experiencia, creatividad y entusiasmo, con seguridad contribuirán no sólo
a facilitar el aprendizaje de sus alumnos sino también —en estricta con-
cordancia con requerimientos pedagógicos modernos— a darles autono-
mía.

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 CONTENTS

Class topic Activity suggested / Page

Dictionary guided exploration Activities 1 & 2 / 5-6
Alternative spellings Activity 3 / 7
Abbreviations Activities 4 thru 7 / 7
Initials Activity 8 / 7-8
Acronyms Activity 8 / 8
Nationalities Activity 9 / 8-9
Names of fruits Activities 10 & 63 / 9 & 33
Names of games / School pastimes Activities 11 & 64 / 9 & 33
Family words Activity 12 / 9
Prefixes and suffixes Activity 13 / 9
Derivatives Activity 14 / 9
Plurals Activity 15 / 10
Regular verbs Activities 16 thru 18 / 10-11
Irregular verbs Activities 16 thru 18 / 10-11
Grammatical categories Activities 19 thru 23 / 11-13
Preposition followed by verb Activity 24 / 13
Adjective followed by preposition Activity 25 / 13
American vs. British English Activity 26 / 14
Idioms Activity 27 / 14-15
Confusing words (usage) Activitys 28 / 15
Verb + preposition Activity 29 / 16
False cognates (´false friends´) Activity 30 / 16-17
Compound expressions Activities 31 & 32 / 17
Sexist words Activities 33 / 17
Phonetics (phonetic symbols) Activities 34 thru 52 / 18-31
Parts of the human body Activities 53 thru 55 / 32
Netspeak abbreviations Activity 52 / 32
Using maps to expand vocabulary Activities 57 thru 61 / 32-33
Analogies Activity 62 / 33
Punctuation marks Activity 65 / 33
Crossword puzzles Activities 66 thru 68 / 34-36

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 GETTING TO KNOW YOUR CONOCIENDO TU
BILINGUAL DICTIONARY DICCIONARIO BILINGÜE

ACTIVITY 1. Hojea tu Diccionario Bilingüe Bruño (DBB) para familiarizarte

con él. Luego trata de responder estas preguntas selec-
cionando (a), (b) o (c).
1. Si tengo una palabra en castellano y 6. La lista de países del mundo incluida
quiero conocer su traducción inglesa, en el Apéndice detalla ..... de cada país.
debo buscarla en ... (a) su ubicación por continentes, la
(a) la sección English-Spanish capital, el gentilicio, los idiomas
(b) la sección Spanish-English y la moneda
(c) cualquier sección del DBB (b) sólo la capital, el gentilicio y los
idiomas
2. Si quiero conocer el significado de una (c) su ubicación por continentes, la
palabra inglesa, debo buscarlo en ... capital, el gentilicio y los idiomas
(a) la sección English-Spanish
(b) la sección Spanish-English 7. ¿Dónde encuentro la ilustraciones y
(c) cualquier sección del DBB mapas a todo color incluidos en el DBB?
(a) En la sección introductoria Cómo
Usar el DBB´.
3. Al lado de cada entrada de la sección (b) En el Apéndice.
English-Spanish aparecen unos sím- (c) Entre las págs. 288 y 289.
bolos que indican su pronunciación.
Para saber cómo leerlos debo estu-
diar con mi profesor la sección ‘La 8. La lista de elementos químicos lista-
Pronunciación del Inglés’ de la pág. dos en el Apéndice incluye ...
...
(a) sólo símbolo y peso atómico
(a) 6 a 9 (b) 13 (c) 10 (b) símbolos, número y peso atómico
(c) sólo número y peso atómico
4. La lista de términos de computación
incluida en el Apéndice tiene ... pági- 9. ¿Dónde encuentro la pronunciación
nas. de los elementos químicos listados en
(a) 9 (b) 11 (c) 10 el Apéndice?
(a) En la Lista de Elementos Quími-
cos.
5. ¿En qué págs. del DBB aparece la lis- (b) El diccionario no provee la pro-
ta de organismos internaciones? nunciación de los elementos quí-
(a) En las págs. 520 y 521. micos.
(b) En las págs. 538 y 539. (c) En la entrada respectiva (en el
(c) En las págs. 540 y 541. cuerpo del diccionario).

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ACTIVITY 2. Hojea tu DBB para familiarizarte con él. Luego trata de
responder estas preguntas.
1. ¿Cómo sé si el plural de un sustantivo en inglés es regular o irregular? ¿Dónde se
da esta indicación?
..........................................................................................................................................................

2. ¿Cuál es el singular de ‘mice’? ¿Dónde se da esta indicación?

..........................................................................................................................................................

3. Cómo sé si el pasado de un verbo en inglés es regular o irregular? ¿En qué parte

del DBB se da esta indicación?
..........................................................................................................................................................

4. ¿El verbo ‘write’ es regular o irregular? ¿En qué página se lista? ¿En qué parte
del DBB se indica su pasado y la pronunciación del pasado?
..........................................................................................................................................................

5. ¿Dónde encuentras el significado de las abreviaturas usadas en el DBB? ¿Qué

significa la abreviatura LCT?
..........................................................................................................................................................

6. ¿Qué sugiere la indicación
also LCT que aparece al final de la entrada ‘mouse’?
¿En qué sección se explica esta sugerencia?
..........................................................................................................................................................

7. ¿Qué significa la abreviatura USB? ¿En qué sección la encuentras? ¿Cómo se

traduce?
..........................................................................................................................................................

8. ¿Qué traducciones provee el DBB para ‘papas fritas’? ¿Qué significa (RU)?
¿Dónde encuentras la respuesta?
..........................................................................................................................................................

9. ¿Qué categorías gramaticales lista el DBB para ‘can’? ¿Qué significa como
sustantivo? ¿Qué significa como verbo?
..........................................................................................................................................................

10. ¿En qué página(s) se presenta la expresión ‘to have the hiccups’? ¿En qué página(s)
se presenta su traducción?
..........................................................................................................................................................

11. ¿Cómo se dice ‘policía’ de manera coloquial? ¿En qué página)s) encuentras la
respuesta?
..........................................................................................................................................................

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 LEXICAL ITEMS ELEMENTOS LEXICALES

ACTIVITY 3. Some English words have alternative SPELLINGS, with no

specific change-of-spelling rule, though their meaning
remains the same.
Look up the alternative spelling of these words:
gray Argentinian ax carat
endorse round-trip disc elite
ketchup boogieman Gipsy omelet

ACTIVITY 4. ABBREVIATIONS are very common in English (much more

than in Spanish). Their use tends to be rather colloquial and
it is mostly preferred in spoken English.
Look up the abbreviation of these words/expressions:
disc jockey videocassette recorder Christmas
barbecue very important person personal computer
compact disc video home system champion
bicycle Unites States of America coup d’etat

ACTIVITY 5. Write these English abbreviations in full form:

- CD: compact disc - CPU: ........................................
- WASP: ................................ - AIDS: ......................................
- GMT: ................................... - M.B.A.: ...................................
- GPA: .................................. - Ph.D.: ......................................
- DJ: ....................................... - Xmas: ......................................

ACTIVITY 6. Look up and complete the abbreviations of the months of

the year.
- January: Jan. - July: ...................
- February: Feb. - August: ...............
- March: ................ - September: Sept.
- April: .................. - October: ..............
- May: ................... - November: ..........
- June: Jun. - December: Dec.

ACTIVITY 7. Look up and write the abbreviations of the days of the week.

ACTIVITY 8. INITIALS are mere abreviations of full words or expressions;

they are to be read in a sequence of isolated letters. Example:

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 Initial Full word/Expression To be read as
CIA Central Intelligence Agency C-I-A
UK United Kingdom U-K

ACRONYMS are abbreviations that are to be read as actual

words.
Acromym Full word/expression To be read as
NATO North Atlantic Treaty Organization NATO
ASEAN Association of South East Nations ASEAN

Read out the following initials/acronyms (international

organizations). Then look up their full spelling in English
and write their Spanish translation.
FIFA CONCACAF IMF OAS UNESCO
UNICEF YMCA IIE FAO IRC

ACTIVITY 9. In general, NATIONALITIES are made up by adding -n, -an or

-ian to the corresponding country name. Examples:
Country Nationality
Australia Australian
Palau Palauan
Ghana Ghanaian

Many of them, though, change their spelling in a rather

irregular way. Examples:
Country Nationality
Nepal Nepalese
Turkey Turkish

Look up and write the nationalities that correspond to these

countries:
Country Nationality
Antigua and Barbuda
Oman
Thailand
Switzerland
Fiji
Vanuatu

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 Country Nationality
Ivory Coast
Swaziland

ACTIVITY 10. Look up the names of 5 fruits you like and 5 you don’t like.

ACTIVITY 11. Look up the names of 5 games/school pastimes.

ACTIVITY 12. Put the words in the box in the correct column. Then add 2
of your own in each of them.

English brother father sister

fencing math rowing history
cousin science tennis soccer

Sports Family members School subjects

................................. ...................................... ....................................
................................. ...................................... ....................................
................................. ...................................... ....................................
................................. ...................................... ....................................
................................. ...................................... ....................................
................................. ...................................... ....................................

ACTIVITY 13. PREFIXES (dis-, in-, inter-, mis-, over-, re-, un-, under-, etc.)
and SUFFIXES (-able, -er, -ian, -tion, -ment, -ness, -ful, -ly,
etc.) are the most common means to make up derivative
words. Examples:
prefix root word suffix derivative
teach -er teacher
mis- write miswrite
un- conscious -ly unconsciously

Circle the prefix or affix used to make up the following

derivative words:
actually undo international reaction rewrite
overpass windy unbelievable disappear beautiful

ACTIVITY 14. Look up 2 derivatives for each of the following words:

erase agree nation friend want
elect pay kind social magic

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 SYNTACTICAL ITEMS ELEMENTOS SINTÁCTICOS

ACTIVITY 15. In general, the PLURAL of nouns in English is made up by

adding -s or -es to the corresponding singular form. Some
nouns, though, have an irregular plural, that is, they make
up their plural by changing their spelling in a rather irregular
way. Examples:
Singular Plural
book books
church churches
mouse mice

Look up and write the singular / plural form of the following

nouns, as corresponds:
Singular Plural Singular Plural
lice wives
woman children
geese bacterium
die sandwich
sheep thief

ACTIVITY 16. REGULAR VERBS make up their past tense and past
participle by adding -d or -ed to their simple form.
Examples:
Simple form Past tense Past participle
like liked liked
listen listened listened

IRREGULAR VERBS make up their past tense and past

participle changing their spelling in quite an irregular way
or do not change at all. Examples:
Simple form Past tense Past participle
go went gone
cut cut cut
Check your dictionary to identify the following verbs either
as REGULAR (´v.´ in your dictionary) or IRREGULAR (´v.

10
 irreg.´ in your dictionary). Tick the appropriate boxes, as
in the example:
Verb v. v. irreg. Verb v. v. irreg.
argue ✓ book
visit study
do fight
eat refer
sing hang

ACTIVITY 17. Write the past tense and past participle of the verbs listed
in ACTIVITY 16.

ACTIVITY 18. Complete the blank boxes with the missing VERB FORM,
as in the example:
Simple form Past tense Past participle
take took taken
fought
come
cut
write
invite
started
written
copied
can

ACTIVITY 19. Three of the four words in every series below have the same
GRAMMATICAL CATEGORY. One does not. Example:
- take / study / for / answer
Take, study and answer are VERBS. For is a PREPOSITION.
What category do the following words have? Circle the word
with the different grammatical category. Check your
dictionary in case of doubt.
1. always / ever / usually / around
2. up / for / behind / there
3. me / him / it / they
4. mine / yours / your / theirs
5. who / that / why / where

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 6. easy / fast / actually / quick
7. hence / otherwise / until / therefore
8. consider / buy / try / remark

ACTIVITY 20. Put the words below in the correct column according to
their GRAMMATICAL CATEGORY. Some words may have
more than one category.
purely book table study this
their upstairs down part mine

s. adj. v. adv. pron.

ACTIVITY 21. Make sentences with the words in ACTIVITY 20.

ACTIVITY 22. Generally speaking, the four basic grammatical categories

are noun, adjective, verb and adverb. Although they usually
derive from one another (mostly departing from the noun),
not all four categories are necessarily present in this de-
rivation chain. Examples:
s. v. adj. adv.
beauty beautify beautiful beautifully
faith faithful faithfully
ease ease easy easily
goodness good well

Complete the blank boxes below with the missing word(s)

that fit each grammatical category.

s. v. adj. adv.
fraternity fraternally
lucky
smile
carefully
comfort
disorderly

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ACTIVITY 23. Make 8 sentences with any of the words in ACTIVITY 22 (2
from each column).

ACTIVITY 24. As a general rule, when a PREPOSITION is FOLLOWED BY

A VERB, the verb has to be used in gerund form (with -ing).
Examples:
- I am interested in learning about computers.
- She is tired of waiting.
Complete the following sentences with the correct verb
form. Check the corresponding entry in your dictionary in
case of doubt.
1. (learn) I am interested in ................ about computers.
2. (invite) Thank for ................ me!
3. (listen) I am tired of ................ to the same story over and over.
4. (try) Keep on ................ and you’ll succeed.
5. (move) They dream of ................ to another country.
6. (smoke) The doctor has told him to give up ................ .
7. (disturb) Thank you for not ................ me while I was sleeping.
8. (quit) He thought of ................ his job for a while but then he
changed his mind.

ACTIVITY 25. As a general rule, an ADJECTIVE FOLLOWED BY A PRE-

POSITION requires the use of one and only one specific
preposition after it, with no possible alternative. That is to
say, the grammatical correctness of such a sequence
depends on the use of the right preposition. Examples:
- This dictionary is different from the others.
- She seems to be mad at me.
Complete the following sentences with the right pre-
position. Check the corresponding entry in your dictionary
in case of doubt.
1. The little child was afraid .......... the dog.
2. My brother is very good .......... math.
3. I am not interested .......... rock any more.
4. My sister is fond .......... romantic music.
5. Are you sorry ................ your bad behavior in class?
6. I don´t understand why he got angry ................ me.
7. I am lucky ................ be your friend.
8. Your parents must be proud ................ your achievements.

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 SEMANTIC ITEMS ELEMENTOS SEMÁNTICOS

ACTIVITY 26. The translation of some Spanish words into English may
differ depending on whether we express them in American
or British English. Examples:
Spanish American English British English
algodón (golosina) cotton candy candyfloss
galleta (dulce) cookie biscuit

Look up and write the translations of these words in

American English and British English:
Spanish American English British English
basurero (tacho)
solitario (juego de cartas)
viajero (s.)
papas fritas
chupón (para bebes)
ascensor
librería
fútbol
despedida de soltera
despedida de soltero

ACTIVITY 27. IDIOMS are phrases that have no literal translation. Since
their Spanish counterparts are therefore approximate equi-
valencies rather than mere translations, most of them need
to be learned almost by heart. Examples:
- The Quixote liked to fight windmills.
(Al Quijote le gustaba luchar contra molinos de viento).
Look up and write the Spanish equivalencies for the follow-
ing English idioms:
1. My father and I are bosom friends.
2. Things will soon be better, God willing.
3. My friend likes to play hooky.
4. I would like to make a wish.
5. The baby is having a fit of anger.

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 6. That student is on time once in a blue moon.
7. Most children cannot tell right from wrong.
8. We went to see him off at the airport.
9. I wish I could hit the jackpot.
10. I just saw her in passing.

ACTIVITY 28. The words in every pair below (in parenthesis) are
sometimes confused. Use your dictionary to recheck their
meaning and grammatical category. Then complete the
blanks with one of the words in every pair.
1. (audience / auditorium)
- The .................. was large enough for such a big ................ .
2. (café / coffee)
- They went for a .................. at the ................ around the corner.
3. (continuous / continual)
- Success is usually the result of ................ effort and
perseverance.
- The students´ ................ acts of indiscipline bothered the teacher.
4. (do / make)
- It helps me to use the dictionary to ................ my homework.
- Don´t ................ too much noise, please!
5. (economic / economical)
- They say it is more ................ to buy at Metro than at Wong.
- The ................ situation is rather stable now.
6. (good / well)
- They speak English very ................ .
- Their English is very ................ .
7. (hear / listen)
- Please, speak louder. I can´t ................ you!.
- I don´t ................ to the radio that often.
8. (history / story)
- We are taking a course on world ................ .
- That ................ is almost unbelievable.
9. (say / tell)
- Can you ................ me the time?
- As a first reaction, she didn´t know what to ................ .
10. (use / wear)
- Do you like to ................ sunglasses at night?
- When in doubt, ................ your dictionary.

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ACTIVITY 29. As a general rule, the meaning of a VERB + PREPOSITION
sequence varies with the specific preposition used with the
verb. Examples:
- (look for = buscar)
I am looking for a new alternative.
- (look at = mirar)
Why are you looking at me?
Complete the following sentences with the correct
preposition. Check the corresponding entry in your
dictionary in case of doubt.
1. The plane will arrive .......... Lima at 10 o´clock.
2. What does the project consist .........?
3. I still depend .......... my parents.
4. You never listen .......... me.
5. I believe you should ask ......... professional help.
6. Would you like to go out .......... lunch?
7. It´s hot in here. Why don´t you take .......... your sweater?
8. She grew .......... in a small town.
9. I´m trying to figure .......... the answer.
10. Open the dictionary and look .......... the word you need.

ACTIVITY 30. FALSE COGNATES (the so called ´false friends´) are words
that have a meaning different from the one they seem to
have at first impression. Examples:
Word false meaning actual meaning
apology apología disculpa
equivocation equivocación ambigüedad
To develop your students´awareness regarding false
cognates, check with them the translations given in your
dictionary for some of the false cognates listed below and
ask them to make sentences using these words.
abstemious actual agonizing alteration argument
bazaar bizarre cancel casual classify
conference current cynical eligible felony
obscurity plausible reparation suburb truculent
Alternatively, depart from Spanish words/sentences to have
your students render in English the corresponding version
of those words/sentences. Some random words you could
depart from:
actual aviso clasificarse compromiso discutir
election eventualmente genial ignorar informal

16
 mermelada preservativo profesor reunion truculento
To help your students surpass any initial confusion aroused
by the `unexpected´ meaning or translation of these words,
discuss with them the information given in parenthesis in
the corresponding entry. Then have your students translate
a few sentences from English into Spanish and viceversa,
using any of the words above. Some random sentences
that could be used:
- The current economic situation is rather stable.
- There were several guest speakers at the conference.
- His good manners could not hide his truculence.
- Todos vestían ropa informal.
- Mi compromiso es ayudar a todos.
- Ella es profesora (de colegio) y su esposo catedrático.
Any remaining doubt will make your further clarification
necessary.

ACTIVITY 31. Look up 3 ways to say ‘al revés’ in English and write one
sentence with each of them.

ACTIVITY 32. Look up 3 compound expressions with ‘in’, 3 with ‘on’ and
3 with ‘up’ and make 1 sentence with each of them.

ACTIVITY 33. The use of SEXIST WORDS tends to be avoided by some

people because their use implies some degree of gender
discrimination. The alternative use of nonsexist words is
therefore recommended instead of sexist words. Examples:
Sexist word Nonsexist alternative
policeman / policewoman police officer
fireman firefighter

Rewrite the following sentences using an alternative non-

sexist word instead of the sexist word in boldface.
1. She is a sucessful businesswoman.
2. The fire was extinguished by ten brave firemen.
3. The chairman led the discussion with ability.
4. The conquest of the man was a great achievement for man.
5. Five policemen were necessary to capture the criminal.
6. Call the waitress to pay the bill.
7. A teacher has to be friendly with his students.
8. Gladys Tejeda is probably our most important sportswoman
now.

17
 PHONETICS FONÉTICA

ACTIVITY 34. Look up the pronunciation of these words in your dictionary

and try to pronounce them.
sit so call saw beat
seat zoo ache book bought
day boat talk look bad
desk apple ate cook mop
Then write every word in the corresponding column,
according to the phonetic symbol that represents their
vowel sound (in boldface), as in the example.

/a/ / / // /i/ /ε/ /e/ /ɔ/ /o/ // /u/

seat

ACTIVITY 35. Circle the phonetic symbol that represents the VOWEL
SOUND or DIPHTHONG SOUND in the word on the left
column. Check your dictionary if you have any doubt.
1. bay / e/ /ei/ /ε/ /a/
2. so / ɔ/ /o/ /o/ /ɔ/
3. cat /a/ // /ε/ /I/
4. cut /ə/ /I/ // /a/
5. first // // /ər/ /Ir/
6. boy /oi/ /i/ /ɔ/ //
7. type /a/ /ai/ /i/ //
8. cow /o/ /a/ /ɔ/ /au/

ACTIVITY 36. Circle the word that contains the INITIAL sound in the word
on the left column. Check your dictionary if you have any
doubt. Then read every word series through.
1. /ʃ/ chair / chalk / garage / show
2. /tʃ/ shame / chain / shout / page
3. /d/ chin / cash / teach / John

18
 4. /θ/ thought / fought / sought / that
5. /ð/ three / those / think / dot
6. /v/ bought / vote / fought / boat
7. /f/ think / sink / tickle / phrase
8. /k/ cellular / case / cent / ceiling

ACTIVITY 37. Circle the phonetic symbol that represents the FINAL sound
in the word on the left column. Check your dictionary if
you have any doubt.
1. cash /ʃ/ /tʃ/ /d/ //
2. be /i/ / / /ε/ /e/
3. judge /ʃ/ /d/ // /tʃ/
4. shame /e/ /i/ / / /m/
5. draw /o/ /o/ /ɔ/ /w/
6. day /d/ /i/ / / /e/
7. name /e/ /n/ /m/ /e/
8. dad // /t/ /d/ /a/

ACTIVITY 38. Four or the five words in every series below have a common
vowel or diphthong sound. One word contains a vowel
sound which does not belong.
Read through every series and circle the word with the odd
sound. If you have any doubt about their pronunciation
check it in your dictionary. Then read every word series
through.
1. air / desk / age / friend / debt
2. boat / hello / not / note / no
3. France / map / apple / card / class
4. sixteen / seventeen / bit / thirteen / feet
5. country / about / county / power / powder
6. bye / bay / viper / high / pie
7. much / but / cup / sum / guy
8. on / car / cop / pope / pop

ACTIVITY 39. Every word series below contains three words that have a
very similar pronunciation, but one or two sounds makes
one word different from the others.
Read every series once to spot the different sound(s). Then
read every series through.
1. pepper / paper / piper

19
 2. three / tree / free
3. dead / debt / death
4. guy / guide / gay
5. eight / ate / eat
6. pie / pay / paid
7. shirt / short / chart
8. Robert / robber / rubber

ACTIVITY 40. Some English words vary their pronunciation according to

their grammatical category. This variation frequently implies
changing the position of the primary stress and sometimes,
with that, the use of an alternative vowel sound. Examples:
Word Noun Adjective Verb
compact /kəmpkt/ /kəmpkt/ /kəmpkt/
coordinate /koɔrdnt/ /koɔrdnt/ /koɔrd,net/

Look up and write the corresponding phonetic trans-

criptions (´pronunciation´) in the blanks below.

Word Noun Adjective Verb

perfect
duplicate
frequent
export
precedent
coordinate
elaborate
object
transport
rebel

20
ACTIVITY 41. Try to figure out the conventional English spelling that
corresponds to the phonetic transcriptions below and
complete the crossword puzzle. Refer to the phonetics
section in your dictionary (page 13) in case of doubt.
1 2 3 4 5

6 7

8 9 10

11 12 13

14 15

16 17

18

19 20

21 22 23 24

ACROSS DOWN
1. /pɔnt/ 1. /Ppep2/
4. /so/ 2. /n/
6. /ɔl/ 3. /tu/
8. /Ip/ 5. /tɔ/
9. /dɔg/ 7. /m{p/
10. /me/ 10. /PmIn/
12. /e/ 11. /Pfeməs/
13. /kap/ 13. /k{t/
14. /Pres2/ 14. /i/
16. /yPnatd/ 15. /ti/
18. /bot/ 17. /a/
19. /PkIntr/ 19. /si/
20. /o/ 20. /an/
21. /sks/ 23. /e/
22. /tren/ 24. /a/
Once you finish, cross every answer with the corresponding
word and its pronunciation in your dictionary.

21
ACTIVITY 42. Pronouncing the regular PLURAL correctly.
Read out each full sentence below. Then circle the pho-
netic transcription that represents the pronunciation of the
PLURAL (in boldface).
1. For many years ... /s/ /z/ /z/
2. Modern studies show ... /s/ /z/ /z/
3. Some historians believe ... /s/ /z/ /z/
4. Five centuries after Columbus ... /s/ /z/ /z/
5. Two months after ... /s/ /z/ /z/
6. On public buses ... /s/ /z/ /z/
7. There were separate seats ... /s/ /z/ /z/
8. For black and white customers .... /s/ /z/ /z/
9. A hundred yellow ribbons. /s/ /z/ /z/
10. There are many churches downtown. /s/ /z/ /z/
11. I ate two sandwiches this morning. /s/ /z/ /z/
12. Can I see your copies? /s/ /z/ /z/

ACTIVITY 43. Pronouncing THIRD PERSON VERBS correctly.

Read out each full sentence below. Then circle the phonetic
transcription that represents the pronunciation of the THIRD
PERSON VERB (in boldface).
1. He thinks he’s very smart. /s/ /z/ /z/
2. She studies languages. /s/ /z/ /z/
3. He practices English every day. /s/ /z/ /z/
4. My father drives to work. /s/ /z/ /z/
5. My mother works at home. /s/ /z/ /z/
6. My brother understands French. /s/ /z/ /z/
7. My sister teaches at the university. /s/ /z/ /z/
8. That’s what she says. /s/ /z/ /z/
9. Our teacher speaks English very well. /s/ /z/ /z/
10. The school always invites the students’
parents. /s/ /z/ /z/
11. The school principal wishes you a merry
Christmas! /s/ /z/ /z/
12. The student promises to behave well. /s/ /z/ /z/

22
ACTIVITY 44. Pronouncing the PAST TENSE correctly.
Read out each full sentence below. Then circle the phonetic
transcription that represents the pronunciation of the PAST
TENSE (in boldface).
1. If you received my letter ... /t/ /d/ /d/
2. She tied a hundred yellow ribbons ‘round
the old oak tree. /t/ /d/ /d/
3. Columbus sailed out from Spain in search
of a shorter way to India. /t/ /d/ /d/
4. They accepted my invitation. /t/ /d/ /d/
5. This was the picture Martin Luther King, Jr.
decided to change ... /t/ /d/ /d/
6. King contributed to create consciousnes
about the inequities against the black people. /t/ /d/ /d/
8. He asked for equality and respect. /t/ /d/ /d/
7. His work opened the way to social change. /t/ /d/ /d/
8. I wanted to see you yesterday. /t/ /d/ /d/
9. You weren’t there when I needed you. /t/ /d/ /d/
10. I liked yesterday’s class very much. /t/ /d/ /d/
11. We invited them but they didn’t come. /t/ /d/ /d/
12. I learned how to read in school. /t/ /d/ /d/
13. They worked hard to buy their house. /t/ /d/ /d/
14. The game started at 5 o’clock. /t/ /d/ /d/
15. It finished two hours later. /t/ /d/ /d/
16. I talked to them but they didn’t want to
listen. /t/ /d/ /d/
17. The chef added an extra ingredient to the
food. /t/ /d/ /d/
18. I erased all the board in a wink. /t/ /d/ /d/
19. We studied hard to learn how to read
phonetic symbols. /t/ /d/ /d/
20. I loved to play with my friends when I was
a child. /t/ /d/ /d/

23
ACTIVITY 45. Who discovered America? (phonetic transcription).
Read out the phonetic transcription below. Check your
dictionary if necessary.

/hu dsPkIv2d əPmεrkə/

ɔlPðo ð Pt{lən Pn{v,get2 Pkrstəf2 kəPlImbəs

( fɔrPtin Pfft wIn ffPtin o sks ) h{s fɔr Pmεn yrz bn
kənPsd2d ðə dPskIvər2 əv əPmεrkə , Pmad2n PstIdz
h{v ʃon ðət hi Pprabəbl waz ðə f«st yrəPpiən tu əPrav
n əPmεrkə bIt nat ,nεsəPsεrl ðə dPskIvər2 əv ðə nu
w«ld/

/sIm hsPtɔrənz h{v ədPv{nst ðə Pθiər ðət t waz Ppasbl

ðə Pvakŋz hu P{ktʃuəl sεt ft an ar Pkantnənt fɔr ðə
f«st tam. PIð2z h{v Pivən Pqwεstʃənd ðə Pvεr Pnoʃən əv
ðə dPskIvər , ə yrəPsεntrk Pkansεpt best an ðə mr f{kt
ðət əPmεrkə , ts Ppipəl {nd PkIltʃ2z wεr InPnon tu ðə
yrəPpiənz ba fɔrPtin Pnant tu/

/fav Psεntʃərz P{ft2 kəPlImbəs {nd bPyənd Pεn əv ðiz

,kəntrəPv2ʃəl Pθiərz , ðo , t z na ə Pwadl əkPsεptd bPlif
ðət ð əPravəl əv kəPlImbəs n əPmεrkə an akPtob2 twelfθ
fɔrPtin Pnant tu — tu mInθs P{ft2 hi h{d seld at frIm
spen n s«tʃ əv ə Pʃɔrt2 we tu Pndə — InPdatdl sεt ən
P{ktʃəl nPkant2 əv tu w«ldz/

24
ACTIVITY 46. Who discovered America? (*) (conventional spelling).
Write the conventional spelling of the phonetic transcription
on page 24. Then try to read the text without looking at the
transcription. Check your dictionary if necessary.

__________________________
_________________________________________
_________________________________________
_________________________________________
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_________________________________________
_________________________________________

_________________________________________
_________________________________________
_________________________________________
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(*) Taken from Oré de los Santos, M. 2002. What´s Up? 3. Lima: Editorial Aula Abierta

25
ACTIVITY 47. I have a dream (phonetic transcription).
Read out the phonetic transcription below. Check your
dictionary if necessary.

/a h{v ə drim/

/ba nanPtin Pskst ðεr wεr Psεpə,rt skulz fɔr wat ənd bl{k
Pstudənts n sIm parts əv ðə yPnatd stets , Pspεʃəl n
ðə Psεntrəl PsIð2rn stets əv ðə PkIntr. PsIm Prεstərənts
h{d Psεpə,rt Pεrəz fɔr wat ənd bl{k PkIstəm2z. {nd an PpIblk
PbIsz ðεr wεr Pɔlso Psεpə,rt sits fɔr wat ənd bl{k Pp{səndZ2z.
ðs waz ðə Ppktʃ2 Pmartn Pluθ2 kŋ , PdZn2 , ə Pb{ptst
Pp{st2 bɔrn n msPsp in nanPtin Ptwεnt nan , diPsadd tu
tʃendZ wεn hi Prə,lazd ðə Pkamən rut əv ɔl ðiz Pprabləmz
waz Preʃəl d,skrməPneʃən {nd l{k əv rPspεkt fɔr ðə Psvl rats
əv ðə bl{k Ppipəl/

/ən P{dvokt əv nanPvaləns Phmsεlf , an Pɔgəst Ptwεnt etθ ,

nanPtin Pskst θri kŋ lεd ðə martʃ an Pwaʃŋtən , ə hsPtɔrkəl
Pdεməns,treʃən əv mɔr ðən tu PhIndrd {nd Pfft Pθazənd Ppipəl
ð{t Ppisfl {skt fɔr Pqwalt ənd rPspεkt fɔr ðεr Psvl rats.
ðə PsImt əv ðs Pvεnt waz kŋz Pfeməs spitʃ a h{v ə drim./

/Pmartn Pluθ2 kŋ , PdZn2 wIn ðə Pnobεl praz fɔr pis n

nanPtin Pskst fɔr. aPrankəl , hi waz aPs{sn,etd fɔr yrz Plet2.
hs dεθ waz ðə Ptrbut hi ped tu hs kɔs {nd ə sgPnfkənt
Ptr{dZəd ð{t , ,nεv2ðəPlεs , kanPtrbtd tu krPet Pkanʃəsnəs
əPbat ð nPεqwts hi h{d trad tu Plm,net ənd opənd ðə we
tu Psoʃəl tʃendZ n ðə yPnatd stets/

26
ACTIVITY 48. I have a dream (*) (conventional spelling).
Write the conventional spelling of the phonetic transcription
on page 26. Then try to read the text without looking at the
transcription. Check your dictionary if necessary.

_____________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
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(*) King, Martin, L. 1963, Excerpt of speech at the March on Washington.

27
ACTIVITY 49. Tie a yellow ribbon ´round the old oak tree (phonetic
transcription).
Read out the phonetic transcription below. Check your
dictionary if necessary.

/ta ə Pyεlo Prbən rand ð old ok tri/

/am PkImŋ hom av dIn ma tam

na av gat tu no wat z ənd Pzənt man
f yu rPsivd ma Plεt2 Ptεlŋ yu ad sun bi fri
ðεn yul no dZIst wat tu du
f yu stl want mi f yu stl want mi/

CHORUS:
/o ta ə Pyεlo Prbən rand ði old ok tri
ts bn θri lɔŋ yrz du yu stl want mi
f a dont si ə Prbən rand ði old ok tri
al ste an ðə bIs f2Pgεt əPbat Is
pt ðə blem an mi
f a dont si ə Pyεlo Prbən rand ði old ok tri/
(...)
/bIs Pdrav2 plis lk fɔr mi
kɔz a Pkdənt bεr tu si wat a mat si
am Pril stl n Pprzən {nd ma lIv ʃi holdz ðə ki
ə Psmpəl Pyεlo Prbənz wat a nid tu sεt mi fri
a rot {nd told h« plis/

CHORUS: (same as above)

(...)
/na ðə hol d{m bIs z Ptʃirŋ
{nd a k{nt bPliv a si
ə PhIndrd Pyεlo Prbənz rand ði old ok tri/

28
ACTIVITY 50. Tie a yellow ribbon ´round the old oak tree (conventional
spelling).
Write the conventional spelling of the phonetic transcription
on page 28. Then try to read the text without looking at the
transcription. Check your dictionary if necessary.

____________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________

_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________

_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________

_______________________________________
_______________________________________
_______________________________________

29
ACTIVITY 51. Sealed with a kiss (phonetic transcription).
Read out the phonetic transcription below. Check your
dictionary if necessary.

/sild wð ə ks/

/ðo wi Pgatə se gd ba fɔr ðə PsIm2

Pdarlŋ a Pprams yu ðs
al sεnd yu ɔl ma lIv
Pεvr de n ə Plεt2 sild wð ə ks/

/yεs ts Pganə bi ə kul Plonl PsIm2

bIt al fil ð Pemptnəs
al sεnd yu ɔl ma drimz
Pεvr de n ə Plεt2 sild wð ə ks/

/al si yu n ðə PsInlat
al hr yur vɔs Pεvrwεr
al rIn tu Ptεnd2l hold yu
bIt Pdarlŋ yu wɔnt bi ðεr/

/al dɔnt Pwanə se gd ba fɔr ðə PsIm2

Pnoŋ ðə lIv wl ms
o lεt Is mek ə plεdZ
tu mit n sεpPtεmb2
ənd sil t wð ə ks/
(...)
/yεs ts Pganə bi ə kul Plonl PsIm2
bIt al fil ð Pemptnəs
al sεnd yu ɔl ma lIv
Pεvr de n ə Plεt2 sild wð ə ks/

30
ACTIVITY 52. Sealed with a kiss (conventional spelling).
Write the conventional spelling of the phonetic transcription
on page 30. Then try to read the text without looking at the
transcription. Check your dictionary if necessary.

___________________________
______________________________________
______________________________________
______________________________________
______________________________________

______________________________________
______________________________________
______________________________________
______________________________________

______________________________________
______________________________________
______________________________________
______________________________________

______________________________________
______________________________________
______________________________________
______________________________________
______________________________________

______________________________________
______________________________________
______________________________________
______________________________________

31
 MISCELLANEOUS ACTIVIDADES
ACTIVITIES VARIAS

ACTIVITY 53. Draw a hand in your notebook specifying the names of the
five fingers.

ACTIVITY 54. Draw a human face in your notebook specifying its main
parts.

ACTIVITY 55. Draw a human body in your notebook specifying its main
parts.

ACTIVITY 56. NETSPEAK ABBREVIATIONS are shortened words and

expressions used to exchange messages on the web (see
p. 533 of your dictionary).
Rewrite the following e-mail messages using netspeak
abbreviations instead of the texts in boldface.
1. Talk to you later.
2. You are the most important person in my life.
3. Have a nice day!
4. You are late today! / You too!
5. I´d like to discuss this face to face.
6. I need to see you as soon as possible.
7. Thank you in advance for your attention.
8. Bye for now!

ACTIVITY 57. Have your students display the world map included between
pages 288 and 289 in your dictionary. Ask them to identify
the location of any country you mention (´Where is ...?`; ´Where
in ...?`; ´north/south/east/west of what country ?`), corresponding
nationality (´What do we call a person from ...?` ) or language(s)
spoken there (´What language(s) do we speak in ...?` ). They
should be able to answer any of these questions using the
world map and the information provided on the List of
Countries (pages 545-550).

ACTIVITY 58. Explore with your students the map of Europe included
between pages 288 and 289 in your dictionary. Procede as
suggested in ACTIVITY 57.

ACTIVITY 59. Explore with your students the maps of the USA and UK
included between pages 288 and 289 in your dictionary.

32
 Ask them to identify the location of any state or city shown
on the maps (´Where is ...?`; ´What states/cities are in the north/
south/east/west?`; ´What state/city is north/south/east/west of ...?` ).

ACTIVITY 60. Explore with your students the map of our country included
between pages 288 and 289 in your dictionary and procede
as suggested in ACTIVITY 59.

ACTIVITY 61. Have your students display the ´main world languages´ map
included between pages 288 and 289 in your dictionary.
Ask them to identify the country/countries where a certain
language is spoken (´Where is French spoken ...?`) or, con-
versely, the language spoken in a certain country (´What
language(s) do they speak in ...?`). They should be able to answer
any of these questions using the map in question and the
information provided on the List of Countries (pages 545-
550).
ACTIVITY 62. Complete the following ANALOGIES.
1. American is to America
what Europe is to .............................. .
2. Doctor is to medicine
what nurse is to .............................. .
3. Congolese is to Congo
what Beninese is to .............................. .
4. Obedient is to obedience
what simple is to .............................. .
5. Man is to patriarchy
what woman is to .............................. .
6. Pretty is to women
what goodlooking is to .............................. .

ACTIVITY 63. Sum up the information in ACTIVITY 10 by telling the class

the fruits you like and those you don´t like.

ACTIVITY 64. Tell the class how often you practice the games/school
pastimes you listed in ACTIVITY 11.

ACTIVITY 65. Look up the translation of the following punctuation marks

and tell the class when you use them.
signo de exclamación signo de interrogación paréntesis
punto y coma punto (y) aparte punto (final)
dos puntos guion comillas

33
ACTIVITY 66. Crossword puzzle
Find and circle the days, months and seasons of the year
listed below, as in the example.

N J Y A D S E N D E W U T T
A U A G U S Y A D I R F U S
Y A D N O M A N D A Y E W U
W I R T U G N I R P S B E G
N O U E B A R S V D W R S U
O C T O B E R P A P L U D A
V T A D T C I Y R L L A F P
E O S N X F A N A X O R Y R
M B I U H D J G D D F Y Z I
B W E T S U M M E R N R A L
E E N R M A R C E N U U J L
R D U S R E B M E T P E S Y
X H J U L Y G U L Y I R P A
T D E C E M B E R H C R A M

JANUARY JULY SUNDAY

FEBRUARY AUGUST MONDAY SATURDAY
MARCH SEPTEMBER TUESDAY SUMMER
APRIL OCTOBER WEDNESDAY FALL
MAY NOVEMBER THURSDAY WINTER ✓
JUNE DECEMBER FRIDAY SPRING

34
ACTIVITY 67. Crossword puzzle.
Find and circle the verbs listed below, as in the example.

W A N A M E T I R W O R K E
A U K E T R A P K T U N D R
I A C E T T A E P E R E A D
T K A E P S P I T A K L E S
S T N D A S I T E G O P G E
N G C E V A E L V P C U N R
R E T C R O O S I A S C I E
C S P Q L O M K R E P U S J
T I L O K O P S R C L O B O
E J A D A N C E A N L N A Y
A N Y K U L W A L C O P Y D
C D N A T S T O P O L E L U
H E A T N D U X Y M K L A T
T T R A V E L G D E N G I S

ANSWER DANCE LISTEN SING TEACH

ARRIVE DO LOOK SPEAK TRAVEL
CAN GET OPEN STAND USE
CLOSE GO PLAY STOP WAIT
COME LEARN READ ✓ STUDY WORK
COPY LEAVE REPEAT TALK WRITE

35
ACTIVITY 68. Crossword puzzle.

Opposite Famous
Peruvian Complement Brazilian
sculptor of
pronoun player
FALSE

The
Holy
See

The
highest
peak

Auxiliary Andean
verb country

Past
tense of
BE

Opposite The
Our largest
of
language country
SHORT

The most First man

populous on the
country moon

Ten
years

Opposite Past
of tense of
EXPORT SELL
Season
of the Personal
year pronoun

Opposite Field of
of study
LESS

Peru's
capital
city
Simple
Opposite
form of
PLAYED of LOW

Our Past
country tense of
READ

Abrev. de
Television

36