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Vocabulario 3

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A conference programme

Read the programme for a management conference to practise and improve your reading skills.

Do the preparation task first. Then read the text and do the exercises.


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Reading Text

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Task 1

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Task 2

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A lecture about an experiment

Listen to the lecture about a science experiment to practise and improve your listening skills.

Do the preparation task first. Then listen to the audio and do the exercises.


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Listening B2: A lecture about an experiment – preparation

Complete the text with the correct form of the word in brackets.


Pitch is the name (give) to a black substance that can be manufactured from petroleum, coal tar or plants. It was
(original) used in road construction, boat- (build) and waterproofing roofs. It is known for its viscosity (being semi-fluid), its (sticky) and its (elastic). In fact, pitch is the world's (thick) known fluid. An experiment to let drops of pitch form and then fall has been going for 92 years without

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Pitch is the name ________(give) to a black substance that can be manufactured from petroleum, coal tar or plants.

2 / 7

It was (original) used in road construction,

3 / 7

 boat- (build) and waterproofing roofs.

4 / 7

It is known for its viscosity (being semi-fluid), its (sticky)

5 / 7

 and its (elastic).

6 / 7

In fact, pitch is the world's  (thick) known fluid.

7 / 7

An experiment to let drops of pitch form and then fall has been going for 92 years without  (interrupt).

Your score is

The average score is 21%



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In today’s lecture we’re going to be talking about experiments, and I thought it might be interesting for you all to learn about the world’s oldest continuously running laboratory experiment that is still going today. In fact, it holds the Guinness World Record for being the longest-running experiment. This experiment began in 1927 and has been going ever since.

It’s called the ‘pitch drop’ experiment and it was created by Professor Thomas Parnell at the University of Queensland, Australia. Parnell was the university’s first physics professor, and he wanted to show in this experiment that everyday materials, such as pitch, can have quite surprising properties.

You see, when pitch is at room temperature, it feels solid. You can easily break it with a hammer. However, it isn’t in fact solid. At room temperature, pitch is many billions of times more viscous than water, but it’s actually fluid.

In 1927, Professor Parnell took a sample of pitch. He heated it and poured it into a glass funnel. He allowed the pitch to cool and settle – for three years. He then turned the funnel upside down and cut the top off it.

Since then, the pitch has slowly dropped out of the funnel. How slowly? Well, the first drop took eight years to fall. It took another forty years for another five drops to fall. Today it’s been almost 90 years since the experiment started. Only nine drops have fallen from the funnel. The last drop fell in April 2014 and the next one is expected to fall in the 2020s.

The experiment has a tragic story associated with it. Professor Parnell died without seeing a pitch drop. His replacement, Professor John Mainstone, became responsible for the pitch drop experiment from 1961. He held the job for 52 years, and missed seeing the drop fall three times – by a day in 1977, by just five minutes in 1988 and finally in 2000, when the webcam that was recording the experiment suffered a power outage for 20 minutes, during which time the pitch dropped.

The pitch drop experiment is something we can all participate in now. There’s a live web stream that allows anyone to watch the glass funnel and wait for the fateful moment. A similar experiment to the Queensland pitch drop was set up in Dublin, and the video of the moment the pitch actually dropped went viral on the internet. It’s interesting to see how a very slow event can spread news so quickly.

Task 1

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Listening B2: A lecture about an experiment – 1

Choose the correct answers.

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The pitch drop experiment is …

2 / 6

The creator of the experiment wanted to …

3 / 6

Pitch is a substance …

4 / 6

The first time a drop of pitch fell was …

5 / 6

Which of the following sentences is not true about Professor John Mainstone?

6 / 6

In the year 2000, …

Your score is

The average score is 72%


Task 2

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Listening B2: A lecture about an experiment – 2

Complete the sentences with one to three words and/or numbers

1 / 6

1. When pitch is at room temperature, you can break it _________________ .

2 / 6

2. Professor Parnell put pitch into a glass funnel, let it cool, then turned it ________________ and cut off the top.

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3. In total, only_________________ have fallen from the funnel.

4 / 6

4. The next pitch drop is expected to fall in _______________.


5 / 6

5. In 1988, the scientist responsible for the experiment missed seeing the pitch drop by ____________________.

6 / 6

6. The speaker notes it's interesting how news about a slow experiment can spread ______________________.

quickly|fast|so quickly|so fast|very quickly|very fast


Your score is

The average score is 25%


tipos de quizzes

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1 / 2

Respuestas múltiples

2 / 2

2dn test

Your score is

The average score is 50%



Para traducir las preguntas ¿no es verdad?, ¿verdad?, ¿no?, ¿no es así?, con las que se pide asentimiento o confirmación, se repite el pronombre (o el pronombre correspondiente al sustantivo) y se usa el auxiliar que se emplearía para poner el verbo en negativo. 
    Si el primer verbo de la oración es afirmativo, el auxiliar en la pregunta corta estará en negativo. 
   Si el primer verbo es negativo, el auxiliar en la pregunta corta estará en afirmativo. 
Estudie los siguientes ejemplos.
1.It’s clean, isn’t it? 
   It isn’t clean, is it? 
2.There’s time, isn’t there? 
   There isn’t any time, is there? 
3.He’s eating, isn’t he? 
   He isn’t eating, is he? 
4.They’re going to come, aren’t they? 
   They aren’t going to come, are they? 
5.You were writing, weren’t you? 
   You weren’t writing, were you? 
6.I have to eat, don’t I? 
   I don’t have to eat, do I? 
7.the car works, doesn’t it? 
   the car doesn’t work, does it? 
8.Henry likes to teach, doesn’t he? 
   Henry doesn’t like to teach, does he? 
9.John’s sister went, didn’t she? 
   John’s sister didn’t go, did she? 
10.Your brother wanted to sleep, didn’t he? 
     Your brother didn’t want to sleep, did he? 
11.John can win, can’t he?. 
     John can’t win, can he? 
12.Mary and I could study, couldn’t we? 
     Mary and I couldn’t study, could we? 

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1. to show, showed – mostrar, mostró, enseñar, enseñó 13. poor – pobre
2. to hurry, hurried – apresurarse, se apresuró 14. pure – puro 
3. to kill, killed – matar, mató 15. beautiful – hermoso, guapo 
4. to cut, cut – cortar , cortó16. gold – oro, de oro 
5. to become, became – llegar a ser, llegó a ser;       golden – de oro; dorado 
   hacerse, se hizo; volverse, se volvió; ponerse, se puso 17. goose – gansa,oca 
6. to love, loved – amar, amó       geese – gansos, ocas 
7. as – mientras; cuando 18. farm – granja 
8. while – mientras que       farmer granjero 
9. once – una vez 19. food – alimento, comida 
10. again – otra vez 20. another – otro 
11. busy – ocupado 21. hand – mano
12. rich –  rico 
1. to lay eggs, laid eggs poner huevos, puso huevos 
2. to get rich, got rich. hacerse rico, se hizo rico 
3. at once, inmediatamente; de una vez 
4. Hurry (up) Apresúrese 
5. I’m in a hurry. Estoy de prisa. 
6. scrambled eggs – huevos revueltos 
    fried eggs – huevos fritos 
    boiled eggs – huevos cocidos 
7. to be about – tratar de. 
    What’s the book about? ¿De qué trata el libro? 
    What’s it about?  ¿De qué trata? 
    It’s about animals. Trata de animales. 
8. not…either – no…tampoco 
    I didn’t go either. Yo no fui tampoco, Tampoco fui yo.


Se forma el imperativo de la segunda persona singular y plural you (tu, ud., uds.) con el infinitivo sin la partícula to, suprimiendo el pronombre El imperativo con todas las otras personas se forma con la palabra let, seguida del pronombre objetivo o sustantivo y el infinitivo del verbo empleado sin la partícula to.

estudie los siguientes ejemplos y fíjese en las dos formas de la primera persona plural (let us y let´s) y sus traducciones correspondientes.

Let me answer. Que conteste yo, Déjeme contestar. 
Answer. Contesta (tú), Conteste (Ud.). 
Let him answer. Que conteste él, Déjelo contestar. 
let John answer. Que conteste Juan, Deje que Juan conteste. 
Let her answer. Que conteste ella, Déjela contestar. 
Let Mary answer. Que conteste María, deje que María conteste. 
Let us answer. Déjenos contestar. 
Let’s answer. Contestemos, Vamos a contestar. 
Answer. Contesten (Uds.) 
Let them answer. Que contesten ellos( ellas) ,  déjelos (las) contestar.
Let the boys answerQue contesten los muchachos, deje que contesten los muchachos.
Don´t let me answer.Que no conteste yo, no me deje contestar.
Don’t answer. No contestes, No conteste. 
Don’t let him answer. Que no conteste él, No lo dejes contestar, 
Don’t let John answer. Que no conteste Juan, No deje que Juan conteste. 
Don’t let her answer. Que no conteste ella, No deje que ella conteste. 
Don’t let Mary answer. Que no conteste María, No deje que María conteste. 
Don’t let us answer. No nos deje contestar. 
Let’s not answer. No contestemos, No vayamos a contestar. 
Don’t answer. No contesten (Uds.). 
Don’t let them answer. Que no contesten ellos (ellas), No los (las) deje que contesten. 
Don’t let the boys answer. Que no contesten los muchachos, No deje que los muchachos contesten. 


Se colocan los pronombres objetivos después de los verbos y las preposiciones.

Aprenda éstos y fíjese que en el nominativo y el objetivo son iguales los pronombres it y you.

me me 
you you te, le, lo, la 
he him le,lo 
she her le, la 
it it  lo, la
we us nos
you you les, los, las 
theythem les,los,las 
Pronombres Objetivos Pronombres Objetivos 
Usados Después de Verbos Usados Después de Preposiciones 
1.I saw him. 1.The child went with her. 
2.He helped you. 2.She looked at me. 
3.They told you. 3.They spoke to us. 
4.We asked them. 4.We talked to them. 
5.They called us. 5.He gave the money to her. 
6.My sister visited her. 6.The boys laughed at him. 
7.You took it. 7.You looked for it. 
8.The teacher answered me. 8.My brother waited for you. 

Haz los ejercicios del libro con tu profesor

El auxiliar Did

Como auxiliar, did se usa en preguntas y negaciones en el pasado con todos los verbos menos con las formas del verbo be y otros auxiliares como can y could, did sirve para todas las personas y se usa con el infinitivo sin la partícula to. La contracción negativa de did not es la palabra didn’t.

I wanted yo quise, quería I didn’t want no quise, no quería 
you wanted quisiste you didn’t want no quisiste 
you wanted Ud. quiso you didn’t want Ud. no quiso 
he wanted él quiso he didn’t want el no quiso 
she wanted ella quiso she didn’t want ella no quiso 
it wanted quiso it didn’t want no quiso 
we wanted quisimos we didn’t want no quisimos 
you wanted Uds. quisieron you didn’t want  Uds. no quisieron 
they wanted ellos quisieron they didn’t want .ellos no quisieron 

Interrogativo Interrogativo Negativo 
did I want? ¿quise, quería? didn’t I want? ¿no quise, no quería? 
did you want? ¿quisiste? didn’t you want? ¿no quisiste? 
did you want? ¿quiso Ud? didn’t you want? ¿no quiso Ud? 
did he want? ¿quiso él? didn’t he want? ¿no quiso él? 
did she want? ¿quiso ella? didn’t she want? ¿no quiso ella? 
did it want? ¿quiso? didn’t it want? ¿no quiso? 
did we want?  ¿quisimos?didn’t we want? ¿no quisimos? 
did you want?  ¿quisieron Uds.?didn’t you want? ¿no quisieron Uds.? 
did they want? ¿quisieron ellos?didn’t they want? ¿no quisieron ellos? 

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Nivel 1-Lección 2


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