1- IDIOMS

Formulaic Language and Idioms

Formulaic language encompasses fixed expressions that you learn and understand as units
rather than individual words. Examples include:

- Greetings and good wishes: Hi there! See you soon! Happy birthday!
- Prepositional phrases: At the moment, in a hurry, from time to time.
- Sayings, proverbs, and quotations: It's a small world! Don't put all your eggs in one basket.
To be or not to be - that is the question.
- Compounds: Car park, bus stop, home-made.
- Phrasal verbs: Take off, look after, turn down.
- Collocations: Blonde hair, deeply disappointed.

Idioms, a subset of formulaic language, are fixed combinations of words whose meaning can
be challenging to deduce from the individual words. For instance, if someone says, "I put my
foot in it the other day at Linda's house - I asked her if she was going to marry Simon," you
might not understand that "put your foot in it" means saying something accidentally that
upsets or embarrasses someone. Idioms have non-literal or idiomatic meanings.

Idioms come in various forms, and this book provides practice with various types. Examples
include:

- Tim took a shine to [immediately liked] his teacher (verb + object + preposition).
- The band's number one hit was just a flash in the pan [something that happens only once]
(idiomatic noun phrase).
- Little Jimmy has been as quiet as a mouse [extremely quiet] all day (simile).
- We arrived safe and sound [safely] (binomial).

Idioms often draw from everyday concepts, such as the human body, as seen in "Mark and
Alistair don't see eye to eye" [don't agree with each other].

How to Use Idioms:

- Many idioms are informal, so use them judiciously.
- Familiarity with idioms is essential for comprehending English literature, newspapers,
magazines, TV shows, films, and songs.
- Idioms are frequently used for humor or commentary.
- While idioms add fluency and naturalness to conversations or informal writing, avoid
overusing them.

Language Tip:
- Idioms have fixed words and word orders that cannot be altered. For instance, "gave a
shine to" or "sound and safe" are not valid variations.

2 - Articles
Definite Article "The":

Usage: "The" is the definite article and is used to refer to specific, particular nouns that are
already known to the speaker and the listener or are specific in the context.
Examples:
"The car you bought is very expensive."
"The book on the shelf is mine."

Indefinite Articles "A" and "An":

Usage: "A" and "an" are indefinite articles and are used when referring to nonspecific nouns
or introducing something for the first time.

Zero Article:

Usage: Sometimes, no article is used before a noun. This is known as the zero article. It's
often used with plural nouns and uncountable nouns when making general statements or
when referring to things in a general sense.
Omission of Articles:

Usage: Articles can be omitted in certain cases, such as with proper nouns, some abstract
nouns, and in specific phrases and expressions.

Specific Uses of "The":

With superlatives: "The" is used with superlative adjectives.

"She is the smartest student in the class."
With unique objects: "The" is used with objects that are unique or one-of-a-kind.
"The sun rises in the east."

Article Usage:

Generic Use: "The" can be used generically to represent a whole class or category.

"The lion is a majestic animal." (referring to lions as a category)

Referring to previously mentioned nouns: "The" is used when referring back to a noun
mentioned earlier in the text or conversation.
"I saw a cat. The cat was black." (referring back to the previously mentioned cat)

Example: He waited in the vain hope that the minister would meet him. (Unlikely to be
fulfilled hope)
Mounting concern/criticism/fury

Example: There is mounting concern/criticism/fury over the decision. (Growing concern, etc.)
Simple/plain truth

Example: The simple/plain truth is that no one was aware of the problem.
Adverb + Adjective:

What is Register?

Our use of language changes according to the situation we are in. For instance, at a close
friend's party, you might say, "Thanks for the party. It was a blast." (very informal). However,
if your boss hosted the party, you'd likely say, "Thanks for the party. I really enjoyed it."
(neutral). In this example, "neutral" and "very informal" both represent different registers.
Most language usage is neutral and can be used in various situations. However, register can
also be formal, informal, specific to a professional field (e.g., legal, journalistic, or media), or
reserved for official notices and forms.
Our choice of register depends on several factors, including the topic, the audience (friends,
strangers, figures of authority), and the mode of communication (letter, email, public,
private).
Examples of Different Registers:

Neutral Register:

The police are investigating/looking into the arms deal.

Comment: Either version is suitable for spoken or written contexts.
Informal Register:

The cops are trying to dig out info about the arms deal.
Comment: Phrasal verbs are often used informally, though some can be neutral.
Formal Register:

The police are conducting an investigation into the arms deal.

Comment: Longer words of Latin or Greek origin often indicate more formal language.
Police to probe arms deal.
Comment: "Probe" is typical of newspaper headline style.
Formal, Legal, and Official Register:

The arms deal may be subject to police investigation.

Comment: "Subject to investigation" is typical of bureaucratic or legal style.
Note: Formal language isn't exclusively written, and informal language isn't solely spoken.
There's overlap. Markedly formal language is typical of official or academic writing and
official legal or bureaucratic speech, while informal language is common in conversation,
personal letters, emails, social media messages, and some journalism.

Formal vs. Neutral Collocations:

Formal (from official documents): Students must submit their assignments by 1 May.
Neutral (spoken): "You have to hand in your assignments by 1 May."
Formal: Students may request an extension after consulting their tutor.
Neutral: "You can ask for an extension after you've talked to / had a word with your tutor."
Informal vs. Neutral Collocations:
"That film was totally awesome!" (Mainly used by teenagers, predominantly US)
[Neutral equivalent:] "Absolutely amazing/fantastic."
"That party was well good!" (Well used to mean 'very'/'really,' mainly by younger UK
speakers.)
"I haven't a clue / the foggiest idea what you mean."
[Neutral equivalent:] "I have no idea."
"We can grab a snack before the meeting if you're hungry."
[Neutral equivalent:] "Have a snack."

What is Metaphor?

When we use metaphorical language, we employ words in a non-literal sense. For instance,
when we say a writer "casts light on a situation," we mean that the writer helps us
understand it more clearly, similar to how turning on a light in a dark room helps us see more
clearly.
Metaphors Based on the Body:

Face (up to) the facts

Example: You're never going to run in the Olympics. It's time you faced (up to) the facts.
Meaning: Accepted reality.
Shoulder the blame

Example: Although others were also responsible for the problem, Alice decided to shoulder
the blame.
Meaning: Take responsibility for something bad.
Foot the bill

Example: Choose what you like from the menu – the company is footing the bill.
Meaning: Paying.
Head a team

Example: Jo heads a team working on crime prevention.

Meaning: Leads a project group.
Keep someone on their toes

Example: Having three sons under the age of five keeps Jana on her toes.
Meaning: Makes her stay active and concentrated.
Have an eye for

Example: Gina has an eye for detail, so ask her to check the report.
Meaning: Is good at noticing.
Go hand in hand with

Example: Unemployment goes hand in hand with social unrest.

Meaning: Happens at the same time or as a result of.
Metaphors Based on Weight:
Heavy

Example: A heavy responsibility.

Meaning: Serious or difficult.
Heavy burden

Example: A difficult responsibility to deal with.

Meaning: Something heavy to carry or a difficult responsibility.
Heavy book

Example: A book with difficult content.

Meaning: A book that weighs a lot or one with difficult content.
Weighty tome

Example: Would only be used to mean a book with difficult content.

Light

Example: Light reading.

Meaning: Reading material that is not serious.
Light heart

Example: If you do something with a light heart, you feel carefree and happy.
Slim chance

Example: There is a chance, but it is small.

Fat chance (very informal)

Example: Means almost no chance.

Metaphors Based on Movement:

Example: James did a lot of partying in his final year and ran into difficulties with his course.
His father was hopping mad when he only just managed to get his degree. However, when
he left university he walked straight into a job in an excellent company. Some people jumped
to the conclusion that this was because he'd started going out with the managing director's
daughter. His mother worried that, if their relationship hit the rocks, he would run into trouble
at work too

What are Similes?

Similes compare two things using "as" or "like," making language colorful and comparisons
powerful. For example:
My brother's as thin as a rake. [extremely thin]
The baby's skin is as smooth as silk. [extremely smooth]
Pilar is as bright as a button. [extremely clever]
I slept well, so I feel as fresh as a daisy this morning. [extremely fresh and energetic]

MODALS
Modals are a class of auxiliary verbs in English that add nuance to the main verb.
They include can, could, may, might, shall, should, will, would, must, and ought to.
Modals express various concepts such as possibility, necessity, permission, ability, and
prediction.
They are used before the base form of a verb and do not have past or present forms.
Modals often convey the speaker's attitude or level of certainty.
For example:
"She can sing." (Ability)
"You should attend the meeting." (Advice)
"It must be done immediately." (Necessity)
"He might come to the party." (Possibility)
Using '-ing' Forms
Level: Beginner

Common verbs followed by an '-ing' object are:

admit, like, hate, start, avoid, suggest, enjoy, dislike, begin, finish.

As the Object of a Preposition:

- Some people are not interested in learning English.

'-ing' Form as a Noun

'-ing' Forms as Adjectives:
'-ing' adjectives can be placed:

Before a Noun:
- I read an interesting article in the newspaper today.
- We saw a really exciting match on Sunday.

After a Link Verb like "be," "look," or "sound":

- Your new book sounds very interesting.
- The children can be really annoying.

After a Noun:
- Who is that man standing over there?
- The boy talking to Angela is her younger brother.

Especially after Verbs of the Senses like see, watch, hear, smell, etc.:
- I heard someone playing the piano.
- I can smell something *burning.
Have/Get Something Done - Passive Voice

"Have" and "get" can be used to form the passive voice in English.
Passive voice shifts the focus from the doer of the action to the receiver of the action.
The structure is as follows:
"Have/get" + object + past participle (verb in the past participle form)
"Have" implies a sense of control or intention, while "get" suggests a more general or
external influence.
Passive voice is used when the doer of the action is less important or unknown.
Example:
Active: "She repairs the car."
Passive (using "have"): "She has the car repaired."
Passive (using "get"): "She gets the car repaired."
Topic 2: Adjectives

Adjectives are words that modify or describe nouns, giving more information about them.
They can be used to provide details about size, shape, color, quantity, quality, and more.
Adjectives are typically placed before nouns or after linking verbs (e.g., "be," "seem,"
"appear").
Examples of adjectives:
"Big," "blue," "five," "delicious," "expensive"
Adjectives can be graded to express different levels of intensity:
Positive (e.g., "good")
Comparative (e.g., "better")
Superlative (e.g., "best")
Topic 3: Adjectives with Infinitive or -ing

Adjectives can be followed by infinitive verbs ("to + base form") or verbs in the "-ing" form.
The choice of infinitive or "-ing" often depends on the meaning and context.
Adjectives followed by infinitives usually express feelings, opinions, or judgments.
Example: "He is happy to help."adjectives that typically require the "to + infinitive" structure.
They fall into several categories:

1. Adjectives Expressing Emotion: These adjectives describe feelings or emotions, and they
are often followed by the "to + infinitive" structure to express the reason or cause behind
those emotions. For example:

"She was angry to discover that her project was canceled."

"I was pleased to hear the good news."
"He was surprised to find a gift on his desk."
2. Adjectives of Ability or Willingness: These adjectives indicate a person's capacity or
willingness to do something. They often use the "to + infinitive" structure to explain what
someone is capable of or willing to do. For example:

"She is able to solve complex problems."

"He is eager to learn new skills."
"They are unlikely to attend the event."
3. Adjectives Used to Express Opinions: These adjectives help express opinions or
judgments. When followed by the "to + infinitive" structure, they clarify the opinion or
judgment being made. For example:

"It's difficult to understand the concept."

"The question is easy to answer."
"He is clever to solve that puzzle."
4. Adjectives Referring to Difficulty: Some adjectives specifically relate to the level of
difficulty. They use the "to + infinitive" structure to indicate the level of challenge or ease. For
example:

"The task is hard to complete."

"It seems impossible to achieve."
5. Using "Of" with Other Adjectives: In some cases, the preposition "of" is used along with
other adjectives to indicate a certain quality or characteristic. This structure is often used to
express opinions or judgments. For example:

"It's kind of you to help."

"It would be silly of him to spend all his money."

Adjectives followed by "-ing" forms often describe the cause of a feeling or state.
Example: "The movie was boring, making everyone fall asleep."
Topic 4: Prepositions with Adjectives and Nouns

Prepositions are words that show the relationship between nouns, pronouns, and other
words in a sentence.
Some adjectives are commonly followed by specific prepositions.
Understanding these combinations is crucial for precise communication.
Examples:
"Interested in" (e.g., "I'm interested in art.")
"Familiar with" (e.g., "She is familiar with the topic.")
"Angry about" (e.g., "He is angry about the delay.")
Prepositions with Adjectives

Prepositions can follow adjectives to enhance the description or emotional context of a

sentence. These are known as adjective complements.

No strict rules govern adjective-preposition combinations, but patterns can be observed.

Synonymous adjectives often share the same prepositions, but be cautious as some may
differ.
Antonymous adjectives generally use the same prepositions.
Examining associated nouns' prepositions can provide insights into adjective-preposition
combinations.

PHRASAL VERBS

Phrasal verbs are common in English, especially informally. They consist of a verb and one
or two particles, often changing the verb's meaning.

Word Order:
1. Separable. Verb and particle can be apart or together but separate with personal
pronouns.

- They've called the meeting off.

- The meeting? They've called it off.

Example separable phrasal verbs:

- Bring up = start talking about
- Fill in = write information
- Pick up = collect someone
- Turn down = not accept

2. Non-separable: Verb and particle stay together, even with personal pronouns.

- Who looks after her when you're at work?

Example non-separable phrasal verbs:

- Come across = find by chance
- Turn into = become
- Get over = recover from
- Look into = investigate

3. With Two Particles:Inseparable, with personal pronoun after the particles.

- Who came up with that idea?

Example phrasal verbs with two particles:

- Come up with = think of
- Get rid of = remove
- Get on with = be friendly towards
- Put up with = tolerate
- Look forward to = be excited about
DIFFERENCE BETWEEN WORDS: INFORMAL VS FORMAL

carry out: informal research: without an article

What is the difference between "try to" + infinite and "try to" + gerund?
"Try to" + infinitive is used when someone attempts to do something, while "try to" + gerund
is used when someone attempts to make an effort to do something.

cuando mando un mail sin conocer: dear to whom it may concern o solo sir or
madam. termino el mail con sincerely yours (sí conozco) / faithfully (si no conozco) y
si termino el mail, aclaro mi pedido.

forward to + ing

COMPLAINT LETTER
Introduction Vocabulary:

I am writing to express my profound dissatisfaction with...

I wish to lodge a formal complaint regarding...
I must convey my strong discontent with...
It is with great frustration that I address...
I am deeply dissatisfied with...
Main Body 1 Vocabulary:

The product/service displayed a myriad of issues, including...

The flaws in the product have seriously hampered its functionality.
These issues have rendered the product/service ineffective.
The service I received was marred by multiple deficiencies.
During my visit, I encountered numerous setbacks that significantly marred my experience.
I was disheartened to discover that...
Main Body 2 Vocabulary:

I find it unacceptable that...

I am appalled by the lack of attention to detail.
As a discerning customer, I expected a superior level of...
This recent experience has left me questioning the integrity of your products/services.
I am dismayed that...
Given my long-standing association with your company, I had anticipated...
Conclusion Vocabulary:

I insist that you address this issue promptly by...

It is imperative that you take immediate action to...
I demand a swift resolution to this matter.
I expect a comprehensive and timely response.
I anticipate that you will take the necessary measures to rectify this situation.
I look forward to a prompt and satisfactory resolution.

SURVEY REPORT

Certainly, here's more vocabulary to enhance each section of a survey report:

introduction Vocabulary:
- This survey is designed to...
- The primary objective of this survey is to...
- The scope of this survey encompasses...
- The target demographic for this survey includes...
- In response to the emerging trends in...

Main Body - Survey Methodology Vocabulary:

- The survey employed a rigorous [methodology type] approach.
- Participants were selected through a systematic [sampling method].
- Data collection was conducted using state-of-the-art [survey tool] and [data collection
method].
- Ethical considerations were diligently addressed throughout the survey process.
- Despite certain inherent limitations, the survey adhered to industry best practices.

Main Body - Survey Findings Vocabulary:

- The survey yielded compelling evidence that...
- Visual representations, such as the bar chart in Figure X, clearly illustrate...
- An in-depth analysis of the survey data underscores...
- Patterns and trends that emerged from the survey data include...
- It is evident from the survey results that...

Main Body - Discussion and Analysis Vocabulary:

- The data suggests a strong correlation between...
- When benchmarked against established standards, our survey outcomes reveal...
- Notably, the survey unearthed a surprising phenomenon wherein...
- The survey outcomes have direct implications for the strategies employed in...
- Our interpretation of the data underscores the significance of...

Conclusion Vocabulary:
- In summary, this survey has furnished invaluable insights into...
- Revisiting the survey's objectives, it is evident that they were successfully met by...
- This survey has proven instrumental in addressing the pertinent issue of...
- To navigate the evolving landscape, it is recommended that further research endeavors
explore...
- As we conclude this survey, we acknowledge its pivotal role in shaping our understanding
of...

CLASE 3 28/8

GRAMMAR BOOK - NUMBER AND QUANTITY

- PHRASAL VERBS

"A few" and "few" are phrases that are often used to describe quantities, but they
convey different meanings based on the context in which they are used.

​ A Few: When you say "a few," you're referring to a small number of items,
people, or things. It implies that there is at least some, and the number is not
extremely low. It suggests a relatively positive or sufficient quantity. For
example, if someone says, "I have a few books on the shelf," it means they
have a small number of books, perhaps more than two or three, but not a large
collection.
 ​ Few: On the other hand, "few" is used to describe a small number of
something, but it carries a more negative connotation. It suggests scarcity,
insufficiency, or not enough of whatever is being referred to. For instance, if
someone says, "There were few attendees at the event," it means there were
not many people present, and the implication is that the attendance was
disappointing or lower than expected.

THERE IS A LOT OF PEOPLE / THERE ARE LOTS OF PEOPLE

THERE IS A GROUP OF PEOPLE.
PHRASAL VERBS

VERB + ADVERBIAL PARTICLE

Phrasal verbs are verb phrases that consist of a main verb followed by one or more
adverbial particles (also known as prepositions or adverbs). These particles can completely
change the meaning of the main verb, creating idiomatic expressions that often have
meanings that can't be easily deduced from the individual words.

TRANSITIVE AND INTRANSITIVE PHRASAL VERBS. SEPARABLE OR NOT SEPARABLE

Transitive and intransitive phrasal verbs refer to whether the verb in the phrase
requires an object or not. Separable phrasal verbs are those where the particle
(preposition or adverb) can be separated from the verb and placed between the verb and its
object. Non-separable phrasal verbs, on the other hand, do not allow for the separation of
the particle from the verb.

Transitive Phrasal Verbs:

These are phrasal verbs that require an object to complete their meaning. They can be
either separable or non-separable.

Separable:
Example: "Turn off the lights." ("Turn" is the verb, and "off" is the separable particle.)
Non-separable: The particle cannot be separated from the verb.

Example: "She put up with the noise." ("Put up with" is the non-separable phrasal verb.)
Intransitive Phrasal Verbs:
These are phrasal verbs that do not require an object to complete their meaning. They can
also be either separable or non-separable.

Separable:
Example: "He woke up early." ("Woke" is the verb, and "up" is the separable particle.)
Non-separable: The particle cannot be separated from the verb.
Example: "The children are growing up fast." ("Growing up" is the non-separable phrasal
verb.)

LOOK UP TRANS. INTR

Transitive (with an Object): Intransitive (without an Object):

"I need to look up the definition of this word

in the dictionary."
"She looked up the address online."

BREAK INTO: BURGLE

B) START SUDDENLY

A WAR BROKE OUT (VERB) IN MARCH

THE OUTBREAK (NOUN) OF WAR

COME UP WITH PHRASAL PREPOSITIONAL VERB

BEAR OUT/ BORE/BORN

COME UP TO / LIVE UP TO: FULFILL

COME UP WITH AN IDEA
TO BE TAKEN IN IS TO BE DECEIVED
taken into.. court/ also inherit.. taken into a lot of money

UNIT 2 AND 3 OF MACMILLA 37 38 and 39

CLASS 4/9
NEED and DARE semi modal verbs.

DIFFERENCE between have and get something done: passive voice

"Have something done" and "get something done" are both ways to express actions that are
performed by someone else on your behalf, often in the passive voice. However, there are
some subtle differences in how they are used:

1. "Have something done":

- This construction is typically more formal and is often used in written or formal spoken
English.
- It implies that you arranged for someone else to do a task or provide a service for you.
- Example: "I had my car serviced yesterday." (Someone else, like a mechanic, performed
the service.)

2. "Get something done":

- This construction is less formal and is commonly used in everyday spoken English.
- It can suggest a sense of personal involvement or urgency in getting something
completed.
- Example: "I need to get my hair cut this weekend." (You want to ensure your hair is cut,
possibly because it has grown too long.)

In both cases, the passive voice is used because the focus is on the action being done to the
object (e.g., the car being serviced or the hair being cut) rather than on the person
performing the action. The key difference lies in the formality and the level of personal
involvement or urgency implied by each construction.
I SAW HIM LEAVE: VI TODA LA ACCIÓN
I SAW HIM LEAVING: SOLO EN UN PUNTO, NO TODA LA ACCIÓN

HE WAS SEEN TO LEAVE: WITNESS

HE WAS SEEN LEAVING: WITNESS

Participle adjectives are a type of adjective formed by adding a present participle (-ing form)
or a past participle (-ed form) to another word, typically an adjective, noun, or adverb. Here
are examples of each of the patterns:

1. Adjective + Present Participle:

- A boring movie (The adjective "boring" is modified by the present participle "ing.")
- An exciting adventure (The adjective "exciting" is modified by the present participle "ing.")
- A frustrating situation (The adjective "frustrating" is modified by the present participle
"ing.")
2. Noun + Present Participle:
- A child playing (The noun "child" is modified by the present participle "playing.")
- The dog barking (The noun "dog" is modified by the present participle "barking.")
- The students studying (The noun "students" is modified by the present participle
"studying.")

3. Adverb + Past Participle:

- A car easily fixed (The adverb "easily" modifies the past participle "fixed.")
- The problem was quickly resolved (The adverb "quickly" modifies the past participle
"resolved.")
- She was happily surprised (The adverb "happily" modifies the past participle "surprised.")

In each of these examples, the participle (either present or past) adds more information or
context to the word it is modifying, allowing for a more detailed description or explanation of
the noun or verb.
OUTKILL: MUCH MORE THAN NEEDED

SURVEY REPORT
When you have a survey report you can have a title for paragraph.

introduction: Digital privacy has become a paramount concern in the era of pervasive
online connectivity. University students, who are active internet users, are particularly
susceptible to digital privacy threats. This survey was conducted to gauge the extent
to which university students are aware of these threats and to understand their
behaviors and attitudes towards digital privacy. By examining their awareness and
practices, this study aims to provide insights into the current state of digital privacy
among this demographic.

Methodology: The survey was conducted among [Number of Participants] university

students from various academic disciplines. A mixed-method approach was
employed, combining a structured questionnaire and open-ended interviews. The
participants were selected using convenience sampling. The survey questions
covered topics such as online habits, concerns about digital privacy, protective
measures, and awareness of privacy regulations. Data collection took place between
[Start Date] and [End Date].

Findings: The survey revealed several key findings. First, [Percentage]% of

respondents expressed moderate to high levels of concern about their digital privacy.
Second, [Percentage]% of students reported that they had experienced some form of
privacy breach or data misuse. Despite these concerns, only [Percentage]% of
respondents consistently used privacy protection tools, such as VPNs or encrypted
messaging apps. Additionally, [Percentage]% of students were unaware of data
privacy regulations, including GDPR and CCPA, indicating a need for increased
education in this area.

Conclusion: In conclusion, this survey highlights the importance of digital privacy

education and awareness among university students. While many students are
concerned about their online privacy, a substantial portion remains unaware of
essential privacy protection tools and regulations. Educational institutions should
consider integrating digital privacy awareness programs into their curriculum to
equip students with the knowledge and skills necessary to safeguard their digital
identities. Ultimately, a more privacy-conscious generation can contribute to a safer
and more secure online environment.

SECOND EXAM

DISCUSSION TOPICS
DISHONESTY
EMOTIONS
HELPING
INTELLIGENCE
MONEY
POWER AND AUTHORITY
SPEAKING AND CONVERSATION
SUCCESS AND FAILURE

DIFFERENCE BETWEEN ROB AND STEAL

ME ROBARON: I´VE BEEN ROBBED / I WAS ROBBED YESTERDAY

RIGHT FORM: PASSIVE USE AND ROBBED

STEAL * STH * FROM * SB

ROB * SOMEBODY * OF * SOMETHING

STEAL: SOMETHING OR SOMEONE

ROB: JUST MYSELF

SPARE PARTS: REPUESTO

AHORRAR: SET MONEY ASIDE
SETTLE DEBTS: CANCELAR DEUDAS