This document provides information about different types of questions in English, including yes/no questions and wh- questions. It discusses the structure of questions and how to form questions using auxiliary verbs like "do" and "be". It also explains the use of question words like who, what, when, where, why and how in questions. Specifically, it covers when these question words can be used as subjects, objects, complements or adverbials in a question. The document aims to give the reader the basic tools to understand and construct different types of questions in English.

1. Personal information

2. Tabla de contenido
Introducción........................................................................................................... 1
Mapa conceptual ................................................................................................... 1
1. Yes/No questions and Wh- questions ............................................................. 2
Yes/No questions................................................................................................. 2
Wh- questions ...................................................................................................... 4
Questions structure............................................................................................ 10
2. Questions for a CV .......................................................................................... 12
What are your greatest strengths?..................................................................... 12
What are your weaknesses?.............................................................................. 13
Why are you interested in working for [company name]?................................... 13
Why do you want to leave your current company? ............................................ 14
Where do you see yourself in 5 years, 10 years? .............................................. 15
Why should I hire you?....................................................................................... 15
“Tell us about yourself!”...................................................................................... 16
3. How to make the summary of a text .............................................................. 17
What is a summary? .......................................................................................... 17
Referencias.......................................................................................................... 19

3. 1
Introducción
Actualmente no es extraño que muchas empresas hayan tenido dificultades al
momento de comunicarse con posibles clientes de otros países en el idioma
inglés, ya que el panorama de los negocios internacionales ha cambiado
últimamente, dado que cada vez, nuevas empresas con novedosas herramientas
tecnológicas superen otras, por ello es importante que las páginas web estén en
inglés, si el objetivo de la misma es proyectarse a mercados internacionales.
El inglés está pasando de ser un idioma más y se ha convertido en una necesidad
o requisito para el campo laboral; cabe mencionar que es el idioma universal en el
mundo de los negocios, puesto que más del 70% de la información contenida en
internet se encuentra en inglés y las negociaciones internacionales son dirigidas
en inglés con términos técnicos, necesarios para desarrollar un negocio con éxito.
Todo esto conduce a la siguiente conclusión, tener conciencia frente a la
importancia de aprender inglés como herramienta esencial en los negocios, dicho
valor agregado es el que los gerentes quieren que sus empleados tengan, por lo
tanto, se le invita analizar y leer detenidamente el siguiente material de formación.
Mapa conceptual
En el mapa conceptual que se comparte a continuación, se evidencia la
interrelación temática del contenido que se plantea en este material de formación.

4. 2
1. Yes/No questions and Wh- questions
En la vida diaria es necesario el uso de preguntas para obtener información
personal, tanto en el trabajo como para cualquier otro tipo de necesidad. Por lo
tanto, este material de formación le proporciona las herramientas básicas para
comprender y construir preguntas con dos tipos de respuestas (si o no).
Nota: si requiere el uso de un traductor puede hacerlo.
Yes/No questions
Para hacer una pregunta utilizando el verbo "to be" se debe colocar el
verbo al principio de la oración.
Questions Preguntas
Are you ready?
• Yes
• No
• Not yet
Are they crazy?
Is she serious?
Is that your baby?
• Yes, it is. Robert is the father.
• No, it isn't.
Was it under the table?
¿Estás listo?
• Sí
• No
• Todavía no
¿Están (ellos) locos?
¿Está (ella) hablando en serio?
¿Es ese tu/su bebé?
• Sí, él/ella es. Robert es el padre.
• No, él/ella no es.
¿Estuvo debajo de la mesa?

5. 3
• Yes, it was.
• No, it wasn't.
• Sí, estuvo.
• No, no estuvo.
Will they work today?
Will she hate me?
• Yes, she will.
• No, she won't.
Will he be ready?
¿Trabajarán ellos hoy?
¿Me odiará?
• Sí, te odiará.
• No, no te odiará.
¿Estará él listo?
Preguntas para casi todos los otros verbos son formados por
poner do delante del sujeto.
Do you speak English?
• Yes, I do.
• No, I don't.
• Just a little.
Did they talk to you?
• No, they didn't.
Does she understand?
Do you love Pat?
Did he smile?
¿Hablas inglés?
• Sí, lo hablo.
• No, no lo hablo.
• Apenas un poco.
¿Ellos te hablaron?
• No, no lo hicieron.
¿Ella comprende?
¿Tú amas a Pat?
¿Él sonrió? (LanguageGuide.org,
s.f.)

6. 4
Wh- questions
A question word can be subject, object, complement or adverbial. Compare
the positive statements (in brackets).
Subject: Who can give me some help?
(Someone can give me some help.)
Object: What will tomorrow bring?
(Tomorrow will bring something.)
Complement: Whose is this umbrella?
(This umbrella is someone's.)
Adverbial: When are you coming back?
(You are coming back some time.)
Where is this bus going?
(This bus is going somewhere.)
Why did everyone laugh? (Everyone laughed for some
reason.)
When a question word is the subject, there is no inversion. The word order
is the same as in a statement.
Who can give me some help?
But when a question word is the object, complement or adverbial (not the
subject), then there is inversion of the subject and auxiliary. For details.
What will tomorrow bring? Whose is this umbrella?

7. 5
Note:
a. A question can sometimes be just a question word.
I'm going to London. ~ When?
b. A question word can be part of a sub clause.
What did you think I said? (You thought I said something.)
When would everyone like to leave? (Everyone would like to leave some
time.)
c. A question can have two question words.
When and where did this happen? Who paid for what?
Compare who as subject and object of a question.
Subject: Who invited you to the party? ~ Laura did.
(Someone invited you.)
Object: Who did you invite to the party? ~ Oh, lots of people.
(You invited someone.)
Who saw the detective? (Someone saw him.)
Who did the detective see? (He saw someone.)
Here are some more examples of question words as subject.
What happens next? Which came first, the chicken or the egg?
Who is organizing the trip? Which biscuits taste the best?
Whose cat has been run over, did you say?

8. 6
How many people know the secret?
A question word can also be the object of a preposition.
Who was the parcel addressed to?
(The parcel was addressed to someone.)
Where does Maria come from? (Maria comes from somewhere.)
What are young people interested in these days?
(Young people are interested in something these days.)
In informal questions, the preposition comes in the same place as in a
statement (addressed to, come from). But in more formal English it can
come before the question word.
To whom was the parcel addressed?
On what evidence was it decided to make the arrest?
Note:
a. For who and whom,
b. Since comes before when even in informal English.
Since when has this area been closed to the public?
This often expresses surprise. A question with How long...? Is more neutral.
(Warp Theme Framework, s.f.)
Question words
I what, which and whose before a noun
These question words can be pronouns, without a noun after them.

9. 7
What will be the best train?
There are lots of books here. Which do you want?
Whose was the idea?
They can also be determiners, coming before a noun:
What train will you catch? (You will catch a train.)
Which books do you want? (You want some of the books.)
Whose idea was it? (It was someone's idea.)
Which can come before one/ones or before an of-phrase.
Which ones do you want?
Which of these postcards shall we send to Angela?
The use of who, what and which
Who always refers to people. Which can refer to people or to something not
human. What refers mostly to something not human, but it can refer to
people when it comes before a noun.
Human Non-human
Who isyour maths teacher?
Which teacher do you have? Which supermarket is cheapest?
What idiot wrote this? What book are you reading?
What do you do in the evenings?
Who is a pronoun and cannot come before a noun or before an of-phrase.

10. 8
NOT Who teacher do you have? and NOT Who of the teachers do you
have?
There is a difference in meaning between what and which.
What do you do in your spare time? What sport do you play?
Which is the best route? Which way do we go now?
We use what when there is an indefinite (and often large) number of
possible answers. We use which when there is a definite (and often small)
number of possible answers. What relates to the indefinite word a, and
which to the definite word the.
What sport...? (a sport)
(Tennis, or golf, or football, or...)
Which way...? (one of the ways)
(Right or left?)
The choice of what or which depends on how the speaker sees the number
of possible answers. In some contexts either word is possible.
What newspaper/Which newspaper do you read?
What parts/Which parts of France have you visited?
What size/Which size do you take?
Note: We can use what to suggest that there are no possible answers.
Why don't you invite a few friends? What friends? I haven't got any
friends.

11. 9
Who and whom
When who is the object, we can use whom instead.
Who/Whom did you invite?
Whom is formal and rather old-fashioned. Who is more common in
everyday speech.
When who/whom is the object of a preposition, there are two possible
patterns.
Who were you talking to?
To whom were you talking?
The pattern with whom is formal.
How
a. How can express means or manner.
How do you open this bottle? (You open this bottle somehow.)
How did the children behave? (The children behaved well/badly.)
b. When it expresses degree, how can come before an adjective or adverb.
How wide is the river? (20 metres/30 metres wide?)
How soon can you let me know? (very soon/quite soon?)
c. We also use how as an adjective or adverb in friendly enquiries about
someone's well-being, enjoyment or progress.
How are you? ~ Fine, thanks.

12. 10
How did you like the party? - Oh, it was great.
How are you getting on at college? ~ Fine, thanks. I'm enjoying it.
Note: What... like? asks about quality. Sometimes it has a very similar
meaning to How...?
How was the film?/What was the film like?
But What... like? does not refer to well-being.
How's your brother? ~ Oh, he's fine, thanks.
What's your brother like? ~ Well, he's much quieter than I am.
What does your brother look like? ~ He's taller than me, and he's got dark
hair.
A special pattern with why
Why (not) can come before a noun phrase or a verb.
Why the panic? (= What is the reason for the panic?)
Look at our prices - why pay more? (= Why should you pay more?)
Why not stay for a while? (= Why don't you stay for a while?) (English
Grammar, s.f.)
Questions structure
La estructura básica de una pregunta es la siguiente:
Auxiliary verb + Subject + Main verb
Si se tiene en cuenta la estructura básica de una oración y se le agrega el verbo
auxiliar, dicha estructura se convierte en pregunta:
Affirmative: They - play - tennis.
Question: Do - they - play - tennis?
Where – do – they – play – tennis?

13. 11
Prácticamente, formar oraciones, ya sean afirmativas, negativas o interrogativas,
solo es cuestión de agregar o quitar palabras como si fuera un rompecabezas.
Ejemplos:
Wh- Verbo auxiliar Sujeto Verbo principal Complemento
Do you like pizza?
Is she reading a book?
Will we travel to France?
Did he buy a car?
What is she doing?
When do they start the class?
Para las oraciones que contienen el verbo “to be”, la organización se hace de la
siguiente manera:
Verbo principal Sujeto Complemento
Am I wrong?
Are they students?
Why were you late?
What were you Doing?
Importante
Hay que tener en cuenta el uso de los verbos principales para la tercera persona
del singular:
Affirmative: She works in a big company.
Question: Where does she work?
Al escribir una pregunta utilizando un verbo diferente al “to be” y en tercera
persona del singular, el verbo principal pierde la -s final, dada la presencia del
verbo auxiliar.
El verbo principal que va conjugado con la tercera persona del singular (he, she, it)
en afirmativo, tiene agregado el sufijo -s, -es, -ies:
Verbos que terminan en…

14. 12
S-CH-SH-X-Z O Consonante + Y Vocal + Y
Miss - misses go - goes fly – flies buy - buys
Kiss - kisses do - does cry – cries say - says
Watch - watches study – studies play - plays
Push - pushes try - tries pay - pays
Mix - mixes enjoy - enjoys
Fix - fixes
Buzz - buzzes
2. Questions for a CV
This is a comprehensive list of common interview questions, and how to
answer them. Click the question you are interested in:
What are your greatest strengths?
From this list of common responses, think of examples from your work
experience and/or academic achievements that you can use to back up
your answer.
If you have already written an Achievement Oriented Resume, you can
simply take those examples and expand on them during the interview.
• Detail oriented.
• Hard working.
• Managerial skills.
• Quick learner.
• Team player.
• Interpersonal skills.
• Creative.
• Analytical.

15. 13
• Efficient.
• Ask good questions.
• Self-motivated.
• Organized.
What are your weaknesses?
Do not respond with “I work too hard.” This response is now considered
cliché.
Do respond with areas where you used to have problems, but have
since fixed them.
Example 1: If you used to be disorganized, tell the hiring manager what
steps you took to create new habits and processes to keep yourself
organized.
Example 2: If you used to work inefficiently, tell the hiring manager how you
increased your work output by learning new skills or asking for help from
more experienced team members.
If the hiring manager presses you for areas where you are currently weak,
try to talk about an area where you might have a knowledge deficit, and
outline the steps you are currently taking to get yourself up to speed.
Why are you interested in working for [company name]?
You’ll need to research the company you’re applying for to competently
respond to this question. Here are a few general reasons why you may be
interested in working for a specific company:

16. 14
• You believe in their misión.
• You have an interest in the industry.
• You like their brand.
• You believe your skill set can help the company succeed.
Why do you want to leave your current company?
The golden rule with your response here: Do not say anything negative. If
you talk negatively about your company or your boss, then the hiring
manager will think that you’re capable of doing the same to them. Frame
everything in a positive manner.
• If you got fired: Resist the desire to blame your bosses and trash the
company. Explain the situation as best you can, and tell the hiring
manager how you’ve taken the decision to heart, and will improve
yourself as an employee as a result.
• If you got laid off: Say that you understand management’s reasoning
behind the decision to lay off employees, and that it’s freed you up to
take on new challenges and explore different aspects of the industry.
Although you regret the decision, you’re excited to move on and earn
new achievements.
• If you’re searching for new employment: Tell the hiring manager that
you have a different philosophy, and different expectations than your
management. Inform them that you felt as though the time had come to
take on more difficult challenges, and learn new skills. Explain that you
felt that your skill base wasn’t being used to its full potential, and that
you’d like a new arena to test yourself in.

17. 15
Where do you see yourself in 5 years, 10 years?
This question may seem tricky, but it’s actually fairly simple to answer. The
hiring manager asks this question to figure out if you’re going to use the
company as a stepping-stone, or if you have long term plans.
No one really expects you to have a 5-10 year plan. Your answer should
follow these parameters:
• You hope to increase your skills and learn more about the industry.
• You aren’t sure exactly where you’ll be in 5 years, but you’d like to have
worked your way up into a management position.
• Avoid saying that you do not know the answer.
Why should I hire you?
In actuality, you’re answering this question the entire time you’re being
interviewed. But, if you hear this question directly, this one is easy to
answer.
• Tell them how your history and work experience makes you an ideal
candidate.
• Reference the skills, abilities, and knowledge you have that is either
directly applicable to the job, or transferable in some way.
• Tell the interviewer that you hope to make their job easier by taking on as
much responsibility as possible.
Before the interview, you should research what role you’d be filling in the
company. Have responses that directly respond to how you’d be the best
candidate to do the job.

18. 16
“Tell us about yourself!”
Some interviewers actually use this as a trick question, to make you reveal
information about yourself that you should not. Older candidates can find
themselves talking about spouses and children, which can give away their
age, or make recruiters believe that you wouldn’t be able to devote as much
time to the company as another candidate. Legally, they aren’t allowed to
ask questions like that — so the more you spill, the better for them.
How should you answer this?
• Stick to talking about the job, and why you’re interested in it.
• Talk about yourself in terms of your interpersonal and communication
skills.
• Let them know that you’re a serious person who is goal and achievement
oriented. (Have an anecdote prepared.) (Resumengenius, s.f.)
Importante:
Se debe tener en cuenta que una hoja de vida destacada debe ser simple, sencilla
y clara sin caer en los extremos. Al escribir sobre el perfil profesional hay que
tener presente que el modo de redactarlo depende de la ventaja que se tendrá
sobre otros candidatos.
Otro asunto de suma importancia, es ser enfático en los logros alcanzados en
puestos anteriores porque en realidad esta es una información que buscan los
empleadores. Otro aspecto a tener en cuenta es incluir la información completa
sobre la experiencia laboral y la formación educativa; debe incluir fechas
completas junto con los datos de contacto para que los empleadores puedan
verificar dicha información.
Finalmente, si se tiene conocimiento de un idioma extranjero o algún tipo de
formación como seminarios, cursos u otros que sean de ayuda para el puesto al

19. 17
cual se aspira. Esto puede ser un asunto que marque la diferencia entre los
candidatos a una vacante.
3. How to make the summary of a text
What is a summary?
• A summary article is a condensation of ideas and information, so you cannot
include every detail. In other words, it is a brief restatement - IN YOUR OWN
WORDS – of what the contents of the passage.
• Strictly speaking, you simply report back what the author has said. It is not your
job to make value judgments about the “rightness” or “wrongness” of what (s) he
says.
• While it is hard to give exact guidelines for length, many good summaries are
about 1/4 to 1/3 the length of the original. What are the steps in writing a
summary?
• Make a photocopy of the passage so that you can write on it or mark it in some
way.
• Read through the whole piece – carefully. Underline, highlight, star, flag, asterisk
ideas/words; comment in the margins as you read.
• When you finish, look back for the 1-2 sentences that state the writer’s main
point. Write it/them down or place some special note in the margin of the
passage. This is the article’s thesis statement. While it may appear early in the
essay, the first paragraph as you were taught to place yours, it may not be
stated until the end of the piece (almost as if it were a conclusion).
• Read the passage a second time, dividing it into sections of thought. Each
section may be one paragraph, but more commonly, each section will include
several paragraphs.
• Write a sentence or two summarizing each section of thought. If you have
trouble doing this, you might try writing a summary sentence for each paragraph
and revising where you see yourself repeating ideas.

20. 18
• Write a first draft of your summary if you can and include the following
information:
a. In the first sentence or two –
 The author’s name.
 The article’s or chapter’s name, the magazine’s or book’s name in which
the article in which the article or chapter appeared.
 The author’s thesis statement.
Example: According to Burger in his book Personality, people can be
categorized into welldefined personality types on the basis of their average
behavior.
b. Next, add your summary sentences for each paragraph or section. Put them
in the same order that the writer presents them in the essay.
c. You should make every effort to put the author’s ideas into your own words –
to avoid plagiarism (copying the author’s without quotes). However, you may
occasionally choose to quote an idea directly from the author. That’s fine, but
just be sure to place quotation marks around what you have used and cite the
page number of the essay.
d. Occasional supporting details may be added if you consider them significant
ones.
 Check your draft with the original to make sure that it is an accurate
representation of what the author says.
 Revise the summary to “smooth out” its choppiness. In other words, link
your section of summary sentences together with good transitional words
or phrases (like in addition, moreover, on the other hand, however, finally).
 Proofread and spellcheck.

21. 19
Referencias
• Behrens, L. y Rosen, L. (2003). Writing and reading across the curriculum. (8a
ed.). Nueva York, Estados Unidos: Pearson Education.
• English Grammar. (s.f.). Guide to English Grammar. Consultado el 11 de julio de
2016, en http://bluelook.net
• LanguageGuide.org. (s.f.). Gramática. Consultado el 11 de julio de 2016, en
http://www.languageguide.org/
• Resumengenius. (s.f.). Common Interview Questions and Answers. Consultado
el 11 de julio de 2016, en https://resumegenius.com/
• Warp Theme Framework. (s.f.). English Grammar. Consultado el 11 de julio de
2016, en http://www.mu.edu.et/
Control del documento
Nombre Cargo Dependencia Fecha
Autor Ismari Herrera Jerez
Experta
técnica
Centro de Servicios
Empresariales y
Turísticos
Regional Santander
Mayo de
2016
Adaptación
Paola Andrea
Bobadilla Gutiérrez
Guionista -
Línea de
producción
Centro Agroindustrial
Regional Quindío
Julio de
2016