Guia de ingles2

UNIVERSIDAD NACIONAL EXPERIMENTAL DEL TÁCHIRA

VICERRECTORADO ACADÉMICO DECANATO DE DOCENCIA

DEPARTAMENTO DE CIENCIAS SOCIALES NÚCLEO DE IDIOMAS

Guía de Estudio Inglés 2

Material de Estudio para uso exclusivo de Estudiantes de la UNET 2015

Elaborada por Profesores:

Luz Angela Cañas

Gerzón Cárdenas

Rebeca Duque Jersus Colmenares

2da Edición: Marzo 2006

Rebeca Duque

Gerzon Cárdenas

Luz Angela Cañas

Teresa Ortega

3ra Edición: Septiembre 2006

Luz Ángela Cañas

Gerzon Cárdenas

Rebeca Duque Teresa Ortega

4ta Edición: Marzo 2007.

Yoleyda Gámez

Rebeca Duque

Teresa Ortega Christopher Rodríguez

5ta Edición: Septiembre 2007

Luz Angela Cañas V.

Yoleyda Gámez

Christopher Rodríguez.

6ta Edición: Abril 2008

Luz Angela Cañas V.

Yoleyda Gámez

Christopher Rodríguez.

7ma Edición: Julio 2009

Belkys Moncada

9na Edición: Abril 2015

Yoleyda Gamez

Carolina Rojas

8va Edición: Septiembre 2010

Enlinar Alviarez Parra

Adriana Guerrero

Guía de Estudio Inglés 2. UNET 3

UNIVERSIDAD NACIONAL EXPERIMENTAL DEL TACHIRA, UNET

VICERRECTORADO ACADEMICO

COMISION CENTRAL DE CURRICULUM

PROGRAMA DE ESTUDIO

ASIGNATURA:

Ingles 2

CÓDIGO:

1023302

UC:

2

DEPARTAMENTO/CARRERA:

Cs Sociales

NUCLEO ACADEMICO:

Idiomas

PRE-REQUISITO:

Ingles 1

CO-REQUISITO:

Ninguno

HORAS SEMANA:

3

TEORIA: 1

LAB/PRACTICA: 2

SEMESTRE:

2015-1

VIGENCIA:

2015

OBLIGATORIA:

X

ELECTIVA

ELABORADO POR: Lic. Luz Angela Cañas, Lic. Jersus Colmenares, Lic. Blanca Urdaneta

COLABORADOR: Lic. Gerzon Cárdenas

FUNDAMENTACIÓN: El estudiante universitario recibe hoy día la influencia científica, tecnológica, cultural y social de los países de habla inglesa a través de diversos medios e instrumentos de información; por lo tanto, se considera que debe estar capacitado para usar con provecho la numerosa información difundida que llega en esta idioma para el estudio y refuerzo de las demás áreas del conocimiento. En consecuencia, se considera de suma importancia que el estudiante y profesional venezolano posea el dominio suficiente de este idioma en forma integral, lo cual le permitirá el acceso inmediato a toda la información actualizada a través de diferentes medios, entendiendo además, que el conocimiento de este idioma se está incorporando día a día como requisito indispensable en el campo de trabajo nacional e internacional. Es por estas razones que el objetivo primordial de Inglés 2, en secuencia al Programa previo de Estudio de Inglés 1, es ofrecerle al estudiante de las diferentes carreras de la UNET


estrategias y técnicas que le permitan desarrollar sus capacidades para la comunicación en las cuatro habilidades elementales: Leer, Escribir, Hablar y Entender lo escuchado para logra tal fin. OBJETIVO GENERAL Desarrollar competencias lingüísticas y comunicativas en las habilidades para la comprensión y expresión oral, así como de comprensión y expresión escrita del idioma inglés, equivalentes al nivel de principiante-intermedio que mejore su desempeño estudiantil y profesional. OBJETIVOS ESPECÍFICOS

1. Expresar de manera oral sentimientos y actitudes en tiempos pretéritos y futuros, descripciones, órdenes, y sugerencias, así como la comunicación para la socialización.

2. Expresar de manera escrita textos contentivos de sentimientos y actitudes en

tiempos pretéritos y futuros, descripciones de objetos, clasificaciones, órdenes, predicciones, sugerencias, así como de elementos de socialización, entretenimiento y trabajo.

3. Comprender e interpretar de manera oral información sobre eventos en tiempos

pretéritos y futuros, personas y objetos, descripciones, órdenes, disculpas y sugerencias, ofrecimientos, entretenimiento y socialización, tales como invitaciones y predicciones.

4. Comprender escritos de manera efectiva a través de estrategias de comprensión

lectora, acerca de personas y cosas, órdenes, descripciones, tiempos pretéritos y futuros, entretenimiento y de socialización.

METODOLOGÍA Y RECURSOS: La asignatura de INGLÉS 2 en las diferentes carreras de ingeniería de la Universidad Nacional Experimental del Táchira, se desarrollará en seis unidades de instrucción que representan en orden creciente de dificultad el material básico que se utilizará para las actividades de clase, laboratorio y evaluaciones a efectuarse durante el semestre. Los aprendizajes de caracteres significativos, comunicativos y basados en los contenidos, constituyen el enfoque propuesto en esta asignatura, en donde el estudiante es estimulado a percibir los nuevos conocimientos como elementos con significados inherentes a él y a su contexto, los cuales vienen a ser provechosos y utilizables para la comunicación efectiva. Este enfoque enfatiza el uso del segundo idioma a través de la utilización de elementos comunicativos y con significado para desenvolverse en ambientes profesionales y de negocios, al estar centrados en tópicos específicos y donde incorpora la práctica en las cuatro habilidades de la comunicación en un idioma.


A través de trabajo de clase, tanto en grupo como individual, así como en trabajo complementario y de refuerzo y el de laboratorio a realizarse dentro y fuera del aula de clase, se pretende que el estudiante adquiera, y/o aprenda estructuras de comunicación tanto en lenguaje hablado como escrito, teniendo como orientador y facilitador al profesor. De esta manera avanzará progresivamente hacia el reconocimiento, comprensión, análisis de la estructura, función e interrelación de las proposiciones que escuche o lea, y que le habilite para producir comunicación al hablar y escribir en los mismos y otros términos de estructura, función e interrelación de ideas o proposiciones. El profesor, a través de sus explicaciones, ejercitación con el material didáctico, uso de los recursos y estrategias, asignación de trabajos y su respectiva revisión y tutorías guiará al alumno en la obtención de las estrategias de aprendizaje que le permitan recordar, analizar, adquirir y aplicar las mismas a situaciones académicas y laborales semireales y reales, de modo que así pueda establecer la relación del estudio de este idioma con nuestro entorno y detección de los valores implícitos en las situaciones presentadas. El estudiante, por su parte, aplicará las estrategias de aprendizaje para dar respuesta a preguntas y ejercicios de comprensión con el objeto de iniciarse en la comunicación efectiva a nivel socio-técnico-científico en ingles y en la internalización de los valores inducidos por los contextos. El material de estudio seleccionado para la asignatura consiste en la Guía de Estudio del curso y el Workbook de revisión y consolidación de las unidades, en las que los estudiantes, con la ayuda del profesor, podrán afianzar los conocimientos adquiridos durante el desarrollo de los contenidos previos estudiados en la clase. ENFOQUES EN LA ENSEÑANZA Y APRENDIZAJE DEL IDIOMA INGLÉS El proceso de enseñanza y aprendizaje en los cursos de inglés está dirigido a desarrollar habilidades comunicativas del estudiante en esta lengua, basando por lo tanto el proceso educativo en el Enfoque Comunicativo, el cual enfatiza la habilidad del aprendiz para usar el idioma en forma apropiada en situaciones especificas. El enfoque comunicativo presta considerable importancia a las funciones del idioma y a ayudar a los estudiantes a desarrollar competencias comunicativas en el mismo. De esta forma, el enfoque comunicativo tiene como objetivo principal interrelacionar las funciones del idioma con el uso correcto de las estructuras, es decir, combinar la fluidez comunicativa con el uso correcto de las formas. Se pretende de esta forma que el estudiante practique y produzca los conocimientos adquiridos en la clase por medio de actividades o “tareas” (tasks) comunicativas propuestas que involucren una participación activa de los estudiantes entre sí, como por ejemplo, role-plays, information-gap, problem-solving, social exchanges, decision-making, etc. Las actividades propuestas en el salón de clase pretenden a su vez impulsar el enfoque pedagógico del aprendizaje cooperativo (Kagan, 1992, 1994, 2000) (Cooperative Learning), donde el docente aplica conocimientos, técnicas y estrategias de enseñanza y aprendizaje con el fin de ampliar su campo de acción dentro el salón de clase para elevar la motivación y la participación de los alumnos. De este modo, los estudiantes aprenden a ser “cooperativos” para promover su propio aprendizaje y el de sus compañeros. El enfoque cooperativo está basado en la creación, análisis y la aplicación sistemática de


estructuras o formas de contenido libre para organizar la interacción social en el salón de clase. Las estructuras usualmente involucran una serie de pasos, los cuales implican un comportamiento preestablecido en cada uno de ellos. Las estructuras de definen como los recursos que permiten al docente adaptar cualquier experiencia curricular cooperativamente en el salón de clase, siendo adaptables a los contenidos de los programas educativos permitiendo el desarrollo de habilidades cognitivas, afectivas y sociales para el logro de los objetivos propuestos. Las actividades de clase, se construyen por lo tanto, ubicando el contenido programático en un tipo o tipos de estructura. Las estructuras pueden ser, por ejemplo, las diversas técnicas que el docente usará para involucrar a los estudiantes en un aprendizaje cooperativo: brainstorming, flashcard game, simultaneous interaction, team discussion, team projects, timed-pair share, etc. Estas estructuras están enmarcadas en propósitos diferentes como la creación de la construcción de equipos (teambuilding), la construcción de socialización entre el grupo de estudiantes (classbuilding), el dominio de los contenidos (mastery), el desarrollo de habilidades de pensamiento (thinking skills), el desarrollo de habilidades comunicativas (communication skills) y el intercambio de información (information sharing) entre los estudiantes. El enfoque cooperativo enfatiza la interacción de los estudiantes en clase en forma simultánea. El aprendizaje cooperativo implementa el principio de simultaneidad lo cual ayuda a aumentar la producción de lenguaje en el estudiante. La enseñanza cooperativa, se basa por lo tanto, en cuatro principios esenciales: interdependencia positiva (positive interdependence), reconocimiento individual (individual accountability), igual participación (equal participation) e interacción simultánea (simultaneous interaction). Estos principios se integraran simultáneamente por medio de las estructuras presentadas para que el enfoque cooperativo realmente cumpla su cometido, permitir resultados de aprendizaje exitosos a los aprendices de una segunda lengua. Desarrollo de Habilidades: En el curso de Inglés 2 se pretende que el estudiante desarrolle en forma integral las siguientes habilidades: Mastery:

Speaking: The communicative tasks will provide students’ experiences to apply and produce the vocabulary, grammar, fixed-patterns and expressions in the context of personally meaningful communication to give way to freer discussions.

Listening: Plenty of practice will be given in improving extensive and intensive listening skills: for gist, to get specific and general

information, for predicting information.

Writing: To provide models of common business situations and to make learners aware of the role of register. Writing tasks will be used as an extension or consolidation of the other skills.

Reading: The tasks for reading will practice the main ways of reading: skimming, scanning, intensive/extensive reading through strategies for reading comprehension: guessing word


meanings from the context, predicting, recognizing cognates, finding main and supporting ideas, analyzing cohesion and coherence elements.

Vocabulary: To give learners the opportunity to build and master business and technical terminology.

Thinking skills:

To develop students’ abilities to generate, question, combine, categorize, evaluate, apply information, analyze, infer, predict and describe.

Social skills:

To develop students’ skills for praising, coaching, supporting, checking, turn-taking, speaking time, modeling and leadership.

Classbuilding skills:

To develop and provide networking among all students in a class as it creates a positive context within which groups or teams can learn. Classbuilding develops students’ abilities to generate simultaneously teambuilding, communication exchanges, information sharing, to solve class problems, to improve class environment, to plan events and to boost mutual support.

MODALIDAD EVALUATIVA Los contenidos de la asignatura de INGLÉS 2 se dividen en 6 Unidades instruccionales. El Semestre de estudio está dividido en tres Parciales. En el Parcial I se evaluaran las Unidades 1, 2. En el Parcial II se evaluarán las Unidades 3, 4 y en el Parcial III se evaluarán las Unidades 5, 6. Cada Parcial tiene una duración de 5 semanas. La siguiente tabla muestra los porcentajes acumulativos, instrumento de evaluación y aplicación cada uno de los Parciales.

PARCIAL UNIDADES SEMANA % ACUM INSTRUMENTOS

I

1,2 3 y 6 35

Tests escritos individuales/grupales Tests orales: (Conversaciones grupales cortas, presentaciones individuales o en grupo,…)

II

3, 4,5 9 y 12 35

III

6,7 16 30

Los tests medirán las cuatro habilidades.


CONTENIDO PROGRAMÁTICO

(Basado en los materiales Getting Ahead: CUP, 2000)

UNIDAD ELEMENTOS DE COMUNICACIÓN

ENFOQUE GRAMATICAL

ENFOQUE CONTEXTUAL

ACTIVIDADES DE PRÁCTICA Y REFUERZO

1 Describe career

and experience Book

accommodation Describe

products

Past tense Simple Past

Regular and irregular verbs

Countable and uncountable nouns:

Some and any

Education: Work experience and career Trade fairs Product

description Ordering

goods

Business world Product

descriptions

2 Describe and compare goods and products

Make suggestions and compare choices

Comparative and superlative adjectives

Conditions of sale

Office equipment and facilities

Office equipment Product

information

3 Describe trends.

Talk about cause and effect.

Give reasons for changes in performance.

Adjectives and adverbs.

Sequencing

language.

Describing a graph, discussing product sales and giving reasons for decrease/increase, giving a short presentation.

Information – gap activities.

Discussions. Class work:

Individual. Pair work. Small group work

4 Show visitors around a company or factory

Warn visitors of dangers while in factories

Describe recent events in a company

Past tense Simple Past

tense and Present Perfect tense.

Describing company

Performance.

Working hours. Class survey.

5 Practice terms to express quantity.

Describe changes in time.

Learn about

imports and exports.

Expressions to talk about mass quantity.

Describe past

and present perfect.

Talk about different countries and the products they import/export.

Reading:

skimming, scanning, main and supporting ideas.

Information – gap activities.

Discussions. Class work:

Individual. Pair work. Small groups

work.


6 Express prediction of future trends

Express degrees of certainty

Future tense: Will Future for forecasts and predictions

Degrees of certainty

Vocabulary of general business and economic concepts

Work environment in the future

Predictions Class survey


IN THIS UNIT YOU

WILL LEARN TO

STRATEGIES

FOR LANGUAGE

LEARNING:

LANGUAGE FOCUS

Describe career and

experience

Write a simple Curriculum

Vitae

Using Language Skills

Guessing meaning from

the Context

Predicting meaning by

the context.

Past Time: Past Simple

Regular and Irregular

Verbs

Countable and

Uncountable

Nouns

some and any.

SKILLS TO DEVELOP

WORD-POWER

COMMUNICATIVE

TASKS

Reading about: “Curriculum

Vitae”.

Talking about: “ Your

Career”

Writing about: “Working

opinions”.

Listening about: “Regular and

Irregular verbs”.

My first job was as…

Now I work as…

Interactive Production:

Role-Plays.

Communicative Production:

Speaking: Talking about

your work experience.

Writing: Making your own

CV.

CURRICULUM VITAE


Pre-reading activity. Discuss with your classmates the following questions.

1. What does the acronym CV mean?

2. What information should you write in a CV?

3. Have you written a CV?

HOW TO PREPARE A CV

A CV is a Curriculum Vitae. This Latin expression means “information about your skills and qualifications, that is, everything you have studied and achieved”. Americans use a similar document: they call it a “résumé”. What do these documents include? In a CV you must write relevant information

about you as a person. That is: age, marital status, address, telephone number. Apart from this, you must also include details about you as a professional, stating your degree, experience, courses for professional improvement, and general qualifications, such as other languages of which you have good knowledge and whether you can use a computer. The way you organize all this information is very

important, because your prospective employers will get an idea of you through this document, in many cases before meeting you in

person. (Track 01)

A. According to the text above answer in SPANISH the following questions

1. What information about your private life should be

included?

__________________________________________________________

___________________________________________________________

2. What do Americans present for a job application instead

of a CV?

___________________________________________________________

3. Why is it important to present a well-organized CV?

___________________________________________________________

___________________________________________________________


B. Complete these sentences using the words from the box

master - improve - qualify - relevant - prospective

1. If you want to ______________________ a foreign language, you must study a lot! 2. This is _______________________ information about the project. 3. They are buying technology from Japan to _______________________ the quality of their services.

Study this CV: Check if all the information required in the text has been given in this CV and how it has been done.

Now write down the missing information.

_____________________________________________________

_____________________________________________________

_____________________________________________________ Write down four questions you would ask Anne Wolf.

1. ______________________________________________________________________

2. ______________________________________________________________________

3. ________________________________________________________________

4. ________________________________________________________________

Personal Information

Name and Surname: Anne Wolf

Date of Birth: 9th February 1980

Nationality: Irish

Education / Qualifications

Secondary studies: High School Graduate

Languages: Native speaker of English

Fluent in Spanish and Portuguese


THE RIGHT PERSON

These words are often used in job advertisements. Companies look for people who are:

Self-starters, proactive, self-motivated, or self-driven: good at

working on their own.

Methodical, systematic and organized: can work in a planned,

orderly way.

Computer-literate: good with computers.

Numerate: good with numbers.

Motivated: very keen to do well in their job.

Talented: naturally very good at what they do.

Team players: people who work well with other people.

Now complete these extracts from job advertisements using words from the text about the right person.

1. You’ll need to be ________________________ , as you’ll be working on

financial budgets.

2. As part of our sales team, you’ll be working independently, so you have to be self

-________________________and self- ________________________.

3. We’re looking for someone who can work on ten projects at once. You must be

________________________, ________________________ and

____________________

4. We need ________________________ journalists who are very good at their

job and extremely ________________________ to find out as much as they

can.

5. You’ll be researching developments on the Internet, so you have to be

________________________. You must be ________________________ able

to work on your own initiative, and a ________________________. But as a part

of a team of researchers, you need to be a good ________________________

too.


Pre-reading activity. Discuss with your classmates the following questions.

1. Is it important to be prepared for a job interview?

2. What kind of clothes should you wear for a job interview?

3. Should you show interest about the job?

A JOB INTERVIEW

What is a job interview? Well, generally it is what follows after you have sent your CV to a prospective employer, and the people who are offering the job want to know more about you. The future employers now want to meet you in person and see what you look like, discuss your qualifications and so on.

There are several things you have to be very careful about: for example, the way you dress for that first meeting. If you are a boy, it is better to wear formal clothes – a shirt is preferable to T-shirt – and it may be appropriate to wear a jacket or blazer. Make sure your hair is tidy and your hands are very clean. If you are a girl, it is more appropriate not to wear mini-skirt and not too much make-up! Another important point is punctuality. Make sure you arrive on time. Never be late! They may think you are not very reliable. When you are in the actual interview, answer the questions clearly and directly, and, if there is something you do not understand, ask them to repeat the question instead of giving the wrong answer. Show that you are interested in the job, but do not be overanxious. Relax, do

your best and… good luck! (Track 02)

According to the text above answer in SPANISH the following questions

1. How should you dress for a job interview

If you are a boy? ____________________________________

If you are a girl? ___________________________________

2. Is it good to arrive very early for the interview? ___________________________________________________________

3. When should you ask for the question to be repeated? ___________________________________________________________


Past Simple We use the simple past to talk about an event or a situation that happened at a particular time in the past, which is now finished.

Complete the Application form:

Application form Job: Assistant

THE AMERICAN CURIOSITY SHOP

Name: _______________________________________________________________

Age: _______ Nationality: ________________ Address: ________________________

Telephone: ________________________ E-mail: _____________________________

Marital Status: □ Married □ Single

Education: □ High school □ University Others _________________

Completed □ Yes □ No

Languages: □ English □ French □ Portuguese Others: ______

□ writes □ writes □ writes □ writes

□ speaks □ speaks □ speaks □ speaks

Previous experience in similar jobs: □ Yes □ No

Times available: □ Morning □ Afternoon □ Evening

Ready to work a) Overtime □ Yes □ No b) Weekends □ Yes □ No

Signature: _______________________________ Date: __________

Forms of the past simple

We form the sentences with the past simple of the verb.

Ana arrived on time

We form the negative sentences with didn´t (did not) + the infinitive of the verb without to.

Peter didn´t like the breakfast

We form questions with did + the infinitive of the verb without to.

Did Sara lose her keys?


Here you will find some interesting exercises for improving your skills. http://www.ejerciciosinglesonline.com/new-exercises/ex1-pasado-simple/ http://www.efl.net/irrpasttense.htm http://www.english-at-home.com/grammar-past-simple-tense/

A. - These verbs are regular. Write them in the past simple, paying attention to the spelling.

Live__________ Study__________ Stop__________

Ask__________ Work__________ Help__________

Pass__________ Represent________ Move_________

Attend__________ Plan___________ Want_________

Need__________ Train__________ Visit_________

B. - Complete this list of irregular verbs.

Present Past simple Present Past simple

Am Go

Is Have

Are Leave

Become Made

Began Said

Came See

do Take

Thought

C. - Read this text. Then fill in the blanks with the correct form of the past simple of the verbs below.

continue / move / join / include / be / return / become / study

Theresa Stewart _________________ born in Vancouver Canada in 1976 and _________________ with her family to Quebec in 1978. She _________________ French literature at the University of Montreal from 1994 to 1998 and in 1998 / 99 she _________________ her studies at the Sorbonne in Paris. When she _________________to Quebec in 1999, she ________________________ AKL Media as a secretary, and in 2000 she ________________________ a Marketing Assistant. Her clients ________________________ several software

and computing companies.

http://www.ejerciciosinglesonline.com/new-exercises/ex1-pasado-simple/

http://www.efl.net/irrpasttense.htm

http://www.english-at-home.com/grammar-past-simple-tense/


You work for Atlantic Bikes in Halifax, Canada. You have a stand at the International Cycle Show in Taipei. Listen to a colleague, Susan McLean, phoning the Ambassador Hotel in Taipei to arrange accommodation. Complete her notes from her conversation. (Track 03)

Countable and uncountable nouns

Some money

I need

Three dollars

A. Are these words countable (C) or uncountable (U)? Some of them can be both.

___ accommodation ___ work ___dollars ___baggage ___ room ___ information ___money ___ journey ___ job ___ details ___suitcase ___travel

Cycle Show, Taipei

We need ______________ single rooms with ________________

Dates: ____________ March to ______________ April.

Ambassador Hotel: _____________ single rooms due to fair!

They suggest we try ____________ Hotel. Tel:_______________

Countable nouns They are people or things which we can count. They have both a singular and a

plural form.

Uncountable nouns They are things that we can´t count. They have no plural form. Materials or substances, feelings or qualities, abstracts ideas are uncountable .


Now look at these examples.

Some or Any

There is some accommodation at the Conference Centre. There are some rooms at the Imperial Hotel.

Do you have any accommodation/single rooms for tonight?

We don’t have any accommodation/single rooms for tonight.

B. Now practice this conversation with a partner. Then translate the dialogue into Spanish.

A: I’d like some information about hotels.

B: What exactly do you need to know?

A: I’d like to book some accommodation. Have you got any

single rooms for tonight?

B: I’m sorry, but we haven’t got any single rooms.

A: Are there any good restaurants near the hotel?

B: I’m afraid not. But there are some excellent

restaurants near the Convention Centre.

A: I haven’t got any money.

B: Don’t worry. I’ve still got some dollars.

C. Look at these notes on an International Language Fair and make questions.

International Language Fair.

1. Stands near entrance?

2. Cheap accommodation near centre?

3. Good restaurants near centre?

4. Shops near centre?

5. Parking near centre?

6. Sporting events at weekend?


Here you will find some interesting exercises for improving your skills. http://www.englisch-hilfen.de/en/grammar/nouns_uncountables.htm http://www.myenglishpages.com/site_php_files/grammar-exercise-countable-uncountable-nouns.php#.VMwfnywYFf1 http://www.myenglishpages.com/site_php_files/grammar-exercise-some-any.php#.VMwgPSwYFf0

1. Are there any stands near the entrance? 2. ____________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

5. ______________________________________________________________

6. ______________________________________________________________

D. Complete these sentences with some or any. Then match them to the questions in Exercise C. A. I’m afraid not. But there are _____________ near the

cafeteria. □

B. No, there isn’t ____________ parking near the Center. □

C. Yes, there are ___________ sporting events. There’s tennis tournament on Saturday and a swimming competition on Sunday. □

D. Yes, there are ________ excellent restaurants nearby. □

E. No, there aren’t ___________ shops near the Center. □

F. Yes, there are _____________ inexpensive hotels near the

Centre. For example, the Park Hotel isn’t too expensive. □

http://www.englisch-hilfen.de/en/grammar/nouns_uncountables.htm

http://www.myenglishpages.com/site_php_files/grammar-exercise-countable-uncountable-nouns.php#.VMwfnywYFf1

http://www.myenglishpages.com/site_php_files/grammar-exercise-countable-uncountable-nouns.php#.VMwfnywYFf1

http://www.myenglishpages.com/site_php_files/grammar-exercise-some-any.php#.VMwgPSwYFf0

http://www.myenglishpages.com/site_php_files/grammar-exercise-some-any.php#.VMwgPSwYFf0


COMPARING PRODUCTS

IN THIS UNIT YOU

WILL LEARN TO

STRATEGIES

FOR LANGUAGE

LEARNING:

LANGUAGE FOCUS

* Describe products.

* Compare products and office

equipment.

* Use expressions to give your

opinion.

Using Language Skills.

Guessing meaning from

the Context.

Predicting meaning by

the context.

Filling in blanks.

Brainstorming

Word associations.

Discriminating

information.

Comparative and

superlative Forms.

Adjectives.

Numbers (prices)

SKILLS TO DEVELOP

WORD-POWER

COMMUNICATIVE

TASKS

Listening for specific and

general information.

Speaking: Talking about

comparing products and

discussing which is better.

Make decisions in groups.

Reading: Skimming,

scanning, cognates, main and

supporting ideas.

Writing: to consolidate

previous knowledge.

Office equipment.

Adjectives.

Information-gap activities.

Discussions.

Class work :

Individual, Pair work, Small

groups.


Pre-reading activity.

Discuss with your classmates the following questions.

1. Can you mention some office equipment?

2. What is the meaning of the expression “Time is money”?

OFFICE EQUIPMENT

Whenever you go nowadays in the business world, you will find an incredible variety of office equipment without which office activities would be very difficult and slow, and… time is money!

But then, how much do we know about these quiet helpers? Let‟s introduce them. To begin with, there is the master of them all: the computer, also known as the PC or the terminal. We don‟t need to say any more. Then, there comes the telephone, the perfect match for the PC. From this “marriage” we‟ve got a brilliant child: Internet, and the baby sibling, e-mail. Needless to say, the telephone has got another important relative: the facsimile, better known as the fax, and, the voice mail, and in-company answering device, similar to our home answering machine. The family is also composed of other members. The shredder is a very useful machine to destroy papers which are no longer necessary but which contain confidential information that shouldn‟t be read accidentally, or not, by other people. The photocopier is an invaluable ally to save time, and an old friend of all students! Unfortunately, this helpful device is often misused as when people photocopy books thus harming the author‟s rights among other things.

(Track 04)

Find the words or expressions that qualify these objects. Internet: brilliant child______________

Photocopier:____________________

Telephone:______________________

Voice mail:_____________________


Find the English names of these objects in the crossword below.

Comparatives and Superlatives

We use comparatives to compare two things or two people. A desktop is cheaper than a

notebook.

A notebook is as useful as a

desktop’s.

A desktop is not as practical as a

notebook

Superlatives are used, however, to compare to show the difference between more than two things or more than two people. An Apple´s notebook is the most

expensive.

A desktop is the heaviest of all.


A. Look at the pictures and compare the prices. Study the examples

Lenovo G70 $628.99 Acer $197 HP Stream 13 $249.99

Lenovo´s laptop is the most expensive.

Acer´s laptop is the cheapest.

Acer´s laptop is cheaper than HP´s.

HP´s laptop is more expensive than Acer´s.

B. Three companies produce the cardboard boxes you need. You have to decide which company to buy from. Your purchasing department has collected these statistics to help you make up your mind. Ask and answer the questions.

RCA BOX & CO PACKAGING & CO

Price per standard 1 cubic metre box

8.36

8.5 8.36

Number of styles of boxes in the range

38 12 37

Delivery period 2 days 1 day 4 days Discount 5% 10% 15% Quantity kept in stock 1000,000 700,000 400,000 Terms of payment 14 days 30 days 60 days

Which company...

1. has the highest / lowest prices?

_______________________________________________________________________________________________

2. has the widest / smallest product range?

_______________________________________________________________________________________________

3. has the best / worst quality record?

_______________________________________________________________________________________________


4. delivers the fastest / slowest?

_______________________________________________________________________________________________

5. gives the biggest / smallest discount?

_______________________________________________________________________________________________

6. keeps the most / fewest boxes in stock?

_______________________________________________________________________________________________

7. gives the most / least time to pay?

_______________________________________________________________________________________________

Be careful with these adjectives:

ADJECTIVE COMPARATIVE SUPERLATIVE

Good Better than The best

Bad Worse than The worst

C. Complete the paragraph using the words from the box * More than one answer may be possible.

OFFICE SUPPLY’S 15TH ANNIVERSARY SALE!

Come to Office Supply for the __________________ prices,

the __________________ service and the __________________

equipment for the office. We have everything from

computers to furniture. We have the __________________

range of fax machines in the city and the

__________________ selection of office furniture. We’re

open longer hours than other shops, so come to us. We’re

the __________________! Don’t forget __________________

thing – if it’s office equipment you need, then you need

OFFICE SUPPLY.

large – important – low – good – wide – modern - good


THE INSPIRON AND THE OTHERS

Dell Inspiron notebooks are

designed for small businesses which demand better performance and more advanced technology at lower prices. The Inspiron is not as expensive as other notebooks, and it is smaller and lighter. The advanced design of the Inspiron

makes it easy to upgrade. This same design makes it more reliable than other notebooks. Dell‟s low price includes higher quality service and support. And we promise faster delivery of your new computer, usually within 6 to 10 days of receiving your order. For a better notebook, buy Dell.

A. According to the text are the statements about it true (T) or false (F)?

1. The Inspiron is less reliable than other notebooks. ____

2. It is not as advanced as other notebooks. ____

3. It is more reliable than other notebooks. ____

4. Service and support is included in the price. ____

5. The Inspiron is more expensive than its competitors. ____

6. The inspiron is bigger than other notebooks. ____


Here you will find some interesting exercises for improving your skills

B. Now rewrite the advertisement using superlatives to fill in the blanks.

THE INSPIRON AND THE OTHERS

Dell Inspiron notebooks are designed for small businesses which demand _________________ performance and _________________ advanced technology at _________________ prices. The Inspiron is not as expensive as other notebooks, and it is smaller and

lighter. The advanced design of the Inspiron makes it _________________ to upgrade. This same design makes it more reliable than other notebooks. Dell‟s low price includes_________________ quality service and support. And we promise _________________ delivery of your new computer, usually within 6 to 10 days of receiving your order.

For _________________ notebook, buy Dell.

https://www.ego4u.com/en/cram-up/grammar/adjective-adverbs/adjectives/exercises

http://www.saberingles.com.ar/curso/lesson12/05.html

http://comoaprenderinglesbien.com/ejercicios-de-adjetivos-comparativos-1/

https://www.ego4u.com/en/cram-up/grammar/adjective-adverbs/adjectives/exercises

http://www.saberingles.com.ar/curso/lesson12/05.html

http://comoaprenderinglesbien.com/ejercicios-de-adjetivos-comparativos-1/


STATISTICS

IN THIS UNIT YOU

WILL

STRATEGIES FOR

LANGUAGE

LEARNING

LANGUAGE FOCUS

Describe trends.

Give reasons for

changes in performance.

Guessing meaning

from context.

Filling in blanks.

Brainstorming.

Word associations.

Discriminating

information.

Describing graphs.

Adjectives and

adverbs.

Sequencing language.

SKILLS TO DEVELOP WORD POWER COMMUNICATIVE

TASKS

Listening for

specific/general

information.

Speaking: describing a

graph, discussing

product sales and

giving reasons for

decrease/increase,

giving a short

presentation.

Reading: skimming,

scanning, main and

supporting ideas.


previous knowledge.

Statistics vocabulary.

Expressions.

Information – gap

activities.

Discussions.

Class work:

Individual.

Pair work.

Small group work.


A. These verbs describe trends. Put them under the correct heading like this:

/

Soar level out plummet

B. These words describe the degree of change. Group them like this: n + ++ +++ ____Gradually____ ___________________ ___________________ _______________ __________________ _________________

_______________ __________________ _________________

NOTICE:

To describe trends we can combine just the verbs under the columns

(↓) or (↑) with the adverbs above. It is not applied to the verbs under these

columns: (↑↑), (↓↓) or (↑/↓) because they are emphatic by themselves.

soar - drop - remain unchanged - decline - rise - increase -

decrease jump - remain stable - climb - plunge - fall - plummet -

peak - rocket - fluctuate - level out

Gradually - suddenly - slowly - steadily - slightly - dramatically -

sharply - fast


Now, look at these graphs showing the online book sales between 2007 and 2013.


A) Use the verbs and adverbs from page 29 to complete these sentences related to the graphs on page 30. Follow the examples.

1) In the year 2007, book sales increased dramatically.

2) In June 2013 sales peaked to 120.000 units.

3) From 2009 to 2010, sales of the book remained stable.

4) Sales fluctuated between January and July 2013.

5) _________________________________________________________________

6) _________________________________________________________________

7) _________________________________________________________________

8) _________________________________________________________________

9) _________________________________________________________________

10) _________________________________________________________________

B) Write these expressions under the graphs below.

a slight increase a sudden collapse a dramatic rise

a steady decline a gradual rise

__________________ _________________ _____________________

__________________ __________________ __________________


Circle the correct word in italics.

Demand for Copper declined gradual / gradually over a period of

five years. At the same time there was a sharp / sharply increase in

competition among producers. This caused a slight / slightly fall in prices

throughout world market. The market grew sharp / sharply during the

years that followed. Competition, however, increased strong / strongly

and kept prices very low.

Look at this statement from Part A page 31.

Sales increased dramatically, where increased is the

_________________and dramatically is the __________________.

Can you guess the grammar rule?

_________________________________________________________

Look at this statement from Part B page 31.

A sudden collapse, where collapse is the ___________ and sudden is the

_______________. Can you guess the grammar rule?

_________________________________________________________

The verbs can be changed into nouns like these:

jump - rise - increase - decline - decrease - fall - drop – plunge

The adverbs can be changed into adjectives like these:

gradual - slow - slight - steady - sudden - dramatic – sharp


A. Listen to five managers describing the sales

of Fizzo. Complete the chart like this: (Track 05)

Area Profit Sales Reasons

United Kingdom ↑ ↑

Europe

America

Australia

Africa

Now listen again. Why did sales go up or down?

NEW TENDENCIES

Both employers and employees are Essentials components of every working organisation. Responding to changing circumstances, working conditions have continued to develop. Nowadays, it is not easy to find an employee who will remain at his/her post, whether a factory, business or bank for his/her working life. People often move on, attracted by better opportunities. On the other hand, many others lose their jobs because nowadays a machine can do the work of six people. The advance of technology is astounding but knowledge has become increasingly vast and it is not always accessible to everybody. Team work has turned out to be the most efficient and intelligent solution; this technique enables a group to improve its performance. People learn to work together effectively and they combine efforts to achieve a common goal. In business, as in other activities, the convergence of opinions from different fields terms; it helps to solve different problems, facilitating greater understanding. Isolation is no longer part of the business world. Partnership, communication and sharing are necessary elements.


Read the passage above and answer these questions in SPANISH:

1. Is it easy to find someone who works at the same post for his/her

working life?

__________________________________________________________

2. Why do people move on?

__________________________________________________________

3. Why do people lose their jobs?

__________________________________________________________

4. What technique enables a group to improve its performance?

__________________________________________________________

5. What is no longer part of the business world?

__________________________________________________________


EVENTS IN FACTORIES AND FIRMS

IN THIS UNIT YOU

WILL

STRATEGIES FOR

LANGUAGE

LEARNING

LANGUAGE FOCUS

Show visitors around a

company

Warn visitors of dangers

while in factories

Describe recent events

in a company

Making predictions

Transferring

information

Word associations

Guessing meanings

from context

Matching

Skimming and Scanning

Past Simple Tense:

Regular and irregular

Verbs

Present Perfect Tense:

Statements, Questions

and Answers:

has/have + V (p.p)


TASKS

Listening: Messages on the

Phone, Warnings in a factory,

talking about events and

developments in a company.

Speaking: Giving warnings,

showing visitors around the

company, finding out about

company events last year,

reporting company events.

Writing: What have you done

this week?, completing notes

from a meeting.

Reading: Company reports,

technical extracts.

Warnings

Company

departments

Company Personnel

Company reports

Role-playing: showing

a visitor around the

company

Information gap: Finding out about things

done at work


SAYING WHAT YOU HAVE DONE

A. You work for PackEx. Read and complete this memo your boss has sent to you. Use the verbs in the box.

introduce show explain arrange

PACKEX International memo

To: Paul Gething From: Diana Skinner Date: Friday, 26 November 2010 I have to go to Perth on Monday and Tuesday, but I‟ll be back on Wednesday. Henry Lee is arriving from the Hong Kong office on Monday evening. Could you:

__________________ the agenda of the training programme. □

__________________ him around the company. □

__________________ him to the Training Manager. □

__________________ a meeting with the Production Manager. □

Please apologize for me and tell him that I will see him at the factory on Wednesday morning. Thank you very much for your help. Diana

B. Listen to Diana phoning Paul and thick in the box (√ ) the things he has done. (Track 06)

C. Here is Paul’s E-mail to Diana. Listen again and complete the message.

MAIL IN Diana, This is what I ______________ with Henry Lee. Mr. Lee ______________ last night. I ______________ the programme to him this morning. After lunch, I ______________ him around the company. I ______________ him to the Training Manager because he has benn in a meeting. The Production Manager is away, so I ______________ for her to meet Mr. Lee. I ___________ a message for her.


Simple Past

Present Perfect

A. Practice this conversation with a partner and check the use of the Present Perfect and the Past Tense. Then translate the dialogue into Spanish.

1. a. Have you seen the new company video? b. Yes, I saw it yesterday.

2. a. Have you met the new Personnel manager yet? b. No, I‘ve just come back from holiday.

3. a. Has Deskprint sent us their new brochure?

b. Yes, it arrived last Thursday. 4. a. Have you read the financial report?

b. No, I haven’t had time yet. 5. a. Have you had lunch yet?

b. No, I„ve been too busy.

We use the Present Perfect to say that an action happened at an unspecified time before now. The exact time is not important. We can use the Present Perfect with unspecific expressions such as: ever, never, once, many times, several times, before, so far, already, yet, etc. I have traveled by train.

Joan hasn´t studied two foreign languages.

A: Have you ever met him?

B: No, I have not met him.

We use the Simple Past to express the idea that an action started and finished at a specific time in the past. We can use the Simple Past with specific time expressions such as: yesterday, one year ago, last week, when I was a child, at that moment, that day, one day, etc. We saw a movie last night.

He didn't drink coffee yesterday.

Did you have dinner last night?

Yes, I had dinner last night.

No, I didn´t have dinner last night.


B. Complete the text below with the appropriate tenses using the words in parentheses

a) I can't believe I (get) ___________________ that apartment. I (submit)

________________ my application last week, but I didn't think I had a chance of actually

getting it. When I (show)_____________________ up to take a look around, there were

at least twenty other people who (arrive)_______________ before me. Most of them (fill,

already)______________ out their applications and were already leaving. The landlord

said I could still apply, so I did.

b) I (try) _________________ to fill out the form, but I couldn't answer half of the questions.

They (want)___________________ me to include references, but I didn't want to list my

previous landlord because I (have) _______________________ some problems with him

in the past and I knew he wouldn't recommend me. I (end) _________________ up

listing my father as a reference.

C. Complete this table of irregular verbs. Infinitive Past Tense Past Participle

Be Was/were Been

Buy

Come

Done

Get

Go

Have

Left

Make

Meet

Put

Said

See

Sell

Spoken

Read

Take

Write

Tell

Break


D. Put these words in the correct order to make sentences giving news for a company report. 1. open / office / Seattle

We’ve opened an office in Seattle__________________________

2. close / factory / Atlanta

__________________________________________________________________ 3. start / exporting / Japan __________________________________________________________________

4. start / exporting / New Zealand / last year __________________________________________________________________

5. sell / food processing business / in February

__________________________________________________________________

6. fired / 10,000 employees / in 2009

__________________________________________________________________

E. Put the correct name of these sings using the words in the box.

Hard hats area Electrical hazard First aid Kit Fire hose Fire extinguisher Eye protection Adjustable guard Watch your step

____________ ______________ _____________ ______________

______________ ______________ ____________ _____________


A. Student A looks at File 01 and Student B looks at File 02.

File 01

You are a department manager.

You are away on business. It is Thursday evening. You

have asked your assistant to do these things while you’re

away:

Make an appointment with Ms Jackson for next week.

Inspect the new factory.

Send some brochures to Ms Ball.

Write a report on the meeting.

Visit Mr. Franklin.

Talk to the Export department about new delivery

conditions.

Go to a presentation of the new product.

Have a meeting with the sales team.

Phone your assistant and find out if he or she has done

these things yet. If not, ask why, e.g. Why haven’t

you…?

File 02.

Your boss is on a business trip.

It is now Thursday evening and your boss telephones you

to find out what you have done. These are the things

you’ve done.

Monday

Inspect the new factory.

Visit Mr. Franklin.

Tuesday

Have a meeting with the sales team.

Write a report on the meeting.

Wednesday

Talk to the Export department about new delivery

conditions.

Thursday

Make an appointment with Ms Jackson for next week.

Your boss is sure to ask you about the things you haven’t

done. Think of excuses, e.g. I haven’t had time yet.

I’ve been too busy.


VISITING A FACTORY A. You are taking a visitor on a tour of a factory. What would you say? Match the situations 1-6 to a suitable expression.

1. The visitor has to wear a

badge a. Please come this way.

2. The visitor should sign

the visitors’ book.

b. It’s a safety requirement

to wear them.

3. The visitor must wear

overalls.

c. Could you sign the

visitors’ book?

4. Ask your visitor to

follow you.

d. I think that’s

everything. Is there

anything else you’d like to

see?

5. Ask your visitor to be

careful.

e. You need this for

security.

6. End the tour. Ask if the

visitor wants to see/know

more.

f. Please be careful!

B. Listen to Henry Lee, a visitor from China, visiting the PackEx factory. Look at the situations and expressions in A and check your answers.

(Track 07)

Scrap Metal Separation May Become Less Costly

Recycling, or re-using, metals is much less costly than making them from raw materials in the Earth, called “ore.” But when old cars, household appliances and industrial equipment are thrown away, metals are mixed and often difficult to separate. So they are usually placed into landfills without being separated.

The United States Environmental Protection Agency says almost 15 million tons of this “scrap” metal is placed into landfills every year. Although iron and steel are easily separated with strong magnets, other metals, such as copper, aluminum and titanium, are not. So products with a mix of these metals are either sent to landfills or to other countries, where workers separate the different metals by hand. But university scientists working with a private company say they have created a very accurate method to separate these light metals, using a machine.


Here you will find some interesting exercises for improving your skills. http://www.ejerciciosinglesonline.com/new-exercises/ex1-pasado-simple/ http://www.efl.net/irrpasttense.htm http://www.english-at-home.com/grammar-past-simple-tense/

Don Eggert is the founder of O2M Technologies. His company worked with the University of Utah to develop the metal separation technology. Mr. Eggert says the system is based on the knowledge that all metals react to a strong magnetic field.

“When the metal falls through the field, even (if/though) it’s non-ferrous, it’s not attracted to the magnet, but the magnet causes there to be an electric current inside the metal, and that causes the metal to have a magnetic field itself, which interacts with the magnetic field that it’s falling through and pushes it to the side.”

Mr. Eggert says changing the frequency of the magnetic field causes metal pieces to fall into different containers.

“So, for example, if we want to separate aluminum and copper we hit the right frequency for it and the aluminum would push more (further) away from the magnet than the copper will. So the copper falls straight down, (and) the aluminum falls into a different bucket.”

Mr. Eggert says the separator is not costly to build. “What we have calculated so far is that the expense-to-value ratio -- that is, how quickly you can pay back the cost of the technology over time -- we’re currently estimating it to be less than one year.”

The separator works only with metal pieces up to one centimeter wide. But the researchers are building a bigger magnet to separate larger metal parts. They hope to begin operating it at a metal shredding center by the end of this year. There, they will be able to test it in a real-life environment.

A. According to the text above answer in SPANISH the following questions

1. What does raw material mean? Can you mention some raw materials? ______________________________________________________________________________________________________________________________ 2. How can you separate iron from others materials? ______________________________________________________________________________________________________________________________ 3. Do you think recycling is important? Why? ______________________________________________________________________________________________________________________________

http://www.ejerciciosinglesonline.com/new-exercises/ex1-pasado-simple/

http://www.efl.net/irrpasttense.htm

http://www.english-at-home.com/grammar-past-simple-tense/


INTERNATIONAL TRADING

IN THIS UNIT YOU

WILL

STRATEGIES FOR

LANGUAGE

LEARNING

LANGUAGE FOCUS

Practice terms to

express quantity.

Learn about imports

and exports.

Guessing meaning

from context.

Filling in blanks.

Word associations.

Discriminating

information.

Expressions to talk about

mass quantity.

Describe past and present

perfect.

SKILLS TO DEVELOP WORD POWER

COMMUNICATIVE

TASKS / CLASS

WORK

Listening for

specific/general

information.

Speaking: Talk about

different countries and the

products they

import/export.

Reading: skimming,

scanning, cognates, main

and supporting ideas.


previous knowledge.

Kinds of commodities,

industries and

services..

Count nouns.

Information – gap

activities.

Discussions.

Class work:

Individual.

Pair work.

Small groups

work.


IMPORTS – EXPORTS

The buying and selling of goods between countries is called

FOREIGN TRADE. The goods we buy from other countries are called imports and the goods we sell to other countries are called exports. Some countries provide the rest of the world with perishable goods: fruit, coffee, grain, meat, etc. Others provide minerals: zinc, copper, aluminium, etc. Others are good at producing raw materials such as cotton, rubber or oil. While some countries excel in manufacturing raw materials, others are also good at producing technical equipment. Each country has to import the goods and commodities it does not produce, and it has to pay for them. It does this by exporting its own goods. The money that a country receives for its exports enables it to pay for its imports. The BALANCE OF TRADE is the difference between the value of the goods a country IMPORTS and the value of the goods it EXPORTS. If the money a country pays out for imports is more than the money it receives for its exports, the balance is UNFAVOURABLE. The goods that are imported and exported are generally called VISIBLE items. There are also a number of services that countries provide for each other. These services are called INVISIBLE items. The BALANCE OF PAYMENTS contains all the figures for all the payments, visible or invisible, between countries. As the importing and exporting of goods are subject to a number of formalities, such as examinations by customs officers at ports of entry and exchange control approval, exporters generally prefer to transact business through an Export Merchant House. Governments control international trade by applying tariffs (or duties) and imposing quotas. A TARIFF is a tax to be paid on imported goods and QUOTA is the maximum quantity of a product that can be imported during a period. (TRACK 08)


According to the text above answer in SPANISH the following questions:

1. What are visible goods?

_______________________________________________________

2. What is balance of trade?

_______________________________________________________

3. What is balance of payments?

______________________________________________________

4. What are exports?

______________________________________________________

5. How can a country pay for its imports?

_______________________________________________________

6. How can governments control international trade?

______________________________________________________

In the text there are several new words and expressions. Check (√) the correct equivalent into SPANISH:

Perishable goods Bienes perecederos

Bienes perdurables

Raw materials Materiales de primera

Materias primas

Excel Sobresalen

Sobreponen

Commodities Comodidades

Mercancías

Figures Cifras

Figuras

Customs officers Oficiales de costumbre

Oficiales de aduanas


Match the industries in the box to the icons below. Write their names in the blanks.

__________( )__________( )___________( ) __________( )

___________( ) __________( ) ___________( ) ___________( )

Now listen to an interview with a Mexican businessman. Are the industries above in exports (E) or imports (I)? Write E or I in the parenthesis provided.

(Track 09)

Textile / automobile / pharmaceutical / computer

Chemical / tourism / petroleum / agriculture


Listen again and put in order these statements:

Look at this graph and do the exercise below:

Are these statements true (T) or false (F)?

South Korea imports:

1. a lot of electrical products.................._____

2.quite a lot of chemicals......................_____

3.only a few textiles.............................._____

4.only a little machinery......................._____

5.many agricultural products................_____

6.much iron or metal............................_____


Study these ways of talking about quantity.

UNCOUNTABLE NOUNS

COUNTABLE NOUNS

How many...?

not any a few not many quite a lot a lot

Now complete these conversations about Venezuela using words from above.

A: How much(1)does Venezuela earn from petroleum each year?

B: I don’t know exactly, but I’d say _________________. (2)

A: How _______________ (3) tourists visit your country each year?

B: I can’t really say, but I think ___________________. (4)

A: Do you import ___________________ (5) coal?

B: No, ___________________. (6)

A: Do you export __________________ (7) cars?

B: No, ___________________. (8)

How much...?

not any a little not much quite a lot a lot


TALKING ABOUT IMPORTS AND EXPORTS

You want some information about the goods Cuba imports. Make questions like this: 1. oil: ___How much oil do you import?___________________________

2. tractors:__________________________________________________

3. coffee:___________________________________________________

4. steel:____________________________________________________

5. textiles:__________________________________________________

6. wheat:___________________________________________________

Look at this chart and make some sentences about these exports. Use

the words in the box to help you.

a lot of / much / many / some / a little / a few

1. _____They export a few Aircraft___________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

5. _______________________________________________________

6. _______________________________________________________


Look at the chart and complete the paragraph.

Computer 5%

Petroleum 23%

Agriculture 20%Tourism 15%

Textiles 18%

Chemicals 6 %

Financial/Insurance

Service 13%

Export earnings

The largest export for this country is ___________________________ (1),

while the smallest is ___________________________. (2) Financial and

insurance services contribute _________________ (3), and tourism

contributes __________________.(4) Fertile land and good rainfall,

together with a warm climate, make __________________________(5) a

major earner for the economy

(_________ %).(6) Suitable conditions for sheep and good cotton-growing

areas make _____________________ (7) the third largest contributor to the

economy.

Now listen and check your answers. (Track 10)


VENEZUELA ECONOMY AND OIL DEPENDENCY

by TejvanPettinger on March 3, 2015 in economics

A look at why the Venezuela economy is dependent on oil, why it did not do more to

diversify, and the problems of relying on a primary product like oil.

Firstly a few quick statistics on Venezuela economy.

Venezuela is an oil dependent economy. Revenue from petroleum exports accounts for

more than 50% of the country‟s GDP and roughly 95% of total exports.

Manufacturing contributed 17% of GDP in 2006.

Agriculture in Venezuela accounts for approximately 3% of GDP, 10% of the labor force.

Why does an economy base its prosperity around one commodity?

Firstly, Venezuela is not unique. Many countries specialize in oil and then later come

to regret this specialization. I have a Russian student who is asking exactly the same

question – Why did Russia not take the opportunity to diversify away from gas and oil. The

problem is that when oil prices are high, it‟s tempting to take advantage of the high

revenues. Anything else seems much less profitable. Secondly, people may make the

assumption oil prices will remain high – so they have plenty of time before needing to

diversify the economy.

If you have vast reserves, then in the short term, oil production offers the quickest

way to promote economic prosperity, higher tax revenues and higher government spending.

By comparison, at the time, manufacturing and agriculture will offer much smaller returns

and potential for exports.

In 2007, when oil prices were rising, the Venezuela economy was growing rapidly– 7%

a year. With oil revenues, the government was able to begin ambitious spending programs.

Many in 2007/08 may have felt that high oil prices were likely to stay high. (I remember

reading articles which predicted oil prices of $200 a barrel. Very few were predicting a

collapse in prices to $40.

http://www.economicshelp.org/blog/author/tejvan/

http://www.economicshelp.org/blog/category/economics/


Read the above passage, then find the hidden words in ENGLISH.

Mas o menos

Rentable

Ganancias

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1. - What is the text about? ____________________________________________________________________________________________________________________________________________ 2. - Write down 3 (three) main ideas from the text:

1._______________________________________________________________

________________________________________________________________

________________________________________________________________

2._______________________________________________________________

________________________________________________________________

________________________________________________________________

3._______________________________________________________________

________________________________________________________________

________________________________________________________________

B A R R E L X Y Z V G S W W M

P A R O B C S I K B D H T P A

I S K N A J P H O O P K L Q U

L J E M D Q R G Y I S T H W H

E L T E G E O Q Q Q L T R T F

A G U H M S F S U K J T S W T

I U O A Y R I G J P X E X E N

U V I G H U T P N O B R Y A U

H N W S Y M A W I U S G H U O

J A B C D E B V W F G E H I C

G K W A J Y L H G U O R W T C

K H J W O P E F V H H O L M A

Y D I Q P R T V H W J O P N O

J C O M M O D I T Y R S Q T U

N S K T A W V U E U N E V E R


FUTURE TRENDS

IN THIS UNIT YOU

WILL

STRATEGIES FOR

LANGUAGE

LEARNING

LANGUAGE FOCUS

Learn and use ways to

express prediction of

future trends

Express degrees of

certainty

Making predictions

Using language in

context

Will (forecasts and

predictions)

Expressions ranging

from approx. 100% to

approx. 0% of certainty


TASKS

Listening: Economic

predictions, Bob Green,

people talking about the

future 1, telecommuting,

people talking about the

future 2

Reading: Beyond 2010,

satisfied companies and

employees expand the

world of telecommuting

Writing: gap filling,

class survey, writing

your opinion about

topics

Vocabulary related to

economy and

telecommuting:

Office, company,

internet, cost of

living, cash,

electronic

immigrants, etc.

Questions and answers: finding out about

missing forecasts

Class survey


Match the words in the box to the illustrations.

food prices - petrol prices - housing costs - wages - unemployment

Economic predictions

1_________ 2_________ 3_________ 4__________ 5__________

1. Unemployment will fall next year……….____

2. Wages will decrease next year…………...____

3. Housing costs will rise next year………..____

4. Petrol prices will increase next year…….____

5. Food prices will go down next year……. ____

Now listen and check your answers. (Track 11)


Study these examples

Read this paragraph and CIRCLE the correct tense in italics.

Here are our Economic Predictions for Next Year

Housing prices rise / will rise, and food prices increase / will increase as well.

There is some goods news – this year, wages didn’t rise / won’t risevery much,

but next year wages go up / will go updramatically. Other good news is that

unemployment will go down / goes down and the price of petrol falls / will fall.

Listen to Bob Green, an economics expert, talking about

his forecast for the economy for next year. Do these

economic indicators go up (↑) or down (↓)?Make notes of

the reasons he gives. (Track 12)

ECONOMIC INDICATOR / REASON

Inflation

Interest rates

Production

Exports

Imports

Investment

will (forecasts and predictions)

Petrol prices

Unemployment

Wages

Food prices

Housing costs

will (’ll)

will not

(won’t)

increase

rise

go up/ down

decrease

fall

slightly.

slowly.

rapidly.

dramatically.


Match the words in the box to the illustrations.

__________ ________ _________ __________ _________

Complete this article about the future with the words in the box above.

BEYOND 2060 Computers have changed the way we live and work,

and in the future the rate of change is expected to

increase. For example, no one will use

____________________(1) in the future, except for

very small transactions such as buying a newspaper. Instead,

____________________ (2) – plastic cards that contain a microprocessor

and a memory will replace cash, credit cards and most forms of

identification.

It’s not only cash that will disappear. In the past, the most important

commodities have been things like oil, coal, metals and agricultural

produce. The most important commodity in many industries in the future

will be ____________________. (3)

By the year 2020, 95 % of jobs will be in ____________________ (4)

and will require workers who can use computers and other information-

processing technologies. These industries, including financial and

insurance industries as well as leisure industries, will continue to grow

while traditional industries become less important.

The new global workers of the future will be

_______________________. (5) These workers will telecommute over

great distances. It will be possible to work for a company in Kuala Lumpur

from your home in Venezuela!

smart cards / cash / service industries / electronic immigrants

information

Expressing certainty about future events

I’m certain/sure it will/won’t happen.

I expect it will/won’t happen.

It’s possible it will/won’t happen.

I think /don’t think it will happen.


Write your opinion about these statements

Now tell your opinions to your classmates.

Now listen to a recording of

people talking about the future.

Write their opinions in the table

above. (Track 13)

Reading Your opinion Recording 1. Cash will become unnecessary.

I don’t think cash will become unnecessary.

2. Smart cards will replace credit cards.

3. Information will be the most important commodity.

4. Many people will work in service industries.

5. We will all be electronic immigrants.


THE NEW OFFICE?

Where would you rather do your work: a nice coffeehouse or a busy

office? More and more, people are able to do their work with a good cup of

coffee in the friendly environment of their local coffeehouse. With a powerful

laptop and mobile phone, it isn’t necessary to be tied to a desk any more.

Next time you’re out for a coffee, look around you. That man in the

corner could be an advertising executive writing an advertisement that you’ll be

seeing on TV in the near future. That woman in a dark coat talking to a man

could be discussing his pension. And the young woman typing away could be

finishing a business proposal! It’s certainly a new world, and you could join it

more easily than you think.

According to a survey, 7.6 million Americans now work at home or away

from a traditional office. Many organizations realize that people like working

away from the office and are trying to create incentives to encourage more

people to telecommute. As well as making workers happier, it reduces pollution

as fewer people travel to work.

But it’s not a perfect life. One telecommuter, who finds he can

concentrate better in a coffeehouse than at home, complained about the lack of

electrical outlets. Another person at work on her computer said that she didn’t

like to feel under pressure to buy something. Both admitted, however, that these

were minor difficulties compared with the problems they used to face in a big

office.

Coffeehouses provide the sense of community that the office used to

provide, but without the stress. They may be great places to relax, concentrate,

meet friends and business contacts, but they are business, too, and they rely on

customers buying their products. But where else could you get your work done,

enjoy doing it, have good company, great coffee, and all for less than the cost of

driving to work every day?

Complete with words from the passage:

a. If people work outside the office they will reduce_________________.

b. A coffee house is a friendly _________________.

c. People don’t like to feel under __________________.

d. A _________________uses a laptop and his/her cell phone to do his office

activities.

e. Nowadays many __________________work at home or outside the office


Look for some words in this unit and then find the hidden words in

ENGLISH.

inteligentes

intereses

efectivo

más allá

caer

gasolina

ambiente

reemplazar

confiar

salarios

desempleo


1. - What is the text about? ____________________________________________________________________________________________________________________________________________ 2. - Write down 3 (three) main ideas from the text:

1._______________________________________________________________

________________________________________________________________

________________________________________________________________

2._______________________________________________________________

________________________________________________________________

________________________________________________________________

3._______________________________________________________________

________________________________________________________________

________________________________________________________________

I N T E R E S T S H U O E P D

U F F G B E S A F T U C J M H

W X Y Z H P O R A G A K O B B

A Q W Z L P T R M L X T Y X Z

T T N E M Y O L P M E N U O P

Y U I O P A S E D E F G H J L

R E W Q M N R L H Y T V B T K

K M L U R W F S Q C S R T H D

C T M L J R A Y M U I E O G N

S A E W W C L G V A R L D L O

H G A R A H L F T N R Y Y B Y

F H V X G Z Z Z R T Q T Q Q E

O K T N E M N O R I V N E U B

K B F R S Y U C Z X X X R H M

E Y U O P G L J F V Z R J K L

Engineering

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