Guía Inglés 2 2017

UNIVERSIDAD NACIONAL EXPERIMENTAL DEL TCHIRA
VICERRECTORADO ACADMICO
DECANATO DE DOCENCIA
DEPARTAMENTO DE CIENCIAS SOCIALES
NCLEO DE IDIOMAS
English II
Material de Estudio para uso exclusivo de Estudiantes de la UNET

2017
Elaborada por Profesores: 2da Edicin: Marzo 2006
Luz Angela Caas Rebeca Duque
Gerzn Crdenas Gerzon Crdenas
Rebeca Duque Luz Angela Caas
Jersus Colmenares
Teresa Ortega
3ra Edicin: Septiembre 2006 4ta Edicin: Marzo 2007.

Luz ngela Caas Yoleyda Gmez
Gerzon Crdenas Rebeca Duque
Rebeca Duque Teresa Ortega
Teresa Ortega Christopher Rodrguez
5ta Edicin: Septiembre 2007 6ta Edicin: Abril 2008

Luz Angela Caas V. Luz Angela Caas V.
Yoleyda Gmez Yoleyda Gmez
Christopher Rodrguez. Christopher Rodrguez.
7ma Edicin: Julio 2009 8va Edicin: Septiembre 2010

Belkys Moncada Enlinar Alviarez Parra
Adriana Guerrero
9na Edicin: Abril 2015 10ma Edicin: Enero 2017

Yoleyda Gmez Yoleyda Gmez
Carolina Rojas Andrea Lpez
Gua de Estudio Ingls 2. UNET 2

UNIVERSIDAD NACIONAL EXPERIMENTAL DEL TACHIRA, UNET
VICERRECTORADO ACADEMICO
COMISION CENTRAL DE CURRICULUM
PROGRAMA DE ESTUDIO
ASIGNATURA: CDIGO: UC:
Ingls 2 1023302 2
DEPARTAMENTO/CARRERA: NUCLEO PRE-REQUISITO:

ACADEMICO:
Cs. Sociales Idiomas Ingls 1
CO-REQUISITO: HORAS TEORIA: LAB/PRACTICA:

SEMANA:
Ninguno 1 2
3
SEMESTRE: VIGENCIA: OBLIGATORIA: ELECTIVA
2010-3 2011 X
ELABORADO POR:
Lic. Luz Angela Caas, Lic. Jersus Colmenares, Lic. Blanca Urdaneta
COLABORADOR: Lic. Gerzon Crdenas
FUNDAMENTACIN:
El estudiante universitario recibe hoy da la influencia cientfica, tecnolgica, cultural y social

de los pases de habla inglesa a travs de diversos medios e instrumentos de informacin;
por lo tanto, se considera que debe estar capacitado para usar con provecho la numerosa
informacin difundida que llega en esta idioma para el estudio y refuerzo de las dems
reas 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 permitir
el acceso inmediato a toda la informacin actualizada a travs de diferentes medios,
entendiendo adems, que el conocimiento de este idioma se est incorporando da a da
como requisito indispensable en el campo de trabajo nacional e internacional. Es por estas
razones que el objetivo primordial de Ingls 2, en secuencia al Programa previo de Estudio
de Ingls 1, es ofrecerle al estudiante de las diferentes carreras de la UNET estrategias y
tcnicas que le permitan desarrollar sus capacidades para la comunicacin en las cuatro
habilidades elementales: Leer, Escribir, Hablar y Entender lo escuchado para logra tal fin.

OBJETIVO GENERAL
Desarrollar competencias lingsticas y comunicativas en las habilidades para la

comprensin y expresin oral, as como de comprensin y expresin escrita del idioma
ingls, equivalentes al nivel de principiante-intermedio que mejore su desempeo estudiantil
y profesional.
OBJETIVOS ESPECFICOS
1. Expresar de manera oral sentimientos y actitudes en tiempos pretritos y futuros,

descripciones, rdenes, y sugerencias, as como la comunicacin para la
socializacin.
2. Expresar de manera escrita textos contentivos de sentimientos y actitudes en

tiempos pretritos y futuros, descripciones de objetos, clasificaciones, rdenes,
predicciones, sugerencias, as como de elementos de socializacin, entretenimiento
y trabajo.
3. Comprender e interpretar de manera oral informacin sobre eventos en tiempos

pretritos y futuros, personas y objetos, descripciones, rdenes, disculpas y
sugerencias, ofrecimientos, entretenimiento y socializacin, tales como invitaciones
y predicciones.
4. Comprender escritos de manera efectiva a travs de estrategias de comprensin

lectora, acerca de personas y cosas, rdenes, descripciones, tiempos pretritos y
futuros, entretenimiento y de socializacin.
METODOLOGA Y RECURSOS:
La asignatura de INGLS 2 en las diferentes carreras de ingeniera de la Universidad

Nacional Experimental del Tchira, se desarrollar en seis unidades de instruccin que
representan en orden creciente de dificultad el material bsico que se utilizar 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 l y a su
contexto, los cuales vienen a ser provechosos y utilizables para la comunicacin efectiva.
Este enfoque enfatiza el uso del segundo idioma a travs de la utilizacin de elementos
comunicativos y con significado para desenvolverse en ambientes profesionales y de
negocios, al estar centrados en tpicos especficos y donde incorpora la prctica en las
cuatro habilidades de la comunicacin en un idioma.
A travs de trabajo de clase, tanto en grupo como individual, as 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 comunicacin

tanto en lenguaje hablado como escrito, teniendo como orientador y facilitador al profesor.
De esta manera avanzar progresivamente hacia el reconocimiento, comprensin, anlisis
de la estructura, funcin e interrelacin de las proposiciones que escuche o lea, y que le
habilite para producir comunicacin al hablar y escribir en los mismos y otros trminos de
estructura, funcin e interrelacin de ideas o proposiciones.
El profesor, a travs de sus explicaciones, ejercitacin con el material didctico, uso de los
recursos y estrategias, asignacin de trabajos y su respectiva revisin y tutoras guiar al
alumno en la obtencin de las estrategias de aprendizaje que le permitan recordar, analizar,
adquirir y aplicar las mismas a situaciones acadmicas y laborales semireales y reales, de
modo que as pueda establecer la relacin del estudio de este idioma con nuestro entorno
y deteccin de los valores implcitos en las situaciones presentadas.
El estudiante, por su parte, aplicar las estrategias de aprendizaje para dar respuesta a
preguntas y ejercicios de comprensin con el objeto de iniciarse en la comunicacin efectiva
a nivel socio-tcnico-cientfico en ingls y en la internalizacin de los valores inducidos por
los contextos.
El material de estudio seleccionado para la asignatura consiste en la Gua de Estudio del

curso, con la cual los estudiantes, con la ayuda del profesor, podrn afianzar los
conocimientos adquiridos durante el desarrollo de los contenidos previos estudiados en la
clase.
ENFOQUES EN LA ENSEANZA Y APRENDIZAJE DEL IDIOMA INGLS
El proceso de enseanza y aprendizaje en los cursos de ingls est 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 especficas. 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 participacin activa de los estudiantes entre
s, como por ejemplo, role-plays, information-gap, problem-solving, social exchanges,
decision-making, etc.
Las actividades propuestas en el saln de clase pretenden a su vez impulsar el enfoque

pedaggico del aprendizaje cooperativo (Kagan, 1992, 1994, 2000) (Cooperative
Learning), donde el docente aplica conocimientos, tcnicas y estrategias de enseanza y
aprendizaje con el fin de ampliar su campo de accin dentro el saln de clase para elevar
la motivacin y la participacin de los alumnos. De este modo, los estudiantes aprenden a
ser cooperativos para promover su propio aprendizaje y el de sus compaeros. El enfoque
cooperativo est basado en la creacin, anlisis y la aplicacin sistemtica de estructuras
o formas de contenido libre para organizar la interaccin social en el saln 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 saln 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 programtico

en un tipo o tipos de estructura. Las estructuras pueden ser, por ejemplo, las diversas
tcnicas que el docente usar para involucrar a los estudiantes en un aprendizaje
cooperativo: brainstorming, flashcard game, simultaneous interaction, team discussion,
team projects, timed-pair share, etc. Estas estructuras estn enmarcadas en propsitos
diferentes como la creacin de la construccin de equipos (teambuilding), la construccin
de socializacin 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 informacin
(information sharing) entre los estudiantes. El enfoque cooperativo enfatiza la interaccin
de los estudiantes en clase en forma simultnea.
El aprendizaje cooperativo implementa el principio de simultaneidad lo cual ayuda a

aumentar la produccin de lenguaje en el estudiante. La enseanza cooperativa, se basa
por lo tanto, en cuatro principios esenciales: interdependencia positiva (positive
interdependence), reconocimiento individual (individual accountability), igual participacin
(equal participation) e interaccin simultnea (simultaneous interaction). Estos principios se
integraran simultneamente 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 Ingls 2 se pretende que el estudiante desarrolle en forma integral las

siguientes habilidades:
Mastery: Writing: To provide models of

common business situations and
Speaking: The communicative to make learners aware of the role
tasks will provide students of register. Writing tasks will be
experiences to apply and produce used as an extension or
the vocabulary, grammar, fixed- consolidation of the other skills.
patterns and expressions in the
context of personally meaningful Reading: The tasks for reading
communication to give way to freer will practice the main ways of
discussions. reading: skimming, scanning,
intensive/extensive reading
Listening: Plenty of practice will through strategies for reading
be given in improving extensive comprehension: guessing word
and intensive listening skills: for meanings from the context,
gist, to get specific and general predicting, recognizing cognates,
information, for predicting finding main and supporting ideas,
information. analyzing cohesion and coherence
elements.

Vocabulary: To give learners the Social skills:
opportunity to build and master
business and technical To develop students skills for
terminology. praising, coaching, supporting,
checking, turn-taking, speaking
time, modeling and leadership.
Thinking skills:
Classbuilding skills:
To develop students abilities to
generate, question, combine, To develop and provide
categorize, evaluate, apply networking among all students in a
information, analyze, infer, predict class as it creates a positive
and describe. 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 INGLS 2 se dividen en 6 Unidades instruccionales. El

Semestre de estudio est dividido en tres Parciales. En el Parcial I se evaluaran las
Unidades 1, 2. En el Parcial II se evaluarn las Unidades 3, 4 y en el Parcial III se evaluarn
las Unidades 5, 6. Cada Parcial tiene una duracin de 5 semanas. La siguiente tabla
muestra los porcentajes acumulativos, instrumento de evaluacin y aplicacin cada uno de
los Parciales.
PARCIAL UNIDADES SEMANA % ACUM INSTRUMENTOS
I 1,2 3y6 35
Tests escritos
individuales/grupales
II 3, 4 9 y 12 35
Tests orales:
(Conversaciones
grupales cortas,
III 5,6 16 30 presentaciones
individuales o en
grupo,)
Los tests medirn las cuatro habilidades.

CONTENIDO PROGRAMTICO
(Basado en los materiales Getting Ahead: CUP, 2000)
ACTIVIDADES
ELEMENTOS DE ENFOQUE ENFOQUE
UNIDAD DE PRCTICA Y
COMUNICACIN GRAMATICAL CONTEXTUAL
REFUERZO
1 Past tense Education:
Describe career Simple Past Work experience Business
and experience Regular and and career world
Book irregular verbs Trade fairs
accommodation Countable and Product Product
Describe uncountable description descriptions
products nouns: Ordering goods
Some and any
2 Describe and Comparative and Conditions of

compare goods superlative sale Office
and products adjectives Office equipment
Make equipment and Product
suggestions and facilities information
compare choices
3 Describe trends. Adjectives and Describing a graph, Information

adverbs. discussing product gap activities.
Talk about cause sales and giving Discussions.
and effect. Sequencing reasons for
language. decrease/increase, Class work:
Give reasons for giving a short Individual.
changes in presentation. Pair work.
performance. Small group work
4 Show visitors Past tense Describing Working
around a Simple Past company hours.
company or tense and Performance.
factory Present Perfect Class survey.
Warn visitors of tense.
dangers while in
factories
Describe recent
events in a
company
5 Practice terms Expressions to Talk about Information
to express talk about mass different gap activities.
quantity. quantity. countries and Discussions.
the products
Describe Describe past they Class work:
changes in time. and present import/export. Individual.
perfect. Pair work.
Learn about Reading: Small groups
imports and skimming, work.
exports. scanning, main
and supporting
ideas.
6 Express Future tense: Will Vocabulary of Predictions
prediction of Future for general Class survey
future trends forecasts and business and
Express degrees predictions economic
of certainty Degrees of concepts. Work
certainty environment in
the future

UNIT 1
Curriculum Vitae
IN THIS UNIT YOU STRATEGIES LANGUAGE

WILL LEARN TO FOR LANGUAGE FOCUS
LEARNING:
Using Language Past Time: Past

Describe career and Skills Simple
experience
Guessing meaning Regular and Irregular
Write a simple from the Context Verbs
Curriculum Vitae
Predicting meaning Countable and
by the context. Uncountable
Nouns
some and any.
SKILLS TO DEVELOP WORD-POWER COMMUNICATIVE

TASKS
Reading about: Interactive

Curriculum Vitae. My first job was Production:
as Role-Plays.
Talking about: Your
Career Now I work as Communicative
Production:
Writing about: Working Speaking: Talking
opinions. about your work
experience.
Listening about:
Regular and Irregular Writing: Making your
verbs. own CV.

Unit 1
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 on 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 rsum. 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)
According to the text above answer in SPANISH the following questions:
1. What does CV mean?

______________________________________________________________
2. What personal information must you include on a CV?

_______________________________________________________________

Unit 1
3. What professional information should you write on a CV?
_______________________________________________________________
Study this CV: Check if all the information required in the text has been
given in this CV and how it has been done.
William Lott
6213 Harrison Dr.
Detroit, MI 48092
(409) 555 - 9028
twilson@earthlink.net
Objective
Seeking a position as an industrial engineer.
Summary of Experience
More than 12 years industry experience.

Proven ability to cut costs without sacrificing product quality.
Employment History
AeroTech Industries, Detroit, MI

Senior Industrial Engineer, 2003 Present
Conducted research concerning design, manufacture, and testing of

industrial aerospace components, equipment, and systems.
Successfully streamlined manufacturing process, resulting in a
savings of $1.7M in fiscal year 2006.
Served as chair of New Energy Resource committee, reporting directly
to company CEO.
JLG Industries, Detroit, MI

Junior Industrial Engineer, 1997 - 2003
Lead assistant to head of Industrial Engineering Department.

Introduced several, key streamlining procedures.
Promoted to supervisor of department.
Education
University of Michigan, Ann Arbor, MI

B.S., Industrial Engineering, 1997
Now write down the missing information.

_______________________________________________________________
_______________________________________________________________

Write down five questions you would ask William Lott.
Unit 1
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________
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 son
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
Unit 1
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?
____________________________________________________________
Read the following interview and fill in the blanks with the missing words
given below:
candidate / skills / good / enjoy / solutions / activities / follow-up /

multi-tasking / sociable / qualifications / satisfied / CV / free /
contact / problem
A: Mr. Thomas? Welcome to customers first! Very nice to meet you.

B: Good to meet you too, Mrs. Brightman.
A: Did you have any problems finding us?
B: Not at all. Your directions were fine.
A: Good. So, lets get started and talk about the customer care manager job. I
can see from your ______________ [1] that youve got excellent
______________ [2] and a very good background in customer care. First,
why did you decide to work in customer service?
B: Well, I really like direct ______________ [3] with people. I think Im
______________ [4] at dealing with all kinds of situations with customers.
A. So, what qualities and ______________ [5] could you to bring to customer
care?
B: Well, I like talking to people; Im really ______________ [6]. Also, I can
organize and manage teams well.
A: OK. Do you like dealing with staff and customers?
B: Oh, yes. I like working with other people. And Im a good ______________
[7] solver. I like finding creative ______________ [8].
A: This job really needs someone who can do more than one thing at the same
time. Is that something you can do?
A: Of course. Im very comfortable with ______________ [9].
B: And are you good at customer ______________ [10]?
A: Definitely. I always do my best to make sure the customer is ______________
[11]
B: Thats exactly the kind of person we need for this job. So, what do you do in
your ______________ [12] time?

A: I ______________ [13] playing tennis and going to classical music concerts.
Unit 1
B: Really? I like tennis and classical music too.
A: Well, we all need lots of ______________ [14] outside work if we want to have
a good work-life balance.
B: Yes, I think so too. Well, Mr. Thomas, I think you are an excellent
______________ [15] for the position. As you know, there are a number of
other...
Practice the above interview with your partner using your own names.
Switch partners and do the interview again.
Write your details in the CV template below.
Name________________________________________________________
Address______________________________________________________
Telephone____________________________________________________
Email address_________________________________________________
Date of birth___________________________________________________
Home country_________________________________________________
Work experience
___________________________________________________________
___________________________________________________________
Education and training
___________________________________________________________
___________________________________________________________
Other
Languages___________________________________________________
Other________________________________________________________
Now exchange your CV with another person for he/she to read over, then
ask each other the following questions:
Whats your name?
Where are you from?
When were you born?
Where do you live?

Whats your phone number and email address?
Unit 1
What jobs have you had?
What computer skills do you have?
What languages can you speak?
What other skills do you have?
Match these words or phrases to the correct definitions:
1. Job posting ____ to request something officially
2. Apply ____ a meeting between a job candidate and

an employer.
3. Degree ____ a posted description of an available job
4. Experience ____ educational accomplishment
5. Education ____ knowledge or skill achieved over time
6. Interview ____ a qualification for completing university
7. Candidate ____ a person who is the boss at a company
8. Administrative assistant ____ a person who is being interviewed for a

job
9. Resume (CV) ____ a person who helps run an office
10. President ____ a list of personal employment history

and qualifications
LANGUAGE FOCUS
Forms of the past simple

We form the sentences We form the negative We form questions with
with the past simple of sentences with didnt did + the infinitive of the
the verb. (did not) + the infinitive verb without to.
of the verb without to.
Ana arrived on time Peter didnt like the Did Sara lose her keys?
breakfast

A. These verbs are regular. Write them in the past simple, paying attention
Unit 1
to the spelling.
Live______________ Stop______________ Represent___________

Pass_____________ Move______________ Train_______________
Need_____________ Ask_______________ Help_______________
Work_____________ Attend_____________ Want_______________
Plan______________ Study______________ Visit________________
B. Complete this list of irregular verbs.
Present Past simple Present Past simple

Am Go
Is Has / Have
Are Leave
Become Made
Began Said
Came See
Do / Does Take
Got Thought
C. Read this text. Then fill in the blanks with the correct form of the past
simple of the verbs. Use verbs from part B.
What do you do if you have a castle on the west coast of France and no money
to maintain it?
Madame de la Sablire___________________(1) not

short of ideas. In 2004 she _____________________(2)
on a management course, _____________________(3)
a bank loan and _____________________(4) to Paris to
find a top chef. When she ____________________(5)
her business, many people ___________________(6)
she __________________ (7) crazy. They ___________________(8) not
believe that she would be successful. But by 2014, her hotel and restaurant
____________________(9) a turnover of 12 million euros.
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

You work for Atlantic Bikes in Halifax, Canada. You have a
Unit 1
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)
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:__________________
LANGUAGE FOCUS
Countable and uncountable nouns
some money
I need
three dollars
Countable nouns Uncountable nouns

They are people or things which They are things that we cant
we can count. They have both a count. They have no plural form.
singular and a plural form. Materials or substances,
feelings or qualities, abstracts
ideas are uncountable.

A. Are these words countable (C) or uncountable (U)? Some of them can be
Unit 1
both.
___ accommodation ___ work ___dollars ___baggage
___ room ___ information ___money ___ journey
___ job ___ details ___suitcase ___travel
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 dont have any accommodation / single rooms for tonight.
B. Now practice this conversation with a partner. Then translate the

dialogue into Spanish.
A: Id like some information about hotels.

B: What exactly do you need to know?
A: Id like to book some accommodation. Have you got any single rooms for
tonight?
B: Im sorry, but we havent got any single rooms.
A: Are there any good restaurants near the hotel?

B: Im afraid not. But there are some excellent restaurants near the
Convention Centre.
A: I havent got any money.

B: Dont worry. Ive still got some dollars.
C. Look at these notes on an International Language Fair and make

questions.
Stands near entrance?

Cheap accommodation near centre?
Good restaurants near centre?
Shops near centre?
Parking near centre?
Sporting events at weekend?

1. Are there any stands near the entrance?
Unit 1
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
5. _____________________________________________________________
6. _____________________________________________________________
D. Complete these sentences with some or any. Then match them to the
questions in Exercise C.
A. Im afraid not. But there are _____________ near the cafeteria.
B. No, there isnt ____________ parking near the Center.
C. Yes, there are ____________ sporting events. Theres a tennis tournament
on Saturday and a swimming competition on Sunday.......
D. Yes, there are ____________ excellent restaurants nearby
E. No, there arent _____________ shops near the Center..
F. Yes, there are _____________ inexpensive hotels near the Centre. For
example, the Park Hotel isnt 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-some-any.php#.VMwgPSwYFf0

UNIT 2
Comparing products
IN THIS UNIT YOU STRATEGIES LANGUAGE

WILL LEARN TO FOR LANGUAGE FOCUS
LEARNING:
Describe products. Using Language Comparative and

Skills. superlative Forms.
Compare products and
office equipment. Guessing meaning Adjectives.
from the Context.
Use expressions to give Numbers (prices)
your opinion. Predicting meaning
by the context.
Filling in blanks.
Brainstorming
Word associations.
Discriminating
information.
SKILLS TO DEVELOP WORD-POWER COMMUNICATIVE

TASKS
Listening for specific and Office equipment. Information-gap activities.

general information.
Adjectives. Discussions.
Speaking: Talking about
comparing products and Class work :
discussing which is better.
Make decisions in groups. Individual, Pair work,
Small groups.
Reading: Skimming,
scanning, cognates, main
and supporting ideas.
Writing: to consolidate
previous knowledge.

Unit 2
Discuss with your classmates the following questions.
Can you mention some office equipment?
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? Lets introduce them. To begin with,
there is the master of them all: the computer, also known as the PC or the
terminal. We dont need to say any more. Then, there comes the
telephone, the perfect match for the PC. From this marriage weve 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
shouldnt 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 authors rights among other
things. (Track 04)
Find the words or expressions that qualify these objects.
Internet: brilliant child______________

Photocopier:____________________
Telephone:______________________
Voice mail:_____________________

Comparatives and Superlatives
Warm up.
Which products or services are popular or in demand for customers right now?
If you have phones, tablets or laptops with you, research your answers online
and fill in the chart.
What do customers in my country want?

Products Services
1 1
2 2
3 3
4 4
A. Read the descriptions of the cars (1-3). Then, read the three customer
profiles and match them to the most suitable car. Work in pairs.
1. Mini
suitable for city driving or short trips John Jameson is a

near. teacher. He drives to work twice a
holds two people week. On the other days he takes the
economical on petrol bus. Hes got three children and they
available in a range of eight colours enjoy going to the mountains at the
weekend.
2. Camper van
comfortable for holiday trips. Sarah

roomy enough for six people Gore is an estate agent. She often
uses a lot of petrol when driving in meets customers and takes them in
the city her car to show them houses and flats
to buy. Sarah has to make a good
standard colours like red, black, blue
business impression on her
or white
customers.

Unit 2
3. Saloon / 4 door
convenient and stylish for business George

travel Smith lives in the city. He normally
takes the underground to work, so he
can seat three passengers
doesnt drive very often. He
moderate petrol use
sometimes visits friends outside the
wide range of colours available city where there is no public transport.
Pay attention to these synonyms:

British English American English
Estate agent Real estate agent
Flats Apartments
Camper van Recreational vehicle
Saloon Sedan
Petrol Gas
Colours Colors
Answer these questions:

1. Why is the mini good for George?
2. Why is the saloon a good business car for Sarah?
3. Why is the camper van suitable for John?
Are you all in agreement?
B. Look back at the descriptions in activity A and complete the three

diagrams with the correct car features in the boxes. One is completed for
you.
space for two people

Unit 2
space for two people
Look for these words in the descriptions of the cars in part A and underline
them.
stylish = attractive customized = special orders
moderate = average holds = has room for
roomy = lots of room or space effcient = economical
convenient = easy (to use) standard = basic
suitable = good for

Look at the three vehicles in part A and answer these questions:
Unit 2
1. Which is the smallest?
__________________________________
2. Is the Saloon bigger than the Camper van?
___________________________________
3. Which is the best on petrol?
___________________________________
4. Does the Camper van use less petrol?
___________________________________
5. Which is more convenient for business customers, the Saloon or the Mini?
___________________________________
6. Which is the roomiest?
___________________________________
7. Is the Mini or saloon more efficient / economical on petrol?
_________________________________
Now look at these examples related to the three vehicles:
The Mini is more economical on petrol than the Saloon.

The Camper van is the biggest of all the three cars.
The saloon is more attractive for customers than the Camper van.
LANGUAGE FOCUS
Comparative / superlative
We use comparatives to compare two things, two people, two animals, etc.
We use superlatives to compare one thing, one person or one animal with
others.
Adjective Comparative Superlative
Small Smaller than The smallest
Expensive More expensive than The most expensive
Irregular Adjective Comparative Superlative

Good Better than The best
Bad Worse than The worst
1.-How do we form comparatives? ___________________________________

2.-How do we form superlatives? ____________________________________

Unit 2
Write some sentences like in the examples above.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
5. _____________________________________________________________
6. _____________________________________________________________
7. _____________________________________________________________
8. _____________________________________________________________
9. _____________________________________________________________
10. ____________________________________________________________
Now answer these questions in long form. Follow the example
Examples: What is the biggest city in your country?

Caracas is the biggest city in my country.
Is Caracas bigger than San Cristbal?
Yes, Caracas is bigger than San Cristbal.
1. What is the highest waterfall in your country?

_____________________________________________________________
2. What is the coldest town in your country?
_____________________________________________________________
3. Is San Cristbal warmer than Maracaibo?
_____________________________________________________________
4. What is the longest river in your country?
_____________________________________________________________
5. Is Orinoco river longer than Caron river?
_____________________________________________________________
6. What is the most famous typical food in your country?
_____________________________________________________________
7. Is Pabellon Criollo more famous than Arepa?
_____________________________________________________________
8. What is the most beautiful island in your country?
_____________________________________________________________
Practice the above questions and answers in pairs.

C. Read the advertisements comparing mobile phone deals.
1. pay-as-you-go
phones from $80
unlimited texts (if you top up $10 per month)
no contract
Top-ups: $5 / $10 / $15 via text message / online
2. SIM-only
unlimited texts
250MB data free
12-month fixed-term contract
$15 per month
3. pay monthly / flat rate

free phone
extra charge for roaming
500MB data free
300 texts per month
two-year minimum contract
$35 per month
Now complete the following chart:
pay-as-you-go SIM-only pay monthly /

flat rate
Service
Price
Contract terms

Mobile phone deals
Unit 2
pay-as-you-go: a system for paying for calls on mobile phones by buying a fixed
amount of time before you make the calls.
SIM-only: a contract where the customer already has a phone but pays a set
amount of money every month for the SIM (subscriber identity module card), a
small piece of plastic that is inside a mobile phone and contains information about
the person who uses the phone.
pay monthly (BrE) / flat rate (AmE): a contract where the customer pays a set
amount of money every month for a new phone with SIM card.
roaming: the ability to connect to the Internet or to use your mobile phone when
you are travelling, without having to make long-distance or international phone
calls.
Look at the chart about mobile phone deals and write some sentences like
these examples:
1. The pay monthly deal is the most expensive.
2. The SIM-only deal provides less data than the pay monthly deal.
3. The pay-as-you-go deal gives more free texts than the the pay monthly deal.
4. _____________________________________________________________
5. _____________________________________________________________
6. _____________________________________________________________
7. _____________________________________________________________
8. _____________________________________________________________
9. _____________________________________________________________
10. ____________________________________________________________
Oral activities:
Work in pairs and prepare a mini-talk about mobile phone deals,
using your model sentences and explaining your choice of package.
Look back at activities A-C. Chose a pair of questions from the

below list, then ask them to your partner. Take notes of his/her answers.
What does the Mini offer?

What does the camper van give the customer?
What does the saloon offer?
What does the pay-as-you-go deal provide?
What does the SIM-only deal the customer?
What does the pay monthly deal offer the customer?

D. Complete the paragraph using the words from the box. Use just
Unit 2
superlatives.
large - important - low - good - wide - modern - good
OFFICE SUPPLYS 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. Were open longer hours than
other shops, so come to us. Were the __________________! Dont forget
_________________________________ thing if its office equipment you
need, then you need OFFICE SUPPLY.
Read this advertisement for a notebook computer.
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.
Dells 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.

According to the above text write (T) for true or (F) for false.
Unit 2
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.. ____
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.
Dells 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.
Here you will find some interesting exercises for improving your skills
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/

UNIT 3
Statistics
STRATEGIES FOR
IN THIS UNIT YOU
LANGUAGE LANGUAGE FOCUS
WILL
LEARNING
Describe trends. Guessing meaning Adjectives and adverbs.

Give reasons for from context.
changes in Filling in blanks. Sequencing language.
performance. Brainstorming.
Word associations.
Discriminating
information.
Describing graphs.
COMMUNICATIVE
SKILLS TO DEVELOP WORD POWER
TASKS
Listening for Statistics Information gap

specific/general vocabulary. activities.
information. Expressions. Discussions.
Speaking: describing Class work:

a graph, discussing Individual.
product sales and Pair work.
giving reasons for Small group work.
decrease/increase,
giving a short
presentation.
Reading: skimming,
scanning, main and
supporting ideas.
Writing: to
consolidate previous
knowledge.

STATISTICS
Unit 3
Warm up: look at the following graphs and match them to the statements.
A 1. There was a peak in customer

numbers
B 2. Customer numbers were irregular
3. Numbers fell steadily

C
D 4. There was a steep rise in customer

numbers
5. There was a slight dip in customer

E numbers
6. Customer numbers fluctuated wildly

F
G 7. Customer numbers plunged
H 8. Customer numbers fluctuated slightly

Read the above statements again and underline all the vocabulary which
Unit 3
describes an upward ( ) or downward ( ) movement.
Now look at the statements of this graph and do the same.
My work graph
6
4
2
0
Mon Tues Wed Thurs Frid Sat Sun
Work
1. My work increased sharply on Monday because I had two classes.

2. My work decreased sharply on Wednesday because I had no classes.
3. It stayed the same on Thursday because I had no classes.
4. It increased sharply again on Friday because I had two classes again.
5. It decreased slightly on Saturday because I had one class.
Order the following time phrases into chronological order over the period
of a year (more than one answer can be possible):
By the end of the year

At the beginning of the year
Halfway through the year
In February
At the end of April
In the last two months of 2014
In the first quarter
After June
Before August

A. These verbs describe trends. Put them under the correct heading like
Unit 3
this:
soar - drop - remain unchanged - decline - rise - increase

- decrease - jump - remain stable - climb - plunge - fall -
plummet - peak - rocket - level out
/
Soar level out plummet
B. These adverbs describe the degree of change. Group them like this:
gradually - suddenly - slowly - steadily - slightly -

n dramatically - sharply - fast
+ ++ +++
____gradually____ ___________________ ___________________

_______________ __________________ _________________
_______________ __________________ _________________
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.

Now look at these graphs showing the Online Book Sales.
Unit 3
Online Book Sales / 2013

140000
120000
100000
80000
60000
40000
20000
0
February
October
November
December
August
January
May
July
March
June
September
April
Online Book Sales

140000
120000
100000
80000
60000
40000
20000
0
2007 2008 2009 2010 2011 2012 2013

Use verbs and adverbs to write sentences related to the Online Book Sales
Unit 3
graphs, follow the examples:
1) In the year 2007, book sales increased dramatically.
2) In June 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) __________________________________________________________
Write these expressions under the graphs below.
a slight increase a sudden collapse a dramatic rise

a steady decline a gradual rise
200 150 150

150 100
100
100
50 50
50
0 0 0
1 2 3 4 1 2 3 4 1 2 3 4
__________________ _________________ _____________________
40 100 60
30 80
40
60
20
40 20
10
20
0 0 0
1 2 3 4 5 1 2 3 4 1 2 3 4 5 6 7 8
__________________ __________________ __________________

Circle the correct word in italics.
Unit 3
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.
LANGUAGE FOCUS
Look at this statement from page 36.

Sales increased dramatically, where increased is the
_________________and dramatically is the __________________.
Can you guess the grammar rule?
_________________________________________________________
Look at this statement from page 36.

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
Look back at the example My work graph. Choose atopic (or think of
your own topic) about your life from the Possible topics and draw your
own graph. Then write five sentences about your graph.
Possible topics:
laziness / happiness / problems / weight / work / money / free time / sleep

Unit 3
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
Listen to five managers describing the sales of Fizzo. Complete the chart
like this: (Track 05)
Area Profits Sales Reasons
United Kingdom
Europe
Americas
Australia
Africa

Now listen again. Why did sales go up or down?
Unit 3
NEW TENDENCIES
Both employers and employees are Essential

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?
_____________________________________________________________

UNIT 4
Events in factories and firms
IN THIS UNIT YOU STRATEGIES FOR LANGUAGE FOCUS

WILL LANGUAGE
LEARNING
Show visitors around Making predictions Past Simple Tense:

a company Transferring Regular and irregular
Warn visitors of information Verbs
dangers while in Word associations Present Perfect
factories Guessing meanings Tense: Statements,
Describe recent from context Questions and
events in a company Matching Answers:
Skimming and
Scanning has/have + V (p.p)
SKILLS TO DEVELOP WORD POWER COMMUNICATIVE

TASKS
Listening: Messages on Warnings Role-playing:

the Phone, Warnings in a Company showing a visitor
factory, talking about departments around the company
events and developments Company Information gap:
in a company. Personnel Finding out about
Company reports things done at work
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.

SAYING WHAT YOU HAVE DONE
Unit 4
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 Ill 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 Pauls 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 been in a meeting. The Production Manager is away, so I
____________________for her to meet Mr. Lee. I ____________________a
message for her.

D. Practice these conversations with a partner and check the use of the
Unit 4
Present Perfect and the Past Simple. Then translate the dialogues 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, Ive 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 havent had time yet.
5. A: Have you had lunch yet?

B: No, Ive been too busy.
E. Now practice a short conversation between the manager and the

assistant. Student A looks at File 01 and Student B looks at File 02.
Examples:
Manager: Have you inspected the new factory?
Assistant: Yes, I have.
Manager: Have you sent some brochures to Ms Ball?

Assistant: No, I havent.
Manager: Why?
Assistant: Because Ive been too busy.
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 youre away:
Make an appointment with Ms Jackson for next week.
Inspect the new factory.
Send some brochures to Ms Ball.e
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 havent you?

Unit 4
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 youve 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 havent done. Think of
excuses, e.g. I havent had time yet. Ive been too busy.
LANGUAGE FOCUS
Study these differences between the two tenses:
Present Perfect Past Simple

The Present Perfect is used when the The Past Simple is used when the
time period has NOT finished: time period HAS finished:
I have seen three movies this week. I saw three movies last week. (last
(this week has not finished yet). week is finished).
It is often used when giving recent It is used when giving older

news: information:
Martin has crashed his car again. Martin crashed his car last year.
It is used when the time is not It is used when the time is clear:
specific: I saw that movie on Thursday (we
I have already seen that movie know exactly when).
(we dont know when).
It is used with for and since, when It is used with for when the actions
the actions have not finished yet: have already finished:
I have lived in London for 5 years I lived in London for 5 years
(I still live there). (I dont live there now).

Present Perfect Past Simple
Unit 4
Experiences, Changes over time A series of completed actions,
duration in the past, habits in the past
The Present Perfect started in the It is used for an action that happened
past, but IT IS STILL TRUE TODAY in the past and is
or MIGHT HAPPEN AGAIN. It OVER/DONE/FINISHED.
connects the past and the present
We use unspecific expressions It is used with time words such as:
such as: since, so far, just, already, yesterday, one year ago, when I was
yet, ever, never, once, many times, a child, last Saturday, last week, three
several times, before, etc. months ago, with specific dates in
Examples: 1990, etc.
I have never traveled by train. Examples:
Joan hasnt studied two foreign We saw a movie last night.
languages. He didnt drink coffee yesterday.
A: Have you ever met him? Did you have dinner last night?
B: No, I have not met him. Yes, I had dinner last night.
No, I didnt have dinner last night.
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

F. Put these words in the correct order to make sentences giving news for
Unit 4
a company report. Use present perfect or simple past tense.
1. open / office / Seattle

Weve 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. fire / 10,000 employees / in 2009
____________________________________________________________
7. buy / new travel business
_________________________________________________________________________
Look at the above exercise and follow the instruction.
A friend phones you with news of their company. Unfortunately, the line is
bad and you cant understand everything. Practice questions like these with
your partner:
e.g. A: Weve opened an office in
B: Sorry, Where have you opened an office?
EXTRA EXERCISES ABOUT PRESENT PERFECT AND PAST

SIMPLE
A. Choose the correct sentence or phrase for the situation:

e.g. Susie: well what about yesterday?
a) Alex: Well, I havent done anything special.
b) Alex: Well, I didnt do anything special.
Susie: Thats a pity.
1. Teresa: Can you come to the pub?
a) Mary: No, Ive just washed my hair.
b) Mary: No, I washed my hair.
Teresa: What a shame, maybe you can join us later.
2. Juan: Why couldnt you come to the pub last week?
a) Alice: Ive washed my hair.
b) Alice: I washed my hair.
Juan: What a shame, maybe you can join us this week.
3. Mathew: I love travelling.
a) Francesca: Really? Have you ever been to Paris?
b) Francesca: Really? Did you ever go to Paris?
Mathew: Oh yes, several times.

4. Satoshi: I lived in the south of France for a year.
Unit 4
a) Bob: Really? Have you ever been to Paris?
b) Bob: Really? Did you ever go to Paris?
Satoshi: Oh yes, several times.
5. Ivan: Thats my fiance.
a) Michael: Really? How long have you been engaged?
b) Michael: Really? How long were you engaged?
Ivan: Oh, quite a long time.
6. Carrie: Thats my ex-fiance.
a) Roger: Really? How long have you been engaged?
b) Roger: Really? How long were you engaged?
Carrie: Oh, quite a long time.
Practice the above conversations in pairs.
B. Match the beginning of a sentence, with its correct ending, a or b.
1. We got married a. since 1986.

2. Weve been married b. in 1986.
3. Dinosaurs a. lived in many parts of the world.

4. Many of todays diplomats b. have lived in many parts of the world.
5. The arrival of Don Corts a. has had a dramatic effect in the modern world.
6. The invention of computers b. had a dramatic effect on the old Aztec world.
7. This is the first time a. we met.

8. That was the first time b. weve met.
C. Match each statement with the person who you think said it.
Example:
The government has introduced a new tax. a. historian
The government introduced a new tax. b. news reporter
1. Ive been married for six years. a. divorcee

2. I was married for six years. b. husband
3. I flew planes every day for thirty years. a. retired airline pilot
4. Ive flown planes every day for thirty years. b. airline pilot
5. How long did you know Josh? a. guest at wedding

6. How long have you known Josh? b. guest at funeral
7. My mother told me not to see him again. a. eighty-year-old

8. My mother has told me not to see him again. b. eighteen-year-old

WARNING SIGNS
Unit 4
Put the correct name of these sings using the expressions in the box.
Hard hats area / Electrical hazard / First aid Kit / Fire hose
Fire extinguisher / Eye protection / Adjustable guard / Watch your step
____________ ______________ _____________ _____________

____________ _______________ _____________ _____________
____________ _______________ ____________ ______________

____________ ______________ ____________ ______________
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 b. Its a safety requirement to

visitors book. 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 thats everything. Is

there anything else youd like
to see?
5. Ask your visitor to be careful. e. You need this for security.
6. End the tour. Ask if the visitor f. Please be careful!

wants to see/know more.

Unit 4
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 09)
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.
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) its non-ferrous,
its 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 its 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
Unit 4
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 -- were 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/

UNIT 5
International Trading
STRATEGIES FOR
IN THIS UNIT YOU
LANGUAGE LANGUAGE FOCUS
WILL
LEARNING
Practice terms to Guessing meaning Expressions to talk

express quantity. from context. about mass quantity.
Filling in blanks.
Word associations. Describe past and
Learn about imports Discriminating present perfect.
and exports. information.
COMMUNICATIVE
SKILLS TO WORD POWER TASKS / CLASS
DEVELOP WORK
Listening for Kinds of Information gap

specific/general commodities, activities.
information. industries and Discussions.
services..
Speaking: Talk Count nouns. Class work:
about different Individual.
countries and the Pair work.
products they Small groups work.
import/export.
Reading: skimming,
scanning, cognates,
main and supporting
ideas.
Writing: to
consolidate previous
knowledge.

Unit 5
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)

Unit 5
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?
______________________________________________________
TALKING ABOUT INDUSTRIES
Match the industries in the box to the icons below. Write their names in the
blanks.
Textiles / Automobile / Pharmaceuticals / Computers

Chemical / Tourism / Petroleum / Agriculture
__________( ) ___________( ) __________ ( ) ___________( )
____________( ) ___________( ) ___________ ( ) ___________( )

Unit 5
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 11)
Listen again and put in order these statements:
____ We produce a lot of fruit for the local and North American market.
____ In fact is one of the main employers.
____ In other manufacturing areas we are quite strong.
____ We rely on imports to cover our needs in this area.
____ What about hi-tech industries such as computer industry?
Pay attention to these definitions:

Commodities: natural products sold at a profit.
Manufacturing: making a product from raw materials.
Services: providing a service rather than goods.
Now categorize the following expresions in the chart below:
pharmaceuticals / advertising / coffee / retailing / electronic goods

wool / coal / furniture / rice / banking / insurance / cars
Commodities Manufacturing Services
Suggest a couple of other industries for each category.

Unit 5 GOING GLOBAL
Listen to the interview and decide who the question is about: (BC Track)
Nicola Melizzano, Derek Chalmers or Heike Zweib
1. - Going global changed the fortunes of which person? ____________
2. - Which person changed their companys orientation? ____________
3. - Which person has a changing workforce? ____________
4. - Which person has changed their mind about going global? ____________
5. - Which person has made the greatest use of new technology to go global?
____________
6. - Which person is content not to change? ____________
7. - Which person thinks they make the right product for a global market? _____
8. - Which person works for a family company? ____________
9. - Which persons experience of going global began unexpectedly__________
Listen again and fill in the gaps with the following words (BC Track)
growth suits expand threat founded clients turnover commerce
order recession products
1. - We know that advances in technology mean you could be offering your

_______ and services to people in Brighton, Beijing or Buenos Aires at the
same time.
2. - We're a small family company, _______ by my grandfather.
3. - The local chamber of _______ had invited a group of Japanese investors to
the area.
4. -There's been a worldwide _______ in coffee sales over the last ten years.
5. -The global _______ hit badly, many other firms round here were closing
down or shipping out.
6. - We were forced to downsize, but then saw the changing situation as an
opportunity, rather than a _______.
7. - Using web-technologies, we managed to expand our _______ by around
300%.
8. - Each one is built to _______ depending on exactly what the client wants.
9. - I could _______ but wouldn't want to compromise the quality of the work.
10. - I design, perhaps, two or three systems every year for overseas _______.
11. -The advice, then, is to find the market that _______ your company.

Going global:
Is it a solution for everyone? Discuss about its pros and
cons.
TALKING ABOUT IMPORTS AND EXPORTS
Look at this graph and do the exercise below:
South Korea Imports from China

Electrical
products
Iron & metal
Chemicals
Agricultural
products
Machinery
Textiles
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 ___

LANGUAGE FOCUS
Unit 5
Categorize the following nouns. Write C for countable or U for

uncountable.
coal_____ textiles _____ iron _____ machinery_____
chemicals_____ computers_____ steel_____ ship_____
rice_____ pigs_____ tobbacco____ car_____

Study these ways of talking about quantity.
Unit 5
UNCOUNTABLE NOUNS
How much?
not any a little not much quite a lot a lot
COUNTABLE NOUNS
How many?
not any a few not much 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 dont know exactly, but Id say _________________. (2)
A: How _______________ (3) tourists visit your country each year?

B: I cant really say, but I think ___________________. (4)
A: Do you import ___________________ (5) coal?

B: No, ___________________. (6)
A: Do you export __________________ (7) cars?

B: No, ___________________. (8)

TALKING ABOUT IMPORTS AND EXPORTS
Unit 5
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
Aircraft
Sugar
Automobiles
Steel
Coal
Chemicals
0 10 20 30 40 50 60 70
1. _____They export a few Aircraft___________________________

2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________
6. _______________________________________________________

Unit 5
Look at the chart and complete the paragraph.
Export earnings
Financial/
Insurance Computer 5%
Service 13%
Chemicals 6 % Petroleum 23%
Textiles 18%
Agriculture 20%
Tourism 15%
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)

Unit 5
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 countrys 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, its 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.

According to the text above answer in SPANISH the following questions
Unit 5
1. What is the text about?
__________________________________________________________
__________________________________________________________
2. Write down three supporting ideas from the text:

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Look for these words in the above passage, then find them in the WORD
SEARCH.
Rougly B A R R E L X Y Z V G S W W M
Profitable 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
Revenue
L J E M D Q R G Y I S T H W H
Remain
E L T E G E O Q Q Q L T R T F
Regret A G U H M S F S U K J T S W T
Oil I U O A Y R I G J P X E X E N
GDP 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
Seem
J A B C D E B V W F G E H I C
Account
G K W A J Y L H G U O R W T C
Commodity 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

UNIT 6
Future Trends
STRATEGIES FOR
IN THIS UNIT YOU LANGUAGE
LANGUAGE
WILL FOCUS
LEARNING
Will (forecasts and
Learn and use ways Making predictions predictions)
to express prediction Using language in Expressions ranging
of future trends context from approx. 100% to
Express degrees of approx. 0% of
certainty certainty
SKILLS TO COMMUNICATIVE
WORD POWER
DEVELOP TASKS
Questions and
Listening: Economic Vocabulary related answers: finding out
predictions, Bob to economy and about missing
Green, people talking telecommuting: forecasts
about the future 1, Office, company,
telecommuting, internet, cost of Class survey
people talking about living, cash,
the future 2 electronic
Reading: Beyond immigrants, etc.
2010, satisfied
companies and
employees expand
the world of
telecommuting
Writing: gap filling,
class survey, writing
your opinion about
topics

Match the words in the box to the illustrations.
Unit 6
food prices - petrol prices - housing costs - wages - unemployment
ECONOMIC PREDICTIONS
1__________ 2___________ 3___________ 4__________ 5__________

__________ ___________ ___________ __________ __________
12
10
8 1
2
6
3
4
4
2 5
0
This year Next Year
Are these statements true (T) or false (F)?
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 13)

LANGUAGE FOCUS
Unit 6
STUDY THESE EXAMPLES
will (forecasts and predictions)
Petrol prices increase slightly.

Unemployment will (ll) rise slowly.
Wages will not go up/ down rapidly.
Food prices (wont) decrease dramatically.
Housing costs fall
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 didnt rise / wont rise
very much, but next year wages go up / will go up dramatically. 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 14)
ECONOMIC INDICATOR / REASON

Inflation
Interest rates
Production
Exports
Imports
Investment

Unit 6
Pre- reading:
What is inflation?
Will inflation increase or decrease in 2017? Why?
VENEZUELA NEARING TOTAL COLLAPSE

Venezuela is in its third year of recession. Its economy will contract 10% this year,
according to the International Monetary Fund. The IMF forecasts Venezuela will
be in recession until at least 2019. While the economy shrinks, the price of goods
is skyrocketing.
Robert K. Rennhack, director of the IMFs Western Hemisphere department, said

that Venezuela is on a path to hyperinflation; the stage where the economy
reaches total chaos, and could reach a total collapse of the economic system in
12 to 18 months if there are no changes in economic policies. Rennhack expects
Venezuelas inflation will reach 2.200 percent in 2017, and could balloon very fast
to 13,000 a year, the stage that most academics define as full-blown
hyperinflation.
Hyper-inflation means that the currency has lost its value, people have to go to
the stores with bags full of money, and prices rise almost by the hour,
Venezuela's currency has plummeted in value; years of excessive government
spending on welfare programs, poorly managed facilities and dilapidated farms
set the stage for the crisis.
According to the text above answer in SPANISH the following questions
1. What is the text about?

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. Write down three supporting ideas from the text:

__________________________________________________________
__________________________________________________________

__________________________________________________________
Unit 6
__________________________________________________________
__________________________________________________________
__________________________________________________________
Match the words in the box to the illustrations.
smart cards / cash / service industries / electronic immigrants

information
___________ ___________ ____________ ___________ ____________

___________ ___________ ____________ ___________ ____________
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.
Its 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!

EXPRESSING CERTAINTY ABOUT FUTURE EVENTS
Unit 6
Im certain / sure it will / wont happen.
I expect it will / wont happen.
Its possible it will / wont happen.
I think / dont think it will happen.
Write your opinion about these statements
Reading Your opinion Recording
1. Cash will become I dont think cash will become

unnecessary. 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.
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)

Unit 6
What do you think will happen? Write your own opinion about these topics
like this:
1. more free time
Im certain that people will have more free time in the future______________
2. more money to spend
_____________________________________________________________
3. more holidays
_____________________________________________________________
4. cost of living
_____________________________________________________________
5. work at home
_____________________________________________________________
6. more books
_____________________________________________________________
7. credit cards
_____________________________________________________________
8. robots replace factory workers
_____________________________________________________________
9. longer hours
_____________________________________________________________
10. learn foreign languages
_____________________________________________________________

Unit 6
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 isnt necessary to be tied to a desk any more.
Next time youre out for a coffee, look around you. That man in the corner
could be an advertising executive writing an advertisement that youll 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! Its 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 its 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 didnt 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 dont 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

Read the above article. Are the statements about it true (T) or false (F)?
Unit 6
1. With new technology, you dont need to be at the office to do your job.
2. It is difficult to become a telecommuter.
3. Telecommuting is less environmentally friendly than office-based work.
4. Telecommuters should remember that coffeehouses are businesses, too.
5. Telecommuting is much less expensive than commuting to work every day.
Look for these words in this unit and then find them in the WORD SEARCH.
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
smart
A Q W Z L P T R M L X T Y X Z
interests 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
cash
R E W Q M N R L H Y T V B T K
beyond
K M L U R W F S Q C S R T H D
fall C T M L J R A Y M U I E O G N
petrol 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
environment
F H V X G Z Z Z R T Q T Q Q E
replace 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
rely
E Y U O P G L J F V Z R J K L
wages
unemployment

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UNIVERSIDAD NACIONAL EXPERIMENTAL DEL TCHIRA

Material de Estudio para uso exclusivo de Estudiantes de la UNET

3ra Edicin: Septiembre 2006 4ta Edicin: Marzo 2007.

5ta Edicin: Septiembre 2007 6ta Edicin: Abril 2008

7ma Edicin: Julio 2009 8va Edicin: Septiembre 2010

9na Edicin: Abril 2015 10ma Edicin: Enero 2017

Gua de Estudio Ingls 2. UNET 2

ASIGNATURA: CDIGO: UC:

DEPARTAMENTO/CARRERA: NUCLEO PRE-REQUISITO:

Cs. Sociales Idiomas Ingls 1

CO-REQUISITO: HORAS TEORIA: LAB/PRACTICA:

COLABORADOR: Lic. Gerzon Crdenas

El estudiante universitario recibe hoy da la influencia cientfica, tecnolgica, cultural y social

En consecuencia, se considera de suma importancia que el estudiante y profesional

Gua de Estudio Ingls 2. UNET 3

Desarrollar competencias lingsticas y comunicativas en las habilidades para la

1. Expresar de manera oral sentimientos y actitudes en tiempos pretritos y futuros,

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

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

4. Comprender escritos de manera efectiva a travs de estrategias de comprensin

La asignatura de INGLS 2 en las diferentes carreras de ingeniera de la Universidad

Los aprendizajes de caracteres significativos, comunicativos y basados en los contenidos,

A travs de trabajo de clase, tanto en grupo como individual, as como en trabajo

Gua de Estudio Ingls 2. UNET 4

El material de estudio seleccionado para la asignatura consiste en la Gua de Estudio del

ENFOQUES EN LA ENSEANZA Y APRENDIZAJE DEL IDIOMA INGLS

El proceso de enseanza y aprendizaje en los cursos de ingls est dirigido a desarrollar

Las actividades propuestas en el saln de clase pretenden a su vez impulsar el enfoque

Gua de Estudio Ingls 2. UNET 5

Las actividades de clase, se construyen por lo tanto, ubicando el contenido programtico

El aprendizaje cooperativo implementa el principio de simultaneidad lo cual ayuda a

En el curso de Ingls 2 se pretende que el estudiante desarrolle en forma integral las

Mastery: Writing: To provide models of

Gua de Estudio Ingls 2. UNET 6

Los contenidos de la asignatura de INGLS 2 se dividen en 6 Unidades instruccionales. El

PARCIAL UNIDADES SEMANA % ACUM INSTRUMENTOS

Los tests medirn las cuatro habilidades.

Gua de Estudio Ingls 2. UNET 7

2 Describe and Comparative and Conditions of

3 Describe trends. Adjectives and Describing a graph, Information

Gua de Estudio Ingls 2. UNET 8

IN THIS UNIT YOU STRATEGIES LANGUAGE

Using Language Past Time: Past

some and any.

SKILLS TO DEVELOP WORD-POWER COMMUNICATIVE

Reading about: Interactive

Gua de Estudio Ingls 2. UNET 9

1. What does the acronym CV mean?

A CV is a Curriculum Vitae. This Latin expression

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

1. What does CV mean?

2. What personal information must you include on a CV?

Gua de Estudio Ingls 2. UNET 10

More than 12 years industry experience.

AeroTech Industries, Detroit, MI

Conducted research concerning design, manufacture, and testing of

JLG Industries, Detroit, MI

Lead assistant to head of Industrial Engineering Department.

University of Michigan, Ann Arbor, MI

Now write down the missing information.

Gua de Estudio Ingls 2. UNET 11

Gua de Estudio Ingls 2. UNET 12

1. How should you dress for a job interview?

candidate / skills / good / enjoy / solutions / activities / follow-up /

Live__ Stop Represent_