Inglés 1

UNIVERSIDAD NACIONAL EXPERIMENTAL DEL TÁCHIRA
VICERRECTORADO ACADÉMICO
DECANATO DE DOCENCIA
DEPARTAMENTO DE CIENCIAS SOCIALES
NUCLEO DE IDIOMAS
Material de Estudio para uso exclusivo de Estudiantes de la UNET

2018
Elaborado en 2006-1 por:
Luz Angela Caña Rebeca Duque
Gérzon Cárdenas Jersus Colmenares
John Ramírez
2da Revisión 2007-1

Luz Angela Cañas Rebeca Duque
Gérzon Cárdenas Teresa Ortega
3ra Revisión 2007-3

Luz Angela Cañas Yoleyda Gámez
Christopher Rodríguez
4ta Revisión: 2008-1

Luz Angela Cañas Yoleyda Gámez
Christopher Rodríguez
5ta Revisión: 2009-3

Enlinar Alviarez Parra
Eber Bayona
Adriana Guerrero
6taa Revisión: 2010-1

Adriana Guerrero
7ma Revisión: 2011- 1

8va Revisión: 2014- 1

Andrea López
Teresa Ortega
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UNIVERSIDAD NACIONAL EXPERIMENTAL DEL TACHIRA
VICERRECTORADO ACADEMICO
COMISION CENTRAL DE CURRICULUM
PROGRAMA DE ESTUDIO
ASIGNATURA: CÓDIGO: UC:
Inglés 1 1023302 2
DEPARTAMENTO/CARRERA: NUCLEO PRE-REQUISITO:

ACADEMICO: 22 UC Aprob. Ing. Ambiental, Industrial,
Informática, Electrónica.
Cs Sociales Idiomas 12 UC Aprob. Ing. Agronómica, Arquitectura.
31 UC Aprob. Ing. Mecánica
11 UC Aprob. Ing. Producción Animal.

CO-REQUISITO: HORAS TEORIA: LAB/PRACTICA:
SEMANA:
Ninguno 1 2
3
SEMESTRE: VIGENCIA: OBLIGATORIA: ELECTIVA
2011 – 1 2011 X
ELABORADO POR:
Lic. Jersus Colmenares, Lic. Luz Ángela Cañas, Lic. Blanca Urdaneta
COLABORADOR: Lic. Gerzón Cárdenas
FUNDAMENTACIÓN:
Ante la presencia de un fenómeno tan ampliamente expandido como es el proceso
globalizador, que tiene como uno de sus elementos fundantes el Conocimiento, se
hace pertinente y sentidamente necesaria la posibilidad de aprender a manejar en
forma eficiente y efectiva ya no sólo la lengua materna sino una o en algunos casos
hasta dos lenguas extranjeras.
La Información (que no es sinónimo de Conocimiento), encuentra múltiples,

variadas, intensas y extensas formas de difusión y propagación apoyadas en el
impacto universal que ha representado el "imaginario-realidad" de las Nuevas
tecnologías de Información y Comunicación. Dentro de este contexto se deben
asumir los procesos de enseñanza aprendizaje tanto en el nivel formal; Escuela-
Universidad, como en el no formal; Formación laboral, técnica y profesional.
Por coyunturas históricas y geopolíticas, vivimos inmersos en un mundo lingüístico

preeminentemente Sajón, en el que la lengua inglesa (el inglés), ocupa un lugar
preponderante en el establecimiento y desarrollo de las relaciones científicas,
técnicas, diplomáticas, académicas y militares.
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En consecuencia, se considera de suma importancia que el estudiante y profesional
venezolano posea el dominio suficiente de este idioma en forma integral, lo cual le
permitirá el acceso inmediato a toda la información actualizada a través de
diferentes medios, entendiendo, además, que el conocimiento de este idioma se
está incorporando día a día como requisito indispensable en el campo de trabajo
nacional e internacional. Es por estas razones que el objetivo primordial de inglés
1, es ofrecerle al estudiante de las diferentes carreras de la UNET estrategias y
técnicas que le permitan desarrollar sus capacidades para la comunicación en las
cuatro habilidades elementales: Leer, Escribir, Hablar y Entender lo escuchado para
logra tal fin.
OBJETIVO GENERAL
El estudiante de inglés 1 estará en capacidad de:

Desarrollar competencias lingüísticas y comunicativas de carácter significativo en
las habilidades para la comprensión y expresión oral, así como de comprensión y
expresión escrita del idioma inglés, equivalentes al nivel de principiante que mejore
su desempeño estudiantil y profesional.
OBJETIVOS ESPECÍFICOS
El estudiante de inglés 1 desarrollará competencias para:
1. Expresar de manera oral formas de presentarse y hablar de sí mismo, realizar

descripciones relativas a su área de estudio y trabajo, conversaciones telefónicas,
direcciones y localizaciones, gustos y preferencias, peticiones, consejos y ordenes,
planes, formas de relacionarse socialmente en situaciones de estudio y trabajo.
2. Expresar de manera escrita textos contentivos de características personales,

descripciones de personas y objetos, clasificaciones, mensajes y planes.
3. Comprender e interpretar de manera oral información sobre personas y objetos,

descripciones, direcciones, mensajes, conversaciones telefónicas, órdenes,
consejos y peticiones.
4. Comprender escritos de manera efectiva a través de estrategias de comprensión

lectora, acerca de personas y cosas, mensajes, descripciones, direcciones y planes,
así como de áreas específicas de cada especialidad.
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METODOS Y TECNICAS DE ENSEÑANZA:
La asignatura de inglés 1 en las diferentes carreras de ingeniería de la Universidad
Nacional Experimental del Táchira, se desarrollará en siete unidades de instrucción
que representan en orden creciente de dificultad el material básico que se utilizará
para las actividades de clase, laboratorio y evaluaciones a efectuarse durante el
semestre.
Los aprendizajes de caracteres significativos, comunicativos y basados en los

contenidos, constituyen el enfoque propuesto en esta asignatura, donde el
estudiante es estimulado a percibir los nuevos conocimientos como elementos con
significados inherentes a él y a su contexto, los cuales vienen a ser provechosos y
utilizables para la comunicación efectiva. Este enfoque enfatiza el uso del segundo
idioma a través de la utilización de elementos comunicativos y con significado para
desenvolverse en ambientes profesionales y de negocios, al estar centrados en
tópicos específicos y donde incorpora la práctica en las cuatro habilidades de la
comunicación en un idioma.
A través de trabajo de clase, tanto en grupo como individual, así como en trabajo
complementario y de refuerzo y el de laboratorio a realizarse dentro y fuera del aula
de clase, se pretende que el estudiante aprenda y adquiera estructuras de
comunicación tanto en lenguaje hablado como escrito, teniendo como orientador y
facilitador al profesor. De esta manera avanzará progresivamente hacia el
reconocimiento, comprensión, análisis de la estructura, función e interrelación de
las proposiciones que escuche o lea, y que le habilite para producir comunicación
al hablar y escribir en los mismos y otros términos de estructura, función e
interrelación de ideas o proposiciones.
El profesor, a través de sus explicaciones, ejercitación con el material didáctico, uso

de los recursos y estrategias, asignación de trabajos y su respectiva revisión y
tutorías guiará al alumno en la obtención de las estrategias de aprendizaje que le
permitan analizar, recordar, adquirir y aplicar las mismas a situaciones académicas
y laborales semi reales y reales, de modo que así pueda establecer la relación del
estudio de este idioma con nuestro entorno y detección de los valores implícitos en
las situaciones presentadas.
El estudiante, por su parte, aplicará las estrategias de aprendizaje para dar

respuesta a preguntas y ejercicios de comprensión con el objeto de iniciarse en una
comunicación efectiva a nivel socio-técnico-científico en inglés y en la
internalización de los valores inducidos por los contextos.
El material de estudio seleccionado para la asignatura consiste en la Guía de

Estudio del curso, en la que los estudiantes, con la ayuda del profesor, podrán
afianzar los conocimientos adquiridos durante el desarrollo de los contenidos
previos estudiados en la clase.
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ENFOQUES EN LA ENSEÑANZA Y APRENDIZAJE DEL IDIOMA INGLÉS:
El proceso de enseñanza y aprendizaje en los cursos de inglés está dirigido a
desarrollar habilidades comunicativas del estudiante en esta lengua, basando por lo
tanto el proceso educativo en el Enfoque Comunicativo, el cual enfatiza la
habilidad del aprendiz para usar el idioma en forma apropiada en situaciones
específicas. El enfoque comunicativo presta considerable atención a las funciones
del idioma y a ayudar a los estudiantes a desarrollar competencias comunicativas
en el mismo. De esta forma, el enfoque comunicativo tiene como objetivo principal
interrelacionar las funciones del idioma con el uso correcto de las estructuras, es
decir, combinar la fluidez comunicativa con el uso correcto de las formas. Se
pretende de esta forma que el estudiante practique y produzca los conocimientos
adquiridos en la clase por medio de actividades o “tareas” (tasks) comunicativas
propuestas que involucren una participación activa de los estudiantes entre sí, por
ejemplo, role-plays, information-gap, problem-solving, social exchanges,
decision-making, etc.
Las actividades propuestas en el salón de clase pretenden a su vez impulsar el

enfoque pedagógico del aprendizaje cooperativo (Kagan, 1992, 1994, 2000)
(Cooperative Learning), donde el docente aplica conocimientos, técnicas y
estrategias de enseñanza y aprendizaje con el fin de ampliar su campo de acción
dentro el salón de clase para elevar la motivación y la participación de los alumnos.
De este modo, los estudiantes aprenden a ser “cooperativos” para promover su
propio aprendizaje y el de sus compañeros. El enfoque cooperativo está basado en
la creación, análisis y la aplicación sistemática de estructuras o formas de contenido
libre para organizar la interacción social en el salón de clase. Las estructuras
usualmente involucran una serie de pasos, los cuales implican un comportamiento
preestablecido en cada uno de ellos. Las estructuras de definen como los recursos
que permiten al docente adaptar cualquier experiencia curricular cooperativamente
en el salón de clase, siendo adaptables a los contenidos de los programas
educativos permitiendo el desarrollo de habilidades cognitivas, afectivas y sociales
para el logro de los objetivos propuestos.
Las actividades de clase se construyen, por lo tanto, ubicando el contenido

programático en un tipo o tipos de estructura. Las estructuras pueden ser, por
ejemplo, las diversas técnicas que el docente usará para involucrar a los estudiantes
en un aprendizaje cooperativo: brainstorming, flashcard game, simultaneous
interaction, team discussion, team projects, timed-pair share, etc. Estas estructuras
están enmarcadas en propósitos diferentes como la creación de la construcción de
equipos (teambuilding), la construcción de socialización entre el grupo de
estudiantes (classbuilding), el dominio de los contenidos (mastery), el desarrollo de
habilidades de pensamiento (thinking skills), el desarrollo de habilidades
comunicativas (communication skills) y el intercambio de información
(information sharing) entre los estudiantes. El enfoque cooperativo enfatiza la
interacción de los estudiantes en clase en forma simultánea.
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El aprendizaje cooperativo implementa el principio de simultaneidad lo cual ayuda
a aumentar la producción de lenguaje en el estudiante. La enseñanza cooperativa
se basa, por lo tanto, en cuatro principios esenciales: interdependencia positiva
(positive interdependence), reconocimiento individual (individual accountability),
igual participación (equal participation) e interacción simultánea (simultaneous
interaction). Estos principios se integrarán simultáneamente por medio de las
estructuras presentadas para que el enfoque cooperativo realmente cumpla su
cometido, permitir resultados de aprendizaje exitosos a los aprendices de una
segunda lengua.
Desarrollo de Habilidades:
En el curso de inglés 1 se pretende que el estudiante desarrolle en forma integral
las siguientes habilidades:
Mastery: coherence elements.
· Speaking: The communicative · Vocabulary: To give learners the
tasks will provide students’ opportunity to build and master
experiences to apply and produce business and technical
the vocabulary, grammar, fixed terminology.
patterns Thinking skills:
and expressions in the · To develop students’ abilities to
context of personally meaningful generate, question, combine,
communication to give way to categorize, evaluate, apply
freer discussions. information, analyze, infer, predict
· Listening: Plenty of practice will and describe.
be given in improving extensive Social skills:
and intensive listening skills: for · To develop students’ skills for
gist, to get specific and general praising, coaching, supporting,
information, for predicting checking, turn-taking, speaking
information. time, modeling and leadership.
· Writing: To provide models of Class-building skills:
common business situations and · To develop and provide
to make learners aware of the role networking among all students in
of register. Writing tasks will be a class as it creates a positive
used as an extension or context within which groups or
consolidation of the other skills. teams can learn. Class-building
· Reading: The tasks for reading develops students’ abilities to
will practice the main ways of generate simultaneously
reading: skimming, scanning, teambuilding, communication
intensive/extensive reading exchanges, information sharing,
through strategies for reading to solve class problems, to
comprehension: guessing word improve class environment, to
meanings from the context, plan events and to boost mutual
predicting, recognizing cognates, support.
finding main and supporting
ideas, analyzing cohesion and
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MODALIDAD EVALUATIVA
Los contenidos de la asignatura de inglés 1 se dividen en 6 Unidades
instruccionales. El Semestre de estudio está dividido en tres Parciales. En el Parcial
I se evaluarán las Unidades 1,2. En el Parcial II se evaluarán las Unidades 3, 4 y en
el Parcial III se evaluarán las Unidades 5,6. Cada Parcial tiene una duración de 5
semanas. La siguiente tabla muestra los porcentajes acumulativos, instrumento de
evaluación y aplicación cada uno de los Parciales.
PARCIAL UNIDADES SEMANA % ACUM INSTRUMENTOS
I 1,2 3y6 35
Tests escritos
individuales/grupales
y
II 3, 4 9 y 12 35
Tests orales:
(Conversaciones
grupales cortas,
III 5,6 16 30 presentaciones
individuales o en
grupo,…)
 Las evaluaciones medirán las cuatro habilidades
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CONTENIDO PROGRAMÁTICO
(Basado en los materiales Getting Ahead: CUP, 2000)
ACTIVIDADES DE
ELEMENTOS DE ENFOQUE ENFOQUE
UNIDAD PRÁCTICA Y
COMUNICACIÓN GRAMATICAL CONTEXTUAL
REFUERZO
1  Introduce and identify  Verb to be  Find your visitor.
yourself and others.  Wh-Questions  Office,  Class survey.
 Ask and say where  Short/complete company,  Files: Introducing
people are from. answers countries. yourself,
 Ask for and give  The indefinit e Introducing a third
personal and job- article: a/an  Job person.
related information. descriptions  Find someone
 Answer/get through and types who…
on the phone.  The business card.
 Spelling.  Business  Files: Finding out
 Say telephone sectors about people.
numbers.
2  Ask for and give  Adjectives of  Types of  What nationality
information on nationality. business. is…?
companies. and  Simple Present  Products  Company profiles.
products tense. and  Company details.
 Say large numbers.  Questions and services.
 Lay out a business short answers  Business
letter. with do/does. letters.
3  Ask for and give  Ordinal  Company  Where’s the…
directions. numbers. department department?
 Talk about  Prepositions of s.  Files 20 and 21:
departments. location. Giving directions.
 Give and take
telephone messages.
4  Describe work  Prepositions of  The work  Working hours.
activities. time. place: The
 Ask for and give  Adverbs of working  Class survey.
information on frequency day.
working routines .  Verb patterns.  Working
(times and  Verbs followed conditions
conditions). by –ing.
 Express likes and
dislikes.
5  Make and respond to  Modals  The work  Ask your partner
requests. place. to…
 Express obligation
 Give advice.
6  Make plans and  Future tense  Business  What’s she doing
arrangements.  Present travel and at…..?
 Make appointments. progressive for appointmen  Find out about your
future ts. colleague.
arrangements.  The week’s
 Wh- questions. appointments.
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BIBLIOGRAFIA:
Jones-Macziola and White: Getting Ahead: A Communication Skills Course for

Business English. 2000.Cambridge University Press
Jones-Macziola, Sara; White, Greg and Swanson, Lynda. 2000. Staying Ahead
Video. Cambridge: Cambridge University Press
Kagan, S. Cooperative Learning. 1992-1994. Kagan Cooperative Learning

Publishing.
Carter, R. Introducing Applied Linguistics. 1993. Penguin English
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UNIT 1
MEETING PEOPLE AND
TALKING ABOUT OCCUPATIONS
IN THIS UNIT YOU WILL STRATEGIES FOR LANGUAGE FOCUS

LANGUAGE LEARNING
 Introduce and identify yourself  Making predictions  Verb to be

and others.  Transferring information Wh-Questions
 Ask and say where people are  Word associations
from.  Guessing meanings  Short/complete answers
 Ask for and give personal and from context  The indefinite article: a/an
job-related information.  Matching
 Answer/get through on the  Skimming and Scanning
phone.
 Spelling.
 Say telephone numbers.
SKILLS TO DEVELOP WORD POWER COMMUNICATIVE TASKS
Listening: Introductions. People  Office, company,  Role-playing: Find your

registering for a conference. countries. visitor.
Greeting people. Giving  Class survey.
information about other people.  Job descriptions and  Introducing yourself.
Conversations on the phone to types  Introducing a third person.
give business inf. Spelling.  Find someone who…
 Business sectors  The business card.
Speaking: Talking on the phone  Finding out about people.
about business inf.
Information gap: Finding
Writing: The first business out about things done at work.
meeting. A new co-worker. Talking on the phone about
Personal/business inf. business inf.
Class work:
Reading: Engineering  Individual
 Closed pairs
 Open pairs
 Team/group work
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INTRODUCING YOURSELF AND OTHERS
A. What do you do when you meet someone for the first time? What do
people do in different countries?
Look at some ways people greet each other. Write the word or phrase under each
picture
_________________________ _________________________
_________________________ _________________________
B. In groups of four, talk about which greetings are used in your country.
Which ones are used in formal situations?
Greetings: Responding to greetings:

How are you? Fine, thanks.
Not too bad, thank you.
Nice to see you Nice to see you, too.
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LANGUAGE FOCUS
Study these examples:
Finding out someone’s name:
Excuse me, are you/ is your name Miss Méndez?
Introducing yourself: Hello, I’m… / My name’s …
a. How do you do? / Pleased to meet you

b. How do you do? / Pleased to meet you, too
Verb to Be
We use to be:
* To give personal information like name, age, origin, appearance, personality and
occupation.
* To talk about qualities.
* To say where something is.
Examples:
* My name is Laura. I´m from Venezuela.
*Julieta is from Argentina. She´s Argentinian.
*Adam is from Germany. He´s German.
*Harry and Grace are from England. They´re English.
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WRITING
A. Complete these conversations. Then practice them.
A: Excuse me, is ………………………. (1) Marriot?
B: No, it ……….. . ………… (2) name’s Crossman.
A: Oh, I’m sorry, Ms. Crossman.
C: Excuse me, ………………… ……………………. (3) Mike Watson?
D: Yes, ………….. ……………… (4).
C: …………………… Roger Miller. Pleased to meet you.
E: …………….. …………. (5), are you Mr. Nawab?
F: No, ………… ………….. (6). I’m Mohammed Farique.
E: Oh, …………. ……………… (7), Mr. Farique.
B. Now listen to the recording and check your answers. (Track 1)
LISTENING
A. Fujitsu has a conference each year. Listen to these guests registering for
the conference. Match the guest’s name to the office. (Track2)
NAME OFFICE
1. Anopow ____ Brussels
2. Brown ____ Beijing
3. Hernandez ____ New Delhi
4. Sing ____ Colombia
5. Narayan __1_ Moscow
6. Yin ____ New Delhi
7. Pousset ____ New York
B. Listen again. What do the people say?

Greeting Response
1. How are you? ______________________________
2. _________________________ Pleased to meet you, too
3. How do you do? ______________________________
4. It’s nice to see you again. ______________________________
5. _________________________ Hi.
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INTRODUCING OTHERS
A. Complete this conversation with the phrases in the box

Cream and sugar, please He works in Milan How are things?
Pleased to meet you, Mr. Toncini Have a seat, Giovanni
Do you know Brian Turner?
Alice: Hello, Giovanni. Good to see you again. _________________________ (1)
Giovanni: Just fine, fine. And you?
Alice: Oh, not too bad. Giovanni, ____________________________________ (2),
our new Personnel manager? Brian, this is Giovanni Toncini. He’s from Italy
_______________________________________________________________ (3).
Brian: _________________________________________________________ (4).
Giovanni: Please, call me Giovanni.
Brian: And I’m Brian.
Alice: __________________________________________________________ (5)
Giovanni: Thank you.
Alice: How about some coffee, Giovanni?
Giovanni: Yes, please. ____________________________________________ (6)
B. Now listen and check your answers. (Track 3)
LANGUAGE FOCUS
Introducing other people
This is Mr. Alvarez
I’d like to introduce
Do you know
Have you met Ms. Green
Examples:
a)
Ivan: Hey Gina! This is Pablo. He´s a new student.
Gina: Hi! Pablo.
Pablo: Hi. Nice to meet you. What´s your name again?
Gina: It´s Gina.
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b)
Ivan: Mrs. Roa, I´d like you to meet Pablo Bonilla. He´s a new student. Pablo, this
is Mrs. Roa our Math teacher.
Mrs. Roa: How do you do, Pablo?
Pablo: How do you do, Mrs. Roa?
GIVING INFORMATION ABOUT YOURSELF AND OTHER PEOPLE:
What´s your name? My name is Frank.

Where are you from? I´m from Venezuela.
Where do you live? I live in San Cristóbal.
What do you do? I´m an engineer.
Do you work? Yes, I do.
Where do you work? I work at Pellizari.
What´s her name? Her name is Agatha.

Where is she from? She’s from Norway.
Where does she live? She lives in Bedok.
What does she do? She´s an accountant.
Does she work? Yes, she does.
Where does she work? She works in Singapore.
SPEAKING
A. Work with a partner. Walk around the classroom. Introduce your partner to
other students. Practice both formal and informal introductions.
B. Work with a partner ask and give personal information.
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WHAT DO YOU DO?
A. Listen to this conversation. Does the caller want to speak to Robert Brown
or George Braun? (Track 4)
B. How many jobs in this picture can you name? Write the name of the job
under each picture.
Doctor Sales Manager Graphic Designer Civil Engineer Lawyer
Chemical Teacher Journalist Accountant Receptionist
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C. Do you use a or an with the jobs in the box?
Accountant Designer Architect Lawyer Receptionist
Teacher Mechanic Salesperson
D. Complete the sentences with jobs from the box above. Use a or an where
necessary.
1. Laura is_______________ - she helps people with legal problems.

2. Marco is_______________ – he builds offices.
3. Stella is_______________ – she’s good with cars.
4. I’m_______________ – I work with money.
5. Gregory and Sam are_______________ – they give lessons at the college.
6. Philo is _______________ – she’s good at art.
7. Ronaldo and I work at Walmart – we’re _______________.
8. Helen is _______________ – she welcomes visitors to the company
E. Look at the jobs in the box and put them under the correct headings. Add
one more job under each heading.
accountant secretary lawyer typist engineer sales
manager receptionist executive supervisor
Professional and Administrative Clerical and office

technical
lawyer
SPEAKING
A. Look at the chart above and discuss the questions.
1. Which is the most interesting job? Why?
2. Which jobs do men usually do?
3. Which jobs women usually do
WRITING
A. Answer this question:
1. What is your ideal job? Why?
2. Write for five minutes. Write as much as you can. Don´t worry about grammar.
Don´t use a dictionary.
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LISTENING
A. You will hear someone talking about the workforce in Singapore. Can you
guess the percentages from the chart? (Track 5)
B. Now listen again and fill in the correct percentages on the chart.

Asking someone to spell a word:
· Can you spell that, please?
· How do you spell that?
Asking someone to repeat a word:
· Can you repeat that, please?
· Can you say that again, please?
Useful Expressions
What do you do?
Who do you work for?
I’d like to speak to…
Hold the line, please.
Could you put me through to…?
I’m afraid she’s…
Can I take a message?
Who’s calling, please?
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SPEAKING
A. Practice this conversation with a partner.
Conversation:
Student A: Answer phone.
Student B: Introduce yourself. Say who you are and the name of your company.
Student A: Ask the caller to repeat the information.
Student B: Repeat the information/spell it. Ask to speak to (name) in
(department).
Student A: Ask the caller to hold the line as you put them through.
Student B: Thank the receptionist.
SAYING TELEPHONE NUMBERS

320112: Three two oh /double one two
Three two zero /one one two
38234266: Three eight two three four two double six
A. Listen to these telephone numbers and say them. (Track 6)
1. 545 760 2. 485 255 3. 613 1002 4. 348 1991 5. 684 4521
6. 854 166 7. 322 752 8. 553 0067 9. 757 3658 10. 605 7331
LISTENING
A. Listen to the conversation and complete the information on the business

card. (Track 7)
_____________ ______________
Sales Manager
__________ ___________ Incorporated
__________ Madison Avenue,
__________ __________
New York ___________________
TEL: (212) ___________________
Fax: (212) ____________________
E-mail: _______________________
B. Now listen to the questions and practice giving answers like this (Track 8)
Voice 1: What’s her first name? (Beep)
You: It’s Wendy.
Voice 2: It’s Wendy. (Repeat)
20
READING
Pre- Reading Activity:

1. Do you know what a cognate is?
2. Can you mention any cognate?
3. Do you know what an Engineer does?
ENGINEERING
Engineers are people who solve problems and focus
on making things work more efficiently and effectively.
Engineers apply the theories and principles of science
and mathematics to research and develop economical solutions to technical problems. Their
work is the link between perceived social needs and commercial applications.
Engineers design products, machinery to build those products, plants in which those
products are made, and the systems that ensure the quality of the products and the
efficiency of the workforce and manufacturing process. Engineers design, plan, and
supervise the construction of buildings, highways, and transit systems. They develop and
implement improved ways to extract, process, and use raw materials, such as petroleum
and natural gas. They develop new materials that both improve the performance of products
and take advantage of advances in technology. They harness the power of the sun, the
Earth, atoms, and electricity for use in supplying the Nation's power needs, and create
millions of products using power. They analyze the impact of the products they develop or
the systems they design on the environment and on people using them. Engineering
knowledge is applied to improving many things, including the quality of healthcare, the safety
of food products, and the operation of financial systems.
http://tryengineering.org/become-an-engineer/life-an-engineer-profiles-engineering
21
Post- Reading Activity:
A. From the text, write down 5 true cognates:
1. ______________________________________________.
2. ______________________________________________.
3. ______________________________________________.
4. ______________________________________________.
5. ______________________________________________.
B. Answer in Spanish these questions about the text:

1. What is the text about? _____________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Write down three main ideas from the text.

a) _______________________________________________________________
b) _______________________________________________________________
c) _______________________________________________________________
3. What does an engineer do? _________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
22
KEY WORDS
A. Match the words with their definitions.
1. Manager ________ to present a person for the first time by a formal act.
2. Sell ________ to come to know or to get someone in some place.
3. Introduce ________ someone that manages a business or one of its part.
4. Work _________to name or write every letter in a word.
5. Guest ________a related word in the same language or between

languages.
6. Meet ________to transfer goods or properties to someone for money.
7. Company ________a division or section of a business or organization.
8. Cognate ________any center of operations or main building in a company.
9. Spell ________the use of effort or action to do something.
10. Branch _________a number of individuals associated together.
11. Manufacture ________the total number of workers employed by a company.
12. Headquarters ________a person who spends some time at another place.
13. Workforce ________ to make or produce by hand or machinery.
SYNONYMS
B. Match synonyms words.
1. Chart ________ humanity, mankind, the human race
2. Business ________ bench, chair, place, sofa
3. Job ________ co-worker, associate, colleague, assistant
23
4. Card ________ task. Assignment, labor, position, work
5. Partner ________ sheet, voucher, label, tag, coupon
6. Seat ________ company, corporation, commerce
7. People ________ graph, diagram, map, schema
ANTONYMS
C. Guess the correct antonym or opposite.
Listen / ____________________ Give / ______________________
Formal / ___________________ Hear / ______________________
Greetings / __________________ Questions / __________________
24
UNIT 1
WORKBOOK
MEETING PEOPLE AND TALKING ABOUT OCCUPATIONS
TASK 1. Match the phrases to a suitable response.
1. Bye ________ That’s all right
2. Have a nice weekend ________ Thank you. You, too
3. Nice to talk to you ________ See you on Friday
4. Goodbye, and thank you for your help ______ It was nice talking to you, too
TASK 2. Complete these conversations with the correct form of the verb to be
(am, are, is). Use short forms where possible: (am not - isn’t - aren`t)
A. Good morning. I _____ (1) Angela Mancini.
B. Pleased to meet you. My name _______ (2) Michael Levitt.
A. ________ (3) you Ms. Forgues?
B. Yes, I _______ (4). Please call me Maria.
A. Excuse me, ______ (5) your name Shepherd?
B. No, it ______ (6). It ______ (7) Johnston.
A. _______ (8) you Mr. Lee?
B. No, I _______ (9). I ________ (10) Mr. Fung.
A. _______ (11) your name Perroni?
B. Yes, it _____ (12). How do you do?
A. _______ (13) they Mike Lee and Melanie Hamilton from Toronto?
B. Yes, they ______ (14).
25
TASK 3. Use the clues to complete the word grid.
1. Greeting used after lunch and before dinner. (2 words)

2. The capital of England.
3. Beijing is the capital of this country.
4. I’d like to ……………………Mr. Kwon. Mr. Kwon, this is Ms. Black.
5. …………………. me, are you Mr. Robinson?
6. Greeting used when you leave someone in the evening. (2 words).
7. ……………. to meet you.
8. The two days at the end of the week when most people don’t go to work.
TASK 4. Put the words in the box under the correct headings.
Ms. Gustafson December Madison Avenue Wednesday Mexico Coca-Cola
Mr. Khartit Monday Smith Exports Pty Ltd October World Trade Center
Canterbury Street Dr. Edwards Spain Toshiba Mrs. Iglesias Tuesday
Thailand November
Titles/People’s names Countries Months
26
Days Addresses Company names
TASK 5. Read this telephone conversation and complete it with the words in
the box
repeat name address good like spell
Operator: Philips Exports. ……………………………. (1) morning.
Caller: Hello, I’d ……………………. (2) to order a copy of your catalogue, please.
Operator: of course. What’s your ……………………… (3), please?
Caller: My name’s Susan Dale.
Operator: How do you ……………………. (4) that?
Caller: Susan, that’s S-U-S-A-N Dale, that’s D-A-L-E.
Operator: Ok, and what’s your ……………………. (5)?
Caller: My address is 17 Park Street, Abbotsford 3067, Victoria.
Operator: Can you ………………. (6,) please?
Caller: Of course. 17 Park, that’s P-A-R-K Street, Abbotsford, that’s A-B-B-O-T-S-

F-O-R-D,3067, Victoria, that’s
V-I-C-T-O-R-I-A.
Operation: Fine. We’ll send you our catalogue today.
Caller: Thank you. Goodbye.
References:
Business English. 2000. CUP
TIME. Nov., 29th 2004
Home Study Book. Second Edition 2000. Sarah Jones-Macziola. Cambridge
University Press
27
UNIT 2 BUSINESS AND WORLD TRADE
In this unit you will learn to Strategies for Language Language Focus
Learning
* Ask for and give information on *Prediction by previous *Present Tense

knowledge.
business, companies, products and
*Guessing meaning from the *Present Simple
services. context.
*Using language skills. *Questions and short answers:

* Say large numbers.
do / does.
* Adjectives of nationality.
* Prepositions of place.
Skills to develop: Word- Power: Communicative Tasks:

Reading about: A company Headquarters Interactive Production:
description: Google. Engineers Branches Role-Plays
Without Borders. World-wide
Listening about: Types of Chemicals Communicative Production:
Companies. Aerospace
Advertising “Listen to someone calling
Talking about: Types of Partnership International Business week”.
products and services. Markets
Business “Talk about companies:
Writing about: A Pellizari is in oil…
business partnership
letter. Tips to save the “Read about a Company’s
environment. Advertisement”.
Speaking: Describing a company
(A short presentation) “Writing a business letter”.
28
BUSINESS AND WORLD TRADE
SPEAKING
A. Work in groups.
1. What do you know about these companies?
2. Are they well known in your country?
3. Can you think of any other international companies?
4 … is a/an American/ Italian/… company.
5. They sell/ make jeans/…
6. …is/ isn´t well known in…
7. I like/ don´t like… because…
B. Read the following sentences. Which ones do you agree with?
Use: I think it´s true…/ I don´t think…/ I don´t know if… or not.
1. People eat more fast food in the USA than in other countries.
2. People in every country in the world wear jeans.
3. You see Benetton advertisements in newspapers, in magazines and in the
street.
4. People from all over the world know the name McDonald´s.
29
DESCRIBING A COMPANY
LISTENING
A. Listen to three people talking about their companies.

Complete the profiles. (Track 9)
1. Company: GoldStar Electric
Nationality: ______________________
Headquarters: ____________________
Number of branches: _______________
2. Company: _____________________
Nationality: ______________________
Headquarters: ____________________
Number of offices: World-wide_______
3. Company: _____________________
Nationality: ______________________
Headquarters: ____________________
Number of plants: _________________
30
CAN YOU THINK OF MORE TYPES OF BUSINESS ?
Some companies offer services.
A. Match the company to a service like this:
1 Petrobras a) banking
2 Credit Lyonnais b) insurance
3 Lloyd’s of London c) oil
4 Burger King d) catering
5 Telefonica e) airline
6 Air France f) telecommunication
B. Now talk about the companies like these:

oil
Petrobras is in the oil business
WRITING
A. Write down each company’s nationality and the kind of business they are
in. For example: banking, insurance, catering, etc…
__________________ _________________ _____________________
__________________ _________________ _____________________
__________________ _________________ _____________________
_________________ _________________ _____________________
31
SPEAKING
A. Compare with your partner like this:

a) Bellsouth is an American Company.
b) I think the headquarters are in Miami.
a) No, they’re not in Miami. I think they’re in Atlanta.
b) That’s right. They are.
B. Find out about your partner’s company and make notes. Ask questions
like these:
Who do you work for?
Is that a European company?
Where are the headquarters?
Do you have branches in America?
C. Now tell some other learners about your partner’s company like this:
David works for Phillips.
It’s a Dutch company.
Its headquarters are in Rotterdam
It has branches in Brazil and Spain.
READING
Pre- reading:
1. What do you know about Google Inc.?
2. Is Google an American company?
3. Does Google have branches in Latin America?
32
Google Inc.
Google Inc. is an American search
engine company, founded in 1998 by Sergey
Brin and Larry Page. More than 70 percent of
worldwide online search requests are handled by
Google, placing it at the heart of most Internet users’
experience. Its headquarters are in Mountain View,
California. Google began as an online search firm,
but it now offers more than 50 Internet services and
products, from e-mail and online document creation
to software for mobile phones and tablet computers.
In addition, its 2012 acquisition of Motorola Mobility
put it in the position to sell hardware in the form of
mobile phones. Google’s broad product portfolio and size make it one of the top four
influential companies in the high-tech marketplace, along with Apple, IBM,
and Microsoft. In 2011 Google earned 97 percent of its revenue through advertising
based on users’ search requests.
By the end of 2011 Google was handling some 3 billion searches per day. The
company’s name became so ubiquitous that it entered the lexicon as a verb, to
google becoming a common expression for searching the Internet. Google has built
11 data centres around the world, each of them containing several hundred thousand
servers. Google’s interlinked computers probably number several million. The heart
of Google’s operation, however, is built around three proprietary pieces of computer
code: Google File System (GFS), Big table, and Map Reduce. GFS handles the
storage of data in “chunks” across several machines; Big table is the company’s
database program; and Map Reduce is used by Google to generate higher-level
data.
The extraordinary growth of Google led to internal management problems. Almost
from the beginning, investors felt that Brin and Page needed an experienced
33
manager at the helm, and in 2001 they agreed to hire Eric Schmidt as chairman and
chief executive officer (CEO) of the company. During Schmidt’s reign as CEO, Page
served as president of products, and Brin was president of technology. The trio ran
the company as a “triumvirate” until Page took on the CEO role in 2011, Schmidt
became executive chairman, and Brin adopted the title of director of special projects.
The company’s initial public offering (IPO) in 2004 raised $1.66 billion for the
company and made Brin and Page instant billionaires. In 2012 Google’s market
capitalization made it one of the largest American companies.
Post- reading:
A. Read the article and answer the following questions.
What is the article about? __________________________________________________

_________________________________________________________________________
_________________________________________________________________________
B. Read the article and complete the following profile.
Google
Industry:
Founded:
Founders:
Headquarters:
Area served:
Key people:
Products:
Website:
34
LANGUAGE FOCUS
Third person singular and plural
Nissan makes
motor vehicles.
It manufactures
Nissan and Ford make motor vehicles.

They manufacture
Questions in the third person Short answers
Does Hyundai make motorcycles? Yes, it does. (No, it doesn’t)

Do Nissan and Ford manufacture trucks? Yes, they do. (No, they don’t)
What does Hyundai make?
What do Nissan and Ford manufacture?
A. Make some sentences about the companies like this:

Coca Cola makes soft drinks.
Ford Food
Samsung makes motor vehicles.
Nestlé manufactures phones
Polar sells computers
Microsoft beer.
B. Complete these questions with

A- Computers. B- Yes, it does. C- No, it isn't.
is, are, do or does and answer
D- Photographic equipment. E-No, they aren't.
them with the information in
F- Yes, they do
the box.
1. ________________ American express in the insurance business? _________
2. What ________________ Fuji sell? _________
3. ________________ FIAT and Ferrari make cars? _________
4. ________________ Pepsi and Coca-Cola in the banking business? _________
5. What ________________ IBM and Apple produce? _________
6. ________________ Toyota produce cars? _________
35
LISTENING
A. Put the words in the box in the Manufacturing or Service section of the
application form below.
Transport Aerospace Vehicles Insurance Clothing Engineering

Banking Chemicals Tourism Advertising
B. Listen to someone calling International BusinessWeek and complete the

application form. (Track 10)
SPEAKING
A. Prepare a short oral introduction like this:
…” My name is Juan Gómez. I work for American Express. Our headquarters are
in New York City. We work in the financial area. We have 76,447 employees world-
wide and sales of $ 12.9 billion”
36
READING
Pre – Reading Activity:
A. Have you heard about Engineers Without Borders? (Track 11)
Engineering Low-Tech Solutions for Places in Need
Sometimes it takes an engineer to help a village. In poor communities, that help may
come from volunteers with a group called Engineers Without Borders.
A civil engineering professor in the United States, Bernard Amadei, launched the
group in two thousand. He did it with the help of his students and friends at the
University of Colorado at Boulder.
Professor Amadei took a group of students to Belize to help build a water project.
Since then, Engineers Without Borders has grown into an international nonprofit
organization. Its budget last year was four million dollars. The group currently has
about three hundred projects in forty-five countries.
Engineers Without Borders works on low-technology projects in mostly developing
countries. In the Himalayan mountains of Nepal, for example, the group set up a
sun-powered computer to communicate with a school in Kathmandu.
In Guatemala, volunteers have built ten bridges for communities cut off from nearby
populations by seasonal rains. The group has built windmills in Kenya to improve
crop production. And in Rwanda, Engineers Without Borders is rebuilding areas
destroyed during the nineteen ninety-four genocide.
Cathy Leslie is the executive director of Engineers Without Borders. She tells us that
many of the group's eight thousand members are students who volunteer as part of
their college or university studies. Working professionals and retired engineers also
have formed local chapters throughout the United States.
In the next five years, organizers hope more than ten percent of the members will be
non-engineers. Cathy Leslie says community development involves not only
engineering but many professions. She says it is equally important to help villages
develop business plans and ways to finance and supervise projects.
Engineers Without Borders goes where it is invited. Communities can propose a
project or seek assistance through one of its partners, such as Rotary International.
Once a proposal is approved, student or professional chapters will compete for
ownership of the project.
Local chapters are urged to work with a community for five to ten years. Individual
chapters raise their own money for their projects.
http://www.manythings.org/voa/0/12344.html
37
Post – Reading Activity:
A. Answer in Spanish these questions about the text:
1. What is the text about?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
38
KEY WORDS
A. Match words with their definitions.

1. Insurance _________ process of buying, selling or exchange goods
2. Banking _________ to have the same opinion
3. Worldwide _________ a publication published at regular periods
4. Environment _________ large in size, height, width or amount
5. Trade _________ business of insuring property, life, etc.
6. Agree _________ the business engaged in by a bank
7. Wear ________ prepared food for a specific company or group of people
8. Big _________ social and cultural surroundings, ambient
9. Magazine _________ throughout and everywhere in the world
10. Catering _________ to put on the body clothing or ornament
SYNONYMS
1. Offer ________ construct, produce, manufacture, build
2. Know ________ presume, speculate, opine
3. Guess ________ grasp, understand, be familiar with, known by heart
4. Make ________ confer, provide, donate, give
39
COGNATES
C. Mark the true (T) or false (F) cognates.
Policies ( ) = procedure / organization Design ( ) = pattern, figure, draft
Current ( ) = contemporary / electricity Improve ( ) = enhance, upgrade
SINGULAR AND PLURAL

D. Guess the plural of these words.
Country / ___________________ Nationality / ___________________
Company / _________________ Policy /_______________________
Branch / ___________________ Product / _____________________
40
UNIT 2
WORKBOOK
Business and World Trade
Task 1. Describing a company.
Look at the names of the countries in the box. Write the nationality of
each under the correct heading below. Add two more examples to
each group.
Taiwan Spain Venezuela Germany Sweden Japan
Britain Argentina Lebanon
-ese -ish -(i)an
Taiwanese Spanish Venezuelan
______________ ______________ _________________
______________ ______________ _________________
______________ ______________ _________________
_______________ ______________ _________________
Task 2. Use te information in this business directory to complete the

sentences below.
Name: Higgins electronics
Nationality: British
Headquarters: Glasgow
Branches: New York, London, Frankfurt
41
The company`s name is ______________________________________________
They’re a __________________________________________________company.
Their headquarters __________________________________________________
They have branches _________________________________________________

Now complete these sentences using the correct nationalities.
Lucky Goldstar is a _____Korean____ company.
BMW and VW are ___________________ companies.
Virgin Atlantic is a _______________________airline.

Volvo and Saab are _______________________ companies.
AVIANCA is a ______________________________ airline.
Coca Cola is an ____________________________ company.

Task 3. CROSSWORD (common words)
Across
1. ___ is your name?

3. ___ happy!
1 2 4. I'd like a cup ___ coffee, please.
6. Put it ___ the drawer.
3 4 5 8. Don't get ___ trouble.
10. He studied, ___ he passed.
11. I ___ your new teacher.
6 7
12. Past of go
8 9 Down
1. ___ need our passports today.

10 11 2. He never goes ___ church.
5. They're ___ Canada.
12 6. ___ is hot today.
7. Opposite of yes
8. This ___ my book.
9. I'm doing my homework ___.
11. The meeting is ___ noon.
References: Getting Ahead. A Communication Skills Course for Business English. Home Study Book. Second
Edition 2000. Sarah Jones -Macziola. Cambridge University Press. Unit 3. 3.1: 1,2,3. 3.2: 1,2,
42
UNIT 3
I WORK AT THE RECEPTION DESK
Strategies for language

In this unit you will Language Focus
learning
 Ask for and give  Guessing meaning from  Prepositions of

directions. context. location.
 Talk about departments.  Filling in blanks.  Ordinal numbers.
 Give and take telephone  Brainstorming.  Modals of permission.
messages.  Word associations.
 Discriminating
information.
Communicative Tasks /
Skills Word power
Class work
 Listening for  Vocabulary about  Information – gap

specific/general departments, directions activities.
information. and phone messages.  Using the dictionary.
Checking previous
information. Class work:
 Individual.
 Speaking: practice fixed
 Pair work.
patterns about giving
 Small groups
directions, which lead to
work.
free activities about
companies.
 Reading: Company
Departments
 Writing: to consolidate
previous knowledge.
43
TALKING ABOUT DIRECTIONS
LISTENING
A. Listen to this receptionist talking to three visitors. Match the numbers to

the departments. (Track 12)
First Marketing
Second Personnel
Third After-sales
B. You are visiting Mr. Chang in After-sales. Reception gives you this
note. Read it and mark Miss Ho’s office on the plan .
C. Listen to three conversations and mark these places on the plan.

(Track 13)
1. Mr. Lee’s office 2. Ms. Jones’s office 3. Mr. Tan’s
office.
USEFUL EXPRESSIONS
Where’s the conference room?
Excuse me,
I’m looking for the marketing
manager.
Go up to the second floor right
Come out of the lift/elevator and turn left
Go down the stairs

right
The canteen is the second door on the
left
next to the sales

It’s department.
opposite
44
TALKING ABOUT DEPARTMENTS
HUMAN
PRODUCTION MARKETING FINANCE
RESOURCES
Training Production Marketing Purchasing
Personnel Packaging Sales Accounts
Customer Financial
Payroll Distribution
Service Services
Quality Advertising
Maintenance
A. Complete the sentences with the words in the box.
Dispatch Accounts Research and Development

After-sales Marketing Sales Purchasing
Personnel Production
1. ______________________ advertises and markets products.

2. ______________________ deals with employees.
3. ______________________ organizes payment.
4. ______________________ develops new products.
5. ______________________ sells the company’s products.
6. ______________________ sends goods to customers.
7. ______________________ buys goods for the company.
8. ______________________ makes goods in the factory.
9. ______________________ helps customers with problems.
LISTENING
A. Listen to these people talking about their work. Which department do they
work in? (Track 15)
__ Sales
__ Accounts
__ Personnel
__ After-sales
__ Marketing
1. Mary 2. David
45
B. Listen to a talk for new employees at Higgins Electronics and
complete the company directory with the words in the box. (Track 16)
Reception Accounts Research and

Development
Canteen Production Dispatch Personnel
Sales After-Sales Managing Director
Fourth floor _________________

Third floor _________________ _________________
Second Floor _________________ _________________
First floor _________________ _________________
Ground floor Reception _________________ _________________
SPEAKING
A. Write the name of a department on each floor in building A. Then find out
from your partner where his/her departments are and write them in building.
A Sales B ……...
Marketing
………... floor After-sales floor………... floor………...
Research and Development
………... floor
Accountsfloor………... floor………...
………... floor Purchasing
floor………... floor ………..
………... floor
………... floor
You can ask like this: Where is the _____ department?
………... floor
And answer like this: It’s on the _____ floor.
Check the ordinal numbers
46
Why aren’t these people in the office? Match the pictures to the reasons.
1. 2. 3. 4. 5. 6.
__ He is in the factory. __ They are in a meeting.

__ He is with some customers. __ He is on holiday.
__ They are at lunch. __ She is at home with a cold.
LANGUAGE FOCUS
Prepositions of Place
In At On
the factory the factory holiday
Toronto lunch a business trip
China a conference
head Office/home
A. Complete these examples with the correct preposition.

1. Anna’s ___________ lunch.
2. Mr. Harding’s ___________ a conference.
3. Ms. Harris is not here, she’s ___________ the warehouse.
4. Frank’s ___________ holiday.
5. Peter’s ___________ Main Office.
6. Ms. Taylor is ___________ Brazil.
7. Paul’s ___________ a business trip.
8. Janet’s ___________ Paris.
47
USEFUL EXPRESSIONS
Asking to speak to someone, saying someone is not there or busy and
saying you want someone to call you back.
Could you put me through to Ms. Taylor, please?
afraid she’s not here at the moment. OR
I’m Could I speak to Ms. Taylor, please?
sorry he’s busy at the moment.
her
Can you ask to call me back?
him
A. Listen to this phone call and fill in the message pad. (Track 18)
Message:
For: _________________
From: _________________ __________________________________
Company: _________________
Phone number: _________________ ___
__________________________________
VOCABULARY
___
A. Look at this plan and complete the conversations.

__________________________________
Conversation 1:
___
A: Excuse me, I’m looking for the photocopier.
B: Go up the stairs to the ________________ floor. Go straight along the corridor
and the photocopying room is the ________________ door on the
________________. It’s ________________ Ann and Bill’s offices.
Conversation 2:
A: Where’s the fax machine?
B: ________________ up the stairs to the second ________________. At the top
of the stairs, ________________ left. The office with the fax machine is the
________________ door on the ________________. It’s ________________
Susan’s office.
48
READING
COMPANY DEPARTMENTS
Department: is a division of a business specializing in a particular product or service.
Commonly used expressions containing the word ‘department’
Human Resources (HR): personnel department, department which manages the administrative
aspects of the employees.
Catering Services: a department which provides foods and services.
Occupational Health and Safety: a department which creates a safe environment for employees,
contractors, customers and visitors to company facilities; as well as encouraging a healthy lifestyle
and promoting public health amongst the people that the company affects.
Plant Security: a department responsible for the security of the institutions property and workers.
Fire Department: a department whose purpose is preventing and putting out fires.
Mailroom or Mail Services - a room in which ingoing and outgoing mail is handled for a company
or other organization.
Works Council: a department representing employer and employees of a plant or business to
discuss working conditions etc; also a committee representing the workers elected to negotiate with
management about grievances and wages etc.
Production Department: a department which is responsible for the actual construction and
preparation of products to be sold to other businesses or individuals.
Dispatch Department: a department of a company which is responsible for the delivery of orders
that are placed with a company.
Purchasing Department: a department which is responsible for sourcing and then arranging the
details for the actual purchase of any items that are required.
Accounts Department: a department which monitors the clients’ accounts and the accounts that
the company has with businesses supplying either goods or services.
Payroll: a division responsible for the financial record of employees' salaries, wages, bonuses, net
pay, and deductions.
Customer Service: a department whose primary activity is associated with after-sale support to
enhance or to maintain the value of the product or service.
Marketing Department: a department which is involved in promoting, selling and distributing
products or services of its company.
Facility Management: the management of buildings and services. These services are sometimes
considered to be divided into hard services and 'soft services'; hard services includes such things
as ensuring that a building's air conditioning is operating efficiently, reliably, safely and legally; soft
services includes such things as ensuring that the building is cleaned properly and regularly or
monitoring the performance of contractors (for example builders and electricians).
Research and Development or R&D: a department discovering new knowledge about products,
processes and services; then applying that knowledge to create new and improved products,
processes and services that fill market needs.
Medical Services: services covered by a managed-care plan provided by a physician or other
authorized medical professionals.
Quality Management: a system of organizational structures, procedures, responsibilities and
evaluation mechanisms which ensures that the organization is capable of delivering its product to
specified standards.
49
A. Complete the sentences with the department in the box.
Production department Dispatch department Purchasing division
Personnel Customer service Accounts department Research and
development Advertising department
1 The products or services that are bought by the __________ can be
anything from the stationery that the office needs to large pieces of
machinery to be used in the factory.
2 Not all companies need a __________, however in some companies the
production department is the major part of the company.
3 Companies are nowadays spending more money on __________ and less
on __________ to ensure the profitability of a company.
4 The role of the __________ within a company is to develop advertising
campaigns.
5 The sales department will usually provide the __________ with the
necessary orders that need to be sent on a particular day.
6 The __________ monitors the payment for each company account as well
as the status of each account.
7 In modern times the former ‘__________ Department’ is known as the
‘Human Resources’ department, abbreviated simply to H.R.
B. Work in groups of 4 or 5 people and design your own company.

Choose from the text above the departments you think are the most
important in a company and explain why.
References:
Jones-Macziola and White: Getting Ahead: A Communication skills course for
Business English 2000. CUP
Reading: http://www.talking-about.net/english-Company+departments-13.php
50
KEY WORDS

1. Advertise _________ A doctor of medicine.
2. Ingoing _________ to plan or prepare the preliminary plans for something.
3. Physician _________ money paid or received for work or services.
4. Wage _________ to announce or praise a product or service.
5. Market _________ Some activities to advertise products.
6. Campaign _________ the entrance of things like mail or items.
7. Warehouse _________ A place where buyers and sellers meet for the sale of
goods.
8. Design _________ A building for the storage of goods.
SYNONYMS
1. Machinery ________ reason, goal, outcome.
2. Provide ________ machines, devices, parts.
3. Employees ________ worker, salaried.
4. Purpose ________ supply, make avilable, support.
SINGULAR AND PLURAL

C. Guess the plural of these words.
Business / ___________________ Bonus / _________________________
Piece / ______________________ Salary /_________________________
Process / ____________________ Responsibility / ___________________
CHECK THESE VERBS:
51
UNIT 3
WORKBOOK
I Work at the Reception Desk
Task 1. Read this conversation and complete it with suitable words.
CALLER: This is Juan Barroso. _______________ (1) you put me _____________

(2) to Mrs. Williams_______________ (3) the Sales department?
RECEPTION: I’m afraid she’s _______________ (4) a meeting. Can I
_______________ (5) a message?
CALLER: Yes, please. Can you ask _______________ (6) to call me back?
RECPTION: Of _______________ (7). Who’s _______________ (8), please?
CALLER: Juan Barroso. And my number’s 859 6521.
Task 2. Fill in the blanks with prepositions (in - on - at)

1. She was standing all by herself the bus stop.
2. He was sitting the top of the stairs.
3. There is such a mess the kitchen!
4. There were many beautiful flowers the garden.
5. We had dinner a very nice restaurant.
6. They are dancing the street!
7. We used to live the third floor.
8. They live France.
9. Toni will meet us the corner of the street.
10. Times Square is New York.
11. We agreed to meet the airport.
12. There is a lot to see Texas.
13. We met a wedding.
14. Where is he? He's prison.
15. She put my shirts the closet.
52
UNIT 4
DAY-TO-DAY WORK
LANGUAGE LEARNING
IN THIS UNIT YOU WILL LANGUAGE FOCUS
STRATEGIES
 Brain storming: words  Prepositions of time
 Describe work activities related to work routines.  Adverbial sentences
 Ask for and give  Recognizing language in  Verb patterns: Verbs
information on working context. followed by –ing
routines (times and  Making predictions:
conditions) guessing people’s work
 Express likes and hours, likes and dislikes.
dislikes  Semantic associations
 Using language in context.
 Gap filling exercises
 Matching: Sentence
construction.
COMMUNICATIVE
SKILLS WORD POWER
TASKS
 Adverbs of frequency  Pair work: using
Reading: Introducing  Numbers to tell the time. chunks of sentences
Flexible Work, the  Days of the week. about routines.
routine, employee of  Months of the year.  Written
the year award. communication with
. colleagues, writing
 Writing: business about one’s routine.
letters, writing  Information transfer:
information about your  Information gap in
personal life. short conversations:
 Listening: jobs daily routines.
53
READING

A. Do you know what Flexible Work is?
B. What are the benefits of introducing Flexible Work?
INTRODUCING FLEXIBLE WORK
Welcome to the world of Flexibility!

Flexibility and Flexitime are terms used to describe a wide range of working habits
and employment practices, which differ from the traditional 9-5 full time job with a
permanent contract.
From the employees ‘point of view, flexitime may allow more freedom to organize
their employment to fit in with other parts of their lives. For an employer, flexibility
may be related to the ability to organize labour resources, responding to market
demands.
*flexibility.co.uk
Types of Flexible Work
Flex location Flexible time Flexible contract

*Working on the move. * Flexible schemes *Free-lance
*Working from home *Part-time working *Use of agency workers
*Working from telecommuters *Job share *Fixed time contracts
*Compressed working weeks *Casual labour
*Annual hours

A. Find words in the text that mean…
Connected with _________________ Temporary _____________________
Customs ______________________ Programme ____________________
Part-time ______________________ Liberty ________________________
Per year_______________________ Work on one´s own ______________
Variety ________________________ Permit ________________________
B. Look at these people. What time do you think they work?

Are these people flexible workers? Give reasons
54
LANGUAGE FOCUS
Prepositions of Time
In At On From…to
May 9 o´clock Monday From 12 to 1
August 5:30 Friday morning From September
to July
The morning Lunch time 3rd April 2008
Venezuela Noon
2015 Night
A. Ask your partner questions like these. Make notes on what you find out.
What time do you start classes?
__________________________________________________________________
When do you finish?
__________________________________________________________________
When's the lunch break?
_________________________________________________________________
Do you have classes on Saturdays?
__________________________________________________________________
When do you take your holidays?
Do you have a job? Where do you work? What do you do?
WRITING
A. Two students from Asia are coming to study at UNET. Write a
short letter to them describing the studying conditions at
university.
Start like this:
Dear…,
Welcome to our university. Let me tell you about our routine: We start classes at . . .
Finish like this:
If you have any further questions, please contact me.
Yours sincerely,
55
Adverbs of Frequency
SPEAKING
Work in groups
A. - Look at the pictures, follow the example
How often do you play video games?
I hardly ever play video games.
B. Tell the class about your group
56
COMMUNICATIVE TASK
Class survey
Adverb NEVER HARDLY SOMETIMES OFTEN USUALLY ALWAYS

EVER
Question
1. Do you
have
breakfast?
2. Do you
come to
university
by taxi?
3. Do you
get to
university
before 7?
4. Do you
have lunch
at
university?
5. Do you
have
LISTENING
English
A. Listen and fill in the words in the gaps. (Track 19)
I 1classes on
_______________ seem to be in a hurry in the mornings. Classes
Saturdays?
start at 7 o'clock so I 2 ____________ __ get up at 5.30. I'd love to
have time to do some exercise before breakfast but I 3
______________ do. For breakfast I 4 ______________ have some
fruit - apples are my favorites - a white coffee, a piece of bread and
some cheese. After that I quickly have a shower, clean my teeth and
get dressed. We don't have to wear a special 'uniform' so I go in jeans
and a blouse. I 5 ______________ wear a skirt. I don't wear much
make-up for school, only a bit of mascara and lipstick.
I go by car and it 6 ________________ takes about 45 minutes. But
7 _______________ the traffic can be awful. Last week when I was
driving to school, there was a bad accident and I was really late. I 8
______________ arrive at about 6.45am, but that day I got there at
7.45 and missed my first class. I needed another coffee! My timetable
is quite tough. I have to teach five classes before lunch without a real
break. By lunchtime, I'm 9 ______________ starving!
57
WRITING
A. Write about a typical day in your life like this:
I always get up at 7 a.m. I go running three times a week. I have breakfast at

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
You can use these expressions:

 Once a month; once a week.
 Three times a day; twice a day.
 Weekly; daily; monthly.
Check these time prepositions:
58
WORD POWER
A. Put the words in the box under the correct headings.
nine o'clock Monday July 12.30 1 st. May the morning
lunchtime
summer Friday noon Tuesday 2008
AT ON IN
nine o’clock __ Monday __ July ____
_______________ __________________ __________________
_______________ __________________ __________________
_______________ __________________ __________________
B. Complete these sentences with the correct prepositions.

1. We start working _____ 8.30 and finish _____4.00.
2. What time do you finish _____ Friday afternoon?
3. Do you have a break _____ the afternoon?
4. The next meeting is _____ 3 rd. April.
5. She started working here _____ 2000.
LANGUAGE FOCUS
DESCRIBING LIKES AND DISLIKES
Study these examples
I like talking to people.

I enjoy going to the conference
I don’t mind working shifts
I don’t like going to meetings

I hate writing reports
A. Complete these sentences about yourself.
1. I ___________ talking to people. 5. I________________ going to meetings.

2. I ___________ making phone calls. 6. I ________________ writing reports.
3. I ___________ making phone calls in English7. I _____________ working on my own.
4. I ___________ working with a computer. 8. I _____________working on Saturdays.
59
B. Add five more things you like and don't like doing. Then compare
your list with a partner. What is the same and what is different?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
LISTENING
TALKING ABOUT YOUR WORK
A. Listen to Ana Campos talking about her working hours. Are these
statements true (T) or false (F)? (Track 20)
1. She starts working at 7.30. ______

2. She finishes work at 4.00. ______
3. She has lunch at 12.00. ______
4. She has one hour for lunch. ______
5. She works a 40-hour week. ______
6. She doesn't work on Friday afternoon. ______
LANGUAGE FOCUS
A. Complete these questions with do or does and one of the verbs

in the box.
Have start leave have do

get
1. How do you get to work?
2. What time _________ your boss ________work?
3. Where __________ you _________ lunch?
4. How long _________ you _________ for lunch?
5. When ___________ your boss _________ the office?
6. What ____________you ______________ in the evenings?
B. Now match the questions to these answers like this:
a. An hour ________
b. By train ________
c. At nine o’clock ________
d. In the canteen _________
e. I read the paper or watch television _________
f. I don’t know _________
60
READING
EMPLOYEE OF THE YEAR AWARD

Rowan Barker Tate Inc. is a multinational confectionary company. Every year, at the
annual meeting, the company awards a prize to its ‘Employee of the Year’.
A. Work in groups of four. Allocate one candidate (A–D) to each student in the group.
Then read the criteria and the information about your candidate and decide why
he/she should win.
61
B. Discuss the four candidates in your groups and choose a winner.
Useful language
I like Ian best. He …
Michelle should win because she …
I think Sarah is the best candidate. She …
I think Henry should win because …
References:
P de García, Nora (2000) Business and management. Level three. Richmond
Publishing.
Pedretti Mara, Rolf Cook and Helen Stephenson (2010) Total Business 1. National
Geographic Learning.
Guía de Estudios Idiomas 1 UNET 2002
62
KEY WORDS

1. Flexitime _________ a source of supply, support or aid.
2. Employment _________ to give someone a prize or money because of merit.
3. Resources _________ a person`s origin, education and experience.
4. Award _________ flexibility of time in working hours.
5. Routine _________ a state of urgency to move or proceed.
6. Hurry _________ an act of employing a person or thing.
7. Freedom _________ a regular or often course of procedure.
8. Background _________ being free or the absence of ties or obligations.
SYNONYMS
1. Range ________ cafeteria, store.
2. Habits ________ limit, line, row.
3. Timetable ________ reunion, assembly, agreement.
4. Meeting ________ custom, tendency, addiction
5. Canteen ________ schedule,times.
SINGULAR AND PLURAL

Contract / ___________________ Ability / _________________________
Shift / ______________________ Evening /_________________________
Custom / ____________________ Manager / ___________________
63
UNIT 4
WORKBOOK
DAY-TO-DAY WORK
Task 1. Put these words in the correct order to make sentences.
1. watch / we / television / in the evenings / never

__________________________________________________________________
2. to work / hardly ever / the train / takes / she

__________________________________________________________________
3. a month /on business / I / three times / travel

__________________________________________________________________
4. goes / usually / swimming / he / after work

__________________________________________________________________
5. customers / twice / come / to my office / a week

_________________________________________________________________
6. goes / at the weekend / always / to the cinema / she

_________________________________________________________________
Task 2. Read this advertisement and tick (√ ) the correct statements below.
1. You do not need good writing skills for this job. _____
2. You will need to travel in this job. _____
64
3. You will never need to work late. _____
4. You need to know how to work with computers. _____
5. You will get 30 days' annual holiday. _____
6. You will receive f22,000 for one year's work. _____
Task 3. Nicola Cox is applying for the Press Officer position. Look at these
notes the Personnel Officer made and then write sentences.
1. she likes making phone calls. _________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________
6. ________________________________________________________________
Do you think Nicola Cox will get the job? (1)
65
UNIT 5
THE WORK PLACE
STRATEGIES FOR
IN THIS UNIT YOU WILL LANGUAGE FOCUS
LANGUAGE LEARNING
 Modals: could, would,
 Make and respond to  Making predictions would/be + rather,
requests  Information transfer should, have to, must,
 Learn to express  Ideas association need.
obligation  Using language in  Expressions used for
 Learn how to give context advice: stop (smoking),
advice  Matching why don’t you...? Etc.
COMMUNICATIVE
SKILLS TO DEVELOP WORD POWER
TASKS
 Role-playing: requests,
 Reading: skimming, managers and assistants,
scanning, main and  Vocabulary related to giving advice
supporting ideas. stress  Information gap in
 Listening: short conversations:
conversations, voice mail introductions
messages, conversations  Giving advice according
about stress, giving to the situation.
people advice, practicing
requests
 Writing: gap filling-
fighting stress,
statements about
routines, using language
in context
66
READING
Pre-Reading Activity:
1. Do you know what a manager does?
2. Which manager’s titles do you know?
MANAGERS
A Manager is the person responsible for planning and
directing the work of a group of individuals, monitoring
their work, and taking corrective action when
necessary. For many people, this is their first step into
a management career.
Managers may direct workers directly or they may

direct several supervisors who direct the workers. The
manager must be familiar with the work of all the
groups he/she supervises, but does not need to be the best in any or all of the areas.
It is more important for the manager to know how to manage the workers than to
know how to do their work well.
A manager may have the power to hire or fire employees or to promote them. In
larger companies, a manager may only recommend such action to the next level of
management. The manager has the authority to change the work assignments of
team members.
A manager's title reflects what he/she is responsible for. An Accounting Manager

supervises the Accounting function. An Operations Manager is responsible for the
operations of the company. The Manager of Design Engineering supervises
engineers and support staff engaged in design of a product or service. A Night
Manager is responsible for the activities that take place at night. There are many
management functions in business and, therefore, many manager titles. Regardless
of title, the manager is responsible for planning, directing, monitoring and controlling
the people and their work.
http://management.about.com/od/policiesandprocedures/g/manager1.htm

A. Answer in Spanish these questions about the text:
1. What is the text about? ___________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
67
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
LANGUAGE FOCUS
Study these examples.
Asking People to do things
Could you / Would you make a copy of this report?
Responding
Yes, sure I’d rather not.
Of course I’m rather busy
Ok
A. What else does a manager do?

You are a manager. Match the requests to a suitable response.
1. Could you make me a copy of this report? A No problem. What time is he arriving?
2. Would you type this letter? It's very urgent. B Sure.

3. Could you meet Mr. Ramone at the airport C I'm very busy right now. Can I type it
for me? tomorrow?
4. Could you phone Ms. Taylor about the new D I'd rather not. It's my birthday.
brochures?
5. Would you make me another cup of coffee? E Of course. What's her extension?
6. Could you work on Saturday? F Sure. Black with sugar?
B. Now listen and check your answers. Then practice with a partner.
(Track 21)
68
USING LANGUAGE IN CONTEXT
Look at the pictures and write the people’s requests. Add two more to the list.
1 2 3 4
1. Could you spell your name, please?_____________________________________

2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
5. _________________________________________________________________________
6. _________________________________________________________________________
BE A TOP MANAGER
The one minute Managers ‘Recipe
manager 1. People who feel good On the other hand,
Take a minute out of about themselves the manager can
your day to look into the produce good results. reprimand his/ her
face of people who Do not hesitate to praise staff in a positive way
work for you. They are your employees for their by:
good performance. 1. Reprimanding the
the most important 2. Do the praising soon,
resource in your wrong behavior or
be specific and tell the performance as soon
company. person what he/ she did
as possible.
right.
2. Being specific when
3. Encourage the person
to go on doing well and telling the person
give him/ her a warm exactly what was
handshake and a pat on wrong.
the shoulder.
Work in groups
A. Prepare a role play showing different attitudes of managers towards employees.
69
LANGUAGE FOCUS
Expressing obligation / lack of obligation
Do overtime.
Work long hours.
A manager Has to Travel a lot.
An Engineer Must Make decisions.
A secretary Doesn’t have to Meet deadlines.
Needn’t Prepare reports.
Go to the Conferences.
WRITING AND SPEAKING

Make a list of things you have to do. Then find out what your partner has to
do.
You Your Partner
GIVING ADVICE
1. - What advice can you give to Henry?
Match the problems to a suitable response.
1. It takes me an hour to get to work. A You should stop smoking.
2. I've got a terrible cough! B Take up a hobby.

3. I don't feel very fit C Why don't you cycle?
4. I'm often at the office unti18 p.m. D You should go home from work at 5 p.m.
5. I never see my family. E Go for a walk at lunchtime.

6. I can't stop thinking about work. F Don't spend every evening with colleagues
Now listen and check your answers. Then practice with a partner. (Track 22)
70
LANGUAGE FOCUS
Giving advice
Stop smoking
You should relax
Why don’t you go on holiday?
Don’t smoke
You shouldn’t work so hard
Work in groups.Why don’t you get up earlier

A. What advice can you give for these problems?
You should work near home
1. I’m always tired.
You should go to bed early
2. It takes me two hours to get to work.
3. I can’t sleep. Why don’t you have English lessons?
4. My colleague smokes non-stop.

5. I’m always late for work.
6. My boss wants me to learn English.
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
6. ______________________________________________________________________
B. Compare your advice with another group. Who has the best ideas?
71
TALKING ABOUT STRESS
Are you stressed? Do this questionnaire and find out.
1. How many hours a day do you work?
a) less than 8
b) 8
c) more than 8
2. How much time do you spend on holiday each year?

a) four or more weeks
b) between two and four weeks
c) what's a holiday?!
3. Do you find time to exercise?

a) daily
b) weekly
c) what's exercise?!
4. Do you have time to do all the things you have to do?

a) always; you're well organized
b) sometimes; when things go smoothly
c) never; you can't manage your time
5. How do you spend your free time?

a) with family and friends
b) on your own
c) studying 16 - 20: You are very stressed. How can
you change this?
6. Do you:
a) smoke? 11 - 15: You are very quite stressed. Be
careful!
b) drink a lot of coffee?
c) worry? 6 – 10: You are fairly relaxed.
d) get angry easily?
e) think of changing your job? 0 - 5: You are not just relaxed, you are
SCORING: almost asleep!
1-5: a = 1; b = 2; c = 3. Question 6:
add one point for every “yes”.
B. Listen to this woman talking about her routine.

What's her score on the questionnaire? (Track 23)
1 a b c 4 a b c
2 a b c 5 a b c
3 a b c 6 a b c d e
72
READING
MAIN BRANCHES OF ENGINEERING
Engineering, much like science, is a broad discipline which is often broken down into several
sub-disciplines. These disciplines concern themselves with differing areas of engineer ing
work. Although initially an engineer will be trained in a specific discipline, throughout an
engineer's career the engineer may become multi-disciplined, having worked in several of
the outlined areas. Historically the main Branches of Engineering are categorized as follows :
73
74
75
A. Match the words to their meaning (use the numbers given)
1. Branches ___ is the act of getting people together to accomplish desired

goals and objectives
2.Management ___ is the introduction of contaminants into an environment
that causes instability, disorder, harm or discomfort to
the ecosystem
3. Career ___a structure that provides a way over a river
4. Pollution ___To divide into separate parts or subdivision
5. Bridge ___a profession or occupation
B. Explain in Spanish the branches of engineering.
C. Could you mention others branches or areas of engineering (in English)?
References:
Jones-Macziola, Sara and White, Greg. (2000). Getting Ahead: A communication
skills course for Business English. Cambridge: Cambridge University Press.
P de García, Nora (2000) Business and management. Level two. Richmond
Publishing.
Reading “Jobs in Engineering” from: Electrical and Mechanical Engineering.
Glendinning E and Glendinning, N. OUP. 1995.
76
KEY WORDS

1. Overtime _________ an opinion or recommendation offered as a guide.
2. Deadlines _________ an activity for pleasure or relaxation.
3. Suitable _________ to dismiss from a job.
4. Hire _________ something appropriate, acceptable.
5. Hobby _________time spent working after one`s regularly schedule.
6. Fire _________ an act or sound of coughing.
7. Cough _________ to employ someone for wages.
8. Advice _________ the time by which something must be finished.
SYNONYMS
1. Colleagues ________ repose, take a break, chill.
2. Relax ________ sections, zones, sectors.
3. Holiday ________ festival, celebration, feast day.
4. Areas ________ associates, partners, co-workers.
SINGULAR AND PLURAL

Conference / ___________________ Customer / _________________________
Job / _________________________ Report /____________________________
Person / ______________________ Computer / _________________________
77
UNIT 5
WORKBOOK
The Work Place
Task 1. Using Language in context. Write about what you have or don`t have
to do.
1. travel far to get to work/school
I don’t have to travel fast to get to school_________________________________
2. write reports / essays

__________________________________________________________________
3. work long hours study a lot

__________________________________________________________________
4. work hard
__________________________________________________________________
5. go to meetings / lectures
__________________________________________________________________
6. use English at school / work
78
UNIT 6
DISCUSSING ABOUT PLANS
AND ARRANGEMENTS
In this Unit you will Strategies for Language Language Focus

Learning
* Make business plans and * Guessing word meanings * Present progressive for
arrangements from context future arrangements: v+ing
* Make appointments
* Plan a business trip * Choosing and defining
correct business * Wh/Yes-No questions
expressions/terms
*Predicting information by
previous knowledge/context
* Using language in
business events.
Skills Word Power Communicative

Tasks/Class work
Mastery:
* Speaking: Conversations on * Business travel * Information-gap activities:
the phone to arrange a meeting, * Appointments Travel arrangements, Find
giving business information * Technical/scientific your colleague
* Listening: Schedules/
meetings for planning business * Role-playing: Arranging a
* Writing: Short letters to trip/meeting.
arrange a meeting/itinerary for
business trips Class work:
* Reading: Letters about
business plans, social  Individual
networking.  Closed pairs
* Writing: Letters/diaries about  Open pairs
business plans  Team/group work
Thinking skills: Inferring,

analyzing, evaluating, predicting,
describing, categorizing…
79
DISCUSSING ABOUT ARRANGEMENTS
A. Look at the pictures. Then match the verbs to the nouns.
1. visit a. a plane
2. have b. a factory
3. catch c. a meeting
4. have d. dinner
LISTENING
A. You are Susan Morris’s assistant. She is a senior executive at Axon, a
pharmaceuticals company based in Birmingham, England. Listen to her
talking about her arrangements for a trip to Singapore and Australia and
complete her diary page. People: Wong, Goh, Hu. (Track 24)
October
Arrive 17.30 Monday 14
Tuesday 15
Wednesday 16
Thursday 17
Friday 18
Saturday 19
Free on Sydney Sunday 20
80
LANGUAGE FOCUS
TALKING ABOUT PLANS AND ARRANGEMENTS

Study these examples
I’m leaving on Sunday night
He’s meeting me at the airport on Monday

afternoon.
We’re inspecting the factory in the morning.
A. Look at Susan’s diary page for her trip to Sydney. Write sentences about
her trip like this
She’s attending the trade fair on Monday afternoon

October
21st Monday
Attend Trade Fair - afternoon
22nd Tuesday
Dinner with new agent
23rd Wednesday
Meet Mr. Enrique 3 p.m.
24th Thursday
Fly to Melbourne a.m.
25th Friday
B. Read this fax from an agent in Melbourne. Then write a fax from
Susan to Harold. Say Friday morning is best and give a time.
FROM: HAROLD CRITTENDEN
TO: SUSAN MORRIS
DATE: 1st February
RE: YOUR VISIT TO MELBOURNE
THANK YOU FOR YOUR FAX. I

LOOK FORWARD TO SEEING YOU
IN MELBOURNE ON 25th
FEBRUARY TO DISCUSS THESE
YEAR PLANS. WHAT TIME ON
FRIDAY WOULD SUIT YOU?
81
LISTENING
A. Listen to Asad Latif arranging a meeting. Write the appointment in his
diary. (Track 25)
March:
Monday. 8
Tuesday. 9
Wednesday. 10
Thursday. 11
Friday. 12
USEFUL EXPRESSIONS
Making arrangements
I’d like to arrange a meeting
Are you free on Tuesday?
Does Thursday suit you?
Saying you’re busy
I’m afraid I’m visiting the factory in the morning.
I have to visit the factory in the morning.
Suggesting another time
What about the afternoon?
How about the afternoon?
WRITING AND SPEAKING

A.- Write down your appointments for next week. Then tell to a partner about
them (use the expressions above).
My appointments for next week _____________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
82
LANGUAGE IN USE
A. Kate Neath is planning a business trip to the branch office where you work.
You are organizing her visit. Write the questions you need to ask her like this:
a. When/arrive? d. How long/stay?
When are you arriving?___ ______________________________
b. Where/stay? e. Who/see?
_______________________________ _______________________________
c. Which companies/visit? f. When/leave?
______________________________ _______________________________
VOCABULARY
A. Complete these sentences. Then write the missing words in the word grid
and find the hidden word.
1. Am I …………………………at the Holiday Inn again?
2. You’re …………………………the ten o’clock flight from JFK airport.
3. When am I …………………………dinner with the agent?
4. Am I ……………………………the production team?
5. Is the sales manager …………………the fair?
6. Are we having …………………………. with other agents?
7. You’re …………………………………to Dallas on Friday morning.
8. You’re ……………………………. Dallas on Saturday and going to Los
Angeles.
B. Complete this sentence with the hidden word.

This is my …………………………… for next week.
83
READING

A. Do you like the idea of working in different countries as part of your job?
B. What countries do you think are interesting to work in?
84
Post -Reading Activity:
A. Read the article Are these statements true or false?

1. Carlos Ghosn is the head of BMW. _______
2. He travels between Asia, Europe and the USA. _______
3. Some workers travel to different countries to work on projects. _______
4. Indian software engineers work on projects in the UK. _______
5. It’s difficult to travel between European cities. _______
6. It’s interesting to meet people from different countries. _______
7. Contacts in different countries are good for business. _______
8. It isn’t difficult to know what country to pay tax in. _______
85
KEY WORDS

1. Arrangement _________ to make appropriate, to be acceptable.
2. Commute _________ a person who has been hired to work for another.
3. Away _________ The act of putting things in proper order.
4. Decide _________ a person in charge of others, chief.
5. Head _________ to travel regularly over some distance.
6. Employee _________ to give money to someone in exchange for something.
7. Pay _________ far from some place, apart or aside.
8. Suit _________ to choose or to make up one`s mind.
SYNONYMS
1. Appointment ________ journey, voyage, tour.
2. Trip ________ not native, strange.
3. Foreign ________ agreement, meeting or plan.
4. Increase _________ grow, rise, greater.
SINGULAR AND PLURAL

Fax / ______________________ Employee/ __________________________
Team / _________________________ Tax /____________________________
Trip / _________________________ Foreign / _________________________
86
UNIT 6
WORKBOOK
Discussing about Plans and arrangements

Task 1. Write sentences about these people’s plans.
1. attend meeting / Tuesday morning

2. lunch with new client / Friday
3. go on training course / Wednesday afternoon
4. meet company directors / Thursday afternoon
5. post invoices / Tuesday afternoon
6. go to conference / Monday morning
1. She’s attending a meeting on Tuesday morning.

2. ________________________________________________________________
3.________________________________________________________________
4.________________________________________________________________
5. ________________________________________________________________
6.________________________________________________________________
Task 2. Complete this diary with your plans for next week. Then write
sentences about your plans.
___________April________
_____________________________ Monday
_____________________________Tuesday
___________________________Wednesday
_____________________________Thursday
_______________________________ Friday
_____________________________Saturday
______________________________Sunday
Your Plans….
Monday :…………………………………………………………………….……………..
Tuesday: …………………………………………………………………………….……..
Wednesday: …………………………………………………………………………….…..
Thursday: ………………………………………………………………….……………….
Friday: ………………………………………………………………………….…………..
Saturday: ………………………………………………………………………….………..
Sunday: …………………………………………………………………………..………….
87
References:
Getting Ahead. A Communication Skills Course for Business English. Home Study
Book. Second Edition 2000. Sarah
Jones-Macziola. Cambridge University Press. Unit 3. 3.1: 1,2,3. 3.2: 1,2,3
88
89
90
Millán y Toselli, 1996. On the Job. Mc Graw Hill.
91
BIBLIOGRAPHY
1. Jones-Macziola and White: Getting Ahead: A Communication Skills Course for
2. Longman English Dictionary. Fourth Edition 2004.
3. Longman WordWise Dictionary. 2001. Pearson Education
4. TIME. Nov., 29th 2004
5. Glendining, Eric H. Glendinning Norman. 1995. Electrical and Mechanical Engineering.
Oxford University Press.
6. Glendining, Eric H. Mc Ewan, J. 1999. Basic English for Computing. Oxford
University Press.
WEBSITES:
http://www.business-trip.com
http://www.longman.com
http://www.bbc.co.uk/science/horizon/2001/paralleluni.shtml
92

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UNIVERSIDAD NACIONAL EXPERIMENTAL DEL TÁCHIRA

Material de Estudio para uso exclusivo de Estudiantes de la UNET

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ASIGNATURA: CÓDIGO: UC:

DEPARTAMENTO/CARRERA: NUCLEO PRE-REQUISITO:

31 UC Aprob. Ing. Mecánica

11 UC Aprob. Ing. Producción Animal.

La Información (que no es sinónimo de Conocimiento), encuentra múltiples,

Por coyunturas históricas y geopolíticas, vivimos inmersos en un mundo lingüístico

El estudiante de inglés 1 estará en capacidad de:

El estudiante de inglés 1 desarrollará competencias para:

1. Expresar de manera oral formas de presentarse y hablar de sí mismo, realizar

2. Expresar de manera escrita textos contentivos de características personales,

3. Comprender e interpretar de manera oral información sobre personas y objetos,

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

Los aprendizajes de caracteres significativos, comunicativos y basados en los

El profesor, a través de sus explicaciones, ejercitación con el material didáctico, uso

El estudiante, por su parte, aplicará las estrategias de aprendizaje para dar

El material de estudio seleccionado para la asignatura consiste en la Guía de

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

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

PARCIAL UNIDADES SEMANA % ACUM INSTRUMENTOS

 Las evaluaciones medirán las cuatro habilidades

Jones-Macziola and White: Getting Ahead: A Communication Skills Course for

Kagan, S. Cooperative Learning. 1992-1994. Kagan Cooperative Learning

Carter, R. Introducing Applied Linguistics. 1993. Penguin English

IN THIS UNIT YOU WILL STRATEGIES FOR LANGUAGE FOCUS

 Introduce and identify yourself  Making predictions  Verb to be

Listening: Introductions. People  Office, company,  Role-playing: Find your

Greetings: Responding to greetings:

Introducing yourself: Hello, I’m… / My name’s …

a. How do you do? / Pleased to meet you

B. Now listen to the recording and check your answers. (Track 1)

B. Listen again. What do the people say?

A. Complete this conversation with the phrases in the box

B. Now listen and check your answers. (Track 3)

GIVING INFORMATION ABOUT YOURSELF AND OTHER PEOPLE:

What´s your name? My name is Frank.

What´s her name? Her name is Agatha.

B. Work with a partner ask and give personal information.

Doctor Sales Manager Graphic Designer Civil Engineer Lawyer

Chemical Teacher Journalist Accountant Receptionist

1. Laura is_______________ - she helps people with legal problems.

Professional and Administrative Clerical and office

Study these examples:

SAYING TELEPHONE NUMBERS

A. Listen to these telephone numbers and say them. (Track 6)

A. Listen to the conversation and complete the information on the business

Pre- Reading Activity:

Engineers are people who solve problems and focus

on making things work more efficiently and effectively.

Engineers apply the theories and principles of science

of food products, and the operation of financial systems.

B. Answer in Spanish these questions about the text:

2. Write down three main ideas from the text.

3. What does an engineer do? _________________________________________

A. Match the words with their definitions.

2. Sell ________ to come to know or to get someone in some place.

Listen / Give / __

Formal / _ Hear / ____

Greetings / Questions /

B. No, it (6). It (7) Johnston.

B. No, I _ (9). I __ (10) Mr. Fung.

* Ask for and give information on Prediction by previous Present Tense

Using language skills. Questions and short answers:

__________ _ _____________

__________ _ _____________

__________ _ _____________

_________ _ _____________