TECNICATURA EN ADMINISTRACION Y GESTION UNIVERSITARIA U.B.A

INGLES NIVEL I (Nivel ELEMENTAL) Programa 2013

INGLES I

Los objetivos del curso son: El aprendizaje de las estructuras básicas de la lengua inglesa para permitirle al alumno expresarse en idioma inglés y redactar textos simples en dicho idioma. Se suma a ello la incorporación de vocabulario técnico de negocios (Business English). La adquisición por parte del alumno de las herramientas necesarias para manejarse en idioma inglés en situaciones que se presenten dentro del ámbito laboral y para analizar e intercambiar información en dicho idioma. Para ello, se trabaja sobre las cuatro habilidades necesarias para estudio del idioma extranjero: comprensión lectora, comprensión auditiva, expresión oral y escrita.

Contenidos Gramaticales Mínimos: Artículos, demostrativos, numerales y cuantificadores. Pronombres subjetivos, objetivos y personales. Clasificación de oraciones: Afirmativas, interrogativas, negativas. Tiempos verbales: Presente simple, Presente continuo, Futuro con “Going to” y presente continuo, Pasado simple, Presente perfecto (en formas afirmativas, interrogativas y negativas) Verbos modales: Can, could, must, should, would. Formas verbales: Infinitivos, participios, gerundios. Uso de preposiciones Categorías de palabras: Sustantivos (clasificaciones, plurales regulares e irregulares), Adjetivos (formas comparativas y superlativas), Adverbios (modo, tiempo y lugar) Vocabulario relacionado con situaciones laborales, académicas, presentaciones, reuniones, negociación. Redacción de faxes, memos, correos electrónicos (Netiquette). Forma de evaluación: Se tomarán dos exámenes parciales escritos para evaluar el conocimiento de los temas desarrollados durante el curso. De no alcanzarse la calificación promedio requerida para promocionar la materia, se tomará un examen final global. Unidades a desarrollar: Unit 1: Jobs Aims: To say what you do and where you are from, to ask about personal information to spell, to greet and introduce yourself and others. Vocabulary: countries, nationalities and jobs. Grammar: Present Simple verb To Be - Possessives

Business Communication: Socializing Unit 2: Products and Services Aims: To talk about company types and activities, to ask about companies, to say numbers and to book and order things by phone. Vocabulary: Company types and activities Grammar: Present Simple Business Communication: Exchanging information -Booking and ordering by phone Unit 3: Location Aims: To talk about your company location and buildings, to ask for details about a workplace, to start and end a telephone call, to leave a telephone message. Vocabulary: Location and Company Buildings Grammar: There is- There are. Some- Any Business Communication: Leaving telephone messages Unit 4: Technology Aims: To talk about technology, to talk about everyday activities, to ask questions in the present simple, to ask for and offer help. Vocabulary: Technology and functions Grammar: Adverbs of frequency, Questions. Business Communication: Exchanging information: Asking for and offering help. Unit 5: Communications Aims: To deal with documents and correspondence, to talk about a past event, to apologize, to explain and solve a problem. Vocabulary: Documents and correspondence. Grammar: Past simple (verb “to be” and regular verbs) Business Communication: Solving problems. Unit 6: Contacts Aims: To order food in a restaruant or café, to use time expressions to talk about the past, to talk about the past, to describe a trip, to make general conversation. Vocabulary: Food and drink Grammar: Past simple- irregular verbs- time expressions Business Communication: Making conversation. Unit 7: Departments Aims: To describe departments and their responsibilities, to say where things are and give directions using prepositions, to show a visitor round a company. Vocabulary: Responsibilities and departments. Grammar: Prepositions of place and movement. Demonstratives: this, that, these, those Business Communication: Showing a visitor round. Unit 8: Employment Aims: To talk about professional qualities, skills and experience, to talk about what you are doing now and trends in the workplace, to tell the time, to arrange a meeting. Vocabulary: Employment Grammar: Present Continuous

Business Communication: Arranging meetings. Unit 9: Competition Aims: To talk about competition and how to be competitive, to compare products and companies, to say prices, to compare and choose. Vocabulary: Competition Grammar: Comparatives Business Communication: Meetings: Comparing and choosing Unit 10: Teamwork Aims: To talk abut teams and teamwork, to discuss problems, to talk about present and future arrangements, to choose the best options, to respond to news, to give opinions. Vocabulary: Meetings and working in teams Grammar: Present continuous – present and future. Superlatives. Business Communication: Meetings: Giving opinions. Unit 11: Travel Aims: To talk about air travel, to check in at an airport, to talk about future plans, to give reasons for actions to talk about money, to book a hotel room and ask about hotel services. Vocabulary: Air travel Grammar: Going to future – Infinitive of purpose Business Communication: Travel: Staying at a hotel. Unit 12: Schedules Aims: To talk about schedules and about recent past actions, to say when something happens using prepositions of time, to say dates, to plan a schedule. Vocabulary: Calendars and Schedules. Grammar: Present Perfect. Business Communication: Meetings: Planning a schedule. Bibliography: Coursebook: Business Result Elementary- Student's Book- David Grand, John Hughes and Rebecca Turner. Oxford University Press. Additional Practice (optional) : Essential Grammar in Use- Raymond Murphy- Cambridge University Press. On-line dictionary: www.wordreference.com

TECNICATURA EN ADMINISTRACION Y GESTION UNIVERSITARIA U.B.A

INGLES NIVEL II (Nivel PRE-INTERMEDIO) Programa 2013

INGLÉS II

Los objetivos del curso son: La revisión y consolidación de los conocimientos ya adquiridos en el Nivel I y la incorporación de nuevos recursos para facilitar el análisis y el intercambio de información en idioma inglés. El aprendizaje de construcciones gramaticales más complejas de nivel pre-intermedio y la ampliación del vocabulario referido a las distintas áreas de la actividad laboral y comercial para expresarse oralmente y por escrito con mayor competencia. Para ello, se trabaja sobre las cuatro habilidades necesarias para estudio del idioma extranjero: comprensión lectora, comprensión auditiva, expresión oral y escrita.

Contenidos Gramaticales Mínimos Tiempos verbales: Además de la revisión de los propios del nivel I (presente simple, presente continuo, pasado simple (regulares e irregulares) y presente perfecto, se agregan los tiempos futuro (will, going to, present continuous), Pasado Continuo, Presente Perfecto Continuo. Verbos modales: para expresar permiso, posibilidad, habilidad, necesidad, obligación, prohibición, consejo (can, could, may, might, must, have to, need to, should). Categorías de palabras: Sustantivos contables e incontables. Cuantificadores (much,many, a lot, some, any) Oraciones coordinadas y subordinadas. Conectores que indican adición, contraste, condición, propòsito, etc. Construcciones pasivas. Oraciones condicionales (tipos I y II) Afijos para formación de sustantivos, adjetivos y adverbios. Preposiciones tiempo, lugar, asociadas con verbos, adjetivos y sustantivos. Redacción de cartas e infomes. Terminología específica referida a situaciones laborales y/o comerciales tales como recursos humanos, negociación, marketing, management, publicidad y marcas. Forma de evaluación: Se tomarán dos exámenes parciales escritos para evaluar el conocimiento de los temas desarrollados durante el curso. De no alcanzarse la calificación promedio requerida para promocionar la materia, se tomará un examen final global. Unidades a desarrollar: Unit 1:Companies Aims: To talk about what companies do, to talk about your company, to make polite requests, to introduce yourself and others.

Vocabulary: Company facts Grammar: Present Simple Business Communication: Introducing yourself and others. Unit 2: Contacts Aims: To talk about your job and the people you work with, to talk about work activities, to give phone numbers and spell names to make and receive telephone calls. Vocabulary: To describe your job and job contacts. Grammar: Present continuous Business Communication: Making and receiving telephone calls. Unit 3: Visitors Aims: To talk about company structure, to ask questions to welcome visitors, to present visual information. Vocabulary: Company structure Grammar: Questions Business Communication: Presenting visual information. Unit 4: New Products Aims: To talk about new products and the stages in their development, to talk about the development of products, to show interest, to give a report. Vocabulary: The development process of new products. Grammar: Past Simple Business communication: Meetings: Giving a report. Unit 5: Employment Aims: To talk about job benefits and employment procedures, to describe personal experiences, to delegate work, to discuss progress on projects. Vocabulary: Job benefits and employment procedures Grammar: Present Perfect Business communication: Meetings: Discussing Progress. Unit 6: Customer Service Aims: To talk about customer service, to make comparisons, to respond to complaints, to ask for and give opinions. Vocabulary: Customer satisfaction. Grammar: Comparisons Business Communication: Asking for and giving opinions. Unit 7: Travel Aims: To talk about travel, to ask for travel information, to report to a company reception, to make small talk and develop a conversation. Vocabulary: Travel Grammar: Countable and Uncountable nouns Business Communication: Socializing: Making small talk and developing a conversation. Unit 8: Orders Aims: To talk about orders and deliveries, to talk about the future, to make arrangements, to make and respond to suggestions. Vocabulary: Orders and deliveries Grammar: Future forms: Present continuous, going to, will for plans, arrangements and

decisions. Business Communication: Meetings: Making and responding to suggestions. Unit 9: Selling Aims: To talk about sales and advertising, to talk about obligation, to interrupt and avoid being interrupted, to control the discussion in meetings. Vocabulary: Sales and advertising. Grammar: Modal verbs for obligation, necessity and permission. Business Communication: Meetings: controlling the discussion. Unit 10: New Ideas Aims: To talk about new green initiatives, to talk about innovative practices, to ask for clarification, to give a formal presentation. Vocabulary: Green initiatives Grammar: The passive. Business Communication: giving a formal presentation. Unit 11: Entertaining Aims: To talk about corporate entertainment, to talk about future possibilities, to talk about food and drink, to make and respond to invitations and offers. Vocabulary: Corporate Entertainment Grammar: First Conditional Business Communication: Socializing: Invitations and offers. Unit 12: Performance Aims: To talk about performance, to talk about present and past performance, to say large and approximate numbers, to describe trends. Vocabulary: Evaluating performance. Grammar: Present perfect (with for and since) Business Communication: Presentations: Describing trends Unit 13: Future trends: Aims: To talk about global issues, to make predictions, to respond to ideas, to predict future trends. Vocabulary: Global issues Grammar: Future predictions Business Communication: Making predictions. Unit 14: Time Aims: To talk about managing time, to speculate and discuss consequences, to talk about time, to negotiate conditions. Vocabulary: Managing time Grammar: Second conditional Business Communication: Negotiating conditions. Unit 15: Training Aims: To talk about personal development and training, to give advice, to show understanding and suggest solutions. Vocabulary: Personal development and training. Grammar: Modal verbs for giving advice. Business Communication: showing understanding and suggesting solutions.

Unit 16: Your career Aims: to talk about ambitions and careers, to revise grammar and tenses to give a personal presentation. Vocabulary: Careers Grammar: Revision of grammar and tenses. Business Communication: Giving a personal presentation. Bibliography: Coursebook: Business Result- Pre-Intermediate- Student's book- David Grant, Jane Hudson and Robert McLarty- Oxford Univesity Press. (Units 1 to 16 and Practice Files ) Additional Practice (optional) : English Grammar in Use- Raymond Murphy- Cambridge University Press. On-line dictionary: www.wordreference.com

INGLÉS III

INTERMEDIATE LEVEL

Unit 1 Brands.

Talk about your favourite brands. Discuss two authentic product promotions

Reading: Outsourcing production- Financial Times . Listening: An interview with a brand

consultant

Language Work: Words that go with brand and product. Present simple and present

continuous.

Skills: Taking part in a meeting. Case Study: Caferoma: Solve the problems of a leading

brand. Writing: e-mail

Unit 2. Travel.

Talk about your travel experiences.

Reading: Air rage-Guardian. Listening: A business traveller’s priorities.

Language Work: British and American travel words. Talking about the future.

Skills: Making arrangements on the telephone. Case Study: Work, rest and play. Choose a

suitable hotel for a seminar in France. Writing: e-mail

Unit 3. Organisation.

Rank status symbols in order of importance.

Reading: Flexibility in the workplace. Fast Company. Listening: an interview with the

partner of a management consultancy.

Language Work: Words and expressions to describe a company structure. Noun

combinations.

Skills Socialising: introductions and networking. Case Study: Auric Bank: Choose the best

way to reorganise customer services. Writing: Report.

Unit 4. Change.

Discuss attitudes to change in general and at work. Rank stressful situations.

Reading: Change in retailing- Financial Times. Listening: An interview with a business

transformation director

Language Work: Words for describing change. Past simple and present perfect.

Skills: Taking part in meetings 2. Case Study: Acquiring Metrot: Agree on changes at a

company that has been taken over . Writing: Action minutes.

Unit 5. Money.

Do a quiz and discuss attitudes to money.

Reading. Two financial reports. Financial Times. Listening: An interview with the founder

of a finance firm.

Language Work: Words and expressions for talking about finance. Describing trends.

Skills: Dealing with figures. Case Study: Angel investments: Choose a company to invest

in. Writing: e-mail

Unit 6. Advertising.

Discuss authentic advertisements. Discuss good and bad advertising practices.

Reading: Successful advertising- Guardian. Listening: An interview with the head of

planning at an advertising agency.

Language Work: Words and expressions for talking about advertising. Articles: a, an , the ,

zero article.

Skills: Starting presentations. Case Study: Focus Advertising: Create and present an

advertising campaign. Writing: Summary.

Unit 7. Cultures.

Discuss the importance of cultural awareness in business.

Reading: Advice for doing business across cultures. Listening: An interview with a trainer

in cultural awareness.

Language Work: Idioms for talking about business relationships. Modals of advice,

obligation and necessity.

Skills: Social English.- See: The socio-cultural game (P. 138-139). Case Study: Visitors

from China: Plan a visit by a Chinese manufacturer. Writing: e mail

Revision Unit A.

Unit 8. Employment.

Choose the most important qualities for getting a job. Describe best and worst experiences

at work.

Reading: Retaining good staff. Financial Times. Listening: An interview with an executive

search consultant.

Language Work: Words to describe the recruitment process and personal character.

Indirect questions and statements.

Skills: Managing meetings. Case Study: Slim Gyms: Choose the best candidate for the job

of General Manager. Writing: letter.

Unit 9. Trade.

Discuss ideas about globalisation.

Reading: Fair trade- Guardian. Listening: An interview with an expert on negotiating.

Language Work: Words for talking about international trade. Conditions.

Skills: Negotiating. Case Study: Ashbury Guitars: Negotiate a deal with an overseas guitar

manufacturer. Writing: e-mail

Unit 10. Quality.

Discuss ideas of quality.

Reading: Old-fashioned quality- Financial Times. Listening: An interview with the Senior

Vice President of a prestigious hotel chain.

Language Work: Words for talking about quality control and customer service. Gerunds

and Infinitives.

Skills: complaining on the telephone. Case Study: Brookfield Airport: Work out an action

plan following complaints from passengers. Writing: Report.

Unit 11. Ethics.

Discuss questions of ethics at work. Rank a list of unethical activities.

Reading: Business ethics- Financial Times. Listening: An interview with a bank executive.

Language Work: Words to do with honesty or dishonesty. Narrative Tenses.

Skills Problem solving. Case Study: profit or principle?. Decide if a manager has acted

unethically and what action to take. Writing: letter.

Unit 12. Leadership.

Discuss the qualities of good leadership.

Reading: Profile of a leading Chief Executive- Financial Times. Listening: An interview

with an expert in leadership training.

Language Work: Words to describe character. Relative Clauses.

Skills: Decision-making. Case Study: Orbit Records: Discuss ideas to save a failing music

retailer. Writing: e-mail

Unit 13 Innovation.

Talk about innovations in your daily life and in the twentieth century.

Reading: In-company innovation. Fortune magazine. Listening: An interview with an

expert on presentations.

Language Work: Words and expressions to describe innovations. Passive.

Skills: Presentation techniques. Case Study: Style is everything: Prepare a product

presentation for a competition. Writing: Short article or press release.

Unit 14. Competition.

Do a quiz on how competitive you are.

Reading: Losing competitive edge. Financial Times. Listening: An interview with the

Marketing Manager of a credit card business.

Language Work: Idioms from sport to describe competition. Modals of probability.

Skills : Negotiating. Case Study: Beverley Watches: Choose the best supplier. Writing: e-

mail.

Revision Unit B.

Bibliography: Market Leader- New Edition- Intermediate Business English Course Book-

David Cotton-David Falvey- Simon Kent. Pearson-Longman

TECNICATURA EN GESTIÓN Y ADMINISTRACIÓN UNIVERSITARIA (U.B.A)

MODELO EXAMEN FINAL INGLÉS – NIVEL I (2013)

Posibles tipos de ejercicios: Responder preguntas, completar con la palabra/tiempo verbal o

verbo modal correcto, elegir la opción correcta, colocar palabras en el orden correcto,

formular preguntas. Ejercicios de redacción o expresión escrita y de comprensión lectora.

Consultar programa y bibliografía.

1) Tenses:

Simple Present or Present Continuous: Complete the following sentences with the correct

tense of the verbs in brackets:

1) ____________ (Beth/have) lunch at the moment?

2) Harry (work) ______________ as a journalist at CNN.

3) Mr Brown and Mr. Smith (not work) _________________ in the same office.

4) I (think) ____________________ this brand is really good!

5) ______________(you/like) spending the weekend outdoors?

6) Both partners (speak) _________________ on the phone right now.

7) Listen! Somebody _________________ (shout) !

Simple Past or Present Perfect: Complete the sentences with the correct form of the verbs in

brackets.

1) Annie (never/ be) __________________________ abroad in her life. Last summer, she

(spendl) ___________________ a month in a summer resort here on the coast.

2) When I (be) _______________ 22, I (take) _______________ a course at this University.

3) We (not/make) ________________ any progress yet.

4) During his lifetime, Shakespeare (write) ___________________ poems and plays.

5) I love this city. I (live) ______________________ here for ten years.

2) Comparatives and Superlatives:

1. This is (fast) _________________________ car that we have in this agency.

2 Their customer service is (bad) _______________________ before.

3 This new mobile phone is (difficult) ________________________ to use than the old one.

4 Spanish is (easy) __________________ Japanese.

5 That was the (important) _________________________ decision I had to make in my career.

3. Complete with a suitable modal verb in the correct form (affirmative or negative):

Can - Could - Should - Would

1 – I ……………… speak Italian very well when I was a young girl.

2 - ……………. I use your telephone, please?

3 - ………………….. you like some coffee?

4 – He ……………. be early for the meeting. You always make a good impression if

your arrive early.

5 – Peter …………….. eat salty food because of his high blood pressure.

6 – That girl over there ………………. be Mary because she never wears jeans.

4) Choose the correct answer(s)

1 – I don’t have ……………money

a) many b) much c) some

2 - …………….cars are equipped with GPS systems

a) much b) many c)a lot of

3 – I don’t know how……………..coffee I drank yesterday.

a) many b) much c) a lot of

4 – There is………………fruit in the fridge

a) any b) some c) many

5- There aren’t ………………chairs in the library.

a) some b) any c) little

6– Would you like ……………cake?

a) some b) any c) little

7 – I don’t have………….. milk bottles in my kitchen

a) some b) much c)any

8. I have booked two tickets for this play so we …................................ to the theatre

tomorrow evening.

a) are going to go b) are going c) go

10) “What are your plans for next year?”

“I've already made a decision. I …....................................... abroad for six months”

a) have studied b) am studying c) am going to study

5) Provide the question.

1.- The manager left his office an hour ago.

2.- He has been to Italy several times.

3.- They are launching some new products this month.

4.- Stephen arrives early every day.

5.- My partner is going to move to another city in December.

6. These people come here because they prefer this restaurant to any other in town.

7.- He goes to the office by bus every day.

8. My new book will become a best-seller soon.

9 They shouldn't smoke in this room.

6 Writing:

“A trip to forget...” (about 100-120 words)

READING COMPREHENSION

Read the article and choose the best answer to each question

A good idea or a bad product?

Howard Stapleton noticed that in his town, large groups of young people

often met outside of shops. They didn’t often go into the shops to buy

things, but they made it difficult for customers to enter the shops.

Stapleton knew this was bad for business. He wanted to help.

Then he had an idea. He made a machine that makes a very high noise.

Young people can hear the noise, but older people can’t hear it. The

noise doesn’t hurt young people, but it makes them want to leave the

area. He calls his machine the Mosquito. (A mosquito is a small insect

that makes an annoying sound.) The product is a success. He has sold

3,500 units in a year. The cost is £500 each. In some areas, the police buy

the Mosquito to stop young people from meeting in large groups. This

helps businesses, because customers are now able to enter their shops

easily.

But not everyone is happy. Shami Chakrabarti says that it is not fair to

young people. She has complained to the police and some businesses

that have bought the Mosquito. As a result of her complaints, sales of the

Mosquito have decreased by 50 percent.

Stapleton wants to negotiate with Chakrabarti, but she won’t talk to him.

She says: “This is a bad product.” Stapleton is thinking about reducing the

price to increase sales.

From the Financial Times

1. The problem that Stapleton wanted to solve was

a) too many young people entering shops.

b) too many young people outside of shops.

c) too many customers meeting outside of shops.

2 The situation was bad for business because

a) young people don’t have much money.

b) customers couldn’t enter shops easily.

c) Stapleton wanted to help the young people

3 Stapleton wanted to

a) hurt young people’s ears.

b) make young people listen to his ideas.

c) make young people leave the area.

4 Stapleton

a) has already launched the Mosquito.

b) plans to launch the Mosquito next year.

c) has stopped selling the Mosquito.

5 The Mosquito

a) has solved the problem in some areas.

b) is causing problems for some businesses.

c) is popular with young people.

6 Who has complained?

a) Shopkeepers.

b) Shami Chakrabarti.

c) The police.

7 What is the complaint?

a) The Mosquito isn’t fair.

b) The Mosquito is too expensive.

c) The Mosquito is bad for older people.

8 What has happened to sales of the Mosquito?

a) They’ve gone up.

b) They’re remained the same.

c) They’ve gone down.

9 What has Chakrabarti done?

a) Had a meeting with Stapleton.

b Agreed to talk on the phone with Stapleton.

c) Said that the product is bad.

10 What is Stapleton thinking about doing?

a) Increasing the price.

b) Making the Mosquito cheaper.

c) Trying to reduce sales.

Tecnicatura en Administración y Gestión Universitaria (U.B.A)

Modelo de Examen Final Inglés - Nivel 2 – (Programa 2013)

Posibles tipos de ejercicios: Responder preguntas, completar con la palabra/tiempo verbal o verbo

modal correcto, convertir oraciones a condicionales, voz pasiva o voz activa, elegir la opción

correcta, ejercicios de redacción o expresión escrita y de comprensión lectora. (Consultar Programa

y Bibliografía)

Exercise A:

Tenses

Complete the sentences using the correct form of the verb in brackets. (simple present, present continuous, simple past, past continuous, present perfect, will, going to future)

1. Why (be/Jane) _______________________ here yesterday morning?

2 My partner (work) ______________________ in his office when I (phone) __________________ him

last Friday.

3 What time (the meeting/start) __________________ this morning?

4 Two days ago, we (see) _________________ an accident in the street, we (call)______________ the

police and they (arrive) _______________________immediately!

5 My parents (know) ____________________ each other since they were at university.

6 My partner is a very good artist, but he (not sell) ____________________ many paintings up to

now.

7 In 1990 I (move) _____________________ to Spain and I (live) ___________ these since then.

8 Peter works in a French company although he (not/speak) ________ French. He (speak)

_____________ Italian.

9. Listen! Somebody (knock) ________________ at the door!

10. People (not/understand) __________________ what he ( mean) ________________!

11. Next Saturday Tom (leave) _________________ early in the morning. He (go)

__________________ to the Caribbean.

12. “I can’t find my keys and it’s getting late”

“Don’t worry, I (lend) ____________________ you mine”

Exercise B - Complete the text by writing one appropriate word in the box, in each gap

develop - niche - launch - market - carry out

If you want to achieve success with a new product, there are a number of steps you have to get right.

First, you should identify a ………………(1) in the market: a need for a product that doesn’t exist

yet. Then you can either……………..(2) a completely new product idea, or modify an existing

product idea. It is important to ………………..(3) market research to check if your idea will have a

market, and to be able to target the right………………(4). Next, you must decide how

to……………….(5) the product, for example by developing an effective advertising campaign.

Exercise C - Make these sentences passive.

1 – They manufacture BMW cars in Germany.

2 – Someone is typing the report now.

3 – Fate developed a new tyre.

4 – They were still testing cosmetics on animals.

5 – Pfizer has retained all selling rights.

6 – We should test this new product immediately.

7 – We have to improve the packaging.

Exercise D: Modal Verbs: Complete the sentence with don’t / doesn’t have to - must/ mustn’t - have/has to as appropriate. 1. I _________________________ forget to phone Sarah this evening.

2. You _________________ pay for your ticket. Its free.

3 Tomorrow, our train leaves at 6.30 a.m. so we ________________ get up early.

4. We _________________ use our mobile phones during the meeting. It’s against the rules.

5. I _________________ go back home early today. I’m exhausted.

6. The company will provide the material for the course so Tom _________________ buy anything in

advance.

Exercise E: Conditonal Sentences: Complete the sentences with the correct tense of the verbs in brackets 1. If you (drink) __________________ some water you will feel better.

2. If the plane is delayed, he (not/be) ____________ here at 8 p.m.

3. We will cancel the trip if the weather (not/improve) _____________________.

4. If people (not use) ________________ so many plastic bags, there would be less pollution.

5. I (go) ________ on a trip around the world if I won the lottery.

6. I (not do) ___________ that if I were you.

7. If our office (be) ____________ bigger, we would buy two new desks.

Exercise F. Reading Comprehension: Airbus crisis over

Airbus says it has turned the corner after a crisis connected to production problems and turmoil in the boardroom at its A380 super-jumbo project that has gone on for the past year. Speaking at the Paris air show, Louis Gallois, CEO of the European planemaker, said, "Airbus is back."

Airbus, which announced a raft of orders on the first day of the show, is competing with Boeing, its American rival, for the title of the largest planemaker in the world.

Boeing is expected to reveal the numbers of orders for its 787 Dreamliner soon. Airbus orders unveiled on Monday included Qatar Airways confirming a $16bn order for 80 A350 Airbus planes and ordering three A380 super-jumbos for about $750m.

Boeing and Airbus are also competing for orders from aircraft leasing firms. Orders from these companies - who rank highly among the biggest global buyers of aircraft - are often regarded as an indication of how successful a model will be in the long term. Airbus also secured orders from US Airways that are worth $10bn for 22 of its A350 jets, 60 A320s and ten of its A330-200 wide-body planes. A few months ago, Airbus unveiled a major cost-cutting programme aiming to reduce the workforce in Europe by 10,000, as well as announcing a group restructuring. "I can tell you with full confidence that Airbus is back and fully back, as you have started noting yesterday as demonstrated by our first day announcements," said Mr Gallois on the second day of the air show. However, Boeing also announced a deal with General Electric (GE) on the show's first day. GE's commercial aviation services placed an order for six 777 Boeing freighters valued at around $1.4bn, to be delivered in the last quarter of 2008. A Wall Street Journal website report, quoting the Delta operating chief yesterday said that Delta Air Lines were on the verge of ordering as many as 125 Boeing 787 jetliners by the end of this year. However, a spokesman for Delta later said that it had been having conversations "with several aircraft makers" and that "no final decision" had been made on future fleet purchases.

Q1 - The problems at Airbus

have been resolved completely.

are well on their way to being sorted out.

are far from resolved. Q2 - Airbus announced

a large number of orders on the first day of the show.

some orders on the first day of the show.

a few orders on the first day of the show.

Q3 - US Airways

placed an order for the new super-jumbo.

didn't place an order for the new super-jumbo.

may have placed an order for the new super-jumbo. Q4 - Boeing

announced sales of the Dreamliner.

may sell some Dreamliners to General Electric.

may sell some Dreamliners to Delta Air Lines. Q5 - The Wall Street Journal website report

was definitely correct.

was possibly correct.

was definitely wrong.

Exercise G: Writing

When is it necessary to make a career change? Describe your experience.

(150 –180 words)

TECNICATURA EN ADMINISTRACIÓN Y GESTION UNIVERSITARIA- INGLÉS III (CUAT)

Modelo Examen Libre

Posibles tipos de ejercicios: Responder preguntas, completar con la palabra/tiempo

verbal o verbo modal correcto, convertir oraciones a condicionales, voz pasiva, reported

speech (según programa), hallar en el texto construcciones determinadas (ej: relative

clauses, linking words, discourse markers), elegir la opción correcta. Ver temas y

bibliografía en el programa correspondiente.

TECNICATURA EN ADMINISTRACIÓN Y GESTION UNIVERSITARIA- INGLÉS III (CUAT)

Reading comprehension

LEADERSHIP

Westerners tend to value a tough, individualistic and dominating leadership style including

the ability to take independent decisions and have them successfully implemented.

The higher a Japanese manager rises in a company the more pains he will take to hide his

ambition and capability and not to be seen as forceful leader.

Westerners who look for a decisive and charismatic boss are likely to be disappointed.

A Japanese manager concentrates on getting his group to work together. He is expected

to be accessible, to work as an integral part of the group and to share whatever

information he has.

Because he has spent his whole career with the company, more often than not in the

same type of function, he is expected to be subordinates’ work as well as his own.

One of the problems Japanese managers often have with western subordinates is getting

them to show initiative. They complain that Europeans need to be what to do all the time.

And when they have done it they need immediate assurance that they have done it right

and pat on the back. This would be embarrassing to the boss and personally offensive to a

Japanese subordinate who expects no more than a vague indication of the job to be

done. Japanese do not have personal job descriptions or performance appraisal systems.

Japanese job definition is for the group and it is assumed that everyone will do their best

to fulfil it.

Their western subordinates on the other hand complain that they are given only vague

hints of what they are supposed to do. Without defined responsibility, clear direction, and

realistic goals they may find their jobs boring and without scope. When individual

descriptions are instituted in Japanese companies in Europe it is usually at the European’s

insistence.

Europeans who discover the ground rules find that they have more scope to make their

own jobs than in a circumscribed western environment. The ground rules are never do

anything that is above your status, never do anything that infringes on someone else’s

status and never cut across hierarchical boundaries.

The way to ensure you keep within the boundaries of tour status is to keep your boss

informed of the smallest detail. Among the sample of people I talked to it was those at the

lower level of organisations who found this the most stimulating change from a European

working environment where junior people are given comparatively little scope of

responsibility.

ATTITUDES AND BEHAVIOUR

ETIQUETTE

Japanese in Europe have reluctantly learned to use first names but feel more comfortable

when addressed by the last name followed by san.

Senior people may be addressed by their title plus san instead of last name. First names

are reserved for family and close friends.

Titles, modes of address and language are carefully measured to indicate relative status,

as are the other subtle status symbols of office life such as job titles or the positioning of

desks in an open office. For example, seniors would have their backs to the windows

where they could enjoy the privilege of natural light, in contrast with the fluorescent

lighting pervading Japanese offices. While very sensitive to fine distinctions of rank, the

western use of material goods to communicate achievement and authority are

noticeably lacking. Offices are workmanlike, cars are unostentatious and so on.

More important than the actual forms of language and behaviour is pervasive politeness

and a concern to avoid embarrassment to oneself or others. Display of temper or any

other uncontrolled emotions are seen as a sign of weakness.

Japanese manners are based on reciprocation, a sense of mutual indebtedness. To many

westerns the excessive deference of a subordinate to a superior is less surprising than that

it is returned in kind. Relationships between all levels are built on exchange, whether gifts,

courtesies, help, information and so on.

Extreme politeness does not exclude openness in relationships. Europeans, especially

women, may be surprised at the personal nature of conversations. This is usually because

Japanese need to know people well before they can work with them as long as they do

their job. In a Japanese environment there is a higher tolerance of professional and

human frailty, but it is compensated with a greater demand for loyalty and trust.

PUNCTUALITY

Japanese are very punctual when politeness requires it and especially with senior people.

Otherwise time is fluid. A meeting will carry on until it is finished or interrupted by the

demands of a senior person outside. The working day can be very long, reflecting a

demanding work ethic and high level of commitment. Being the first to leave, even if you

have no work to do, is a snub to the group and an embarrassment to your senior. As in

Japan, Japanese may regularly work on Saturday, rarely take more than a week’s

vacation or their full entitlement, and count sick days as holiday.

HUMOUR

On informal occasions when they know everyone well, Japanese will be humorous and

entertaining. At a formal meeting or among strangers they may be awkward and

withdrawn and too nervous to loosen up. In presentations and speeches to westerners

many have learned that the audience expects jokes and informality and respond

accordingly. Japanese do not usually appreciate flippancy or triviality and find self-

deprecation a mystery.

SOCIAL LIFE

The most common complain among westerners is that most major decisions seen to be

made outside office hours by their Japanese colleagues. While in day-to-day activities

they are kept well informed, they are kept in the dark about the overall direction of the

company. For a westerner to progress in a Japanese managed company it is essential to

work late in the evening and at weekends. This can be a major impediment for women

who wish to progress in a Japanese company. In the workplace itself most of the women I

talked to did not find Japanese more chauvinistic than their western counterparts. The

difficulty was in establishing the appropriate relationships, as well as finding the time, to

join in the after-hours discussions.

It is not so easy for men either. While the expatriate Japanese is considerably more flexible

and adaptable to European ways than the stereotypical image of the chauvinistic and

single minded Tokyo salaryman, it is hard to break into the inner circle. As in any foreign

company a first requirement is to make an effort to speak the employer’s language. As

well as practically useful it demonstrates a commitment to career and company to which

Japanese are particularly sensitive.

It is this level of dedication to the organisation which is probably the biggest hurdle to

making any more than an averagely successful career in a Japanese company. The

emotional and practical commitment that Japanese expect is incomprehensible to most

westerners. The term “British disease” is a byword among Japanese for idleness and is

extended to most other western countries. The Japanese disease is a karoshi, or death by

overwork. The difference between the British and Japanese diseases is perhaps the

biggest cultural hurdle for each side to overcome.

Answer the following questions:

1. What characteristics can be found in a Japanese manager as regards leadership?

2. What do Japanese managers complain about?

3. Outline the main rules concerning etiquette, punctuality, humour and

social life?

4. Is Western culture different? Why?

5. What do the expressions ‘British disease’ and ‘Japanese disease’ mean?

6. Explain the following phrases or expressions

Mind your manners

To infringe

appraisal systems

chauvinistic

Sample Grammar Exercises

Tenses: Complete the sentences using the correct form of the verb in brackets.

1............................. (you / work) on a new project at the moment?

2.My colleague always . . . . . . . . . . . . . . . . . (finish) work early on Fridays.

3. Our company . . . . . . . . . . (already / invest) $4.54 million in Research and Development

this year.

4.The marketing team . . . . . . . . . . . . . . . . . (meet) in London once a week.

5.At the moment we . . . . . . . . . . . . . . . . . (not develop) a new brand.

6.. . . . . . . . . . . . . . . . . (you / usually / buy) usually birthday presents for your colleagues?

7.The new company, GoKids, . . . . . . . . . . . . . . . . . (produce) books for children.

8. I . . . . . . . . . . . . . . . . . (see) my boss at 12.30 tomorrow.

9. I’m going to the conference too. I . . . . . . . . . . . . . . . . . (give) you a lift if you like.

10. The bus . . . . . . . . . . . . . . . . . (depart) from the central bus station at 7.35 p.m.

11. I won’t be able to make the workshop on Friday. I . . . . . . . . . . . . . . . . . (go) to Frankfurt

for a long weekend.

12. . . . . . . . . . . . . . . . . . (you attend) the seminar next week?

13. I think the Budapest flight . . . . . . . . . . . . . . . . . (be) late too.

14.They . . . . . . . . . . . . . . . . . (stay) at the Ibis Hotel in Paris at the moment.

Complete the article using the correct form of the verb in brackets.

Fast-growing paper manufacturer GRED. (said / has said) yesterday that it... (creates / is

going to create) seven hundred and sixty jobs over the next six years as part of an

expansion plan.

The firm . . . . . .(has been announced / has announced) that it . . . . . . . . .(plans / will plan)

to build a major extension to its headquarters. This decision . . . . . . . . . (will result / is

resulting) in new jobs throughout the region. The extension . . . . . . . . (will complete / will be

completed) in October and should expand the plant by a third.

GRED also says it . . . . . . . . .(will help / helps) the business double sales over the next five

years. The investment . . . . . . (will also provide / is providing) extra production capacity,

and a better goods despatch area. The investment comes after a record year for the

company. Since March GRED . . . . (saw / has seen) a huge rise in sales and last week a

company spokesman predicted that profits. . . . . . (could reach / is reaching) £1.7 million

for the past twelve months.

This would mean profits were up twelve percent on the previous year. GRED . . . . .(has

planned / has been planned) to spend £40 million this year, opening forty-five shops and

refurbishing existing premises. Two factories . . . . . (were also opened / have opened) by

the company in Belgium recently

Rewrite the underlined phrases with the correct alternatives.

1 I recommend that you don’t talk about money.

You . . . . . . . . . . . . . . . . (shouldn’t / don’t have to) talk about money.

2 It’s essential that we order the new stationery supplies today.

We . . . . . . . . . . . . . . . . (must / should) order the new stationery supplies today.

3 It isn’t necessary for you to attend the meeting.

You . . . . . . . . . . . . . . . . (mustn’t / don’t have to) attend the meeting.

4 I advise you to take plenty of business cards with you on your trip.

You . . . . . . . . . . . . . . . . (have to / should) take plenty of business cards with

you on your trip.

Complete the gaps in the sentences using the correct form of the word in brackets.

1 Some companies compare their main . . . . . . . . . . . . . . . . (compete) products with their

own.

2 Susan had lots of ideas for new ads, but they were all less than . . . . . . . . . . . . . . . .

(inspire).

3 What do you think is the best way of . . . . . . . . . . . . . . . . (promote) our latest credit card –

a commercial or leaflets?

4 Some companies use . . . . . . . . . . . . . . . . (humour) slogans to attract consumers.

5 One successful advertising technique is celebrity . . . . . . . . . . . . . . . . (endorse).

6 Shall we attend the Munich . . . . . . . . . . . . . . . . (exhibit) this year?

7 Nike experimented unsuccessfully with its . . . . . . . . . . . . . . . . (expand) into non-athletic

shoes.

8 The campaign set out to make the juices look as mouth- . . . . . . . . . . . . .(water) as

possible.

9 Bad . . . . . . . . . . . . . . . . (publicise) is often considered better than none at all.